in-person learning

Dr. Bob Maxfield and Dr. Suzanne Klein continue the podcast series with a focus on resetting education featuring guests with unique insights into the issues surrounding public education during the pandemic and what schooling needs to look like afterward. Their guest for this conversation is Lou Glazer, CEO of Michigan Future Inc.  Mr. Glazer holds a master’s degree in urban planning from the University of Michigan and was a member of former Michigan Governor Blanchard’s Economic and Community Development Team.  As he created Michigan Future Inc. as a think tank focused on the economic well-being of Michigan households, he understood the state’s economy was fundamentally changing due to globalization and technology, and wanted those in leadership positions to understand what it would take for Michigan to be a high prosperity state. Mr. Glazer suggests that we are still struggling with what good paying work looks like, the skills that people need to get it, and what Michigan has to do to be a high prosperity state. 

When asked what we have learned about effective schools during the pandemic and what advice he had for school leaders moving forward, Mr. Glazer cited two lessons for educational leaders: in-person learning is the way most education should be delivered to all students, and narrow content standards that are measured by standardized tests are a small part, not a main part, of what students need to be successful adults. From his perspective it is imperative to reconsider the role standardized testing plays.  “The unintended consequence of standardized tests is the horrible things it does for both curriculum and pedagogy.  And if, particularly for non-affluent students, everybody wants to double down on so called ‘learning loss’, that would be a horrible lesson to learn from the pandemic.  There's a whole set of skills that are not content specific that really are what matter most for kids” that need to be incorporated into state education policy.  Mr. Glazer clarified that although basic literacy skills do matter, there are other sets of skills that matter at least equally, if not more, noting it is difficult to build literacy skills until you have addressed social emotional learning. 

Michigan Future Inc. has adopted the 6Cs described in the book Becoming Brilliant as the best definition of foundational skills that all students need, irrespective of what they decide to do after high school: collaboration, communication, content, critical thinking, creativity and confidence.  He also noted that the authors of Becoming Brilliant argue that collaboration and communication, in terms of brain development, come before content, so educators cannot skip those steps.

Reference: Golinkoff, R. & Hirsh-Pasek,K. (2016), Becoming Brilliant: What Science Tells us about Raising Successful Children, American Psychological Association

Mr. Glazer stated that for Michigan Future Inc., rock climbing has replaced ladder climbing as the metaphor for 40-year career success. For adults to have successful careers, he encourages them to be agile, constant learners. He views a career path as an ad hoc rather than linear experience, unpredictable rather than predictable.  “The 6Cs are the definition of rock climbing skills. They also are not just career success skills; they are life success skills.”  He re-emphasized that a K-16 education is about more than a good paying career as other aspects for a successful adult life are equally as important as earning a living.

Mr. Glazer went on to note that disparities in school design are significant because they build different skill sets in students. “Affluent kids, by and large, are in schools that are designed to build broad liberal arts skills, where the assumption is that a preponderance of all, if not all, kids are going to go to a four-year degree university. Non-affluent kids are fundamentally in schools which are designed around building discipline, standardized test skills, and first job skills”.  He views the fundamental problem with K-12 education in Michigan, the separate and unequal designs in what we want from schools, as a systemic inequity that interferes with efforts to reform education.  He concludes that for most students we have the wrong vision and, until we change that, we will not get the outcomes that we want for all of them.

Turning to systemic change, in Michigan there has been a state-level initiative to revise teacher preparation that will soon be implemented in colleges and universities. Dr. Klein shared that Oakland University has revised its teacher preparation program in response to the challenge of how to best prepare new teachers to effectively meet the needs of all students.  There are also revisions to state standards under development for universities preparing educational leaders at the building and central office level.  Mr. Glazer supports the preparation of teachers and administrators moving in the direction of focusing on a set of broad rigorous skills for all students that are beyond standardized tests with a focus on more project-based pedagogy.  He also recommends that districts embrace a similar vision as they offer professional development for their staff members.

In turning to the economy, Mr. Glazer stated that many people do not have a good understanding of the labor market and what good paying work looks like today and will in the future. “Unfortunately schools are still trying to build skills in kids that fit the 20th century paradigm, rather than the economy of the future. Kids need to know the difference between ‘rock climbing and ladder climbing’ and the skills needed to navigate their future career and life choices.  STEM and the skilled trades are not the only two paths to good paying work.” 

In conclusion, Mr. Glazer encouraged listeners to visit his organization’s website, www.michiganfuture.org.  He also recommended two books, Becoming Brilliant and In Search of Deeper Learning. He noted these authors strongly believe that great schools also offer opportunities in electives and extra-curricular activities to build the skills described in the 6Cs that are critical for student’s current and future success.

