tag:blogger.com,1999:blog-54459977683028412462024-02-14T12:55:13.962-08:00BusinessThis guide to writing a business plan will outline the most important parts and what should be included in an effective plan.
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mesothelioma lawyers houstonAdminhttp://www.blogger.com/profile/09998738863404689730noreply@blogger.comBlogger67125tag:blogger.com,1999:blog-5445997768302841246.post-79878383411789753792021-07-26T06:41:00.003-07:002021-07-26T06:41:00.201-07:00Evolving Instruction in a Rapidly Changing World<p><span style="font-family: verdana;">We all first learned of idioms probably during the middle school years in English class. There are so many out there, such as “it’s raining cats and dogs,” “you hit the nail on the head,” and “there are bigger fish to fry.” These expressions represent a group of words established by usage as having a meaning not deducible from those of the individual words. They have a metaphorical purpose as opposed to literal. When it comes to practices in education, one of my favorite idioms is “don’t throw out the baby with the bathwater.” It represents an expression of an avoidable error in which something good is eliminated when trying to get rid of something bad. Direct instruction is one such practice.</span></p><p><span style="font-family: verdana;">I have and never will say that this strategy does not have value, but let’s be honest for a second. For the most part, instruction focuses on the teacher, consisting of what he or she does and the way in which content is conveyed. Learning, on the other hand, focuses on the student. It is a multi-faceted process consisting of what they do, how knowledge is acquired or constructed, and then applied in meaningful ways to demonstrate competency. While learning is the ultimate goal, direct instruction plays an integral part in setting the stage for it to occur. Thus, the move to a more desirable pedagogy such as differentiation, personalized, blended, inquiry-based, cooperative, or any other student-centered strategy might not succeed without a preceding direct instructional component. </span></p><p><span style="font-family: verdana;">The key is brevity. Whereas in the past, teachers could lecture on end with little or no pushback from compliant students, things have changed for a myriad of reasons. One of the most apparent challenges is how difficult it is to engage kids today. Many of us as adults experienced this firsthand during what seemed like daily and never-ending video calls. While breakout rooms might have been used to foster discourse, the length of the session almost always led to some sort of off-task behavior. Another stems from the fact that it is near impossible to meet the diverse needs using a one-size-fits-all format. </span></p><p><span style="font-family: verdana;">In Chapter 3 of <a href="https://www.amazon.com/Disruptive-Thinking-Our-Classrooms-Preparing/dp/1734890894/ref=cm_cr_arp_d_product_top?ie=UTF8" target="_blank">Disruptive Thinking in Our Classrooms</a>, I lay out tried and true strategies to consider during any direct instruction component of a lesson while setting the stage for learning that empowers students to think disruptively by replacing conventional ideas with innovative solutions to authentic problems. Below is a summary of things to consider as you plan out your instructional design:</span></p><p style="text-align: left;"></p><ul style="text-align: left;"><li><span style="font-family: verdana;">Make it brief (10-15 minutes)</span></li><li><span style="font-family: verdana;">Include a hook</span></li><li><span style="font-family: verdana;">Review previous concepts</span></li><li><span style="font-family: verdana;">Build in authentic contexts and connections</span></li><li><span style="font-family: verdana;">Continuously check for understanding </span></li><li><span style="font-family: verdana;">Spark higher order thinking with questions</span></li><li><span style="font-family: verdana;">Provide a wrap-up at the end of the lesson</span></li><li><span style="font-family: verdana;">Leverage technology for all of the above</span></li></ul><p style="text-align: center;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzPFUEhKv2mL_ucV4y3804YGhlCddv2PNlY1MB3Xra2ooouzyEYtR0Bisw8yZeteWFEMadtMD4D3f11ggJhr_HaJuY8QqHOhZQsnmHuJaEve9LfWGaIiOB_g-PJVP6jfU7sQ1182bD1kM/s2048/Tried+and+True+Strategies+for+Impactful+Lessons_rev.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1775" data-original-width="2048" height="554" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzPFUEhKv2mL_ucV4y3804YGhlCddv2PNlY1MB3Xra2ooouzyEYtR0Bisw8yZeteWFEMadtMD4D3f11ggJhr_HaJuY8QqHOhZQsnmHuJaEve9LfWGaIiOB_g-PJVP6jfU7sQ1182bD1kM/w640-h554/Tried+and+True+Strategies+for+Impactful+Lessons_rev.jpg" width="640" /></a></div><p></p><p><span style="font-family: verdana;">Let’s not throw out the baby with the bathwater in a quest to improve learning for all kids. As a realist, there is still value in direct instruction. In his meta-analysis of over 300 research studies, John Hattie found that direct instruction has above-average gains when it comes to student results, specifically an effect size of 0.59. Another meta-analysis on over 400 studies indicated strong positive results (Stockard et al., 2018). The effectiveness of this pedagogical technique relies on it being only a small component of a lesson while using strategies that foster engagement and set the stage for empowered learning. </span></p><p><span style="font-family: verdana; font-size: x-small;">Stockard, Jean & W. Wood, Timothy & Coughlin, Cristy & Rasplica Khoury, Caitlin. (2018). The Effectiveness of Direct Instruction Curricula: A Meta-Analysis of a Half Century of Research. Review of Educational Research: 88(4).</span></p>Adminhttp://www.blogger.com/profile/09998738863404689730noreply@blogger.com10tag:blogger.com,1999:blog-5445997768302841246.post-28062106758790298412021-07-25T07:02:00.002-07:002021-07-25T07:02:00.180-07:00Tips for the Socially Distanced Classroom<p><span style="font-family: verdana;">Schools have either made or are about to make the transition to some sort of hybrid model. The transition is not an easy one. Just ask those who have already been through it. In the midst of adversity and limited training, educators have valiantly risen to the occasion like they always have. With the proper safety measures in place, students have been welcomed back into classrooms. For many, this was desperately needed as the distractions and challenges at home impacted their learning. They wanted and needed their teachers. I would also wager that the adults felt the same about them.</span></p><p><span style="font-family: verdana;">Depending on the <a href="https://newsbusiness2020.blogspot.com/2020/06/moving-to-hybrid-learning-model.html" target="_blank">hybrid model</a> selected, different challenges arise. However, no matter the path taken, one consistent element is the need to social distance to keep everyone safe. I have noticed in several schools where I am coaching that a natural reaction has been an emphasis on the whole group. Desks are arranged in rows to take precautions, while the primary strategy is direct instruction. Under the current circumstances, I am not saying this is an ineffective means to facilitate a lesson. However, there is a need to ensure that learners are both engaged and empowered during whole group. Getting all students involved, both face-to-face (F2F) and remote, is essential.</span></p><p><span style="font-family: verdana;">Below are some strategies that can be implemented right away when using direct instruction:</span></p><p></p><ul style="text-align: left;"><li><span style="font-family: verdana;">Facilitate <a href="https://newsbusiness2020.blogspot.com/2019/11/how-to-improve-checks-for-understanding.html" target="_blank">checks for understanding </a>or <a href="https://newsbusiness2020.blogspot.com/2019/10/dont-forget-closure.html" target="_blank">closure</a> through the use of mini-whiteboards or technology. Students would need access to one or the other, but this is a great way to foster student voice as a high-agency strategy. Some excellent digital options are PearDeck, Nearpod, and Mentimeter. You can even use self-graded Google or Canvas Forms.</span></li><li><span style="font-family: verdana;">Randomly call on kids (both F2F and virtual).</span></li><li><span style="font-family: verdana;"><a href="https://newsbusiness2020.blogspot.com/2018/09/the-pivotal-role-movement-plays-in.html" target="_blank">Integrate movement</a> using tools like Go-Noodle. F2F students can stay by their desks while remote learners can dance away in the comfort of their own homes. Keeping kids distanced doesn’t mean we can’t find ways to get them up and moving.</span></li><li><span style="font-family: verdana;">Utilize conversational strategies such as think-pair-share and turn & talk facilitated through videoconference <a href="http://newsbusiness2020.blogspot.com/2020/08/strategies-to-foster-discourse-and.html" target="_blank">breakout rooms</a>. Even in a hybrid model, getting kids to talk to one another through essential questions is critical. The use of breakout rooms keeps kids socially distanced while also creating an equitable environment where remote kids get the same experience. After the activity, digital tools can be used where all kids can share their responses.</span></li></ul><p></p><p><span style="font-family: verdana;">While there is a tendency to rely more heavily on one-size-fits-all methodologies, educators can still use effective pedagogies that were commonplace prior to the pandemic. Once whole group elements are finetuned, educators can begin to integrate more personalized options to empower learners while keeping them safe. While most will be done independently, the digital space provides the environment for cooperative experiences. Here are some ideas to consider.</span></p><p></p><ul style="text-align: left;"><li><span style="font-family: verdana;">Differentiate tasks to meet the needs of each learner while moving away from a blanket approach.</span></li><li><span style="font-family: verdana;">Facilitate collaboration through the use of digital tools. There are so many options out there, but Padlet, Jamboard, and Google Docs are always good choices.</span></li><li><span style="font-family: verdana;">Develop pedagogically-sound <a href="https://newsbusiness2020.blogspot.com/2019/03/the-pedagogy-of-blended-learning.html" target="_blank">blended learning</a> through either choice boards or playlists. These can be used to differentiate but also free up the teacher to provide targeted instruction or one-on-one support. Both strategies allow learners to work in a self-paced format.</span></li><li><span style="font-family: verdana;">Leverage any adaptive learning tools that have been purchased. Look at some free options. <a href="https://newsbusiness2020.blogspot.com/2020/02/edtech-tools-for-sped-math-and-reading.html" target="_blank">HERE</a> you can find a list.</span></li></ul><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJuipoy7PTFAQ6pEZxfPXn59Ikxn8zd9EUHQbA2A-RvE0c_AYXXvxNsMQC6DFdkXKj5kybCpjBpzbWaAfIyZVCAwhXvAb8-5mtIYU1tAqmAZqYsyK6sBAQHyvC4q4p_wedkuE7urhb66c/s2048/Tips+for+the+Socially+Distanced+Classroom_rev2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1876" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJuipoy7PTFAQ6pEZxfPXn59Ikxn8zd9EUHQbA2A-RvE0c_AYXXvxNsMQC6DFdkXKj5kybCpjBpzbWaAfIyZVCAwhXvAb8-5mtIYU1tAqmAZqYsyK6sBAQHyvC4q4p_wedkuE7urhb66c/w586-h640/Tips+for+the+Socially+Distanced+Classroom_rev2.jpg" width="586" /></a></div><p><span style="font-family: verdana;">Social distancing does place an added stress on teachers. The good news is that many effective practices that were used before the pandemic have just as much value, if not more, in the current environment. Engaging learners and ensuring they are all actively involved during direct instruction will mitigate off-task behavior while setting the stage for increased motivation. From here, the stage is set to implement some personalized strategies that support various learning modalities and needs.</span></p><p><span style="font-family: verdana;">Stay safe, everyone, and keep up the great work. Your efforts are appreciated.</span></p>Adminhttp://www.blogger.com/profile/09998738863404689730noreply@blogger.com1tag:blogger.com,1999:blog-5445997768302841246.post-70236462476283417812021-07-22T21:30:00.002-07:002021-07-23T18:43:08.511-07:00Calcifar: Manfaat, Dosis, Efek Samping<div class="td-post-featured-image"><div style="text-align: justify;"><a data-caption="" href="https://doktersehat.com/wp-content/uploads/2019/06/obat-calcifar-doktersehat.jpg"><img alt="calcifar-doktersehat" class="entry-thumb td-modal-image" height="505" sizes="(max-width: 696px) 100vw, 696px" src="https://doktersehat.com/wp-content/uploads/2019/06/obat-calcifar-doktersehat-696x505.jpg" srcset="https://doktersehat.com/wp-content/uploads/2019/06/obat-calcifar-doktersehat-696x505.jpg 696w, https://doktersehat.com/wp-content/uploads/2019/06/obat-calcifar-doktersehat-300x218.jpg 300w, https://doktersehat.com/wp-content/uploads/2019/06/obat-calcifar-doktersehat-768x557.jpg 768w, https://doktersehat.com/wp-content/uploads/2019/06/obat-calcifar-doktersehat.jpg 1024w, https://doktersehat.com/wp-content/uploads/2019/06/obat-calcifar-doktersehat-324x235.jpg 324w, https://doktersehat.com/wp-content/uploads/2019/06/obat-calcifar-doktersehat-579x420.jpg 579w" title="kandungan-calcifar-doktersehat" width="696" /></a></div></div><div style="text-align: justify;">Calcifar obat apa? Calcifar adalah suplemen dengan kandungan kalsium. Obat ini digunakan untuk memenuhi kebutuhan kalsium dan mencegah serta mengatasi berbagai penyakit yang mungkin terjadi akibat tubuh kekurangan kalsium.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Ketahui selengkapnya tentang Calcifar mulai dari manfaat, efek samping, dosis, petunjuk penggunaan, dan lainnya melalui artikel ini!</div><h2 style="text-align: justify;">Rangkuman Informasi Obat Calcifar</h2><table style="text-align: justify; width: 696px;"><tbody><tr><td>Nama Obat</td><td>Calcifar</td></tr><tr><td>Kandungan Obat</td><td>Kalsium</td></tr><tr><td>Kelas Obat</td><td>Suplemen</td></tr><tr><td>Kategori</td><td>Obat bebas</td></tr><tr><td>Manfaat Obat</td><td>Suplemen kalsium untuk memelihara tulang dan gigi</td></tr><tr><td>Kontraindikasi</td><td>Hipersensitif, hiperkalsemia</td></tr><tr><td>Sediaan Obat</td><td>Kaplet kunyah</td></tr></tbody></table><h2 style="text-align: justify;">Kandungan Calcifar</h2><div style="text-align: justify;">Kandungan Calcifar adalah kalsium sebanyak 500 mg dalam setiap kapletnya. Kalsium adalah salah satu mineral yang paling dibutuhkan oleh tubuh. Kalsium memiliki peran penting dalam pembentukan tulang dan gigi. Selain fungsi tersebut, kalsium juga memiliki peran dalam membantu proses pembekuan darah, kontraksi otot, hingga transmisi sinyal pada sel saraf. Kekurangan kalsium dapat menyebabkan hipokalsemia dan kondisi lain seperti osteoporosis. Kalsium disimpan dalam tulang sebagai cadangan dan dapat dilepaskan ketika tubuh membutuhkan. Namun konsentrasi kalsium akan menurun seiring dengan bertambahnya usia seseorang. Pada wanita, penyerapan kalsium juga menurun seiring bertambahnya usia karena penurunan kadar estrogen.</div><h2 style="text-align: justify;">Manfaat Calcifar</h2><div style="text-align: justify;">Secara umum, manfaat obat Calcifar kapsul adalah untuk memenuhi kebutuhan kalsium yang tidak terpenuhi dari konsumsi makanan. Berikut adalah beberapa kondisi yang biasa diatasi dengan Calcifar:</div><ul><li style="text-align: justify;">Mengatasi kekurangan kalsium</li><li style="text-align: justify;">Osteoporosis</li><li style="text-align: justify;">Osteomalacia</li><li style="text-align: justify;">Hipoparatiroidisme</li><li style="text-align: justify;">Penyakit otot tertentu yang disebabkan kadar kalsium rendah</li><li style="text-align: justify;">Memenuhi kebutuhan kalsium wanita hamil</li><li style="text-align: justify;">Memenuhi kebutuhan kalsium wanita menyusui</li><li style="text-align: justify;">Memenuhi kebutuhan kalsium wanita pasca menopause</li><li style="text-align: justify;">Memenuhi kebutuhan kalsium pada pasien yang kekurangan kalsium akibat pengaruh obat tertentu.</li></ul><h2 style="text-align: justify;">Dosis Calcifar</h2><div style="text-align: justify;">Calcifar tersedia dalam bentuk kaplet dengan kandungan 500 mg kalsium dalam setiap kapletnya. Berikut adalah dosis Calcifar yang disarankan:</div><ul><li style="text-align: justify;">Dewasa: 1 kaplet, diberikan 3 kali sehari.</li><li style="text-align: justify;">Anak-anak: 1 kaplet, diberikan 2 kali sehari.</li></ul><div style="text-align: justify;">Dosis di atas adalah dosis yang umum diberikan. Dosis dapat berganti bergantung pada kondisi dan kebutuhan pasien. Jangan pernah mengganti dosis tanpa berdiskusi dengan dokter maupun apoteker.</div><h2 style="text-align: justify;">Petunjuk Penggunaan Calcifar</h2><div style="text-align: justify;">Penggunaan suplemen Calcifar sebaiknya digunakan sesuai dengan aturannya. Berikut adalah petunjuk penggunaan Calcifar:</div><ul><li style="text-align: justify;">Calcifar dapat digunakan setelah atau bersama dengan makanan.</li><li style="text-align: justify;">Calcifar tablet dapat dikonsumsi dengan cara dikunyah.</li><li style="text-align: justify;">Gunakan obat Calcifar sesuai dengan dosis yang disarankan.</li><li style="text-align: justify;">Jika tidak sengaja menggunakan obat ini melebihi dosis yang disarankan, segera konsultasikan dengan dokter.</li></ul><h2 style="text-align: justify;">Petunjuk Penyimpanan Calcifar</h2><div style="text-align: justify;">Simpan obat Calcifar sesuai dengan petunjuk penyimpanannya untuk mencegah obat rusak dan efektivitasnya menurun. Berikut adalah petunjuk penyimpanan Calcifar yang harus diperhatikan:</div><ul><li style="text-align: justify;">Simpan suplemen Calcifar pada suhu ruangan.</li><li style="text-align: justify;">Simpan suplemen Calcifar di tempat kering dan tidak lembap, jangan simpan di kamar mandi.</li><li style="text-align: justify;">Hindari suplemen Calcifar dari cahaya atau sinar matahari langsung.</li><li style="text-align: justify;">Hindari suplemen Calcifar dari jangkauan anak-anak dan hewan peliharaan.</li><li style="text-align: justify;">Jika obat sudah memasuki masa <em>expired</em>, jangan buang obat sembarangan, diskusikan dengan apoteker tentang petunjuk pembuangan obat ini.</li></ul><div style="text-align: justify;">Efek Samping Calcifar</div><div style="text-align: justify;">Penggunaan Calcifar sebagai suplemen relatif aman untuk dilakukan. Meskipun begitu, bukan berarti penggunaan Calcifar bebas dari efek samping. Efek samping Calcifar yang mungkin terjadi adalah seperti:</div><ul><li style="text-align: justify;">Mual</li><li style="text-align: justify;">Muntah</li><li style="text-align: justify;">Penurunan nafsu makan</li><li style="text-align: justify;">Mulut kering</li><li style="text-align: justify;">Sering haus</li><li style="text-align: justify;">Konstipasi</li><li style="text-align: justify;">Sering buang air kecil</li><li style="text-align: justify;">Reaksi alergi</li></ul><div style="text-align: justify;">Efek samping di atas tidak selalu terjadi. Efek samping dapat terjadi akibat penggunaan obat berlebihan, interaksi obat, penggunaan jangka panjang, atau karena kondisi tertentu dari setiap pasien yang tentunya berbeda-beda. Jika Anda merasakan gejala efek samping serius atau reaksi alergi, segera konsultasikan dengan dokter untuk mendapatkan penanganan lebih lanjut dan hentikan penggunaan obat.</div><h2 style="text-align: justify;">Interaksi Obat Calcifar</h2><div style="text-align: justify;">Interaksi obat dapat terjadi ketika Calcifar digunakan bersama dengan jenis obat-obatan lain tertentu. Interaksi obat menyebabkan efektivitas obat menurun dan dapat meningkatkan potensi terjadinya efek samping.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Berikut adalah beberapa jenis obat yang sebaiknya tidak digunakan bersamaan dengan Calcifar:</div><ul><li style="text-align: justify;">Ceftriaxone</li><li style="text-align: justify;">Antibiotik kuinolon</li><li style="text-align: justify;">Antibiotik tetrasiklin</li><li style="text-align: justify;">Bifosfonat</li><li style="text-align: justify;">Calcipotriene</li><li style="text-align: justify;">Dixogin</li><li style="text-align: justify;">Diltiazem</li><li style="text-align: justify;">Levothyroxine</li><li style="text-align: justify;">Lithium</li><li style="text-align: justify;">Sotalol</li><li style="text-align: justify;">Verapamil</li><li style="text-align: justify;">Obat diuretik</li><li style="text-align: justify;">Estrogen</li><li style="text-align: justify;">Obat tekanan darah tinggi jenis <em>calcium channel blockers</em></li></ul><div style="text-align: justify;">Daftar di atas kemungkinan bukan merupakan daftar lengkap. Beri tahu dokter apabila Anda sedang mengonsumsi atau belakangan mengonsumsi obat-obatan tertentu termasuk obat resep, non-resep, hingga obat herbal. Konsumsi alkohol juga dapat menyebabkan interaksi obat, maka sebaiknya dihindari. Diskusikan juga dengan dokter tentang jenis makanan atau minuman yang sebaiknya dihindari selama penggunaan obat Calcifar untuk menghindari interaksi obat.</div><h2 style="text-align: justify;">Peringatan dan Perhatian Calcifar</h2><div style="text-align: justify;">Calcifar termasuk ke dalam kategori suplemen yang artinya masuk ke dalam jenis obat bebas yang penggunaannya tidak harus melalui resep dokter. Berikut adalah beberapa hal lain yang perlu menjadi peringatan dan perhatian selama penggunaan suplemen Calcifar:</div><ul><li style="text-align: justify;">Jangan gunakan obat Calcifar pada pasien yang hipersensitif terhadap kalsium dan komponen lainnya yang terkandung dalam suplemen ini. Jika reaksi alergi terjadi, segera hentikan penggunaan obat dan konsultasikan ke dokter untuk segera ditangani.</li><li style="text-align: justify;">Jangan gunakan suplemen ini pada pasien yang memiliki kondisi hiperkalsemia (kadar kalsium tinggi dalam darah) dan hiperkalsiuria (kadar kalsium tinggi dalam urin).</li><li style="text-align: justify;">Penggunaan suplemen ini pada wanita hamil dan ibu menyusui relatif aman. Meskipun begitu, sebaiknya tetap diskusikan dengan dokter tentang dosis dan petunjuk penggunaan suplemen yang sesuai.</li></ul><ul><li style="text-align: justify;">Penggunaan pada anak-anak dan lansia juga sebaiknya dilakukan di bawah pengawasan dokter.