A Framework for Learning Through the Purposeful Use of Technology

Technology has the potential to transform teaching and learning in a number of ways. One way it can be used to transform teaching and learning is by providing students with access to a wealth of information, including multimedia resources, educational apps, and online databases. This means that students can engage with a wide range of material and have access to resources that they might not have been able to access otherwise. Additionally, this allows teachers to personalize the learning experience to meet all students' needs by providing them with access to different resources that can help them learn at their own pace and in their own way.

Another way technology can be used to transform teaching and learning is by enhancing engagement and motivation. It can be leveraged to create interactive and immersive learning experiences that can help students stay engaged and motivated in the classroom. For example, students can use virtual reality to explore different parts of the world or use interactive simulations to learn about scientific concepts. This kind of technology also allows for collaboration, where students can work together on projects and assignments and share their work with one another in real-time, which helps foster a sense of community and teamwork in the classroom.

Finally, technology can be harnessed to transform teaching and learning by enhancing assessment and feedback. Technology can be used to create assessments, quizzes, and evaluations, providing teachers with real-time data on student progress, enabling them to give feedback and adjust instruction accordingly. This helps ensure that students are getting the support they need to succeed and allows teachers to identify areas where students are struggling and provide additional support. Furthermore, technology can be used to track student progress over time, which can help teachers identify trends and patterns in student performance and adjust instruction accordingly.

The framework above, which I am tentatively calling Purposeful Use of Technology for Learning (PUTL), serves to develop a foundation and inform how technology can be used to support learner-driven experiences and outcomes. It includes the following components that are interconnected:

1. Sound pedagogy: A foundation should be established through the consistent use of effective Tier 1 instructional strategies that are research-based such as anticipatory set, reviewing prior learning, checking for understanding, modeling, scaffolded questions, guided practice, independent practice, and closure. From here, a variety of practical techniques can be employed, such as cooperative learning, differentiation, performance tasks, problem or project-based learning, etc.
2. Rigor & Relevance: Technology can be used to create interactive and immersive learning experiences that can help students stay engaged and motivated in the classroom. Activities should challenge students to think, construct new knowledge, and apply what has been learned to solve real-world predictable and unpredictable problems. Refer to the Relevant Thinking Framework to assist in integrating technology with purpose (image below).
3. Student agency: Technology can be used to create a personalized learning experience where all students get what they need, when and where they need it to succeed. Digital tools naturally support and enhance high-agency elements such as voice, choice, path, pace, and place. When looking to personalize through blended pedagogies, consider station rotation, choice activities, playlists, flipped lessons, and asynchronous virtual options (image below)
4. Critical competencies: Technology is becoming an increasingly important part of everyday life, and by incorporating it into the classroom, students can develop the competencies they will need to succeed in a disruptive world that is digitally connected and reliant.
5. Streamlined assessment and feedback: Technology can be used to create transparent and challenging assessments while providing teachers with real-time data on student progress, enabling them to give feedback and adjust instruction accordingly.
6. Actionable data: Technology has made it much easier to routinely collect data that can be used to monitor progress, offer quality feedback, analyze in professional learning communities (PLCs), and then provide needed student support through personalization. The immediacy with which metrics can be accessed provides all educators with invaluable knowledge at their fingertips when combined with ongoing and job-embedded professional learning.

Technology should be leveraged in a seamless fashion that supports and enhances learning for all kids, something I highlight extensively in Disruptive Thinking in Our Classrooms. The key takeaway from the framework presented is to help inform purposeful use in the classroom while unearthing opportunities to grow professionally. A great deal of money has been spent globally on technology. It is now our duty to make sure that investment pays off.

#EDvice: Interest Powers Learning and Outcomes

Humans crave a deep connection when it comes to learning something new, especially if they initially don't see any value in what's being taught or facilitated. We expect this as adult learners, so it goes without saying that our students both want and need this as well. In the absence of authentic meaning there is a tendency to disconnect or go off task, putting the learning experience at hand in jeopardy of not being successful. No one wants this, especially teachers who have spent a great deal of time planning lessons. 

In the classroom making connections to content and concepts embedded within standards is of utmost importance, but these have to be captivating as some kids naturally won't be jazzed up about certain content. The key is to elicit attending behavior. Interest is a powerful element that acts as a motivator and is a key component that drives learning. NEVER underestimate the importance of a "hook" during the opening movements of a lesson to empower ALL learners. In this piece of #EDvice I unpack some tips on how utilize simple strategies as well as share some practical examples. 

