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Designed to Learn

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Recently, I’ve visited and worked with several schools looking to improve educational outcomes through blended learning and personalized instruction. While similarly striving to innovate with technology, each school has its own approach, target goals, and instructional philosophy. Thus far, my chief observation regarding the road to personalizing instruction is that there are myriad potential paths and many miles to travel.

I’ve also observed that the common denominator among schools exploring this space is a sense for iteration. Recognizing that all instructional challenges will not be resolved in one fell swoop, they scope out a change in instructional practice, try it, measure the impact, and consider best steps for moving forward. In previous entries, I detail how we used an iterative process at my school to implement change, gauge improvement, and learn what works for our students.

As I see iteration applied at other schools, it’s becoming clearer that while there isn’t one way to design personalized instruction, we can learn from design thinking. I relate to last week’s IDEO company blog post by Tim Brown. He interviews Sandy Speicher who explains that “when you look at the world of education through the lens of design, you start to see that there isn’t one right answer, there are many. Lessons learned from design thinking can help educators adopt a process for innovation that considers the needs of learners, the possibilities of technology, and requirements for success.

This entry is my first in a series of thoughts on the intersection of design and personalizing instruction. How does design thinking relate to personalized learning plans, flexible scheduling, formative assessment, integrated data systems, and professional learning? Where is there overlap in Universal Design for Learning (UDL)? Knowing that the variations of implementation are endless, what can we learn from a shared process for designing innovation?


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