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  • Why many colleges are giving more credit for learning outside the classroom

    Why many colleges are giving more credit for learning outside the classroom


    Alice Keeney was in the Navy from 2003 through 2012, where she learned how to safely operate the nuclear propulsion plants that power submarines and aircraft carriers.

    When she enlisted in the Navy in 2003, Alice Keeney attended naval nuclear power school. 

    There, she learned how to safely operate the nuclear propulsion plants that powered submarines or aircraft carriers — knowledge that she used when she was deployed outside the Arabian Gulf as a nuclear surface warfare officer in the late 2000s. 

    Keeney’s expertise in nuclear theory and practice was valued enough that she became an instructor in the Navy, and she trained the first 22 women who became submarine volunteers.

    Keeney specifically chose this path into the Navy because she believed it would give her skills that are valued in the civilian world. She spent many 12-hour days in school — not counting homework — studying advanced physics, math, chemistry and reactor core nuclear principles. She expected she could skip a few semesters ahead in college — and maybe even have enough funding from her G.I. Bill left over to attend graduate school. But it wasn’t that easy.  

    When she enrolled in chemical engineering at Cal Poly Pomona in 2012, Keeney was dismayed to learn that nothing on her Joint Services transcripts, a document that describes military training in a way that makes sense to colleges or employers, amounted to a single college credit.

    “It was frustrating to look at my transcript — for somebody who has the experience I have, who has the training that I have,” Keeney said. “There were classes listed like general chemistry — I should never have had to take that.”

    The benefits of getting credit for prior learning

    When students start college later in life, they often bring unique knowledge and skills with them. The military is the most common way — at least it is now — but that experience can also come through a job, a hobby or even volunteering.

    Increasingly, universities and colleges are working on ways to award credit to students for what they have learned outside the classroom. California’s community colleges and Cal State University system, in particular, have expanded this over the past decade, formally recognizing this experience, known as credit for prior learning (CPL).

    This week, Gov. Gavin Newsom praised the practice during a news conference about the state’s effort to improve career education. He is promoting a shift toward what he calls a “skillset mindset,” where Californians can demonstrate their skills and knowledge beyond grades or a credential, whether those skills were picked up in school, the military or volunteering.

    He lauded the community colleges for ensuring that military members don’t have to “take basic requirements for education that they’ve already received in the military,” he said. “They get credit for prior learning.”

    How students receive credit can vary widely, depending on the discipline. Students might take a challenge test. A portfolio review by a faculty member might be appropriate for business or art courses. Some jobs require certifications that can transfer into course credit.

    Research shows that students who receive credit for what they’ve learned outside a classroom save time and valuable tuition dollars. A national study by the Council for Adult and Experiential Learning (CAEL) found that students who entered college with 12 credits through prior learning could save anywhere from $1,500 to $10,500 and shave nine to 14 months off their time in college. 

    There are also psychological benefits for students who start college with credits under their belts. 

    “Students begin their college careers with a sense of momentum and accomplishment,” said Tina Barlolong, a veteran and credit-for-prior-learning counselor at Palomar College in San Diego.

    This might help to explain why 49% of students who received this credit for prior learning completed their degree compared with 27% of students who received no credit, according to the study by the Council for Adult and Experiential Learning. The national study followed more than 200,000 students, largely over the age of 25, at 72 institutions for over seven years, beginning in 2011.

    “That student immediately feels valued, they feel seen, and they’re going to take more advanced level classes, they’re more likely to take more units,” said Su Jin Jez, CEO of the nonprofit California Competes, a nonpartisan policy and research organization. 

    Students who receive credit for prior learning avoid the sense of deflation that Keeney felt when she realized that she would be required to take courses, like general chemistry, that she had long surpassed as a nuclear propulsion plant supervisor in the Navy. That may send students the message that college isn’t for them, Jez said.

    “We spend all this money on them and put them in harm’s way,” said James Cahill, an advocate for credit for prior learning for vets. “They come home and are told [their experience is] worthless.”

    Meeting workforce demand

    This is a subject that hits close to home for Jez. Her father spent two decades as a plane mechanic in the Air Force, but when he tried to attend a community college, he struggled to prove that he had the knowledge and skills to skip ahead in his coursework. Because he couldn’t get college credit, he opted to become a letter carrier.

    “We did fine, but he would have earned more,” Jez said. It’s not just her father who lost out, she said; the workforce also lost a worker with highly specialized and in-demand skills.

    This is what has motivated Cahill to advocate at both the state and federal level for veterans to be awarded college credit for their military training. Cahill’s son served as a medic in Iraq, but he received no credit for his military training when he enrolled as a premed student at Sacramento State. Cahill said his son burned through his G.I. Bill money by taking a lot of classes on topics he had already put into practice on the battlefield.

    Cahill testified about this issue at the height of the pandemic when the shortage of nurses became a crisis.

    “If they had had these laws in place, imagine how many nurses could have backfilled,” he said. “Imagine how many teachers and law enforcement and the language that [veterans] bring to a college campus.”

    Credit for prior learning isn’t a new concept. Since at least World War II, the American Council on Education has evaluated military training to help veterans transition to civilian life. But there are still no federal guidelines requiring colleges and universities to honor veterans with credit.

    Recently, credit for prior learning has begun to receive renewed attention as a way to encourage students to enroll — or re-enroll — in college to finish their bachelor’s or other post-secondary degree. One group of students with some college credit but no degree has caught the attention of colleges and universities, especially in the wake of pandemic-era enrollment losses. 

    About 1 in 5 adults in California over age 25 have attended college but do not have a degree. These are students that were at one point interested in a credential, but were, for a variety of reasons, sidelined.

