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Go to MiniPD MiniCourses to find out more about the course above.

Key Words: EAL; ELL; Language Acquisition; Multilingual Classrooms; Host country, Mother Tongue, and Language of Instruction.

- Bookmark this page - read one card a day this month!
- Scroll horizontally along. Scroll each card vertically. Click links and images for take-aways.

Thank you to MiniPD Coaches, IB and Non-IB educators, who have co-constructed this calendar with the MiniPD Team.

Stay safe and well.

The MiniPD Team
hello@minipd.com
www.minipd.com

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Building a language culture in your school

Rini Ghosh, MiniPD Coach, writes,

With languages you are home anywhere- Edmund de Waal

One of the challenges of growing up in the global world could be the different languages that are being spoken around and the best way to integrate with everyone would be through learning the language they speak. The essence of international education lies in the fact that we are going to learn, unlearn and relearn different languages, customs, traditions which will prepare us to be a global citizen and eliminate stereotypes with which we have been living.

How can a school successfully build a language culture?

a) Introducing local as well as global languages from the primary years. The emphasis should lie more in speaking at the initial stage.

b) Sign boards around the school in various languages helps student decode the message faster.

c) Celebration of local and global festivals, which range from Christmas to Hanukah, helps build curiosity about the culture.

d) Language resources in forms of story books in the library will foster interest amongst students to learn about the history of the country where the language is spoken.

e) Organisation of events like inter-house music and dance from around the world will further allow students to take interest in learning about different languages.

f) Discourse with prolific writers and ambassadors of the language will also be an aid for the students.

g) Film week is one of the greatest way to impart the language and culture of a country. Posting discussions on the movie motivates students to introspect aspects on the culture which might not be always reflected in text book.

For more information, join Rini Ghosh at MiniPD.com for a conversation.

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Teaching Language through Inquiry

Rini Ghosh, MiniPD Coach, says,

Inquiry-based learning is a learning process that engages students by making real-world connections through exploration and high-level questioning. It is an approach to learning that encourages students to engage in problem-solving and experiential learning.

How can we establish inquiry in a language classroom?

a) Through visual aids: The objective of your unit is to teach students about the food in Spain. Rather than mentioning directly that the unit is Food and Beverage, use some visual aids which will generate inquiry amongst the student and give them cards in which they will write what they think will learn and what more they would like to learn?

b) Padlet for a class: Create a padlet board in which students before leaving their class can mention what they have learnt in the class and what they think they will learn in the next class.

c) Role play: Role play or mini-drama based on the situation allows students to think on what they have learnt and how to speak in a situation using their previous knowledge.

To understand more on inquiry based learning, join me on MiniPD.com

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Assess Student Language Profiles

Beth Puma, MiniPD Coach, says,

How do we help students notice their full linguistic repertoire? How do we help them notice this as a beautiful asset?

One strategy is to have them self assess their language profile.  This strategy makes for rich discussions of our students languaging practices.

Create a free MiniPD account and connect with Beth for a conversation.

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Create an integrated learning goal to drive your students' learning

Marie Mugabe, in collaboration withThe MiniPD Team, recommends the following:

Unpack your unit's standards, concepts, and skills into a meaningful integrated learning goal. By focusing on the language and culture of a lesson or unit, students can learn content while simultaneously acquiring the language of instruction.

Try drafting an integrated learning goal that captures all 6 elements:  language function, language domain, subject-area content, linguistic content, interactions and cultural connections.

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Join the MiniPD Twitter slow chat

Leveraging on Languages
@FariaMiniPD #MiniPDchat

The MiniPD Team

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Grow Home, Host and Instructional Languages

The MiniPD Team recommends making translanguaging a pedagogical practice:

Leverage the fluid languaging of learners.

Deepen engagement and comprehension of content and texts.

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Develop Multilingual Student's  Profiles

Beth Puma, MiniPD Coach, says,

Far too often students language proficiency and multilingualism is reduced to a spreadsheet and a score. By taking the time to write language profiles for students that capture their assets, you have the opportunity to reframe perceptions of multilingual students.  The  profile also helps build the parent home partnership while serving  as a great communication tool with co-teachers.

Create a free MiniPD account and connect with Beth for a conversation.

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Use widgits on lesson resources and in classroom environments to support understanding.

Anna Leaman, MiniPD Coach, says,

Widgets can support your EAL and weaker first language readers to understand subject-specific keywords, lesson instructions, essential academic command words and new information to be assimilated, this enables teachers to keep the cognitive challenge of lessons high as time is not wasted decoding instructions.

