PreK-12 blog

Introducing The Pearson Race & Ethnicity Diversity, Equity and Inclusion Guidelines

In February of 2021, Pearson issued additional guidance to complement our Pearson Global Editorial Policy. These guidelines serve as a resource to help content developers—including authors, reviewers, and editors—create authentic representations of the diverse communities we serve, and challenge racial and other stereotypes and associated prejudices in all Pearson courseware, digital materials, services, qualifications, and assessments. They will be used in the process of developing new educational content as well as the review of existing content across all Pearson products, including Career & Technical Education curriculum.

The Value of Diversity in Education

When students join the workforce, they will encounter a variety of individuals with a vast range of backgrounds and abilities. To be successful, they will need to have a mindset that accepts and adapts to people of different cultures, values, backgrounds, and experiences. Further, as the global economy accelerates, sound business decision-making requires a constant awareness of cultural differences and sensitivities. As these students advance in their careers, a fair, harmonized workplace will increasingly become their responsibility.

Challenges Publishers Face When Addressing Bias in CTE Programs

As a publisher we are cognizant of several challenges to ensuring diverse and equitable representation in educational programs:

Underrepresentation - People of different identities should be represented in all program components and be portrayed as equal and active participants in education and workplace settings. We choose texts and imagery that enable as many students as possible to identify with the content and feel included in the learning process.

Negative Associations - We are reviewing existing content for unintentional or nuanced stereotypes. For example, does a construction content provide adequate inclusion of workers including women and people with physical disabilities? Another example would be equitable representation of different ethnic races in health sciences programs. When developing new content, an additional level of conscious inclusion should be added to the traditional development process.

Limited Positive Associations - We strive to present an authentic and diverse representation of people in roles that disrupt traditional stereotypes within instructional materials. CTE programs often include career profile features that provide an excellent opportunity to depict people of all cultures and abilities as role models or highlight their accomplishments. We commit to doing the additional research necessary to help break down stereotypes and show that career opportunities and leadership roles are not limited by race, gender, gender expression, ethnicity, or age, just to name a few, to help reinforce the understanding for today’s CTE students that people of different cultures are leaders and innovators.

Impact of Pearson Global Editorial Policy and Guidelines on our CTE Product Development Process

The CTE Editorial Team at Pearson uses the guide to focus on diversity principles including:

• Ensuring all team members are aware of the potential for subtle or unconscious bias in developing student content and program outcomes.
• Deliberately seeking reliable sources for diverse perspectives in all authoring and research done during the development process.
• Representing people of different races, cultures, ethnicities, religious beliefs, and abilities in all student materials as equal and active participants in the learning process.
• Choosing imagery that reflects the diversity of the classroom.
• Presenting people in roles that disrupt traditional stereotypes.
• Providing teachers the tools they need to understand and adapt to any classroom, regardless of student makeup. For example, many of Pearson’s programs include Teacher’s Editions with lesson plans for Advanced, Less Advanced, English Language Learner, and Special Needs students.

Making a Difference in the CTE Community

Beyond the considerations taken in content development, there are a number of other practices CTE publishers, including Pearson, integrate into their daily business that can make a further difference:

• Include diversity in all initiatives and interactions with student and teacher associations.
• Leverage diverse practices in developing marketing programs and highlight diversity, equity and inclusion as a foundation of CTE programs.

Pearson's role is to create learning products that encourage critical thinking and help people understand the world around them. We are committed to developing products and services that represent the authentic histories and experiences of learners. Pearson is committed to creating equity and opportunity for all through education (regardless of race, ethnicity, gender, sexual orientation, social class, geographical location, religious beliefs, and disability). We are continuously working to ensure our CTE programs reflect this.

Learn more about K-12 CTE Pathways programs from Pearson.

Promote smooth instructional delivery transitions for dual enrollment math

High school dual enrollment teachers moving fully online from a face-to-face setting during COVID had the added challenge of remaining in sync with their college partners, but classes already using Pearson’s MyMathLab for School’s (MMLS) online platform pre-pandemic have hardly missed a beat.

