Arthur L. Costa is emeritus professor of education at California State University, Sacramento, and cofounder of the Institute for Intelligent Behavior in El Dorado Hills, California. Art Costa has devoted his career to improving education through more thought-full instruction and assessment. He has made presentations and conducted workshops in all 50 states as well as Mexico, Central and South America, Canada, Australia, New Zealand, Africa, Europe, the Middle East, Asia, and the Islands of the South Pacific. Costa has devoted his career to improving education through more thought-full instruction and assessment. Through his writings, courses and workshops, Art Costa has been a leader in thinking, mindful instruction and coaching for teachers and administrators for many years. He is co-founder of the Institute for Habits of Mind. He is most noted for is landmark books: Developing Minds: A Resource for Teaching Thinking. The Schools as A Home for the Mind, and Habits of Mind: 16 Characteristics for Success. Active in many professional organizations, Art served as e National President of Association for Supervision and Curriculum Development. from 1988 to 1989. He was the recipient of the Lifetime Achievement Award from the National Urban Alliance in 2010.
Bena Kallick is the co-director of the Institute for Habits of Mind and program director for Eduplanet21, a company dedicated to online professional learning and curriculum development based on the Understanding by Design® framework. She is a consultant providing services to school districts, state departments of education, professional organizations, and public agencies throughout the United States and abroad. Kallick received her doctorate in educational evaluation from Union Graduate School. Her areas of focus include group dynamics, creative and critical thinking, and alternative assessment strategies in the classroom. Formerly a teachers’ center director, Kallick also created a children’s museum based on problem solving and invention. She was the coordinator of a high school alternative designed for at-risk students. Kallick has taught at Yale University School of Organization and Management, University of Massachusetts Center for Creative and Critical Thinking, and Union Graduate School. She served on the board of Jobs for the Future and was a cofounder of Performance Pathways.
Dr. Douglas Reeves is the founder of Creative Leadership Solutions. He has addressed audiences around the globe on educational leadership and effective teaching. Dr. Douglas Reeves is the author of more than 30 books and 90 articles on education, leadership, and student achievement. He was named the Brock International Laureate for his contributions to education and was recognized by the Australian Council of Educational Leaders with the William Walker award. Twice named to the Harvard University Distinguished Authors Series, Doug has worked on six continents and more than 30 countries. His work has been translated into Chinese, Japanese, French, Arabic, Spanish, and Hebrew. He lives in Boston, Massachusetts.
Dylan Wiliam, PhD, is one of the world’s foremost education authorities. He has helped to successfully implement classroom formative assessment in thousands of schools all over the world, including the United States, Singapore, Sweden, Australia, and the United Kingdom. A two-part BBC series, “The Classroom Experiment,” tracked Wiliam’s work at one British middle school, showing how formative assessment strategies empower students, significantly increase engagement, and shift classroom responsibility from teachers to their students so that students become agents of and collaborators in their own learning.
Wiliam is professor emeritus of educational assessment at UCL Institute of Education (IOE), London, UK. After a first degree in mathematics and physics, Wiliam taught in urban schools for seven years, during which time he earned further degrees in mathematics and mathematics education.
He has served as dean and head of the School of Education (and later assistant principal) at King’s College London; senior research director at the Educational Testing Service in Princeton, NJ; and deputy director (Provost) of the Institute of Education, University of London. Since 2010, he has devoted most of his time to research and teaching.
Wiliam’s most recent book Creating the Schools Our Children Need: Why What We’re Doing Now Won’t Help Much (And What We Can Do Instead) breaks down the methods American schools use to improve, and the gaps between what research tells us works and what we actually do. His additional works focus on the profound impact strategic formative assessment has on student learning. He is co-author of Inside the Black Box, a major review of the research evidence on formative assessment, as well as Embedding Formative Assessment: Practical Techniques for K-12 Classroom, the Embedding Formative Assessment Professional Development Pack, and Leadership for Teacher Learning.
