This district’s teachers model those characteristics and behaviors. They create dynamic classroom activities in which students sense the value of their own talents — as extensions of the society in which they are a significant part.
The new learning infrastructure depends on districts with the courage to do the right thing. To take positive action in building programs that work best for students and their communities.
“What you teach and how it is done involves much more than techniques and strategies based on content to be covered.”
Prior to COVID, up to 40 percent of new teachers left the profession within five years. The reasons they left varied widely.
They believe one way to improve performance is to encourage all teachers to be more like pedagogical stars. A pervasive belief that overlooks conditions in which no one has control.
Breaking the cycle of frustrated attempts at school improvement first requires an understanding of the issues involved.
Real learning is the product of both cognitive and emotional engagement. A kind of connectedness that transforms us. Even transcends our mundane existence into a panoply of possibilities.
For content to be meaningful in a curriculum there must be a clear expression of what will influence a change — in student perspective, performance, or deep knowledge.
Our job in the new learning infrastructure is to build student potential. By inspiring students and giving them the self-confidence to meet goals they competently set for themselves.
The biggest challenge is an efficient and effective way to write and teach the new learning infrastructure curriculum.