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Katie Novak to explore the complementary nature of Universal Design for Learning (UDL) and blendedlearning. UDL is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.” We will be responding to your questions and posting the answers!
I see my role at these professional development events serving as a “spark” designed to ignite interest and generate excitement about blendedlearning. As the spark , I explain the WHY behind blendedlearning. Once those teacher trailblazers are blending, coaches can scoop up the next group of teachers.
As I work with leadership teams, many are struggling to engage their teachers in professionallearning this year. They are excited about the potential of leveraging this technology to create more dynamic, differentiated, and student-centered learning experiences. Just as with students, every teacher is unique. Co-lesson Design.
Now, you and your PLC can learn together online at a time, place, and pace that works for you! Explore how blendedlearning can help you partner with students to reimagine learning and find a realistic work-life balance! Consider bringing Balance with BlendedLearning into your professionallearning community.
This year, traditional approaches to professional development may feel daunting because teachers are spread thin due to substitute shortages and the challenges associated with returning to physical classrooms. A book club may present a more manageable, self-paced approach to professionallearning.
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.
Maybe the 45-minute commute had a little to do with it, but the main culprit was how I used available time in the classroom. I share this story because of what I have either seen or been told is happening in classrooms at this very moment. Move to pedagogically-sound blendedlearning and provide a mix of tech and non-tech options.
As of late, I have been working with quite a few districts on personalization through a variety of blendedlearning strategies. I can honestly say that I have learned so much from them over the years as to what pedagogically-sound blendedlearning really is, and, in my mind, they are a global exemplar for others to emulate.
While initially, it’s beneficial to have a clear roadmap to follow when implementing a new curriculum; as teachers gain confidence using it, they will desire to exercise their creativity to tailor the learning experience to the unique needs of their students. During a recent blendedlearning training, a teacher was overwhelmed.
Will kids go back to school or continue to learn remotely? How will educators get the professionallearning support they so desperately need? Some key aspects to consider are face-to-face instruction, personalization, blendedlearning, adaptive tools, flex schedules, social distancing, health and safety, and remote learning.
They shared how teachers got better using technology, reached out more for feedback, collaborated more, and improved classroom management. What are your exemplars of effective remote or hybrid teaching and learning, and why? How are you sharing these with colleagues and staff or using them for professionallearning and feedback?
New classroom furniture that is flexible should be considered that can be arranged in ways to support collaboration and blended pedagogies that were implemented remotely. Importance of a learning management system (LMS) Before the pandemic, many districts had an LMS (Canvas, Schoology, Google Classroom), but its uses varied greatly.
How K–12 Schools Should Define and Act on Digital Learning. To be honest, I hate the term blendedlearning. Let me explain why: In today’s world of education, blendedlearning gets thrown around for any type of new education involving technology. . What Does BlendedLearning Mean for K–12?
As an advocate of blendedlearning, I want teachers to strive for a healthy balance of online and offline tasks as students engage in distance learning. Teachers can ask students to share their work in the stream in Google Classroom, in a shared Google Slide deck, on a Padlet Wall, or by recording a FlipGrid video reflection.
In Disruptive Thinking in Our Classrooms , I honed in on research-based strategies that have withstood the test of time in addition to emerging strategies such as personalized learning. Reviewing prior learning, checks for understanding, and closure have and always will be valuable components of a lesson.
BlendedLearning In my opinion, the best 21st-century classrooms are “bricks” and “clicks,” blending together the best of face-to-face and online. Blendedlearning is not new. BlendedLearningClassrooms are made of “bricks’ and “clicks” and every teacher should be ready.
From here, schools can begin to focus on a remote blendedlearning model that can serve as a foundation for all K-12 classrooms to create a more personalized experience. ProfessionalLearning Many schools were not prepared when the pandemic hit. Going forward, this excuse cannot and should not be used.
The fact remains that there was no professionallearning to prepare for the reality that everyone is facing nor a plan for something like COVID19. I always like to focus on the small wins when I am facilitating professionallearning with schools and districts. My favorites are Mentimeter and Padlet.
Do you remember the classrooms that you learned in as a child? The exception was science classrooms flush with lab tables. The issue, however, was that the conditions under which learning was supposed to take place were not conducive to the process at all. Flexible spaces need to lead to flexible learning.
Difficult decisions have had to be made regarding grading, making funds available to get technology in the hands of disadvantaged kids, getting school work to kids where the digital divide could not be overcome, and figuring out how to provide professionallearning support virtually. Google Classroom, Canvas, Schoology).
From the Cool Cat Teacher Blog by Vicki Davis Follow @coolcatteacher on Twitter Mark Sparvell cites current research about what students really want in their classroom and how social-emotional learning relates to education technology. Mark has taught both pre-service and post-graduate studies.
Schools are implementing a range of hybrid schedules to reduce the number of students in a classroom at one time. Teachers will likely be expected to engage students at least part time online, which may also require that teachers spend time this summer engaged in professionallearning focused on online pedagogy and technology training.