As the pandemic hit, educators asked:

• How do we keep students engaged?
• How do we provide ample practice opportunities?
• How do we monitor student progress?
• How do we administer assessments?
• How do we make ourselves fully available to our students?
• How do we help our students accomplish their learning goals?
• And as a dual enrollment course, how do we maintain continuity with our post-secondary partner institution?

Pre-COVID use of MyMathLab for School helped smooth transition to remote

For some teachers the transition to remote learning was a smooth one because their dual enrollment courses already used Pearson’s MyMathLab for School (MMLS). David Woods, Ryan Skyta, and Lauren Morris are all high school math instructors teaching dual enrollment college algebra courses in partnership with Louisiana State University (LSU). Each of these teachers utilized MMLS prior to COVID and acknowledge the multiple benefits the program has provided them and their students during the pandemic.

Having prior experience with MMLS benefited both students and teachers, according to Ryan Skyta, math teacher at Brother Martin High School in New Orleans:

“I feel like since we, as an entire school, used the program before the pandemic, within every department in our school, we were probably in the best shape because the kids regularly have used the program for the past couple of years, so they are very familiar with it. We didn’t have to train them on how to use it and it was an easy transition.”

...And helped relieve teacher stress

The pandemic created ever fluctuating circumstances for educators. Being equipped with a fully sustainable, comprehensive online environment like MMLS can relieve some of the tension, worry, and uncertainty. For David Woods, dual enrollment math teacher at Liberty Magnet High School in Baton Rouge, having used MMLS for years prior to the pandemic eased the considerable amount of stress he felt while transitioning to remote instruction. He believes it could have done the same for others, as he heard firsthand how other teachers struggled and it made him thankful for the multiple resources MMLS offered him and his students.

“I can’t reiterate enough the fact that MyMathLab for School allowed us to have such a smooth transition. I know I have a lot of colleagues around the country that were struggling. How am I going to assess my students? How am I going to provide them this opportunity? Does anybody know anything that’s out there that my students could possibly be doing, or that I can be using as a teacher? MyMathLab for School was a huge component in sparing me from that because we already had a digital platform that the students could continue to use that was already equipped with videos, activities, lessons, quizzes, and assessments. We could just roll through it and since we were already using it, there was no learning curve.”

“View an example” and “Help Me Solve This” features help students work independently

Lauren Morris, dual enrollment math teacher and department chair at St. Joseph’s Academy in Baton Rouge, found the View an Example and Help Me Solve This features were the most impactful and heavily utilized aspects of MMLS once fully remote. Lauren noted that students relied greatly on those features because they were no longer in the classroom asking questions and receiving immediate responses from teachers. She felt it gave them resources to rely on, when needed.

View an Example helped Ryan Skyta’s students work independently at home.

“If we didn’t have MyMathLab for School we certainly would have had much bigger issues when it came to students trying to figure things out. They love the View an Example feature when it comes to doing their homework. That was definitely a huge advantage.”

Whether fully remote, hybrid, or face-to-face, the Pearson MMLS online platform offers students stability and dual enrollment teachers' confidence their courses maintain rigor and remain in sync with their college partners.

Learn more about MyMathLab for School

Check out Pearson’s dual enrollment offerings  

Top tips, techniques, and advice for making the most of online learning

There are so many unanswered questions for families right now. On top of the usual parental concerns, we’re now having to face the reality that our children might be doing some (or all) of their learning from home, often, in front of a screen.

Like most parents I wonder what impact this might have on my daughter. Will it impact her development? I wonder what this might mean for her social skills? What about her future opportunities? I will also admit to worrying that all of this time in isolation might be making her go a little bit wild and feral? But mostly, I think how best can I support her while still maintaining my own sanity?

These, and many more questions, are what so many of us are struggling with right now.

