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In my District I am part of a ProfessionalLearning Community (PLC) with other administrators. The focus of our PLC is the Classroom Walkthrough practice as a tool to improve student achievement. Defining what constitutes studentengagement can be extremely tricky and quite arbitrary at best.
Others paid attention to the data and rising number of coronavirus cases and used their summers more wisely to design for better remote/hybrid learning and teaching than the mostly-low-level direct instruction, digital worksheets, and paper homework packets that we saw last spring. All of this work was virtual.
Creativity helps develop a deeper sense of learning, yet we keep our “creative” units until after state testing is over. Recently, I met with two education leaders to discuss how to improve teacher and studentengagement through creativity. Just as the learning has to be meaningful to students, it must also be for adults.
During the first two years of the program, we found that teachers who participated in the DLP used technology more frequently and in more powerful ways with their students. including access to coaching, the perceived effectiveness of coaching, and the existing financial and professional support for coaches. 11 from 3-4 p.m.
Thus, providing support in the form of professionallearning is something that all districts and schools should be investing in, whether internally or externally. The most common challenges revolved around time, mental health, studentengagement, and a learning curve when it came to the purposeful use of technology.
Below I will address these through a new lens from which we can begin to transform teaching, learning, and leadership in a post-COVID19 world. Studentengagement, learning, and outcomes : How will learning change in ways that better meet the needs of all learners? Digital amplifies this process.
Educators require support in harnessing technology for diverse student needs, emphasizing digital competencies and 21st-century skills. To address this, comprehensive professionallearning integrated into one-to-one programs is crucial for sustainable digital transformation.
As an advocate of blended learning, I want teachers to strive for a healthy balance of online and offline tasks as studentsengage in distance learning. Here are a list o f books I’ve written on blended learning for anyone looking to get a jump on the next school year!
We must commit to creating meaningful, purposeful professionallearning experiences for our educators. We must commit to creating meaningful, purposeful professionallearning experiences for our educators. From there, you can construct a solid professionallearning plan for your team.
For example, I really appreciate Michael Ford pushing me in this direction when he asked me to create a choice board as part of a professionallearning date with his staff. Another fundamental change was intentionally developing ways to personalize the experience for those I am fortunate to work with in my role.
In many cases, every classroom is outfitted, as well as conference rooms and professionallearning spaces. Many of the devices even come with excellent software packages that can be used to increase studentengagement.
Key points: Studentengagement is at an all-time low in the classroom–here’s how to fix it Studentengagement requires more than edtech tools How we can improve literacy through studentengagement For more news on studentengagement, visit eSN’s Innovative Teaching hub Schools in the U.S.
We explore the difference between entertaining students and engaging them. If you are part of a professionallearning community, the questions below are designed to facilitate a conversation–in person or online–about the issues discussed in this episode of The Balance. How would you describe studentengagement?
Counting the number of raised student hands to measure studentengagement? There’s a lot more to understanding the engagement of a strong classroom, according to professionallearning expert Jim Knight. Studentengagement can take many forms. Are students doing the task presented to them?
Let’s look at these Pillars and ways that we can lead in the now: Studentengagement, learning, and outcomes : We cannot expect to see increases in achievement if students are not learning. Students who are not engaged are not likely to be learning. Engagement is not a silver bullet, though.
Even in schools outside of the Verizon Innovative Learning network, coaches reported that they were valued more by teachers and administrators than prior to the pandemic. Sutter Middle School in the Los Angeles Unified School District, the Verizon Innovative Learning Schools coach uses the district-adopted LMS for professionallearning.
In sum, effective pedagogical leadership empowers educators and creates an environment that maximizes studentlearning and achievement. The Framework for Pedagogical Leadership and our personalized approach to ProfessionalLearning Communities (PLCs) serve to build capacity in this area.
We discuss how the design of classrooms can shift the focus from consumption to creation, how the school schedule can be used flexibly to give students more agency in identifying what they need and when, and how grouping students by needs and skills instead of by age can provide them with a more personalized learning experience.
The author of Ed Tech Essentials and founder of Class Tech Tips encourages educators to use tech tools for their own professionallearning. In this PLtogether Lounge Talk, Monica Burns talked with Edthena founder and CEO Adam Geller about the advantages of integrating educational technology into adult learning.
As educators across the country work tirelessly to provide engaging lessons in new and ever-changing environments, there are still understandable concerns about low studentengagement, low teacher morale , and a lack of professional development to meet teacher and students’ needs.
Leveraging ProfessionalLearning Communities to Discover Impactful Tech. Although the edtech discovery process looks different for everyone, the quest should always be driven by the same question: What will this allow my students to do that otherwise would not be possible? A newer, shinier tool or program is introduced.
Silver Spring, MD (Thursday, December 16, 2021) — As school systems nationwide begin to look towards Winter Break, Discovery Education and select social impact partners present curated professionallearning resources at no cost to support educators’ continued professionallearning. STEM ProfessionalLearning Resources.
