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This plan is geared to the 4th-grade curriculum

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Literacy, Reading, Writing, Language, Grammar, Morphology, Fluency, Digital Instruction

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Literacy, Reading, Writing, Language, Grammar, Morphology, Fluency, Digital Instruction

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With the new curriculum, there is a lot packed into the 90-minute literacy block. Planning is important to the success of the big picture.

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Attached is the formal lesson plan for the lesson on the Magna Carta. Common Core standards and student outcomes have been clearly identified within the plan.

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Google Translate has been especially helpful to our non-English speaking population. With this tool, we are training students to use the "conversation" feature to speak freely back and forth. We are also training our students to take pictures of ANY text we will be reading/viewing throughout the lesson and using the "listen" feature so they have access to all text in their native language.

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1:1 iPads are used by students every day. Our students have had extensive instruction in digital citizenship and will continue to build upon those concepts. For this lesson, students will use their iPads to time a partner completing a repeated reading fluency intervention, to access Clever, and to follow along with the slide deck from Amplify CKLA.

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Clever is an online "home" for everything you want your students to have access to. By using QR codes, your students can scan in and be redirected to any online place you want them to be. This saves time. I can offer tips and tricks to adding links within your Clever account and also helpful tips for upper elementary as they switch classes and need access to many things from multiple teachers.

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The SmartBoard is a tool that can be used in many ways. It can be used as a large computer with search engines, a projector, and a basic whiteboard. Our new literacy curriculum has a digital component that allows teachers to push out slide decks to students and control the pace from their device - displayed on the SmartBoard.

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Our new literacy curriculum comes with a slide deck. This is a feature that is not being utilized well within the district. I can show you how simple it is for teachers and students to access and how helpful it is for students to focus having the slides directly in front of them as opposed to looking at the screen at the front of the room.

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1. Adults have a higher sense of self-direction and motivation
2. Adults use their life experience to facilitate learning
3. Adults are focused on achieving goals
4. Adults need to know how the information is relevant
5. Adults are practical
6. Adults are looking for help and mentorship
7. Adults are open for modern ways of learning
8. Adults want to choose how they learn

As an instructional coach, I can help you understand these 8 principles and work around your schedule and learning preferences to learn and grow WITH you. It is important for the adult learning to happen before we begin working with students so we understand the WHY and can better explain and relate information for them.

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To effectively transmit information within an organization, either through a dedicated training program or a more general organizational learning effort, adult learning principles should be utilized.

Adults learn differently than children, and organizations that successfully implement these principles will reap the benefits of a well-informed workforce.

Alongside these principles, there are various adult learning theories that can help organizations improve their training programs. This article was written based on those theories, and will help you understand how to use them in your organization's training programs.
Adult learning principles:

1. Adults have a higher sense of self-direction and motivation

2. Adults use their life experience to facilitate learning

3. Adults are focused on achieving goals

4. Adults need to know how the information is relevant

5. Adults are practical

6. Adults are looking for help and mentorship

7. Adults are open for modern ways of learning

8. Adults want to choose how they learn

Adult learning principles

When creating any sort of learning program for an organization, these principles should be kept in mind, and learning resources should be developed using them.

1. Adults have a higher sense of self-direction and motivation

Adult learners are much more self-directed and motivated than young learners.

Adults tend to learn because they want to or they see the direct benefit of learning, rather than because they are told to or are expected to. However, just because adults have a larger reservoir of motivation, it doesn't mean that they will learn just anything.

Adults have to see the benefit, value and purpose of learning.

Learning programs should clearly demonstrate what the learner gains from their interaction, or learners will be quick to disengage. Show the value of the content, and learners will be much more likely to engage with it.

How can you use this in your training?

You can follow the principles of Self-directed Learning theory, and allow your employees to drive their own learning journey. Employees can be encouraged to identify their own learning needs, plot how to achieve their goals, find resources, then assess their own progress.

Online learning is an ideal environment for this type of learning, and gives employees the ability to follow flexible learning paths, access to services that curate and recommend learning content to prevent skill gaps, and AI that is developed to deliver content tailored for each individual's needs.
Tips for using this principle:

Use learning outcomes to demonstrate the value and benefits of the learning material.

Curate learning paths that are tailored to your company, to better serve learners.

Make accessing knowledge simple, to help employees get started.

2. Adults use their life experience to facilitate learning

Adults, of course, have more experience than children.

Adult learners rely heavily on their experiences when they engage in learning, and they benefit from training programs that understand this.

Content that draws from real-world examples, relatable scenarios and builds on direct experience will lead to a more meaningful understanding of the subject.

Although using existing experience can help adults more quickly understand new information, there is a downside. The experience that learners draw from might be outdated, incorrect, biased, or incomplete.

