IDE Corp
Professional Development for Innovative Schools

#LATICinsights: Using Data As Your Driver

What drives a classroom in which students take responsibility for their own learning, are engaged in grappling with content, and are pursuing high academic standards towards higher achievement? Data!

The Learner-Active, Technology-Infused Classroom is a data-driven learning environment. It’s a highly structured learning environment that allows students significant voice and choice in their learning. While students have the freedom to set their schedules, work on what, with whom, and when they want, the success comes from the fact that most decisions are data driven. Here are some of the data structures that should be in place:

  • Teachers review state and district standardized test data to determine individual student weaknesses. Given the student-driven nature of classroom activities, teachers can more easily guide individual students toward appropriate activities, offering the maximum level of differentiation.
  • Students use rubrics to continually self assess where they are and set goals. The teacher meets with individual students to confirm progress and goals.
  • Students use their rubrics, assessment data, and activity lists to select the activities they need to accomplish. Even kindergarten students can manage their day!
  • Teachers carry facilitation grids to capture formative assessment data; they also use the grids to capture data from quizzes and tests. They then use this progress-monitoring data to plan scaffolded learning activities and teacher-directed, small-group lessons.
  • Based on a topical assessment, students can opt into an advanced small-group, mini-lesson to push themselves beyond the expected.
  • Students use Learning Dashboards of standards and curricular objectives to track their progress across the year, using the data to select learning activities.

When students are in charge of their own learning, it’s easier for the teacher to differentiate instruction. With data as the driver, teachers can plan benchmark lessons; small-group, mini-lessons; and activity lists to ensure that all students’ needs are being met.

Put students in charge of their own learning; have teachers act as powerful facilitators; and let data drive the action!

IDE Corp. offers differentiated, online courses facilitated by our consultants for maximum success of all our our participants, including one on formative assessment.

#LATICInsights: Teach Consensus-Building!

In the Learner-Active, Technology-Infused Classroom, students have many opportunities to make decisions that affect groups, including when to meet, the roles different group members will take, which solution is best for a problem, how to present the solution, and so forth. It’s a perfect opportunity to teach young people how to build consensus rather than relying on the easier, but more dangerous, majority-rule voting.

The problem with majority-rule voting is best summarized in a quote generally attributed to Ben Franklin, “two wolves and a lamb voting on what to have for lunch.” In classrooms, and society, the losing side is often angry and subsequently focuses time on how to get others to take sides.

The alternative is to work toward consensus and ensuring that all group members can, in the least, “live with” the decision. The ability to reach consensus will help children during their school years and well beyond throughout their lives. You can use a variety of classroom tools to teach consensus. Here are a few of my favorites:

  • “Love it, hate it, live with it” – As students make group decisions, rather than voting, they state one by one if they love the decision, hate it, or can live with it. If even one person hates it, the discussion continues to find a decision for which everyone can say they love it or can live with it.
  • DeBono’s PMI (Plus, Minus, Interesting ideas or questions) – As students ponder a decision, they stop and take 3-6 minutes to independently jot down two aspects they like about it, two they don’t like about it, and two questions or ideas related to it. They then discuss their entries for each of the three columns. Often, the final decision lies in the third column.

  • Placemat Activity – Students sit around the “placemat” and enter their decision and supporting ideas in an outer area of the paper. They then discuss and, when they arrive at consensus, they put the decision in the middle of the paper. All students then initial it to confirm that they agree with the decision.

  • De Bono’s Six Hats – This is a great tool for looking a decision from a variety of angles. When a group is stuck, they individually jot down ideas for all six hats.

The time spent helping students learn consensus building will pay off through a more productive classroom climate and have lasting effects for society at large. Change the world!


The #LATIC-RTI-UDL Convergence

How do you ensure that all students achieve at the highest level, thus opening myriad doors for their future? Three popular frameworks converge beautifully to provide the “secret sauce.”

