2024 Learning Catalog
The following learning experiences represent 2Revolutions’ offerings at this moment in time. These learning experiences have been, and can be, customized to support three "grain sizes" of learning for practitioners of all levels:
Graduate Courses (our deepest offering, these courses are three credits each and can be applied toward a 30- or 36-credit M.Ed program)
Stand-alone Communities of Practice (CoP) which are long-term, immersive professional learning series focused on a topic, and
Design Studios, in which we take our content and make it bite-sized and appropriate for a single professional learning experience.
All of our learning experiences map to the
2Revolutions’ Educator Competency Framework
In the most simple of terms, our work focuses on supporting schools to bring about more equity-driven, student-centered classrooms by focusing on instruction, assessment, and leadership. We do that through a competency framework that includes ten skill areas, which you can see in the image above. We believe these skill areas are deeply connected and nearly inseparable, and all of our content offerings map back to them.
Depending on your school, district, or state's area of focus, these offerings can be stacked into learning progressions that are continuous, rigorous, and thoughtful. You can see some example progressions in the catalog below.
For organization's sake, we've broken the learning catalog into those three distinct categories listed above. But keep in mind that each learning experience touches many of those global skills, and often integrates learning across categories. Take a look at our full offerings below!
Assessment
Imagine...
...You are a school leader ready to revise your school's approach to assessment to be more rigorous and student-centered. Your school might work through this learning progression:
Performance Assessment > Body of Evidence > 60/40: Designing Competency-Based Instruction
...You are a superintendent aiming to revise your district's assessment systems overall - moving toward an entire assessment system that is student-centered and competency-driven. Principals and educators in your district might work through this progression:
Assessment Foundations > Competency Frameworks > Performance Assessments > Building Agency Through Assessment
Learn more about each of our learning experiences in the Assessment strand by clicking the course title.
An * indicates that the content has been developed and approved as a graduate-level course.
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Gloria Ladson Billings' framework of Culturally Relevant Pedagogy is comprised of three pillars: Academic Achievement, Cultural Competence, and Critical Consciousness. This course supports learners in understanding what academic achievement looks and sounds like in this culturally relevant framework. Learners will examine how student-centered learning can be leveraged to drive toward this robust definition of academic achievement. Finally, learners will engage in empathy-building exercises to understand the experiences and academic needs of their learners io implement more culturally relevant teaching practices. (This course is in development).
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Assessment is a universal truth for educators: all must do it, in some format or another. This course examines how assessment systems and tools can be reimaged as tools to advance equity. Learners will examine the role of and research behind standardized testing, assessment routines and structures, and the timing and cadence of typical assessment systems. Then, they'll work to imagine something new by exploring different forms of assessment and how those tools can support more equitable classrooms and systems. (This course is in development).
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Educators, like student learners, often learn best by doing - which learners in this course can expect to experience. The performance assessment cycle is just that - a cycle - inclusive of assessment design, validation, rubric design, and calibration. This course's guiding principle is that it takes completing the entire cycle of creating and refining a performance assessment to fully understand performance assessment and realize its full potential as a means to gather evidence of learner mastery. While this process looks a little different for classroom teachers and leaders, the course is designed to actively engage learners in the key activities of that performance assessment cycle.
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One of the defining principles of quality competency education is “assessment is meaningful and a positive learning experience for students” (CompetencyWorks). In order to achieve that outcome, assessment needs to be intentionally integrated into the learning experience as a tool for communication between educator and learners. This course explores foundational concepts in assessment, including comprehensive and balanced assessment, inclusivity, validity, reliability, and the importance of multiple measures. Learners can expect to build their skill in designing and refining formative assessments,
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Starting with the end in mind, educators explore examples of highly agentic student-driven assessments such as capstones, exhibitions of learning and portfolio defenses. The course begins by focusing on the conditions necessary to support learner success in these assessment experiences, and as the course progresses, educators design and implement experiences and tools to develop learner agency and readiness for student-driven assessment. To measure their learning, learners in this course will then focus more deeply on one of the three assessment types, including trying it out in their classroom, before sharing the results and their reflection at the conclusion of the course.
