I\u2019m convinced that personalized learning and social justice education go hand in hand. To me, the connection is that we are centering humanity – our social systems and institutions should affirm and connect with every person. This is nowhere more true than in middle schools, full of\u00a0 young adolescents who are actively figuring out who they are and how the world works.\u00a0<\/p>\r\n\r\n\r\n\r\n

If you are a teacher, I hope you can learn from this research and\/or see validation of your own approach. I know many teachers aren\u2019t in a place to deepen practice or try something new right now, and that\u2019s okay. But at minimum, I hope that these glimpses are thought provoking for the future.<\/p>\r\n\r\n\r\n\r\n

If you are an administrator or community member with the power to influence systems, first make it clear to your entire school community that you prioritize personalized learning and social justice education. And that you will back your teachers up if and when they receive pushback. Then, please make it your personal mission to enable and cultivate these types of classroom practices. Put in place supportive structures such as thematic curricula, portfolios, student-led conferences, and proficiency-based assessment.<\/p>\r\n\r\n\r\n\r\n

Teachers can do great things but they need the right conditions to thrive. They (and their students) deserve it.<\/p>\r\n","protected":false},"excerpt":{"rendered":"

The recent issue of the research journal Middle Grades Review was extraordinary for two reasons. First, it focused on the intersection of personalized learning and social justice education. And second, Vermont educators authored all but one of the articles. I encourage folks to peruse the entire issue, but this may not be realistic in the … <\/p>\n