Filed under: Change Agent, Instructional Leader, Leadership | Tags: 1:1 Laptop Programs, 21st Century Schools, Action Plans, change, Learning, Risk taking, Technology Plans
Flickr by Edge of Space
In December 2009, I used this photo in my Leadership and 1:1 Bus post and last year I used it with the Graded faculty to describe our journey to provide students with a relevant education for today and the future. This journey includes going 1:1 in August 2012. For me the photo conjures up excitement and fear. And while some people are adventurous enough to sit on top or hang on the side, others feel more comfortable inside. It doesn’t matter where one sits, the important thing is that we’re all together on the journey.
When is it exciting and often magical? When our students are using technology for learning, creative and original thinking, communication and collaboration, research and information literacy and critical thinking and problem solving.
When is it a bit scary? When we are uncertain of what is coming next or when we have to step outside our comfort zone to try something new.
We have so much to be proud because we have traveled so far in such a short amount of time. This year we have done the following to prepare for a full 1:1 rollout in August.
- Support professional development at conferences by providing faculty with the opportunity to attend the Laptop Institute at Lausanne Collegiate and Unplugged at the American School of Bombay.
- Provided all of our teachers and administrators with laptops so that we all get used to working anytime, anywhere.
- Using digital tools to help us with our work and our learning. The idea is that we will experiment and figure out what works as we do the same in our classrooms.
- Created PLCs around assessment in today’s digital environment.
- Reviewed and redesigned our curriculum in science and English with a 21st century lens.
- Encouraged students to bring in laptops to ease the transition for August.
- Defined our Information Communication and Technology standards that will be integrated schoolwide next year.
- Provided teachers with a full-time academic technology coordinator to support them with integrating technology and professional development.
- Developed our acceptable use policy and LARK guidelines so that our community members can be responsible digital citizens.
- Developed a digital toolkit that will provide us with some software standardization in our bring your own laptop environment.
- Upgraded facilities so that we have electrical power throughout the campus.
We realize that the journey is not over yet. In reality, we’ve really only traveled a short distance. The key is that we are well on our way to transforming the learning experiences for our students.
Filed under: Change Agent, Instructional Leader | Tags: 1:1 Laptop Programs, 1:1 Laptops, 21st Century Schools, Conferences, Graded, Innovate2013, Learning, Professional Development
In October, we enthusiastically agreed to join forces with Lausanne Collegiate, The American School of Bombay and Frankfurt International School as a member of the Laptop Institute team. January 19 – 21, 2013 Graded will host the Innovate 2013 Conference. Since then we have had a blast working to plan a meaningful learning experience for all participants. We started by determining a name and a theme and then took ideas from some of the best conferences that member of the planning group had attended. We considered The Laptop Institute, ASB Unplugged, Learning 2.011, K12 Online Conference, Educon 2.4, and a few others.
Our committee still has a long way to go as we strive to break the conference mold but we are excited about the direction that we’re heading. Below is our current stance on our learning structures.
Innovate 2013 Learning Structures
In an effort to combat the Education Myths That Shape Conferences, Innovate 2013 is committed to providing a variety of learning structures to support participants in investigating innovation and planning for transfer in ways that are powerful for them personally.
Two-hour Open Space Slot: Open Space Technology was created in the mid-1980s by organizational consultant Harrison Owen when he discovered that people attending his conferences loved the coffee breaks better than the formal presentations and plenary sessions. This block of time is designed to hand over the conference to participants to determine what kinds of dialogue need to happen that we at Innovate 2013 missed in our planning.
Cohort meetings: Scheduled three times throughout the conference, cohorts are a group of 20 – 25 individuals that gather regularly to exchange ideas, reflect on learning and create connections that result in meaningful, personalized outcomes from the conference. Organized and focused by a facilitator, participants are encouraged to choose into a cohort that best defines where their driving question about educational innovation may reside. This learning structure is designed for participants to build a plan for taking learning back to their organizations.
Cohort strands to choose from include:
- Leadership
- Instructional Technology Facilitators
- The People Behind the Scenes: Infrastructure
- Digital Citizenship
- Differentiation/Special Needs
- Assessment
- NCTE Twenty-First Century Literacies
- The Arts
- Collaboration in local and global communities
- Physical Education
- Student
90 minute workshops and three-hour institutes: We invite YOU, our participants, to share your work and ideas with everyone by presenting at the conference. Come and share how you or your school are integrating technology in the classroom, challenging the status quo, or pursuing strategies that place students in the center. Share your experiences launching and implementing a 1-to-1 program, utilizing digital tools to support assessment practices, building collaborative communities, or examining strategies that add to the dialogue of educational innovation.
