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.
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.
Reorganizing time, talent, technology, and physical space to support personalized learning takes money, planning, and time. Dozens of philanthropies, new support organizations, and policy groups are dedicated to helping schools implement this model.
This paper takes the first systematic look at costs associated with implementing personalized learning schools, how leaders of these schools choose to allocate their funds, and what it might take to make personalized learning financially sustainable on public dollars.
We at CRPE have been watching the evolution of New York City Department of Education’s (NYCDOE) “iZone” for years. Betheny Gross and I did a paper on the early days of the iZone, when the district was asking about 200 schools to radically rethink their instruction, assessment, and staffing to revolve around personalization and customization for each student.
No results found.