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LISTEN: 'They Can't Just Be Average': Profound Academic Challenges in a D.C. School for Young Black Men (Raising Kings, Ep. 2) - Education Week

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LISTEN: 'They Can't Just Be Average': Profound Academic Challenges in a D.C. School for Young Black Men (Raising Kings, Ep. 2) - Education Week

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Published on Oct. 25, 2017

By Kavitha Cardoza, Education Week
and Cory Turner, NPR

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If you've been following this audio series, you know about Ron Brown College Prep, the remarkable new D.C. school designed specifically to meet the needs of young men of color.

In episode one, you met the principal and learned about the school's core philosophy-placing high expectations on its students-known as "kings"-and infusing love into their schooling experience.

In the second episode, Ron Brown's unique CARE team and the teaching faculty continue their focus on nurturing students' social and emotional growth. But their time becomes increasingly dominated by a few kings who are getting into trouble.

The school's commitment to never suspending a student is put to the test by some serious incidents, including a couple of staff members who are assaulted. And there is pushback from some parents who are deeply skeptical of this unfamiliar approach to discipline.

Meanwhile, the profound academic gaps among students have become glaringly obvious. Some kings are reading on the 1st grade level and struggling with even the most basic math concepts. Others are reading on the 10th grade level and able to do college-prep math.

Teachers are worried about both extremes-how to accelerate years of literacy work into a few months for the kings who are woefully behind and how to keep high-performing students from becoming bored and complacent among so many peers who are years behind them academically.

And morale is beginning to flag as pressure mounts on the Ron Brown faculty to squeeze two years of learning into one year of teaching and ultimately, to prove that this radically different approach to educating students won't be a failure. Can it be done?

Listen to Episode Two
This episode originally aired Oct. 25, 2017 on NPR's Code Switch. It's introduced by Code Switch's Shereen Marisol Meraji and Gene Demby.
Check back on Nov. 1st for episode three. Click here for episode one.

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LISTEN: 'They Can't Just Be Average': Profound Academic Challenges in a D.C. School for Young Black Men (Raising Kings, Ep. 2)

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At Ron Brown, daunting academic challenges have become glaringly obvious as the school year gets under way. Teachers worry about accelerating literacy for kings reading on the 1st grade level, while keeping high-performers motivated among peers who are years behind them academically.

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Commentary

Stuart Bradford for The Chronicle

This spring, Harvard University and the Massachusetts Institute of Technology announced a $60-million venture to offer free classes online. Just last month the University of California at Berkeley said it would also join the effort. John Hennessy, president of Stanford, recently predicted that a technology "tsunami" is about to hit higher education. When justifying their decision to remove Teresa Sullivan as president of the University of Virginia, the Board of Visitors cited, in part, the need to ride this wave.

As we think about the future of education, we need to sharpen our understanding of what education is and what educators do. Education is often compared to two other industries upended by the Internet: journalism and publishing. This is a serious error.

Education is not the transmission of information or ideas. Education is the training needed to make use of information and ideas. As information breaks loose from bookstores and libraries and floods onto computers and mobile devices, that training becomes more important, not less.

Educators are coaches, personal trainers in intellectual fitness. The value we add to the media extravaganza is like the value the trainer adds to the gym or the coach adds to the equipment. We provide individualized instruction in how to evaluate and make use of information and ideas, teaching people how to think for themselves.

Just as coaching requires individual attention, education, at its core, requires one mind engaging with another, in real time: listening, understanding, correcting, modeling, suggesting, prodding, denying, affirming, and critiquing thoughts and their expression.

A set of podcasts is the 21st-century equivalent of a textbook, not the 21st-century equivalent of a teacher. Every age has its autodidacts, gifted people able to teach themselves with only their books. Woe unto us if we require all citizens to manifest that ability.

Of course, computers do much more than deliver podcasts. They enable new forms of communicating. They present information in incredibly understandable and previously unimaginable ways. They even interact with students, correcting assignments for which there are clearly delineated standards of error and success. They can greatly expand the power of the multiple-choice quiz; they can learn which drills remedy which errors. Computers are getting ever better at correcting grammar and expressions in natural language.

These capacities should be celebrated. But they should not be confused with the training provided by one mind interacting with another-when, for example, a teacher discerns what is on a student's mind (even though the thought may be novel and half-formed); sees how it relates to the material; and knows how to question, encourage, challenge, or otherwise prompt the student to find his or her own way out of confusion, to a clearer expression of thought or a more powerful argument or analysis.

In their online venture, Harvard and MIT may evaluate essays in the humanities with natural-language programs and crowdsourcing: peer-graded essays for everyone, all the time. It is as though elite educators, upon noticing that we can't program a computer to discern what is on the mind of an undergraduate, decided to pretend that if we just let those seeking an education talk among themselves (in grammatically felicitous sentences), they will somehow come to express difficult ideas in persuasive arguments and arrive at coherent, important insights about society, politics, and culture. As someone who spends time with students in directed conversations on difficult subjects, I'm sure this method won't work. We will, instead, produce graduates who cast assumptions they've never really questioned into grammatically correct slogans, and the sloganeers with the catchiest phrases, the most confidence, and the most money will shape the future.

Education matters because ideas matter. Oppressive regimes around the world recognize this and restrict the flow of ideas. Our approach has been, instead, to train ourselves to traffic in ideas, civilly and judiciously.

Technology can make education better. It will do so, in part, by forcing us to reflect on what education is, identify what only a person can do, and devote educators' time to that. (When we build machines that do everything a person can do, we will have created either fellow citizens or enemies; we'll then have other problems.)

Can technology make education less expensive? College is expensive, but colleges do things other than educate. Many courses simply convey information and provide technical vocational skills. These could be automated, presumably at savings. The price tag includes the campus experience-an education of a different sort-with all its lovely, cherished amenities.

But the core task of training minds is labor-intensive; it requires the time and effort of smart, highly trained individuals. We will not make it significantly less time-consuming without sacrificing quality. And so, I am afraid, we will not make that core task significantly less expensive without cheapening it.

Pamela Hieronymi is a professor of philosophy at the University of California at Los Angeles and, this year, a fellow at the Center for Advanced Study in the Behavioral Sciences at Stanford University.

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Commentary This spring, Harvard University and the Massachusetts Institute of Technology announced a $60-million venture to offer free classes online. Just last month the University of California at Berkeley said it would also join the effort. John Hennessy, president of Stanford, recently predicted that a technology "tsunami" is about to hit higher education.

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How to differentiate without planning 30 individual lessons!

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How to differentiate without planning 30 individual lessons!

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We've all heard it... the suggestion to write an individual plan for every single student in your class in order to differentiate instruction. The last time I heard this, I went into panic mode. I had 96 students and about 20 minutes of solid planning time.

In the defense of the well-meaning administrators suggesting that we write down a plan for every student, they want every student to succeed. Luckily us teachers do as well. We just need a way to differentiate for students that doesn't totally consume our lives in and outside of school. I strongly believe that planning should be done during school hours because it's not fair to our families when we're at school until 9pm. So here you are - some great ways to differentiate that work well for you AND your students!

"On the fly" differentiation for students

I don't think that all differentiation can be planned. Even after pre-assessing a student, you may find that they need more or less help than it seems. Many teachers differentiate naturally during their lessons without even thinking about it.

Here are some examples:

Bobby has an AHA! moment in math small group and rushes back to his desk to finish subtracting the cost of supplies for his lemonade stand PBL. He ends up ahead of the other students. You put him on the computer to research the cost of a special sign he wants to design for his lemonade stand.

Cam did well on the pre-assessment showing that she knows how to write an introduction, but she's struggling to come up with ideas for her hook. You pair her with a very talkative student and give them some question prompts that will help her come up with a hook.

Billy normally does very well in reading class, but he seems very tired and unmotivated today. You move him to read with a partner in a well-lit area where him and his partner can stand and read to each other.

