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The following is a new blog post related to education and teaching and relevant to our website visitors. The blog post is not based on the opinions or values of our company but is related to education and teaching, so we wanted to share it with YOU! If you ever have any questions please let us know. Now… on to the post!
Many New Orleans area students had re-enrolled in other schools within two weeks after Hurricane Katrina. This time, one expert predicts "five or six weeks of essentially no learning happening."
(Image credit: Brandon Bell/Getty Images)
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Teachers and Educators are our heroes. We want to thank you for the work you do!
Yours In Education!
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The following is a new blog post related to education and teaching and relevant to our website visitors. The blog post is not based on the opinions or values of our company but is related to education and teaching, so we wanted to share it with YOU! If you ever have any questions please let us know. Now… on to the post!
[To celebrate our upcoming book, Leadership for Deeper Learning, I am publishing an excerpt each day for a week before its release. We interviewed leaders at 30 different ‘deeper learning’ schools around the world in 2019 and 2020. We then followed up those interviews with site visits, observations, on-site photographs and videos, and additional conversations. Our goal was to try and parse out What do leaders at innovative schools do that is different from their counterparts in more traditional schools? As you might imagine, we saw some fantastic leading, teaching, and learning. We describe what we saw in detail in the new book and, in Chapter 7, articulate a Profile of a Deeper Learning Leader that’s based on empirical research, not just anecdotes. We think that this book makes a unique contribution to what we know about leadership in deeper learning schools. The book is written for a practitioner audience and is full of concrete, specific examples to get folks thinking about possibilities. Also, every main chapter concludes with Key Leadership Behaviors and Support Structures. If you order it, let me know what you think!]
Excerpt 02
Innovation is iterative, of course. Leaders and schools don’t just launch new initiatives and then coast. One Stone is a prime example of iterative innovation, where each subsequent cycle broke away from the previous norm just a little bit more. One Stone started as an after-school, experiential service program that was serving around 200 students from 15 different schools. The leaders realized that kids were leaving school, coming to One Stone, and staying up until 10:00pm every night working on projects. During those early years, students would say things like, “Why can’t we just do this all day?” and “Why can’t this be learning? I do more learning here than I do at school.”
In true student-driven form, the leaders of One Stone kicked off a 24-hour ‘think challenge’ at an indoor arena at Boise State University. The event drew 150 students and also included a number of professionals from the worlds of education, research, and business entrepreneurship. The group spent 24 hours together focusing on how education could be reimagined. Smaller think tanks within the group each worked on the concept of “How might we reimagine education?” Through this process, everyone came to realize that the education students experienced in more traditional schools was not relevant to them, both in the present and in regard to where they wanted to go. Students struggled to connect their learning at their local high schools with what they needed out in the real world.
This notion of creating a new school based on relevance and purpose led to One Stone’s guiding principles, which the school affectionately calls ‘the Blob,’ or Bold Learning OBjectives. When discussing One Stone’s curriculum, the leaders described how they don’t necessarily have one. What they do have, however, are learning objectives that focus on mindset, creativity, knowledge, and skills. A crucial aspect of the Blob is the idea of failing forward. Chad, the director of research and design, talked to us about how getting students to fail forward is a huge challenge because students have been in the performance zone for the first eight or so years of their lives: “Everything students do [in traditional schools] counts as a score. Students are constantly being evaluated. Students are not necessarily challenged to take risks intellectually, academically, whatever it might be.”
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Teachers and Educators are our heroes. We want to thank you for the work you do!
Yours In Education!
Time To Teach
The following is a new blog post related to education and teaching and relevant to our website visitors. The blog post is not based on the opinions or values of our company but is related to education and teaching, so we wanted to share it with YOU! If you ever have any questions please let us know. Now… on to the post!
During the pandemic we donned our superhero capes and finally put computers and Internet access in the hands of our students.
Then most of us took our capes off and gave kids digital worksheets.
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Teachers and Educators are our heroes. We want to thank you for the work you do!
Yours In Education!
Time To Teach
The following is a new blog post related to education and teaching and relevant to our website visitors. The blog post is not based on the opinions or values of our company but is related to education and teaching, so we wanted to share it with YOU! If you ever have any questions please let us know. Now… on to the post!
A COVID outbreak in a California elementary school has highlighted how formidable a foe delta is in classrooms. That's why experts say it's vital schools deploy multiple strategies to curb cases.
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Teachers and Educators are our heroes. We want to thank you for the work you do!
Yours In Education!
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The following is a new blog post related to education and teaching and relevant to our website visitors. The blog post is not based on the opinions or values of our company but is related to education and teaching, so we wanted to share it with YOU! If you ever have any questions please let us know. Now… on to the post!
