Hernández, Laura E. and Linda Darling-Hammond, Deeper Learning Networks: Taking Student-Centered Learning and Equity to Scale. This week’s Footnotes focuses on Hernández and Darling-Hammond’s 2019 report on deeper learning for the Learning Policy Institute. This concise report offers research-based action plans for implementing Deeper Learning in public and charter school networks. Using the examples of three national school networks (Big Picture Learning, The Internationals Network for Public Schools, and New Tech Network), the researchers followed and documented the work of networks to design around and build student-centered practices. Tangible, and important, takeways from their research: that “school design and pedagogy are intimately linked,” that equitable implementation of new pedagogy requires new approaches to professional development, and that understanding of learning processes by all stakeholders is key in their successes. We recommend reading that all stakeholders in schools, from teachers to school leaders to voters in general, read and consider both the anecdotes and the recommendations that Hernández and Darling-Hammond offer.
Everyone’s afraid of Zoom fatigue these days. Lowenthal and Dunlop ask their students how to make social presence possible online.
A group of teacher-researchers suggest that video might be teachers’ key to better professional development as discussion practitioners.
A 2017 article challenges us to think from, but also beyond, the popular concept of white fragility — especially when it comes to building new curricula.
We often use metaphors to describe what we do in the classroom. Do those metaphors help us, or do they hurt us?
Even without sophisticated video games at our disposal, we find Shute and Ventura’s embrace of games for formative assessment inspiring and wonder, after reading, what it might look like for teachers to enact “stealth” assessments in existing classrooms without sophisticated technology.