Redesigning High School: Authentic Curriculum and Assessment
Hosted by LPI’s Center for School and System Redesign
Co-sponsored by UCLA Center for Community Schooling and the John W. Gardner Center for Youth
The views, thoughts, and opinions expressed in this video belong solely to the speakers, and do not necessarily reflect the perspective of the Learning Policy Institute.
Most schools are not designed to educate today’s students to face the challenges of our time. Too many young people still experience the factory-style model of learning prevalent in U.S. high schools, which emphasizes uniformity, efficiency, and rote learning. There are schools that have been successfully redesigned to prepare students for a global workforce, and they offer a powerful blueprint for creating learning environments that are more humane, enriching, and productive than our current models.
This session highlighted examples of schools that have designed curriculum and assessment connected to authentic inquiry. Attendees learned how educators create engaging, well-scaffolded experiences for their students and the structures and feedback they offer to support learners. Participants drew connections between the practices featured and their educational context.
Speakers
- Aneesha Badrinarayan, Principal Consultant, Education First
- Jael Reboh, 10th-Grade ELA Teacher and 10th-Grade Level Lead, Social Justice Humanitas Academy
- Esther Soliman, Vice President Pathways Implementation, Linked Learning Alliance
- Charlie Thompson, Research and Policy Associate, Learning Policy Institute
- Roberto Vega, Assistant Principal, Social Justice Humanitas Academy
- Devin Vodicka, CEO, Learner-Centered Collaborative
Photo by Allison Shelley/The Verbatim Agency for EDUimages.