These "on the fly" actions allow for very specific differentiation for each student based off of what they need at that exact moment in time. Not every student will need modifications every lesson, so this allows you to only differentiate as much as needed!

Built-in Differentiation

Differentiation can be built into our lessons in a way that's very flexible (and allows for those "on the fly" modifications). Here are some ways you can plan for differentiation in one single lesson plan.

Pre-assessment

Plan a 5 minute pre-assessment before the lesson. It's important that you determine how you're going to use this information before you give the assessment. I'm totally guilting of giving pre-assessments, registering the information in my mind, and then just teaching my regular lesson. Build differentiation into your lesson based off of the different groups of students you'll have after the pre-assessment. If you don't have students for every group that you planned, that's ok!

Your students will probably fall into these three groups:

1. Students that have no background with the skill.

2. Students that have the building blocks for the skill.

3. Students that already have mastery of the skill.

Students that have no background with the skill

Even if your lesson is a continuation of yesterday's lesson, you may find students that are still at square one. You may even have students that aren't quite ready. Here are some things you can plan to help this group:

Assist students using technology

Pull into small groups

Use mini-lessons to fill in gaps that are prerequisites to this skill

Prepare examples and/or text at a lower level

Outside help: If you have instructional aides, student teachers, or interventionists, plan for help during this time. If you have none of these people, team up with another teacher to provide extra help to these students during an enrichment activity.

Students that have the building blocks for the skill

These are the students that your regular lesson and activity are built for. You give instruction on the skill and then give them practice activities that guide them to mastery. You won't need as many modifications to the lesson with this group as you will with the other two, but you may find yourself doing more "on the fly" modifications when students "move" groups during the activity.

Incorporating different learning styles into your activity will help keep these students engaged and enhance learning for everyone!

Visual (spatial): pictures, images, and spatial understanding.

Aural (auditory-musical): sound and music.

Verbal (linguistic): words, both in speech and writing.

Physical (kinesthetic): hands-on activities

Logical (mathematical): logical activities with reasoning opportunities

Social (interpersonal): group or partner work

Solitary (intrapersonal): independent work

Students that already have mastery of the skill

Surprisingly, these students are often the ones that get left behind. We're used to handling students that struggle, but the ones that already know the concept baffle us. You might have some lessons with none of these students, and that's ok. You should still always plan for this group, even if you think the concept is way too hard for a student to possibly have already mastered!

Although it benefits students to help other students, you want to mix in activities that allow them to go beyond the activity. Extended inquiry is the best way for these students to get the most out of the activity. Plan extra work that allows these students to go above and beyond, not just extra worksheets of the same practice problems.

Introduce these students to the next skill.

Give them more difficult problems.

Allow them to use technology and other resources to further research the topic.

Why Project-based Learning is great for differentiation
Different approaches of lesson delivery
In project-based learning, students have many chances to understand the content. Before you start planning a PBL, you always want to have a goal in mind. What skills do you want them to practice? What do you want them to show in the end? Once you've answered those questions, you can come up with multiple ways to deliver the information. This connects close with different learning styles. What learning styles do you have in your classroom, and what approaches of lesson delivery have worked well with these students?

Here are some easy things to incorporate into PBL to deliver your lesson in different ways:

Videos

Reading selections

Writing assignments

Building a 3D model

Discussion

Different learning styles
One of the essential elements of PBL is student choice and voice. Not only do students have a choice in how to show what they've learned in the project they turn in, but they also have several choices throughout the project. All of my math-focused project-based learning activities include a choice in each step. Students can choose where they want to go with their project and how to get there. Everyone has to do the math calculations, but it can be done with the strategies and tools that work for the individual student. PBL gives students a chance to learn through technology, text, art, multimedia, and much more. It accommodates every learning style.

Find out more about differentiation during project-based learning here!

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How to differentiate without planning 30 individual lessons!

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We've all heard it... the suggestion to write an individual plan for every single student in your class in order to differentiate instruction. The last time I heard this, I went into panic mode. I had 96 students and about 20 minutes of solid planning time.

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6 Scaffolding Strategies to Use With Your Students | Edutopia

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6 Scaffolding Strategies to Use With Your Students | Edutopia

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What's the opposite of scaffolding a lesson? Saying to students, "Read this nine-page science article, write a detailed essay on the topic it explores, and turn it in by Wednesday." Yikes-no safety net, no parachute, no scaffolding-they're just left blowing in the wind.

Let's start by agreeing that scaffolding a lesson and differentiating instruction are two different things. Scaffolding is breaking up the learning into chunks and then providing a tool, or structure, with each chunk. When scaffolding reading, for example, you might preview the text and discuss key vocabulary, or chunk the text and then read and discuss as you go. With differentiation, you might give a child an entirely different piece of text to read, or shorten the text or alter it, and/or modify the writing assignment that follows.

Simply put, scaffolding is what you do first with kids-for those students who are still struggling, you may need to differentiate by modifying an assignment and/or making accommodations (for example, by choosing more accessible text and/or assigning an alternative project).

Scaffolding and differentiation do have something in common, though. In order to meet students where they are and appropriately scaffold a lesson, or differentiate instruction, you have to know the individual and collective zone of proximal development (ZPD) of your learners. As education researcher Eileen Raymond states, "The ZPD is the distance between what children can do by themselves and the next learning that they can be helped to achieve with competent assistance."

So let's get to some scaffolding strategies you may or may not have tried yet. Or perhaps you've not used them in some time and need a gentle reminder on how awesome and helpful they can be when it comes to student learning.

1. Show and Tell

How many of us say that we learn best by seeing something rather than hearing about it? Modeling for students is a cornerstone of scaffolding, in my experience. Have you ever interrupted someone with "Just show me!" while they were in the middle of explaining how to do something? Every chance you have, show or demonstrate to students exactly what they are expected to do.

Try the fishbowl activity, where a small group in the center is circled by the rest of the class; the group in the middle, or fishbowl, engages in an activity, modeling how it's done for the larger group.

Always show students the outcome or product before they do it. If a teacher assigns a persuasive essay or inquiry-based science project, a model should be presented side-by-side with a criteria chart or rubric. You can guide students through each step of the process with the model of the finished product in hand.

Use think alouds, which will allow you to model your thought process as you read a text, solve a problem, or design a project. Remember that children's cognitive abilities are still in development, so opportunities for them to see developed, critical thinking are essential.

2. Tap Into Prior Knowledge

Ask students to share their own experiences, hunches, and ideas about the content or concept of study and have them relate and connect it to their own lives. Sometimes you may have to offer hints and suggestions, leading them to the connections a bit, but once they get there, they will grasp the content as their own.

Launching the learning in your classroom from the prior knowledge of your students and using this as a framework for future lessons is not only a scaffolding technique-many would agree it's just plain good teaching.

3. Give Time to Talk

All learners need time to process new ideas and information. They also need time to verbally make sense of and articulate their learning with the community of learners who are engaged in the same experience and journey. As we all know, structured discussions really work best with children regardless of their level of maturation. If you aren't weaving in think-pair-share, turn-and-talk, triad teams, or some other structured talking time throughout the lesson, you should begin including this crucial strategy on a regular basis.

4. Pre-Teach Vocabulary

Sometimes referred to as front-loading vocabulary, this is a strategy that we teachers don't use enough. Many of us, myself included, are guilty of sending students all alone down the bumpy, muddy path known as Challenging Text-a road booby-trapped with difficult vocabulary. We send them ill-prepared and then are often shocked when they: a) lose interest, b) create a ruckus, or c) fall asleep.

Pre-teaching vocabulary doesn't mean pulling a dozen words from the chapter and having kids look up definitions and write them out-we all know how that will go. Instead, introduce the words to kids in photos or in context with things they know and are interested in. Use analogies and metaphors, and invite students to create a symbol or drawing for each word. Give time for discussion of the words (small groups and whole class). Not until they've done all this should the dictionaries come out. And the dictionaries will be used only to compare with those definitions they've already discovered on their own.

With the dozen or so words front-loaded, students are ready, with you as their guide, to tackle that challenging text.

