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Next Steps for Education System Reboot

Here are detailed discussions and next steps for each point in the post about Student Centered AI Enhanced Principles

1.         Inherent Worth and Dignity

Every student has inherent worth that deserves respect, regardless of background, ability, or identity (Rogers, 1980). This principle of human dignity must be the ethical foundation for education (Noddings, 2016). Each child arrives with unique experiences, strengths, needs and perspectives that enrich classrooms (Gay, 2018). An education system built on dignity embraces neurodiversity, honors multiculturalism, and nurtures self-esteem.

Next Steps:

  • Implement culturally sustaining pedagogy that affirms students' backgrounds (Paris & Alim, 2017)
  • Universal design and inclusion support neurodiverse learning needs (Meyer et al., 2014)
  • Social-emotional learning (SEL) teaches self-awareness, self-management and relationship skills (CASEL, 2022).

2.         AI-Driven Personalized Learning

AI can provide ongoing assessment to enable fully customized learning (Rose et al., 2019). Unlike standardized curricula, AI systems adapt to each student's strengths, needs, motivations and optimal pace (Parsons, 2022). This precision scaffolding with just-in-time support and micro-goals allows success for diverse learners (SRI, 2019). AI frees up teachers to focus on relationships.

Next Steps:

  • Audit existing tools and pilot new AI supports
  • Provide teacher training on integrating AI insights into instruction
  • Develop ethical guidelines for use of student learning data

3.         Empowered Students as Agents and Teachers

Student agency boosts engagement as youth take ownership over their learning (Mitra, 2013). Collaborative projects allow students to direct shared inquiry (Sawyer, 2008). Cross-age peer tutoring builds leadership and reinforces concepts (Kerr & Medsker, 2020). Learners grow as teachers, designing materials and giving presentations.

Next Steps:

  • Establish student advisory groups to guide school policies and activities
  • Create leadership roles like tech/learning assistants, club heads, project managers
  • Train and compensate students as cross-age tutors

4.         Flexible, Multi-Age Learning Communities

Multi-age groups enable peer modeling and peer mentoring (Katz et al., 1990). Younger students are inspired by older role models while older students reinforce skills by teaching. Students progress based on competency not age (Rogoff et al., 2003). AI helps tailor instruction across ages and skills.

Next Steps:

  • Organize project clubs, sports teams, and special events with age diversity
  • Group students by skill level for instruction using AI diagnostic data
  • Foster peer collaboration through cross-age reading buddies, study groups

5.         Holistic Development with AI Integration

Academics are strengthened by addressing the whole child across social, emotional, civic, creative, and physical domains (Jagers et al., 2019). AI systems provide insight into developmental needs and customize skill-building activities accordingly (Tissenbaum et al., 2019). Integrated supports cultivate self-awareness, resilience, empathy and purpose.

Next Steps:

  • Utilize AI to analyze discourse, affect, metacognition, motivation and engagement
  • Target individualized SEL, executive function, and enrichment supports
  • Build an integrated curriculum spanning wellness, ethics, creative arts, STEM

6.         Community Integration and Real-World Engagement

Schools should foster authentic experiences through local partnerships, service learning, and vocational exposure (OECD, 2020). AI-recommended micro-internships based on student strengths support career awareness (Luckin et al., 2016). Intergenerational programs build community while sharing skills.

Next steps:

  • Create a database of community partners, advisors, parents to match projects
  • Use AI assessments to determine student interests and needed skills
  • Develop platforms for virtual exchanges and remote mentorship

7.         Strength-Based, Mastery-Oriented Assessment

Standardized testing encourages rote learning (Clarke et al., 2003). AI enables nuanced diagnostics and continuous progress tracking against personal baselines (Tomlinson, 2014). Competency-based advancement centered on strengths fosters motivation and avoids arbitrary failure.

Next Steps:

  • Audit testing systems and supplement/replace with AI-enhanced authentic assessments
  • Use AI to analyze skills gaps and design targeted instruction
  • Emphasize effort, improvement, reflection rather than comparative rankings

8.         Normalization of Neurodiversity

Pathologizing human differences harms inclusion (Armstrong, 2017). Neurodiversity is a natural form of human diversity, with each brain having something to contribute (Singer, 2016). Universal design and assistive technologies support diverse learning styles (Rose et al., 2006)

Next Steps:

  • Provide teacher professional development on UDL and celebrating neurodiversity
  • Use principles of UDL for all curricula and instruction
  • Make identity-affirming supports like self-regulation spaces available to all

9.         Educators as Facilitators in an AI-Assisted Environment

Educators transition to mentors guiding personalized journeys (Ferdig et al., 2022). AI systems enhance human capabilities, enabling deeper relationships (Jiang et al., 2022). Students have autonomy to co-design learning aligned with passions (Pink, 2011). Coercive policies are replaced with trust, flexibility, and growth mindsets.

