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Personalized Learning

Confronting the 15,000-Hour Problem

Guest Author

Sep 1, 2011

But we must also contend with the 15,000-hour problem. Most Americans have attended schools for 13 years—and have watched teachers teach for more than 15,000 hours, usually in the company of 25 or 30 other students (40 or 50 in hard times). And while most Americans may want improved schools and better teaching, they do not want teaching and learning to look all that different from when they were in school themselves. The public’sfamiliarity with teaching reifies expectations. It may even breed contempt for the specialized skills that effective teachers and administrators need to develop—after all, an expert teacher can make the job look easy.

Personalized Learning

Debating Petrilli’s Post “One size fits most” for Ed Reform

Guest Author

Aug 30, 2011

By Bruno Behrend We education reformers are a fractious lot. We like to debate each other more than we like to take on the obstacles to transforming education. One exception to this rule is Mike Petrilli of The Fordham Foundation. He is well known for his tendency…

Personalized Learning

Digital Learning in Kentucky

Guest Author

Aug 26, 2011

KY Commissioner Terry Holliday By Terry Holliday Kentucky was one of the early leaders in virtual learning. Today, we are struggling to find the appropriate methods for funding, support and innovation. Over the past two years, we have been working first…

Personalized Learning

Responding To Tennessee State Representative Craig Fitzhugh

Guest Author

Aug 25, 2011

I couldn’t let this column by state Rep. Craig Fitzhugh (D-TN) titled, “Virtual Schools Bad for Education Reform” go by without responding. It was so full of errors I almost didn’t know where to start. I don’t know Rep. Fitzhugh, so I won’t suggest he was intentionally misleading readers. I’ll just give him the benefit of the doubt and presume that he doesn’t know what he’s talking about. Let me attempt to dissect it.

Personalized Learning

The Name Game

Guest Author

Aug 23, 2011

It’s silly season again, and I’m not referring to the Republican primaries. No, I’m thinking about the all-out battle for proponents and opponents of “reform” to stick a nasty label on the other side and claim the mantle of truth and goodness for themselves. This is nothing new, of course (Sean Cavanagh had a smart piece in Ed Week about this in March). But the battle continues apace.

EdTech

1.5 million reasons to get a grip on digital learning: Q+A with ISTE’s Don Knezek

Guest Author

Jun 22, 2011

Susan Sawyers is a multimedia journalists and social media strategist. Sawyers conducted a Q & A with Donald G. Knezek CEO of ISTE, who is preparing for their annual conference in Philadelphia next week.

EdTech

A Reason to Go To School

Guest Author

Mar 29, 2011

Andrew Miller provides a few great examples of why students have a reason to go to school.

EdTech

Feature School: Northwest Passage

Guest Author

Jan 12, 2011

We need to pursue a system of public education that endorses schools like Northwest Passage and that embraces them as part the norm, rather than perpetuate a system that holds them at arm’s length.

Personalized Learning

Why Standards-Based Gradebooks & What Next?

Guest Author

Jan 8, 2011

Standards-Based grade books can help ensure quality instruction and assessments for our students as long as there is a level of flexibility and rigor

EdTech

Rethinking Time in Online Learning

Guest Author

Dec 21, 2010

In online learning, we often tout how one of its best attributes is flexibility. We talk about how online learning will allow students to learn at their own pace, and how we will meet them where they are. A case of this was talked about recently on CNN, an echo…

	Beginning	Piloting	Implementing
From Fixed Standards to Competency-Based Mastery	BeginningFrom Fixed Standards to Competency-Based Mastery Beginning	PilotingFrom Fixed Standards to Competency-Based Mastery Piloting	ImplementingFrom Fixed Standards to Competency-Based Mastery Implementing
From One-Size-Fits-All to Adaptive Learning	BeginningFrom One-Size-Fits-All to Adaptive Learning Beginning	PilotingFrom One-Size-Fits-All to Adaptive Learning Piloting	ImplementingFrom One-Size-Fits-All to Adaptive Learning Implementing
From Prescribed Knowledge to Innovation & Inquiry	BeginningFrom Prescribed Knowledge to Innovation & Inquiry Beginning	PilotingFrom Prescribed Knowledge to Innovation & Inquiry Piloting	ImplementingFrom Prescribed Knowledge to Innovation & Inquiry Implementing
From Subjects as Silos to Transdisciplinary, Real-World Learning	BeginningFrom Subjects as Silos to Transdisciplinary, Real-World Learning Beginning	PilotingFrom Subjects as Silos to Transdisciplinary, Real-World Learning Piloting	ImplementingFrom Subjects as Silos to Transdisciplinary, Real-World Learning Implementing
From Schools as Self-Contained to Schools as Embedded in Communities	BeginningFrom Schools as Self-Contained to Schools as Embedded in Communities Beginning	PilotingFrom Schools as Self-Contained to Schools as Embedded in Communities Piloting	ImplementingFrom Schools as Self-Contained to Schools as Embedded in Communities Implementing
From Standardized Testing to Meaningful Assessment	BeginningFrom Standardized Testing to Meaningful Assessment Beginning	PilotingFrom Standardized Testing to Meaningful Assessment Piloting	ImplementingFrom Standardized Testing to Meaningful Assessment Implementing
From Institutional Ownership of Student Data to Student-Controlled Learning Wallets	BeginningFrom Institutional Ownership of Student Data to Student-Controlled Learning Wallets Beginning	PilotingFrom Institutional Ownership of Student Data to Student-Controlled Learning Wallets Piloting	ImplementingFrom Institutional Ownership of Student Data to Student-Controlled Learning Wallets Implementing

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