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At the individual level, intrinsic motivation drives educators to actively seek opportunities that support their diverse learning interests and needs. Social media has played a considerable role in this area over the years, demonstrating the power of Personal Learning Networks (PLNs) with learning anytime, anywhere, and with anyone.
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. Below are a few lessons learned.
These individuals either excelled at some level, whether professional or collegiate, or they are a master teacher when it comes to knowledge, ideas, and strategy as to how to take a group of individuals and help them succeed as a team. Quality professionallearning takes time and goes well beyond one and done.
To capitalize on this energy, most school districts organize mandatory professional development opportunities for teachers designed to teach them a new teaching strategy or introduce them to a new piece of technology. As the spark , I explain the WHY behind blended learning. It takes time, energy, and resources.
Micro-credentials present a unique opportunity to link professionallearning to practice. Through each competency-based credential, educators demonstrate application of their learning. For districts to formally integrate micro-credentials into professionallearning, they must: Build awareness and encourage educator buy-in.
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.
Thus, I basically just shared what my teachers and students were doing at New Milford High School (NJ) and the evidence that showed how our implementations of innovative ideas were improving student outcomes as well as teaching, learning, and leadership practices. Pedagogy should be at the heart of all professionallearning , in my opinion.
5 Tips That Foster Collaborative ProfessionalLearning. Leveraging new technology for professionallearning requires some creative thinking — and it also takes money. Ensure that the Technology Enhances Learning. Be Supportive of Teachers’ Learning Preferences. jena.passut_7651. Fri, 05/25/2018 - 14:29.
Feedback loops can help identify what a teacher needs and strategies to implement to achieve a better outcome and can offer a valuable solution to challenges they face.
As a leader, have you ever been so excited about a new initiative or innovative idea only to learn that some of your staff weren’t as equally thrilled? However, this was an invaluable learning experience for me, which helped when I tried to lead other change initiatives. Early in my career, this was more the norm than the exception.
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.
As of late, I have been working with quite a few districts on personalization through a variety of blended learningstrategies. I can honestly say that I have learned so much from them over the years as to what pedagogically-sound blended learning really is, and, in my mind, they are a global exemplar for others to emulate.
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. AI can also help teachers personalize instruction for every child, accelerating learning and improving outcomes.
From the Cool Cat Teacher Blog by Vicki Davis Follow @coolcatteacher on Twitter In today's rapidly evolving educational landscape, teacher retention and customized learning are at the forefront of discussions among educators and administrators. Dive deeper into these strategies by listening to the show (or watching it on YouTube.)
Scaffolding Learning to Support Refugee Students focuses on implementing scaffolds to assure learning is both accessible and meaningful to students. The CAPS Network has built out a Profession-Based Learning stack to address rich experiential learning opportunities.
So many important lessons were learned during the pandemic that can be used to not only improve our practice but also to pave the way for a brighter future. One important lesson learned was that face-to-face learning does not meet the needs of every child. Breakout Rooms The social aspect of learning should never be undervalued.
The rapid shift to virtual learning was a necessity and, like always, educators rose to the occasion like they always do even though training in this area didn’t really exist at scale. A few years later, we are beginning to get an idea of the most pressing issue at hand, which is learning recovery.
Many difficult lessons were learned during the pandemic, and a few more are sure to materialize over the next couple of months. Remote and hybrid learning at scale was never meant for K-12 education, but the fact remains that each has been a catalyst for some exciting changes that have long been overdue.
Summer is a great time to learn how to do that as you prepare for fall and back to school. The new ( Re)Defining STEM learning module from TGR Foundation and Discovery Education is the first of several courses to support educators to integrate STEM in new and powerful ways. All opinions are my own.
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. Balance Remote learning does not mean piling on excessive amounts of work on our learners. We can ill-afford not to address this fact.
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.
With that in mind, we recently spoke with our Director of Research, Medha Tare, and our Director of Practitioner Partnerships, Jessica Jackson, about what the Learner Variability Project (LVP) is doing to strengthen that bond for teaching and learning in both brick-and-mortar schools and online environments.
Below are some simple strategies that you can use immediately and long-term, many of which are research-based. Examples include release time, professionallearning opportunities off-site, a premium parking spot, tickets to school events, books, and school supplies. Journal of Diversity Management (JDM), 3(3), 7–12.
