Search Results

Why Schools Need to Change

Habits of Success for Learning, Work, and Well-Being (MyWays Report 7)

This report considers the Habits of Success domain of the MyWays Student Success Framework, including why the domain not only joins the definition but leads the way, key principles for implementation, and the state of play in the field, as well as offering resources and essential one-page primers for each competency. (October 2017, 2MB)

Report 7 is the second of five reports in Part B of the MyWays Student Success Series. Part B, “Broader, Deeper Competencies for Student Success,” provides a composite definition of student success in learning, work, and life, drawing on over 25 highly-regarded frameworks and the literature in the education, work, and human development fields. 

The MyWays Student Success Series examines the through-line of four essential questions for next generation learning and provides research and practice-based support to help school designers and educators to answer these questions. The series consists of 12 reports organized into three parts, plus a Visual Summary and Introduction and Overview. For more on MyWays, visit myways.nextgenlearning.org
Why Schools Need to Change

Creative Know How for a Novel, Complex World (MyWays Report 8)

This report considers the Creative Know How domain of the MyWays Student Success Framework, including why the domain transforms “21st century skills” into the more agile Creative Know How, key principles for implementation, and the state of play in the field, as well as offering resources and essential one-page primers for each competency. (October 2017, 2.5MB)

Report 8 is the third of five reports in Part B of the MyWays Student Success Series. Part B, “Broader, Deeper Competencies for Student Success,” provides a composite definition of student success in learning, work, and life, drawing on over 25 highly-regarded frameworks and the literature in the education, work, and human development fields. 

The MyWays Student Success Series examines the through-line of four essential questions for next generation learning and provides research and practice-based support to help school designers and educators to answer these questions. The series consists of 12 reports organized into three parts, plus a Visual Summary and Introduction and Overview. For more on MyWays, visit myways.nextgenlearning.org
Why Schools Need to Change

Content Knowledge for the Life Students Will Lead (MyWays Report 9)

This report considers the Content Knowledge domain of the MyWays Student Success Framework, including why the domain focuses on big understandings and extends into authentic application, key principles for implementation, and the state of play in the field, as well as offering resources and essential one-page primers for each competency. (October 2017, 2MB)

Report 9 is the fourth of five reports in Part B of the MyWays Student Success Series. Part B, “Broader, Deeper Competencies for Student Success,” provides a composite definition of student success in learning, work, and life, drawing on over 25 highly-regarded frameworks and the literature in the education, work, and human development fields. 

The MyWays Student Success Series examines the through-line of four essential questions for next generation learning and provides research and practice-based support to help school designers and educators to answer these questions. The series consists of 12 reports organized into three parts, plus a Visual Summary and Introduction and Overview. For more on MyWays, visit myways.nextgenlearning.org
Why Schools Need to Change

Wayfinding Abilities for Destinations Unknown (MyWays Report 10)

This report considers the Wayfinding Abilities domain of the MyWays Student Success Framework, including why, in an age of accelerations, the domain merits equal standing with the other three domains, key principles for implementation, and the state of play in the field, as well as offering resources and essential one-page primers for each competency. (October 2017, 2.5MB)

Report 10 is the last of five reports in Part B of the MyWays Student Success Series. Part B, “Broader, Deeper Competencies for Student Success,” provides a composite definition of student success in learning, work, and life, drawing on over 25 highly-regarded frameworks and the literature in the education, work, and human development fields. 

The MyWays Student Success Series examines the through-line of four essential questions for next generation learning and provides research and practice-based support to help school designers and educators to answer these questions. The series consists of 12 reports organized into three parts, plus a Visual Summary and Introduction and Overview. For more on MyWays, visit myways.nextgenlearning.org
New Designs for School

Learning Design for Broader, Deeper Competencies (MyWays Report 11)

This report shares an overview of learner-centered paradigms, focuses on the growing importance of authenticity, and introduces three MyWays learning design constructs that support the broader, deeper competencies — Whole Learning, Wider Learning Ecosystem, and Levers for Capability and Agency. The report also offers resources to support initial moves toward implementation. (October 2017, 5MB)

Report 11 is the first of two reports in Part C of the MyWays Student Success Series. Part C, “Redesigning the Learning Experience for the MyWays Competencies,” explores how to bring the broader and deeper competencies of the MyWays Student Success Framework into educational practice, focusing on key constructs for learning design and assessment design.

The MyWays Student Success Series examines the through-line of four essential questions for next generation learning and provides research and practice-based support to help school designers and educators to answer these questions. The series consists of 12 reports organized into three parts, plus a Visual Summary and Introduction and Overview. For more on MyWays, visit myways.nextgenlearning.org
Reimagining Assessment

Assessment Design for Broader, Deeper Competencies (MyWays Report 12)

This report presents the evolution toward greater authenticity and multiple measures, and recommends the use of Five Assessment Strategies: Formative assessment, Performance assessment, Multiple measures, Badges & micro-credentials, and Quality reviews. The report also surveys the emerging state of assessment within each of the MyWays domains, as well as offering resources to support initial moves toward implementation. (October 2017, 4MB)

Report 12 is the second of two reports in Part C of the MyWays Student Success Series. Part C, “Redesigning the Learning Experience for the MyWays Competencies,” explores how to bring the broader and deeper competencies of the MyWays Student Success Framework into educational practice, focusing on key constructs for learning design and assessment design. 

The MyWays Student Success Series examines the through-line of four essential questions for next generation learning and provides research and practice-based support to help school designers and educators to answer these questions. The series consists of 12 reports organized into three parts, plus a Visual Summary and Introduction and Overview. For more on MyWays, visit myways.nextgenlearning.org
Enabling Change

5 Strategies to Implement Successful University-Wide Student Success Initiatives

What creates change with big results? Check out these critical strategies from Middle Tennessee State's student success efforts.
Technology Tools

5 Technologies Impacting the Future of Learning Assessment

Feedback is incredibly important in student learning and motivation. Here are five current and emerging technologies that are enabling more frequent, low-stakes feedback.
Technology Tools

5 Tips to Market Your Classroom Innovation on Twitter

Whatever your innovation, these five best practices will help you to reach as wide an audience as possible on one of the world’s most popular social media channels: Twitter.
Reimagining Assessment

5 Ways that Higher Ed Learning Assessment is Changing

You can still find college courses in which the only direct feedback that a student gets comes from exams and papers; yet, if you look closely, you'll find many faculty members who do much more than that, and that number is growing.