Comfort Dogs, Self-Directed Learning, and a New Social Contract for Education
Insights from Educate, 19th Edition
Comfort Dogs, Self-Directed Learning, and a New Social Contract for Education
Insights from Educate, 19th Edition
Welcome to Insights from Educate, a curated biweekly newsletter of professional learning and inspiration from authentic voices in education.
Whew! It has been a year. Well, it’s been two years, really. We now use Zoom as a verb and have realized the extent of our digital inequalities. Teachers that were reticent to use technology in the classroom, or perhaps lacked the training to do so, were thrust into full-on remote learning without a safety net in sight.
As we continue to come up for air after being drowned in pandemic-driven chaos and uncertainty, it is crucial that we build in the mental health support systems that are so desperately missing from our schools. We need more counselors, psychologists, nurses, and other support staff. We need teachers that are trained in social emotional learning, learning differences, and neurodiversity. We need to recognize that school isn’t just about math and reading; it’s so much more. A few of the latest articles in Educate dive into what schools should be doing.
As I wind down from my first semester as a full-fledged Ph.D. student, I am coming back to the newsletter energized and more convinced than ever that we need to bridge education research, practice, and policy. Enjoy the latest round-up of professional learning and education news and research.
Professional Learning and Inspiration
Photo by Jamie Street on Unsplash
3 Benefits of Having a Comfort Dog in School
Jesse Pachter writes for Edutopia that hosting a comfort dog in school builds confidence in students, accelerates rapport between teachers and students, and boosts morale. Of course, while dog lovers might rejoice at bringing their pup to school, careful consideration needs to be paid to ensure dogs are well-trained in animal-assisted behaviors. Both dogs and students need time to decompress, which requires strict program implementation across the school. Still, after a tough couple of years schooling during a pandemic, providing schools with untraditional interventions can only help.
Speed Grading with BookWidgets
TeachThought recently published a teacher’s guide to grading with BookWidgets. This how-to guide details how to create interactive quizzes and games using provided templates for real-time student tracking. BookWidgets is compatible with most learning management systems and suites including Google, Microsoft, and Schoology. Most importantly, student work is graded automatically with reports delineating where students need support. I have yet to use this software, but as some districts are still in remote or hybrid learning mode, this new ed tech tool is worth exploring.
Supporting Self-Directed Projects in the Classroom
Emily Boudreau writes for Harvard Graduate School of Education that understanding a child’s capacity for self-directed learning depends on several key elements identified by Karen Brennan’s research on learners engaged in the project process. Brennan suggests students must be personally interested, have access to others for feedback and collaboration, and time to work and reflect to be efficient self-directed learners. Brennan defuses the popular argument that self-directed learning entails withdrawing support for students by stating “the job of the teacher is to help create a learning environment with the right kind of structure that can help a student move their project along.” Self-directed learning taps into our inner motivation by engaging our interests and curiosity.
Education News and Research
According to a new report from the International Commission on the Futures of Education, “a new social contract for education is needed to repair injustices while transforming the future.” The report calls on educational institutions to strengthen education based on the principles of social justice, human dignity, and cultural diversity. Creating a shared vision of education and working interdependently is integral to addressing global issues of social inequality, climate change, and democratic backsliding.
Brandon L. Wright writes for the Fordham Institute that “attacking gifted education is bad policy and bad politics.” Wright notes that while there is a diversity problem in programs for high achievers, it’s due to a historical poor job of maximizing potential of students in low-income neighborhoods, regardless of their ability. Wright states “done right, they [high achiever programs] give participating students—including those who are Black, Hispanic, and low-income—years of increased academic rigor and enrichment.” Ultimately, getting rid of these programs can do more harm than good, when systemic change is necessary to ensure equitable access in all areas.
Khan Academy wants to make mastery learning mainstream. Jeffrey R. Young writes for EdSurge that Khan Academy is looking to partner with districts to adopt the nonprofit’s platform and materials. Khan Academy reaches an estimated 18 million learners a month, which is exponential growth since the platform started over a decade ago. Young interviews founder Sal Khan and gleans insight into how the platform can be used in classrooms.
The Latest Articles from Educate.
*These are free links to Educate articles. Join Medium to enjoy more articles on a variety of topics*
Nothing is “Extra”curricular by Gina Denny
Questions to Ask Prospective Schools by Jillian Enright
3 Teaching Activities to Spice Up Remote Learning by Lukas Dobner
3 Tiered Methods for How Teacher Autonomy and Alignment Can Coexist, and Why They Must by Amber Nunnery
Critical Race Theory Does Not Teach Children That America Is Racist, America Does by Lindsay Messoline
I’m a Teacher, and I Can’t Live Like This by Ellen Dahlke
We Need to Stop Blaming Common Core for Our Failed Math Education System by Nicci Kadilak
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About the Editor
Jennifer Osborne is currently an Educational Leadership Policy Ph.D. student at Texas Tech University. She is an experienced educator with graduate degrees in Educational Leadership and Guidance and Counseling. Jennifer has taught in five countries across a wide variety of classrooms and schools. She is passionate about authentic education for students and personalized professional learning for teachers.
Read her Educator’s Bio at Jennifer Osborne Writes.