Driving K-12 Innovation：2021 HURDLES + ACCELERATORS（Ⅲ）

Product by CoSN （Consortium for School Networking）? ?美國學(xué)校網(wǎng)絡(luò)聯(lián)合會(huì)

《基礎(chǔ)教育創(chuàng)新驅(qū)動(dòng)力報(bào)告》是繼《地平線報(bào)告（基礎(chǔ)教育版）》后推出的國際教育信息化發(fā)展的重要參考報(bào)告，報(bào)告發(fā)布方美國學(xué)校網(wǎng)絡(luò)聯(lián)合會(huì)（CoSN）為《地平線報(bào)告》發(fā)布方美國新媒體聯(lián)盟的原有合作伙伴，致力于為基礎(chǔ)教育及學(xué)前領(lǐng)域的教育技術(shù)從業(yè)者提供團(tuán)隊(duì)、知識和專業(yè)發(fā)展服務(wù)，助力創(chuàng)建和發(fā)展更有吸引力的學(xué)習(xí)環(huán)境。

Spotlighting Three Accelerators

Personalization

Personalization can include individualized student-centric learning opportunities and systems that provide just-in-time information for educators and learners. Stakeholder buy-in and professional development are key to successful personalization programs.

Personalization was the #3 Accelerator for both 2019 and 2020， and is now the #1 Accelerator for 2021. It is closely connected to the #3 Accelerator for 2021， Learner Agency.

Recommendations from the Advisory Board

Focus on learning more than on the technology tools. Provide learners with scaffolding and co-create learning experiences with students. For example， give students more flexibility to use the tools they want while simultaneously providing common standards or guidelines. Continue to foster relationships between students and between students and teachers.

Prioritize accessibility and equity. Provide tools and services to enable equity for all learners， and support their use.

Cultivate stakeholder buy-in. Prioritize communication and awareness. Build shared understanding around the meaning of personalization.

Provide training and ongoing support for educators. Encourage teachers to model personalized learning for other teachers.

Social and Emotional Learning

Social and Emotional Learning （SEL） has been one of the Driving K-12 Innovation Top Accelerators for the past two years. Many educators are seeing a clearer or more intense need for SEL given the learning and? ?changes of this year under the stress of the pandemic and remote learning.

Recommendations from the Advisory Board

Provide SEL and well-being support for educators and students. SEL is important both in the current moment and beyond. Be aware of the potential social， emotional， physical， and mental health impacts of COVID-19 on students， educators， families， and other stakeholders. Leverage resources and examples to integrate SEL in your contexts.

Integrate SEL into curriculum and education practice， across digital and in-person environments. Create a culture that enables the well-being of everyone involved. Encourage educators to model social-emotional learning and related behaviors， both for their students and their colleagues.

Build educator and community buy-in. Intentionally communicate the value of Social and Emotional Learning and engage in dialogue around the districts approaches and processes. Consider how SEL should be assessed and build in accountability in ways that do not unnecessarily increase workload.

Learner Autonomy

Learner Autonomy is all about student voice and choice — enabling students to choose how they access content， organize their learning， and demonstrate that learning. Learner agency， however， does not mean the loss of teacher influence or leadership; supporting students and scaffolding learning is essential.

Recommendations from the Advisory Board

Create learning environments （in-person， hybrid， and online） that are welcoming， empowering， and student-friendly so that students want to take ownership of their learning. Scaffold learning to provide students with necessary guidance while leaving space for students interests and abilities to inform their learning opportunities. Trust students and assume positive intentions.

Provide students with freedom of choice. Encourage them to choose and create their own learning pathways， set their own learning goals， and empower them to make important decisions that have impact on all the relevant segments of their learning. Develop data-informed approaches to evaluate the outcomes of those choices and decisions.

Model autonomy in the way that educators and staff are treated and trained. Create a culture in which everyone is a learner. Consider a team based approach to the development of learner autonomy practices.

Build shared understanding and communicate the value to stakeholders. Clarify educators continued involvement in student learning. Provide support and guidance to enable educators， administrators， parents， and staff to be involved in learner autonomy efforts.

譯文

聚焦三大趨勢

個(gè)性化發(fā)展

個(gè)性化發(fā)展包括以學(xué)生為中心的個(gè)性化學(xué)習(xí)經(jīng)歷和系統(tǒng)，為教育者和學(xué)習(xí)者提供及時(shí)的信息。利益相關(guān)者的認(rèn)同和專業(yè)化的發(fā)展是個(gè)性化發(fā)展計(jì)劃成功的關(guān)鍵。

個(gè)性化發(fā)展在2019和2020年的報(bào)告中位于第三大趨勢，但是在2021年的報(bào)告中，它一躍成為第一大趨勢。并且，它與自主學(xué)習(xí)（2021報(bào)告中的第三大趨勢）緊密相連。

