Running head: FACILITATING LEARNING IN THE BLENDED CLASSROOM 1

Research Proposal: Facilitating Learning in the Blended Classroom

Laura H. French

University of West Georgia

Table of Contents

I. Introduction

A. Purpose of the study 3

B. Justification of the study 3

C. Research question, hypotheses, and propositions 4

D. Definition of Terms 4

E. Brief Overview of the study 6

II. Background and review of related literature

A. Theoretical framework 7

B. Studies directly related 8

C. Studies tangentially related 13

III. Procedures

A. Research design 14

B. Sample 15

C. Instrumentation 15

D. Data Analysis 17

References 18

Appendices 22
FACILITATING LEARNING IN THE BLENDED CLASSROOM 3

I. Introduction

A. Purpose

The purpose of the study is to determine best practices for the instructor in a blended

classroom, specifically the instructor in a traditional classroom in which students are working on

a full credit online and the local instructor serves more as a facilitator than a full instructor. In

this flex blended learning setting, the instructor does not deliver the content, but instead is meant

guide students as they work on an entirely online course. The purpose of the study is to discover

the most effective tools facilitators can use to support students to promote motivation and

progress toward course learning and completion. This study seeks to identify strategies that are

applicable to this setting, and to identify how often these strategies are employed, and how

instructors implementing them in a blended flex model view their efficacy.

B. Justification

A student earning online credit in a traditional classroom on a high school campus is

working independently, yet most high school students still require some level of support in their

progress and learning. Many students earning online credit on campus are doing so because of

previous failures and are often behind in credits needed for graduation. Because many students

have previously struggled, they may lack the motivation and skills required to work effectively

without oversight. A supervising teacher needs tools at his or her disposal to promote motivation

and learning in this setting. There is a gap in the literature and in teacher training concerning

effective strategies in a flex model in which the on campus instructor is not expected to present

any instructional material, but rather to serve as a facilitator. This model of learning is relatively

new, so many administrators and teachers may not have had any training prior to

implementation, or time to do so on their own. A great deal of the literature on blended learning
FACILITATING LEARNING IN THE BLENDED CLASSROOM 4

focuses on models in which the on campus instructor provides the majority of the instruction and

instructional materials online, but the flex model of blended learning of the type employed by

users of Edgenuity in Georgia does not follow this model.

C. Research Question, hypotheses, and propositions

The research questions are

1. What are the most effective qualities and practices of instructors of blended

learning courses, according to research?

2. What do classroom facilitators in successful schools do to promote success,

defined as full completion of the course with a passing grade and passing score on

the End of Course test, in a blended classroom using the flex model in which

students are earning online Language Arts credit through the Edgenuity online

learning program?

3. Are the teaching methods employed by Edgenuity facilitators in successful

programs the ones viewed as most effective?

The hypotheses are that

1. Specific classroom practices and teacher qualities can promote student success in

blended learning environments.

2. Specific classroom practices and teacher qualities can promote student success in

Edgenuity coursework, but their effectiveness may be limited by external factors.

D. Definition of terms

1. Blended learning--a formal education program which takes place at least in part through

online learning, with some element of student control. The course takes place at least in part in a

traditional school setting (“Blended Learning Definitions”, 2019). The “blend” in blended
FACILITATING LEARNING IN THE BLENDED CLASSROOM 5

learning is a combination of online learning and face-to-face instruction and interaction with a

teacher in a traditional school setting.

2. Online modality--80% or more of instruction is provided through online delivery (Garner &

Oke)

3. Flex model of blended learning — a course or subject in which online learning is the

backbone of student learning, even if it directs students to offline activities at times. Students

move on an individually customized, fluid schedule among learning modalities. The teacher of

record is on-site, and students learn mostly on the brick-and-mortar campus, except for any

homework assignments. The teacher of record or other adults provide face-to-face support on a

flexible and adaptive as-needed basis through activities such as small-group instruction, group

projects, and individual tutoring. Some implementations have substantial face-to-face support,

whereas others have minimal support. (“Blended Learning Definitions”, 2019).

4. Edgenuity-Arizona based company that provides a variety of online course and test

preparation material; the Georgia version is aligned to Georgia Standards of Excellence and

many school districts in the state of Georgia use this online platform for students to complete

courses for full credit.

