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The premise of a hybrid learning model is to combine traditional and non-traditional methodologies to improve education while ensuring that high-quality learning for all kids is the gold standard. To start, a workable definition must be established to begin creating a vision for this model.
These are just a few of the questions being pondered, where there are no clear or definitive answers. What will be the impact of budget cuts? How will educators get the professional learning support they so desperately need? The result has been unprecedented stress on anyone associated directly, or indirectly, with education.
Hence, the definition I created a few years back: Blended instruction is what the teacher does with technology. What you will see are traditional elements of effective instruction at the front and back end. There are many ways to blend, but it is vital to have a firm understanding of the underlying premise of this strategy.
In fact, I think that this definition of leadership is outdated and limiting. The definition and perception of leadership need to change. We must move away from the traditional view of leadership as a top-down hierarchy and embrace a more collaborative and inclusive approach. The word "leader" is often paired with "follower."
While these are definitely important, a rapidly changing world requires the cultivation of disruptive thinkers who have the competence to replace conventional ideas with innovative solutions to authentic problems.
Below is a good definition from the University of Miami : Cognitive flexibility is the ability to shift our thoughts and adapt our behavior to the changing environment. Allow students to explore a topic of interest in OpenCourseware and then demonstrate what they have learned in non-traditional ways (see IOCS ). Others are not.
Increase collaboration : Just as social media has given rise to new definitions of community, digital tools are transforming community and the give-and-take between students and teachers. This is true for both online classrooms as well as “blended” classrooms, those integrating online and digital tools into a traditional learning setting.
Now is not the time to revert back to traditional observation and evaluation protocols because, quite frankly, they will not result in improved outcomes. Mostly miss as there is a definite need for practical strategies in the areas of remote, hybrid, and blended learning facilitated in practical ways.
For example, the column on the left can have words and the column on the right can have definitions. The Definition of Factual Questions: Questions with unambiguous, more or less universally accepted objective answers based on knowledge. A variation of the Matching Question has one column holding more items than the other.
I must say that the definition and description above align seamlessly with the environment we are currently experiencing. However, we cannot forget the power of television, newspapers, radios, and other traditional sources. In a previous pos t, I outlined the Pillars of Digital Leadership that included key considerations.
These models were never meant for K-12 education, and there is no definitive playbook available as things seem to be in a constant state of flux during the pandemic. As I was on-sight with them in a socially distanced cafeteria, I facilitated a more traditional workshop.
This is something that I could have never dreamed of prior to social media as I felt that writing was definitely not my strong suit. The process continues today where a culture has been built that preserves important traditional elements while pursuing an innovative agenda for growth and improvement.
The Purpose of Questions Thought of roughly as a kind of spectrum, four purposes of questions might stand out, from more “traditional” to more “progressive.” ” (More Traditional) Academic View In a traditional academic setting, the purpose of a question is to elicit a response that can be assessed (i.e.,
The world is full of opinions, but lacking in the definitive actions that are needed to transform teaching, learning, and leadership. If you are in a position to do so, how will you help others become change leaders to help create schools that work for kids as opposed to ones that have traditionally just worked well for us?
On the surface I always thought a brand in a traditional sense was a term specific to the corporate world and revolved around selling. The definition above provided clarity, but it was still missing some integral components in order to make the concepts of branding more applicable to the education world.
Last, but definitely not least are the students. There is a dire need to support educators in the areas of digital leadership and learning while exposing them to non-traditional learning pathways. The level of trust and confidence we have had in one another allowed each of us to focus on our respective duties.
People craving more than a drive-by event, traditional school professional development day, or mandated training have an authentic outlet that caters to their interests. Definitions of digital leadership vary and have pretty much become a semantic issue. Leadership is leadership ladies and gentlemen.
These experiences definitely helped mold me into the adult I have become today. I mage credit: [link] The childhood years were some of the best of my life as they should have been. Three was enough time dedicated to learning during my elementary years, but also ample time for play, exploration, competition, and leisure.
Through many interactive games such as Minecraft our young learners are collaborating, communicating, solving problems, thinking critically, and exhibiting creativity in an array of informal, fun experiences that are definitely impacting learning. Authentic Learning creativity Minecraft Nicholas Sheninger'
They most definitely are. There are many lenses through which we can take a more in-depth look to gain more context on the impact complacency has on growth and improvement. Take test scores for example. If a district or school traditionally has high achievement and continues to do so the rule of thumb is that no significant change is needed.
These traditional approaches to review are problematic on three fronts. Given that my focus is on designing and facilitating student-centered learning experiences utilizing blended learning, I suggest that teachers rethink their traditional approaches to helping students prepare for assessments. I thought it was a brilliant idea!
My adaptation of Staker and Horn’s (2012) often cited definition is rooted in constructivist principles emphasizing the student’s role as an active participant in the learning process. Most of the schools and districts I work with are focusing on the rotation models because they work well in a traditional school setting.
