As the COVID 19 pandemic continues, school leaders across the country continue to face crises on multiple fronts, many of these having to do with the challenges of remote and hybrid learning.
This article highlights the work of four principals and how they are rising to the occasion. It is presented here both as a source for ideas and for inspiration.
Whether in the classroom or through distance learning, motivation is a key factor in student learning. Numerous studies have shown that as students interact with information, “emotional amplitude” (fun) can greatly increase retention.
This article offers insights into using curiosity to revive and enhance student interest. As Harvard researcher, Elizabeth Bonawitz, puts it, “Students feel more motivated and engaged when they have more control over what is happening.” And that’s especially true when you add fun to the equation!
While this is no surprise, it’s an important reminder in our current educational landscape.
How can administrators break teacher “doom loops” … those cycles that send promising young educators out of the profession far too early?
This article not only shares a typical doom loop example, but also some excellent research on how to address this issue. It’s a “must read” for any administrator looking to improve teacher morale and staff continuity.
The bottom line? Learning to support your teachers through these vicious cycles can help you improve student learning and provide a better working environment for everyone involved.
During the COVID crisis, many principals have encouraged (or even forced) their teachers to put courses online. But good classroom practice rarely translates seamlessly to online instruction. If our goal is effective student learning, then there are some vital points we need to keep in mind.
This article by Roger Schank outlines some of the pitfalls involved with putting courses online and discusses why we need to think through that process carefully. Schank has been a leading expert on online instruction since its infancy … not only in terms of research, but also through practical application. (He and his colleagues have built, and continue to build, online courses for major corporations … who care more about what actually works than esoteric learning theories.)
As Schank points out, “Learning something new is enjoyable. We revel in acquiring new skills. We like to show off what new things we can do. And it is fun!” Well-designed online courses can enhance that process and make learning both fun and meaningful.
I challenge you to read over Schank’s list of suggestions and compare them to your school’s online course offerings. Implementing even some of these ideas has the potential to transform online learning for your students.
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