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DIFFERENTIATION: HOW DO I USE DATA TO ADJUST INSTRUCTION Educators can personalize learning through the use of holistic data, designing instruction that meets the unique needs of students in a multitude of ways – not just through individualized pathways. By strategically using data to identify actions at the whole-group, small-group, and individual levels, educators can effectively andefficiently
HOW DO I DEVELOP STUDENT OWNERSHIP AND ACCOUNTABILITY IN A After launching a station rotation model and continuing to deepen differentiation and personalization, teachers find that the nature of independent learning in stations requires intentional accountability systems to develop student ownership and ensure student success.Without the right culture and intentional design, students can lack direction and easily waste hours of learning time while in DIVERSE DATA SOURCES Some of the most common data sources are: Exit Tickets - Exit tickets are formative data assessments usually given daily at the end of a lesson. The data is used to monitor student progress. Based on the data, the teacher may modify the next day’s instruction, student groupings, or assignments. HOW DO I SET UP A STATION ROTATION MODEL IN MY CLASSROOM Stations are a great first step, because all you need is a willingness to be flexible, the ability to set up multiple centers in your room, and the ability to look at your own classroom in a new way. This guide will give you resources around key components needed to set up stations including: Culture. Space. Routines. STANFORD D.SCHOOL EMPATHY INTERVIEW GUIDE Stanford d.School Empathy Interview Guide. When designing change in a district, it is essential that leaders hear directly from students, families, teachers, and classified staff (i.e., those most impacted by teaching and learning). This guide from the Stanford d.school provides in-depth guidance about how to best plan for and conduct empathy HOME | THE LEARNING ACCELERATOROUR MISSION, VISION & VALUESOUR WORKOTHER KNOWLEDGE, TOOLS, & NETWORKSSTAFF & ALUMNI The Learning Accelerator envisions a future in which each student receives the effective, equitable, and engaging education they need to reach their full and unique potential. Our mission is to connect teachers and leaders with the knowledge, tools, and networks they need to transform K-12 education. We make the 'potential' possible and FOCUSING REMOTE LEARNING THROUGH STANDARDS PRIORITIZATION This strategy is a part of TLA's Hop, Skip, Leapfrog release, which explores the concrete ways in which schools and systems pursued student-centered innovation during COVID-19. Explore the full guide to find additional strategies, insights, and resources. HOW CAN BLENDED LEARNING WORK IN A REMOTE SETTING Quality remote teaching and learning are critical to ensure equitable outcomes for every child in the country at this moment in time. Educators should create a strong foundation for self-directed student learning and implement effective teaching through the strategic use of technology, pedagogy, and relationship-building. REMOTE CHOICE BOARDS Overview. Whether teaching remotely or in person, engagement can be a challenge in the classroom. Providing opportunities for choice can be a helpful way to get students invested in your lesson, allow them to choose how they will demonstrate their learning, and engage in something they are interested in. Choice boards can be used both to allow students to choose the sequence of their learning MIX IT UP! THE BENEFITS OF MIXED-ABILITY GROUPS: IGNITED Teachers in blended and personalized learning settings often use small group instruction as a strategy for delivering targeted, differentiated instruction to students at a similar level. However, research suggests ability-based grouping is not always the best or equitable approach. For example, being grouped with peers that aremore or less
DIFFERENTIATION: HOW DO I USE DATA TO ADJUST INSTRUCTION Educators can personalize learning through the use of holistic data, designing instruction that meets the unique needs of students in a multitude of ways – not just through individualized pathways. By strategically using data to identify actions at the whole-group, small-group, and individual levels, educators can effectively andefficiently
HOW DO I DEVELOP STUDENT OWNERSHIP AND ACCOUNTABILITY IN A After launching a station rotation model and continuing to deepen differentiation and personalization, teachers find that the nature of independent learning in stations requires intentional accountability systems to develop student ownership and ensure student success.Without the right culture and intentional design, students can lack direction and easily waste hours of learning time while in DIVERSE DATA SOURCES Some of the most common data sources are: Exit Tickets - Exit tickets are formative data assessments usually given daily at the end of a lesson. The data is used to monitor student progress. Based on the data, the teacher may modify the next day’s instruction, student groupings, or assignments. HOW DO I SET UP A STATION ROTATION MODEL IN MY CLASSROOM Stations are a great first step, because all you need is a willingness to be flexible, the ability to set up multiple centers in your room, and the ability to look at your own classroom in a new way. This guide will give you resources around key components needed to set up stations including: Culture. Space. Routines. STANFORD D.SCHOOL EMPATHY INTERVIEW GUIDE Stanford d.School Empathy Interview Guide. When designing change in a district, it is essential that leaders hear directly from students, families, teachers, and classified staff (i.e., those most impacted by teaching and learning). This guide from the Stanford d.school provides in-depth guidance about how to best plan for and conduct empathy PROFESSIONAL DEVELOPMENT STRATEGIES TO SUPPORT TEACHERS The Learning Accelerator. Teachers across the country have shifted quickly to remote teaching and learning. To support them, leaders are trying to figure out ways to provide effective professional development (PD) remotely as well. To be successful, systems leaders need to: Clearly communicate a vision for remote learning to theirteaching teams;
INTRODUCTION
The Real-Time Redesign process is very doable and transferable to a range of problems schools face. The process is really clear and attends to equity, and gives schools a way to define a problem from the perspective of those affected, test a solution with rapid iteration, and determine if and how to scale. WHAT IS BLENDED LEARNING? What is blended learning? Blended learning is the strategic integration of in-person learning with technology to enable real-time data use, personalized instruction, and mastery-based progression. It is a mechanism for giving educators, students, and parents the resources they need to deliver on the vision of a highly effective,engaging, and
DIVERSE DATA SOURCES Overview. Valor uses a variety of data sources to inform teaching and learning. Some of the most common data sources are: Exit Tickets - Exit tickets are formative data assessments usually given daily at the end of a lesson. The data is used to monitor student progress. VIRTUAL COLLABORATION WITH JAMBOARD Alternative Digital Collaboration Tools to Jamboard. Padlet: Simple, easy-to-organize space though limited to three boards for free users. Miro: A more complex tool for organizing and connecting thoughts; includes lite, free version with limitations. Miro also offers education options that are free. NOTE: Only for students who are over13.
TOOL: BLENDED TEACHING ASSESSMENT TOOL Abstract. This book is your guide to blended teaching in K-12 spaces. It was designed to help both pre-service teachers and in-service teachers prepare their classes for blended teaching. This book begins by orienting you to the foundational dispositions and skills needed toSENIOR PORTFOLIOS
Senior portfolios are the “capstone of capstones,” and the most challenging projects that require the largest amount of student ownership. Senior portfolios require students to design and build a project on their own, applying the concepts of Bronx Arena’s instructional model (challenges and capstones) to a completely newtopic.
LEARNER CHOICE AS TO HOW TO DEMONSTRATE HIGHER-LEVEL Learners are able to show advanced knowledge through mastering more complex content, applying their current knowledge in a complex task, or teaching the content to others as a learner coach. With the first two options, Learners are often able to select their own content or create their own tasks. For example, Learners in class created theirown
COLLECTING STUDENT DATA THROUGH VARIED ASSESSMENTS Throughout the school year, teachers use a variety of additional data sources to assess student progress. They create exit tickets, leverage NWEA Skills Navigator, use data provided by software programs, incorporate data from their own observations, and have students perform self-assessments. As part of their self-assessments, studentsprovide
CENTRALIZED VS. DECENTRALIZED IMPLEMENTATION: HOW DO WE What the Data Say. 35% report taking a more centralized approach, 26% report taking a more decentralized approach, and 39% placed themselves mid-way between the two. 87% of respondents reported that they had dedicated time and resources to managing this tension. 58% of respondents named this as a “top challenge” they were workingthrough.
