Learner diversity in classrooms has grown tremendously over the past 30 to 40 years. However, our education system has been slow to support millions of students who are bright, capable, and eager to learn, but are held back by traditional pathways designed for the mythical “average.” One way school districts have sought to support these students is Response to Intervention (RTI) or Multi-Tiered System of Support (MTSS). Yet, educators report difficulty implementing RTI/MTSS practices with fidelity. In this edWebinar, Maya Gat and Vic Vuchic discussed how learning science research can help us better support all learners and how RTI/MTSS can be guided by what we know about learners.
What do you need to know about adaptive learning? The use of differentiated instruction to individualize each student’s learning experience is increasingly common in today’s elementary classrooms, but creating meaningful differentiation for a typical class of 25 students or more can be a challenge. Teachers have limited time to give students the personal attention they need, which is where adaptive learning can help. Adaptive learning is technology that responds to a student’s interactions in real time by offering support automatically—supplementing the one-on-one instruction that a teacher can provide and accelerating a student’s abilities.
Multiple interpretations of fractions are introduced explicitly and implicitly throughout grades 3 to 6: part-whole, measurement, ratio, quotient, and operator. Accompanying those are several representations and models: discrete sets, area, length, and number line. Perhaps underlying all of those is the notion that fractions are simply numbers. In this edWebinar, Dr. Drew Corley and Lauren Whitley explored questions about student learning and teaching practices for fractions.
Learner diversity in classrooms has grown tremendously over the past 30 to 40 years. However, our education system has been slow to support millions of students who are bright, capable, and eager to learn, but are held back by traditional pathways designed for the mythical “average.” To meet this challenge, Digital Promise Global has developed the Learner Positioning SystemsTM (LPS) project. Steeped in learning science research, LPS helps educators and product developers understand how learners vary and provides instructional and product design strategies to support the full diversity of learners.
In this edWebinar, Ellen Dorr, Director of Digital Learning, shared how Renton School District in Washington is developing and using innovative, effective strategies to build teacher capacity and increase achievement for diverse learners. Viewers will walk away with a deeper knowledge around…
Individualized learning is referred to by Culatta (2016) as “learning experiences in which the pace of learning is adjusted to meet the needs of individual students.” It’s one of the major areas of concentration within personalized learning and requires significant changes to school as we know it, moving from a seat-time model to one focused on true competency. Sound intimidating? In this webinar. Gene Kerns, Ed.D. addressed the following questions…
In order to transition schools and districts to blended and personalized learning, we must develop a talented pipeline of educators who understand these approaches and can support leaders with this shift. The Fuse RI Fellowship is currently training 60 educators to be Rhode Island’s next generation of blended and personalized learning coaches, consultants, and leaders. In this webinar, three leaders from the Fellowship presented best practices for defining a district’s blended learning vision, identifying priority practices, and coaching early-adopter teachers.
How can teachers be expected to personalize learning for students when their own learning is delivered in a one-size-fits-all model? In this webinar, Kate Bean, Executive Director of Aveson Charter Schools, challenged the way educators learn and provides a basis for developing Personalized Mastery Learning (PML) experiences that will transform educators’ views about their own learning, motivating them to experience Personalized Mastery Learning for themselves and be prepared to offer it to their students.
In this webinar, Lizzie Choi, Chief Program Officer of Summit Learning, and a principal/educator of a school participating in the program, discussed the journey of developing Summit Learning. You’ll hear how one Summit Learning school utilized the resources offered through the Summit Learning program, including an online platform, professional development, and ongoing support to implement personalized learning.
Rigor is a key focus of today’s educational reform. What exactly is rigor? What does it look like in the classroom? What are the myths about rigor? In this webinar, Dr. Barbara Blackburn explained instructional rigor and what it looks like in the classroom.
As leaders continue innovating to improve the achievement and life-long success of all students, many are working to make schools and classrooms more personalized and responsive for students. How can leaders support the collaborative development of effective personalized learning models? In this webinar, Dr. Tim Hudson, Vice President of Learning at DreamBox Learning, shared ideas to help leaders create and sustain innovations that benefit students, teachers, parents, and school culture.