Create a free MiniPD account and connect with Anna for a conversation.

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You can use Widgit Online to create both print and interactive materials from a range of easy-to-use templates or from scratch using our intuitive document writer. Here are some popular visuals created by the Widgit community using Widgit Online:

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CLICK HERE TO WATCH Leveraging on Languages: MiniPD Coaches in Conversation (60 mins) with Anna Leaman, Beth Puma and Rini Ghosh. No cost.

- Watch the recording, continue to learn with a coach 1-on-1 or in small groups, read articles, and access resources: create an account at no cost here.

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Translanguaging and the Frayer Square

Beth Puma, MiniPD Coach, says,

The Frayer Square is certainly not a new vocabulary strategy. However, it offers a very simple opportunity for students to build on their full linguistic repertoire by making space for home language and translation.  While students are learning a new word in the target language, they may already have a strong sense of what it means in their home language.  Let's make space for that in their learning.

Additionally, students begin to see patterns and differences across languages when they share with their classmates.

Let's make space for students full linguistic repertoire in the multilingual classroom!

Create a free MiniPD account and connect with Beth for a conversation.

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Scaffold Instruction for EAL Learners

The MiniPD Team invites you to look at this image. It provides an overview of recommended scaffolds for EAL learners.

Reflect on target language modalities

Consider age-appropriate materials and resources as scaffolding tools

Decide on suitable instructional practices as scaffolding

Plan your student grouping to scaffold instruction

See Card 27 for a checklist to support effective planning and practice for EAL inclusion.

The MiniPD Team
Image Source: Oporto International School.

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Multilingual Classrooms: Leverage the Fluid Languaging of Learners (5-10 minutes)

How do you encourage your students to use the full range of their language skills to deepen engagement and comprehension of content?

- Read the article, continue to learn with a coach 1-on-1 or in small groups, read articles, and access resources: create an account at no cost here.

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How do you encourage your students to use the full range of their language skills to deepen engagement and comprehension of content?
Every teacher is a language teacher.

A CLIL (Content and Language Integrated Learning) dual focus promotes content mastery and language acquisition. Teachers need to be able to simultaneously support content and language development if all students are to be included and engaged, and learn with meaning and conceptual understanding. Language learning is indeed at the heart of an internationally-minded education.
So, How do we create conditions that engage multilingual learners in our classroom?
Consider learning a new scaffolding technique. " Scaffolding up the curriculum, rather than watering it down, is key for English learners. " (Nordmeyer et al, 2021). Leverage the fluid languaging of learners. Try a new strategy or approach so all your students can equitably deepen engagement and comprehension of content, while simultaneously developing language.

Consider trying one of these actionable language learning strategies from our April content or read a language learning focused MiniPD Coach article below.

The Reason Why Every International School Needs a Mother Tongue Programme by Noelia Zago. Noelia writes, "Children that maintain academic studies in their mother tongue are able to dominate other languages with greater ease and fluidity. The inclusion of a high-quality Mother Tongue programme is a prime indicator of a world-class international education." Her article "shares how such a programme can be put together and delivered with all of its associated benefits to students." Noelia was part of the founding team of one of London's leading International Schools, and is an IB teacher of Spanish for native and for second language students.

Effective EAL Teaching and Learning by Anna Leaman. Anna writes, "There are some fundamental strategies that are just as important in a virtual classroom as in a physical one when delivering effective teaching and learning for EAL students," essential for, "delivering an inclusive curriculum." In her article, she unpacks the following strategies:

Ensure Learning Instructions are Clear

Provide Visuals to Support Learning

Pre-Teach Vocabulary

Provide Graphic Organizers, Cloze Exercise, Sentence Starters and Writing Frames

Offer Ample Opportunities for Collaborative Learning

Maintain Communication with ParentsCapitalize on Home Language - Can Learn Curriculum in Home Language.

With experience in international school contexts, Anna currently works with schools to share proven strategies, processes and resources to facilitate improvement to the English language learning provision that they offer.
Being Multilingual and Global Translanguaging: New Ways to Strengthen Learning by Rini Ghosh. Rini explores the cognitive benefits of being multilingual and addresses the question, "How can teachers help students develop the academic language they need to be successful while taking advantage of students' multilingual use?" Rini is a facilitator and examiner for Spanish with the International Baccalaureate. Amongst other roles, she works at an IB school in India and is with the Board of Studies at Amity University, India.

