Reenvisioning Education through Hybrid Learning
This week at #gtchat we looked at hybrid learning, how it differs from blended learning and the benefits for GT students. Blended learning has traditionally been championed in the K12 learning environment balancing in class, face to face learning with online learning within a particular class. Hybrid learning, a more nuanced form of blended learning, was previously developed and used in collegiate settings. Hybrid learning is multi-faceted. It combines traditional classroom experiences with online classes and experiential learning in a refined way to meet the individual needs of students. Hybrid learning is tantamount to every gifted advocate’s dream of what educating a GT student should look like … individualized programs that address very specific needs while providing all learners an appropriate education.
How can hybrid learning address educational needs in the era of #COVID19? It has become apparent that ‘going’ to school will look a whole lot different in the upcoming school year, regardless of where you live, than in previous years. And, this change may well be in place for some time. Lessons learned at the university level can serve the K12 community well … individualized response to students needs with varying degrees of face to face time, learning through experience as well as distance learning. Hybrid learning will need to evolve; to become more flexible and all stakeholders will need respond will equal flexibility. The foe is no longer an entity or person … the school board, the classroom teacher, the parent … but a virus.
What facets of hybrid learning are best for f2f & which are best for online options? Face to face interaction is best served in traditional classrooms which foster socialization, discussing expectations and responsibilities, demonstrating skills and providing feedback. Face to face interaction is also a plus for experiential learning such as job shadowing, mentoring, internships, and research projects. Online learning can enhance group work through collaboration with intellectual peers, provide opportunity for reflection and critical analysis as well as for self-paced learning and self-assessment. It is an excellent way to serve the needs of rural learners by providing access to high quality instruction and resources not readily available to this population of students.
Assessments of hybrid learning must be grounded in best practices and reflect the individual needs of the learner. Daily interactions can reinforce positive behaviors and help shape both content and course objectives. Assessments may be summative such as projects or portfolios. They can be formative such as discussions (in class and online) or traditional homework assignments when attendance is unpredictable. By using assessment tools to gather data, the resulting analytics provide information about how well students are retaining what they learn and when mastery occurs in all aspects of hybrid learning.
Regardless what approach school districts take to providing education in the era of #COVID19, it is going to profoundly challenge parents in all aspects of their lives. The learning curve will be steep. The initial response to the onset of #COVID19 was sudden and somewhat unpredictable, but few realized the extent and duration of the response which was going to be needed. Reality is forcing uncomfortable decisions. It’s doubtful that most schools and institutions will fully grasp the consequences or be able to provide perfect solutions for all stakeholders. There will need to be cooperation from employers, caregivers, and all education providers.
Hybrid learning can meet many of our current needs. It takes time to design and implement quality programs. Utilizing readily available resources is key to streamlining the planning process. Above all, we must realize that this is a new and difficult time for everyone involved. Its important to anticipate problems and have a responsive action plan ready; be willing to ask for student feedback and then manage student expectations. Hybrid learning may be beneficial for the times in which we live, but may well prove to be the future of education we needed … a silver lining to a terrible situation.
A transcript of this chat can be found at Wakelet.
Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at Noon NZST/10 AM AEST/1 AM UK to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.
About the author: Lisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime advocate for gifted children and also blogs at Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com
Resources:
What is Hybrid Learning? How to Implement a Hybrid eLearning Strategy
Fast Forward: Hybrid Models Could Prove Effective. Are they here to stay?
NC: State Board of Education Sets Requirements for 2020-21 Remote Instruction Plans
Edutopia: Answers to Your Blended Learning Questions
An Introduction to Hybrid Teaching (pdf)
Moving to a Hybrid Learning Model
State Board of Education Sets Requirements for 2020-21 Remote Instruction Plans
What Is the Difference Between Hybrid and Blended Learning?
