Padlet Professional Development

Leading an interactive class involves being organized and prepared. Young and old learners like familiar routines. They appreciate when we follow a predictable pattern, especially in distance learning and block scheduling (Fiisher, Frey, & Hattie, 2021).

A collaborative task that works in a distance learning format is predictable teaching (Palinscar & Brown, 1984). Students are assigned a comprehension strategy: predicting, summarizing, clarifying, or questioning. The effect size for reciprocal teaching is 0.74.

Clarity of organization, Clarity of explanation, clarity of examples and guided practice, and clarity of assessment of student learning are crucial for student engagement in distance learning (Fisher, Frey, & Hattie, 2021).

Engagement is at the core of learning. Disengaged students learn less and are often negatively labeled as "unmotivated" or a "behavior problem." Without question, a a disengaged learner may well be a bored one. With an effect size of -0.47 boredom is a powerful decelerator to student learning (Fisher, Frey, & Hattie, 2021).