On June 25, Brian Beatty was a guest to Bryan Alexander’s “Future Forum.”
He will be a guest again this coming Thursday, September 24, 2020, 1PM Central.
Here is the recording from the June 25th session:
On June 25, it was agreed Brian will bring updates and new developments, considering the pandemic impact on that mode of teaching.
To RSVP ahead of time, or to jump straight in, just click these links:
more on international students in this IMS blog
Report: Most educators aren’t equipped for student-centered learning
“the perfect combination of catalysts for a rapid conversion to student-centered schooling,” according to a new report from the Christensen Institute.
most K-12 educators aren’t equipped with the skill sets needed to run student-centered schools. For student-centered learning to be adopted, educators must be trained for student-centered competencies,
the report suggests school and district leaders:
- Work toward a more modular professional development system, which includes specific, verifiable and predictable microcredentials.
- Specify competencies needed for student-centered educators.
- Compensate educators with bonuses for microcredentials to incentivize earning them.
- Purchase bulk licenses to allow teachers the opportunity to earn microcredentials.
- Demand and pay for mastery of skills rather than a one-time workshop.
- Vet microcredential issuers’ verification processes, like rubrics and evaluation systems.
While testing could help with personalized instruction, a report from the Center on Reinventing Public Education stressed the need for professional development so teachers can interpret the resulting data and let it guide instruction this year.micr
more on microcredentials in this IMS blog
Classroom Routines Must Change. Here’s What Teaching Looks Like Under COVID-19
By Sarah Schwartz August 5, 2020
Class cultures built on collaboration or group project work will change.
discuss these priorities and present ideas for adapting common classroom routines for remote or socially distanced settings.
- Frequent, meaningful engagement
- Cognitively demanding work
- Responding to formative assessment
Adapting Common Classroom Routines in an Online (or Socially Distanced) Environment
- Introduce yourself to students at the beginning of the year
- Hold a remote discussion
- Plan a socially distanced art, music, or physical education lesson
- Have students think-pair-share
For those looking for ways to set podcast assignments : we developed a toolbox to guide students to plan, record and edit a 10-15min episode last year (little did I know I’d be rolling it out in a remote course, but it worked… mostly). Material, prompts and some thoughts on assessment now available on our website :https://blogs.helsinki.fi/podcourse/. Feel free to use it… and let me know how you get on 😉.
more on podcast in this IMS blog
worked together to analyze scientific information and visually represent it in a way that demonstrated their understanding.
When he tested his students, the scores among those who had created videos and visualizations were about 25 percent higher than those who had done traditional note-taking summaries.
more on effective presentations in this IMS blog
Even before the pandemic, texting and school communication apps—like Remind or ClassDojo—had given students and families new ways to contact teachers 24/7. But teachers like Davis say that school closures have increased the pressure to be “always on” for students and parents, as remote instruction has blurred the boundaries between work life and home life.
Teachers want to be available to their students, to clarify their questions and calm their fears. But it’s also crucial that teachers set time aside for themselves, and that schools and districts respect—and even help create—these boundaries
Developing systems that protect teacher well-being should be a priority for schools in the fall, …, as the demands of remote learning aren’t likely to disappear.
An ‘Internal Battle’ Over Boundaries
administration set a policy that teachers didn’t have to respond to messages sent after 5 p.m. until the next day.
distributing responsibility. Grade-level teams could take turns having “on” hours
more on SAMR in this IMS blog