    One of those students was Benjamin King. His first attempt at college didn’t go well, he said; early fatherhood threw a wrench into his plans. He planned on returning to school but then found a well-paying computer programming job that was stable — until the company downsized, and he became jobless.

    “At that point, I was at this crossroads where I was trying to figure out: Do I want to continue on my programming journey or do I want to go in a different direction?” he said.

    King enrolled in Palomar College to explore his options. It wasn’t his programming background that called to him, but his passion for photography. He took a job on campus running the photography lab. He enjoyed mentoring students and offering advice from the vantage of being an older student.

    “The faculty really saw the way I was interacting with the younger students and how I was able to help them out,” he said. 

    He was encouraged to apply for an adjunct faculty position in the photography department. There was one problem: He didn’t yet have an associate degree needed for the position, and the clock was ticking for when applications would close.

    Faculty encouraged him to petition for college credit through the prior learning program. Palomar College’s work to expand its process has paid huge dividends for veterans and even active duty members, but it also helped King, who had no military experience.

    King put together a portfolio of his photography that the faculty reviewed. This enabled him to get credit for several photography courses, finish his degree quickly and ultimately, land the adjunct faculty position. 

    Now he enjoys teaching photography courses and continuing to mentor students. Recently, a pregnant student came to him concerned about her future. He was able to assure her that he had been in a similar boat — and that it wasn’t the end of the road for him.

    “I enjoyed programming and still do it for fun,” King said. “But I get much more fulfillment from this job.”

    California slowly improves

    Trying to get credit for prior learning can be difficult. It’s not just students who need help navigating this arena — even many counselors or faculty don’t know what’s happening on their own campuses, according to Wilson Finch, vice president of initiatives at the Council for Adult and Experiential Learning.

    Finch compares the national landscape of credit for prior learning to an overgrown garden: “It needs a good pruning and cleanup just to make it useful for people.”

    Public universities and colleges in California have been doing some of that pruning. Legislation over the past decade has encouraged public universities to do more.

    Veterans have been a key target of legislation. They make up a small percentage of the student population, but — at least for now — the majority of students who are receiving credit for prior learning. Most begin their academic careers at community colleges.

    In 2012, legislators passed a bill requiring the chancellor of California Community Colleges to determine which courses could be completed using military credit. But state Sen. Richard Roth, D-Riverside, complained that three years after the law was supposed to be implemented, community colleges “still lack a uniform policy for the awarding of course credit for military education, training and experience.”

    The Senate passed Roth’s bill, SB 1071, requiring community colleges at the district level to create a consistent policy aimed at awarding veterans credit. Another bill, AB 1002, passed in 2021, was aimed at the CSU and UC systems.

    Cahill said he is frustrated to see Newsom only now promoting what had been signed into law before he took office.

    “The delay meant that thousands of veterans got no college credit,” he said.

    Advocates say that efforts to improve and expand credit for prior learning will benefit the larger student population outside the military. In fact, the 2020 study by the Council for Adult and Experiential Learning found that when non-veteran students received credit for prior learning, nearly three-quarters completed their credential.

    But a 2018 survey from the California Community College Chancellor’s Office noted that 81% of credit awarded at community colleges was for military training compared with 13% for job training.

    The Chancellor’s Office would like to see that change. It has set an ambitious goal of ensuring that at least 250,000 Californians receive credit for prior learning by 2030, with most of those credits going to non-veterans. The Mapping Articulated Pathways (MAP) Initiative supports community colleges in these efforts through training, technology and policy.

    Streamlining the process for veterans to get credit for prior learning has sparked an effort to improve the system as a whole, according to Brent Foster, Cal State’s assistant vice chancellor and state university dean of academic programs. Each campus in the CSU system now has its own policy.

    “That was the whole reason many of us went back to the drawing board with CPL,” Foster said.

    Public colleges and universities now largely have their own policies for credit for prior learning. But that doesn’t mean it’s been fully implemented.

    “It’s not a light switch you flip, and it just runs,” Foster said. “You have to make sure the bones are good.”

    Counselors, faculty members and other staff are key in making sure that students even know that they might be eligible for the credit. The 2018 survey by the Chancellor’s Office found that the main barrier was a lack of awareness.

    “It’s an important reminder as we intake students,” Foster said, “that we need to look at the whole student and what kinds of experiences might help them graduate faster and save money.” 

    At Cal Poly Pomona, that means that administrators involved in promoting credit for prior learning have been holding discussions with groups on campus, such as faculty, department chairs and advisers to get feedback, and, perhaps most importantly, a buy-in, according to José Lozano, articulation officer in the Cal Poly Pomona registrar’s office.

    Changes at Cal Poly Pomona have come too late for Keeney to avoid taking classes she didn’t need. To save money, she ended up finishing her senior year through an online college. But her story became a case study for improving the credit for prior learning process — not just at Cal Poly but other CSU and community college campuses, according to Elke Azpeitia, director of the Veterans Resource Center at Cal Poly Pomona.

    Keeney said beyond policy, it’s important that people inside the system understand why credit for prior learning is so important.

    “I think having allies in universities who see value in education that isn’t just structured in a college scenario or university scenario,” Keeney said. “That’s a big thing.” 





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  • New Stanford database tracks learning loss, gain in California and districts nationwide

    New Stanford database tracks learning loss, gain in California and districts nationwide


    A student writes math problems in a fourth grade classroom at William Jefferson Clinton Elementary in Compton on Feb. 6, 2025.

    Credit: AP Photo/Eric Thayer

    A unique database that enables people to compare standardized test scores among nearly all districts and states found that California experienced slightly less learning loss than the national average in the four years following the 2020 pandemic.

