Eric C. Sheninger's Blog, page 15

Embracing an Evolved Thought Process

It is quite hard to keep up with all the exponential changes we are experiencing.  Take technology for example.  We get used to a device or app and before we know it there has been a huge update that alters the experience or it’s gone and replaced by something else.  I think we can all agree that disruptive change is not the standard in society, but the question becomes how is this impacting education?  Honesty is the first step to grow and improve.  As you take a critical lens to your practice and that of your colleagues or school, what do you see?  Learner success relies on our openness to challenge conventional thought processes in order to evolve. 

I shared the following in Disruptive Thinking in Our Classrooms:

I would wager that many of our assumptions in education stem from how we were taught throughout our own educational journey. Others were likely adopted based on how we were led or the ways in which teaching, learning, and leading was modeled for us. In either case, once beliefs are established, people have a difficult time changing them when challenged. In order to be our best selves—and best serve our students—what we embrace can and should evolve over time. 

While TTWHADI (that’s the way we have always done it) can still lead to positive or even better results, the fact remains that it can also have a stagnating effect.  Traditional does not always mean better, regardless of the fact that it might have worked for you or your stakeholders.  Take a look at the chart below to see where there is an opportunity to think differently and grow. I developed it after re-reading chapter 2 of Disruptive Thinking.

The purpose of the chart above is to be a catalyst for collaborative conversations or individual reflections to spur growth. Elizabeth Thorton provides some good food for thought:

In order to change our lives and ultimately change our world, we must start by examining our own mental models: our beliefs, assumptions, and expectations about the way the world is and the way things ought to be. We think and act through our mental models. What we fundamentally believe about ourselves, what we believe to be true, what we have decided is important to us, what we focus on, is often what our experience will be.

The mind can be either an asset or a detriment to growth.  My hope is that the chart presented in this post can be used to develop questions about where you are, but more importantly where you want and need to go for the betterment of kids.  To prepare them for a disruptive world we must embrace an evolved thought process. 

4 Question Types for Deeper Learning

There are many strategies out there that an educator can use to empower learners. Possibly one of the most powerful is questioning techniques. They comprise the core of any meaningful learning experience and are at the heart of virtually every type of pedagogical approach. While the value of great questions is understood, it is also vital to examine the types that are being used regularly in the classroom. Take the following observation pulled from research by Tofade, Elsner, and Haines (2013):

Well-crafted questions lead to new insights, generate discussion, and promote the comprehensive exploration of subject matter. Poorly constructed questions can stifle learning by creating confusion, intimidating students, and limiting creative thinking. Teachers most often ask lower-order, convergent questions that rely on students’ factual recall of prior knowledge rather than asking higher-order, divergent questions that promote deep thinking, requiring students to analyze and evaluate concepts.

The above synopsis provides some food for thought. Begin by looking at the question stem to determine if it will elicit a one-word response. There is an opportunity to scaffold if it begins with who, what, where, or when. From here, there are numerous opportunities to not only bump up the level of thinking but also foster discourse and build in relevant applications. In Disruptive Thinking in Our Classrooms, I shared four types of questions that can do just that while setting the stage for deeper learning. Below is a summary:

Open-Ended

There is no better way to move students beyond stating what they know than getting them to explain their think¬ing. These types of questions naturally allow for the sharing of more information such as feelings, supporting details, attitudes, and a deeper understanding of the concepts being presented. They require learners to rationalize and reason beyond figuring out the answer by formulating a stance or opinion. Typically, there is no definitive right or wrong response. 

Evidence-Based

These types of questions empower students to justify their responses through rebuttal. The teacher provides both valid and invalid statements seeking responses that are sup¬ported with some sort of evidence. The use of evidence allows students to pull from prior learning while also enabling them to venture deeper into the content.

Critical Explanation 

Even if a student responds with a correct answer, this questioning technique fosters more critical thought through reasoning. All a teacher needs to do is simply ask “why?” or “how?” to have students probe their thinking a bit deeper. 

