Keeping Connection and Equity at the Center of Teaching and Learning during the Time of COVID-19: An Interview with Two Rivers. Field Facing Memo #7

Autor/in	Snyder, Jon
Institution	Stanford Center for Opportunity Policy in Education (SCOPE); Social Policy Research Associates (SPR); Assessment for Learning Project (ALP)
Titel	Keeping Connection and Equity at the Center of Teaching and Learning during the Time of COVID-19: An Interview with Two Rivers. Field Facing Memo #7
Quelle	(2020), (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Charter Schools; COVID-19; Pandemics; School Closing; Online Courses; Distance Education; Educational Technology; Electronic Learning; Adjustment (to Environment); Coping; Elementary Secondary Education; Educational Assessment; Student Diversity; Cooperation; Interpersonal Communication; Interpersonal Competence; Critical Thinking; Thinking Skills; District of Columbia + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; School closings; Schule; Schließung; Schließung (von Schulen); Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Bewältigung; Education; assessment; Bewertungssystem; Co-operation; Kooperation; Interpersonale Kommunikation; Interpersonale Kompetenz; Kritisches Denken; Denkfähigkeit
Abstract	This memo, which is the seventh in the series, features an interview with the Director of Curriculum and Instruction at the Two Rivers Public Charter School in Washington, DC. Originally planned as a piece analyzing the long-term work of the school, this memo was redesigned to feature an interview highlighting how the school rapidly responded to the changing education environment during the COVID-19 pandemic. Two Rivers, a Tier One, high-performing EL Education School (Expeditionary Learning School), has a mission to "nurture a diverse group of students to become lifelong, active participants in their own education, develop a sense of self and community, and become responsible and compassionate members of society." When the COVID-19 crisis hit, the community of educators used this mission to guide their creation of a distance education program. The full memo situates the interview in the context of the Assessment for Learning Project and the long-term work of the Two Rivers network of schools. The interview itself highlights how the values of connection, core content, and curiosity/creativity became most important as they adjusted their long-term work to fit into the new and shifting world created by the pandemic. [To read the sixth memo of the series, "A Systems Approach to Creating an Ecology of Equity in a High-Poverty School District," see ED609359.] (As Provided).
Anmerkungen	Stanford Center for Opportunity Policy in Education. Barnum Center 505 Lasuen Mall, Stanford, CA 94305. Tel: 650-725-8600; Fax: 650-736-1682; e-mail: scope@stanford.edu; Web site: http://edpolicy.stanford.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01