Published just four times a year, this newsletter was created by personalized learning leaders for personalized learning leaders. In this issue learn from a philanthropist, an author and a superintendent. Enjoy!
By Gisele Huff, Executive Director, Jaqueline Hume Foundation
The Jaquelin Hume Foundation’s mission is to accelerate the implementation of high quality blended/personalized learning in America’s schools. Seventeen plus years ago when I joined the Foundation as its executive director, the mission was much different. It was geared to promoting school choice in all its forms mainly through grantees who advocated for it at the policy level. I was working in the trenches of the most confrontational aspect of education reform, trying to get laws passed to authorize vouchers, charter schools, tax-credits scholarships and education savings accounts. This occupied the first nine years of my career and led to mounting frustration with the incremental and glacially slow progress the reform movement was making. All the while, it was obvious to me that urgent measures had to be taken to radically transform the educational opportunities America’s children had as they entered the 21st century.Read More
By Dr. Scott Muri, Ed.D., Spring Branch ISD Superintendent of Schools
Each and every journey has its own route even if the final destination is the same. As a school district leader, I believe that learning is most effective when tied to the unique needs of every child. My experiences in two separate school districts lead me to think about how the journey to personalized learning may be different each time, while containing similar themes.
For me, two big questions matter: How do we create a school system that effectively meets the needs of every child, and then second, how critical is increased local control for districts exploring the future of personalized learning? Let me explain.Read more.
By Michael B. Horn, Co-author of Blended and Disrupting Class and Board Member of Education Elements
When I started writing Disrupting Class in 2006, I was stunned to learn that our school systems—not just in the United States, but throughout most of the world—were not built to optimize learning. They were built to standardize the way we teach and test and for sorting.
Modeled after factories, schools batch students into classrooms by age, teach, and then ship students out to the next grade or body of material regardless of whether they have mastered the set of concepts introduced.Read more.
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