b.y.o.t bring your own thoughts
the latest on all student-centered models, leadership development, strategic planning, teacher retention, and all things innovation in k-12 education. we answer questions before you think to ask them.
blended learning | classrooms | 瑞士vs喀麦隆亚盘赔率 | new school design | personalized learning | school leadership | strategic planning
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. independent practice, the text underneath one of these cutouts proclaims. the teacher draws an arrow to the right, as though to sequence the steps, and then draws a sort of three-step cycle that takes up most of the space. three station rotation, the teacher then proclaims in green marker and proceeds to describe in small writing what students are expected to do in each station during her 9th grade english class.
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classrooms | personalized learning | school districts
each year we receive hundreds of questions along the lines of, “okay…so what does personalized learning actually look like?” we have a few answers to this question. one is that personalized learning always involves these core four elements - targeted instruction, data-driven decisions, flexible content, and student reflection and ownership. check out our core four white paper for a more detailed description of these elements, as well as classroom examples.
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classrooms | personalized learning | teachers
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. sometimes this shows up in small ways, like aiming to show gratitude more often, taking the stairs instead of the elevator, or reading more. technology is playing a larger role in this practice, especially as it applies to our health. this can be as simple as checking your steps on a smartwatch to signing-up for an exercise and diet app. we reflect and set-goals at church, in a therapy session, at the gym, when we go shopping, or around the dinner table. it is one primary format in which we aim to improve ourselves. and it’s one reason why reflection and goal-setting is often the first step educators take to personalize learning.
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school boards across the country are experiencing marathon meetings as they listen to hours and hours of public comment, review guidance from local health officials, and review plans for what it will look like to bring students back to buildings and on what timeline. some districts have already returned to in-person learning, only to transition back to distance learning when there is an unfortunate increase in covid-19 transmission rates.
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student engagement is one of the most overused terms in education. we talk about engagement in the classroom, between peers, with families, with the content, and now, virtual engagement. engagement is certainly important if we talk about it this much, but what does it really mean?
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classrooms | school leadership | virtual learning
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. we know that active adults make a huge difference in a child’s success in school but the level to which this is needed has been redefined. while teachers navigate a new normal, the “job” they now must lean on guardians for is to assist in supporting students. this upcoming school year is going to require a level of flexibility from all parties involved and we want to support the parents and guardians as they collaboratively navigate the year with their child’s educators.
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