</li><li style="text-align: justify;">Hati-hati penggunaan suplemen ini apabila Anda memiliki kondisi seperti penyakit batu ginjal, asam lambung, penyakit jantung, penyakit pankreas, penyakit paru-paru, dan gangguan penyerapan nutrisi dari makanan.</li></ul>Adminhttp://www.blogger.com/profile/09998738863404689730noreply@blogger.com0tag:blogger.com,1999:blog-5445997768302841246.post-63663588767170323432021-07-22T20:51:00.002-07:002021-07-23T18:41:38.243-07:00Ketahui 8 Bahaya Makan Tengah Malam bagi Kesehatan<div class="td-post-featured-image"><div style="text-align: justify;"><a data-caption="" href="https://doktersehat.com/wp-content/uploads/2012/10/makan-tengah-malam-doktersehat.png"><img alt="makan-tengah malam-doktersehat" class="entry-thumb td-modal-image" height="319" sizes="(max-width: 696px) 100vw, 696px" src="https://doktersehat.com/wp-content/uploads/2012/10/makan-tengah-malam-doktersehat-696x319.png" srcset="https://doktersehat.com/wp-content/uploads/2012/10/makan-tengah-malam-doktersehat-696x319.png 696w, https://doktersehat.com/wp-content/uploads/2012/10/makan-tengah-malam-doktersehat-300x138.png 300w, https://doktersehat.com/wp-content/uploads/2012/10/makan-tengah-malam-doktersehat-768x353.png 768w, https://doktersehat.com/wp-content/uploads/2012/10/makan-tengah-malam-doktersehat.png 1024w, https://doktersehat.com/wp-content/uploads/2012/10/makan-tengah-malam-doktersehat-915x420.png 915w" title="makan-tengah malam-doktersehat" width="696" /></a></div></div><div style="text-align: justify;">Makan tengah malam ternyata tidak hanya menambah berat badan Anda, ternyata kebiasaan buruk ini juga bisa berdampak negatif pada kesehatan tubuh lainnya. Berbeda ketika Anda makan pada siang hari. Mengonsumsi makanan padat kalori di siang hari dapat memberikan tambahan energi, mengendalikan nafsu makan dan meningkatkan kesehatan secara keseluruhan. Namun jika makanan kaya kalori dikonsumsi pada malam hari, justru bisa berakibat sebaliknya. Selengkapnya simak bahaya makan malam berikut ini.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><strong>Bahaya Makan Tengah Malam</strong></div><div style="text-align: justify;">Bagi Anda yang terbiasa makan tengah malam, ini dia bahaya makan malam yang perlu Anda ketahui:</div><h3 style="text-align: justify;"><strong>1. Kualitas tidur terganggu</strong></h3><div style="text-align: justify;">Jika Anda merasa lapar di waktu yang tidak tepat, seperti makan tengah malam, hindarilah mengonsumsi makanan atau minuman yang mengandung cairan seperti sup atau milkshake untuk mencegah keinginan buang air kecil (BAK) saat tidur. Hindari pula makanan dan minuman berkafein, seperti cokelat, kopi, minuman berenergi dan makanan energi lainnya karena bisa membuat Anda sulit tidur dan menyebabkan pusing ringan saat siang hari. Konsumsi alkohol larut malam juga dapat menyebabkan insomnia berkepanjangan, jika terlalu banyak minum. Sebagai gantinya jika memang ingin makan tengah malam, pakar kesehatan khusus tidur Dr Timothy Morgenthaler merekomendasikan camilan sehat seperti oatmeal dengan susu rendah lemak dan menghindari makanan berposi besar serta pedas karena bisa menyebabkan ketidaknyamanan pada perut.</div><h3 style="text-align: justify;"><strong>2. Menambah berat badan</strong></h3><div style="text-align: justify;">Walau tidak berpengaruh secara langsung, akibat makan malam bisa mengakibatkan peningkatan berat badan. Menurut Erica Blackburg dalam wawancara dengan <em>ABC News</em>, orang sering memilih kripik dan es krim untuk dikonsumsi di malam hari. Makanan seperti itu padat akan kalori, rendah nutrisi dan ‘ringan’ sehingga tidak memberikan rasa kenyang yang akhirnya mengakibatkan konsumsi berlebihan. Jika Anda membatasi kalori pada keesokan harinya dengan tujuan kompensasi, maka siklus makan ini bisa terjadi lagi dan menyebabkan berat badan meningkat drastis. Makan tengah malam yang mengandung kalori sebenarnya dapat meningkatkan kesehatan, namun hal ini hanya berlaku bagi mereka yang sakit atau sedang dalam perawatan medis dan memiliki nafsu makan yang kurang. Jika Anda salah satunya, pilih makanan sehat kaya kalori seperti kacang-kacangan, alpukat, keju atau makanan ringan olahan.</div><h3 style="text-align: justify;"><strong>3. Heartburn dan acid reflux</strong></h3><div style="text-align: justify;"><em>Acid Reflux</em> adalah kondisi umum di mana asam lambung naik kembali ke kerongkongan setelah makan. Kondisi ini biasanya disertai dengan rasa mulas atau nyeri seperti terbakar (heartburn) pada bagian tengah dada. Walau tidak setiap saat, kondisi tersebut biasanya terjadi sebagai ‘peringatan’ atas penyakit GERD (<em>gastroesophageal reflux disease</em>) kronis. Berbaring setelah makan dapat memicu <em>acid reflux</em> dan gejala GERD lainnya, menurut <em>National Digestive Diseases Information Clearinghouse</em>. Terlalu banyak makan tengah malam dengan kandungan tinggi lemak, berminyak atau asam dapat meningkatkan risiko penyakit <em>acid reflux</em>. Oleh karena itu hindari makan tengah malam jika Anda rentan terhadap <em>acid reflux</em> atau <em>heartburn</em>.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><strong>4. Nighttime eating syndrome</strong></div><div style="text-align: justify;">Makan tengah malam mungkin merupakan gejala depresi yang berkaitan dengan kondisi yang disebut <em>Nighttime Eating Syndrome</em> (NES atau sindrom makan tengah malam). Orang dengan NES makan sebagian besar kebutuhan kalori setelah jam 6 sore, menurut Dr. Michael Craig Miller dari <em>Harvard Health Publications</em>. Orang dengan NES kebanyakan mengalami depresi dan makan tengah malam karena ketidakseimbangan hormon. Makan tengah malam biasanya melibatkan gula dan karbohidrat, yang merupakan makanan pemicu rasa nyaman sehingga dapat mengobati diri sendiri.</div><h3 style="text-align: justify;"><strong>5. Memengaruhi ingatan</strong></h3><div style="text-align: justify;">Menurut peneliti Amerika, efek makan malam bisa berdampak negatif terhadap ingatan Anda. Penelitian, dari University of California, menemukan bahwa makan pada jam tidak teratur – seperti tengah malam – berpotensi memengaruhi fungsi kognitif. Selama dua minggu, para peneliti memberi makan pada satu kelompok tikus – hewan nokturnal – pada siang hari, sementara kelompok lainnya diberi makan saat tengah malam seperti biasanya. Mereka kemudian menguji kemampuan tikus untuk membedakan objek baru di kandang mereka. Akibat makan malam atau kebiasaan makan yang terganggu menunjukkan kemampuan tikus lebih rendah untuk mengenali objek baru daripada tikus yang terus makan seperti biasa. Selain itu, mereka juga menemukan bahwa kemampuan untuk menciptakan ingatan jangka panjang rusak pada tikus yang diberi makan pada siang hari.</div><h3 style="text-align: justify;"><strong>6. Bermimpi aneh</strong></h3><div style="text-align: justify;">Pada tahun 2015, sepasang psikolog Kanada menyelidiki apakah kebiasaan makan orang dapat memiliki efek negatif pada pola tidur dan bermimpi. Tore Nielsen dan Russell Powell meminta hampir 400 mahasiswa untuk mengisi kuesioner tentang pola makan, tidur, dan pengalaman mimpi dan menemukan bahwa 18 persen percaya makanan memiliki kemampuan untuk “membuat mimpi mereka lebih aneh atau mengganggu.” Selain makan terlalu banyak jenis makanan tertentu (produk susu dan makanan pedas), Nielsen dan Powell mendapati bahwa makan tengah malam juga merupakan penyebab mimpi yang membingungkan. Mereka mengatakan ini bisa jadi karena efek makan tengah malam sering menyebabkan ketidaknyamanan gastrointestinal yang pada gilirannya dapat menyebabkan kesulitan tidur.</div><h3 style="text-align: justify;"><strong>7. Meningkatkan risiko serangan jantung</strong></h3><div style="text-align: justify;">Para ahli telah menemukan bahwa bahaya makan tengah malam setelah jam 7 malam dapat meningkatkan risiko menderita serangan jantung. Menurut peneliti, kita harus menentukan frekuensi ideal dan waktu makan karena bagaimana kita makan mungkin sama pentingnya dengan apa yang kita makan. Makan sarapan itu penting, kita harus makan sarapan untuk mendapatkan tenaga, juga tidak boleh melewatkan makan siang. Sementara makan malam harus dengan porsi yang sedikit dan tidak boleh lebih lambat sebelum jam tujuh malam.</div><h3 style="text-align: justify;"><strong>8. Diabetes</strong></h3><div style="text-align: justify;">Efek makan tengah malam menyebabkan Anda menghindari makanan pada jam makan malam normal, sehingga meningkatkan peluang mengembangkan diabetes tipe 2, karena gula dan insulin mengalami kesulitan berinteraksi satu sama lain setelah periode kelaparan.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">Jadi, sebaiknya hindari bahaya makan malam hari jika tidak ingin muncul penyakit seperti yang telah disebutkan di atas. Yuk, mulai sekarang makan tepat waktu, Teman Sehat!</div>Adminhttp://www.blogger.com/profile/09998738863404689730noreply@blogger.com1tag:blogger.com,1999:blog-5445997768302841246.post-39087223038904147862021-07-21T20:53:00.003-07:002021-07-23T18:38:48.081-07:00Tips Agar Bisa Konsisten Saat Olahraga<div class="td-post-featured-image"><div style="text-align: justify;"><a data-caption="" href="https://doktersehat.com/wp-content/uploads/2018/05/doktersehat-olahraga-ringan-setelah-sahur.jpg"><img alt="doktersehat olahraga ringan setelah sahur" class="entry-thumb td-modal-image" height="464" sizes="(max-width: 696px) 100vw, 696px" src="https://doktersehat.com/wp-content/uploads/2018/05/doktersehat-olahraga-ringan-setelah-sahur-696x464.jpg" srcset="https://doktersehat.com/wp-content/uploads/2018/05/doktersehat-olahraga-ringan-setelah-sahur-696x464.jpg 696w, https://doktersehat.com/wp-content/uploads/2018/05/doktersehat-olahraga-ringan-setelah-sahur-300x200.jpg 300w, https://doktersehat.com/wp-content/uploads/2018/05/doktersehat-olahraga-ringan-setelah-sahur-768x512.jpg 768w, https://doktersehat.com/wp-content/uploads/2018/05/doktersehat-olahraga-ringan-setelah-sahur.jpg 1024w, https://doktersehat.com/wp-content/uploads/2018/05/doktersehat-olahraga-ringan-setelah-sahur-630x420.jpg 630w" title="doktersehat olahraga ringan setelah sahur" width="696" /></a></div></div><div style="text-align: justify;">Anda pasti sepakat bahwa olahraga merupakan aktivitas fisik yang sangat baik untuk kesehatan dan kebugaran tubuh. Tidak hanya itu saja, olahraga bisa memberikan manfaat bagi Anda yang ingin menurunkan berat badan dan membentuk tubuh menjadi lebih ideal.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">baca juga artikel lainnya <span style="font-size: large;"><b><a href="https://www.resulinfo.com/2019/09/mencegah-munculnya-jerawat-di-wajah.html">cara mencegah timbulnya jerawat</a></b></span></div><div style="text-align: justify;"><span style="font-size: x-large;"><br /></span></div><div style="text-align: justify;">Hal ini dikarenakan, dengan berolahraga maka lemak dan kalori dalam tubuh akan terbakar dan dibuang bersama keringat. Oleh sebab itu, seseorang disarankan untuk berolahraga secara teratur setiap hari. Sayangnya, tidak sedikit orang yang masih malas berolahraga karena banyak alasan seperti lelah, ngantuk, dan segudang alasan lainnya. Bahkan, tak jarang pula mereka mulai berolahraga namun berhenti di tengah jalan alias tidak bisa konsisten. Untuk mengatasi masalah tersebut, berikut adalah beberapa trik khusus agar Anda bisa konsisten dalam berolahraga, diantaranya:</div><h2 style="text-align: justify;">1. Olahraga Singkat</h2><div style="text-align: justify;">Banyak yang percaya bahwa semakin lama waktu yang digunakan untuk berolahraga, maka semakin besar pula manfaat yang didapatkan. Mereka juga berpikir bahwa berolahraga selama 1 jam bahkan lebih bisa membantu mereka mencapai tujuan dengan mudah, baik untuk menurunkan berat badan atau mendapatkan tubuh sehat dan bugar. Namun, sebenarnya olahraga tidak harus dalam waktu yang cukup lama. Sebab, olahraga dalam waktu lama justru hanya dapat membuat Anda merasa bosan sehingga tidak ingin berolahraga lagi. Untuk itu, cobalah berolahraga dalam waktu sekitar 10 hingga 15 menit saja setiap hari.</div><h2 style="text-align: justify;">2. Mulailah Dari Hal Kecil</h2><div style="text-align: justify;">Agar Anda bisa konsisten dan tidak merasa terbebani saat olahraga, Sebaiknya mulailah dari hal kecil terlebih dahulu. Misalnya, minggu ini cobalah untuk konsisten berolahraga sebanyak 2 kali dalam seminggu. Namun, minggu selanjutnya bisa Anda tambahkan lagi intensitasnya menjadi 3 kali dalam seminggu. Selain itu, jangan lupa untuk memilih jenis olahraga dari yang paling mudah seperti jalan kaki atau bersepeda.</div><div style="text-align: justify;"><br /></div><div style="text-align: justify;">baca juga artikel lainnya cara menjaga <b><span style="font-size: large;"><a href="https://www.resulinfo.com/">kesehatan rambut</a></span></b></div><h2 style="text-align: justify;">3. Buat Jadwal</h2><div style="text-align: justify;">Jika anda masih sulit membangun konsistensi dalam berolahraga, ada baiknya jika Anda membuat jadwal olahraga setiap harinya. Jadwal ini juga bisa membantu Anda agar tidak bentrok dengan jadwal kegiatan lain seperti aktivitas pekerjaan, aktivitas rumah, dan lainnya. Sehingga, olahraga yang Anda lakukan bisa dilakukan secara konsisten sesuai jadwal yang telah Anda buat.</div>Adminhttp://www.blogger.com/profile/09998738863404689730noreply@blogger.com0tag:blogger.com,1999:blog-5445997768302841246.post-20910084898384433642021-07-15T06:04:00.003-07:002021-07-23T18:53:38.288-07:00Pedagogical Leadership<p><span style="font-family: verdana;">Leadership is leadership. The same essential qualities and characteristics that exemplify what great leaders do have pretty much stayed the same. What has changed are the tools, research, and societal shifts that impact the work. Leadership is both an art and science with the goal of moving the masses towards achieving a common goal. <a href="https://newsbusiness2020.blogspot.com/2017/08/leading-is-not-easy.html" target="_blank">Leading is not easy</a>, and being effective at it is easier said than done. You don’t have to be perfect nor always on your game. You do, however, have to help others achieve a common goal that gets results. There is no more important goal than to improve learning for kids. Hence the need to look at different aspects or styles to improve outcomes. </span></p><p><span style="font-family: verdana;">Pedagogical leadership encompasses all the many ways to support effective teaching and learning. <a href="https://newsbusiness2020.blogspot.com/2018/02/to-improve-outcomes-we-need-to-take.html" target="_blank">Instructional design</a> is a significant component as teachers need continuous feedback on how to implement the curriculum in innovative ways that result in improved outcomes. While instruction is important, it is only one of many aspects that need attention. Instruction is what the teacher does, whereas learning is what the student does. Here is where a sole emphasis on instructional leadership might not lead to efficacy at scale. Pedagogical leadership focuses on numerous responsibilities and roles that work to ensure a vibrant learning culture that helps to meet the needs of all students.</span></p><p><span style="font-family: verdana;">The main differentiator here is a broader view that includes more attention to what the learner is doing and the supports needed for success. The pedagogical leader works to create collaborative benchmarks that lead to continuous improvement across the system. It requires a deeper understanding of how the brain works and research-based strategies that teachers can readily implement in their classrooms. Observations, both evaluative and non-evaluative, still have immense value. However, the pedagogical leader doesn’t stop here. The use of data is extremely important. Efforts are made to help teachers analyze and use it effectively while the pedagogical leader is doing the same to find ways to close achievement gaps, scale differentiation, and create an equitable culture. </span></p><p><span style="font-family: verdana;">The work doesn’t stop with the above. Investments in time and resources are made to establish ongoing and job-embedded professional learning for staff. One-and-done, drive-by, the flavor of the month, or substanceless sessions are seen, not entertained. Pedagogical leaders are constantly trying to ensure learner success by employing effective strategies to improve family engagement. While working directly with teachers is of utmost importance, empowering parents and guardians to assist in the process is vital. </span></p><p><span style="font-family: verdana;">The pedagogical leader…..</span></p><p></p><ul style="text-align: left;"><li><span style="font-family: verdana;">Develops relationships based on trust and mutual respect through mentoring and modeling</span></li><li><span style="font-family: verdana;">Provides research and resources to support sound pedagogy</span></li><li><span style="font-family: verdana;">Makes time to consistently be in classrooms while providing timely, practical, and specific feedback in collaboration with teachers</span></li><li><span style="font-family: verdana;">Learns alongside teachers and administrators</span></li><li><span style="font-family: verdana;">Collects and analyzes evidence to improve implementation of effective strategies</span></li></ul><span style="font-family: verdana;"><br /></span><p></p><p style="text-align: center;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOzql8RL_Oq6MtgK352fO8Ri5LCRgHppW8vhbxqKIRDu-LSpw7cTqnaquxmO3u0Q-7dyb0CL8SSJYQxG4KXMG8zO7Rep8MZl0NsW4dx8AWTjKi_5qswcDO2DJD8JbZEI_SuR1KuPrHWDE/s2048/Pedagogical+Leadership-01-01.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1775" data-original-width="2048" height="554" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOzql8RL_Oq6MtgK352fO8Ri5LCRgHppW8vhbxqKIRDu-LSpw7cTqnaquxmO3u0Q-7dyb0CL8SSJYQxG4KXMG8zO7Rep8MZl0NsW4dx8AWTjKi_5qswcDO2DJD8JbZEI_SuR1KuPrHWDE/w640-h554/Pedagogical+Leadership-01-01.jpg" width="640" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><p></p><p><span style="font-family: verdana;">Talking the talk must be accompanied by walking the walk. It’s relatively easy for people to tell others what they should do. However, true pedagogical leaders go through the challenging work of showing how it can be done. Here is some sage advice that I learned long ago as a new principal – “Don’t ask others to do what you are not willing or have not done yourself.” If you want to improve pedagogy - and outcomes – it all starts with you.</span></p>Adminhttp://www.blogger.com/profile/09998738863404689730noreply@blogger.com9tag:blogger.com,1999:blog-5445997768302841246.post-85680687045493135532021-07-14T06:29:00.003-07:002021-07-23T18:52:42.896-07:00Blending with the Station Rotation Model <p><span style="font-family: verdana;">Blended learning is something that is near and dear to my heart. For me, the journey began back in 2011 when we first introduced the flipped approach at New Milford High School, where I was principal, with resounding success. As I transitioned from the principalship to supporting districts and schools, I learned that blended learning was a powerful pedagogical strategy that could unleash students' potential while meeting their diverse needs. Over the course of many years, my work with Wells Elementary School provided a foundation that I pull from to this very day. It's one thing to talk about blended learning, but another to actually illustrate the many ways it can be implemented effectively and at scale. Wells did the latter exceptionally well.</span></p><p><span style="font-family: verdana;">Technology is a significant component, but not every activity has to incorporate some type of tool. The key is to find strategic ways to use it as a means to improve learning, something that is emphasized in <a href="http://bit.ly/DisruptiveThink" target="_blank">Disruptive Thinking in Our Classrooms</a>. There are many ways to blend, but it is vital to have a firm understanding of the underlying premise of this strategy. Hence, the definition I created a few years back:</span></p><p></p><blockquote><span style="font-family: verdana;">Blended instruction is what the teacher does with technology. Blended learning is where students use tech to have control over path, place, and pace. </span></blockquote><p></p><p><span style="font-family: verdana;">In the past, I have penned detailed posts on choice boards, playlists, and the flipped classroom while only touching on the station rotation model. Thus, I thought it might be appropriate to dedicate a post just to this strategy. With station rotation or centers as it is often referred to at the elementary level, the overreaching goal is to use valuable class time more effectively. Following a short period of direct instruction with the entire class, the teacher breaks students into groups using data where the class engages in a series of activities during a set period of time. Each learner will visit all the stations, and a timer is used to let them know how long they have to engage in the activity. Typical stations include the following:</span></p><p></p><ul style="text-align: left;"><li><span style="font-family: verdana;">Targeted instruction or support</span></li><li><span style="font-family: verdana;">Collaborative experience</span></li><li><span style="font-family: verdana;">Personalization through the use of adaptive tools</span></li><li><span style="font-family: verdana;">Independent work</span></li></ul><p></p><p style="text-align: center;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFvrw8mcunxm5oMkoojOyaOyxDs0MwbO1mrvczT0wmzFyUE8DzYhYMMQRXUAiF3UMqLuESEJArAhxvZkkArXEPPUzAf_DtSW9_vlNjEiWdvd4SfGGq5gWXV4cUykwLAoXH3FuYJ4jW80E/s1768/rev5+-+blended+learning-07.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1768" data-original-width="1767" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFvrw8mcunxm5oMkoojOyaOyxDs0MwbO1mrvczT0wmzFyUE8DzYhYMMQRXUAiF3UMqLuESEJArAhxvZkkArXEPPUzAf_DtSW9_vlNjEiWdvd4SfGGq5gWXV4cUykwLAoXH3FuYJ4jW80E/w640-h640/rev5+-+blended+learning-07.jpg" width="640" /></a></div><br /><span style="font-family: verdana;"><br /></span><p></p><p><span style="font-family: verdana;">There is no set number of activities that a teacher can develop for this model. However, I most commonly see three or four. A modified two-station model could be used at the secondary level, where half the class works with the teacher while the other completes independent work using technology. We need to get past the perception that this is just an "elementary" strategy. To assist in setting up station rotation, I have created a pedagogical framework, which you can view below. What you will see are traditional elements of effective instruction at the front and back end. It is essential to use a good data source for groupings so the learners get the most out of the targeted instruction or support rotation. It is here where achievement gaps are closed, and the kids who are already at or beyond standard attainment can be pushed. </span></p><p style="text-align: center;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgBq2dpY7pCpuVyDmUfZ8kKxoEckQyOwBF2zk9kP7xnp8VwM84fjAE6PMvPgMJX3JIhnZQNr2pmW_tnzWK8Pk_LwUtixzesJAUQjLAQqn6fU3GC3IOHy1fEMYX6CyiMNqZoHe7lvxiLPEM/s2048/Pedagogical+Framework+for+Station+Rotation-rev-03-03.