5. Use Visual Aids

Graphic organizers, pictures, and charts can all serve as scaffolding tools. Graphic organizers are very specific in that they help kids visually represent their ideas, organize information, and grasp concepts such as sequencing and cause and effect.

A graphic organizer shouldn't be The Product but rather a scaffolding tool that helps guide and shape the students' thinking. Some students can dive right into a discussion, or writing an essay, or synthesizing several different hypotheses, without using a graphic organizer of some sort, but many of our students benefit from using one with a difficult reading or challenging new information. Think of graphic organizers as training wheels-they are temporary and meant to be removed.

6. Pause, Ask Questions, Pause, Review

This is a wonderful way to check for understanding while students read a chunk of difficult text or learn a new concept or content. Here's how this strategy works: a new idea from discussion or the reading is shared, then you pause (providing think time), and then ask a strategic question, pausing again. You need to design the questions ahead of time, making sure they are specific, guiding, and open-ended. (Even great questions fail if we don't give think time for responses, so hold out during that Uncomfortable Silence.) Keep kids engaged as active listeners by calling on someone to give the gist of what was just discussed/discovered/questioned. If the class seems stuck on the questions, provide an opportunity for students to discuss in pairs.

Trying Something New

With all the diverse learners in our classrooms, there is a strong need for teachers to learn and experiment with new scaffolding strategies. I often say to teachers I support that they have slow down in order to go quickly. Scaffolding a lesson may, in fact, take longer to teach, but the end product is of far greater quality and the experience much more rewarding for all involved.

Please share with us scaffolding strategies that work well for your students.

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6 Scaffolding Strategies to Use With Your Students

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What's the opposite of scaffolding a lesson? Saying to students, "Read this nine-page science article, write a detailed essay on the topic it explores, and turn it in by Wednesday." Yikes-no safety net, no parachute, no scaffolding-they're just left blowing in the wind.

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Activities for Kids with ADHD: 10 Sports for Distractible Kids

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Activities for Kids with ADHD: 10 Sports for Distractible Kids

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Active kids are healthy kids, but not all sports play well with ADHD traits. Learn why parents and experts recommend martial arts, swimming, tennis, and 7 other activities to promote health, self-esteem, and teamwork.

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Karate or Kickball? Fencing or Football? The Best Sports for Kids with ADHD

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Active kids are healthy kids, but not all sports play well with ADHD traits. Learn why parents and experts recommend martial arts, swimming, tennis, and 7 other activities to promote health, self-esteem, and teamwork.

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Assessment

Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this Module.

1. Define fidelity of implementation and discuss its importance.

2. List the key components of fidelity of implementation and briefly describe each.

3. Discuss the importance of implementing an EBP for the recommended exposure/duration. What can happen if you do not?

4. Imagine that you are implementing an evidence-based reading practice to improve the reading comprehension of the 20 students in your classroom. It is near the beginning of the year, and until now much of your reading instruction has been conducted in a whole-group setting. However, this EBP requires instruction with small groups.

1. For this practice, there are no formal training opportunities. Describe how you will learn how to implement the practice with fidelity.

2. Discuss one consideration for classroom management.

3. The EBP contains three core components. Following several weeks of implementation, you decide to stop implementing one component that your students appear to find boring. Discuss how this adaptation might affect your students’ outcomes.

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Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this Module.

1. Define fidelity of implementation and discuss its importance.

2. List the key components of fidelity of implementation and briefly describe each.

3. Discuss the importance of implementing an EBP for the recommended exposure/duration. What can happen if you do not?

4. Imagine that you are implementing an evidence-based reading practice to improve the reading comprehension of the 20 students in your classroom. It is near the beginning of the year, and until now much of your reading instruction has been conducted in a whole-group setting. However, this EBP requires instruction with small groups.

1. For this practice, there are no formal training opportunities. Describe how you will learn how to implement the practice with fidelity.

2. Discuss one consideration for classroom management.

3. The EBP contains three core components. Following several weeks of implementation, you decide to stop implementing one component that your students appear to find boring. Discuss how this adaptation might affect your students' outcomes.

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Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires.

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The table below illustrates that peer coaching, used in combination with the study of theory, demonstrations, and opportunities to practice, resulted in 95% of trainees using the new instructional technique with fidelity in the classroom (i.e., transfer). The data in each of the table’s columns depict an additive effect of each training component. For instance, the data for knowledge indicate:

10% of participants attained thorough knowledge of the technique after studying the theory (i.e., knowledge of or rationale for the new skills or strategies).

30% attained thorough knowledge after the combination of studying the theory, plus demonstrations (i.e., modeling).

60% attained thorough knowledge after the combination of studying the theory, plus demonstrations, plus practice.

95% attained thorough knowledge after the combination of studying the theory, plus demonstrations, plus practice, plus peer coaching.

Training Components and Attainment of Outcomes in
Terms of Percent of Participants
Components | Outcomes
| Knowledge | Skill | Transfer
Study of Theory | 10% | 5% | 0%
Demonstrations | 30% | 20% | 0%
Practice | 60% | 60% | 5%
Peer Coaching | 95% | 95% | 95%

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Research Shows

Lack of implementation fidelity might result in a practice or program being less effective, less efficient, or producing less-predictable responses.
(Grow et al., 2009; Wilder, Atwell, & Wine, 2006; Noell, Gresham, & Gansle, 2002)

When programs implemented with fidelity are compared to programs not implemented with fidelity, the difference in effectiveness is profound. Those implemented with fidelity yield average effect sizes that are two to three times higher.
(Durlak & DuPre, 2008)

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The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 iris@vanderbilt.edu. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E170001. The contents of this Website do not necessarily represent the policy of the U.S.

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These summaries of research about the effectiveness of instructional strategies and interventions contain links to research reports and include information about an intervention's level of effectiveness and the age groups for which it is designed.

The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 iris@vanderbilt.edu. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E170001. The contents of this Website do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Sarah Allen.

Copyright 2018 Vanderbilt University. All rights reserved.

* For refund and privacy policy information visit our Help & Support page.

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These summaries of research about the effectiveness of instructional strategies and interventions contain links to research reports and include information about an intervention's level of effectiveness and the age groups for which it is designed. The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 iris@vanderbilt.edu.

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The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 iris@vanderbilt.edu. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E170001. The contents of this Website do not necessarily represent the policy of the U.S.

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Wireless Technology In Education | Kajeet Smartspot

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No need to discard them, you can bring those devices to Kajeet, and we can provide you with the same CIPA-compliant, education-only filtering that you would receive on the Kajeet SmartSpot only embedded in your current computing devices. Be sure to ask your Kajeet representative for details about our convenient Bring Your Own Device (BYOD) conversion program.

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When by the Gates Foundation in November 2015 about the biggest barriers to using digital resources, the most common response was "My students do not have access to technology outside of the classroom." 3,100 teachers were surveyed

The lack of access to high-speed internet and its impact on learning is well-documented. What has been coined as "the digital divide" is one of many problems that threaten students from mid to low-income families nationwide. 33% of low and moderate-income families-and 50% of families below the poverty line- do not have home access to high-speed internet.The Joan Ganz Cooney Center's recent Opportunity for All? report succinctly describes the impact, both negative and positive, that technology and the lack thereof can have:

Unfortunately, the students that lack the means to use this technology are the students that need it the most-and it doesn't just affect them outside of the classroom.

Sure, there is incredible work being done to make high-speed internet accessible to everyone. For example, the FCC voted a few weeks ago to expand the Lifeline program to include access to broadband internet. But we are still years away from the gap being eliminated. When 3,100 teachers were surveyed by the Gates Foundation in November 2015 about the biggest barriers to using digital resources, the most common response was "My students do not have access to technology outside of the classroom."

Educators are no strangers to making micro-changes in the classroom before policy and administration have the chance to catch up. Great teachers diagnose the needs of their classroom and develop a patchwork solution that improves the learning environment for every student. So, what can a classroom teacher do to mitigate the effects of unequal internet access at home-while still maximizing the use of classroom technology in a strategic and effective way?

