Last week’s blog post, The indicators of high quality digital learning, ended with an invitation to readers to weigh in on what they saw as indicators that the post hadn’t included. And weigh in they did, mostly regarding two main points. The first point was about teachers and instruction, and the second about mastery learning.
The original post put teachers and teaching first on the list of quality indicators:
- “An active role for teachers, whether they are online, f2f in a hybrid school, or both. This is the easiest indicator conceptually, because in 20+ years of studying the US K-12 online learning field, we have found that literally every successful school or program places a premium on teachers. (This shouldn’t be a surprise because it applies to all physical schools as well.)
- “A premium on teachers” manifests as strong hiring practices, professional development, and ongoing teacher support. Professional development is combined with ongoing support that is embedded and offered consistently throughout the year.”
The main point that readers wished to add was regarding the ways that teachers in online and hybrid modalities could “identify and provide intervention/remediation/enrichment to personalize instruction.” I agree, and would add…