Microsoft: Reimagining Education: From Remote to Hybrid Learning
What Will Return to School Look Like This Fall? A Look Inside Hybrid Learning Plans
What is Hybrid Learning? Here’s Everything You Need to Know
Wired: When Schools Reopen, Don’t Ditch Online Learning
Toward a Hybrid Learning System Post COVID-19
The New Fall Look for School: A Hybrid Learning Environment
Investigating Students’ Engagement in a Hybrid Learning Environment
Brownsville ISD to Provide Hybrid Learning Options for Students in Upcoming School Year
K-12 Students in Indiana Likely to have ‘Hybrid’ Experience Next School Year
IL: District 150 Looking at Childcare Solutions Due to Hybrid Learning
Plano ISD, Collin College Announce Possibility of ‘Hybrid’ Learning
Florida & Miami-Dade Public Schools Preparing Hybrid/Blended Learning Models
‘Hybrid Learning’ to Be New Normal as California Schools Reopen
Image courtesy of Pixabay Pixabay License
Graphic courtesy of Lisa Conrad.
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Raising Digitally Savvy Kids
Media literate means to be adept at accessing media and to effectively use digital technologies to be participants in society. Media literate children are able to think critically about what they see and read as well as have positive interaction with digital technology. Tech savvy students can consume digital content and create literate media as a result of being media literate.
How do you teach kids to build digital media skills? When children are young, adult supervision is critical. Watching media with a child is a good start, but also discussing with them what they are viewing. It is important to discuss with students how they are using social media and how to recognize the fact that media design is advertising-driven. One of the best ways to build digital media skills is through creation and then sharing of media.
How can parents teach kids to balance tech and real life responsibilities? As adult role models, parents (and teachers) need to be cognizant of their own media consumption and consider when they choose tech over real life interactions. Parents should set clear limits (especially for younger children) regarding the amount of time spent engaged with tech and what media is being consumed. Parents can create a schedule prioritizing school work and play; and then providing opportunities for family time (meals together, family game night, outdoor activities).
How should parents approach teens about responsible tech/media use? The teen years are when identities are formed and are marked with experimentation in many areas; tech use included. It is a time when they begin to be exposed to adult experiences. Teens often hold little regard for parental (or adult) control. Rather, parents should see their role as an advisor setting reasonable limits. Parents can extend conversations about their own online experiences and stay informed about what is happening on all social media platforms.
With the current state of learning both at home and school, it’s more important than ever for schools to incorporate digital literacy into the curriculum. Organizations such as Common Sense Media offer MS/HS curriculum. Students should be taught to corroborate and verify any information they find online through the use of lateral reading (verify as you read). It is also important to teach students to continually question what they read and hear and teachers can facilitate those discussions in the classroom or video classroom.
What strategies can be used to teach children to think critically when using tech? Parents and teachers can look for teachable moments such as a child’s first encounter with a stranger online. Relate online situations to real life ones. Parents could take a family photo and then discuss the appropriateness of sharing it online; the discussion could extend to understanding digital security and how algorithms work for information sharing. Critical thinking must extend beyond the content to how the tech is being used; seeking a purposeful use of the media they consume.
A transcript of this chat can be found at Wakelet.
Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at Noon NZST/10 AM AEST/1 AM UK to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.
About the author: Lisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime advocate for gifted children and also blogs at Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com
Resources:
5 Ways to Raise Tech-Savvy Kids (& Responsible!)
How to Raise Media-Savvy Kids in the Digital Age
The Art of Screen Time: How Your Family Can Balance Digital Media and Real Life (book)
Digital Literacy: Raising Tech and Media Savvy Kids
Critical Media Project (website)
How to Raise Digitally Savvy Kids
Educating and Empowering Digital Citizens (website)
Digital Learning Projects for Tech Savvy Kids (2020)
How to Raise Digital Savvy Children in a Digital World
Tips for Parents on Raising Privacy-Savvy Kids (pdf)
8 Classroom Edtech Strategies That Develop Critical Thinking Skills
How to Use Technology to Foster Higher-thinking Skills in Class
Using Technology to Develop Students’ Critical Thinking Skills
Cybraryman’s Digital Literacy Page
Cybraryman’s Media Literacy Page
Zapatopi (website)
Dark Patterns (website)
Image courtesy of Pixabay Pixabay License
Graphic courtesy of Lisa Conrad.