Learners should be aware of these common challenges and know how to guide themselves to new conclusions. Understanding how to search for resources, expert opinions, proven data and relevant publications is a key skill that an adult learner will need to use.

How can you use this in your training?

You can take advantage of this learning principle using Social Learning Theory. This theory states that learners will combine their own experiences and observations to gain a more full understanding of concepts. Training provided through an online learning platform can deliver personalized learning materials based on an individual's previous experience using AI algorithms.
Tips for using this principle:

Provide bias training, to help learners understand how to acquire new information that might be at odds with their previous experience.

Develop training materials that draw heavily on scenarios that learners will face in their day-to-day roles.

3. Adults are focused on achieving goals

Adults enter the learning process focused on results. They need to know how the information will help them achieve their goals, whether personal or professional.

In designing learning programs, instructors need to keep this in mind and make sure that the learner is given plenty of tools and information that will help them reach their goal.

The learner, however, also plays an essential role in this. They need to set clear, achievable goals for themselves, and be driven to engage with the content to reach their goals.

Adult learners will be energized and motivated when they see how the content they are engaging with will help them reach their goals. This energy can be harnessed and used to drive the learning process, leading to better results.

How can you use this in your training?

With Project-based Learning, you can take advantage of this need to reach goals. Giving a group of learners a recognizable, achievable goal in the form of a problem that they must solve, you will be able to encourage the development of knowledge, skills, and teamwork.

This can be done in many formats, but an increasing number of organizations are turning to gamification in online training to encourage project-based learning. Learners are motivated to engage with leaderboards, weekly goals and other ongoing challenges.

Other organizations use learning paths, which are made up of various stages, each with a goal that the learner must meet and an evaluation that must occur before the learner can progress to the next stage.
Tips for using this principle:

Teach learners the SMART method of goal setting.

Ensure that the information provided is relevant to the learner's current role and work-related challenges.

Clearly show the value of the information. When a learner can instantly see this, they will apply it to real-life problems instantly and they will learn faster.

4. Adults need to know how the information is relevant

To properly engage a learner, the relevancy of the information within the training program must be highlighted.

So, both the immediate, short-term relevancy and the long-term benefits of engaging with the content should be highlighted in such a way that the learner will immediately dedicate themselves to learning.

For example, if a training program is being developed to upskill managers, the short-term relevancy might be that they will better understand core leadership principles. The long-term benefit is that they will become a more skilled leader, and be better able to reach departmental goals.

The short-term relevancy will demonstrate what they will learn in the course that is pertinent to their role. The long-term benefit is how that knowledge will make them better at their role.

While some learners might enjoy learning for the sheer joy of knowing something new, adults are far more likely to engage with learning that shows a clear relevance for them, whether it is something related to their goals, role, job or hobbies.

How can you use this in your training?

The principles of Andragogy would work well in this case. Using Andragogy, a learning environment can be developed to provide learners with the relevant information needed for their learning path, taking advantage of tools such as courses, videos, or apps.

All of these tools demonstrate the relevance and need for the information contained in the learning activity, using real-world examples and exercises to develop understanding. The learning environment can be tailored for each person, providing materials related to their role and department.
Tips for using this principle:

For all types of learning content, demonstrate both short and long-term benefits to learners.

Provide many types of content, allowing learners to engage with the types they feel most relevant for them.

Relate materials to each role by tailoring the learning path.

5. Adults are practical

When developing a training program, keep in mind that the knowledge gained should be applied immediately.

Adults learn quickly and remember what they learn when they can turn around and apply that knowledge in their role.

Learning materials should be constructed with practical examples, using real-world scenarios and problem-solving that requires learners to access their experience and knowledge.

Allow learners to set their pace, and allow them to forge their own path. Online learning is well suited for this type of learning, as learners can access learning content on their own schedule.

This type of knowledge acquisition will ensure that the learner remembers the content much more fully than with more static methods.

How can you use this in your training?

This concept works well with Experiential learning, a learning theory that prizes hands-on learning and the use of experiences to ensure that knowledge is gained in a complete fashion.

An organization can create learning experiences centered on the knowledge that they wish learners to gain in a variety of manners.

VR training is fast gaining popularity in this area, as it can be much cheaper to develop experiential learning through VR than setting up real-world simulations.

Some companies prefer to develop role-playing games that lead individuals through the multitude of decisions that they need to make in their role every day, showing the consequences if a bad decision is made. In any case, an organization should connect learning to real-world applications and give learners the opportunity to quickly apply new knowledge in their roles.
Tips for using this principle:

Focus on delivering knowledge that can quickly be applied in the learner's day-to-day role.

Set aside time after knowledge acquisition for learners to practice their new skills.