If you are keeping up with the real time changes in the UK, there is a growing likelihood that online learning will become our reality again in the near future. If you are elsewhere in the world, you might not have left the first phase of the rush to online. Reflecting this, I want to help parents prepare and cope effectively. As both a parent and as Pearson’s Chief Learning Officer, I’ve written these tips with both my heart and my head. Everything I’m sharing is based on research, but most importantly – I hope these insights will help make any future online learning experience a bit more manageable.

Convey calm

Most importantly, encourage your child to talk to you about what they are feeling and respond with empathy and understanding. It’s an uncertain, and often frightening time right now; we need to show our children that we’re here for them. Children are receptive to learning when they feel safe and secure.

Make a plan that helps achieve outcomes

In the world of learning, “outcomes” is a word used quite often; it refers to the learning goals that students are meant to achieve. Whether learning takes place online or face to face, it’s all about students achieving the outcomes that will set them up for success. The outcome might be to understand a topic, develop a skill, or for students to socially develop and connect with peers. Get clear on what these outcomes are for your child, based on what they want to learn, what their teacher’s goals are, and how you as a parent can support. If your child’s learning moves online, make sure you know:

1. What are your child’s learning goals (AKA outcomes)?
2. What other outcomes should your child be focused on, such as improving their critical thinking skills or ability to collaborate with others?
3. What are the expectations of you, as a parent, for helping your child make progress towards these outcomes?

I know many parents have decided to supplement what their school provides through additional online learning experiences. It’s important to keep outcomes in mind if you select learning technology for your child; identify the outcome your child needs to achieve and make sure there is evidence that the product you choose has a positive impact on the outcome you’ve identified.

Create routine

Students usually work best within routines. Work with your child to set the expectations for completing schoolwork and attending classes.

• Ensure you know the expectations that the teacher has for completing their schoolwork from home and how teachers can be reached. Preview lessons, assignments, and don’t miss any live lessons.
• Prepare a schedule of what needs to be completed each day/week. Part of effective scheduling is building breaks into the day and not trying to put too much learning into one block. A general rule of thumb is 30 to 50 minutes of learning and then a break for older students. Learning should take place in smaller chunks for younger pupils.
• If you are working from home, make sure your child knows when you are available and unavailable to help them. Setting clear boundaries is essential for your sanity and for your child’s self-esteem.
• Embrace the fact that online learning does not mean your child only learns in front of a computer. Given educators have to focus on achieving a variety of outcomes, you should expect that activities will adjust based on the best way to achieve each outcome. Activities might range from being given several links to follow at the student’s own pace, being asked to do some practice work, or completing independent work offline.
• Review and reflect on the day by asking your child to show you what they worked on and ask them a few questions about what they learned. This isn’t you “checking” their work; it’s you being curious about what they’ve done.

Help your child believe they can do it

Everyone is going to experience setbacks and frustrations. It’s key to try and see those moments as useful markers on a journey towards learning, rather than signs that it is time to give up. If students struggle with an assignment use statements such as:

• Tell me what you’ve tried so far.
• What else can you try?
• What have you learned so far?

Remember to model this, as much as you can, for your child; if you get frustrated and shut down when something unexpected happens (e.g., the technology doesn’t work like you think it will), your child may think that some things really are just too hard.

Help your child see the value

You may become accustomed to hearing the phrase that teachers have heard millions of times, “Why do I have to learn this?” It’s hard to stay motivated when you don’t see the value of what you are doing. Try to help your child connect what they are learning to things that are important to them. This might mean connecting learning to their interests (e.g., “well, if you understand averages you can follow your favorite footballer’s performance”) or helping them understand ways in which they could use what they are learning to help themselves or their friends and family (e.g., “could you use this lesson on photosynthesis to help us decide where it would be best to put our tomato plant?”). Students who learn to take charge of their own learning are often more successful.