5. End of Course test-assessment given by the state of Georgia at the completion of specific

required high school courses, in which they are tested on course standards as defined by the

Georgia Standards of Excellence; this assessment accounts for 20% of a student’s course grade.

6. Success in Edgenuity-for purposes of this study, success in Edgenuity is defined as 100%

completion of the course within the time allotted by the school, a passing grade of at least 70%,

and a passing grade of at least 70% on the End of Course test for that course.
FACILITATING LEARNING IN THE BLENDED CLASSROOM 6

E. Brief overview of study

For the study, I will conduct a literature review to determine research-backed

recommended best practices in promoting learning and success in a blended classroom

environment. I will compile a list of the most frequently recommended blended learning

methods, which will be incorporated into a survey for high school teachers and facilitators of

Edgenuity programs in the state of Georgia. Then, I will use data provided by the Georgia

Department of Education to discover which high schools in Georgia have the highest End of

Course test scores in 9th grade Literature and Composition and American Literature. End of

Test scores will be used because it demonstrates learning of course material. The top performing

schools will be chosen rather than a random sampling because a higher performing school is

more likely to have a higher degree of best practices in place. Although the Georgia Department

of Education data does not specify what number or percentage of students at each school took an

Edgenuity course before taking the EOC, an overall picture of quality can be gained from this

data. Using email, I will contact the English department head at each of the top thirty schools,

asking if they use Edgenuity for credit repair, and if so, to either complete the link to the survey

or forward the link to the facilitator(s) of the Edgenuity courses. The surveys will consist of two

components: a survey of frequency of use of listed methods and a survey of perceived efficacy of

those methods. The data will be analyzed to determine which practices are most frequently

employed in higher performing high schools, and which methods instructors perceive as most

effective.
FACILITATING LEARNING IN THE BLENDED CLASSROOM 7

II. Background and review of related literature

A. Theoretical framework

Constructivism is a learning theory which underpins this research into best practices in

blended learning environments. The theory of Constructivism posits that “learning is an active

process in which learners construct new ideas or concepts based upon their current and past

knowledge” (Culatta, 2019). Putting this theory into practice means “encouraging students to

use active techniques . . . to create knowledge” (thirteen). Thirteen further elaborates the idea

thusly: “With a well-planned classroom environment, the students learn how to learn” (thirteen).

This is especially notable in a blended learning environment in which students who may not

have done so previously must work and learn independently. Students need support to learn

strategies for learning in this format.

Constructivist ideas applicable to learning with technology are explored in David

Lebow’s literature review entitled “Constructivist Values for Instructional Systems Design: Five

Principles Toward a New Mindset.” They include “helping learners develop skills, attitudes, and

beliefs that support self-regulation of the learning process”, “support self-regulated learning by

promoting skills and attitudes that enable the learner to assume increasing responsibility for the

developmental restructuring process”, and “strengthen[ing] the learner’s tendency to engage in

intentional learning processes” (Lebow, 1993) (Tam, 2000). All of these processes speak to the

role of a facilitating teacher in a class with a primarily online modality.

Social constructivism also plays a role in blended learning instructional design. Social

constructivists “describe and explain teaching and learning as complex interactive social

phenomena between teachers and students” (Picciano, 2017). This theory supports seeking best

practices for teachers using blended models because “the teacher provides a social environment
FACILITATING LEARNING IN THE BLENDED CLASSROOM 8

in which the learner can assemble or construct with others the knowledge necessary to solve the

problem” (Picciano, 2017). In the case of a flex model using online modality, the facilitator does

not have control over the course material, but does have control over the local environment and

is physically present with a student to help them make meaning of their coursework.

Cognitivist instructional design, in particular Robert Gagne’s Conditions of Learning,

informs teacher practice in the blended learning classroom because of its focus on matching the

specific method of instruction to the learning goal. Four elements in Gagne’s nine instructional

events can relate to blended learning in particular: describe the goal (expectancy), provide

guidance for learning (semantic encoding), provide feedback (reinforcement), and assess

performance (retrieval)” (Picciano, 2017) (Culatta, 2019). Best practices in blended learning

facilitation should reflect these learning events and intellectual processes.