6. Adults are looking for help and mentorship

Adult learners understand that looking to an experienced role model will help them in their learning journey.

As an organization develops it's training program, creating opportunities for mentorship can add a great amount of value for both the mentor and mentee and has the added bonus of developing relationships within and across teams.

Learning by example is a powerful way of accessing new knowledge, allowing learners to quickly gain information and simultaneously avoiding common mistakes.

How can you use this in your training?

This concept draws from Social Learning Theory. This theory states that learners will gain information by combining their own experiences with observations of the rewards and punishments that others receive for their actions, and that they will imitate the behavior of those they respect.

An organization can create a mentorship program, in person or online, pairing younger workers with more experienced role models. Online seminars and workshops can allow colleagues in different offices to share their wisdom and connect with each other.
Tips for using this principle:

Develop ways to connect learners with mentors within the organization.

Set up seminars, online or in person, to provide learning opportunities across departments.

Create a culture of learning and knowledge sharing throughout the organization.

7. Adults are open for modern ways of learning

Adults are flexible when it comes to how they engage with knowledge. They understand that it can be gained in a variety of different ways, and are willing to try new formats.

By offering a variety of sources and options, an organization can ensure that all learners have access to learning content that engages them.

When developing a training program, an organization should provide many types of content, such as online courses, blogs, YouTube videos, webinars, apps, and conferences.

How can you use this in your training?

An organization can use the theory of Constructivism when developing training in this area. It is the theory that learners create their own meaning when learning, serving as the engine behind their own knowledge development by linking old information to new and then contextualizing it.

By offering a variety of learning paths, with different formats, a learner is able to acquire knowledge in a wide variety of manners and successfully contextualize it.
Tips for using this principle:

Be flexible about learning, it doesn't only happen in a classroom! Look for new ways to transmit information.

Remember that people learn differently, and provide many ways to access knowledge.

8. Adults want to choose how they learn

Adult learners respond positively to self-directed learning.

Being able to control how and when they learn means that they are more likely to be fully engaged with the content, rather than simply going through the motions of learning.

Organizations should build their training programs in such a way that they grant learners an ownership stake in what they are learning. In doing so, they will find that the learners will give more effort into exercises, offer relevant feedback, and will be active learners.

This can be done by allowing learners to choose their learning path in an online training platform, or granting access to learning resources for learners to engage with at their own discretion.

The more that the learner is involved, from the planning stages to evaluation to feedback, the more onboard they will be with the entire process. Adult learners will respond negatively to being treated like a child, and with good reason.

How can you use this in your training?

Action Learning theory would be a good fit for this principle, as it allows learners to have control over their learning process. Using action learning, a group or person is asked to solve a problem while simplifying the solution.

Through a process of asking questions, reflection and then action, learners will explore the subject and gain knowledge through doing so. Once the process is complete, more reflection will allow learners to understand how they could do better next time.
Tips for using this principle:

Build training programs that give learners many options for engaging with information.

Allow learners to set their own pace and goals, and provide opportunities for them to give feedback about their experience.

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8 Adult Learning Principles | Use them in Your Training

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To effectively transmit information within an organization, either through a dedicated training program or a more general organizational learning effort, adult learning principles should be utilized. Adults learn differently than children, and organizations that successfully implement these principles will reap the benefits of a well-informed workforce.

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Purposefully Integrates Safe, Healthy, Legal and Ethical Digital Media

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Purposefully Integrates Safe, Healthy, Legal and Ethical Digital Media

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Help me help YOU! Digital citizenship is something that our students need reinforced over and over again. I can provide you information and resources from ISTE and Common Sense Media to help in this area. I would love to come in and model or work with Mrs. Shekleton and Ms. Klenke on creating something specific that you need for your students at a specific time.
For this specific coaching plan, we have taken much of the guess work out of the student's hands as we use QR codes to get students directly where they need to go. I do have conversation bookmarks that work wonderfully for this grade level. These bookmarks encourage thinking and respectful disagreements in order to broaden students' thinking.

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Professional Learning needed to Support the Plan with Learning Networks

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Professional Learning needed to Support the Plan with Learning Networks

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This new curriculum is rigorous. As an instructional coach, I have made connections with schools that have been using Amplify CKLA for a number of years. School visits, Zoom meetings, watching recorded lessons, and simple communication back and forth with colleagues in the field who have done what you are about to do is invaluable. I also have several blogs and online groups which I would love to share. Finally, I am in constant communication with Kevin (our school's Amplify CKLA representative) who is open to answering questions or even making a site visit if needed.

