We Do This Everyday!: Recent Episodes

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On March 25, 2026, IU17 and IU8 are coming together to host the Online Learning Symposium — and I couldn’t be more excited about what this represents.

This is more than a virtual conference. It’s a recognition of something we all know deep down:

Whether we planned to be or not — we are all educating online.

Learn More at this LINK and fill our your Registration at this Link

“I’m Not an Online Educator”… Or Are You?

If you don’t think of yourself as an “online educator,” I’d gently push you to reconsider.

Do your students:

• Submit work digitally?

• Collaborate in shared documents?

• Participate in virtual meetings?

• Use learning management systems?

• Watch instructional videos?

• Communicate via email or messaging platforms?

Then you are already navigating the online learning space.

At the World of Learning, we’ve been teaching virtually for years — long before it became a necessity. And what we’ve learned is this:

Online learning is not a separate thing. It’s part of how learning happens now.

The 2026 Online Learning Symposium acknowledges that reality — and invites us to get better at it together.

Two Strands. One Shared Purpose.

This year’s Symposium offers two strands:

• Classroom

• Leadership

Participants are welcome to focus deeply in one strand or move between both — because the truth is, classroom practice and leadership decisions are deeply intertwined.

As we’ve seen in our own work, strong virtual instruction requires:

• Clear expectations

• Strong relationships

• Intentional communication

• Flexible structures

• High standards

• Ongoing support

These aren’t “technology skills.” They’re human skills applied through digital tools.

In our own professional learning at WOL, we’ve often reflected on ideas like social presence, meaningful engagement, and compassion in digital spaces. One of the most powerful themes that keeps surfacing is this:

Compassion. Time. Meaningful. Care.

Those words apply whether you’re a superintendent, a classroom teacher, or a parent supporting learning at home.

Why This Matters for District Leaders

For superintendents, curriculum directors, and school board members, this Symposium is especially timely.

Across Pennsylvania and beyond, districts are facing:

• Teacher shortages

• Scheduling constraints

• Budget pressures

• Expanding course expectations

• Increasing digital integration

The question is no longer whether online learning will play a role in your district.

The question is:

How will you ensure it’s done well?

High-quality virtual learning is not:

• A packet.

• A login to a self-paced app

• A video library without connection.

It is built on:

• Certified teachers

• Live interaction

• Relational trust

• Consistent feedback

• Clear communication

• Systems that support engagement

When done intentionally, virtual learning doesn’t replace schools — it extends them.

As we often say at the World of Learning, we are here to extend your campus so students get what they need.

Why This Matters for Families

Families, too, are navigating a changing educational landscape.

Parents want:

• Rigor

• Connection

• Flexibility

• Safety

• Communication

• Real human interaction

The misconception that online learning is isolating or impersonal simply doesn’t match what thoughtful programs can provide.

When live instruction is paired with strong course design, clear routines, and meaningful feedback, students:

• Build confidence

• Develop independence

• Strengthen communication skills

• Experience cultural and global learning

• Connect across districts and communities

And importantly — they feel seen.

As we’ve learned time and again:

Nothing engages a learner more than believing they are capable and valued.

Professional Learning That Builds Culture

One of the hallmarks of strong online programs is ongoing professional learning.

In our own team conversations, we continually ask:

• What is most important about what we do?

• What are we wondering?

• What can we do better?

That mindset — reflective, collaborative, growth-oriented — is exactly what gatherings like the Online Learning Symposium are designed to foster.

Act 48 hours will be available, yes. But more importantly, so will connection.

And in a field that can feel isolating at times, connection matters.

March 25, 2026: A Day to Learn Alongside Each Other

The beauty of this Symposium is that it brings together:

• Classroom educators

• Instructional coaches

• Administrators

• Curriculum leaders

• Technology specialists

• Anyone curious about improving digital instruction

There truly is something for everyone.

Whether you are refining an already-strong virtual program or just beginning to ask questions about how online tools are shaping your classrooms, this day is an opportunity to grow.

We’re All Still Learning

If there’s one thing I’ve learned over the years, it’s this:

Education is not static. Technology is not going away. And learning remains deeply human.

The question isn’t whether online tools belong in education.

The question is how we use them to build:

• Trust

• Belonging

• Engagement

• Rigor

• Access

• Opportunity

The 2026 Online Learning Symposium is a step in that direction.

📅 Join Us

2026 Online Learning Symposium 📍 Virtual 🗓 March 25, 2026 🎓 Act 48 hours available

👉 Learn more about the Online Learning Symposium. LINK

👉 Register now. Registration Link

We hope you’ll join us.

Because whether we named it or not, we are all educating online.

And we can do it better — together.

Pat

This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit patmulroy.substack.com

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Planting the Roots of Language Learning

In this episode of We Do This Every Day, I’m joined by Kelley Zachary from Philadelphia Virtual Academy (CCIU) and our own Olivia Grugan to talk about something that has brought me so much hope this year, our new Passport to World Languages program.

Passport is simple in design but powerful in impact. It brings short, high-engagement language experiences directly into students’ homerooms with no grades, no assignments, no pressure. Just curiosity.

And what we’re seeing is beautiful.

Students who rarely speak are typing enthusiastically in the chat.Students who struggle with anxiety are engaging in ways that feel safe.

Students are discovering that multilingualism already lives in their own neighborhoods.

This isn’t about rushing kids into proficiency. It’s about planting roots.

We talked about how Passport serves as the first step in a three-year pathway:

• Year 1: Exposure (Passport) — light touch, joyful discovery

• Year 2: Exploration — structured course, multiple languages, still curiosity-driven

• Year 3: Choice — selecting a language to pursue with intention and depth

Kelley shared how students began looking forward to “Language Wednesdays.” Some even came to virtual office hours afterward to proudly share what they had learned.

What struck me most was this: language learning created a space for visibility. Cameras turned on. Mics unmuted. Students talked about accents, and realized accents are beautiful.

We also discussed the courage it takes for schools to offer real choice. It’s much easier to put every student in the same language on the same day. But when institutions decide to personalize pathways, logistics get complicated. And yet, the engagement makes it worth it.

This episode is about partnership. It’s about trust between institutions. It’s about teachers who show up enthusiastic and prepared. And it’s about what happens when we expose students to possibility before we ask them to commit.

If we want students to stick with hard things later, we have to let them fall in love with them first.

And Passport is doing just that.

— Pat

Check out our Catalog and offerings. Contact us if you think we can help.

This blog post was developed using my writing, podcast transcript, and support from AI (ChatGPT by OpenAI) which was reviewed by me, Pat Mulroy, for accuracy, tone, and context.

This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit patmulroy.substack.com

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In this episode of We Do This Every Day, I’m joined by Joe Renzi, Superintendent, and Jason Collier, High School Principal, from Salisbury-Elk Lick School District, along with Lauren McMinn, to talk about how their district has expanded learning opportunities while keeping students firmly connected to their school community.

Salisbury-Elk Lick is a small, rural district that values close relationships with students and families. Like many districts, they’ve faced ongoing challenges finding certified teachers and fitting all student needs into a traditional schedule. Rather than narrowing options, they chose to extend their campus through a thoughtful partnership with the World of Learning and IU8.

From gifted elementary Spanish and American Sign Language to flexible math courses and full-time Extended Campus options, the conversation highlights how online learning works best when it is personal, purposeful, and partnered. Joe and Jason emphasize that virtual courses are not a shortcut or a replacement—but a way to personalize pathways, maintain academic integrity, and ensure students are truly learning.

A recurring theme throughout the discussion is trust: trust in students, trust between district and provider, and trust built through consistent communication. Jason shares how flexibility and learning outside the traditional school day, asynchronous options, and live instruction allows students to meet graduation requirements without sacrificing rigor. Joe reinforces that students remain Salisbury-Elk Lick students, with access to services, relationships, and community, while benefiting from expanded offerings at a responsible cost.

At its core, this conversation is about keeping learning human. Whether students are learning a new language, completing a chemistry assignment, or building independence through online coursework, success comes from real teachers, meaningful feedback, and shared responsibility.

That’s what we mean when we say: we do this every day!

Key Takeaways

• Online learning works when it’s relationalReal teachers, consistent communication, and shared accountability make virtual learning meaningful.

• Flexibility supports equityAlternative schedules and course formats help students with diverse needs—without lowering expectations.

• High standards and personalization can coexistFlexibility does not mean “easy.” Rigor, integrity, and authentic student work remain central.

• Students stay connected to their school communityVirtual learning should extend the campus—not remove students from it.

• Partnership mattersOngoing feedback and collaboration between districts and providers improve outcomes for students.

Human connection is the difference-makerTechnology supports learning, but relationships sustain it.

Learn more about our offerings in our 2026 - 27 Catalog at this LINK and Contact us at this LINK to learn more about how your students can expand their world!

Pat

This blog post was developed using my writing, podcast transcript, and support from AI (ChatGPT by OpenAI) which was reviewed by Pat Mulroy for accuracy, tone, and context.

This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit patmulroy.substack.com

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Greetings!

In his video blog we took a quick look at the awesome offerings in World Languages and a few electives that are available to expand your students learning experiences.

Ashley and Barb both teach and develop our courses for the World of Learning Institute. In addition, Barb is the in-class facilitator at Hershey High School and sees first hand the way the WOL asynchronous courses with synchronous sessions create a vibrant and engaging learning experience for their students.

You can see all the World Language offerings and electives (with a full catalog coming soon) at this link.

This short video will guide you through some of what makes our courses and instruction different than other online courses.

If you have questions or want more information contact us at this LINK.

And check out this podcast on our Latin Courses

This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit patmulroy.substack.com

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In this episode of We Do This Every Day, I’m joined by Emily Carlson, a veteran German teacher with the World of Learning Institute, and Lauren Chessman, an in-school world language teacher and facilitator at Baldwin-Whitehall School District. Together, we talk about what it really takes to make virtual learning work for students.

Our conversation centers on the power of partnership—between virtual teachers and in-school facilitators—and how that collaboration keeps learning human, engaging, and grounded in relationships. Emily shares how intentional professional learning and thoughtful routines help her build strong connections with students online. Lauren reflects on stepping into the facilitator role, learning German alongside her students, and modeling curiosity, flexibility, and joy.

We also explore:

• Why facilitators are essential in virtual classrooms

• How modeling lifelong learning builds student confidence

• The importance of honoring student choice in language learning

• What schools gain when adults collaborate across distance

This episode offers a real-world look at how virtual instruction, when paired with committed educators on the ground, can expand opportunities and create meaningful learning experiences for students.

Learn more about our offerings in our 2026 - 27 Catalog at this LINK and Contact us at this LINK to learn more about how your students can expand their world!

Read the whole blog below:

This blog post was developed using my writing, podcast transcript, and support from AI (ChatGPT by OpenAI) which was reviewed by Pat Mulroy for accuracy, tone, and context.

This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit patmulroy.substack.com

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Greeting WOL Friends,

In this episode you will hear Olivia and Peter shine when they talk about the inventive and fun Latin classes at WOL.

When people think of Latin, they often picture dusty textbooks and endless grammar charts. But at the World of Learning Institute, Latin is alive and thriving thanks to passionate teachers who see language not as a subject to memorize, but as a skill to live.

In this episode of We Do This Every Day, I sit down with Peter, one of our innovative Latin instructors, and Olivia, who supervises our world language programs. Together, we explore how Latin has transformed from a language of declensions to a language of dialogue, creativity, and connection.

Peter’s journey started in computer science, not classics. But his curiosity led him to Latin, and eventually to a community that treats it as something spoken, shared, and joyfully used.

“There’s a pretty vibrant community of Latinists trying to use it as an actual language… The World of Learning’s approach is much more communicative, and that’s what matters—actually using the language and having fun with it.”

That philosophy comes to life in his classroom, where students listen, respond, and create—all in Latin. Using visuals, stories, and music, Peter crafts lessons that help learners feel the language, not just analyze it. Olivia saw this in action and was immediately inspired:

“You were speaking 100% Latin… and I understood everything. It was very clear you were making it comprehensible to the kids because they were doing it on the screen.”

Their conversation highlights what we value most at WOL—relationships, creativity, and productive struggle. Learning a language isn’t about perfection; it’s about persistence and joy in the process. As Peter reminds us:

“If you do language learning correctly, students learn it’s okay to be uncomfortable and not know everything—it’s a process. You don’t learn by instantly knowing; you learn by adapting and communicating meaning.”

Latin at the World of Learning is proof that even the oldest languages can spark the newest ideas. Students leave class not just with vocabulary, but with confidence—the courage to make mistakes, try again, and keep communicating.

We believe that’s what all great learning looks like—online or anywhere.

If you would like to know more about Latin, or any of the languages we offer, reach out to pmulroy@iu08.org.

Best,

Pat

Read the whole article behind the blog at the link below.

This blog post was developed using my writing, podcast transcript, and support from AI (ChatGPT by OpenAI) which was reviewed by Pat Mulroy for accuracy, tone, and context.

This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit patmulroy.substack.com

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When we sat down with Anita Young (Huntingdon’s BILD program), Lauren McMinn (IU8 Extended Campus), and Dr. Tom Butler (IU8), one thing was clear: district-led online learning isn’t just possible—it’s powerful.

As you listen to the episode, here are 6 quick insights that highlight what makes local programs like BILD and WOL work:

1. 🏛 Community Is Civic Infrastructure

Local teachers and students learning together isn’t just schooling, it’s building the future of your community. That foundation matters more than ever in an AI-driven world.

2. 🌳 Spaces of Hope Matter

From homeroom check-ins to butterfly release parties and drop-in classrooms, local online programs create spaces where students feel safe, seen, and connected - they are part of something.

3. 🌱 Small Ideas Can Grow Fast

Anita’s elementary blended classroom started with 6 kids and now serves 20, this is proof that when families find joy and flexibility, word spreads.

4. 🤝 We Learn Better Together

Extended Campus’ District Council brings educators together to share strategies and tools. New counselors, admins, and tech leads all benefit from peer support.

5. 🔄 Listening Shapes the Mission

The WOL and BILD didn’t start with a rigid plan, they grew by listening to students, staff, and families. Every year they evolve based on what their community needs most.

6. ✅ Ask What Can Go Right

Don’t lead with fear. As Dr. Butler said:

“It’s a mindset shift… The question isn’t what can go wrong, it’s what can go right when you build options for your own kids.” —Tom Butler

Want help launching your district’s own online program—or just curious where to start? We’re here. visit https://worldoflearninginstitute.com/contact-us/ or reach to me at pmulroy@iu08.org or Sonya at syoder@iu08.org

This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit patmulroy.substack.com

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Hi All,

At the World of Learning Institute, we believe student voices matter. That’s why I loved sitting down with our social studies teacher, Zach Marcic, for this episode of We Do This Every Day. Our conversation lined up beautifully with an EdWeek article I had just read called “Students Have Questions About Our Democracy.”

The headline is true: kids today are asking tough, unfiltered questions—and they’re not shy about it.

Zach told me that in his Misinformation Nation course, students regularly ask things like:

• Why don’t more people vote?

• Why do we still have the Electoral College?

• Why do the rules keep changing?

These aren’t “textbook” questions, they come from students’ real frustration with what they see in the news, on social media, and sometimes even in their own families. They sense the gap between what they’re taught about government and how it actually works. And they want answers.

Rather than dodge these questions, Zach leans into them. His course helps students practice critical thinking by asking: Why might someone lie to me? What do they gain? How do I know what’s true? In today’s information-saturated world, those are the skills that matter.

What struck me most in our conversation is how personal civics becomes when students start connecting it to their own lives.

• Rural students talk about farm subsidies.

• Suburban students bring up streetlights or trash pickup.

• Others talk about taxes and whether schools are fairly funded.

These may seem like small issues, but together they remind us that government touches everything. And when students see that, they start wrestling with the idea of fairness and how they might make things better.

The best part? Students don’t just talk; they act. Zach’s class ends with a civic action project. Some students organize park cleanups. Others create community art or design pamphlets to spread awareness about causes they care about. Each project proves that participation isn’t just something adults do in Washington—it’s something students can do right now, in their own neighborhoods.

As Zach and I talked, I was reminded of something important: democracy isn’t inherited fully formed. Each generation has to wrestle with it, question it, and rebuild it. When our students ask hard questions, they aren’t being difficult, they are practicing the very heart of civic engagement.

5 Things We’re Learning From Students’ Questions

• They’re frustrated by gaps between ideals and reality.

• They want tools to sort fact from misinformation.

• They see government as disconnected and that worries them.

• Fairness is at the center of what they care about.

• They’re ready to participate if we give them the chance.

That gives me hope. Because if our students are already asking these questions, then they’re already on the path to becoming thoughtful, engaged citizens. And isn’t that exactly what our democracy needs?

Zach is also the author of a new course we are teaching at Extended Campus called Contemporary Rural American Issues.

If your district is ready to expand access to our full-time virtual learning - with real instruction and engaging teacher-built courses, reach out at syoder@iu08.org or visit worldoflearninginstitute.com/contact

This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit patmulroy.substack.com

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Hi All,

I had so much fun this episode, I sat down once again with our beloved Mandarin teacher, Mrs. Ying Fang Jeffers, a longtime member of the World of Learning team and one of the most creative, caring educators you’ll ever meet. You won’t want to miss the enthusiasm or the stories of the great mythic people of the Mid-Autumn Festival that just passed.

Ying Fang has been with the World of Learning for five years, and her classroom truly comes alive with culture. Born and raised in Taiwan, she brings a global perspective and a deep passion for connecting students to the stories, art, and traditions behind the Mandarin language. Together, we talk about what happens when language learning becomes a gateway to belonging, and how students who start out learning a few words end up understanding the world in a whole new way.

Enjoy, Pat

Key Moments

• The “5 Cs” in Action: Mrs. Jeffers shows how communication, culture, connections, comparisons, and community come together in her teaching — from food and festivals to poetry and art. ACTFL’s “5 Cs” of language instruction

• Calligraphy as Connection: Learn how her University of Pittsburgh mini-grant helped her bring authentic Chinese calligraphy into her classroom, giving students a tactile way to understand meaning and form.

• Learning Beyond the Screen: Her students don’t just meet online; they join local Mid-Autumn Festival celebrations, wear traditional clothing, and even make mooncakes at home.

• Stories that Stick: We dive into the myths of Chang’e, Hou Yi, and the Moon Rabbit, and what they reveal about time, family, and celebration in Chinese culture.

• Lifelong Learning: From earning new certifications to mentoring peers, Mrs. Jeffers models the mindset she teaches, that learning is a lifelong journey that connects us all.

Takeaways

• Culture deepens language learning. Students remember words best when they’re tied to meaning, tradition, and story.

• Connection matters. Language opens the door to empathy — helping students understand perspectives beyond their own.

• Virtual doesn’t mean distant. With creativity and care, online classrooms can feel as vibrant as in-person ones.

• Lifelong learning inspires learners. When teachers model curiosity and growth, students follow.

• Community extends beyond class. The best learning happens when students share culture with their families and local communities.

From the Episode

“I always tell my students, we’re not just learning the words — we’re learning to see the world differently.” — Mrs. Ying Fang Jeffers

Closing Thought

At the World of Learning Institute, teachers like Mrs. Jeffers remind us that language learning is not only about speaking, it’s about seeing, connecting, and belonging.