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1689" data-original-width="2048" height="528" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgBq2dpY7pCpuVyDmUfZ8kKxoEckQyOwBF2zk9kP7xnp8VwM84fjAE6PMvPgMJX3JIhnZQNr2pmW_tnzWK8Pk_LwUtixzesJAUQjLAQqn6fU3GC3IOHy1fEMYX6CyiMNqZoHe7lvxiLPEM/w640-h528/Pedagogical+Framework+for+Station+Rotation-rev-03-03.jpg" width="640" /></a></div><p></p><p><span style="font-family: verdana;">The image above can be adapted based on the length of the class period. In addition to the use of data for groupings, a timer for pacing is also essential as it aids in self-regulation and time management. An important aspect is to build in activities that promote collaboration. Here is where an interactive whiteboard (IWB) can be used to unlock its true potential. Below you will see two examples from Corinth Elementary School that meet all the requirements for an effective station rotation.</span></p><p style="text-align: center;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOexwBQlcr6WxZY49-5d7MyfQ9U06dZbL4o2aMozL14suSkh9FUmBDXDdAXLkIeI_87dD99co5xkXNKYxukON16ox3D-3iLazvt9orZBwyPegOt98erQOAeRo9bB1fNqxf4sc1yjWMkFo/s1024/F8171384-CD8F-437C-A0D7-7E2EED760EF4_1_105_c.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1024" data-original-width="768" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOexwBQlcr6WxZY49-5d7MyfQ9U06dZbL4o2aMozL14suSkh9FUmBDXDdAXLkIeI_87dD99co5xkXNKYxukON16ox3D-3iLazvt9orZBwyPegOt98erQOAeRo9bB1fNqxf4sc1yjWMkFo/w300-h400/F8171384-CD8F-437C-A0D7-7E2EED760EF4_1_105_c.jpeg" width="300" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixW3iKHgQeID_efqFMdfYDWRpAGrt6069Oew_1GKLyn9PUV01PSOHjyRJPugDgGVlrDiVBqC9mpmVjy0bNgE_Y0L-GcCaZ71AfRjf1RF9QA6eDALZCtsT26-GOLu1hK30Tun2IrdjZMrA/s1024/53629D44-B0DD-47C7-991A-90273D986A77_1_105_c.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1024" data-original-width="768" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixW3iKHgQeID_efqFMdfYDWRpAGrt6069Oew_1GKLyn9PUV01PSOHjyRJPugDgGVlrDiVBqC9mpmVjy0bNgE_Y0L-GcCaZ71AfRjf1RF9QA6eDALZCtsT26-GOLu1hK30Tun2IrdjZMrA/w300-h400/53629D44-B0DD-47C7-991A-90273D986A77_1_105_c.jpeg" width="300" /></a></div><p></p><p><span style="font-family: verdana;">Keep in mind that there are many ways to set up this model. Overall efficacy relies on data being used to continuously group and re-group students, strategic use of adaptive learning tools, independent work that is rigorous and relevant, and the opportunity to collaborate actively. There is only one thing educators can control: the time with students in the classroom. Station rotation, when used strategically, can be used to differentiate while also building essential competencies such as time management and self-regulation. It's a win-win at any level. </span></p>Adminhttp://www.blogger.com/profile/09998738863404689730noreply@blogger.com8tag:blogger.com,1999:blog-5445997768302841246.post-33060802259486607612021-07-09T05:58:00.001-07:002021-07-23T23:51:46.035-07:00Outlier Practices Make or Break the Learning Experience <p><span style="font-family: verdana;">We learn, and remember for that matter, from experience. Thus, it is critical that the culture in your classroom and school positively impacts learners while adequately preparing them for their future, not our past. I shared the following in Chapter 7 of <a href="http://bit.ly/DisruptiveThink" target="_blank">Disruptive Thinking in Our Classrooms</a>:</span></p><blockquote><p><span style="font-family: verdana;">Almost all of us have heard the phrase, “Experience is the best teacher.” Growing up, I heard it a great deal. At the time, I didn’t appre¬ciate it or fully understand its meaning, but now I wholeheartedly con¬cur. Of course, there are some experiences I wish I could have avoided that resulted in negative outcomes, but they are still a significant com¬ponent of my story. The driving force behind the decisions we make is the innate beliefs we have about ourselves. Our experiences, positive and negative, shape who we are. They become an integral part of us and create our story.</span></p></blockquote><p><span style="font-family: verdana;">Think about why you went into the field of education. For many of us, the answer lies in the relationships that were forged by amazing teachers, administrators, coaches, custodians, bus drivers, or other support staff. It was the experience that each provided that helped shape us into who we are today. For me, there were several standout teachers that impacted me in ways that I am forever grateful for. Here is what I shared in Disrutive Thinking:</span></p><blockquote><p><span style="font-family: verdana;">These teachers—and a handful of others throughout my own K-12 educational journey—engaged in practices that were memorable and perhaps even outside the norm. They did not focus on grades and homework; instead, they focused on learning and creating experiences designed to enhance students’ learning and push our thinking. In many ways, they were “outlier” educators who engaged in “outlier” practices which resulted in outside-the-box thinking and learning on the part of the students with whom they interacted. Pockets of excellence such as these examples are no longer good enough.</span></p></blockquote><p><span style="font-family: verdana;">Many practices in education can fall into the outlier category. For the intents of this post, I want to focus on those that are either overused, underused, or ineffective, and that can either make or break a student’s experience. They are as follows:</span></p><p></p><ul style="text-align: left;"><li><span style="font-family: verdana;">Grades</span></li><li><span style="font-family: verdana;">Zeros</span></li><li><span style="font-family: verdana;">Homework</span></li><li><span style="font-family: verdana;">Feedback</span></li><li><span style="font-family: verdana;">Reflection </span></li></ul><p></p><p style="text-align: center;"><span style="font-family: verdana;"></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: verdana;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjwLmkcnmMltG2tY_bge3HPfGJaOHiaikYeC4Ax7MxbiN8Dr6Un1OYiD5PGyKWeKQyYNexoDocSWKAaJ9MZ1qlYgVm1Kz4kZkr2kRWLub-p59nSUUns-gcaB6mo7GwG1MyuN1gkEseXnk/s2048/5+Outlier+Practices-01+%2528006%2529.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1775" data-original-width="2048" height="554" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjwLmkcnmMltG2tY_bge3HPfGJaOHiaikYeC4Ax7MxbiN8Dr6Un1OYiD5PGyKWeKQyYNexoDocSWKAaJ9MZ1qlYgVm1Kz4kZkr2kRWLub-p59nSUUns-gcaB6mo7GwG1MyuN1gkEseXnk/w640-h554/5+Outlier+Practices-01+%2528006%2529.jpg" width="640" /></a></span></div><span style="font-family: verdana;"><b><br /></b></span><p></p><p><span style="font-family: verdana;"><b>Grades</b></span></p><p><span style="font-family: verdana;">Numbers and letters are synonymous with education. While I am not opposed to grades, I do feel that they often lack true clarity in terms of what a student has learned but are still an overused element in a traditional classroom. The key is to make them as meaningful as possible through the use of multiple means of assessment, including rubrics and scaffolded tasks aligned to relevant application. Assigning arbitrary points for participation and behavior as a part of scoring guides or on research papers should be avoided. These do not reflect what has been learned. </span></p><p><span style="font-family: verdana;"><b>Zeros</b></span></p><p><span style="font-family: verdana;">The practice of assigning a zero is ineffective as the only role it serves is to punish kids. Once given, it will completely distort a student’s grade, which will no longer represent what has been learned. It is essential to determine first and foremost why the task is not being completed in the first place. In almost all cases, the assignment should be marked as incomplete until it is done. In my opinion, a zero should only be considered in the cases of cheating or if all other strategies have been exhausted. </span></p><p><span style="font-family: verdana;"><b>Homework</b></span></p><p><span style="font-family: verdana;">Rarely does a child come home excited to complete homework, yet it represents another overused outlier strategy. It tends to diminish excitement and appreciation for learning. Many times, it is assigned because that’s the way it has always been. In moderation, homework can be an effective strategy if it allows for the authentic application of key concepts learned in a timely manner. You also can’t go wrong with reading. It should not be graded as there are equity issues or take hours of time to complete. Kids need to be kids. </span></p><p><span style="font-family: verdana;"><b>Feedback</b></span></p><p><span style="font-family: verdana;">While a grade might be the final indicator of what has been learned, it’s the feedback that helps students along the way. This is an underused strategy where there is always room for growth. Effective feedback is delivered promptly, involves learners in the process, and articulates how to advance towards a goal in relation to standards or concepts. </span></p><p><span style="font-family: verdana;"><b>Reflection</b></span></p><p><span style="font-family: verdana;">John Dewey said, “We don’t learn from experience…we learn from reflecting on experience.” Reflective learning allows kids to step back from their learning experience to help them develop disruptive thinking and improve future performance by analyzing their experience. It assists them in moving from surface to deep learning. Writing, video, peer interaction, and closure questions are a great way to incorporate reflection regularly. </span></p><p><span style="font-family: verdana;">Outlier practices, depending on how they are implemented, can either promote or inhibit disruptive thinking. As you reflect on the outlier practices above where do you see an opportunity to grow or improve? What action steps will you take? The main takeaway is how they are implemented in ways that support or enhance learning while helping to build powerful relationships in the process. </span></p><div><br /></div>Adminhttp://www.blogger.com/profile/09998738863404689730noreply@blogger.com4tag:blogger.com,1999:blog-5445997768302841246.post-39105948296668018052021-07-01T06:09:00.002-07:002021-07-23T19:03:18.773-07:00The Power of Collaboration <p><span style="font-family: verdana;">There is nothing more gratifying, in my opinion than watching people work together to achieve a common goal. In a <a href="https://newsbusiness2020.blogspot.com/2021/03/differentiating-in-personalized.html" target="_blank">previous post</a>, I shared how members of the 4th-grade team at Red Cliffs Elementary School in the Juab School district collaborated to create a personalized experience that combined choice and data to differentiate. I was so empowered by what I saw that I captured the story of both teachers. My point was to illustrate an exceptional practice that benefitted all learners and how this might have never come to pass had they not embraced the spirit of collaboration. It goes without saying that together we are all better, and leveraging others' collective intelligence will only strengthen both individual practices and school culture.</span></p><p><span style="font-family: verdana;">It is rare for me actually to see differentiation during my school visits. Now, this is not to say that it's not happening, but in over thousands of different classroom visits, I have only seen it a handful of times. The week following my work with the Juab School District in Utah, I traveled to Elmhurst Community School District 205 in Illinois. My week-long visit there was a follow-up from 2019, where hundreds of classroom walk-throughs were conducted with a focus on improving digital pedagogy. Extensive feedback was provided to district and building leadership, and a plan was developed to begin implemented specific strategies for growth over a period of time. It was during the return trip that I once again saw differentiation firmly in part of a <a href="https://newsbusiness2020.blogspot.com/2020/01/personalized-learning-why-how-and-what.html" target="_blank">personalized learning</a> experience. </span></p><p style="text-align: center;"><span style="font-family: verdana;"></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-family: verdana;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYss3PEuXWGW6XKd3TEWkXE6MNTfTKfTbbVqx5PKAIYtT-NZtuFviWDCt3Aa_Fm5MkkwIZsNP1FSQu1I6wOyu7QHjpkcSPHFaKFeo4RBUJrXMaaokyP-930wpvzM8iDRixpVs7nv-Zh2U/s1869/image0.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1869" data-original-width="1869" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYss3PEuXWGW6XKd3TEWkXE6MNTfTKfTbbVqx5PKAIYtT-NZtuFviWDCt3Aa_Fm5MkkwIZsNP1FSQu1I6wOyu7QHjpkcSPHFaKFeo4RBUJrXMaaokyP-930wpvzM8iDRixpVs7nv-Zh2U/w640-h640/image0.png" width="640" /></a></span></div><span style="font-family: verdana;"><br /> </span><p></p><p><span style="font-family: verdana;">Upon entering the second-grade classroom, students were observed either completing their list of must-do activities or if they finished a choice board. Activities were differentiated, consisting of slight alterations in choice board activities, based on proficiency data. The teacher, Lauren Joyce, was observed providing targeted instruction for a few remote learners. Some kids were already at mastery and were able to move forward along their own path. I also noticed Katie Murphy, the instructional coach, playing an active role in the classroom. This was a fantastic lesson that genuinely personalized the experience for all kids where they got what they needed when and where they needed it. </span></p><p><span style="font-family: verdana;">Naturally, I wanted to capture Lauren and Katie's story, which you can read below.</span></p><p></p><blockquote><p><span style="font-family: verdana;">Teaching during this past year has definitely challenged me, Lauren, to view things a little bit differently and has forced me out of my comfort zone in many ways. Teachers have had no choice but to instruct online, and students have had no choice but to sit on the other side of a computer screen for hours on end. I have had to adapt and think outside the box since I had never taught this way before. Because of the pandemic, this year has been unpredictable and has constantly been changing. Our students have been in school in three formats; all remote, hybrid, and now entirely in-person. I was hesitant at the start of the year about starting small group instruction given the circumstances. I had trouble envisioning what small group instruction would like in a remote and/or hybrid setting. </span></p><p><span style="font-family: verdana;">District 205 has given us the opportunity to have an instructional coach at each elementary building. For the past four years, Katie and I have worked closely together on different classroom instructional strategies. This year, I knew I would need her support more than ever, especially in leveraging the best instructional strategies using technology. One of my biggest goals this year was to provide purposeful and engaging differentiation in math to meet all learners' needs in my classroom. I had somewhat of a vision about what I wanted this to look like but wasn't sure where or how to start. I often see things as "big picture" or what I want my end goal to be. Katie helped me utilize student data to bring my vision to life. Together, we looked at student data and decided which students demonstrated mastery of math standards and wanted to create more rigorous learning opportunities for these students. This is how Katie helped my big picture vision begin to come to life. A classroom environment was created that integrated the following structures and routines:</span></p><p></p><ul style="text-align: left;"><li><span style="font-family: verdana;">Collaborative conversations</span></li><li><span style="font-family: verdana;">Independence</span></li><li><span style="font-family: verdana;">Choice (must do may do) </span></li><li><span style="font-family: verdana;">Self-advocating </span></li></ul><p></p><p><span style="font-family: verdana;">This year has really taught me that we can teach with resilience and still allow for learning to be fun. Katie and I want to make sure learning is engaging and effective. We think with this approach to teaching; we are seeing the students thrive in any setting. They are excited about math as it is personalized through voice and choice while also emphasizing critical thinking and problem-solving. Collaborative conversations with groups help to create the expectations for speaking and listening for them to follow as they work together. Below is a description of what Eric saw during his visit. </span></p><p></p><ul style="text-align: left;"><li><span style="font-family: verdana;">Goal was to differentiate math based on pre-assessment data based on proficiency of standards while providing students choice along with teacher instruction</span></li><li><span style="font-family: verdana;">Collaborative groups and structures were established where students could work together </span></li><li><span style="font-family: verdana;">Opportunities to follow a unique path to meet or exceed the standard were developed</span></li><li><span style="font-family: verdana;">Resources were made available in Google Classroom, such as anchor charts, the daily agenda, and a Google Form for students to communicate with a teacher around their learning.</span></li></ul></blockquote><p style="text-align: center;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEik8CMxTo6vVPMG2Cnpok1QLPL_IFcS8HeHPRCy-tIfKxUlL2v4gaOZm9scrj05o2ffuDDjRCX_mXtyaTfNbgcliW3i68-s4ClsOflo1HK1tj5Cub1dIV6muG22nrt5u1iyIWaHGzrS5AE/s797/Screen+Shot+2021-03-26+at+12.59.22+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="443" data-original-width="797" height="356" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEik8CMxTo6vVPMG2Cnpok1QLPL_IFcS8HeHPRCy-tIfKxUlL2v4gaOZm9scrj05o2ffuDDjRCX_mXtyaTfNbgcliW3i68-s4ClsOflo1HK1tj5Cub1dIV6muG22nrt5u1iyIWaHGzrS5AE/w640-h356/Screen+Shot+2021-03-26+at+12.59.22+PM.png" width="640" /></a></div><br /> <p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhR_oPXq4ldTRQKuFgQ61rw2CxKtwjP0f5_pSaNVmdXaKf4g13sVNcze0TMZ8nHhMR4pT0nfArPsLKD8PvQ58zljuRqGPNtf0evZKzs1gH_RB7dq4qgERFxyJbIq2bfcnuaUDnZoltXarc/s945/Screen+Shot+2021-03-26+at+12.57.01+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="525" data-original-width="945" height="356" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhR_oPXq4ldTRQKuFgQ61rw2CxKtwjP0f5_pSaNVmdXaKf4g13sVNcze0TMZ8nHhMR4pT0nfArPsLKD8PvQ58zljuRqGPNtf0evZKzs1gH_RB7dq4qgERFxyJbIq2bfcnuaUDnZoltXarc/w640-h356/Screen+Shot+2021-03-26+at+12.57.01+PM.png" width="640" /></a></div><p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKm0IXEn-ZoT-biLaoqXdvjsCtFnsnaCpgjli-hYMSAaPOBtNJRcbLcPMJRDjHcIV6YPLipowyfqWshYhThSLxSC7CZnEB3Hit9m_nY6cHKtIaS9OAbUg5-JtIycd_WP853tcHQUpFZlk/s1143/Screen+Shot+2021-03-26+at+6.53.04+AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="634" data-original-width="1143" height="354" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKm0IXEn-ZoT-biLaoqXdvjsCtFnsnaCpgjli-hYMSAaPOBtNJRcbLcPMJRDjHcIV6YPLipowyfqWshYhThSLxSC7CZnEB3Hit9m_nY6cHKtIaS9OAbUg5-JtIycd_WP853tcHQUpFZlk/w640-h354/Screen+Shot+2021-03-26+at+6.53.04+AM.png" width="640" /></a></div><p><span style="font-family: verdana;">One thing Lauren emphasized to me through email was the importance and influence instructional coaching has had on her instructional practice while also improving the classroom environment. She has significantly benefited from Katie's help, guidance, and feedback over the course of their time working together. Katie is the person she goes to immediately with any and every idea she has; her support has genuinely made Lauren a better teacher.</span></p><blockquote><p></p><p><span style="font-family: verdana;">I don't think I would be willing to try some of these things if it weren't for her giving me a gentle nudge and supporting me every step of the way. Additionally, the students view Katie as a member of our classroom community. She has even been given the title "Class Celebrity."</span></p></blockquote><p></p><p><span style="font-family: verdana;">Lauren and Katie exemplify the power of collaboration and the positive impact on both kids and school culture. The moral of the story here is to work smarter, not harder, and great things will happen. Be sure to leverage all the resources you have available, the greatest of which are the colleagues in your school.</span></p><div><br /></div>Adminhttp://www.blogger.com/profile/09998738863404689730noreply@blogger.com6tag:blogger.com,1999:blog-5445997768302841246.post-64914840493621463602021-06-10T06:03:00.002-07:002021-07-23T23:51:00.149-07:00The Many Faces of Student Voice <p><span style="font-family: verdana;">There are many ways to both engage and empower students that lead to ownership of learning. Creating what I call a “free-range” experience that replicates real-world contexts and develops critical competencies while tapping into passions might be the holy grail, in my humble opinion. While there is a slew of strategies a teacher can use to accomplish this, a focus on high-agency elements is both powerful and realistic. These include voice, choice, path, pace, and place. They can be integrated into a holistic experience or leveraged individually to personalize learning. Of them all, voice might be the easiest to implement every day. </span></p><p><span style="font-family: verdana;">Student voice.....</span></p><p></p><ul style="text-align: left;"><li><span style="font-family: verdana;">Involves all kids in the learning process </span></li><li><span style="font-family: verdana;">Fosters active participation</span></li><li><span style="font-family: verdana;">Builds confidence leading to self-efficacy, especially when students can respond under cover of anonymity</span></li><li><span style="font-family: verdana;">Promotes open reflection and collaboration</span></li><li><span style="font-family: verdana;">Sets the stage for instant feedback</span></li><li><span style="font-family: verdana;">Develops a sense of community</span></li></ul><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4zOw5TSiS2SX0L4X7n1v4wQ75bFkfF7jS1kU0LGv3ARMXquS7AlCIdfZSG6Bl_85pG4pUJ1JfJv-i246MQGycvUrz-ZaOFQgQf3sHB8sQuJUqvXPlqUfSqDZ612bmKfjqKQ2xZTODLjM/s2048/Unknown.