Chapter 8: Building the New Ecosystem

Chapter 8 presents the urgent need to transform traditional education systems and create learning environments that cater to the diverse interests and needs of students. It emphasizes the importance of empowering learners, promoting innovation, and leveraging networks to drive educational change.

The chapter begins by highlighting the limited availability of schools that operate differently, serving students who thrive in unique learning environments or have specific interests. It challenges the notion of a one-size-fits-all education system and argues that schools should be designed to align with students' passions and desired learning methods. The compliance model of education, where students are expected to conform to a predetermined curriculum, is criticized for failing to engage students and stifling their individuality.

Dr. Unger advocates for "go deep" schools that allow students to immerse themselves in their interests and explore their potential. Several examples are provided, such as Big Picture Schools and Iowa BIG, where students engage in real-world projects and pursue their passions. These schools foster active learning, problem-solving, and collaboration, enabling students to acquire skills and knowledge within meaningful contexts.

The chapter emphasizes the role of networks in supporting educational innovation and scaling successful practices. Networks such as the CAPS programs and Big Picture School network facilitate collaboration, sharing of best practices, and problem-solving among educators. By joining networks, schools gain access to proven models and receive support in implementing their own versions. The power of networks lies not only in sharing ideas but also in providing the necessary support and guidance to navigate the complexities of implementing innovative approaches.

Building upon the success of existing networks, the chapter calls for the creation of more networks to drive educational change. These networks should focus on empowering educators and communities to develop their own models of education that meet local needs. By incentivizing and investing in the growth of new models, education systems can foster continual innovation and exploration, ensuring a wide range of learning opportunities for all students.

Chris recognizes the significance of public funding and credentialing mechanisms to support alternative educational programs. It cites VLACS (Virtual Learning Academy Charter School) as an example, which offers a variety of courses to students across the state of New Hampshire, providing opportunities not typically available in their local school systems. The importance of state and federal support is stressed, as it can help remove barriers, buffer criticism, and foster the proliferation of innovative learning environments.

In conclusion, the chapter underscores the need to redesign education systems to empower learners, foster innovation, and cater to individual interests and needs. It advocates for the creation of schools and learning environments that go beyond standardized curricula, emphasizing experiential learning, student agency, and community engagement. By leveraging networks, scaling successful models, and investing in alternative programs, the education landscape can be transformed to provide equitable access to high-quality education and better prepare students for the challenges of the future.

Highlights

This chapter advocates for a shift towards learner-centered, innovative, and community-connected schools, and stresses the importance of collaboration, support networks, and public funding in achieving this transformation.

Central points are:

  • The importance of supporting the growth of new kinds of schools that operate differently and cater to students' diverse learning needs, interests, and aspirations.

  • The need to design schools and provide learning opportunities grounded in what students want to learn and how they want to learn it, rather than imposing a one-size-fits-all approach.

  • The power of networks in scaling innovative school models and sharing best practices among educators. Networks like the New Tech Network and Big Picture School network provide support, guidance, and a platform for collaboration.

  • The potential of publicly funding and credentialing alternative educational programs to offer students more options and opportunities outside traditional school systems. The VLACS model in New Hampshire is highlighted as an example.

  • The need for state and federal governments, as well as local communities, to invest in and incentivize the growth of new models that address the needs of students and communities. This includes supporting the creation of networks, funding initiatives, and providing resources for alternative learning environments.

The chapter also:

  • Emphasizes the limitations of the current education system, which often operates like a compliance model where students are told what to learn and how to learn it, rather than nurturing their individual interests and passions.

  • The chapter showcases various examples of innovative schools and programs that prioritize student interests, community engagement, and real-world learning experiences. These examples include Big Picture Schools, New Tech Network, Summit Public Schools, CAPS programs, and more.

  • Argues for the importance of "go deep" schools that allow students to explore their interests and potential passions through real-world projects and experiences. These schools prioritize problem-solving, creativity, and collaboration, enabling students to apply their knowledge and skills in meaningful ways.

  • Discusses the challenges of introducing new school models that deviate from the traditional system, but emphasizes the value of networks in promoting understanding, acceptance, and replication of successful models. Networks offer a platform for sharing best practices, providing support, and fostering collaboration among educators.

  • Advocates for the creation of more networks and the expansion of existing ones to support the growth and dissemination of effective educational practices. It suggests that successful models should be shared and replicated across different communities and school systems to benefit a larger number of students.

  • Showcases various examples of innovative schools and programs that prioritize student interests, community engagement, and real-world learning experiences. These examples include Big Picture Schools, New Tech Network, Summit Public Schools, CAPS programs, and more.

  • Presents the importance of public funding and credentialing for alternative educational programs is highlighted, calling for mechanisms beyond charter schools to provide funding and support for programs that offer unique learning opportunities and meet the needs of diverse learners.

  • Suggests that state governments should partner with organizations, districts, and community partners to drive educational innovation and support the development of new schools and programs.

The chapter ends by proposing that the federal government, states, and local communities should incentivize and support the start, growth, and proliferation of learner-centered and opportunity-focused learning environments that serve all students across the country.