Whether you refer to the strategy as a hook or anticipatory set, they key is to infuse relevance that piques the interest of diverse learners.  Below are some of the startefgies I shared in Disruptive Thinking in Our Classrooms:

• Picture prompt
• Real-world problem of the day
• Current event or personal story
• Open-ended writing prompt that sparks inquiry and creativity
• Riddle
• Short, engaging video followed by a turn and talk
• Sensory exploration 

If we want to improve outcomes, in the classrooms or during professional learning, we must make efforts to impart interest. 

Developing Resilience in Learners

The pandemic leveled down an array of lessons that should pave the way for future success. One that sticks out to me as the most critical is how resilience got us through one of the most disruptive events we have ever experienced. Adversity, like never before, compelled us to not only change but also to persevere in the face of countless unknowns. While the path was fraught with obstacles, we learned to overcome them together through innovative means. Herein lies the essence of reliance and how important it is in a world that will only become more disruptive.  

Since the impact of this quality is relatively straightforward, it is critical that schools cultivate it in learners of today and tomorrow. Marilyn Price Mitchell shared the following in an article for Edutopia:

Research has since established resilience as essential for human thriving and an ability necessary for the development of healthy, adaptable young people. It's what enables children to emerge from challenging experiences with a positive sense of themselves and their futures. Children who develop resilience are better able to face disappointment, learn from failure, cope with loss, and adapt to change. We recognize resilience in children when we observe their determination, grit, and perseverance to tackle problems and cope with the emotional challenges of school and life.

Here are some ways to develop resilience in learners:

• Develop tasks that promote cognitive flexibility
• Create a culture of empathy
• Allow the solving of real-world problems 
• Prioritize social-emotional learning
• Use failure as a springboard to grow
• Foster gratitude in and out of the classroom
• Teach conflict resolution 
• Provide opportunities for self-regulation 
• Balance collaboration and independence
• Model coping strategies 

One of the best ways to develop resilience in learners is to empower them to be disruptive thinkers, which I define as the ability to replace conventional ideas with innovative solutions to authentic problems. An array of strategies can be used, such as problem and project-based learning, performance tasks, personalization, independent open courseware studies, internships, and capstone experiences. While these ideas represent larger endeavors, resilience can be nurtured every day in the classroom using two means that I discuss in detail in Disruptive Thinking in Our Classrooms:

• Moving to Quad D using the Relevant Thinking Framework
• Getting students into the learning pit

The images above illustrate how lesson components such as questions, tasks, and assessments can be constructed in ways to develop resilience in all learners. Ultimately, they will be better equipped to deal with disruptive forces that are sure to materialize. 

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.   

1. Clarity in expectations
2. Systematic use of a Learning Management System (LMS)
3. Sound Tier 1 instruction and engagement
4. Breakout rooms for discourse and collaboration
5. Purposeful use of tech (voice and choice)
6. Asynchronous personalized learning 
7. On-going professional learning
8. Family 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 Relevant Thinking 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. 

Don’t Use a Lot Where a Little Will Do

The title of this post is a well-known proverb that carries a great deal of weight during times of adversity, struggle, or uncertainty.  I don’t know of a single person who really wants to take on more work, especially during a pandemic.  Pie in the sky strategies, fluffy concepts that are dead on arrival because they ignore critical context or lengthy books with little tangible examples do little to alleviate stress.  There is no better time than the present to pause, reflect, and focus on simplicity as a means to improve practice.

In Disruptive Thinking in Our Classrooms, I honed in on research-based strategies that have withstood the test of time in addition to emerging strategies such as personalized learning.  While I was afforded the opportunity to go into depth in the book, the fact of the matter is less can be genuinely more.  

Clarity

It is critical that students understand not only what they are expected to learn but also 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.  I shared the following in Disruptive Thinking:

These frame the lesson from the students’ point of view and are presented as “I can” or “I will” statements.  They help kids grasp the lesson’s purpose—why it is crucial to learn this concept, on this day, and in this way.  Targets help to create an environment in which students exhibit more ownership over their learning.  Critical questions framed from the lens of the learner include:

1. Why is this idea, concept, or subject vital for me to learn and understand?
2. How will I show that I have learned, and how well will I have to do it?
3. What will I be able to do when I’ve finished this lesson? 

Tried and True Strategies

While a learning target is a significant step to ensure clarity, it is the use of effective pedagogical techniques that lead to meaningful learning.  Reviewing prior learning, checks for understanding, and closure have and always will be valuable components of a lesson.  Be sure to check out this post on the topic that adds context to the image below.  

Fewer Tools for More Impact

It’s not how much technology you use in the classroom that matters, but the degree to which students use it in a purposeful way.  Too much of a good thing tends to have drawbacks, which tend to increase when not aligned with sound pedagogy.  When it comes to technology, less is definitely more.  Consider settling on one or two tools to complement and enhance the instructional strategies you use daily.  For a list of some of the tools I see teachers use the most with a high degree of efficacy by instructional strategy, click HERE. 