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1775" data-original-width="2048" height="554" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4zOw5TSiS2SX0L4X7n1v4wQ75bFkfF7jS1kU0LGv3ARMXquS7AlCIdfZSG6Bl_85pG4pUJ1JfJv-i246MQGycvUrz-ZaOFQgQf3sHB8sQuJUqvXPlqUfSqDZ612bmKfjqKQ2xZTODLjM/w640-h554/Unknown.jpeg" width="640" /></a></div><p><span style="font-family: verdana;">As you look above at all the many powerful outcomes of this high agency strategy, it is crucial to understand that there is no one right way to foster student voice. It could be as simple as all kids using an individual whiteboard or dry-erase surface to respond. Technology also provides an ever-growing selection of tools that involve kids in the learning process in ways that lead to greater empowerment. Think about how audio, video, or the ability to draw can help a child <a href="https://newsbusiness2020.blogspot.com/2016/06/ideas-and-tools-to-give-everyone-voice.html" target="_blank">find their voice</a>. At a macro level, open forums and surveys can be used to elicit ideas for improving school culture. The point is that voice takes on many faces, each with positive outcomes. </span></p><p><span style="font-family: verdana;">During my <a href="https://newsbusiness2020.blogspot.com/2020/02/knowing-where-we-are-paves-way-for.html" target="_blank">longitudinal work</a> with the Corinth School District over the past couple of years, I have seen many teachers embrace student voice. For the most part, technology has been their pathway of choice where tools such as Blooket, Gimkit, Mentimeter, Padlet, Edpuzzle, and Kahoot have been integrated. During a recent visit, I saw something that completely blew my mind as it was simple yet highly effective. You will see this in the video below, as well as a textbook personalized classroom using sound blended pedagogies. The opening frame shows a choice board that students were able to access in Canvas along with standards-aligned learning targets. As the video progresses, see if you are able to identify the voice strategy this teacher developed. </span></p><p style="text-align: center;"></p><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/UvLWGZZg0qA" width="320" youtube-src-id="UvLWGZZg0qA"></iframe></div><p></p><p><span style="font-family: verdana;">Were you able to identify the strategy? At first, I didn’t catch it as I was so impressed with the choice board and observable evidence of how empowered the learners were. If you look closely, though, you will see that some computers had a green clothespin while the group at the end of the clip had red. </span></p><p><span style="font-family: verdana;">When a question or challenge arose, the students would clip the red one to their laptops. This signified to the teacher that a group needed help. At the end of the video, you see where some students were getting needed support. If everything was good, the green clip remained on the computer. Not only was this a fantastic way to foster student voice, but it also allowed the teacher to focus her time on the learners that needed it the most. </span></p><p><span style="font-family: verdana;">As you look to include or improve student voice in your classroom (or school), keep in mind the intended outcomes listed at the beginning of this post. Work backward from here and find the strategy that works best for your learners, and don’t be afraid to mix it up now and again. In the end, it is difficult for kids to own their learning if they don’t have a say. </span></p><p><span style="font-family: verdana;">I am always on the lookout for great ideas that educators around the world have implemented with fidelity. How have you effectively implemented voice in your classroom or school? </span></p>Adminhttp://www.blogger.com/profile/09998738863404689730noreply@blogger.com3tag:blogger.com,1999:blog-5445997768302841246.post-30611457799615563962021-06-06T05:57:00.001-07:002021-07-23T23:53:35.897-07:00A Path to Equity <p><span style="font-family: verdana;">For a very long time, we have known that an inequitable environment exists for many learners across the world. It’s no one’s fault per se but a reality, nonetheless. Even with this knowledge in hand, change has been hard to come by. Now many might blame a lack of movement in this area on insufficient resources and differences in income levels of families. While these certainly add to the issue, it is important to focus less and the “yeah buts” that morph into excuses and more on the “what ifs” that represent viable solutions to overcome at least part of the problem.</span></p><p><span style="font-family: verdana;">From a school standpoint, the key to equity is the learning experience that is created for students. Within the walls of a classroom, this is the one thing where there is a certain amount of control. It begins by taking a critical lens to instructional design. If all kids are doing the same thing the same way at the same time, that results in an inequitable experience. While it might seem fair and equal if every student is blanketed with the same direct instruction or have access to a device, it should not be assumed that there is an inherent benefit. There is a great deal of research and evidence out there that tells us people learn differently, and eventually, success relies on a vast spectrum of strategies. Think about your own learning and what you need.</span></p><p style="text-align: center;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJNXogoke31jBeFbS9HUV-GcO35GGnETnnaeoXnlZNxA10QCCj8jll8nMXIoMDQD-pkMaUtycsQsijDwen-m9GUoImP3tZMXJRmZHXLHvgUJsc8VGcnGjPnaMc6ibEGStSFPPYf5PmzdU/s2048/1503346670255.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1153" data-original-width="2048" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJNXogoke31jBeFbS9HUV-GcO35GGnETnnaeoXnlZNxA10QCCj8jll8nMXIoMDQD-pkMaUtycsQsijDwen-m9GUoImP3tZMXJRmZHXLHvgUJsc8VGcnGjPnaMc6ibEGStSFPPYf5PmzdU/w640-h360/1503346670255.jpg" width="640" /></a></div><p></p><p><span style="font-family: verdana;">A move to a more personalized approach can begin to pave the way for a more equitable classroom and school culture. It relies on the premise that all kids get what they need, when and where they need it, in order to develop into competent learners. Now, this is not to say that direct instruction and devices don’t have a place in the process. They most certainly do, but they only represent some of many interconnected components that a teacher uses to create an experience grounded in relevant application, appropriate challenge, purposeful use of technology, and targeted support. In addition to these, the most significant advantage of personalization in terms of equity is addressing individual strengths and needs during the school day. It’s about controlling what can be controlled.</span></p><p><span style="font-family: verdana;">There is no one right way to personalize. However, high agency elements such as voice, choice, path, pace, and place can be used to create an equitable learning experience. Don’t overthink things. It could simply consist of concerted efforts to get all students involved during a review of prior learning, checks for understanding, or closure. Another possibility is allowing kids choice when it comes to demonstrating learning or selecting the right tool for completing a task. When looking at larger-scale efforts, virtual courses, <a href="https://newsbusiness2020.blogspot.com/2011/02/educational-options-for-changing-world.html" target="_blank">academies</a>, and smaller learning communities (SLC’s) can be established that has the potential to incorporate all five high agency elements,</span></p><p><span style="font-family: verdana;">Blended learning represents the most appropriate way to ensure equity through personalization. In Chapter 5 of <a href="http://bit.ly/DisruptiveThink" target="_blank">Disruptive Thinking in Our Classrooms</a>, I provide numerous strategies and classroom examples in alignment with the following models:</span></p><p></p><ul style="text-align: left;"><li><span style="font-family: verdana;"><b>Station rotation</b>: After a short period of direct instruction, the teacher has students move through various activities where they are grouped by data. These stations can consist of targeted instruction, independent work, collaborative tasks, and adaptive learning tools. There is frequent re-grouping based on student progress over the year. </span></li><li><span style="font-family: verdana;"><b>Choice boards</b> (and other activities): Following a short mini-lesson, students are given an array of scaffolded options where they select only a certain number to complete. One of the most common options is modeled after Tic-Tac-Toe. While the class works, the teacher pulls students based on data for 1:1 support. Differentiation can occur by making available different versions based on ability, which is derived from data.</span></li><li><span style="font-family: verdana;"><b>Playlists</b> – A short period of instruction sets up a variety of tasks that a teacher curates into a playlist. Unlike a choice board, students must complete all of them in the order that they wish. Differentiation can occur by making slight alterations and providing kids the best version aligned with where they are currently. </span></li><li><span style="font-family: verdana;"><b>Flipped lessons</b> – With this approach, the teacher provides a short video lesson that addresses the main concepts that are to be learned, which the student completes at his or her pace outside of class. Content, modeling, checks for understanding, practice (guided and independent), and closure are included. During class, the teacher differentiates to meet their respective needs. </span></li></ul><p></p><p><span style="font-family: verdana;">In each of the above models (except flipped lessons), a timer is displayed for pacing and transitions. Once the activities have been completed a short formative assessment is given, which should consider of at least three scaffolded questions to ensure efficacy. To achieve greater equity, visuals with embedded tasks should be made available in the learning management system (LMS) for access in class or at home. </span></p><p><span style="font-family: verdana;">You can only control what happens during the time you have with your students. While this isn’t optimal, it does present an opportunity to level the playing field. The path to equity begins and ends with how time is used in their presence to create an experience that meets both their diverse needs and interests in alignment with either the curriculum or standards that you are accountable for as an educator. </span></p>Adminhttp://www.blogger.com/profile/09998738863404689730noreply@blogger.com9tag:blogger.com,1999:blog-5445997768302841246.post-16839947497022379102021-05-30T06:19:00.000-07:002021-07-23T23:58:52.933-07:00How to Make Learning Stick <p><span style="font-family: verdana;">It is no secret how we retain information, construct new knowledge, and develop competencies critical for success in the world of work and, more importantly, life. Learning is shaped by specific conditions that are either created or engaged in by chance that allow for authentic application through an immersive experience. If there were a secret sauce, then that is it, but it's not as mysterious as one might think. When it comes to classrooms and schools getting students actively involved, it isn't a gimmick. It is a proven way to improve academic outcomes.</span></p><p><span style="font-family: verdana;">As I wrote in a recent post, direct instruction serves a purpose and can be an invaluable strategy to help set the stage for learning. The key is to not only rely on this teaching technique as it mainly focuses on providing information and modeling as opposed to active learning. Research shows how students learn best, and it's not by talking at them for extended periods. Take a look at this synopsis from <a href="https://news.harvard.edu/gazette/story/2019/09/study-shows-that-students-learn-more-when-taking-part-in-classrooms-that-employ-active-learning-strategies/" target="_blank">Peter Reuell</a>:</span></p><p></p><blockquote><span style="font-family: verdana;">For decades, there has been evidence that classroom techniques designed to get students to participate in the learning process produce better educational outcomes at virtually all levels. A Harvard study suggests it may be important to let students know it. The study shows that, though students felt as if they learned more through traditional lectures, they actually learned more when taking part in classrooms that employed so-called active-learning strategies by scoring higher on tests. </span></blockquote><p></p><p><span style="font-family: verdana;">There are many ways to make learning stick. Here are things to consider as you develop lessons, activities, and assessments.</span></p><p style="text-align: center;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWsxY1kkKQBV9t6Q2iVMyFMn-IxVt3KJaiZ9AjLMhj45Oxi1I30aae51SilAlLWntR0KCjzIeBCTqfd5l5GBvSOHTybsT92CaaJtySbSsCQ_OGXYjWEc8T80wT9kvrVpEqBNrHtbTeUx8/s2048/7+Ways+to+Make+Learning+Stick.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1835" data-original-width="2048" height="574" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWsxY1kkKQBV9t6Q2iVMyFMn-IxVt3KJaiZ9AjLMhj45Oxi1I30aae51SilAlLWntR0KCjzIeBCTqfd5l5GBvSOHTybsT92CaaJtySbSsCQ_OGXYjWEc8T80wT9kvrVpEqBNrHtbTeUx8/w640-h574/7+Ways+to+Make+Learning+Stick.jpg" width="640" /></a></div><span style="font-family: verdana;"><br /></span><p></p><p></p><ol style="text-align: left;"><li><span style="font-family: verdana;">Cognitive overload inhibits learning. Too much information results in stress that prevents students from assimilating information effectively (Waddington, 1996).</span></li><li><span style="font-family: verdana;">Learning requires an emotional journey. Emotion has a substantial influence on the cognitive processes in humans, including perception, attention, learning, memory, reasoning, and problem-solving. Emotion has a particularly strong influence on attention, significantly modulating the selectivity of attention as well as motivating action and behavior (Tyn et al., 2017).</span></li><li><span style="font-family: verdana;">Help learners embrace mistakes. By constructing a psychologically safe environment through reframing metacognitive interpretation of subjective difficulty, children can express their full cognitive potential (Autin & Croizet, 2012).</span></li><li><span style="font-family: verdana;">Create opportunities for students to teach each other. When students actually teach the content of a lesson, they develop a deeper and more persistent understanding of the material than from solely preparing to teach (Fiorella & Mayer, 2013).</span></li><li><span style="font-family: verdana;">Find ways to include novelty. <a href="https://www.sciencedirect.com/science/article/pii/S1074742719300516" target="_blank">Extensive research</a> has shown that you have to navigate through unknown territory when visiting a new place and remember landmarks to find your way back. Quickly learning where to expect danger and where to find rewards is therefore crucial for survival. Several theories have suggested that to promote learning, novelty elicits a learning signal by activating dopamine, making it easier to remember. </span></li><li><span style="font-family: verdana;">Focus on active application. As noted at the beginning of this post, research has shown that students learn more when they are actively involved in the process. </span></li><li><span style="font-family: verdana;">Promote collaboration and peer interaction. Research in cognitive science has illustrated the efficacy and significance of social learning, leading to improved academic and behavioral outcomes (Li & Jeong, 2020, Wood & O'Malley, 1996).</span></li></ol><p></p><p><span style="font-family: verdana;">The ideas above set the stage for incorporating a variety of pedagogical techniques such as scaffolded questions, inquiry-based learning, and performance tasks where reflection, movement, and purposeful play can be integrated. In Chapter 4 of <a href="https://www.amazon.com/Disruptive-Thinking-Our-Classrooms-Preparing/dp/1734890894/ref=cm_cr_arp_d_product_top?ie=UTF8" target="_blank">Disruptive Thinking in Our Classrooms</a>, I dive into these practical and realistic strategies and many others that can help learn stick for all kids. When it is all said and done, the key takeaway is more significant levels of empowerment and ownership. Learning is and should be treated as a process, not an event. Hence the need for research-based pedagogies that don't prepare kids for something but anything! </span></p><p><span style="font-family: verdana; font-size: x-small;">Autin, F. & Croizet, J. C. (2012). Improving working memory efficiency by reframing metacognitive interpretation of task difficulty. Journal of Experimental Psychology: General, 141(4), 610. </span></p><p><span style="font-family: verdana; font-size: x-small;">Fiorella, L. & Mayer, R. E. (2013). The relative benefits of learning by teaching and teaching expectancy. Contemporary Educational Psychology, 38(4), 281-288. </span></p><p><span style="font-family: verdana; font-size: x-small;">Li, P. & Jeong, H. (2020). The social brain of language: Grounding second language learning in social interaction. NPJ Science of Learning, 5(1), 1-9.</span></p><p><span style="font-family: verdana; font-size: x-small;">Tyng, C. M., Amin, H. U., Saad, M., & Malik, A. S. (2017). The Influences of Emotion on Learning and Memory. Frontiers in psychology, 8, 1454. https://doi.org/10.3389/fpsyg.2017.01454</span></p><p><span style="font-family: verdana; font-size: x-small;">Waddington, P. (1996). Dying for information: an investigation of information overload in the UK and world-wide. London: Reuters Business Information.</span></p><p><span style="font-family: verdana; font-size: x-small;"></span></p><p><span style="font-family: verdana; font-size: x-small;">Wood, D. & O'Malley, C. (1996). Collaborative learning between peers: An overview. Educational Psychology in Practice, 11(4), 4-9.</span></p><div><br /></div>Adminhttp://www.blogger.com/profile/09998738863404689730noreply@blogger.com4tag:blogger.com,1999:blog-5445997768302841246.post-30879695855389863462021-05-09T05:58:00.000-07:002021-11-10T13:24:26.290-08:00Empowerment Through Choice<p><span style="font-family: verdana;">Agency in the classroom is about giving students more control over their learning through greater autonomy and purpose. It is driven by many factors, one of which is choice. The underlying premise is to move learners from a state of engagement to empowerment so that they exert more ownership over their learning. Consider the following in the context of the professional world of work and employee success.</span></p><p></p><blockquote><span style="font-family: verdana;">One of the simplest ways of employee empowerment is to give them the choice to approach their work. The underlying idea in this approach is that choice gives employees a sense of personal control, which can enhance their intrinsic motivation towards their work, resulting in higher morale, creativity and innovation, better performance, more significant organizational commitment, and lower turnover (Chua and Iyengar, 2006).</span></blockquote><p></p><p><span style="font-family: verdana;">It is essential to understand just how critical choice can be when thinking about lesson design and pedagogy. It might be one of the most uncomplicated components to integrate daily, whether you are face-to-face, remote, or hybrid. In <a href="http://bit.ly/DisruptiveThink" target="_blank">Disruptive Thinking in Our Classrooms</a> (chapter 5), I go into detail on strategies such as choice boards, must-do/may-do activities, and playlists while sharing an array of practical examples by grade level. Each provides students with greater control over their learning while also freeing up the teacher for targeted instruction or support. Best of all, there are unlimited possibilities on how to create these activities. </span></p><p><span style="font-family: verdana;">Case in point. Recently I received a text message from Nathan Hall, the principal of Corinth Middle School, where I have been coaching for the past two years. He shared with me an image during a walk-through of a choice activity that Betty Graham, one of his 8th-grade teachers, implemented with a great deal of success. I loved the image so much that I asked him to send me some more context. Below is what Betty sent as well as the choice activity that she created. </span></p><p></p><blockquote><span style="font-family: verdana;">During intercession, some of my students asked if I could bring back the board they could click on as they enjoyed it so much. They said it was easier to follow. So, after spring break, I worked on making a board for my students. They wanted the links so they would not have to click different places. With this board, they know what they have to do daily, weekly, and what to do when they are finished. One thing I do like about the board, I do not hear, "What do I do now?" They are working. Today I asked my first period what they liked about the board, and they said it was easy to follow, plus they love the links.</span></blockquote><p style="text-align: center;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMZYXKqlq7wzpFn_NnwB2Af0RuiExN2fo-sz4XbDISI2F_BltdAhyLTqpT1zj2OCeCv4B2hxiVcFC29HP0EFEr_6UUuVBfN5_oZrxwsXjGq2Gy0H__QzFUvVVD4Tjhy2q1aHH_mf4ynh8/s1024/84544CD0-E262-4679-AC5A-C941CCD5B16C_1_105_c.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="768" data-original-width="1024" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMZYXKqlq7wzpFn_NnwB2Af0RuiExN2fo-sz4XbDISI2F_BltdAhyLTqpT1zj2OCeCv4B2hxiVcFC29HP0EFEr_6UUuVBfN5_oZrxwsXjGq2Gy0H__QzFUvVVD4Tjhy2q1aHH_mf4ynh8/w640-h480/84544CD0-E262-4679-AC5A-C941CCD5B16C_1_105_c.jpeg" width="640" /></a></div><p></p><p></p><p><span style="font-family: verdana;">It has been incredible watching Betty, and her colleagues at Corinth Middle School grow over the past couple of years. As I think about what she created, I can't help but reflect on all the many different choice activities I have seen in classrooms or those shared virtually. Below are some tips to consider as you either develop, refine, or provide feedback on your own options.