Dissenting Voice 

Questions should lead to more questions. This technique pushes the thinking of students by compelling them to consider an opposing view.

Deep learning can be a reality, but we have to take a critical lens to the strategies that are being used. Sometimes the most practical way is to look at what is used daily. In addition to developing better questions, consider using the Rigor Relevance Framework to empower learners to then apply what they have learned in authentic ways.  

Tofade, T., Elsner, J., & Haines, S. T. (2013). Best practice strategies for effective use of questions as a teaching tool. American Journal of Pharmaceutical Education, 77(7), 155. 

Efficacy-Based Practices

The pursuit of improvement is a never-ending journey. With all the disruption we have and will continue to see, changes to how we educate kids must be considered. We often see a great deal of investment in an array of ideas, strategies, and solutions with the goal of improving learning for all kids. I am all for anything that can benefit all students. However, caution must be exercised when there is a desire to pursue the next “silver bullet” or embrace ideas that sound wonderful on the surface but have little to show in terms of evidence of improvement at scale.

Results, both qualitative and quantitative, matter, and this is something that everyone should embrace. Hence the need to zero in on what truly matters through efficacy-based practices. 

The “why” behind this focus is as follows:

AccountabilityConnect what we know works by leveraging research to improve practicePersonalize learning for students and staffOptimize time, resources, and decisionsCreate a transparent culture to develop relationshipsMove away from “telling” to “showing” what actually works to drive needed change

Research 

Instead of assumptions and opinions, proven strategies should be emphasized to substantiate changes or improvements to practice. Having a foundation and a compelling reason to change is where research plays a pivotal role. It provides a baseline as to what has been found to really work when it comes to student learning and improving culture. We can look to the past in order to inform current practice. If efficacy is the goal, it is critical to embrace a scholarly mindset to inform and influence our work, not drive it.

Professional learning

It is hard to meet goals and expectations to improve learning if consistent support is absent. Professional learning develops and strengthens the expertise of teachers and administrators so they are better equipped to meet the needs of all learners. If people don't believe in themselves, then achieving goals will be near impossible. Thriving cultures focus on empowerment, support, feedback, and autonomy to take risks to build self-efficacy. Without efficacy-based professional learning that connects to research and practical strategies, evidence of improved outcomes will be hard to come by.

Evidence 

Qualitative and quantitative measures help to validate the time and effort put forth to initiate and sustain change. The only way to determine if goals have been met is through evidence. Discounting this shows a lack of understanding of what real change looks and feels like in education. Evidence can come in many forms, but in the end, it should clearly paint a picture that the ideas and strategies implemented have resulted in a better, more improved outcome. A combination of data and artifacts will tell you and anyone else whether or not goals were met.

Amazing things are happening in education, and the pandemic only amplified this through the embracement of innovative ideas. We must constantly push ourselves to be better and strive for continuous improvement. The more we take a critical lens to the efficacy of our work, the more collective goals we have for education, learning, and leadership can be achieved. 

Disrupting Your Practice

Last week I shared the news that Disruptive Thinking in Our Classrooms: Preparing Learners for Their Future was published a year ago.  While I am proud of all the books that I have been honored to write, this one was a bit more special.  For starters, it represented my first major publication that veered away from a leadership focus.  Since a great deal of my time as of late has been in the role of a coach, I wanted to share insight that has been gleaned through visits to numerous schools and countless classrooms.  Another driving force for this book was to bring a shining light on all the fantastic practices spearheaded by educators both prior to and during the pandemic.  

ConnectEDD Publishing was the perfect partner for this project as Jimmy Casas and Jeff Zoul have immense experience in the realm of school culture.  They also provided me complete autonomy to craft a manuscript in a way that worked best for me, not them.  However, their honest feedback along the way pushed me to reflect deeply on several aspects that differentiate the book from others, most notably the disruptive challenges at the end of each chapter.  There is also a comprehensive study guide making it an excellent resource for book studies or Professional Learning Communities (PLCs) as special bulk discount pricing is available.  If interested, reach out to info@connectedpublishing.com.  For more details on the book, click HERE. 

