A Summer of Innovation: Part 1

This blog appeared first on CityBridge Foundation’s Education Innovation Fellowship Blog, called edinnovationdc.

Are you interested in learning how to leverage educational technology? Do you want to learn how to implement a personalized learning model in your classroom? Are you always searching for opportunities to expand your professional learning network? If you’ve answered “yes” to any or these questions, then allow me to borrow a moment of your time. I want to introduce to you a group of talented D.C. public and public charter school educators who, in addition to teaching, are all participating in a unique, yearlong education innovation fellowship.

Continue reading…https://edinnovationdc.wordpress.com/2015/07/07/a-summer-of-innovation-part-1/


Education + Technology = What’s Good for the Goose is Good for the Gander.

Blended Teaching DC


21st century students need 21st century teachers. If we truly wish to offer each student a personalized learning experience then we must reassess how we design, deliver and assess every single lesson. Moreover, we must leverage technological tools and programs to support our role as professional educators. Today’s students, and tomorrow’s leaders, deserve a meaningful education led by forward-thinking professional educators.

I don’t mean to suggest that education technology will replace teachers, because it simply cannot. However, teachers who leverage technology will replace those who refuse to learn or fail to adapt. As technologically dependent pedagogy, such as blended or personalized learning, continue to emerge within the public education system, it’s incumbent upon professional educators to thoroughly research best practices and strategies. Whether we should use technology within the public school system is the wrong question to ask. The real question is how to use technology effectively.


Far too many…

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A League of Innovative DC Teachers in the Making

Blended Teaching DC


The CityBridge Foundation and NewSchools Venture Fund’s Education Innovation Fellowship provides DC teachers with a yearlong professional development program in blended and personalized learning instructional approaches. Throughout the yearlong program, twenty DC educators (“fellows”) observed several best practices and bright spots within several blended and personalized learning school-wide, and classroom-specific, models throughout the Bay Area and Los Angeles California, Detroit, Michigan, and Washington, D.C.

The valuable lessons learned, throughout this professional development experience, were on display during the December 6th Education Innovation Summit in Washington, D.C. This summit provided the platform for twenty DC public and public charter teachers to share their experiences with blended and personalized learning. Through “breakout sessions,” each fellow shared their advice, best practices, bright spots, and challenges with leveraging education technology within the classroom.


If you use twitter as a professional development source, or you want to learn more about blended and personalized learning, particularly from…

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How #blendedlearning can upgrade the traditional public education “operating system.”

Blended Teaching DC

The traditional education operating system has remained relatively unchanged for over one hundred years. The way we “do” school – one teacher and twenty-five plus students within a classroom for a fixed amount of time – is still the primary instructional model used throughout the American public education system. Worse still, we rely heavily on printed materials, such as textbooks and worksheets, for instruction, as if the information age doesn’t exist. Although all of us live, play, and work within a technologically dependent world, we’ve yet to modernize our public education system. It’s almost as if we’re still “stuck” in the past.

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The traditional public education operating system depends heavily upon a twentieth century business management practices. For example, at the top are the district leaders, followed by superintendents, administrators, instructional coaches, and finally, the teachers. Although the teachers are the most important actors, in terms of delivering instruction and assessing student…

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Can Blended Help Close the Gap?

Blended Teaching DC

Through my experiments with blended learning this year, I’m re-engaging my students and revitalizing my practice. And, for the first time, I actually trust that meaningful, targeted differentiation (that’s also sustainable for teachers) isn’t just a myth. In short – I’m a believer. There is the potential for a real game changer here—a game changer our students at the wrong end of the opportunity gap desperately need.

Still, at the margins of that excitement, I’m feeling something uncomfortable creeping in.

Is it coincidence that the majority of the case studies I read about blended learning implementation seem to be taking place in low-income communities, often as part of a school turnaround program? Is it coincidence that most of the schools I’ve visited where blended learning is taking place are schools that serve predominately students of color?

I can’t tell if there’s a real or simply imagined correlation here (I hope others will…

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