Golinkoff, R. & Hirsh-Pasek,K. (2016), Becoming Brilliant: What Science Tells us about Raising Successful Children, American Psychological Association

Mehta, J. & Fine, S. (2019). In Search of Deeper Learning: The Quest to Remake the American High School, Harvard University Press 

Resources: 

• Class Size Matters testimony on why DOE should use federal funds to lower class size, for the sake of social distancing and stronger academic/social support; also our fact sheet on the issue.
• Panel for Educational Policy webpage; you can sign in here to listen and comment tonight, March 24, starting at 5:30 PM, and also next month on April 28.
• Tom Sheppard, PEP member can be reached at tomcsheppard@yahoo.com and you can follow him on twitter at @tomcsheppard

The COVID-19 pandemic took center stage in 2020, heightening safety concerns, halting everyday activities and occupations, and completely upending the school year for students, parents and school staff everywhere. Elyria Schools Superintendent Ann Schloss talks about how the district has coped during the crisis, and its continuous trek toward recovery. In chatting, she also highlights the new-school-construction project in Elyria and Elyria Township and hints at exciting things to come in the spring and fall of 2021. 

It's a great day to be a Pioneer! Thanks for listening. Find Elyria Schools on Facebook, Twitter, Instagram and YouTube!

Today, Maria talks with Florence Martin, Professor in Learning, Design and Technology at the University of North Carolina, Charlotte. Florence serves as the Program Coordinator of Ed.D. in Educational Leadership, Learning, Design and Technology concentration and Program Director of the Post-Master’s Certificate of University and College Teaching. 

If you are interested in instructional design, educational technology and online learning facilitation, this episode is for you. You will learn the most effective online teaching strategies derived from various research studies to help you enhance your online presence, design a 21-first century classroom and prepare your students for success. 

Florence unpacks the skills and competencies of award-winning online instructors and defines the eight roles you need to perform to thrive as an online educator. She shares good practices and recommendations on how to design online learning environments to improve student engagement. 

This is a wonderful conversation with a higher education leader who wants to train professionals to become better designers and instructors through her teaching and research. And in doing so, she continues to impact more students in classrooms around the world.

Where to find more about Florence Martin:

LinkedIn

Faculty Website    

Google Scholar 

 Mentioned in this episode:

Florence’s Publications 

M.ED in Learning, Design and Technology

Ed.D. in Educational Leadership

Post-Master’s in University and College Teaching

A systematic review of research on online teaching and learning from 2009 to 2018

Bichronous Online Learning: Blending Asynchronous and Synchronous Online Learning

 Listen to this episode and explore: 

Florence’s fond memories going to school in South India (4:20)

Her love for math and her bachelors in Electrical Engineering (6:20)

Working as a network engineer before going to the US to continue her higher education (7:15)

Her decision to study Educational Technology for her Masters and PhD (8:30)

Experiencing student-centered and technology-based Education in grad school (10:00)

Her experience in corporate and the decision to become an academic (11:10)

Becoming a Professor in Design, Technology and Learning (13.30)

Designing the post-Master's Certificate for College & University Teaching (15:20)

Training professionals for leadership roles in K12, higher Ed and centers of teaching and learning (18:45)

Florence’s experience and insights into the evolution of Instructional Design (19:35)

The design of blended (in-person and online) synchronous learning (21:35)

Florence’s transition and experience in asynchronous online learning (22:50)

Best strategies for student engagement in various learning modalities (26:00)

How to transition successfully from in-person to online learning (29:30)

The elements of effective learning: design, facilitation, evaluation and assessment (33:00)

Award-winning online strategies derived from studies on design, engagement, facilitation, presence, communication, time management, evaluation and assessment (34:40)

Best practices to create social presence and connection (39:05)

Skills, competencies and roles of award-winning instructors (42:05)

How to prepare students for the 21st century (43:50)

Insights and suggestions on the future of online learning (45:05)

Florence’s reflections on teaching online during the pandemic (48:05)

What Florence wants to leave her mark on within her lifetime (49:40)

 Production team:

Host & Producer: Maria Xenidou

Introduction Voice: David Bourne

 Contact us:

impactlearningpodcast(at)gmail.com

 Music credits:

Like Lee performed by The Mini Vandals

Transition sounds: Swamp Walks performed by Jingle Punks

Notes and Resources:

• Sign-up form for NYC parents for their children to attend school for in-person learning (deadline Nov. 15)
• More information on the reaction to DOE’s reversal, now allowing opt-in only once this year
• Insights in Education report, “COVID-19 and Schools: What We Can Learn from Six Months of Closures and Reopening”
• Insights in Education country tracker
• The UNESCO Map showing COVID-19 Impact on Education