Dr. Ron Ritchhart is the world-acclaimed researcher and best-selling author of ‘Cultures of Thinking’ and ‘Making Thinking Visible’. He is a Senior Research Associate at Harvard Project Zero and Fellow at the University of Melbourne, Australia. His current research focuses on developing intellectual character, making thinking visible, and enhancing school and classroom culture to promote deep learning. Ron’s research and writings, particularly his theory of intellectual character and his framework for understanding group culture, have informed the work of schools, museums, and organizations throughout the world.
Ron’s best-selling book, Making Thinking Visible, co-authored with Mark Church and Karin Morrison, has popularized the use of thinking routines in educational settings. In his most recent book, Creating Cultures of Thinking, Ron couples the real classroom practice of teachers with whom he has worked with recent educational research on learning to illuminate how schools and classrooms can be transformed to develop the learners and thinkers we need for the 21st century. Howard Gardner has called the book “ a tour de force” for Ron’s ability to seamlessly merge theory, research, practice and application together in a highly accessible and engaging manner.
Ron currently directs the Worldwide Cultures of Thinking Project, aimed at facilitating deep learning and powerful thinking in classrooms, schools, and organizations. Bialik College and Melbourne Grammar School in Melbourne Australia, Oakland County Schools in Michigan, Mandela International Magnet School in Santa Fe, and both Washington International School and International School of Amsterdam have been key partners in Ron’s research. This combination of private, public, and international schools has served as the prime sites for developing the core practices and school-based evidence that surround Cultures of Thinking.
Jenni Donohoo has more than 20 years’ experience in leading school improvement. She is the director of Praxis-Engaging Ideas, Inc and a Project Manager for the Council of Ontario Directors of Education (CODE). In this role she works alongside system and school leaders in order to improve the quality professional learning and collaboration in schools and school districts.
She has authored many peer-reviewed publications and is a best-selling author of several books including: Quality Implementation: Leveraging Collective Efficacy to Make ‘What Works’ Actually Work; Collective Efficacy: How Educators’ Beliefs Impact Student Learning; Collaborative Inquiry for Educators: A Facilitator’s Guide to School Improvement; and The Transformative Power of Collaborative Inquiry: Realizing Change in Schools and Classrooms.
Jenni has a PhD in Educational Studies, Supervisory Officer Qualifications, and is the former president of Learning Forward Ontario.
Rick Wormeli is one of the world’s leading expert on educational leadership, teacher education and differentiation. One of the first Nationally Board Certified teachers in America, Rick brings innovation, energy, validity and high standards to both his presentations and his instructional practice, which include 39 years teaching math, science, English, physical education, health, and history, as well as coaching teachers and principals. Rick’s work has been reported in numerous media, including ABC’s Good Morning America, Hardball with Chris Matthews, National Geographic and Good Housekeeping magazines, What Matters Most: Teaching for the 21st Century, and the Washington Post. He is a columnist for AMLE Magazine and a frequent contributor to ASCD’s Education Leadership magazine. He is the author of the award-winning book Meet Me in the Middle as well as the best-selling books Day One and Beyond, Fair Isn’t Always Equal: Assessment and Grading in the Differentiated Classroom (Second Edition), Differentiation: From Planning to Practice and Metaphors & Analogies: Power Tools for Teaching any Subject, all five from Stenhouse Publishers, as well as Summarization in any Subject: 60 Innovative and Tech-Infused Strategies for Deeper Student Learning (releasing in fall 2018) published by ASCD. His book, The Collected Writings (So Far) of Rick Wormeli: Crazy Good Stuff I Learned about Teaching Along the Way, is collection of his published articles, guest blogs and more through 2013. His classroom practice is a showcase for ASCD’s best-selling series, At Work in the Differentiated Classroom.
