29 min
Engagement, Community & Training for Educators: Data-Driven Approaches to Success Keystone Education Radio
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- Education
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As the COVID-19 pandemic continues, much emphasis has been placed on students’ learning loss and their missed connections and opportunities. But what about missed connections for teachers? In this episode of Keystone Education Radio, host Annette Stevenson speaks with Teaching Lab CEO Sarah Johnson on the important work her organization is doing to support and train teachers as they work to engage students now and going forward. She addresses the scaffolding-up approach, their four distance learning principles, student resiliency and other educator guidance, applicable during remote teaching and in-person.
Skip to: 05:35 Your organization places enormous value on shifting the way teachers are trained, which in turn affects the way students are learning. So given this past year, or almost year, of remote learning that many, many students across the nation are experiencing, what has that meant for the teachers that you partner with and for their students in turn?
“I think this year, if you have an opportunity, thank a teacher… And I think this year remote learning has exposed how complicated and difficult teaching is… and like any professional endeavor, it’s a joy to engage in, but it doesn’t mean that it doesn’t take time, work and expertise to be excellent at that professional endeavor. And many of the teachers that we worked with this year said that this felt like again, their first year of teaching, which is often the most difficult year of teaching for teachers, because they had to learn to engage students in a completely different modality.”
Skip to: 09:26 There has been ample concern and discussion about students falling behind and a significant loss of learning. So how can teachers and administrators address these concerns?
“We’re not filling gaps, we’re accelerating the learning… then also do the work of ensuring that [teachers] understand that scaffolding up or accelerating student learning is about putting supports in place for students that are temporary and will be taken away once they’ve mastered the content. Versus scaffolding down, which we see many educators do sometimes unconsciously, which includes removing the rigor of a lesson as we think it might be too difficult for a student, and then never bringing that rigor back for the student. That’s when learning loss happens and that’s when it contributes to these really gross inequities that we have across our nation.”
Skip to: 15:47 Is there anything else districts…teachers and administrators should know about how to ensure that learning success once we are returning to an in-person scenario?
“I think if we take care of the educators, they’ll be more open to supporting students in a holistic way.”
Skip to: 24:58 How are you advising teachers to maintain those strong connections in a time of prolonged separateness, social distancing?
“If you build a community where teachers really feel like they’re learning from each other, then they want to come and be a part of that community because it’s going to be very beneficial to them
About this Episode
Time Stamps
Q&A
About our Guests
Resources
As the COVID-19 pandemic continues, much emphasis has been placed on students’ learning loss and their missed connections and opportunities. But what about missed connections for teachers? In this episode of Keystone Education Radio, host Annette Stevenson speaks with Teaching Lab CEO Sarah Johnson on the important work her organization is doing to support and train teachers as they work to engage students now and going forward. She addresses the scaffolding-up approach, their four distance learning principles, student resiliency and other educator guidance, applicable during remote teaching and in-person.
Skip to: 05:35 Your organization places enormous value on shifting the way teachers are trained, which in turn affects the way students are learning. So given this past year, or almost year, of remote learning that many, many students across the nation are experiencing, what has that meant for the teachers that you partner with and for their students in turn?
“I think this year, if you have an opportunity, thank a teacher… And I think this year remote learning has exposed how complicated and difficult teaching is… and like any professional endeavor, it’s a joy to engage in, but it doesn’t mean that it doesn’t take time, work and expertise to be excellent at that professional endeavor. And many of the teachers that we worked with this year said that this felt like again, their first year of teaching, which is often the most difficult year of teaching for teachers, because they had to learn to engage students in a completely different modality.”
Skip to: 09:26 There has been ample concern and discussion about students falling behind and a significant loss of learning. So how can teachers and administrators address these concerns?
“We’re not filling gaps, we’re accelerating the learning… then also do the work of ensuring that [teachers] understand that scaffolding up or accelerating student learning is about putting supports in place for students that are temporary and will be taken away once they’ve mastered the content. Versus scaffolding down, which we see many educators do sometimes unconsciously, which includes removing the rigor of a lesson as we think it might be too difficult for a student, and then never bringing that rigor back for the student. That’s when learning loss happens and that’s when it contributes to these really gross inequities that we have across our nation.”
Skip to: 15:47 Is there anything else districts…teachers and administrators should know about how to ensure that learning success once we are returning to an in-person scenario?
“I think if we take care of the educators, they’ll be more open to supporting students in a holistic way.”
Skip to: 24:58 How are you advising teachers to maintain those strong connections in a time of prolonged separateness, social distancing?
“If you build a community where teachers really feel like they’re learning from each other, then they want to come and be a part of that community because it’s going to be very beneficial to them
29 min