Toned Down Choices

I am a huge fan of personalization through blended learning as a way to ensure equitable learning in and out of the classroom.  All of the schools I coach in have found ways to successfully implement these strategies with a high degree of efficacy.  One stumbling block is time.  Educators love choice boards and will spend hours creating them with either six or nine options.  While these can be very effective in empowering learners, the fact is that you don’t need a full-fledged board.  Consider having only two are three options for them to choose from to complete.  You can also consider utilizing must-do/may-do or a playlist with only a few options. 

Chunked Professional Learning

Time is the most precious resource for educators these days.  Lengthy workshops or being pulled out of schools for even a day isn’t always practical or beneficial.  Just like with direct instruction, chunking professional learning allows for needed support that is more targeted and specific.  Single concepts or strategies can be presented, as well as modeled, in twenty-minute blocks.   Creating an asynchronous course in a learning management system (i.e., Canvas, Schoology) or Google Classroom is another excellent way to chunk learning into manageable pieces. 

In the words of Leonardo da Vinci.  “Simplicity is the ultimate sophistication.” It also helps ensure that an idea, strategy, or implementation helps achieve its intended goal. 

Tips for an Abrupt Shift to Remote or Hybrid Learning

The other day I was with one of my partner districts as part of ongoing longitudinal work that will last at least two years.  As I was facilitating a model lesson near the end of the school day with a group of teachers and administrators, a staff member came by the room to inform everyone that the district would be going remote the rest of the week.  An email was also sent informing all educators to plan for an asynchronous day of learning on Thursday and synchronous on Friday.  Naturally, I ended the session a little early so they could begin to map out the rest of the week, but I also had planning to do in terms of converting my face-to-face sessions with the leadership team to virtual that was scheduled for the next day.

Unfortunately, what I have described above has become quite common as of late.  COVID-19 has roared back with the highly transmissible Omicron variant resulting in scaled disruption.  Schools are having immense trouble staffing their buildings or even getting kids to school as bus drivers must go out on quarantine.  In this case, the result has been an abrupt shift to remote learning.  The other scenario that has panned out has been many children succumbing to the virus and being quarantined or families keeping their kids home as a safety measure.  In this scenario, a decision to move to hybrid learning has been made.

Undoubtedly, this is a very stressful time for educators, but their resilience and flexibility have, and continue to, shine through to make things work.  Remember, we have been here before, and there is no need to reinvent the wheel.  I have been going back through some of my most-read posts ever, and many of them are on the topics of remote and hybrid learning.  You can access all these curated on a Pinterest board HERE.  Below are some straightforward tips that will help you get through this without losing your mind:

1. Adapt what you already have planned (don't reinvent the wheel)
2. Update your learning management pages (LMS) such as Canvas, Schoology, or Google Classroom so kids can seamlessly access all assignments and tasks
3. Use breakout rooms in replacement of face-to-face discourse activities 
4. Integrate digital tools to increase engagement and empower learners
5. Leverage personalized strategies for asynchronous work such as choice boards, must-do/may-do, playlists, and flipped lessons.
6. Be realistic (substance over quantity, prioritize standards)

There is nothing inherently new in the tips provided above.  The key is to remember pivotal lessons learned during the great remote and hybrid experiment of 2020 and parts of 2021 to power through what I hope is only a couple of weeks.  Effective leadership in these unpredictable times is not only needed but greatly appreciated.  Finding additional resources for staff and freeing up time to plan are two quick wins that won’t go unnoticed.  Together, you’ve got this, and if there is anything I can do, please don’t hesitate to reach out (esheninger@gmail.com). 

Time is the Best Resource You Have

These are challenging times, and I cannot express my gratitude enough to dedicated and resilient educators who continue to show up for kids and each other.  As someone who is in schools and classrooms on a weekly basis, I am tasked with validating the excellent practices taking place while also providing practical feedback for growth.  During my coaching work, I almost always recommend to administrators that they poll their staff to see what support they need. Educator voice is critical and even more so now as people are burnt out and emotionally drained. It’s no shock that their number one response is time.  I also hear this when I am facilitating targeted workshops.  While this is undoubtedly important, it is also vital to gather input on professional learning and resources that are needed— more of this down the road.

There is only one thing a teacher can control, and that is how time is used when students are in class. While there is always an innate need for more, it behooves us to think about opportunities that already exist to improve lesson effectiveness while also meeting the unique needs of learners that lead to better outcomes.  Personalized strategies such as station rotation, choice activities, playlists, and the flipped approach maximize the amount of time that is already available.  Data is used to group, regroup, provide targeted instruction, pull individuals for intensive one-on-one support, and differentiate to especially help at-risk learners.  These pedagogical techniques also naturally align with MTSS and RTI models, which you can read about in more detail HERE.