We’d love to hear your ideas on what makes a conference valuable for your own learning. If you had the chance to plan your own conference, what would it look like?
Filed under: Change Agent, Leadership | Tags: 1:1 Laptop Programs, 21st Century Schools
Alan Schwarz’s New York Times article, Out With Textbooks, in With Laptops for an Indiana School District highlights the the new 1:1 laptop initiative in Munster, IN.
I’m a bit shocked by the focus of the article and the way that the program is portrayed. Take a look at a few of the quotes from the article and you tell me what you tell me what you think.
This is the quote from Ms. Stafford that ends the article. “This wasn’t a technology initiative — this was a curriculum initiative,”
OK, but look at these other ones.
- “The day all have seen coming — traditional textbooks being replaced by interactive computer programs…”
- “The material we’re teaching is old but everything around it is brand-new,” said Pat Premetz, chairwoman of the math department at Wilbur Wright Middle School
- “Uncuffed, Angela Bartolomeo’s sixth graders spent a recent Wednesday rearranging terms of equations on an interactive Smart Board and dragging-and-dropping answers in ways that chalkboards never could. (In between, a cartoon character exclaimed that “Multiplying by 1 does not change the value of a number!” in his best superhero baritone.)”
- “When Ms. Norman told the students to take out their ear buds to watch a video, two in the back yelped, “Cool!””
- “With a textbook, you can only read what’s on the pages — here you can click on things and watch videos,” said Patrick Wu, a seventh grader. “It’s more fun to use a keyboard than a pencil.
Are these the main reasons that we advocate for providing students and teachers with access to technology? Are these examples of higher level learning in a 21st century classroom? I applaud the efforts of the school district and teachers. I just think that this article fails to capture the real reason why the district decided to go 1:1.
Filed under: Change Agent, Leadership, Visionary | Tags: 1:1 Laptop Programs, Tools
Photo by Pink Punk Shelly
Check out the supply list for you typical school and you’ll find a list like the following.
6th Grade
• 1 pen/pencil pouch*
• 2 one inch binders (one of these should be green)
• Minimum of 25 #2 pencils (NO MECHANICAL PENCILS)
• Minimum of 5 red ink pens
• Minimum of 5 ink pens (blue or black)
• 8 low odor dry erase markers
• 300 3×5 ruled index cards
• 2 boxes (8 count) colored pencils
• 2 yellow highlighters
• 2 folders with pockets (one red, one orange)
• 2 one subject spiral notebooks (one blue, one green)
• 1- 5 subject spiral notebook w/ plastic cover (red)
• 1- 3 subject spiral notebook w/ plastic cover (yellow)
• 1 hand held pencil sharpener (covered)
• 2 bottles of 4 oz glue
• 1 pair of scissors (Fiskars-no sharp points)
• 1- 8 tab pack of dividers
• Book bag (book bags on wheels will not fit in the lockers)
• 1 box of tissues
• 3 packs of lined notebook paper (loose-leaf paper)
** Students will need a basic calculator and ruler at home
to complete assignments. **
These are suggested supplies for the CORE area subjects. The CORE teachers will begin the year focusing on organizational skills using the above supplies. Elective teachers will give out a supply list when school begins.
*PLEASE EXPECT TO REPLENISH SUPPLIES SUCH AS PENS/PENCILS/PAPER AS NEEDED THROUGHOUT THE SCHOOL YEAR.
If your child brings other supplies to school, or you purchase products for their use at home, please make sure that they are safe products whose vapors are not harmful to breathe. For a list of products and safer substitutes, visit
Materials will be color coded by subject:
Math = Red Science = Green
Social Studies = Blue English = Yellow
From Providence MS in Chesterfield County VA.
What happens in a 1:1 school? Does the list look like this?
Laptop or Tablet PC
- Microsoft Windows 7 Enterprise Operating System.
- Microsoft Office 2007 Professional (Word, Excel, PowerPoint, Outlook, Access, OneNote).
- Various other software packages.
