Sparking Transformation by Rethinking Professional Learning

Sparking Transformation by Rethinking Professional Learning

What would it look like if we transformed the traditional “sit and get” professional development model into something much more flexible, engaging, and effective? What if, instead of coming back from a PD day with a packet of handouts that will sit gathering dust on their desk, teachers had the chance to engage in learning they could immediately put in practice in their classroom? What if teacher development looked more like the next gen learning we want for students?

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Crossing the Chasm: Diversity, Equity & Inclusion Across Our Work

Crossing the Chasm: Diversity, Equity & Inclusion Across Our Work

As an education design lab, we are privileged with the opportunity and challenge to build a transformational learning experience for ALL kids and teachers, across many contexts. But, what does that really mean? How do we design experiences that are truly equitable and inclusive for all students? What does this look like in practice?

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Supporting Community-Driven Solutions to Achieve Equity and Improvement in Education

More often than not, proposed solutions to social challenges come from outside the communities they are meant to improve. The people who most directly experience a problem are subjected to fixes devised largely without their input. But while this approach may be common, it rarely results in change that is truly transformative and sustainable. Especially in education, local context and community values matter too much for stakeholders to play just a minor role in driving innovation.

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Learn Next: Your Next Place For Learning

I am excited to share the most recent example of the growing maturity and strength of the learner-centered movement. The Institute for Personalized Learning is collaborating with other leading edge learner-centered experts through Learn Next: A Toolbox for Educators to Transform Practice — an amazing new learning platform for aspiring and current personalized learning practitioners. 

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