For many years (at least until 2020), we visited about 100 leading schools a year. It’s the most important form of professional learning we do for ourselves and for the educators that accompany us. It’s how we create and update a shared vision of powerful learning. This page features some…
By: Kate Bean. What does authentic student agency look like and how can we move beyond the surface to create a student-driven learning experience for elementary students as well as high schoolers preparing for college and career?
By: Gina Meinertz. Globally, school systems are in need of shifting power, practices, and tradition to a more student-centered learning model.
If school leaders and classroom teachers recognize the collective power of their students, then it makes sense for them to give their students the chance to identify needs, challenges, and issues within their school's culture, and develop potential means of addressing them.
Project-based learning means going beyond assigning projects and instead, promoting student agency by having students drive their learning.
School visits are a great way to learn. After a lot of visits of our own, and a number of community recommendations, we’re excited to share this list of 100 secondary schools that can give educators a refreshing outlook on what schools can do.
With remote and hybrid learning staying on the horizon, it's critical to understand: how have expert education practitioners worldwide successfully adapted their practice in the uncertain education climate?
From years of teaching in the classroom and countless school visits and interactions with excellent educators worldwide, I’ve created a list of things I commonly observe in great student-centered learning environments. Here are eight that stand out.
Following the success of both the "Learning Differences MOOC-Ed" for educators and the "Students LEAD" course, The Friday Institute launched "Letting Students LEAD," a parent-directed companion resource to further support maximizing student learning.
By: Natalie Truong. Ensuring success for English language learner students requires challenging commonly held assumptions of teaching and learning for this student population. Instruction should be focused on how ELL students learn best and personalized to meet each learner where they are.