Now I know what some of you might be thinking.  Personalized learning sounds great in theory, but from a practical standpoint, it takes some time to plan when implementing for the first time.  I can’t argue with this point, but it is also a farce to say outright it can’t be done at all grade levels. Hence, the realist in me routinely recommends a modified approach to how time is used no matter the grade level.  Here is the strategy:

• Facilitate a mini-lesson that chunks the content.
• Provide the whole class with an activity that you would typically have already planned.
• While the majority of the class works on the assignment, pull small groups of students or individuals for targeted support.
• Close the lesson.

That’s it in a nutshell.  No extra time is spent planning, but support within the period is provided to those who need more help, especially at the secondary level, where the physical space might not cater to station rotation. If the goal is to improve learning and close achievement gaps, it is essential to reflect on how time is spent during class, something that I emphasize with a great amount of detail in Disruptive Thinking. From here, specific requests can be made for professional learning support on personalized strategies. 

While easier said than done, administrators can look for ways to provide time to teachers for planning and professional learning aligned to some of the ideas shared in this post.  

Upgrading the KWL Chart

There are many strategies at the disposal of a teacher to help students learn.  The anticipatory set functions as a hook at the beginning of the lesson for motivation, while closure ties everything together. Routine checks for understanding provide valuable feedback as to whether or not instruction is hitting the mark. Turn and talk allows for needed discourse.  While all of these are pedagogically sound, they don’t matter much if kids are unsure of where the lesson is going.  Learning targets provide valuable clarity on expectations.

1. Why did we learn this and what will I be able to do when I’ve finished this lesson?
2. What idea, topic, or subject is important for me to learn and understand so that I can do this?
3. How will I show that I can do this, and how well will I have to do it to demonstrate that I have learned something new?

Here is something I shared in Disruptive Thinking in Our Classrooms:

Developing learning targets does not go far enough, though. Learners need to understand the point of a lesson just as much as a teacher or administrator. Imparting relevance through a specific context and appli¬cation helps achieve this. However, everything must be tied together from the learner’s point of view. This is why closure and reflection at the end of the lesson are crucial. Either or both of these elements can be tied to the use of a KWL chart. 

There are variations of this resource, but for the most part, it is commonly structured in the following way:

K – What I know.

W – What I want to know or what I wonder.

L – What I learned.

There is always an opportunity to build upon existing resources to make them more effective and meaningful.  Hence the evolution of the KWL to KWHLAQ. Below, you will see what this chart looks like as presented in the book and the various question stems to spark and cultivate disruptive thinking. While I have developed some question stems for each category, educators can expand on them to align with local curriculum. 

From a pedagogical standpoint, it is essential to build reflection into daily learning activities to bring the learning process full circle. Bottom line: everyone—especially our students—should understand the point of a lesson. The KWHLAQ chart not only connects to prior learning and interests but also provides the means to showcase learning.  

The 6 Dimensions of Disruptive Thinkers

What is really needed for success in the world today?  I think this might be the million-dollar question. Even though it is difficult, if not impossible, to predict the future, we can examine current trends and societal forces to determine the competencies that learners need to thrive.  While some will remain the same, others will evolve or change completely depending on the disruption at the moment. What I think we can all agree on is that in the face of disruptive forces, conditions in classrooms need to empower learners to replace conventional ideas with innovative solutions to authentic problems.  This is how I define disruptive thinking.

On the front lines of this endeavor are educators tasked with balancing mandated curriculum and testing with the responsibility to prepare students for college and careers. The former can result in perceived roadblocks to accomplishing the latter.  Success relies on instructional strategies and pedagogical techniques that both engage and empower students to dive deep into standards and concepts while applying them in meaningful ways.  While there is a time and place for content to be disseminated through instruction, the key to accomplishing all that educators are tasked with is how the learning experience develops a student’s ability to think and do in relation to the current and future workforce.

In Disruptive Thinking in Our Classrooms, I identified six dimensions of disruptive thinking. Now I didn’t refer to them as these in the book, but the purpose of my blogging is to share my reflections and expand on ideas. Maybe dimensions aren’t the proper term, but to create a culture of disruptive thinking in a classroom or school, learning should result in students developing into:

Creative scholars generate and explore ideas and make original con­nections. They try different ways to tackle a problem, working with others to find imaginative solutions and outcomes that are of value.

Reflective learners evaluate their strengths and limitations, setting realistic goals with criteria for success. They monitor their performance and progress, inviting feedback from others and making changes to fur­ther their learning.