Despite my attempt to publish an “evergreen” book that will withstand the test of time, things do change.  This mostly centers on how I process and reflect upon ideas written about where there is now additional context, thanks to all my time in schools.  I regularly create supplemental material through this blog that weaves together additional research connections, practical examples, and deeper insight.  I have organized all updated content into the four main components of the book below while also noting the chapter alignment.

Re-thinking “normal”

Student Success Relies on Future-Proofing Learning (Chapter 1)A Literate Learner (Chapter 1)Tackling the Status Quo (Chapter 2)

Re-thinking learning

Evolving Instruction in a Rapidly Changing World (Chapter 3)Different Ways to Show Learning (Chapter 3)Setting the Stage for Current and Future Learner Success (Chapter 3)How to Make Learning Stick (Chapter 4)Sparking Inquiry in the Classroom (Chapter 4)The 6 Dimensions of Disruptive Thinkers (Chapter 4)Upgrading the KWL Chart (Chapter 4)

Re-thinking the learner

Shifting Our Focus (Chapter 5)Shifting Our Practice (Chapter 5)Empowerment Through Choice (Chapter 5)A Path to Equity (Chapter 5)The Many Faces of Student Voice (Chapter 5)Blending with the Station Rotation Model (Chapter 5)RTI and Personalization: A Dynamic Duo (Chapter 5)Four Practical Ways to Blend (Chapter 5)Time is the Best Resource You Have (Chapter 5)Re-Thinking the Learning Environment (Chapter 6)Virtual Learning Done Right (Chapter 6)

Re-thinking our mindset

Outlier Practices Make or Break the Learning Experience (Chapter 7)Strength in Vulnerability (Chapter 8)Don’t Use a Lot Where a Little Will Do (Chapter 8)Your Lasting Legacy (Chapter 8)

There is a great deal to unpack in all the above posts.  If you are a visual learner, you can check out how I have curated these resources on Pinterest. Experience has and always will shape our perspective.  In a world constantly influenced by disruptive forces, it only makes sense to look for ways to disrupt our practice for the betterment of those we serve. 

 

The Ever-Evolving Leadership Lens

Good leadership is, quite frankly, good leadership.  The tenants have remained the same for centuries.  What’s changed is the environment in which one leads, and this impacts the lens that is, or should be, used to drive change.  Employing well-known and research-based strategies within a current context is a hallmark of influential leaders.  I am of the opinion that being able to adapt in a way that results in improvement across various dynamics is what it is all about. What’s the point of being in a position of influence and responsibility if everything either stays the same or regresses?  In a disruptive world, our lens must evolve.

During my time as a principal, disruption in the form of Twitter and a student telling me school was like a jail helped me embrace a better lens.  These events served as catalysts for challenging the status quo and working to usher in more innovative practices that were more aligned with preparing our learners for current and future success.  During this time, I developed the Pillars of Digital Leadership and later authored the book around concepts that I found pivotal to the change process leading to transformation.  

While I still firmly believe in their value, I have embraced a more nuanced lens that provides more clarity and relevance.  In education, effective leaders use tried and true strategies with a lens that focuses on the following:

Learner Outcomes (improve)Personalized Culture (create)Professional Learning (provide)Multi-faceted communication (engage)Storytelling (embrace)Relationships (develop)Creating opportunities (prioritize)

Let me try to sum this all up in a concise fashion.

A pedagogical focus grounded in research and evidence is critical to improving outcomes for kids both with and without technology.  

Transitioning from a traditional to a more personalized culture emphasizes equity while providing learning spaces that are more reflective of the real world.  

