Because of the COVID-19 pandemic, many K12 teachers and university professors are walking into classrooms where students have the most widely different academic skills and social-emotional needs in recent history. More individualized instruction is required to close the gaps. Below are details on free resources, advanced resources, and funding available to help you provide the personal attention your students will need on the road to recovery.
The non-profit Academy of Active Learning Arts and Sciences is offering the Differentiation Specialist Certification at no cost to all FLGI certified educators.
The Flipped Learning 3.0 Differentiation Certification addresses one of the biggest challenges teachers face this school year. How do I give the right instruction at the right time to every student in a class of 20, 30, or more?
This complimentary course is a step-by-step guide to planning for differentiated instruction, differentiating assessment, and classroom management in a flipped classroom. The course includes practical strategies from a cadre of 16 differentiation masters, including Dr. Carol Ann Tomlinson, Dr. James (Jim) Delisle, and Birgit A. Jensen.
When you complete this master class you’ll receive the Flipped Learning 3.0 Differentiation Specialist Certification to add to your professional resume.
Though many educators dislike the term “learning recovery,” in March of 2021, a federal program earmarked $126 billion for K12 schools. Five percent of those funds must be spent on evidence-based learning recovery programs.
For teachers, this means these funds may be used to strengthen the skills you personally want to enhance to manage the highly diverse academic needs of your students this term. Many teachers are unaware of the details of this funding source, so we are providing fact sheets that you can use to request more personalized support, paid for by your school administration. The program is called the American Rescue Plan (ARP) Act and it includes the Elementary and Secondary School Emergency Relief Fund. (ARP ESSER.)
SEE FUNDING LEVELS FOR STATES THAT RECEIVED ARP ESSER FUNDS
Source: US Department of Education
Classroom TeachersLearning Recovery Specialist Level-I is for educators who are new to Flipped Learning and want a step-by-step roadmap to differentiating instruction with their students for the purpose of learning recovery.Quickly learn the fundamentals of differentiating in a flipped classroom along with proven best practices to avoid novice mistakes.See Details |
Instructional CoachesLearning Recovery Specialist Level-II is for educators who are experienced with Flipped Learning but want to learn the innovative new strategies teachers are successfully using to differentiate instruction including Mastery Learning.Confirm and validate your skills to administrators and peers. Distinguish yourself as a Certified Learning Recovery Specialist.See Details |
School DistrictsFor school administrators who want to prepare a team of Learning Recovery Specialists to support a school, multiple schools, or a school district.Contact us to learn the fundamentals every administrator needs to know to support your teachers’ and instructors’ efforts to differentiate instruction for all students even in large classes.Contact Us |
1 – PROCEEDINGS OF THE 1 ST ANNUAL HIGHER EDUCATION FLIPPED LEARNING CONFERENCE | Differentiated Instruction and Flipped Learning
Research has determined that differentiated instruction is an effective way to meet the needs of diverse learners. Teachers, who effectively differentiate, employ numerous strategies to meet the needs of diverse learners. This paper outlines several processes for differentiating instruction with flipped learning. [See Paper]
2 – Proceedings of Braga 2014 Embracing Inclusive Approaches for Children and Youth with Special Education Needs Conference | Flipped Classroom Instruction for Inclusive Learning
Flipping a classroom allows for direct instruction to be asynchronous and therefore differentiation for each student can be possible. The pace of the class becomes appropriate for each student and the establishment of mastery for a lesson can be achieved when lessons become personalized. [See Paper]
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3. Proceedings of the International Scientific Conference | Differentiating the learning process according to students’ individual needs using Flipped Learning The study’s main objective is to analyze possibilities to differentiate the learning process according to students’ individual needs and improve competencies using a flipped learning approach. The study found that teachers have an excellent opportunity to give students individual and useful feedback and differentiate students’ work according to their individual needs. The study revealed that students have the possibility to improve competencies. It is useful to introduce teachers to the possibilities of a flipped learning approach to individualize the learning process and develop students’ competencies as it is stated in education planning documents. [See Paper] 4 – Differentiation to Accommodate Diverse Learners in the Flipped Classroom Flipping learning is an effective instructional strategy that allows for differentiation of instruction in a classroom with diverse learners. Paying particular attention to the diversity of academic backgrounds and preparedness for college courses, this chapter explores differentiation strategies that could benefit a broad spectrum of learners in a flipped classroom. These differentiation strategies are at the course design and implementation levels and include differentiation strategies for pre-class preparation, in-class activities, and assessment. [See Full Abstract] 5 – 13th International Conference Mobile Learning 2017 | Mastery Learning Benjamin Bloom popularized Mastery Learning in the 1960s. Instead of being a theory that supports the use of flipped learning in general, it highlights the importance of using flipped learning in a meaningful and structured manner. Using mastery learning, students learn at their own pace. Therefore learning is differentiated. [See Paper] 6. The Economic Impact of Learning Loss | A global perspective from OECD All indications are that students whose families are less able to support out-of-school learning will face larger learning losses than their more advantaged peers, which in turn will translate into deeper losses of lifetime earnings The economic losses will be more deeply felt by disadvantaged students. [See paper] 7- Steps Schools are Taking to Recover Learning | COVID-19 Global Education Recovery Tracker. – John Hopkins University For systems where schools are open for in-person education, what additional educational support is being offered to mitigate learning loss among students? [See Charts] 8. Getting back on track | What’s Next? Lessons on Education Recovery: The Survey documents how countries are monitoring and mitigating learning losses, addressing the challenge of reopening schools, and deploying distance learning strategies. In total, 142 countries responded to the Survey that covers the period from February to May 2021 and spans pre-primary, primary, lower secondary, and upper secondary. [See Study] 9 – Best Practices for Learning Loss Recovery | The Missing Link? Support for Classroom Teachers Hanover Research prepared the following report to inform member districts’ learning recovery program development. In this report, Hanover shares best practices from secondary sources, publicly available research, academic literature, advice from educational experts, and guidance from state agencies. The report also includes information, strategies, and innovative ideas from notable districts’ learning recovery programs. [See Report] 10 – Differentiated Instruction in Information Literacy Courses in Urban Universities: How Flipping the Classroom Can Transform a Course and Help Reach All Students. Urban universities enroll highly diverse student bodies by every measure of “diversity.” In addition to different learning styles students may innately possess, many aspects of diversity impact the way they learn. A differentiated instruction approach invites instructors to design various teaching and assessment devices in an attempt to appeal to how students learn differently. In order for differentiated instruction in information literacy to work, most classroom time should be dedicated to students working alone or in groups to learn and apply the material by the means that best complements how they learn. This article explains differentiated instruction and how it allows instructors to better reach a diverse group of students, and advocates for the adoption of a flipped classroom teaching approach to allow for the transformation of classroom time into a tutorial model where varied differentiated instruction opportunities can co-exist to support students of all learning styles and backgrounds. [See paper]
News:
New program gives educators the skills to manage the back-to-school class of 2021 where students have the most diverse academic and social-emotional needs in recent history.
Mexico City, August 26, 2021 – Today, Anahuac University announced that it has joined a global coalition of universities to provide critical classroom-level support to K12 teachers and university professors who will be facing an unprecedented need for more individualized teaching. The university is offering just-in-time skills for teachers and professors who will be teaching students returning to school this year with widely different academic skills and social-emotional needs. Anahuac is preparing educators with an evidence-based framework they can use during regular class periods to provide the personal attention students need to close diverse skills gaps…. [ Read More ]
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