IDE Corp.’s Learner-Active, Technology-Infused Classroom (#LATIC) is a framework for designing student-driven classrooms: it puts students in charge of their own learning to produce greater results. The key is to shift paradigms from “teacher as ferry” to “teacher as bridge builder.” (For more, read Students Taking Charge.) At the core are three tenets:


Response to Intervention (RTI) is a framework to “maximize student achievement and reduce behavior problems,” targeting struggling students. The key is to shift paradigms from labeling students as unable to reach high levels to providing different instructional interventions to ensure success at high levels. At the core are four essential components:

from the Center on Response to Intervention

The Learner-Active, Technology-Infused Classroom actually focuses on Tier 1 and Tier 2 instruction in the same setting by reducing the amount of whole-class instruction in lieu of providing differentiated learning activities. Students, therefore, begin by working at their cognitive level and learning style. Teachers are constantly gathering formative assessment data to guide student choices and develop learning options. Where a student is struggling significantly (Tier 3), special education teachers can easily provide a student one-on-one instruction in the classroom. All students receive one-on-one instruction naturally in the Learner-Active, Technology-Infused Classroom as well. The intent is to teach differently from the start to reduce the need for extensive interventions. While RTI was designed to address issues found in conventional learning environments, it’s important still to recognize the different levels of intervention at work as they emerge in the Learner-Active, Technology-Infused Classroom setting.

Universal Design for Learning (UDL) is a framework “to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.” The key is to provide access for all at the start of the teaching and learning process. A great visual for this is the difference between buildings that were designed for the ambulatory, later retrofitted for access (left building with added ramp), and buildings that were designed with access for all in mind (the Guggenheim Museum on the right with its infamous spiral walkway.) Apply that thinking to instruction and curriculum and you have the concept of UDL!

UDL includes three guidelines:

The Learner-Active, Technology-Infused Classroom framework naturally includes these guidelines. Students are engaged through problem-based learning and by the teacher using structures that create a “felt need” for learning. Teachers design multiple learning activities to represent content at a variety of cognitive levels and through a variety of learning styles. Students set goals and schedule how they will use their time; they have options for how they will demonstrate learning. IDE Corp.’s UDL summary sheet from the IDEportal may help in ensuring a deliberate and purposeful learning environment.

Incorporating all three frameworks into the classroom creates a powerful and effective learning environment. Try it! Change the world!

Standardized Testing Super Bowl Style

Yesterday’s historic Super Bowl win by the Patriots was an amazing example of grit and the can-do attitude that students need to take the state standardized tests. The Falcons were poised to win: with 17 minutes to go, they were leading 28 to 3; no team had ever come back from that far down to win; they had the game in the bag. What happened?

The Patriots had grit; the Falcons’ confidence shook. The Falcons were highly capable, with great players who know how to play the game well; but they lacked the can-do, fail-forward, grit that the Patriots had. It’s a good time of year to reflect on this and make sure your students walk into standardized testing with great grit!

About that test! Please answer the following question:

Ciò che è due più tre?

The answer to “what is two plus three” is five. Chances are, you know that content, but you might have been thrown by the question being written in another language. If you know the romance languages, you might have worked somewhat to figure it out and arrived at the answer of five, but it took you more time than if it were written in your native language, assuming you don’t speak Italian.

I believe many students know far more than their standardized test scores indicate, but the act of test-taking is not natural for most students. It is, therefore, important to spend some time before standardized testing helping students build familiarity and grit, so that what they know in their heads actually translates to the paper or computerized test situation. Here are some ideas:

1- Build test-taking familiarity. Throughout the year, provide students with tests similar to the format and test-taking conditions they will encounter on the state tests. I was once struggling with an earth science course (I admit I didn’t pay attention in class). I bought the state’s practice book, took the first test and scored a 20%. Without looking up the incorrect answers, I took all of the tests in the practice book. I then went on to take the actual test and scored in the high 80s. Familiarity with the test helped me greatly. In the Learner-Active, Technology-Infused Classroom, students are used to working collaboratively, talking, moving around, putting their names on a help board. None of this resembles the test-taking formality of standardized tests. Teachers must simulate test-taking conditions prior to state tests to ensure students are not overwhelmed by the situation so much that they can’t put what’s in their brains on the answer sheet.

2 – Build a “can do” attitude about strategic test-taking: looking for clues and insights to reading the questions and answering them; knowing where to place an emphasis. Use a superhero approach that fits for the age level, like _____ School’s Mutant Ninja TestTakers. Imagine if students considered the characters and their strengths, and related that level of grit to test-taking success! Imagine if they went into the test with superhero powers on their mind.

3 – Inspire your students with positivity! The worst thing you can do to a losing team is tell them they’re losers; that just demoralizes them. Coach Belichick didn’t go into the locker room at half time and tear down his team; he told them to “keep doing what we’re doing; play like we know how to play and not to think about what happened.” He inspired them to achieve the greatness he knew was inside them. Pump up your students to let the world know how much they know. You may have heard of the teacher who wrote inspirational #growthmindsetmessages on students’ desks. On test day some schools are known to have their teachers line up at the entrance and high-five students as they’re walking in.