1. Start with the basics-research your student and their families, and respond accordingly

Don't assume that because students can see your posts on a website or can access a service like Remind or Edmodo that they have uninhibited internet access. Students may be accessing these through inconsistent means, such as a parent's mobile device that relies on a monthly data plan. Opportunity for All says 33% of families below the poverty line access the internet solely through a mobile device. What happens when a large project is due towards the end of the month and the student's family has consumed all data for the month?

Additionally, the Opportunity for All report suggests "parents with less education and lower incomes tend to help their children less, but to depend on their children more" as it relates to using technology. In families without home internet access, parents are less likely to be able to "evaluate and interpret" information and content that students encounter online.

Teachers need to be cognizant of how their students and families interact with technology. For example, spend some time at the beginning of the year discovering the digital landscape of the classroom by giving students and parents a "Student Technology Access & Use Survey" (STAUS) similar to the one created by Brian Sersion and Douglas Stevens of Cincinnati Public Schools.

2. Be proactive in creating lessons and assignments, thoughtfully

Think carefully before assigning online research, a lab simulation, or writing assignments that need to be done at home on a desktop or laptop. LMS's and many web pages provide a considerably different experience on a mobile device, and may have limited functionality if the sites weren't designed with mobile in mind-and that's assuming that there's actually mobile access at home.

We differentiate based on student exceptionalities, but we need to start thinking about how we differentiate for the digital divide, as well.

In every classroom, there must always be a strategic response to the question "How does the use of technology contribute to the learning taking place in this lesson?" When creating a lesson with technology as an integral piece, be able to explain why that technology is an integral piece and-more importantly-how you are going to accommodate for students without home access.

3. Put extra effort towards pushing digital literacy

Basic tips for any classroom in teaching digital literacy are especially important to be aware of when considering students that may be new to the internet in an academic setting. Routine tasks in word processing, web browsing, creating PowerPoints and YouTube videos should be built into classroom procedures at the beginning of the year to accommodate those students that are unfamiliar. Do not expect students to have the same familiarity with the web that you do, even if they can Snapchat faster than you can snap your fingers. For example, spend some time discussing what a credible web page looks like.

4. Provide extra opportunities for technology and internet access

Once you've got a better idea of your students and parents' access at home, find a consistent time before or after school where students can come in and use the technology available in the school-and allow their parents to join. In fact, consider hosting an optional technology night that teaches parents about the school's expectations and provides tutorials on commonly-used apps, programs, and basic digital literacy skills.

There are also access opportunities outside of school and the home-but sadly, those opportunities aren't always known. Only 21% of those students without home access use public libraries to access the internet. Provide students and parents with a guide with basic information on nearby libraries' locations, policies, and hours, as many students may not be aware of the community centers in close proximity to their homes.

5. Advocate for more resources in your district or school

What resources and solutions are available to students without access at the school or district level? One potential answer might be the Kajeet SmartSpot, a broadband hotspot that can be purchased by the school and loaned out to students in need.

While the students and schools in most need of these devices are the ones least likely to be able to afford them, educators could apply for grants or seek alternative funding to purchase these devices. And if your district can afford them, talk to your administration about what is purchased and being done to eliminate the digital divide.

And access doesn't just come with tools-it comes with smarter educators. Push for more professional development, and open the dialogue within the professional community at your school and district.

Digital inequality is cyclical in nature. As the "Opportunity for All?" report explains, "Digital inequality can contribute to educational inequality, which in turn perpetuates economic inequality." Hence, this is not just the problem of students, teachers, or parents-it's everyone's problem. But instead of waiting for national policies and programs to save the day, educators must adapt and create flexible solutions to combat the troubling cycle of unequal access.

Sean Wolohan (@sean_wolohan) is a Math and Science Teacher at St. Peter and Paul School in Tulsa, Oklahoma.

This post is part of the EdSurge Fifty States Project (representing the state of Oklahoma). The project is supported in part by the Bill & Melinda Gates Foundation. The thoughts and opinions expressed here are those of the individual contributors alone and do not reflect the views of the Bill & Melinda Gates Foundation.

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How Teachers Can Provide Equal Learning in a World of Unequal Access - EdSurge News

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When by the Gates Foundation in November 2015 about the biggest barriers to using digital resources, the most common response was "My students do not have access to technology outside of the classroom." 3,100 teachers were surveyed The lack of access to high-speed internet and its impact on learning is well-documented.

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I took one of the very first MOOCs, and back then the videos, assignments, and certificates were all free. That was in 2011. Unfortunately, this experience can't be replicated in 2017.

As MOOC providers focussed on finding a business model, they started putting certain aspects of the experience behind a paywall, hoping to get more people to pay. MOOCs went from free to free to audit (nevermind that the concept of auditing a class is completely foreign in most parts of the world).

Free certificates were the first items to be shifted from free to pay. Then the graded assignments were put behind paywall. Now all the major MOOC providers have (or will soon have) some courses that are completely paid (even the videos).

This shift to a freemium model, with more and more chances to up-sell, seems to be working for the providers, with the top three players earning more than $100 million combined last year.

Each provider has a different model, and that can be really confusing to students. So here's a summary of what free means for the four biggest MOOC players.

EdX

edX, started jointly by Harvard University and the Massachusetts Institute of Technology, is the only major MOOC provider to still offer graded assignments for free. It was also the last major provider to do away free certificates and held out till the end of 2015.

edX also offers certain courses that are not free at all, which they call Professional Education. These typically cost hundreds of dollars.

But beyond that, all the edX courses are completely free to take, and students only need to pay if they want to earn a certificate.

Other popular MOOC stories

Coursera

Coursera aggressively tweaks its monetization model, which can lead to constant changes in how its courses work. Different courses have different policies-which sometimes depends on when they were launched and what the policies were at the time. It will be difficult to cover every scenario, so let's focus on policies that apply to most courses, which also reflects the direction Coursera wants to move into it.

A good majority of the new courses on Coursera are part of a specialization, a series of short courses that lead a microcredential. Last year, Coursera introduced subscriptions for their specializations. Instead of paying per course, students pay a monthly subscription as long as they want to access the premium aspects of the course. Under this model, the videos are free to watch, but students have to sign up for a subscription to get a certificate and access graded assignments.

Most recently, Coursera introduced a 7-day free trial for subscriptions. For students who want to get to course videos for free, they need to click on the tiny audit link on the bottom right, as shown in the screenshot above. Many students probably don't even notice that as an option.

A small number of courses that are not part of any specializations, sometimes have the option to sign up for an "audit mode," where even the graded assignments are free to take.

For a long time, Coursera had a liberal financial-aid policy, but recently they clamped down on it, and it now takes at least 15 days for them to respond to financial aid applications.

FutureLearn is the UK-based MOOC provider wholly owned by The Open University. It has close to six million students, making it one of top 5 MOOC providers in the world.

FutureLearn never offered a free certificate to begin with. But recently, FutureLearn introduced a new pricing model that limits access to the course contents once the course is over.

Under the new pricing model, the exams sit behind a paywall (similar to the way Coursera operates). The course content is still free to access, but it's only available for the duration of the course, and for two weeks after it ends. For unlimited access to the course (caveat: as long as it exists on FutureLearn), learners needs to upgrade. That costs about $30 to $90.

At the end of 2016, FutureLearn announced that it will offer six postgraduate degrees completely online in partnership with Deakin University. A majority of the courses created for the degree will not be free.

Unlike the other MOOC providers listed above, Udacity does not partner with colleges, preferring to partner with tech companies. They also create their own courses, which sometimes are taught by people at the partner tech companies.

Udacity was the first MOOC provider to stop providing free certificates back in May 2014, and it does not give out certificates for individual courses. Udacity offers its own proprietary micro-credential known as Nanodegrees. Nanodegrees can take months to finish, and they usually consist of online courses, human-graded projects, and some mentorship.