With his substantive presentations, sense of humor and unconventional approaches, he has been asked to present to teachers and administrators in all 50 states, Canada, China, Europe, Thailand, Japan, Vietnam, Korea, Australia the Middle East, and at the White House. He is a seasoned veteran of many international webcasts, and he is Disney’s American Teacher Awards 1996 Outstanding English Teacher of the Nation. He won the 2008 James P. Garvin award from the New England League of Middle Schools for Teaching Excellence, Service and Leadership, and he has been a consultant for National Public Radio, USA Today, Court TV and the Smithsonian Institution’s Natural Partners Program and their search for the giant squid.
“When we tell kids to complete an assignment, we get compliance, but when we empower kids to explore and learn how to make an impact on the world, we inspire innovators.”
Katie is the acclaimed author of “Learner-centred Innovation” and began her career as a middle school English language arts teacher. She has also served as an instructional coach and led a mentoring program for new teachers in her district. She served as director of district leadership at the Buck Institute for Education, which prepares students for the future through project-based learning.
As Vice-president of Altitude Learning, Katie supports school and district leaders to reimagine school. Along with the professional learning team, Katie supports district and school leaders to create the conditions and experiences to shift to learner-centered models of education that empower all learners to develop the real-world knowledge, transferable skills, and mindset to thrive in a changing world.
She earned her Master of Education in middle school education and Ph.D. in curriculum and instruction from the University of Hawai’i at Mānoa. Her doctoral research focused on supporting new educators. Katie’s experience in research and practice continue to guide her belief that if we want to change how students learn, we must change how educators learn.
Ulcca is currently associate director of national outreach and partnerships for Education Reimagined, building an ecosystem of partners that support educators as they pioneer learner-centered environments around the country.
Prior to joining Education Reimagined, Ulcca served as VP of the Public Education and Business Coalition and and executive director of the Colorado Boettcher Teacher Residency, the largest statewide teacher residency program in the country serving both urban and rural school districts.
She developed strategic plan for the expansion/scaling of the Colorado Boettcher Teacher Residency to become a statewide pipeline for effective teachers. She developed and oversaw a strategy for merging the programs, operations and budgets of two organizational programs into one Education Team. Oversaw a budget of $3.5 million, a staff of 16 and an overall team of fifty.
Prior, Ulcca was Associate Director to the Technical Advisory Group to the State Council for Educator Effectiveness, Colorado Legacy Foundation. She coordinated 12+ work groups that are assisting the Council to develop recommendations regarding the development, rollout and implementation of an educator effectiveness framework implemented into law by CO Senate Bill 191 in May 2010.
Ulcca began her career in the classroom as an elementary teacher in Newark Public Schools. Ulcca holds a BA from Drew University and a certificate in early childhood and elementary education, with a focus on special education. She also earned her Ph.D. in Education and Philosophy from Oxford University and a JD from Harvard Law School.
Dr. Art Costa and Dr. Bena Kallick, World-renowned Founder of Habits of Mind will focus on their new book, Leading Learning Organizations with Habits of Mind. One of the greatest dilemmas for educators today is how to lead in a VUCA (Volatile, uncertain, complex and ambiguous) world . They promote the idea that leadership is not necessarily positional. Rather, it is the activities that leaders DO that transforms communication, problem solving, and agility in the organization. We will explore five key functions of leadership–self-managing, self- monitoring, self-modifying, monitoring others, and managing others. We will provide examples of how the HOM are essential to these functions in order to promote a culture of continuous learning and growth.
As we continue to face the challenges of uncertainty during this pandemic, we need to renew our commitment to the timeless values that are represented in our mission. Dr. Art Costa and Dr. Bena Kallick, World-renowned Founder of Habits of Mind, will provide a metacognitive roadmap for how individuals and groups can reimagine, refocus, and collaborate to improve learning for all students. In this session we will focus on developing questions and strategies to inspire leadership as they facilitate inclusive conversations that lead to action.
