Category Archives: Healthy Schools

Foster Teacher Collaboration with Micro-Credentials

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Written by Dr. John Meyer

What are the teachers at your school talking about? Schools where teachers talk positively about ways to improve teaching and learning are more successful than those that complain about students and parents (Ronfeldt, Owens Farmer, McQueen, & Grissom, 2015; Gruenert, 2005). Principals and teachers can use micro-credentials as a tool to create the kind of positive, professional collaboration that improves student achievement (Crow & Pipkin, 2017).

Micro-Credentials: Formal Recognition for Informal Learning
Earning Micro-Credentials is a way that teachers can receive formal recognition for skills learned informally. After all, teachers are constantly reflecting on and improving their practice. They experiment with new approaches learned through books, articles, inservices, and conferences. These new skills become effective teaching strategies in a teacher’s toolbox. But such competencies don’t show up in credits or clock hours. Micro-credentials give teachers a way to receive formal recognition for their skills from a respected institution, including colleges like the University of Wisconsin, MIT, Penn State, and Martin Luther College. Continue reading →

21st-Century Skill Development

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Written by Matthew Moeller

21st-Century Education
The fundamental issue is not of new versus old education nor of progressive against traditional education but a question of what, if anything whatever, must be worthy of the name Education. John Dewey, 1897 (Nutbrown & Clough, 2014)

Are the educational activities that we design for our students worthy of the name education? Are we preparing our students for success as employees and citizens in the 21st century? Reflecting on these questions and determining what needs to be changed in our classrooms and schools can be uncomfortable, messy, exhausting, and complicated, but it is a tragedy to prepare students for a future that doesn’t exist. Continue reading →

STE(A)M in Early Childhood Education

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Written by Anne Marquardt

STEM. STEAM. STREAM. Which of these recent educational buzzwords can you decode? At first glance these acronyms—which stand for Science, Technology, Reading (or Religion), Engineering, the Arts, and Math—look like mnemonic devices for remembering the facets of classroom curriculum. Digging deeper, however, we find that STEM education is designed to make natural connections between curricular content and students’ preconceived notions about how the world works. Students who are engaged in real-world problem solving investigate science and engineering concepts, apply mathematical knowledge, and use the arts and technology to meet their goals. They creatively introduce solutions, refine their thinking when ideas fail, and construct new understandings of the world (Ansberry & Morgan, 2017). Continue reading →

Formative Assessments Using Technology

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Written by Michael Plocher

FORMATIVE ASSESSMENTS

Assessing learning is an important part of teaching. Whether in a traditional classroom, confirmation class, Sunday school, or other learning environment, purposeful formative assessments can raise standards of achievement (Black and Wiliam, 1998). Popham (2008) and Ainsworth (2015) also tell us that formative assessments are a planned process in which teachers or students use assessment-based evidence to adjust what they are currently doing rather than using it to gather information for letter grades. The cycle of teaching new information, figuring out who understands the content, and planning for how to reach the student who does not, happens in a variety of educational settings. Using traditional methods of conducting formative assessments can be time-consuming, provides limited temporary information, and can produce results that can be difficult to interpret. Continue reading →

Supporting Play in the Preschool Classroom – FAQ’s

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Written by Jennifer Mehlberg

Providing play for preschoolers is essential. In the article “The Importance of Play in the Preschool Classroom,” I mentioned examples of the important learning that occurs as children play in the early childhood classroom.

We may be left with a few lingering questions. How do I best support children’s play? What do I do?

There are a few things to consider as we set up a learning environment to best promote play. Continue reading →

The Importance of Play in the Preschool Classroom

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Written by Jennifer Mehlberg

A visitor walks into a preschool classroom one morning and sees several children playing in the block area. They’re working together on a large structure resembling a zoo. They’ve used a variety of blocks and other building materials to construct individual pens for different animals and several buildings, some of which have roofs on top. A path of milk bottle caps weaves between the pens. The children’s hands and bodies are busy, and they converse with each other as they organize, direct, modify, and extend their play plan. Continue reading →

Teaching with Technology

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Written by James Carlovsky

As a teacher makes decisions about teaching with technology in a classroom, three big questions come to mind:

  • Screen time: How much is too much?
  • What do standards say about teaching and learning with technology?
  • What could be a goal of teaching with technology in a classroom?

Continue reading →

What Do Congregations Expect of Their Teachers?

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Written by Greg Schmill

Clear expectations are always helpful. If we know what is expected, we then can do all we are capable of to meet those expectations. This definitely applies to what is expected of us as called workers. A quick check of 1 Timothy 3 and Titus 1 helps us understand God’s clear expectations of us—above reproach, self-controlled, respectable, hospitable, and more. But what are the specific expectations of our calling bodies? What do congregations expect to be true of the teachers who serve in our schools? Continue reading →

Learning from Mistakes: The Importance of a Growth-Mindset

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Written by Adam Glodowski

How many of us have tried to encourage our students (or children) to learn from their mistakes? Teachers often see mistakes as teachable moments and opportunities to help our students grow. But how do students see their mistakes? Most students “see mistakes as flaws for which their teacher will judge them.” (Willingham, Strayer, & Barlow, 2018, p.326) Continue reading →

Differentiation for Students with Disabilities

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Written by Amanda Weinrich

The Issue
As I began my teaching ministry, I quickly realized that I was underprepared to help the students with disabilities that I had in my classroom. I did not know the best way to teach them. I concluded that other WELS teachers might experience the same problem.

Since teachers who receive even a brief introduction about creating diverse lesson plans have been shown to include more modifications, alternatives for communications, and activities that involved students (King-Sears, 2008), I decided to help a fellow teacher learn about differentiation as part of my capstone work in my master’s program. The results are important for all teachers because all teachers will at some point have students with disabilities, and the number of students with disabilities is on a steady increase (Allsopp, Kyger, & Lovin, 2004). Continue reading →