    The Education Recovery Scorecard, which researchers from Stanford University, Harvard University and Dartmouth College developed, also identified those districts that have escalated learning recovery and those that had fallen farthest behind. 

    Those whose test scores improved in either math, reading or both, include Compton Unified and Monterey Peninsula, both with high proportions of low-income students, as well as Chino Valley Unified and Bonita Unified, whose students gained nearly a half-grade level of learning compared with pre-pandemic 2019.

    The Associated Press, in conjunction with the researchers, published Tuesday a wealth of information from 43 states with 8,718 districts for which data was available, including the nearly 1,000 districts in California. They affirm what other analyses of states and the nation have found: The decline in scores in both reading and math, as a result of the pandemic, was severe.

    Although no state reached their pre-pandemic scores in both math and reading, many individual districts did. The scorecard found that 31% of California students attended districts scoring above 2019 levels in math, with 12% of students in districts scoring above 2019 levels in reading, and 10% in districts that have recovered in both.

    That’s significantly higher than the national average: Only 17% of students nationally in grades three to eight are in districts whose average math score on the scorecard was above that of 2019.

    However, keep in mind that California had much more ground to make up. In 2019, California’s average score in math was already half a grade behind the national average. While in 2024, the gap between California and the nation had narrowed to 36% in math, scores nationally and in California both had lost ground. As a result, California’s 2019 score in math was 82% of a year of learning below the 2019 national average.

    Some of the biggest districts, including San Bernardino City, Long Beach and San Juan remain more than half a grade equivalent behind in math from five years before.

    Reading scores followed a similar trend. In 2019, the gap between the nation and California was 29%; in 2024, it had narrowed to 22%, yet had dropped to 69% of a grade below the 2019 national average.

    As the state’s two largest districts with nearly 10% of California’s enrollment, Los Angeles and San Diego may have lifted the state’s overall average. Los Angeles in 2024 was within a few percentage points of its 2019 scores in reading and math; San Diego’s pandemic decline was significantly less than the state’s.

    The scorecard makes comparisons possible on a single scale based on percentages of an expected year of growth. It equalizes states’ scores by aligning them to their results on the National Assessment of Academic Progress (NAEP), the common test that a representative sample of students in all states take every two years.

    Going Deeper

    The Associated Press analyzed data from the Education Recovery Scorecard, produced by Harvard’s Tom Kane and Stanford’s Sean Reardon, which uses state test score data to compare districts across states and regions on post-pandemic learning recovery. The AP provided data analysis and reporting for this story.

    Researchers from Stanford, Harvard and Dartmouth created the Education Recovery Scorecard using a longitudinal database developed by the Stanford Graduate School of Education. Because states use different tests with different measures for determining what constitutes proficiency, apples-to-apples comparisons of learning losses and gains across the nation normally can’t be made. Some states’ scores for proficiency are “easier” to achieve than in other states.

    The scorecard affirmed trends that others have found by analyzing NAEP and California’s Smarter Balanced scores and results nationally. 

    • Achievement gaps by income and race and ethnicity widened during the pandemic. The highest-income districts were nearly four times more likely to recover in both reading and math than the lowest-income districts. The disparity in math scores between students in affluent and low-income districts grew by 11% since the start of the pandemic; the disparity in scores between students in predominantly non-minority and predominantly minority districts grew by 15%.
    • High rates of absenteeism, especially in high poverty districts, have slowed recovery. One of the report’s recommendations is to recruit mayors, employers and other community leaders; total responsibility shouldn’t rest with schools, the report said. Help could include launching public information campaigns, funding extracurricular activities to draw students to school; and assisting with transportation, the report said.
    • Federal Covid relief for schools, especially $122 billion from the American Rescue Plan passed in 2021, appeared to stem even bigger learning losses in the higher poverty districts — by about 10% of a grade equivalent. But how districts spent the money mattered. In examining federal spending in California, which required more extensive reporting on expenditures, researchers found that spending on intensive tutoring and after-school and summer school programs tended to yield the most effective results. 

    “The slide in average NAEP scores masks a pernicious inequality: Scores have declined far more in America’s middle- and low-income communities than in its wealthy ones. The good news is that it could have been worse: The federal investment in public schools during the pandemic paid off, limiting academic losses in high-poverty districts,” professor Sean Reardon, faculty director of the Educational Opportunity Project at Stanford and a lead researcher on the scorecard, told the AP.

    Along with Compton Unified, whose impressive improvement started before Covid and was undeterred by it, Bonita Unified, a 10,000-student district where 36% of students are eligible for free or reduced meals, raised both reading and math scores to a third of a grade level above 2019 results. In a letter to parents, Bonita Superintendent Matt Wien praised “the sense of purpose that is felt throughout the district and drives our students and employees alike.” He also pointed to hiring elementary school intervention teachers and comprehensive instruction during summer programs.

    Chino Valley Unified scores rose in 2024 to 43% of a grade above 2019 in math and 34% in reading. Deputy Superintendent Grace Park cited the collaboration of teacher teams that developed an essential set of learning standards in every grade, followed by designing lessons and assessments, then monitoring their effectiveness. She also noted that the district was the first in San Bernardino County to return to the classroom when the pandemic eased.

    Economist Tom Kane, faculty director of the Center for Education Policy Research at Harvard and a collaborator on the scorecard, said it is essential for districts to apply lessons of the recovery. He and Reardon stressed focusing on which of the “science of reading” reforms that districts have tried most improved early literacy.

    “The rescue phase is over. The federal relief dollars are gone. It is time to pivot from short-term recovery to longer-term challenges such as reducing absenteeism and addressing the slide in literacy,” Kane said.

