Through 15 years of identifying, awarding, and studying schools that achieve excellent and equitable learning results, the National Center for Urban School Transformation has found that Black, Latinx, low-income, and other diverse groups of students are much more likely to achieve outstanding learning results when teachers design instruction in ways that lead all students to feel valued and capable. In this session, learn practical strategies for ensuring that all your students are likely to thrive in online learning environments.
Making Students Feel Valued and Capable through Online Learning
Joseph F. Johnson, Jr., Ph.D. Rupi Boyd, Ed.D., & Jose Iniguez, Ed.D.
Focusing on Understanding and Mastery through Online Learning
A focus on understanding and mastery is quite different from a focus on coverage that may be observed more typically. In many schools, teachers feel driven to cover the lesson associated with a pacing guide or a scope and sequence chart. Teachers in high-performing schools were passionate about ensuring that students acquired deep levels of understanding and mastery. of the concepts and skills taught. Teachers meticulously planned lessons to lead each and every student to mastery of the lesson objectives. Teachers worked relentlessly, not simply to present lessons, but to ensure that all students mastered the essential concepts and skills associated with the lessons. Throughout lessons, teachers carefully monitored what students understood related to the lesson objective and sometimes adjusted lesson designs midstream in order to increase the likelihood that every student achieved mastery.
Joseph F. Johnson, Jr., Ph.D. and Cara Riggs
Promoting Clarity through Online Learning
In schools where all demographic groups of students achieve outstanding learning results, teachers ensure that students develop clarity about intended learning outcomes. Teachers use words, images, objects, and interactions to represent important lesson ideas. As well, they organize lessons logically so students know what they should understand and students can gauge their learning progress.
Joseph F. Johnson, Jr., Ph.D. and Shirley Y. Peterson, Ed.D.
Ensuring Culturally, Socially, and personally responsive teaching through Online Learning
One of the most exhilarating moments in teaching occurs when a student exclaims, “Oh, now I get it! Hey, I know about this! Now, this makes sense!” This seemingly magical moment occurs when a student connects a concept that he or she perceived as foreign, distant, or ambiguous with something that is part of their background or experience. The “aha moment” represents the priceless transition from confusion to understanding, from being a disengaged bystander to becoming an active participant in learning.
Joseph F. Johnson, Jr., Ph.D. and Rupi Boyd, Ed.D.
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