![]() ![]() ![]() Learners weren’t the only ones whose needs were centered by pods families were too. Said one pod instructor, “I only had a small group of students that I was focused on, which really let me see what they needed help on what pieces of information and knowledge they were missing.” Others described pivotal moments in which their ability to devote attention to one student at a time enabled them to try multiple strategies until mastery was reached, or to notice changes in students’ dispositions and provide just-in-time support for social and emotional skill development.įamilies contribute to and benefit from personalized environments. Instructors also commonly described their ability to form closer relationships with students in ways that benefitted instruction. ![]() One parent contrasted the personal attention each student received in her pod with the “anonymity” of her child’s former school: “Every kid that’s here, they’re here and they feel their space,” she said. Source: CRPE Pod Parent survey, collected February-April 2021, n=152. More often than any other benefit they cited, 48 percent said that their child was more likely to feel known, heard, and valued in the pod compared to their previous schools. When asked how their child’s experience compared to their prior schools, many families pointed to the pod’s intimate relationships as a key advantage. But families that reported more personalization felt more satisfied by their experience: 85 percent of these families felt their pod was overall better than their child’s pre-pandemic schooling, compared to just 16 percent of families that experienced less personalized learning in their pod. Not every pod made space for personalized learning – a finding particularly evident in pods that relied more heavily on remote learning provided by schools. In follow-up interviews, family members and instructors described environments in which children felt more seen and heard, learner interests impacted what and how learning occurred, and schedules flexed so that educators could provide the attention and resources that each child needed in the moment. Nearly half of the pod families surveyed said they experienced more individualized instruction that met their child’s needs compared to their schools before the pandemic. Several of the report’s findings suggest how system leaders might pursue personalized, student-centered learning in their own schools and districts moving forward.įamilies value personalized, student-centered environments. Literally, they met children where they were.ĭrawing on two years of research on the “pandemic pod” movement, a new report from the Center on Reinventing Public Education, Crisis Breeds Innovation: Pandemic Pods and the Future of Education explores what occurred when families were free to design the learning experience absent the typical architecture of school, and what it means for the future of education. Finding rare opportunity to remake the learning experience however they saw fit, some created bespoke learning environments reflecting the hallmarks of personalized, student-centered learning. When school buildings closed in the spring of 2020, some families created refuge for groups of displaced learners in living rooms, basements, and backyards across the country. Create Enabling Conditions for Competency-Based Education.Modernize and Diversify the Educator-Leader Workforce.Redesign Accountability Systems for Continuous Improvement.Create Space to Pilot Systems of Assessments.Leverage Career and Technical Education. ![]()
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