The Impact Cycle

Impacting Education

    Educators nationwide are looking for ways to improve their practice and make the most significant impact on their students. One way districts are aiding teacher improvement is through the implementation of academic coaches. The district where I have the opportunity to teach has a reading coach, math coach, and technology coach. While this is not necessarily the norm, these coaches make an incredible impact on educators; therefore, the impacts trickle down to students, too. The goal of these coaches is to teach educators new strategies to implement to increase student content understanding.

    Jim Knight, an expert on instructional coaching, outlines the "impact cycle" in his book, The Impact Cycle. This cycle involves three components: identify, learn, and improve. Coaches are encouraged to identify the learning goal with the educator. Coaches then come alongside the educator to teach and learn how to best meet the goal. Lastly, the educator will implement the learned strategies to improve their practice (Knight, 2018, p. 9). When this cycle is combined with good practices, instructional coaches can transform how educators engage their students.

    Nugent et al. (2023) recently researched the characteristics of an effective instructional coach. The research concluded that "(a) the coach–teacher relationship quality predicted the level of teacher engagement in coaching and their instructional reflection and (b) the quality of coaching strategies predicted the overall quality of the classroom instruction" (para. 2). With coaching strategies having a significant influence on the success of the coaching cycle, let's discuss one strategy that instructional coaches can implement into their coaching cycles.

    Using the strategy of modeling can increase the success of coaching cycles. Knight (2018) discusses the importance of coaches modeling teaching strategies for students. He states, "teachers told us that it was not enough to hear about strategies; they also needed to see them in action" (p. 116). There are several ways instructional coaches can use modeling with their educator, as seen in the graphic below. This graphic describes various ways to model because modeling is not a "one size fits all" approach. Some educators prefer to partner with their instructional coach through co-teaching models, while others prefer to sit back and watch the instructional coach teach in their classroom. The use of various model strategies emphasizes the importance of instructional coaches knowing their educators and having clear communication with them to determine which modeling strategy will best fit the educator's needs and preferences.

Model by Meredith Barker

    The video below, created by SMART Technologies, describes how technology enables instructional strategies. Interestingly, SMART Technologies describes how technology like the SMART board or projector can quickly transform the classroom to allow students to be the teachers. When students become the teacher, they become models of the academic content. As concluded in the research from Nugent et al. (2023), when students are able to model strategies and ideas, it enforces their own understanding and the understanding of those around them.

Are you looking for more resources for instructional coaching strategies? Check out this article for ten strategies you can implement in your coaching cycles!

References

Knight, J. (2018). The Impact Cycle: What instructional coaches should do to foster powerful improvements in teaching. Corwin Press.

Nugent, G., Houston, J., Kunz, G., & Chen, D. (2023). Analysis of instructional coaching: what, why and how. International Journal of Mentoring and Coaching in Education, 12(4), 402–423. https://doi.org/10.1108/ijmce-08-2022-0066

SMART Technologies. (2016, February 8). How classroom technology enables instructional strategies [Video]. YouTube. https://www.youtube.com/watch?v=2EO3NYPwIqg

Coaching with Technology

Coaching with Technology by Meredith Barker

 Deep Learning

    Deep learning is a term author Jim Knight uses to describe both positive and negative experiences that permanently alter the way you do things (p. 16). A deep learning experience for me was when I saw firsthand the effects trauma can have on children. Before spending extended time with children who have experienced trauma, I thought a one-size-fits-all approach to classroom behavior management was beneficial for all students. I used positive reinforcement to encourage behaviors deemed "good". After seeing the effects trauma can have on children and attending many trainings that taught me how to best meet the needs of children who have experienced trauma, I have completely changed my approach to behavior management. I now have a holistic view of each of my students, striving to do what is best for each individual to allow them to remain regulated, safe, and loved in my classroom. Because of this deep learning experience, I will always have classroom routines, have fidgets and sensory toys, and intentionally know each of my students to understand their triggers which results in their dysregulation. 

