Group items tagged

The overwhelming bulk of our personal growth happens in open environments, without constraints or schedules, and often without guidance.

Scholarly research on implicit learning and anecdotal studies of self-taught experts (musicians, chefs, athletes, and more) speak to the power of unstructured study.

In truth, courses are not how we organize learning; they are how we organize assessment.

what are the alternatives?

Perhaps schools would do well to offer up learning experiences rather than formalized courses in all grades

Schools can honor learning opportunities that exist outside of traditional coursework.

Schools can look for ways to decouple reporting on student performance from arbitrary time frames.

how can we create space for students who need more time to consolidate their learning, to master a curriculum or set of skills?

Administration and faculty should be willing to acknowledge that courses offer venues for intellectual and personal growth but do not have a monopoly on it.

Learning science. As Harvard’s Todd Rose notes, there is no average; each of us has a “jagged profile.” He and others argue that we should address the individual needs of learners.

Agency

The extent to which a student owns their own learning, often called agency, is key

innovation is required in five dimensions: More innovative learning models and networks, particularly for high schools (XQ, NewSchools, and NGLC grantees are a good start); Competency-based learning platforms, gradebooks, badge and portfolio systems; Quality guidance systems that ensure equity and access. Mastery-based transcripts that allow students to more fully share their capabilities with postsecondary institutions and employers; State policy that advances a relevant graduate profile, makes room for innovation pilots, and articulates a quality outcome framework (see the CompetencyWorks report Fit for Purpose).