</span></p><p></p><ul style="text-align: left;"><li><span style="font-family: verdana;">Use pre-made templates</span></li><li><span style="font-family: verdana;">Organize tasks into squares or columns</span></li><li><span style="font-family: verdana;">Integrate a timer for pacing</span></li><li><span style="font-family: verdana;">Pull learners for targeted support</span></li><li><span style="font-family: verdana;">Make available through your learning management system (LMS)</span></li><li><span style="font-family: verdana;">Build in rigorous and relevant options</span></li><li><span style="font-family: verdana;">Monitor regularly to ensure on-task behavior.</span></li><li><span style="font-family: verdana;">Integrate technology</span></li><li><span style="font-family: verdana;">Use adaptative learning tools for differentiation </span></li><li><span style="font-family: verdana;">Create a scaffolded formative assessment </span></li></ul><p></p><p style="text-align: center;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEis12dDmsve6YtBWhBi9798rs4iHAfOMq6Feo-sP3zF3PM_LnpHMj62IhQSYCqKECnEldmp3JWR-GAsu2sZMOSjdDCsLYQr7gTDtIUUCHDMhNF9GHQcm7tDl0XdPDCo_Sg2hAwp-opWDds/s2048/10+Tips+for+Effective+Choice+Activities.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1347" data-original-width="2048" height="420" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEis12dDmsve6YtBWhBi9798rs4iHAfOMq6Feo-sP3zF3PM_LnpHMj62IhQSYCqKECnEldmp3JWR-GAsu2sZMOSjdDCsLYQr7gTDtIUUCHDMhNF9GHQcm7tDl0XdPDCo_Sg2hAwp-opWDds/w640-h420/10+Tips+for+Effective+Choice+Activities.jpg" width="640" /></a></div><p></p><p><span style="font-family: verdana;">Choice is the great differentiator that helps to meet the needs of ALL learners. Don't think that you need to always utilize the strategies discussed in this post. It can be as simple as choosing the right tool for a task, topic to write a research paper about, or how to create a product to demonstrate learning. The key is to always look for opportunities to include choice, as well as voice, during each lesson. </span></p><p><span style="font-family: verdana; font-size: x-small;">Chua, Roy Y.J., and S Iyengar. "Empowerment through Choice? A Critical Analysis of the Effects of Choice in Organizations." Research in Organizational Behavior 27 (2006): 41–79.</span></p>Adminhttp://www.blogger.com/profile/09998738863404689730noreply@blogger.com0tag:blogger.com,1999:blog-5445997768302841246.post-14180015607697838772021-05-02T06:09:00.000-07:002021-11-10T13:24:25.407-08:00Student Success Relies on Future-Proofing Learning <p><span style="font-family: verdana;">Imagine if we all had a crystal ball? It sure would have come in handy prior to the pandemic. What if I told you that we might have actually had one in the form of a retro animated series that aired over fifty years ago that predicted some modern technological innovations? Below is how I opened <a href="http://bit.ly/DisruptiveThink" target="_blank">Disruptive Thinking in Our Classrooms</a>:</span></p><p></p><blockquote><span style="font-family: verdana;">One of my favorite shows as a kid was The Jetsons. Even though it only aired for one season in the 1960s, I got my fill thanks to non-stop reruns throughout my childhood. For those who have not seen the show, it focuses on a futuristic family residing in Orbit City, whose architecture looks like it was invented by Google with all the living residences and businesses raised on adjustable columns high above the ground. The entire series revolved around the family’s life one hundred years into the future assisted by labor-saving technologies that often broke down in humorous ways.</span> </blockquote><blockquote><span style="font-family: verdana;">The Jetsons provided us with a glimpse into what society could look like one day and inspired people young and old to dream about the future. Some of the show’s bold predictions actually came true, including video conferencing, robots, smartwatches, drones, jetpacks, holograms, and automated homes. Other inventions are within our grasp such as flying cars, driverless vehicles, and computers so powerful they have the operating capacity of the human brain. Things are moving fast in our world. In the words of the wise Ferris Bueller, “Life moves pretty fast. If you don’t stop and look around once in a while you could miss it.” This is spot-on advice to keep in mind as we enter further into our own Jetsons moment.</span></blockquote><p></p><p><span style="font-family: verdana;">Life sure does move fast. Even before the pandemic, it was difficult, if not near impossible, to keep up with all the exponential change as a result of the 4th Industrial Revolution. The “Jetsons moment” has become engrained in our lives no matter where we live or work. In a short period of time, we have seen innovative companies such as Uber, Lyft, Vrbo, DoorDash, and Robinhood disrupt many traditional service areas. While there might be a consistent focus on disruption now, the fact remains that it is not new and has been impacting the world since the beginning of time. A ride through Epcot’s Spaceship Earth shows how papyrus paper, the printing press, television, and the first home computer not only disrupted but revolutionized the world. </span></p><p><span style="font-family: verdana;">Exponential change is the new normal. To adequately prepare students, the key is to future-proof learning, so they are always ready for whatever faces them. While this might seem like a stretch or even impossible, I assure you it’s not. Here is how to begin:</span></p><p></p><ul style="text-align: left;"><li><span style="font-family: verdana;">Develop higher-order thinking through scaffolded questions and tasks</span></li><li><span style="font-family: verdana;">Authentic application of knowledge and concepts in connection with real-world problems.</span></li><li><span style="font-family: verdana;">Purposeful use of tech-driven by the learner</span></li><li><span style="font-family: verdana;">Equity and cognitive flexibility through personalization</span></li><li><span style="font-family: verdana;">Learning environments that reflect current (and future) contexts</span></li></ul><p></p><p style="text-align: center;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPVNiEuzgTKJA_nSxQRWn1_8qHfxeGuUvcedccIB0XVk_Eh7RyXWpWcNid1-TE36olFHfxpoxC6LnvA326FxYUrI70VjYusVLJ0dtwNo2A0EXygSAHPfWNWG2VROSPKqIqOpZpsNRwsgU/s2048/5+Ways+to+Future+Proof+Student+Learning.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1684" data-original-width="2048" height="526" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPVNiEuzgTKJA_nSxQRWn1_8qHfxeGuUvcedccIB0XVk_Eh7RyXWpWcNid1-TE36olFHfxpoxC6LnvA326FxYUrI70VjYusVLJ0dtwNo2A0EXygSAHPfWNWG2VROSPKqIqOpZpsNRwsgU/w640-h526/5+Ways+to+Future+Proof+Student+Learning.jpg" width="640" /></a></div><span style="font-family: verdana;"><br /></span><p></p><p><span style="font-family: verdana;">Creating a classroom culture that empowers students to replace conventional ideas with innovative solutions to authentic problems can lead to prosperity in a bold new world. Disruption is here to stay, thus the need to future-proof learning. Disruptive thinking is the way to get there. To learn more, get your copy of my new book <a href="https://www.amazon.com/dp/1734890894?ref_=pe_3052080_397514860" target="_blank">on Amazon</a>.</span></p>Adminhttp://www.blogger.com/profile/09998738863404689730noreply@blogger.com1tag:blogger.com,1999:blog-5445997768302841246.post-37640469427378117932021-04-25T06:08:00.000-07:002021-11-10T13:24:26.581-08:00Disruptive Thinking in Our Classrooms: Preparing Students for Their Future<p><span style="font-family: verdana;">The pandemic gave many of us a great deal of time to engage in projects both personally and professionally. For me, in the case of the latter, that was writing a new book. My challenge and motivation were to create a teacher-facing resource that would also be applicable to administrators, instructional coaches, and other educators who actively work in schools. I am so proud to introduce <a href="http://bit.ly/DisruptiveThink" target="_blank">Disruptive Thinking in Our Classrooms: Preparing Students for Their Future</a> which is now available on Amazon.</span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEguBA5e1z0iVxMa6th2Vrk_a6vLbhbY-P5vfYf5SBXUzo7ozOJpBppU6ojhQy1Md67uj6PqiL4AH0ZctrjwIpiGojsUcugRTM3K2wQtWgj38Vs9XMLF5BOY-P9KCo34QGoJc87QRdHQSKQ/s2048/THINK+%25281%2529.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1283" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEguBA5e1z0iVxMa6th2Vrk_a6vLbhbY-P5vfYf5SBXUzo7ozOJpBppU6ojhQy1Md67uj6PqiL4AH0ZctrjwIpiGojsUcugRTM3K2wQtWgj38Vs9XMLF5BOY-P9KCo34QGoJc87QRdHQSKQ/w250-h400/THINK+%25281%2529.png" width="250" /></a></div><p><span style="font-family: verdana;">The world has and continues to change in ways that are difficult to predict. All one has to do is look at the combined impact of the COVID19 pandemic and the 4th Industrial Revolution. Regardless of the forces at hand, educators play a pivotal role in preparing students for success now and in the future. In this book, my hope was to make a compelling case that the best way to do this is to create a disruptive thinking culture in the classroom and beyond. Here is a short excerpt from Chapter 1:</span></p><p><span style="font-family: verdana;"></span></p><blockquote><p><span style="font-family: verdana;">If we are to develop students who think disruptively, we must examine and reflect on our current teaching and learning practices. We, too, must become disruptive thinkers, which I define as: replacing conventional ideas with innovative solutions to authentic problems.</span></p><p><span style="font-family: verdana;">It’s time to challenge the status quo when it comes to teaching and learning in our classrooms. Our learners—and their future in a bold new world—depend on it and us.</span></p></blockquote><p><span style="font-family: verdana;"></span></p><p><span style="font-family: verdana;">The premise of it is simple yet powerful. It’s time to future-proof learning for ALL kids. Broken into four parts, this book combines stories, insight from thousands of school visits, practical strategies, research, lessons from the pandemic, and examples from classrooms to assist educators in transforming their practice. The parts are:</span></p><p></p><ul style="text-align: left;"><li><span style="font-family: verdana;">Re-thinking “normal”</span></li><li><span style="font-family: verdana;">Re-thinking learning</span></li><li><span style="font-family: verdana;">Re-thinking the learner</span></li><li><span style="font-family: verdana;">Re-thinking our mindset</span></li></ul><p></p><p><span style="font-family: verdana;">Each chapter ends with a “disruptive challenge” designed to do just that: challenge educators to disrupt in some way their current thinking or professional practices. I am really excited about these and think readers will find great value in them as they will encourage them to actively apply concepts and share results on social media using #DistruptiveThink.</span></p><p><span style="font-family: verdana;">Readers will develop and understand that….</span></p><p><span style="font-family: verdana;"><b>Disruptive change is the new normal</b>. As such, our mindset and practice must evolve to future-proof learning in ways that help students develop meaningful competencies critical for success in an unpredictable world.</span></p><p><span style="font-family: verdana;"><b>Comfort is the enemy of growth</b>. We must critically evaluate if the way things have always been done in the classroom sets learners up for success now and in the future. Improvement in all we do is a never-ending journey.</span></p><p><span style="font-family: verdana;"><b>Learning is a process, not an event</b>. It requires educators to develop and utilize instructional practices and pedagogical techniques that meet the unique needs of all students.</span></p><p><span style="font-family: verdana;"><b>Outlying practices play a key role in the development of disruptive thinking</b>. Some have increasing value while others do not. It is up to educators to find the right blend of these strategies to empower learners.</span></p><p><span style="font-family: verdana;">Packed with ready-to-use ideas and embedded resources, including the latest digital tools, templates, and artifacts from real classrooms, readers will learn….</span></p><p></p><ul style="text-align: left;"><li><span style="font-family: verdana;">Why a mindset shift is essential in order to prepare learners for an unpredictable world</span></li><li><span style="font-family: verdana;">How to implement strategies that focus on developing critical competencies</span></li><li><span style="font-family: verdana;">How to ensure equity through personalization</span></li><li><span style="font-family: verdana;">What to reflect on to improve and build powerful relationships</span></li></ul><p></p><p><span style="font-family: verdana;">Below is a small snapshot of what people are saying about the book. To see all of the endorsement quotes, click <a href="https://docs.google.com/document/d/1TWpGoUH-hxV83SSQuAaOo0PkzaxE1hGRN2BJJrpmTCM/edit?usp=sharing" target="_blank">HERE</a>.</span></p><p><span style="font-family: verdana;"></span></p><blockquote><p><span style="font-family: verdana;">This book is an informed reflection from an educator whose experience as a teacher, principal, instructional coach, and persistent learner enables him to affirm the life-shaping potential of teaching even as he chafes in the face of its time-weary practices. Sheninger invites readers to join him in seeking answers to the question, “What makes a classroom become an incubator for student capacity, engagement, and empowerment?” The book reads like a conversation with a worthy colleague as it invites us to reconsider virtually every aspect of teaching. If you have an inkling that getting better at what we do is a non-negotiable for dedicated professionals, join the author as he probes the status quo and provides practical guidance for changing to address the changing needs of the young people in our care.</span></p><p><span style="font-family: verdana;"><b>Carol Ann Tomlinson</b>, Ed.D., William Clay Parrish, Jr. Professor, University of Virginia</span></p><p><span style="font-family: verdana;">This book will disrupt your day–it will challenge your thinking, and it will demand reading every page. The nuggets are there: it asks you to adopt business as unusual, the aim is growth, not perfection, and there are no rabbit holes of fluff. Eric Sheninger captures a method for dealing with the unknown, for making the future the present, and invites consideration of the competencies to make learning lovable for teachers and their students.</span></p><p><span style="font-family: verdana;"><b>John Hattie</b>, Emeritus Laureate Professor, Melbourne Graduate School of Education</span></p><p><span style="font-family: verdana;">Eric Sheninger will help you shift your own mindset and the mindset of your students with this powerful, practical work.</span></p><p><span style="font-family: verdana;"><b>Daniel H. Pink</b>, New York Times bestselling author of WHEN, DRIVE, and TO SELL IS HUMAN</span></p></blockquote><p><span style="font-family: verdana;"></span></p><p><span style="font-family: verdana;">My hope is that anyone reading this book will walk away both inspired and with practical strategies to empower learners to think disruptively in any classroom or school. All of the resources are curated using Google Docs, so they will ways be up to date. I am proud to have partnered with <a href="https://www.connectedd.org/" target="_blank">ConnectEDD</a> to publish this book. They offer fantastic bulk discounts, making it perfect for district or schoolwide book studies or empowering the masses. </span></p><p><span style="font-family: verdana;">Contact them <a href="https://www.connectedd.org/contact" target="_blank">HERE</a> for more information.</span></p>Adminhttp://www.blogger.com/profile/09998738863404689730noreply@blogger.com3tag:blogger.com,1999:blog-5445997768302841246.post-88590415603553420282021-04-18T05:42:00.000-07:002021-11-10T13:24:28.020-08:00Using Feedback to Create a Culture of Excellence<p><span style="font-family: verdana;">Growth is a huge component of the change process. In order for each of us to pave a path for success, there must be feedback along the way. When it comes to navigating the process of change, this might be the most essential element to help individuals improve while also validating efforts made to get better. Cultures of excellence are created and fostered when feedback is used to commend effort while providing considerations for growth regularly. In a <a href="https://newsbusiness2020.blogspot.com/2018/01/five-components-of-good-feedback.html" target="_blank">previous post</a>, I highlighted five considerations to help maximize this powerful tool, which you can see below:</span></p><p></p><ul style="text-align: left;"><li><span style="font-family: verdana;">Positive facilitation</span></li><li><span style="font-family: verdana;">Practical and specific</span></li><li><span style="font-family: verdana;">Timely</span></li><li><span style="font-family: verdana;">Consistent</span></li><li><span style="font-family: verdana;">Use the right medium</span></li></ul><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiP2Ph0D0xOH5stwFlZU1Y2VkW7zkPln7a0KV_lNPaBhXquZXwgtQauzBLLf30c3nzwzQ2S607Q-v9-6hSXfI-FlO19avbNz86v__0cKMAbiMAdhQobh04VOHQE9QFdM4GSM8ZXhA7LBtI/s2048/Feedback+Illo+2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1684" data-original-width="2048" height="526" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiP2Ph0D0xOH5stwFlZU1Y2VkW7zkPln7a0KV_lNPaBhXquZXwgtQauzBLLf30c3nzwzQ2S607Q-v9-6hSXfI-FlO19avbNz86v__0cKMAbiMAdhQobh04VOHQE9QFdM4GSM8ZXhA7LBtI/w640-h526/Feedback+Illo+2.jpg" width="640" /></a></div><p style="text-align: center;"><br /></p><p><span style="font-family: verdana;">In <a href="https://newsbusiness2020.blogspot.com/2020/02/knowing-where-we-are-paves-way-for.html" target="_blank">my role as a coach</a>, I am constantly providing educators with feedback based on qualitative and quantitative evidence in alignment with the principles listed above. On a typical day when I visit classrooms with principals in my partner districts across the country, both the building and district leaders receive a 1000-to-5000-word document laden with practical feedback. They get this before I physically leave for the day. I have always done this because I know that timely information has been critical to my professional growth. The best outcome of this process has been the feedback I have received from leaders who have stated how valuable this resource has been for them.</span></p><p><span style="font-family: verdana;">During my recent work with the Kentucky Department of Education (KDE), I had the honor of sharing what I have learned from the field while helping them look at and analyze evidence from their change efforts during our time together. During each virtual coaching session, they were pushed to bring artifacts from their respective cohort. <a href="http://newsbusiness2020.blogspot.com/2021/03/8-elements-of-effective-coaching.html" target="_blank">Recently I shared</a> what Jill Angelucci, an assistant principal from George Rogers Clark High School, created as a result of the project. My role was to provide then direct feedback on all the evidence shared while also engaging the group to do the same. One of the key points I tried to make was how important it is to do the same with teachers. It warmed my heart when Amy Rhodes, the principal of Bevins Elementary, shared what she had recently implemented in regard to feedback. The result was “Feedback Fridays.” </span></p><p><span style="font-family: verdana;">You can see examples of the slips she created <a href="https://docs.google.com/presentation/d/1vG3mV1LHBK0ndINDFROw38t8zzGjjU8dH721TvdI_QI/edit?ts=603d3032#slide=id.p" target="_blank">HERE</a> and read the summary below:</span></p><p></p><blockquote><span style="font-family: verdana;">While our district was on all virtual learning, I began asking my teachers to submit one thing each week they wanted me to give feedback on from Canvas. Teachers could ask for feedback on a module, lesson, or recorded video from Canvas. They could ask me to join a Zoom for the upcoming week or look at a piece of student work. The options are endless. I gave each teacher feedback on what he/she submitted. If the teacher submitted something to me before 2:30 on Friday, I allowed them to leave work 30 minutes early (while we are on all virtual learning and students were not in the building). </span></blockquote><p></p><p><span style="font-family: verdana;">I recently checked back in with Amy Rhodes after reviewing the feedback slips she had shared during the KDE coaching sessions to gain more insight into her views on why and how she moved forward with this strategy. Below are her thoughts.</span></p><p></p><blockquote><p><span style="font-family: verdana;">Feedback and coaching have been part of my professional growth goal for the last few years. Being an instructional leader is my top priority, and I know how vital teacher efficacy is to student achievement. When our school closed in March of 2020, we were not prepared for virtual learning. We did the best we could with the resources we had. Going into the new school year in August of 2020, we needed a learning management system and ways to improve virtual learning. Being all virtual, I was unable to observe instruction in the classrooms, and I had to teach myself how to conduct virtual observations through Canvas and by participating in Zooms. </span></p><p><span style="font-family: verdana;">I noticed that my teachers worked very hard at making their virtual classrooms presentable and designing their Canvas courses so they were easy to navigate. I did not see the sound instruction that I would see in the classrooms if we were not virtual. Some of the things I look for while doing classroom visits, using our district walkthrough document, are learning targets, higher-level questioning and discussion, active engagement, student feedback, technology, and formative assessment. I knew my teachers were already overwhelmed with all the changes, but I also know how vital it is for our students to receive sound instruction rather than be virtual or in person. </span></p><p><span style="font-family: verdana;">We meet in PLCs every Wednesday and were able to use this time to discuss and have teachers share out their Canvas pages and virtual lessons. When I would see something from the week that I liked, I asked that teacher to share out at PLC. For example, while conducting a virtual observation in Canvas, I noticed a third-grade teacher found a fantastic way to engage students even through virtual learning. I asked her to share her screen I PLC and show her colleagues what she did. This was an excellent way for teachers to learn ideas from others. </span></p><p><span style="font-family: verdana;">As I already said, my teachers were so overwhelmed, so I chunked the things I look for from our walkthrough document.t I started with learning targets, and I provided coaching and feedback until every teacher had learning targets on their virtual lessons each day. Next, we moved on to formative assessment and then on to questioning and discussion. We chunked the areas and worked on them in small groups. With the coaching and feedback I provided, along with the PLC discussions, it did not take too long until I was observing high-quality teaching and learning virtually!