Ensure there is a focus on individual progress and feedback

Every school will have a slightly different approach in terms of how they assess students. This will be even more true as schools grapple with online learning. As a parent, you need to make sure that your child’s knowledge and skills are being tracked in a meaningful and productive way. This should be a depiction of their individual progress (not how they compare to classmates). Ask your child’s school how progress will be shared with your child and with you.

On top of making sure that your child’s school is measuring progress, it’s essential that your child is receiving regular feedback on how they’re doing. No one can improve if we aren’t given regular, immediate information on what we did well and how we can get better. It’s important for you to recognise that feedback doesn’t have to be evaluative or for a grade; it can be as simple as a supportive check-in. Again, make sure you know how regular feedback will be provided to your child.

If you and your child don’t have a good grasp on not only the outcomes your child is meant to achieve, but also how they’re doing on their journey to achieve these outcomes – you should speak with your child’s teacher.

Provide opportunities for developing soft skills and social skills

Whether it’s communication, collaboration, or critical thinking – acquiring and developing these skills is just as important as enhancing knowledge. Much of your child’s time at school is about having fun, connecting with new ideas, and socialising with friends. During online learning, your child’s school will be building skills development into activities (e.g. problem solving, self management, social responsibility, etc.); but you can help make sure that you are fostering skills development outside of what the school is providing.

You can use technology to take virtual field trips to museums or foreign countries, play interactive games, and video call with friends and family. Or you can develop these skills without technology – have siblings work together to solve a problem (e.g. how can you earn enough money to buy that new video game) or have your child plan a new layout of their bedroom to maximise space.

Look after your own wellbeing

This is probably easier said than done, but try not to put too much pressure on yourself. You don’t have to become a professional educator; you are a parent. Communicate with your child, empathise with each other, and try to take some time for yourself. Adjusting to a new way of learning isn’t easy for anyone, but we’ll navigate it together.

If you have questions or want further support, Pearson can help.

Do you want more distance learning support and activity ideas?
For International school parents: https://blog.pearsoninternationalschools.com/category/parents/
For UK parents: https://www.pearson.com/uk/learners.html

Do you want to explore Pearson’s online schools?
For US parents: https://www.connectionsacademy.com/tips
For UK and International school parents: https://www.harrowschoolonline.org/

“Hey, sorry. I was on mute.” It should be our new national t-shirt.

If you’ve said this recently, you’re in the club. You’re among the millions who have been working at home in the wake of the pandemic.

According to the Physicians Foundation, nearly half of all doctors are using telemedicine appointments. Nearly every teacher in the US this year made the switch to online learning. What do they have in common? The ability to connect emotionally with patients or students is proving to be a struggle.

“New Connections Academy teachers often learn that what makes them a great virtual teacher is their communication skills,” says Mickey Revenaugh, co-founder of Pearson’s Connections Academy, a full-time online school program for grades K-12.

Trying to be human through the lens of webcam may be the next big skills gap, as working from home continues for the foreseeable future. Over 7,000 people in seven countries agree – in Pearson’s Global Learner Survey, 77% of people said that teleworking during the COVID-19 pandemic has taught me that working remotely requires different skills than working in an office. What are those skills? 89% say that people will need to develop more digital skills, such as virtual collaboration, virtual communication, analyzing data or managing remote team.

Two researchers from Pearson explain.

“Communication and collaboration are two soft skills that become even more important when working virtually,” says Elizabeth Moore, Director, Learning Research & Design. Although these skills have always been important for employees when in the office, they are even more crucial when answering the challenges posed by working solo in front of a computer screen.

“Communication is important but different in a virtual environment,” says Jessica Yarbro, PhD, Senior Research Scientist. “Formal communication has to be more important. You can’t just pop over and have an informal chat.”

But you can teach and learn digital communications. Mickey says that “Connections teachers are specially trained to excel in online teaching, especially how to engage students in an online classroom and use a full spectrum of communications. They understand how and when to reach out to students and their families.”