Beth Puma writes, "Far too often students' language proficiency and multilingualism is reduced to a spreadsheet and a score. By taking the time to write language profiles for students that capture their assets, you have the opportunity to reframe perceptions of multilingual students. The profile also helps build the parent home partnership while serving as a great communication tool with co-teachers." Beth provides examples of practical strategies, including assessing student language profiles and developing multilingual student profiles, found here in April - Leveraging on Languages. Beth Puma is currently an Instructional Coach and EAL Specialist in Japan. She is dedicated to building a more transformative educational landscape that honors linguistic diversity.

Beth leaves us with an important question to consider, "How do we help students notice their full linguistic repertoire? How do we help them notice this as a beautiful asset?"

Join the Conversation

We invited educators from around the world to join us in a Coaches-in-Conversation on our theme, Leveraging on Languages, in April 2022. We are happy to share the recording here:

Wanting to further the conversation?

Needing a thought partner? A critical friend? Schedule one-to-one coaching sessions with any of our inspirational MiniPD Coaches mentioned above. They can support you and your team to nudge your language teaching and learning practices forward.

Want to learn more?
Leveraging on Languages

Mehisto, P., with Forward by Cummins, J., (2014) Excellence in Bilingual Education: A Guide for School Principals. Cambridge University Press.

Pliatsikas, C., et al., (2020) The effect of bilingualism on brain d evelopment from early childhood to young adulthood, Available at: https://link.springer.com/article/10.1007/s00429-020-02115-5 (Accessed 03/28/22)

MiniPD Coaches, (April, 2022), Tools and Strategies - Leveraging on Languages

Nordmeyer, J., et al, (2021) What does Equality Really Mean for Multilingual Learners? , Available at: https://www.ascd.org/el/articles/what-does-equity-really-mean-for-multilingual-learners (Accessed 03/30/22)

Want to keep connected?

You will receive a newsletter at the beginning of each month with pro-tips, tools and resources.

You will have access to information on live events and our bite-size action-based calendar created for, with and by our community of international school educators.

You can access articles published by MiniPD experienced Coaches, IB and non-IB international school educators, on topics that matter to you.

You can connect with our experienced Coaches quickly and easily for ongoing one-to-one supportive conversations.

What topics matter to you?

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Multilingual Classrooms: Leverage the Fluid Languaging of Learners - MiniPD

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How do you encourage your students to use the full range of their language skills to deepen engagement and comprehension of content? Every teacher is a language teacher. A CLIL (Content and Language Integrated Learning) dual focus promotes content mastery and language acquisition.

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Immerse to Learn Better

Rini Ghosh, MiniPD Coach, writes,

Learning another language is not only learning different words for the same things but learning another way to think about things. Flora Lewis

Learn why?

Say bye to the fear: The biggest challenge a student encounters while acquiring a new language is the fear to speak in the language. An immersion learning pedagogy when used in the class allows a student to begin feeling comfortable at the inception of the course thus taking away the inhibitions in using the language.

Learn the language naturally: Most of the language students find it a challenge to converse when they actually get a chance to use the language in the target country as they are confined to interacting only with their teacher and comfortable only to only particular style of speaking. Inviting guest speakers to speak in the language from the target language country will bring the natural flavour. Also colloquial expressions can be absorbed in these sessions

Learn through role play: Theatre and music are the best ways to teach a language, musical production or theatre could be the best way to integrate and teach. It helps students learn accents better, correct pronunciation and also  allow them to take a better understanding of the language.

Learn to implement how with MiniPD Coach, Rini Ghosh.

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Differentiation is the key

Noelia Zago, MiniPD Coach writes,

In a language acquisition class, teachers frequently find different levels of the language and a diversity of learning styles or capabilities. It is essential that you as a teacher know every student, so that you can start assessing their levels and planning your class activities based on that.

Here are some easy strategies to implement in your lessons:

1. Set clear and realistic learning objectives: It is important to set clear goals with your students, individually or in small groups.  Setting objectives can be a powerful factor for success.  In the process of formulating these goals, students can reflect and specify their strengths and weaknesses. Subsequently, they can begin to establish their own objectives, the steps to be carried out, and they must set a deadline for each one. These goals or objectives will help teachers and students to focus their energies to achieve the best results possible.

