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At EducationElements, we define personalized learning as an instructional approach that empowers students to build ownership of their learning. With buzzwords floating around like “learning loss,” we are at risk of losing the full story of how educators have always endeavored to meet students where they are.
Prior to becoming a consultant for EducationElements, I served as a Middle School Math Teacher. It was a tough but rewarding job, and I absolutely loved it. Math is a passion of mine, and I adore the raw, sarcastic, hilarious moments that often come from interacting with middle school students.
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.
Students are at the heart of all choices made at Vogel– a blended learning campus in Seguin Independent School District. In the 2021-2022 school year, the Texas Education Agency (TEA) identified Vogel Elementary as a campus that qualified for a school action. The reason?
Implementing personalized learning across an entire school district is an ambitious undertaking. It requires a dedicated investment of time and resources, but the potential benefits for student learning are undeniable. Learning about what my colleagues are doing in the classrooms was eye opening.
In 2014 EducationElements first introduced the Core Four, later publishing the “Core Four of Personalized Learning: The Elements You Need to Succeed” in 2016. Since its publication, this white paper has been downloaded over 3,000 times by educators across the world.
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.
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.
We can all learn important lessons about how to implement successful shifts by learning about the story of the HSA campus redesign team, including teachers, school principal, assistant principal, working alongside our EducationElements team.
Years ago, Anthony Kim, CEO of EducationElements, remarked to me that “Blended learning accelerates a good culture and makes it great, but it will also accelerate a bad culture and make it terrible.”.
Her Instructional Theory into Practice (ITIP) model helped me identify the strategies I would use on a daily basis to help my students learn. These included the anticipatory set (hook), reviewing prior learning, checking for understanding, forms of practice, and closure. Think about this for a second.
public schools to attend an Apple Distinguished Schools Day where Natick shared its blended learning approach with other schools and districts. First, a quick definition: According to the Online Learning Consortium blended learning means “a portion of the traditional face-to-face instruction is replaced by web-based online learning.”.
At EducationElements, Personalized Learning reflects many of our core beliefs about how people and organizations grow. This is why we continuously improve our services in this area to support schools and districts in their efforts to personalize learning for students.
Regardless of where students are physically learning this school year, educators must orient their instruction towards distance learning. It is important to note that highly-effective distance learning doesn’t just happen with the flip of a switch.
The Polarization of Education: As consultants at EducationElements, my teammates and I have the incredible opportunity to support districts around the country as they solve some of their toughest challenges. These challenges range from “How do we change our practices to increase students’ agency over their own learning?”
When I’m on the road working with school districts across the country on everything from personalized learning to competency-based education (CBE), I often hear the same question: “Well how do other districts approach these issues?”.
The EducationElements team, like the rest of the world, has been adapting to life-during-COVID-19, striving to serve our partners and our mission with a set of unplanned-for constraints.
And, leaders right here at EducationElements have compiled some of their learnings in The New Team Habits. Google committed an entire research team to answering the question: What makes a team effective? Daniel Coyle explored the ins and outs of some of the world’s most successful teams in his book The Culture Code.
I almost feel like I could both start and end this post with just those 4 words and a short description of what it was like to be in a room full of educators singing and dancing their hearts out (some in costume!) on Thursday night of EducationElements' 3rd Annual Personalized Learning Summit.
EducationElements put together a few of our favorites on personalized and blended learning just for you. You’ll start the 2017-18 school year refreshed and full of great ideas to continue to move forward with personalized learning at your school and across your district. But what books will make the cut?
Here we are, looking down the barrel of another stretch of at-home learning. We always knew that it was likely not “if” but “when” we’d be back here, but the fact that many districts are announcing remote learning from day one has caught us all by surprise.
In year one of being a personalized learning school, I have had many reflective moments like this at Trailside Middle School. Students engage in selecting their pathway for learning, collaborating, questioning, and self-assessing all day long. Teachers have assumed the role of facilitator and students are owners of their learning.