If your district is ready to expand access to world language instruction or explore full-time virtual learning, reach out at syoder@iu08.org or visit worldoflearninginstitute.com/contact

Let’s make sure every student has the chance to experience the beauty of language and the richness of culture, every day.

This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit patmulroy.substack.com

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Show Notes: Partnerships that Transform

Hi everyone, it’s Pat! Thanks for tuning in to We Do This Every Day.

At the World of Learning Institute, I’ve learned that partnerships are so much more than contracts. They’re relationships built on trust, and they create real opportunities for kids. When schools face teacher shortages or want to expand access to world languages, collaboration is often the spark that changes everything.

In this episode, I sat down with Jeannie McCarthy and Kevin Ballisty from Chester County IU’s Brandywine Virtual Academy, along with the World of Learning’s very own Olivia Grugan, to talk about what happens when organizations align their missions.

Here’s what we dug into:

• 🌍 Expanding access: Together, we launched the Passport to World Languages experience—giving middle and high schoolers a no-pressure chance to “try on” languages like Mandarin, ASL, and Arabic. It reduced anxiety and gave students something to look forward to.

• 🔑 Vision, not just gaps: Instead of just filling empty slots, we designed a pathway that could one day help students graduate with the Seal of Biliteracy. That’s intentional, long-term planning.

• 🤝 Shared values: Jeannie put it best: we’re student-centered, teacher-created, and focused on balancing live and asynchronous instruction. That alignment has already led to expanded offerings across urban, suburban, and rural schools.

• 💡 Trust and investment: Partnerships only work when both sides lean in. We’ve even connected our student systems to make access seamless, proof that we’re in this for the long haul.

• 🎓 Why it matters: Kids across Pennsylvania now have access to languages that districts couldn’t offer alone. They have real instruction, with real engagement. And they’re not just signing up - they’re excited and confident.

I came away from this conversation so hopeful. When IUs work together, and with districts, students win. They connect with great teachers, they discover new cultures, and they get to imagine futures they didn’t even know were possible.

👉 Have you seen partnerships like this in your school or district? I’d love to hear your story. Drop me a note, and let’s keep the conversation going.

A real life example of a student who maximized their language learning!

This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit patmulroy.substack.com

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Hi everyone, it’s Pat! In this episode of We Do This Every Day we dive into how we make sure that students in online learning have everything they need to figure things out on their own. At the World of Learning, we believe that relationships, not just technology, are the heart of education.

Here’s what you’ll hear in this conversation:

• A behind-the-scenes look at how our help desk works to keep students, families, and districts connected and confident.

• Why onboarding matters so much in the first two weeks and how we make sure new learners start strong.

• Wellness checks that go beyond grades, ensuring every student is present, engaged, and supported.

• Stories from our teachers and support staff about building relationships that make online learning feel human.

• Research that backs it up, showing that engagement, trust, and timely support are what make students thrive online. (Read the full blogpost at this link)

We would love for you to join the conversation!

👉 Families: What’s helped your child feel connected in online learning?

👉 District leaders: What supports make the biggest difference for your schools?

👉 Teachers: What are your favorite ways to build relationships with students in a virtual classroom?

Send me a note at pmulroy@iu08.org or reach out through our website [https://worldoflearninginstitute.com/contact-us/].

Your stories and questions help us grow and make this work even stronger.

Because at WOL, we believe students can be online, but never have to go it alone.

This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit patmulroy.substack.com

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We Do This Every Day with Christina & Leah

Hi everyone – it’s Pat, and in this episode I had the chance to sit down with two of our incredible teachers, Christina Pavlovk and Leah Dreibelbis. We dug into what online learning actually looks like for kids here at the World of Learning Institute. Spoiler: it’s human, it’s connected, and it’s a lot more than just logging into a screen.

What You’ll Hear in This Episode:

• Daily routines that build connection. Christina walks us through a typical day for her K–6 students. It starts with Monday morning messages (sometimes featuring a fun “Where’s Ms. Pavlock?” photo challenge!) and daily morning meetings to check in on feelings, practice mindfulness, and set a positive tone. Live lessons, read-alouds, and even LEGO Club or Game Day give younger students structure and community.

• Flexibility for older learners. Leah explains how middle and high school students balance live classes with vocational training, jobs, and other commitments. She highlights WIN (What I Need) time - an open Zoom hour each day where students can pop in for help or just to chat. Sometimes kids stop by simply because they want to connect. That’s a big part of the magic.

• The role of relationships. Both teachers share stories that show how much trust matters. Christina talks about supporting families through tough moments by inviting them into her Zoom room to connect face-to-face. Leah describes being the “fallback person” for students, the one they know will always pick up the phone, send the message, or make the connection that keeps them on track.

• Family and community connections. Beyond teaching, Christina and Leah are leading new Learning Coach Connection times for parents and guardians—casual “coffee chats” to support families and share resources. They also tell fun stories about bumping into students at Target or TJ Maxx, proof that even though our classrooms are virtual, our teachers live in the same communities as our families.

• Why our model is different. Unlike “big box” online programs, our teachers aren’t hidden behind a screen. They’re calling, Zooming, and making sure each student and family feels seen. For some families, those connections are the reason they stay with us instead of leaving for a cyber school.

Takeaway

If you’ve ever wondered what a student’s day looks like in online learning, this episode shows you—it’s filled with structure, support, and human connection. At the World of Learning, our teachers aren’t just teaching content; they’re building relationships that help students and families thrive. You can read the whole blogpost about What Does Online Learning Look Like for Students at this link.

You can hear more about the number of touchpoints in this blogpost Virtual Classroom, Real Results or listen in to the podcast where Lauren highlights the impact of connection.

This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit patmulroy.substack.com

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Podcast Show Notes

Hi everyone, thanks for tuning in to We Do This Every Day! I’m Pat Mulroy, of the World of Learning Institute. In this episode, I had the chance to sit down and talk with Lauren McMinn about some of the very real challenges and opportunities we face in online learning. At the World of Learning Lauren and the team are reimagining what it means to provide the human component to - authentic, relevant and engaging for all students.

As always, these conversations remind me that our work isn’t just about filling a teaching gap. It’s about building connections, supporting schools, and creating opportunities for learners who might otherwise be left without a path forward.

I hope you’ll listen in with us, reflect a little, and maybe walk away with some new ways to think about how we support students who choose an online journey, how we parter with schools, and how our professional learning helps us support each other.

5 Takeaways from This Episode

• We’re more than a stop-gap. Virtual learning, when done with real teachers and relationships at the center, extends a district’s capacity in powerful ways.

• Relationships drive engagement. The strongest online classrooms feel human, because the teacher takes time to know the students, and students know their teacher sees them.

• Flexibility matters. Schools and families thrive when learning solutions adapt to unique schedules, needs, and goals.

• Equity is the heart of it. Virtual instruction ensures that a student in a rural district has the same opportunities as one in a large suburban school.

• We’re in this together. Whether you’re a district leader, a parent, or a fellow educator, the work is about collaboration—so students get what they need, when they need it.

Read the Blog Post for a deeper dive at this link: https://worldoflearninginstitute.com/2025/08/17/virtual-classrooms-real-results/

If you need a teacher!

Here’s the piece I don’t want you to miss:

• 16,581 touchpoints per quarter — that’s the average number of times our team reaches out to students, families, or districts (through calls, Zoom, emails, or check-ins). That’s a huge relational metric that shows how “human” your virtual program is.

• Weekly teacher contact — every Full- Time student has 24 opportunities to meet with a live teachers. And everyone gets a Monday Morning Message, PLUS outreach (calls to guardians, mid-quarter updates, daily homeroom check-ins, help desk calls).

If your district needs a teacher or if you want to expand opportunities for your students reach out. We’d love to talk about how we can make sure every learner in your community feels seen, supported, and successful.

Contact Sonya at our helpdesk using this link: https://worldoflearninginstitute.com/wol-support-center/

This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit patmulroy.substack.com

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🎙️ Fluent and Fearless | Show Notes

Hi friends, Pat here!

In this episode of We Do This Every Day, I have the absolute joy of reconnecting with one of our former World of Learning students, Ali Hemscher. It is so much fun to meet a trailblazer at the beginning, one who did the hard work and learned the value of digging in as asking for what you need. She went from rural Pennsylvania to Georgetown University, fueled by curiosity and courage.

Ali studied Arabic with us back in high school and shares how that experience (plus her family story) shaped her path toward international politics, Arabic fluency, and a fast-tracked master’s degree in security studies. Her story is one of resilience, bold questions, and a clear reminder that access can change lives.

If you’ve ever wondered whether virtual world language learning really makes a difference, listen in. Ali’s journey began with navigating Duolingo on her own to engaging global leaders in D.C. She is proof that opportunity, when paired with determination, leads to extraordinary outcomes.

Whether you’re a family thinking about what’s possible for your student, or a school leader looking to expand access to critical languages, this episode will inspire you.

Let’s make sure all students feel seen, supported, and fearless.

Here are some key takeaways from this episode:

• Access Opens Doors: Ali's ability to study Arabic virtually through the World of Learning Institute gave her an academic edge and the confidence to pursue a future in international politics.

• Relationships Matter: The personalized instruction and strong connections with her WOL Arabic teachers laid a foundation for success, especially as she entered the rigorous environment of Georgetown University.

• From Small Town to Global Stage: Ali's story shows that students from rural communities can thrive in elite academic and global leadership spaces when given the right tools and support.

• Learning Beyond the Classroom: Experiences like live cultural exchanges and one-on-one instruction allowed Ali to engage deeply with language and culture in a way that traditional classrooms often can’t provide.

• Dream Big, Ask Boldly: One of Ali’s biggest lessons? Just ask. From emailing her counselor about switching to Arabic to seizing high-level opportunities in college, her story is a blueprint for self-advocacy and going after what you want.

Thanks for listening in - If you would like to expand your opportunities - reach out! The World of Learning Institute is here to help. Contact us https://worldoflearninginstitute.com/contact-us/

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Hi WOL Friends,

As you listen in to our second episode, we are to introcuce Michael Ho - the Executive Creative Director of Rhodes Branding. We have been grateful to re-think our messaging and reframe our mission to not only help folks get the courses they need anytime, anywhere. We are excited to be able to articulate that more than anything - we bring a human connection - as a public school entity.

We are here to help!

Cheers,

Pat

Podcast Summary: World of Learning, Reimagined – Why We’re Evolving and What It Means for You and the Future

In this episode of We Do This Every Day, we share the story behind the program’s rebranding journey and how a fresh, authentic identity is helping us to improve the story we tell about the WOL’s purpose, so schools and families across Pennsylvania and beyond know who we are.

The episode highlights our commitment to providing certified teachers and meaningful virtual learning experiences, especially when schools struggle to fill hard-to-staff positions. But over the years, WOL has often been mistaken for a cyber charter or commercial content vendor. That confusion prompted a thoughtful decision: it was time to clarify the story and realign the message with WOL’s core values.

Enter Michael from Rhodes Branding

A key voice in this transformation was Michael, a brand strategist from Rhodes Branding, a firm that specializes in working with K–12 organizations.

Michaell, Ginny, and the Rhodes Branding team brought deep listening and strategic insight to the process. Rather than rushing to design solutions, they began by facilitating brand insight sessions, conducting perception surveys, and hosting collaborative discussions with staff, teachers, and stakeholders. This process revealed what WOL already knew—but hadn’t always clearly communicated:

“At the heart of the World of Learning is human connection.”

Michael helped surface the language that now anchors WOL’s messaging—words like authentic, relational, real teachers, and real connection. Michael and the team at Rhodes rejected traditional visual cues (like graduation caps and tech icons) and instead helped shape a warm, human-centered identity that reflected the heart of WOL’s mission.

You can contact Michael at 408-416-8522 or michael.ho@rhodesbranding.com

The Rhodes Branding Contributions

Michael, Ginny and the team helped the WOL with these contributions!

• Clarified WOL’s Identity: Helped distill what makes WOL different from vendors or cyber charters.

• Framed the Brand Story: Encouraged a messaging shift toward clarity, simplicity, and relational values.

• Led Collaborative Discovery: Guided the WOL team through surveys, listening sessions, and co-creation processes.

• Shaped Visual Identity: Moved WOL away from corporate edtech visuals and toward branding that emphasizes warmth, movement, and care.

Michael Ho is the Executive Creative Director at Rhodes Branding, a full-service strategic branding and marketing agency focused exclusively in K-12 education. Rhodes Branding partners with schools, districts, educational leaders across the country to strengthen their identity, increase engagement, and drive measurable impact. At the heart of every project is a belief that education changes lives- and that great branding helps tell that story.

The Takeaway

The episode reflects on how powerful it can be to pause, listen, and reflect—and how partnering with people who “get” education, like Michael and the Rhodes team, can help educators better tell their story, especially in times of transition.

“Branding is not just a logo—it’s how people feel about you.”

Thanks to Michael’s insight and collaboration, the World of Learning Institute now has a clearer voice, a stronger presence, and renewed confidence in how it shows up for schools, students, and families.

Resources & Contact: Visit https://worldoflearninginstitute.com/contact-us/ Contact:

• Olivia Grugan – World Language Single Enrollments

• Lauren McMinn – K–12 Extended Campus Program

Check out our Course Catalog for options for your students!

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Hi WOL Friends,

We are off the the start of our 5th season! We look forward to conversations with our team and our partners as we continue to consider how best practices and technology can support schools and district when staffing is difficult.

We are always here to help you solve a problem and help you and your team think differently about we can be sure students in small and rural schools get everything they need, everyday!

Cheers,

Pat

Show Notes Summary:In this episode of We Do This Every Day, I interviewed members of the World of Learning team: Melissa Henderson, Olivia Grugan, and Sonya Yoder. Listen in as they share powerful stories about how virtual learning has filled real gaps for students and districts in Appalachia IU8 and beyond. Three stories are highlighted, one where we supported a student who became a family caregiver, another where we help a homebound learner thrive, and when a district wanted to expand their World Language offerings, they partnered with the World of Learning to provide American Sign Language.

Through our varied offering in 8 different languages, to our Extended Campus program that offers a full-time option, these stories highlight the flexibility, compassion, and innovation that define World of Learnings’ approach.

Listeners in to hear how virtual learning can:

• Keep students engaged during personal or family crises

• Support access to specialized courses like American Sign Language or high-level German

• Provide in-person (virtual) teachers during staff shortages without sacrificing quality

• Provide rural and small districts with equitable access to world-class instruction

These real examples show how WOL partners with schools to bring human connection into the virtual classroom and ensure no student is left behind — academically or emotionally.

Resources & Contact: Visit https://worldoflearninginstitute.com/contact-us/ Contact:

• Olivia Grugan – World Language Single Enrollments

• Lauren McMinn – K–12 Extended Campus Program

Check out our Course Catalog for options for your students!

This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit patmulroy.substack.com

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Greetings WOL Friends!

Our guest on the podcast with Olivia this week was Andrea Zern, our IU8 colleague who specializes in Learner Accessibilily. What an important and exciting conversation they had. For a deeper dive after you listen in today - check out Andrea’s podcast VariAble: The Story of Variability - I love the word play on Varyining Abilities!

As we head into the final push of the school year - our team is working with students and families to make it across the finish line. I am sure you are doing much the same. And, as we support students we know that sometimes summer school is needed. Contact us if you need a Summer School Option (linked).

We can host a Webinar for you and your team to talk about how we can proactively help get all the courses (25 - 26 course catalog WOL EC) your students want and deserve on their schedule, too. Let us know how we can help - Contact Us using this link.

Have a great week!

Pat

Here are a few highlights from Olivia and Andrea’s conversation:

Concepts Andrea touched on:

“Curb cut effect” - how Closed captioning used by hearing people.[3]Game accessibility features in video games used by players with no disabilities.[6] Text-to-speech applications used by people without visual impairment or mutism, whether as an alternative to a human voiceover or for artistic purposes (see Vocaloid). Audible pedestrian crossing signals

"Nothing about us without us" (Latin: Nihil de nobis, sine nobis) is a slogan used to communicate the idea that no policy should be decided by any representative without the full and direct participation of members of the group(s) affected by that policy. In its modern form, this often involves national, ethnic, disability-based, or other groups that are often marginalized from political, social, and economic opportunities.

+1 framework (thinking) - A framework for inclusive teaching

SLIDE (ends with “Examine”) → built-in Accessibility checker on Microsoft Powerpoint

Inclusive text and visuals include - captions, Arial or Times New Roman fonts.

Resources Andrea Recommended

Crip Camp - Section 504 - why it matters! And it’s a great documentary to watch.

Uniquely Human - podcast

Google add-on: WAVE to check accessibility

You can hear more from Andrea and Briann Venios on their podcast. Here is their latest episode.

If you want to know more about the World of Learning and how we can help you or your district, contact us!

Quick Bites

Read Erin Siverd’s awesome quick insights - this one is especially relevant when we consider that we all use technology to teach and learn.

Family News Letter

Upcoming Events

As always - we are here to help!

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Greetings WOL Friends!

This week Olivia reminds us that when tasks seem overwhelming we often stop. I remember my early years as an administrator when I was vexed because I couldn’t seem to get all the tasks completed or my desk clear. My to do list was usually the last thing I did before I left for the day, and often, before I even got back to my desk the next morning, I would have to update the list.

Desmond Tutu once wisely stated, "There is only one way to eat an elephant: one bite at a time." This metaphor for tackling seemingly insurmountable challenges or goals by breaking them down into smaller, manageable steps is an old and familiar saying, that helps us to remind of our limits.

So often we try to tackle things on our own - or with the use of technology (AI) when what we really might need is feedback from a friend or a walk - away from the technology to gather our own thoughts and prioritize. Sometimes just having someone listen or remind us we don’t have to do it all at once - gives us room to breathe. Olivia’s step-by-step examples are helpful here.

Thanks to everyone who participated and sponsored our first Online Learning Symposium. We had a marvolous time and the feedback from folks was fantastic.

If you would like to learn more about our program - the Worlds of Learning will be featured in the Statewide Student-Centered Learning initiative on April 15th. You or your staff can register here - SCL Reimagined Through Storyboarding - it is free!!

We have also hosted a Webinar for IU8 School Counselors to talk about how we can proactively help get all the courses your students want and deserve on their schedule. We are happy to host a time with you and your team.

Have a great week!

Pat

When the task seems too big…

by Olivia Grugan

“Just start now.”

That’s what I wrote at the top of my notes two Thursdays ago. I was attending a state-wide gathering of educators in the fields of instructional design and technology, and we were learning about new standards to ensure that our web material is accessible to all constituents. The task at hand felt daunting to many (myself included), I am sure. We may have felt underequipped, over committed and pressured for time.

We were not alone in these feelings, right?

Has a new initiative come your way, either through a mandate or a rising trend, that has left you feeling overwhelmed? Has the task seemed impossible?

The Challenge

I’ve never considered myself a perfectionist. I’m too satisfied by the completion of a task to be a true perfectionist, but I’m something adjacent. And when I started working in a formal leadership position, I found it very difficult to accept that we wouldn’t be able to do everything we set out to do at the level of quality we set out to do it. I often wished for something greater, more perfect, and therefore avoided even starting certain tasks.