    One advantage California has is a $6.8 billion pot of state money that is replacing the expired federal Covid funds. Distributed based on districts’ low-income enrollment, districts can use the Learning Recovery Emergency Block Grant through 2027-28 on tutoring and other research-proven strategies, along with mental health and student well-being. The funding is a second chance.





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  • Artificial Intelligence for Remote Learning

    Artificial Intelligence for Remote Learning


    Girl at Home Remote Learning

    One of the greatest challenges that teachers face is the ability to personalize learning for each student. With only one teacher and often more than 30 students, teachers have trouble finding the right pace. What may be too fast for some students is too slow for others. The solution many teachers settle on is to teach to the middle student. The slower students often get left behind, the more advanced students quickly become bored.

    Even teaching one student, the teacher is challenged to find the right curriculum path that meets the needs of that individual student.

    Using artificial intelligence, Wowzers adjusts the content, tailoring learning to each individual student.  Additionally, teachers are able to monitor student progress through the Wowzers’ Learning Management System. This is extremely beneficial as the new normal adjusts to Remote Learning.

    Wowzers takes advantage of the power of artificial intelligence in its adaptive nature and design. When a student makes a mistake in the curriculum, the program automatically checks for common errors and detects what the student did incorrectly. This information is used to craft an intelligent response to the student to get them back on track. 

    In the practice portion of the curriculum, artificial intelligence is used to balance the questions asked of the student. When the student gets multiple questions correct, the math becomes harder, but they’re not required to answer as many questions. When the student begins to struggle, the math becomes easier, but they’re presented with additional problems before they progress to the next activity. 

    Artificial intelligence is also used when the Wowzers system syncs with NWEA’s API  to fetch RTI scores to intelligently create a personalized curriculum that challenges the student at their individual skill level.

    This decade will see more use of artificial intelligence to help guide students on a path of learning that includes the ability for more student choice based on data. Wowzers is proud to be a part of the first wave in the development of a product that uses artificial intelligence and intends on growing and expanding content using artificial intelligence to enhance the learning experience.



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  • How to Motivate Your Child to Love Learning

    How to Motivate Your Child to Love Learning


    As parents, one of our greatest desires is to see our children thrive in every aspect of life. A key ingredient to this success is fostering a genuine love for learning in them. But in a world filled with distractions and pressures, how do we motivate your child to embrace this love for learning? Let’s explore some practical and effective strategies that can help spark and sustain your child’s enthusiasm for learning.

    1. Make Learning Fun and Engaging

    Children are naturally curious. They love to explore, ask questions, and discover new things. To motivate your child, try to make learning an enjoyable experience. Use games, hands-on activities, and creative projects that align with your child’s interests. For example, if your child loves dinosaurs, incorporate them into reading activities or visit a natural history museum. When learning feels like play, children are more likely to develop a positive attitude toward it.

    2. Create a Positive Learning Environment

    A supportive and nurturing environment at home can significantly motivate your child’s attitude toward learning. Set up a dedicated space for study, free from distractions, where your child can focus on their tasks. Ensure that this space is well-lit, comfortable, and stocked with all the necessary supplies. A well-organized learning area can help children feel more motivated and less stressed, making learning a more enjoyable experience.

    3. Be an Enthusiastic Role Model

    Children learn by observing the adults around them. If they see you engaged in reading, exploring new hobbies, or discussing interesting topics, they’re likely to mirror that behavior. To motivate your child, share your excitement about learning something new with them. Discuss books, documentaries, or interesting articles at the dinner table. Your enthusiasm for knowledge will be contagious and inspire your child to develop a similar passion.

    4. Encourage Questions and Curiosity

    Encourage your child to ask questions and explore their interests. Instead of giving them direct answers, guide them in finding the information themselves. This could involve looking things up together online, visiting the library, or conducting simple experiments at home. When children are actively involved in the learning process, it helps motivate your child to develop critical thinking skills and a deeper understanding of the subject matter.

    5. Celebrate Effort, Not Just Results

    It’s essential to emphasize the importance of effort over achievement. Praise your child for the hard work they put into learning something new, regardless of the outcome. This approach helps motivate your child by making them understand that learning is a process and that mistakes are a natural part of it. Celebrating effort encourages resilience, persistence, and a growth mindset, which are crucial for lifelong learning.

    6. Connect Learning to Real Life

    Help your child see the relevance of what they’re learning by connecting it to real-life situations. Show them how math is used in cooking, how science explains the world around them, or how history shapes the present. When children see the practical applications of what they’re learning, it’s easier to motivate your child to value and enjoy the process.

    To hire a personal home tutor call now at 8573999666 or post your tuition request at https://thetuitionteacher.com/request-a-tutor/

    Conclusion

    Motivating your child to love learning is a gradual process that requires time, patience, and a lot of encouragement. By creating a positive and engaging learning environment, being an enthusiastic role model, and celebrating their efforts, you can help motivate your child to develop a lifelong love for learning. Remember, the goal is not just academic success but fostering a curious, confident, and resilient learner who is excited about discovering the world around them.



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  • EdTech, AI, and Mental Health: Improving Student Learning, Improving Students’ Lives


    Mar 28
    2024

    EdTech, AI, and Mental Health: Improving Student Learning, Improving Students’ Lives

    Profile photo of Esan Durrani
    Esan Durrani

    By Esan Durrani, co-founder and CEO, Study Fetch.

    Students in high school now have already lived through two global economic crises, and live in a world that is literally burning at a record rate. They must handle all of this while also coping with the normal chaotic ups and downs of adolescence can be overwhelming. Into this maelstrom, students are supposed to shuttle from Geometry to Social Studies and maintain focus on their studies.