For growth to be the standard, ongoing and job-embedded professional learning is needed as opposed to drive-by events and one-off PD days.  

Stakeholders are immersed in digital spaces.  As such, leaders should meet them where they are and engage in two-way communications that still leverage non-tech approaches.

The best way to control the narrative and tap into the power of emotions is through a storyteller-in-chief mentality.  

Relationships are everything.  By creating a positive brand presence, leaders can develop this priceless currency that will pay dividends time and time again.

Pay it forward. Students and staff thrive when leaders work to create unique opportunities to succeed. 

Truth be told, there isn’t just one right way when it comes to leadership.  If innovation is the goal, it is vital to view change from multiple perspectives.  As things constantly change, be open to allowing your lens to evolve, and in time you will maximize your impact.  

Shifting Our Practice

In my previous post, I dove into the concept of shifting our focus from “what” to “who” in order to set the stage for personalization.  The premise is as simple as it is powerful, with the goal being to provide all learners with what they need, when and where they need it, to become life ready.  While having a focus and knowledge of pertinent strategies is a good start, there needs to be an emphasis on changing practice.  Moving away from traditional approaches is not easy.  Herein lies one of the biggest obstacles to any change process.

While the transition to personalization can occur using high agency strategies as detailed in Disruptive Thinking in Our Classrooms, it is critical that the right culture is in place.  The stage is then set to implement more personalized pedagogy.  Below you will see my attempt at creating a visual that illustrates a shift in practice is not only necessary but also the benefits that will arise. 

Culture matters.  For the students and teacher to thrive, a solid foundation needs to be cultivated where voice, choice, path, pace, and place become ubiquitous elements that are leveraged seamlessly both in and out of the classroom.  Examples include flexible schedules, virtual options, learning academies, use of data, and high-functioning PLCs.  Here is where leadership is pivotal.  An equitable learning culture at the district and school level can only be created through the development of policies, procedures, and vision that result in systems geared toward supporting the uniqueness of all learners.  There also must be ongoing professional learning for teachers, coaches, administrators, and other related staff.  Traditional systems look to sustain a more equality-based approach. 

With the right culture in place, personalization can thrive as long as the right pedagogical strategies are employed.  It is important to note that this does not mean we turn a blind eye to tried and true strategies.  In fact, these represent an excellent opportunity to begin implementing high-agency strategies such as voice and choice during whole group lessons.  From here, the stage is then set to leverage blended pedagogy such as station rotation, choice activities, playlists, and the flipped approach.  It is here where student agency can be further developed through path, pace, and place (click HERE for more detailed information).  No matter the strategy used, the purpose of any personalized approach should empower learners to think and apply their thinking in relevant ways while addressing specific needs.  The exclusive use of standardized techniques will always leave some kids behind. 

Shifting away from a reliance on traditional practices to personalization will be a bumpy road at first.  Our kids, and their future, are worth the effort.

Shifting Our Focus

Humans, by nature, are heavily influenced by experience. As such, we often do things a certain way because that is either all we know or what we are comfortable doing. Think about this for a second when it comes to behavior in education. We often teach the way we were taught and lead in a way that we were led. I’d wager that many of you reading this post are bobbing your head in agreement, although there are always exceptions. Change is hard, especially if we have been influenced in a certain way. Trying something new or different can instill a sense of fear or an uncomfortable feeling, which in turn keeps us firmly entrenched in our ways. While this is certainly natural, it can possibly inhibit growth. 

Just because we were taught a certain way or told how to lead a learning culture effectively doesn’t mean we shy away from challenging conventional norms. As I have stated repeatedly over the years, TTWWADI (that’s the way we’ve always done it) is one of the most dangerous phrases in education. Changing behavior begins with shifting our focus with less emphasis on instruction and more on learning. While the former still has value, the latter leads to improved outcomes and success. Remember, instruction is what the teacher does, and learning is what the student not only does but shows. Hence, there is a need to prioritize the “who” instead of the “what.”

