We are at a hinge moment in the history of our schools. A 120-year-old industrial structure is radically ill-equipped for the challenges posed by the COVID pandemic, much less what has been called the triple pandemic of COVID, racism and economic inequality, and fundamental threats to our democracy.

Anyone who works, or lives with kids, will have strong opinions on the ways they’re taught. Jal Mehta presents his unexpected findings after leading a nationwide project researching the best ways children learn.  

Understanding the experiences of students and teachers during pandemic schooling is vital to educational recovery and building back better.

The Learning Professional recently interviewed Mehta about how the COVID-19 pandemic is changing teaching and learning and how to seize opportunities for improving schools moving forward

The pandemic showed us that education was broken. It also showed us how to fix it.

Over the past 15 years, at least since the passage of No Child Left Behind, equity has been more of a conservative than a liberating force in American education.

In the past few months, I have been talking with a number of district leaders who are trying to move their districts toward deeper learning for all.

In a piece we recently published in Ed. Magazine, Sarah Fine and I argued that the “periphery” of schools was often more vital than the core.

If there is one prevalent assumption that stands in the way of deeper learning, it is that you have to do “the basics” before you can engage in deeper learning.