Despite the constant need for change in educational institutions, change leadership has remained largely the same. Theories of change are deeply rooted in practices, which are neither effective nor nimble. Indeed, many change management processes are based on assumptions inherent in long-term strategic planning that have not been working for many years. This interactive workshop includes direct application to the individual needs of each participant, including a Change Readiness Assessment and then applies the four essentials of the New Model for Change Leadership. Participants will learn how to replace outmoded notions of “buy-in” with a respectful appeal to empiricism, testing hypotheses in real time and making changes that are adaptive and sustainable.
With the fear and uncertainty surrounding the Covid-19 pandemic and the economic impact that follows, teachers, leaders, students, and parents need fearless schools. The core of fearless schools, Dr. Reeves explains, is psychological safety. In this interactive presentation, he explains how leaders and teachers build and maintain trust and psychological safety, and how sometimes these ideals are inadvertently destroyed. Participants will engage in rich discussion and reflection based on a large body of 21st Century evidence. Special attention is paid to resilience – bouncing back from physical, emotional, and psychic injury.
Personal beliefs play such a strong role in education that it is easy to forget that there are some things on which the research is relatively clear. In this keynote, Dylan William will address seven widespread educational beliefs:
1. Experts can judge good teaching when they see it
2. We can evaluate teachers by the progress their students make
3. Insights from neuroscience can improve teaching
4. Authentic activities are the best way to teach
5. Humans know when they are learning and when they are not
6. Randomized-control trials (RCTs) are the most reliable guides on how to improve education
7. Knowledge isn’t important. You can always Google it
Dylan will then show that each of these are not just lacking evidence in their support but are, just incorrect.
By the end of this session, participants will understand why each of the seven myths are untrue, and how to evaluate similar claims when they are made.
Denis Lawton defined curriculum as “a selection from culture” but how are we to make the selection, and who gets to decide? In the absence of a clear set of guiding principles for the design of a curriculum, curriculum development becomes a kind of inflationary spiral in which people agree to other people’s preferences provided their own are also accepted. The result is too often a curriculum that is, in the words of William Schmidt, “a mile wide and an inch deep”. This lecture will present participants with a number of principles for curriculum design, that focus, in particular, on the curriculum as a device for building knowledge, and will show why access to a knowledge-based curriculum is one of the most powerful ways of increasing educational equity.
By the end of this session, participants will understand why a broad, well-balanced, knowledge-based curriculum is disproportionately effective for students from disadvantaged backgrounds, and how they can ensure a principled approach to curriculum design in their own institutions.
Dylan will argue that the main reason that most system-wide educational reforms have failed is that they have ignored (1) the importance of teacher quality for student progress; (2) the fact that teacher quality is highly variable; and (3) that teacher quality has differential impact on different students. Teacher quality can be improved by replacing teachers with better ones, but this is slow, and of limited impact. This suggests that the future economic prosperity of each country requires improving the quality of the teachers already working in its schools. We can help teachers develop their practice in a number of ways; some of these will benefit students, and some will not. Developments with the biggest impact appear to be those that involve changes in practice, which will require new kinds of teacher learning, new models of professional development, and new models of leadership.
By the end of this session, participants will understand the various approaches that have been used to measure the differences between teachers in their effectiveness, and understand the magnitude of teacher effects relative to student progress. Participants will also understand why various attempts to identify the characteristics of effective teachers have been unsuccessful, so that evaluating teachers is likely to be an ineffective approach to improving education. Participants will also understand how to apply cost-effective analysis to potential mechanisms for improving teacher quality, and learn why changing practice in classrooms, though challenging, is likely to provide the greatest improvements in student achievement.
There is now a large and growing evidence base that helping teachers develop their use of minute-to-minute and day-by-day assessment is one of, if not the most powerful ways to improve student learning. However, adopting formative assessment, or assessment for learning as it is sometimes called, involves far more than adding a few “quick fixes” to teachers’ classroom repertoires. It involves a fundamental shift in focus, from what the teacher is putting in to the process to what the students are getting out of it. In this interactive one-day masterclass, participants will learn:
• Why we need to increase educational achievement, what’s been tried, and why it hasn’t worked;
• Why formative assessment needs to be the priority for every school;
• What formative assessment is (and isn’t);
• Practical techniques for implementing formative assessment; and
• How to sustain the development of formative assessment with teacher learning communities.
