Monday, February 12, 2018

Address Learning Differences with These Micro-credentials from @DigitalPromise

Innovative educators know the importance of understanding how a student learns best and then designing an approach tailored that student’s needs. This comes in the form of learning that is student centered, differentiated, and takes into account the learner’s differences and preferences. It also means having a class load that makes this manageable and using  resources like Thrively or Personal Success Plans to tap into students individual passions, talents, interests, abilities, and learning styles.

However, while educators who have these skills will be more effective at supporting student learning, a teacher’s preservice program may not have fully addressed this. As a result, educators must learn on the job, by reading articles, attending workshops (if they are offered and able) and speaking to others face-to-face and online. While this is helpful, there is now a way to jump-start, document, and become recognized for developing this expertise.

Credentialing teachers in addressing learning differences

The Friday Institute for Educational Innovation is offering their learning differences course at no cost as part of a 10-part micro-credential stack from Digital Promise. These micro-credentials provide a competency-based, personalized, way to learn on demand the many aspects contributing to how students learn, from the way our brain processes information to the impact of emotional intelligence on learning.

Research-based approach

Educators who complete the stack are able to bring into practice a more personalized instructional approach, focusing on each student’s individual learning strengths and needs. Each micro-credential begins with an overview of a construct or idea in personalized learning that is supported by the latest research to help educators gain a deeper understanding of its importance in the learning process. Educators are then asked to identify a student’s strengths and challenges and create and implement a plan that supports the student in meeting their goals for learning.

Below are the topics about which some of the micro-credentials are focused.  
Visit the full micro-credential stack.
Educators who have earned the micro-credentials say they have found it extremely empowering to have the language and knowledge to not only define the specific needs of their students, but also determine ways to meet them best. Rather than providing whole class instruction or grouping their students into broad categories, they have the ability recognize their students as individual learners and the tools to ensure they are able to support learning based on their unique strengths, talents, interests, abilities, and learning styles.

Assessment and credit

Upon completion of each micro-credentials teachers submit their work to assessors who determine if the educator has successfully demonstrated competency. If they have, they earn a micro-credential in the form of a digital badge that they can display on their resume, LinkedIn profile, social media sites, and email signature to demonstrate their skill set and stand out from the rest. Because micro-credentials are competency-based, the learning is visible allowing an interested party to in essence, look under the hood, and see all the elements that lead to acquiring competency in this skill or area.

Many states such as New York, Texas, Montana, and Massachusetts provide formal PD credit for successful completion of micro-credentials. There is also an option to pay a nominal fee and receive graduate credit from accredited university partners such as University of San Diego and Portland State University.

1 comment:

  1. I was excited to see that your blog included a discussion about the importance of brain-based learning. The topic came up for me in a Cross-Cultural class recently in graduate school but as you mentioned, I did not learn anything about the brain while I was in my undergraduate education program. Interestingly, the only time prior that I learned about the brain structure was from taking an AP Psychology class in high school. In the last six months, the topic has been on the forefront at the elementary school that I work out so I am interested in learning more. From your post, it sounds like many states are starting to see the importance as well and offer credit hours to their teachers. If you have not already read, I highly recommend reading Culturally Responsive Teaching and the Brain by Zaretta Hammond. She really goes into depth about how culture impacts the brain and everything a student does in the classroom- very interesting read! I am looking forward to reading more about your thoughts on your blog!