This accessibility initiative feels like that. To achieve the level of accessibility we wish for, the level that all learners deserve, is not immediately possible with the people and resources we have. Accessible materials aren't just about compliance—they help ensure that all learners, regardless of abilities or circumstances, feel valued and included. The task is large. I don’t deny that. As I sat in the training two weeks ago and thought about all of the many improvements we could make in existing material, the impending weight of the work settled heavy on me.

But as I thought about NEW work that is being created now, that is about to be created, that weight began to lift. I started to think about individuals who create little tidbits each day, like our social media content creator, who could make their material more accessible with just a couple of simple shifts.

Starting NOW

Here are some of the things we are starting to work on. These are SIMPLE shifts that you can make so that your material is more accessible starting NOW. Keep these in mind as you send emails, write blog posts, create agendas, create lesson slides.

(These suggestions are, of course, just a start. If you’d like to learn more about accessibility in web content, feel free to reach out and we can connect you with some true experts in the field!)

• Embed links using descriptive link text and add “(linked)” after any embedded link

• Avoid using fonts with serifs (like this)

• Avoid underlining anything that is not a link

• Use accessibility checkers in your LMS

• Add short image descriptions for all images (ALT text)

When you just start where you are and go forward, these changes take no more than several seconds each.

Looking back AND looking forward

This doesn’t mean we are exempt from looking at our past material. We need to do the slow, hard work of shifting all of our material to make it as accessible as possible (an always evolving task), but if we start in the past, we might get stuck there.

So, what's your 'just start now' moment? What small step can you take today to overcome something that’s been holding you back?

If you want to know more about the World of Learning and how we can help you or your district, contact us!

Quick Bites

Family News Letter

Upcoming Events

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Greetings WOL Friends!

This week Cortney Verostick and I dove into a conversation about online learning and the differences and similarities with the traditional classroom. As you will hear in the podcast - Cortney faced a variety of challenges with parenting - so I jumped in. You can read more below.

We love that teaching PE and Health online can be a lifeline to get student to graduate. PE and Health are courses that for some reason - high school students just don’t take seriously - until it comes to graduation time (another podcast episode could happen here).

So if you need credit recovery for PE and Health or other subjects please reach out via email at pmulroy @ iu08.org or click here for more information.

Have a great week!

Pat

We have an awesome Online Learning Symposium on March 26th. The event offers live session and recordings for future use. You can 📌 Register now: https://iu17.link/2025OLS or contact me for more information.

Online vs. Traditional Learning: My On the Job Experience - Comparing the benefits and challenges of online and traditional classroom settings

Unbeknownst to me, my last day in the Physical Education classroom was June of 2000. I had completed my administrative coursework and was set to do an internship - that turned into a Teacher on Special Assignment. I didn’t have a hanging up of the golden sneakers or ceremonial end to my time in the classroom. It felt like yesterday….

Until….

Our very capable PE teacher had a series of unexpected events. Parenthood caught up. So I stepped in. I didn’t take the assignment lightly. In fact, I was terrified. As a leader I had all kinds of experience in helping teachers to transition to teaching online. I have even done a bit of teaching ADULTS. Not children!

As I thought about our Gold Standard for the classroom: authentic, relevant and engaging, I wondered if I could live up to the standard our amazing VLF’s demonstrate every day?

This school year we did professional learning about the theory behind good online instruction - The Community of Inquiry Theory. We dove in. We hosted an in-person end of the year Professional Learning event, we created courses for everyone to participate before the start of the school year, and we have hosted Professional Learning Communities (PLC’s).

How would I include all this as I took over teaching Health and Physical Education?

.

So did I measure up as a teacher/virtual learning facilitator?

• My tech skills were low for teaching kids! But I made up for the low skill in tech with high skill in welcoming students to the room and I got to know a little bit about them. That was the best part!

• I was out of the loop on the newest Physical Education trends. I made up for it by including dance and movement activities that relate to brain development - hoping to improve outcomes in other classes like reading, math, and executive functioning.

• I was overwhelmed! Providing feedback for every assignment, a Monday Morning Message, and emails to students who were behind is hard work and time consuming. Also, uploading class recordings and planning for live sessions took more time than I remembered!

How does it compare to teaching in a brick and mortar school?

My only experience teaching young people before this short stint of teaching Health and PE again, was in a gym, on a field, or classroom. My age and relatability - and lack of confidence had me terrified. I realized though that in finding out what the students are good at and interested in filled in the gap.

These are a few of the differences I noticed:

• It is easier to get to know students when you have proximity to them. Facial expressions, body language and observation are more visible in-person. But, surprisingly, the virtual environment offered its own unique ways to connect. While I couldn’t rely on physical presence or quick hallway check-ins, I found that intentional communication became the bridge to relationships. Messaging students individually, recognizing their efforts in a Monday Morning Message, and responding to their reflections made engagement feel more personal—perhaps even more so than in a traditional setting, where casual interactions can sometimes be taken for granted or shared with more outgoing students. .

• Another key difference? Pacing and flexibility. In a physical classroom, I could adjust in real time based on students’ energy levels or engagement cues. Online, that adjustment had to be built into the structure—creating space for self-paced learning, adding opportunities for movement, and making sure live sessions were interactive rather than passive. While it required more planning upfront, the payoff was a more student-centered experience.

• And finally, feedback took on a different role. In-person, I could give a quick nod of approval, a high five, or a verbal cue to guide students. Online, every comment had to be deliberate and specific. I gained a deeper appreciation for how well-crafted feedback shapes student motivation and progress. The extra time it took was an investment—but one that clearly mattered.

Final Reflections:

So, did I measure up? Maybe not perfectly. But I learned, adapted, and grew—just as we ask our students to do every day. While both traditional and online teaching have their challenges and advantages, this experience reminded me that at the core of all great learning is connection, adaptability, and a willingness to meet students where they are—whether in a gym, a classroom, or a virtual space.

AI use disclaimer: I used AI to review for grammar and syntax mistakes.

Join us for our inaugural Online Learning Symposium!

We’d love to have you join us and become part of a new community of educators gathering annually to sharpen their skills and re-energize for the end of the school year!

📌 Register now: https://iu17.link/2025OLS

If you want to know more about the World of Learning and how we can help you or your district, contact us!

Quick Bites

Family News Letter

Upcoming Events

This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit patmulroy.substack.com

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Greetings WOL Friends!

This week Olivia and I dive into a conversation about learning in community. We draw from our own experiences and discuss how our ideas expand and our understanding is broadened when we engage with others.

We think about how community happens at the World of Learning for the students and our own Virtual Learning Facilitators. And about how the discussions in live sessions and our Communities of Inquiry give us tools to see what others think, how they tackle a problem or issues, and how the light bulb often goes on.

The feedback that we get from both our peers and our teachers, to our solitary endeavors, is also important. In this virtual world that we all live in how do you support and provide the feedback for learning in your environment? Pull people out of isolations?

An email, a visit to the classroom, a call?

Have a great week!

Pat

We have an awesome Online Learning Symposium on March 26th were experts from all corners of education share what works for them. The event offers live sessions and recordings for future use.

You can 📌 Register now: https://iu17.link/2025OLS or contact me for more information.

The Power of Learning Together

by Olivia Grugan

My husband and I are doing a book study with another couple. We have identified six dates to meet for about 1.5 hours and discuss excerpts from two texts. To guide our study, my husband has written some reflection questions. The four of us take turns leading our discussion and have developed a simple agenda:

• We start by sharing any things that are on our hearts that might keep us from being fully present.

• Then we discuss the readings using the guiding questions.

• At the end, we each share a small thing we are grateful for.

As we’ve progressed through our discussions, I am struck by how much deeper my understanding grows when I engage with others. So now I’m reflecting: What happens when we learn together?

When we learn together…

• We develop intellectually when we learn together.

The four of us each bring different areas of expertise to the conversation. When I finish the readings alone I’m left with initial impressions and strong biases. After we have discussed them together, I not only have a better understanding, I also see them from various angles and can appreciate multiple interpretations

• Our relationships grow deeper when we learn together.

My husband and I have known this other couple for about three years. We’ve had lots of dinners together and our children happily play together. We share life updates and have fun recreationally. However, this book study has deepened our relationships in a relatively short span of time. The initial sharing before we dive into the text has invited us to be more vulnerable with each other and therefore, more able to support each other.

• We understand our interconnectedness when we learn together.

Studying a common text has highlighted the areas of overlap in our thoughts and experiences. Though we come from very different backgrounds, we are able to identify where our points of intersection are. We are also able to identify shared visions we have for our children and the world they are living into.

Can learning together happen online?

The value of learning in community isn’t limited to in-person settings. While our book study happens face-to-face, I’ve been thinking about how these same principles apply to digital learning spaces—like those we create at the World of Learning.

Often, online courses have the reputation of being very solitary. There are certainly benefits to being able to learn at your own pace, during your own times and without anyone else’s pacing slowing you down or pushing you faster than you’d like to go.

But the benefits of communal learning are so often lost.

At the World of Learning, every course has a live session component that students can attend to interact with other students as well as with their teacher. In our “on campus” single enrollment courses, students are typically in the same room as their classmates and can even turn and pair with them in person, while their teacher prompts them from the screen. Asynchronous discussion boards allow for slower and more thoughtful interaction with others.

This feels like the heart and soul of learning. Content may be able to be mastered without community, but real growth in terms of perspective and personal development must come from interaction. Our students have these opportunities.

How are you learning with others?

As adults, we often default to learning in isolation—Googling answers, reading books alone, or watching instructional videos. But what perspectives and insights are we missing by not engaging with others? How might you intentionally create space for shared learning in your life?

Tell us about a time you’ve recently learned with someone else and how it benefited you!

AI use disclaimer: I used AI to re-write 3 sentences in this post. I put the sentences in Chat GPT and asked for some syntax edits.

Join us for our inaugural Online Learning Symposium!

We’d love to have you join us and become part of a new community of educators gathering annually to sharpen their skills and re-energize for the end of the school year!

📌 Register now: https://iu17.link/2025OLS

If you want to know more about the World of Learning and how we can help you or your district, contact us!

Quick Bites

Family News Letter

Upcoming Events

This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit patmulroy.substack.com

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Greetings WOL Friends!

The invitation from our Team is sincere. We want everyone to know and understand that online learning can be really good. Recently, Lauren and I presented at PETE&C about the Power of Good in online learning. We riffed off the Wicked theme - showing how online learning can sometimes get a bad rap - when in reality - it can be ‘for good’ when used well.

Does your team used best practices for online learning when preparing assignments for students? Do they use AI for more than just reformatting worksheets? Lots to think about.

In this episode we consider our learning curve in online education. Let us know what you think.

Have a great week!

Pat

📌 Register now: https://iu17.link/2025OLS

An invitation: Join us for some virtual professional learning!

I started working for the World of Learning in August of 2019. My first title was Virtual Learning Specialist. Five months later, all the world was forced to become Virtual Specialists, whether in the fields of learning, medicine, business, law, you name it… I had gotten a five-month head start, but by March 2020, we were all in it together.

National conferences that had previously booked up entire hotels and conference centers, flying thousands of educators from all across the country were now held online with us each sitting at our desks at home. Five years later, many aspects of education have returned to in-person settings, but virtual conferences remain—proving their appeal.

So why have virtual conferences stuck around?

I’ll be honest: I love the buzz of a big, in-person conference. I love running into people in the hallways and the spontaneous gatherings that happen in hotel lobbies and coffee break lines. 📌 Register now: https://iu17.link/2025OLS

But the benefits of virtual professional learning are undeniable, especially in education:

💰 Cost-Effectiveness: Virtual conferences are significantly cheaper. Our upcoming event is $99 for in-state educators—compared to thousands for an in-person conference once you factor in flights, hotels, and meals.

🌍 Accessibility: Virtual conferences remove the barriers to access that a physical conference may pose.

⏳ Saves Travel Time: Educators work hard for nine months a year (or longer). A virtual conference means no extra time away from students—just log in and join.

📅 Flexibility: Many virtual conferences record sessions, allowing attendees to revisit content later at their convenience.

So what about our virtual conference?

As we always emphasize at the World of Learning, every educator is a virtual educator. Regardless of whether you teach in brick and mortar classrooms or over Zoom, if you and your students are accessing the internet, you are teaching with and for digital skills. At the World of Learning, with our experience in virtual learning, we decided to create a “space” where educators can get together once a year and brush up on those skills.

The result is the Online Learning Symposium, the brainchild of Pat Mulroy and Becky Gibboney and a collaboration between IU8 and IU17.

Rather than pick a specific theme (as many conferences do), we decided that this symposium will be a place where educators can touch base on new research and practices in virtual education. Think of it as an annual round up.

With strands in classroom teaching and leadership, here’s a sampling of some of the over 30 sessions this year:

• Gamification and Interactive Tools in Online Learning

• Leveraging AI to Empower Tomorrow’s Leaders and Learners

• Data-Driven Online Teaching: Using Analytics to Improve Outcomes

• Zoomers, Alphas, and the “New” Feedback

• Cultivating Connection: Building Classroom Community and Social Presence Online

Join us for our inaugural Online Learning Symposium!

We’d love to have you join us and become part of a new community of educators gathering annually to sharpen their skills and re-energize for the end of the school year!

📌 Register now: https://iu17.link/2025OLS

If you want to know more about the World of Learning and how we can help you or your district, contact us!

Quick Bites

Family News Letter

Upcoming Events

This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit patmulroy.substack.com

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Good Morning!

After reading Dr. Tom Butler’s newsletter The Learner-Centered Leader where he laid out some serious questions that face public education - I was intrigued and excited by the question:

Do we have the courage, curiosity, and creativity to rise to the challenge?

I know that the WOL can and will respond to the question.

Simply put, the challenge Tom wrote of is can we create a culture in our schools where parents want to participate - in a time of parent choice? Are we up for the challenge of shifting how we think about schools where parents feel heard and a love of learning is nurtured?

My answer is yes. Years ago I wrote ‘They tell me I am moving too fast’ and today, I believe we can’t move fast enough if we (Public Education) want to be relevant and regarded in our communities. It’s not about us and them. It needs to be about All of us - in this together.

Here is a small dip into how the World of Learning is trying to make progress in answering the questions. AND - we don’t want to do it alone. We want to work with you - our IU8 districts to make this shift, support teachers, and support families and communities in realizing our goals of trustworthy and viable schools.

For the good,

Pat

How WOL Can Help:

Emphasis on Relationships and Engagement

• Professional Development: Offer training for teachers to build relational trust and engagement strategies, emphasizing techniques for creating connections in virtual environments

• Tools for Connection: Provide templates and strategies for using surveys, icebreakers, and interactive assignments that allow teachers to better understand students’ interests and needs.

• Ongoing Support: Help districts implement routines for consistent communication (e.g., “Monday Morning Messages” or weekly live sessions) to foster strong relationships and engagement.

Support Innovation

• Customized Learning Models: Showcase innovative virtual teaching models like WOL’s superhero-themed framework, which emphasizes flexibility, innovation, and resilience.

• Creative Curriculum Design: Collaborate with districts to design project-based learning experiences that encourage problem-solving and creativity while aligning with curricular goals.

• Access to Cutting-Edge Resources: Provide access to interactive technology, virtual reality tools, and global exchange opportunities that engage students in unique, culturally immersive learning.

Growth Mindset and Perseverance

• Modeling Grit and Growth: Train educators to integrate growth mindset principles into their classrooms, using WOL’s strategies for resilience and perseverance in the face of challenge.

• Mentorship Programs: Offer mentoring for teachers to navigate new tools and approaches, fostering confidence and perseverance as they adapt to virtual teaching environments.

• Student-Centered Approaches: Create opportunities for students to practice persistence through scaffolded learning goals, regular feedback, and opportunities to revise and improve their work.

Practical Solutions and Collaboration

• Partnership Frameworks: Assist districts in identifying gaps in course offerings and filling them with WOL’s language programs, which range from Arabic to Japanese, Calculus to Elementary Library.

• Flexible Scheduling: Work with districts to customize schedules for synchronous and asynchronous instruction, ensuring every student can access the courses they need.

• Capacity Building: Partner with schools to design sustainable programs that train district teachers to eventually lead virtual courses.

Debunking Myths and Promoting Accessibility

• Demonstrating Effectiveness: Share data and case studies that show how virtual instruction achieves results comparable to face-to-face learning.

• Addressing Equity: Offer affordable and scalable solutions to bring world language programs to underserved areas, ensuring students everywhere have access to high-quality instruction.

• Cultural Competency: Provide materials that dispel myths about virtual learning, showcasing its benefits for cognitive development and career readiness.

Leveraging Feedback and Continuous Improvement

• Feedback Systems: Work with districts to implement feedback mechanisms modeled after WOL’s practices, ensuring students receive timely and constructive responses to their work.

• Teacher Collaboration: Facilitate peer review sessions and team drives where educators share feedback on assignments and strategies, ensuring continuous professional growth.

• Student Reflection Opportunities: Help districts design systems for student self-assessment and reflection, encouraging learners to take ownership of their progress.

Let’s revisit our conversation with Carrie Loose

It was great to talk with Carrie Loose from Williamsburg Community Schools and Lauren, about the transformative power of educational partnerships, particularly in the context of virtual learning. They both shared insights on building successful relationships and the importance of collaboration to enhance student success. I love it when the value of a supportive network in education, the role of strong communication, and the ongoing efforts to create flexible and student-centered learning environments precede all other means for building educational partnerships.

5 Key Points:

• The Role of Relationships in Education:

• Carrie emphasizes that relationships are at the heart of effective partnerships. Trust and consistent communication between educators, administrators, and students foster an environment where students feel supported and motivated to learn.

• The Importance of Communication:

• Both guests stress the necessity of open, regular communication to address challenges and celebrate successes. Lauren highlights that being responsive and adaptable to student needs builds trust and ensures a seamless learning experience.

• Adapting to Unique Circumstances:

• Carrie and Lauren share stories about adapting solutions to meet student needs, such as accommodating co-op schedules or adjusting to unexpected staff shortages. They discuss how collaboration has allowed for innovative solutions like flexible scheduling and alternative course delivery methods.

• Creating a Culture of Feedback and Improvement:

• Lauren discusses how Extended Campus has implemented feedback loops with partner districts. This approach enables continuous improvement and ensures that program offerings align with district needs and student outcomes.

• Empowering Students Through Skill-Based Learning:

• The episode explores the potential of moving beyond traditional curricula to focus on skill-based learning. Carrie discusses the relevance of preparing students for the workforce by integrating practical, real-world skills into their education, making learning more meaningful and engaging.

Carrie's Takeaways on Partnerships: Carrie appreciates the flexibility and dedication of the World of Learning team in addressing the needs of rural students. She values the collaborative nature of the relationship, which helps ensure that students have access to necessary courses and resources, even when in-person options are unavailable. She believes when you are deciding to partner with someone outside of your school all of the team should be at the table. We believe she, as a counselor, is key!

Lauren's Insights on Building Strong Educational Networks: Lauren underscores the significance of empowering district partners through consistent communication and personalized support. She shares how Extended Campus fosters a sense of community among partners, enabling them to exchange ideas and implement best practices for student success.

If you want to know more about how we partner with schools and communities - reach out. We enjoy the conversations and ideas that make us more creative and responsive to your local landscaper.

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Hi WOL Friends,

It’s always great to work with a new district. It’s even better when you get feedback that we helped.