The norms of how we operate and engage with people at work are gone and being reset by emails, phone calls, texts and video meetings. But something gets lost in these technology-mediated communications. You just can’t read people’s social cues.

Here is what our experts suggest to build more empathy and keep your soft skills sharp while working at home:

1. Make an effort to keep your camera on

“The decision to have your camera on in meetings isn’t something to take lightly. It helps you pick up on someone’s facial expressions and also allows you to show with your own expressions that you are actively listening,” says Moore.

2. Be more direct, not less

Researchers say that while it may feel awkward, you may need to be more direct to get people to engage virtually. The researchers recommend you do more check-ins for what people are thinking and feeling. And use active listening skills – reflecting and summarizing not only what people are saying but their social cues too. Verbal cues like “let me play back what I think I hear you saying” or “I think I hear you saying” are ways to show empathy and make you sure you really understand what others are saying.

3. Practice active collaboration

“Collaboration is about building on each other’s ideas,” says Moore. “So think out loud, virtually, to let your teammates know what you’re thinking and what you mean, so that they can help.”

4. Address conflicts quickly and verbally

But of course, personal conflicts will happen. And if you can’t ask somebody to talk one-to-one over coffee to address an issue, what do you do?

“I think it is even more important to make a space to talk person-to-person, especially if there are conflicts in a virtual environment,” says Yarbro. She says take conversations off email and do a video call.

Some people will find themselves back in the office later in the year, but remote work isn’t going away entirely. There is no escape from needing develop your digital skills in this new world of work.

“This change has been really hard. But, we’re learning,” says Moore. “We will come out of this with a new and more flexible digital working skillset. There’ll be a more of an expectation that you’ll be polished and skilled in doing anything virtually.”

Now more than ever schools are turning to online learning, so why not utilize online learning platforms to help your program with accreditation?

NACEP accreditation recognizes programs that have consistently met or exceeded rigorous, peer-reviewed standards in six areas: Partnership, Curriculum, Faculty, Students, Assessment, and Program Evaluation. These program standards create a quality framework to ensure that students are taking authentic college courses for transcripted college credit while in high school. Becoming a NACEP accredited program requires the submission of a variety of evidence documenting practice, policy, and procedures that meet or exceed NACEP’s Standards. Online learning platforms, like those offered by Pearson, can be an important ally in working towards accreditation.

Alignment via online learning platforms

An accredited program ensures that college courses offered by high school teachers are as rigorous as courses offered on the college campus. Coordinating online platforms between the college and the high school keeps assignments aligned and curriculum tight. By having identical content, the programs are meeting equivalency standards and comparison criteria (exams, homework, lab exercises, essays, etc.). Grading policies and rubrics can be the same within digital platforms to ensure continuity (number of tries, points deducted per wrong answer, extra credit, rubrics provided within the platforms, etc.) which helps programs demonstrate alignment with NACEP’s Assessment and Curriculum Standards.

Embedded professional development

Providing the depth and breadth of professional development needed to keep dual enrollment faculty up-to-date can be a challenge. Pearson offers weekly, discipline-specific, live and on-demand webinars for MyLab® and Mastering® that cover registration, assignment creation, testing, best practices, and other topics that help meet training criteria. Plus, you have access to training documents like how-to videos and planning toolkits. These resources can assist with documenting faculty professional development to meet NACEP’s Faculty Standards.

Downloadable assessment data

Programs need fast access to accurate data reports that highlight key course performance metrics including student pass/fail rates, content mastery, assignment completion, and formative assessment scores. With online platforms, course data can easily be downloaded and exported to Microsoft® Excel files for detailed analysis, allowing programs to make data-driven decisions and laying the foundation for program evaluation.

Viable alternative to in-person labs and hands-on experiences

Online platforms offer alternative learning experiences for students, especially during COVID-19 when the flexibility of online learning is essential and budgets are being stretched. Pearson’s Mastering platform is one example of a versatile tool, providing virtual laboratory exercises and dissections that engage students as if they were in the physical lab space. Struggling to offer content because the high school laboratory lacks necessary equipment? Mastering can help bridge the gap so that all students have equivalent laboratory experiences.