The courses that are part of Nanodegree are usually free to take (though getting the certificate requires payment). They also contain some basic quizzes and interactive coding assignments (mostly in Python).

Most recently Udacity acquired Terminal.com, and will integrate Terminal.com's interactive coding environment into its Nanodegrees. It probably won't be part of free courses.

***

The fact that MOOCs were free sparked widespread interest in them. Students got excited because they were getting to learn from the best in the world for free (and that's why I built Class Central to help me keep track of them.) The media got excited because they got to write clickbait titles about the death of universities.

But once the hype died down and MOOC providers tried to monetize, they found it difficult to do so without charging for content. Matt Walton, chief product officer at FutureLearn, said this about their recent pricing change: "Research we carried out showed that a certificate on its own doesn't offer enough value for money and that some people don't want or need a certificate."

So the MOOC paywall had to expand to include parts of the content. Every MOOC provider has expanded their product lines to target multiple price points from tens of dollars to tens of thousands of dollars. What's free in MOOCs has been constantly shrinking. Without true innovation in pricing, it will be difficult for MOOCs to reach the people who could benefit from them the most.

Dhawal Shah is the founder and CEO of Class Central

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MOOCs Started Out Completely Free. Where Are They Now? (EdSurge News)

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I took one of the very first MOOCs, and back then the videos, assignments, and certificates were all free. That was in 2011. Unfortunately, this experience can't be replicated in 2017. As MOOC providers focussed on finding a business model, they started putting certain aspects of the exper

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Bridging a Digital Divide That Leaves Schoolchildren Behind - The New York Times

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Bridging a Digital Divide That Leaves Schoolchildren Behind - The New York Times

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McALLEN, Tex. - At 7 p.m. on a recent Wednesday, Isabella and Tony Ruiz were standing in their usual homework spot, on a crumbling sidewalk across the street from the elementary school nearest to their home.

"I got it. I'm going to download," Isabella said to her brother Tony as they connected to the school's wireless hot spot and watched her teacher's math guide slowly appear on the cracked screen of the family smartphone.

Isabella, 11, and Tony, 12, were outside the school because they have no Internet service at home - and connectivity is getting harder. With their mother, Maria, out of work for months and money coming only from their father, Isaias, who washes dishes, the family had cut back on almost everything, including their cellphone data plan.

So every weeknight, the siblings stood outside the low-slung school, sometimes for hours, to complete homework for the sixth grade.

"There's just no funds left," Maria Ruiz said later outside the family's white clapboard rental home. "It worries me because it will become more important to have Internet when they have to do more homework."

With many educators pushing for students to use resources on the Internet with class work, the federal government is now grappling with a stark disparity in access to technology, between students who have high-speed Internet at home and an estimated five million families who are without it and who are struggling to keep up.

The challenge is felt across the nation. Some students in Coachella, Calif., and Huntsville, Ala., depend on school buses that have free Wi-Fi to complete their homework. The buses are sometimes parked in residential neighborhoods overnight so that children can connect and continue studying. In cities like Detroit, Miami and New Orleans, where as many as one-third of homes do not have broadband, children crowd libraries and fast-food restaurants to use free hot spots.

The divide is driving action at the federal level. Members of the Federal Communications Commission are expected to vote next month on repurposing a roughly $2 billion-a-year phone subsidy program, known as Lifeline, to include subsidies for broadband services in low-income homes.

Image

With Maria Ruiz out of work, the family had to cut expenses, including Internet and cellphone data service. Dinner is prepared outside on a grill.

Credit Ilana Panich-Linsman for The New York Times

"This is what I call the homework gap, and it is the cruelest part of the digital divide," said Jessica Rosenworcel, a Democratic member of the commission who has pushed to overhaul the Lifeline program.

Ms. Rosenworcel cited research showing that seven in 10 teachers now assign homework that requires web access. Yet one-third of kindergartners through 12th graders in the United States, from low-income and rural households, are unable to go online from home. The Obama administration announced in July its own program to help address the problem, deploying free and affordable broadband into public housing.

The Lifeline plan has drawn strong criticism from the two Republicans among the five F.C.C. commissioners, and from some lawmakers, who say the program, which was introduced in 1985 to bring phone services to low-income families, has been wasteful and was abused.

In 2008, when the commission added subsidies for mobile-phone services to discounts for landlines, some homes started double-billing the program, and the budget for the fund ballooned. Various investigations, including a government review in early 2015, questioned the effectiveness of the phone program and whether the commission had done enough to monitor for abuse.

But advocacy groups for children and minorities have backed the F.C.C. plan, saying it will be important in preventing students from falling further behind their peers.

"For young people, broadband is like the air we breathe," said James P. Steyer, chief executive of Common Sense Media, a nonprofit group known for its reviews and age-based ratings of videos, websites and books that has campaigned for the changes in Lifeline. His organization earns licensing fees from Internet service providers that may stand to gain from the expansion of the F.C.C. program.

"It's essential for school and future job opportunity," Mr. Steyer said. "So it is desperately important that we make broadband affordable for low-income families and minorities, because we can't be a society of haves and have-nots."

Few places better illustrate the challenges faced by students without broadband than McAllen, in South Texas, and the surrounding area in the Rio Grande Valley. Poverty rates in the region are high. In some towns, as many as 40 percent of households have no access to the Internet, among the lowest access rates in the country, according to a 2014 study by the National Digital Inclusion Alliance.

Brigida Castro, who lives in a concrete home off a one-lane road in the town of Donna, said the main local Internet provider had told her it could not bring service to her street. Her daughter, Perla, 16, is a junior at a high school in the South Texas Independent School District geared toward directing students into medical professions. The school district has put Wi-Fi on more than 100 school buses to help students who do not have access at home, and Perla relies on school bus rides - nearly three hours a day - to finish homework.

"I could go home on a shorter bus route, but I want to get A's," Perla said.

Marla M. Guerra, superintendent of the school district, said that it had little choice but to require more technology in class work, even though many families did not have broadband access.

Perla Castro, top, of Donna, Tex., relies on school bus rides for Internet access. The school district has put Wi-Fi on buses to help students who do not have access at home. Credit Ilana Panich-Linsman for The New York Times

"We try to accommodate those without access in every way we can," she said, "but we can't hold back on our use of technology in the classrooms because we have to prepare our children for the world that is waiting for them."

In McAllen Independent School District, which has 33 schools and 25,000 students, each location runs wireless hot spots 24 hours a day so that students can sit in parking lots or crouch against school walls to do homework into the night.

Some municipalities are trying other solutions. The city of Pharr, with the help of the Federal Reserve Bank of Dallas, has proposed using local tax funds to bring Internet service to all homes and to put free hot spots around town.

But the biggest boon would be the Lifeline overhaul.

"This is a population tailor-made for this F.C.C. plan," said Jordana Barton, a community development director for the Federal Reserve Bank of Dallas. "Lack of broadband has inhibited their ability to participate in the economy, and over and over, what I see is the homework divide that is keeping children behind."

Teachers do their part to help. In the McAllen school district, an eighth-grade math teacher, Sandra Guerra, recently chatted online with six students who were stuck on a problem about polynomials. She sent them a digital photo of the equation and detailed steps to solve the problem.

The next morning, knowing some students had no Internet at home and were working off worksheets she had prepared for them, Ms. Guerra started class with a review of the problem that had troubled other students the night before.

"I have 50 minutes with them in class, and I can't cover everything in that time, so the learning continues when they are home and they can go online," Ms. Guerra said.

Not every teacher is as understanding. Yunuen Reyes, 17, a high school senior in Pharr, does not have Internet at home and typically has three hours of homework a day that require research and collaboration with classmates online. Some assignments and take-home exams are due by midnight and must be submitted over the web.

So after her shift working at the drive-up window of a Chinese restaurant, Yunuen scrambles to find Wi-Fi at a nearby Starbucks or at fast-food restaurants. Often, she goes to the home of a friend who lets her use the family computer and Internet connection. Recently, she got a C on an English assignment that she had not completed before the deadline to submit it online.