1. Maximize group work: You can divide the class into at least three groups. For example,  one group can be for the students that quickly can acquire the skills taught. A second one for those who have misunderstood the lesson. Another is for students with learning difficulties. The goal is for each student to learn at their own pace and for that reason planning ahead is very important.

Create a free MiniPD account and connect with Noelia for a conversation.

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Jump back into the MiniPD Twitter slow chat

Leveraging on Languages
@FariaMiniPD #MiniPDchat

The MiniPD Team

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photo to the left credit from Translanguaging Guides -CUNY NYSIEB

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Multilingual Word Wall

Beth Puma, MiniPD Coach, says,

The word wall is an important strategy to showcase key vocabulary terms in any unit of study.  By including target vocabulary in the languages of your students you are helping build a place where students know their languages are valued. A classroom space where students know that they can use all their languages to help their learning. Additionally, students begin to notice patterns across languages, deepening their metalinguistic understandings.

Create a free MiniPD account and connect with Beth for a conversation.

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Using a Single-Point Rubric in the Culturally & Linguistically Diverse Classroom

At some point in education, assessment, unfortunately, became synonymous with grading. The single-point rubric shifts the focus back to assessment asa form of information and highlights the importance of feedback.

Single-point rubrics break down the learning targets and success criteria into smaller pieces so that students can clearly identify their strengths and areas for improvement. It is a wonderful tool for both self and teacher-driven feedback.

For our culturally & linguistically diverse students, we can break down both the content and language targets, so students can see how they are progressing in both.

Check out our samples above, and create your own copy of our Single-Point rubric template and try it out on your own!

Connect with the MiniPD team at hello@minipd.com for a conversation on how we can support your continued professional learning.

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Language Policy in an International School

Rini Ghosh, MiniPD Coach, writes,

One of the challenges that an international school faces with students coming from different language speaking background is to document a policy and put it into practice. What should get included in a language policy and should it be applicable only to some grades.

a) The language policy should represent all the grades of the  school and should be formulated under the guidance of the academic head, teachers of the language department and also the librarians.

b) It should define the selected language which will be the medium of transferring knowledge in the school.

c) It must encourage the host language of the country

d) All other languages that are offered as a second as well as a third language according to the grades in which they are introduced.

e) The language support policy for students who are not conversant in the first language or the medium of instruction of the school

f) It should define a path of every student on the language that he/she needs to continue till high school. For e.g a student who has begin learning French from Grade 2 in High School cannot take it at a beginner level and will only opt for a higher level.

To learn more on how to design a Language Policy, join a session with Rini Ghosh, MiniPD coach.

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The flipped language classroom

Noelia Zago, MiniPD Coach, writes,

The flipped classroom method is not just for maths or science, it is a perfect pedagogical model for language learning as well. Teaching a language is not easy, the levels of the students are not always the same and not all of the progress is linear. The combination of face-to-face lessons with online learning is a very effective learning strategy to differentiate the instruction. Using interactive and multimedia content, students can work on each lesson as many times as they need, respecting their learning pace.

What resources are the most effective to use in the flipped classroom?

Videos with real situations, pronunciation practice, grammar and its usage, vocabulary, and idiomatic expressions. If the student can work from home dedicating the time to these, the teacher will be able to take much more advantage of the class to answer questions and do group exercises or collaborative practices.

Create a free MiniPD account and connect with Noelia for a conversation.

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Service learning in the language classroom

Noelia Zago, MiniPD Coach, writes,

Service-learning is an important element of the International Baccalaureate (IB) programmes and offers opportunities for students to explore, design, implement, and reflect on their efforts to positively influence the world. However, we all can take advantage of it, whether we are in an IB world school or not.

As language teachers, we can provide support to students to work with organizations from the countries that speak the language we are teaching. We can also guide them through the process, providing them with a list of organizations they could contact and work with. For example, raising awareness of the situation of vulnerable women, making a project to raise money for an area that suffered a natural catastrophe, or even helping with volunteer work in a charity with an office in the country of the student…the possibilities are numerous. We can also link the service-learning with a specific topic of the curriculum we are teaching.

In this way, we are developing caring citizens of the world, students with empathy and international mindedness, and at the same time, our students are learning about the culture and the countries of the language of instruction.

Create a free MiniPD account and connect with Noelia for a conversation.

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Join this FREE LIVE EVENT on APRIL 21st

Leveraging on Languages: MiniPD Coaches in Conversation

12:00 pm EDT | 4:00 pm UTC | 12:00 am HKT

CLICK HERE TO REGISTER

Get a 30% DISCOUNT to use for 1-on-1 MiniPD coaching sessions in April & May 2022.

