when we transitioned to remote learning I found myself falling into this cycle. The consequences were obvious immediately–student work deteriorated. I quickly had to figure out–how could I incorporate the feedback cycle that was so effective in my classroom but online? I made a few tweaks to ensure students were engaging with that feedback that I think you can learn from.
Fast-forward a year into teaching 5th grade math remotely, and I finally feel like I’ve found systems and routines that help my students learn rapidly.
Educators have been talking about the achievement gap since at least the 1960s and the publication of the Coleman Report. This year, of course, the gap everyone is focused on is between where we would expect students to be in a typical school year and where they are now, given all the learning disruptions of the past year.
But what happens when those gaps combine, as they have for millions of students around the country? Has the pandemic—and the varied responses to it—exacerbated the achievement gap?
As we face another year of unpredictability triggered by the global pandemic and other factors, perhaps the only thing we can be certain of is that the future is uncertain. An ability to digest data and derive insights from it can equip a person to make sound decisions for everything from purchasing a new car, to interpreting the news, to deciding what college to attend. But this deluge of data throughout daily life can be overwhelming and even lead to false conclusions if a person doesn’t have the appropriate skills. Are your students ready?
A student who is data literate and understands how to apply statistical concepts can review sets of data with confidence, observe patterns, assess what is and is not significant, and come away with insights that inform their understanding and actions.
New resources from the National Science Teaching Association (NSTA) are intended to help K-12 educators, including parents homeschooling their children, plan their science lessons.
Based on the best research available on how to engage all students in learning science, NSTA Daily Do Playlists are suggested instructional sequences of NSTA lessons that can be used to help students coherently build science ideas over time. NSTA plans to feature a new NSTA Daily Do Playlist each week at www.nsta.org.
Educators on Twitter know that sharing is something teachers love. If you’re a school leader, it’s likely your school is at the center of your community, with close links to parents, local groups and valuable community initiatives. Working together is the whole ethos of a school. In the daily activities of teachers with their students, collaboration and teamwork is the heart.
Extending that cooperative spirit to embrace edtech vendors is a beneficial mindset for schools. It’s a great chance for teachers to provide real-world guidance and feedback to developers, helping them to shape solutions that fulfil a real purpose and with specific functionality the school needs.
As much as 88 percent of data breaches are caused by human error, but only 43 percent of workers admit having made mistakes that compromised cybersecurity. In the past year, one-third of the breaches incorporated social engineering techniques and the cost of a breach caused by a human error averaged $3.33 million. The need for consistent and effective cybersecurity training is evident.
To mitigate the risk, enterprises develop complex cybersecurity strategies and action plans, yet they are insufficient unless acknowledged by every member of their organization. Half of chief information security officers (CISOs) plan to extend cybersecurity and privacy into all business decisions and that makes it every employee’s concern.
In the spring and summer of 2020, Brooklyn Preschool of Science closed down for six months due to COVID-19. During those same six months, almost 300,000 people left New York, so there are certainly fewer families in our zip code than there were in March.
Even so, our independent preschools are back to serving 300 families at three locations, offering in-person classes for students ages 2 to 5. Parents are trusting us with their children not just because of the safety precautions we’re taking, but because of our pedagogical approach, which begins with a spirit of inquiry and ends with students who have a lifelong love of science.
As we sift through the consequences of the pandemic for our children, educators and education researchers are likely going to be learning lessons about our school system for years to come. One truth has already been made clear: learning doesn’t just happen in the classroom.
That may sound like a prosaic observation, but the pandemic has put it front and center in a visceral way by bringing teachers, via Zoom, into all the places children are learning—none of which are classrooms. Teachers have been able to see how hard parents work to support their children’s education. They’ve also seen that, whether due to lack of ability, resources, or their own educational experience, not all parents can support their students’ education to the same degree.
Instead of the usual hustle and bustle through bright and crowded exhibit hall aisles, edtech trade shows kept exhibitors and attendees at home this year and took a virtual approach.
During FETC and TCEA in late January and early February, virtual attendees attended presentations and engaging keynotes–and also had the chance to explore the online exhibit hall full of new edtech tools, products, and solutions to help educators as COVID learning approaches its one-year mark.