"It's stressful and embarrassing to keep asking my friend," Yunuen said. "I don't want to keep bothering her. But I also don't want my teachers to think I'm making excuses."

A version of this article appears in print on , on Page A1 of the New York edition with the headline: Bridging a Digital Divide That Is Leaving Schoolchildren Behind. Order Reprints | Today's Paper | Subscribe

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Bridging a Digital Divide That Leaves Schoolchildren Behind

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McALLEN, Tex. - At 7 p.m. on a recent Wednesday, Isabella and Tony Ruiz were standing in their usual homework spot, on a crumbling sidewalk across the street from the elementary school nearest to their home. "I got it.

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Project-Based Learning vs. Problem-Based Learning vs. X-BL | Edutopia

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Project-Based Learning vs. Problem-Based Learning vs. X-BL | Edutopia

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At the Buck Institute for Education (BIE), we've been keeping a list of the many types of "_____- based learning" we've run across over the years:

Case-based learning

Challenge-based learning

Community-based learning

Design-based learning

Game-based learning

Inquiry-based learning

Land-based learning

Passion-based learning

Place-based learning

Problem-based learning

Proficiency-based learning

Service-based learning

Studio-based learning

Team-based learning

Work-based learning

. . . and our new fave . . .

Zombie-based learning (look it up!)

Let's Try to Sort This Out

The term "project learning" derives from the work of John Dewey and dates back to William Kilpatrick, who first used the term in 1918. At BIE, we see project-based learning as a broad category which, as long as there is an extended "project" at the heart of it, could take several forms or be a combination of:

Designing and/or creating a tangible product, performance or event

Solving a real-world problem (may be simulated or fully authentic)

Investigating a topic or issue to develop an answer to an open-ended question

So according to our "big tent" model of PBL, some of the newer "X-BLs" -- problem-, challenge- and design-based -- are basically modern versions of the same concept. They feature, to varying degrees, all of BIE's Essential Elements of PBL, although each has its own distinct flavor. (And by the way, each of these three, along with project-based learning, falls under the general category of inquiry-based learning -- which also includes research papers, scientific investigations, Socratic Seminars or other text-based discussions, etc. The other X-BLs might involve some inquiry, too, but now we're getting into the weeds . . .)

Other X-BLs are so named because they use a specific context for learning, such as a particular place or type of activity. They may contain projects within them, or have some of the 8 Essential Elements, but not necessarily. For example, within a community- or service-based learning experience, students may plan and conduct a project that improves their local community or helps the people in it, but they may also do other activities that are not part of a project. Conversely, students may learn content and skills via a game-based or work-based program that does not involve anything like what we would call a PBL-style project.

Problem-Based Learning vs. Project-Based Learning

Because they have the same acronym, we get a lot of questions about the similarities and differences between the two PBLs. We even had questions ourselves -- some years ago we created units for high school economics and government that we called "problem-based." But we later changed the name to " Project-Based Economics" and " Project-Based Government" to eliminate confusion about which PBL it was.

We decided to call problem-based learning a subset of project-based learning -- that is, one of the ways a teacher could frame a project is "to solve a problem." But problem-BL does have its own history and set of typically-followed procedures, which are more formally observed than in other types of projects. The use of case studies and simulations as "problems" dates back to medical schools in the 1960s, and problem-BL is still more often seen in the post-secondary world than in K-12, where project-BL is more common.

Problem-based learning typically follow prescribed steps:

1. Presentation of an "ill-structured" (open-ended, "messy") problem

2. Problem definition or formulation (the problem statement)

3. Generation of a "knowledge inventory" (a list of "what we know about the problem" and "what we need to know")

4. Generation of possible solutions

5. Formulation of learning issues for self-directed and coached learning

6. Sharing of findings and solutions

If you're a project-BL teacher, this probably looks pretty familiar, even though the process goes by different names. Other than the framing and the more formalized steps in problem-BL, there's really not much conceptual difference between the two PBLs -- it's more a question of style and scope:

A Note on Math and the Two PBLs

Teachers at some K-12 schools that use project-BL as a primary instructional method, such as the New Technology Network and Envision Schools, have begun saying that they use problem-BL for math. Especially at the secondary level, teaching math primarily through multi-disciplinary projects has proved challenging. (Not that occasional multi-disciplinary projects including math are a bad idea!) By using problem-BL, these teachers feel they can design single-subject math projects -- aka "problems" -- that effectively teach more math content by being more limited in scope than many typical project-BL units. Tackling a "problem," for example, may not involve as much independent student inquiry, nor the creation of a complex product for presentation to a public audience.

How Does This Tale of Two PBLs End?

One could argue that completing any type of project involves solving a problem. If students are investigating an issue -- say, immigration policy -- the problem is deciding where they stand on it and how to communicate their views to a particular audience in a video. Or if students are building a new play structure for a playground, the problem is how to build it properly, given the users' wants and needs and the various constraints of safe, approved construction. Or even if they're writing stories for a book to be published about the Driving Question "How do we grow up?", the problem is how to express a unique, rich answer to the question.

So the semantics aren't worth worrying about, at least not for very long. The two PBLs are really two sides of the same coin. What type of PBL you decide to call your, er . . . extended learning experience just depends on how you frame it. The bottom line is the same: both PBLs can powerfully engage and effectively teach your students!

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Project-Based Learning vs. Problem-Based Learning vs. X-BL | Edutopia

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At the Buck Institute for Education (BIE), we've been keeping a list of the many types of "_____- based learning" we've run across over the years: Case-based learning Challenge-based learning Community-based learning Design-based learning Game-based learning Inquiry-based learning Land-based learning Passion-based learning Place-based learning Problem-based learning Proficiency-based learning Service-based learning Studio-based learning Team-based learning Work-based learning .

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FASHION, HOME + INTERIORS - Your Color, Many Materials

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FASHION, HOME + INTERIORS - Your Color, Many Materials

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FASHION, HOME + INTERIORS - Your Color, Many Materials

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FASHION, HOME + INTERIORS - Your Color, Many Materials

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Chapter 3. Assessing Community Needs and Resources | Section 14. SWOT Analysis: Strengths, Weaknesses, Opportunities, and Threats | Main Section | Community Tool Box

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Chapter 3. Assessing Community Needs and Resources | Section 14. SWOT Analysis: Strengths, Weaknesses, Opportunities, and Threats | Main Section | Community Tool Box

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Learn how to conduct a SWOT Analysis to identify situational strengths and weaknesses, as well as opportunities and threats.

What is a SWOT analysis and why should you use one?

When do you use SWOT?

What are the elements of a SWOT analysis?

How do you create a SWOT analysis?

How do you use your SWOT analysis?

Change is an inevitable part of community organizing. If you know how to take stock of the strengths, weaknesses, opportunities, and threats, you are more likely to plan and act effectively.

SWOT provides a tool to explore both internal and external factors that may influence your work.

What is a SWOT analysis and why should you use one?

SWOT stands for: Strength, Weakness, Opportunity, T hreat. A SWOT analysis guides you to identify your organization's strengths and weaknesses (S-W), as well as broader opportunities and threats (O-T). Developing a fuller awareness of the situation helps with both strategic planning and decision-making.

The SWOT method was originally developed for business and industry, but it is equally useful in the work of community health and development, education, and even for personal growth.

SWOT is not the only assessment technique you can use. Compare it with other assessment tools in the Community Tool Box to determine if this is the right approach for your situation. The strengths of this method are its simplicity and application to a variety of levels of operation.

When do you use SWOT?
A SWOT analysis can offer helpful perspectives at any stage of an effort. You might use it to:

Explore possibilities for new efforts or solutions to problems.

Make decisions about the best path for your initiative. Identifying your opportunities for success in context of threats to success can clarify directions and choices.

Determine where change is possible. If you are at a juncture or turning point, an inventory of your strengths and weaknesses can reveal priorities as well as possibilities.