HOME | THE LEARNING ACCELERATOROUR MISSION, VISION & VALUESOUR WORKOTHER KNOWLEDGE, TOOLS, & NETWORKSSTAFF & ALUMNI The Learning Accelerator envisions a future in which each student receives the effective, equitable, and engaging education they need to reach their full and unique potential. Our mission is to connect teachers and leaders with the knowledge, tools, and networks they need to transform K-12 education. We make the 'potential' possible and REMOTE CHOICE BOARDS Overview. Whether teaching remotely or in person, engagement can be a challenge in the classroom. Providing opportunities for choice can be a helpful way to get students invested in your lesson, allow them to choose how they will demonstrate their learning, and engage in something they are interested in. Choice boards can be used both to allow students to choose the sequence of their learning HOW CAN BLENDED LEARNING WORK IN A REMOTE SETTING Quality remote teaching and learning are critical to ensure equitable outcomes for every child in the country at this moment in time. Educators should create a strong foundation for self-directed student learning and implement effective teaching through the strategic use of technology, pedagogy, and relationship-building. TOOL: BLENDED TEACHING ASSESSMENT TOOL Abstract. This book is your guide to blended teaching in K-12 spaces. It was designed to help both pre-service teachers and in-service teachers prepare their classes for blended teaching. This book begins by orienting you to the foundational dispositions and skills needed to DIVERSE DATA SOURCES Some of the most common data sources are: Exit Tickets - Exit tickets are formative data assessments usually given daily at the end of a lesson. The data is used to monitor student progress. Based on the data, the teacher may modify the next day’s instruction, student groupings, or assignments. HOW DO I DEVELOP STUDENT OWNERSHIP AND ACCOUNTABILITY IN A After launching a station rotation model and continuing to deepen differentiation and personalization, teachers find that the nature of independent learning in stations requires intentional accountability systems to develop student ownership and ensure student success.Without the right culture and intentional design, students can lack direction and easily waste hours of learning time while in MIX IT UP! THE BENEFITS OF MIXED-ABILITY GROUPS: IGNITED Teachers in blended and personalized learning settings often use small group instruction as a strategy for delivering targeted, differentiated instruction to students at a similar level. However, research suggests ability-based grouping is not always the best or equitable approach. For example, being grouped with peers that aremore or less
DIFFERENTIATION: HOW DO I USE DATA TO ADJUST INSTRUCTION Educators can personalize learning through the use of holistic data, designing instruction that meets the unique needs of students in a multitude of ways – not just through individualized pathways. By strategically using data to identify actions at the whole-group, small-group, and individual levels, educators can effectively andefficiently
STANFORD D.SCHOOL EMPATHY INTERVIEW GUIDE Stanford d.School Empathy Interview Guide. When designing change in a district, it is essential that leaders hear directly from students, families, teachers, and classified staff (i.e., those most impacted by teaching and learning). This guide from the Stanford d.school provides in-depth guidance about how to best plan for and conduct empathy WHAT STUDENT CHOICE AND AGENCY ACTUALLY LOOK LIKESEE MORE ON PRACTICES.LEARNINGACCELERATOR.ORG HOME | THE LEARNING ACCELERATOROUR MISSION, VISION & VALUESOUR WORKOTHER KNOWLEDGE, TOOLS, & NETWORKSSTAFF & ALUMNI The Learning Accelerator envisions a future in which each student receives the effective, equitable, and engaging education they need to reach their full and unique potential. Our mission is to connect teachers and leaders with the knowledge, tools, and networks they need to transform K-12 education. We make the 'potential' possible and REMOTE CHOICE BOARDS Overview. Whether teaching remotely or in person, engagement can be a challenge in the classroom. Providing opportunities for choice can be a helpful way to get students invested in your lesson, allow them to choose how they will demonstrate their learning, and engage in something they are interested in. Choice boards can be used both to allow students to choose the sequence of their learning HOW CAN BLENDED LEARNING WORK IN A REMOTE SETTING Quality remote teaching and learning are critical to ensure equitable outcomes for every child in the country at this moment in time. Educators should create a strong foundation for self-directed student learning and implement effective teaching through the strategic use of technology, pedagogy, and relationship-building. TOOL: BLENDED TEACHING ASSESSMENT TOOL Abstract. This book is your guide to blended teaching in K-12 spaces. It was designed to help both pre-service teachers and in-service teachers prepare their classes for blended teaching. This book begins by orienting you to the foundational dispositions and skills needed to DIVERSE DATA SOURCES Some of the most common data sources are: Exit Tickets - Exit tickets are formative data assessments usually given daily at the end of a lesson. The data is used to monitor student progress. Based on the data, the teacher may modify the next day’s instruction, student groupings, or assignments. HOW DO I DEVELOP STUDENT OWNERSHIP AND ACCOUNTABILITY IN A After launching a station rotation model and continuing to deepen differentiation and personalization, teachers find that the nature of independent learning in stations requires intentional accountability systems to develop student ownership and ensure student success.Without the right culture and intentional design, students can lack direction and easily waste hours of learning time while in MIX IT UP! THE BENEFITS OF MIXED-ABILITY GROUPS: IGNITED Teachers in blended and personalized learning settings often use small group instruction as a strategy for delivering targeted, differentiated instruction to students at a similar level. However, research suggests ability-based grouping is not always the best or equitable approach. For example, being grouped with peers that aremore or less
DIFFERENTIATION: HOW DO I USE DATA TO ADJUST INSTRUCTION Educators can personalize learning through the use of holistic data, designing instruction that meets the unique needs of students in a multitude of ways – not just through individualized pathways. By strategically using data to identify actions at the whole-group, small-group, and individual levels, educators can effectively andefficiently
STANFORD D.SCHOOL EMPATHY INTERVIEW GUIDE Stanford d.School Empathy Interview Guide. When designing change in a district, it is essential that leaders hear directly from students, families, teachers, and classified staff (i.e., those most impacted by teaching and learning). This guide from the Stanford d.school provides in-depth guidance about how to best plan for and conduct empathy WHAT STUDENT CHOICE AND AGENCY ACTUALLY LOOK LIKESEE MORE ON PRACTICES.LEARNINGACCELERATOR.ORG HOW CAN BLENDED LEARNING WORK IN A REMOTE SETTING Quality remote teaching and learning are critical to ensure equitable outcomes for every child in the country at this moment in time. Educators should create a strong foundation for self-directed student learning and implement effective teaching through the strategic use of technology, pedagogy, and relationship-building. TOP 10 IDEAS FOR KNOWLEDGE SHARING IN EDUCATION Across the board, Twitter is an essential tool in the education space for sharing and accessing teaching and learning information. Screencasting. It is worth considering screen casting or animation with photography to provide clear and helpful step-by-step direction for teachers and students. As we continue to think about what welearned from
WHAT STUDENT CHOICE AND AGENCY ACTUALLY LOOK LIKE Student Choice. Student choice can happen in a variety of ways in education, including a student’s ability to choose their learning path, the pace at which they progress, and the environment in which they learn, among others. Student choice provides opportunities for students to make decisions in their learning, building agency. DEVELOPING ACADEMIC COMPETENCIES Overview. Henry County developed their own set of student competencies to help improve personalized learning for their students. Competency-based education is one of Henry County’s five tenets of personalized learning, as they believe students should progress through content based on demonstrated content mastery rather than seat time.The competencies are similar to a graduation profile in STUDENT VOICE AND CHOICE Student choice and voice is a critical component of Trailblazer’s blended model. Educators try to provide ample opportunities for students to have choice and voice in how they want to learn a concept or skill. While their personalized Learner Pathway may dictate what they need to work on during class time, they are often able to choosethe