4 – Get students learning from students! Students in Jessica Lutzke Heck’s class at Chester W. Taylor Elementary School take their roles as peer experts very seriously. They must first be vetted by Jessica to ensure that they know the content well enough to teach it. (Create a vetting quiz of questions like those on standardized tests.) Then they must submit a lesson plan consisting of four items:

  • The example they will use to instruct the group in the skill and the points they will make
  • The example they will use for guided practice
  • The example they will use for independent practice
  • How they will assess their group’s mastery of the skill

Identify key content and set up your students to teach one another through a week or two of small-group, mini-lessons using a student sign-up process. Imagine just lots of small group sessions run by students. Students learn well from one another; and they learn by teaching others. Ensure all students have the opportunity to conduct a small-group, mini-lesson.

5 – Prepare for greatness! Share with your students how great athletes prepare for competition: get a good night’s sleep; eat a good (non sugary) breakfast; and drink water (all good for the brain.) Inspire them to be as great as they are. In preparation for the test, try this activity. First, cover your desks/tables with butcher paper on which to write. Then put students into groups of 3-4 and ask them to recall everything they’ve learned this year about the subject, discuss it as a group, and write it on the paper. Challenge them to see how much they can fill in within 15 minutes. Then ask one student at each table to stay while everyone else moves to new tables. Let the remaining student answer any questions about what is on the paper for the others, then have them all continue to add content. After three rounds, bring the group together and comment on your observations: how much they remembered, key insights they may have had, and talk about any content that was glaringly missing. Let students know that they know what’s on the test: they just have to let it out!

Sometimes it’s not a matter of students not knowing content; it’s a matter of familiarity with the situation, and grit! OK, as the state tests approach, go change the world!

Rigor Through Convergence: Next Gen Science, ELA, and Math Standards

The Next Generation Science Standards (NGSS) offer an opportunity to build academic rigor in ELA and math. Schools tend to address content by subject, with separate programs and texts for each subject. The brain thrives on making connections. “To learn new knowledge, a person must build on information that is already stored in the brain” (Erica Cerino). If students make connections to prior knowledge and to knowledge gained across subject areas, they will solidify learning at deeper levels.

The NGSS include a set of Crosscutting Concepts that focus on important learning that transcends the disciplines. For example, patterns are an important part of understanding science in the world around you. They are also an integral part of understanding ELA and math. Consider these related primary standards:

Another key concept is that of cause-and-effect relationships. Here are some examples from grades 3-5 ELA and math standards:

And another is stability and change, with examples from middle school:

You can leverage the convergence of these standards in your instruction, pointing out the crosscutting themes in all of the subjects students are studying. Ask students questions about each subject area based on these concepts. To get started, use this planning sheet (if you are not an IDEportal subscriber, just click demo at the bottom of the screen) to review the NGSS Crosscutting Concepts and consider the connections to your ELA and math standards.

Make learning more meaningful; connect ELA and math to science; and change the world!


Technology Mindset Shift: From Means to End

If you’ve read my book, It’s Not What You Teach But How, you’ll know I promote focusing on the ends over the means of standards. It’s easy to focus on the means, or the effort, without focusing on the end, or the results. Let’s not make this mistake with educational technology.

My systems analyst days

People in the business world use technology to accomplish their goals. Few, if any, tout how many computers they have; rather, they use them seamlessly and purposefully toward a greater goal. In 1981, I made a side-trip from teaching to work as a systems analyst. Day one I was handed my terminal (precursor to today’s Chromebook; a gateway to a bigger computer.) I don’t think any of us bragged over our 1:1 environment; we didn’t focus on it at all. Instead, we focused on the software we were designing with it; the interoffice communication it allowed, and analyzing data.

Yet in the educational world, we tend to lead with “we’re 1:1,”  “we’re BYOD,” “we’re a GAFE district,” “we have a Mac graphic design lab,” and so forth. In reality, all of this means little unless you’re using it to develop students who can think at high levels, communicate well, collaborate, problem solve, and exhibit the skills and attitudes needed for their future. Don’t get me wrong, schools should have a lot of technology available for students and educators — a lot! The possibilities for the advancement of achievement are unparalleled. Just don’t stop at the inventory.

