Domenech, Sherman, and Brown (2016) begin by introducing the possibility of transforming education. They give examples of personalization in many areas of our everyday life. Department stores have personal shoppers, hotels stress the importance of personalized service, and health care/treatment plans tailor to the specific needs of the patient. Our world has become personalized in many ways and yet our 21st century classroom has changed very little since the Industrial Revolution. According to Domenech et al. (2016), the plan for transformation began with a trip to Dayton, Ohio. They visited the Wright-Patterson Air Museum in Dayton, Ohio and discussed the changes in flight over the years. During the visit, they had the opportunity to
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(2016), the typical solutions for helping struggling students do not help. When students are pulled out of their classes for remediation, they miss vital information and fall further behind. Summer school is ineffective because it sets the expectation that students will master the skills they are lacking in four to five weeks. Since they were not able to grasp the concept in nine months, it is doubtful summer school will be the miracle answer. Standards assessments and accountability movements insist teachers follow a rigorous pacing guide that does not allow them to spend additional time on lessons not mastered. Domenech et al. (2016) again reiterates these current methods are all in place despite the mountain of evidence that children learn at different …show more content…
It is important to study the ways other schools address the intellectual, social-emotional, relational, and physical development needs of each student.
• Transform curriculum and programs of study. It is important to develop an aspirational curriculum that includes blended learning and provides a 24-hour pathway to instruction for all students.
• Personalize teaching and learning. Focus on the needs and strengths of each student and provide more options on where and how they can learn.
• Transform systems of accountability and make assessment meaningful. Whenever possible, move away from the current standardized approach and focus on authentic, performance-based assessments, tasks, and projects.
• Maximize the impact of technology and support resources. Use technology in a holistic way instead of viewing it as a remediation tool.
• Personalize leadership and governance. Move away from the traditional norms of leadership. Inspire and encourage individuals and groups within the district to assist in planning, developing, and problem
(2016), the typical solutions for helping struggling students do not help. When students are pulled out of their classes for remediation, they miss vital information and fall further behind. Summer school is ineffective because it sets the expectation that students will master the skills they are lacking in four to five weeks. Since they were not able to grasp the concept in nine months, it is doubtful summer school will be the miracle answer. Standards assessments and accountability movements insist teachers follow a rigorous pacing guide that does not allow them to spend additional time on lessons not mastered. Domenech et al. (2016) again reiterates these current methods are all in place despite the mountain of evidence that children learn at different …show more content…
It is important to study the ways other schools address the intellectual, social-emotional, relational, and physical development needs of each student.
• Transform curriculum and programs of study. It is important to develop an aspirational curriculum that includes blended learning and provides a 24-hour pathway to instruction for all students.
• Personalize teaching and learning. Focus on the needs and strengths of each student and provide more options on where and how they can learn.
• Transform systems of accountability and make assessment meaningful. Whenever possible, move away from the current standardized approach and focus on authentic, performance-based assessments, tasks, and projects.
• Maximize the impact of technology and support resources. Use technology in a holistic way instead of viewing it as a remediation tool.
• Personalize leadership and governance. Move away from the traditional norms of leadership. Inspire and encourage individuals and groups within the district to assist in planning, developing, and problem