At CRPE, we study how public education can evolve to meet the challenges and opportunities of a rapidly changing world. Our research on innovation and the future of learning examines how schools are rethinking teaching and learning models—from personalized and competency-based approaches to the use of technology and AI—to better prepare students for life beyond school. We investigate how these innovations take shape in real contexts, what barriers and enablers schools encounter, and how systems can support sustainable change. Across this work, we aim to understand how schools and communities can design learning environments that are more equitable, adaptable, and responsive to the diverse needs of students.
This is the ninth installment in our series of “Notes From the Field” on personalized learning. Even the best thinking on redesigning schools to personalize learning will be for naught if school and district design teams can’t lead and manage the change process that a move to PL entails.
This is the eighth installment in our series of “Notes From the Field” on personalized learning. When we first visited schools in spring 2016 for this project, teachers seemed to be taking on an unsustainably heavy lift as they transitioned to personalizing student learning (PL).
This is the seventh installment in our series of “Notes From the Field” on personalized learning. “There are so many digital resources out there, I am lost as to which ones are good.I usually try things that some of the more technology-knowledgeable people I teach with [use].”From “Teachers Know Best,” Bill & Melinda Gates Foundation, 2015, page 21 Teachers in the personalized learning (PL) schools we visit are using a wide range of digital tools—sometimes picking up and dropping them at a rapid clip—but their decisions about which tools to use generally aren’t guided by systematic evidence.
This is the sixth installment in our series of “Notes From the Field” on personalized learning. The theory behind personalized learning (PL)—crafting an individualized education experience for each student—holds tremendous potential for better serving all students, especially students who don’t fit the norm.
This is the fifth installment in our series of “Notes From the Field” on personalized learning. Last spring, on our first visit to 35 schools committed to personalized learning, teachers often told us they weren’t sure what they were supposed to be doing to personalize learning.
Polarization was the theme of 2016, and we’d be kidding ourselves to think that will be much different in 2017. Still, there has rarely been more need for new ideas that people can begin to come together around, especially in education.
This is the fourth in our series of “Notes From the Field” on personalized learning. Principals and teachers trying to personalize their students’ learning are charged with radically reimagining the classroom.
This is the third in our series of “Notes From the Field” on personalized learning. Over the course of this project we’ve heard a lot from schools about what personalized learning (PL) means for teachers and classrooms, but less about what it means for principals—and that is worrisome.
After I sent my kids back to school last week and watched the steady stream of adorable “first day” Facebook posts, I began thinking about all of the little things that schools do, or don’t do, that make a huge difference for students and parents during the first weeks of school.
This is the second in our series of “Notes From the Field” on personalized learning. Twenty-five years ago, I was a young history teacher soaking up progressive teaching methods that aimed to foster deep, personalized learning for my students.
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