The greatest gift given to me by my stint in the design and coding world was that I returned to teaching with a mindset of ends-based computing: what are we doing with it? Over the years, I’ve categorized computer use in a variety of ways, including my Tech Hierarchy and Ten Characteristics of a ‘NetCentric Society. One, the Categories of Tech Infusion, offers seven ways in which students interact with computer technology in the learning process. (Note: this is not about the creation and design process; that’s another topic!) Let’s look at these categories through the lens of results.

As schools work to build skills in executive function, the information management aspect of technology can be extremely powerful. Teach students naming conventions for files so they can easily find them later, how to manage their documents, how to bookmark web pages, how to use an online calendar, and more. … What? You struggle with these skills too? See how important they are?

If you want students to master the ELA skills of the standards, they need to be immersed in an environment of reading, writing, listening, and speaking. A silent blog (students all discuss an issue at the same time, online, in silence) allows everyone to engage in the conversation (as opposed to just those whose hands are up.) Students need to read and respond to others: it’s real time, it’s engaging, it builds communication skills, and it gets them ready for Twitter chats! 😉

Sometimes, two heads are better than one, but only when they truly collaborate rather than trying to convince one another to switch sides. Collaboration skills are complex but so worthy of being taught. Cloud-based Apps that allow students and teachers to offers suggestions and comments, and to co-create, build a “felt need” for collaborative skills. With technology, students can not only collaborate with students in the classroom, but with those in other classrooms, schools, cities, countries, solar systems. . . (Ok, maybe not solar systems … yet!)

There are many experiences that are not available to students in schools, such as traveling in space or to the bottom of the ocean, engaging in a revolution, managing a city, building an amusement park, blood typing on a crime scene, and more. But these are all available through simulations. Simulations are powerful for building understanding of content, cause-and-effect relationships, and unintended consequences. I’m thinking many of us should use auto simulators before heading out on the road!

Students spend a lot of time thinking about what they want to wear, what backpack they want to carry, what language they want to use, and more. Why? Because they are appealing to an audience: in these cases, an audience of their peers. Nothing says “pay attention to detail” better than an audience. When students produce for an audience beyond the teacher, they tend to focus more on the quality of their work; and, they experience the power of one’s voice being heard. There are many websites where students can publish their writing and ideas anonymously (anonymity is a must!)

Building an understanding of concepts and skills requires grappling: struggling and wrestling with content. Teachers’ wonderful explanations just don’t do it. If you’re going to learn to swim, you have to get in the water! Provide students with ample time to explore content, solutions, and ideas. I recently saw a fifth grade teacher trigger students’ awareness by asking how the students’ plants (science experiment) were going to survive over winter break without anyone to water them. I asked a student if he ever heard of the term aqua globe? He immediately looked it up on computer and was excited to find the term, which led him to read more about the concept. He returned from lunch with a plastic soda bottle, armed with the grit to make one himself. He watched YouTube videos; he thought through different ideas, researching more and more. He presented his teacher and classmates with his idea for feedback. This powerful learning experience was made possible by the availability of technology to explore concepts and skills.

Gaining popularity are 3-D Virtual Environments, which are related to simulations. The two differences are that they are three-dimensional, in that you feel like you are actually in the environment, walking around, driving, etc.; and that you often interact with other live human beings as opposed to just a computer. There are virtual environments that are just simulations with better graphics; but there are also those through which you engage with others who are online at the same time as avatars, for maximum engagement! It’s not mainstream in schools yet, but just wait!

I hope these categories will help you to think through the opportunities you offer students to build higher levels of content understanding and application. You can access a blank grid for brainstorming on the IDEportal — our online instructional resource for student-driven learning.

If you’re headed to FETC 2017 in Orlando, find us at booth 2440. If you’re headed to Techspo 2017 in Atlantic City, find us at booth 104. For a look at our presentations at both, visit the news section of our website.

Three Levels of #LATIC Implementation

I have great respect and appreciation for teachers who work hard to shift their paradigms and practices to design Learner-Active, Technology-Infused Classrooms. The multi-year process requires that they move through three levels of innovation implementation:

Level I) The Framework

As a foundation, the Learner-Active, Technology-Infused Classroom is a combination of Authentic Learning Units (ALUs) and a collection of structures. The first step in design is to create a compelling problem-based task for the unit, followed by a rubric to provide clearly-articulated expectations. Creating activity lists of required, choice, and optional activities builds student responsibility for learning, as do structures, such as: the Help Board, Peer Expert Board, and Resource Area. All of this becomes the first level of design in shifting to a Learner-Active, Technology-Infused Classroom.