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Welcome! You are invited to join a webinar: Leveraging on Languages: MiniPD Coaches in Conversation. After registering, you will receive a confirmation email about joining the webinar.

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This is a conversational session that will last between 45 - 60 mins to support educators in international school contexts. Spotlighted MiniPD Coaches will share concrete strategies around our theme 'Leveraging on Languages'. Topics can include EAL; ELL; Multilingual Learning; Mother Tongue Language Acquisition; Host Language Acquisition; Translanguaging.

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Language Assessment Checklist

Use the Language Assessment Checklist to review assessments to ensure that language does not become a barrier to students' demonstrating content understanding.

From Marie Mugabe, in collaboration with The MiniPD Team.

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Make academic vocabulary part of every classroom environment

Anna Leaman, MiniPD Coach, says,

Consider collating the key academic command words used in each subject/key stage and making them visible in every classroom. Show students the meaning of these words and how to use them accurately in context. Blooms colour coding can be used to differentiate the higher-level learning words from the lower-level ones s students understand when they are stretching themselves and accessing tasks with a higher cognitive challenge.

Create a free MiniPD account and connect with Anna for a conversation.

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Leveraging on Languages: Share a story of impact on our Twitter chat

- Share a real story of how you have impacted language learning in your context this month.

@FariaMiniPD #MiniPDchat

The MiniPD Team

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Use SWIRL every day!

The MiniPD Team, and Marie Mugabe recommend the following:

Deepen students' content understanding and support language development by SWIRLing. Ensure every lesson provides an opportunity for students to interact with the content using all four language domains and meaningful peer interaction.

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Teaching Team Check List for EAL Inclusion

The MiniPD Team invites you to look at this check list.

How can you collaborate with colleagues in planning and practice to meet the needs of your EAL learners?

See Card 11: Scaffold Instruction for EAL Learners

The MiniPD Team

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Use Authentic Conversations to Foster Deeper Content Learning and Language Acquisition

Marie Mugabe, in collaboration with the MiniPD team, recommends,

Find opportunities to have students use authentic communication in content-area classes. Stronger & clearer is an authentic conversation protocol that supports authentic academic conversation while allowing students to build up their own thoughts and ideas.

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MiniPD Stronger & Clearer Activity Overview

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Dual Language Visual Note Taking & Mind Mapping

The MiniPD Team says,

Support your students to translanguage - a powerful tool for learning in any subject. Show examples of dual language visual notes or mind maps.

Encourage students to:

Identify keywords and connect with images and icons to dual code and make thinking visible

Use visual cues to replace longer text

Use different font size and colour to enhance importance or significance

Use English alongside a mother tongue

Use arrows to link ideas and make connections

Use a graphic organiser, such as a learning grid, to provide a frame

Integrate other graphic organisers such as graphs and charts related to content

Connect with the MiniPD team at hello@minipd.com for a conversation on how we can support your continued professional learning.

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As teachers, we may never know the breadth or depth of impact we have on our students, but sometimes we are fortunate enough to learn that we have shared something valuable with our colleagues. It is even more exciting to find out that a colleague has, in turn, shared that technique or tool with her students.

I have been a passionate advocate for visual notetaking in the classroom since I stumbled upon author and designer Mike Rohde's book, The Sketchnote Handbook, about two years ago. As an elementary art specialist, I saw that, after incorporating the book's techniques into my classroom, using simple images to synthesize content and demonstrate understanding came naturally to students. Kids learn to draw before they write, and pictures are how they make sense of the world.

A previous generation referred to this form of notetaking as doodling, but that is starting to change. One reason this effective tool-which uses a combination of images and text to make meaning of verbal or text-based information-hasn't made its way into many teachers' hands is that the data-driven testing craze has usurped the time and energy to explore or try any new creative literacy strategies. With new math and reading curricula rolled out frequently, districts barely have time to train teachers the basics, much less explore creative literacy tools.

I decided to affect change within my immediate circle of influence and utilize these visual skills on a daily basis with my elementary art students. For the past two years, I have offered professional development workshops on visual notetaking and literacy to colleagues in my district to increase awareness of this literacy tool. These collaborations span across content areas and grade levels-with teachers in special education, teachers in social studies, and teachers in elementary through high school.