Filed under: Change Agent, Instructional Leader, Modeler | Tags: 1:1 Laptop Programs, 21st Century Schools, Future, Risk taking
On Tuesday I made a presentation to the entire high school student body and it did not go exactly as I had hoped. We’ve had a task force working on plans to implement a 1:1 program in 2012 and the timing seemed right to introduce the students to the initiative. The purpose of the assembly was to create an awareness amongst the students of Graded’s plans to start a 1:1 program in the high school in 2012. I also tried to go beyond the idea of just a 1:1 program by focusing on Graded in 2020. To provide all students with a voice in the discussion I asked all students to bring their mobile devices so that they could participate in a back channel chat.
It’s very interesting because I really thought that the problems would be different in nature. I did not expect that the immature acts of a small number of students would dominate the discussion on the back channel chat. I had asked a colleague to turn it off if someone posted anything inappropriate and about half way through he shut down the computer. This happened even after I gave them three clear rules: 1. Use real names; 2. Conversation has to relate to the topic; and 3. Think before you post. Here are my thoughts on the risk, my learning and the future.
The Risk
As I mentioned, The purpose of the assembly was to create an awareness amongst the students of Graded’s plans to start a 1:1 program in the high school in 2012.
I was certainly nervous and knew that there was a certain level of risk going into the presentation.
- Will students be receptive to the message?
- Will the technology work?
- How will I effectively communicate the message?
- Will anyone actually participate in the discussion?
- How will the teachers respond to the topic?
- What will happen when I all give students voice?
With these questions in mind I set out with purpose. When putting together the presentation my focus was on the topic and I tried to use a mix of text, videos and images to convey the message. Like every good teacher I rehearsed my speech and made sure that the Prezi slideshow, videos, and the back channel tool, Today’s Meet worked.
While I may not have been successful in creating that discussion on the back channel chat, I have anecdotal evidence that discussions are happening. Our film teacher told me that his class had a “interesting” 15 minute discussion right after the assembly. and our PFL students shared their comments with their teacher. I even find a sense of contentment in the fact that a few stragglers on the back channel chat session posted relevant comments as late as 8:35 pm on Tuesday.
“But Graded is trying to be a pioneer in the area in Brazil. I really admire them for that.”Liberalism Rules at 8:19 PM, 4 May 2011 via web
“And as for the maturity, if this technology was something that we were rather used to, people wouldn’t be so “obsessed” over it, and…” troll at 7:57 PM, 4 May 2011 via web
“I think that although laptops would provide more interactive learning experiences for the students, it would also hinder their concentration”: D at 7:45 PM, 4 May 2011 via web
I’m in search of more stories from students and teachers.
My Learning
Every good educator processes the lesson and whether or not students learned to identify improvements for the future. In this case, let’s think in terms of risk management.
- It’s probably natural for high school students to get a little giddy when they are introduced to a new tech tool and some will want to play around more than others. Maybe I could have tested the back channel out on smaller groups before doing it with 350 students.
- Next time I’ll plan to use a back channel tool that shows the identity of the participants. This will take longer to set up but it will be worth it. I can use the expertise of our Academic Technology Facilitator to help me with this setup.
- I’ll make sure that every student has access via the wireless network. I found out just prior to the presentation that this could have been arranged. I believe that there were students in the audience that wanted to respond to the topic and they were not able to. These students could have turned the conversation. In a 1:1 environment it is so important to provide everyone with the opportunity to participate.
- I’ll ask the faculty members to bring their mobile devices so that they can participate in a positive manner. Since this is a community discussion their voices are important.
- I’ll also continue working on building relationships with students so that there is a level of genuine respect between us. It’s my first year and the school and I have much work to do to build stronger relationships with the Graded student body.
- You can bet that I’ll also set up a way to measure whether or not I was successful in raising awareness.
What other suggestions do you have for me?
The Future
Will I do it again? You bet!
Will I do things differently? Of course.
In today’s learning environment it’s imperative for educators to try new approaches to teaching and learning. I think that it’s actually OK to fail every once in awhile. I’ll probably do a more thorough risk assessment in advance next time. I’m saving the transcript of the back channel because I want to go back and review it in the near future. I envision a time when everyone will have a voice at our assemblies in a meaningful discussions. I would have loved to have seen back channel chats when we had MV_Bill and Nando Reis speak to our community.