[To celebrate our upcoming book, Leadership for Deeper Learning, I am publishing an excerpt each day for a week before its release. We interviewed leaders at 30 different ‘deeper learning’ schools around the world in 2019 and 2020. We then followed up those interviews with site visits, observations, on-site photographs and videos, and additional conversations. Our goal was to try and parse out What do leaders at innovative schools do that is different from their counterparts in more traditional schools? As you might imagine, we saw some fantastic leading, teaching, and learning. We describe what we saw in detail in the new book and, in Chapter 7, articulate a Profile of a Deeper Learning Leader that’s based on empirical research, not just anecdotes. We think that this book makes a unique contribution to what we know about leadership in deeper learning schools. The book is written for a practitioner audience and is full of concrete, specific examples to get folks thinking about possibilities. Also, every main chapter concludes with Key Leadership Behaviors and Support Structures. If you order it, let me know what you think!]
Excerpt 03
We love the journey that Skyline High has traveled because it’s a story of school turnaround success, student redemption, and hope. Heidi told us during our visit:
People thought we would shut down. You know, we just weren’t known for anything that was really good. And we’ve completely turned around the culture of our building. We’ve completely turned around the impression of our community about Skyline High School. But we’re still serving all of the same kids. We’re still serving our underrepresented populations, our free and reduced lunch kids, our second language learners.
The general impression of Skyline over the last twelve years has completely changed. Realtors were literally telling people not to move into our area. Because you didn’t want to go to that high school and those feeder schools. And now realtors are saying, “You should go there because of the programs. And you should stay in your area because of this.” Fewer kids are choosing to open enroll out. They’re starting to stay here in our home area. We’re back to being the biggest high school in the district. So people want to stay here, but we’re also serving our community.
Parents are grateful. They’re excited about what’s going on at Skyline. I think for the most part they really trust us to do what’s best for their kids. I talk to parents at open houses that say, “Hey, my kid’s coming here but when they were six, there was no way I was going to send them to your school.” And now they say, “I’m really excited for my kid to come here.”
Every student and family deserves a chance to authentically say, “I’m really excited to come here every day.” At the schools that we profile in this book, educators are doing everything that they can to fulfill this promise to their families and communities.
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Teachers and Educators are our heroes. We want to thank you for the work you do!
Yours In Education!
Time To Teach
The following is a new blog post related to education and teaching and relevant to our website visitors. The blog post is not based on the opinions or values of our company but is related to education and teaching, so we wanted to share it with YOU! If you ever have any questions please let us know. Now… on to the post!
Give students a virtual passport to explore new worlds, mind-blowing innovations, and inspiring real-life stories with Discovery Education’s wide variety of new and on-demand Virtual Field Trips.
No matter what direction you want to get students thinking in, there’s a Virtual Field Trip that will get you there! Virtual Field Trips are the perfect ready-to-use resource to kickstart student engagement in any learning environment over the summer and beyond.
These dynamic virtual explorations incorporate a tapestry of firsthand subject matter expert interviews, student-age peer reflections, and lots of behind-the-scenes immersion into exciting real-world careers, amazing places and innovations, powerful human stories and so much more.
You can join us LIVE for new Virtual Field Trips this fall! REGISTER NOW for upcoming premieres starting September 7 at 1pm ET with 9/11: A Day for Good Deeds.This virtual experience will empower a young generation to commemorate the 20th anniversary of September, 11, 2001 as a day of unity and commitment to the greater good with this uplifting virtual journey.
Discover Your Happy: Happiness in Action
Discover Your Happy | LG
September 16 at 1 PM ET
Know More, Do More
Science Fair Central | Home Depot
September 23 at 1 PM ET
Girls4Tech Cybersecurity Video Series
Girls4Tech | Mastercard
September 28 at 1 PM ET
Testing the Limits
FUTURE U. | Boeing
September 30 at 1 PM ET
Keep the learning alive with Discovery Education’s no-cost library of past Virtual Field Trips, which touch on important topics like SEL, sustainability, health & wellness, and more. Explore newly added on-demand experiences:
The City of U.S.
For many students, a trip to Washington, D.C. is a once-in-a-lifetime experience that opens their eyes to an exciting world beyond their classrooms. Discovery Education and First Lady Dr. Jill Biden welcome students to a behind-the-scenes Virtual Field Trip to experience the history and beauty of our nation’s capital. Watch Now
Be Vape Free: Just the Facts | Be Vape Free Give students their Vape Detective badge and?go?on a virtual investigation that tracks the consequences of e-cigarette use from the first puff all the way to the brain. A companion Educator Guide provides all the clues students will need, including vocabulary, activities and more. Watch Now
Identity, Belonging, Legacy: How Testimony Makes Us Stronger Than Hate | Teaching with Testimony Shine a light on a?dark chapter of history and inspire students to turn compassion into action by diving into the legacy of the Armenian Genocide. Help students confront powerful themes explored in the Virtual Field Trip with the Educator Guide. Watch Now
With a brisk 20 to 30-minute duration, Virtual Field Trips are packed full of awesome “Aha!” moments, useful knowledge and industry insights, and lots of potential for further investigation after viewing. Explore Discovery Education’s newest Virtual Field Trips, and be sure to access companion lesson guides and activities, which can be used to engage students before, during, and after viewing! Check out the Virtual Field Trips channel in the Discovery Education K-12 learning platform for more!
