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EAB convened 17 chief information officers (CIOs) to discuss opportunities and challenges facing the future of teaching and learning they see coming out of the pandemic. Read on for takeaways from the conversation, based on advice shared by participants and EAB experts.
Every teacher must be equipped to instruct in a virtual setting this school year, but many struggle to do this well. This checklist summarizes 20 science-based instruction strategies that are proven to collectively improve learning outcomes in a virtual setting.
K-12 district leaders are expecting to see a continued surge in the number of students requiring additional support for their mental health. The ten strategies in this toolkit provide district teams with a structured approach for school-based mental health supports, forming the foundations of a “population health management” model that will improve outcomes for students and reduce strain on district staff and resources.
EAB reviewed and summarized districts’ publicly available reopening plans on instruction and health/safety.
Although teachers are experimenting with hands-on learning assignments and online break-out sessions to engage students during online classes, many teachers still notice only a handful of students actively participate on a regular basis. Here are three easy to implement---yet often overlooked—ways to help boost students’ engagement in a synchronous virtual classroom.
Far too many elementary students lack reading proficiency by third grade. The good news is that scientific evidence provides a blueprint for effective reading instruction. Learn how district leaders can initiate and sustain science-based reading reforms to ensure that all students reach this critical academic milestone.
In student centered math classes, students reason mathematically, communicate their mathematical thinking to other students, connect math concepts to their experiences, and solve complex, real world math problems rather than solely memorizing procedures. This research explores how districts implement student-centered instruction in math at the high school level. This research focuses on the outcomes of these reforms. The research also addresses how profiled districts train and support teachers and assess the outcomes of student-centered instruction.
Though social media is often considered a distraction in the classroom, faculty continue to find ways for various platforms to open the door to new forms of engagement with students.
'The trick is to be right enough, but not so right that you never allow yourself the opportunity to be wrong,' writes Cody Kommers for Scientific American.
According to a study of 150 STEM faculty at a large selective public university.