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Modifying arts enrichment schedules to minimize risk to enrichment teachers also leads to deeper engagement in the arts for students.
In this Insight, Elizabeth LeBlanc shares some of the hops, skips, and leaps Taos Academy Charter has made during the COVID-19 pandemic to facilitate effective teaching and learning – and examines what they'll take forward with them.
Just like in an in-person environment, students in remote and hybrid environments can benefit from working in small groups for a variety of reasons including content support and enhanced, personalized working environments.
Teachers at ASU Prep Digital have their fifth-grade students join a live synchronous class huddle each morning to review the weekly plan, ask students to set goals, and incorporate social-emotional learning (SEL) activities such as icebreakers,...
Adults work closely with assigned students throughout the duration of their virtual learning experience to support them with planning, time management, submissions, and more.
Schools create a dashboard or profile of each student, displaying their engagement, academic performance, and whether or not they need additional support.
Students collect badges to show what they have mastered on a specific pathway or skillset. These badges show qualifications on a smaller scale than a course grade or diploma.
Schools can offer synchronous live classes for students to receive ongoing academic support, SEL check-ins, and real-time modifications.
Focus groups can reveal an abundance of detailed information and insight. A well-planned focus group creates an environment for participants to feel comfortable so that they are willing to share their honest thoughts and perceptions.
Teachers at ASU Prep Digital help their students plan out their week by mapping out their synchronous classes and the asynchronous work they need to complete. In this example, this sixth grade class has five live lessons to attend in one week, and...