    The chaos of the post-pandemic world only adds to difficulties, as it has seen an increase in an already rising percentage of students dealing with mental health problems.

    Some of these problems arose in part due to the remote and hybrid learning necessitated by the global pandemic. While undoubtedly better than no learning, students are still recovering from that ‘learning loss.’ Furthermore, the social cost of such extended isolation cannot be fully understood as it has no modern point of comparison. In order to put students back on track, and best position them to succeed in the future, any solution must take into account both the mental and the educational barriers our students face.

    Fortunately, just as remote learning software mitigated the damage, proper investment in and uptake of available technology can put student learning back where it needs to be. 

    After the pandemic many school districts transitioned into hybrid learning systems, and educators had access to information about different learning styles previously unavailable. During and after the pandemic, Artificial intelligence (AI) enabled learning allowed educators to create personalized and inclusive learning for their students, progress that we must continue to build on.

    Elements of the remote and hybrid learning implemented during the pandemic must be replicated because without embracing the available technological resources, we are not giving our students the learning opportunities they deserve. Effective teaching must include any and all available resources to support students dealing with ADHD and other mental health issues, or anything else that may impact their learning experience. The increased use of educational technology (EdTech) has a long way to go to meet the need, with 71% of students strongly agreeing that EdTech helps them engage with course materials. Greater access to EdTech helps broaden access and equalize student learning, while AI-enabled platforms can maximize the benefit those students receive.

    When it comes to the benefits of AI-enabled EdTech, we cannot forget the impact the pandemic had on teachers as well. The very people responsible for our students and their learning outcomes feel overstressed and overworked, a situation that can only harm the education our students receive. Fortunately many of the same benefits to students enable teachers to perform better as well. With AI platforms able to assist with note-taking, students can pay closer attention in class. This not only helps students struggling with ADHD but those who are hard of hearing, those with reading disorders, or the visually impaired. 

    Better able to focus on the lesson, AI can then tailor student learning on the very lesson they just sat through. Furthermore, over time, AI platforms will learn about the learning style of students, tailoring advice and assistance on an individualized basis. Students from all ages and backgrounds can benefit, as it enables them to learn in ways that work best for them.

    Properly implemented AI will learn from the student just as the student learns from the software. This will lead to more inclusive and cohesive learning, able to cater to every students’ needs. By easing access to learning, and helping tailor learning assistance on an individual basis, AI can relieve the stressors burdens that contribute to poor mental health among students. This, in turn, makes it easier for students to learn, a cycle that can not only erode pandemic learning loss, but help students get ahead.

    EdTech and AI software are helping students all around the country, indeed all around the world, at this very moment. My team and I are proud to say we have helped over 250,000 students around the country combat mental health problems to improve learning outcomes. But that is not enough, that number does not even scratch the surface of what AI enabled EdTech can do for learning outcomes. Reducing the burden on our teachers, improving access to learning, and removing mental health barriers will foster a sustainable system of excellence.

    By taking the lessons of the pandemic and applying them to today, we can best prepare our students for the future. Not only will AI systems help them in the short-term, but increased AI fluency and comfort with accepting new and emerging technologies will prepare them to be ready to take full advantage of the next advancement as we move deeper into the Digital Era.



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  • Scrum A Tested Organization Tool for Project Based Learning

    Scrum A Tested Organization Tool for Project Based Learning


    What is SCRUM?

    Scrum Project Management Image

    Why I Scrum: Using a Project Management Tool for PBL

    SCRUM tools support Scrum ceremonies, including planning sprints, keeping track of daily work, refining backlogs, and using data from the past to keep improving. When people work together on these tasks, Scrum tools help them stay focused by connecting the work to its value.

    If you are a teacher who works on projects with students in PBL, you know that PBL can be messy and hard to track due to the multi-step process. Todd LaVogue, a design thinking teacher at the Conservatory School in North Palm Beach, Florida, knows all too well. LaVogue, author of Why I Scrum: Using a Project Management Tool for PBL article, had difficulty keeping track of every student, every task, and every PBL project management process.

    LaVogue saw a sitcom about a tech startup in Silicon Valley trying to get their product ready for consumer use, with a deadline approaching. LaVogue saw one frantic scene where the team started grabbing post it notes off a white board, working on the task written on the post it, and moving tasks from left to right through various columns on the white board. LaVogue began researching about this magical board online, and he loved that no scrum board images were the same. He began to change to a scrum board to fit the needs of his students.

    Scrum Board Process in PBL

    LaVogue felt no need to overcomplicate the process since scrum boards are configurable. LaVogue has this iteration with five columns:

             
    Team To Do Doing Peer Review Done
    Heading
             
    Team names or   Deliverable names   Individual tasks on note cards or post it notes Tasks remove from To Do column and return as Doing Members of another team give cool or warm feedback Peer group initial the task card as complete and return to Done column.
    Information
    Scrum Project Management for PBL Image

    Team Column: Only team name or deliverable names are listed.

    Reason: LaVogue had no interest in student progress monitor boards. LaVogue did not want to confuse any classroom guests into thinking that is displayed.

    To Do Column: Teams create individual tasks on notecards (cut in half to conserve board space) or post it notes. All tasks start in “To Do” section. Once removed from the board to work on, that card returns to board in the Doing column.

    LaVogue helped teams to create list of all tasks necessary to complete deliverables.

    Peer Review Column: Before tasks are moved to Done column, members of another team will analyze the work and provide warm and cool feedback.

    Done Column: Once the peer group initials the task card as complete, the card is placed in the Done column.

