Reach for Greatness: Personalizable Education for All

Zhao, Yong

doi:10.21125/inted.2020.2638

Cited by 8 publications

(21 citation statements)

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“…Instead, they need to be more human. Being unique and equipped with social-emotional intelligence are distinct human qualities (Zhao 2018b , 2018c ) that machines do not have (yet). In an AI world individual creativity, artistry and humanity will be important commodities that distinguish us from each other.…”

Section: Curriculum: What To Teachmentioning

confidence: 99%

“…Second, the new curriculum should allow personalization by students (Basham et al 2016 ; Zhao 2012b , 2018c ; Zhao and Tavangar 2016 ). Although personalized learning has been used quite elusively in the literature, the predominant model of personalized learning has been computer-based programs that aim to adapt to students’ needs (Pane et al 2015 ).…”

Section: Curriculum: What To Teachmentioning

confidence: 99%

“…Although personalized learning has been used quite elusively in the literature, the predominant model of personalized learning has been computer-based programs that aim to adapt to students’ needs (Pane et al 2015 ). This model has shown promising results but true personalization comes from students’ ability to develop their unique learning pathways (Zhao 2018c ; Zhao and Tavangar 2016 ). That is, students can follow their passions and strengths.…”

Section: Curriculum: What To Teachmentioning

confidence: 99%

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The changes we need: Education post COVID-19

2021

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The COVID-19 pandemic has caused both unprecendented disruptions and massive changes to education. However, as schools return, these changes may disappear. Moreover, not all of the changes are necessarily the changes we want in education. In this paper, we argue that the pandemic has created a unique opportunity for educational changes that have been proposed before COVID-19 but were never fully realized. We identify three big changes that education should make post COVID: curriculum that is developmental, personalized, and evolving; pedagogy that is student-centered, inquiry-based, authentic, and purposeful; and delivery of instruction that capitalizes on the strengths of both synchronous and asynchronous learning.

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Section: Curriculum: What To Teachmentioning

confidence: 99%

Section: Curriculum: What To Teachmentioning

confidence: 99%

Section: Curriculum: What To Teachmentioning

confidence: 99%

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The changes we need: Education post COVID-19

2021

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“…This reason is more complex than the first one because not everyone agrees that students need or should be interested in learning a differentiated curriculum. However, there is strong interest in providing students the opportunities to pursue their own interest and need (Zhao 2012(Zhao , 2018a(Zhao , 2018b.…”

Section: What?mentioning

confidence: 99%

COVID-19 as a catalyst for educational change

2020

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“…They have a jagged profile of abilities (Rose, 2016), with strengths and weaknesses in different domains. While the whole spectrum of human talents are valuable and social prosperity relies on diverse talents (Chua, 2007;Pink, 2006;Zhao, 2018Zhao, , 2019 Consequently, LSAs determine the nature of composition of the citizenry of a society in terms of talents. For instance, the Chinese imperial exam, one of the oldest LSAs, resulted in a society dominated by scholar-officials who were literary experts rooted in the Confucian tradition.…”

Section: The Impact Of Lsas On Societymentioning

confidence: 99%