From the first day of school we begin the process of growing a culture of thinking. The Project Zero Classroom provides a perfect opportunity for to reflect on how we built a culture of thinking with our students at the start of the last (or current) school year, learn from effective practices of others, and begin to prepare for the next school year. Of course, building culture is more than just a set of practices, we must also learn to marshal each of the eight cultural forces (expectations, time, modeling, language, routines, interactions, opportunities and the physical environment) as we teach day-by-day, week-by-week, and month-by-month. While each force is important in building a strong and cohesive culture, our interactions with students early on are especially salient in setting the tone and building the relationships and trust we need for a productive year. This keynote session will focus on important ways we interact with students to build a culture of thinking, exploring ten things to say everyday to our students and why those matter. It is through a strong and supportive culture that we can best nurture critical and creative thinking dispositions.
Participants will learn:
– The eight forces that give rise to group culture and lay a foundation for creating a culture of thinking.
– How teachers and school leaders create cultures right from the very start of the school year and effective practices for doing so.
– 10 things we need to say to our students everyday to help build a culture of thinking.
Transforming schools and classrooms into cultures of thinking is more than merely instituting a set of practices. As useful as practices like thinking routines, documentation, and effective questioning can be, culture runs deeper. Culture is built on our values and beliefs and embedded in the messages we send. Thus, deep and lasting transformation must begin by embracing a set of beliefs about teaching, learning, and schooling. In this plenary, we will explore through active, interactive dialogue with our peers the 10 principles that we use in the Cultures of Thinking project to drive our action. These principles motivate and guide our actions and provide the touchstones we need as we create places where thinking is valued, visible, and actively promoted. We will also take a look into classrooms to explore ways we can see these principles in action.
Participants will learn:
– The 10 mindsets that underpin and lay a foundation for cultural of thinking practices.
– How these mindsets shape what happens in the classroom and across the school.
– How these mindsets connect to theories of action we can use to shape and evaluate our progress in putting these mindsets to work in our schools.
– The research behind these 10 mindsets and why they matter.
– To identify some specific “observables,” “do-ables,” and “ponderables” that can help you to move forward at your school.
The idea of making students’ learning and thinking visible originated at Project Zero, Harvard Graduate School of Education, and has captured the interest of schools and teachers worldwide. In particular, the use of thinking routines as valuable tools for scaffolding and supporting learning has become a core practice in many schools. This year, we will publish The Power of Making Thinking Visible. In this masterclass we will explore six powers of making thinking visible and examine some of the new routines that are a part of this new book. These include routines for engaging students with others, engaging them with ideas, and engaging them in action. We will explore how teachers move beyond the use of routines as good activities to their establishment as patterns of thinking. What do classrooms look like when such patterns take hold? In this interactive masterclass, participants will have a chance to learn how teachers are working with thinking routines to transform their classrooms into cultures of thinking, and to use the routines themselves to see how they work as tools for all learners.
Participants will learn:
– How to make students’ thinking visible through the use of routines
– How routines can be used as formative assessment tools.
– How routines are constructed to facilitate thinking and address learning challenges
– The kinds of thinking students must do to build understanding
– How to use routines in different content areas and grade levels.
During the masterclass, we will focus on the practical and concrete ways educators can create a culture of thinking in their schools and classrooms, foster the kinds of thinking opportunities that lead to deep understanding of content, and how to look for evidence of student thinking and understanding. This masterclass offers a unique opportunity to explore the cultural forces of: interactions, modeling, environment, routines, language, opportunities, time, and expectations. Throughout the masterclass, participants will use a variety of thinking routines to facilitate their own learning and explore how each of these can be used to create more thoughtful classrooms.
