Powerful learning for educators. Every student succeeding. Equitable change for all.
What is the Institute for Learning?
The Institute for Learning (IFL) works to ensure that every student – especially those traditionally underserved due to income, race, and language – has access to high-level texts, tasks, and high-quality learning opportunities to build the critical thinking and deep reasoning skills that are required for success. We believe that the way to achieve equitable and sustainable change is to focus on coherent, evidence-based learning for all educators across an educational system.
Bridges to Learning
Research. Practice. Results.
Bridges to Learning, IFL’s weekly blog, connects educators with knowledge and research that shows every student can learn when provided cognitively challenging instructional opportunities and learning environments can flourish when collaboration is valued, voice is honored, and agency is realized.
Latest Post
Raising the Score: Structuring a school for a student-centered math intervention program
Changing the system changes the outcomes is the premise by which one school approached reorganizing their resources to maximize mathematics interventions. This meant getting everyone on board to increase and improve mathematical understanding for all learners. This article is the second of a two-part series the explores one school’s efforts to change their system of mathematics intervention to better meet the needs of every student (and every teacher) across all tiers of instruction. read more
Foundational Practices
Professional Learning
Principals of Learning
Continuous Improvement
Content Focused Coaching
Instructional Leadership
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Designed around core concepts in each discipline, our materials apprentice students to read, write, talk, inquire, and reason as scientists, mathematicians, historians, readers, and writers.
Students learn to use an array of tools to manage, assess, and reflect on their learning. Our materials are designed to empower teachers to make instructional decisions based on informal and formal assessments of students’ learning.
