The Search for a Truly Individualized Education Model→

Chester E. Finn, Jr., writing for Education Next:

Let’s finally face the truth: Since kids move at different speeds, the amount of instruction that student Q needs in pursuit of mastery of a lesson, a unit, a 'grade level,' etc. will differ from the amount that student R needs, which means that, yes, they’ll face different quantities of schooling. That’s the alternative to the batch-processing of today’s age-based attendance-and-promotion systems. It means treating kids differently.

As much as I agree with the sentiment, there is still a lack of personalized learning models addressing the needs of all learners, particularly those at risk.

Online schools have made efforts to offer self-paced learning, but often fall short in providing the necessary support and resources for struggling students. These students may fare worse in online environments compared to traditional schools.

I am fully on board with the theory and the mindset that is required. We absolutely should have an education system that adapts to each student’s unique learning needs and provides the necessary resources and support to ensure their success. I’ve simply not seen it done effectively … yet.

Moving Beyond the Carnegie Unit→

In December, Sarah D. Sparks interviewed the President of the Carnegie Foundation, Tim Knowles for EdWeek. From Knowles:

"We learn through immersive experience, we learn from mentors, from experts in apprenticeships and internships, and from peers. As individuals, we learn at highly variable rates depending on the subject of study. So the idea that time and learning can be conflated at such a deep level as we see it in our current system really needs to be changed."

The Carnegie Unit is about as relevant to our teenagers as a flip phone. It's like trying to navigate a complex landscape with a road map. The world is always changing, and it's time for our schools to catch up.

"By making the Carnegie unit so instrumental to what we define as school, the classroom and the schoolhouse have become almost a singular place for learning."

The Carnegie Unit has become a barrier to progress, hindering many schools from meeting students' potential. We need to improve by providing new learning models promoting immersive experiences, real-world projects, and flexibility. We must overcome conventional classroom hurdles to embrace new initiatives such as project-based, place-based, and competency-based learning.

Yet, teachers cannot do it alone. They need leaders who can balance risk and safety while promoting innovation and collaboration. Together, we must test new ideas and provide students access to various learning experiences that prepare them for future challenges. It is time to move forward with imagination, courage, and a dedication to excellence.

Empowering Educators: Handy Middle School Teachers Share Their Vision for a New Approach to Learning

I love this video of teachers sharing their excitement for the new learning approach they had been preparing to implement. Over the summer, they worked closely with a team of instructional support staff, school leaders, and each other to bring the innovative New Tech Network model to life in their classrooms.

What I appreciate most about this video is the opportunity to hear directly from the teachers, as they shared their experiences and perspectives. The personal touch they bring to the story was invaluable in fostering a deeper understanding of the hard work and dedication that goes into shaping the future of education.

Teachers play an incredibly important role in telling the story of the work happening in schools, and their voices are critical in creating a human connection with the community. The teachers and leaders at Handy Middle School are to be commended for their unwavering commitment to education and their efforts to positively impact the lives of their students and the future of education.