Washington Leadership Academy’s learning design process for student learning (think: the real reason people “lesson plan”) is a key operation in the organization. The school currently leverages a design thinking process in how it plans for, designs, and tests student learning.
The Unlocking Time Initiative seeks to empower K-12 school leaders to adopt new time strategies that fuel student-centered learning. It provides support for educators working to improve their school’s use of time. They offer a free website with resources and case studies to learn how schools around the country are creatively using time. The site also includes a free staff survey tool to help school leaders learn how the calendar, bell schedule, academic programming, and staff time at their school can be leveraged to fuel student-centered learning.
Achieve’s EQuIP (Educators Evaluating the Quality of Instructional Products) is an initiative designed to identify high-quality materials aligned to the Common Core State Standards or Next Generation Science Standards. This includes a suite of tools for evaluating instructional materials.
This issue brief highlights federal policy opportunities to improve and modernize professional learning and development for educators for competency-based education systems. Three policy recommendations are identified: diversifying pathways into the teaching profession, catalyzing innovation to redesign teacher preparation, and developing meaningful systems of assessments and evaluation. The brief also articulates specific policy actions for each recommendation which include: increasing affordability and institute incentives to expand and diversifying the teacher workforce, supporting innovation in teacher education to enable 21st-century learning and helping states build balanced systems of assessments to support 21st-century learning.
The recommendations describe actions for federal policymakers to enable and enact the vision described in the previous CompetencyWorks report, Moving Toward Mastery: Growing, Developing, and Sustaining Educators for Competency-Based Education.
Students benefit from working on a skill or learning target in small groups with others who are at different ability levels in that skill, likely through developing a growth mindset around the target skill and through gaining a better understanding of their own strengths. In this installment of IgnitED Research, we investigate the power of grouping students who are at different levels on an academic skill.
This guide was created by Education Elements to share lessons learned from national message testing and from the experiences of personalized learning pioneers to help districts effectively communicate with their communities.
This sample scope and timeline for a research-practitioner partnership was co-developed by TLA and Leadership Public Schools.
This slide deck describes logic modeling, its purpose, how to build a logic model, and potential sources of data for a logic model.
This slide deck examines The Learning Accelerator’s measurement model through inputs, activities, outputs, outcomes, and impact.
It seems to be common (and accepted) knowledge that effective feedback is timely and relevant. In other words, receiving a simple grade on a test two weeks after it was given is unlikely to improve learning. But learning science has also shown that feedback, even when timely and relevant, can still be ineffective, or even harmful. In this installment of IgnitED Research, we take a closer look at feedback.
