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One of the most common questions I answer about EducationElements is, “So what do you guys do?” If we have an elevator ride that goes to, say, the top of the world’s tallest building, I can give a fairly satisfying and comprehensive answer.
As we count down to this year's EducationElements Summit, we asked presenters from last year's Summit to share more of their innovative thinking with us.
At the time, this model was both a practical and effective means for planning direct instruction and was readily embraced as this was the primary strategy used in classrooms. Like many things in education, elements of ITIP still have value depending on how they are used. Herein lies the main disadvantage of ITIP.
At EducationElements, Personalized Learning reflects many of our core beliefs about how people and organizations grow. We know that in and outside the classroom, learning is rarely one-size-fits-all. Every individual can thrive if their unique needs are met.
For 7 years, I worked as a classroom teacher. In my role as a Design Principal at EducationElements, I no longer work in the classroom, but I use the skills to support school leaders and districts. It was the hardest job I ever loved.
And while much of this work is focused on systems-level change and shifts in teaching practice, an absolutely critical component (in fact, it’s one of our Core Four ) is the use of digital content in the classroom.
And while much of this work is focused on systems-level change and shifts in teaching practice, an absolutely critical component (in fact, it’s one of our Core Four ) is the use of digital content in the classroom.
Learning about what my colleagues are doing in the classrooms was eye opening. As a result, the Red Jacket team engaged our EducationElements (EE) team to work with the whole middle and high school teams. In closing feedback, one teacher wrote, “I found the time we had to bounce ideas off each other to be beneficial.
Here at the Bring Your Own Thoughts blog, it’s always been our goal to create space for a wide range of perspectives and experiences so that as many educators as possible can find content which is useful and relatable to their own challenges and goals.
When I was in high school I had a fantastic U.S. history teacher who demanded that we each complete an independent research paper on the 1960’s at the end of the year.
In 2014, EducationElements promoted the notion of "Integrated Digital Content" as a core component of blended learning. In 2017 we changed this term to “Flexible Content and Tools,” recognizing that both online and offline content have an important role to play when personalizing learning.
I recently had the opportunity to design and build a maker space for educators to implement making and tinkering in their libraries and classrooms. All my dolls had their own custom- made furniture and Lego cars.
It was about a year ago that I took the plunge and implemented personalized learning in my classroom. That decision turned out to be one of the best I’ve made in my sixteen years as an educator.
Predicting the future of classroom technology trends empowers teachers and school districts to stay at the forefront of “the next big thing” in education.
Princesses and heroes that represent all races are important, but what does this discourse look like in the classroom? The young white boy who wanted to dress as a Polynesian hero named Maui or the young white girl who wanted to dress as Princess Jasmine are caught in the middle of a debate on what is acceptable.
EducationElements provides support for schools and districts as they transform their school models to personalize learning. He founded EducationElements to meet that need. What They Do Anthony Kim likes to describe the EducationElements team as the “sherpas” of personalized learning. Stay tuned!
In the aftermath of the killing of George Floyd and Breonna Taylor by the police, demonstrations have taken place across all 50 states and several US Territories , including Puerto Rico, Guam and the Northern Mariana Islands.
Natick created innovation teams to solve the challenging problems in their classrooms by evaluating innovative practices and tools. EducationElements offers personalized learning consulting services and can help schools walk through the process. Developing a Video Solution for Low-Bandwidth Classrooms.
How do you ensure your transition to a competency-based classroom results in an emphasis on learning and re-learning rather than testing and retesting? A classroom paradigm shift has to take place. It seems, much to the chagrin of the teachers, some students no longer take assessments seriously.
EducationElements supports the implementation of High-Quality Instructional Materials (HQIMs), and our previously published guide provides a comprehensive view of HQIMs. A thoughtfully crafted and rigorous curriculum can transform lives, and our lessons can make waves decades into the future.
To learn more about each of these in the elementary and secondary settings, check out these infographics: PL models for elementary classrooms & PL models for secondary classrooms. Let’s first explore where each model is most useful:
However, when the district came to EducationElements, they sought to scale PL in each and every classroom, district-wide. In Forest Hills School District (FHSD) there have been pockets of innovation and personalized learning (PL) for some time. To accomplish this goal, the district strategically slowed down in year one.
