View
4
Download
0
Category
Preview:
Citation preview
PLANNING FOR CLASSROOMS OF THE FUTURE
What will classrooms look like when we go back to school?
OUR PANELISTS
Dr. Shalini Advani 01
2
Award-winning Educationist & School Director, Pathways School, Noida, India
Themes
Administrative Issues
What Teachers Need
Blended Learning02
03
01
3
4
5
● Explaining danger
● Stress and counselling
● School Task Force
● Communication with
parents
ADMINISTRATIVE REQUIREMENTS & MENTAL WELLNESS 6
BLENDED LEARNING
BLENDED LEARNING ● Schedules
● Equity and access including choice
● Teacher planning
● Assessment
8
CHALLENGES TO EXPECT
● Learning & fractured routines
● Competencies to explicitly teach
9
● Platforms & apps
● Ways of giving feedback
● Additional planning time
● Online communication strategies
10What Teachers Will Need: Training, Training, Support
OUR PANELISTS
Craig MartinExecutive Director,Bridge Boston Charter School &ASCD Emerging Leader
02
11
OVERVIEW
Power of Family Partnerships
Using #GrowthMindset to Grow Scholars
Equity, Access, & Opportunity
02
03
01
13
Recognizing the impact of COVID19 on our schools and families, local, state, and national governments will must address the inequities will persist among our communities by:
★ Communicate & engage with stakeholders (parents, schools, community agencies, public health officials, political figures) often.
★ Create, enhance, and maintain educational, housing, employement, economic supports for students and families.
★ Provide guidance and assistance to our most vulnerable populations.★ Provide support to schools on short and long term solutions to issues related
to COVID★ Ensure federal dollars are provided equitably across communities.
13
Source: P-12 Agenda in Response to COVID 19 Edtrust; Retrieved on 13, June 2020
EQUITY, ACCESS, & OPPORTUNITY
EQUITY, ACCESS, & OPPORTUNITY 14
16POWER OF PARENT PARTNERSHIPS
17
We Must Be Culturally Responsive
POWER OF PARENT PARTNERSHIPS
18THINKING AHEAD
Source: Achievement Gap & Corona Virus, Mckinsey; retrieved on 13, June 2020
19GROWTH MINDSET
Source: Resources for Growth Mindset Edutopia, Retrieved on 13, June 2020
★ Every Scholar deserves access to a high quality education.
★ Every Family deserves access to equitable resources to creating a quality of life in which
their scholar(s) can thrive.
★ Schools should ensure we are clear and consistent with communication; provide access
to academic, social-emotional, and community resources; and build and maintain trusting
relationships our scholars and families can depend on.
★ We are in unparallel times. No one has ever experienced anything like this. Our scholars,
regardless of educational access gaps, deserves to be welcomed and affirmed for who
they are, where they are.
★ We should use growth mindset as a frame for how we grow and educate them to their
greatest potential.
20Reflections & Considerations
OUR PANELISTS
Steven W. Anderson03
21
Author, #EdChat Creator &Founder, Web20 Classrooms
Reflections and Considerations
Education in 2020
Reflections and Considerations
Community
Teaching and Learning
Social, Emotional, Mental Well-Being02
03
01
23
Reflections● How was my classroom community prepared
when the move to remote learning was done? ● How did I maintain a sense of community
when we were forced to be separated? ● What did I learn?
Considerations● How will what I learned in remote learning
help me to build better communities and relationships both with my students and among my students?
● How does the current climate of social action shining a spotlight on social justice play a role in my community next year?
24Community
Moving forward, it will be even more important to build these communities and connections not only among the students we teach but with the wider community as well.
Students and teachers alike are hurting right now. And we can’t shy away from the injustices that plague our communities and school systems.
Kids need spaces to talk about these events, their experiences and know that the adults in their lives will fight for them.
Reflections● The pandemic has caused much of the education
system to finally consider the emotional, social and mental health of students.
● What did you do? ● What steps did you take to ensure students and
parents were ok in forced isolation? ● How did you take care of your own self during this
time?
Considerations● Building off the need to create communities, how
can you make classrooms safe places for students? ● What awareness can you raise with staff members
and administration to focus on the mental well-being of all students and parents?
● How will you make time to ensure each student is well both emotionally and mentally but also make time for yourself?
26Social, Emotional, Mental Health
This focus on social-emotional and mental well-being is a cornerstone of educating the Whole Child.
An exclusive focus on content and standards only builds compliant, non-thinking adults. Social-Emotional and Mental wellbeing can go hand-in-hand with content.
