Download a PDF of the Key Takeaways
One of the big lessons learned during COVID-19 for K-12 schools is that tailoring teaching and learning to students’ individual academic strengths and weaknesses as well as their life circumstances is very hard. That is especially the case for students who are already at a disadvantage in America’s education system: kids from low-income families; students of color; English-language learners, and students with disabilities. Yet the evidence of success of personalized learning efforts is still mixed, at best. COVID-19 and the shift to remote learning, either full-time or part-time, have made such efforts even more difficult in many places. Too many students still do not have adequate access to Wi-Fi or digital learning devices to engage in meaningful remote or hybrid learning; opportunities to engage in professional development remain insufficient; and building academic rigor into personalized learning programs is a challenge. This online summit will help Education Week readers brainstorm and gather ideas, strategies, and tactics for meeting students’ individual needs, including bridging the tech equity gaps that can be barriers to meeting those needs.
Agenda
1:00–2:30 p.m. ET | Discussions Open
1:00–2:30 p.m. ET
Taking Stock of Personalized Learning During COVID-19
Using the results of a nationally representative survey of educators on personalized learning during the pandemic as a starting point, this discussion will examine the perspectives of teachers, principals, and district leaders on key issues such as teachers’ abilities to gauge individual students’ academic strengths and weaknesses as well as personal interests, the impact of COVID-19 on one-one-one and small group instruction, how much time teachers are using software as their primary instruction tool, and the effectiveness of professional development for personalized learning.
Alyson Klein is an assistant editor for Education Week.
Arria Coburn
Principal,
The Springfield Renaissance School, Springfield, Mass.
Meagan Magrath-Smith
English Instructional Leadership Specialist,
The Springfield Renaissance School, Springfield, Mass.
Justin Reich
Assistant Professor of Digital Media and Director of the Teaching Systems Lab,
MIT
1:00–2:30 p.m. ET
Tailored Teaching and Deep Learning: What Should They Look Like?
The current prominence of remote and hybrid education, some experts argue, should be an opportunity for more project-based learning, where curiosity drives students to make a product or explore an important question. For older students, COVID-19 opens the doors for deep learning that involves solving a complex problem that might encompass economic, health, and social justice challenges. This discussion will address the steps schools need to take to encourage and improve tailored teaching and deep learning experiences.
Mark Lieberman is a reporter for Education Week who covers school finance.
Christopher Andriski
Assistant Superintendent of Schools,
SAU 16, Exeter, N.H.
Stacy Stewart
Principal,
Belmont-Cragin School, Chicago, Ill.
1:00-2:30 p.m. ET
Seat-Time Requirements vs. Mastery of Learning: What Have We Learned?
During the coronavirus school closures in the spring, many states relaxed or waived seat-time requirements because everyone was learning remotely. Some did not replace those relaxed requirements with an emphasis on mastery of content—they simply made academic learning easier. This discussion will examine how the wide range of school models currently in place might shape efforts to emphasize student mastery of content over time spent in a classroom, known as competency-based learning.
Kevin Bushweller oversees coverage of educational technology and learning environments for Education Week.
Travis Lape
Innovative Programs Director,
Harrisburg School District, Harrisburg, S.D.
Joy Nolan
Director,
Mastery Collaborative, N.Y.C. Department of Education
Susan Patrick
President and CEO, Aurora Institute; Co-Founder, CompetencyWorks
1:00-2:30 p.m. ET
Getting Technology in the Hands of All Students
During COVID-19, the digital divide has turned into a yawning chasm for far too many students. Educators have long known that a sizable percentage of students have no way to access learning at home, either because they don’t have devices, high-speed internet, or both. But those concerns were more easily papered over while students were in school buildings full time. Now that millions of students are learning in all-remote or hybrid environments, there is a sense of urgency to ensure all students have access to Wi-Fi and digital devices. This discussion will examine key steps schools can take to bridge tech equity gaps during COVID-19 and beyond.
Christina Samuels formerly covered educational equity for Education Week.
Kimball Sekaquaptewa
Chief Technology Officer,
Santa Fe Indian School
Kenneth Thompson
Chief Information Technology Officer,
San Antonio Independent School District
1:00-2:30 p.m. ET
From Digital Divide to Digital Connection - Data as a Tool to Support All Students
Content provided by Summit Learning
In partnership with schools across the country, we’ve developed tools and resources for data driven instruction, helping all students reach their full potential. Visit Summit Learning’s booth to see how our schools use data to drive more equitable learning experiences.
In partnership with schools across the country, we’ve developed tools and resources for data driven instruction, helping all students reach their full potential. Visit Summit Learning’s booth to see how our schools use data to drive more equitable learning experiences.
Whitney Metzger
Managing Director of Growth,
Summit Learning
Mary Kircher
Success Manager - Growth,
Summit Learning
Lauren Partma
Teacher,
McKinley School of the Arts, Pasadena, Calif.
1:00-2:30 p.m. ET
Closing the Tech Equity Gap by Investing in Educators
Content provided by Promethean
Bridging the tech equity gap in classrooms requires us to do more than just hand children a device. This cultural transformation begins with providing professional development that takes the guess work out of providing access to learning content, strategies for engagement, and tools that give ALL learners a voice. This session will walk you through tools to support a culture of tech equity.
Bridging the tech equity gap in classrooms requires us to do more than just hand children a device. This cultural transformation begins with providing professional development that takes the guess work out of providing access to learning content, strategies for engagement, and tools that give ALL learners a voice. This session will walk you through tools to support a culture of tech equity.
Angela Ardoin
Head of Learning and Development,
Promethean, North America
Matt Barfield
Head of Regional Professional Development,
Promethean
1:00-2:30 p.m. ET
Personalized Learning in a Remote Learning World
Content provided by Microsoft
With schools transitioned to remote and hybrid environments, the need for personalized learning is more important than ever to ensure every student’s needs are met. Join Microsoft learning consultants, Danielle Olson and Heather Wenzler, who will share real world learnings of how schools are navigating the challenges and using Microsoft Education Tools to drive personalized learning in this new world.
With schools transitioned to remote and hybrid environments, the need for personalized learning is more important than ever to ensure every student’s needs are met. Join Microsoft learning consultants, Danielle Olson and Heather Wenzler, who will share real world learnings of how schools are navigating the challenges and using Microsoft Education Tools to drive personalized learning in this new world.