We ask what are kids feeling about the different things we’re designing with them? It’s really exciting to be doing the work in this space,” said Fowler. Ask someone, “How do you want to learn?” Taking a course is generally not the answer received. Working on something together and skill building. Authentic learning starts as an observer. “We see our obligation as that all learners believe they have that support.” “We really want them to have a positive experience with higher education while they’re here with us and want them to believe they have that choice when they leave us-all students, no matter their background, no matter their parents’ story and what they’ve maybe been exposed to,” she said. Fowler shared that at ASU Prep Academy, it is their goal to have all students take at least 15 university credits while in high school. Waite said, “Yes, they’re places of learning, but you don’t learn unless you have trusting supportive relationships with peers and adults and have spaces to learn about yourself and who you are in relation to the world around you.” The teen years are a critical development period and schools need to prioritize providing supportive relationships.
Here are some ASU highlights from the podcast: She was joined by Chelsea Waite, Principal and senior researcher at the Center on Reinventing Public Education at ASU Erin Whalen, Executive Director and School Principal of Da Vinci RISE High and Nate McClennen, Vice President of Strategy and Innovation at Getting Smart.
“How can we design a national research and development center and amass evidence on innovations, best practices, and policies to support schools and states that want to retool or restart their high schools? ” This is the question Sean Leahy of “The Learning Futures” podcast recently asked to a panel of educational leaders to discuss.Įlizabeth “Betsy” Fowler, Deputy Head of Schools at ASU Preparatory Academy and Executive Director of Special Projects, was among the panelists.
0 kommentar(er)