In addition to science offerings in Mastering, MyLab provides less expensive, virtual experiences for other “hands-on” Career and Technical Education fields, including automotive technology, culinary science, carpentry, and more. Creating real options for hands-on exercises provides your program maximum flexibility in instruction to help students continue to thrive despite COVID disruption. MyLab and Mastering present dual enrollment programs with an opportunity to document the ways they ensure equivalent content, even in the midst of a rapid shift to online coursework.

Pearson: your accreditation ally

Our MyLab and Mastering online learning platforms offer all these important benefits to help you document your activities in preparation for NACEP accreditation, while also improving the student and teacher experience. In addition, instructors have maximum control over their course, offering the flexibility to easily create courses to fit program needs. Courses can be shared with colleagues and adjuncts, copied for next semester, linked to an LMS, and more.

With the uncertainty of COVID-19 weighing heavily on instructors and programs, a solid back-up plan is needed for online and remote learning that has academics integrated with realistic experiences. By partnering with Pearson for your dual enrollment program, you can get:

• award-winning digital learning platforms that can be personalized for each student
• online homework and tutorial services that engage students and improve results
• preparation, intervention, and assessment diagnostics that gauge student readiness
• technology and services to provide in-depth data and analytics for your program
• college and career readiness tools that promote personal and social skills

Want to know more?

Watch this Pearson & NACEP on-demand webinar to learn more about how online platforms facilitate NACEP accreditation

Explore MyLab & Mastering features for educators.

Learn more about NACEP and accreditation.

Caroline Naser

Caroline is a Pennsylvania middle school student who loves science, sailing, reading fantasy novels, and participating in extracurricular clubs. In her previous school, she wished she had more time to pursue those interests and include them more centrally in her education. Reach Cyber Charter School (Reach Cyber) has given her the ability to pursue her interests while also focusing on science, technology, engineering, and mathematics (STEM) in online school.

“I was part of my family’s decision-making to join Reach Cyber. I started in February 2017 after going to a private, parochial school,” said Caroline. “But I wanted to stay at home more, do STEM activities, and hands-on projects. My schoolwork at Reach Cyber lets me do that, and that’s one of the things I like the most. I love the idea of flexibility and being able to choose the order in which I do my lessons.

“At first, I thought that I would have to sit at home for hours and do nothing but schoolwork all day, but I soon realized that the teachers make it fun for me. My teachers care about if I know the material, and they’re not just like, ‘Get it done.’ They give fun assignments and work. I like LiveLesson® sessions because we get to go on the webcam.”

And Caroline did not have to give up friendships or connecting with other students through clubs and activities. “I like Reach Cyber because of the flexibility of the lessons and the fact that even though I am in a virtual school, I still have friends. We have a ‘secret agent chat’ group of friends who talk a lot. We all met through LiveLesson sessions or field trips. I have Connections Academy® friends in Pennsylvania, Maine, Michigan, Texas, California, and even Spain. I like all the clubs I’ve joined because they are STEM focused, and the teachers are excellent. I am in a Raspberry Pi and coding class, which helps me learn coding and computer science. I want to study computer science in college, and this will help me. I get to explore things that interest me more. Independent study is fun because I can get credit for doing fun projects that I pick.

“I take breaks to practice my musical instruments, attend lessons, and participate in performance opportunities. I can take piano lessons earlier in the day when most other kids my age are in school. I am in a marching band in my school district. I am also in my community’s junior philharmonic, and I take private piano lessons. I play piano, flute, piccolo, clarinet, alto saxophone, tenor saxophone, and oboe.

