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A Fully Online CTP Example -  Please note the framing of the meeting and the discussion of norms and roles.

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A Fully Online CTP Example -  Please note the framing of the meeting and the discussion of norms and roles.

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Build it Together: Co-Constructing Criteria for Success (or Success Criteria) with Students -Cult of Pedagogy

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Build it Together: Co-Constructing Criteria for Success (or Success Criteria) with Students -Cult of Pedagogy

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Build it Together: Co-Constructing Success Criteria with Students | Cult of Pedagogy

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When we include students in the process of defining quality work, they are more likely to rise to those standards.

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Our MVA Collective Book Collection From Our February 23rd Equity Session - Please take a look!

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Our MVA Collective Book Collection From Our February 23rd Equity Session - Please take a look!

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Curating a Collective Book Collection (Responses)

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Careers, Transfer Process, Resume Writing, CLs, & Interview Tips MVA 2023

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Social & Emotional Learning (SEL)

Carefully selecting personal anecdotes to share can help high school teachers in their efforts to build strong relationships with students.

Allison Shelley for the Alliance for Excellent Education

Connecting with students in a meaningful way has never been more important in education. Teachers do well when they keep in mind that every exchange with a student is a relationship-building opportunity, and sharing their true selves can assist with creating a connection. Selecting personal anecdotes to share with students is a fragile dance between opening up and maintaining appropriate boundaries. Finding ways to weave in personal stories may offer an effective instructional tool and a means through which teachers can build trust with students.

Every individual has experiences that shape who they are. As an educator, I maintain the practice of selecting pivotal experiences to share in order to help students understand their own lives. For example, my daughter was adopted from Ethiopia at the age of 2. The adoption process was arduous, involving piles of paperwork, visits to notaries, court appearances, and endless fees. However, enduring through the challenges resulted in one of the most meaningful relationships in my life. My daughter is thriving, and I believe we were meant to be. The lesson? Sometimes, the greater the challenge, the greater the reward. Going through the motions and jumping through the hoops can lead to unlimited positive opportunities.

My high school students liken this to earning their diplomas. When I share about this experience, I invariably hear from students about their own journeys, sometimes from faraway places. Other times they share about a challenge they've overcome. My openness invites them to open up, which helps me get to know them more deeply and better meet their needs.

Sharing our stories conveys a sense of trust. It shows our students that we believe they're able to hold our truths and invites them to share their own. Selecting our personal anecdotes with intention can help impart social and emotional learning that we hope to share with students. We model resilience and self-efficacy through our stories. So how might educators practice strategic sharing to improve outcomes for students?

Tips for Implementing Strategic Sharing

Determine your boundaries: When selecting personal information to share, remember that appropriate professional boundaries are a must. Oversharing may make students uncomfortable and may get you into hot water with parents. Topic areas to avoid include details on your medical history, romantic experiences or mishaps, and anything related to religion or politics. Wisdom is necessary to ensure respect for all students and for the unspoken code of ethics we practice as teachers.

Identify common student difficulties: Plan the stories you intend to share based on common difficulties you see among students. Perhaps you have a go-to story to help students manage their mistakes. Maybe there was a time you overcame an academic obstacle. These anecdotes can offer students helpful information from your experiences. Be real, be messy, be human, and students will connect with you more deeply.

Build safety and trust: Establish and uphold the expectation that your classroom is a space of safety and trust. As you share your stories, expect that students will honor the idea that the learning environment is a safe space for sharing. By sharing your experiences, you're showing your students that you trust them enough to hold space for your stories. This is a beautiful way to invest in the relationship and invite them to trust you in return.

Avoid bias: Consider the information you share carefully in order to root out bias. For example, when sharing about your family, make sure you don't convey a bias toward any particular family structure, such as the one you may have experienced growing up. Families are diverse, and students must feel valued and celebrated at all times in the classroom. Remove any details that may communicate a bias toward "right" or "wrong." The intent of sharing isn't to sway students one way or another, but rather to illustrate positive messages for them to consider.

Invite reciprocal sharing: As you share your stories, invite students to share in return. Student voices are the most important in your classroom, so keep your stories concise enough to allow time for students to reply with their connections. You may also utilize technology to welcome sharing if there isn't enough time for discussion. For example, after sharing a personal anecdote, I ask students to send me their own stories related to the topic via email or Google Forms. They seem to enjoy this, and we enter into a correspondence that's entirely designed to build our connection.

Remember, however, that this should be strictly voluntary on the part of the students. Be invitational, but never demand forced openness at the risk of harming relationships more than helping them.

When we share about ourselves, we deepen our connections with students and invite them to share who they are. We create a space where stories matter. Inclusive education sends three key messages to students: "I see you, I like you, and I'm glad you're here." When students hear about our authentic selves and have the chance to bring their lives into the learning space, they may feel more engaged in the classroom and in their learning.

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Connecting With Students Through Strategic Sharing

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Social & Emotional Learning (SEL) Carefully selecting personal anecdotes to share can help high school teachers in their efforts to build strong relationships with students. Allison Shelley for the Alliance for Excellent Education Connecting with students in a meaningful way has never been more important in education.

