Could stations be the solution?
The video below features teachers and administrators who started off blending with the lab-rotation model and have now switched to doing stations. Hear about the benefits they have seen from the station rotation model, as well as words of advice.
What is a blended learning playlist, and how can you make it work for your students?
In the video clip below Adam Carter, the CAO of Summit Public Schools, talks about how to get students invested in playlists, as well as how to support them through the process.
Is the "Lab Model" right for your school?
In the video clip below, hear from teachers and administrators about the strengths of the lab model, as well as other words of wisdom about working in a lab.
Relay graduate student John Sharkey had a hunch: In his second year teaching seventh graders at Harlem Village Academies HVA East Middle school, Sharkey had a nagging feeling that the school’s go-to response to addressing students’ bad behavior — removing them from classrooms, also known as “send-outs” — might need rethinking. So he decided to do something about it. Then, he documented the results and earned a top research award from Yale University.
Welcome to a sneak peek of the "Why" of Blended Learning, included in Session 1 of BL-101: Beginning to Blend. The full module will launch publicly in August, along with two other modules focused on routines and culture, as well as planning and data. All of these modules will be FREE, so check back then to see how these clips-—along with tons of additional resources—can support you in your own Blended Learning implementation.
At Relay, we believe that all children — regardless of income, creed, race, gender or other distinction — deserve an equal chance to learn and to lead lives full of choice and opportunity. This belief is embodied through a bold statement on our website: “Education Creates Freedom.”
At too many school districts, professional development misses the mark. Teachers take the same courses year in and year out, without much thought to either their individual areas for growth or the specific needs of the students they serve.
These are lost opportunities. If we want teachers to bring their best game to their students, then we need to bring our best game to their professional development (PD).
Last weekend more than 200 school leaders—including principals, principal fellows, superintendents, department chairs, and curriculum coordinators—traveled to New York City to participate in the National Principals Academy Fellowship (NPAF) March intersession.
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