It comes from the Fullerton (CA) School District, which has developed “epic storylines” and a gamification around core skills in order to make learning more technologically integrated, experiential, and fun. It also looks and feels very different from the sort of educational experiences almost anyone above a certain age has ever had. Is that a […]
What makes a mind come alive?
How can one community impact every child?
What do schools need to be changing from, and to?
And how can states set the conditions for lasting change?
In theory, these questions have always mattered. In reality, they are about to matter a lot more now that the United States Congress is poised to reauthorize its central education policy for the first time in thirteen years – and usher in an era of state authority on everything from school accountability to teacher education policies.
Now that the balance of power is shifting back towards the states, what should they do with it?
, Teacher Quality
Tags: colorado, education policy, ESEA, ESSA, good video, Maine, New Hampshire, next state of learning, Wisconsin
What makes a mind come alive? And how will you know when it’s happened?
Two new films – one about the death of the factory school, the other about the dawn of artificial intelligence – attempt to answer this question from radically different vantage points. Taken together, they provide both a cautionary tale and a reason to be hopeful about the not-too-distant future. And fittingly, what both films suggest is that when it comes to measuring the spark of sentience, the tests we use matter greatly.
It appears I was premature.
A year at this time, in an article for the SmartBlog on Education, I asked: “Are we witnessing the early signs of a sea change in how we think about the best ways to measure student learning and growth?”
Well, what a difference a year makes.
On a recent weekday morning in Washington D.C., several hundred teenagers hurriedly made their way through their high school’s hallways in a frantic effort to get to class on time.
I know – nothing new there. Except that in this particular school, the hallways had ubiquitous electronic clocks that measured time in bright red numerals down to the second, and these particular students had just three minutes to move from one class to another. “They had five minutes last year,” principal Caroline Hill told me, in between passionate exhortations for her students to keep moving. “And it was a complete waste of time.”
Tanesha Dixon vividly remembers the first summer she spent as a teacher – as part of a service program in Uganda, just before her senior year at Notre Dame.
Tags: Assessment, blended learning, citybridge, competency education, DCPS, Learning, school reform, systems change, technology, washington, wheatley
If you had six months, little to no resources, and a clear mandate to solve a chronic country-wide problem – knowing that, if you failed, you would be asked to leave that country altogether – what would you do?
I ask because this was precisely the challenge Save the Children was faced with, in Vietnam, in the early 1990s. And the way they succeeded has great relevance for those of us who continue to struggle with other intractable problems (like, say, comprehensive school reform).
Imagine, for a second, that you are in charge of more than $600 million in taxpayer money. You live in a city that has made deep investments in early education, and that aspires to provide universal preschool by 2014. You have a thriving network of public charter schools, and you want to help parents make […]
As DC grapples with whether or not to adopt an accountability framework that would assign between 60-80% of a charter preschool’s overall rank to its students’ reading and math scores, it’s worth asking: What’s at the root of the problem here — the tests, or the stakes attached to those tests?