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In the recent years, personalized learning and differentiated instruction have been hot buzzwords in the education world, especially with the increasing use of technology in classrooms. The idea of school catering more towards each student's needs is something almost all agree is beneficial. However, though these words have become popular, there still seems to be a lack of clarity on what these terms mean, the difference between personalization and differentiation, and how to implement them in your classroom.

In this blog post, we break down for you the meaning of these terms and the difference between personalized learning and differentiated instruction. We then link you to two other blog posts that each include five ways to personalize or differentiate your instruction with the help of Edulastic.

Differentiation

In the words of ISTE (International Society for Technology in Education), "Differentiation is a type of learning where instruction is tailored to meet the learning needs, preferences and goals of individual students." In other words, in the differentiated instruction model, the teacher adapts instruction to meet the needs of different groups of students. According to the U.S. Department of Education, "Learning goals are the same for all students, but the method or approach of instruction varies according to the preferences of each student or what research has found works best for students like them."

Differentiated instruction involves the teacher adapting various elements in the classroom according to the needs of his or her students. This can play out in a variety of ways, and this article explains some of the ways to create an environment of differentiated instruction in your classroom with Edulastic.

Personalization

According to the U.S. Department of Education, "Personalization refers to instruction paced to learning needs, tailored to learning preferences, and tailored to the specific interests of different learners. In an environment that is fully personalized, the learning objectives and content, as well as the method and pace, may all vary." From this definition, we can see there is some overlap between differentiation and personalization as they both involve catering instruction to different learning needs. However, thought leaders on the subject, Barbara Bray and Kathleen McClasky, emphasize the critical difference being personalization starting with the learner and letting them "actively participate in the design of their learning."

The focus of personalized learning is letting the learners choose how they learn in the most beneficial way. They work alongside the teacher to create their own goals and pave their own educational pathway. As ISTE puts it, "Instead of education being something that happens to the learner, it is something that occurs as a result of what the student is doing, with the intent of creating engaged students who have truly learned how to learn." Like differentiated instruction, personalized learning has many possibilities, and this article shows you a few of the ways you can implement personalized learning in your classroom with Edulastic.

To Sum it Up...

The main difference between personalized learning and differentiated instruction is personalization's focus on the student's agency in designing their own learning path depending on their interests and style, while differentiation's focus is the teacher adapting their lessons to different types of learning, and accounting for the various students in the room. We are not advocating for one of these styles over the other, as both are shown to be effective and beneficial. We know the best teaching strategy is different for everyone and depends on each school, teacher, and group of students. In addition, many people choose to use a combination of the two ideas in their instruction.

In our research, one overwhelmingly common factor in implementing both of these teaching models was the effective use of technology to personalize and differentiate the learning of different students. Because of this, we decided to break down for you how to use our #edtechtool, Edulastic, to make your classroom more effective for each student. In these articles, we also share examples and quotes of the ways other teachers are using personalized learning and differentiated instruction in their classrooms with Edulastic:

Sources

ISTE - "Personalized vs. differentiated vs. individualized learning"

Barbara Bray and Kathleen McClaskey - Personalization vs Differentiation vs Individualization

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Personalized Learning and Differentiated Instruction: a Breakdown

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In the recent years, personalized learning and differentiated instruction have been hot buzzwords in the education world, especially with the... Read More

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Supporting Students Receiving EML or Special Education Services

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Supporting Students Receiving EML or Special Education Services

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"Creating an Inclusive Classroom for Neurodivergent Learners"

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"Creating an Inclusive Classroom for Neurodivergent Learners"

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Neurodivergence is underrecognized in childhood. Teachers can use these strategies for a universal approach that supports all learners.

Neurodivergent individuals-those who are autistic, have ADHD, or experience other variances in brain functioning-make up 15 to 20 percent of the population. Yet many neurodivergent people aren't formally diagnosed; for example, one study found sex discrepancies in which boys were diagnosed with ADHD at a 3:1 ratio during childhood, even though that diagnostic ratio evens out to 1:1 in adulthood.

While it is important for teachers to collaborate with special education professionals and others trained in scaffolding the well-being and learning of all students, we may not always know who in our classroom lacks a formal diagnosis.

For that reason, and to better reach all learners, we can employ a Universal Design for Learning (UDL) framework that centers choice, balance, and self-esteem to establish baseline practices inclusive of neurodivergence.

Offer Alternatives and Choices

To create learning environments supportive of a breadth of neurotypes, give students alternatives and choices throughout classroom activities. Consider how you might be flexible about how students complete assignments. For example, I encourage my students to have a conversation with me if they can think of a way to complete an assignment that would work better for them; as long as the rigor and content are intact, I am happy to accommodate alternative ideas.

