We found 78 results that contain "digital learning"

Faculty/Staff with Undergraduate Learning Assistants (ULAs) - We are piloting some resources to help prepare ULAs and Faculty/Staff with ULAs for being in the classroom. You can find some guidance and resources here: https://ulaatstate.commons.msu.edu/ More to come!
Faculty/Staff with Undergraduate Learning Assistants (ULAs) - We are piloting some resources to help prepare ULAs and Faculty/Staff with ULAs for being in the classroom. You can find some guidance and resources here: https://ulaatstate.commons.msu.edu/ More to come!
Faculty/Staff with Undergraduate Learning Assistants (ULAs) - We are piloting some resources to help prepare ULAs and Faculty/Staff with ULAs for being in the classroom. You can find some guidance and resources here: https://ulaatstate.commons.msu.edu/ More to come!

Faculty/Staff with Undergraduate Learning Assistants (ULAs) - We are piloting some resources to help prepare ULAs and Faculty/Staff with ULAs for being in the classroom. You can find some guidance and resources here: https://ulaatstate.commons.msu.edu/ More to come!

Faculty/Staff with Undergraduate Learning Assistants (ULAs) - We are piloting some resources to help prepare ULAs and Faculty/Staff with ULAs for being in the classroom. You can find some guidance and resources here: https://ulaatstate.commons.msu.edu/ More to come!

Faculty/Staff with Undergraduate Learning Assistants (ULAs) - We are piloting some resources to help prepare ULAs and Faculty/Staff with ULAs for being in the classroom. You can find some guidance and resources here: https://ulaatstate.commons.msu.edu/ More to come!

“A smart man makes a mistake, learns from it, and never makes that mistake again. But a wise man finds a smart man and learns from him how to avoid the mistake altogether.”

Educator provides evidence of their understanding of communication and outlines and provides evidence of a lesson that uses technology to support students’ use of communication in learning.
https://microcredentials.digitalpromise.org/explore/communication-to-support-student-learning-in-a-dig

It is recommended that rising educators visit the same learning environment (and not their own classrooms where they are students) as observers at least two times for at least 40 minutes per visit. These observations will form the source material for demonstrating what the rising educator learned about classroom culture in the micro-credential submission.

Critical Component #1: Honoring Student Experience
When asking students to explore issues of personal and social identity, teachers must provide safe spaces in which students are seen, valued, cared for, and respected. It is also important that students have opportunities to learn from one another’s varied experiences and perspectives. To create this learning environment, teachers need to skillfully draw on student experiences to enrich the curriculum.

Possible sequences include:

Beginning with an essential question and moving from general ideas to the specific mechanics of the text. This is a particularly effective way to drive engagement.
Beginning with a close reading and later expanding to broader ideas in the text. This is helpful for unpacking dense, complex texts or when the learning objective emphasizes close reading.
Toggling between establishing meaning in the text and analysis in order to support students’ comprehension while engaging in higher-order learning.

Questioning for Deeper Learning
The questions that teachers ask guide how students interpret and make sense of their reading. Questions that prompt students to engage deeply with the text and apply higher-order thinking result in deeper learning than do recall questions. In addition to setting expectations about the sort of thinking that students should engage in while they read, questions serve as a model for expert reading in that they demonstrate the questioning that expert readers engage in to make sense of the text.
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