Time To Teach reviews each blog post by our contributors but if you feel this is a blog post better suited for another page please let us know.
Teachers and Educators are our heroes. We want to thank you for the work you do!
Yours In Education!
Time To Teach
The following is a new blog post related to education and teaching and relevant to our website visitors. The blog post is not based on the opinions or values of our company but is related to education and teaching, so we wanted to share it with YOU! If you ever have any questions please let us know. Now… on to the post!
[To celebrate our upcoming book, Leadership for Deeper Learning, I am publishing an excerpt each day for a week before its release. We interviewed leaders at 30 different ‘deeper learning’ schools around the world in 2019 and 2020. We then followed up those interviews with site visits, observations, on-site photographs and videos, and additional conversations. Our goal was to try and parse out What do leaders at innovative schools do that is different from their counterparts in more traditional schools? As you might imagine, we saw some fantastic leading, teaching, and learning. We describe what we saw in detail in the new book and, in Chapter 7, articulate a Profile of a Deeper Learning Leader that’s based on empirical research, not just anecdotes. We think that this book makes a unique contribution to what we know about leadership in deeper learning schools. The book is written for a practitioner audience and is full of concrete, specific examples to get folks thinking about possibilities. Also, every main chapter concludes with Key Leadership Behaviors and Support Structures. If you order it, let me know what you think!]
Excerpt 04
At Envision Academy, the goal is to “force epiphanies for kids.” Envision’s approach of relying heavily on performance assessments and formalized defenses in 8th, 10th, and 12th grades is designed to help deliver that result. Laura, the principal, told us: “Watching kids, young people, stand up in front of a group of their teachers and peers and families to defend their work is just such a powerful thing.” To get to this powerful point for students, though, requires a lot of previous powerful work on the part of teachers.
At the heart of Envision Academy’s approach is its problem-based learning orientation that focuses on teaching students to think. As many teachers can tell you, this type of teaching for student ownership and empowerment is difficult and requires a different set of instructional skills. It also requires a mindset shift away from the teacher as the classroom manager and deliverer of content. Laura shared:
We want teachers to move away from this idea that ‘you’re a curriculum writer’ to ‘you’re an instructional designer.’ You design the instructional experience. You have a million choices to make on a daily basis about what you do and when and how and why. Then use the data that you collect about student thinking to inform your instructional decisions moving forward.
When we asked Michelle and Susan, the principal and instructional coach at EPiC, what a more traditional elementary school can do to start work like theirs, they discussed how professional learning starts with the vision: “It does not matter what the building looks like but, if a leader has built a collective vision, it will work. It cannot be a single person. Any school can do this work as long as they have this driving force and this collective effort.”
Time To Teach reviews each blog post by our contributors but if you feel this is a blog post better suited for another page please let us know.
Teachers and Educators are our heroes. We want to thank you for the work you do!
Yours In Education!
Time To Teach
The following is a new blog post related to education and teaching and relevant to our website visitors. The blog post is not based on the opinions or values of our company but is related to education and teaching, so we wanted to share it with YOU! If you ever have any questions please let us know. Now… on to the post!
Like reading your own writing out loud, watching a video with the sound off is an effective way to identify what's working and what's not.
Time To Teach reviews each blog post by our contributors but if you feel this is a blog post better suited for another page please let us know.
Teachers and Educators are our heroes. We want to thank you for the work you do!
Yours In Education!
Time To Teach
The following is a new blog post related to education and teaching and relevant to our website visitors. The blog post is not based on the opinions or values of our company but is related to education and teaching, so we wanted to share it with YOU! If you ever have any questions please let us know. Now… on to the post!
[To celebrate our upcoming book, Leadership for Deeper Learning, I am publishing an excerpt each day for a week before its release. We interviewed leaders at 30 different ‘deeper learning’ schools around the world in 2019 and 2020. We then followed up those interviews with site visits, observations, on-site photographs and videos, and additional conversations. Our goal was to try and parse out What do leaders at innovative schools do that is different from their counterparts in more traditional schools? As you might imagine, we saw some fantastic leading, teaching, and learning. We describe what we saw in detail in the new book and, in Chapter 7, articulate a Profile of a Deeper Learning Leader that’s based on empirical research, not just anecdotes. We think that this book makes a unique contribution to what we know about leadership in deeper learning schools. The book is written for a practitioner audience and is full of concrete, specific examples to get folks thinking about possibilities. Also, every main chapter concludes with Key Leadership Behaviors and Support Structures. If you order it, let me know what you think!]
