Middle schoolers share what they think teachers need to know about hybrid learning, with tips for improving learning in the mix of in-person and online classes. It’s the experiences at home – being heard, having time to use tech properly – that garner the most criticism.
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For Ron Williamson and Barbara Blackburn the most important work principals can do is practice instructional leadership. Principals who invest time and attention on improving teaching can significantly impact student learning. See their 7 keys to constructive feedback.
Professional books play an important role in every savvy educator’s growth and development. Podcasts can serve the same purpose, writes instructional leader Alex Valencic. Podcasts not only stimulate our thinking, they lead us to new authors and help us expand our PLNs.
Online journaling offers students a place to document feelings, thoughts, and reactions to a variety of texts while they make personal, social and academic connections with their teacher. Rose and Walsh offer a process that can strengthen conferencing now and after Covid.
Teacher, author and adolescent literacy consultant Cris Tovani guides us through her 6Ts (Topic, Target, Task, Text, Time, and Tending) as she tells the story of her first virtual literacy workshop – with 7th graders who are studying the Sahara Desert. Engagement? CYA!
In Metacognition: The Neglected Skill Set, Robin Fogarty and Brian Pete offer 30 grab-and-go strategies to help students create a new habit of mind, writes middle school director Jeny Randall. Along with tools for teaching, they invite us to hone our own metacognitive skills.
When we take the time to research and develop leadership styles that are true to our beliefs and values, while at the same time encouraging others to develop themselves and their own leadership styles, we become ethical and transformational leaders, writes AP DeAnna Miller.
Instead of continuing our 130 years of running every public school student through the system in the same way at the same time, Alex Valencic believes we need to shift our efforts to acknowledging individuality, independence, and innovation through mastery learning.
For five years Marilyn Pryle has begun every class with 10 minutes of choice reading, inside a Book Club model. Would in work in a hybrid classroom? Yes! Her experience this year “reinforces the truths I already know.” Students want to read. Escaping into a story feels good.
Many media literacy initiatives start with skills – teaching kids to fact-check and dig for information. Instead, Angela Kohnen and Wendy Saul urge us to guide students as they assume the identity of Generalist – “sifters” who are curious, skeptical, accurate and persistent.