This summer I had the pleasure of working alongside my Education Elements colleagues to reflect on the incredible work our partner districts have accomplished in the past year. We had the opportunity to interview four districts, survey over 100 district leaders, and analyze thousands of data points. We also got to reflect on our own practices to see how we can improve.
I had a middle school science teacher once tell me she was surprised that I did well on a test because she assumed I was bad at science. She pointed to one of my classmates and said, “Her, I assume she’ll do well, but you’re just not very good at science.” I remember being deeply hurt by that statement but not understanding why it hurt. Years later, I would try and remember that moment when I found myself making assumptions about which students I expected would do well on my tests. Why was I expecting some students to do well but not others? Past academic performance was one part, but I realized I had biases that were also impacting those assumptions.
Subscribe to the blog to get your free copy of our Personalized Learning Playbook. A Playbook that will help you make the case for personalized learning, and reflect on the important elements to take in consideration.
The back to school season is upon us. While teachers are busy setting up, and students are anxiously awaiting the news of teacher assignments and class schedules and being welcomed into classrooms, Design Principals at Educations Elements are gearing up to support over 140 districts in the 2019-2020 school year with the rollout or continued implementation of Personalized Learning. We are eager to get back into schools and see the innovative ways that teachers are personalizing learning for their new students. Last year we published the First 20 Days of Personalized Learning, an infographic accompanied by a blog post with tips and tricks for implementation week by week within various instructional models. We had many teachers share with us throughout the first twenty days how they used the tool and the impact that it had on instruction and learning all year round.
Last year, a group of educators sat down with engineers from a well-known technology company. The first question the educators asked was what the engineers look for in potential candidates. Adaptability was their immediate response. The way these engineers code today is different than how they coded ten years ago and will be different ten years from now. Discrete knowledge isn’t important because it will soon be outdated. The ability to learn and grow in an ever-changing world is what defines the very best candidates.
Take a look inside a high school physics teacher’s classroom. In her fifth year, Ms. Valdez is popular with nearly all of her students. They appreciate her energy and sense of humor. Her ambition is to engender in her students the enthusiasm for and wonder about physics that motivated her to devote her career to teaching the subject. She has told you that she wants to teach her students to think like physicists. Unfortunately, your observation reveals that Ms. Valdez is far from her goal. Students will do the work, but except for a few particularly eager participants, most seem to be soldiering through the course hoping to get good enough grades to get into the college of their choice. With student engagement and communication at the center of Common Core and Next Generation Science Standards, you ask yourself, “How can Ms. Valdez take steps to get more of her students truly engaged in physics?”
Personalized learning represents a shift in how we teach students, a reflection of our changing educational landscape, and an acknowledgement that the world we must prepare our students for is different than the one we grew up in. One of the biggest ways education has already changed is in the content and tools students engage with. This blog series is made up of interviews with education leaders who work with digital content, curricular resources, and instructional tools. It is meant to highlight ideas and perspectives we aren’t normally exposed to. In doing so, this series is meant to spark new ideas, discussions, and ultimately empower teachers and leaders.