Collaborative workers engage confidently with others, adapting to different contexts and taking responsibility for their own role on the team. They listen to and take into account different perspectives. They form collaborative relationships, resolving issues to reach agreed-upon outcomes.

Active engagers readily explore issues that affect them and those around them. They actively engage in the life of their school, college, workplace, or wider community by taking responsible action to improve others as well as themselves.

Self-directed managers organize themselves, showing personal responsibility, initiative, creativity, and enterprise with a commitment to learning and self-improvement. They actively embrace change, respond positively to new priorities, cope with challenges and look for growth opportunities.

Autonomous inquirers process and evaluate information in their investigations, planning what to do and how to go about it. They make informed and well-reasoned decisions while recognizing that others may have different beliefs and attitudes.

Preparation just for promotion, graduation, or an exam doesn’t serve the best interests of kids. Each of the dimensions above allows for students to explore the curriculum in relevant and authentic ways while more than adequately preparing them for any standardized test they are forced to take. Each plays a critical component in fostering a disruptive thinking mindset. More importantly, they empower learners to develop essential competencies that will serve them well no matter the chosen path in life.

Incorporating these are not as difficult as you think as they naturally result when sound pedagogical strategies are employed, such as cooperative, personalized, problem-based, blended, and project-based learning, just to name a few. Many can also be developed or amplified through extracurricular programs, virtual courses, independent study, and work-study options.  Disruptive thinkers are what the world will always need. Let’s make sure they are readily available.

How to Make Learning Stick

It is no secret how we retain information, construct new knowledge, and develop competencies critical for success in the world of work and, more importantly, life.  Learning is shaped by specific conditions that are either created or engaged in by chance that allow for authentic application through an immersive experience.  If there were a secret sauce, then that is it, but it's not as mysterious as one might think.  When it comes to classrooms and schools getting students actively involved, it isn't a gimmick.  It is a proven way to improve academic outcomes.

As I wrote in a recent post, direct instruction serves a purpose and can be an invaluable strategy to help set the stage for learning.  The key is to not only rely on this teaching technique as it mainly focuses on providing information and modeling as opposed to active learning. Research shows how students learn best, and it's not by talking at them for extended periods.  Take a look at this synopsis from Peter Reuell:

For decades, there has been evidence that classroom techniques designed to get students to participate in the learning process produce better educational outcomes at virtually all levels. A Harvard study suggests it may be important to let students know it. The study shows that, though students felt as if they learned more through traditional lectures, they actually learned more when taking part in classrooms that employed so-called active-learning strategies by scoring higher on tests. 

There are many ways to make learning stick.  Here are things to consider as you develop lessons, activities, and assessments.

1. Cognitive overload inhibits learning. Too much information results in stress that prevents students from assimilating information effectively (Waddington, 1996).
2. Learning requires an emotional journey. Emotion has a substantial influence on the cognitive processes in humans, including perception, attention, learning, memory, reasoning, and problem-solving. Emotion has a particularly strong influence on attention, significantly modulating the selectivity of attention as well as motivating action and behavior (Tyn et al., 2017).
3. Help learners embrace mistakes. By constructing a psychologically safe environment through reframing metacognitive interpretation of subjective difficulty, children can express their full cognitive potential (Autin & Croizet, 2012).
4. Create opportunities for students to teach each other. When students actually teach the content of a lesson, they develop a deeper and more persistent understanding of the material than from solely preparing to teach (Fiorella & Mayer, 2013).
5. Find ways to include novelty. Extensive research has shown that you have to navigate through unknown territory when visiting a new place and remember landmarks to find your way back. Quickly learning where to expect danger and where to find rewards is therefore crucial for survival. Several theories have suggested that to promote learning, novelty elicits a learning signal by activating dopamine, making it easier to remember. 
6. Focus on active application. As noted at the beginning of this post, research has shown that students learn more when they are actively involved in the process. 
7. Promote collaboration and peer interaction.  Research in cognitive science has illustrated the efficacy and significance of social learning, leading to improved academic and behavioral outcomes (Li & Jeong, 2020, Wood & O'Malley, 1996).

The ideas above set the stage for incorporating a variety of pedagogical techniques such as scaffolded questions, inquiry-based learning, and performance tasks where reflection, movement, and purposeful play can be integrated.  In Chapter 4 of Disruptive Thinking in Our Classrooms, I dive into these practical and realistic strategies and many others that can help learn stick for all kids.  When it is all said and done, the key takeaway is more significant levels of empowerment and ownership.  Learning is and should be treated as a process, not an event.  Hence the need for research-based pedagogies that don't prepare kids for something but anything!  

Autin, F. & Croizet, J. C. (2012). Improving working memory efficiency by reframing metacognitive interpretation of task difficulty. Journal of Experimental Psychology: General, 141(4), 610.  

