A Shared Learning Agenda
After months of outreach with school operators, researchers, R&D specialists, and funders, we collected the toughest, most important, unresolved questions facing innovators who are tackling the development and spread of innovative models. These questions comprise our Learning Agenda.
For each question, we tap into the research base to derive actionable insights as well as harvest real-time insights from our R&D projects. Through building and sharing this dynamic knowledge base, we aim to foster learning that accelerates progress across the field.
We bring three lenses to our inquiry—Empirical Evidence, Equity, and Exception as the Norm—to ensure that rigorous research, relevant voices, and customized supports for learners shed light on each of the Learning Agenda questions below:
How do effective models come about, spread, and influence systems?
What are the most effective ways to cause and sustain a paradigm shift among adults from a school-centered paradigm to a more personalized, student driven, learner-centered paradigm?
What conditions (political, social, etc.) and strategies can districts and school networks pursue to foster the creation and spread of innovative, learner-centered models (learning environments/“schools”) throughout their system?
What does it take to build an internal culture of innovation, learning, and creativity within a "school"?
- What are the best processes and methods to
- enable school operators to develop a robust vision for innovative school models?
- effectively develop, test, and iterate on their model components?
- enable school operators to develop a plan for a new model?
- capture, codify, and spread model components?
- help others adopt and adapt existing model components?
- When codifying school models, what are the characteristics of the format, packaging, and dissemination strategy that will most effectively facilitate adoption by others?
What features of learning environments best enable children to grow and develop?
What learning outcomes will best prepare students to thrive in and transform the 21st century?
How can neuroscience, psychology, and cognitive science inform how we cultivate successful learners, including those with learning differences?
What is the optimal ratio of different instructional modes (e.g., DI, PBL, SDL, other) to foster enduring understandings and key skill development? How does this change by developmental stages, contexts, subjects?
How can learning environments foster student agency, while accounting for variation in students’ readiness for autonomy (including students with learning differences)?
In general, what are the best ways to measure students’ growth and mastery of social emotional habits? And in particular, what instruments can be used to measure individual habits (e.g., curiosity, drive, empathy, teamwork, personal growth)?
- In general, how do students develop social emotional habits? In light of this, how should social emotional habits be scaffolded and taught across students’ developmental trajectory?
What adult roles and competencies are most essential to fostering child-centered, personalized learning?
After looking at our Learning Agenda, did we miss anything? What would you add or modify? We invite your input...let us know!