</span></p></blockquote><p></p><p><span style="font-family: verdana;">If there isn’t a concerted effort to improve progress, it is often hard to come by in many cases. Most educators need and want feedback to grow. There is no one right way to do this, in my opinion. However, once feedback is prioritized and consistently provided, the stage is set for a culture of excellence.</span></p>Adminhttp://www.blogger.com/profile/09998738863404689730noreply@blogger.com0tag:blogger.com,1999:blog-5445997768302841246.post-68548676298196480202021-04-11T06:09:00.000-07:002021-11-10T13:24:27.677-08:00Organize, Streamline, and Empower Learning with Hāpara<p><span style="font-family: verdana;">The world has radically changed in unprecedented ways. Educators navigate uncharted waters that continually fluctuate as a result of COVID-19 and the <a href="https://newsbusiness2020.blogspot.com/2019/06/education-for-4th-industrial-revolution.html" target="_blank">Fourth Industrial Revolution</a>. Even with all of these challenges, opportunities have arisen to take education in a different and better direction to create a new normal that better meets learners' needs. Teachers have risen to the occasion like never before. With increases in technology and adapting to both <a href="https://www.pinterest.com/newsbusiness2020/remote-and-hybrid-learning/" target="_blank">remote and hybrid learning</a>, we have seen them become nimble while embracing innovative pathways to create a more equitable learning experience.</span></p><p><span style="font-family: verdana;">As someone who has actively worked in schools physically and virtually throughout the pandemic, I have seen some of the most extraordinary examples of sound pedagogy. I will even go out on a limb and state that what I have seen the past couple of months is significantly better at scale than what was observed prior to COVID-19's emergence. Now don't get me wrong. There were definitely excellent practices taking place in classrooms across the globe. However, they were more isolated than widespread. All of that has changed in many schools. </span></p><p><span style="font-family: verdana;">If you are an avid reader of this blog, you have seen examples of what I am talking about in terms of the use of time, differentiation, purposeful integration of technology, and educator collaboration. My role has not only been to provide strategies and ongoing coaching but also to make recommendations on solutions that can make the lives of teachers, administrators, and students easier in the process. <a href="https://hapara.com/" target="_blank">Hāpara</a> is one such solution if you are using Google Workspace (formerly G-Suite). They offer a suite of tools for differentiation, promoting digital citizenship, establishing productive workflows, providing feedback, and allowing learners to work at their own pace. </span></p><p style="text-align: center;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKRUCIK1g9yJqnBP8AmOYzneVIaqMi_NTawZVKo3FNM3GpqRdL7WxbPVSXRQ2k2uVJR-D_sMIqtKCL-nzNK4VEEMIlRhLgc-OyNuwiLGYVZ8RBXFDw1Hz59GxO7dWUOLo1fE7z3ZNxvWE/s1042/Ha%25CC%2584para+2020+Logo-01.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="334" data-original-width="1042" height="129" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKRUCIK1g9yJqnBP8AmOYzneVIaqMi_NTawZVKo3FNM3GpqRdL7WxbPVSXRQ2k2uVJR-D_sMIqtKCL-nzNK4VEEMIlRhLgc-OyNuwiLGYVZ8RBXFDw1Hz59GxO7dWUOLo1fE7z3ZNxvWE/w400-h129/Ha%25CC%2584para+2020+Logo-01.png" width="400" /></a></div><br /><span style="font-family: verdana;"><br /></span><p></p><p><span style="font-family: verdana;">Below you can see all that Hāpara does:</span></p><p></p><ul style="text-align: left;"><li><span style="font-family: verdana;"><b>Highlights</b>: Encourages a gradual release of responsibility approach to monitoring digital learning to grow digital citizenship and develop critical competencies amongst learners. Highlights give teachers a window into what learners are working on in their Chrome browsers and provides the ability to provide formative feedback and positive reinforcement while also facilitating guided practice.</span></li><li><span style="font-family: verdana;"><b><a href="https://hapara.com/teacher-dashboard/" target="_blank">Teacher Dashboard</a></b>: Simplifies teacher workflows in Google Workspace by organizing all student Drive files into one convenient dashboard. This makes it easier for teachers to access student work and provide timely, consistent, formative feedback. </span></li><li><span style="font-family: verdana;"><b>Workspace</b>: Consider this the place to organize all of those Google apps and tools. Hāpara workspace is a home base for learning that teachers can use to facilitate instruction, automate differentiation, personalize tasks and provide a collaborative experience. Educators can benefit from thousands of publicly shared Workspaces aligned to the local curriculum and customize them to meet their learners' needs. </span></li><li><span style="font-family: verdana;"><b><a href="https://hapara.com/student-dashboard/" target="_blank">Student Dashboard</a></b>: A one-stop hub where learners can find their Google Classroom assignments, Drive files, announcements, and communications from their teachers. Student Dashboard can establish a path to developing more vital executive function skills, greater autonomy, and increased student agency. </span></li><li><span style="font-family: verdana;"><b>Private Library</b>: Allows schools and districts to secure their Hāpara Workspaces in private library collections. Only those within the school or district can see these Workspaces, and they cannot be shared publicly. This has the benefit of protecting licensed content so that copyright is not violated by sharing outside of the organization.</span></li><li><span style="font-family: verdana;"><b>Classroom Dashboard</b>: Provides schools and districts visibility into Google Classroom engagement metrics to make better-informed learning decisions. The valuable data provides insight into how Google Classroom is being used, whether or not students are engaged in learning, and developing a coaching and professional learning plan to ensure student success. </span></li><li><span style="font-family: verdana;"><b>Digital Backpack</b>: A flexible solution for equitable distribution of textbooks, resources, and other content. </span></li></ul><p></p><p><span style="font-family: verdana;">The resiliency of educators during the pandemic has not gone unnoticed. We need to continue to celebrate all that they have and continue to accomplish while also moving forward with pedagogical change that will transform classrooms in ways that future-proof learning. One way to ensure lasting success is to streamline workflows for teachers and students alike. In this case, Hāpara fits the bill for Google users. </span></p>Adminhttp://www.blogger.com/profile/09998738863404689730noreply@blogger.com0tag:blogger.com,1999:blog-5445997768302841246.post-49491719980125764412021-04-04T06:48:00.000-07:002021-11-10T13:24:26.944-08:00Learning Recovery Through Acceleration <p><span style="font-family: verdana;">There is an emerging sense of relief amongst educators as more and more schools are welcoming back students or that the most difficult year is finally coming to an end. With this excitement comes renewed fears of where many of these kids are academically or will be by the beginning of the next school year. As such, the most common messaging has focused on the impending learning loss epidemic that is about to plague virtually every school. While we know there are and will be challenges with <a href="https://newsbusiness2020.blogspot.com/2020/05/8-key-focus-areas-for-developing-re.html" target="_blank">re-entry</a> and assimilation, my concern is how the use of a deficit thinking approach to stereotype kids who, in many cases, have experienced immense trauma will affect them. It’s not their fault that a pandemic occurred. </span></p><p><span style="font-family: verdana;">A more sensitive and pragmatic strategy is to develop systemwide supports for learning recovery through acceleration. Remediation techniques tend to address foundational skills and lower-level standards and concepts that emphasize perceived weaknesses—employing an asset-based approach instead of a deficit model shifts the focus to strengths and equity. So why learning recovery through acceleration as opposed to remediation? <a href="http://www.ascd.org/publications/books/114026/chapters/Acceleration@_Jump-Starting_Students_Who_Are_Behind.aspx" target="_blank">Suzy Pepper Rollins</a> provides this take:</span></p><p></p><blockquote><span style="font-family: verdana;">The primary focus of remediation is mastering concepts of the past. On the other hand, acceleration strategically prepares students for success in the present—this week, on this content. Rather than concentrating on a litany of items that students have failed to master, acceleration readies students for new learning.</span></blockquote><p></p><p><span style="font-family: verdana;">With this approach, as opposed to a deficit thinking focus on learning loss, districts and schools work to develop a comprehensive plan to determine where their learners currently are to help them get back on track and accelerate their learning. With both a sense of urgency and an array of competing interests trying to advocate for why their way is the best, it is critical not to make the process more complicated than it is. Don’t overanalyze it or be made to think that just a technology solution will do the trick. To accelerate student learning, my colleague <a href="https://leadered.com/team/kyra-donovan/" target="_blank">Kyra Donovan</a> at the International Center for Leadership in Education (<a href="https://leadered.com/" target="_blank">ICLE</a>) suggests the following:</span></p><p></p><ul style="text-align: left;"><li><span style="font-family: verdana;">Develop teacher clarity by prioritizing standards using consistent and specific criteria.</span></li><li><span style="font-family: verdana;">Implement quick differentiation through vertical alignment of priority standards so teachers can dip down a grade level if needed but move quickly back to grade-level standards.</span></li><li><span style="font-family: verdana;">Emphasize rigorous and relevant learning through scaffolded questions and tasks that teach priority standards while allowing immersion in key concepts and skills. </span></li><li><span style="font-family: verdana;">Create checks for understanding by creating and aligning formative. assessments to priority standards.</span></li><li><span style="font-family: verdana;">Establish continuous high expectations to instill a belief that all students can and will learn. </span></li><li><span style="font-family: verdana;">Be bold by questioning current assessments and their purpose to determine if you need them all.</span></li></ul><div style="text-align: center;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEio_xqgKc0PNusTTHMTlC49e8TCQWo36UCi7jwznNIqDCyOBmn9CSvEQjJ8nWepQgKmqCF6k5wSPfUyICz7exDP643noNSs3F7_k5Mey88VX2mpoip7df-vCUr-M48yaz8Rtv_B7thAswU/s2019/Learning+Recovery+Through+Acceleration+01.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1974" data-original-width="2019" height="626" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEio_xqgKc0PNusTTHMTlC49e8TCQWo36UCi7jwznNIqDCyOBmn9CSvEQjJ8nWepQgKmqCF6k5wSPfUyICz7exDP643noNSs3F7_k5Mey88VX2mpoip7df-vCUr-M48yaz8Rtv_B7thAswU/w640-h626/Learning+Recovery+Through+Acceleration+01.jpg" width="640" /></a></div></div><div><span style="font-family: verdana;"><br /></span></div><div><span style="font-family: verdana;">It is critical to move past remediations that will further exacerbate learning gaps while identifying and implementing strategies that represent a sound investment to help learners get back on track and accelerate their learning. Below are some more thoughts from Kyra. </span></div><p></p><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dzP2Mv8VBLUEG3ZzuClWYWFq_uUrMBsE_wCq1BsgtE-yvrGiFNBpYzM2Gwau-x3RbTs2-6FY11ZB0EldehKuA' class='b-hbp-video b-uploaded' frameborder='0' /></div><p><span style="font-family: verdana;">At ICLE, we have developed comprehensive learning recovery through acceleration solutions. With the Elementary and Secondary School Emergency Relief (ESSER) Fund, Congress has made money available to school districts to tackle the ongoing impact of the COVID-19 pandemic. The two rounds of funding are primarily focused on learning recovery but can be used for a variety of <a href="https://leadered.com/our-solutions/professional-development-services/" target="_blank">professional learning needs</a>. The time is now to develop a longitudinal plan. Feel free to email me at any time (newsbusiness2020@leadered.com) for more information. </span> </p>Adminhttp://www.blogger.com/profile/09998738863404689730noreply@blogger.com0tag:blogger.com,1999:blog-5445997768302841246.post-15342831032109744942021-03-21T06:13:00.000-07:002021-11-10T13:24:25.480-08:00Differentiating in the Personalized Classroom<p><span style="font-family: verdana;">I love visiting classrooms around the country to not only support but to see educators in action. In my opinion, I learn just as much, if not more, from them as they hopefully do from me. During the spring of 2020, I connected with the Juab School District in Utah and began what would be two years of longitudinal work to help them take <a href="https://newsbusiness2020.blogspot.com/2020/01/personalized-learning-why-how-and-what.html" target="_blank">personalized learning</a> to the next level. The pandemic derailed our planned first face-to-face day. As a result, Royd Darrington, the assistant superintendent, asked me to create asynchronous models for the staff to watch at their own pace. The first was an overview of foundational instructional strategies and pedagogy, while the other five focused on voice, choice, path, pace, and place. </span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjB0K7KzZBfrZwE24XDeXCUlVzspaF39Yq-fV61Z5NE8VY7_o8Oo8ZzzkC8AKKT5bGUjoyCYv9sot_nfEEjbU5nY_8gV_oUCOsOowR55nIDTkUPggMDBvyHpWG3503FoP1ojdcwFaoW45Q/s2048/rev2+-+personalized+learning-02.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="2048" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjB0K7KzZBfrZwE24XDeXCUlVzspaF39Yq-fV61Z5NE8VY7_o8Oo8ZzzkC8AKKT5bGUjoyCYv9sot_nfEEjbU5nY_8gV_oUCOsOowR55nIDTkUPggMDBvyHpWG3503FoP1ojdcwFaoW45Q/w640-h640/rev2+-+personalized+learning-02.jpg" width="640" /></a></div><p style="text-align: center;"><br /></p><p><span style="font-family: verdana;">During the summer, I worked with the entire staff and visited each school to make some observations while offering feedback to the principals. Recently I visited the district where I met with each school to visit classrooms and see how they were progressing with personalized learning. Little did I know that my visit to Red Cliffs Elementary was going to blow my socks off. Upon entering the 4th-grade classroom of Jordan Jones, I saw probably the best examples of differentiation I have ever physically seen in real-time. One of the hallmarks of personalization is the purposeful use of data, which can be used to group, regroup, facilitate targeted instruction, or differentiate. Upon questioning Jordan, she was implementing all of these! There was also choice in the form of a must-do and may-do that varied for each group. Below is the picture I captured. </span></p><p style="text-align: center;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgv9JWh7zSATTVnVkdwaUq6WHRwTA56DL_9E9pvw3AB5T0a7GHUn4edH2sMIA8_mIHidIB2-AQqBjgh1SYhVmDpqyJGUYsdLpStF2e3I6GFRSrde1Kz0MOj8iiP4ytIYMGHIlVWC0QsT1A/s1024/54C4014E-C814-418C-8265-9067E79936D4_1_105_c.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1024" data-original-width="768" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgv9JWh7zSATTVnVkdwaUq6WHRwTA56DL_9E9pvw3AB5T0a7GHUn4edH2sMIA8_mIHidIB2-AQqBjgh1SYhVmDpqyJGUYsdLpStF2e3I6GFRSrde1Kz0MOj8iiP4ytIYMGHIlVWC0QsT1A/w480-h640/54C4014E-C814-418C-8265-9067E79936D4_1_105_c.jpeg" width="480" /></a></div><span style="font-family: verdana;"><br /></span><p></p><p><span style="font-family: verdana;">I could not contain my excitement and awe, so I decided to reach out to get her perspective on this activity. Below is her detailed explanation of what I saw and why she created this activity. </span></p><p></p><blockquote><p><span style="font-family: verdana;">I have done small group instruction for years. Although it felt differentiated, most of the time, each group was receiving nearly the same instruction. I had a hard time grasping how to personalize instruction to my students' needs because I didn't truly understand which skills they were missing. This year, I have been dedicated to using and analyzing data. This has completely changed my classroom. I can honestly say that I know my students this year better than any other group in past years. Learning how to read and understand student data is what started me onto this personalized learning path.</span></p><p><span style="font-family: verdana;">Starting out this year, my students were in 4 reading groups, similar to what I have always done. Students each went to the same groups, and when the timer went off, they would rotate to the next one. It worked, but it was far from personalized. I had data, and I knew what students needed, but I wanted to find a way to truly make my groups targeted and intentional.</span></p><p><span style="font-family: verdana;">This is when we (my teammate and I) came up with the Must Do; May Do idea. There are certain things that I want each student to complete each day, but these are different for different students. Each group has its own Must Do, and May Do activities. Must-Do activities are intentional activities that target individual student needs. May Do activities help reinforce content and skills that have been taught in class. Some activities stay the same each week, while others change. I have found that mixing up activities with different technologies has helped keep students actively engaged.</span></p><p><span style="font-family: verdana;">While students are completing these individualized activities, my instructional assistant and I can work individually or in small groups with students. In these groups, we use data to identify reading and/or phonics skills that students have not yet mastered and then teach them explicitly. Data is the most significant piece of the success of this format of teaching and learning. Groups are formed based on DIBELS data and data from our i-Ready Reading digital component. Students who are working on skills with myself and my instructional assistant are reassessed every three weeks. This helps me know whether the interventions and instruction that are being given are working if the student has mastered the skill, and what to teach next.</span></p><p><span style="font-family: verdana;">During the week that Eric visited my classroom, students completed a Padlet as a Must Do. On this Padlet, students had to write a character analysis paragraph about a character in a book that we have been reading. We chose a Padlet to complete this task for multiple reasons. The first was to help engage my students in a new way to complete this specific task. In class, we had written these on paper, as well as on Google Docs. The second reason was to allow students to see how others had written theirs. This gave students the ability to read their peers' writing and possibly use them as a model.</span></p><p><span style="font-family: verdana;">I have never felt so confident in my teaching. This year, I can honestly say that I am the best teacher I have ever been, and I am growing every day. I feel confident that my students are getting the instruction and practice that they need. My students have learned to make choices that help them learn the most. I had a student last week say, "I don't care how long it takes. I am here to learn. I like to learn."</span></p></blockquote><p></p><p><span style="font-family: verdana;">A few days later, I learned that Jordan had a partner in crime on the 4th-grade team and collaborated on this activity. So naturally, I needed to reach out to Crissa Peterson to get her take as well. Success is typically a team effort, and it was so refreshing to hear how shared goals are achieved by working smarter, not harder. Below is Crissa's take on the activity. </span></p><p></p><blockquote><p><span style="font-family: verdana;">My teammate and I felt that we needed to create a personalized learning experience that was meaningful and engaging to our students. We didn't want our students just completing activities as busywork. We wanted all of the activities to have meaning and value for that specific student. In order to create our groups, we looked at a few different data points. We used DIBELS data, a Phonic Screener for intervention (PSI assessment) that aligns with 95% group phonic skill interventions; we also used the iReady reading diagnostic results and then teacher discretion. From these results, we grouped students with similar learning needs/levels.</span></p><p><span style="font-family: verdana;">We also wanted to create activities that emphasized what we had been working on during our ELA module and All-Block tasks. We knew that Padlet would be a great option because students can share ideas with one another and modify them later if needed. It gave them a chance to enhance their typing skills as well while reinforcing the ELA standards we had been working on during that unit. We also felt that Nearpod was a great way to assess learning. It is an engaging and interactive tool that provides instant feedback to our students.