    LaVogue wanted to keep the scrum board idea fresh for his students, so he had created scrum boards using various materials and designs, while keeping the five columns the same.

    Scrum Board Idea Image

    LaVogue believed on “large scale, multi-step projects, scrum boards are an excellent way to keep students on track.

    LaVogue and his students modeled when you are not currently working on a task, to approach the scrum board and select a task. This is one way to ensure everyone has something to do.

    Real-World Application in PBL

    In LaVogue opinion the use of scrum boards across many companies adds another level of real-world application. LaVogue believed peer review is the most important column on the board for his students. Students looked for feedback to find out what revision is necessary on their task. Students gave feedback work on important thinking and communication skills.

    LaVogue explained that once the task has gone through peer review and revised to the satisfaction of all involved, sign off is completed and moved into the final column. LaVogue noted “The sense of student ownership in creating the tasks, teams and deliverables makes the scrum board the focal point of student-centered learning.”

    Keep Learning

    The Key to Create Authentic Project Empower Student Learning

    Scrum Boards are Good for Teachers

    LaVogue typically works with large group of kids during a PBL cycle. LaVogue believes scrum board helps him to keep track of all the teams. LaVogue looks over the scrum board a few times during classes to identify ways he can help.

    LaVogue gives an example of a task for one team that could be to create a 3D printed project. LaVogue will check to ensure the team has all the tools and/or skills to complete that task.

    On exhibition night, students develop ownership of their learning and ownership of their deliverables. LaVogue need not create some exaggerated reason students are doing what they are doing. The students created task. The students created teams. The students created deliverables.

    LaVogue has become a guide to help kids develop the skills to make it all happen.

    Scrum Board Example

    LaVogue provides one example of what goes on in scrum board for his class. Driving question for a Project:

    It focuses on locally threatened or endangered wildlife. Students want to create video games to educate the public about specific species that interest them.

    Task Examples:

    Students would create tasks and add to the “To Do” column of their scrum board, and they are:

    And more —

    Give Scrum Board a Try

    LaVogue points out scrum board has helped his students stay focused and organized. A scrum board helps them to visualize their plan. It helps them see the big things can be done with a plan and an understanding that it is a multi-step process to reach the finish line.



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  • Unlocking the Power of Feedback in Student Learning

    Unlocking the Power of Feedback in Student Learning


    Student Feedback for Learning Image

    Introduction

    Student feedback plays a crucial role in the educational process. When delivered effectively, it allows students to recognize their strengths and areas for improvement. It not only highlights their achievements, but also guides them toward growth. By appreciating the value of student feedback and employing effective feedback techniques, educators can enhance the learning experience. This creates an environment where students feel empowered and achieve their highest potential.

    Key Highlights

    • Effective feedback is crucial for enhancing the learning process and boosting student performance.
    • This blog explores the impact of feedback, different types of feedback, and strategies for delivering it effectively.
    • Discover how personalized feedback and technology can be leveraged to maximize student learning.
    • It also addresses the challenges of providing feedback, such as navigating negative feedback and ensuring timeliness.
    • Lastly, the blog emphasizes the importance of measuring the impact of feedback and using it for continuous improvement in education.

    Understanding the Impact of Feedback For Student Learning

    Feedback for Learning

    Constructive feedback from the University of Texas plays a crucial role in enhancing student performance and fostering a positive learning environment. It highlights students’ strengths, as well as areas needing improvement. When students can identify where they can grow, they are more inclined to take charge of their own education and strive for better results.

    Additionally, feedback helps students develop critical thinking abilities and deepen their grasp of the subjects they are studying. By providing clear and helpful advice, effective feedback enables students to better understand their learning goals.

    Exploring the Role of Feedback in the Learning Process

    Feedback serves as a guiding compass for students, directing them toward their learning objectives. Formative feedback takes place throughout the learning journey, while summative feedback is provided at the conclusion of a learning unit. This feedback allows students to adapt their learning strategies and deepen their comprehension as they progress. It’s an invaluable tool that enables quick adjustments and reinforces their understanding of key concepts at critical moments.

    Additionally, feedback plays a crucial role in fostering metacognitive skills, encouraging students to reflect on their learning processes. They can identify their strengths and areas needing improvement. This self-awareness is vital for cultivating a growth mindset, empowering students to tackle challenges and view mistakes as valuable opportunities for growth.

    Incorporating regular feedback into the learning experience generates a cycle of continuous improvement, empowering students to take an active role in their educational journey.

    The Psychological Effects of Feedback on Students

    The impact of feedback on students’ minds can significantly shape their motivation and engagement levels. When feedback is positive, genuine, and straightforward, it boosts students’ confidence and fosters a strong connection to learning. By acknowledging their efforts and celebrating their successes, teachers can instill pride in students, motivating them to strive for even greater achievements.

    However, it’s essential to strike a balance between encouraging and constructive criticism. Feedback should promote growth without causing frustration. When giving constructive advice, pinpoint specific areas for improvement and provide practical suggestions, rather than simply highlighting mistakes.

    Ultimately, the goal of feedback is to cultivate a supportive learning environment. This approach empowers students to embrace challenges, learn from their missteps, and achieve their full potential.

    Encourage Continuous Feedback from Students

    Encourage regular feedback from students is essential for developing a dynamic and adaptable learning environment that caters to their needs. This continuous exchange not only fosters open dialogue, but also empowers students to share their opinions on teaching strategies and learning resources. By consistently gathering input through surveys, suggestion boxes, or guided discussions, teachers can gain valuable insights into how students feel and experience. This approach helps pinpoint areas that might require changes, and reinforces the idea that student input is important in education. Moreover, nurturing a culture of reciprocated feedback motivates students to take charge of their learning journey. They begin to value the feedback they receive and feel inspired to share their thoughts to improve classroom interactions. By acting on student feedback, educators foster a collaborative relationship that encourages ongoing enhancement of the learning experience for everyone involved.