Last week North Star told us they found a Spanish Teacher - so we will transition them back to the brick-and-mortar.

Thad Kiesnowski, their Principal, let us know - that “[he] certainly appreciate all that [you and] World of Learning have provided for our students for Spanish instruction. It has been a good experience for all involved and provided a viable solution to our Spanish instruction needs. The flexibility and the thoroughness of your staff has been greatly appreciated by the North Star School District."

We are grateful to be there when you can’t find a teacher,

Pat

In this episode, we talked with Zach Marsic about starting at the WOL. He is now in his second year and pushing innovation. His ability to contribute to WOL is impressive. He continues to provide quick and detailed feedback for students when they complete assignments. It is a best practice in the virtual world.

Zack and the WOL team have also created some new courses. Check out the draft of our 25 - 26 catalog. Catalog LINK

We still have some available funding for ASL instruction for the Spring of 2025 - email me at pmulroy@iu08.org if you want to think creatively about offering it to your students.

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Greetings WOL Friends,

Last year at this time we talked about how everyone is an online learner - and how everyone needs to be able to learn online. As we revisit this recording and the content - with a few minor adjustments, it is still very relevant. Online learning is and will be a staple for schools and learning now and in the years ahead. AI is shifting the speed of the landscape - I encourage you to talk to us about what you see coming as technology becomes more sophisticated. The conversation with Gwen and Melissa is still relevant.

Last year, John Watson. of the Digital Learning Collaborative (DLC), in a blog post stated that 70% of post-secondary learning is happening in the digital space. So how is that impacting our preparation as PK - 12 educators? He further states. “The other valuable point about the post-secondary data is that students furthering their education beyond high school are highly likely to be engaged in some form of online learning.” I posit that much of the workforce - also leverages technology and digital platforms both on the job and in trainings.

And, the World of Learning considers the value of supporting the transition to work or a post-secondary experience as we build our content and work with our virtual learning facilitators (VLF’s) to create live session experiences that support learners’ becoming self-motivated, self-directed, planners and managers of their time. We create the space for them to learn to advocate for themselves to avoid the pitfalls that can happen along the online journey - at work or in an online class. Ultimately preparing them for the world.

In this episode, Gwen and Melissa focused on the variety of ways that our VLF’s are continually learning and using their knowledge to create the most effective learning experiences for learning.

Here are a few of their ideas in a nutshell (culled from the transcript using ChatGPT and some editing by Pat):

• Simplifying teaching materials: Melissa and Gwen, emphasize the importance of simplifying teaching materials and presentations to reduce cognitive overload for students. They both realized the need to minimize distractions, such as excessive text, graphics, and colors on slides, to help students focus.

• Adapting to student needs: Gwen highlights the necessity of adapting teaching methods based on the specific needs and learning styles of the students. They discuss the importance of assessing student responses during presentations and making necessary adjustments in real-time, demonstrating a student-centered approach to teaching.

• Effective use of visual aids: Melissa and Gwen discuss the need to strike a balance in the use of visual aids, such as Bitmojis and other graphics, in presentations. They acknowledge that while these can be engaging and helpful in moderation, an overabundance of visual elements can be distracting and may not always be effective for all learners.

• Interactive learning: The value of incorporating interactive elements into teaching strategies, particularly in virtual learning environments is highlighted. Including activities that engage students and allow them to apply their learning actively, ensures that the learning process is not solely based on passive consumption. The use of pictures, drawing on the whiteboard or slides, and playing games are a few examples.

• Utilizing micro-courses for professional development: We can’t say enough about the benefits of using micro-courses for professional development! We use JoltEDU and the short bursts of focused learning are effective and less overwhelming. Our whole team appreciates the concise and targeted nature of the micro-courses, which provide practical takeaways that can be immediately applied in their teaching.

Have you used ChatGPT to summarize material and help you to organize your thoughts and ideas? Are your students and teachers finding value in exploring this new technology?

I am grateful every day for the opportunities I have had to learn from and engage with technology. I still value a good old face-to-face conversation - and I have met so many people who I may never have had the opportunity to collaborate with if technology were not in place.

The World of Learning provides some of the best opportunities to have students engage in an online platform with highly engaging content and VLF’s who make the live sessions interactive.

I will close with this thought - ‘We don’t often hear of students choosing an online option to be better prepared for college. That’s probably not a good enough reason to choose an online school, but it might be a good reason to consider an online course’ (Watson).

Why not consider one of the many options we offer at the World of Learning Institute for your learners’?

Explore our Catalog

As always, if you can’t find a teacher or would like to expand your offerings let me know. I am glad to have a conversation.

Best,

Pat

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Hi Dear Readers and Listeners,

Today is a big day! I hope you took, or will take the time to vote today. These are important times - we wish you the best as you get out and vote.

This podcast episode is an awesome conversation on partnerships. We are grateful for all of you who work with us.

Have a great week,

Pat

In This Episode

It was great to talk with Carrie Loose from Williamsburg Community Schools and Lauren, about the transformative power of educational partnerships, particularly in the context of virtual learning. They both shared insights on building successful relationships and the importance of collaboration to enhance student success. I love it when the value of a supportive network in education, the role of strong communication, and the ongoing efforts to create flexible and student-centered learning environments precedes all other means for building educational partnerships.

5 Key Points:

• The Role of Relationships in Education:

• Carrie emphasizes that relationships are at the heart of effective partnerships. Trust and consistent communication between educators, administrators, and students foster an environment where students feel supported and motivated to learn.

• The Importance of Communication:

• Both guests stress the necessity of open, regular communication to address challenges and celebrate successes. Lauren highlights that being responsive and adaptable to student needs builds trust and ensures a seamless learning experience.

• Adapting to Unique Circumstances:

• Carrie and Lauren share stories about adapting solutions to meet student needs, such as accommodating co-op schedules or adjusting to unexpected staff shortages. They discuss how collaboration has allowed for innovative solutions like flexible scheduling and alternative course delivery methods.

• Creating a Culture of Feedback and Improvement:

• Lauren discusses how Extended Campus has implemented feedback loops with partner districts. This approach enables continuous improvement and ensures that program offerings align with district needs and student outcomes.

• Empowering Students Through Skill-Based Learning:

• The episode explores the potential of moving beyond traditional curricula to focus on skill-based learning. Carrie discusses the relevance of preparing students for the workforce by integrating practical, real-world skills into their education, making learning more meaningful and engaging.

Carrie's Takeaways on Partnerships: Carrie appreciates the flexibility and dedication of the World of Learning team in addressing the needs of rural students. She values the collaborative nature of the relationship, which helps ensure that students have access to necessary courses and resources, even when in-person options are unavailable. She believes when you are deciding to partner with someone outside of your school all of the team should be at the table. We believe she, as a counselor, is key!

Lauren's Insights on Building Strong Educational Networks: Lauren underscores the significance of empowering district partners through consistent communication and personalized support. She shares how Extended Campus fosters a sense of community among partners, enabling them to exchange ideas and implement best practices for student success.

If you want to know more about how we partner with schools and communities - reach out. We enjoy the conversations and ideas that make us more creative and responsive to your local landscaper.

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Hi Dear Readers and Listeners,

Quarter 1 is in the books! Can you believe it?

This week we offer you a case study - highlighting the partnerships that have helped students to thrive.

We have such great partnerships - districts like Turkeyfoot, Williamsburg, and Blacklick Valley - who have worked with us for a long time. We highlighted those long-standing, and shorter-term relationships. Or, when you just need us for a quarter, until you find the right teacher.

We hope as you listen and read that you will see the benefit of not only expanding opportunities in World Languages, but also in other subjects like Library, STEM, and Calculus. Let your imagination run wild. We can give it a try!

Have a great week,

Pat

Empowering Learning Through Virtual Partnerships: A Case Study of IU8’s World of Learning

Introduction

In today's globalized world, language education is more critical than ever. However, many school districts, particularly in rural or under-resourced areas, struggle to offer a diverse range of courses, from world languages to STEM. This case study highlights how the IU8 World of Learning Institute leveraged virtual partnerships to provide high-quality, accessible instruction not only in world languages but also in science and STEM fields. By focusing on flexibility, technology, and student engagement, the World of Learning has transformed how districts provide diverse learning opportunities for their students.

The Challenge

School districts in rural areas face significant challenges in offering comprehensive educational programs. A lack of certified teachers, budget constraints, and logistical issues prevent schools from providing students with the instruction they need and deserve across a range of subjects.

• Don, a district leader in rural Ohio, struggled to find a Spanish teacher for his students and needed more than just asynchronous learning to help his students become fluent.

• Barb from ELCO (Eastern Lebanon County) School District faced difficulties when language teachers needed a leave. The WOL provided the district’s world language offerings that were both interactive and engaging.

• Sam, an administrator from a district in Pennsylvania, needed a long-term substitute for his library program when he couldn’t find a certified librarian. Without this support, his school would be left without proper guidance in library services, a critical resource for students' academic development.

• Michael from Johnstown School District was looking for innovative ways to deliver Science and STEM instruction. His district lacked the specialized teachers needed to cover STEM subjects thoroughly, and he sought virtual solutions that would still be interactive and aligned with real-world applications.

The Partnership Solution

Through partnerships with districts like Don’s, Barb’s, Sam’s, and Michael’s, IU8’s World of Learning provided tailored solutions that met the unique needs of these schools. The partnership model includes:

• Live Virtual Classes: Teachers meet with students in real time, providing high levels of interaction with the teacher. This approach allows students to communicate directly with their instructors, practice speaking, and receive immediate feedback. For Don’s rural Ohio district, this meant students could finally access high-quality Spanish instruction. Barb’s ELCO district benefited the Spanish and French instruction when their teachers were on leave through live, engaging sessions.In Sam’s case, IU8 provided a certified virtual librarian who worked with the instructor who was in the room. The live professional learning, allowed the in-person instructor to support students in research skills, reading programs, and digital literacy in collaboration with the substitute staff. This ensured continuity in the library’s educational support during a critical time.For Michael, IU8 brought experienced virtual STEM teachers to his Johnstown district, facilitating live lessons that engage students in animation, coding, and robotics. Students participated in virtual projects, and real-world problem-solving activities, making the learning relevant and exciting.

• Customized Learning Pathways: Each district’s needs were different, so IU8 adapted the programs accordingly. For example, Don’s district required Spanish courses that aligned with Ohio state standards but also focused on cultural immersion. Barb’s ELCO district worked with highly engaged in-class support to be sure students excelled in Spanish and French. Sam’s library program integrated virtual tools to continue fostering literacy, even while remote. Michael’s STEM program benefited from a curriculum that included both traditional instruction and hands-on projects, providing students with a balanced and interactive learning experience.

• Innovative Engagement Techniques: IU8’s innovative teaching methods extended beyond world languages. In Sam’s case, the virtual librarian utilized digital tools to guide students through research projects and reading programs. Michael’s STEM students participated in collaborative virtual tasks, where they could perform simulations, and work together on group projects. This ensured that the engagement level was high, regardless of the subject matter.

Impact on Students and Teachers

The impact of IU8’s partnership model was transformative across all four districts.

• Student Success: Don’s students were thriving in Spanish courses that incorporated cultural projects and live discussions. Barb’s ELCO district saw similar successes, with students engaging in French and Spanish through live, interactive lessons. For Sam’s district, the library program continued without interruption, and students remained supported in their academic research and reading skills. Michael’s STEM program saw students actively participating in STEM projects, preparing them for real-world applications.

• Teacher Development: Our Virtual Learning Facilitators and the in-class facilitators are a team. The learning and support provide the tools and resources for everyone to succeed in the virtual environment, even the adults. Barb highlighted the value of incorporating cultural learning into language lessons. Sam’s substitute librarian worked closely with IU8 to ensure that the school’s academic goals were still being met. Michael’s district saw STEM teachers engage students through virtual labs and hands-on projects, making the material come alive.

Podcast Insight: Voices from the Frontlines

On the “We Do This Everyday” podcast, Don, Barb, Sam, and Michael shared their experiences in transforming their districts through virtual learning partnerships. Don emphasized how the partnership filled a critical gap in his district’s Spanish program, bringing a much-needed resource to his students. Barb echoed similar sentiments, highlighting the success of the ELCO language program in their middle and high school language curricula. Sam discussed how his library program was able to continue uninterrupted during a key transitional period. Finally, Michael shared the impact of virtual STEM instruction in Johnstown, where students’ curiosity and engagement in science and technology were realized.

Key Takeaways: Building a Successful Virtual Learning Partnership

The success of IU8’s World of Learning initiative offers valuable lessons for other districts looking to expand their educational offerings:

• Flexibility is Key: By offering customized schedules and delivery methods, districts like Don’s, Barb’s, Sam’s, and Michael’s were able to provide high-quality instruction that fit their unique needs​​.

• Teacher Support is Essential: Continuous professional development and peer collaboration were critical to the success of these virtual learning initiatives​​.

• Student Engagement Requires Innovation: Virtual instruction is most effective when it incorporates a variety of engagement strategies, from live sessions to cultural immersion projects to hands-on STEM experiences​​.

Conclusion

The IU8 World of Learning Institute has demonstrated that virtual partnerships can successfully bridge gaps for school districts struggling to offer comprehensive programs in world languages, STEM, and other critical subjects. By providing tailored solutions, engaging teaching methods, and robust support for both teachers and students, districts like Don’s in Ohio, Barb’s at Eastern Lebonan County, Sam’s in Shanksville-StoneyCreek, and Michael’s in Johnstown have been able to enhance their educational offerings in ways that were previously unimaginable. The success of these programs serves as a model for what is possible in virtual education.

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Hi Dear Readers,

I had a blast talking with Tracy Rains, a virtual learning specialist at IU8. Tracy has a deep passion for reaching non-traditional learners and shares her background in diverse educational settings. I admire her commitment to fostering meaningful connections with students.

You could hear her enthusiasm as she spoke about her work with the Penn State Readiness Institute, a program that provides students with immersive, hands-on experiences. Tracy’s dedication to student empowerment shines through as she describes the program’s impact on student’s personal growth and community engagement, highlighting the caring heart of a teacher devoted to making a difference.

I applaud Tracy and the entire Readiness Institute Team for creating such amazing learning opportunities in the community! Listen in - this is a great opportunity for students and the community.

Have a great week,

Pat

“By actively being a part of their community, teens are able to shape it in any way possible.” Student Participant

In This Episode

The Penn State Readiness Institute, in partnership with IU8, is a transformative program that provides students with opportunities beyond traditional classroom learning. Here are key aspects everyone should know:

• Hands-on Learning and Real-World Exposure: The program emphasizes experiential learning through weekly visits to local businesses and community organizations. Students explore diverse industries, allowing them to gain insights into potential career paths and develop a practical understanding of various fields.

• Focus on Inclusivity: Designed to be accessible to all students, the program offers stipends and travel support, ensuring that participation is not limited by financial constraints. This inclusivity extends to students from rural and underserved areas, fostering a diverse and supportive cohort.

• Building Lifelong Skills and Relationships: Participants develop essential soft skills like teamwork, adaptability, and leadership. They also form strong peer connections, with many students maintaining friendships beyond the program.

• Empowering Students to Impact Their Communities: The program encourages students to engage with and understand their local communities, instilling a sense of agency. By the end, students recognize their potential to contribute positively to their surroundings, which aligns with the program’s mission to inspire active and informed community members.

• Personalized Mentorship and Support: Students benefit from the guidance of dedicated mentors and educators who support their personal growth, creating an environment where they feel valued and encouraged to pursue their passions.

Want to know more about how you can participate in the Penn State Readiness Institute? Click Readiness Institute for more information.

What would you change about the program:

“Nothing Best 6 weeks of my life.” Student Participant

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Hi Dear Readers and Listeners,

It was so much fun to talk to Melissa and Erin in this episode as they shared their passion in supporting both students, teachers, and district folks.

And it is so much fun to see how our professional learning plays out in our ‘classrooms’ each day. This summer and school year we are focusing on the Community of Inquiry Theory - teaching presence, cognitive presence, social presence, and community presence, and how connecting these rings helps students to make meaning of what they are learning.

Our PLC’s have just started and it is so exciting to see how our folks are applying their learning in the classroom.

How do you provide those deliberate opportunities for your people to ask questions or just talk through something?

Have a great week,

Pat

In This Episode

Professional learning is so important and different in a Virtual program. We talked about how important connection is in the virtual space - and that we don’t bump into each other in hallways. As we plan and develop we want to be deliberate about providing informal opportunities to seek support or just talk through teaching with a trusted colleague.

Melissa’s main focus is onboarding students into the virtual environment, helping them navigate platforms, and maintaining a connection through consistent follow-ups. This helps us know how she can support and develop our facilitators. Erin works primarily with students who take virtual courses while still attending traditional schools, coordinating with facilitators and ensuring a smooth integration of online and in-person learning.

Takeaways From this Episode:

1. The First Connection Matters: Melissa and Erin are both the first point of contact for students and teachers. They both share that making a connection during onboarding for students and adults creates fertile ground for student success. Ongoing support ensures that if students are stuck they are quickly back on track.

2. Professional Development for Virtual Teaching: The pandemic taught us how unprepared many folks were for providing engaging virtual learning experiences. At the WOL year-round professional development helps everyone to focus on best practices and honing their skills. We are fortunate to have a deep bench when it comes to great teaching - and our facilitators help each other when challenges arrive.

3. Everchanging Technology: AI is the big buzz right now. And in addition to all the other platforms teachers can get overwhelmed. Our VLS’s help the facilitators with the adoption of tools to support best practices in the classroom and create opportunities to troubleshoot technology issues together. While exploring new digital tools can be overwhelming - when we work together, we can be sure we are using the best tools to enhance student interaction and create a vibrant virtual learning environment.

4. Building a Supportive Community: Erin and Melissa have, through their actions and dedication gained the trust of their colleagues and our districts. These relationships support collaboration and demonstrate the significance of a strong community of teachers so students can thrive in a world that relies on technology for learning almost everything.

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Hi Dear Readers,

It’s not what you think! Innovation is not always a tool or a trick - In this weeks episode, it’s getting to know your students. That is one of the innovations we talked about in this episode. Stephenie and I also spoke about the wonders of the library. All the things you can check out now, too, that aren’t books - like passes to National Parks, and even clothing!

What’s in your library?

I applaud Stephenie (Dr. Shroth) and all of our Virtual Learning Facilitators for doing such a great job!

Have a great week,

Pat

In This Episode

When we talk about personalizing learning to each student’s interests - it is always in the bigger context of the story that our students become engaged in. For example, students in Dr. Shroth’s class are invited to choose their reading materials based on their individual preferences, igniting their love for learning. She creates interactive activities, such as exploring different sections of local libraries and learning about historical landmarks, this gives her students connection points with the material in ways they can apply to the communities they live in.

We also touched on how building strong relationships with students is essential. Dr. Schroth talks about the value of getting to know what motivates each student, which guides her planning to engage and support learning for all her students.

Three Key Takeaways:

Personalized Learning: In the larger context technology allows us all to tailor lessons to students’ interests (innovation), allowing them to select their own books, create their own projects, and demonstrations of learning - this, in turn, helps to foster curiosity and motivation.

Creative Course Design: Our storyboard and 6E model provide engagement and consistency. Combine that with live sessions and courses that incorporate real-world exploration, such as libraries and historical trails, making learning dynamic and immersive.