Photos: Risk Taking Quote by useitinfo
Risk Assessment by Blue Square Thing
Filed under: Change Agent, Instructional Leader, Leadership, Visionary | Tags: 1:1 Laptop Programs, 21st Century Schools, change, Essential Conditions, Planning, Vision
Something very exciting happened when our leadership team met for a leadership retreat to work on our vision for Graded. For the longest time we have been focusing on our 1:1 initiative in the middle school and amazingly enough, during the entire retreat, technology never entered the conversation. We even framed our learning around five of ISTE’s Essential Conditions to Effectively Leverage Technology for Learning. The five that we chose were Skilled Personnel, Curriculum Framework and Student Centered Learning, Ongoing Professional Development, and Assessment and Evaluation.
I think that we owe the National Association of Independent Schools (NAIS) and their “A Guide to Becoming a School of the Future” for this accomplishment. I highly recommend it as required reading for any school that is planning for the future. I think that we spent so much time focusing on the core of a our school in the future, that it was just assumed that technology would play a major role in the teaching and learning process.
What does the guide have to offer?
The first section is entitled, “Making the Case for Schools of the Future”. Even if you don’t need convincing, I suggest that you read it and share it with those who need to be convinced.
“We can choose to adapt, accepting that we do not know this world as well as our children and look to them to help us learn. Or, we can be infexible immigrants, focusing on how good things used to be. If we are to reach our children and help them learn, we must adapt, we must face the fact that our students are no longer the people our educational system was designed to teach.”
The second section is, “Essential Capacities for the 21st Century”. We linked this to a curriculum framework where the main categories are Analytical and Creative Thinking and Problem-solving; Complex Communication —Oral and Written; Leadership and Teamwork; Digital and Quantitative Literacy; Global Perspective; Adaptability, Initiative, and Risk-Taking; Integrity and Ethical Decision-Making. There are many frameworks out there that describe what students should know and be able to do. This is just one that provides food for thought.
I love the third section and think that it is the core of the guide because it provides schools with a variety of models and resources for change. It’s great that they start the chapter off by saying:
“The intention is not to provide a formulaic approach to the challenges of teaching and learning in our times but rather to encourage exploration, innovation, and transformation within each school in a manner that is consistent with the school’s mission and the needs of its students.”
One can spend hours in this section exploring the ideas and the links to resources from a wide variety of school and teachers. The Stories of Excellence guide has examples of classroom units where technology is used (unfortunately, It looks like they have blocked it to non-members). This is one resource that is teaching and learning with technology focused.
The authors identified the following unifying themes:
- The schools are academically demanding
- Project-based learning, as an integral part of the school’s program, is woven throughout all grade levels and disciplines
- Classrooms extend beyond the school walls, actively engaging students in the world around them
- Digital technologies and a global perspective infuse all aspects of the curriculum
- Vibrant arts programs help promote creativity, self-expression, self-discipline, and fexibility
- The adults are actively engaged with one another and with the students in a process of continuous learning
- A culture of engagement and support invites participation, innovation, and a “growth mindset” on the part of teachers and students
- Transformational leadership challenges the status quo, draws out the issues, navigates through confict, and mobilizes people and resources to do the adaptive work necessary to create and sustain effective change.
Finally, the appendix has additional resources to use in your planning.
If you haven’t studied this guide, you’re missing out. It’s a must in my book.
Filed under: Change Agent, Leadership, Visionary | Tags: 1:1 Laptop Programs, 21st Century Schools, Collaboration, Communication, Planning
While our middle school has a 1:1 program in grades 6 and 7 our high school is planning to roll out a 1:1 program in August 2012. We have created a 27 member task force comprised of teachers, students, parents and administrators whose job it is to get out in front of the learning and to make recommendations for the 2011 school year. The task force leadership group decided to structure the group, which has a December – June lifespan, around these ideas and goals.
Goals
- Develop recommendations/action steps for the high school for the 2011-12 school year. Recommendations will be based on the International Society for Technology in Education’s Essential Conditions.
- Share information on 21st century education with the Graded community.
The group meets monthly for 4 hour chunks of time so we realize the importance of communicating and collaborating virtually. There are three tools that we are relying on heavily for communication and collaboration.