COLLECTING STUDENT DATA THROUGH VARIED ASSESSMENTS Throughout the school year, teachers use a variety of additional data sources to assess student progress. They create exit tickets, leverage NWEA Skills Navigator, use data provided by software programs, incorporate data from their own observations, and have students perform self-assessments. As part of their self-assessments, studentsprovide
HOW DO I SET UP A STATION ROTATION MODEL IN MY CLASSROOM Stations are a great first step, because all you need is a willingness to be flexible, the ability to set up multiple centers in your room, and the ability to look at your own classroom in a new way. This guide will give you resources around key components needed to set up stations including: Culture. Space. Routines. CREATING COMPETENCIES FOR MASTERY-BASED LEARNING The high-level competencies create more alignment among staff members about focus areas for teaching and learning. The sub-skills also create consistency for educators and students and reduce the prior burden on staff that involved translating abstract standards into actionable curriculum. Students also have a clearer understanding ofwhat they
STRUCTURED DATA ANALYSIS REFLECTION Context. Roots teachers make use of a data analysis reflection template to help them dissect the data they get from their mastery assessments. This template helps them organize data (e.g., around which students are performing really well versus still struggling, as well as which standards are most challenging for students). DIGITAL VENDING MACHINE SLIDE TEMPLATE This slide deck offers multiple templates for building your own Digital Vending Machine to give HOME | THE LEARNING ACCELERATOROUR MISSION, VISION & VALUESOUR WORKOTHER KNOWLEDGE, TOOLS, & NETWORKSSTAFF & ALUMNI The Learning Accelerator envisions a future in which each student receives the effective, equitable, and engaging education they need to reach their full and unique potential. Our mission is to connect teachers and leaders with the knowledge, tools, and networks they need to transform K-12 education. We make the 'potential' possible and PROFESSIONAL DEVELOPMENT STRATEGIES TO SUPPORT TEACHERS The Learning Accelerator. Teachers across the country have shifted quickly to remote teaching and learning. To support them, leaders are trying to figure out ways to provide effective professional development (PD) remotely as well. To be successful, systems leaders need to: Clearly communicate a vision for remote learning to theirteaching teams;
REMOTE CHOICE BOARDS Overview. Whether teaching remotely or in person, engagement can be a challenge in the classroom. Providing opportunities for choice can be a helpful way to get students invested in your lesson, allow them to choose how they will demonstrate their learning, and engage in something they are interested in. Choice boards can be used both to allow students to choose the sequence of their learning MIX IT UP! THE BENEFITS OF MIXED-ABILITY GROUPS: IGNITED Teachers in blended and personalized learning settings often use small group instruction as a strategy for delivering targeted, differentiated instruction to students at a similar level. However, research suggests ability-based grouping is not always the best or equitable approach. For example, being grouped with peers that aremore or less
HOW CAN BLENDED LEARNING WORK IN A REMOTE SETTING Quality remote teaching and learning are critical to ensure equitable outcomes for every child in the country at this moment in time. Educators should create a strong foundation for self-directed student learning and implement effective teaching through the strategic use of technology, pedagogy, and relationship-building. DIFFERENTIATION: HOW DO I USE DATA TO ADJUST INSTRUCTION Educators can personalize learning through the use of holistic data, designing instruction that meets the unique needs of students in a multitude of ways – not just through individualized pathways. By strategically using data to identify actions at the whole-group, small-group, and individual levels, educators can effectively andefficiently
HOW DO I SET UP A STATION ROTATION MODEL IN MY CLASSROOM Stations are a great first step, because all you need is a willingness to be flexible, the ability to set up multiple centers in your room, and the ability to look at your own classroom in a new way. This guide will give you resources around key components needed to set up stations including: Culture. Space. Routines. TOOL: BLENDED TEACHING ASSESSMENT TOOL Abstract. This book is your guide to blended teaching in K-12 spaces. It was designed to help both pre-service teachers and in-service teachers prepare their classes for blended teaching. This book begins by orienting you to the foundational dispositions and skills needed to STANFORD D.SCHOOL EMPATHY INTERVIEW GUIDE Stanford d.School Empathy Interview Guide. When designing change in a district, it is essential that leaders hear directly from students, families, teachers, and classified staff (i.e., those most impacted by teaching and learning). This guide from the Stanford d.school provides in-depth guidance about how to best plan for and conduct empathy CENTRALIZED VS. DECENTRALIZED IMPLEMENTATION: HOW DO WE What the Data Say. 35% report taking a more centralized approach, 26% report taking a more decentralized approach, and 39% placed themselves mid-way between the two. 87% of respondents reported that they had dedicated time and resources to managing this tension. 58% of respondents named this as a “top challenge” they were workingthrough.
HOME | THE LEARNING ACCELERATOROUR MISSION, VISION & VALUESOUR WORKOTHER KNOWLEDGE, TOOLS, & NETWORKSSTAFF & ALUMNI The Learning Accelerator envisions a future in which each student receives the effective, equitable, and engaging education they need to reach their full and unique potential. Our mission is to connect teachers and leaders with the knowledge, tools, and networks they need to transform K-12 education. We make the 'potential' possible and PROFESSIONAL DEVELOPMENT STRATEGIES TO SUPPORT TEACHERS The Learning Accelerator. Teachers across the country have shifted quickly to remote teaching and learning. To support them, leaders are trying to figure out ways to provide effective professional development (PD) remotely as well. To be successful, systems leaders need to: Clearly communicate a vision for remote learning to theirteaching teams;
REMOTE CHOICE BOARDS Overview. Whether teaching remotely or in person, engagement can be a challenge in the classroom. Providing opportunities for choice can be a helpful way to get students invested in your lesson, allow them to choose how they will demonstrate their learning, and engage in something they are interested in. Choice boards can be used both to allow students to choose the sequence of their learning MIX IT UP! THE BENEFITS OF MIXED-ABILITY GROUPS: IGNITED Teachers in blended and personalized learning settings often use small group instruction as a strategy for delivering targeted, differentiated instruction to students at a similar level. However, research suggests ability-based grouping is not always the best or equitable approach. For example, being grouped with peers that aremore or less
HOW CAN BLENDED LEARNING WORK IN A REMOTE SETTING Quality remote teaching and learning are critical to ensure equitable outcomes for every child in the country at this moment in time. Educators should create a strong foundation for self-directed student learning and implement effective teaching through the strategic use of technology, pedagogy, and relationship-building. DIFFERENTIATION: HOW DO I USE DATA TO ADJUST INSTRUCTION Educators can personalize learning through the use of holistic data, designing instruction that meets the unique needs of students in a multitude of ways – not just through individualized pathways. By strategically using data to identify actions at the whole-group, small-group, and individual levels, educators can effectively andefficiently
HOW DO I SET UP A STATION ROTATION MODEL IN MY CLASSROOM Stations are a great first step, because all you need is a willingness to be flexible, the ability to set up multiple centers in your room, and the ability to look at your own classroom in a new way. This guide will give you resources around key components needed to set up stations including: Culture. Space. Routines. TOOL: BLENDED TEACHING ASSESSMENT TOOL Abstract. This book is your guide to blended teaching in K-12 spaces. It was designed to help both pre-service teachers and in-service teachers prepare their classes for blended teaching. This book begins by orienting you to the foundational dispositions and skills needed to STANFORD D.SCHOOL EMPATHY INTERVIEW GUIDE Stanford d.School Empathy Interview Guide. When designing change in a district, it is essential that leaders hear directly from students, families, teachers, and classified staff (i.e., those most impacted by teaching and learning). This guide from the Stanford d.school provides in-depth guidance about how to best plan for and conduct empathy CENTRALIZED VS. DECENTRALIZED IMPLEMENTATION: HOW DO WE What the Data Say. 35% report taking a more centralized approach, 26% report taking a more decentralized approach, and 39% placed themselves mid-way between the two. 87% of respondents reported that they had dedicated time and resources to managing this tension. 58% of respondents named this as a “top challenge” they were workingthrough.