However, students may not show the desired achievement gains without . . .

Level II) Purposeful Learning Activities

As students encounter an unknown skill or concept on the rubric, they should be able to look at the activity list and find a variety of ways to learn, such as through: videos, how-to sheets, learning centers, and more. The challenge is that conventionally, a teacher presents the content to the whole class and then assigns activities to practice what they’ve learned. In Learner-Active, Technology-Infused Classrooms, teachers minimize the amount of whole-class instruction; however, they must still provide direct instruction through a variety of venues, Therefore, once teachers have the foundation, they turn to creating and improving upon their library of learning activities. This improves student achievement, however, to raise the level of academic rigor so that students build deep understanding of content and can apply it to new situations, you need . . .

Level III) Masterful Teacher Facilitation

The role of teachers in Learner-Active, Technology-Infused Classrooms shifts to engaging with students “in-the-moment” as they pursue learning goals. Teachers help students learn to self-assess, set goals, manage time, and select appropriate learning resources. They work from the Help Board to assist those in need of help. Most importantly, they probe students’ thinking through “what if?” questions and content-rich conversations. They observe and listen to students, synthesize the data, determine the natural next step for a student, and then provide guidance. It’s difficult to locate teachers because they’re sitting down with students.


It’s important to move through to include all three levels of implementation. Take the worthy journey to design classrooms that are the embodiment of Students Taking Charge, and change the world!

#LATICinsights: Form Follows Function

The term “form follows function” derives from an article by American architect Louis Sullivan entitled The Tall Office Building Artistically Considered. To summarize the meaning:

Whether it be the sweeping eagle in his flight, or the open apple-blossom, the toiling work-horse, the blithe swan, the branching oak, the winding stream at its base, the drifting clouds, over all the coursing sun, form ever follows function, and this is the law. Where function does not change, form does not change. The granite rocks, the ever-brooding hills, remain for ages; the lightning lives, comes into shape, and dies, in a twinkling.
It is the pervading law of all things organic and inorganic, of all things physical and metaphysical, of all things human and all things superhuman, of all true manifestations of the head, of the heart, of the soul, that the life is recognizable in its expression, that form ever follows function. This is the law.

The influence of the factory-model of efficiency had a profound impact on schooling, in spite of the fact that churning out products has little to do with nurturing thinking. Classrooms today still resemble the factory approach of individual seats set in rows, though in recent decades schools have worked to modify that by clustering desks or placing them in a circle. What must happen, however, is that schools need to rethink the function of schooling and outfit classrooms accordingly.

In a Learner-Active, Technology-Infused Classroom, students engage in learning in a social environment, as collaborators as well as individual content masters. Students are actively engaged in a variety of activities throughout the day; and while short, whole-group lessons are a part of the day, they are nowhere near the bulk of the day. Therefore, the form of the classroom should address the various functions related to student work. Students can then move seats and sit in a variety of areas for the whole-group lesson. Here are a few considerations for furniture purchases:

1. To create a culture of collaboration, ensure an unbroken surface among collaborators. Round tables ensure that equals sit around a table with an unbroken surface, thus not designating any area as belong to any member, and not having any member at the head of a table. I recommend 42″ tables for most four-person collaborations as it allows for discussion with lower voices than the more common 48″ tables. A clover table is a great “hybrid” — students sit at the indent, 42″ apart, while surrounded by a little more table space with a 48″ diameter at the longest side.

2. For pairs discussions, and for speaking activities in a world language classroom, use smaller, 32″ café tables. A smaller table allows two students to converse with one another without adding to the overall noise level of the classroom. It provides a form that follows the function of a one-on-one conversation.

3. Consider high-top tables, particularly in middle schools. Students who are experiencing growth spurts and hormonal changes often need to move around and shift position during the class period. A high-top table allows students to continue to engage in learning whether they choose to stand or sit. While working, you’ll see students stand, sit, and stand again without interrupting the conversation.

4. For individual work, consider using some individual desks, perhaps placed in an area of the room away from the collaborative areas. Standing desks can be useful as well; a recent Forbes article pointed out the value of standing desks for energizing the brain.

5. For small-group discussions of, for example, the current problem students are trying to solve, consider soft-seating such as couches and comfy chairs so students are engaging in what feels more like a living room. Students can sign up to reserve the discourse center for their group work.

