Teacher Learning

2016 Participate Impact Report

Students deserve authentic learning opportunities that involve them in both their communities and the broader world.

Educators teach in complex environments. We know that effective teachers are the main drivers of student success and can be the agents of change in every classroom. This is only possible if teachers have autonomy and trust from their school systems to use innovative and authentic curriculum, to employ inquiry-based and culturally responsive teaching strategies, and have the ability to experiment with new technologies.

Learning in complex spaces

Our educators use collaborative PD that integrates technology, pedagogy and content through a flexible social platform and blended learning opportunities. Anchored in project-based inquiry and global learning, the resources integrate with and extend teachers’ existing standards-based instructional practices. As part of this process, digital badging and micro-credentialing allow teachers to showcase expertise and for districts to measure outcomes.

Ongoing teacher professional development should be collaborative, personalized and interest driven.

According to Participate’s end of year survey for 2015-16, the following PD components were effective or very effective for teacher learning:● Global content—88%.● Project-based inquiry—80%.● Next-generation technologies.—76%.

Teacher learning in global schools

See this report from the Friday Institute to learn more.

Global content integration, project-based inquiry and technology use in classrooms.

Participate

Percentage of teachers who either agree or strongly agree that, as a result of participation in the Participate platform, they have a deeper understanding of:• Integration of language and

culture—85%.• The inquiry-based lesson cycle—

72%.• Strategies to build students’

creativity, critical thinking and problem-solving skills—72.19%.

• Comprehensible input—75%.• Balanced literacy instruction—

79%.

Teacher learning in global schools

First grade teacher Sandra Bays describes the pride students feel when sharing their cultural heritage with other students and teachers as a result of implementing the PD modules in her classroom. Listen to her story here.

Dual language teacher Claudia Morales discusses how PD modules are a worthwhile investment for any educator. Listen to her story here.

Teacher learning in global schools

“We learned more about the topic because there’s a project tied to it. And so the kids are really engaged, they’re really motivated to learn because now they’re applying what they learned. So, for example, last year, we worked on animals and we each had a different animal from a different country or region and we connected it to real life because they went to the zoo and found that animal, so that way it’s intermingled with what we’re already teaching.”

— Houston Independent School District teacher

Teacher learning in global schools

Teacher learning in global schoolsThe majority of teachers reported that the following Participate online platform components were effective or very effective for their learning of global content, project-based inquiry and the integration of technology:• Online modules—68%.• Resource library—71%.• Community of practice—61%.

Want to learn more? Emails us at

partnerships@participate.com

2016 Participate Impact Report