BLENDED & PERSONALIZED LEARNING AT WORK They analyzed hundreds of schools and systems nationwide to identify the best instructional and operational practices for implementing blended and personalized learning. Here’s the best part: All of these resources are easy-to-find with an awesome category system you can filter by topic, grade, and audience. Twitter user. PROFESSIONAL DEVELOPMENT STRATEGIES TO SUPPORT TEACHERS The Learning Accelerator. Teachers across the country have shifted quickly to remote teaching and learning. To support them, leaders are trying to figure out ways to provide effective professional development (PD) remotely as well. To be successful, systems leaders need to: Clearly communicate a vision for remote learning to theirteaching teams;
SOCIAL-EMOTIONAL LEARNING SMALL GROUPS This small-group time is kept solely for social-emotional learning and development as students need to be able to rely upon a safe space to process their feelings and emotions. When creating and introducing these small groups, ensure that you roll out a set of clear guidelines for how they will engage in the group, including how they willINTRODUCTION
The Real-Time Redesign process is very doable and transferable to a range of problems schools face. The process is really clear and attends to equity, and gives schools a way to define a problem from the perspective of those affected, test a solution with rapid iteration, and determine if and how to scale.VIRTUAL NOTEBOOKS
Virtual notebooks offer students a way to engage with the content and learning tasks consistently, in a manner that is mapped out and organized. Acting as a type of interactive handout, virtual notebooks ensure all students have access to the content whenever and wherever they are learning. This strategy also helps to support students whomiss
SENIOR PORTFOLIOS
Senior portfolios are the “capstone of capstones,” and the most challenging projects that require the largest amount of student ownership. Senior portfolios require students to design and build a project on their own, applying the concepts of Bronx Arena’s instructional model (challenges and capstones) to a completely newtopic.
TARGETED SMALL GROUP INSTRUCTION Small group instruction is one of the teachers’ key levers for supporting students. Teachers often utilize the time to review student data, set goals, support struggling students, and teach, reteach, or remediate instruction. Though students self-select into activities like small group instruction, teachers will often suggest or request HOW DO I DEVELOP STUDENT OWNERSHIP AND ACCOUNTABILITY IN A After launching a station rotation model and continuing to deepen differentiation and personalization, teachers find that the nature of independent learning in stations requires intentional accountability systems to develop student ownership and ensure student success.Without the right culture and intentional design, students can lack direction and easily waste hours of learning time while in STRUCTURED DATA ANALYSIS REFLECTION Context. Roots teachers make use of a data analysis reflection template to help them dissect the data they get from their mastery assessments. This template helps them organize data (e.g., around which students are performing really well versus still struggling, as well as which standards are most challenging for students). DIGITAL VENDING MACHINE SLIDE TEMPLATE This slide deck offers multiple templates for building your own Digital Vending Machine to give HOME | THE LEARNING ACCELERATOROUR MISSION, VISION & VALUESOUR WORKOTHER KNOWLEDGE, TOOLS, & NETWORKSSTAFF & ALUMNI The Learning Accelerator envisions a future in which each student receives the effective, equitable, and engaging education they need to reach their full and unique potential. Our mission is to connect teachers and leaders with the knowledge, tools, and networks they need to transform K-12 education. We make the 'potential' possible and PROFESSIONAL DEVELOPMENT STRATEGIES TO SUPPORT TEACHERS The Learning Accelerator. Teachers across the country have shifted quickly to remote teaching and learning. To support them, leaders are trying to figure out ways to provide effective professional development (PD) remotely as well. To be successful, systems leaders need to: Clearly communicate a vision for remote learning to theirteaching teams;
REMOTE CHOICE BOARDS Overview. Whether teaching remotely or in person, engagement can be a challenge in the classroom. Providing opportunities for choice can be a helpful way to get students invested in your lesson, allow them to choose how they will demonstrate their learning, and engage in something they are interested in. Choice boards can be used both to allow students to choose the sequence of their learning MIX IT UP! THE BENEFITS OF MIXED-ABILITY GROUPS: IGNITED Teachers in blended and personalized learning settings often use small group instruction as a strategy for delivering targeted, differentiated instruction to students at a similar level. However, research suggests ability-based grouping is not always the best or equitable approach. For example, being grouped with peers that aremore or less
HOW CAN BLENDED LEARNING WORK IN A REMOTE SETTING Quality remote teaching and learning are critical to ensure equitable outcomes for every child in the country at this moment in time. Educators should create a strong foundation for self-directed student learning and implement effective teaching through the strategic use of technology, pedagogy, and relationship-building. DIFFERENTIATION: HOW DO I USE DATA TO ADJUST INSTRUCTION Educators can personalize learning through the use of holistic data, designing instruction that meets the unique needs of students in a multitude of ways – not just through individualized pathways. By strategically using data to identify actions at the whole-group, small-group, and individual levels, educators can effectively andefficiently
HOW DO I SET UP A STATION ROTATION MODEL IN MY CLASSROOM Stations are a great first step, because all you need is a willingness to be flexible, the ability to set up multiple centers in your room, and the ability to look at your own classroom in a new way. This guide will give you resources around key components needed to set up stations including: Culture. Space. Routines. TOOL: BLENDED TEACHING ASSESSMENT TOOL Abstract. This book is your guide to blended teaching in K-12 spaces. It was designed to help both pre-service teachers and in-service teachers prepare their classes for blended teaching. This book begins by orienting you to the foundational dispositions and skills needed to STANFORD D.SCHOOL EMPATHY INTERVIEW GUIDE Stanford d.School Empathy Interview Guide. When designing change in a district, it is essential that leaders hear directly from students, families, teachers, and classified staff (i.e., those most impacted by teaching and learning). This guide from the Stanford d.school provides in-depth guidance about how to best plan for and conduct empathy CENTRALIZED VS. DECENTRALIZED IMPLEMENTATION: HOW DO WE What the Data Say. 35% report taking a more centralized approach, 26% report taking a more decentralized approach, and 39% placed themselves mid-way between the two. 87% of respondents reported that they had dedicated time and resources to managing this tension. 58% of respondents named this as a “top challenge” they were workingthrough.
HOME | THE LEARNING ACCELERATOROUR MISSION, VISION & VALUESOUR WORKOTHER KNOWLEDGE, TOOLS, & NETWORKSSTAFF & ALUMNI The Learning Accelerator envisions a future in which each student receives the effective, equitable, and engaging education they need to reach their full and unique potential. Our mission is to connect teachers and leaders with the knowledge, tools, and networks they need to transform K-12 education. We make the 'potential' possible and PROFESSIONAL DEVELOPMENT STRATEGIES TO SUPPORT TEACHERS The Learning Accelerator. Teachers across the country have shifted quickly to remote teaching and learning. To support them, leaders are trying to figure out ways to provide effective professional development (PD) remotely as well. To be successful, systems leaders need to: Clearly communicate a vision for remote learning to theirteaching teams;
REMOTE CHOICE BOARDS Overview. Whether teaching remotely or in person, engagement can be a challenge in the classroom. Providing opportunities for choice can be a helpful way to get students invested in your lesson, allow them to choose how they will demonstrate their learning, and engage in something they are interested in. Choice boards can be used both to allow students to choose the sequence of their learning MIX IT UP! THE BENEFITS OF MIXED-ABILITY GROUPS: IGNITED Teachers in blended and personalized learning settings often use small group instruction as a strategy for delivering targeted, differentiated instruction to students at a similar level. However, research suggests ability-based grouping is not always the best or equitable approach. For example, being grouped with peers that aremore or less
HOW CAN BLENDED LEARNING WORK IN A REMOTE SETTING Quality remote teaching and learning are critical to ensure equitable outcomes for every child in the country at this moment in time. Educators should create a strong foundation for self-directed student learning and implement effective teaching through the strategic use of technology, pedagogy, and relationship-building. DIFFERENTIATION: HOW DO I USE DATA TO ADJUST INSTRUCTION Educators can personalize learning through the use of holistic data, designing instruction that meets the unique needs of students in a multitude of ways – not just through individualized pathways. By strategically using data to identify actions at the whole-group, small-group, and individual levels, educators can effectively andefficiently
HOW DO I SET UP A STATION ROTATION MODEL IN MY CLASSROOM Stations are a great first step, because all you need is a willingness to be flexible, the ability to set up multiple centers in your room, and the ability to look at your own classroom in a new way. This guide will give you resources around key components needed to set up stations including: Culture. Space. Routines. TOOL: BLENDED TEACHING ASSESSMENT TOOL Abstract. This book is your guide to blended teaching in K-12 spaces. It was designed to help both pre-service teachers and in-service teachers prepare their classes for blended teaching. This book begins by orienting you to the foundational dispositions and skills needed to STANFORD D.SCHOOL EMPATHY INTERVIEW GUIDE Stanford d.School Empathy Interview Guide. When designing change in a district, it is essential that leaders hear directly from students, families, teachers, and classified staff (i.e., those most impacted by teaching and learning). This guide from the Stanford d.school provides in-depth guidance about how to best plan for and conduct empathy CENTRALIZED VS. DECENTRALIZED IMPLEMENTATION: HOW DO WE What the Data Say. 35% report taking a more centralized approach, 26% report taking a more decentralized approach, and 39% placed themselves mid-way between the two. 87% of respondents reported that they had dedicated time and resources to managing this tension. 58% of respondents named this as a “top challenge” they were workingthrough.