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Acceleration: Its Time Has Come
In ‘A Nation Empowered’, there are 20 different types of academic acceleration identified. Most have been available for decades, but may prove beneficial today more than ever. Implementing acceleration now is good policy. Academic acceleration encompasses early in and out approaches to education; grade or subject skipping; mastery-based learning; independent study (self-paced education); and dual enrollment. Additional types of academic acceleration include multi-age classes; curriculum compacting; telescoping curriculum; and credit by exam.
In a field that places so much importance on research-based evidence, it is difficult to understand the skepticism that surrounds academic acceleration. Isolated instances of poorly planned acceleration too often make the headlines … in sharp contrast to the enormous amount evidence to the contrary. In fact, not accelerating a student whose situation indicates a need and willingness to do so has more negative repercussions than any perceived issues with acceleration. These students face disengagement due to boredom and higher drop-out rates.
When schools begin to re-open, budgets are going to be stretched to the brink. We’ve already begun to see gifted education programs being slashed from school budgets. These students’ needs aren’t going anywhere. The effects of being out of school for so many months have been devastating for a majority of students. The perceived need for extensive remediation will exacerbate the GT students’ need for greater depth and complexity. At all grade levels, K-College, it makes sense to allow students to progress through the system at their own speed with any means at their disposal … early entrance & graduation, distance learning, self-pacing, etc.
Best practices in academic acceleration starts with planning, planning, planning … what’s available, student buy-in, a strong commitment to the end-game, & the need to address the consequences of not making it available. Questions to ask before beginning acceleration – does the school have an adequate K12 infrastructure in place to support acceleration, how will acceleration benefit the student, & is there an exit-strategy if it isn’t working. Best practices include choosing appropriate assessments, a written acceleration plan with decisive objectives/goals, addressing academic gaps, and periodic follow-up.
Parents are often the first to assess their child’s potential. To facilitate the process of requesting consideration for acceleration, it is imperative that parents document early abilities, task and work completion, and outside test results. The first point of contact with the school should be the classroom teacher. Parents can request test data or appropriate testing, what resources are available, and to have the formation of a formal assessment team. Parents should document all communication with the school, take notes at all meetings, and be prepared to advocate with research-based evidence for all necessary services for their child.
Gifted education has long been cited for glaring inequities in how students are placed in gifted programs. In light of issues highlighted by the sudden onset of the coronavirus, it would seem a good time to reevaluate the process. Likewise, there has never been a problem with accelerating exceptional talent when it comes to sports. Perhaps it’s time to take a page out of the athletic playbook? Recent state programs that automatically enroll qualified students in advanced coursework have met with high levels of success and are far more reflective of the racial and socioeconomic makeup of their schools.
A transcript of this chat may be found at Wakelet.
Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at Noon NZST/10 AM AEST/1 AM UK to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.
About the author: Lisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime advocate for gifted children and also blogs at Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com
Resources:
Why is Academic Acceleration (Still) So Controversial?
Early to the Starting Line: Acceleration Begins at Kindergarten (Podcast 31:27)
Academic Acceleration (YouTube 5:35)
College at 13: Young, Gifted, and Purposeful (book)
Acceleration: Topical Research Series #1
Academic Acceleration for Advanced Learners
Academic Acceleration Can Help Students Whose Needs Are Not Being Met (pdf)
NAGC: Parent TIP Sheet – Acceleration (pdf 2017)
Essential Elements: Acceleration & Differentiation for Gifted K-12 Students with Dr. Broderick (YouTube 20:28)
Belin Blank: Gifted Education 101: The Basics
Developing Academic Acceleration Policies: Whole Grade, Early Entrance & Single Subject
Belin Blank Chautauqua Classes Summer 2020 via ZOOM
Guidebooks for Parents and Educators
Why am I an Advocate for Academic Acceleration?
Advocating for Acceleration: Suggestions for Parents
Acceleration for Gifted Students
How to Advocate for Acceleration at Your School
Must Run in the Family: PEG Program Gets Its First Legacy Student
Academic Acceleration: Is It Right for My Child?
