According to Learning in the 21st Century: the 2019 Digital Promise LVP Survey, 83% of teachers think students are capable of high achievement, but just 26% think students are reaching those levels today. As part of the Learner Variability Project, which “seek[s] to uncover strategies to meet learners where they are across varied contexts and needs,” Digital Promise’s team is examining the key factors for different grades and subject levels that impact student learning. During the edWebinar, “Learning in the 21st Century: What Teachers Think Matters,” the presenters talked about the science of individuality, how they’re using the research to help developers create products to meet these individual needs, and examples that show how the Learner Variability Project can work in the classroom.
Teachers from previous decades may have focused on “What did I teach?” but the new focus is “What did the students learn?” Whether classroom resources are digital or not, educators can collect data every day to inform their instruction. In the presentation “Authentic Learning Starts with Informed Instruction” Michael Haggen, Chief Academic Officer at Scholastic Education, and Suzanne Lucas, Vice President of Product Marketing for Scholastic Education Digital Solutions, discussed how teachers can use formal and informal data to guide ELA lessons and make sure all students are receiving the education they need.
This edWebinar will highlight key findings from the survey that focused on learner variability, tailored instruction, use of edtech at school and home, and what informs teacher practice.
iNACOL defines personalized learning as “tailoring learning for each student’s strength, needs, and interests—including enabling student’s voice and choice in what, how, when and where they learn—to provide flexibility and supports to ensure mastery of the highest standards possible.” Dr. Monica Burns, Curriculum and Educational Technology Consultant, and Founder of ClassTechTips.com, in a recent edWebinar, echoed this iNACOL concept. Before designing learning experiences that are personal to individual students, it is critical for classroom teachers and school leaders to identify student engagement, student interest, student choice, student voice, cross-curricular connections, and differentiated resources.
In this edWebinar, you will deepen your understanding of executive function skills and how you can help your students learn and apply them to meet their goals.
In this edWebinar, see how 200 teachers worked with nearly 4,000 studentsin grades K-8 to move to blended and personalized learning
In this edWebinar, how data can be used to help guide student learning and how to utilize this information to develop instructional plans and strategies.
Learning seems like a simple process. The information goes in (encoding), the learner attempts to commit information to memory (storage), and then the learner tries to recall the lesson (access). Even though the ability to recall and apply the knowledge is critical, teachers spend the majority of class time focused on getting the information in. During the edWebinar, “Powerful Teaching: Unleash the Science of Learning,” Pooja K. Agarwal, Ph.D., Cognitive Scientist and Founder of RetrievalPractice.org and Patrice M. Bain, Ed.S., Educational Specialist, Veteran Teacher, and Author discussed their research into the benefits of retrieval practice and emphasizing the third step of the learning equation. When educators help students learn how to access their knowledge in low-stakes environments, the presenters said, they help students improve their long-term educational recall and performance.
In this edWebinar, learn how administrators, principals, and education leaders can personalize the learning happening in their school or district.
In this edWebinar, learn how educators and administrators can use differentiated instruction to support students’ ownership of their own literacy growth.