As a student who was a then-undiagnosed neurodivergent, I remember a time in high school when we had an assignment to create a foldable to help us study for a math test. I made mine with flaps that would open to reveal definitions, but my teacher expected definitions to be written on the same page as the flap. I lost points. When I explained that my approach would benefit my learning, my teacher told me that I was welcome to remake the foldable her way, a "better" way, to get a 100-I was only one of two students across her three classes who had made it a different way, she said.

Stubbornly, I told her no. This experience has stayed with me throughout my teaching career.

My students may interpret things differently than I do, and as long as students demonstrate understanding of curricular concepts, I want to respect those differences.

In my classroom, there is a map that my graphic design students are making for a major project. I told them to make a map of a real place, like a continent or state. A handful of students approached me to ask if they could map locations from video games or shows they enjoy. Though fictional, these places still have landmarks and creatures that students can create as icons, so I am happy to oblige. This is one example of how choice and adaptation can facilitate deeper, more inclusive learning.

Some neurodivergent students might struggle with taking the initiative to reach out and ask for accommodations, so I try to automatically offer choice in my assignments whenever possible. Students benefit from having options; however, it is also important to limit options to avoid overwhelm. I usually offer students two to four options for showing me what they know.

In the map project, I give them an option between an artistically styled map and a fantasy-styled map.

In my computer programming classes, students can choose from a set of exercises to earn a certain amount of points. For example, if they need three points, they may have a set of three single-point options, two two-point options, and two three-point options to choose from, with levels of complexity appropriate for the number of points the exercise is worth.

By embedding choice within assignment structures and considering alternative approaches that students suggest, we can create classrooms in which students can both think differently and thrive.

Help Students Avoid Burnout

Neurodivergent individuals are prone to burnout. There are many thoughts as to why, but the basic idea is that it takes extra energy to adapt to a world centered around neurotypical individuals, so sensory stress, attempts at "masking" (or working to present as neurotypical), and overcompensating for differences can cause exhaustion.

There are protective factors that can help neurodivergent students avoid or minimize burnout-for example, encouraging students to be themselves and explore what works for them. I model this by discussing what works best for me and talking through alternative ways to approach situations. As a class, we talk about the different ways we listen best, considering what each part of our body does while listening.

I talk about how, when I am listening and absorbing what I hear, my hands are typically busy, and my eyes are looking somewhere else. I talk with students about how some people benefit from staying still. I encourage them to self-reflect, and we have similar conversations about studying, taking notes, and completing assignments, acknowledging that everyone learns differently and there is no "right" way to approach learning.

Promote Balance

Balance is another important topic to discuss with students, especially in relation to burnout. Some neurodivergent students might overcompensate by being overinvolved, taking on large amounts of extracurricular activities or demonstrating perfectionism in their work. Others may find it difficult to focus or participate and may end up doing very little in class.

If we encourage students to consider work-life balance from a young age, we can help them prioritize their mental health. We can ask students to consider what they do to relax or enjoy themselves outside of school. Our students may be running low on energy halfway through the day due to bright lights, excessive sounds, or other factors, and we can encourage them to replenish by turning to self-identified strategies.

Language also plays a role in promoting or preventing burnout. Neurodivergent students can struggle with executive function-cognitive skills involved in starting and sustaining tasks.

For example, I often tell myself to "just start" a task as I sit in a state of paralysis due to executive dysfunction.

Discussing potential can be particularly problematic in such instances, breaking down self-esteem and compounding stress. Students know when they aren't meeting expectations. Instead, encourage them to take a break, walk around the room, or get a drink of water. If the student is out of energy for the day, approach them with empathy and help make a plan for catching up the following day.

Support Students' Sense of Self

Self-reflection is a critical learning tool for all students. In my courses, I make a list of key skills related to metacognition, goal setting, and planning, and I invite students to visit this list multiple times a quarter to identify skills they feel confident about and others they would like to work on.

Imposter syndrome, or the feeling that one's successes are disproportionate to their abilities, is more prevalent in neurodivergent people. Neurodivergent students may receive negative and bigoted comments throughout their lives, messages that can impact their self-image.

I keep this in mind when interacting with my students and remember to compliment and encourage strengths even when offering constructive feedback. Neurodivergent students may hyperfocus on their interests, and these special interests may improve their self-esteem and self-efficacy. Encouraging students to talk about their interests can help them build confidence rather than feel stigmatized for having these more intense interests, and it can position students to learn from one another's expertise.

Not a Strategy, A Mindset

Overall, meeting the needs of neurodivergent students can require a shift in thinking. Whether or not we see it, our students may be struggling. Offering alternatives and choices for assignments, helping students avoid burnout, and working on students' sense of self are some ways we can meet the needs of all students, including those who may be neurodivergent but lack a formal diagnosis.

These skills and experiences can help our students learn in ways that work for them while helping them better understand themselves, skills that transfer far beyond the classroom and support students' well-being into adulthood.

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Creating an Inclusive Classroom for Neurodivergent Learners

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Neurodivergence is underrecognized in childhood. Teachers can use these strategies for a universal approach that supports all learners. Neurodivergent individuals-those who are autistic, have ADHD, or experience other variances in brain functioning-make up 15 to 20 percent of the population.