Adjust and refine plans mid-course. A new opportunity might open wider avenues, while a new threat could close a path that once existed.

SWOT also offers a simple way of communicating about your initiative or program and an excellent way to organize information you've gathered from studies or surveys.

What are the elements of a SWOT analysis?

A SWOT analysis focuses on Strengths, Weaknesses, Opportunities, and Threats.

Remember that the purpose of performing a SWOT is to reveal positive forces that work together and potential problems that need to be recognized and possibly addressed.

We will discuss the process of creating the analysis below, but first here are a few sample layouts for your SWOT analysis.

Ask participants to answer these simple questions: what are the strengths and weaknesses of your group, community, or effort, and what are the opportunities and threats facing it?

If a looser structure helps you brainstorm, you can group positives and negatives to think broadly about your organization and its external environment.

Below is a third option for structuring your SWOT analysis, which may be appropriate for a larger initiative that requires detailed planning. This "TOWS Matrix" is adapted from Fred David's Strategic Management text.

Opportunity-Strength (OS) Strategies
Use the strengths to take advantage of opportunities
1.
2.

Opportunity-Weakness (OW) Strategies
Overcome weaknesses by taking advantage of opportunities
1.
2.

Threat-Strength (TS) Strategies
Use strengths to avoid threats
1.
2.

Threat-Weakness (TW) Strategies
Minimize weaknesses and avoid threats
1.
2.

David gives an example for Campbell Soup Company that stresses financial goals, but it also illustrates how you can pair the items within a SWOT grid to develop strategies. (This version of the chart is abbreviated.)

Opportunity-Strength (OS) Strategies

Acquire food company in Europe (S1, S3, O1)

Develop new healthy soups (S2, O2)

Opportunity-Weakness (OW) Strategies

Develop new Pepperidge Farm products (W1, O2, O3)

Threat-Strength (TS) Strategies

Develop new biodegradable soup containers (S1, T2)

Threat-Weakness (TW) Strategies

Close unprofitable European operations (W3, T1)

This example also illustrates how threats can become opportunities (and vice versa). The limitation of tin cans (which aren't biodegradable) creates an opportunity for leadership in developing biodegradable containers. There are several formats you can use to do a SWOT analysis, including a basic SWOT form that you can use to prompt analysis, but whatever format you use, don't be surprised if your strengths and weaknesses don't precisely match up to your opportunities and threats. You might need to refine, or you might need to simply look at the facts longer, or from a different angle. Your chart, list or table will certainly reveal patterns.

Listing Your Internal Factors: Strengths and Weaknesses (S, W)
Internal factors include your resources and experiences. General areas to consider:

Human resources - staff, volunteers, board members, target population

Physical resources - your location, building, equipment

Financial - grants, funding agencies, other sources of income

Activities and processes - programs you run, systems you employ

Past experiences - building blocks for learning and success, your reputation in the community

Don't be too modest when listing your strengths. If you're having difficulty naming them, start by simply listing your characteristics (e.g.., we're small, we're connected to the neighborhood). Some of these will probably be strengths.

Although the strengths and weakness of your organization are your internal qualities, don't overlook the perspective of people outside your group. Identify strengths and weaknesses from both your own point of view and that of others, including those you serve or deal with. Do others see problems--or assets--that you don't?

How do you get information about how outsiders perceive your strengths and weaknesses? You may know already if you've listened to those you serve. If not, this might be the time to gather that type of information. See related sections for ideas on conducting focus groups, user surveys, and listening sessions.

Listing External Factors: Opportunities and Threats (O, T)

Cast a wide net for the external part of the assessment. No organization, group, program, or neighborhood is immune to outside events and forces. Consider your connectedness, for better and worse, as you compile this part of your SWOT list.
Forces and facts that your group does not control include:

Future trends in your field or the culture

The economy - local, national, or international

Funding sources - foundations, donors, legislatures

Demographics - changes in the age, race, gender, culture of those you serve or in your area

The physical environment (Is your building in a growing part of town? Is the bus company cutting routes?)

Legislation (Do new federal requirements make your job harder...or easier?)

Local, national or international events

How do you create a SWOT analysis?

Who develops the SWOT?

The most common users of a SWOT analysis are team members and project managers who are responsible for decision-making and strategic planning.

But don't overlook anyone in the creation stage!

An individual or small group can develop a SWOT analysis, but it will be more effective if you take advantage of many stakeholders. Each person or group offers a different perspective on the strengths and weaknesses of your program and has different experiences of both.

Likewise, one staff member, or volunteer or stakeholder may have information about an opportunity or threat that is essential to understanding your position and determining your future.

When and where do you develop a SWOT analysis?

A SWOT analysis is often created during a retreat or planning session that allows several hours for brainstorming and analysis. The best results come when the process is collaborative and inclusive.

When creating the analysis, people are asked to pool their individual and shared knowledge and experience. The more relaxed, friendly and constructive the setting, the more truthful, comprehensive, insightful, and useful your analysis will be.

How do you develop a SWOT analysis?
Steps for conducting a SWOT analysis:

Designate a leader or group facilitator who has good listening and group process skills, and who can keep things moving and on track.

Designate a recorder to back up the leader if your group is large. Use newsprint on a flip chart or a large board to record the analysis and discussion points. You can record later in a more polished fashion to share with stakeholders and to update.

Introduce the SWOT method and its purpose in your organization. This can be as simple as asking, "Where are we, where can we go?" If you have time, you could run through a quick example based on a shared experience or well-known public issue.

Depending on the nature of your group and the time available, let all participants introduce themselves. Then divide your stakeholders into smaller groups. If your retreat or meeting draws several groups of stakeholders together, make sure you mix the small groups to get a range of perspectives, and give them a chance to introduce themselves.
The size of these depends on the size of your entire group - breakout groups can range from three to ten. If the size gets much larger, some members may not participate.

Have each group designate a recorder, and provide each with newsprint or dry -erase board. Direct them to create a SWOT analysis in the format you choose-a chart, columns, a matrix, or even a page for each quality.

Give the groups 20-30 minutes to brainstorm and fill out their own strengths, weakness, opportunities and threats chart for your program, initiative or effort. Encourage them not to rule out any ideas at this stage, or the next.

Remind groups that the way to have a good idea is to have lots of ideas. Refinement can come later. In this way, the SWOT analysis also supports valuable discussion within your group or organization as you honestly assess.

It helps to generate lots of comments about your organization and your program, and even to put them in multiple categories if that provokes thought.

Once a list has been generated, it helps to refine it to the best 10 or fewer points so that the analysis can be truly helpful.

Reconvene the group at the agreed-upon time to share results. Gather information from the groups, recording on the flip-chart or board. Collect and organize the differing groups' ideas and perceptions.

Proceed in S-W-O-T order, recording strengths first, weaknesses second, etc.

Or you can begin by calling for the top priorities in each category -the strongest strength, most dangerous weakness, biggest opportunity, worst threat--and continue to work across each category.

Ask one group at a time to report ("Group A, what do you see as strengths?") You can vary which group begins the report so a certain group isn't always left "bringing up the end" and repeating points made by others. ("Group B, let's start with you for weaknesses.")

Or, you can open the floor to all groups ("What strengths have you noted?") for each category until all have contributed what they think is needed.

Discuss and record the results. Depending on your time frame and purpose:

Come to some consensus about the most important items in each category

Relate the analysis to your vision, mission, and goals

Translate the analysis to action plans and strategies

If appropriate, prepare a written summary of the SWOT analysis to share with participants for continued use in planning and implementation.

More ideas on conducting successful meetings can be found in Community Tool Box resources on conducting public forums and listening sessions, conducting focus groups, and organizing a retreat.

How do you use your SWOT analysis?

Better understanding the factors affecting your initiative put you in a better position for action. This understanding helps as you:

Identify the issues or problems you intend to change

Set or reaffirm goals

Create an action plan

As you consider your analysis, be open to the possibilities that exist within a weakness or threat. Likewise, recognize that an opportunity can become a threat if everyone else sees the opportunity and plans to take advantage of it as well, thereby increasing your competition.