    Types of Feedback and Their Effectiveness

    Feedback comes in various forms, each with unique advantages and considerations to keep in mind. Understanding these different types enables teachers to blend their approaches and select the most suitable one for specific situations or educational objectives, always considering the assignment’s intentions. Tailoring feedback to align with the context and individual needs of students is crucial to be effective.

    In the upcoming sections, we will explore several types of feedback. We’ll look at their characteristics and examine how they influence student learning.

    Positive vs. Constructive Feedback: A Comparative Analysis

    Positive feedback and constructive feedback are two fundamental types of feedback, each playing a distinct role in student learning. While positive feedback aims to reinforce desired behaviors and attitudes, constructive feedback focuses on identifying areas for improvement and providing further clarification and guidance for growth.

    Types of Feedback Purpose Example
    Positive Feedback To reinforce positive behavior and build confidence. “Excellent work on your essay! Your arguments were well-structured and supported by strong evidence.”
    Constructive Feedback To identify areas for improvement and provide guidance for growth. “Your essay shows good understanding of the topic, but the conclusion could be strengthened by summarizing the key arguments more concisely.”

    Effectively utilizing both types of feedback helps create a balanced and supportive learning environment. Educators must recognize the importance of acknowledging and strengthening positive progress, while also providing specific and actionable guidance for improvement.

    Immediate vs. Delayed Feedback and Student Performance

    The timing of feedback plays a significant role in student performance. When feedback is provided immediately after an activity, it enables students to identify and correct errors, enhancing their comprehension. This approach is particularly beneficial for tasks that require immediate application of their knowledge.

    On the other hand, feedback after a delay can be more appropriate for larger projects or assessments. This allows teachers to offer more comprehensive insights and support, addressing a wide range of skills and concepts, as students have had the chance to reflect on their work.

    Ultimately, the choice between immediate and delayed feedback should be based on learners’ needs, the complexity of the task, and the specific learning objectives in mind.

    Strategies for Delivering Effective Feedback

    Giving effective feedback requires careful thought and a focus on the student. Teachers should use methods that make everything clear, encourage thinking, and support a growth mindset. When teachers use these methods, they can create a feedback process that truly matters and helps every student.

    The next sections look at practical strategies teachers can use to improve their feedback practices. This will help students take ownership of their learning journey.

    Creating Actionable Feedback for Students

    Creating actionable feedback for students is essential for fostering a learning environment where growth and improvement are prioritized. Actionable feedback goes beyond mere praise or criticism; it provides clear, specific, and targeted suggestions tailored to each student’s needs. To ensure feedback is effective, teachers should focus on the steps students can take to enhance their understanding or performance in a given task. Utilizing examples from a student’s work can illustrate the points made, making it easier for them to recognize how to apply the suggested changes in future assignments. Moreover, empowering students to reflect on their feedback fosters independence and critical thinking, enabling them to set personal goals for improvement. By making feedback actionable, educators not only enhance students’ skills, but also help them develop a proactive approach to their learning journey, cultivating an atmosphere that values continuous growth and self-improvement.

    Creating a Culture of Feedback

    Creating a culture of feedback is essential for fostering a supportive and growth-oriented learning environment. When students and educators prioritize feedback, it transforms the educational landscape into a collaborative space where learning is continuous and evolving. This culture encourages open dialogue, allowing students to feel safe to express their thoughts and concerns without fear of judgment. Teachers should model constructive feedback practices, demonstrating how to give and receive feedback effectively, which lays the groundwork for students to engage in meaningful peer reviews. Furthermore, integrating feedback into daily routines—through discussions, reflections, and regular check-ins—reinforces its importance and normalizes the practice. By emphasizing the value of feedback, educators cultivate a mindset of improvement, where both students and teachers see challenges as opportunities for growth, paving the way for enhanced learning outcomes and deeper engagement in the educational process.

    Partnering with Students for Feedback

    Partnering with students for feedback creates a dynamic learning environment where both educators and learners collaborate to enhance the educational experience. By involving students in the feedback process, educators cultivate ownership and accountability over their learning. This partnership allows students to share their insights and perspectives, which can lead to more tailored and effective feedback. Additionally, it encourages students to take an active role in their evaluation, as they become more aware of their strengths and areas for growth. Workshops and structured discussions can facilitate this partnership, providing students with a platform to express their thoughts and suggest improvements. By fostering this two-way dialogue, educators can not only refine their feedback practices, but also empower students to become reflective practitioners, thus nurturing a continuous cycle of growth and improvement in learning outcomes.

    Aligning Feedback with Learning Objectives

    Aligning feedback with learning objectives is crucial to ensure that students understand what they have learned, but also why it matters. When feedback directly relates to specific learning goals, it provides students with a clear framework for evaluation and improvement. This connection helps students see the relevance of the feedback they receive, and motivates them to engage more deeply with the material. Educators can enhance this alignment by clearly communicating the objectives at the start of each lesson and consistently referring back to them during feedback sessions. For instance, when discussing a student’s work, teachers can highlight how certain aspects met or missed the established learning targets, offering precise suggestions for improvement tied directly to these objectives. This reinforces the purpose of their efforts and fosters a growth mindset, as students understand that feedback is not just a critique, but a valuable tool in their learning journey.

    Utilizing Technology for Efficient Feedback Delivery

    In today’s digital world, technology gives us many tools to help with feedback in higher education. These tools make the feedback process easier and save teachers time. They also improve the quality and effect of the feedback. Using learning management systems or interactive platforms, teachers can provide timely and focused feedback that meets different learning styles.

