Driving K -12 Innovation：2020 HURDLES + ACCELERATORS（Ⅱ）

【譯題】 《基礎(chǔ)教育創(chuàng)新驅(qū)動力報告——2020挑戰(zhàn)篇+趨勢篇》（二）

Product by CoSN （Consortium for School Networking 美國學(xué)校網(wǎng)絡(luò)聯(lián)合會）

Top 5 Accelerators

Top 5 most important Accelerators for schools to address in 2020 in order to pave the way for teaching and learning innovation and extraordinary student outcomes.

1.Learners as Creators

The idea that students dont have to wait to graduate to change the world is motivating schools to embrace real-world learning experiences that promote student-generated ideas and solutions.

2.Data-Driven Practices

With more student engagement/performance and other kinds of data being collected， schools are leveraging that data to make decisions about curriculum， hiring， teaching and learning， and technology investments. Increasingly， school leaders are using data visualization to view academic and operational outcomes.

3.Personalization

As the consumer sector has exploded with new ways to customize user experiences and products， schools are finding ways to provide learning support at the individual level. Personalized learning is when all aspects of learning are chosen by the learner， including but not limited to topic， pace， strategy， and presentation of knowledge/skills.

4.Social and Emotional Learning

Schools are working to build empathy， grit， persistence， flexibility， and adaptability into curriculum， which arguably shapes worldviews and students penchant for successful collaboration， problem-solving， and civic responsibility. Further， learning experiences that help build students character and identity， encourage creative and social risk-taking are being emphasized.

5.Building the Human Capacity of Leaders

When leaders take actions to strengthen the professional community of their schools， providing opportunities for educators and all K-12 professionals to learn and master new skills—regardless of title or rank—it leads with a strategic vision and opens the door to the innovative practices that can enhance student experiences.

SPOTLIGHTING TWO ACCELERATORS

1.Data-Driven Practices

Data-Driven Practices include， but are not limited to， data-driven decision making. Data can guide educators to dramatically improve teaching and learning for student success， direct education administration， and enable innovation. In the U.S. student data is collected by schools， districts， states， and federal government to inform teaching & learning， direct resource allocation， assess outcomes， and inform the public.

Data can be used to track student progress and identify students who are struggling. Data can also shift the focus from content to student understanding， skill development， and learning application， and enable students to assess and direct their learning progress.

Beyond teaching and learning， data-driven practices can assist with education administration and systems that surround learning. Data can help reduce decision-making risks and support safety， security， and threat prevention in education.

2.Social and Emotional Learning

Social Emotional Learning （SEL） is widely considered to be essential for students. Understanding and managing emotions help students succeed at school and “the development of SEL competencies while students are in school predicts a variety of later outcomes， such as participation in postsecondary education， success in the workforce， civic engagement， and personal well-being.” SEL strategies， implementation， and outcomes are a major current focus for education researchers and practitioners， as well as an important topic for achieving the United Nations Sustainable Development Goal #4.7： Education： Sustainable Development and Global Citizenship.

The Advisory Board identified several nuances and challenges for leveraging Social Emotional Learning， including buy-in and communication， resources and implementation， and academic integration. Their insights resonate with academic literature related to barriers and challenges of SEL adoption.

Developing understanding and buy-in from educators， parents， and community members is critical to the success of Social Emotional Learning initiatives. To drive SEL adoption， the Advisory Board also recommends that schools and teachers： identify tools and apps that can support students; incorporate SEL activities into the school day， regardless of subject; share resources and examples for SEL integration; and invest in professional development; Integrate SEL.

譯文

五大趨勢

2020年學(xué)校需要應(yīng)對的5個最重要的趨勢，將為教與學(xué)創(chuàng)新和取得非凡的學(xué)生成績鋪平道路。

1.學(xué)習(xí)者即創(chuàng)造者

學(xué)生畢業(yè)前就可以改變世界，這一思潮正激勵著學(xué)校吸納現(xiàn)實世界的學(xué)習(xí)經(jīng)驗，從而促進學(xué)生提出新思想和解決方案。

2.數(shù)據(jù)驅(qū)動實踐創(chuàng)新

隨著越來越多的學(xué)生參與度、成績以及其他類型的數(shù)據(jù)被收集，學(xué)校利用這些數(shù)據(jù)來做出有關(guān)課程、就業(yè)、教與學(xué)以及技術(shù)投資的決策。學(xué)校領(lǐng)導(dǎo)者越來越多地使用可視化數(shù)據(jù)來查看學(xué)術(shù)和運營成果。