Deep Learning and Technology

    Deep learning experiences like the one mentioned above are impactful. As instructional coaches, we must strive to make the coaching process a deep learning experience which will foster improved instruction. One way we are able to do that is through using technology within our coaching model to identify a goal, learn strategies to achieve the goal, and implement the learned techniques to improve instruction. When researching the effects of coaches using technology to enhance the performance of their students, Abdupattayevich and G'ayratovich (2023) state, "today, modern technologies have a significant impact on the training process" (p. 51). They go on to conclude, "the results of our research confirm that technology plays a key role in improving the effectiveness of the training process of students" (Abdupattayevich and G'ayratovich, 2023, p. 51). 

    Coaches can implement technology through videos to start their coaching impact cycle. With the permission of the educator, the coach can help facilitate recording the educator as they teach. According to Knight (2017), "in education, we've known about the power of video at least since the 1960s when micro teaching was studied at Stanford University" (p. 30). When given permission to video, the video "gives a teacher and coach a perspective on the classroom that cuts through perceptual errors" (Knight, 2017, p. 31). The instructinoal video leads to a clearer picture of the classroom. It shows the taught instruction, the student responses and engagement, and the body language of those in the classroom. This allows for the coach and educator to collaborate to identify instructional goals. Having videos of an educator's starting and ending points is also an incredible way to look at progress because it can be seen back-to-back, highlighting the progress made through the coaching cycle. 

 

 Watch this video to discover more ways to incorporate technology into instructional coaching to make the most impact on instruction! The video follows a school district in Pennsylvania that has integrated technology into instructional coaching. 

References:

Knight, J. (2018). The Impact Cycle. Corwin Press.

Parmonov Akmal Abdupattayevich, & Shokirov Shuxrat G’ayratovich. (2023). IMPROVING THE EFFECTIVENESS OF THE TRAINING PROCESS OF STUDENTS. INTERNATIONAL JOURNAL OF SOCIAL SCIENCE & INTERDISCIPLINARY RESEARCH ISSN: 2277-3630 Impact Factor: 8.036, 12(09), 50–52. Retrieved from https://gejournal.net/index.php/IJSSIR/article/view/1971

Engaging All Learners

Instructional Design by Meredith Barker

      I have the opportunity to engage pre-preschoolers through fifth graders in science, technology, engineering, art, and math (S.T.E.A.M.) daily. Every day is full of adventure, problem-solving, and learning. Students are collaborating, researching, designing, and constructing. As I am teaching this range of students, I must consider how to reach each grade level in ways that are appropriate for them. As Brown and Green (2024) state, "understanding the target audience of learners and determining in advance what they can and will do is an essential element of any instructional plan" (p. 84). What are ways I can engage the age range of my students? Read below to find out! 

Engaging Young Learners

    Although I teach an extensive age range of students, one instructional design strategy engages all of my learners: pictures, videos, and infographics. Researchers Sering and Khan (2022) "found that the use of pictures in the primary classroom in language teaching increases learners' motivation and the classrooms become active and vibrant" (para. Conclusion 1). Videos, pictures, and infographics help our younger learners better understand complicated concepts and keep their attention on the content being taught. "Communicating effectively is an important part of instructional design, and visual display plays a critical part in most instructional media" (Brown & Green, 2024, p. 249). Keeping videos concise allows students of all ages to stay engaged with the presented material. 

When creating visuals, it is essential to ask yourself the following questions from Brown and Green (2024):

• "Is the information presented in a way that is easy to read?" (p. 249)
• "Is the information presented in a way that is easy to understand?" (p. 249)
• "Do the instructional materials look professional?" (p. 249)
• "Is the visual display attractive?" (p. 249)
• "Does the visual display help the learner comprehend the instructional content?" (p. 249)

Check out the video below to learn how to make short, instructional videos on Canva!

