The COVID-19 disruption caught K-12 unprepared and issuing packets of paper, the March solution, won’t work in the Fall. Learning must be continuous, seamless, regardless of location. Time for schools to join the 21st century and use digital curricula. In this week’s blog, we describe classrooms in Michigan that seamlessly weathered the COVID-19 disruption.
With districts around the country relying on their websites to convey essential information to their communities, accessibility is more important than ever.
With studies showing that teachers are more stressed than soldiers returning from battle, now is the time to focus on their mental and emotional health.
Most K-12 educators are still not ready to teach online. It would be foolhardy to overlook this reality.
As educators delve into the world of remote and online learning, we must be mindful of the need to retain professional boundaries at the same time as working to maintain a high level of support for students.
In these challenging times, taking the time to check in with students’ social-emotional wellness is just as important as attending to their physical well-being.
Students whose social and emotional needs are not being met do not learn effectively.
Today the Coronavirus has left public school systems and private schools scrambling to find alternative ways to continue to educate students for an extended period of time.
When choosing STEM tools for girls, it is important to choose tools that engage girls in active problem-solving, hands-on learning, building and engineering.
For public schools, technology is an important tool. But establishing strong security measures to protect student privacy is even more essential.
With the unprecedented declines in academic achievement, many educators, along with parents, community groups,
and school partners have aggressively pursued equity and improved outcomes through high-impact tutoring.