PLANNING FOR CLASSROOMS OF THE FUTURE

What will classrooms look like when we go back to school?

OUR PANELISTS

Dr. Shalini Advani 01

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Award-winning Educationist & School Director, Pathways School, Noida, India

Themes

Administrative Issues

What Teachers Need

Blended Learning02

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● Explaining danger

● Stress and counselling

● School Task Force

● Communication with

parents

ADMINISTRATIVE REQUIREMENTS & MENTAL WELLNESS 6

BLENDED LEARNING

BLENDED LEARNING ● Schedules

● Equity and access including choice

● Teacher planning

● Assessment

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CHALLENGES TO EXPECT

● Learning & fractured routines

● Competencies to explicitly teach

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● Platforms & apps

● Ways of giving feedback

● Additional planning time

● Online communication strategies

10What Teachers Will Need: Training, Training, Support

OUR PANELISTS

Craig MartinExecutive Director,Bridge Boston Charter School &ASCD Emerging Leader

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OVERVIEW

Power of Family Partnerships

Using #GrowthMindset to Grow Scholars

Equity, Access, & Opportunity

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Recognizing the impact of COVID19 on our schools and families, local, state, and national governments will must address the inequities will persist among our communities by:

★ Communicate & engage with stakeholders (parents, schools, community agencies, public health officials, political figures) often.

★ Create, enhance, and maintain educational, housing, employement, economic supports for students and families.

★ Provide guidance and assistance to our most vulnerable populations.★ Provide support to schools on short and long term solutions to issues related

to COVID★ Ensure federal dollars are provided equitably across communities.

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Source: P-12 Agenda in Response to COVID 19 Edtrust; Retrieved on 13, June 2020

EQUITY, ACCESS, & OPPORTUNITY

EQUITY, ACCESS, & OPPORTUNITY 14

15POWER OF PARENT PARTNERSHIPS

Source: https://globalfrp.org/

16POWER OF PARENT PARTNERSHIPS

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We Must Be Culturally Responsive

POWER OF PARENT PARTNERSHIPS

18THINKING AHEAD

Source: Achievement Gap & Corona Virus, Mckinsey; retrieved on 13, June 2020

19GROWTH MINDSET

Source: Resources for Growth Mindset Edutopia, Retrieved on 13, June 2020

★ Every Scholar deserves access to a high quality education.

★ Every Family deserves access to equitable resources to creating a quality of life in which

their scholar(s) can thrive.

★ Schools should ensure we are clear and consistent with communication; provide access

to academic, social-emotional, and community resources; and build and maintain trusting

relationships our scholars and families can depend on.

★ We are in unparallel times. No one has ever experienced anything like this. Our scholars,

regardless of educational access gaps, deserves to be welcomed and affirmed for who

they are, where they are.

★ We should use growth mindset as a frame for how we grow and educate them to their

greatest potential.

20Reflections & Considerations

OUR PANELISTS

Steven W. Anderson03

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Author, #EdChat Creator &Founder, Web20 Classrooms

Reflections and Considerations

Education in 2020

Reflections and Considerations

Community

Teaching and Learning

Social, Emotional, Mental Well-Being02

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Reflections● How was my classroom community prepared

when the move to remote learning was done? ● How did I maintain a sense of community

when we were forced to be separated? ● What did I learn?

Considerations● How will what I learned in remote learning

help me to build better communities and relationships both with my students and among my students?

● How does the current climate of social action shining a spotlight on social justice play a role in my community next year?

24Community

Moving forward, it will be even more important to build these communities and connections not only among the students we teach but with the wider community as well.

Students and teachers alike are hurting right now. And we can’t shy away from the injustices that plague our communities and school systems.

Kids need spaces to talk about these events, their experiences and know that the adults in their lives will fight for them.

Reflections● The pandemic has caused much of the education

system to finally consider the emotional, social and mental health of students.

● What did you do? ● What steps did you take to ensure students and

parents were ok in forced isolation? ● How did you take care of your own self during this

time?

Considerations● Building off the need to create communities, how

can you make classrooms safe places for students? ● What awareness can you raise with staff members

and administration to focus on the mental well-being of all students and parents?

● How will you make time to ensure each student is well both emotionally and mentally but also make time for yourself?

26Social, Emotional, Mental Health

This focus on social-emotional and mental well-being is a cornerstone of educating the Whole Child.

An exclusive focus on content and standards only builds compliant, non-thinking adults. Social-Emotional and Mental wellbeing can go hand-in-hand with content.