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A competency-based education model honors that students can demonstrate competency through a robust set of indicators - not any one assessment. This course explores the strategies involved in collecting and assessing Bodies of Evidence from learners in order to measure progress or determine mastery of a given set of standards or competencies. The course begins by examining the purpose, structure, and function of Bodies of Evidence and then explores strategies to collect data and gather learner input. By the end of the course, learners can expect to have collected and evaluated a Body of Evidence for at least one learner in their context.
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If a competency based model requires a mindset and practice shift around assessing, it also inherently requires a shift in thinking and practice around grading, reporting, and measuring learning. This course examines existing policies, practices and routines for grading and reporting through the lenses of equity, agency, transparency and alignment to community vision. This course explores the use of a learning outcome framework that includes competency statements, academic standards, 21st Century skills and dispositions, and learning progressions. Learners then explore how this infrastructure supports building learner agency and ownership of learning. Finally, learners identify shifts in teaching and leadership practices that are necessary to truly empower learners through the process of grading.
Instruction
Imagine...
... You are a grade-level chair, and your team has been introduced to the concept of student-centered learning, but you're ready to put it into practice. You want all educators equipped to design learning experiences that consistently leverage Universal Design for Learning. You might request that your team move through this progression:
Personalized Learning in Practice > Learner-Centered Pedagogies > Capacity to Transform
… You know that the lever for unlocking a student-centered environment in your school community is deeper relationships. As the school leader, you want educators to build empathetic mindsets that support relationships and a sense of belonging. Your educators could move through this progression:
Personalized Learning in Practice > Introduction to Culturally Relevant and Responsive Practices > Learner-Centered Culture: Relationships > Capacity to Transform
Learn more about each of our learning experiences in the Instruction strand by clicking the course title.
An * indicates that the content has been developed and approved as a graduate-level course.
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When considering the relatively long arc of development for our modern public education system, blended and technology-based learning systems are new - and their dominance was certainly exacerbated by the COVID-19 Pandemic. This course supports learners in examining best practices for blended and remote learning, covering topics from flipped learning to specific differentiation strategies in a virtual environment. This course assumes prior knowledge about blended learning and invites educators to explore more nuanced and integrated forms of digital- and tech-based learning, while also examining how these approaches can build learner agency and academic rigor.
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Comprised of three individual learning experiences, this progression explores a variety of topics and models under the broad category of "Blended Learning." With topics including Flipped Learning, Blending Learning, and Deeper Learning, these offerings support learners in building their practical skills in blended learning environments, while also diving deeper in areas such as differentiation, student voice, and even learning rotations. The final part of the series, "Blended Learning, A Deeper Dive," assumes prior knowledge and aims to illuminate the nuance of Blended Learning approaches and their relationship to learner agency and cognitive rigor.
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Building a sense of community within a school community, and individual classrooms, is something the education research field is very interested in. This course pulls from that ever-growing body of research to explore community building and the role it plays in positive school-based relationships. Educators will learn about research-based strategies to build both classroom-based and community-wide relationships. Through case studies, learners will analyze the various levers for, and barriers to, establishing a sense of belonging. To demonstrate competency, they'll apply these learnings to their context, examining how they can respond to those levers and barriers to create a deeper sense of belonging for all learners.
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Data is a foundational tool educators can use to understand themselves, their students, and their goals. This learning experience provides a deep dive into data-driven instruction, including the rationale and guiding principles for this approach. Learners will also explore approaches for designing and evaluating quality common assessments, check out tools for effective data analysis; and review examples of data-driven dialogue. Learners in this course will leave with practical skills and a deepened commitment to gathering strong, relevant, actionable data.
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The challenges our students face as they prepare for a changing and unpredictable future are significant. At the same time, our growing understanding of learning science and adolescent development shines a spotlight on young people’s enormous potential, not just to survive but to thrive in this world of change. This course explores design learning as a tool to offer learners deeper, richer, and more relevant learning experiences that prepare them intellectually and practically to be successful in this modern world. Learners in this course demonstrate competency by designing a learning experience that truly unlocks a deeper and more applicable learning experience for their classrooms.
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A question the education field is asking right now is "How might we design learning experiences that support Deeper Learning?" This course is designed to build learners' understanding of what the tenets of Deeper Learning are and how to realize it. Learners will explore key systemic, dispositional and instructional conditions that enable Deeper Learning. To demonstrate competency, learners will evaluate their current context in terms of barriers and levers to implementing a Deeper Learning experience and create a plan to make necessary changes.