A great way to conceptualize this is through the lens of personalization. An impersonal approach is all students doing the same thing the same way at the same time. While this can have merit in moderation, excessive use of one-size-fits-all approaches is inequitable. They also tend to focus on the “what .”On the other hand, personalization is where all learners get what they need when and where they need it through equitable experiences. There is also clarity in terms of why they are learning what they are and how it will be used outside of school.

As I detailed in Disruptive Thinking in Our Classrooms, personalized learning represents a movement from the “what” to the “who” as a means to facilitate student ownership of the learning process. The image above represents a significant shift in terms of how we think about the purpose of education. Traditionally it revolved around “what” is taught, in the curriculum, on the test, or needed for promotion or graduation.  

This shift results in not only a refined focus but also some significant benefits such as:

Acquiring, using, and creating new knowledgeRelevant application of learning to solve real-world problemsBuilding on diverse strengths and needs of all studentsFostering independence and self-regulation, resulting in greater ownership of learningDifferent ways to facilitate learning through high-agency strategies such as voice, choice, path, pace, and place.Seamless alignment with the RTI/MTSS process 

A shift to a more personalized approach can fuel better outcomes and results while future-proofing learning in the process. While technology can be leveraged, it is not the end-all or be-all. Always remember that you can personalize without digital tools. Pedagogy trumps technology. In the end, the priority is, and always will be, providing an equitable learning experience for all students. 

Change Begins with You

When we do things a certain way, we often become comfortable, especially if we are satisfied with the result.  While this might seem perfectly fine on the surface, the truth is that progress can become stagnant.  The fact of the matter is that change will always be needed as employing the same old thinking will continue to lead to the same old results.  My hope is that if you are reading this post, you are open to growth and the pursuit of innovative practices.  That, in my opinion, is the easy part.  The heaving lifting lies in moving the masses towards a common goal. 

The hardest challenge you will face is not changing yourself, but convincing or empowering others to embrace change. 

Changing perception and behavior amongst those you work with and for can possibly be the most complex task you ever take on.  Change is hard.  There is no way to sugarcoat this fact.  It is even harder for people who don’t see the value in doing things differently or are burnt out.  The need to push forward is simple yet profound.  Every student in every classroom and school deserves excellence.  While there will always be a myriad of obstacles, the struggle and effort will pay off. 

So, where does one begin?  I shared the following in Digital Leadership:

A true testament to an exceptional leader, regardless of position, is their ability to convince, persuade, or inspire others to change, especially those who do not want to.  It’s not now about trying to get buy-in but moving others to see the value in the change through embracement.

The most challenging yet gratifying work you might ever engage in is empowering your colleagues to change.  Below are some strategies for you to consider when trying to assist your colleagues with changing their professional practice.

Do instead of asking.  Impactful change comes from your ability to effectively model expectations for others.  While it might be lonely at first, leading by example is the best way to empower others.Justify with research and proven practices.  Sharing what has been found to work strengthens your call to action.Focus on “what if". Tackle fears and resistance head-on to alleviate concerns by being ready to counter any “yeah but” responses. Connect to outcomes.  Clearly articulate how the change will improve professional practice resulting in improved student learning and achievement.Be patient (to a point).  Change is a process, not an event.  Treat your colleague like a student and remember how satisfying and rewarding it was when you helped that student succeed.  Help others see the value of the change on their own by taking a step back. Get students involved.  There is no better way, in my opinion, to convince others to change when educators can see firsthand the impact it has on kids.Learn together.  Encourage colleagues resistant to change to attend professional learning opportunities with you, especially administrators.  If that doesn’t work, make sure you present what you learned at any recent learning experience, either during a faculty meeting or one-on-one.