Teachers around the nation are being called to integrate computational thinking into their classrooms to prepare all students to thrive in a computational world. To do this, teachers need meaningful professionallearning experiences and resources to integrate computational thinking in equitable, authentic, and sustainable ways.
The ACT Network schools share their solutions not only across the network, but nationally at two Forging Innovation in Rural Education (FIRE) Summits and on KVEC’s place-based learning platform, The Holler. A common need across the ACT Network schools is the need for personalized professionallearning.
Some schools struggled to embrace the flexibility and affordances of online learning and instead attempted to replicate the traditional school day online. Others did not have the infrastructure, devices, or professionallearning necessary to navigate this sudden shift online.
I have worked with ISTE in a number of other service and professionallearning roles and currently am serving as one of ISTE’s Community Leaders. ISTE also has invited us to reflect on what it means to be part of an online professionallearning network. My students tell me that they appreciate my efforts in this area.
Our goal is the purposeful integration of technology to support or enhance learning. We not only want studentsengaged, but also want to see evidence of learning aligned to high standards as well as the development and application of essential skill sets. Please share in the comments section.
Social-emotional learning (#2). Studentengagement (#3). More and more schools across the country are thinking beyond academic initiatives, working to broaden the definition of success to ensure all students are healthy, safe, and engaged in their learning.
Across the country, educators are demanding opportunities to personalize their professionallearning. Research suggests the traditional professionallearning methods—typically one-size-fits-all and top-down—don’t meet the needs of today’s educators or their students.
DuBois Academy—all started strong out of the gate in their first year as Verizon Innovative Learning schools. Strong coaching quickly built capacity among teachers, and by leveraging their devices in various ways, these schools had the highest student achievement growth in the county on their MAP assessment.
As we try to figure out what schooling will look like in the months to come, we need to pay attention to the motivators and demotivators that help foster studentengagement. If all we’re offering students is the uninspiring learning, we’re in a heap of trouble.
We found that teachers who received DLP instructional coaching, compared to their peers who didn’t, used technology more frequently and in more impactful ways with their students—which, according to teachers, resulted in increased studentengagement and learning. We’re excited to start on this collaborative journey!
My goal is to help educators and school systems design for higher studentengagement , whether they’re face-to-face, blended, or wholly online this coming school year. This video series will be a complement to the other professionallearning supports that Julie Graber and I are providing.
Studentengagement was the main driver to teaching the learning outcomes, and Heather helped educators do this with technology. Read on to learn how to use technology in the classroom to truly engagestudents. Another way to build more capacity with technology is through professionallearning.
At Digital Promise, we aim to tell compelling stories about how technology can support powerful learning. For micro-credentials, this means capturing the experiences of educators on the ground who are engaging with these competency-based tools to increase studentengagement and drive improvement.
This renewed collaboration ensures students and teachers in the district’s K-5 classrooms will continue to use the company’s award-winning Mystery Science service to drive deeper studentengagement in science instruction. Also, all AMSD educators enjoy access to the Discovery Educator Network.
As we regain some sense of normalcy, many teachers report that students are struggling to get engaged in learning. From screen-time habits to social and emotional issues, many students are struggling. For more on this, check out the article 5 Online Discussion Tools to Fuel StudentEngagement.
The opportunity that frequently emerged from the research was improving students’ mindsets and skills through design thinking methodologies. As we recognize that educators’ capacity is already limited with classroom-related responsibilities, we also understand their time for seeking out professionallearning opportunities is also limited.
Together, these new enhancements drive deeper studentengagement and offer even greater support to educators. Guided by educator feedback, we’ve made valuable upgrades to our suite of award-winning services that improve every educator’s ability to engage today’s learners and scale what we know is best practice.”
For example, create an SEL team that includes a service learning coordinator (or utilize volunteers like those from AmeriCorps) to cultivate community partnerships and expand service learning opportunities in schools. Plan professionallearning to promote educator’s capacity and knowledge of SEL and service learning.
So, in order to prepare for the inevitable blended learning for this fall, the first professional development goal for all of us should be to make sure we have mastered blended learning. See the course 10. You can create a community of learners in your school, your department, and through social media.
Parallel statistics on teacher job satisfaction, down nearly 25%, daily stress, up around 50%, and the majority of learning coming from colleagues on the job (Harvard Report), tells us the 68 hours/year and 18k/teacher for PD is lacking. ProfessionalLearning (skills, knowledge, theory). Behavioral Health (wellness).
Educators participating in the Challenge formed groups, selected Deeper Learning micro-credentials to earn, and submitted reflections on the ways the Deeper Learning framework and those earned micro-credentials impacted their classroom practice and studentengagement. Congratulations again to our winners!
Challenge Based Learning (CBL) is a type of project-based learning distinguished by its insistence that studentsengage with, investigate , and act on authentic and motivating challenges. It’s exciting to see students do some of the driving.
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