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Take Advantage of Lost Learning Time
Virtual learning days may occur once a week, just a few times a semester, or exclusively when there is an emergency situation such as a “snow day.” On these days, teachers post class assignments online and students work on them at their own pace...
Not All Feedback is Created Equal: IgnitED Research Insight
This installment of our series connecting learning science and instructional practice focuses on the evidence base about feedback, and how this evidence can be applied in your classroom.
Collaborative Reflection Time
Learn about Garnet Valley School District’s multi-step protocol for educator collaboration and reflection, enabling iteration and improvement on instructional materials.
Student Ownership: How do I support students in building agency and owning their data?
In order to support student agency and ownership of learning, educators need to develop practices that enable students to understand and use their own data in meaningful ways. This guide will explore various structures and strategies to accomplish...
Team Collaboration: How do leaders build in time and team structures for data-driven instruction?
Personalization in classrooms requires broad, intentional use of data across schools and systems. This guide explores how leaders can foster effective data-driven instruction by setting aside time, creating structures, and offering supports needed...
Today's One Thing for Leaders: What's Next? Planning for Success When There Is No Plan
This installment of Today's One Thing for Leaders explores how education leaders can think about planning for the months ahead and the relaunch of learning in the fall.
Activity: District Self-Assessment
When designing change, teams start with an in-depth analysis of the history of their school(s), what is currently working well in the district, and where the district’s primary pain points are.
Activity: Conduct Empathy Interviews with Stakeholders
When designing change, teams ensure that stakeholders – students, families, teachers, and classified staff – are the primary sources of input for what change is necessary and what change might look like through direct interviewing.
IDEO Design Kit: Share Inspiring Stories
When designing change in a district, it is essential that leaders hear directly from students, families, teachers, and classified staff (i.e., those most impacted by teaching and learning); this is often done via empathy interviews. This protocol...
Activity: Visualize and Build a Prototype
When designing change, teams make sense of input and feedback from students, families, teachers, and classified staff to identify what changes are needed and what those changes might look like.
Real-Time Redesign Case Study: Cedar Rapids Community School District
This case study provides an overview of Cedar Rapids Community School District's experience progressing through Real-Time Redesign.