咨詢委員會(huì)建議

專注于學(xué)習(xí)過程而不是技術(shù)工具。為學(xué)習(xí)者提供腳手架，與學(xué)生共同創(chuàng)造學(xué)習(xí)體驗(yàn)。例如，在提供共同標(biāo)準(zhǔn)或指導(dǎo)方針的同時(shí)，讓學(xué)生更靈活地使用他們想要的工具。繼續(xù)培養(yǎng)學(xué)生之間和學(xué)生與教師之間的關(guān)系。

優(yōu)先考慮可訪問性和公平性。為所有學(xué)習(xí)者提供同等的工具和服務(wù)，并鼓勵(lì)他們的使用。

培養(yǎng)利益相關(guān)者的認(rèn)同感。優(yōu)先考慮溝通和意識，要圍繞個(gè)性化的含義建立共同的理解。

為教育工作者提供培訓(xùn)和持續(xù)性的支持。鼓勵(lì)教師為其他教師建立個(gè)性化學(xué)習(xí)模式。

社會(huì)情感學(xué)習(xí)

社會(huì)情感學(xué)習(xí)（SEL）在過去兩年成為推動(dòng)基礎(chǔ)教育創(chuàng)新的頂級趨勢之一。許多教育工作者看到，基于新冠肺炎疫情和遠(yuǎn)程學(xué)習(xí)的壓力，今年學(xué)習(xí)方式和社會(huì)都發(fā)生了很大變化，對社會(huì)情感學(xué)習(xí)的需求變得更加明確、強(qiáng)烈。

咨詢委員會(huì)建議

社會(huì)情感學(xué)習(xí)在當(dāng)前和未來都很重要，應(yīng)當(dāng)為教育工作者和學(xué)生社會(huì)情感學(xué)習(xí)和幸福健康生活提供支持。了解新冠肺炎疫情對學(xué)生、教育者、家庭和其他利益相關(guān)者，造成潛在的社會(huì)、情感、身體和心理健康方面的影響。利用資源和示例將社會(huì)情感學(xué)習(xí)集成到自身所處環(huán)境。

將社會(huì)情感學(xué)習(xí)整合到課程和教育實(shí)踐中，包括數(shù)字環(huán)境和面對面環(huán)境。創(chuàng)造一種文化，讓每個(gè)參與其中的人都能得到幸福。鼓勵(lì)教育者為他們的學(xué)生和同事考慮，模擬社會(huì)情感學(xué)習(xí)和相關(guān)行為。

建立教育者和社區(qū)認(rèn)同。著力宣傳社會(huì)情感學(xué)習(xí)的價(jià)值，并圍繞地區(qū)宣傳的途徑和過程進(jìn)行對話。思考如何評估社會(huì)情感學(xué)習(xí)，并以不會(huì)盲目增加工作量的方式建立問責(zé)制。

自主學(xué)習(xí)

自主學(xué)習(xí)是關(guān)于學(xué)生的意愿和選擇——使學(xué)生能夠自由選擇如何訪問內(nèi)容，組織自己的學(xué)習(xí)，并展示學(xué)習(xí)成果。然而，學(xué)習(xí)者能動(dòng)性并不意味著教師影響力或領(lǐng)導(dǎo)力的喪失，教師對學(xué)生的支持以及支架式學(xué)習(xí)是必不可少的。

咨詢委員會(huì)建議

創(chuàng)建舒適、有自主權(quán)并且對學(xué)生友好的學(xué)習(xí)環(huán)境（包含面對面、混合和在線等教學(xué)形式），滿足學(xué)生想要自己掌握學(xué)習(xí)進(jìn)度的需求。支架式學(xué)習(xí)為學(xué)生提供必要的指導(dǎo)，同時(shí)為學(xué)生的興趣和能力留出空間，給他們提供學(xué)習(xí)機(jī)會(huì)。教育者應(yīng)當(dāng)信任學(xué)生，并給予學(xué)生積極的引導(dǎo)。

為學(xué)生提供選擇的自由。鼓勵(lì)他們選擇和創(chuàng)建自己的學(xué)習(xí)路徑，設(shè)定自己的學(xué)習(xí)目標(biāo)，并授權(quán)他們做出對其學(xué)習(xí)的所有相關(guān)部分有影響的重要決策。開發(fā)基于數(shù)據(jù)的方法來評估這些選擇和決策的結(jié)果。

以對教育者和員工進(jìn)行培養(yǎng)和訓(xùn)練的方式樹立自主權(quán)。創(chuàng)造一種人人都是學(xué)習(xí)者的文化。考慮以團(tuán)隊(duì)為基礎(chǔ)途徑，發(fā)展自主學(xué)習(xí)實(shí)踐。

建立共識，并將其價(jià)值傳達(dá)給利益相關(guān)者。明確教育者對學(xué)生學(xué)習(xí)的持續(xù)參與。提供支持和指導(dǎo)，使教育者、管理者、家長和工作人員都能夠參與學(xué)習(xí)者自主性的工作。