During this session, David covered content from Chapter 3 of his book Universal Design for Learning on the Variability of Learners. This chapter explores new learning technologies that are augmenting and replacing old learning technologies like blackboards and printed textbooks. While the new technologies are still used primarily in traditional ways, they provide a platform that is potentially much more disruptive because it is not only more powerful but more flexible. That flexibility is under-utilized in most applications, however, because designers still imagine that learners are pretty much the same, or vary along narrow dimensions – like “intelligence” or “preparedness.” Modern neurosciences on the other hand reveal multiple dimensions of individual differences that are highly consequential for adequate learning design. This session will explore the new sciences of variability, and the kinds of learning designs that are responsive to that variability, as part of the fast-growing field called Universal Design for Learning.    

Our May session was led by Jeff Wetzler of Transcend, who will talk about the report "Dissatisfied Yet Optimistic: Moving Faster Toward New School Models," co-authored by Transcend, NewSchools Venture Fund, and Summit Public Schools. Their collective work to develop the report was guided by the question, “when it comes to improving schools, what should we be less patient about or perhaps more patient about?” The authors explain why better school models are necessary, and share a common vision and set of attributes for better school models based on their collective experience. In our session, Jeff discussed a detailed theory of change that reflects how the authors believe the development and spread of schools with their common set of attributes could be accelerated. He  also shared recommendations for different stakeholders—educators, students and families, funders, researchers, and policymakers—and commitments from the authors themselves.

During this session, we heard from Joe Ristuccia, a certified School Psychologist, consultant to Trauma and Learning Policy Initiative (TLPI), and author of "Helping Traumatized Children Learn." Joe discussed how trauma impacts a student's learning, relationships, and behavior at school and will speak about the importance of creating safe and supportive schools that provide learning environments that are sensitive to the trauma students bring into the classroom. In his presentation Joe built on the insights shared in TLPI's Why We Need Trauma-Sensitive Schools video, which highlights the importance of leadership—from superintendents, assistant superintendents, principals, and educators—in fostering the understanding and infrastructure that can support the teamwork among staff needed to support all children to be successful.

The April session, "Connecting the Dots between Science, Stress and Student Development," was led by Dr. Gisele Shorter of Turnaround for Children. 

Adversity isn’t something that just happens to children, it happens inside their brains and bodies through the biological mechanisms of stress. Children living in poverty often endure stress from adverse experiences, such as exposure to violence, loss of a loved one or homelessness. The good news is the brain is malleable. Science offers reasons for optimism for schools struggling to educate children growing up with adversity.

Research has shown that supportive, buffering relationships with adults can prevent and even reverse the negative effects of prolonged exposure to stress. Schools can be designed to become supportive, trustful environments for children, where they can develop the skills and mindsets that are requisite for success in school, work and life.

During the session our viewers learned about Building Blocks for Learning, a research-based framework for the development of skills students need for success in school and life. Intentionally building these skills and mindsets can put all children on a path toward healthy development and academic achievement. 

Launched in January of 2017, The "Voices from the Field" series features monthly sessions facilitated by field leaders from within the Reimagine Learning network who share insights on how to create teaching and learning environments that unleash individual creativity and potential in all students, enabling them to realize academic and life success.