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Most students weren’t afforded the same learning opportunities in the last year and some struggled to access any educational experiences at all. The debate, however, centers on what constitutes ‘loss’ and how that relates to each student. So, what do we know? It’s incredibly difficult to pinpoint levels of learning loss and how they differ among students.
It’s been a long 15 months since the pandemic upended the education world. Aside from necessitating emergency instruction and compelling parents to worry about their child’s intellectual and social development, another key factor has emerged. We knew there was a digital divide among our students, but may not have known how bad it really was.
There are, of course, many different pedagogical approaches that can lead to effective instruction. Some educators are fond of promoting a growth mindset, a maker mindset, or even a collaborative mindset. Whatever buzzwords we throw around, however, are only effective if the corresponding teaching techniques are incorporated purposefully.
Many students love STEM experiences in their education and many teachers love creating those opportunities. They don’t typically just fall into place, however, and, like all lesson plans, require careful design. In STEM education, lesson plan options are almost endless, which often makes it easier for teachers to find or create something that’s relevant.
The importance of providing students with the opportunity to learn key computer science skills is often the top priority. We know how vital these skills may turn out to be for a large number of them. Empowering students to learn these skills early and perfect them often can lead to a whole lot more opportunities.
As the school year winds down, many students and teachers are experiencing some firsts. Some have been in the classroom all year, but others are getting their first taste of that return to normal in-person learning. In many cases, this even means students are meeting their teachers and classmates for the first time.
PBL involves students working as part of a group most of the time on a community-focused project designed to affect authentic change. You can see how this might be tough to do in a remote environment, but a lot of progress has been made. It takes true teamwork, but PBL IRL (in remote learning) is certainly a possibility.
Equity in remote learning involves more than just connectivity—though that is the main component. Disparities in reliable Internet access have resulted in varying levels of remote learning quality. On the other hand, keeping students safe (plus other needs) in a virtual world also involve equity considerations.
For educators, the last year of instruction has been extremely tough physically and mentally. Not only was everything upended, they’ve had to learn new instructional techniques, deal with not seeing students, and try to jam everything in to short class meetings. That’s not all they’re dealing with, however. Read on for more on how PD has evolved.
Flipping the classroom helps students move more at their own pace—only taking the time they need to learn something. It also helps them utilize their teachers or peers for help while they’re engaged in their work as opposed to putting it down, forgetting about it, and then asking the next day. But, how could flipped learning help in remote settings?
