Remove Adaptive Learning Remove Assessment Remove Differentiated Instruction Remove Student Engagement
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The pivotal role of edtech in the hybrid classroom

Neo LMS

Here are a few reasons why: It facilitates differentiated instruction. Every student has a specific academic background, a unique set of interests and learning needs, as well as expectations of what a great learning experience should be. It improves student engagement.

EdTech 348
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For Back to School, Savvas Supports Educators and Students With Innovative Solutions to Maximize Personalized Learning

eSchool News

“A one-size-fits-all instructional approach doesn’t work in a classroom where every student brings their own unique learning style. More than ever, personalized learning is critical in getting students engaged and motivated to learn and supporting academic growth,” said Bethlam Forsa, CEO of Savvas Learning Company.

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Characteristics of The 21st Century Classroom

Educational Technology and Mobile Learning

Group projects and collaborative assignments foster a sense of community and interdependence among students. Additionally, student-centered learning is often intertwined with personalized learning paths. This approach ensures that all students, regardless of their starting point, can achieve mastery at their own pace.

Classroom 120
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The 7 Key Elements of eSpark’s Theory of Learning

eSpark

eSpark’s Theory of Learning is grounded in seven research-based elements – teaching practices or design elements – that are directly linked to student learning outcomes. 1: Differentiation Keeps Learning Accessible. . #1: 1: Differentiation Keeps Learning Accessible. Why do we do this?

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Characteristics of The 21st Century Teachers

Educational Technology and Mobile Learning

For instance, a study by Louis and Marks reveals that schools with strong professional communities not only enhance student achievement and classroom organization but also lead to greater student engagement and reduced learning disparities. Adaptive teachers, as Madda et al. 57, cited in Vaughn, 2015, p.

Study 121