1. Ning - The 2012 Task Force Ning is our hub for communication. While there are 27 members of the task force, there are 56 members on the Ning. We have opened it up to our entire community. We started by posting notes from our initial meetings in the discussion forum and are encouraging video uploads, ongoing discussions and blog posts. We use it as a portal for discussions and an archive of our process. Recently, we asked our high school leadership team to review the Ning so that the members could gain a sense of what the task force is doing. While we’re never satisfied with the level of participation, the amount of information that has been generated after 3 months is fantastic.
2. Diigo - We have created a group called Graded 21st Century that members can use to share web resources. Members can also share highlights and notes with the rest of the group. We are finding that the long tale property holds true with a very small number of members contributing multiple sources. It will be interesting to see how participation improves over time.
3. Google Docs – We use Google Education tools to collaborate and present information. These tools are available 24/7 for members to use and we have a rich archive of information.
So, what have we learned in rolling out these tools?
1. Building the Ning doesn’t mean that people will automatically start using the tool. We found that we had to provide support to help the teachers, students and parents to get started. Sending the information out via e-mail only worked for some of the participants.
2. Using the tools during the face to face meetings is a must. Aside from the obvious reasons, this allows the participants to discuss the tools and they can get help, if necessary.
3. We’re working with an outside consultant and she is able to track our progress and participate in the discussions. On a recent Skype call with her I asked her to guess which direction the group took in a recent meeting and she had already seen the work and was able to comment. It’s so efficient and effective to have her linked in with our work.
4. Making a monthly post an assigned task has had mixed results. Some were more comfortable with expounding on their ideas that related to specific online resources and others just shared resources on the Ning. We’re hoping that with feedback and discussion that posting will become a habit and that the quality of the posts will improve.
5. We’re constantly looking for ways to increase the chatter on the Ning. We are optimistic that we’ll develop a culture of online collaboration but it seems to be something that we can’t give up on.
We’re very excited about the work that this group is doing and it will be exciting to see how this online culture evolves. What suggestions do you have for us?
Filed under: Change Agent, Instructional Leader, Leadership | Tags: 1:1 Laptop Programs, 21st Century Schools, change, Data, Research
Cross posted on 1 to 1 Schools
I’m certainly glad that I follow Chris Smith from Shambles on Twitter because I recently found the New South Wales (NSW) One-to-One Computers in Schools 2010 Literature Review through him. The timing was perfect because our school community is ready to look at research on the topic. The review focuses on Student Achievement, Professional Learning and Laptop Pedagogy, Leadership and Technology Integration, Technical problems and support, and Computers at home. I don’t want to ruin this excellent learning experience for you, but they identified the key implications as,
- One-to-one laptop programs can bring about improvements to student learning
- Improvements in student achievement are related to laptop use
- Professional learning is essential for successful integration
- A shift from a focus on technology proficiency to laptop pedagogy needs to take place
- Teacher pedagogical beliefs largely determine the degree and type of integration that occurs in the classroom
- Professional learning must include processes by which teachers regularly discuss their pedagogical and educational values
- Teachers need time for discussion and the sharing of ideas/resources
- Leadership is crucial for successful integration
- School leaders must build a shared vision, keep the focus on that vision, lead the planning, provide time for collaboration and discussion and provide appropriate and timely professional learning for teachers
- Leaders must foster a collaborative and supportive school culture
- Distributed leadership and a whole school approach are most effective
- Sufficient technology support is crucial for the success of a one-to-one laptop program
- Technology support needs do not diminish as the program matures
You can learn more about the Digital Education Revolution in NSW at their site.
How will you use this rich information to support your 1 to 1 initiative?
Filed under: Change Agent, Instructional Leader, Leadership | Tags: 1:1 Laptop Programs, 21st Century Schools, Assessment, change, Curriculum, Leadership, Vision
Crossed Posted on 1to1 Schools
This is part 1 of 2.
I slowly worked my way through Heidi Hayes-Jacobs book Curriculum 21: Essential Education for a Changing World for the past couple of months. It’s been slow only because I haven’t had much time for serious reading lately. Once I got my new iPad I was able to breeze through it. While I was skeptical about the content at first, I have to say that I was pleasantly surprised with what I learned from the book. Hayes-Jacobs with help from Stephen Wilmarth, Vivien Stewart, Tim Tyson, Frank W. Baker, David Niguidula, Jamie P. Cloud, Alan November, Bill Sheskey, Arthur Costa and Bena Kallick present an argument, along with practical steps for “upgrading the curriculum”. This first post will focus on two key points from the first four chapters by Heidi Hayes Jacobs.