It’s not just important for our students, but for our parents and ourselves as well.
Regardless of what school looks like, a near constant consideration of the social-emotional development and mental wellbeing of students, staff, parents, community members and ourselves is a must.
Reflections● While we may have been somewhat unprepared for
the sudden move to remote learning we did our best to ensure students were learning.
● How did you know students were learning? ● What strategies did you use that worked well? ● What didn’t work so well? ● Are students prepared for next school year?
Considerations● Learning in Fall 2020 will be different from the
beginning of every other school year because of how the last one completed.
● How will you determine where students are? ● What methods will you use to meet the needs of
each student regardless of where school is or what it looks like?
28Teaching and Learning
We are at a crossroads in education when it comes to teaching and learning.
We can keep going down the traditional path, one that has served inequality and injustices since schooling began.
Or we can chart a new course.
One that puts students in the driver seat and allows them time and space to empathize, create authentically, and uses these pervasive technologies for good rather than regurgitation.
One where differentiation is the norm.
One where students have the flexibility to explore their world, examine the topics that are meaningful to them.
One where teaching and learning finally looks like it should in the 21st century.
OUR PANELISTS
Kirsten DurwardIB Workshop Leader Concept Based Trainer & Cognitive CoachFounder, Global Educator Collective
04
30
Twitter: @learnerfocused
Moving forward - the focus on learning
Growing Learners
Effective Learning and Teaching
What’s worth learning?02
03
01
31
32GROWING LEARNERS
Rethinked
Using Baseline Data
GROWTHWe need to know what our learners understand, know and can do, before we can take them forward in their next steps in learning.
Assessment for Learning
Continuums
33
Empower teachers to maximize every student’s academic growth.
Support teachers and students to identify and work towards personal learning goals
Inform instructional time and flexible grouping
Keep the focus on evidence of growth
Provide scaffolded pathways for students with gaps in their learning
Provide discussion points for parent-teacher conferences. Bonnie Campbell Hill
First Steps Literacy
Common Ground Collaborative
GROWING LEARNERS
IT IS THIS SIMPLE 34
We shift from this...
IT IS THIS SIMPLE 35
To this
WHAT IS WORTH LEARNING? 36
‘These days, we teach a lot that isn’t going to matter, in a significant way, in students’ lives. There’s also much we aren’t teaching that would be a better return on investment.”
David Perkins, Harvard
1. Critical thinking
2. Creativity
3. Collaboration
4. Communication
5. Information literacy
6. Media literacy
7. Technology literacy
8. Flexibility
9. Leadership
10. Initiative
11. Productivity
12. Social skills
COMPETENCY AND CHARACTER
Resources
Thinking Routines (Harvard Project Zero)
Prodigy
Jump Foundation
Responsive Classroom
British Council
Maker’s Empire
COMPLEXITY
38
Understanding by Design Wiggins and McTighe
What are some of the big ideas we can explore about the world?
What are ways that we can engage in solving problems, creating and designing?
How can we contextualise learning and engage minds?
ASCD
Research Gate
WHAT IS WORTH LEARNING?
EFFECTIVE TEACHING AND LEARNING 39
Teacher Student
Acts as a facilitator of learning
Provides provocations and invitations to learn
Asks probing questions
Provides time for students to problem solve
Provides feedback
Encourages cooperative learning
Addresses misconceptions
Collects evidence of learning
Conferences with students
Sets learning goals
Makes choices
Asks questions
Conducts investigations
Forms predictions & hypotheses
Explores theories
Designs and creates
Records observations and ideas
Provides evidence
Shares thinking with others
EFFECTIVE TEACHING AND LEARNING 40
ALL BRAINS ENGAGEDStrategies:
No Hands up
Call on response
Visible Thinking
Mini White Board
Thumbs up/me too/add more
Resources
Strictly positive teaching
Engagement strategiesPadlet FlipGrid Seesaw
EVIDENCE LEARNING
HOW DO WE LEARN BEST? 42
Image credit Whakarongo School NZ
Resources to explore
Problem Based Learning
Project Based Learning
Common Ground Collaborative
Kath Murdoch - Inquiry Based Learning
Concept Based Curriculum CBC
CHANGE AND OPPORTUNITY 43
In the ‘new normal’ we need to embrace a growth mindset and think differently.
We must not be afraid to embrace new strategies and ways of working.
We need to keep the focus on learning, and the learning that matters to our students.
Recommended