BLENDED & PERSONALIZED LEARNING AT WORK They analyzed hundreds of schools and systems nationwide to identify the best instructional and operational practices for implementing blended and personalized learning. Here’s the best part: All of these resources are easy-to-find with an awesome category system you can filter by topic, grade, and audience. Twitter user. PROFESSIONAL DEVELOPMENT STRATEGIES TO SUPPORT TEACHERS The Learning Accelerator. Teachers across the country have shifted quickly to remote teaching and learning. To support them, leaders are trying to figure out ways to provide effective professional development (PD) remotely as well. To be successful, systems leaders need to: Clearly communicate a vision for remote learning to theirteaching teams;
SOCIAL-EMOTIONAL LEARNING SMALL GROUPS This small-group time is kept solely for social-emotional learning and development as students need to be able to rely upon a safe space to process their feelings and emotions. When creating and introducing these small groups, ensure that you roll out a set of clear guidelines for how they will engage in the group, including how they willINTRODUCTION
The Real-Time Redesign process is very doable and transferable to a range of problems schools face. The process is really clear and attends to equity, and gives schools a way to define a problem from the perspective of those affected, test a solution with rapid iteration, and determine if and how to scale.VIRTUAL NOTEBOOKS
Virtual notebooks offer students a way to engage with the content and learning tasks consistently, in a manner that is mapped out and organized. Acting as a type of interactive handout, virtual notebooks ensure all students have access to the content whenever and wherever they are learning. This strategy also helps to support students whomiss
SENIOR PORTFOLIOS
Senior portfolios are the “capstone of capstones,” and the most challenging projects that require the largest amount of student ownership. Senior portfolios require students to design and build a project on their own, applying the concepts of Bronx Arena’s instructional model (challenges and capstones) to a completely newtopic.
TARGETED SMALL GROUP INSTRUCTION Small group instruction is one of the teachers’ key levers for supporting students. Teachers often utilize the time to review student data, set goals, support struggling students, and teach, reteach, or remediate instruction. Though students self-select into activities like small group instruction, teachers will often suggest or request HOW DO I DEVELOP STUDENT OWNERSHIP AND ACCOUNTABILITY IN A After launching a station rotation model and continuing to deepen differentiation and personalization, teachers find that the nature of independent learning in stations requires intentional accountability systems to develop student ownership and ensure student success.Without the right culture and intentional design, students can lack direction and easily waste hours of learning time while in STRUCTURED DATA ANALYSIS REFLECTION Context. Roots teachers make use of a data analysis reflection template to help them dissect the data they get from their mastery assessments. This template helps them organize data (e.g., around which students are performing really well versus still struggling, as well as which standards are most challenging for students). DIGITAL VENDING MACHINE SLIDE TEMPLATE This slide deck offers multiple templates for building your own Digital Vending Machine to give HOME | THE LEARNING ACCELERATOROUR MISSION, VISION & VALUESOUR WORKOTHER KNOWLEDGE, TOOLS, & NETWORKSSTAFF & ALUMNI The Learning Accelerator envisions a future in which each student receives the effective, equitable, and engaging education they need to reach their full and unique potential. Our mission is to connect teachers and leaders with the knowledge, tools, and networks they need to transform K-12 education. We make the 'potential' possible and MIX IT UP! THE BENEFITS OF MIXED-ABILITY GROUPS: IGNITED Teachers in blended and personalized learning settings often use small group instruction as a strategy for delivering targeted, differentiated instruction to students at a similar level. However, research suggests ability-based grouping is not always the best or equitable approach. For example, being grouped with peers that aremore or less
REMOTE CHOICE BOARDS Overview. Whether teaching remotely or in person, engagement can be a challenge in the classroom. Providing opportunities for choice can be a helpful way to get students invested in your lesson, allow them to choose how they will demonstrate their learning, and engage in something they are interested in. Choice boards can be used both to allow students to choose the sequence of their learning HOW CAN BLENDED LEARNING WORK IN A REMOTE SETTING Quality remote teaching and learning are critical to ensure equitable outcomes for every child in the country at this moment in time. Educators should create a strong foundation for self-directed student learning and implement effective teaching through the strategic use of technology, pedagogy, and relationship-building. DIVERSE DATA SOURCES Some of the most common data sources are: Exit Tickets - Exit tickets are formative data assessments usually given daily at the end of a lesson. The data is used to monitor student progress. Based on the data, the teacher may modify the next day’s instruction, student groupings, or assignments. TOOL: BLENDED TEACHING ASSESSMENT TOOL Abstract. This book is your guide to blended teaching in K-12 spaces. It was designed to help both pre-service teachers and in-service teachers prepare their classes for blended teaching. This book begins by orienting you to the foundational dispositions and skills needed to DIFFERENTIATION: HOW DO I USE DATA TO ADJUST INSTRUCTION Educators can personalize learning through the use of holistic data, designing instruction that meets the unique needs of students in a multitude of ways – not just through individualized pathways. By strategically using data to identify actions at the whole-group, small-group, and individual levels, educators can effectively andefficiently
HOW DO I DEVELOP STUDENT OWNERSHIP AND ACCOUNTABILITY IN A After launching a station rotation model and continuing to deepen differentiation and personalization, teachers find that the nature of independent learning in stations requires intentional accountability systems to develop student ownership and ensure student success.Without the right culture and intentional design, students can lack direction and easily waste hours of learning time while in WHAT STUDENT CHOICE AND AGENCY ACTUALLY LOOK LIKESEE MORE ON PRACTICES.LEARNINGACCELERATOR.ORG STANFORD D.SCHOOL EMPATHY INTERVIEW GUIDE Stanford d.School Empathy Interview Guide. When designing change in a district, it is essential that leaders hear directly from students, families, teachers, and classified staff (i.e., those most impacted by teaching and learning). This guide from the Stanford d.school provides in-depth guidance about how to best plan for and conduct empathy HOME | THE LEARNING ACCELERATOROUR MISSION, VISION & VALUESOUR WORKOTHER KNOWLEDGE, TOOLS, & NETWORKSSTAFF & ALUMNI The Learning Accelerator envisions a future in which each student receives the effective, equitable, and engaging education they need to reach their full and unique potential. Our mission is to connect teachers and leaders with the knowledge, tools, and networks they need to transform K-12 education. We make the 'potential' possible and MIX IT UP! THE BENEFITS OF MIXED-ABILITY GROUPS: IGNITED Teachers in blended and personalized learning settings often use small group instruction as a strategy for delivering targeted, differentiated instruction to students at a similar level. However, research suggests ability-based grouping is not always the best or equitable approach. For example, being grouped with peers that aremore or less
REMOTE CHOICE BOARDS Overview. Whether teaching remotely or in person, engagement can be a challenge in the classroom. Providing opportunities for choice can be a helpful way to get students invested in your lesson, allow them to choose how they will demonstrate their learning, and engage in something they are interested in. Choice boards can be used both to allow students to choose the sequence of their learning HOW CAN BLENDED LEARNING WORK IN A REMOTE SETTING Quality remote teaching and learning are critical to ensure equitable outcomes for every child in the country at this moment in time. Educators should create a strong foundation for self-directed student learning and implement effective teaching through the strategic use of technology, pedagogy, and relationship-building. DIVERSE DATA SOURCES Some of the most common data sources are: Exit Tickets - Exit tickets are formative data assessments usually given daily at the end of a lesson. The data is used to monitor student progress. Based on the data, the teacher may modify the next day’s instruction, student groupings, or assignments. TOOL: BLENDED TEACHING ASSESSMENT TOOL Abstract. This book is your guide to blended teaching in K-12 spaces. It was designed to help both pre-service teachers and in-service teachers prepare their classes for blended teaching. This book begins by orienting you to the foundational dispositions and skills needed to DIFFERENTIATION: HOW DO I USE DATA TO ADJUST INSTRUCTION Educators can personalize learning through the use of holistic data, designing instruction that meets the unique needs of students in a multitude of ways – not just through individualized pathways. By strategically using data to identify actions at the whole-group, small-group, and individual levels, educators can effectively andefficiently