As with any advice, context matters.  Keep this in mind as you look to implement the strategies presented above.  When it is all said and done, always remember that the most difficult work with the change process involves moving the masses to scale the initiative for the betterment of all learners.  If you are willing to put in the time and work while acknowledging some of the aggravation and stress that naturally comes with dealing with difficult people, a potential positive outcome will be that much sweeter.  

Level Up Your Leadership

Like most kids, past, and present, I loved playing video games.  During my very early years, Atari was the best and only option.  My parents eventually bought an Apple IIe where we needed to use floppy disks to load any meaningful content, which added to our gaming experience.  However, once the Nintendo was invented and stationed in our basement, we toiled away immersed in classics such as Super Mario Brothers, Donkey Kong, and Mike Tyson’s punchout.  Our goal was simple…acquire skills through analysis, practice, and watching others to reach new or more challenging levels.  I can still feel the rush when success was achieved and the bitter disappointment when I came up short.  In the case of the latter, this became motivation to press forward. 

We can take lessons learned from gaming and apply them to our own practice.  If we don’t push ourselves to grow and get better, it becomes increasingly difficult to empower those we work with to do the same.  You get what you model, for better or for worse. 

If leaders don’t get It, change rarely happens. 

In a world where technology is embedded in so many facets of society, it is incumbent upon leaders to look for ways to level up.  Social media is, and still represents, one of the most powerful ways to move a learning culture forward and engage with stakeholders.  For those who are still not seeing any value or are apprehensive by having their toe in the water instead of jumping all the way in, there is no better time than the present to make a change.  I encourage you to shift your mindset in order to create schools that work better for kids and, in the process, establish relevance as a leader, no matter your position.

In Digital Leadership, I presented an array of research and evidence-based strategies that can pave the way for any leader to level up.  I revisit some of these strategies as both a reminder and health-check for you to reflect on where you are, but more importantly, where you would like to be in the near future. 

Strategically utilize an array of free tools such as Twitter, Facebook, Instagram, and Tik Tok to communicate real-time information that stakeholders can access on any device.  Consistency aligned with intent is vital.  Become the storyteller-in-chief and take control of your public relations.  If you don't share your story, someone else will, and you then run the chance that it will not be the one you want to be told.  Stop reacting to public relations situations you have limited control of and begin to be more proactive.  When supplying a constant stream of positive news, you will help to mitigate any negative stories that might arise.  Any leader can harness the power of a brandED by telling, not selling, in order to build powerful relationships with stakeholders and empower learning like never before.  A brand presence is no longer restricted to the business world as everyone has access to the tools at their fingertips to do this in a way that won’t break the bank.  Simply communicating and telling your story with social media tools can accomplish this and organically develop your positive brand in the process. If you are the brightest and most innovative person in the room, you are in the wrong room!  Develop or enhance your Personal Learning Network (PLN) to connect with experts, peers, and practitioners across the globe to grow professionally through knowledge acquisition, resource sharing, engaged discussion, and to receive feedback. If you are an administrator, work to loosen up filtering policies and allow educators to use digital tools that can engage learners, unleash their creativity, and enhance learning.  As many schools know, CIPA does not require many of these to be blocked.  That’s a local decision. There is a golden opportunity to teach kids about digital responsibility and positively address their social and emotional needs when digital tools are used with purpose across the curriculum. 

In a disruptive world, societal change happens fast, and this has a ripple effect on education.  Leveling up your leadership flies in the face of the status quo, and “that’s the way we have always done it” to constantly move schools in a better direction.  By consistently chasing growth, you not only learn how to become a better leader, but you also empower those who you serve in the process.

Together we can continue to be the change we want to see in education. 

Virtual Learning Done Right

Through adversity, we rise to the occasion. So many important lessons were learned during the pandemic that can be used to not only improve our practice but also to pave the way for a brighter future. The key is not to have a short memory while working to push forward with implementing initiatives that benefit all learners. One important lesson learned was that face-to-face learning does not meet the needs of every child. 