Engaging Adult Learners

    Researchers Sering and Khan (2022) explain that "audio-visual aids have been one of the most influential sources, especially in teaching" (para. 1). Visual aids benefit not only young students but also adult learners. When engaging adults, the essential questions for using visuals throughout the instructional design from Brown and Green (as shown above) remain the same.

    Recently, I had the opportunity to create a professional development presentation for adult learners. I designed the presentation to teach educators about a new teaching style: the Modern Classroom Project. The Modern Classroom Project is a teaching style that guides teachers to create units of instruction that include instructional videos, practice, and mastery checks. The students can move throughout the unit at their own pace, allowing teachers to meet all learners' needs. I have been able to implement the Modern Classroom Project into my classroom for the past few years, and it has been amazing to watch students take ownership of their learning as they progress throughout the unit. Check out the presentation I plan on presenting to educators at my school below! If you have any questions or want to know more about implementing Modern Classroom into your classroom, please reach out! 

Modern Classroom Project PD by Meredith Barker

References: 

Brown, A. & Green, T. (2024). The essentials of instructional design: Connecting fundamental principles with process and practice (5th ed.). Routledge. https://doi.org/10.4324/9781003404835

Sering, Sajjad & Khan, Haji Karim. (2022). The Role of Images in the Teaching and Learning of English: Practices, Issues, and Possibilities. PAKISTAN LANGUAGES AND HUMANITIES REVIEW. 6. 338–348. 10.47205/plhr.2022(6-IV)31. 

The Immersive Classroom

 

Using Immersive Technology in the Classroom by Meredith Barker

    Teachers are tasked with integrating technology in insightful, engaging, and effective ways. With so many technology platforms and resources, finding the right tool to use with your students can be challenging. Recently, I had the opportunity to learn about virtual reality and augmented reality which are two types of immersive technologies. Through reading The Immersive Classroom: Create Customized Learning Experiences with AR/VR by Jaime Donally, I learned these tools can open a whole world of possibilities for engaging your students. When using augmented reality in the classroom, students perform at higher levels (AlNaidi, 2022, para. 1). If you are looking for a technology tool to try this year, these are two excellent tools that can bring your classroom to life in new and exciting ways!

AR vs. VR: What's the Difference? 

    Virtual reality completely transforms the area around you through 360-degree video and sounds using a device or VR headset (Donally, 2021, p. 6). Using VR you can "travel" across the world to Paris to watch the Olympics while sitting in the comfort of your classroom.

    reality explores "the real world while adding a digital later on top that gives the illusion that they have a 3D object" (Donally, 2021, p. 6). Using AR, you can bring your class read aloud to life by "adding" the book characters into your classroom-- your students can "sit" next to who they are reading about! 

Want to see the difference between augmented reality and virtual reality? Watch below! 

AR and VR in the Classroom

    I have the opportunity to teach at a highly diverse school. In any given class we have students from around the world. This is one of my favorite things about my school. We learn from one another, experience different cultures, and share our own. Although this makes for an incredible learning environment, it can make finding commonalities between students when picking read-aloud books or project topics difficult. I want all students to have the same starting place with the assignments. For example, I will not assign a writing assignment about a day at the beach because all of my students have not been to the beach, making that an unfair assignment. After learning about virtual reality I cannot wait to bring it into my classroom to allow all my students to experience traveling around the world.

Below are a few ideas of how you can use virtual reality in your classroom:

VR in the Classroom by Meredith Barker       

    Augmented reality can bring your classroom to life in many ways. AR can "connect knowledge with actual exercises"(AlNaidi, 2022, para. Conclusion 1). Students can use AR to create characters to insert into their classroom! You can also insert the solar system into your classroom and walk around it to learn about the different planets! AR is another vital tool for student learning and engagement. 

Check out more ways to use AR in your classroom below:

AR in the Classroom by Meredith Barker   

Click here for a list of grants to help you purchase your own virtual reality headsets for your classroom! 