Building Relationships: Everyone is talking about relationships. And with AI taking center stage these days - human interaction is so important. Our live sessions and support help to establish trust and empathy. We can also see what excites students which is the key to creating a positive and engaging learning experiences.

Here are a few examples of the awesome stories that engage students at the WOL!

Want to know more about how districts are creating these engaging stories? Check out Heidi Hayes Jacobs and Allison Zmuda’s gallery and book! We have and continue to learn so much from Heidi and Allison.

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Greetings WOL Friends!

We are working on getting some clips of the awesome students who dash through our WOL ether. In the meantime, follow us on social media! Instagram - Facebook

I asked Lauren and Olivia to share some of the stories they are hearing from our students and teachers. Listen in - the kids are amazing!

We also had the opportunity to share how we combine the WOL/IU8 6E model with Story and the Community of Inquiry with some PA and NJ districts. Some of the stories the participants created will certainly empower real-life engagement. We are so grateful to Heidi Hayes Jacobs and Allison Zmuda for inspiring us to create stories.

What are your dream courses?

Thanks for joining the discussion,

Pat

This Episode

Real Stories of Student Success

• The 2nd-grade student who took our Language and Cultures elective wants to see the world.

• Elementary Spanish students learn not only Spanish but also how to navigate and LMS.

• Students can find that they are good at something - when they take a course with no preconceived notion about their ability.

• A student advocated for themselves to take Arabic and had amazing support from their school and community.

• Summer school students - with the support of our ‘kid chasers”, parents, and districts - advocated for themselves and improved our whole WOL program along the way.

• A student in our American Sign Language (ASL) 1 class was so motivated that they had taught themselves enough by immersion and finding resources - that they moved to an American Sign Language (ASL) 2 course.

Listen in and join the conversation!

What are some of your student success stories?

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Greetings!

I got to be with all of my grandkids this weekend to welcome Fall!

We are well into the school year now, and seeing so much good in the classrooms we are ‘visiting’. Students are engaged in their LIVE Zoom sessions, our VLF’s provide meaningful feedback in our asynchronous courses, and we see so much collaboration happening - using chat tools and shared files.

It is fun to see authentic assessments and relevant learning as we navigate through the unique and varied subject areas in our program.

Listen in to our awesome guests this week - Dr. Sam Moromando, Julie Devine, and Erin Siverd - as we discuss the evolution of the tools that we use for virtual and online learning.

I hope your week is off to a great start,

Pat

This Episode

Here are key topics in our discussion:

Evolution of Technology in Education: Sam, Julie, and Erin share their first experiences with technology in the classroom, from webquests and CD-based lectures to iPads and video conferencing tools like Skype and Zoom. These tools were initially used to bridge gaps between distant classrooms and have evolved into essential platforms for facilitating learning.

Impact of Tools on Student Engagement: Early technologies such as webquests allowed students to engage more deeply with the material by making learning more interactive. Tools like iPads and Skype enabled students to connect with peers in different classrooms, which fostered a sense of community and expanded learning beyond traditional classroom boundaries. The evolution of Skype to Zoom has allowed programs like the World of Learning - to meet students where they are to learn things they otherwise might not have access to.

Reflections on Early Technology Challenges: While early attempts at using technology in the classroom often faced challenges—such as poor connectivity—the overall experience was transformative for both students and teachers. The ability to connect with others, even within the same district, continues to be a major innovation.

Looking Forward: The ongoing development of educational technologies is ubiquitous. From the early initial experiences with classroom technology to more sophisticated tools like Zoom and asynchronous learning platforms, we see reason to be excited about the future of virtual learning. The potential to meet a wide range of student needs and to maximize community engagement is only just being to be tapped.

As always - we welcome your comments and feedback. As technology is present not only in virtual programs - but in every classroom, it is so important that we understand and maximize the best practices for using digital/online/virtual tools.

(JoltEDU is great place to start finding those resources)

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Using Micro-Inquiry Tasks to Spark Curiosity

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Greetings WOL Friends!

Do any of us doubt the effectiveness of online learning when we are trying to replace the battery in our keyfob? Or figure out how to re-string the cord of our weedwhacker? Two things I had to check in on recently! YouTube, online support, blogs, and podcasts are among the plethora of places we go to learn new things, cement what we know, or explore new ideas and topics.

It was great to welcome two experts in effective online/virtual learning - Anita Young and Lauren McMinn to our podcast. Anita is the Director of the BILD program at Huntingdon Area School District - providing flexible experiences for all of their learners. Lauren is the supervisor of our WOL Full-Time Extended Campus Program.

Why do we still have to bust the myths and defend the possibility that learning in a virtual environment can be effective?

Thanks for joining the discussion,

Pat

This Episode

One of my favorite parts of the discussion on the effectiveness of virtual and online learning is that we recognized that in every school setting, every child and staff member uses a device to learn, teach, and/or lead.

Anita and Lauren took us across the landscape of the reasons that students and families choose virtual and online platforms for their students. In the evolving landscape of virtual education, flexibility and inclusivity attract schools and families to branch out when they can’t find what a student needs. One key takeaway is the importance of providing experiences for students with various needs, such as those balancing full-time jobs, managing family responsibilities, or pursuing extracurricular passions like competitive sports.

Themes and Myths We Busted

Themes we discussed:

• Flexibility and Inclusivity: Virtual learning accommodates various students' needs, including those with busy schedules or unique family situations.

• Development of Independent Learning Skills: Online learning fosters self-awareness in learners, encouraging them to manage time effectively and advocate for themselves.

• Social Learning and Relationships: Contrary to common myths, virtual environments support building strong relationships between students and teachers and facilitate social learning experiences.

What theme matches your schools’ use of Virtual and Online Learning?

Myths we busted:

• Myth 1: Online learning is only for unsocial or disengaged students: Virtual education serves a wide range of students, including those with complex schedules or specific needs.

• Myth 2: You can’t build relationships with teachers online: Online learning fosters meaningful connections through frequent communication and collaboration.

• Myth 3: Virtual education lacks rigor: Online platforms can offer engaging, high-quality instruction that prepares students for future academic and professional success.

Can you identify other myths about online and virtual learning?

Listen in and join the conversation!

Quick Bites

Thanks for reading the World of Learning Institute Podcast and Newsletter! This post is public so feel free to share it.

Family Newsletter

Link to Parent Toolbox (Including Zoom for Caregiver Connections)

Calendar of Events

MORE

Check out the wide variety of resources available through Common Sense Media

I use https://chatgpt.com/ to summarize the podcast transcript before I start writing. I also use Grammarly to check the grammar and clarity of my writing.

This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit patmulroy.substack.com

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Greetings!

We hope that you are off to a great start. The WOL Institute has been happy to have met and welcomed 780 students from 36 districts in 8 Modern and World Languages from Elementary to Level 5 and AP. We have also re-welcomed and met our Extended Campus Students from 11 IU8 districts - to date, 39 returning learners and 31 new learners have joined us and are taking 97 different classes!

It is so much fun to see that we have 131 different courses expanding students' options with our 39 talented Virtual Learning Facilitators (9 Full-time and 30 part-time). We are glad you are ALL with us. One other fun fact is that we have had over 3655 communications with students, families, and districts in the past 14 school days.

This Episode

Personalized learning is a concept that resonates differently with educators, parents, learners, and communities alike. Our discussion with Dr. Butler and Lauren McMinn reflected on how our understanding of personalized learning has evolved. We now view it not just as a tool for individual growth, but as a means to connect students with the broader community. Our aim is for students to engage deeply with their learning while also becoming active, contributing members of the communities they will ultimately help shape.

Here are three key topics in our discussion:

• Balance Personalized and Community-Centered Learning: Personalized Learning is essential to address the needs of students, yet, it must be integrated with the community as a focus, too. Community can be the classroom of learners and the life experiences they bring, or a place-based work experience, to name two. Dr. Butler and Lauren both stressed that the primary goal of education is to actively participate in society. Education is for both personal improvement as well as building a community of learning. By fostering a learning environment that values community involvement, educators can help their students become more well-rounded individuals who can contribute their gifts and talents in a positive way to their communities.

How can we find a way to nurture the gifts that our students bring to our community?

• Innovation in Virtual Learning: We all talked about the speed of change in the digital/virtual/online world. The evolving practices in the virtual space help meet students' diverse needs if they are well-curated and the teachers feel confident using the tools. We have found that innovation helps to keep the learning engaging, relevant, and adaptable to students' needs. Lauren highlighted how the World of Learning Institute has moved from merely delivering content to creating immersive, story-driven courses that capture students' interests and inspire curiosity, making virtual learning more effective and enjoyable.

What stories do you want to tell?

• The Role of Educators Shaping Education: Educators are the key to moving beyond traditional metrics like test scores. And, we recognize that if tests are used appropriately they offer a baseline in which to raise the floor and the ceiling for learning. Creating environments that nurture both individual growth and the community provides opportunities to see and acknowledge multiple measures of student talents and their ability to contribute to the larger whole.

Consider how your school defines and measures success. Who truly benefits from these assessments, and who is being left out or overlooked in the process?

Our discussion calls for a shift in focus towards more holistic educational goals, where students are prepared academically and equipped with the social and emotional skills necessary for thriving in a broader societal context.

Ultimately we advocate for a balanced, innovative, and interconnected approach to education that prepares students to succeed individually and within their communities.

Quick Bites

Thanks for reading the World of Learning Institute Podcast and Newsletter! This post is public so feel free to share it.

Family Newsletter

Link to Parent Toolbox (Including Zoom for Caregiver Connections)

Calendar of Events

MORE

Learn more about Dr. Tom Butler by reading - The Learner-Centered Leader - Newsletter

Whole Student Development Collaborative Network

I use https://chatgpt.com/ to summarize the podcast transcript before I start writing. I also use Grammarly to check the grammar and clarity of my writing.

This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit patmulroy.substack.com

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Hi WOL Friends,

It is so good to be back in the swing of things!

This podcast episode about building trust in online classrooms hit home for us as school leaders. Olivia Grugan and Allison Rodman bring authenticity to the conversation as we recognize that leading means being vulnerable. Olivia shares how our working relationship with Allison has helped the World of Learning to thrive as we added a full-time K - 12 program in the 23 - 24 school year. Working with Allison our team was able to navigate the stresses of expanding and doing new, hard things.

You can learn more about Allison’s work here. We are so grateful for the leadership and learning opportunities she has provided our team.

Thanks for reading and listening,

Pat

This Episode

We focused on these main ideas (listen in for the details):

• Importance of Relationships in Learning and Leadership: Our conversation emphasizes the critical role relationships play for our WOL team - both personally and professionally. Whether it's building trust with students in an online classroom, fostering a positive team dynamic among colleagues, or maintaining personal connections, we believe relationships are foundational. (It is not everything, but it is the foundation. Strong pedagogy in the live sessions, authentic and engaging content, etc.)

Our discussion highlights the need for clear communication, mutual support, and caring for each other as a whole - which blends the personal and professional- as part of who we are.

• Balancing Community and Autonomy: Another significant theme in our conversation was the balance between individual autonomy and the sense of community within a team or learning environment. Olivia and Allison discuss the challenges of maintaining personal boundaries. We dove into how our team navigates finding their own space in a highly connected world. Also, we have found that by respecting both the individual needs and the collective goals of a team we do our best work.

The idea of clear and kind communication is one important concept we have learned as we have developed as a team. Truthtelling does not have to be harsh or judgemental - and it allows for both personal autonomy and strong community ties.

• Navigating Technology in Professional and Personal Spaces: The impact of technology on work and life is a recurrent topic. We do it every day! All three of us reflected on how technology can both enhance and complicate our relationships and communication. Allison and Olivia discuss strategies for managing screen time, setting boundaries between work and personal life, and the potential benefits of disconnecting from technology to foster deeper connections with others. (Fact: we don’t always succeed!) This theme resonated with each of us as the world pushed toward constant connectivity. Listen in to hear about some of the intentional practices we use to maintain well-being and authentic relationships.

Quick Bites

A look back at our issue on Mindfulness!

Family Newsletter

Link to Parent Toolbox

Calendar of Events

MORE:

Podcasts that Lauren and Allie have been guests on:

Podcast with Dr. Nicole Turner Lee on the Digitally Invisible

What are you made for?? I really listened to this song for the first time. Beautiful.

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Greetings!

Welcome back to Season 4 of our podcast! This year we will take a peak Beyond the Screen: Excellence and Online Education - looking at how everyone - regardless of where you teach or learn can benefit from the best practices of Online and Virtual Learning. We are grateful that you continue to listen in.

And, this year we are trying something new because we want YOU - the students, educators, and families to all see what we are up to and how YOU can engage with the World of Learning Institute! Below you will find not only our podcast notes, but also our Quick Bites for educators, our Family Newsletter, and our Calendar of Events.

Please let us know what you think. Let’s have a great school year!

Pat

This Episode

We hosted two amazing guests as we started our fourth podcast season, Beyond the Screen: Excellence and Online Education. Melissa Henderson is a virtual learning specialist at the World of Learning. Over the past year has done an amazing job in creating an engaging environment for the students who come to us in our K-12 program. She understands the importance of building relationships. Listen in to hear about the ways she helps learners to connect.

Our second guest is a long-time friend and colleague Jeanne McCarthy, the Division Director for Brandywine Virtual Academy at Chester County IU. Jeanne and I first met at a workshop about building engaging online content. Her insights about how to build engaging experiences included humans! Listen in!

Here are some of the key takeaways from our conversation:

• Engagement - no camera, no mike, no problem - Melissa shared an anecdote about a student who was hesitant to use a camera due to a personal issue, illustrating the need for empathy and understanding - and the potential of virtual teaching.

• Rethinking our Roles - Both Melissa and Jeanne have transitioned from traditional teaching roles to become leaders in online education, emphasizing the learning curve and the shift in teaching strategies needed for the virtual environment.

• Build for Everyone - In developing courses for struggling learners, Jeanne realized that everyone can benefit from good instructional design theory (COI) in online learning. Great design creates engaging, personalized learning experiences that cater to all students, not just those struggling or excelling.

• Potential for Innovation - The possibilities for innovation in online learning are vast, yet traditional educational constraints often limit this. We call for a more courageous and unapologetic approach to integrating new teaching methods and technologies that expand engagement.

• The Human Factor - When learning happens in Zoom or on an LMS it is best to keep class sizes small. We all believe lower student-teacher ratios and increased personalized feedback significantly enhance student engagement, learning, and success in online environments (and in brick-and-mortar schools, too).

Listen in for all the details and the fun banter as Melissa, Jeanne, and I talk about the work we love!

Pat

Our Awesome New Section!

Quick Bites

Family Newsletter

Link to Parent Toolbox

Calendar of Events

Some Great Learning Resources:

Podcast with Dr. Nicole Turner Lee on the Digitally Invisible

Nurturing Parental Engagement Mapping - by Edvative Learning

Adolescent Community of Engagement

Classroom Values with High School Students | Edutopia

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Greetings WOL Friends,

As the school year is winding down, we are all in the familiar place of closing out one year with celebrations and last-minute plans - while we are simultaneously planning for the next school year. We are winding down the podcast for the summer, too. Look for new episodes in the fall as we bring you news of course updates, new members of the WOL Team, and all things authentic, relevant, and engaging in our learning ecosystem.

Lauren did a great job equating May as the Thursday of the school year - June, as Friday, July, our Saturday, August as Sunday, and September as our Monday! Which is your favorite day of the school year?

In the past few weeks I have had a lot of favorite days:

• Our Japanese National Honor Society Celebration! We inducted two new members, Maria, from CCA, and Emma from Hershey High School. It is great to see the dedication and the expansion of learning a new language gifts to students.

• We hosted our 2nd Annual Design Space: We gathered with our team and folks from Huntingdon Areas SD and Garnet Valley SD to Re-imagine, Re-invent, and Re-engineer our learning experiences.

• We hosted our first Extended Campus Award Ceremony - it was a joy to see students from K - grade 12 honored for their hard work and perseverance!

We had a big year! We are grateful to all the districts who trusted us with their students, for all the hard work those students put in, for our VLF’s and district Facilitators, and for the parents and adults who supported the students and our team.

We also achieved accreditation with Cognia, and had our courses approved by the NCAA!

We look forward to continuing to serve you in the future!

As always, please reach out if you can’t find a teacher or just want to dream about what is possible.

Best,

Pat

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Greetings WOL Friends,

This week the WOL Institute will gather with some of our Virtual Learning Specialists face-to-face as we host our 2nd Annual Design Space. As most of you know - our teachers work remotely, and while we have a robust and positive community it is ALWAYS fun to see our team in person.

The purpose of our work will be to look at our current body of learning experiences in the digital world - our asynchronous course component - and learn how we can be sure that we are making ALL the inroads for our learners to connect with the content, the teacher, and each other. We will also dive into how we are engaging families and our community.

At the start of our journey, we will assess the educational terrain ahead of us. From AI-powered tools to global collaborations, possibilities are endless, but we know that our learners need human connection more than ever. Dr. Christine Davis, IU8 VLS JoltEdu

Our guests in this episode are Dr. Sam Mormando and Olivia Grugan, who will join us on our adventure of Re-imagining, Re-inventing, and Re-Engineering the learning experience. Olivia and Sam are leaders in their respective organizations in supporting their teams in considering how our children learn - and how we can best support them in that journey.

Here are a few of the takeaways from the conversation:

The conversation underscored the importance of balancing human expertise and AI capabilities.

• Strategic Integration of AI - Sam Mormando, Director of Technology Innovation and Online Learning at Garnet Valley School District, highlighted the strategic integration of AI to augment administrative tasks. He talked about how in education there is this thing called ‘educator guilt’ that sometimes keeps us from using tools that might ease our burden. He recognizes the overwhelming workload faced by educators, and the ability of AI to alleviate mundane tasks, allowing our folks to focus more on meaningful interactions with students and each other. We look forward to hearing more about how he is helping his teachers and administrative team streamline workflows and prioritize essential responsibilities with AI tools.

• Balancing Human Connection and AI - Olivia Grugan, Supervisor at the World of Learning Institute, emphasized the value of constructive struggle and human involvement in the learning process. While AI can offer support in tasks like drafting documents or providing feedback, it cannot replace the nuanced understanding and empathy inherent in human interactions. By leveraging AI as a thought partner and tool for efficiency, we can enhance our productivity without compromising the authenticity and depth of our work.

• Community of Learners and Thought Partners - I emphasized the role of our 2nd Annual Design Space as a platform for fostering collaboration and learning among educators. By creating a community of thought partners, we can share insights, exchange best practices, and collectively explore the opportunities and challenges associated with AI integration, building meaningful learner experiences, and the value of our human connection. Through ongoing dialogue and mutual support, we can harness our HUMAN potential and the potential of AI to enhance teaching and learning experiences while preserving our humanity in the education space.

When it comes down to it, at the World of Learning, we value the art of collaboration and the building of community in navigating the integration of any new tool or technology. We often say - pick the tool last!

Stay tuned for more from Dr. Sam Mormando as he launches his book in May - Navigating the AI Revolution in our Schools - Ethical Insights, Policy Innovations, and Personalized Learning Strategies from K to College, with his collaborators Christine Gumpart and Julie Devine.