“I volunteer as a deckhand on the historical schooner Lettie G. Howard and help out with our local maritime museum. I actually get to volunteer as part of the crew for “school sails,” where students from the local brick-and-mortar schools come on the ship for a field trip, and do evening and weekend sails as well. In the winter, I participate in the sail training and maintenance program. Because I’m a Connections Academy student, I can crew on sails during the school day, and I have even taken time off from school to go on longer sails on the Atlantic Ocean and through the Great Lakes.

“Reach Cyber is helping me reach my goals. I am taking steps toward a STEM career through my courses, talks with a scientist, clubs, and contests. I’m learning a lot, but it is way more fun than having to sit around in a classroom all day. Reach Cyber has been perfect for me.”

Leigh Anne Kraemer-Naser, Parent

Leigh Anne Kraemer-Naser is a Learning Coach to her two daughters, Caroline and Charlotte, who both attend Reach Cyber Charter School (Reach Cyber). Her family began looking into alternatives to traditional schooling options when bullying issues began to surface. Leigh Anne enrolled her daughters in Reach Cyber in the 2017–2018 school year and is loving the empowering flexibility that online school has provided.

“Our previous school was wonderful when we started out; however, as my daughter got older, the bullying got worse. The teachers saw Caroline’s quirkiness and her interest in fantasy novels and engineering as distractions instead of passions. She withdrew into isolation and misery. It finally became too much for our family to bear, and we began the search for other options. As an educator and school consultant throughout Pennsylvania, I knew that any school in our city either was not academically a good fit or was going to be more of the same social and emotional torment. I needed an environment where Caroline’s individual needs as a student and a person would be supported, encouraged, and celebrated. I knew that the local brick-and-mortar schools couldn’t provide both the social and academic setting to meet all of her needs.

“The Pennsylvania Department of Education site had a list of cyber schools, and I started my due diligence. When I began looking at Reach Cyber, it seemed too good to be true—a flexible approach to the school day, an award-winning curriculum, and the cherry on top was a focus on STEM. I attended the parent information sessions online and loved what I was hearing. A phone call with a Connections Academy® coordinator was enough to seal the deal. My younger daughter, thrilled at the idea of school in her pajamas, joined in her sister’s excitement.

“For everyone who asks, ‘What about social skills?’ I can tell you that there is socialization going on. I’m pretty sure every sixth grade student knows our guinea pig, Patronus, just as well as my daughter Caroline does. Our teachers know the children’s interests, and instead of telling them to put down the fantasy novels, they encourage them! We’ve gone to STEM day camps, and it was fun to meet the teachers in ‘real life.’”

And Leigh Anne gives high marks to the teachers at Reach Cyber. “I never thought I’d encounter so many professionals who truly are able to see where each child is and raise them to new heights. The STEM team at Reach Cyber and the Talent Networks/ Leadership team at Connections Academy have given my child her confidence back and let her believe that she is in control of what she learns, what she does, and how she succeeds. Caroline loves STEM, and she has built robots, websites, apps, and microcomputers with the support of teachers who have let her design her own learning path.

“I cannot say how much we love this school. The flexibility in scheduling has allowed our children to join my husband and me on business trips, but the structure of Connexus® and the planner keeps our learning on track. It’s a perfect balance that allows our family more time together. This is the way education should be: learning is relevant, focused, and outcome driven, with the support of caring teachers who celebrate my children’s passions and uniqueness. Our family is closer than ever, and my children are excited to be empowered in their education.”

Download and personalize our digital postcard to express your thanks to the educator who’s inspired your love of learning. Taking the time to write a note about how they’ve helped you grow or see things differently can go a long way in making them feel appreciated.

Instructions:
Step 1: Click to download the postcard
Step 2: Upon opening the file, type your message in the editable fields on the back of the card
Step 3: Export as a PDF under the name of your choice
Step 4: Open the newly saved file to ensure your text has been embedded into the document
Step 5: Attach to an email and share with your teacher

Download the postcard

Why is effective practice an important part of the online learning process?