Personalized Learning. If you are anything like the educators and leaders in the schools and districts we at iTeach support, you are already a ‘believer’ in the promise of a learning experience that is personalized. Two words that at the same time inspire hearts and minds, and leave our pragmatic minds wandering.
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.
The constant drumbeat of getting all students back to school as quickly as possible does not tell the whole story of learning in the pandemic. Singing the praises of virtual learning was not something many students, educators, and families would see themselves humming along to twelve months ago.
Amy Jenkins is the Chief Operating Officer at EducationElements. EducationElements is a corporate partner of Digital Promise. But if there is another thing I have learned, it is that despite the differences, there are things that hold true. Four Elements to Include. Buy-in and a “north star” is crucial.
This is true for advancing the work of personalized learning. But sometimes there are myths that aren’t fun and quirky, and don’t end up on TV. Some myths have depth and need to be addressed in order for progress to be made.
Several years ago, I was selected by the Lexington Institute for their initial leadership cohort, which focused on the implementation of personalized learning. It was a tremendous honor and a great learning experience for me. It is where I first met Anthony Kim and became aware of EducationElements.
There is no question that our lives have been flipped around over the last few months. For many of us, we are adjusting to redefining our workspace and even our roles. Our work has changed and so has how we interact. One role that has significantly changed is the role of the parent or guardian of school-aged children.
As the COVID-19 coronavirus outbreak spreads, more school districts have been asking us about virtual learning. This is an important topic to consider as schools have begun closing their brick and mortar doors and turned to virtual learning.
There isn’t a lot of convincing you need to do to get these two former English teachers talking about the power of stories. Whether it was unpacking The Danger of a Single Story , weaving together narratives into a photo essay about the Children’s Crusade , or crafting original 6 word memoirs , our classrooms were built around stories.
More than three years after the onset of the global COVID-19 health pandemic, researchers are only beginning to scratch the surface of understanding how acute the long-term effects of the shuttering of schools and a shift to virtual and hybrid learning environments are having on students.
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.
Some have thrived in online learning environments, while others have suffered from low-quality or interrupted learning — often with disastrous results. Across school systems and around the globe, the pandemic has had a disproportionate impact on students.
During the edLeader Panel “The Art of Implementing Well,” Anthony Kim, Chief Learning Officer at EducationElements, a Scholarus Learning Company, talked with superintendents, Dr. Rick Robins and Amy Creeden, about how they used the Art of Implementing Well to fuel success in their districts and successfully implement strategic plans.
Each year we receive hundreds of questions along the lines of, “Okay…so what does personalized learning actually look like?”. One is that personalized learning always involves these core four elements - targeted instruction, data-driven decisions, flexible content, and student reflection and ownership.
As EducationElements has worked with districts across the country, we’ve found a few simple guidelines can help make the visioning process invigorating and inspiring rather than routine or frustrating. Long, awkward silences may follow periods of disagreement. It doesn’t have to be this way.
Everyone's first year at a new school comes with growing pains -- no matter if it’s their first role as a new Principal, or their 25th year opening a new, or newly redesigned school. One approach is particularly useful at helping to alleviate the growing pains - a “secret sauce” of sorts.
Reflection and goal-setting is the simplest way to begin personalizing learning because it mirrors a practice we engage in every day of our lives. And it’s one reason why reflection and goal-setting is often the first step educators take to personalize learning. It is one primary format in which we aim to improve ourselves.
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.
The first time I tried to cook a meal in my own place was a disaster. Within 10 minutes, my kitchen was a disaster. Within an hour, my house smelled charred, and I had abandoned all efforts to cook myself dinner. I called my mom frustrated: what went wrong?
Learning loss. But in true educator fashion, resilience prevailed. One key trend - an increase in the commitment to personalize learning. We saw districts investing more time and resources into developing their teams and aligning them on how to personalize learning for their students. Interventions.
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