References: 

AlNajdi SM. The effectiveness of using augmented reality (AR) to enhance student performance: using quick response (QR) codes in student textbooks in the Saudi education system. Educ Technol Res Dev. 2022;70(3):1105-1124. doi: 10.1007/s11423-022-10100-4. Epub 2022 Apr 4. PMID: 35400977; PMCID: PMC8978775.

Donally, J. (2021). The immersive classroom: Create customized learning experiences with AR/VR. International Society for Technology in Education. 

Social Media in Education

 

Social Media in Education by Meredith Barker

    The use of social media continues to grow yearly. Children and adults of all ages frequently scroll on their phones to check the latest posts on their preferred social media site(s). After surveying teens ages thirteen to seventeen, Pew Research Center concluded that 95% of teens had used social media (Pew Research Center, 2023, para. 1). With social media's popularity, should educators use it with their students in the classroom? How do educators set up students for success when using social media? 

    We need to understand the effects social media has on children. A recent study found that "although social media use demonstrated to be of utility, an excessive or non-correct use may be a risk factor for mental health, including depression, anxiety, and addiction" (Bozzola et al., 2022, para. 1). The study continues to conclude that the incorrect use of social media can also cause unhealthy eating and behavior problems (Bozzola et al., 2022, para. Conclusion 2 and 3). With the consequences of misusing social media so severe, educators need to teach students how to use it in safe and effective ways. How do we teach students correct and secure ways to use social media? I believe the first step is for teachers to model safe and useful engagement with social media to their students. 

Modeling the Use of Social Media

     As an educator, I use social media to exchange ideas, get inspired, and share the unique projects my students are doing. One example of the benefits of using social media can be seen in the image below. This image is a screenshot from a Facebook group created for educators using a teaching model called "Modern Classroom Project". This group consists of new teachers starting to try Modern Classroom Project and teachers who have been using it for years. As you will see below, new teachers are getting support from veterans on ways to improve their teaching. The author of the post and the commenter providing suggestions live hours away from each other, but with social media, they can chat within seconds to get helpful tips.

    

     Showing students examples like this will teach them that social media can be beneficial. It should also be noted that the commenter has given suggestions while also providing her credentials (degrees held), reasoning, and philosophies. Explaining to students the importance of knowing an author's reasoning and credentials will emphasize the importance of vetting the authors of posts they consume and take advice from.

The Art of Persuasion

    Another key idea in using social media safely and helpfully is to recognize what it is designed to do. Social media uses visual rhetoric (the art of using visuals) to persuade (Lawrence, 2022, p. 105). One example of persuasion is when Facebook changed its design to allow users to continuously scroll because they noticed users stopped using the app if they had to wait or click to load more posts- this persuaded their audience to extend their time spent on Facebook (Lawrence, 2022, p. 100). In order to use social media safely, students must be taught to identify tactics companies use to persuade their audience to take specific actions, buy an item, or change their thinking. Check out the infographic below on ways to teach your students to identify persuasion techniques companies use in media posts to persuade their audience.

 

Recognizing Persuasion by Meredith Barker  

References

Beshay. (2024, April 14). Teens and social media: Key findings from Pew Research Center surveys. Pew Research Center. https://www.pewresearch.org/short-reads/2023/04/24/teens-and-social-media-key-findings-from-pew-research-center-surveys/#:~:text=Majorities%20of%20teens%20report%20ever,asked%20about%2010%20online%20platforms.

Bozzola E, Spina G, Agostiniani R, Barni S, Russo R, Scarpato E, Di Mauro A, Di Stefano AV, Caruso C, Corsello G, Staiano A. The Use of Social Media in Children and Adolescents: Scoping Review on the Potential Risks. Int J Environ Res Public Health. 2022 Aug 12;19(16):9960. doi: 10.3390/ijerph19169960. PMID: 36011593; PMCID: PMC9407706.

Kumar, Y., Jha, R., Gupta, A., Aggarwal, M., Garg, A., Malyan, T., Bhardwaj, A., Ratn Shah, R., Krishnamurthy, B., & Chen, C. (2023). Persuasion Strategies in Advertisements. Proceedings of the AAAI Conference on Artificial Intelligence, 37(1), 57-66. https://doi.org/10.1609/aaai.v37i1.25076

Lawrence, Dan. (2022). Digital writing: A guide to writing for social media and the web. Broadview Press.