In this module, teachers explore a variety of strategies to implement meaningful and effective practice that provides students with opportunities to learn through reteaching, and opportunities to demonstrate learning without negative consequences.

Bibliography

• Barr, Corbett. “Deliberate Practice: What It Is and Why You Need It.” Expert Enough. Expert Enough, n.d.
• Block, Joshua. “Designing Learning That Matters.” Edutopia. George Lucas Educational Foundation, 20 Oct. 2015.
• Block, Joshua. “Embracing Messy Learning.” Edutopia. George Lucas Educational Foundation, 07 Jan. 2014.
• Everding, Gerry. “Students Learn More If They’ll Need to Teach Others.” Futurity. Washington University in St. Louis, 12 Aug. 2014.
• Lenz, Bob. “Failure Is Essential to Learning.” Edutopia. George Lucas Educational Foundation, 08 Apr. 2015.
• Marzano, Robert J. “Art and Science of Teaching / Reviving Reteaching.” Educational Leadership: Interventions That Work: Reviving Reteaching. Association for Supervision and Curriculum Development, Oct. 2010.
• Thomas, Alice. “Understanding The Learning Process To Effectively Differentiate Instruction. “Center for Development and Learning. N.p., 26 Oct. 2010.

In The Road to Dual Enrollment (Part I), I discussed a few of the challenges experienced by dual enrollment programs, including lengthy accreditation processes and access to professional development opportunities. In this blog post, we’ll dive into the obstacles instructors face after they become accredited, including standardization, access, and the affordability of materials. See how online learning resources can help tackle these problems.

Developing a collegiate-level course with minimal resources

After receiving my accreditation and transitioning from high school teacher to dual enrollment instructor for Lee College in Baytown, Texas, I was given a college textbook and a sample syllabus from my department mentor. Within around two weeks I was expected to develop the learning objectives, scope, depth, breadth, and rigor for an entire course, Biology I for Science Majors. The curriculum of this course needed to match the scope and rigor of a collegiate curriculum.

I spent days reading through an entire textbook that I hadn’t previously used in my Advanced Placement® courses and brainstorming appropriate labs for the equipment that I had. I didn’t have a single test, assignment, or lab manual to follow. While my mentor gave me some of his most successful labs, I needed to make sure they didn’t use materials my school didn’t have in stock or couldn’t afford. The scope of the task seemed almost insurmountable.

The impact of online resources

Finally, after making little progress, I reached out to the department chair and department secretary to see what online resources were available. I was provided with an educator account for the associated digital learning platform for my text and was overwhelmed with the quality and quantity of material available to me.

Digital access to platforms such as MyLab™ and Mastering™ are imperative to dual enrollment teachers who are often starting from scratch. The pre-built assignments, test banks, online laboratory simulations, and study modules would have taken years of collaboration and effort to develop. Delivering course materials with such a platform provides instantaneous access to collegiate-level resources.

They also let instructors create coordinator courses. In these instances, college professors can actually create and maintain a set of nested courses for dual enrollment classes at various high schools — pushing the same assignments, tests, and content from the college to the high schools.

Digital learning platforms address affordability

30% of respondents to our surveys at the national and regional NACEP conferences indicated that funding and affordability of materials is one of their greatest program pain points. An additional benefit to using online learning platforms is the affordability for the high school partners.

During my first years as an instructor for Lee College, I would drive 50 minutes each way after school to run student samples on equipment such as PCR machines or high-speed centrifuges because my high school couldn’t afford the $10,000 investment for this equipment. But if a high school has access to the laboratory simulations found in Mastering Biology, they can provide engaging, application-based experiences that can replace thousands of dollars of equipment.

Online learning platforms also provide additional affordability through eTexts. These platforms often contain eTexts so students can avoid the separate cost of purchasing a print textbook.

We’ll continue to explore additional challenges faced by dual enrollment programs in subsequent blogs. Read part I of this blog series and stay tuned for future posts centered around high school student readiness and preparation tools for college courses.