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Speaking from experience, I have significantly benefited from not only engaging in digital spaces but taking what I have learned and applying it to my practice, which I can readily show when asked or communicate through my blog. I have written in the past about the need to move from professional development (PD) to professionallearning.
If the expectation is for teachers and administrators to leave a learning experience with practical, ready to use strategies, then anyone who is leading the professionallearning should incorporate a mix of modeling, hands-on activities, and performance tasks (i.e., in settings that emulate a classroom or school.
This will be easier to do if school leaders harness the talent on their campuses and create systems that encourage teachers to learn with and from each other. Professionallearning should not be relegated to a handful of all-staff training days. The members of the PLC determine the focus of their inquiry and learning.
Data Driven Instruction: How Student Data Guides Formative Assessments. As personalized learning becomes a more mainstream pedagogy in K–12 classrooms, teachers have started to adapt assessment processes to get a deeper look at student growth. . What Are Summative Assessments Vs. Formative Assessments.
It should be noted that in both examples above, direct instruction was followed by some sort of student-centered learning activity. In many cases, every classroom is outfitted, as well as conference rooms and professionallearning spaces. Well, at this time, they were the shiny new tool on the block and quite expensive.
Practices such as BYOD, 1:1, blended learning, personalized learning, classroom and school redesign, branding, makerspaces, professionallearning, etc. One of these tools is the Digital Practice Assessment (DPA). This need served as a call to action of sorts and catalyzed my current work.
Watch the Recording Listen to the Podcast Educators want assessments to be instructionally useful and provide data they can use to help students learn, but not all assessments do that. So what do instructionally useful assessments look like? Designing instructionally useful assessments does not have to be difficult.
What are the critical factors to consider when we create online professionallearning experiences designed to help teachers engage in digital learning? It’s therefore critical that online professionallearning opportunities exemplify best practices on how to use technology to engage, enhance, and extend learning.
BOSTON In 2024, more than 2,600 districts, schools, and state departments purchased or renewed licenses to Lexia Aspire ProfessionalLearning or the Lexia LETRS (Language Essentials for Teachers of Reading and Spelling) professionallearning programs. It tells teachers what were looking for. Its the door to everything.
Consider less of a focus on lesson plans and more on assessment by collecting these two weeks into the future. Suggestions for improvement should always contain clear, practical examples and strategies that a teacher can implement immediately. Either provide an example that you have created or co-create an assessment together.
Abolishing the routine of announced observations, having teachers provide artifacts of evidence to show the bigger picture since you can never see all that is done in a single observation, and prioritizing the collection assessments over lesson plans can also be effective. We then share collective insight while processing the feedback.
Another way technology can be used to transform teaching and learning is by enhancing engagement and motivation. It can be leveraged to create interactive and immersive learning experiences that can help students stay engaged and motivated in the classroom.
Take, for example, the saying that practice makes perfect. Take bowling, for example. While perfection can be achieved with the right amount of practice, you would be hard pressed to find any professional bowler who scores a 300 consistently. Growth and improvement start with honestly assessing our current reality.
Districts across the nation are exploring a new approach to professionallearning to meet the evolving needs of today’s diverse classrooms and the educators who lead them. We look forward to continuing to learn from them and the many other states and districts engaging with micro-credentials for professionallearning.
I know this is an extreme example but this type of PD happens all the time. The fact is, educators have to sit in terrible professional development all the time. Either because there is a true lack of understanding of what goes into the needs of educators when it comes to their learning or like my example, it’s just plain boring.
AI encourages cheating A common fear is that students will use AI to bypass learning. While AI tools can indeed generate answers or essays, this highlights the need to rethink assessment strategies. Enhancing accessibility AI tools can make learning more inclusive. Rethinking AI as a tool for empowerment 1.
The most essential element in learning is the teacher in the classroom. It is here where leaders can provide support through clarity, examples, feedback, and professionallearning that focuses on concepts that can truly move the needle when implemented at scale. My main point here is twofold.
Respectively, we work at Teaching Lab , the Research Partnership for ProfessionalLearning (RPPL) , and The Calculus Project , three projects that participated in the Gates Foundation’s K-12 AI Pilot Cohort. For example, teachers might learn to use ChatGPT to generate lesson plans or to compose feedback on student writing.
In that capacity, she is participating—along with eighty or so of her Henry County colleagues—in the Assessment for Learning micro-credential project , led by the Center for Collaborative Education (CCE). As a Personalized Learning Coach, I primarily focus on professional development for teachers.
First, I did a few Google searches for editable templates, which led me to an array of examples in Google Slides. I then chose one that aligned to the content, in my opinion, developed a learning target, created nine different activities, and hyperlinked to supporting resources. to see student work and to hold them accountable.
Take lesson planning, for example. We spent countless hours crafting detailed outlines, complete with objectives, activities, assessments, and even a backup plan in case of inclement weather. Evaluate insights from exit tickets , assessments, adaptive tools, and/or student work to determine lesson effectiveness.
