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Curriculum Design is Emotional Work—This Teacher Makes It Easier

Edsurge

Despite the immense amount of work involved, my colleagues and I fine-tuned our curriculum every year based on student skill gaps and results from formative assessments. Curriculum design is fundamentally emotional work, representing the journey educators plan for students to make meaningful connections with concepts.

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3 must-have skills for today’s librarians

eSchool News

I want our school librarians to be seen as experts in new tools and resources, so I teach all of them these three essential skills: 1) How to Introduce New Technology. Next page: 2 more skills for today’s librarians). We hear from each other about best practices, new ideas, and about what is working—and what isn’t.

Skills 231
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#8: 3 must-have skills for today’s librarians

eSchool News

I want our school librarians to be seen as experts in new tools and resources, so I teach all of them these three essential skills: 1) How to Introduce New Technology. Next page: 2 more skills for today’s librarians). We hear from each other about best practices, new ideas, and about what is working—and what isn’t.

Skills 231
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This art teacher helps students harness social media to build job skills

eSchool News

That prompted White to shift again, developing a curriculum on social media design and content creation. With how social media, graphic design, and technology are growing into every aspect of normal living, it is super important to have students practice these skills for their own benefit,” she said.

Art 294
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The Balance with Catlin Tucker: Featuring Dr. Maria Hersey

Catlin Tucker

Maria Hersey is a global educator with extensive experience in educational leadership, international education, social-emotional learning (SEL), curriculum design, and global- mindedness. Currently, Dr. Hersey is the Principal Advisor for Global Education Advisors.

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4 Strategies Designed to Drive Metacognitive Thinking

Catlin Tucker

The ability to think about what we are learning, how we are learning, what we want to learn in the future are important skills that must be explicitly taught in classrooms. Teaching metacognitive skills that encourage students to become more aware of their learning can help them shift from passive to active participants in the classroom.

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Prepared for tomorrow: Reimagining readiness in Indiana education

eSchool News

As schools, districts, and policymakers grapple with the realities of a rapidly evolving workforce that requires discipline-specific knowledge, high-tech know-how, and hands-on skills, there is a growing recognition that the traditional approaches to preparing students for the real world no longer suffice.

Education 164