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Culturally Relevant Practice is a theoretical framework through which educators can deepen their knowledge about, and ability to design, learning environments that celebrate and honor every learners' unique identity and background. This introductory course gives a high-level overview of Culturally Relevant Practices and the mindsets that support them in practice. Through research, learners in this course will examine practices that are asset-focused and celebratory, as well as analyze their existing practice to identify both alignment and areas to grow their practice. This course serves as an entry point for all educators seeking to build a deeper sense of belonging for each of their learners.
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Learner-centered classrooms and learner-centered environments are becoming more mainstream in education research and implementation - and rightly so! But how does an educator refine their existing practice to implement more, and deeper, learner-centered pedagogies? This course focuses on the changing role educators play in the classroom as they move through this process, and distinguishes clearly between learner-centered and teacher-centered learning. Learners in this course can expect to assess their own learner-centered/teacher-centered practices, explore case studies that support learner agency, and then select and apply a new learner-centered pedagogical practice in their context.
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A classroom culture is comprised of many things: relationships, routines, values, and the individual cultures of the members of the classroom community. This course explores what must be true of a classroom learning environment for it to be learner-centered. Further, learners in the course will dive into the relationship between a strong learning environment and learner agency. Learners can expect to explore motivation, routines and practices, feedback, tolerance, and the digital divide.
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In his compelling TEDx Talk, Roberto Rivera shares that young people "...need the opportunity to experience their brilliance and beauty for themselves... They just need someone to journey with them, to help them find that spark, and to fan that spark into a flame - that can not only ignite their education and academic learning, but might even illuminate and revolutionize this world."
Inspired by Rivera's vision, this course explores the critical importance of developing strong relationships with students by incorporating their passions and interests into real-world learning and uplifting their voices, particularly those who are traditionally most marginalized. In this course, learners will also engage with the research around trust-building, high expectations, cultural responsiveness, and supportive and positive classroom environments.
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All learners — be they children, adolescents, or adults — tend to apply the most effort in activities where they feel a strong sense of ownership in the learning experience. When learners feel as though the learning activity is aligned with or may even enhance their self-driven goals, motivations rise, engagement elevates, interest spikes, relationships flourish, and creativity surges. In this course, learners will explore the definition of learner agency, and the learner and teacher dispositions needed to foster learner agency, including mindset, self-regulation, self-efficacy, and equity orientation. Through reflective practice, learners in this course will reflect on, make a plan for, and refine their own dispositions to drive learner agency in their classrooms.
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Personalized Learning is a model in which students drive their learning through a flexible curriculum, in an environment that builds relationships and values their voice. Learners have opportunities to build on their successes, and to feel like school is a place where they can explore their ideas and curiosities. In this course, learners will explore the what and why of Personalized Learning as well as how to design a more holistic Learner-Centered ecosystem. Learners in this course will design systems for learner profiles, data collection, and student conferencing, and reimagine classroom spaces to support flexible grouping. As learners analyze their own systems and practices, this course will provide direction toward creating more learner-centered and equitable instructional and assessment decisions, allowing for greater opportunity for personalized learning to happen.
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Project-based learning is a dynamic classroom approach in which students actively explore real-world challenges and acquire a deep knowledge of presented concepts through application and exploration. In this course, learners explore the eight elements of project-based learning, identify how these elements enhance a student's learning experience, and investigate how the integration of technology can help increase the level of rigor and authenticity. To demonstrate competency, learners will design a meaningful project in their blended classroom from project launch through a culminating task.
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How do you support the needs of multilingual learners as a classroom teacher or leader? This learning experience will delve into cutting-edge strategies for welcoming multilingual learners into learning communities while empowering them to be successful. Grounding in cognitive science, learners will think creatively about opportunities to shift practice and building-level structures to celebrate multi-lingual learners and leverage their expertise as assets. Learners will collectively unpack the meaning of access and integrate specific strategies that support the acquisition of language skills across all content areas. (This course is in development).
