Planning for and Supporting Learning Acceleration | Steve Barkley

Planning for and Supporting Learning Acceleration

I hope you are enjoying a break from school, and finding time for rest, reflection, and renewal before the new year begins. This past year has been one of many different experiences for all of us. Experiences none of us were expecting as we looked ahead at the beginning of 2021. We enter 2022 with many unknowns. One known is that we want to be sure student learning opportunities are maximized.

Planning for acceleration rather than remediation will be an important focus.

I looked back on the past year of blogs and podcasts and collected those that may assist your planning for supporting acceleration.

In Creating an Environment for Acceleration, I shared this webinar that featured Linda Darling Hammond highlighting why acceleration rather than remediation needs to be our focus. She addresses these critical elements:

Relationships are the essential ingredient.
Students actively construct knowledge within their cultural context.
Learning is social, emotional, and academic.
Students’ perceptions of their own abilities influence learning.
Adversity affects learning: we must be trauma-influenced and healing-focused.

In the blog Coaching for Acceleration, I explored my thoughts concerning what experiences teachers have had that may lead to thinking about remediation rather than acceleration.

This blog and this podcast with Tom Schimmer explore the role of instructional agility that is key in teaching for acceleration.

Like agile athletes, agile teachers make quick yet thoughtful decisions about what comes next.

(Tom Schimmer)

Wishing you the best as you support teachers and students in the coming year.

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