B. Studies directly related

Edgenuity is a privately held company, founded in 1998, that provides online courses and

test preparation materials. It is the focus of this study of blended learning practices. The

Georgia edition is aligned to Georgia Standards of Excellence and course credits are accepted for

graduation from Georgia high schools. The company provides guidance in best practices for the

implementation of their product. The document “The Role of the Teacher in a Blended Learning

Classroom” provides rationales, case studies, and implementation advice for success in using

Edgenuity. Successful classroom implementation includes: establishing a routine, setting time

frames, setting unique goals and expectations for each student, and continuously monitoring

student progress (Edgenuity, 2019). Additionally, the role of the facilitator entails a significant

relationship element: “Student focus and student-centered work are essential to reach students

and ensure they succeed in a blended learning environment” (Edgenuity, 2019).

Recommendations for promoting a student-centered focus include being “student-driven more

than data driven”, “work[ing] with students to build trust and honesty”, “identify[ing] student

strengths and competencies”, and “empowering students to advocate for themselves” (Edgenuity,

2019). For schools and teachers who have not implemented blended learning or this specific

program of blended learning, the company lays out a framework for best practices in using their

product.

Edgenuity also published “Helping Ensure Academic Integrity in an Online Learning

Environment” which is meant to guide facilitators of its blended learning programs. They advise

that “the first step in a strong academic integrity policy is setting appropriate expectations for

students in writing. Both parents and students should sign an online learning honor code, and

consequences for violating the code should be serious” (Edgenuity, 2018). This reflects a view

that a key component of success in a flex model of blended learning takes place before the

course even begins. Before the course starts, students and parents should be made aware of clear

expectations concerning course structure and requirements. Edgenuity believes that “Setting

clear expectations for students and their learning promotes the integrity of the program and the

quality of student learning” (Edgenuity, 2018) but it is clear from the literature that this is a good

practice regardless of the specific learning program.

In “Building Capacity for Blended Learning”, Edgenuity provides guidelines for

implementing blended learning in a course. However, the research and advice shared is most

relevant to a model of blended learning in which the instructor provides the instruction and

chooses the learning activities, which is not the focus of this study. However, much can still be

relevant to a flex setting. The authors point out the engagement elements of blended learning, as

developed by Jeffrey, Milne, Suddaby, and Higgins, as “at the start of the course, during the
FACILITATING LEARNING IN THE BLENDED CLASSROOM 10

course, re-engaging the disengaged.” Classroom facilitators, it seems, would be well-advised to

be aware of these elements, taking particular notice when a student becomes disengaged, as

“Early intervention will keep students engaged and prevent them from falling too far behind.

The authors offer advice for dealing with disengagement, including “Using data, setting learning

goals, and frequently checking for understanding” (Edgenuity, 2019). A relevant quality of flex

blended learning facilitators should include organization and routine. The authors share that

“Because blended learning relies on a synchronized combination of both online content delivery

and teacher-led instruction, it is essential for teachers to have clear classroom strategies and

guidelines, to avoid confusing students (Jeffrey et al., 2012). The transition to blended learning

may be confusing to some students and clarity on the part of the teacher will enable students to

make the transition more quickly” (Edgenuity, 2019). Organization and routine can reduce

student anxiety, which will enable students to focus more on course material rather than

extraneous concerns. The importance of relationships is emphasized in this material, as the

authors point out that “Teachers in a successful blended learning environment are not only

thinking about course design, but also about effective, immediate instructional support for

students who need it (Edgenuity 2019). In a setting in which the “instructors” are pre-taped

lectures, practice, notes, and quiz material, students need to know that someone cares about them

as people. They still need someone to guide them as they encounter struggles in their learning.

In “5 Skills for Blended Learning Teachers” Michael B. Horn and Heather Staker

delineate specific skills suited to teachers of blended learning courses. They identify “comfort

with chaos” as an ability to be comfortable facilitating learning in a situation where students are

working on different activities at the same time. A way to prevent true chaos, they share, is to

“invest in creating a strong culture up front with clear norms and expectations” (Horn & Staker,
FACILITATING LEARNING IN THE BLENDED CLASSROOM 11

2012). Online coursework generates a great deal of data, so being able to handle and use this

data is a key element of quality facilitating. Teachers will be able to “spend more time analyzing

and figuring out what to do about it, coupled of course with their own “data” that they collect on

students from their intuition and observation” (Horn & Staker, 2012). Horn and Staker identify

targeted learning opportunities and specialization as two more key elements of blended learning

success. Teachers should be able to focus one-on-one with a student to provide specific support,

and the emphasis on specialization means that in a blended learning environment, a student

should have access to personalized help from a facilitator skilled in that subject area (2012). It

might seem obvious, but the authors identify technological skills as a key component of effective

teaching. Although “teachers won’t actually need as much as people think in the way of

technology skills to teach in a blended learning environment,” they will still need to be able to

“communicate via a variety of mediums, explore, identify, and use a variety of online tools to

meet student needs, and be able to do basic troubleshooting” (Horn & Staker, 2012). Teachers

need a certain level of comfort with technology to have confidence in working with students

using technology to learn.