</span></p><p><span style="font-family: verdana;">In creating our groups, we wanted to give our students voice and choice as well. In doing so, we decided to make our groups using the "must do" and "may do" templates. Each group is assigned different personalized "must do" and "may do" activities," so this means students are doing a variety of assignments throughout the block of time. Using this platform also allows the students to work at their own pace, and it also will enable students to master a standard/skill before moving on. "Must do" activities are the activities that are required for students to accomplish. These are personalized for them based on their learning needs. If students have finished their "must-do" activities, then they can go to a "may do" activity for the last round.</span></p><p><span style="font-family: verdana;">Students often tell us that they love being able to choose the order they complete their tasks in and that the activities frequently change for them. I, as a teacher, love that it gives my students the freedom and accountability to finish their assigned activities while keeping them engaged. Most of all, I love that I am personalizing their learning activities based on their individual needs and providing them the opportunity to work at their own pace, all while using technology and interactive tools.</span></p></blockquote><p></p><p><span style="font-family: verdana;">Personalization is about giving all kids what they need, when and where they need it, to succeed. The dynamic combination of differentiation, choice, and targeted instruction does this. By capturing Jordan's and Crissa's story, I hope that other educators will not only see that this is doable whether or not we are in a pandemic but results in an equitable learning experience for learners. </span></p><div><br /></div>Adminhttp://www.blogger.com/profile/09998738863404689730noreply@blogger.com0tag:blogger.com,1999:blog-5445997768302841246.post-60940910062713608382021-03-14T05:53:00.000-07:002021-07-23T23:59:11.677-07:008 Elements of Effective Coaching <p><span style="font-family: verdana;">I absolutely love coaching educators in small groups. During these sessions, I get to see firsthand how they are implementing ideas and strategies into practice to grow. While giving keynotes and facilitation workshops is something I love, both lack an on-going component, which is one of the most critical aspects of professional learning that leads to scalable results. While one-and-done and <a href="https://newsbusiness2020.blogspot.com/2016/04/waving-goodbye-to-drive-by-pd.html" target="_blank">drive-by events</a> are great at establishing the why once the excitement dies down, people are often clamoring to figure out how to make what they just heard a reality in their specific context. Having multiple touchpoints and small groups allows for more engagement, personalization, mentoring, feedback, and the time to dive more deeply into concepts. </span></p><p><span style="font-family: verdana;">There are so many ways to implement coaching effectively, but some specific strategies are listed below:</span></p><p></p><ul style="text-align: left;"><li><span style="font-family: verdana;">Ask questions</span></li><li><span style="font-family: verdana;">Listen intently</span></li><li><span style="font-family: verdana;">Be non-judgmental</span></li><li><span style="font-family: verdana;">Align ideas to research and evidence</span></li><li><span style="font-family: verdana;">Model strategies</span></li><li><span style="font-family: verdana;">Provide honest feedback</span></li><li><span style="font-family: verdana;">Create a safe environment that encourages conversation</span></li><li><span style="font-family: verdana;">Utilize positive reinforcement</span></li></ul><p></p><p style="text-align: center;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKXgRT7YT8FuAtTquQ5wd25ATvOFTPnkoBpFHN1YKpsDBU40BcHTdkqtBgAe3dvShud2myF1sTKzLmk5Y8IXA32qYww6zYBGmrXQ9xVBVqJviy-TmHdUpMxwrjQ0XbgtIBHzUjBCU1a8U/s2048/8+Elements+of+Effective+Coaching.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1425" data-original-width="2048" height="446" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKXgRT7YT8FuAtTquQ5wd25ATvOFTPnkoBpFHN1YKpsDBU40BcHTdkqtBgAe3dvShud2myF1sTKzLmk5Y8IXA32qYww6zYBGmrXQ9xVBVqJviy-TmHdUpMxwrjQ0XbgtIBHzUjBCU1a8U/w640-h446/8+Elements+of+Effective+Coaching.jpg" width="640" /></a></div><span style="font-family: verdana;"><br /></span><p></p><p><span style="font-family: verdana;">The other day, I facilitated a coaching session with leaders as part of a year-long partnership with the Kentucky Department of Education (KDE) on <a href="https://www.amazon.com/Digital-Leadership-Changing-Paradigms-Times/dp/154435083X/ref=sr_1_1?dchild=1&qid=1615578638&refinements=p_27%3AEric+Sheninger&s=books&sr=1-1&text=Eric+Sheninger" target="_blank">digital leadership</a>. The stage was set in separate large group sessions described below:</span></p><p><span style="font-family: verdana;"></span></p><blockquote><p><span style="font-family: verdana;">In order to fully understand the impact remote learning has on teaching and learning, we must be purposeful in the role we play in supporting and leading teachers in a digital environment. We must inspect what we expect. The only way to do this is to roll up our sleeves and jump into the digital learning environment with our teachers and students. To best assess our current levels of teaching and learning performance in a digital environment, we must understand how to collect the evidence that helps shape our overall understanding of learning now and in the future. </span></p><p><span style="font-family: verdana;">Once we have gathered the appropriate evidence of teaching and learning in a digital environment, participants will be led through the process of analyzing and interpreting evidence collected in an effort to understand the current conditions teachers are creating, and students are learning in each day. Once there is an understanding of the current landscape, practical ways will be shared in how to coach teachers to keep sound instructional design at the forefront of teaching and learning.</span></p></blockquote><p><span style="font-family: verdana;"></span></p><p><span style="font-family: verdana;">During these touchpoints, I offered specific ways for leaders to successfully gather and interpret evidence of teaching and learning to be in a better position to lead pedagogical change. In between two major workshops have been many small sessions where participants have been tasked with bringing evidence to illustrate how they are successfully leading change in their districts and get valuable feedback. Each coaching cycle has been designed to personalize the experience for all participants. My facilitation partner from KDE, Ben Maynard, has been incredible at using Google Jamboard for participants to upload artifacts, ask questions, and brainstorm strategies that the leaders hope to implement in the near future. </span></p><p><span style="font-family: verdana;">During one session, Jill Angelucci, an assistant principal from George Rogers Clark High School, shared an extraordinary artifact that resulted from professional learning that had been implemented throughout the year. Since things have been challenging during the pandemic, her school wanted to move beyond the challenges and instead focus on the positives. What they came up with was having teachers routinely present on what’s worked well. In my opinion, this was genius and not only shared effective practices but also built people up in the process. </span></p><p><span style="font-family: verdana;">Teachers presented for approximately 30 minutes once a month on Thursday. Below you can see on example of what was created using Canva as a result of the sessions at Jill’s school. You can see all of them <a href="https://drive.google.com/file/d/112IhngAfegHA581p2OOswewh7diVQ4PL/view?usp=sharing" target="_blank">HERE</a>. </span></p><p style="text-align: center;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMeIkfi79-83fEiIsHsZORyS1lUNXcLni-tpkVRXcRB1G_C-9qYp-wUxgcn1QSDnW00YFISyoTfqsFsk14hXJsEoEGamGzy6WScWvbkONs3hey25prNxMDWynF5q7_GuoXdBtEkPOQ5as/s918/Screen+Shot+2021-03-12+at+1.45.40+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="702" data-original-width="918" height="490" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMeIkfi79-83fEiIsHsZORyS1lUNXcLni-tpkVRXcRB1G_C-9qYp-wUxgcn1QSDnW00YFISyoTfqsFsk14hXJsEoEGamGzy6WScWvbkONs3hey25prNxMDWynF5q7_GuoXdBtEkPOQ5as/w640-h490/Screen+Shot+2021-03-12+at+1.45.40+PM.png" width="640" /></a></div><span style="font-family: verdana;"><br /></span><p></p><p><span style="font-family: verdana;">She was able to model digital strategies and ways for teachers to incorporate voice, choice, and path into their learning. It created a second piece to the overall strategy of ‘Think Tank Thursday’ where they continually share and identify other strategies made available to all staff. This was all accomplished while students were remote and almost entirely through Google Meet sessions. An innovative use of space and time was made available, and they plan to continue this while kids return to the building.</span></p><p><span style="font-family: verdana;">The artifact above was one of many that have been shared during the longitudinal work with KDE. The effective elements of coaching listed earlier in this post weren’t just used by me, but instead the entire group. It was a collaborative process where tangible outcomes were shared and analyzed. <a href="https://newsbusiness2020.blogspot.com/2018/08/the-case-for-coaching-leaders.html" target="_blank">Coaching</a> takes the “why” and moves educators along a continuum of effectively leading change and what can be used to show success.</span></p>Adminhttp://www.blogger.com/profile/09998738863404689730noreply@blogger.com6tag:blogger.com,1999:blog-5445997768302841246.post-60114897655833496732021-03-07T06:05:00.000-08:002021-11-10T13:24:27.236-08:00Digitally-Enhanced Exit Tickets <p><span style="font-family: verdana;">I love coaching as it provides a lens to see how teachers and administrators act on feedback to grow and improve. It also provides evidence that strategies aligned to research and sound instructional design are implemented in practical ways. Even though this year has been dramatically different as a result of the pandemic, I have found myself even more busy supporting districts through job-embedded and on-going professional learning. Whether face-to-face, <a href="https://www.pinterest.com/newsbusiness2020/remote-and-hybrid-learning/" target="_blank">hybrid or remote</a>, the elements of learning and good teaching remain the same. </span></p><p><span style="font-family: verdana;">No matter where I am, one aspect of instructional design that I often identify as an area for growth is closure. I have <a href="https://newsbusiness2020.blogspot.com/2019/10/dont-forget-closure.html" target="_blank">written in the past</a> how important including this strategy is, no matter the grade level of students or the content being addressed. Closure draws attention to the end of the lesson, helps students organize their learning, reinforces the significant aspects of the concepts explored, allows students to practice what was learned, and provides an opportunity for feedback, review, and reflective thinking. It is hard to determine the effectiveness of a lesson or whether learners understood the concepts presented without some form of closure. </span></p><p style="text-align: center;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgF-PPiIXmAEPp6KzTqF3Xg7zAqm2geJ9JDMPF062Pn3G172QU6kk_h_OJPR7Z8KINVWxka7TE3R2GirkYPiCfY7XBxMZFsUT-zq0hVJDozZqgtpaSCpk9S_wuXe6Iioo3OeASNgb89yyA/s2048/7+Reasons+Why+Closure+is+Key.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1036" data-original-width="2048" height="324" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgF-PPiIXmAEPp6KzTqF3Xg7zAqm2geJ9JDMPF062Pn3G172QU6kk_h_OJPR7Z8KINVWxka7TE3R2GirkYPiCfY7XBxMZFsUT-zq0hVJDozZqgtpaSCpk9S_wuXe6Iioo3OeASNgb89yyA/w640-h324/7+Reasons+Why+Closure+is+Key.jpg" width="640" /></a></div><span style="font-family: verdana;"><br /></span><p></p><p><span style="font-family: verdana;">While there are many strategies out there, the exit ticket is probably the one that is utilized the most. While learners can solve problems or answer specific questions related to the content or concepts addressed, more general prompts can also be used, such as:</span></p><p></p><ul style="text-align: left;"><li><span style="font-family: verdana;">What exactly did I learn?</span></li><li><span style="font-family: verdana;">Why did we learn this?</span></li><li><span style="font-family: verdana;">How will I use what was learned today outside of school, and how does it connect to the real world?</span></li></ul><p></p><p><span style="font-family: verdana;">A few weeks ago, I received an email from Dr. Nathan Hall, the Corinth Middle School principal in Mississippi. I have been coaching in the district for over two years now and have written extensively about how the schools' staff have been open to innovative change with the evidence to back it up. Below is a message that Lori Snyder, one of his 7/8th grade math teachers, sent him regarding using exit tickets for closure:</span></p><p></p><blockquote><span style="font-family: verdana;">I had asked about a program for my exit tickets. I need something like Padlet that allows them to enter their answer anonymously but will not show everyone's answer until I am ready. I want to use it for real-time feedback. The trouble with Padlet is that they can see everyone's responses as they are posted, and some are copying others' answers instead of doing their own work. Mentimeter won't let them type in numbers. Canvas discussion is not anonymous. You had said something about asking Mr. Sheninger before he came for his next visit.</span></blockquote><p></p><p><span style="font-family: verdana;">After thinking about it, I suggested <a href="https://www.gosoapbox.com/" target="_blank">GoSoapBox</a>. Dr. Hall then passed this along to Ms. Snyder, and her feedback is below:</span></p><p></p><blockquote><span style="font-family: verdana;">When they are online answering, the barometer at the top tells me if they need help. After seeing that some require the problem worked out, I add it to the exit ticket page.</span></blockquote><p></p><p><span style="font-family: verdana;">It is always a great day when a teacher or administrator shoots me an email looking for ways to improve. Little did I know that I would see the GoSoapBox exit ticket in action a few weeks later. As I conducted my monthly coaching visit at Corinth Middle School, here is what I saw in Ms. Snyder's class:</span></p><p></p><ul style="text-align: left;"><li><span style="font-family: verdana;">Students solved math problems on dry-erase desks and then submitted their answers.</span></li><li><span style="font-family: verdana;">Their work was added to their notebook, which both they and the teacher could refer to see where issues were.</span></li><li><span style="font-family: verdana;">The teacher was able to see where misconceptions were immediately.</span></li><li><span style="font-family: verdana;">Names were removed from public view, so students weren't embarrassed.</span></li><li><span style="font-family: verdana;">The teacher was able to address issues that the majority of the class was having right away by modeling or re-teaching.</span></li><li><span style="font-family: verdana;">Individual students who had misconceptions were emailed after school to maximize class time.</span></li></ul><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiC_R9E-N59KqR_L5ELywlYaKQZy2IN2okabfeCbDme61IapIHJmFCtus2bMN78mE5T72WrYgCi3PcDWa5wbRMhnmD6X1wioie3Ip6mAQyV6zN6PUyzOvZsEIlX9PC_pvRBQ3LS4dAPvp8/s1024/B6DDFC21-CF13-4342-85A2-195C45C61431_1_105_c.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1024" data-original-width="768" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiC_R9E-N59KqR_L5ELywlYaKQZy2IN2okabfeCbDme61IapIHJmFCtus2bMN78mE5T72WrYgCi3PcDWa5wbRMhnmD6X1wioie3Ip6mAQyV6zN6PUyzOvZsEIlX9PC_pvRBQ3LS4dAPvp8/w300-h400/B6DDFC21-CF13-4342-85A2-195C45C61431_1_105_c.jpeg" width="300" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjxt7HJ7tLgauGLtgGfCy_V4jwjqibTyGFKKc42H7M8ZUOP9BeybLEhO78BDGhcLfHNOdo8o03nDmH12U81tGDZOc2l8b9HWtrgFGiFJGtPJqklw3GFrHfG0kcrjAOkINA1Cb7Vsjnank/s1024/652182EE-421D-42D1-A85C-043DC1BB07E3_1_105_c.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1024" data-original-width="768" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjxt7HJ7tLgauGLtgGfCy_V4jwjqibTyGFKKc42H7M8ZUOP9BeybLEhO78BDGhcLfHNOdo8o03nDmH12U81tGDZOc2l8b9HWtrgFGiFJGtPJqklw3GFrHfG0kcrjAOkINA1Cb7Vsjnank/w300-h400/652182EE-421D-42D1-A85C-043DC1BB07E3_1_105_c.jpeg" width="300" /></a></div><p><span style="font-family: verdana;">I am so proud of this teacher for looking for ways to implement exit tickets using technology. From the bullets above, you can see the many positive outcomes one small, yet significant, change made. The key lesson here is that there are always elements of practice that can be tweaked, adapted, or changed in order to improve. Great educators never stop chasing growth. </span></p><p><i><span style="font-family: verdana;">Corinth has been selected as an Innovative District and will be presenting at the Model Schools Conference this June in Nashville. To learn more and register click <a href="https://leadered.com/model-schools-conference-program/#models-list" target="_blank">HERE</a>.</span></i></p>Adminhttp://www.blogger.com/profile/09998738863404689730noreply@blogger.com0tag:blogger.com,1999:blog-5445997768302841246.post-38233237518551970262021-02-28T06:02:00.000-08:002021-11-10T13:24:26.653-08:00Extending Grace to Yourself <p><span style="font-family: verdana;">The shift to <a href="https://www.pinterest.com/newsbusiness2020/remote-and-hybrid-learning/" target="_blank">remote and hybrid learning</a> has not been easy, and I don't think anyone would claim that the journey was smooth sailing. As I continue to work with districts and schools on an on-going basis, I try my best to help them overcome continuous challenges and frustrations. Through it all, educators have risen to the occasion and have innovated their practice at a more frequent pace than any time in history. At least, that is the way I see it, but as the pandemic wears on, educators are still trying to figure things out. I am here to tell you that you are not alone. Virtually everyone, no matter the profession, has and continues to experience challenges during this unique time. Just take a look below at what this lawyer went through.</span></p><p style="text-align: center;"></p><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/lGOofzZOyl8" width="320" youtube-src-id="lGOofzZOyl8"></iframe></div><span style="font-family: verdana;"><br /></span><p></p><p><span style="font-family: verdana;">I can't help but laugh every time I watch the video above and never even knew that there were avatar filters available in Zoom. However, there is a fundamental lesson here. We are still in a constant state of flux. So much of what we are attempting to do is new, or other challenges materialize out of the blue. <a href="https://newsbusiness2020.blogspot.com/2020/11/the-professional-learning-sweet-spot.html" target="_blank">Professional learning</a> can most certainly help, but that has been placed on the back burner in many cases. Thus, it often falls on educators themselves to figure things out. Then there is the fact that students and colleagues are in desperate need of support so that natural reaction is to put individual needs on the back burner to help others. While this is admirable and the right thing to do, it is imperative that educators extend some grace to themselves. </span></p><p><span style="font-family: verdana;">It seems simple, but the reality is that extending grace to yourself isn't easy or something one aspires to do because it just doesn't feel right. <a href="ttps://community.today.com/parentingteam/post/why-is-giving-yourself-grace-so-damn-hard" target="_blank">Nancy Fulkerson</a> explains why it is essential to do so.</span></p><p></p><blockquote><span style="font-family: verdana;">When you feel like your day is unraveling or you've been hard on yourself for whatever reason, "giving yourself grace" is about giving yourself that kindness you often deserve. Sounds awesome. The type of thing you'd want your best friend to do for herself because you don't want to see her breakdown.</span></blockquote><p></p><p><span style="font-family: verdana;">The fact of the matter is that what you have done and will continue to do matters. During tough times giving yourself some grace can make all the difference. Here are five ways to do this:</span></p><p></p><ol style="text-align: left;"><li><span style="font-family: verdana;">Dedicate an hour doing something you are passionate about.</span></li><li><span style="font-family: verdana;">Give yourself a pat on the back or even look in the mirror while stating that you did well today.</span></li><li><span style="font-family: verdana;">Engage in something that is all about YOU.</span></li><li><span style="font-family: verdana;">Close your eyes and take a deep breath when something doesn't go right.</span></li><li><span style="font-family: verdana;">Begin and conclude your workday with self-affirmations.</span></li></ol><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhosGK3L1_uYJaCe_6bYMAp2ipxUFaqbDBDd_wZXL2X5BJG-5U7ScHGjoCcNYkclgxdhTGx40QFIJR3UwebZZFJFRln9wtOklO-AIsbQX3Fw9wGJGODuUklfc6mr6BkMPC9rp4A0I7Vbsc/s2048/5+Ways+to+Extend+Grace.