Call it the “Design Principles” edition…

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“A College Program for Disadvantaged Teens Could Shake Up Elite Admissions,” by Erica Green, in the New York Times

“The early results, Ms. Cornfeld said, are clear: ‘Our nation’s talent is evenly distributed; opportunity is not.’ […]

“In a sense, the experiment is calling out the higher-education elite, who have long maintained that the underrepresentation of students from underserved communities at their institutions is a problem of preparation that is beyond their control.

“ ‘All of these schools talk this game, “We want diversity, but we can’t find these kids,” and this proves they can build a pipeline,’ said Robert Balfanz, a research professor at the Center for the Social Organization of Schools at Johns Hopkins University’s School of Education.”

Why does this matter to the future of learning?

Imagine this design principle: Tell kids that they’re capable of doing exceptional things.

Why?

Students often rise to the level of your beliefs about them.

The reverse is also true.

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“New Standards Of Quality: Minerva Baccalaureate And Debt-Free College,” by Tom Vander Ark, in Forbes

“For half a century, the initials AP and IB signified high school quality. The assessment systems are challenging and require a lot of reading and memorizing. Both have made some efforts to stress thinking skills but they remain discipline-based individual pursuits culminating in high stakes tests. […]

“There are three reasons the Minerva Baccalaureate is the new standard of quality. First, it’s engaging and demanding. In most high schools, most students are disengaged most of the time. In Minerva programs, 90% of learners are engaged over 90% of the time. It’s turbocharged engagement: it’s like TRX training for your brain. It’s as engaging and challenging as debate but less artificial.

“Second, it’s work that matters. Projects and discussions are on relevant topics. ‘They build the skills that are most valuable in life and work—the tools necessary to be an effective change agent which include thinking critically and creatively, and communicating and interacting effectively,’ said Minerva founder Ben Nelson.

“Third, learners receive specific real-time feedback on competencies. This is not about cramming for a multiple choice quizzes, it’s real feedback on real work in real time.”

Why does this matter to the future of learning?

Note the design principles:

1. Engaging and demanding.

2. Work that matters.

3. Real-time feedback.

A school aligned around those design principles would be hard to compete with.

Note: This article is from Summer 2020, and I would have missed it were it not for our friend Greg Bamford over at L+D, who posted the news from Minerva’s own website. Thanks, Greg!

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“How to Cultivate Confidence in Students,” by Angela Duckworth, in Education Week

“In 1977, the psychologist Albert Bandura asserted that the most important determinant of self-efficacy is what he calls mastery experiences. After a lifetime of study, he hasn’t changed his mind.

“The main idea is simple: If you attempt hard things, again and again, and eventually succeed, you come to believe in your capabilities. In contrast, if you fail repeatedly, you come to believe that you can’t succeed, even if you try. […]

“Do let your students earn their confidence. If Outward Bound weren’t hard, it wouldn’t work. ‘If people experience only easy successes,’ Bandura says, ‘they come to expect quick results and are easily discouraged by failure’.”

Why does this matter to the future of learning?

A design principle for “mastery experiences”: Place the bar for achievement just out of reach.

Most students will fail the first time, but only barely. They may even fail a second time, but come within a hair’s breadth. Sooner rather than later, they will reach the bar. As a result, they will appreciate their efficacy, hard-earned as it was.

Then move the bar just out of reach again.

Worth noting: This is the basis for many video game designs.

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