Instructional Planning after a Year of Uncertainty

Autor/in	Simmons, Craig
Titel	Instructional Planning after a Year of Uncertainty
Quelle	In: Educational Leadership, 78 (2021) 9, S.14-19 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Pandemics; COVID-19; Communities of Practice; Equal Education; Access to Education; Educational Change; Educational Planning; Teaching Methods; Learning Processes; Teacher Collaboration; Disadvantaged; Economic Factors; Problem Solving; Elementary Secondary Education; Educational Strategies; Futures (of Society); Acceleration (Education); Student Evaluation; Educational Objectives; Educational Improvement + Suchen Sie Ihr Suchwort? Community; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsreform; Bildungsplanung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Lehrerkooperation; Ökonomischer Faktor; Problemlösen; Lehrstrategie; Future; Society; Zukunft; Acceleration; Beschleunigung; Schulnote; Studentische Bewertung; Educational objective; Bildungsziel; Erziehungsziel; Teaching improvement; Unterrichtsentwicklung
Abstract	Although there has been much debate about how "learning loss" is conceptualized and the degree to which the pandemic has affected it (Dickler, 2021; Jacobson, 2021; Strauss, 2021), one thing is certain: the pandemic has likely exacerbated the instructional gaps that students already had, especially in the case of those who attend under-resourced schools and whose families or communities have been disproportionately affected by the pandemic. Now more than ever, it is imperative to be strategic and intentional in instructional planning decisions. While there have been variables that can't be controlled, such as economic issues and technical difficulties facing families, a variable that can be controlled is the quality of instruction provided to students. One way that schools can get instructional planning right is by implementing vertical and horizontal professional learning communities (PLCs). PLCs are collaborative educator teams that ensure all students learn by establishing a common mission and vision and shared values and goals; building collective knowledge; centering work and discussions on continuous improvement, student learning, and results; and being action oriented. The synergy that happens among teachers in well-run PLCs, in particular, can facilitate the kind of knowledge sharing and collective problem solving that will be necessary to positively impact teaching and learning. (ERIC).
Anmerkungen	ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01