HOW DO I DEVELOP STUDENT OWNERSHIP AND ACCOUNTABILITY IN A After launching a station rotation model and continuing to deepen differentiation and personalization, teachers find that the nature of independent learning in stations requires intentional accountability systems to develop student ownership and ensure student success.Without the right culture and intentional design, students can lack direction and easily waste hours of learning time while in WHAT STUDENT CHOICE AND AGENCY ACTUALLY LOOK LIKESEE MORE ON PRACTICES.LEARNINGACCELERATOR.ORG STANFORD D.SCHOOL EMPATHY INTERVIEW GUIDE Stanford d.School Empathy Interview Guide. When designing change in a district, it is essential that leaders hear directly from students, families, teachers, and classified staff (i.e., those most impacted by teaching and learning). This guide from the Stanford d.school provides in-depth guidance about how to best plan for and conduct empathy THE LEARNING ACCELERATOR STAFF & ALUMNI Beth Rabbitt, CEO. @BethRabbitt. Beth Rabbitt is Chief Executive Officer of The Learning Accelerator (TLA). She is a nationally recognized expert in education innovation and blended and personalized learning. Prior to becoming CEO in 2016, Beth was a Partner on TLA's start-up team, leading the organization’s work to develop educatortraining
PROFESSIONAL DEVELOPMENT STRATEGIES TO SUPPORT TEACHERS The Learning Accelerator. Teachers across the country have shifted quickly to remote teaching and learning. To support them, leaders are trying to figure out ways to provide effective professional development (PD) remotely as well. To be successful, systems leaders need to: Clearly communicate a vision for remote learning to theirteaching teams;
HOW DO I DEVELOP STUDENT OWNERSHIP AND ACCOUNTABILITY IN A After launching a station rotation model and continuing to deepen differentiation and personalization, teachers find that the nature of independent learning in stations requires intentional accountability systems to develop student ownership and ensure student success.Without the right culture and intentional design, students can lack direction and easily waste hours of learning time while in DEVELOPING ACADEMIC COMPETENCIES Overview. Henry County developed their own set of student competencies to help improve personalized learning for their students. Competency-based education is one of Henry County’s five tenets of personalized learning, as they believe students should progress through content based on demonstrated content mastery rather than seat time.The competencies are similar to a graduation profile in WHAT STUDENT CHOICE AND AGENCY ACTUALLY LOOK LIKE Student Choice. Student choice can happen in a variety of ways in education, including a student’s ability to choose their learning path, the pace at which they progress, and the environment in which they learn, among others. Student choice provides opportunities for students to make decisions in their learning, building agency. COLLECTING STUDENT DATA THROUGH VARIED ASSESSMENTS Throughout the school year, teachers use a variety of additional data sources to assess student progress. They create exit tickets, leverage NWEA Skills Navigator, use data provided by software programs, incorporate data from their own observations, and have students perform self-assessments. As part of their self-assessments, studentsprovide
HOW DO I SET UP A STATION ROTATION MODEL IN MY CLASSROOM Stations are a great first step, because all you need is a willingness to be flexible, the ability to set up multiple centers in your room, and the ability to look at your own classroom in a new way. This guide will give you resources around key components needed to set up stations including: Culture. Space. Routines. STRUCTURED DATA ANALYSIS REFLECTION Context. Roots teachers make use of a data analysis reflection template to help them dissect the data they get from their mastery assessments. This template helps them organize data (e.g., around which students are performing really well versus still struggling, as well as which standards are most challenging for students). CREATING COMPETENCIES FOR MASTERY-BASED LEARNING The high-level competencies create more alignment among staff members about focus areas for teaching and learning. The sub-skills also create consistency for educators and students and reduce the prior burden on staff that involved translating abstract standards into actionable curriculum. Students also have a clearer understanding ofwhat they
DIGITAL VENDING MACHINE SLIDE TEMPLATE This slide deck offers multiple templates for building your own Digital Vending Machine to give HOME | THE LEARNING ACCELERATOROUR MISSION, VISION & VALUESOUR WORKOTHER KNOWLEDGE, TOOLS, & NETWORKSSTAFF & ALUMNI The Learning Accelerator envisions a future in which each student receives the effective, equitable, and engaging education they need to reach their full and unique potential. Our mission is to connect teachers and leaders with the knowledge, tools, and networks they need to transform K-12 education. We make the 'potential' possible and THE LEARNING ACCELERATOR STAFF & ALUMNI Beth Rabbitt, CEO. @BethRabbitt. Beth Rabbitt is Chief Executive Officer of The Learning Accelerator (TLA). She is a nationally recognized expert in education innovation and blended and personalized learning. Prior to becoming CEO in 2016, Beth was a Partner on TLA's start-up team, leading the organization’s work to develop educatortraining
MIX IT UP! THE BENEFITS OF MIXED-ABILITY GROUPS: IGNITED Teachers in blended and personalized learning settings often use small group instruction as a strategy for delivering targeted, differentiated instruction to students at a similar level. However, research suggests ability-based grouping is not always the best or equitable approach. For example, being grouped with peers that aremore or less
HOW CAN BLENDED LEARNING WORK IN A REMOTE SETTING Quality remote teaching and learning are critical to ensure equitable outcomes for every child in the country at this moment in time. Educators should create a strong foundation for self-directed student learning and implement effective teaching through the strategic use of technology, pedagogy, and relationship-building. DIFFERENTIATION: HOW DO I USE DATA TO ADJUST INSTRUCTION Educators can personalize learning through the use of holistic data, designing instruction that meets the unique needs of students in a multitude of ways – not just through individualized pathways. By strategically using data to identify actions at the whole-group, small-group, and individual levels, educators can effectively andefficiently
TOOL: BLENDED TEACHING ASSESSMENT TOOL Abstract. This book is your guide to blended teaching in K-12 spaces. It was designed to help both pre-service teachers and in-service teachers prepare their classes for blended teaching. This book begins by orienting you to the foundational dispositions and skills needed to DIVERSE DATA SOURCES Some of the most common data sources are: Exit Tickets - Exit tickets are formative data assessments usually given daily at the end of a lesson. The data is used to monitor student progress. Based on the data, the teacher may modify the next day’s instruction, student groupings, or assignments. HOW DO I DEVELOP STUDENT OWNERSHIP AND ACCOUNTABILITY IN A After launching a station rotation model and continuing to deepen differentiation and personalization, teachers find that the nature of independent learning in stations requires intentional accountability systems to develop student ownership and ensure student success.Without the right culture and intentional design, students can lack direction and easily waste hours of learning time while in WHAT STUDENT CHOICE AND AGENCY ACTUALLY LOOK LIKESEE MORE ON PRACTICES.LEARNINGACCELERATOR.ORG STANFORD D.SCHOOL EMPATHY INTERVIEW GUIDE Stanford d.School Empathy Interview Guide. When designing change in a district, it is essential that leaders hear directly from students, families, teachers, and classified staff (i.e., those most impacted by teaching and learning). This guide from the Stanford d.school provides in-depth guidance about how to best plan for and conduct empathy HOME | THE LEARNING ACCELERATOROUR MISSION, VISION & VALUESOUR WORKOTHER KNOWLEDGE, TOOLS, & NETWORKSSTAFF & ALUMNI The Learning Accelerator envisions a future in which each student receives the effective, equitable, and engaging education they need to reach their full and unique potential. Our mission is to connect teachers and leaders with the knowledge, tools, and networks they need to transform K-12 education. We make the 'potential' possible and THE LEARNING ACCELERATOR STAFF & ALUMNI Beth Rabbitt, CEO. @BethRabbitt. Beth Rabbitt is Chief Executive Officer of The Learning Accelerator (TLA). She is a nationally recognized expert in education innovation and blended and personalized learning. Prior to becoming CEO in 2016, Beth was a Partner on TLA's start-up team, leading the organization’s work to develop educatortraining
