Foreword by Michael Fullan. "One of the best new Professional Development books." -BookAuthority Drive student learning with the best of both worlds! In this timely, crucial book, Dr. Stepan Mekhitarian constructs a framework for a task force of teachers and leaders to establish a blended learning program that capitalizes on the capacity and skills teachers have built while teaching remotely. Combining the best of distance learning and classroom practice to create a powerful learning experience, this book features: ¿ Distance Learning vs. Blended Learning sections to help transition various…mehr
Foreword by Michael Fullan. "One of the best new Professional Development books." -BookAuthority Drive student learning with the best of both worlds! In this timely, crucial book, Dr. Stepan Mekhitarian constructs a framework for a task force of teachers and leaders to establish a blended learning program that capitalizes on the capacity and skills teachers have built while teaching remotely. Combining the best of distance learning and classroom practice to create a powerful learning experience, this book features: ¿ Distance Learning vs. Blended Learning sections to help transition various strategies between environments ¿ Blended Learning for Social Justice sections to show how instructional technology can narrow the achievement gap ¿ Ideas for Professional Development sections for sharing strategies and topics with teams ¿ Figures, templates, and tech tips to aid in implementationHinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Dr. Stepan Mekhitarian serves as the Director of Innovation, Instruction, Assessment, and Accountability for Glendale Unified School District, and he was one of the main leaders responsible for transitioning the large district to distance learning in response to the COVID-19 pandemic. Stepan previously served as the Coordinator of Data and Blended Learning in Los Angeles Unified School District. He has been passionate about instructional technology and data-driven decision making since his first year as a public school teacher. He has a wide breadth of experience in classroom and leadership positions, and holds degrees from the University of California, Los Angeles, Harvard, and Loyola Marymount University (LMU). Stepan's doctoral research at LMU's Educational Leadership for Social Justice Program focused on the skills and training needed to effectively implement blended learning across schools and systems. He is a Google Certified Trainer, a Microsoft Innovative Educator, Blended Learning Universe Expert Advisor, and lecturer for the Instructional Technology for School Leaders course at LMU.
Inhaltsangabe
Foreword Preface Acknowledgments About the Author INTRODUCTION PART I: A NEW VISION FOR LEARNING AND PROFESSIONAL DEVELOPMENT Chapter 1: HOW WILL SCHOOLS TRANSITION BACK TO THE CLASSROOM? LEVERAGING BEST PRACTICES FROM THE DISTANCE LEARNING EXPERIENCE WHAT IS BLENDED LEARNING? BLENDED VS. DISTANCE LEARNING FOUR BLENDED LEARNING MODELS ENHANCING CONCEPTUAL UNDERSTANDING AND CONSTRUCTIVIST LEARNING THROUGH BLENDED LEARNING LEVERAGING BLENDED LEARNING TO CLOSE THE ACHIEVEMENT GAP BRINGING IT ALL TOGETHER KEY TAKEAWAYS CHAPTER 2: RETHINKING PROFESSIONAL DEVELOPMENT IN BLENDED LEARNING A WORD ON PROFESSIONAL DEVELOPMENT LEADERSHIP SHIFTING PROFESSIONAL DEVELOPMENT METHODOLOGY GATHERING THE DATA DEVELOPING A PROFESSIONAL DEVELOPMENT