Engaging Your Audience

 

     As an educator, I am constantly brainstorming new and fun ways to engage my students in learning so they will continue paying attention to the presented content. Keeping students interested in the information can be challenging as students can grow bored with the most fun games as they get accustomed to them, and it becomes a routine instead of a new practice. Brown & Green (2024) elaborate on the difficulties of instructional design in the classroom by stating, "creating learning environments and producing activities that carry out instructional goals and objectives are two of the most exciting and challenging aspects of instructional design" (p. 137). 

Think-Pair-Share

    I have noticed students ages four to eleven all enjoy talking with their peers. Instead of attempting to get students to sit quietly throughout lessons, allowing students to talk about the subject matter helps keep them engaged. The strategy used for this is referred to as "think-pair-share". Using this strategy, the teacher will present a question for the students. After a minute of thinking, students will turn to a peer to discuss their thoughts (sometimes, I allow students to choose their talking partner, and other times, they are assigned talking partners). After allowing student discussion and collaboration, it is time for students to share. Sometimes, I ask students to raise their hands if they would like to share their ideas. Other times, I ask students to raise their hands if they would like to share their partner's ideas- this encourages students to listen intently to their partner during the discussion. As a class, we can now have a whole group discussion about our thoughts on the question-- are our thoughts the same, different, or similar in some way? 

        I have used the think-pair-share strategy in the classroom as an educator and also participated in the strategy as a trainee. During trainings that incorporate think-pair-share, I feel more confident sharing my answers with a whole group after talking with a peer. This leads me to the research Mundelsee & Jurowski (2021) conducted on the impact of think-pair-share on students. They concluded when educators use think-pair-share in their classrooms, it:

• Increases students' willingness to share their ideas (para. 1)
• Lowers anxieties about classroom participation (para. 1)
• Provides timid learners with a chance to collaborate and share with one peer instead of forcing them to share with the whole class (para. 1)

Scenario-Based Learning

    Another strategy used to engage learners is "scenario-based learning". This strategy is similar to simulations, which "allow participants to examine issues and problems that arise in a specific situation (Gregler, 2004, as cited by Brown & Green, 2024). Simply put, scenario-based learning employs interactive scenarios, allowing learners to acquire skills in a realistic and safe setting. To provide an example, I will share the scenario-based learning I plan to incorporate into a training where my audience will be other educators. My training will be on a new teaching method called Modern Classroom. For teachers to understand the teaching method and the impact it has on students, I plan to create a "classroom" in which the educators are the students learning through Modern Classroom. This scenario will allow teachers to put themselves in the shoes of their students to discover their likes and dislikes of learning through the Modern Classroom method. 

    Scenario-based learning can benefit people of all ages, from young children to adults. Mamakli et al. (2022) concluded through research that in comparison to other learning methods, scenario-based learning "may even produce better outcomes regarding academic achievement and student satisfaction" (para. Conclusion 1). Check out more benefits of scenario-based learning below!

    Still wanting more tips and tricks for keeping your audience engaged? Watch this!

 

References

Brown, A., & Green T. (20204). The essentials of  instructional design: Connecting fundamentals  principles with process and practice. Routledge. 

Mamakli, S., Alimoğlu, M. K., & Daloğlu, M. (2023). Scenario-based learning: preliminary evaluation of the method in terms of students’ academic achievement, in-class engagement, and learner/teacher satisfaction. Advances in Physiology Education, 47(1), 144–157. https://doi.org/10.1152/advan.00122.2022

Mundelsee, L., & Jurkowski, S. (2021). Think and pair before share: Effects of collaboration on students’ in-class participation. Learning and Individual Differences, 88, 102015. https://doi.org/10.1016/j.lindif.2021.102015