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Strategies for Achieving Equitable Access to Digital Tools

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Strategies for Achieving Equitable Access to Digital Tools

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Equitable access to technology is ensuring that all students have access to tools and information regardless of any qualities they do or do not have. But access to technology is more than just putting a device in the hands of our students, it refers to students being able to learn from a teacher that understand that technology they are using.
What are we doing & how can we help?
1. We have a school-wide technology plan in place with AUPs that must be signed by families.
2. We have teachers involved in the conversations regarding technology implementation. Our teacher leadership team is working in the trenches and providing feedback to admin.
3. We have started a digital literacy & digital citizenship program. This instruction happens early and often and is build upon each year as to be age-appropriate for our learners.
4. We have government funds and grants at work to provide us additional resources.

How Can I Help?
I would be happy to come in and model lessons, work closely with our library/media specialist and technology integrationist, and also create and analyze data through the use of forms sent to families about their digital access.

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Digital citizenship shouldn't be a long list of don'ts. It should be about the do's that help create thoughtful, empathetic digital citizens who can wrestle with the important ethical questions at the intersection of technology and humanity. Those do's include:

Using technology to make your community better.

Engaging respectfully online with people who have different beliefs than you.

Using technology to make your voice heard by public leaders and shape public policy.

Determining the validity of online sources of information.

Digital citizenship goes beyond conversations about personal responsibility. It's about being active citizens who see possibilities instead of problems, and opportunities instead of risks as they curate a positive and effective digital footprint.

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Digital citizenship shouldn't be a long list of don'ts. It should be about the do's that help create thoughtful, empathetic digital citizens who can wrestle with the important ethical questions at the intersection of technology and humanity. Those do's include: Using technology to make your community better.

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ISTE resources help prepare future teachers for digital age learning. ISTE has curated a collection of resources for professors, faculty and other teacher educators to help ensure that preservice teachers are prepared for the classrooms of tomorrow.

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Online learning, generally understood to mean learning experiences provided over a digital network, can be self-directed or instructor-led, and can be synchronous (live interactions) or asynchronous (elapsed interactions).

But not all online learning is created equal.

Providing learning opportunities for students through a remote and digital environment is best implemented using a variety of elements, including:

Learning environments that allow for rich educator and student collaboration and communication, that may also include collaboration with subject matter experts, instructional support personnel and peers.

Digital learning content and interactive learning experiences that engage students in reaching specific learning goals.

The use of data and information to personalize learning and/or provide targeted instruction.

A wide variety of computer-based formative and summative assessments.

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Online learning, generally understood to mean learning experiences provided over a digital network, can be self-directed or instructor-led, and can be synchronous (live interactions) or asynchronous (elapsed interactions). But not all online learning is created equal.

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The ISTE Student Standards guide educators toward student-driven learning practices that prepare students to thrive in an evolving technological landscape.

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The ISTE Educator Standards challenge educators to deepen their practice, empower students and rethink traditional approaches to education.

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The ISTE Coaching Standards help define the role of the edtech coach and guide coaches in ensuring that learning with technology is high impact and equitable.

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Common Sense Education provides educators and students with the resources they need to harness the power of technology for learning and life. Find a free K-12 Digital Citizenship curriculum, reviews of popular EdTech apps, and resources for protecting student privacy.

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Common Sense Media: Professional Development

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Common Sense Media: Professional Development

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Find the professional development format and time commitment that works for you! We offer free live events, interactive workshops, and self-paced training with practical takeaways and ready-to-implement teaching strategies.

All Common Sense Education professional development provides continuing education hours and counts toward earning recognition as a Common Sense Educator.

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Professional Development | Common Sense Education

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Find the professional development format and time commitment that works for you! We offer free live events, interactive workshops, and self-paced training with practical takeaways and ready-to-implement teaching strategies. All Common Sense Education professional development provides continuing education hours and counts toward earning recognition as a Common Sense Educator.

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Search Results for Common Sense Education

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Join Common Sense Education as we dive into the world of classroom management with devices. In this edWebinar, we will take a closer look at setting classroom norms and expectations and showcase new lessons and activities that can help reinforce key concepts...

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Our coaching cycle consists of goal setting, learning, observation and data collection, and reflection.

1. Goal setting for this lesson will happen at least one week before the lesson takes place. Here we will work together to set goals for the lesson. These should be specific, focusing on small things.

2. Immediately after setting goals, we will learn together. I will help facilitate learning experiences and gather information for us to review in order to achieve your goals for this lesson.

3. You will deliver the lesson. I will be there to assist as a co-teacher if wanted. I will also record the lesson for us to review afterward. Together, we will analyze the lesson and any gather data.

4. Finally, as soon as possible after the lesson delivery, we will reflect by sharing thoughts, watching the recording, identifying grows and glows and (if you want) setting new goals for student success for future lessons.