MIX IT UP! THE BENEFITS OF MIXED-ABILITY GROUPS: IGNITED Teachers in blended and personalized learning settings often use small group instruction as a strategy for delivering targeted, differentiated instruction to students at a similar level. However, research suggests ability-based grouping is not always the best or equitable approach. For example, being grouped with peers that aremore or less
HOW CAN BLENDED LEARNING WORK IN A REMOTE SETTING Quality remote teaching and learning are critical to ensure equitable outcomes for every child in the country at this moment in time. Educators should create a strong foundation for self-directed student learning and implement effective teaching through the strategic use of technology, pedagogy, and relationship-building. DIFFERENTIATION: HOW DO I USE DATA TO ADJUST INSTRUCTION Educators can personalize learning through the use of holistic data, designing instruction that meets the unique needs of students in a multitude of ways – not just through individualized pathways. By strategically using data to identify actions at the whole-group, small-group, and individual levels, educators can effectively andefficiently
TOOL: BLENDED TEACHING ASSESSMENT TOOL Abstract. This book is your guide to blended teaching in K-12 spaces. It was designed to help both pre-service teachers and in-service teachers prepare their classes for blended teaching. This book begins by orienting you to the foundational dispositions and skills needed to DIVERSE DATA SOURCES Some of the most common data sources are: Exit Tickets - Exit tickets are formative data assessments usually given daily at the end of a lesson. The data is used to monitor student progress. Based on the data, the teacher may modify the next day’s instruction, student groupings, or assignments. HOW DO I DEVELOP STUDENT OWNERSHIP AND ACCOUNTABILITY IN A After launching a station rotation model and continuing to deepen differentiation and personalization, teachers find that the nature of independent learning in stations requires intentional accountability systems to develop student ownership and ensure student success.Without the right culture and intentional design, students can lack direction and easily waste hours of learning time while in WHAT STUDENT CHOICE AND AGENCY ACTUALLY LOOK LIKESEE MORE ON PRACTICES.LEARNINGACCELERATOR.ORG STANFORD D.SCHOOL EMPATHY INTERVIEW GUIDE Stanford d.School Empathy Interview Guide. When designing change in a district, it is essential that leaders hear directly from students, families, teachers, and classified staff (i.e., those most impacted by teaching and learning). This guide from the Stanford d.school provides in-depth guidance about how to best plan for and conduct empathy BLENDED & PERSONALIZED LEARNING AT WORK They analyzed hundreds of schools and systems nationwide to identify the best instructional and operational practices for implementing blended and personalized learning. Here’s the best part: All of these resources are easy-to-find with an awesome category system you can filter by topic, grade, and audience. Twitter user. REMOTE CHOICE BOARDS Overview. Whether teaching remotely or in person, engagement can be a challenge in the classroom. Providing opportunities for choice can be a helpful way to get students invested in your lesson, allow them to choose how they will demonstrate their learning, and engage in something they are interested in. Choice boards can be used both to allow students to choose the sequence of their learning HOW DO I DEVELOP STUDENT OWNERSHIP AND ACCOUNTABILITY IN A After launching a station rotation model and continuing to deepen differentiation and personalization, teachers find that the nature of independent learning in stations requires intentional accountability systems to develop student ownership and ensure student success.Without the right culture and intentional design, students can lack direction and easily waste hours of learning time while in LEARNER CHOICE AS TO HOW TO DEMONSTRATE HIGHER-LEVEL Learners are able to show advanced knowledge through mastering more complex content, applying their current knowledge in a complex task, or teaching the content to others as a learner coach. With the first two options, Learners are often able to select their own content or create their own tasks. For example, Learners in class created theirown
HETEROGENEOUS TEAMS
Context. Teams are the second level of student support (after learning resources) when a student is stuck on a problem or goal. Having a variety of skill levels on each team ensures that team members are able to help each other when stuck. Heterogeneous Teams. Teacher Dash-
STUDENT AND TEACHER PROGRESS TRACKING THROUGH TRACKER Teacher Does. Reviews tracker sheets daily to better understand what each student is working on. Cross-references tracker sheet information with software program data to better understand how well students are doing on particular skills. Reviews tracker sheet with students during conferences, helps determine any adjustments that need to be made. HOW DO I SET UP A STATION ROTATION MODEL IN MY CLASSROOM Stations are a great first step, because all you need is a willingness to be flexible, the ability to set up multiple centers in your room, and the ability to look at your own classroom in a new way. This guide will give you resources around key components needed to set up stations including: Culture. Space. Routines.PRIOR KNOWLEDGE
Centuries of research has shown that appropriately activating prior knowledge improves both recall and interest - in other words - learning. In fact, understanding, building, or activating a student’s prerequisite content and skill experiences has been shown through different theoretical perspectives to be a critical factor in long-term, lasting, and accurate learning. DIGITAL VENDING MACHINE SLIDE TEMPLATE This slide deck offers multiple templates for building your own Digital Vending Machine to give MULTIPLE METHODS OF STUDENT GROUPINGS Overview. Valor teachers employ a variety of grouping methods, all of which align to different instructional purposes. Instead of picking a single grouping strategy, such as homogeneous or heterogeneous groups, teachers take time to get to know their students and understand which method would work best for them. HOME | THE LEARNING ACCELERATOROUR MISSION, VISION & VALUESOUR WORKOTHER KNOWLEDGE, TOOLS, & NETWORKSSTAFF & ALUMNINVIDIA DEEP LEARNING ACCELERATORNVIDIA DEEP LEARNING ACCELERATORDEEP LEARNING COURSEMACHINE LEARNING ASICVERSATILE TENSOR ACCELERATOR The Learning Accelerator envisions a future in which each student receives the effective, equitable, and engaging education they need to reach their full and unique potential. Our mission is to connect teachers and leaders with the knowledge, tools, and networks they need to transform K-12 education. We make the 'potential' possible and THE LEARNING ACCELERATOR STAFF & ALUMNI Beth Rabbitt, CEO. @BethRabbitt. Beth Rabbitt is Chief Executive Officer of The Learning Accelerator (TLA). She is a nationally recognized expert in education innovation and blended and personalized learning. Prior to becoming CEO in 2016, Beth was a Partner on TLA's start-up team, leading the organization’s work to develop educatortraining
MIX IT UP! THE BENEFITS OF MIXED-ABILITY GROUPS: IGNITEDBENEFITS OF ABILITY GROUPINGMIXED ABILITY GROUPINGMIXED ABILITY GROUPING THEORYMIXED ABILITY TEACHING Teachers in blended and personalized learning settings often use small group instruction as a strategy for delivering targeted, differentiated instruction to students at a similar level. However, research suggests ability-based grouping is not always the best or equitable approach. For example, being grouped with peers that aremore or less
HOW CAN BLENDED LEARNING WORK IN A REMOTE SETTING Quality remote teaching and learning are critical to ensure equitable outcomes for every child in the country at this moment in time. Educators should create a strong foundation for self-directed student learning and implement effective teaching through the strategic use of technology, pedagogy, and relationship-building. DIFFERENTIATION: HOW DO I USE DATA TO ADJUST INSTRUCTION Educators can personalize learning through the use of holistic data, designing instruction that meets the unique needs of students in a multitude of ways – not just through individualized pathways. By strategically using data to identify actions at the whole-group, small-group, and individual levels, educators can effectively andefficiently