Participants will explore and build their understanding around:
– What is a culture of thinking? What does it look like and feel like?
– The role messaging plays in both understanding and shaping of group culture
– How can we assess, understand and shape the culture of our classrooms and schools to most effectively build a culture of thinking?
– How can the cultural forces that exist in each classroom support and further develop a culture of thinking?
– How can educators use thinking routines to structure, scaffold, and support students’ thinking?
Collective efficacy is about the overwhelming power that school teams have to impact change when they join together to solve problems. Collective efficacy is high when educators believe that they are capable of helping students master complex content, fostering students’ creativity, and getting students to believe they can do well in school.
Expectations that they can successfully achieve their intended goals results in the confidence, resiliency, and persistence needed to overcome inequities and challenges.
Many school leaders are asking: How do we foster a sense of collective efficacy among teachers to realize better outcomes for students? Information about how efficacy beliefs are formed and ways to influence a staff’s interpretation of their effectiveness will be shared along with examples and success stories.
Successful educational reforms are defined by deep levels of implementation of what is known to work best in systems, schools, and classrooms. When educators share a sense of collective efficacy, it results in deeper implementation of high-leverage leadership and instructional practices.
System and school leaders’ efforts toward successful change reforms are better served by strategically and intentionally considering how to foster collective efficacy throughout the enactment and assessment of improvement initiatives. In this keynote, Jenni examines the role of collective efficacy in achieving quality implementation of evidence-based practices.
Highly efficacious teams do more than welcome new instructional practices into the mix; they find ways to bring theory and practice together in their unique environments in order to produce positive results – regardless of other circumstances. In this session, Jenni will share four processes used by highly successful learning communities in creating the conditions for mastery (the strongest source of collective efficacy) in schools.
Entrenched beliefs are often a barrier to quality implementation in schools. In addition to collective efficacy, other mindframes can serve to either impede or support school improvement initiatives. In this session, participants will consider belief systems that inspire powerful impact in schools and explore how to help teams develop different ways of thinking. Participants will examine ways to tap into the sources of efficacy including mastery experiences and vicarious experiences. Participants will also consider how to influence efficacy through persuasion and by capitalizing on positive affective states.
This full day session provides the foundation for understanding collective efficacy, its impact on student achievement, and the consequences associated with collective teacher efficacy. Since ‘Collective Teacher Efficacy’ topped John Hattie’s Visible Learning list of factors that matter the most in raising student achievement, school leaders (both formal and informal) are asking themselves: How can we foster a sense of collective efficacy in schools? In this session, participants will consider how to harness the power of teacher teams by identifying four research-based, efficacy enhancing leadership practices. Participants will also examine how leaders and teams can utilize these practices in their daily-routines.
Decades in the future, what from today’s instructional thinking will we look back upon and declare, “Wow, we had that right,” or, “Whoa, how could we have been so blind to students’ learning?” Join us as the advanced-age version of Rick Wormeli (in costume) from the year 2075 travels back to us through a time vortex to 2019.
As his older and younger selves, Rick reminisces on the teaching and learning practices of today’s classrooms that will stand the test of time all the way to his contemporary world in 2075.
With wigged out hair and an ever-young and creative mind, Rick rifts on educational salience, lifting those teaching/learning elements in modern practice that are sure to last into the decades ahead. Updated regularly, the address provides not only vision, but substance for robust teaching. Don’t miss it, and be sure to say “hello” to the visitor from the future!
Differentiated instruction is a nice idea, but what happens when it comes to grading students or those high-stakes, standardized tests? Do we really believe what is fair isn’t always equal, and it’s okay to do different things for different students along different timelines and pathways?
Being sensitive to students’ readiness levels and backgrounds while holding them accountable for the same standards can be a challenge. What works? Join us for a provocative and entertaining address that examines differentiating instruction for diverse learners while also meeting the needs of standards and accountability. We’ll bust differentiated instruction myths and get to our core beliefs as educators.