What year are you preparing your students for? 1973? 1995? Can you honestly say that your school’s curriculum and the program that you use are preparing your students for 2015 or 2020? Are you even preparing them for today?
Start with changing the assessments – As I visit classrooms I’m constantly asking myself how will the lesson change when everyone has ubiquitous access to the right technological tools (we’re preparing to go 1:1 in 2012). As we talk about this transformation I agree with her in saying that the first practical step to take is to change the assessments to. Her suggestion is to consider what “21st century social scientists, scientists, mathematicians, artists, writers, language specialists, musicians, and business men and women might produce…” To put this in place she suggests the following steps.
Step 1 – “Develop a pool of assessment”
Step 2 – “Teachers working with IT members, identify the existing types of software, hardware, and Internet-based capabilities in their school…” Suggestion for teachers to become comfortable with at least one new tool per semester.
Step 3 – “Replace a dated assessment with a modern one.”
Set aside a book report and replace it with a podcast, virtual literary tour, video or magazine book review.
Step 4 – “Share the assessment upgrades formally with colleagues and students.”
Step 5 – “Insert ongoing sessions for skill and assessment upgrades into the school calendar.”
Upgrade the Content -While changing the assessment is a good first step, upgrading the content through changes to the curriculum get to the heart of the matter. We, in international schools have the luxury of being able to develop our own curriculum. The suggestions that Heidi Hayes-Jacobs offers are refreshing and exciting. How would students feel about the following units?
- How does cultural anthropology shedding light on the economy of resource-rich Brazil?
- Science units focused on ideas that changed the world. Also thinking ahead to future ideas that have the potential to change the world.
- Physical education students organizing a 5k run for the community to promote healthy lifestyles.
- A unit on book to film where students study the process and results of making a movie from a book.
- Using an integrated approach to teaching math/economics where students look at the economics of real life problems. The students create their own Freakonomics scenarios.
- Students organizing a virtual orchestra concert with musicians from around the world.
I believe that these steps can help us make a transition into a school that is preparing students for 2011. Has anyone tested the ideas out?
If you’re interested in joining the Curriculum 21 Learning Commons you can join the Ning.
Part 2 will be devoted to key learnings from the other authors.
Filed under: Change Agent, Leadership, Modeler | Tags: 1:1 Laptop Programs, 21st Century Schools, change, Leadership, Learning, Modeler
Cross posted on 1 to 1 Schools.
We know that practices change when teaches, students and administrators have ubiquitous access to technology on a daily basis. In the classroom, teachers and students have to explore different strategies for teaching and learning. In the administrative offices, school leaders should, “promote and model effective communication and collaboration among stakeholders using digital-age tools.” (From ISTE’s NETS-Administrators). These changes don’t happen overnight because it can be difficult to develop new skills and knowledge and to change habits. What does the school leader who suddenly finds him/herself in a 1:1 environment do? In what ways do they change their practices to effectively leverage these new tools?
Let’s look at the following scenario: The principal and/or administrative team members are in charge of facilitating a planning session(s) with community stakeholders and all members of the group have access to a wide variety of resources and technological tools.
It’s very likely that the sticky notes and chart paper will not be needed for this meeting.
Let’s begin with Jeff Utecht’s four questions that Nick mentioned in his post entitled, “I’ve got to think of a new job title.”
- Is the technology being used “Just because it’s there”?
- Is the technology allowing the teacher/students to do Old things in Old ways?
- Is the technology allowing the teacher/students to do Old things in New ways?
- Is the technology creating new and different learning experiences for the students?
These questions can certainly be used by the leader to guide his/her planning. It seems to be a real challenge to develop a planning session that will create a different experience for the participants.
Some of the possibilities include:
- Using the tools to cut down on the face to face meeting time. Only meet in person when it’s really necessary.
- Using software to organize thoughts and ideas into visually stimulating digital images.
- Providing the group with a wide variety of online resources that they can review anytime, anywhere.
- Encourage the participants to seek out related information and resources throughout the session.
- Start the discussion off with a blog post for people to comment on.
- Communicate key concepts and ideas with stimulating visuals instead of the traditional bullet points.
I’d love to hear how school leaders are changing their practices to capitalize on this new environment. How are you “creating new and different learning experiences” for your community?