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1425" data-original-width="2048" height="446" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhosGK3L1_uYJaCe_6bYMAp2ipxUFaqbDBDd_wZXL2X5BJG-5U7ScHGjoCcNYkclgxdhTGx40QFIJR3UwebZZFJFRln9wtOklO-AIsbQX3Fw9wGJGODuUklfc6mr6BkMPC9rp4A0I7Vbsc/w640-h446/5+Ways+to+Extend+Grace.jpg" width="640" /></a></div><p><span style="font-family: verdana;">Things will not always go as planned, and adversity will always be around the corner. Continue to always show grace to others while remembering that you need it as well. It is more than ok to give yourself a pick-me-up when needed. Please know that your dedication and commitment are truly appreciated. </span></p><div><br /></div>Adminhttp://www.blogger.com/profile/09998738863404689730noreply@blogger.com1tag:blogger.com,1999:blog-5445997768302841246.post-90756737517351265692021-02-21T06:11:00.000-08:002021-11-10T13:24:28.093-08:00Adapting Ideas to Drive Real Change <p><span style="font-family: verdana;">One of the joys and challenges of blogging regularly is trying to come up with original content that has substance. I can tell you firsthand that this is no easy feat as it seems like virtually everything has been written about in some form or another. In many cases, content and ideas are remixed into something that is or seems, new. My angle has always been to use coaching experiences in classrooms and schools to illustrate how specific strategies are successfully integrated resulting in changes to practice. Without these opportunities of working side by side with educators, I would have run out of things to write about years ago. However, this doesn’t imply that it is still easy to come up with blog ideas. </span></p><p><span style="font-family: verdana;">With the onset of the pandemic, new ideas began to percolate as remote and hybrid learning quickly became the norm. These were foreign areas for most of us, especially in relation to PreK-12 education. Thus, since March 2020, almost all of my posts have been dedicated to this topic because, quite frankly, there weren’t really any applicable content or practical strategies out there. While I have focused on sound pedagogical techniques that have just as much value now as they did before COVID-19, I explored emerging aspects of <a href="https://newsbusiness2020.blogspot.com/2020/09/high-agency-in-remote-and-hybrid.html" target="_blank">personalization</a> to provide a relevant angle that could help educators implement remote and hybrid learning with fidelity. In particular, <a href="https://newsbusiness2020.blogspot.com/2020/09/a-pedagogical-framework-for-managing.html" target="_blank">one post</a> addressed the challenge of managing face-to-face and remote learners at the same time. As a result of my work with a school, I developed a template for educators to use or adapt as they see fit. Below is what I created.</span></p><p style="text-align: center;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikIcEWjuKfJPu2hX6RMBBLVwvR8zCtVZwF6AHxEb61jE1PseaBL0BhwuqYfM5N_TBKfGeFqkvMo8x5mi8SKh1UfSo7SlA4LB7sGzpJ-Ag-ZqNBj1HnnBVPH8zlFfb78lcLthy1t-EoxcY/s2048/F2F+and+Remote+Learning+Framework_rev.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1680" data-original-width="2048" height="524" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikIcEWjuKfJPu2hX6RMBBLVwvR8zCtVZwF6AHxEb61jE1PseaBL0BhwuqYfM5N_TBKfGeFqkvMo8x5mi8SKh1UfSo7SlA4LB7sGzpJ-Ag-ZqNBj1HnnBVPH8zlFfb78lcLthy1t-EoxcY/w640-h524/F2F+and+Remote+Learning+Framework_rev.jpg" width="640" /></a></div><span style="font-family: verdana;"><br /></span><p></p><p><span style="font-family: verdana;">It has been fantastic to hear how the above image is being used in classrooms around the world. The other day I received a message from <a href="https://twitter.com/KateTinguely" target="_blank">Kate Tinguely</a> on Twitter, which led to a conversation on how she adapted it for a recent lesson. Here is her take:</span></p><p></p><blockquote><span style="font-family: verdana;">This year has been so full of change, adjustment, and anticipation of the unknown due to COVID-19. As a specialist, I have had to completely change the way I approach my lesson planning due to the frequency of times the classes come to me, the arrangement of my space & materials (for social distancing), being new to the school, and keeping in mind how I can foster connections with my students. Your template and ideas were so helpful and inspired me to act on what I was hoping would be a change for the better. </span></blockquote><p></p><p><span style="font-family: verdana;">I was humbled, to say the least, by what Kate shared, so I asked for a visual as to how she tweaked the template. You can see what she created below:</span></p><p style="text-align: center;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0vlWnhMNTmcjwi35tXGaywQO-iueQuHG5_c0iWTqNVc00j-MRObGdZm2Ymegha80JfHedXiONKmaFzg-ndVncGm-hZ1BH9cfaRMoih7CjCLfoIkAtcjqQn9gxtK9JAau1ojxOXesT200/s960/unnamed.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="720" data-original-width="960" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0vlWnhMNTmcjwi35tXGaywQO-iueQuHG5_c0iWTqNVc00j-MRObGdZm2Ymegha80JfHedXiONKmaFzg-ndVncGm-hZ1BH9cfaRMoih7CjCLfoIkAtcjqQn9gxtK9JAau1ojxOXesT200/w640-h480/unnamed.jpg" width="640" /></a></div><span style="font-family: verdana;"><br /></span><p></p><p><span style="font-family: verdana;">Here is how the lesson was structured in her words:</span></p><p></p><ul style="text-align: left;"><li><span style="font-family: verdana;">Beginning Connection: I always begin class with a question to help connect with my students, give them a chance to share, and learn all of their names. The question was to name one animal they know that hibernates in the winter (first grade). They can answer or say pass.</span></li><li><span style="font-family: verdana;">Then I read Bear Snores On (with the Novel Effects app)</span></li><li><span style="font-family: verdana;">Station one: Seesaw activity (Animals in the Winter)</span></li><li><span style="font-family: verdana;">Station two: Polar Bear Arctic Virtual Field Trip </span></li><li><span style="font-family: verdana;">Wrap up: Think-Pair-Share one fun fact they learned about winter animals or polar bears.</span></li><li><span style="font-family: verdana;">The lesson the day before was all about algorithms and coding, so the stations had to do with those concepts involving Kodable and a Seesaw Activity.</span></li></ul><p></p><p><span style="font-family: verdana;">It is great to see how educators like Kate are innovating their practice during these difficult times. Information was used to construct new knowledge and then actively apply it to practice. Since this is what we want from our learners, it is critical that adults model this as well. On a personal note, her message about why and how the template was used provided validation for why I blog consistently in an attempt to share valuable information. The lesson learned here is that ideas are great, but it’s what we do with them aligned to effective strategies that truly matters.</span></p>Adminhttp://www.blogger.com/profile/09998738863404689730noreply@blogger.com1tag:blogger.com,1999:blog-5445997768302841246.post-75477849720699990362021-02-14T05:59:00.000-08:002021-11-10T13:24:27.872-08:00The Lengths Teachers Will Go For Kids <p><span style="font-family: verdana;">While the challenges schools have faced during the pandemic are often portrayed in the media, some notable <a href="https://newsbusiness2020.blogspot.com/2020/12/challenges-create-opportunities.html" target="_blank">changes to practice</a> have occurred. Each day I am in awe as I see innovation in action shared on social media, especially in the areas of blended, remote, and hybrid <a href="https://newsbusiness2020.blogspot.com/2021/01/making-headway-with-remote-and-hybrid.html" target="_blank">pedagogy</a>. It goes without saying that there has also been a significant uptick in the purposeful use of technology. All successes, big and small, should be celebrated. In my work with school leaders, one of my goals is to push them to unearth these exemplars while also supporting teachers to grow and improve. </span></p><p><span style="font-family: verdana;">Recently I was facilitating some longitudinal coaching work with administrators from Paterson Public Schools in NJ. Leaders had been broken up into four different cohorts (elementary, middle, high school, and district supervisors). During a previous session, I assigned each leader some meaningful homework, which consisted of bringing an artifact to share with the group that showed growth in the area. During each conversation, it was empowering to see and hear the progress educators made in their schools. Therein lies what separates effective vs. ineffective professional learning. The latter is defined by one-and-done and <a href="https://newsbusiness2020.blogspot.com/2016/04/waving-goodbye-to-drive-by-pd.html" target="_blank">drive-by touchpoints</a>, while the former is ongoing, job-embedded, laden with feedback, and substantiated with evidence.</span></p><p><span style="font-family: verdana;">While each group shared amazing artifacts, I was blown away by the supervisor cohort. In particular, those who oversee Pre-K teaching and learning shared as a team with concrete examples. Then Stephanie Wright, the Supervisor of Early Education, provided us all with a bird's eye view of what Sofia Kadrmas was doing with her pre-K class. In a nutshell, she had replicated her real classroom in terms of how it looked and felt before the pandemic into a vibrant virtual environment. As I immersed myself in the experience, it was like I was in the classroom myself. I immediately begged Stephanie to get me permission from Sofia to view and share. Below you can see her work of art. The interactive classroom can be accessed <a href="https://docs.google.com/presentation/d/e/2PACX-1vTJou1XKfHG89VRCDnNmbvysKobJw_-d3on6uvgE2IQJAWY_KN9DCJ99qZS_3apSj7byRzcHJOVvAL4/pub?start=false&loop=false&delayms=3000&slide=id.p1" target="_blank">HERE</a>. </span></p><p style="text-align: center;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXpv_H4VXzinsXRQfou2Y4YHin3dCf1gaxRMN0-YxYNcQGNQ1BXpwG3d4TyDY5XxwV_MD78QCE8F8bDah85RGdT6SZ6Pc7Z83pT_F96Ju7GoFhgZrgkachbp4I0bckeW90pL_E11ln1B4/s1163/Screen+Shot+2021-01-29+at+6.35.45+PM.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="649" data-original-width="1163" height="358" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXpv_H4VXzinsXRQfou2Y4YHin3dCf1gaxRMN0-YxYNcQGNQ1BXpwG3d4TyDY5XxwV_MD78QCE8F8bDah85RGdT6SZ6Pc7Z83pT_F96Ju7GoFhgZrgkachbp4I0bckeW90pL_E11ln1B4/w640-h358/Screen+Shot+2021-01-29+at+6.35.45+PM.png" width="640" /></a></div><p></p><p><span style="font-family: verdana;">I was blown away and feel that this is the best example of a remote learning environment that I have seen in the field. Once I got access to it, I immediately set up a call with Sofia to ask her some questions and commend her on her efforts. My first question was in regard to how she learned to create this in Google Slides. She explained that she taught herself and always had a knack for technology. The other, probably obvious, question was how she had the time to create such a masterpiece. Her response was invigorating and the essence behind why teachers do what they do for kids. Sofia explained that she is passionate and motivated to help her students in any way that she can. Her goal was, and is, to create a fantastic experience for kids during this difficult time. She saw an opportunity during the pandemic and ran with it.</span></p><p><span style="font-family: verdana;">Below is Sofia's story in her own words:</span></p><p><i><span style="font-family: verdana;">When it was announced that our school district would begin the 2020-2021 school year fully remote, I knew it would be a challenge to engage my Pre-K students remotely while still adhering to developmentally appropriate practices and maintaining fidelity to our curriculum. One day I woke up with the idea that I could convert my physical classroom into a virtual format. As you will see in the Slides that have been shared with you, I've created a virtual classroom that accurately resembles Room #204 of Paterson Public School #28, complete with the same area rug, furniture, and interactive whiteboard. It also features a replica of the Tri-Fold Choice Time "Planning Board" I created last year. Clicking on it will redirect the viewer to an enlarged version of the board, including visual representations of the Interest Areas (or "centers"), which contain images of most of the same toys and materials that can be found in my classroom. The realistic aspect of my virtual classroom was intended to provide my students with a sense of familiarity with the physical classroom that they would hopefully someday enter in person.</span></i></p><p><i><span style="font-family: verdana;">My goal from the beginning was to create a virtual learning environment that would not only engage my students but also give them a reason to look forward to logging on for class each day. I do feel that I have accomplished this goal, as I have had several parents reach out to me in the last five months to express how much their child loves the resources I post daily. One of my students begs his mother to help him play the "games" that I post on my Daily Google Classroom Agenda almost immediately after the end of our live sessions. These are activities aligned with our curriculum that I have converted into Google Slides to draw my students into the lesson. I use them daily as my primary method of instruction so that both students and parents can efficiently utilize them outside of our live sessions as an extension of learning. I also heavily rely on the Google Translate Chrome extension to make these Slides equally accessible to my bilingual students' families and have posted many of my Google Classroom resources in three different languages. </span></i></p><p><i><span style="font-family: verdana;">It is essential to remind ourselves that these are unprecedented times we are living in currently. It's during times like these, especially when we must open ourselves up to the possibility that continuing to teach in the way "we have always done" may not be what's in the best interests of our students. Our profession is one that requires us to be lifelong learners. That includes the willingness to adapt to, as well as adopt new teaching practices as the world continues to transform around us. That is precisely what I set forth to accomplish this school year. I adapted. </span></i></p><p style="text-align: center;"></p><div class="separator" style="clear: both; font-style: italic; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimNj27n0jyn6yFcSH5lW76LVgQuOJRNC1yYrVXkHDysIKulolaW4EDkMVpBmhrMF76-E0Spv3KALRYzvLlKg3J8hFQVdQwgcxG_NJuc0KMNKwSsWkDF5GB_6nK4RR9S9-aBMI10kJ7fmY/s1440/Screen+Shot+2021-02-14+at+7.54.41+AM.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="812" data-original-width="1440" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimNj27n0jyn6yFcSH5lW76LVgQuOJRNC1yYrVXkHDysIKulolaW4EDkMVpBmhrMF76-E0Spv3KALRYzvLlKg3J8hFQVdQwgcxG_NJuc0KMNKwSsWkDF5GB_6nK4RR9S9-aBMI10kJ7fmY/w640-h360/Screen+Shot+2021-02-14+at+7.54.41+AM.png" width="640" /></a></div><div style="text-align: center;"><a href="https://docs.google.com/presentation/d/1xdr6VJe0wgOk_umkE9t4pMe2kcSdftmcUw3cIFS2q7A/edit#slide=id.g5327815f74_0_703" target="_blank">Calm Down Corner</a></div><span style="font-family: verdana; font-style: italic;"><br /></span><p></p><p><i><span style="font-family: verdana;">My final piece of advice to all teachers in my position is this: Don't resist the change. Face your fears. Ask for help when you need it. It's never too late to learn a new skill, and you will never truly know the extent to which that newly acquired skill could benefit your students until you try it. The last several months have proven to me, beyond any doubt, that my "new way" of teaching is highly effective. My students are learning and growing every day, but most importantly, their smiles and laughter show me that they are having FUN in the process! That's more than enough motivation for me to keep pushing forward. </span></i></p><p><span style="font-family: verdana;">During the pandemic, so many teachers like Sofia have gone to great lengths for their kids. They have persevered in the face of adversity while embracing innovative approaches. Their example is to be celebrated. </span></p>Adminhttp://www.blogger.com/profile/09998738863404689730noreply@blogger.com1tag:blogger.com,1999:blog-5445997768302841246.post-2277219785060245282021-01-31T06:00:00.000-08:002021-11-10T13:24:25.261-08:00A Message to School Leaders <p><span style="font-family: verdana;">A great deal has been written on the heroic efforts of teachers during the pandemic. I, for one, have penned my fair share of posts that highlight the exceptional work they have and continue to do under extraordinarily challenging conditions. They continue to overcome daily obstacles as every day feels like a trial by fire ordeal. It’s tough to understand the challenges they are going through unless you walk in their shoes for a day. We owe them all a debt of gratitude that should extend well into the future after the virus has been controlled.</span></p><p><span style="font-family: verdana;">Flying under the radar in many cases are school leaders. The pandemic has also placed immense stress on them as they balance support for teachers and meeting the demands of stakeholders. As I work with schools on <a href="http://newsbusiness2020.blogspot.com/2021/01/modeling-hybrid-learning-to-support.html" target="_blank">hybrid learning</a>, I see firsthand the immense pressure on leaders to solve what seems like endless challenges that come from every direction. During a recent coaching visit, the time was spent strategizing ways to support students who are struggling as well as figuring out how to get remote learners to attend classes. These issues are not new by any means but have been amplified as the pandemic has worn on over time.</span></p><p><span style="font-family: verdana;">Many leaders are desperate for ideas that can help their staff and students. You might not see it, but many are at a breaking point. Here are both a message and recommendations based on what I have witnessed and learned firsthand in schools since the onset of COVID-19:</span></p><p></p><ul style="text-align: left;"><li><span style="font-family: verdana;">Don’t think you need to do it all yourself.</span></li><li><span style="font-family: verdana;">Prioritize time, standards, and SEL needs.</span></li><li><span style="font-family: verdana;">Continue to advance learning and equity in your schools with professional development.</span></li><li><span style="font-family: verdana;">Know and appreciate the impact you have.</span></li></ul><p></p><p style="text-align: center;"></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9tf49y9UnHAAmMRWYsBlWUX-lHk09TRhRCRtGRSx9fI_ePvU7Mojb1zJZ8unijX0Gtpyi1Ds0f1hLXZhqsgpRay3k8waHxvu91UIpQPeFmMIL_PakIixuKuQOpKhoCIQFpbrfv1jJtRY/s2048/A+Message+to+School+Leaders+%2528rev%2529+copy.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1303" data-original-width="2048" height="408" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9tf49y9UnHAAmMRWYsBlWUX-lHk09TRhRCRtGRSx9fI_ePvU7Mojb1zJZ8unijX0Gtpyi1Ds0f1hLXZhqsgpRay3k8waHxvu91UIpQPeFmMIL_PakIixuKuQOpKhoCIQFpbrfv1jJtRY/w640-h408/A+Message+to+School+Leaders+%2528rev%2529+copy.jpg" width="640" /></a></div><span style="font-family: verdana;"><br /></span><p></p><p><span style="font-family: verdana;">No one has all the answers or even the best ones. Keep in mind that strong leaders ask for help and admit when they don’t know something. </span><span style="font-family: verdana;">In this day and age, it is critical to rely on our best resource – each other. Leveraging other leaders, both externally and internally, to assist with overcoming challenges just makes plain sense. Consider tapping into the expertise of a global network through a </span><a href="https://newsbusiness2020.blogspot.com/2016/10/why-every-leader-needs-pln.html" style="font-family: verdana;" target="_blank">Personal Learning Network</a><span style="font-family: verdana;"> (PLN). When appropriate, delegate tasks to build capacity on others while lessening the load on yourself. Finally, focus energy on the most vital tasks.</span></p><p><span style="font-family: verdana;">Keeping our sanity while reducing both stress and anxiety are paramount. Prioritizing what is truly important sends a powerful message to teachers. In a <a href="https://newsbusiness2020.blogspot.com/2020/10/give-and-take-ideas-to-support-teachers.html" target="_blank">recent post</a>, I outlined specific give and take strategies that can be used to free up time, focus on the most critical standards students need right now, and address mental health concerns. The latter is so important for teachers and students. When looking out for others, please don’t forget to address your own social and emotional needs. Taking care of yourself allows you to do the same for others, but your own family will greatly thank you for it.</span></p><p><span style="font-family: verdana;">In the midst of adversity, <a href="https://newsbusiness2020.blogspot.com/2020/12/challenges-create-opportunities.html" target="_blank">opportunity arises</a>. We have seen so many educators innovative their practice in such a short period of time, especially regarding the purposeful use of technology. Many <a href="https://newsbusiness2020.blogspot.com/2020/10/important-lessons-learned-during.html" target="_blank">valuable lessons</a> have been learned during the pandemic that has set the stage for scalable change that benefits all learners. One of those is the embracement of more personalized approaches to ensure equity where all learners get what they need, when and where they need it. While progress has been made in many schools, there is always a desire and a need for job-embedded professional learning that is practical and on-going, something that I emphasize in <a href="https://www.amazon.com/Digital-Leadership-Changing-Paradigms-Times/dp/154435083X/ref=sr_1_1?dchild=1&qid=1612100138&refinements=p_27%3AEric+Sheninger&s=books&sr=1-1&text=Eric+Sheninger" target="_blank">Digital Leadership</a>. Learning is the fuel of leadership. Effective leaders engage in it continually while also providing options for their staff to do the same.</span></p><p><span style="font-family: verdana;">Finally, it is difficult at times to realize the impact that a leader has when every decision either doesn’t feel right or is second-guessed. There are no easy or straightforward solutions. Focus first and foremost on creating a nurturing environment for all kids. Ensure you are there for your staff by listening to concerns and addressing them to the best of your ability. Take needed action on behalf of those who you serve. Showing up and trying is more important than you know. Believe in your abilities and the impact that you have. You might not see it, but the rest of us do. Thanks for your efforts, and keep up the great work.</span></p>Adminhttp://www.blogger.com/profile/09998738863404689730noreply@blogger.com0