Fiorella, L. & Mayer, R. E. (2013). The relative benefits of learning by teaching and teaching expectancy. Contemporary Educational Psychology, 38(4), 281-288.  

Li, P. & Jeong, H. (2020). The social brain of language: Grounding second language learning in social interaction. NPJ Science of Learning, 5(1), 1-9.

Tyng, C. M., Amin, H. U., Saad, M., & Malik, A. S. (2017). The Influences of Emotion on Learning and Memory. Frontiers in psychology, 8, 1454. https://doi.org/10.3389/fpsyg.2017.01454

Waddington, P. (1996). Dying for information: an investigation of information overload in the UK and world-wide. London: Reuters Business Information.

Wood, D. & O'Malley, C. (1996). Collaborative learning between peers: An overview. Educational Psychology in Practice, 11(4), 4-9.

Modeling Hybrid Learning to Support Educators

Hybrid learning continues to be on the minds of schools and districts.  Either they are beginning to get ready to shift from remote learning, or challenges have arisen after meticulously planning for a smooth rollout. In either case, I commend them for seeking out assistance for staff to ease concerns and ensure sound pedagogical practices are in place.  These models were never meant for K-12 education, and there is no definitive playbook available as things seem to be in a constant state of flux during the pandemic.  Educators have admirably risen to the occasion, but that doesn’t mean they don’t deserve continuous support, practical strategies, and timely resources. Investments now will serve to provide needed assistance while paving the way for sustainable changes to pedagogy in the future. 

To this end, I hit the ground running to begin the new year by traveling to Oklahoma to work with Sapulpa Public Schools. Like virtually every district and school, educators were experiencing some challenges with hybrid learning. During my first session of the day, I worked with administrators to best support their teachers.  As I was on-sight with them in a socially distanced cafeteria, I facilitated a more traditional workshop.  I combined practical strategies aligned to the current situation combined with multiple opportunities to discuss essential questions and then share responses using digital tools. However, something was off as I felt that I really wasn’t showing them the reality of what their teachers were expected to do in their classroom with remote and face-to-face students simultaneously. Thankfully this changed for my next session.

I knew that I was going to have the opportunity to work with all district teachers on hybrid learning and encouraged them to attend the session as well. In my mind, this was the perfect opportunity to model pedagogically-sound hybrid learning in a way that was manageable yet effective. The scenario turned out to be perfect as I had approximately 200 teachers join remotely on Zoom and had another 50 or so socially distanced in the auditorium. I was pumped to do my best to replicate what teachers experience currently in their classrooms with hybrid learning in order to address challenges and lessen anxiety.  I cannot overstate the importance of modeling strategies for teachers and administrators under the same conditions that they deal with daily.

Using a toolbox of ideas and strategies developed during the pandemic in my work with schools, I facilitated the workshop using effective instructional strategies, essential questions, breakout rooms, and digital tools in ways that I outlined in my last post.  I stressed how I wasn’t doing anything radically different from what successful teachers did prior to the pandemic throughout each activity. For example, I chunked the content shared and infused numerous interactive tasks for discourse and collaboration. As they worked in groups, I moved about the room and monitored progress physically while also checking in on the remote learners.  After a set amount of time, all of the attendees shared their responses and reflections using various digital tools. After focusing on practical pedagogy, we ended with some ideas on transitioning to more personalized approaches through blended learning.

The feedback afterward presented validation for how I structured the workshop.  First and foremost, I wanted everyone to understand that the key to any hybrid learning model is creating an equitable learning experience.  Whether an attendee was with me remotely or face-to-face, they all were engaged and empowered through the same activities.  I can state how critical this is for our learners. We need to make them feel a part of the lesson. The second takeaway was not to overthink things but to keep it simple, as outlined in this post.

All in all, we get what we model.  Educators desperately want and need support with hybrid learning. The best way to get results is to model both expectations and strategies while also creating norms to ease anxiety levels. If you need additional support here in the United States, look no further than available Every Student Succeeds Act (ESSA) Title II and IV funds. The criteria stipulate the use of technology to improve learning outcomes. Feel free to reach out at any time (esheninger@gmail.com) to discuss the work I have been doing with schools and what I can do for you. Keep up the excellent work, everyone! 

