Posts by Beth Holland
By: Beth Holland. Before requiring or suggesting that students turn on their cameras during video conferences, teachers and leaders need to engage in a conversation around four critical considerations.
Consider what remote instruction might look like in a rural, high-poverty district that set personalized expectations for each student, monitored their growth and engagement, and not only encouraged ongoing feedback but also stressed the need for educators to maintain a safe and supportive learning community.
Many districts find themselves caught between the structures of schooling and the ideals of learning. The solution may lie in how they define and measure the 'personal' aspects of personalized learning.
Vilifying the concept of screen time creates new challenges of digital equity - particularly for students in underserved and under-resourced communities. Instead, conversations need to take a more nuanced approach and address how access to technology might increase equity and opportunity to empower ALL students.
Universal design for learning is a powerful framework for digital equity. More importantly, it allows districts, schools, and teachers to begin tackling the challenge of providing equal access to learning.
Schools should not only prepare students for active participation in a networked, global economy, but also for lifelong learning. To do this, there are five critical concepts when planning instruction design for the future to consider.
Booker T. Washington’s ideas and the HQPBL-aligned curriculum of the Tuskegee Institute could serve as a model for addressing many modern educational challenges.