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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.
Like all my implementations where the work is job-embedded and ongoing, learning walks are a core component. In September, the leaders and I conducted walks in every classroom over two days. Feedback is a critical catalyst for professionallearning and growth. Feedback is a powerful tool for driving professionallearning.
The bottom line is that all educators yearn for quality professionallearning as opposed to development that leads to sustained improvements in teaching, learning, and leadership. The image below from Katie Martin sums up nicely what educators want out of professionallearning. Always make time for feedback.
Key points: Rapid AI adoption in well-resourced classrooms is deepening the digital divide How much AI is too much? Most parents know AI will be crucial to their children’s future For more on AI in education, visit eSN’s Digital Learning hub Generative AI is transforming the nature of work in many fields.
I fear that many schools and districts have not invested in building a professionallearning infrastructure to nurture the spark created during stand-alone professional development days. That said, inspiring educators to change their teaching practices and reimagine learning in their classrooms is not an easy feat.
The bottom line is that I had to go back to my teacher roots and view the adults as learners in a classroom. developing assessments, creating an action plan, learning how to use edtech tools, etc.) in settings that emulate a classroom or school. 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.
As part of our robust micro-credential ecosystem, we proudly partner with organizations to provide opportunities for on-demand, personalized professionallearning. The Edcamp Organizer micro-credential aims to honor these educator leaders’ depth of understanding about participant-driven professional development.
Discovery Education invites teachers and administrators around the globe to participate in its 13th annual Fall VirtCon, which will be held this year on Saturday, October 19th from 11 AM to 3 PM Eastern.
In the face of the COVID-19 pandemic, districts and educators have been tasked with shifting teaching and learning online, and many are seeking resources to support learning in this new environment. We recognize that while educators adapt to new realities, they remain dedicated to their students’ well-being and learning.
As part of our robust micro-credential ecosystem, we proudly partner with organizations to provide opportunities for personalized professionallearning. Because they are on-demand, micro-credentials also enable educators to continue their professionallearning from home during periods like COVID-19 school closures and summer break.
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. Seek out or ask for professionallearning support on remote and hybrid pedagogy.
The Edcamp Community supports educators to organize and participate in participant-driven professionallearning designed by and for educators. However, with educators pivoting to distance learning, organizers have developed virtual Edcamps to continue creating opportunities for voice and choice in their professionallearning.
In 2017, we partnered with Google and EdTechTeam to launch the Dynamic Learning Project (DLP), a classroom-based coaching program with the goal of increasing educational equity and the impactful use of technology. What did we learn about coaching trends in the U.S.? 11 from 3-4 p.m.
The math department at Corinth High school has been using the flipped approach with Bitmoji classrooms as well as self-paced programs with a great deal of success. For more remote and hybrid learning strategies and resources click HERE. Under the current circumstances, I would agree.
While it won't replace the irreplaceable human touch in the classroom, AI can significantly enhance teaching and learning by offering personalization, efficiency, and insightful data analysis. Personalized Learning Pathways Imagine a classroom where each student receives instruction tailored to their specific needs.
Lincolnshire, IL – National momentum around the science of reading continues to increase and with it the demand for professionallearning for the entire school community. This need for professionallearning is compounded by a U.S. This need for professionallearning is compounded by a U.S.
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.
Since pacing is a pivotal component of both personalized and blended learning, I did another Google search for ways to integrate timers into Google Slides. The key with a choice board to use as a part of professionallearning with adults or classroomlearning with students is sound blended pedagogy.
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.
Imagine a classroom buzzing with engaged students, actively constructing knowledge and diving deep into topics that spark their curiosity. This vibrant learning environment does not just happen by chance. A shift to personalized professionallearning can change this dynamic. Desimone, L.
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. A lesson learned through this ordeal as we advance is to rethink how time is used in the classroom and innovative ways to give educators more of it during the workday.
“I felt I had a system that worked, and introducing this ‘nonsense’ wouldn’t add anything to my classroom and would only create more work for me and be a distraction for my students,” she said. She had her students put their devices away when they entered her classroom and continued teaching the same way she had for the last two decades.
Listen to an audio version of this post: [link] Classrooms have come a long way since chalkboards, overhead projectors and film strips (remember those?). Today, technology is transforming the way students learn and teachers approach instruction, making the K-12 classroom more engaging and personalized than ever.
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.
It goes beyond just telling people what to do by instead showing them how to do it as a means to either support learning or change. In the classroom, modeling aids in making concepts clear where students learn by observing. This is just one example. In my opinion, this statement pertains to any author or speaker.
Professional development (PD) is something that is typically "done" to educators. On the other hand, professionallearning is something they actively WANT to engage in to grow. In this piece of #EDvice below, I dive into a mindset shift from professional development to professionallearning.
That means no meetings, phone calls, emails, or mandated professional development. However, professionallearning support is also imperative, and there are other time-sensitive strategies that can be implemented. Scaling professionallearning is hard. It is even more challenging during a pandemic.
However, we’ve launched an unique learning opportunity that provides educators the opportunity to facilitate design thinking activities with their students, and to receive professional development credit through a micro-credential. Explore the Digital Promise Micro-credential Platform and start earning today.
She will share her insights on creating professionallearning pathways and customizing education for both teachers and students. Her advice for empowering teachers as part of creating learning objectives for the school and their own personalized learning.
This new functionality makes it easier for educators to use proven instructional strategies like “turn and talk ,” a common teaching method where peers discuss relevant classroom content with one another. Learn more about Classcraft here.
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. A great deal of money has been spent globally on technology.
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?
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.
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.
“We found that the teacher who was the most effective using AI was the most experienced teacher, had the best relationship with his students, was the most calm and was running a solid classroom,” recalls Desai, The Calculus Project’s director of school and district support and a former math teacher.
We just need two things: great instructional materials designed for the latest research in science education, and transformative professionallearning to advance instructional practice and get the most out of the materials. It seems simple. Naiveté is what gets us to start trying, right? This was the beginning of a revolution.
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.
? Listen to an audio version of this post: [link] While edtech tools are in most classrooms, not every educator understands how to use technology in meaningful ways. Student engagement was the main driver to teaching the learning outcomes, and Heather helped educators do this with technology.
In the absence of authentic meaning there is a tendency to disconnect or go off task, putting the learning experience at hand in jeopardy of not being successful. No one wants this, especially teachers who have spent a great deal of time planning lessons.
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.
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?
Whether you lead a district, organization, school, or classroom, you should always strive to get better. Consider the following questions when it comes to professional growth: Who do we serve? Rubrics were everywhere and accessible in Google Classroom. A standout example of this is Quest Academy Junior High School in Utah.
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