The Science of Memory

The success of visual notetaking is backed by science. The Picture Superiority Effect refers to the phenomenon that we remember pictures better and longer than words or text. If students read text alone, three days later they only remember 10 percent of the information-but adding a picture to the text increases recall to 65 percent. And dual-coding theory says that our brains process and store visual information differently than verbal or text-based information. When students use images and text in notetaking, it gives them two different ways to pull up the information, doubling their chances of recall.

Yet, when I first learned about visual notes, a teacher in my building made a student redo multiple worksheets for "doodling" in the margins, and other students would echo that they would get in trouble with their teacher for drawing.

Why aren't more teachers providing students with this option? And just as importantly, why are students actually being reprimanded for their natural instinct to record ideas visually?

See Also: The Benefits of Using Doodling and Sketchnotes in the Classroom (Opinion)

A Picture Is Worth a Thousand Words

One recent experience helped me realize the powerful ripple effect of teacher leadership and collaboration. I met Ms. G., who teaches English at the Juvenile Detention Center in Wauwatosa, Wis., during a notetaking workshop I led this summer. She invited me to her classroom to teach her students the technique in a simple way.

A dozen teenagers settled in and opened Beverley Naidoo's Out Of Bounds, an anthology of short stories about apartheid. For this class, they would read aloud and draw out the storyline on whiteboards. Ms. G. gently encouraged students-there were all levels of reading ability, ranging from elementary to high school-when they stumbled on a name or difficult word. When she stopped the reader, she asked, "What just happened, and what pictures could we draw to show that?"

In notes left on the board from the previous class, I could see that Ms. G. taught her students several techniques from my workshop. They had gotten the hang of using literal images to communicate complex concepts and emotions. They had made effective use of stick figures to show relationships between characters and used words and arrows to add clarity and meaning to their drawings. They had even used different fonts to stress the importance of main concepts and word bubbles to show who was saying what or to give meaning or detail to an idea.

For those 45 minutes, the marker became a transfer of power and a voice in the classroom. Most of the students offered to read a section of the book out loud or suggested visuals that would bring life to the text. Personal expression, demonstration of comprehension, and confident engagement were visible through a dry-erase marker. Students who would have not been able to engage with the text in other ways could still do so through the drawings used to represent concepts. Developing visual vocabulary is just like increasing verbal or textual vocabulary-it takes practice to move it into working memory.

Visualizing Success

The class left me with a reminder that visual notetaking could have infinite possibilities for so many students-minority students, students on the autistic spectrum, students with dysgraphia or dyslexia, English-language learners-if we could just put this tool into their toolboxes as another means to demonstrate their understanding.

Can a simple literacy tool like visual notetaking support learning in the classroom and even increase personal agency for incarcerated students who struggle academically? Ms. G. provides proof: Since that first class, she has used visual notes as an integral part of helping her students learn vocabulary from the books they read and give students the option to respond to a writing prompt with a visual answer first to help them think more deeply and communicate more clearly. One English-language learner who struggled with written definitions of vocabulary drew out his understanding and was able to visually communicate the definitions correctly.

When teaching students to use visual notes, it is so important to foster a safe space for students to take risks and try. In workshops, I find that the main obstacle for teachers is their fear of drawing. Teachers use the "but-I-can't-even-draw-a-stick-figure" excuse, but I encourage them and let them know that it is actually better if they draw poorly because it isn't about art-it is about ideas. If a teacher is brave enough to step up to the board and draw poorly while still communicating what she needs to relay, it gives students permission to do the same.

The author Margaret J. Wheatly writes, "A leader is one who ... has more faith in people than they do, and ... who holds opportunities open long enough for their competence to re-emerge." This is true for teacher and student leadership as well. We should strive to show our students and colleagues that we will hold space for them until their competence and creativity emerge. Visual notetaking is one small but powerful way to enable students-and their teachers-to take the lead.
Images provided by the author.

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The Power of Visual Notetaking (Opinion)

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Using images to make sense of information can support student learning and increase personal agency for diverse learners, says educator Sherrill Knezel.

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Next? Explore MiniPD resources Celebrating Diversity.

Diversity focused:

#MiniPDchat on Twitter

Padlet Calendar for daily-actionable strategies and practical resources

Blogpost and articles from MiniPD Coaches

Free live session with experienced MiniPD Coaches in Conversation

1-1 Coaching sessions via www.MiniPD.com

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What are educators saying about MiniPD coaching for continued professional learning?

"I enjoyed the clear process-it helps to create a shared understanding and expectations."

Get connected at minipd.com