Personalized Learning...Should we Expect Anything Less?

Recently, I was reflecting on the degree to which we create a digital footprint in our daily lives. It really begins when I pick up my cell phone in the morning and see several notifications on my screen to cue up my day. Soon after that I go to my iPad to check my digital newspapers, email, Twitter, InspirED, and I have to admit, interest-specific Pinterest boards. Throughout the day when I use my E-ZPass, a credit card, or do a Google search, I am continually experiencing places and events that further solidify my digital footprint in the world.

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Adult Learning: Creating Buy-in

Designing and facilitating high-quality professional learning experiences is such important and challenging work. I must admit that in my first year of formally leading professional development, I cried a few times in school bathrooms during session breaks — not so dissimilar to swallowing back tears in the teacher’s lounge during my first few months of teaching in the Bronx. I remembered (and often forgot) lots of mediocre professional development experiences as a teacher. How could I avoid repeating this pattern and actually make a difference with the little precious time I had with busy educators?

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Getting Closer to the Future of Teacher Learning

As I discussed in my earlier piece on the future of teacher learning, there is the need to transform what and how teachers learn in school districts, charter management organizations (CMOs) and state systems. While I’m confident from our experiences at 2Rev that there are no cookbook recipes to doing this — since every context, community, and culture is unique and the needs of the adult learners are vast and varied — I’m also confident that people need support to help them move in the right direction. In this post, I share some strategies and tools that have helped us move teacher learning with our partners.

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The Future of Teacher Learning

How do you learn? It’s a simple question…and yet, you have to think about it. Turn it over in your mind. It’s something I think about a lot. Rather than Calculus, or Shakespeare, or the effects of the American Civil War, consider cooking, or skiing, or teaching your five-year old daughter to ride a bike. How did you  learn to do or teach those things? Did you watch others? Talk to an expert? Watch online videos incessantly or read articles and books? Did you listen to a lecture, or two or three? Try and try again? A combination of all or none? How you did it speaks to some important components of the learning process: motivation, learning style, and assessment, to understand how you know you’ve reached mastery of that stage of learning.

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What Future Are You Building?

What Future Are You Building?

For at least a generation or more, virtually all stakeholders—students, parents, teachers, education leaders, policymakers, business and community leaders and others—have regularly shouted that our schools aren’t working for far too many kids. They’re right. Although lots of important progress is being made, it can sometimes be hard to see and we are all understandably impatient. Change is slow and the clock is ticking. So what gives?

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