How does learning happen? And how can we design environments to support it? While empirical research has unearthed important insights and established agreed-upon models to help school designers answer these questions, this research base is extensive, complex, and often encumbered by the design of traditional schools. Our Designing for Learning resources aim to summarize in digestible and actionable ways what is known about how learning happens. Current resources include a “Primer” that distills the research into key principles and design “Cards” that help designers apply these principles to learning environments.
Personalized Learning Look Fors, Site Level Conditions & Mindsets
What does “personalized learning” look like in action? What can educators and site leaders do to foster a conducive learning environments? Check out these practical resources developed through a multi-year partnership between Transcend, Summit Public Schools, and Lindsay Unified School District.
DEFINING GRADUATE AIMS: A COLLECTION OF RESEARCH AND RESOURCES FOR DESIGN TEAMS
What learning outcomes will best prepare students to thrive in and transform the 21st century? This brief helps design teams clarify graduate aims by presenting current thinking on the competencies needed for success in the 21st century and providing insight into how to define aims with your community.
Graduate Aims Database
How might we design learning environments to cultivate specific learner outcomes? The Graduate Aims Database is a growing collection of summaries focused on research-based learning outcomes that our school partners often take influence from when constructing their own graduate aims. Each summary includes information to help define and measure the outcome, insights into how the outcome develops, potential design implications, and debates or nuances related to the outcome that often have critical equity, inclusion, and justice implications.
HOW CAN LEARNING ENVIRONMENTS FOSTER STUDENT AGENCY, WHILE ACCOUNTING FOR VARIATION IN STUDENTS' READINESS FOR AUTONOMY?
Increasing student agency is a goal for many education systems across the country. However, understanding what agency entails and designing environments that nurture and enhance learners’ innate desire to be agents of their own learning, is an audacious task. The resource presents videos, transcripts, and key themes from two roundtable discussions Transcend held with adults and learners.
THE COLLABORATIVE: WHAT WE LEARNED FROM BRINGING EDUCATORS TOGETHER TO REIMAGINE SCHOOL
In this report, we share our vision behind Transcend+ NewSchools Collaborative, how we designed and evolved the program, our key results and six key lessons learned, and the stories of four participating teams—District of Columbia Public Schools, Gestalt Community Schools, Hiawatha Academies, and Spring Branch Independent School District.
IF YOU COULD BUILD ANY SCHOOL: A CASE STUDY OF ACHIEVEMENT FIRST'S GREENFIELD SCHOOLS PILOT
The story of Greenfield's pilot describes the launch of what would become a multi-year innovation effort to create a new model of school for the Achievement First network of schools.