Education and Justice Departments Warn of Covid’s ‘Profound Toll’ on Student Mental Health — from chronicle.com by Sarah Brown

Excerpt:

As the pandemic drags on past 19 months in the United States, the Education Department and the Justice Department on Wednesday implored colleges and schools to be especially attentive to students who are showing signs of self-harm or suicide.

If institutions don’t adequately support students with mental-health diagnoses, as required by federal law, the departments warned that they could draw an investigation.

Suzanne B. Goldberg, a former senior administrator at Columbia University who’s now the Education Department’s acting assistant secretary for civil rights, wrote in a letter to educators that the Covid-19 era had “taken a profound toll” on students’ mental health.

 

 

A guide to overexcitabilities and gifted children — podcast from raisinglifelonglearners.com by Colleen Kessler

Excerpt:

Polish psychologist/psychiatrist Kazimierz Dabrowski developed the theory of overexcitabilities. Gifted children are highly likely to be more intense than their typical peers. This increased awareness, sensitivity, and intensity can present challenges that make them difficult children to parent.

The Five Overexcitabilities
Dabrowski identified five different areas of overexcitabilities when he developed his Theory of Positive Disintegration. Not all gifted kids exhibit overexcitabilities, but they are more prevalent among the gifted population than any other.

 

A ‘New Normal’ Requires New Tools for Attendance and Family Engagement — from edsurge.com by Liesel Carlson

Excerpt:

Mini arrived at the Office of School Culture in Michigan’s Lansing School District in December 2020. She came on board to help us assess our attendance goals and strategies several months into a global pandemic. Mini immediately organized our scattered data and got to work pushing critical information about attendance to families by sending positive “nudges” via text messages, offering empathetic support and guidance.

Mini happens to be a chatbot.

 

Sites and apps to enjoy with your kids — from wondertools.substack.com by Jeremy Caplan

Check out Jeremy’s list of sites and apps to review with your kids re:

  • Making music delightful
  • Bringing joy to science, math, and coding
  • Other fantastic resources for kids and families
 

Living With a Learning Disability: Challenges, Helpful Advice & Improvements — from inclusionhub.com by Meredith Kreisa

Excerpts:

While it is critical to remember that symptoms, comorbidities, and coping mechanisms vary, we’ll outline some of the challenges individuals with learning disabilities may face and highlight common strategies utilized by community members to address them.

Also see:

Improving Digital Inclusion & Accessibility for Those With Learning Disabilities — from inclusionhub.com by Meredith Kreisa
This comprehensive guide outlines common learning disabilities, associated difficulties, accessibility barriers and best practices, and more.

 

The STOP Award $1 Million Prize — to honor education providers that continued to perform for underserved families during Covid.

We would like to support and endorse their work in the future to provide Sustainable, Transformational and Outstanding education for students in Permissionless settings.

A $1 million cash prize will be awarded to the education provider that best demonstrates that it delivered for underserved students an outstanding and transformational education during Covid.

 

Why “Challenging” Isn’t The Right Goal — from byrdseed.com by Ian Byrd

Excerpt:

If I asked you to alphabetize the US state capitals in under 90 seconds, you’d certainly be “challenged”! But you’d also feel stressed out and frustrated.

I wish I had realized this years ago. Something can be “challenging” and also be at the very bottom of Bloom’s Taxonomy. Something can be “challenging” and even impede learning.

So here’s the word I use now when I’m planning lessons for Byrdseed.TV: interesting.

I want to “interest” students. A student who is interested will work over the weekend simply because they want to know more. An interested student will stay in from recess by choice to keep at it. An interested student is intrinsically motivated.

From DSC:
This reminds me yet again of this graphic that readers of this blog will recognize:

In the future, learning channels will offer us more choice and more control

 

McKinsey for Kids: I, Robot? What technology shifts mean for tomorrow’s jobs — from mckinsey.com

Tomorrow’s jobs will look different from today’s—and not just because you might be working alongside robots. In this edition of McKinsey for Kids, peer into the future of work and what it may hold for you, whether you’re thinking about becoming a doctor, an influencer—or a garbage designer.

 

Some psychological benefits of remote learning in k-12 sector — from by Tony Bates

Excerpt:

There have been many criticisms of the move to remote learning during the pandemic for students in schools, but there also appear to have been some unexpected benefits. This article looks at these from a psychological point of view, and how some of these benefits could be continued post-pandemic. The article lists the following benefits…

 

The Future of Work series from PBS can be seen here online

DIGITAL SERIES – FUTURE OF WORK: THE NEXT GENERATION

Excerpt:

The working landscape in the United States has rapidly changed in the last 30 years. The one job-for-life model is vanishing and younger workers are trading in stability and security for flexibility and autonomy. GBH and PBS Digital Studios present the Future of Work digital series, a six-part docuseries chronicling six mid-career adults as they navigate the rapidly changing work landscape covering topics such as debt, the gig economy, remote working, career identity, and more.

 

Best Restorative Justice Practices and Sites for Educators — from techlearning.com by Diana Restifo
Best practices, resources, guides, sites, and more for implementing restorative justice in schools

Excerpt:

In recent years, the conversation around school discipline has shifted from the punitive-based approach to an admittedly more complex, holistic approach known as restorative justice (RJ) or restorative practices (RP). Using carefully facilitated conversations, students, teachers, and administrators work together to solve behavior problems in schools. There may still be suspensions or expulsions—but as a last resort, not first.

The following articles, videos, guides, professional development opportunities, and research are a great starting point for educators and administrators to learn what it takes to institute restorative practices in their schools—and why it matters.

 

 

Nice work by IFF for early childhood learning spaces in MI

Excerpt from the IFF website:

Learning Spaces
IFF Learning Spaces aims to increase capacity and improve access to quality early childhood education (ECE) in Detroit, MI and Southeast Grand Rapids, MI.

The free program offers community-based ECE providers:

  1. Grants and consulting services to improve ECE facilities and transform spaces into safe and inspiring learning environments, laying the foundation for positive early childhood experiences.
  2. Technical assistance

Given COVID-19 and its long-term implications, IFF experts are on the ground with Detroit- and Southeast Grand Rapids-based ECE providers to assess facilities and provide funding to align with mandated state guidelines.

 

The Michigan Learning Channel is now available through your antenna on ALL Michigan PBS stations! 

The weekday summer 2021 schedule for the Michigan Learning Channel

 
 

Are smaller class sizes without the pitfalls possible? Pandemic pods make the case — from crpe.org by Ashley Jochim and Travis Pillow

Excerpt:

Pandemic pods were borne by necessity as families faced urgent needs for childcare and remote learning support. But they also offer fresh solutions to an age-old education problem: how to dramatically lower class sizes without diluting teacher quality and falling into traps that have snared traditional class size reduction efforts.

By leveraging pandemic innovations in student support, school systems recovering from the COVID-19 crisis may be able to recreate the high level of individual attention students saw in successful pandemic pods.

As one pod educator told us: “This is probably the most professionally satisfied I’ve been in my entire career. . . . Being able to be one-on-one and form relationships with kids. I can tell you every single one of their strengths, I can tell you their weaknesses. . . . I’ve never been able to do that before in my life, except with my own child, and that’s super powerful.” 

From DSC:
I really appreciated this part too: “Learning pods brought new adults—including families and community-based organizations who hosted pods—into the process of supporting student learning.” It’s even more of a community-based effort…a new meaning to the use of teams.  🙂 

 
© 2021 | Daniel Christian