In “Who Are Great Blended Learning Teachers?” also by Heather Staker, positive

teacher qualities are narrowed down from the general to those more specific to teachers in

blended learning environments. She distills research on these qualities into three broad

observations. One of these, which echoes her article “How to Create Higher Performing Happier

Classrooms in 7 Moves” is that “competent blended teachers share many attributes of

distinguished traditional teachers” (Staker, 2018) such as skills in promoting teaming,

collaboration, goal setting, and encouraging independence. The second observation was that

“mindset competencies” are a critical, sometimes the most important, type of competency for
FACILITATING LEARNING IN THE BLENDED CLASSROOM 12

blended teachers” (Staker, 2018). Staker cites several reports of research indicating that mindset

competencies, “include the core values or beliefs that guide an individual’s thinking, behaviors,

and actions, and that align with goals of educational change and mission” Additionally,

“modeling a growth mindset; having an entrepreneurial, creative mindset; having a collaborative,

teamwork mindset; and an openness-to-change mindset” were found to be correlated with

success in teaching in a blended learning environment (2018). The last observation is that, even

though high quality blended learning teachers share many characteristics of teachers in

traditional settings, “Blended teaching requires some competencies that are wildly different from

traditional teaching” (Staker, 2018). A blended learning instructor must be able to “understand

and manage the face-to-face and online components of lesson planning and organization”,

“create a daily and weekly schedule for an online or blended course or subject, customizing it for

[the specific] model”, and “Counsel students prior to enrollment in a fully online course to assess

independence, mentor support, and readiness” (Staker, 2018).

In a report sponsored by the International Association for K-12 Online Learning

(iNACOL), “iNACOL Blended Learning Teacher Competency Framework” the authors

categorize and classify twelve important qualities of instructors of blended learning courses. The

broad categories of qualities they specify are: mindsets, qualities, adaptive skills, and technical

skills (see Figure 1). Domain 1: Mindsets, focuses on qualities of vision and openness to change.

Domain 2: Qualities, features grit, transparency, and collaboration. Domain 3: Adaptive Skills,

includes reflection, continuous improvement and innovation, and communication. Domain 4:

Technical Skills features data practices, instructional strategies, management of blended learning

experiences, and instructional tools (Kennedy, K., Powell, A. & Rabbitt, B.). By categorizing

and specifying qualities and skills in this mode of teaching, Kennedy, Powell, and Rabbitt
FACILITATING LEARNING IN THE BLENDED CLASSROOM 13

provide a blueprint for teachers and administrators to better understand the role of the blended

learning instructor.

Some of the factors that contribute to student success in a blended learning environment

are teacher qualities, rather than capabilities. Although a person cannot change his or her basic

personality, a person can cultivate certain characteristics for personal and career improvement.

C. Studies tangentially related

“How to Create Higher Performing Happier Classrooms in 7 Moves” by Heather Staker

delineates elements of quality teaching which are applicable in any setting, but lend themselves

easily to blended learning situations. These actions are based upon research conducted by

Mallory Dwinal, David Richards, and Jennifer Wu to identify best practices in leadership outside

of education, then seek to apply those principles in education. Staker explains the results of their

research and identifies the seven “moves” of quality leadership as: teach mindsets, release

control, encourage teaming, give feedback, build relationships of trust, help students hold

themselves accountable, and hold yourself accountable (n.d.). A major focus for their research

was the Google Oxygen program (figure 4) which they configured into a model useful to an

educational setting. These qualities are applicable to teaching in any modality, although they can

inform facilitation of blended learning.

