Collection

What Learning Can Look Like: Redesigning with LRNG Innovators

The LRNG Innovator Challenge

Curated by Christina Cantrill
November 09, 2020

More often than not, learning is still thought to be a matter of skilling up, remembering facts and figures, and knowing what’s been known and proving you have the skills that “matter.” It is often organized around sorting students (Are they ready for the next grade? For AP? For college? For graduation?) and, in our great information age, tests and data promise to help us see something we still can’t figure–out even with all the tests and data—about access and about equity.

What if we really stopped to redesign what we are doing and approached learning differently? What if, instead of designing for testing and sorting, we design learning opportunities and for schools that center around what brings joy and inspires passion? What if we approached the challenges of access and equity by supporting youth in being agents in their own learning and directly addressing issues important to them and their communities? What would we see, and learn, if we approached learning this way?

Teachers across the country do actually know what this kind of learning looks like and, over the last few years via LRNG Innovators, they have been working to redesign their everyday learning and school spaces to tap into the interests of their students. These interests might be those built from youth’s personal passions or they may be more connected to something political, philosophical or historical in nature that impacts them and their communities (Ito, et al., 2020; Kirshner, Strobel, and Fernández, 2003). Either way, what we can see and learn from across this work is that this powerful learning is doable and that it provides access to opportunities and supports equity for students.

The projects shared here are part of a larger collection of designs and stories that show the possibilities when teachers and students co-design for more creative and connected learning. We invite you to explore them, to tap into inspiration and resources, while also raising questions about how these approaches could work and what they would look like in your context.

For example, here are a few stories about what it can look like when youth have an opportunity to follow their interests and passions with the support of caring adults – including teachers, peers, families and mentors:

These stories also show us what it can look like to support deep learning through project-based design that emerges from youth questions and community inquiries:

When we see teachers working alongside key community partners, we also notice them tapping into larger resources that helps make the reimagining possible and impactful:

We also can see schools addressed challenging issues in their schools and community contexts by designing alongside youth and engaging them as collaborators:

Read more about LRNG Innovators, founded in 2014 by John Legend’s Show Me Campaign with support from the National Writing Project, the John D. and Catherine T. MacArthur Foundation, and Collective Shift. You can also tap into more teacher resources and stories at The Current.

Hero image from another great LRNG Innovators story: Advocacy for Game Design: Classes that Keep Student Interest, Bronx NY

What's Inside