Referenced Example: The Met School, Providence, Rhode Island
Source: Big Picture Learning (http://www.bigpicture.org)

Introduction

The Big Picture Learning model, as exemplified by The Met School in Providence, Rhode Island, represents a significant difference from conventional models of secondary education. It was established in 1996, The Met’s philosophy of educating is “one student at a time”which challenges standardized education systems by emphasizing personalization, experiential learning, and community engagement. It has since inspired a network of schools under the Big Picture Company, a non-profit dedicated to educational reform rooted in individual learner empowerment.

Why the Big Picture Model is Transformative
1. Personalized Learning Plans

Unlike traditional education, which often enforces a one-size-fits-all curriculum, the Big Picture model creates individualized learning plans tailored to each student's interests, passions, and future goals. Students co-create their learning pathways in collaboration with educators, mentors, and families. This learner-centered approach ensures that education is relevant, engaging, and purpose-driven.

“Each student’s learning plan should grow out of his or her unique needs, interests, and passions.”
(Big Picture Learning, n.d.)

This focus on personalization aligns with contemporary educational research advocating for differentiated instruction, intrinsic motivation, and constructivist learning theories (Tomlinson, 2014; Vygotsky, 1978).

2. Learning Through Internships (LTI)

Perhaps the most radical and impactful element of the model is the Learning Through Internship (LTI) program. Students spend two days per week working alongside mentors in real-world environments—ranging from hospitals and design firms to bakeries and research labs. These experiences allow students to:

• Connect academic content to real-world contexts
   
• Develop critical soft skills like collaboration, communication, and responsibility
   
• Engage in experiential, project-based learning tied directly to their interests
   

This structure reflects John Dewey’s philosophy of education as life itself, not merely preparation for life. By situating learning in authentic environments, students move beyond passive reception to become active participants in their communities.

3. Small School Structure and Deep Relationships

The Met School and other Big Picture Schools are intentionally small, allowing students to be "known well" by at least one adult in the community. The model relies on long-term advisory relationships where educators serve as advisors, coaches, and mentors, not merely content-deliverers.

This relational emphasis fosters:

• A strong sense of belonging and trust
   
• Emotional and academic support
   
• Decreased dropout rates, particularly for marginalized populations
   
• The advisory system reinforces social-emotional learning (SEL) and nurtures identity development—critical for adolescent learners.

4. Equity and Social Justice Focus

Most interestinginly the Met serves a predominantly Black, Hispanic, and inner-urban student population—groups historically underserved by traditional schooling. It has proved to be successful in engaging these learners speaks to the model’s ability to advance educational equity by removing barriers, building cultural relevance, and supporting individual voice.

Conclusion

The Big Picture Learning model is transformative because it challenges traditional educational paradigms in favor of a holistic, personalized, and relational approach to learning. By integrating authentic experiences, real-world problem solving, and student agency, the model not only prepares students for academic success but also empowers them to become engaged, lifelong learners and active citizens.

Its expansion across the U.S. and other countries is a testament to its scalability and relevance in diverse contexts—especially in addressing the shortcomings of standardized systems in meeting the needs of all students.

References

Big Picture Learning. (n.d.). About Big Picture Learning. Retrieved July 17, 2025, from http://www.bigpicture.org

Dewey, J. (1938). Experience and Education. New York: Macmillan.

Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners (2nd ed.). ASCD.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.