It’s not just important for our students, but for our parents and ourselves as well.

Regardless of what school looks like, a near constant consideration of the social-emotional development and mental wellbeing of students, staff, parents, community members and ourselves is a must.

Reflections● While we may have been somewhat unprepared for

the sudden move to remote learning we did our best to ensure students were learning.

● How did you know students were learning? ● What strategies did you use that worked well? ● What didn’t work so well? ● Are students prepared for next school year?

Considerations● Learning in Fall 2020 will be different from the

beginning of every other school year because of how the last one completed.

● How will you determine where students are? ● What methods will you use to meet the needs of

each student regardless of where school is or what it looks like?

28Teaching and Learning

We are at a crossroads in education when it comes to teaching and learning.

We can keep going down the traditional path, one that has served inequality and injustices since schooling began.

Or we can chart a new course.

One that puts students in the driver seat and allows them time and space to empathize, create authentically, and uses these pervasive technologies for good rather than regurgitation.

One where differentiation is the norm.

One where students have the flexibility to explore their world, examine the topics that are meaningful to them.

One where teaching and learning finally looks like it should in the 21st century.

OUR PANELISTS

Kirsten DurwardIB Workshop Leader Concept Based Trainer & Cognitive CoachFounder, Global Educator Collective

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Twitter: @learnerfocused

Moving forward - the focus on learning

Growing Learners

Effective Learning and Teaching

What’s worth learning?02

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32GROWING LEARNERS

Rethinked

Using Baseline Data

GROWTHWe need to know what our learners understand, know and can do, before we can take them forward in their next steps in learning.

Assessment for Learning

Continuums

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Empower teachers to maximize every student’s academic growth.

Support teachers and students to identify and work towards personal learning goals

Inform instructional time and flexible grouping

Keep the focus on evidence of growth

Provide scaffolded pathways for students with gaps in their learning

Provide discussion points for parent-teacher conferences. Bonnie Campbell Hill

First Steps Literacy

Common Ground Collaborative

GROWING LEARNERS

IT IS THIS SIMPLE 34

We shift from this...

IT IS THIS SIMPLE 35

To this

WHAT IS WORTH LEARNING? 36

‘These days, we teach a lot that isn’t going to matter, in a significant way, in students’ lives. There’s also much we aren’t teaching that would be a better return on investment.”

David Perkins, Harvard

1. Critical thinking

2. Creativity

3. Collaboration

4. Communication

5. Information literacy

6. Media literacy

7. Technology literacy

8. Flexibility

9. Leadership

10. Initiative

11. Productivity

12. Social skills

COMPETENCY AND CHARACTER

Resources

Thinking Routines (Harvard Project Zero)

Prodigy

Jump Foundation

Responsive Classroom

British Council

Maker’s Empire

COMPLEXITY

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Understanding by Design Wiggins and McTighe

What are some of the big ideas we can explore about the world?

What are ways that we can engage in solving problems, creating and designing?

How can we contextualise learning and engage minds?

ASCD

Research Gate

WHAT IS WORTH LEARNING?

EFFECTIVE TEACHING AND LEARNING 39

Teacher Student

Acts as a facilitator of learning

Provides provocations and invitations to learn

Asks probing questions

Provides time for students to problem solve

Provides feedback

Encourages cooperative learning

Addresses misconceptions

Collects evidence of learning

Conferences with students

Sets learning goals

Makes choices

Asks questions

Conducts investigations

Forms predictions & hypotheses

Explores theories

Designs and creates

Records observations and ideas

Provides evidence

Shares thinking with others

EFFECTIVE TEACHING AND LEARNING 40

ALL BRAINS ENGAGEDStrategies:

No Hands up

Call on response

Visible Thinking

Mini White Board

Thumbs up/me too/add more

Resources

Strictly positive teaching

Engagement strategiesPadlet FlipGrid Seesaw

EVIDENCE LEARNING

HOW DO WE LEARN BEST? 42

Image credit Whakarongo School NZ

Resources to explore

Problem Based Learning

Project Based Learning

Common Ground Collaborative

Kath Murdoch - Inquiry Based Learning

Concept Based Curriculum CBC

CHANGE AND OPPORTUNITY 43

In the ‘new normal’ we need to embrace a growth mindset and think differently.

We must not be afraid to embrace new strategies and ways of working.

We need to keep the focus on learning, and the learning that matters to our students.