TOOL: BLENDED TEACHING ASSESSMENT TOOL Abstract. This book is your guide to blended teaching in K-12 spaces. It was designed to help both pre-service teachers and in-service teachers prepare their classes for blended teaching. This book begins by orienting you to the foundational dispositions and skills needed to DIVERSE DATA SOURCES Some of the most common data sources are: Exit Tickets - Exit tickets are formative data assessments usually given daily at the end of a lesson. The data is used to monitor student progress. Based on the data, the teacher may modify the next day’s instruction, student groupings, or assignments. HOW DO I DEVELOP STUDENT OWNERSHIP AND ACCOUNTABILITY IN A After launching a station rotation model and continuing to deepen differentiation and personalization, teachers find that the nature of independent learning in stations requires intentional accountability systems to develop student ownership and ensure student success.Without the right culture and intentional design, students can lack direction and easily waste hours of learning time while in WHAT STUDENT CHOICE AND AGENCY ACTUALLY LOOK LIKESEE MORE ON PRACTICES.LEARNINGACCELERATOR.ORG STANFORD D.SCHOOL EMPATHY INTERVIEW GUIDE Stanford d.School Empathy Interview Guide. When designing change in a district, it is essential that leaders hear directly from students, families, teachers, and classified staff (i.e., those most impacted by teaching and learning). This guide from the Stanford d.school provides in-depth guidance about how to best plan for and conduct empathy HOME | THE LEARNING ACCELERATOROUR MISSION, VISION & VALUESOUR WORKOTHER KNOWLEDGE, TOOLS, & NETWORKSSTAFF & ALUMNINVIDIA DEEP LEARNING ACCELERATORNVIDIA DEEP LEARNING ACCELERATORDEEP LEARNING COURSEMACHINE LEARNING ASICVERSATILE TENSOR ACCELERATOR The Learning Accelerator envisions a future in which each student receives the effective, equitable, and engaging education they need to reach their full and unique potential. Our mission is to connect teachers and leaders with the knowledge, tools, and networks they need to transform K-12 education. We make the 'potential' possible and THE LEARNING ACCELERATOR STAFF & ALUMNI Beth Rabbitt, CEO. @BethRabbitt. Beth Rabbitt is Chief Executive Officer of The Learning Accelerator (TLA). She is a nationally recognized expert in education innovation and blended and personalized learning. Prior to becoming CEO in 2016, Beth was a Partner on TLA's start-up team, leading the organization’s work to develop educatortraining
MIX IT UP! THE BENEFITS OF MIXED-ABILITY GROUPS: IGNITEDBENEFITS OF ABILITY GROUPINGMIXED ABILITY GROUPINGMIXED ABILITY GROUPING THEORYMIXED ABILITY TEACHING Teachers in blended and personalized learning settings often use small group instruction as a strategy for delivering targeted, differentiated instruction to students at a similar level. However, research suggests ability-based grouping is not always the best or equitable approach. For example, being grouped with peers that aremore or less
HOW CAN BLENDED LEARNING WORK IN A REMOTE SETTING Quality remote teaching and learning are critical to ensure equitable outcomes for every child in the country at this moment in time. Educators should create a strong foundation for self-directed student learning and implement effective teaching through the strategic use of technology, pedagogy, and relationship-building. DIFFERENTIATION: HOW DO I USE DATA TO ADJUST INSTRUCTION Educators can personalize learning through the use of holistic data, designing instruction that meets the unique needs of students in a multitude of ways – not just through individualized pathways. By strategically using data to identify actions at the whole-group, small-group, and individual levels, educators can effectively andefficiently
TOOL: BLENDED TEACHING ASSESSMENT TOOL Abstract. This book is your guide to blended teaching in K-12 spaces. It was designed to help both pre-service teachers and in-service teachers prepare their classes for blended teaching. This book begins by orienting you to the foundational dispositions and skills needed to DIVERSE DATA SOURCES Some of the most common data sources are: Exit Tickets - Exit tickets are formative data assessments usually given daily at the end of a lesson. The data is used to monitor student progress. Based on the data, the teacher may modify the next day’s instruction, student groupings, or assignments. HOW DO I DEVELOP STUDENT OWNERSHIP AND ACCOUNTABILITY IN A After launching a station rotation model and continuing to deepen differentiation and personalization, teachers find that the nature of independent learning in stations requires intentional accountability systems to develop student ownership and ensure student success.Without the right culture and intentional design, students can lack direction and easily waste hours of learning time while in WHAT STUDENT CHOICE AND AGENCY ACTUALLY LOOK LIKESEE MORE ON PRACTICES.LEARNINGACCELERATOR.ORG STANFORD D.SCHOOL EMPATHY INTERVIEW GUIDE Stanford d.School Empathy Interview Guide. When designing change in a district, it is essential that leaders hear directly from students, families, teachers, and classified staff (i.e., those most impacted by teaching and learning). This guide from the Stanford d.school provides in-depth guidance about how to best plan for and conduct empathy BLENDED & PERSONALIZED LEARNING AT WORK They analyzed hundreds of schools and systems nationwide to identify the best instructional and operational practices for implementing blended and personalized learning. Here’s the best part: All of these resources are easy-to-find with an awesome category system you can filter by topic, grade, and audience. Twitter user. REMOTE CHOICE BOARDS Overview. Whether teaching remotely or in person, engagement can be a challenge in the classroom. Providing opportunities for choice can be a helpful way to get students invested in your lesson, allow them to choose how they will demonstrate their learning, and engage in something they are interested in. Choice boards can be used both to allow students to choose the sequence of their learning HOW DO I DEVELOP STUDENT OWNERSHIP AND ACCOUNTABILITY IN A After launching a station rotation model and continuing to deepen differentiation and personalization, teachers find that the nature of independent learning in stations requires intentional accountability systems to develop student ownership and ensure student success.Without the right culture and intentional design, students can lack direction and easily waste hours of learning time while in LEARNER CHOICE AS TO HOW TO DEMONSTRATE HIGHER-LEVEL Learners are able to show advanced knowledge through mastering more complex content, applying their current knowledge in a complex task, or teaching the content to others as a learner coach. With the first two options, Learners are often able to select their own content or create their own tasks. For example, Learners in class created theirown
HETEROGENEOUS TEAMS
Context. Teams are the second level of student support (after learning resources) when a student is stuck on a problem or goal. Having a variety of skill levels on each team ensures that team members are able to help each other when stuck. Heterogeneous Teams. Teacher Dash-
STUDENT AND TEACHER PROGRESS TRACKING THROUGH TRACKER Teacher Does. Reviews tracker sheets daily to better understand what each student is working on. Cross-references tracker sheet information with software program data to better understand how well students are doing on particular skills. Reviews tracker sheet with students during conferences, helps determine any adjustments that need to be made. HOW DO I SET UP A STATION ROTATION MODEL IN MY CLASSROOM Stations are a great first step, because all you need is a willingness to be flexible, the ability to set up multiple centers in your room, and the ability to look at your own classroom in a new way. This guide will give you resources around key components needed to set up stations including: Culture. Space. Routines.PRIOR KNOWLEDGE
Centuries of research has shown that appropriately activating prior knowledge improves both recall and interest - in other words - learning. In fact, understanding, building, or activating a student’s prerequisite content and skill experiences has been shown through different theoretical perspectives to be a critical factor in long-term, lasting, and accurate learning. DIGITAL VENDING MACHINE SLIDE TEMPLATE This slide deck offers multiple templates for building your own Digital Vending Machine to give MULTIPLE METHODS OF STUDENT GROUPINGS Overview. Valor teachers employ a variety of grouping methods, all of which align to different instructional purposes. Instead of picking a single grouping strategy, such as homogeneous or heterogeneous groups, teachers take time to get to know their students and understand which method would work best for them.__
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