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Cultural responsiveness centers on the premise that students' and teachers' cultural backgrounds matter - they are relevant to the learning environment. Learners in this course will explore the various components of culture and its significance in the classroom, and then reflect on how culture has impacted their teaching. Learners will analyze and critique a previously taught unit or lesson through the lens of culture and identity, working to identify how that learning could be adapted with cultural relevance in mind. To demonstrate competency in this course, learners will then revise their work to intentionally include mirrors, windows, and sliding glass doors for students. (This course is in development).
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Have you ever wondered: What makes a Competency-Based Learning curriculum so different from a traditional curriculum? How can educators push their course design and planning to the next level? This course introduces learners to a Competency-Based Learning curriculum design methodology, which they will practice by designing a unit of study that purposefully develops and nurtures learner agency, inquiry, and competency. This course was developed through a partnership between reDesign and 2Revolutions.
Leadership
Imagine...
… You are a state leader who wants to prioritize and support the development of school and district leaders in your state through powerful professional learning. You have a vision of professional learning that is rigorous, data-driven, and relevant. You might recommend your school leadership teams in a set of pilot districts move through the following progression:
The What and Why of Learner Centered Systems > Leading Change > Capacity to Transform
Learn more about each of our learning experiences in the Leadership strand by clicking the course title.
An * indicates that the content has been developed and approved as a graduate-level course.
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This three-part learning series can be used in parts or as a whole progression to build learners' knowledge, skills, and mindsets around anti-bias teaching practice and anti-racism in the education setting. Throughout the series, learners are prompted to reflect on their own experiences and perspectives and apply the learning to their context thoughtfully. Individual topics include Racial Identity, Implicit Bias, and Anti-Bias Education. This series also makes plain the connection between anti-racist education and learner-centered classrooms.
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This course gives educational leaders an understanding of best practices in professional learning that support continuously improving practice. Learners in this course reflect on the role a strong sense of belonging plays in staff culture while taking learners through educator learning theory. By the end of the course, learners will produce a comprehensive analysis of their school or district’s existing professional learning culture and a plan for how to strengthen professional learning practices.
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Community engagement is deeply contextual and critically important. In this course, learners rely on case studies to explore promising practices when engaging a broader education community (families, neighborhoods, and other stakeholders). The course employs a lens toward equity and invites learners to consider how their approach to community building may or may not be building equitable outcomes. (This course is in development).
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Research across the field points to the critical importance of a school leader - who they are and how they work deeply impact teachers' and students' experiences in their school. In this course, learners will consider a set of competencies associated with equity orientation and reflect on the role that orientation plays in leadership. Leaders will dive deeply into the research behind these competencies and then deepen their application by reviewing effective implementation strategies. (This course is in development).
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A learning community is comprised not only of learners, but also of a broad and diverse staff - teachers, instructional and non-instructional support roles, leaders, volunteers, and other members of the school community. This course is focused on identity-driven relationships and supports learners in understanding how to build a strong foundation rooted in those relationships. Learners will dive into a number of approaches to identity-based leadership and review scholarship on the topic, all toward developing their own commitment to, and skill in, identity-driven leadership in their context.
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Leading change in any setting is challenging, but perhaps nowhere more challenging than in a school. This course supports learners in developing the knowledge, skills, and dispositions to transform and shift their school culture. Learners can expect this course to support their efforts in encouraging creativity and innovation in their context. The course offers educators an opportunity to develop their skills as leaders in ways that foster improvement and risk-taking, all to the end of bringing about more learner-centered and equity-driven schools.
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Learner-centered practices can be leveraged in the effort to transform education systems to ensure they prepare all students for college, career, and life. In this course, learners will work with a team to develop their definition of learner-centeredness and understand how it supports a more equitable environment for all learners. Throughout the course, learners will explore the systems and structures that are necessary to support and sustain a learner-centered system in service of deeper learning and increased agency for students. Learners will collaboratively build the case for using learner-centered systems by conducting preliminary evaluations of the assets and needs in their local system, culminating in the development of a series of prioritized shifts.
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Implementing any new initiative in any setting, from education to any industry sector requires savvy, reflective leadership skills. It also requires the ability to navigate the change process in ways that impact beliefs and behaviors. Capable leaders are skilled in strategies that mobilize the community to accomplish the task at hand. In this course, learners work with a team to develop tools and strategies that enable them to mobilize stakeholders and establish a collective vision. By the end of the course, learners will develop an increased commitment to realizing the vision of a learner-centered, equitable model of learning.
Testimonials