High School Update
We are proceeding with State inspections for a potential site in Ferrysburg. This is super-exciting, but also not a slam dunk: while we are hopeful that the space in question will be deemed suitable for a high school, we also know bureaucracy can be fickle – so we kind of hold our breath and wait for now. Bureaucracy is also SLOW (hmm, maybe we should reconsider holding our breath!) – so if it seems like we don’t have a lot of news to share here in the next few weeks, it’s because we are waiting, waiting, waiting. Keep those fingers and toes crossed for now!
Personalized learning all over the blogosphere this week!
From the 74, on personalized learning and technology (and equity and a few other themes too!):
I visited a school — I was in England, south of London, a school there that had been a failing school. What they had done was unbelievable. They had completely transformed the school using a personalized learning model, and all of a sudden, all their graduation rates were up, they had students that were engaged. It was just one of these unbelievable stories.
I was talking to the teachers, and they sort of looked like zombies. They were all falling asleep, they were all yawning. They showed me this room, and after school every day — it was all on paper, sitting there with paper and pencil — they would literally redesign and adapt the learning experience for the kids for the next day. So they were there until 8:00, 9:00 at night doing this very difficult manual process. And I was like, “Why do you keep doing this to yourselves? This is crazy.” And they were like, “We are watching this transform the lives of these kids, how could we possibly stop?” And I said, “Yes, I take that point, but there are also some ways that you could enable this.”
I share that story because when people say, “Do you need technology to personalize learning?” No, but if you want to get some sleep at night, then yeah, you actually do need some tech to help take it to scale.
From a Medium post on the Chan Zuckerberg Initiative:
From settings as various as inner-city Chicago to the decks of naval ships, comes increasing evidence that when education is truly “personalized” — when it is genuinely tailored to the needs of the student — the shift can be profound, blowing away the expected “bell curve” that dictates a handful of failure, a bit of excellence, and a bunch of mediocrity in between.
In each of these cases, the not-so-secret ingredients included:
- an intense focus on the individual strengths, aspirations and needs of each student
- a willingness to redesign the learning environment and experience to meet those needs
- a deep understanding of the strategies and practices that would be most effective
- a belief that dramatic outcomes were possible.
That, in short, is a description of the education all children deserve, but few are privileged enough to receive. And that is what we are seeking to change: to take the kind of focus on individual needs and support that define privilege and make it available to all — to make equal opportunity real.
In that effort, we strive to hold two ideals in tension: boldness and humility. It will take boldness to reimagine what’s possible for students, radically elevating beliefs about their potential. Yet it also takes humility to recognize that what we describe as personalized learning is an extension of what Maria Montessori was doing a century ago. And while there are more questions to answer and new science to bring to bear, this work is not simply about invention — it’s also about listening to and engaging students and teachers in designing their own solutions while connecting effective practices that exist today in the classrooms of great teachers all over the world.
Stay warm, enjoy the snowflakes, and have a joyous weekend.