I also didn’t want to use the traditional Station Rotation Model and give students a limited amount of time in each station. I will definitely use this variation on the Station Rotation again! Station #3: Find a synonym and antonym for each of our 15 SAT vocabulary words.
I know firsthand the toll that the imbalances caused by traditional workflows in education can have on a teacher. ” This definition is grounded in a constructivist perspective that positions the student at the center of learning. Those unrealistic workflows almost drove me out of education.
Instead, we need to develop a skill set that is adaptable enough and flexible enough to travel from the bumpy, cobblestone streets of traditional education to the choppy waters of learning in the cloud. This definition is grounded in constructivist principles and positions students at the center of learning.
Different learners enjoy engaging with information in different formats, and some learners have sensory or perceptual disabilities that make it challenging to interact with information presented in traditional print formats. Representation. Perception. Comprehension.
Candace Baker, an educator using Class Companion, said, “I realized the kids have no problem copying down a definition. They would just repeat the definition. AI can amplify the teacher’s capacity to provide consistent, personalized support in a way that is simply unattainable in a traditional classroom setting.
However, the vast majority of the examples that they use in the book pertain to students remembering something that they read earlier, answering exam questions, taking notes, engaging in mini-quizzes, regurgitating back what they heard from a teacher, and similar, extraordinarily traditional educational practices.
We still need the traditional algebra-to-calculus curriculum for students who are intending a STEM major,” said Gary Martin, a professor of mathematics education at Auburn University in Alabama who led the team that conducted this survey of college professors. Majors that require calculus were excluded.
A key reason that attacks on the value of college have resonated with so many people, the panelists noted, is that many parents of traditional-college-aged students had failed attempts with higher ed themselves. A lot of people think that going to college means getting a degree.
Some I spoke with are rethinking the traditional four-year college route altogether, already a path that less than half of high school graduates opt for. Falling endowments, demographic changes and rampant job losses portend a scary time for traditional models of higher education – and a reckoning may come sooner rather than later. “The
Sprinkled through Homer’s twin epics, Felice Vinci spotted a heap of similar anecdotes that pointed away from the traditional setting of the Iliad , an account of the Trojan War, and the Odyssey , the story of Ulysses’ 10-year journey home to Ithaca after the fall of Troy. This part of Homer’s Odyssey doesn’t sound very Mediterranean.
Traditional methods of calculus instruction may be knocking students off the path to these vital occupations, which is why advocates warn that getting diverse students into these careers may require instructional models more responsive to students. That the traditional lecture method of teaching calculus isn’t as effective as active models.
But are these online students as engaged as those in traditional classes? As one student put it, “I think my level of engagement depends on the course because if the teacher’s more involved, I’m definitely more engaged. Student testimonies in the report bear this out. The survey did find some positives about online courses.
We have also recently seen more resources and thought pieces shared that critique how traditional research approaches uphold white dominant norms. While equity-driven scholars, advocates, and activists have long been calling for change, their voices are starting to be heard and heeded a bit more broadly.
Here are four thoughts that are spinning around in my brain after a couple of hours of discussion… First, if we publish an article in a traditional journal which happens to post that article online and it then gets a few social media shares, that does not make us ‘digital scholars.’
The report, “ Equity: Definitions and Perspectives of U.S. Personal, and Political But a general consensus about equity’s definition doesn’t mean harmony over how to generate equity, nor does it mean comfort with the term itself. The Santa Cruz statement, mentioned above, makes a point to include race. But that’s in California.
You definitely have this tension between this hybrid vision not too far in the future—and all of this messy reality,” Garrett says. Some COOs who responded to the survey expressed worry that students may seek online learning because they believe those courses are easier than traditional, face-to-face courses.
A traditional four-year degree isn’t a financially feasible path to teaching for some, Lopez adds, while the state’s history of focusing on English-only education has shrunk the pool of Callifornians who are proficient in Spanish. About half of its 473,000 residents speak a language other than English at home, according to U.S.
He suggested that instead of changing traditional school systems, guidelines and practices, I should be working toward helping students learn how to be successful within the current school environment. When he first entered middle school, John was used to a more traditional learning environment.
One person who definitely knows that is Elena Aguilar, who has been coaching teachers for two decades and has written eight highly acclaimed books all centered on helping teachers grow. And anyone who wants to help teachers get better needs to know that. Teachers don’t need more of that.
They belong to students who have come to college later in their lives than traditional undergraduates. Yet at a time when universities nationwide are aggressively recruiting students like Souza, who face a myriad of obstacles traditional-aged students don’t, the kind of help she’s gotten on this campus is more of an exception than the rule.
Initially, whenever individual students ran into emotional outbursts, I tried traditional methods like distributing worksheets focused on mental health and wellness. However, these worksheets merely listed definitions and coping mechanisms without providing engaging content or opportunities for meaningful discussion.
In traditional science classrooms, students are often presented with facts and definitions to memorize, or they are asked to follow a predetermined set of instructions to complete a lab activity. However, this model of instruction does not align with our emerging understanding of how students learn science best.
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