AUS: Acceleration of Gifted Students Procedure
Laddering Up: Academic Acceleration
Learning Acceleration Guide Planning for Acceleration in the 2020- 2021 School Year (pdf)
BISD: Advanced Academics Acceleration
Pros and Cons of Skipping a Grade
Sprite’s Site: Columbus Cheetah, Myth Buster – Myth 6
NAGC PHP: Advocating for Grade-Based Acceleration (pdf)
Image courtesy of Pixabay Pixabay License
Graphic courtesy of Lisa Conrad
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A Summer of Opportunities
With so much upheaval in our world, we that it might be a good time to chat about all the opportunities available this summer. How can we make the upcoming months teachable moments – critical thinking about the spread of the virus, empathy, grace towards others? Every single person involved in education has experienced some level of trauma. Consideration of others will be of the upmost important when schools resume. Simply because schools reopen should not imply that the risks from the spread of coronavirus have been eliminated. Class instruction and discussion should take this into account.
A lot has been said about re-imagining education. This may be the time to advocate for best practices in gifted education – such as, acceleration and mastery-based learning. Many schools are now planning to resume in person classes this summer as well as online options for students who prefer to wait. Most experts seem to agree that outdoor summer activities such as day camps are viable options for students.
If we have learned nothing else, it is that schools are so much more than simply an institution for delivering instruction. For many students, it is a place of shelter, a source of nourishment, and where children develop social skills. Schools must work to provide students with a clean, anti-viral atmosphere where they feel safe to return to. The summer months will be a time for significant planning to ensure that teachers & staff are prepared to meet the trauma-induced needs of returning students.
How can educators use their summer break to personally prepare for a return to school? After so much time out of the classroom, the summer break can be a time to prepare for the unforeseen. Although schools may resume in coming months, classes could be suspended just as quickly as they did in the spring. This summer, most professional development opportunities are being offered online. This eliminates costly travel and related expenses making it a great option for expanded learning.
How can parents best use (non-academic) the summer months while respecting the presence of #COVID19? Most parents have had to suddenly become surrogate teachers over the past few months and summer may be a time to get reacquainted with summertime parenting. With so many under quarantine for many months, the upcoming summer months should include time outside and time for play while certainly respecting the presence of the coronavirus.
With so many impending changes to how we educate our children, this summer needs to involve some form of professional development with specific consideration of safety procedures for both students and teachers. This summer, all of us should be open to the possibility of significant changes and how we’ll adapt when schools eventually reopen.
A transcript of this chat can be found at Wakelet.
Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at Noon NZST/10 AM AEST/1 AM UK to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.
About the author: Lisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime advocate for gifted children and also blogs at Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com
Resources:
TX: Pasadena ISD Summer School Expected to be Busy Because Of Pandemic
TX: Pasadena ISD Summer Information for ECHS (Early College High School) Class of 2024
NAGC: At-Home Summer Fun for Creative Kids & Families for June 2020 (pdf)
NAGC: Beyond School Walls: What Parents Can Do to Widen the Horizons of Their Gifted Learners (pdf)
NAGC: Getting Gifted Kids Outdoors – Tips for a Summer of Play (pdf)
NAGC: Summertime and the Livin’ is Easy (pdf)
Summer Institute for the Gifted 2020
NuMinds Enrichment: Camp Pursuit 2020
Michigan State University Gifted and Talented Education Summer Programs 2020 – Live Online (Apply by 6/15)
Northwestern University: Center for Talent Development Online Summer Programs 2020
Columbia University Teachers College: Summer Certification
Texas Wildlife Association Youth On-Demand Webinars
NASA STEM Engagement & Educator Professional Development Collaborative (Digital Badging)
Rodriguez Resources GT (Google Docs)
Summer Writing Residency Online
Depth and Complexity RULES Webinar Series
National Inventors Hall of Fame Summer Programs 2020
Turning Challenges into Opportunities with Open Educational Resources
MENSA: At-home Learning Resources for Kids
PAGE: Gifted and Talented Resources
MO: Springfield Public Schools Announces In-Person Classes for July’s Session of Explore
Image courtesy of Pixabay Pixabay License
Graphic courtesy of Lisa Conrad.
