We analyze the state education agency policy guidance concerning remote learning published by all 50 U.S. states by the end of March 2020. We find several areas of consensus, including cancellation of testing, recommendations to continue some form of remote learning, attention to digital and non-digital options, and a concerns for providing a fair and appropriate education for students with disabilities. The primary area of policy divergence that we found regarded the purpose of continuous learning during a pandemic: whether to pursue forward progress in standards-aligned new material or whether to pursue skills review and enrichment learning. We recommend that states continue to emphasize equity, consider the particular challenges of home-based learning, and produce concise communications for multiple target audiences.
NSF Announces new DRK-12 awards
Justin Reich is the Co-Principal Investigator on a project that will develop, pilot, and refine a set of coordinated and complementary activities that teacher education programs can use in both online and face-to-face settings.
What’s Lost, What’s Left, What’s Next:
To more deeply understand the practice and professional experiences of educators during the 2020 extended school closures, we interviewed 40 teachers from across the country in public, charter, and private schools, at different grade levels, and in different subject areas.
In May 2020, we conducted four online design charrettes with school and district leaders, teachers, students, parents, and other stakeholders to translate design-based practices for leading school change into an online context.
Remote Learning Guidance From State Education Agencies During the COVID-19 Pandemic
We analyze the state education agency policy guidance concerning remote learning published by all 50 U.S. states by the end of March 2020.
Full STEAM Ahead
The mission is to create and share high quality resources to facilitate digital and non-digital learning for K-12 and lifelong learners. By providing science, technology, engineering, arts, and mathematics (STEAM) based instructional materials and an open forum for users to share insights, we aim to inspire a diverse global community of educators, students, and parents to find innovative solutions to the challenges of learning at a distance
Teaching Systems Lab Announces 2018 TLIG Recipients
MIT’s Teaching Systems Lab (TSL), with support from the Woodrow Wilson National Fellowship Foundation, is excited to announce the recipients for the 2018-2019 Teaching and Learning Innovation Grant (TLIG).
MIT Teaching Systems Lab to Address Assessments in Maker Education
Thanks to a National Science Foundation grant, TSL will collaborate with Maker Ed to improve school-based assessment practices in maker-centered education.
Teaching Systems Lab Announces 2017 TLIG Recipients
This year’s recipients tackle a range of innovations in education from using the Unhangout Platform to support teachers’ professional development to using artificial intelligence to make students’ mathematical problem solving visible to the teachers.
Providing Educators with “Teachable Moments” Concerning Unconscious Bias
Teaching Systems Lab Executive Director Justin Reich awarded a grant from Google For teacher-facing intervention research
Competency-Based Education: The Black Box of Good Teaching
Patrick Riccards, Chief Communications and Strategy Officer for the Woodrow Wilson National Fellowship Foundation, discusses competency-based education in Real Clear Education.