Next Steps:

  • Provide teacher training on AI collaboration, ethics, project-based learning
  • Audit policies/practices for coercion; redesign supporting student agency
  • Solicit student feedback and input on learning experiences

References:

Armstrong, T. (2017). Neurodiversity in the classroom: Strength-based strategies to help students with special needs succeed in school and life. ASCD.

CASEL. (2022). https://casel.org/

Clarke, S., Timperley, H., & Hattie, J. (2003). Assessing formative assessment. Hodder Moa Beckett Publishers.

Ferdig, R.E., Greene, J.A., & Baumgartner, E. (2022). Reimagining e-learning: Online education for equitable student success. Routledge.

Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.

Jagers, R. J., Rivas-Drake, D., & Williams, B. (2019). Transformative social and emotional learning (SEL): Toward SEL in service of educational equity and excellence. Educational Psychologist, 54(3), 162-184.

Jiang, S., Williams, A., Schenke, K., Warschauer, M., & O'Dowd, D. (2022). Predicting paper score performance using discourse analytics on student writing. Computers & Education, 104479.

Katz, L. G., Evangelou, D., & Hartman, J. A. (1990). The case for mixed-age grouping in early education. National Association for the Education of Young Children.

Kerr, B., & Medsker, K. (2020). Parent, teacher and peer support for young adolescents’ self-directed learning, metacognitive development and peer tutoring. Learning and Individual Differences, 78.

Kohn, A. (1992). No contest: The case against competition. Houghton Mifflin.

Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An argument for AI in education. Pearson.

Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice. CAST Professional Publishing.

Mitra, S. (2013). Build a school in the cloud. TED Talk. https://www.ted.com/talks/sugata_mitra_build_a_school_in_the_cloud

Noddings, N. (2016). Philosophy of education. Routledge.

OECD. (2018). The future of education and skills: Education 2030. https://www.oecd.org/education/2030-project/contact/E2030_Position_Paper_(05.04.2018).pdf

OECD. (2020). The impact of COVID-19 on student equity and inclusion: Supporting vulnerable students during school closures and school re-openings. https://www.oecd.org/coronavirus/policy-responses/the-impact-of-covid-19-on-student-equity-and-inclusion-supporting-vulnerable-students-during-school-closures-and-school-re-openings-d593b5c8/

Paris, D., & Alim, H. S. (Eds.). (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press.

Parsons, S. (2022). Ethics, artificial intelligence, and education: An introduction. Learning, Media and Technology, 1-13.

Pink, D. H. (2011). Drive: The surprising truth about what motivates us. Penguin.

Rogers, C. R. (1980). A way of being. Houghton Mifflin.

Rogoff, B., Paradise, R., Arauz, R. M., Correa-Chavez, M., & Angelillo, C. (2003). Firsthand learning through intent participation. Annual review of psychology, 54(1), 175-203.

Rose, D. H., Harbour, W. S., Johnston, C. S., Daley, S. G., & Abarbanell, L. (2006). Universal design for learning in postsecondary education: Reflections on principles and their application. Journal of Postsecondary Education and Disability, 19(2), 17.

Rose, D. H., Gravel, J. W., & Domings, Y. M. (2019). UDL Unplugged: The Role of Technology in UDL. http://udl-irn.org/udl-unplugged/

Sawyer, R. K. (2008). Optimising learning: Implications of learning sciences research. In OECD/CERI International Conference Learning in the 21st Century: Research, Innovation and Policy. https://www.oecd.org/site/educeri21st/40554299.pdf

Singer, J. (2016). Neurodiversity: The birth of an idea. Kent State University Press.

SRI Education. (2019). Effectiveness of adaptive learning: A meta-analysis. https://www.dreambox.com/ebook/meta-analysis-of-adaptive-learning-research

Tissenbaum, M., Sheldon, J., & Abelson, H. (2019). From computational thinking to computational action. Communications of the ACM, 62(3), 34-36.

Tomlinson, C. A. (2014). Differentiated classroom: Responding to the needs of all learners. ASCD.

 

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