Those that implemented their plans with fidelity still could not fully ensure that all kids completed assigned work, let alone learned. BlendedLearning We have seen schools make considerable investments in technology during the pandemic. Such a blended pedagogy has become an integral component of remote learning plans.
Learning Management System (LMS) The consistent use of an LMS such as Google Classroom, Schoology, or Canvas works to create a more equitable virtual environment for all kids and families. There needs to be a shift from “PD” to professionallearning that is ongoing, job-embedded, and research-aligned.
One of the best parts about job-embedded, on-going work with school districts is facilitating a variety of professionallearning opportunities. Recently the district asked me to be a part of their professional development day, which consisted of seven different learning strands specific to the needs and interests of their teachers.
Much of that time has been focused on how to teach in online or blendedlearning environments. However, to make significant and sustainable long-term changes in education, our perceptions of what teaching and learning “look” like have to fundamentally shift to avoid stagnation and make progress.
Long gone are the days where the overhead projector reigned supreme in the classroom. In many cases, every classroom is outfitted, as well as conference rooms and professionallearning spaces. I shared my story about how both the overhead projector and television were used to support how I taught, not how my kids learned.
Parents, teachers and administrators have had an overwhelmingly positive response to the effective use of digital tools in the classroom. Collaboration and BlendedLearning Fosters Critical Skills. Personalized Education Makes Students Future-Ready. In the end, it all comes back to the students and their future.
Three years ago, with the help of the education agency the Grant Wood Area Education Agency (GWAEA), Iowa rolled out its initiative to implement blendedlearning as a model for the state. In a competency based system, students advance upon proficiency and receive rapid differentiated support based on their individual learning needs.
Move to blended strategies Another way to get back some time is to look at how it is being used. Implementing pedagogically-sound blendedlearning can free some up to manage both groups of learners better or even catch up on tasks. Thanks to technology, your office can be a classroom, and you won't miss a beat.
MORE FROM EDTECH: Check out how schools should define and act on digital learning. Classroom technology implementation can go only as far as what is offered and supported by the school. Teachers noted difficulty in integrating new technology in their instruction as well as a lack of time to get familiar with new classroom tools.
Practices such as BYOD, 1:1, blendedlearning, personalized learning, classroom and school redesign, branding, makerspaces, professionallearning, etc. The DPA creates the context for our work with leaders and teachers, providing authentic baseline data to support personalized professionallearning.
Modern K–12 pedagogies demand a learning environment that fits students’ needs, starting by breaking away from the rows of desks typically found in most classrooms. . When designing these environments, superintendents should start by envisioning how students may want to use their classrooms.
A few years later, we are beginning to get an idea of the most pressing issue at hand, which is learning recovery. During coaching visits across the country, educators share the difficulty of having classrooms of students where the majority are at different grade levels. So how do we begin to address this issue?
As educators, how do we empower ourselves to create boundaries both inside and outside the classroom? We explore issues related to the balance or, more accurately, the imbalance of power and responsibility in classrooms. What can teachers do to partner with their students and give them more responsibility and agency in the classroom?
As someone who is in schools and classrooms on a weekly basis, I am tasked with validating the excellent practices taking place while also providing practical feedback for growth. While this is undoubtedly important, it is also vital to gather input on professionallearning and resources that are needed— more of this down the road.
It’s pretty clear that very few people in education enjoy those typical sit-and-get professional development sessions. And when blendedlearning gets thrown into the mix, the situation gets even more complicated—what happens when educators seem afraid of products? Who should deliver PD, the administrators or the teachers?
million dollar grant from the Ohio Department of Education’s Straight A Fund , the district remade 65 classrooms in six months with state-of-the-art technology and furniture. The district-wide implementation and emphasis on blendedlearning was strategic. As a result of a $13.8
The post How to Create Google ClassroomBlendedLearning Lessons (Part 3) appeared first on Shake Up Learning. Google Classroom is more popular than ever. Lessons for blendedlearning have to be different than in-person activities translated to a digital space. What is Google Classroom?
Ubiquitous access to technology means that acquiring knowledge is no longer dependent solely on a classroom teacher. The case for blending and online learning. The district is constantly developing and improving our systems and structures for all students with the renewed focus on personalized learning for all students.
As a teacher committed to improving teaching and improving our professional development, I'm thrilled to share this conversation about how professional development can and is improving. Subscribe to the Show Anywhere You Listen to Podcasts This week's sponsor Modern Classrooms will help you teach better today!
The post BlendedLearning with Google Toolkit for Teachers – SULS0101 appeared first on Shake Up Learning. In this episode, I share The BlendedLearning with Google Toolkit, a free download to help teachers create dynamic, blendedlearning experiences for students with Google tools.
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. Or you can plan for some sort of cooperative learning using virtual breakout rooms. They are your best resource.
In these conversations, one topic that has regularly come up over the last few weeks is the relationship between blendedlearning environments and engaging, relevant learning experiences. Commit to the shift by including blendedlearning in every curricular decision the district makes.
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