“The most powerful experiences in peer-guided learning at scale tend to be deep, collaborative, sustained, and interest-driven. These characteristics, however, are at odds with the pedagogical approach of most schools, which usually require that learning experiences are experience individually, not collectively, along a set of mandated curriculum guidelines, not determined by students’ interests, and for uniform time-spans – the class period, the marking period, the semester – not sustained over time.” Justin Reich, Failure to Disrupt Throughout the book Failure to Disrupt, I was constantly struct by the recurring theme of community, connectedness, and lack thereof. The proponents of learning…