The randomized control trial (RCT) is the best tool education researchers have for understanding cause and effect, but there are times – like in blended learning settings – when this research design is undesirable, infeasible, or both. As I have previously noted, innovative instructional models like blended learning require the building of an evidence base […]
Innovative Times Call for Innovative Measures Read More »
Due to a collection of unbelievable circumstances, I recently had the opportunity to observe a school almost everyone has heard of but almost no one has seen firsthand: Hogwarts School of Witchcraft and Wizardry. The school is incredibly well known but only small snippets of instructional practice have been seen by the public at large.
Hogwarts: Proof There’s No Magic in Strong Instructional Practice Read More »
This blog was originally posted on Education Week. One of the most valuable yet scarcest resources we have in our school systems is teacher time. Inundated with countless demands – lesson planning, preparing materials, meeting with families, after school meetings and functions, and teaching itself–teachers are left with very limited, precious time to spend on
A Commons for Educator Learning Read More »
The subject of passion projects in the workplace elicits mixed feelings among employers and employees. The concept gained momentum when Google created its “20% time” idea, providing employees the opportunity to spend 20% of their time focused on passion projects. While many companies have followed suit and adopted their own form of passion projects, the
Personalizing Staff Development with Deeper Learning Week Read More »
Sometimes it can be difficult to convey the value of ecosystem coordination. As I reflect on the origin and evolution of Open Up Resources, I realize that the success of Open Up provides a great example of how our work as an ecosystem coordinator at The Learning Accelerator (TLA) created an important and powerful impact.
What We Mean When We Say “Ecosystem Coordinator” Read More »
This piece was originally posted on EdSurge. We must either: integrate technology or support teachers; teach traditionally or personalize learning; support districts or support charters; fund edtech or fund schools; individualize learning or humanize instruction. As oversimplified as the above statements may seem, recent public discourse around ongoing trends in K-12 education has fallen into
Teachers and Technology Must Not Be an Either/Or Dichotomy Read More »
A portion of the following is an excerpt from the new ASCD book, Learning Transformed: 8 Keys to Designing Tomorrow’s Schools, Today. For decades, school leaders have discussed “the need” to integrate technology. The problem with these conversations has been a lack of focus on the why and how technology can support a learning transformation.
Ensuring a Return on Instruction Read More »
“What if you could eradicate the fear of public speaking? We’re working to design a virtual reality program to help people get over that fear.” The high school students making this pitch seem to have benefited from their own innovation. They are poised and clear-spoken, standing on the stage speaking into a microphone to a
LearnLaunch’s Innovation Showcase: How I was inspired and what I learned from students Read More »
As a classroom teacher for almost 10 years, I remember January and February being a time when I was inspired to revisit different aspects of my classroom. During the break, I would reflect on what needed fine tuning, how to implement shifts to better support student needs, and explored new ways to engage students in
Hungry for a New Year’s change? We have you covered! Read More »
This blog was originally published on the Brookings Institution’s Brown Center Chalkboard. Blended learning research is at a very interesting crossroads when it comes to interests of the public school system, nonprofit organizations, corporate entities, private research firms, and traditional academic institutions. There are several ongoing initiatives dedicated to disseminating research to practitioners with the