Online learning can be used to earn course credits, but there is a need to demonstrate

competency, not just completion. In the Competency Works Issue Brief, “Maximizing

Competency Education and Blended Learning: Insights from Experts”, the authors point out that

“Digital content tends to be best for helping students build skills at the levels of recall and

comprehension, which is why student progress in digital content should be considered as just one

of the multiple measures to determine proficiency” (Patrick and Sturgis, 2015). They assert that
FACILITATING LEARNING IN THE BLENDED CLASSROOM 14

“Relying on a variety of student evidence to demonstrate proficiency, including performance-

based assessments and performance tasks, is critical to ensuring students can demonstrate

mastery at high levels (Patrick and Sturgis, 2015). A true measure of success in online learning

would reflect competency in higher levels of depth of knowledge. This research speaks to the

necessity of teachers to support their students in gaining proficiency, not merely completion. A

student can complete a course in Edgenuity, but their EOC scores reflect true proficiency.

The intended audience of “Strategies for Engaging Learners in a Blended Environment”

is teachers of online courses. The facilitator in a blended classroom is not the instructor of the

course a student is taking online, therefore, the ten strategies for engaging learners are not

directly applicable. However, it does shed light on the components of successful teaching and

learning in this mode, such as “social presence and belonging””clear instructions and

guidelines”, “timely feedback”, and “elaborated feedback” (Jeffrey, Milne, Suddaby, & Higgins,

2012). The focus is on the elements of engagement, which in an online learning experience, is

key for success. Because a teacher is not physically in the presence of the individual student,

engagement becomes more important and more difficult to maintain. A facilitating teacher can

look for outward signs of disengagement to recognize the signs and take measures to attempt to

re-engage the student.

III. Procedures

A. Research Design

This research employs a mixed-methods design, with surveys which will generate both

quantitative and qualitative data.

B. Sample

Purposive sampling will be used, because the sample selected, Edgenuity facilitators at

schools shown to have previous success, will be more likely to employ best practices in blended

learning. An introductory email and the survey will be sent to English department heads at the

thirty high schools in Georgia with the highest scores on End of Course Tests in 9th Grade

Literature and Composition and American Literature English Language Arts assessments

(Georgia Milestones 2017-2018 Statewide Scores, 2018). If the high school uses Edgenuity for

credit, the survey will be sent to all Edgenuity facilitators in a participating school. It is unlikely

that everyone will respond, so the surveys are being sent to thirty high schools so that even if

some do not respond, the sample size will still be large enough to draw valid conclusions.

C. Instrumentation

A survey will be compiled based upon the qualities associated with effective teaching in

blended learning environments, as identified in the literature review. The survey begins with

demographic data questions: approximate number of students earning credits using Edgenuity,

time frame for completion of courses, and number of students earning 70 or above on 9th

Literature and Composition EOC and on the American Literature End of Course Test. In the

second section, respondents will be asked to identify how often specific strategies are used in

their Edgenuity sections on a scale of 1 to 5, 1 being “never or almost never” and 5 being

“always or almost always.” In the third section, respondents will then identify the effectiveness

of each of the previously listed strategies on a Likert scale of 1 to 5, with a sixth category in

which a respondent may indicate that he or she has not seen or used the strategy in question.
FACILITATING LEARNING IN THE BLENDED CLASSROOM 16

Procedural detail

A thorough literature review will be conducted to identify best practices in blended

learning as identified by researchers and experts in the field of instructional technology. A list of

most-recommended practices will be generated from this research. This list will be incorporated

into a survey for facilitators of Edgenuity programs in 9th and 11th grade language arts at the

thirty high schools in Georgia scoring highest on the 9th and 11th grade Language Arts End of

Course tests. The survey will consist of three sections: the first section will seek basic

information about the number of students in the program, the second will ask about the

frequency of use of each listed teaching method, and the third will ask teachers to rate the

effectiveness of each method using a Likert Scale. An introductory email will be sent to the

English department head at each school, with a link to the survey attached. The department head

will be asked to share this link with facilitators of Edgenuity courses in Language Arts at his or

her school.

Internal validity

Internal validity will be determined by administering the preliminary version of the

instrument to ten local instructors who will not be part of the sample for research. The data will

be analyzed for outliers or confusing wording in the statements, and edited accordingly. Threats

to validity include the Hawthorne effect, because respondents may overstate how often they use

particular strategies in class, providing answers they think the researcher would like to see.

Another threat might be subject attitude threat, because a respondent may not like his or her

current position facilitating Edgenuity, or may have negative feelings about blended learning in

general. Alternately, an instructor might have chosen to facilitate Edgenuity coursework because

of a positive attitude and enthusiasm about blended learning. In either case, the responses might
FACILITATING LEARNING IN THE BLENDED CLASSROOM 17

be skewed based upon a pre-existing attitude.