3.個性化發(fā)展

就像消費領(lǐng)域爆炸式地利用新技術(shù)去迎合用戶需求、依據(jù)用戶數(shù)據(jù)推薦產(chǎn)品一樣，學(xué)校也在尋找為個性化學(xué)習(xí)提供支持的方法。個性化學(xué)習(xí)是指學(xué)習(xí)者自主選擇所有層面的學(xué)習(xí)，包括但不限于主題、進度、策略和知識、技能的表現(xiàn)方式。

4.社會情感學(xué)習(xí)

學(xué)校正在努力將同情心、勇氣、毅力、靈活性和適應(yīng)性納入課程之中，這些可以說是塑造學(xué)生世界觀和團結(jié)協(xié)作、解決問題和公民責(zé)任等意識的先決條件。此外，強調(diào)社會情感學(xué)習(xí)經(jīng)驗有助于構(gòu)建學(xué)生性格和身份，鼓勵創(chuàng)造性和社會冒險精神。

5.領(lǐng)導(dǎo)者人力資源能力建設(shè)

當領(lǐng)導(dǎo)者采取行動以加強學(xué)校的專業(yè)共同體時，就為教育工作者和所有基礎(chǔ)教育專業(yè)人士提供了學(xué)習(xí)和掌握新技能的機會。無論其職稱或職級如何，這一舉措都頗具戰(zhàn)略眼光，為創(chuàng)新實踐打開了大門，而且可以增強學(xué)生的體驗。

聚焦兩大趨勢

1.數(shù)據(jù)驅(qū)動實踐創(chuàng)新

數(shù)據(jù)驅(qū)動實踐創(chuàng)新包括但不僅限于數(shù)據(jù)驅(qū)動決策。數(shù)據(jù)可以指導(dǎo)教育者極大地改善教與學(xué)以促進學(xué)生的成功，指導(dǎo)教育管理并促進創(chuàng)新。在美國，學(xué)校、地區(qū)、州和聯(lián)邦政府收集學(xué)生的數(shù)據(jù)，從而了解教與學(xué)、指導(dǎo)資源分配、評估成果，并向公眾提供信息。

數(shù)據(jù)可用于跟蹤學(xué)生的學(xué)習(xí)進度并區(qū)分哪些學(xué)生在學(xué)習(xí)上遇到了困難。數(shù)據(jù)還可以將重點從內(nèi)容轉(zhuǎn)移到學(xué)生的理解、技能發(fā)展和學(xué)習(xí)應(yīng)用上，并使學(xué)生能夠評估和管理自己的學(xué)習(xí)進度。

除了教與學(xué)之外，數(shù)據(jù)驅(qū)動實踐創(chuàng)新還可以協(xié)助教育管理，支持學(xué)習(xí)系統(tǒng)。數(shù)據(jù)可以幫助降低決策風(fēng)險，支持教育中的安全、保障工作并預(yù)防威脅。

2.社會情感學(xué)習(xí)

社會情感學(xué)習(xí)（簡稱SEL）被廣泛認為對學(xué)生至關(guān)重要。理解和管理情緒可以幫助學(xué)生在學(xué)校取得成功，“根據(jù)學(xué)生在校期間SEL能力的發(fā)展情況，能預(yù)測出其未來的各種成就，例如接受高等教育程度、事業(yè)的成功度、公民參與度和個人幸福感”。社會情感學(xué)習(xí)的策略、實施和成果是教育研究人員和從業(yè)人員當前關(guān)注的重點，也是實現(xiàn)聯(lián)合國可持續(xù)發(fā)展目標4.7（教育：可持續(xù)發(fā)展和全球公民權(quán)）的重要主題。

咨詢委員會確定了利用社交情感學(xué)習(xí)，在認同和交流、資源和實施以及學(xué)術(shù)整合上的一些細微差別和挑戰(zhàn)。他們的見解，與學(xué)術(shù)文獻中闡述的社會情感學(xué)習(xí)應(yīng)用面臨的障礙和挑戰(zhàn)產(chǎn)生了共鳴。

培養(yǎng)教育者、父母和社區(qū)成員的理解和認同，對社會情感學(xué)習(xí)方案能否成功至關(guān)重要。為了推動社會情感學(xué)習(xí)的應(yīng)用，咨詢委員會給學(xué)校和教師提出建議：找出能支持學(xué)生的工具和應(yīng)用程序;忽視學(xué)科限制，將社會情感學(xué)習(xí)活動納入在校課程;共享資源和社會情感學(xué)習(xí)整合案例;投資專業(yè)發(fā)展;加強社會情感學(xué)習(xí)整合。