The Physics of Change - Education Reimagined - Education Reimagined - 0 views
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institutional inertia seems relatively simple: institutions, organizations, and people tend to remain at rest (i.e. satisfied with the status quo) or in uniform motion (i.e. slightly tweaking the status quo over time), unless that state is changed by an external force (i.e. transformation).
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“Orbiting the Giant Hairball: A Corporate Fool’s Guide to Surviving with Grace,”
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the gravitational pull of the status quo is so incredibly strong, that escaping it can be a monumental task.
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Do you know teachers who claim to be doing PBL but are really doing the same teacher-centered instruction they always have, only with a project (think trifold) thrown in at the end of the year?
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we fail to notice the ways of thinking and norms that structure the world in which we operate. As a result, we then cannot see the cultural and structural shift needed for these innovative ideas to reach their true potential.
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the data presented showing that less than 1% of U.S. schools were actually operating in the learner-centered paradigm left me even more convinced that inertia is still winning and the only way to make any realistic change is by being much, much smarter in our approach to positive disruption.
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earner agency; socially embedded; personalized, relevant, and contextualized; open-walled; and competency-based.
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three change levers 1) increasing public will, 2) refining public policy, and 3) building proofs of concept—can be a powerful tool to help grow the 1% of learner-centered environments to a potential tipping point, where learner-centered environments are the prevailing approach to education in this country.
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When more education stakeholders are able to see how learner-centered environments are having positive impacts on children, they are better able to build on this success in their own local context.