Planned data analysis

The response sections will be scored separately. The first section will generate nominal

data concerning the approximate number and courses of students involved in the Edgenuity

program at the school in question. The second section will identify which strategies are used

most often by Edgenuity facilitators in high performing schools. This will involve quantitative

data analysis. The results will generate a ranking, from the most commonly used to the least

commonly used. The third section will identify perceptions concerning various teaching

methods. This section will involve qualitative data analysis. The results will generate a ranking

of methods, with the method with the most favorable ratings listed first through to the method

rated least effective. The results of the second and third sections will be compared. A

comparison will be made to determine if methods judged to be effective are in fact the ones used

most often. If the most often used methods are viewed as most effective, then a conclusion could

be drawn that facilitators are employing best practices. If not, an area for further study would be

to determine the barriers to implementing effective strategies.

Limitations

The sample size will likely not be large enough to draw broad conclusions. Further study

will be needed to verify these results. Another limitation is that high quality implementation of

Edgenuity and similar online programs are likely occurring in high schools that do not have high

overall EOC scores, making it harder to identify those successful programs. Ideally, a study

should be conducted of all high schools in Georgia using Edgenuity for course credit to get a

bigger, more generalizable picture of what practices are most in use and which are most

effective, but that type of major study is not feasible at this time.
 FACILITATING LEARNING IN THE BLENDED CLASSROOM 18

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https://doi.org/10.14704/nq.2018.16.5.1305

V, T., & Ark, er. (2017, February 23). 18 Tips for Making Blended Learning More Student-

Centered. Retrieved February 19, 2019, from https://www.gettingsmart.com/2017/02/18-tips-

for-making-blended-learning-more-student-centered/
FACILITATING LEARNING IN THE BLENDED CLASSROOM 21

Appendix 1

Figure 1

Source: iNACOL Blended Learning Teacher Competency Framework

Figure 2

Source: How to create higher performing happier classrooms in seven moves: a playbook for

teachers
FACILITATING LEARNING IN THE BLENDED CLASSROOM 23

Figure 3

Source How to create higher performing happier classrooms in seven moves: a playbook for

teachers
FACILITATING LEARNING IN THE BLENDED CLASSROOM 24

Figure 4

Source: How to create higher performing happier classrooms in seven moves: a playbook

for teachers
FACILITATING LEARNING IN THE BLENDED CLASSROOM 25

Appendix 2

Survey Questions

1. Approximately how many students on your courseload are taking Edgenuity

courses for credit?

2. How many students on your courseload are taking 9th Grade Literature and

Composition on Edgenuity?

3. How many students on your courseload are taking American Literature and

Composition on Edgenuity.

Identify your personal frequency of use of each of the teaching methods listed based upon the

following scale:

1=Never

2=Rarely

3=Occasionally

4=Frequently

5=Every day

A regular, daily routine

Clear expectations for course shared with students and parents before course begins

Clear expectations for course shared with students and parents after course begins

Recognition of student success

Teaching mindsets

Helping students set their own learning goals

Identification of student strengths and competencies

Encouraging students to advocate for themselves

Intentional building of trust and honesty

Monitoring student data for learning

Monitoring student data to recognize disengagement

Interventions employed to re-engage students

Provide regular feedback

Allow students to work independently/encouraging independence

Analyze student data to provide targeted interventions

Working one on one with a student

Identify your assessment of the effectiveness of each of the teaching methods listed based upon

the following scale:

1=Very ineffective

2=Mostly ineffective

3=Sometimes effective

4=Mostly effective

5=Very effective

6=I have not personally used this method

A regular, daily routine

Clear expectations for course shared with students and parents before course begins
FACILITATING LEARNING IN THE BLENDED CLASSROOM 27

Clear expectations for course shared with students and parents after course begins

Recognition of student success

Teaching mindsets

Helping students set their own learning goals

Identification of student strengths and competencies

Encouraging students to advocate for themselves

Intentional building of trust and honesty

Monitoring student data for learning

Monitoring student data to recognize disengagement

Interventions employed to re-engage students

Provide regular feedback

Allow students to work independently/encouraging independence

Analyze student data to provide targeted interventions

Working one on one with a student