PLAN WITH A SUSTAINED FOCUS ON INSTRUCTION TEACHER-LED PROFESSIONAL DEVELOPMENT THAT OFFERS LEADERSHIP OPPORTUNITIES AND INCREASED BUY-IN CONSIDERATIONS BEYOND PROFESSIONAL DEVELOPMENT KEY TAKEAWAYS PART II: APPLYING PROFESSIONAL DEVELOPMENT STRATEGIES TO INSTRUCTIONAL PRACTICE CHAPTER 3: SUPPORTING RIGOROUS LEARNING FOR ALL DIFFERENTIATED SUPPORTS FOR EQUITABLE ACCESS RIGOROUS, CONSTRUCTIVIST LEARNING OPPORTUNITIES EFFECTIVE QUESTIONING TO FACILITATE CONSTRUCTIVIST LEARNING STUDENT COLLABORATION KEY TAKEAWAYS CHAPTER 4: EMBRACING PERSONALIZED ASSESSMENT AND FEEDBACK ASSESSMENTS TO GATHER ACTIONABLE DATA ACTIONABLE FEEDBACK FOR ALL STUDENTS FACILITATING SELF-MONITORING PEER FEEDBACK KEY TAKEAWAYS CHAPTER 5: CREATING A BLENDED LEARNING CULTURE THE RISE OF DIGITAL CITIZENSHIP TRAINING LEARNING ENVIRONMENTS IN A BLENDED LEARNING MODEL ESTABLISHING A COLLABORATIVE LEARNING CULTURE IN CLASSROOMS TECHNOLOGY INTEGRATION AND MANAGEMENT KEY TAKEAWAYS PART III: BRINGING TOGETHER TRAINING AND APPLICATION INTO ONE COHESIVE PROGRAM CONCLUSION: BRINGING IT ALL TOGETHER CREATING A VISION BASED ON THE KEY TAKEAWAYS FOCUSED LEADERSHIP DURING THE TRANSITION BUILDING YOUR PROFESSIONAL DEVELOPMENT TEAM COLLABORATING WITH STUDENTS AND PARENTS AS STAKEHOLDERS PREPARING STUDENTS FOR A NEW WORLD References Index
Foreword Preface Acknowledgments About the Author INTRODUCTION PART I: A NEW VISION FOR LEARNING AND PROFESSIONAL DEVELOPMENT Chapter 1: HOW WILL SCHOOLS TRANSITION BACK TO THE CLASSROOM? LEVERAGING BEST PRACTICES FROM THE DISTANCE LEARNING EXPERIENCE WHAT IS BLENDED LEARNING? BLENDED VS. DISTANCE LEARNING FOUR BLENDED LEARNING MODELS ENHANCING CONCEPTUAL UNDERSTANDING AND CONSTRUCTIVIST LEARNING THROUGH BLENDED LEARNING LEVERAGING BLENDED LEARNING TO CLOSE THE ACHIEVEMENT GAP BRINGING IT ALL TOGETHER KEY TAKEAWAYS CHAPTER 2: RETHINKING PROFESSIONAL DEVELOPMENT IN BLENDED LEARNING A WORD ON PROFESSIONAL DEVELOPMENT LEADERSHIP SHIFTING PROFESSIONAL DEVELOPMENT METHODOLOGY GATHERING THE DATA DEVELOPING A PROFESSIONAL DEVELOPMENT PLAN WITH A SUSTAINED FOCUS ON INSTRUCTION TEACHER-LED PROFESSIONAL DEVELOPMENT THAT OFFERS LEADERSHIP OPPORTUNITIES AND INCREASED BUY-IN CONSIDERATIONS BEYOND PROFESSIONAL DEVELOPMENT KEY TAKEAWAYS PART II: APPLYING PROFESSIONAL DEVELOPMENT STRATEGIES TO INSTRUCTIONAL PRACTICE CHAPTER 3: SUPPORTING RIGOROUS LEARNING FOR ALL DIFFERENTIATED SUPPORTS FOR EQUITABLE ACCESS RIGOROUS, CONSTRUCTIVIST LEARNING OPPORTUNITIES EFFECTIVE QUESTIONING TO FACILITATE CONSTRUCTIVIST LEARNING STUDENT COLLABORATION KEY TAKEAWAYS CHAPTER 4: EMBRACING PERSONALIZED ASSESSMENT AND FEEDBACK ASSESSMENTS TO GATHER ACTIONABLE DATA ACTIONABLE FEEDBACK FOR ALL STUDENTS FACILITATING SELF-MONITORING PEER FEEDBACK KEY TAKEAWAYS CHAPTER 5: CREATING A BLENDED LEARNING CULTURE THE RISE OF DIGITAL CITIZENSHIP TRAINING LEARNING ENVIRONMENTS IN A BLENDED LEARNING MODEL ESTABLISHING A COLLABORATIVE LEARNING CULTURE IN CLASSROOMS TECHNOLOGY INTEGRATION AND MANAGEMENT KEY TAKEAWAYS PART III: BRINGING TOGETHER TRAINING AND APPLICATION INTO ONE COHESIVE PROGRAM CONCLUSION: BRINGING IT ALL TOGETHER CREATING A VISION BASED ON THE KEY TAKEAWAYS FOCUSED LEADERSHIP DURING THE TRANSITION BUILDING YOUR PROFESSIONAL DEVELOPMENT TEAM COLLABORATING WITH STUDENTS AND PARENTS AS STAKEHOLDERS PREPARING STUDENTS FOR A NEW WORLD References Index
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