Reflection and goal-setting is the simplest way to begin personalizing learning because it mirrors a practice we engage in every day of our lives. Sometimes this shows up in small ways, like aiming to show gratitude more often, taking the stairs instead of the elevator, or reading more. Technology is playing a larger role in this practice, especially as it applies to our health. This can be as simple as checking your steps on a smartwatch to signing-up for an exercise and diet app. We reflect and set-goals at church, in a therapy session, at the gym, when we go shopping, or around the dinner table. It is one primary format in which we aim to improve ourselves. And it’s one reason why reflection and goal-setting is often the first step educators take to personalize learning.
For most of us, summer school was a punishment for not passing a class. Sure, plenty of teachers (including myself) framed it as a second opportunity or a chance for more individual support. But at the end of the day, the hours spent in summer school are hours not spent working, looking after siblings, or just socializing. Especially in secondary grades, the primary – if not exclusive – purpose of summer school is credit recovery. Amidst increasing calls not to fail students during a pandemic, an opportunity arises: what could the purpose of summer school be if it wasn’t about credit recovery? This question becomes even more salient as educators consider how to address the time students have lost with teachers and classmates because of COVID closures and challenges with distance learning.
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As we watched the events at the Capitol unfold on January 6th, like many, our team jumped into crisis response mode. A planned all-day, company-wide training and retreat was canceled, as we checked in on teammates in the D.C. area, and reached out to partners, family, and friends to see how we might support them. We created safe spaces for each other to debrief and discuss, find some comfort amid the uncertainty, and pause on our to-do lists for the day if needed. Once the initial shock wore off and the flurry of activity wound down, I was sitting glued to my screen, constantly refreshing my feeds. I’d already passed the point where my mind was begging for a break from the news, needing time and space to process what I was seeing, but I’m the person at Education Elements who’s responsible for our social media channels (👋🏽) – this is what I do! Sad and overwhelmed, I remarked to my team, ‘This is one of the few times I’m not happy to be “the social media person”’. I had no idea that by the end of the night, I couldn’t disagree more with those words if I tried.
It’s December. We made it to the end of 2020 – a spectacularly stressful year, no matter who you are, what you do, or where you live. As the months ticked by, though, it became clear that the chaos of the year placed almost unbearable levels of stress on some professions, educators among them. As schools wind down for winter break in the midst of a national spike in COVID-19 numbers, it may be a good time to deconstruct and consider burnout, what it looks like, what causes it, and what we can do about it.
This Fall, Education Elements hosted our first ever virtual Distance Learning Road Race. The rationale was simple - we wanted to create a space to promote mental and physical wellness, model best practices for virtual community building, and give back to our partners and community. Admittedly, the ‘race’ was more of a running challenge, encouraging participants to commit to running a final distance of their choosing and engage with us over six weeks of challenges between September to November.
A known unknown is a question we are certain exists, but whose answer we are confident we cannot answer. This paradox pretty accurately sums up how many educators entered into this school year. We knew we might return to distance learning and we knew that no one could say whether that would happen, and if so, when. As COVID infection rates and hospitalizations rise across the country, the unknown answer becomes clearer; for some of us, returning to distance learning for some amount of time will happen. AND there is good reason to assume that distance learning will be significantly better today than it was last year. This is not a new experience for educators, students, and families. Our understanding of best practices, expectations, and support systems put us in a good position to ensure learning continues regardless of the physical distance between students and teachers.