Large ships are hard to turn, but there are strategies that definitely flip the rudder and maintain the new course. Want your school to move toward differentiated practices? Evidenced-based grading? Block-scheduling? Data-driven decision-making? A new literacy or math program?
Think of the exciting new directions your school could pursue if only your staff shared your excitement! Unfortunately, new building and district initiatives can be dead on arrival if teachers are cynical, fearful overworked, or suffering from low morale.
Based on work with NASSP, ASCD affiliates, and in hundreds of school systems in the U.S. and around the world, this candid and compelling masterclass provides new insights and dozens of practical strategies that help teachers and their leaders embrace new initiatives and changes in policy and practice, even if educators are hesitant or going into it “kicking and screaming.” Join us for a candid and inspiring look at how to get an entire faculty to set sail for the new horizon ahead.
Some parents, colleagues, school board members and business leaders struggle with what is and is not standards-based grading. Teachers and leaders using standards-based grading are facing some pushback from those with little background in it. As a result, they are backing away from something unusually effective in teaching and learning. Since current grading practices create very real futures, they better be accurate and ethical.
Access to technology has transformed how we learn and interact with one another. To meet the needs of learners in our classrooms today and align school with the world we live in there is a need to embrace new mindsets about learning, along with new tools and resources available to make these shifts across diverse classrooms.
This paradigm shift from teacher-centered to learner-centered is changing how we see learners and their critical role in their own learning now and throughout their lives. This talk will focus on the characteristics of learner-centered experiences that spark curiosity, ignite passion, and unleash genius.
When we tell kids to complete an assignment, we get compliance. When we empower kids to explore and learn how to make an impact on the world, we inspire problem solvers and innovators. This change in education will require more than providing training for administrators and teachers to implement new curriculum or programs and resources.
To create a culture of learning and innovation for all, these learning experiences must be situated in an ecosystem that redefines how we measure success, prioritizes learning at all levels, and is always evolving to meet the needs of those we serve.
Making these shifts requires more than equipping schools with technology or creating creative learning spaces, instead, it is about us, as educators, evolving to meet the needs of those we serve. This talk will highlight educators making these shifts and celebrate what is possible in education.
The future of education will require new school models, new approaches for teaching and learning, and innovative leaders who can create the conditions for meaningful change.
In this interactive design session, participants will dive into the essential components of learner-centered education, and engage in collaborative activities to empathize, ideate, and develop prototypes that will accelerate the shift to effective and empowering learning experiences for all students.
Learner-centered practices honor that all learners are unique and that they progress at different paces. We will explore how to use formative and summative assessments to inform the learning and instructional strategy for each learner. In this session, we will deepen the understanding of assessment practices that put learning and learners at the center. Learn why it’s critical to involve learners in the process and deepen understanding of strategies to assess, track and share progress to support learners and their development of both academic and non-cognitive competencies.
In this talk I discuss the future of “Smart”, the idea of shifting schools away from questioning whether kids are smart to helping them discover how they are smart. This talk focuses on the difference between the “school-centered” approach to learning that lies at the heart of the “industrial model” of education, and a learner- centered model that recognizes the purpose of education as being about creating whole human beings, and about embracing and actualizing the unique potential of every person.
The talk will discuss design elements of transformed schools that represent the future of smart, as well as the unique competencies of adults who can successfully work within these models.
A lot has been made of the industrial model of education and the need to redesign away from this model. However, to focus on the industrial model is to ignore the fact that it is the by-product of deeply-entrenched scientific, cultural and social beliefs that are being challenged and overturned in radical ways in today’s globalized, multi-cultural, ecologically-oriented world, and across a range of other disciplines.
This talk will leave audience members with a deeper understanding of the powerful beliefs that undergird the “industrial model” and will challenge them to move beyond tinkering with the model by proposing strategies for uprooting and replacing the model, the only way in which efforts to transform education will succeed.