Excerpt 05
One of the most important resources that schools have is time. Most traditional schools are locked into static time blocks, whether they have a traditional 7- or 8-period daily schedule or an alternating-day block schedule with longer class times. At Legacy High School, Tom Schmidt and Ben Johnson, the secondary assistant superintendent, talked to us about how they divided the day into 22 modules, or ‘mods,’ which has allowed for tremendous flexibility. While students in most schools spend equal amounts of time in each subject every week, students at Legacy High School have the ability to determine much of their schedules. For instance, a student who is strong in math might spend less time in math class, while a student who is strong in science might spend less time in science class. Teachers also vary their own time, depending on their own preferences and what they think their students’ learning needs are. Instead of teaching five 50-minute classes each week, a Social Studies teacher might offer three 60-minute classes and a 40-minute review class one week, while a Biology teacher down the hall might offer two 80-minute lab sections, a 60-minute direct instruction section, and a 40-minute group work section during the same week. Students with non-allocated mods can utilize them for homework, study groups, outside internships and job shadowing, community-based service learning, passion projects, and school clubs, or simply to take a break during an otherwise busy day.
One of the strengths of Legacy High School’s approach is that many teachers are coordinating together on instruction and scheduling. The four Algebra teachers, for example, might keep their classes roughly on pace with each other. If a student has to miss her Algebra teacher’s introduction of a new concept because of a conflict with an outside internship or a hockey competition, she can just attend another teacher’s session instead. Teachers and peer tutors also collaborate to provide context-specific help sessions, called Saber Centers, throughout the week. The Biology teacher might give an assessment after 20 minutes of her 60-minute class, dismiss the twenty students that have the concept down, and work with the other ten students for the remaining time. Students who still need more support can attend one of the Saber Center mods and get individualized tutoring from one of the other Biology teachers or a fellow student. Outside of the main classrooms are numerous flexible spaces that allow for individual work and small group collaboration. As Tom noted, it’s like “a college schedule in a high school environment. You have some heavy days, you have some light days. We have students who take up to eight classes but on any given day they only have five per day.”
Ben told us that the flex mod schedule has really opened up possibilities for students to engage in deeply-personalized projects, community internships with outside partners, and capstone experiences that they can leverage for college admissions. Tom added that their alumi return and affirm their college preparedness: “They know how to function in a large group, they can manage their schedule… if they’ve got class on Tuesday and Friday, they know how to prioritize their work in between.” Students also have exercised their collective voice and requested additional learning opportunities such as outdoor recreation, environmental science, and culinary arts to fill their open mods. Legacy High does everything it can to fulfill these requests. It all seems to work. Tom told us, “If I went to our staff right now and tried to take away the flex mod scheduling [and return to a traditional schedule], I’d have torches and pitchforks at my door.”
Time To Teach reviews each blog post by our contributors but if you feel this is a blog post better suited for another page please let us know.
Teachers and Educators are our heroes. We want to thank you for the work you do!
Yours In Education!
Time To Teach
The following is a new blog post related to education and teaching and relevant to our website visitors. The blog post is not based on the opinions or values of our company but is related to education and teaching, so we wanted to share it with YOU! If you ever have any questions please let us know. Now… on to the post!
Ignite at-home learning and foster quality family interactions this summer with family resources from Discovery Education and our corporate and community partners!
HEALTH & WELLNESS Healthy habits are essential for students to maintain balance, even during the summer. Fortunately, families can learn to make healthier decisions together with a variety of interactive eToolsthat can be applied to improving students’ daily lives. These simple on-the-go resources include practical tips, activities, information, and more!
SCIENCE, STEM & EXPLORATION Discovery Education’s STEM resources make cutting-edge scientific exploration and innovation easily accessible through fun, ready-to-use interactive content. Families can assist students as they dive into unique project-based challenges and other activities that inspire passion and productivity in crucial 21st century learning areas.
SOCIAL & EMOTIONAL LEARNING As families face the challenges of the new normal, social and emotional wellness have become even more crucial. Students and families can develop new skills to persevere through these obstacles compassionately with easy-to-use virtual resources that unlock the power of Social and Emotional Learning. Parents can help students actively engage in the fundamental SEL skills they’ll need to mature as students and people.
FINANCIAL LITERACY & ECONOMICS During these difficult economic times, parents can lean on Discovery Education’s versatile financial literacy eLearning resources to help put students on the path to a brighter future. Using a variety of self-paced digital lessons, activities, and more, students are able to develop important financial habits which they can turn into tangible success down the road.
Time To Teach reviews each blog post by our contributors but if you feel this is a blog post better suited for another page please let us know.
Teachers and Educators are our heroes. We want to thank you for the work you do!
Yours In Education!
Time To Teach
