This new way of thinking about teaching and learning has huge implications for curriculum and instructional design. And for how we teachers assess student progress, intelligence and aptitude.
Methods courses in my university turned me into a different person. I was forced to rethink educational purposes. To see possibilities instead of accepting a stagnant status quo.
Creating a new learning infrastructure will mean a dramatic change in the way we think about teachers and teaching, schools and districts.
In education the disconnect between curriculum experts and classroom teachers is only part of the problem. Too often the curriculum experts are authors of textbooks and other instructional materials touted as cutting edge.