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the focus from a policy perspective should ultimately be on student outcomes, not the inputs to get there. Focusing on inputs has the effect of locking a system into a set way of doing things and inhibiting innovation; focusing on outcomes, on the other hand, encourages continuous improvement against a set of overall goals and can unlock a path toward the c

reation of a high-quality student-centric system.

A question to ask perhaps is if this is the right way to seek those outcomes? Can we require that students develop these skills but leave open the possibility that there may be other ways to acquire these? I’m on the fence.

as software increasingly handles direct instruction, this will create big opportunities for teachers to facilitate rich and rewarding project-based learning experiences for their students to apply their learning into different contexts and gain meaningful work in the so-called 21st-century skills.

And as software increasingly simplifies administrative tasks and eliminates a significant need for lesson planning and delivering one-size-fits-none lessons, there will be significantly more time for teachers to work in the ways that motivated many of them to enter teaching originally—to work one-on-one and in small groups with students on the problems where they are in fact struggling.

Today, teachers spend a significant amount of time engaged in what we call “monolithic” activities—one-size-fits-all, standardized activities that are designed to reach the mythical middle of a class of students.

First, it is consistent with other findings that the more discussions students have to pay attention to, the less satisfied they were with the learning environment.

so perhaps they do not need higher levels of interaction because the content may not need interpretation or further analysis.