High-Agency in the Remote and Hybrid Classroom

Educators desperately want and need support. They need practical strategies that are not just effective but also can be developed in a reasonable amount of time.  To achieve this goal, we must first examine the foundational elements that lead to successful teaching and learning, whether the environment is remote or hybrid.  In no particular order, these include:

• Maslow before Bloom's (SEL considerations)
• Instructional design grounded in sound pedagogy
• Purposeful use of technology
• Leveraging a learning management system for continuity and cohesiveness
• Equity
• Continuous feedback
• Job-embedded and on-going professional learning

At first glance, one might think that there is a great deal to consider. Under the current circumstances, I would agree. That is why it is not the time to re-create the wheel and work harder. One pitfall is trying to teach traditionally under the current circumstances.  Without a doubt, this will be and has been, more time consuming for educators. So, where do you begin? There are many strategies that educators were implementing well before the pandemic that hold more value now. Regardless of the terminology used, these represent more personalized pathways that focus on student agency leading to empowerment and more ownership of the learning experience. 

I feel the best way to support educators is to show how it can be done under the same conditions by sharing practical examples. For the past two years, I have been blessed to work with the Corinth School District in Mississippi on pedagogy, both digital and non-digital. We have seen incredible growth in all schools across the district through the coaching of both teachers and administrators. With the foundation established last year, they were able to adapt to the current landscape quickly. 

Over the summer, they really ramped up how their LMS (Canvas in their case) would be used K-12 to facilitate their hybrid learning model better. Through the lens of high-agency strategies, I will share some practical strategies that educators can implement right now as well as some examples. 

Voice 

Honoring kids' voices and allowing them to have a say during the learning process is a central tenet of student agency. In many cases, voice can be amplified through the cover of anonymity, which is critical for introverts and shy students. Virtual breakout rooms and digital tools allow all students to respond during reviews of prior learning, checks for understanding, closure activities, and after collaborative activities. I have seen all schools incorporate Zoom breakout rooms in Corinth but was super impressed with the pre-K teachers who used it in conjunction with Nearpod. The elementary teachers are also using both Seesaw and Canvas to promote voice.

Choice

Choice might be one of the most uncomplicated components to integrate daily, whether you are remote or hybrid. Strategies such as choice boards and playlists developed using Google tools afford students with greater control over their learning while also freeing up the teacher for targeted instruction or support.  I have really been impressed with the choice boards at the high school and how Canvas is being used to set them up. The elementary school has also upped their game as of late.

Path

They are many ways to allow students to determine their own path during remote or hybrid learning. Path could come in the form of customized curriculum, asynchronous virtual courses, selecting the order in a playlist, or independent study. It allows students to progress towards standards based on their mastery levels, interests, and goals. Utilizing adaptive learning tools as part of a station rotation model or playlist provides tasks that align with individual strengths and weaknesses. I love how middle school teachers responsible for remote learners have created a virtual station rotation model in Canvas.

Pace

Pace is as simple as allowing kids to work through activities where they have to self-manage their time in order to achieve mastery.  Some kids need more time while others less. Rigorous and relevant asynchronous tasks provide extended periods of time to complete tasks to reduce stress, dive deep into concepts, and prioritize learning. Self-paced activities allow all students to progress through concepts while freeing up the teacher to work with those who need the most help. The math department at Corinth High school has been using the flipped approach with Bitmoji classrooms as well as self-paced programs with a great deal of success. Students in the elementary school get to work at their own pace in various centers.

Place

Like many school districts, learners in Corinth can choose to work remotely at home or come to school for in-person learning, reducing anxiety and stress while emphasizing health and safety. For the students participating in in-class learning, social distancing measures need to be implemented. As a result, Zoom breakout rooms have been utilized extensively regardless of where kids are learning to foster discourse and collaboration.  I must say how impressed I have been to see how the elementary teachers are making this work across the entire school.

I am only scratching the surface regarding how Corinth School District educators have successfully utilized an array of high-agency approaches to personalize already this year. They have addressed the seven elements presented at the beginning of the post.  Over the summer, they planned and trained staff on how to use Canvas better. After some feedback from my initial coaching visits in August, the use of breakout rooms became the norm as a means to get kids talking. Building principals and teachers working together to process and reflect on each coaching visit combined with an intrinsic motivation to improve and epitomize outcome-based professional learning goals.  All in all, I couldn't be more proud of this district and what they have and will continue to accomplish.  

For more remote and hybrid learning strategies and resources, click HERE.

If you are interested in having a conversation about Aspire Change EDU's professional learning solutions, including job-embedded and ongoing coaching, let me know.

A Pedagogical Framework for Managing Face-to-Face and Remote Learners at the Same Time

It's has been great to be back in schools working shoulder to shoulder with teachers and administrators as I kicked off year two with the Corinth School District in Mississippi. Until this point, most of my interactions with educators have been through virtual presentations, workshops, and coaching.  Now don't get me wrong as this has been incredibly fulfilling and a great learning experience for me. However, you just can't replace face-to-face professional learning, in my opinion. Body language, eye contact, verbal discourse, collaboration, and relationship building are much more powerful when people are physically together.