In a world where multimedia content is virtually at everyone’s fingertips, written content that dives into concepts and strategies might not have the same impact as it once did. In the digital age, brevity is virtue when it comes to processing and implementing strategies. How can it be readily implemented?
After some time, we have seen an initial move to all remote learning, depending on where you live, a shift to some sort of hybrid model. A spike in cases has led to buildings being closed again and a resumption of remote learning in some locations. Below are some topics where vital lessons have been learned.
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.
As such, the most common messaging has focused on the impending learning loss epidemic that is about to plague virtually every school. A more sensitive and pragmatic strategy is to develop systemwide supports for learning recovery through acceleration. So why learning recovery through acceleration as opposed to remediation?
Humans crave a deep connection when it comes to learning something new, especially if they initially don't see any value in what's being taught or facilitated. 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.
The pandemic shuttered schools across the globe, and lessons, some of which were very hard, were learned. As re-entry planning either begins or continues in earnest, the priority must be to transform learning in ways that provide kids with the best experience possible while ensuring the safety of all.
For virtually every school that is, or will be, implementing some sort of remote or hybrid learning model, you can bet that videoconference tools will play an enormous role. While it is excellent that educators now have a variety of options at their disposal, there is a growing concern that has to be addressed if learning is the goal.
With little to no training or preparation, they have stepped up to keep learning going. A recent eSchool News article highlighted that most teachers don’t feel fully prepared for remote learning. teachers in mid-March to collect and share best practices, ideas, and common approaches to remote learning. My favorites at bit.ly
It is vital because it directly impacts the quality and effectiveness of teaching and learning environments. Investing in ProfessionalLearning Building leadership capacity requires continuous learning. Leaders who embody these qualities inspire others and create a positive and productive learning environment.
5 Strategies to Help Superintendents Lead Digital Transformation. School leaders need to explain clearly to staff, teachers, parents and students why the technology they are adopting is important and how it is going to improve learning. . Create Compelling Learning Environments. Make Professional Development a Priority.
We often see a great deal of investment in an array of ideas, strategies, and solutions with the goal of improving learning for all kids. It provides a baseline as to what has been found to really work when it comes to student learning and improving culture. I am all for anything that can benefit all students.
Pie in the sky strategies, fluffy concepts that are dead on arrival because they ignore critical context or lengthy books with little tangible examples do little to alleviate stress. A straightforward way to set this stage is to unpack the standard(s) into a learning target. What will I be able to do when I’ve finished this lesson?
Technology has the potential to transform teaching and learning in a number of ways. One way it can be used to transform teaching and learning is by providing students with access to a wealth of information, including multimedia resources, educational apps, and online databases.
Prior to the virus turning into a pandemic, school districts began to prepare, and others are now following suit with ways to provide instruction and learning for who knows how long. However, I do know one thing, and that is, there is no one right or wrong way to develop realistic strategies for remote learning.
I don’t have to go into specifics as they are well known, but many of the issues include quarantined students, skeleton classes, concurrent teaching, covering classes, abrupt shifts to remote or hybrid learning, increasing demands, and personal exposure to the virus. Scaling professionallearning is hard. It came out great!
We live in exciting times as unprecedented access to knowledge, research, and effective strategies at our fingertips can assist educators in creating meaningful experiences for students that align with both needs and strengths. One thing is for certain: learning is not linear. There is not one best or right way to personalize.
It goes without saying that our teachers have done an incredible job when it comes to adapting to a remote learning world. Now more time is being spent refining plans as lessons are learned and, in some cases, are prepared for schools to be closed the remained of the year. The bottom line is there is no easy solution here.
But the reality is also that we’re going to have to prepare for a fall that – whatever it looks like – will include an online learning component. Even if we go back to face-to-face learning, we will all have to be prepared to teach online, and the best way to do this is to first educate ourselves with research and pedagogy.
What I want to avoid is a situation where teachers are presented with an alternative schedule in August and given a handful of professional development days to figure out how to adjust a semester’s worth of curriculum for a hybrid schedule. Schedule 1 has the student population divided into two groups: Group A and Group B.
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. Its the door to everything.
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