I am grateful to have good companions on this journey from our IU8 and WOL team to you, our network of friends.

As always, if you can’t find a teacher or just want to bounce some ideas around - reach out.

Pat

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Greetings WOL Friends,

Spring is in full bloom for most of us now. I have enjoyed getting ready for this year’s garden the past few days - spreading wildflower seeds, cleaning up the vegetable beds, and trimming back last year’s remains. The cycle of the seasons reminds me of the importance of the different phases of a year and the abundance of each. I am grateful for sharing the cycle of a school year with you, too! The excitement of the new, the rhythm of teaching and learning, the celebration of the successes, and the planning for what we can improve.

In this week’s episode, Lauren thought we it would be fun to talk about one of our common interests outside of our work - reading novels. If you have listened in previously we have talked about a variety of books and cookbooks that inspire and help us to be more empathetic.

Adam Grant recently posted on social media that “Reading fiction has small but meaningful benefits for empathy. 70 experiments: concern for and understanding of others grow more through reading novels than watching shows and movies. Immersion in words about imaginary worlds can help us see realities beyond our own.”

So, as we dove into one of our new favorite reads Demon Copperhead, we recognized that Barbara Kingsolver was inspired by the book David Copperfield. Copperfield begins with the epigraph “It’s in vain to recall the past, unless it works some influence upon the present.” As we thought of the book and pondered our educational spaces - we saw so many connections from the classic David Copperfield by Charles Dickens - updated by Kingsolver - from the setting in Victorian England to present-day Appalachia amid an opioid epidemic.

“It’s in vain to recall the past, unless it works some influence upon the present.”

One of the significant happenings in the book that we discussed is a social studies teacher who recognizes and nurtures the protagonist Damon's, nicknamed "Demon," potential despite his difficult circumstances. Often, a teacher or other adult in a child’s life can see the bright spots. In this case, the Social Studies teacher and his wife, an Art Teacher, nurture Damon’s talents and acknowledge his resilience. Their caring significantly impacts Damon, long after he leaves school, reminding us how positive reinforcement from educators can profoundly affect students - long after they move out into the world. And how we often don’t realize the impact of our words and actions.

Do you have a story of a teacher who made a difference in your life? (Check out this story.)

Lauren and I also dove into the complexities of creating equitable and supportive learning environments. And while we acknowledge the value of seeing each student's unique background and potential, we also know that we ask a lot of teachers in our current school system. How we navigate the power of education to transform lives, particularly for those who may feel invisible or marginalized, is a big lift.

Our quest at the World of Learning is to support some of these complexities using digital resources in the courses we make - to take some of the stress from our teachers. We continually explore strategies for personalizing education to prevent students from slipping through the cracks and recognize the importance of communication, including making sure everyone who cares about the student has the resources to support the student. Whether it is access to the student work, emails from the virtual learning facilitators or specialists, or our Supervisors - if we need alternatives for success. We know that a community of support is the most comprehensive way we can help our school partners - help students succeed.

Here are a few of our book recommendations:

• The Lyrics, by Paul McCartney

• The Glass Castle by Jeannette Walls

• Remarkably Bright Creatures by Shelby Van Pelt

Books, like Demon Copperhead help us to see the challenges of small rural communities with limited resources. To value the effort of sustained adult support and the long-term effects of such relationships with teachers, even when students experience setbacks. I have always believed that each person has a bright light and deserves our support in meeting their full potential.

People in our own community, like Dr. Amy Arcurio, is at the forefront of the efforts to fairly fund our schools. Dr. Butler has spearheaded the IU8 Innovation Summit to explore how our schools can be future-focused. IU8 is also hosting a Readiness Institute for students with Penn State this summer - preparing Juniors for success after high school. And there are many more - I am sure.

So remember your impact as you think of the seasons we are in - whether planting a garden or sitting down with a good book. Know it may not be rewarded at this moment - but your caring and concern for students last a lifetime.

As always, if you can’t find a teacher or need to extend opportunities - check out our catalog! We are always up for a conversation about what we do every day!

Pat

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Greetings WOL Friends,

Building belonging in the learning environment is so important to us. We want students who meet their instructors remotely to feel connected to their teacher and what they are learning. To accomplish this goal we do our very best to support our folks as they enter the digital-remote learning space. Through professional learning, sharing resources, collaborative teammates, and an amazing leadership team - we do our best to make everyone feel like they belong and have our support. And, that is not always easy.

In this episode, we talk with Allison Rodman of the Learning Loop. Allie’s work has always focused on adult learning - (if you listened in to our last podcast you heard about her latest bookStill Learning). Recently our team turned to Allie for support. As the World of Learning has grown and expanded, so has our team. To me, it was important and obvious that we needed some help.

As you listen in you will hear Lauren talk about her trepidation when I carved out time to work on ourselves and our team.

There was that gut feeling, like, I’m maxed out.

Allie helped Lauren and the team see the importance of continuous learning and reflection so that we were able to begin to refine our practices and strengthen our collective efficacy.

Working with Allie has helped to bring us together as a team - from simple things like recognizing our most effective times of day to work on projects, to understanding our blind sides. Lauren shared how we became more vulnerable as we shared our personality types, working together on our meeting effectiveness, and prioritizing our goals. Through these practices and many others, we have been able to identify our primary work and tasks, support each other's strengths, and navigate challenges more effectively. While the work has been hard - as Lauren states - it has been well worth it in helping us to build trust with each other.

Here are a few of the main points that Allie highlighted in our conversation:

1. The Importance of Continuous Learning and Reflection: Allie emphasizes the importance of educators continually refining their practice and not becoming stagnant. Reflecting on their roles as individual learners and team members is crucial for growth and effectiveness. This involves not only learning new methods, but also pausing to ensure that actions are intentional and meaningful for both team members and students.

2. Building Team Cohesion through Clear Leadership and Norms: Allie discusses three core components essential for developing team cohesion and a unified vision:

3. Clear leadership that filters and removes as much as it adds, creating space for new focus areas.

4. Establishing norms for true engagement and collaboration during professional learning sessions, encouraging full presence, and setting aside distractions.

5. Creating structures for ongoing collaboration and learning beyond facilitated sessions, fostering accountability and continuity in the team's growth.

6. Attunement and Understanding as Foundations for Effective Collaboration: Attuning oneself and others as learners and individuals is foundational for building trust and effective teamwork. By understanding their own strengths and growth areas, team members can communicate openly, provide support, and leverage each other's strengths. Vulnerability and strength go hand in hand in fostering trust and progress within the team.

These key components to building strong adult teams go a long way to support the learners in our classrooms. As Lauren noted - you often don’t feel like you don’t have the time to work on yourself or your team with so much to do - and we have seen such a positive effect as we have made ourselves, and our team, a priority.

As we concluded the podcast Allie emphasizes her commitment to partnerships and provides so many resources on her website, including free consultations for those interested in exploring SEL strategies for their teams. You can check that out HERE.

And on Wednesday - she has a free webinar. Check it out!

As always, if you can’t find a teacher or need a long or short-term solutions don’t hesitate to reach out to pmulroy@iu08.org.

Have a great week,

Pat

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Greetings WOL Friends!

In the past few weeks we have talked about being human on the podcast. I had the opportunity to be in the path of totality for the eclipse yesterday - and when totality happened - I felt my humanity - with a sea of others standing on the shore of Lake Ontario. It was a breathtaking sight and heartwarming moment to see and hear the collective awe that happened in that moment when the moon covered the sun. It brought tears to my eyes.

At the WOL Institute we pride ourselves in being really great at providing an environment - albeit a digital one- that brings face-to-face interactions via Zoom, together with well developed digital content, on-time specific feedback and lots of opportunities to speak to a human. So as you are thinking about your schedule for the coming year - take a look at our catalog. We just might have a course or two that would interest your students and provide a lot of value - when you can’t find a teacher and need to turn elsewhere to support your students. (We also provide a full-time option in the WOL Institute Extended Campus).

Our guests this week know that Learning is a human endeavor, too. They both have used the phrase Still Learning in defining their work. Dr. Sally Hare and Allison Rodman in their books, The ElderGarten and Still Learning, delve into how as humans we are learning and unlearning all the time. How learning happens in community. In learning to know ourselves - we expand what is possible. And, maybe most importantly, we discussed how we often don’t make the time to be still, to allow ourselves the grace to reflect, listen to our souls, and learn.

As you listen, consider some of the experiences of your life where what you learned has changed - how you have had to unlearn, and consider other ideas and concepts. Consider, too, how as you learn more about yourself your confidence grows.

Allison shares insights from her work on attunement, spotlighting the importance of educators knowing themselves and bringing their full selves to their learning communities. She helps us to see the role of intentional goal-setting and creating supportive structures within our educational organizations so that as teachers and leaders we promote growth and well-being among the people we serve.

Sally brought us stories of educators like Dr. Sue Small, who worked in the early days of school desegregation to understand the intersection of learning on the edges of race and culture. Dr. Small, acknowledging and seeing the many ways our children come to school and the value they each bring is a lesson for us all today. We also heard about Morgan Lee, who is dedicated to supporting teachers' personal and professional development as they leave college and move into their first three years of teaching. It is an amazing model of how we might retain the awesome people who come out of our teacher training programs.

These stories help us see the significance of community, belonging, and storytelling in nurturing trustworthy learning environments. And as Allie and Sally highlighted, we've got to do more of the human being and the human relating so that ultimately, learning happens.

Takeaways from our conversation:

• Social-emotional learning: It isn't just for students; educators also need to cultivate self-awareness, resilience, and well-being to create a positive learning environment.

• The Power of Naming and Self-Awareness: Recognizing one's strengths and purpose is essential for combating burnout and fostering a culture of belonging in our educational communities.

• Intentionality in Professional Development: Intentional goal-setting, self-reflection, and community-building are crucial aspects of supporting educators' growth and well-being, both personally and professionally.

What practices do you think you could introduce to your school or classroom community?

At the World of Learning Institute we get excited about learning - and we believe in the power of community in building strong spaces for both our adults and children to learn. If you would like to learn more check out our web page, other podcasts, or reach out - we love to talk about what we do every day! Click HERE to connect.

Have a great week,

Pat

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Hi WOL Friends,

It’s that time of year when you begin to build your 24 - 25 schedule. We know you have a choice when it comes to selecting an online provider and we are grateful to learn and grow our program and offerings with you.

To help you prepare are excited to share our updated course catalog and new offerings. And don’t let the catalog limit you. If your students have other interests please let us know what offerings would you like us to add to the catalog in the future.

Here are a few of our podcast episodes that highlight what goes into our offerings and selections. As you listen in or read the show notes you will get a good idea about the people who interact with your students and district personnel. You will also see just now much learning and effort go into supporting your students in the digital learning environment.

As always, if you can’t find a teacher or need a long or short-term solutions don’t hesitate to reach out to pmulroy@iu08.org.

Have a great week,

Pat

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Hi WOL Friends!

This episode holds a dear place in my heart, as it marks the introduction of a very special guest to our podcast—my friend, mentor, and esteemed teacher, Dr. Sally Hare. We dive into her latest literary achievement, "The ElderGarten: A Field Guide for the Journey of a Lifetime," a captivating exploration filled with stories and anecdotes. This book beautifully illustrates the dual process of learning and unlearning, encouraging us to shed ingrained fears and biases that hold us back. In our discussion, we delve into the transformative power of vulnerability as a springboard for growth and resilience. Dr. Sally Hare's insights guide us through the importance of introspection and self-awareness, highlighting that each of us possesses the innate ability to cultivate resilience, and even begin the journey of eldering in Kindergarten. By embracing life's complexities with courage and authenticity, we can navigate our paths with grace and wisdom.

As schools and our broader society navigate the rapid advancement of technology in our lives, it becomes increasingly crucial to engage in conversations that not only challenge our perspectives but also test our resilience. Reflecting on the impact of technology, including artificial intelligence (AI) and augmented reality, especially as programs like WOL offer entirely digital experiences, it's essential to harness these innovations in ways that amplify our human potential and enrich the human experience. Amidst this digital deluge, our humanity often seems to be submerged beneath a relentless wave of information, from emails and text messages to social media and Zoom calls, leaving us struggling to keep our heads above water in an ocean of digital overwhelm.

Sally's inaugural tale of her escapade to kindergarten shines a light on the transformative journey towards becoming an elder, underscoring that this evolution transcends mere chronological age. By invoking Frederick Buechner's notion of 'telling our story right,' she imparts the profound lesson that creating spaces for growth, reflection, and deep connection with oneself and others is possible when we actively listen and share our own narratives. This process not only fosters a sense of belonging and understanding but also enables us to navigate the complexities of life with greater empathy and authenticity.

“My story is important not because it is mine, God knows, but because if I tell it anything like right, the chances are you will recognize that in many ways it is also yours… it is precisely through these stories in all their particularity, as I have long believed and often said, that God makes himself known to each of us more powerfully and personally. If this is true, it means that to lose track of our stories is to be profoundly impoverished not only humanly but also spiritually.” Frederick Buechner

Our stories help others to see us and themselves. It is an essential role of humans in teaching and learning, to lift those stories, to demonstrate our authentic connections, and to show the “cracks where the light gets in”. In a digital environment, which is present in every school, these human stories, our stories, create spaces that foster trust and facilitate growth, challenging us to rise above divisive ways of thinking and to see each others beauty.

“ My story is the way I make sense of my life, how I tell it. And I think that's what teachers do with children, with learners all the time. We share stories in the hope that we're building a trusting relationship for learning.” Dr. Sally Z. Hare

I am so grateful for this time to talk to Sally. Here wisdom resonated deeply for me, offering a roadmap for seeking our humanity and cultivating meaningful connections with ourselves, others, and the natural world. Her powerful practice of HOPE - inspires me every day. (You can follow her journey of HOPE on Facebook, too, where she shares this practice daily.)

Here are a few of the resources and quotes we talked about in today’s episode:

• The Mattie Stepanek Foundation

• Fredrick Buechner

• Still Learning, Inc.

• And the Marvelous Leonard Cohen

As always you can reach me at pmulroy@iu08.org or pmulroy@worldoflearninginstitute.com.

Have a great day,

Pat

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Hi WOL Friends,

Have you ever heard of the idea or concept ofbody doubling? It’s a concept that has come to the forefront as the research on ADHD is making its way into popular culture. It was a new idea for me, too, when a friend talked about our ability to be more productive by working side-by-side. It was helpful as she supported me in getting my garden ready last year. I miss her these days as I prep my garden for Spring planting.

While the concept has made its way to the forefront because of ADHD - its usefulness can benefit all of us, ADHD, or not!

Recently, we have been talking about AI and how it might help us to be more productive, how it can lighten our load, and how important it is to keep humans in the loop! Our discussions have centered on why purpose and ethics must be front and center. So, the idea of learning to work with each other as humans is critical. Our communication, body language, work preferences, and personality all play a part in our collaboration as a team.

With the addition of WOL Extended Campus this year, we have been stretched - and welcomed some time to learn as a team. In this episode, Lauren, Erin, and I talked about our amazing experience working with Allision Rodman to strengthen our working relationships and build our team's capacity. It has been a breath of fresh air - and reminded me of just how important working on our human relationships is to the success of our team.

Allison's most recent book Still Learningand her gentle guidance helped us to recognize and value our work preferences and strengths - and gave us insight that has helped us to be more in tune with each other as we tackle the day to day and plan for the future.

As you listen in you will hear how Allie helped us to recognize our priorities and learn to work with each other's strengths and blind spots.

Here are a few of the big ideas:

• Allie helped us focus on setting clear goals (referred to as "wildly important goals" or WIGs), prioritizing tasks, and enhancing our team efficiency through better time management and a clear definition of our responsibilities. She helped us to understand and leverage our team's collective strengths while acknowledging individual differences in personality and work styles.

• Engaging with an expert consultant (Allison Rodman) helped us to navigate the challenges of expansion and manage our workload, the external guidance was crucial in enhancing our organizational capacity and navigating the big change we faced this fall by adding Extended Campus.

• Our team's journey underscores the value of resilience and adaptability in leadership and organizational culture. And while we were in the thick of it we couldn’t see our strengths - it was great to know that we had the resilience to navigate the uncertainties and capacity to support continuous learning and growth.

• I loved that our discussion highlighted the critical role of soft skills (like understanding and empathy) and their value in effective leadership and team collaboration. We believe that integrity, trust, competence, and personal regard are vital, not only for our internal team dynamics, but also for enhancing our interactions with students, facilitators, and district contacts. And on a larger scale, we know their broad applicability in creating a more inclusive and supportive educational environment.

• We value and are committed to improving the human side of learning. We recognize that we must pay attention to and regard each person as they navigate their daily tasks.

Often, we want to go it alone when we are struggling - and often as leaders, we have the skills. Yet, working with Allie brought out the best in our team. As a leader, it was much like the body-doubling concept my friend introduced me to. Sometimes it is so important to get another perspective!

The World of Learning Institute and Extended Campus can be a partner for you as well (Allie could, too). Whether you are struggling to find a teacher, need support with your own online/remote learning program, or just want to think about a new way to approach an old problem - we are here to help.

As always you can reach me at pmulroy@iu08.org or pmulroy@worldoflearninginstitute.com.

Have a great day,

Pat

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Hi WOL Friends,

We had to take a hiatus last week - between traveling to the awesome Digital Learning Annual Conference (DLAC) and coming home to a sick dog - I just couldn’t muster the needed energy to accomplish everything on my list. I am sure you all have been there!

As you are listening in this week - I wanted to acknowledge that our sweet Babe has crossed that bridge. She gave us a lot of beautiful memories. (And she was rarely without Tootsie - many of you have seen them in the background in my Zoom meetings.)

It was fun to get back into recording - and talk with Erin Siverd and Melissa Henderson about the work they are doing to support our Learning Facilitators as they explore where, how, and why Artificial Intelligence (AI) is being used or has value in our work as educators. They acknowledge the widespread presence of AI in various spheres and have varying attitudes towards it, ranging from fear to excitement.

Students are already using AI, not really to cheat. In many cases students that have used AI are using it as a tool for better understanding of concepts being taught. This means in order to reduce AI use as a potential cheating apparatus we should teach them to think critically about how and why they use AI and make sure that supports are in place for those students struggling to understand or engage with the material. WOL Science Teacher

In addition to the many ways we use AI in our email, spell-checking, search, and so much more, we want to look beyond the mentality of ‘cheating’ and capture this moment for learning how to empower and enhance both the learning facilitator and students' experiences.

Here are some of the key points we talked about:

• Using AI requires humans to be great prompt makers. The tools are only as good as the prompts we create - which will drive the responses.

• Look at the variety of tools that are out there through the lens of purpose. Why am I using this AI (or any) tool in this instructional or assessment mode?

• Consider the ethical issues surrounding AI, including bias, the trustworthiness of the data, and the need for discerning usage.

• Understand and advocate for maintaining human agency and ethical awareness in AI integration. Be sure to emphasize the role of educators in shaping students' understanding and usage of AI.

Our conversation underscores the importance of proactive engagement with AI in education, emphasizing collaboration, ethical awareness, and purposeful integration to enhance learning outcomes while preserving human values and connections.

AI is not going away so we need to teach students how to use this powerful tool responsibly. (WOL Elementary Facilitator)

We are so lucky to have leaders like Melissa and Erin leading our teachers as we work to continually look at our practices and work to continuously improve how we deliver both instruction and content to learners.

