At Northern Cass School District in North Dakota, students engage in relevant learning experiences. This assignment on social media and conflicts is one example of how the school engages learners in relevant application of school concepts.
This research brief synthesizes insights from state and district education leaders to understand how learning acceleration is currently defined and implemented across K–12 systems. It identifies five key areas of inquiry shaping the future of learning acceleration and offers a framework for shifting from isolated interventions toward systemic, equitable instructional improvement.
Lynwood High School teacher Jacqueline Oropeza utilized NotebookLM to create podcasts for articles that students were using to write a research paper on the real costs of the fast fashion industry. This is one of these podcasts.
These datasheets report the early findings from the fall of our Exponential Learning Initiative’s Building Evidence mixed-methods study.
A custom-built AI chatbot designed to support English learners in building content knowledge while strengthening academic language skills. ELSA (English Learner Support Assistant) offers scaffolded explanations, vocabulary support, and structured practice activities aligned to classroom content.
These are the prompt instructions that Agua Fria used to develop their custom interdisciplinary learning planning support chatbot.
The Academy-Based Learning Assistant chatbot supports teachers in generating high-quality, career academy-aligned materials that connect core content to CTE skills.
Customized chatbot embedded into online social studies courses to support students in completing academic writing assignments.
Fenway High School’s Project Week is an immersive learning experience that empowers students to become active participants in their education. Through hands-on projects, field trips, and collaborative activities, students develop critical thinking, problem-solving, and communication skills. By exploring topics of interest, they discover new passions and build a strong sense of community.
The Junior Review is a pivotal moment for Fenway High School’s 11th graders. It’s a chance for them to showcase their academic growth and skills developed through project-based learning (PBL) competencies. This review functions as a culminating assessment where students present their work to a panel of teachers, counselors, family members, and even the broader school community. More than just a presentation, the Junior Review is a chance for students to reflect on their entire high school experience thus far. They delve into the past three years, highlighting their academic journey and the skills they’ve honed. This self-reflection is then complemented by looking forward, as students share their aspirations and plans for the future.