Even though I have been on-site for workshops since the start of the pandemic, last week was my first time working with educators in small groups and visiting classrooms with students. Before I dive into this post topic, I must say how impressed I was with what the teachers and administrators have accomplished.  Their growth has been astounding as they have successfully implemented many of the pedagogical strategies emphasized last year, which has made the transition to a hybrid learning model more manageable. As I visited each school, I felt like a proud parent and can't say enough about their collective efforts to improve professional practice.

There are still challenges, though. Like many districts, Corinth has given parents the option to send their kids to school or learn remotely. In some cases, it hasn't been easy to effectively manage both face-to-face and remote learners during the same class period, which is the case for almost every school district.  It is important to remember that no one was trained for this, and pedagogically-sound models are just starting to appear. Teachers not only in Corinth but across the world, are exhausted. I learned from working with educators virtually and on-site the toll that hybrid learning is enacting on educators.  During a very candid conversation with a small group, I experienced firsthand that the single most impediment was time. The number of hours that some educators are working is just not sustainable.

The key is to either free up time or think about how it is being used. This was overcome by having a dedicated teacher assigned to all the remote learners at the kindergarten through the sixth-grade level. Unfortunately, having a dedicated remote teacher for the upper-grade levels isn't an option in smaller school districts.  After listening to some teacher concerns at the middle school, I began to map out a framework that could help teachers manage their time better while in school.  As I scribbled on a large whiteboard, I simultaneously bounced ideas off the principal Nathan Hall.  The end result was a simple rotational model preceded with direct instruction followed by a summary activity or closure. Since Corinth Middle School has fifty-minute periods, I suggested ten minutes for each rotation as well as the mini-lesson and closure activity.

Content still matters, but there has to be some prioritization of standards and, from there, a mini-lesson.  My advice is to keep it short and sweet. Depending on the block of time, this can be either ten or fifteen minutes. Teachers can record this as it is being streamed live using a video conference tool and then uploaded to a learning management system for all kids to refer to whenever they want. Another option is to use the flipped approach and record the mini-lesson for all kids to watch at home before class.  Within this first small chunk of time, it is critical that relevance is imparted, and the best way to do this is through a quick anticipatory set. The last segment of the class could consist of a formative assessment or a closure activity. 

Now let me discuss conceptually what the rotational model could look like in a school. The teacher has two options here. Either group all the remote students together or use data to regularly group and regroup kids as they work to approach, meet, or exceed standards.

• Station 1 (Targeted instruction): After a general overview of the lesson during the opening minutes of class the teacher can then dive deeper through more extensive modeling and checks for understanding.  During this time, students can also have their questions answered.
• Station 2 (Personalized or adaptive learning): In this station, students can work through the curriculum and concepts based on strengths, weaknesses, or personal interests. There are both free (CK-12, Khan Academy, Prodigy, Freckle) and paid (HMH intervention tools, Waggle, IXL) programs. Here is where data can be collected and analyzed for groupings if the right tool is used.
• Station 3 (Independent or collaborative work): Initially, I would go with independent work as it takes less time to plan for than cooperative learning.  Activities could consist of scaffolded practice problem sets, independent reading, or the use of a self-paced personalized tool if you decide to make the other station purely adaptive.  

The entire premise of the model presented above is to make the best use of available time during a class period where a teacher is managing both face-to-face and remote learners. I suggest only three rotations to begin, but you can definitely add more if you are working with a more extended block of time.  Or you can even tweak it to meet your specific needs as this is what Nathan Hall did for his staff. Below you will see what two Corinth Middle School teachers developed and integrated with Canvas.

Once you are comfortable, consider utilizing choice boards, playlists, or flipped lessons if these won't turn into a time sap. Or you can plan for some sort of cooperative learning using virtual breakout rooms. To ensure success, it is also a good idea to commit to a learning management system such as Google Classroom, Canvas, or Schoology. It becomes more difficult managing remote learners if you are not using one of these solutions.  I loved visiting with Corinth High School science teacher Sally Beth McCullough recently and seeing firsthand what she has implemented successfully. Below you will see how she is effectively using Canvas and choice boards.

I still have 18 more days with the Corinth School District this year and can't wait to see what their teachers and administrators accomplish.

Managing face-to-face and remote learners at the same time can be a challenging task for teachers and schools as a whole.  My hope is that the framework and examples above can serve as a baseline to think about how to best use the time available without succumbing to burnout.  As teachers, always lean on your colleagues near and far. They are your best resource. If you are an administrator, be flexible with your staff and demonstrate empathy. They need your support more than ever. Finally, always be on the lookout for professional learning opportunities that can fill in the gaps and provide needed feedback for continuous improvement. You all will get through this as educators always rise to the challenge.

Be sure to check out my entire #remotelearning series.