Author: Adam Rubin

Building Field Readiness & Capacity to Personalize

October 16, 2017 by

One of the recommendations that came forth from the National Summit on K-12 Competency-Based Education (the paper with all the recommendations is forthcoming) is that field organizations begin to collaborate at higher levels. There is so much knowledge being produced by schools and districts — we need to create mechanisms to make it easier for educators to access and make meaning of it for their own work. Bravo to 2 Revolutions and their partners in doing exactly what the field needs, exactly at the right time. You can read the original blog at 2 Revs website.

— Chris Sturgis

We are excited to announce that 2Rev — with generous support from a national funder, and through deep collaboration with a range of leading organizations — is spearheading a large-scale effort to make available free, high-quality learning content to help educators gain the knowledge and skills they need to personalize learning for students.

The move toward more personalized, learner-centered approaches is part of the solution we’re all striving toward for kids and families. Unfortunately, most of the field currently lacks readiness and capacity to do the complex work of transformation needed to realize these personalized learning models and systems. The absence of consistent, high-quality content and engagement strategies makes it more difficult and inefficient for states, districts and providers to support efforts to increase field readiness and capacity. Working together with partners, we can help address this gap.

Key Partners & the Content We Are Building Together


Getting Closer to the Future of Teacher Learning

May 31, 2017 by

This post and all graphics originally appeared at 2Revolutions on May 12, 2017.

As I discussed in my earlier piece on the future of teacher learning, there is the need to transform what and how teachers learn in school districts, charter management organizations (CMOs), and state systems. While I’m confident from our experiences at 2Rev that there are no cookbook recipes to doing this — since every context, community, and culture is unique and the needs of the adult learners are vast and varied — I’m also confident that people need support to help them move in the right direction. In this post, I share some strategies and tools that have helped us move teacher learning with our partners.

#1 – Design Principles for Adult Learning

Our design principles that we use to drive our adult learning experiences at 2Rev.

Over the past several years, our team has been refining our approach to designing personalized, job-embedded, learner-driven learning experiences that support and coach educators as they transition to future-oriented learning models. Much of our work with adults stems from our growing understanding of andragogy and deeply held beliefs in the importance of mindset as a gateway to transformed learning — why should we ask professional educators to spend time doing something that feels irrelevant to their craft, tangential, and/or is just plain boring or uninspiring?

With that in mind, we created a set of design principles as guideposts for how we think about and plan for adult learning experiences. These principles (right) guide us and serve as a screen for creating an optimal learning experience.

Can you create your own design principles for adult learning? How do these principles align to the principles you consider necessary for high-quality student learning to occur? (more…)

The Future of Teacher Learning

May 26, 2017 by

This post first appeared at 2Revolutions on May 2, 2017.

“We should seek to be fellow students with the pupil, and should learn of, as well as with him, if we would be most helpful to him.”

– Henry David Thoreau

In all of our engagement at 2Rev, we work to create authentic, personalized learning experiences for educators that model the approach we seek for kids. This photo is from a recent design kick-off with the Bush Foundation in Minnesota. Read more about that work here. (From the 2Rev website.)

How do you learn? It’s a simple question…and yet, you have to think about it. Turn it over in your mind. It’s something I think about a lot. Rather than Calculus, or Shakespeare, or the effects of the American Civil War, consider cooking, or skiing, or teaching your five-year old daughter to ride a bike. How did you learn to do or teach those things? Did you watch others? Talk to an expert? Watch online videos incessantly or read articles and books? Did you listen to a lecture, or two or three? Try and try again? A combination of all or none? How you did it speaks to some important components of the learning process: motivation, learning style, and assessment, to understand how you know you’ve reached mastery of that stage of learning.

In schools and districts around the country, far too often we talk around rather than about this issue of how we, as humans, learn. It is amazing to me, the chasm between this question, which feels central to everything, and how we teach. This is the learning profession, right? The science and psychology of cognition can do a great deal to inform how we teach.

Over the past few years within our practice, how teachers learn has become a much more central focus in how we work. At 2Rev, our focus is building the knowledge and skills of educators – teachers and leaders – to transform student learning. In order to get there, though, our work passes squarely through their willingness and readiness as learners. I’d go even further to say that it is these dispositions of willingness and readiness to learn that drive how we approach creating the learning experience — grounding the work in what is relevant to them in their practice and meeting them where they are from a knowledge and skills perspective. We work hard to create a process of learning that models the destination; whether the focus is personalized, competency-based, or deeper learning. For example, if the content is performance assessments, educators should understand the concept and how to develop, score, and calibrate; but they should also have the experience of completing complex performance tasks as part of their learning experience. Mental models shift when we experience the content as part of the process.

As Ron Ritchhart, a researcher at Harvard Graduate School of Education’s Project Zero says, “For classrooms to be cultures of thinking for students, schools must be cultures of thinking for teachers.” In order for educators to embody and facilitate new learning experiences, they must experience those for themselves and buy into their effectiveness and power. In Make it Stick: The Science of Successful Learning, authors Peter C. Brown, Henry L. Roediger III, and Mark A. McDaniel do a thorough walkthrough of the empirical research on how people learn, throwing many assumptions and ideas you hear passed around like folklore out the window. One quote that rang particularly true for us as we think about the experiences educators need to create and what they need to know to be able to do it. The authors write, mastery requires “both the possession of ready knowledge and the conceptual understanding of how to use it,” so how do we rethink teacher training to help them with both? (more…)

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