Here are a few of the resources Melissa and Erin have shared:

• AI & Academic Integrity

• AI Guidance for Schools Toolkit

• Peninsula SD: Principles and Beliefs

All Trends AI 15,000 ChatGPT prompts.xlsx

Artificial Intelligence and the Future of Teaching and Learning

As always, if you are considering expanding options for your students in the coming year - please reach out. We are glad to talk about options - whether it is for a small group or a whole class, a school year or a short-term subbing option.

You can find our catalog HERE - and feel free to reach out to me at pmulroy@worldoflearninginstitute.com

Have a great week,

Pat

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Greetings friends,

In our last episode, I talked with Dr. Patrick Crawford and Dr. Christine Davis – and while we looked back a bit, it was interesting to observe how Dr. Crawford - while thinking about the innovation of Blended Schools could not help but be future-focused and learner-focused.

It was great fun to invite him back - along with Dr. Tom Butler, the Executive Director of Appalachia IU8 to talk about the potential of Artificial Intelligence (AI). Dr. Butler is a very future-focused, learner-focused leader. Many of you have heard us refer to Dr. Butlers’ newsletter, the Learner-Centered Leader - on this podcast. His thoughtful leadership has been the foundation for the growth of the World of Learning and his support and tough questions help to guide us.

Our discussion on Artificial Intelligence (AI) in Education had two distinct moments - one, the need to consider history. Dr. Butler started the conversation by drawing from the longer history of innovation in education (and beyond), including the use of tools like chalkboards, pencils, overhead projectors, mimeograph machines, copiers, TV - you get the idea. The second big idea was – we need to be grounded in purpose.

AI, like any other tool, is meant to enhance, rather than replace, human teaching. In fact, as you listen in, you will hear that we need to be mindful of how much more human and connected it can make our teaching and learning.

Both of these amazing leaders gave us quite a bit of insight. Lots to think about.

Here are the takeaways from our conversation:

• Historical context: Rather than be driven by fear or by chasing a shiny object, we explored the historical innovations in education and how AI can enhance student engagement and focus, echoing Dewey's philosophy that the learning process can only actually be useful when children are provided with sufficient learning opportunities to connect their prior experience with the current knowledge.

• Tailoring learning experiences: our discussion focused on making learning experiences radically learner-centered and purposeful. To the first point - how can we include hands-on experiences?

• Dynamic approach: Emphasis on shifting away from one-teacher lesson plans towards personalized, engaging teaching methods.

• Leveraging AI: we highlighted the role of AI and its potential to support creating an ideal learning experience by freeing up time for educators to individualize instruction. Free up teachers (and leaders) from mundane tasks.

• A balanced perspective: in the conversation, we cautioned against a dystopian view or even a utopian view of what AI can do in education – advocating for an understanding of both its potential and limitations.

Resources to Continue Learning:

Next Phase of AI in Education at the U.S. Department of Education, Office of Ed. Tech, Feb. 8, 2024

AI and the Future of Teaching and Learning: Insights and Recommendations, Office of Ed. Tech, May 2023

As always, if you can’t find a teacher or just want to talk creative solutions - reach out! You can find lots of great options in our catalog (but don’t limit yourself)!

Have a great week,

Pat

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Hi WOL Friends,

What do you know about the world of Learning - and how it began? I know a little bit about that - but the person who knows everything about it was one of our guests this week, Dr. Patrick Crawford! He has been in education now for 50 years, supporting and innovating in ways that make sure students get what they need. And, he never gets tired of it.

He and Dr. Christine Davis, who you all have met before, joined me to talk not only about the evolution of the World of Learning - but also the mission and vision behind Blended Schools, the Parent Idea - where the WOL started.

You can find his weekly wanderings on Education Leadership by clicking here (this entry highlights the quiet leadership of Dr. Chris Davis).

I hoped to dive into the origins of the World of Learning Institute - and we did, but we learned much more. What we didn’t realize is how much pioneering and innovation it took to create the Blended Schools Network. And, that Dr. Crawford and his friends have the innate gift of innovating. It is still happening.

I was surprised to learn that the World of Learning started when Dr. Crawford was the Superintendent at Fannet Metal School District. That was 1994 - and before that - as a new Principal he convinced his Superintendent to get him a laptop - talk about an early adopter!! More like an innovator and a pioneer. I can see a movie, book, or documentary film in the future!

And, Dr. Crafowrd is so much more than a lone cowboy. When he learned about distance education the first thing he did was to call his friends. You all know what they say about surrounding yourself with people who will challenge you and keep you honest - well Dr. Hervey Hann, Dr. Duff Rearick, and Dr. Jay Scott joined Dr. Crawford in the vision to make courses available to students that they otherwise would not have. (See their influence on Quakertown SD - where Tom Murray was leading innovation in 2013 in this video - look for the BSN logo on the learners’ computers).

As he inspired Chris Davis and me in this episode - Chris, who was an early Blended Schools Network Employee, reminded him that they also introduced languages through the Language Institute. What we found was that Dr. Crawford was the Superintendent at Bedford SD - Bedford Springs was going to re-open and the chef they hired was looking at schools for his children. He was from Germany - and wanted his children to have the opportunity to study his native language. And just like today, when someone has a need, Dr. Crawford figured out how to work with his Network (now a young BSN) to offer German in Bedford. (See our current World Language offerings HERE).

The collaboration and sharing were the bedrock of the Blended Schools Network. Born to help folks provide professional learning - so that a blended model, with a classroom teacher AND a virtual component, would allow small and rural districts to offer courses that their students would otherwise not have access to. This idea was greeted with much enthusiasm by many of us. And as a young administrator myself in the early 2000’s I jumped on board. (Dr. Butler did not buy right in - listen in for that part of the story - quite amusing - as he is a huge fan now). The idea of building capacity with teachers was baked into the philosophy of BSN where districts trained their teachers - and everyone contributed. We didn’t buy the courses, BSN - with amazing professional learning from people like Chris Davis, supported teachers learning to work in the virtual environment, themselves.

Today, we see the remnants of BSN in the World of Learning. Many of us have experienced and seen what great virtual experiences look like - as well as some not-so-great experiences. COVID renewed some of the doubts about introducing technology as a primary method of delivery - and also stretched the technology and all of our capabilities. And professional learning is still at the core of what we do. Chris quietly inspires us to keep learning - see her project, JoltEDU, and its growing catalog of professional learning.

We ended the episode promising to come back and talk about Artificial Intelligence (AI). Dr. Crawford, being the pioneer that he is, sees the possibility in again leveraging the good to find ways to make both teaching and learning more user-friendly. Looking to the horizon as he has often done. Are you thinking about AI?

Stay tuned as he, Dr. Davis and Dr. Butler join us to talk about what’s next.

Thanks for joining us on our walk down memory lane…. And stay tuned for our journey to the future of education at the World of Learning and IU8.

As always, if you can’t find a teacher or just want to talk about what is possible - reach out!

Onward and Upward,

Pat

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Hi WOL Friends,

In this episode, we are filled with gratitude for those of you who have been our faithful and consistent followers. We get excited when folks remind us of the podcast's success and engagement, it is so much fun to get positive feedback, from you, our listeners. The comments we receive, both online and in-person, help us to grow and add new topics.

If you have followed us for a long time, or have just started to explore our content, you can see that we love to talk about what is impacting education - and how we can help others to problem solve when they can’t find a teacher. We love to collaborate and find solutions so students get what they need. We have two initiatives that we are really proud of; one involves offering STEM courses at Greater Johnstown Middle School utilizing technology to connect teachers via Zoom with students in the classroom. The students actively engage with robots, learn coding using Scratch and are exposed to essential skills for future employment. The second fun project is working with a district to provide an elementary library program.

We love to find solutions and create opportunities for students to engage in learning.

And this brings me to the part everyone is waiting for - our giveaway!

The following individuals—Paige R, Kim F, Pat C, Stephanie S, and Deb F checked all the contest boxes for entry to the giveaway. And with the spin of the Random Wheel, Deb F is the lucky winner from Bedford School District.

We are grateful to everyone who listens in, reads, and interact with us - as we share our stories and ideas. We look forward to continuing to engage with you all in the weeks ahead.

As always, if you can’t find a teacher or want to collaborate - get in touch. And please continue to like, follow, comment, and engage with the podcast as we continue to talk about what we do every day to make virtual learning - authentic, relevant, and engaging.

Best,

Pat

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Hi Friends!

How did you learn about the World of Learning Institute?

Today our podcast will take some of us down memory lane! The World of Learning Institute has been around in a variety of ways for the last 20 years or so - and we hope to keep our mission of providing high-quality, face-to-face virtual instruction to students who may not otherwise have access, moving forward for a long time.

We want to hear from you, too! We have an Around the World of Learning Basket of goodies that we will be giving away on Friday, Feb 2, 2024, for our followers and friends, old and new - one lucky winner!

It would also be fun to hear how you learned about the World of Learning Institute!

Courtney outlined the rich history and just how long some of our amazing folks have been with us. If you want to know more about the history of the World of Learning Institute or how we might help your school or district, check out our web page, our course catalog, and this short video.

We are excited that people have discovered World of Learning in a variety of ways, including online searches, collaborative teacher groups on Facebook, and word of mouth. We were surprised by the impact of social media, and the online searches that help teachers and districts find us. We value the connections that we have through this newsletter and social media, and how building our networks is expanding the reach when you can’t find a teacher.

So share this fun giveaway with your friends and help us get the word out about our authentic, relevant, and engaging virtual opportunities.

We look forward to hearing from you! And, as always, if you need help and can’t find a teacher - get in touch.

I am looking forward to reading all the comments this week!

Pat

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Greetings WOL Friends,

As we see the forecast change this week - I am sure we are all hopeful to get back into a rhythm as the second semester takes off like a rabbit.

In this episode, we have the opportunity to talk with Michelle Hughes a colleague we met this summer as we explored Storyboarding and Streamlining with Heidi Hayes Jacobs and Allison Zmuda. You can find out more about Michelle HERE. Michelle introduces us to the concept of resilient teaching communities - an idea she is writing about - as she explores the context of the challenges faced by teachers during and after the COVID-19 pandemic. Michelle and Oliva delve into some of the tools, processes, and intentions employed in building such communities within the World of Learning.

Michelle begins the conversation by highlighting the alarming attrition of teachers post-pandemic and the lack of students choosing teaching as a profession. She introduces the term "resilient teaching communities" and emphasizes that it's different from having resilient individual teachers. The magic of resilient teaching communities is attributed to the intention of creating a community of support.

As Olivia reflects on her initial reaction to the term she highlights that while she has taught in our program, she now would need to ask our virtual learning facilitators to describe the environment. She does, however, recognize that the virtual nature of their work adds a layer of complexity. We dive into the challenges and surprises of building virtual communities, emphasizing the need for intentionality in creating and sustaining these communities.

The conversation deepens into examples of fostering community, including virtual meetings and the importance of creating intentional spaces for teachers to connect. Michelle, Olivia, and I share stories of vibrant discussions, collaborative efforts, and the value of creating opportunities for teachers to share their experiences. Our conversation emphasizes the balance between autonomy and community within resilient teaching communities.

Michelle identifies seven attributes of resilient teaching communities: acceptance in being seen, collaboration, shared decision-making, trust, a sense of mission, shared values, and collaborative leadership. As we spoke we highlighted the value of leadership that supports and collaborates with teachers, acknowledging the vital role it plays in fostering resilient communities.

We closed our discussion by recognizing the messiness and challenges inherent in building resilient teaching communities. We emphasize that resilience involves bouncing back from difficulties, and the conditions for such resilience are built in a collaborative community.

We hope you enjoy this episode and find your own stories as we tell ours. It is always a journey to move to a collaborative, resilient team. We look forward to hearing more from Michelle as she travels to continue her research and write her book!

I including a few of the snapshots from our Fall faculty meeting that inspire us at the WOL here - as we try Every Day to build resilient communities and support our virtual learning specialist in the most important work of teaching students.

As always, if we can help please reach out - pmulroy@iu08.org.

Onward,

Pat

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Greetings WOL friends,

Welcome Winter!

While we have been reflecting on how the first half of this school year went, the second semester is creeping up, as is the snow. We are now in the second half of the 23 - 24 school year and planning for 24 - 25 is part of what we will do - as we support all of our second-semester activities. Check out our catalog as you get ready for the 24 - 25 school year.

As we plan for the 24 - 25 school year, we look to provide support to both students and the adults who teach them. Lauren, Melissa, and I discussed the value of supporting the diversity of needs in the WOL setting - whether it is a full or part-time student. In this episode of We Do This Every Day we dive into the value of making connections. It is a lofty goal sometimes in the virtual setting, and we do our best, every day!

In this conversation, we consider ways that each student can know that they are important and that they matter. And we know that without a caring adult (Vygotsky) and expectations (and a plan) for meeting goals, it is difficult for anyone to achieve. Listen in and join us in the chat to tell us what you think.

Here are the Key Takeaways from our Conversation:

• Relationships Foster Learning: We all agree that the pivotal role of relationships in education, which emphasizes that personal connections contribute significantly to student engagement and retention of knowledge.

• Personalized Support: Strategies discussed include personalized attention, goal-setting, and time management skills to support students' success in the virtual learning environment.

• Inclusive Education: The vision involves creating inclusive learning environments that cater to individual passions and interests, offering specialized courses aligned with diverse career paths.

• Valuing Individual Contributions: We advocate for and believe that an educational system should recognize and nurture diverse talents, empowering students to contribute meaningfully to our communities.

• Collaborative Approach: The World of Learning Institute aims to collaborate with districts, teachers, and communities to create a network, supporting students' holistic growth and success.

While we might be out there sometimes - our forward-thinking approach to education creates solutions that help meet student and district needs in interesting ways. Our virtual library and STEM classes (check here or contact me for more information). We know that focusing on personalized learning, the importance of relationships, and the aspiration for a more inclusive and impactful educational system do not mean each student does what they want! It means we know students need relevance and relationships to see the value and transfer that to learning.

Check out our catalog as you get ready for the 24 - 25 school year - and let us know how we can help!

Onward and Forward,

Pat

Here are a few articles to consider - as we create learner-friendly environments:

• Use drawing to learn new concepts.

• Spiral scientific concepts throughout the year.

• Reduce cognitive load during your lessons.

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Hi WOL Friends!

We wish you the best as we head into the winter, holidays, and cold weather.

Your heart will be warmed listening to our conversation with our TWO Latin facilitators! Ann and Chrissy are eager to share their experiences with collaborative teaching in a virtual setting in this episode.

It is great fun to hear both Ann and Chrissy talk about the transition from traditional teaching roles to the virtual landscape at World of Learning. They highlight the significance of their collaboration in teaching Latin, expressing the joy, confidence, and sense of freedom they've found through working together.

The highlight of their teaching partnership focused on student engagement. They stress the importance of creating an inclusive, comfortable environment where students feel valued and excited about learning Latin. Ann and Chrissy discuss the use of Comprehensible Input (CI), aiming to make the language more understandable and relatable for their students, thereby fostering participation and a relaxed learning atmosphere.

I loved that they related how Latin phrases and stories illustrate cultural connections, showcasing the relevance and joy that the language brings to the learning process. It’s awesome to hear them describe how their teaching style, which includes some banter and back-and-forth interactions, offers a casual yet confident approach, which contributes to a dynamic classroom atmosphere that encourages students to participate and engage actively.

Here are a few takeaways from the conversation - and a few Latin phrases that are certainly relevant in our daily lives:

• Find ways to create engagement and make learning joyful

• Don’t underestimate the power of Collaboration and Co-Teaching - we all need mutual support, confidence, and joy to be our best for the learners.

• Use Comprehensible Input (CI) - World Language is best learned in context. CI focuses on making the language understandable and relatable for students, which encourages participation and creates a relaxed learning atmosphere.

Latin Phrases and Connections:Here are a few Ann and Chrissy share that illustrate the cultural connections and engagement fostered by the language, showcasing its relevance and the joy it brings to the learning process.

Chrissy mentioned a quote by Vergil:

• Here is a link to the Latin and a translation of it. And perhaps it will be pleasing to have remembered these things one day https://www.quotes.wiki/forsan-et-haec-olim-meminisse-iuvabit-and-perha/

Here are two of Ann’s:

• Io (that's a capital i) pronounced Yo! This is a word like "hey" that expresses celebration.

• festina lente. A motto liked by Augustus Caesar (Octavian). It means "hurry slowly".

As always, we are here to help if you can’t find a teacher.

Have a great holiday,

Pat

ps - this is an episode that Ann and I recorded last year with a student! Enjoy!

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Greetings WOL Friends,

I had the best time talking to my friend and colleague Anita Young! Most of you will recognize the name. Anita worked with the WOL Institute for the last 10 years and came with us to IU8. She was the catalyst for much of the evolution of our work. She headed off to lead in her home school district of Huntingdon, PA - and we stay in close touch.

Recently we had this conversation - We both see - in the realm of education, that the aspirations of students collide with the limitations of their school's resources. When the curriculum doesn't align with students' desires or needs, where can they turn? Anita highlighted how much of what she has learned over the years can transform the educational landscape for her students and rural schools.

Anita returned to Huntingdon to work with the BILD program, the Bearcat Institute of Learning and Development. Under her guidance, it is becoming a beacon of flexibility and personalized learning opportunities within the Huntington Area School District. She describes it as the Burger King of education - the essence of 'having it your way', offering students a range of options, from hybrid schedules to diverse courses not conventionally available.

Our conversation turned to shedding light on the value of establishing and maintaining lasting partnerships in the realm of virtual education. We both recognize that fundamental to success is the building of relationships. This transcends mere transactions; it's about a community invested in students' growth and success. It's the foundation upon which Anita's vision thrives—a vision of genuine care for students' learning experiences, fostering trust, and collaborative support.

Anita's experiences echo the impact of the World of Learning and our belief that students in rural schools deserve the opportunities and experiences that their urban and suburban counterparts can be offered. She emphasizes that beyond delivering content, it's the connections forged between teachers and students that define success. Students thriving in virtual environments often build stronger bonds with their online instructors, fostering a sense of belonging and personalized attention rarely found in traditional settings.

It was so much fun to catch up with Anita! She highlights the WOL Institutes’ longevity and expansion. It's not just about offering courses; it's about addressing critical shortages in schools, such as providing library and STEM programs to schools where such resources are scarce. We are thankful for our network and that Anita is a vibrant example of how we can partner and collaborate to provide transformative potential for virtual educational opportunities. We can fill gaps and transcend geographical barriers.

Top 5 takeaways:

• Flexibility Breeds Success: The power of online learning lies in its adaptability, allowing students to tailor their education to their unique needs and circumstances.

• Partnerships Rooted in Care: Lasting partnerships are built on genuine care for students' growth and well-being, transcending mere educational transactions.

• Relationships Over Transactions: Virtual education thrives on the foundation of meaningful relationships between teachers and students, fostering a sense of belonging and support.

• Bridging Resource Gaps: Virtual platforms are instrumental in bridging resource gaps in rural schools, providing access to courses and programs otherwise unavailable.

• Personalized Learning Beyond Boundaries: Virtual education fosters personalized attention, creating an environment where students flourish by being part of a community invested in their success.