6. Teacher facilitation is an important part of the learning experience, and, while students are working, teachers should be moving around from table to table, area to area, to partner with them in the learning process. While facilitating, teachers should sit with students (or stand alongside them) rather than hover over them. To accommodate this activity, a stool makes a great seating option for the teacher. Teachers can carry around a lightweight stool or have several set up around the room.

7. For conferences; small-group, mini-lessons; and book discussions, you might want to use a rectangular table, allowing for a more formal environment with, perhaps, a group leader.

These are a few ideas for furniture that fits within the generally accepted ideas for classroom furniture. However, more and more school furniture companies today are developing unique options for various activities. Just consider the function, and find the appropriate form to match that function!

Here are some “tweeted” options from our client Learner-Active, Technology-Infused Classrooms (click on the image for the full tweet):




Desks with writeable surfaces


A variety of areas in third grade

Student-created areas

And more . . .


Meditation is to Teaching . . .

Happy New Year! The January return to school is always accompanied by resolutions and energized educators looking to continue to make that difference in the lives of their students. It’s also a time when people are determined to take time to take care of themselves: going to the gym, daily meditation, reading more novels, etc.

My last blog post of 2016 focused on the quest for innovation. For my first of 2017, I thought I’d use meditation as a metaphor for teaching. The purpose of meditation is to achieve deeper levels of consciousness, positioning one for greater success and happiness. The purpose of teaching is to achieve deeper levels of learning and understanding, positioning one’s students for greater success and happiness.

When meditating, you sit up very straight, elongating your spine, which takes deliberate effort. However, you then begin to relax most of your muscles, from your head down to your toes. The infrastructure of your spine supports you; the part of your body that expends energy to work and move relaxes into a calm state. I like to think this describes a well-run Learner-Active, Technology-Infused Classroom.

The “spine” of the classroom is the infrastructure you put in place: the problem-based tasks, rubrics to guide students, activity lists, how-to sheets and videos, resource area, help board, peer expert board, and more. Setting up your infrastructure takes deliberate effort. However, the “muscles” that you have used to ensure everyone is working, gather students, give directives, handle behavioral issues, hand out papers, etc. can now relax, knowing that the students’ actions are supported by the infrastructure. That leaves you to now relax into the classroom environment and use your mind to help move students to deeper levels of understanding through your facilitation.

You can observe students in action; ask clarifying questions to assess their level of understanding; ask higher-order, probing questions to push their thinking; offer suggestions for their work plans; offer instruction when they’re stuck; and more. If the spine is strong, the muscles can relax. So to enjoy the mental stimulation and conversations between teacher and student in the classroom, take steps to strengthen your infrastructure.

Wishing you all the best for 2017!

#LATICinsights – Avoiding the No-Man’s Land of Innovation

Innovation requires a shift in mindset and action, sometimes taking you outside of your comfort zone. As you design a Learner-Active, Technology-Infused Classroom, you will no doubt find times that you are outside of your comfort zone. Your tendency might be to drop a structure that doesn’t seem to work for you or your students. Don’t do it!

In the game of tennis, players first played at the baseline. The ball would cross over the net, bounce in the court, and as it approached the back line, the player would hit it back. Over time, the game, and tennis racquet fotolia_tenniscourt_xstechnology, evolved, and the net game was born. The player would run up to the net and hit the ball as it crossed, not waiting for it to bounce first. For some players, this was natural and comfortable. For others, being at the net was stressful, and they would begin to back up, fearing they would miss the ball. The problem is that if they backed up to just the middle of the court, they would find themselves in what tennis folks call “No-Man’s Land” (the center of the court between the net and the baseline.) The balls would bounce at their feet and they could not hit them.

In the Learner-Active, Technology-Infused Classroom, if teachers back up and drop a structure here and there, they end up in #LATIC No-Man’s Land. The classroom will not run as smoothly and the students may not achieve to the desired levels. The key is, you can’t drop a structure because each one has an important reason for being there, and the structures support one another. Take a look at the list below. This represents just some of the many structures that make the classroom work.


As you innovate, be sure to lean in, embrace the change, reflect and adjust, but keep moving forward. When something appears to not work, it’s usually because a structure or strategy is missing. Rather than reverting to former methods, find out what’s missing that needs to be added. Avoid No-Man’s Land! Innovate and change the world!