Finally, during your assessment and planning, you might keep an image in mind to help you make the most of a SWOT analysis: Look for a "stretch," not just a "fit." As Radha Balamuralikrishna and John C. Dugger of Iowa State University point out, SWOT usually reflects your current position or situation. Therefore one drawback is that it might not encourage openness to new possibilities. You can use SWOT to justify a course that has already been decided upon, but if your goal is to grow or improve, you will want to keep this in mind.

In Summary

A realistic recognition of the weaknesses and threats that exist for your effort is the first step to countering them with a robust set of strategies that build upon strengths and opportunities. A SWOT analysis identifies your strengths, weaknesses, opportunities and threats to assist you in making strategic plans and decisions.

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Section 14. SWOT Analysis: Strengths, Weaknesses, Opportunities, and Threats

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Learn how to conduct a SWOT Analysis to identify situational strengths and weaknesses, as well as opportunities and threats. What is a SWOT analysis and why should you use one? When do you use SWOT? What are the elements of a SWOT analysis? How do you create a SWOT analysis?

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Resources for Closing the Digital Divide | Edutopia

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Resources for Closing the Digital Divide | Edutopia

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Learn more about the changing landscape of the "digital divide," and explore resources that discuss how to improve digital access and help all students develop digital and media literacy.

Understand The State of the Divide

Take Action to Improve Digital Access

Closing Digital Learning Gaps

What a Decade of Education Research Tells Us About Technology in the Hands of Underserved Students: Access alone isn't enough to raise the bar for underserved students. Consider five tips on using digital tools meaningfully within the context of authentic learning tasks. (EdSurge, 2016)

The New Face of STEAM: Find out how one award-winning school is modeling a pathway into STEAM for underrepresented minority groups through culturally relevant narratives, choice, autonomy, and time for collaboration. (Edutopia, 2016)

Coding in the Classroom: A Long Overdue Inclusion: By promoting code literacy, see how schools could improve education equity, be more inclusive, improve STEM proficiency, and build neuroplasticity associated with multilingual education. Another good read: "Should Coding be the "New Foreign Language" Requirement?" (Edutopia, 2015)

Big Thinkers: Nichole Pinkard on Digital Literacy: Watch this video to hear Digital Youth Network (DYN) founder Nichole Pinkard describe how her organization empowers young people with critical digital literacy skills that make them academically and professionally competitive. (Edutopia, 2013)

Developing Media and Digital Literacy

Do you know of other useful resources, or are there other types of resources you'd like to see included on this page? Please share your feedback in the comments.

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Resources for Closing the Digital Divide

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Learn more about the changing landscape of the "digital divide," and explore resources that discuss how to improve digital access and help all students develop digital and media literacy. What a Decade of Education Research Tells Us About Technology in the Hands of Underserved Students: Access alone isn't enough to raise the bar for underserved students.

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Resources for Closing the Digital Divide | Edutopia

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Resources for Closing the Digital Divide | Edutopia

# data[].attributes.attachment_link.readable_text
Learn more about the changing landscape of the "digital divide," and explore resources that discuss how to improve digital access and help all students develop digital and media literacy.

Understand The State of the Divide

Take Action to Improve Digital Access

Closing Digital Learning Gaps

What a Decade of Education Research Tells Us About Technology in the Hands of Underserved Students: Access alone isn't enough to raise the bar for underserved students. Consider five tips on using digital tools meaningfully within the context of authentic learning tasks. (EdSurge, 2016)

The New Face of STEAM: Find out how one award-winning school is modeling a pathway into STEAM for underrepresented minority groups through culturally relevant narratives, choice, autonomy, and time for collaboration. (Edutopia, 2016)

Coding in the Classroom: A Long Overdue Inclusion: By promoting code literacy, see how schools could improve education equity, be more inclusive, improve STEM proficiency, and build neuroplasticity associated with multilingual education. Another good read: "Should Coding be the "New Foreign Language" Requirement?" (Edutopia, 2015)

Big Thinkers: Nichole Pinkard on Digital Literacy: Watch this video to hear Digital Youth Network (DYN) founder Nichole Pinkard describe how her organization empowers young people with critical digital literacy skills that make them academically and professionally competitive. (Edutopia, 2013)

Developing Media and Digital Literacy

Do you know of other useful resources, or are there other types of resources you'd like to see included on this page? Please share your feedback in the comments.

# data[].attributes.attachment_link.title
Resources for Closing the Digital Divide

# data[].attributes.attachment_link.description
Learn more about the changing landscape of the "digital divide," and explore resources that discuss how to improve digital access and help all students develop digital and media literacy. What a Decade of Education Research Tells Us About Technology in the Hands of Underserved Students: Access alone isn't enough to raise the bar for underserved students.

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Training

Research shows that educators who receive high-quality training and on-going support implement with greater fidelity than those who do not. Moreover, those who receive extensive training typically implement with greater fidelity than those who receive limited training. Effective high-quality training includes:

Presenting information—Typically delivered through a lecture or discussion, this includes all the facts and knowledge relevant to implement the practice (e.g., benefits, steps or components, implementation instructions, research base, effectiveness).

Demonstrating the skill or concept—This may involve a live or taped model or simulation of an individual implementing important aspects of the practice or program.

Providing opportunities to practice—Time is allotted during the session for participants to practice the skills (sometimes referred to as role plays or behavior rehearsals). To be successful, training should provide opportunities for participants to receive corrective feedback about their performance in a supportive atmosphere.

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Instructional Technology Resource Website | Content Specific Tools

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Instructional Technology Resource Website | Content Specific Tools

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This page provides a listing of many approved web-based tools that have been approved for content specific use. When a request is made for an online tool that requires setting up student accounts, or when a teacher creates an account and uses an online tool with students, the terms of use and privacy information must be carefully examined to ensure compliance with the CCPS Student Data Privacy Policy, Regulations and Guidelines in order to protect the privacy and safety of our students. This process protects not only our students, but also our staff to ensure that they know how to safely use an approved tool. For additional information about privacy concerns and Web 2.0 learning environments, please click here. If there is a tool that is not on the list that you would like to submit for review, you may use the Technology Request Center to enter a request.

The list will be updated as tools are approved to reflect the current status of many content-specific web-based tools, software, and websites. The top portion of the chart shows what resources have been reviewed with additional information as to how to safely use the tool. Staff is expected to read the short description and the recommended guidelines and comply with any requirements before using a tool. Prior to beginning any classroom projects that incorporate web based tools, you may need to obtain parent permission (see below) and explain to parents how the online tool will be used in class. Here is a sample letter than can be edited for your own needs: CCPS Online Resources letter

Link to List of Approved Tools by Content Area

The link opens a spreadsheet which can be searched. You can also use the filters on the top row to select criteria to narrow your results, such as tools that are approved for a specific content area, or for an age range, etc. Over time, we will be adding additional details about each tool, such as the date it was approved and links to Terms of Use and Privacy Policy information.

The spreadsheet of reviewed tools include the following information in the header row:

Parent Permission Required

X if permission is required for all student users

Under 13 age at which parent permission is required

Content May Be Used for a Grade

If If Yes, teachers may affix a grade to content created by students within the tool or grade student content created by the tool. Teachers should retain the graded digital files.
No, teachers are not to grade any student content created within the tool unless they are able to retain a copy of the graded work to produce to justify the grade, or unless the content is used as a supporting artifact in conjunction with a scoring tool or rubric.

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This page provides a listing of many approved web-based tools that have been approved for content specific use. When a request is made for an online tool that requires setting up student accounts, or when a teacher creates an account and uses an online tool with students, the terms of use and privacy information must be carefully examined to ensure compliance with the CCPS Student Data Privacy Policy, Regulations and Guidelines in order to protect the privacy and safety of our students.

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An Alternative to Kahoot for In-Class Review | Edutopia

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An Alternative to Kahoot for In-Class Review | Edutopia