Yesterday the Donnell-Kay Foundation announced ReSchool Colorado, “a game changing, multi-year effort to create a new state public education system where learning is reimagined and students graduate energized and equipped to thrive in a rapidly changing world.” It aims to be, as they put it, “transformative to the core,” recreating the whole system of learning to prepare today’s students for an emerging world whose contours we can only partially anticipate today. Continue reading
“Let’s face it, parents want schools to provide free babysitting,” a district superintendent said in one of my recent workshops on the future of learning. Although I hadn’t framed it that way, I’d been thinking about this dimension of the many services besides learning that the current public education system provides when considering the demands that creating more flexible combinations of learning experiences could make on parents and families. Continue reading
When leading a workshop on the future of learning for the New Mexico Coalition of Educational Leaders last week, Katherine Prince was struck by the ways in which the conversation kept cycling back toward two seemingly disparate but intricately intersecting themes:
- The need for the new learning ecosystem to be led by learning agents who manage decisions with learners and their families locally and
- The need to cultivate wide ownership for learning among families and across businesses, communities, and other stakeholder groups. Continue reading
District participants at a recent Connecticut Association of Public School Superintendents workshop on the future of learning emphasized the potential to pursue regional solutions that can meet the needs of more learners, instead of every district’s struggling to meet every need on its own. They saw the potential both for districts to collaborate in creating regional solutions today and for those solutions to open the way toward even greater innovation tomorrow. As we looked ten years out and envisioned the best possibilities for learning, participants saw such boundary-spanning as a strategy that they could employ today to move toward a personalized future of learning that truly meets the needs of all students. Continue reading
Looking back at where we’ve come since the publication of “A Nation at Risk” thirty years ago from the perspective of looking ahead to the trends shaping learning ten years out provided, as my colleague Jesse Moyer anticipated in his related post, much food for thought and commentary.
Given my focus on looking ahead toward a vibrant learning ecosystem in which all learners have the opportunity and support to prepare to their fullest for college, career, and civic life – which would represent a profound system transformation from an industrial to an ecological paradigm – it struck me that the report’s authors wrote of “the task of rebuilding our system of learning” (14). Continue reading
30 years of education reform have left gifted education pretty much where it was when A Nation at Risk was published in 1983. Then the ultimate goal for excellence in education was “to develop the talents of all to their fullest.” A Nation at Risk also acknowledged that perhaps we were hanging too much on the shoulders of our Nation’s schools and that the drive to provide solutions to “personal, social and political problems that the home and other institutions either will not or cannot resolve” had caused us to lose sight of the basic function of our public school system – education. The report referenced many troubling outcomes directly related to this neglect of focus on high education expectations – many of them which deeply effected students of high academic ability (“over half the population of gifted students do not match their tested ability with comparable achievement in school.”)
As someone who reads a lot of edu-research, I was excited to find out KnowledgeWorks was doing a mini blog series on A Nation at Risk in honor of the 30th anniversary of the release of the report. Honestly, it gave me a really good reason to finally get around to reading it.
I was eager to read the report until I actually read it and had a chance to digest the content. I came away thinking, in 30 years absolutely nothing has changed in the edu-reform world. The seminal report calls for several reforms including a “Learning Society” and changes to content, expectations, time, and teaching. Continue reading
Now, 30 years later and with a strong national focus on improving education outcomes, have we successfully stemmed this “rising tide of mediocrity?” Can we assert that our society and educational institutions have reinvigorated the central purpose of schooling? Have we raised our expectations in keeping with our desire to sustain a vibrant and secure democracy? Continue reading
As our most recent forecast highlights, trends such as a move toward a sharing economy, the emergence of a do-it-yourself culture, the proliferation of real-time feedback about what is happening in communities, and inside-out urban schools point toward the potential for learning to become embedded across civic landscapes in ways that are hard to envision today. As we increasingly approach cities as shared spaces that we not only cohabit but also co-create, we have the potential to re-imagine learning as a shared community asset. Indeed, those communities that create rich learning landscapes could revitalize not just their education systems but also their economies and cultures. Continue reading
Katherine Prince writes about resiliency on the ASCD Whole Child blog. Continue reading