I have been inspired to see how districts and schools have acted upon this fact and created a standalone virtual option for students to accommodate health, safety, and emotional concerns. For others, the added flexibility allows them to thrive in ways that brick-and-mortar does not. No matter the reasons, virtual options illustrate a large-scale effort to provide personalized options that focus on equity. 

The move to remote learning at the height of the pandemic allowed us to work out kinks pertaining to creating and sustaining effective virtual environments. Through my work with schools on remote and now virtual learning, I have decided to create a one-stop resource that others can use based on successful programs such as the Bullitt Virtual Learning Academy in Kentucky and Davis Connect in Utah.   

Clarity in expectationsSystematic use of a Learning Management System (LMS)Sound Tier 1 instruction and engagementBreakout rooms for discourse and collaborationPurposeful use of tech (voice and choice)Asynchronous personalized learning On-going professional learningFamily engagement

Clarity

Virtual students must understand what they are expected to learn and why they are learning the concept(s) and how it will be used outside of school. A straightforward way to set this stage is to unpack the standard(s) into a learning target. Additionally, they need to know what is expected when in synchronous and asynchronous sessions. 

Learning Management System (LMS)

The consistent use of an LMS such as Google Classroom, Schoology, or Canvas works to create a more equitable virtual environment for all kids and families. It can become the hub for all lessons, videos, activities, assessments, student work, and SEL check-ins using Google or Canvas forms. A foundation can then be established for more personalized approaches such as pedagogically-sound blended learning, self-paced activities, and bitmoji classrooms. Students and families win as they have on-demand access to resources. 

Tier 1 Instruction and Engagement

The success in direct or whole group instruction relies on the use of tried-and-true strategies such as the anticipatory set, reviewing prior learning, checks for understanding, modeling, and closure. While these have immense value, it is equally critical to ensure that students are empowered to think and apply their thinking in meaningful ways. As you build your virtual ecosystem and back of strategies, consider using the Rigor Relevance Framework to develop a common vision, language, and expectations that strengthen instruction and increase engagement.

Breakout Rooms

The social aspect of learning should never be undervalued. Discussion, discourse, and collaboration during synchronous lessons are crucial to keeping kids engaged and breakout rooms are the way to make this happen. It also sets the stage for structured cooperative learning activities that could occur live or asynchronously as part of virtual learning.

Purposeful Use of Tech

You will see a variety of images below that illustrate the power of technology in support of what has already been discussed in this post, in addition to what will be shared later. There are many digital tools available to educators these days, which often creates an overwhelming feeling. It’s not how many tools you use that matter, but instead the degree to which they are employed to facilitate engaging and empowering experiences through voice and choice.

Asynchronous Personalized Learning 

The critical tenet of personalized learning is all learners getting what they need when and where they need it. While strategies such as station rotation tend to be more effective when everyone is live online, other strategies such as choice activities, playlists, and the flipped approach are fantastic ways to empower students asynchronously where the teacher can still pull individual or small groups to targeted support. 

Professional Learning 

Typical means of professional development (PD) such as drive-by events, one-off workshops, or book studies, while having value, will not lead to impactful virtual learning at scale. There needs to be a shift from “PD” to professional learning that is ongoing, job-embedded, and research-aligned. For virtual learning to flourish, there also needs to be continual feedback, modeling of everything discussed in this post, accountability for growth, and evidence of impact. 

Family Engagement

As the African proverb states, “It takes a village to raise a child.” Family engagement is an essential component of any alternative learning program. At the cornerstone is effective communication, something I emphasized extensively in Digital Leadership. This involves providing routine information and educating families on how the program works, having them involved in counseling sessions, and encouraging their children to take advantage of the opportunity to move past mistakes. 

Equity in learning is all students getting what they need, when and where they need it, in order to succeed in school and eventually in life. I believe every child deserves a virtual option. If districts and schools feel the same, let’s make sure it is designed in a way that challenges kids on par with face-to-face learning while also addressing social and emotional needs.