Across school systems and around the globe, the pandemic has had a disproportionate impact on students. Some have thrived in online learning environments, while others have suffered from low-quality or interrupted learning — often with disastrous results. As the economy begins to rebound and educators work toward creating a new post-pandemic normal, these disparities in learning are likely to become amplified, resulting in a K-shaped recovery with a widening gap between those who are succeeding and those who are struggling, according to a new report “K-Shaped Education Recovery” by ISTE and Education Elements.
This school year made clear the need to redesign our existing systems to ensure that meaningful learning can continue even when our brick and mortar school buildings close. Most schools and districts had only days to prepare to close school buildings and move learning to students’ homes. Fast forward 12 months and remote learning has had time to grow from an emergency measure to a format of learning that invites growth and innovation in new ways. So how can you ensure that meaningful learning can happen anywhere?
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As the coronavirus outbreak spreads, more school districts are asking us how they can prepare to continue teaching and learning in case of school closure. This is an important topic to consider as school districts around the world have begun closing their brick and mortar doors and turned to virtual learning. We believe with the right preparation and communication every school has the capacity to meet this challenge. We reached out to technology experts and educators who have been teaching and leading schools in China from the United States to learn more about how they’ve been facilitating virtual learning over the past month.
The foam on the edges of the waves grazed the outside of my foot and I felt the sand catch my heel with every step. I was intently focused as I walked along the beach outside of my home in Jacksonville, Florida, considering my intention for 2020. It had been a few years since I had abandoned new year's resolutions in exchange for yearly intentions, which has proven to be a great decision. Gone are the days of abandoned gym memberships, replaced by a sense of wonder for new ways to move my body and build strength. This year, my intention has been to “be gentle,” to myself and others.
A few years ago I found myself in the middle of an aisle at the home improvement store acquiring some tools I needed for a job around the house. In the moment, I didn’t make the connection to my classroom, but I later realized how I don’t usually go to the store to buy tools that I don’t need. When a home repair presents itself I am willing and motivated to go find the tools I need to solve the problem at hand. This is typically the exact opposite experience that students have in our classrooms. Our students come to school every day and are sold tools they don’t see the need for in the current moment. As I was realizing this, I was beginning to implement project-based learning experiences in my classroom. I’ll admit I was struggling to get students to put forth the effort to solve real-world problems in addition to those skills built into my curriculum.
A few years ago, Detroit Public Schools Community District (DPSCD) took a big bet on talent. Despite the city’s legacy of divesting in educators, the District’s new leaders believed that Detroit teachers have the power to chart a new future for the city’s children. As part of an ambitious five-year plan, leaders sought to forge a new legacy for the District: one where teachers received the trust, compensation, professional development, and resources to achieve their highest aspirations, and to deliver the learning opportunities students need to succeed.