Thinking About Our Thinking: The Important Role of Reflective Thinking in Facilitating New Learning

Uncover how learning in the flow of work is more relevant and applicable to solving the challenges employees in the modern workforce comes across everyday. Asked how workplace learning could be improved by LinkedIn in a recent study of more than 4,000 L&D and business professionals, their top challenge was simply that they don’t have enough time to complete their learning at work. mong learners responding to the survey, 58% of them want to learn at their own pace and almost half (49%) want learning opportunities in the flow of work.

You will learn how to select appropriate interventions and strategies for dyslexic learners. This topic will identify characteristics of programs and methods that are research and evidence based for working with students with dyslexia. The use of how to integrate a few of these interventions and strategies into the classroom will be discussed and educators will gain a better understanding of differentiating instruction and assessment for dyslexic learners, along with tips and resources for further development in their classrooms. After attending this material, you will be able to identify students who may be at-risk for dyslexia, understand the impact of dyslexia on your students, recognize which programs and strategies will have the greatest result with dyslexic learners and be able to discuss your understanding of dyslexia with colleagues and your student's families.

Tutoring programs have become a leading strategy to address COVID-19 learning loss. What evidence-based principles can district and school leaders draw on to design, implement, measure, and improve high-quality tutoring programs? And what are districts who are piloting these programs learning about how to maintain fidelity to those principles, while also adapting to the specific needs of their contexts?

As teachers, we are always making decisions for the children in our class. From the learning experiences we plan to the songs we play, to the books we read, we make many decisions each day. But how often do we allow the children in our class to make decisions for themselves or for a group?