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In recent newsletters, I’ve shared a framework I use for educational program design: a user on a journey to a desired outcome: But what happens when the journey you’ve designed doesn’t quite get your users to the outcome you’re working toward? Earlier this month, I gave a talk at the Central American Donors Forum, highlighting […]

We all know the supposed definition of insanity: doing the same thing over and over again and expecting a different result. And yet, in education, we keep doing something remarkably close to that. The cycle goes something like this: I thought about this cycle a lot this week because roughly two dozen people from inside

This one is going to hit deep for some of you. I promise: if I were writing about you specifically, I’d clear it with you first. Across several organizations, I am noticing two patterns that look like opposites: My emerging hypothesis is that they are actually the same thing – avoidance of discomfort. Let me

Last week, I shared a simple framework I use for educational program and school design: a user on a journey to a desired outcome. When those three elements are well aligned, the program gives users opportunities to practice and learn what they need to achieve the desired outcome. There’s another benefit to getting this right:

I developed a framework for educational program and school design that I’ve been using for about 12 years, with increasing conviction. Its roots are in human-centered design. In the last couple of weeks, I’ve used it in two very different settings: a university and leadership accelerator school for girls in rural Guatemala, and a basketball

If you had followed me from one partner meeting to the next over the past two weeks (which would have been a weird thing to do), you would have heard the same question more than a few times: Where is the 20%? The Pareto principle, or 80/20 rule, says that roughly 80% of outcomes come