Authentic Learning Category 1

Here is a collection of articles written on the EdVisions model and network schools.

Authentic Learning articles

*All articles are available upon request by emailing

Category 1: Highly Personalized Setting; Every student treated as an individual.

Academic gains in personalized-learning schools. (2017). Educational Leadership74(6), 8.

The article discusses the impact of personalized learning which includes as per policy analyzer RAND Corp., students scored over the national averages, it gave flexible environment and customized learning, however, experts noted it caters to individual needs and controls randomly.

Cavanagh, S. (2014). 'Personalized learning' eludes easy definitionsEducation Week, S2.

The article presents an examination into the definitions and key features of personalized learning methods as a trend, highlighting the lack of consensus within the K-12 education community. Topics addressed include defining the process as a methodology rather than a set of goals, manifestations of personalized learning through technology-based approaches, and offered formal definitions by several education development organizations and associations.

Clarke, J. H. (2012). Invested in inquiryEducational Leadership69(5), 60.

The article discusses the student-centered education program at Mount Abraham Union Middle/High School in Bristol, Vermont, called the Pathways program. The author looks at the school's curriculum combination of traditional classes with individualized inquiry-based student programs. Topics include the program's focus on student individuality and independence, as well as a personalized time structure for courses that is based on individual student motivation. The author also comments on the program's collaboration with community mentors who participate in student assessment.

Mathews, J. (2003). Daring to be different. (cover story). Newsweek141(22), 54.

Offers a look at alternative schools in the United States. Explanation of virtual and theme high schools; Reference to the book 'High Schools on a Human Scale,' by Thomas Toch; Urban Academy Laboratory High School in New York City where debating is a teaching tool in the classroom; Cristo Rey Jesuit High School in Chicago, Illinois where students from low-income families receive financial assistance for private education in exchange for student labor; Schools for Educational Evolution & Development Public Charter School in Washington, D.C. where mostly minority students receive private education; Girard Academic Music Program in Philadelphia, Pennsylvania where every student receives free music lessons; Marcus Garvey School in Los Angeles, California which has a strong Afro-centric curriculum; Minnesota New Country School in Henderson, Minnesota where teams of teachers give project-based work to students.

Wagner, T. (2015). Creating Innovators. New York, NY: Scribner.

Harvard education expert Tony Wagner explores what parents, teachers, and employers must do to develop the capacities of young people to become innovators. In profiling compelling, young American innovators such as Kirk Phelps, product manager for Apple’s first iPhone, and Jodie Wu, who founded a company that builds bicycle-powered maize shelters in Tanzania, Wagner reveals how the adults in their lives nurtured their creativity and sparked their imaginations, while teaching them to learn from failures and persevere. Play, passion, and purpose: These are the forces that drive young innovators.

Wagner takes readers into the most forward-thinking schools, colleges, and workplaces in the country, where teachers and employers are developing cultures of innovation based on collaboration, interdisciplinary problem-solving, and intrinsic motivation. The result is a timely, provocative, and inspiring manifesto that offers crucial insight into creating the change makers of tomorrow.

Wolk, R. (2010). Education: The case for making it personalEducational Leadership67(7), 16.

The author argues that school reform should focus on individualization of education, rather than standardization and rigor. He notes the failure of most efforts since the 1980s, including widely touted school turnaround efforts. He argues that the achievement gap between minority and white students cannot be closed using existing models, which he sees as designed for standardization in teacher training, student grouping, curriculum design and school building layout. Standardized tests, he notes, are often biased and do not measure the kind of learning society needs. He calls for small, personalized schools where students and teachers know each other well, with students helping design their own curricula and teachers advising them, emphasizing real-world experiences. Examples are presented.