In this webinar, Michelle Luhtala (a 2015 Library Journal Mover & Shaker) explored how school librarians can enhance their learning communities’ capacity for personalized learning experiences through collaboration, instructional partnership, direct instruction, professional development, and leadership.
In this important webinar, the presenters explored the state of learning variability as outlined in the recent white paper entitled, Making Learning Personal for All: The Growing Diversity in Today’s Classroom. The discussion highlighted the latest research findings and the need for researchers, the education community, and technology developers to implement new models that take personalized learning to the next level. Learn about the “Learner Positioning System” initiative underway at Digital Promise, and hear from Dr. Vodicka, Superintendent of Vista Unified School District, about the strategies his district is pursuing to promote success for all students.
Using high-interest news topics as a starting point, it is possible to engage all students in rigorous learning that builds on their individual strengths. In this webinar, Suzanne Zimbler and Melanie Kletter discussed strategies and activities for engaging different types of learners in the analysis of informational text.
Many educators have explored the fundamentals of Universal Design for Learning (UDL) and then asked: “How do I use UDL in my planning?” In this webinar, Dr. Patti Ralabate walked through the process of applying UDL to effective lesson planning.
Rachel Langenhorst, Technology Integrationist in Rock Valley Iowa, has played an integral role in the design and implementation of a personalized PD program for educators and administrators in the the Rock Valley Community School District. In this individualized professional development called Rocket University, teachers are encouraged to explore their passions. Rachel has been exceptionally innovative in helping her teachers get more engaged and share their professional learning by using a variety of collaborative tools. In this webinar, Rachel demonstrated how she uses edWeb’s social and learning network and the PD webinars that edWeb provides to make professional learning more relevant, more continuous, more collaborative, and more fun!
Harness the power of eBooks to support personalized learning environments. Maximize the use of your students’ mobile devices to access eBooks and produce a personalized approach to reading.
Arizona educator Lynn Castiglione showed how you can empower students to share authentic facts with peers and a worldwide audience using a variety of tools, such as brainstorming activities, use of notebooks/journals, and the Shutterfly Photo Story iPad App. According to iNACOL, personalized learning is tailoring learning for each student’s strengths, needs, and interests to provide flexibility and supports to ensure mastery of the highest standards possible.
This past school year, Hilliard City Schools in Ohio convened a technology task force to decide what direction the district should move in. In this webinar, Chief Technology Officer, Rich Boettner detailed how various stakeholders built a shared vision for the future of the district, which involved combining a 1-to-1 rollout with blended learning.
Learning is intensely personal to every student. In order to learn effectively, students’ initial conceptions and prior knowledge must be engaged to ensure they can make sense of things for themselves. At the same time, they want and need their own ideas to be heard in every lesson.
The use of technology-powered blended learning holds great promise as a cost-effective and egalitarian means to help greater numbers of young people accelerate their learning, graduate, and meet challenges in a competitive world. In this webinar, presenter Tom Vander Ark, CEO of Getting Smart and Partner at Learn Capital, describes what that looks like and discusses how implementing the Common Core can have a greater impact.
Technology can and should play a part in delivering truly individualized instruction. In this webinar, Julie Evans and Neal Manegold showed us how technology can supplement and reinforce the efforts of increasingly overextended classroom teachers. They explored expectations, discussing what elementary school students and parents can expect in a personalized learning experience.
Educators, Professionals, and in an edWeb first -Students, tuned in to hear the very lively Chris Haskell talk about his work over the past two years on the principles of quest-based learning. In his very spirited presentation Chris discussed key design elements of quest-based learning, such as points, badges, achievements, leveling, and student choice, and still had time to make the audience literally laugh out loud.
Over the past few years, schools have begun to evaluate the efficacy of both mobile learning and social networking. While concepts have usually been evaluated separately, the advent of numerous mobile devices and new education based social networking tools has caused the ideas to become tightly interrelated.