    For example, platforms that support audio or video feedback create a more personal and fun experience for students. Tools that allow real-time feedback during online activities help students understand and correct mistakes immediately, which can be especially beneficial in larger classes. Teachers can also use online rubrics and assessment tools for clear and regular feedback on assignments.

    By using technology wisely, teachers can give feedback that boosts student learning and creates a more engaging classroom experience.

    Incorporating Peer Feedback for Enhanced Learning

    Peer feedback is a helpful way to improve learning. It allows students to learn from each other. They also get different viewpoints on their work. When students participate in peer feedback, they build critical thinking skills. They also strengthen their communication skills. This helps them understand learning objectives better.

    Here’s how peer feedback improves the learning experience:

    • Multiple Perspectives: Students get ideas from their peers. This helps them see more about the topic and find areas to work on that they might have missed.
    • Enhanced Communication Skills: Giving and receiving feedback in a friendly way teaches important communication skills.
    • Increased Engagement and Ownership: Peer feedback makes learning more active. It encourages students to take ownership of their learning by sharing and using constructive tips.

    By adding peer feedback to the lessons, teachers create a teamwork-focused environment. This helps both students give feedback and those receiving it.

    Challenges in Providing Feedback and How to Overcome Them

    Giving good feedback can be hard. Teachers often deal with issues like not having enough time, handling negative feedback, and making sure students understand and use the useful feedback. These problems can make feedback less effective and slow student progress.

    Still, if teachers recognize these challenges and use plans to fix them, they can build a system for feedback that works better and helps both them and their students.

    Navigating the Pitfalls of Negative Feedback

    While feedback helps students grow, negative feedback can hurt them if it’s not given carefully. This can lower their motivation and self-esteem. When you criticize a student’s work without clear ways to improve, it can be discouraging.

    To avoid negative feedback problems, try to give it in a positive way next time. Focus on chances for improvement, not just mistakes. Instead of saying, “This is wrong,” you could say, “I see where you’re going, but consider this approach.” Give clear examples and specific steps. This way, you help the student see how to improve and feel confident in doing it.

    Always remember, feedback should guide and encourage students, not bring them down. When you handle negative feedback with care and focus on solutions, you help students build a growth mindset. This empowers them to face challenges better.

    Ensuring Timeliness and Relevance in Feedback Provision

    Timeliness and relevance are important for good feedback. When feedback is given a long time after a task is done, it loses its value. Students might have moved on or forgotten details about their work. Quick feedback helps students think about it and use it for future tasks.

    Make sure your feedback is related to the learning objectives and the standards for the task. Avoid general comments that don’t give clear insights or point out specific areas to improve. Focusing on a few key parts helps students work better and see real progress, making their learning experience more positive and productive.

    By giving timely and relevant feedback, teachers show they care about their students’ progress, and that the feedback is meant to help them grow and understand better.

    Measuring the Impact of Feedback on Student Achievement

    Measuring how feedback affects students is important for teachers. This helps them figure out if their feedback works and if they need to change it. By looking at how students react to feedback and using that information in future lessons, teachers show they care about the students and want to keep improving.

    Using different tools, like quizzes, surveys, and self-reviews, can give helpful ideas on how students grasp and use the features of effective feedback given. Teachers can then check this information to find trends and spots where they might need to improve their feedback methods.

    Tools and Techniques for Assessing Feedback Effectiveness

    A range of tools and methods can be used to check how feedback helps students learn. These methods do more than just collect student work after giving feedback. They promote thinking, discussion, and real use of the feedback received.

    One common way is to use exit tickets at the end of a lesson or unit. In this, students write down what they have learned and how the feedback helped them understand better. Another way is to encourage self-reflection. Students can use journals or online platforms to share the learning process and talk directly about the feedback.

    By using these assessments, teachers can understand how their feedback makes a difference. They can adjust their teaching style to meet the different needs of their students. This ongoing process keeps feedback as a strong tool for learning and growth.

    Feedback as a Tool for Continuous Improvement in Education

    In the changing world of education, it’s important to keep improving. Quality feedback is key in this process. When teachers embrace a culture of feedback, they show they want to give their students the best learning experience.

    This means teachers should stay open to student feedback about teaching methods, course content, and tests. Using student suggestions can help make learning more engaging and effective. Teachers should also seek feedback from their colleagues and participate in professional development that centers around feedback. This can give them useful insights and help them improve their teaching practices.

    In the end, using feedback to keep improving helps both teachers and students. It creates a lively and responsive educational environment.

    Reflecting on Your Feedback Practices as an Educator

    As teachers, it’s important to think about how we give feedback. This helps us support our students better. We need to look at our methods often. We should be open to new ideas and remember that giving good feedback is something we keep working on.

    Ask yourself: Is your feedback quick, clear, and helpful during office hours? Does it help students take charge of their learning and inspire them to get better? By looking closely at how we give feedback and finding ways to improve, we can create a better learning space for our students.

    Conclusion

    Student learning greatly benefits from effective feedback, as it enables educators to enhance the educational environment. Tailoring feedback, leveraging technology, and incorporating peer interactions are excellent strategies to keep students invested in their studies. It’s crucial to address challenges like negative feedback and ensure timely responses. This approach can significantly aid students in their academic journeys. Additionally, continually refining feedback practices can lead to remarkable student accomplishments. As educators, when we thoughtfully consider how to deliver feedback and experiment with new approaches, we enrich the learning experience. Let’s collaborate to ensure that feedback becomes a fundamental aspect of student success.

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