B.Y.O.T Bring Your Own Thoughts
The latest on all student-centered models, leadership development, strategic planning, teacher retention, and all things innovation in K-12 education. We answer questions before you think to ask them.
When I first began working at a start-up cyber charter school, I had so many questions about what my day would look like and what my students’ day would look like. What I have found is that after two years, our school is still molding the answers to those questions. Our school design is one that meets students’ individual needs and learning style, leading to the many wonderful strengths and opportunities of our program, but with that come many challenges. It is not easy to develop a sound blended learning model that works for students’ needs. Education Elements’ summer design workshop and continuing support this year has greatly helped us move our model forward to support these needs. From choosing the appropriate platform menu to ideal weekly scheduling, these exciting challenges will continue to take shape as we dive deeper into our students’ needs.
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In August of 2013, I emerged from the Department of Neuroscience building at the University of Virginia armed with some controversial test results. Earlier in the month, intellectual curiosity had led me to sign up for a cognitive assessment: a battery of tests representing the best that current educational psychology research had to offer in determining my personal learning aptitudes and preferences. The test results were clear: a small team of talented researches concluded that I was in the “very superior” range for visuo-spatial awareness and reasoning ability—the 99th percentile, in fact—while falling in the “average to below average” range for processing and recall of auditory information. Why was this result controversial?
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Curriculum Strategy & Adoption
In the world of digital content, there are a staggering number of choices. In our work with districts, we help them navigate the education technology landscape and make the right choices to meet their students’ needs. As we guide our schools, we find that it is common to use several products to support blended models and help teachers differentiate instruction. In fact, this is what we recommend.
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