The fact of the matter is that there were too many examples of how it didn’t work across the country. Time is of the essence to get it right so that all kids can benefit from a quality learning experience that pushes them to think while limiting learning loss and achievement gaps.
They also shared that the facilitation of professionallearning improved, a greater reach was achieved thanks to technology, previously unknown teacher strengths were unearthed, and there was the ability to get into more classrooms. All in all, these are all great examples of progress in difficult times.
Educators now shoulder the burden to create lessons and activities that will enable students to learn at home. Virtually none have received extensive professionallearning in this area. Here is another example. So, what does this all mean? We know that teachers, like they always do, will rise to the occasion.
A SWOT analysis can be a valuable tool for leaders to assess their institution's overall health and identify potential areas for growth. This information can help them make informed decisions about resource allocation, curriculum development, professionallearning, and strategic planning. How do we know?
For example, I really appreciate Michael Ford pushing me in this direction when he asked me to create a choice board as part of a professionallearning date with his staff. Use the Rigor Relevance Framework as a means to evaluate the level of relevance in questions, tasks, and assessments.
Consider less of a focus on lesson plans and more on assessment. Collect and review assessments two weeks into the future. Suggestions for improvement should always contain clear, practical examples and strategies that a teacher can begin to implement immediately. This is leading by example at it’s best.
In chapter 5 of Disruptive Thinking in Our Classrooms , I dive deeply into these practices while providing numerous examples. Personalized pedagogy sets the stage for the purposeful use of technology to better assist in meeting students' learning needs while providing educators with timely data.
Creating dedicated time for professional development is essential, said Schuler. . “We We have 45 minutes every Thursday morning for sacred, professionallearning community time,” he said. . The more relevant our learning is for the kids, I think they are just going to soak it up and love it.”.
Course: Designing Blended Learning for Student Engagement and Achievement “By the end of the course, you will be able to design and implement meaningful blended learning experiences with objective-aligned assessments and activities that foster core 21st-century skills.” See the course 10.
First and foremost, make the time to learn, grown, and get better as opposed to finding the time. There is nothing more important to an educator, outside of working with kids, than professionallearning. Through social media a Personal Learning Network (PLN) provides a great antidote to the age-old time excuse.
Here are a few examples where I have identified either a gap in practice or an opportunity for growth and then used AI to elicit ideas. In seconds, I got a few examples. With both examples, I asked the teachers if what was created by AI was aligned with the standards and concepts. His reception to these was very positive.
Now don't get me wrong as this has been incredibly fulfilling and a great learning experience for me. However, you just can't replace face-to-face professionallearning, in my opinion. The last segment of the class could consist of a formative assessment or a closure activity. The teacher has two options here.
Differentiation in PD changes professional development into continuous professionallearning, with teachers training at their own pace while collaborating with their peers at different levels of expertise. However, requiring teachers to learn different things at once can be counterproductive.
Our team at Lexington County School District One in South Carolina has focused on mitigating one of these complexities by addressing the human need for connection, support, and ongoing professionallearning. Supporting Educators through the Shift to Digital Learning. These “office hours” were informal. VPL2Go Structure.
Support Teachers and administrators need professionallearning that aligns with the challenges they currently face and the demands of education in a COVID-19 world. For a learner, it might be giving him or her multiple chances on an assessment or to complete a project.
In addition to their daily task of educating students, teachers must also continue to learn. In efforts to make time-mandated and compliance-based professionallearning efficient, technology offers microcredentialing as a vehicle for educators to pursue personal growth. Reinforce the Need for Digital Expertise.
I made sure that there were only two assignments a week with the final assignment being a type of assessment. Integrated in the instructions were screen recorded examples of what I wanted students to achieve in the form of the assignment.
Barringer explained that state leaders are intrigued by micro-credentials as ways to pivot the conversation on professionallearning away from accountability and toward developing the capacity of teachers. Assessment of micro-credentials is labor intensive, many acknowledged. Several themes emerged from the presentations.
The idea of using a learning management system (LMS) to deliver professionallearning and development to K-12 educators is not new—but it’s not quite mainstream, either. The organization has been providing LMS-based professionallearning for the state’s educators since 2004. “We Hint: Think AI.)
We asked educators to share their views about teaching and learning in 2025 (find industry predictions for 2025 here ). Here’s what they had to say: In 2025 and beyond, providing high-quality professionallearning will be essential in retaining teachers, as well as helping to ensure they feel fulfilled in their work.
The Staff Needs Assessment is by far one of the most important and at the same time, most stressful part of the process in creating an EdTech Integration Plan for your school district. In this post, we are going to learn what a Staff Needs Assessment is, how it should be created, and how it should be shared with your staff.
The actual game was more or less an assessment of what my players had learned during practice. If teachers are being coached on research-based instruction and digital pedagogy for example, then leaders need to be well equipped to provide useful feedback and conduct effective observations or evaluations.
Maybe this was focusing on the technology tool to best deliver instruction or identifying the specific digital learning resource to utilize with your students. To what extent did these meet the needs of your specific students and benefit their learning? How did you use technology to support curriculum, pedagogy, and assessment?
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