A PIVOT AHEAD II.  Executive Overview Will Richardson often talks about his conversations with teachers regarding how kids learn and what they should be learning. He then asks if what they are doing in the classroom aligns with their responses regarding student learning. Most of the time, they do not. Then Will asks about the discrepancy, and he hears responses that are disempowering for teachers and students. Teachers feel they have to teach in a way that supports the factory model of education, designed to move all students at the same pace and toward the same goals of learning collections of content, even though information is not a scarce resource anymore. Virtually all the current research supports student-directed learning resulting from autonomy, mastery, and purpose, and that approach works very smoothly in an online asynchronous delivery setting. We are not arguing that online delivery for K-12 students is the optimal environment; it can be very effective, but cannot match the F2F adult support mechanisms provided by independent schools. Instead, we argue that the need for online delivery creates an instructive and opportune time for schools to augment the migration to PBL and SEL pedagogies under the umbrella of a CBE program of study. There are a number of reasons for doing so:
Kotter’s 8-Stage Change Model
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