To increase the likelihood of an initiatives’ success, education leaders need to consider the true interests and motivations of their teachers. The Jobs to Be Done Theory offers a framework for understanding what causes educators to accept and adopt new approaches.
In this landmark report with the WISE Initiative, we share and analyze data from survey respondents in Brazil, Malaysia, and South Africa, along with 13-15 case studies of specific school models. Using this data, we give specific policy recommendations for each country. For copies of the survey instrument used in this report, please go here.
Throughout the 2017 Blended and Personalize Learning Conference (BPLC), conversations focused on forwarding so-called maverick as well as mainstream aims—that is, taking existing innovative approaches to the next level and taking innovative approaches to scale. In this report, we share seven key tips that emerged from leading innovators.
From understanding the basics of blended learning to fine-tuning your current program, this workbook gives you hands-on practice that will expand your knowledge base and help you develop a plan for your own classroom or school to create a student-centered education design that personalizes for all students.
For several schools in DC Public Schools, the blended-learning journey launched with the adoption of the Station Rotation model around Fall 2014. Since that time, teachers have modified the Station Rotation to address various student needs. Though each classroom looked similar just a few years ago, today their many differences reflect each teacher’s willingness to innovate and adapt to the unique needs of their students.
Teachers, this playbook is for you. Your journey to improve your classroom and meet the needs of today’s students is not in the dark; successful managers outside of education, combined with the teachers in the pilot schools in this playbook, together illuminate a number of moves that can help you better meet the needs of students today.