Technology plays a prominent role in the modern classroom. In a survey of 1,000 long-time high school teachers, 73% say their classrooms use laptops and tablets daily. When it comes to professional development for educators, it’s vital to learn about the edtech options available. Enroll in an online program.
While teachers are busy setting up, and students are anxiously awaiting the news of teacher assignments and class schedules and being welcomed into classrooms, Design Principals at EducationsElements are gearing up to support over 140 districts in the 2019-2020 school year with the rollout or continued implementation of Personalized Learning.
Late last year we published a blog post on new evolutions on top of Station Rotation blended learning models that we’d been hearing about from educators in our Blended Learning Universe (BLU). Our friends at EducationElements didn’t agree fully with the way we characterized these shifts.
Have you ever stopped and looked around your school, your classroom, and asked yourself: “How did this all happen? I look back on what our classrooms looked like, sounded like, and felt like a few years ago - and the transformation is amazing. Where did it all begin? How did we get to this point? When did the transformation occur?”.
At EducationElements, we are proud that our team members model the 21st Century skills we encourage in the classrooms we serve. As we continue to see the positive impact of our work, school and district leaders commonly ask us one thing about our team - what does EducationElements look for in a hire?
Amy Jenkins is the Chief Operating Officer at EducationElements. EducationElements is a corporate partner of Digital Promise. Element #1: Integrated Digital Content: Digital content helps students progress at their own pace, and provides a way for teachers and students to get constant feedback on that progress.
Early in my career, when I was a middle school science teacher in Charlotte, North Carolina, I didn’t think that the ritual of shaking my students’ hands, fist bumping, or hugging my students as they entered our classroom meant anything. But now, I realize it’s the opposite. The repetitive habit of checking in with your team means everything.
The bright morning sun floods in through the yawning glass windows and casts long shadows in the front of the classroom. My colleague and I and about ten-odd teachers sit huddled at the desks near the back; some of them are poring over resources on their screens, others using markers, pens, and paper cutouts on small chart paper.
Our EducationElements partners had seen this before. Is it possible to build leadership opportunities for teachers who don’t want to leave the classroom? We are a rural, Alaskan district the size of West Virginia with an impressive amount of diversity within our realm. Can we personalize professional development for teachers?
Now, a month after the coronavirus pandemic effectively halted traditional education for more than 50 million students, most districts have implemented or are in the process of implementing virtual learning plans and teachers across the country are finding creative ways to continue instruction through a screen.
At EducationElements, we have the privilege of working with exceptional teachers who strive to personalize learning for every student. The hours are long, the work is challenging, and sometimes the job can feel thankless. But teachers have an amazing impact, and if anybody deserves appreciation for the work they do, it’s teachers.
It caught me off guard because I hadn’t written that--what I did write was that the American education system is built on a foundation of white supremacy, and we as teachers should work to dismantle that system. After I wrote the first blog in this series, I received a call from a close family member wanting to talk about what I had written.
After eight years in the classroom as a math teacher and another seven as a school leader, I transitioned into a role at EducationElements just over a year ago in part because I wanted answers to those questions. “What’s it like in other schools? In other districts? In other states?”
Last week, 225 personalized learning leaders descended on Silicon Valley for the EducationElements PL Summit, which included visits to schools and businesses, and dynamic discussions about personalized learning at the San Jose TECH museum.
This is also the time of year when we at EducationElements focus on our blooming partner catalog - on building relationships with new partners, and cultivating and growing our relationships with old ones. It's spring and flowers aren't the only things blooming.
Formerly ‘nice-to-have’ skills in digital integration became ‘must-haves,’ traditional classroom management and instructional design methods no longer applied, and everyone was required to embrace a high level of comfort with ambiguity as guidelines and expectations shifted on a weekly basis.
Working at EducationElements, where we build and support dynamic school systems that meet the needs of every learner, I’m often quick to answer with a resounding, “Yes!”. The vision of dynamic classroom environments--with targeted instruction and the organized chaos of self-directed student learning--is inspiring.
At EducationElements we try to walk the walk of personalized learning. We believe teachers should be designers of their classrooms. We strive to make our workshops interactive, upbeat, and fun. We create space for spirited large and small group discussion, and we honor time for quiet individual processing and reflection.
If you lead a district, school, or department, or if you are a teacher yourself, then you may have seen that civil discourse that relies on evidence is increasingly under attack. We might experience this, at times locally in our Board meetings, and nationally in the broader conversation.
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