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High-Agency in the Remote and Hybrid Classroom

A Principal's Reflections

Regardless of the terminology used, these represent more personalized pathways that focus on student agency leading to empowerment and more ownership of the learning experience. I feel the best way to support educators is to show how it can be done under the same conditions by sharing practical examples.

Classroom 494
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Phonics vs Phonological Awareness: A Guide Informed by the Science of Reading

Waterford

Read on to discover the difference between phonics and phonological awareness, as well as how they’re connected. Plus, find school and classroom resources for teaching both skills to early elementary learners. When teaching phonics, it’s important to have students read texts that match what they’ve been learning in class.

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Choice Boards 101: Strategies to Ensure Classroom, Professional, and Virtual Learning Success

A Principal's Reflections

As of late, I have been working with quite a few districts on personalization through a variety of blended learning strategies. My experience in this area began over three years ago, thanks to having the opportunity to coach teachers and administrators at Wells Elementary School. Ownership of learning shouldn’t just be for students.

Strategy 395
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How the Substitute Teacher Shortage Is Impacting Teacher Professional Development

Edsurge

It’s 7:00 am, and I’m on my second trek from my car to our centralized district meeting space, lugging snacks, supplies and chart paper as I prepare to lead a workshop on best practices for technology integration for a group of 15 elementary teachers in my district.

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CUE 2018: How 4 California Principals Scaled Up Tech Integration

EdTech Magazine

From creating inventive professional development programs to pioneering new technologies, four California principals told the crowd at the Spring CUE 2018 conference how administrators can support technology integration. Determine How to Provide PD. At Arroyo Elementary School in Tustin, Calif.,

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Teaching and leading for higher student engagement … even during a pandemic (aka How I spent my summer)

Dangerously Irrelevant

Others paid attention to the data and rising number of coronavirus cases and used their summers more wisely to design for better remote/hybrid learning and teaching than the mostly-low-level direct instruction, digital worksheets, and paper homework packets that we saw last spring. We met virtually for 2 hours every day for 4 days.

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Geo-Inquiry in Project Based Learning

The CoolCatTeacher

He shares examples of what he has done, challenges, and some of the mistakes he made at first. This Wonderful Classroom Wednesday melds together PBL, inquiry-based learning, Geography, Science, and Social Entrepreneurship into a fascinating approach that teachers will want to understand. Jim Bentley – Bio as submitted.

Handbook 260