Anita's vision for the future encapsulates an unwavering commitment to providing a quality online learning experience while expanding opportunities within the district. Her aspirations encompass virtual internships, diverse credentials, and pathways to graduation, all aimed at empowering students and nurturing their potential.

As a friend and colleague, it is awesome to get a behind-the-curtain peek at Anita's journey and insights. She paints a vivid picture of how virtual education, built on relationships and a genuine passion for students' growth, is a catalyst for transformation in rural education, shaping brighter futures beyond the confines of traditional classrooms.

As always, if you can’t find a teacher or would like to expand your offerings let me know. I am glad to have a conversation.

Best,

Pat

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Greetings WOL Friends!

We hope that as the holiday season approaches you, like us, have much to be grateful for. At the World of Learning, we have so many amazing partners and people who we have opportunities to work and collaborate with to enhance experiences for learners.

We are especially excited for you to hear some of the great work that is happening at the Greater Johnstown School District. We invited Mike Dady, the Assistant Superintendent, to talk about our partnership in providing STEM opportunities for their Middle School students. After hearing about the amazing work of one of our Elementary teachers, Stephenie Schroth - we didn’t want to pass up this opportunity to celebrate!

And, we explored so many of the great opportunities that the learners at Johnstown get to experience. Listen in.

This episode highlights the amazing work happening in collaboration with Greater Johnstown Middle School's STEM program and their partnership with the WOL. It is exciting to see how we can fill the gaps created by the shortage of certified teachers at this moment. It is inspiring to hear Mike’s commitment to Greater Johnstown - and it started when he was a student - now, a cabinet-level administrator at Greater Johnstown, his insights and experience are ensuring the best experience for their learners. We are glad that our partnership has helped to fill gaps when they could not find a teacher.

Dr. Stephenie Schroth is also a dedicated and inspiring educator. Her expertise in elementary technology and virtual learning, make her the ideal match for instructing the learners in Scratch programming. It is an honor for us to work with almost 600 students at Greater Johnstown's Middle School to expose them to the creative and engaging ways that coding can inspire and ignite a passion. You can hear Stephenie’s enthusiasm as she talks about the creative freedom fostered by Scratch, sharing heartening anecdotes about students' dedication and enthusiasm for coding.

What do you think about these amazing examples?

One of the highlights of our conversation was the spotlight on Johnstown's initiatives to expose students to diverse career paths, including vocational shops and eighth-grade tours, aiming to bridge the gap between traditional education and real-world skills. They emphasize the importance of STEAM education and its application in everyday life, noting its role in cultivating problem-solving, collaboration, and perseverance.

This episode underscores Johnstown's innovative approach to education and its dedication to preparing students for varied career paths. Despite challenges, the district remains committed to providing holistic learning experiences. Every time I talk to the folks at Johnstown I get excited about how they see the future and work to create experiences for their students. We look forward to continued collaboration.

Key Points:

• Collaboration between World of Learning Institute and Johnstown School District in STEM education has provided instruction when they couldn’t find a teacher.

• Stephanie's engaging approach to teaching Scratch programming to middle school students gives them the ability to be creative and learn a new skill.

• Strategies to address the shortage of certified teachers and pathways for emergency certification are important in the current public school environment.

• Johnstown's initiatives to expose students to vocational education and diverse career options is a model program for preparing students for the future.

• Emphasis on STEM education's role in fostering problem-solving, collaboration, and life skills is at the forefront of ALL of Great Johnstown’s programs.

Here are a few resources that lift the good work that is happening at Johnstown and how through their comprehensive program students are being prepared for a bright future.

• How to Design Programs to Prepare Students for the Future

• Integrating Intellectual Property Into the STEM Curriculum

• Using Multimedia to Foster Young Students’ Learning at Home

As always, if you can’t find a teacher or would like to expand your offerings let me know. I am glad to have a conversation.

Best,

Pat

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Greetings WOL friends and colleagues!

It’s hard to believe that it is already almost December. As we record these episodes we are so grateful to have the opportunities to learn and grow at conferences, to meet new people and to see the amazing work that is happening in Pennsylvania, around the US, and beyond. At ACTFL Lauren and Olivia showcased our new French story of Identity in what used to be French 1. At PASCD we re-connected with friends from across PA who came to Altoona last summer to learn from Heidi Hayes Jacobs and Allison Zmuda. To see the streamlined stories of Elementary School and to hear the joy of the teachers’ whose classrooms are evolving - brings joy. And, at Learning Forward we are sharing how our WOL ongoing professional learning supports teacher efficacy and how that matters to the classroom experience.

In this podcast, two of our awesome Virtual Learning Facilitators (VLF’s) Emily Carlson and Courtney Bonino share their journeys from traditional brick-and-mortar teaching to becoming part of the World of Learning (WOL) community. Both educators transition to providing virtual instruction was influenced by their experiences during the pandemic. Both, finding their fit within WOL’s virtual teaching environment.

Emily, a certified German and social studies facilitator, discovered WOL through a professional Facebook group. She joined us after leaving a brick-and-mortar school due to COVID-related changes. Courtney also found WOL via a Facebook group for Spanish educators. She joined after deciding not to return to the classroom post-COVID, as well, embracing the opportunities WOL presented.

Their transition to virtual teaching allowed for what they view as a more efficient use of time. They also talked about the opportunities the virtual experience provided - to their surprise, more personalized interactions with students. Each emphasized the importance of modeling and feedback in nurturing student independence and engagement - in our unique LIVE SESSION model. They also talked about utilizing Canvas - by instructure, for our unique 6E model (engaging, exploring, explaining, elaborating, evaluating, and expressing) for assignments. They emphasized the value of giving students time to process information independently as they work through the 6E’s and then how the learners engage in richer discussions during live sessions.

Feedback for learners’ played a crucial role in the student experience as well. Both educators found that by prioritizing timely feedback, and highlighting strengths and areas for improvement, they saw relationships and language skills improve. They emphasized the challenges of helping students understand the importance of feedback beyond the connection to grades.

Their biggest surprises in the transition were the richness of professional collaboration and the ability to implement effective language teaching practices in the virtual setting. They appreciated the ease of sharing resources and troubleshooting issues within the WOL community, noting the positive impact on their growth as educators.

In summary, here are a few of the salient points from our time together:

• Transitioning from traditional teaching to a virtual environment due to pandemic-related changes brought surprises - like building great relationships with learners.

• Embracing the efficiency and personalization of virtual teaching - how using asynchronous virtual content supports student agency. (This could help in brick and mortar settings as well!)

• Leveraging our WOL asynchronous 6E model for assignments to facilitate independent learning and meaningful live discussions - creates an authentic, relevant and engaging learning environment.

• Emphasizing the importance of timely and constructive feedback for student growth - this applies in every learning environment!

• Recognizing the richness of professional collaboration and the ability to implement effective teaching practices in a virtual setting.

Their experiences highlight the adaptability and opportunities for growth within virtual teaching environments, focusing on student engagement, independence, and personalized learning experiences.

A few older podcast that support some of the ideas we shared here:

• A Students Perspective on engagement in Latin.

• Technology Needs People - We are the Creatives!

WE are grateful for all of our partnerships - AND, the MCIU MVP program holds a special place in our hearts - check out their newsletter that highlights seeing and hearing - we were so excited that our ASL class was highlighted. Check it out - MCIU highlights WOL ASL program.

As always, if you can’t find a teacher or would like to expand your offerings let me know. I am glad to have a conversation.

Best,

Pat

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Greetings WOL Friends,

Our podcast is now on Spotify! You can follow us there!

We are grateful that you continue to read and listen to our podcast and newsletter . Just as the World of Learning has grown and expanded, so has our following and engagement. It’s always fun to get a comment or have someone in passing say how much they related to one of our conversations. If you can’t tell, we like working together!

Today we talked about our journey with of Erin Siverd and Lindsay Ally. In this episode we dove into how providing relevant opportnities for students goes beyond just filling in when you can’t find a teacher. We also related how expanding courses that you aren’t able to offer or how thinking differently about how to work creatively together impacts student agency.

We have been providing a virtual option for the past 8 years at Appalachia IU8, and our mentors who started Blended Schools have been offering these extensions and alternatives since the 90’s.

Recently I read a post on the Christensen Institute Blog by Michael Horn which states what to me seems obvious - there are unlimited ways technology can be leveraged to expand options for learners (read it all here). I am flummoxed that we, educators, have not been able to make more use of the distance learning platforms and other resouces that are available to expand options.

Why do you think more alternative uses of technology are not being implemented?

When you want to get creative, contact us at the World of Learning Institute. Even if not for services - we LOVE to talk to people who are trying different approaches to make sure everyone has what they need. There is NO shortage of ideas on our creative team.

Here are a few of the collaborations we are working with districts to provide: a Library option in Salisbury Elklick, STEM in Johnstown, and our Elementary Program is using music to support math instruction.

What creative options that flip our traditional ways of supporting teaching and learning are you using?

As you listen to our podcast you will notice that the story of the World of Learning Institute is one of an adventurer. We go places and take on challenges to meet our purpose of providing support to schools and districts by making opportunities available, that would otherwise not exist for learners.

This podcast is full of goodness from Lindsay and Erin - no glitz or glamor - that highlights how collaboration and professional learning for the adults, leads to classrooms that are vibrant and filled with enthusiasm for learning.

Here are a few of their ideas in a nutshell (culled from the transcript using ChatGPT and some editing by Pat):

• Collaboration and Support: Lindsay and Erin discuss the collaborative environment and the supportive nature of the World of Learning, where educators are enthusiastic about sharing ideas and materials.

• Challenges and Adaptation: The discussion touches upon challenges faced in transitioning to the virtual environment and how the World of Learning provides effective support and professional development opportunities to facilitate adapting for the specific needs of schools and districts.

• Professional Development and Learning Experience: Lindsay highlights the effective micro-learning courses and their practical application in her teaching, mentioning the helpfulne.ss of the cognitive load theory and Mayer's theory of instructional design. See more from JolteEDU

• Student Engagement and Learning: The conversation delves into the importance of building relationships for student engagement. Without the development of trust you will not see students taking risks or getting comfortable in the online learning environment. Fostering a positive learning experience requires our Learning Facilitators to get to know their students.

• Course Design and Learning Framework: Erin elaborates on the 6E model utilized in course design, emphasizing the importance of predictable structures for students and the benefits of consistency across different subjects.

More on our 6E model and why it is so effective for building confidence in both our students and our VLF’s in future episodes. Or check out a few of our older episodes here:

As always, if you can’t find a teacher or would like to expand your offerings let me know. I am glad to have a conversation.

Best,

Pat

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Greetings WOL Friends,

We have been taking you on the journey - our story - of the World of Learning Institute this Fall. This podcast is full of goodness from Gwen and Melissa that gives authentic insight into how our folks plan and prepare to engage and enable learners’ to become agents of their own learning. In our story - part 3 is I Can Learn Online

Recently John Watson. of the Digital Learning Collaborative (DLC), in a blog post stated that 70% of post-secondary learning is happening in the digital space. So how is that impacting our preparation as PK - 12 educators? He further states. “The other valuable point about the post-secondary data is that students furthering their education beyond high school are highly likely to be engaged in some form of online learning.” I posit that much of the workforce - also leverages technology and digital platforms both on the job and in trainings.

And, the World of Learning considers the value of supporting the transition to work or a post-secondary experience as we build our content and work with our virtual learning facilitators (VLF’s) to create live session experiences that support learners’ becoming self-motivated, self-directed, planners and managers of their time. We create the space for them to learn to advocate for themselves to avoid the pitfalls that can happen along the online journey - at work or in an online class. Ultimately preparing them for the world.

In this episode, Gwen and Melissa focused on the variety of ways that our VLF’s are continually learning and using their knowledge to create the most effective learning experiences for learning.

Here are a few of their ideas in a nutshell (culled from the transcript using ChatGPT and some editing by Pat):

• Simplifying teaching materials: Melissa and Gwen, emphasize the importance of simplifying teaching materials and presentations to reduce cognitive overload for students. They both realized the need to minimize distractions, such as excessive text, graphics, and colors on slides, to help students focus.

• Adapting to student needs: Gwen highlights the necessity of adapting teaching methods based on the specific needs and learning styles of the students. They discuss the importance of assessing student responses during presentations and making necessary adjustments in real time, demonstrating a student-centered approach to teaching.

• Effective use of visual aids: Melissa and Gwen discuss the need to strike a balance in the use of visual aids, such as Bitmojis and other graphics, in presentations. They acknowledge that while these can be engaging and helpful in moderation, an overabundance of visual elements can be distracting and may not always be effective for all learners’.

• Interactive learning: The value of incorporating interactive elements into teaching strategies, particularly in virtual learning environments is highlighted. Including activities that engage students and allow them to apply their learning actively, ensures that the learning process is not solely based on passive consumption. The use of pictures, drawing on the whiteboard or slides, and playing games are a few examples.

• Utilizing micro-courses for professional development: We can’t say enough about the benefits of using micro-courses for professional development! We use JoltEDU and the short bursts of focused learning are effective and less overwhelming. Our whole team appreciates the concise and targeted nature of the micro-courses, which provide practical takeaways that can be immediately applied in their teaching.

Have you used ChatGPT to summarize material and help you to organize your thoughts and ideas? Are your students and teachers finding value in exploring this new technology?

I am grateful every day for the opportunities I have had to learn from and engage with technology. I still value a good old face-to-face conversation - and I have met so many people who I may never have had the opportunity to collaborate with if technology were not in place.

The World of Learning provides some of the best opportunities to have students engage in an online platform with highly engaging content and VLF’s who make the live sessions interactive.

I will close with this thought - ‘We don’t often hear of students choosing an online option to be better prepared for college. That’s probably not a good enough reason to choose an online school, but it might be a good reason to consider an online course’ (Watson).

Why not consider one of the many options we offer at the World of Learning Institute for your learners’?

Explore our Catalog

As always, if you can’t find a teacher or would like to expand your offerings let me know. I am glad to have a conversation.

Best,

Pat

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Greetings friends!

As the first quarter comes to a close - we are turning the corner to helping students become active in their own learning!

Thanks for reading World of Learning Institute Podcast and Newsletter! Subscribe for free to receive new posts and support our work.

As we pick up on the story of the WOL - from The Classes They Wouldn’t Have Taken to Welcome Home, our journey brings us to I Can Learn Online.

Because we work together with schools to provide support, you can count on a relationship with our team. Whether it's your guidance department or support staff, we work together to help your learners become self-motivated, self-directed, and planners and managers of their time.

In our story, Dorothy learned to advocate for herself, right from the start, but to avoid the pitfalls on the road (the online journey), we take a team approach to finding the bumps and making adjustments, so that all the students on a journey can find success.

As you can see we have embraced a narrative approach to learning. The narrative approach to streamlining our courses and instruction allows the learner(s) to see themselves clearly as a character with a role in their own learning.

In order to help our folks understand the concepts that support this brain friendly approach, Lauren and our team created some microlearning with our Appalachia IU8 partner JoltEDU.

Our Brain Friendly learning series comprised three micro courses:

• The first in the series is Cognitive Load Theory - If you've ever had to turn the radio down when looking for a parking spot in a busy area, you understand cognitive load and its impact on us. As teachers, we have the power to turn that "volume" down so our students have the bandwidth to focus on the essential learning objectives.

• The second is Mayer’s Principles of Multimedia Learning - we see Teachers as designers. Not all teachers have a background in design, but there are guiding principles to help teachers to produce clear, brain-friendly materials. In this course we explored Richard Mayers’ (2009) Principles of Multimedia Learning so teachers can begin to envision how to apply the strategies in their own setting to improve student learning experiences.

• The third course is In Context - As virtual teachers, we are not able to see and interact with our students each day, which makes our live session time and communication with students all the more precious. We ask our folks to consider how to apply the concepts of Cognitive Load Theory and Mayer’s Principles of Multimedia Learning for learners’ as we work to create brain-friendly learning spaces everyday.

Listen in for how Lauren describes ways that we ‘turn down the volume’ so our students have the power to master the essential learning objectives!

• Understanding how the brain learns is crucial for educators.

• The concept of a working memory bottleneck is emphasized, encouraging educators to identify potential bottlenecks in the learning process and work to remove them from instruction.

• Clear, concise instruction and streamlined curriculum. A must!

• We cannot say enough how important relevant and contextual learning experiences are.

• And, creating a comfortable learning environment conducive to the needs of learners - goes a long way to improve for students, considering their individual needs.

We hope you enjoyed this episode! Here are a few links to help you start your own journey to offering Brain Friendly resources and lessons for your learners’.

• Take a Brain Friendly learning series with JoltEDU - Check it out HERE

• Cognitive Load Theory 3 - intrinsic, extraneous, germane.

• Teaching Strategies: Cognitive Load Theory

• Point Park’s Instructional Technology Specialist Program

As always, if you have a need or just want to find an alternative for your students - reach out. We love to learn what you are up to and learn with you.

Have a great week,

Pat

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Greetings friends!

I took the last week off to visit my new grandbaby Olive! In retrospect it was a pretty simple decision to put my grandchild and family in the forefront and the podcast and newsletter to the side. What a joy, and a reminder about what is important. What a wonder a little baby can be. I am in awe of how curious she is at 2 months old, how when she hears her parents voice that she seeks it out.

I have to say, having grandchildren is one of the great joys of parenthood. And in our discussion today, Olivia, Lauren and I talk about decision making - inspired, again, by Dr. Tom Butlers newsletter. As we opened our conversation we realized that parenting falls into the realm of complex decision making - how I found the dropping the podcast for a week to be simple, and how as supervisors, Lauren and Olivia feel the dissonance in the decisions they make.

Here is the model Dr. Butler shared in his newsletter for context. As you listen into this episode you can see clearly how we are thinking about our own decisions - and how we want to lighten the load of the people we work with.

As we dug into the conversation here are a few of the key takeaways:

• Not all decisions are created equally! Some decisions are just procedural and you find yourself just following a set of rules or a set of predetermined steps. Others are complex and weigh on you - when you make the decision you may or may not know the outcome.

• As we recognize the various types of problems we encounter daily, from managing administrative procedures to handling complex relational issues. Lauren emphasized how important it is to have guidelines like handbooks and policy - they make some of the day to day decisions easy.

• On the flip side, when making a more complicated or complex decision we need to know what we believe. Harken back to the mission, vision and guiding principles of the organization - and even our own core values.

• The number of decisions educators have to make each day - and how exhausting that can be.

• A major point we discovered is importance of being human and kind when we make decisions. How maintaining a human-centric approach in educational decisions keeps the people at the center and can highlight the importance of knowing your own values and principles.

What are areas that you need to batten down the hatches of decision making? For us we found some flaws in our attendance policy. As we reviewed the data we realized we could make a simple change to make the outcome for students and districts better. It was complicated. And, as with most of our decisions, when we thought about the outcome for the student we decided to make the change.

What are some of the decisions that are easy for you? That you have solid procedures and systems when it is time for a decision.

How do you include your stakeholders in the decision making process? Our teachers were a big part of guiding us to make the decision to shift the way we gather attendance data. While we can’t always take the time to include everyone in all the decisions we make as leaders, when we can - it goes a long way.

Here is the link to Dr. Tom Butler’s Newsletter. It always has some great nuggets of information. If you don’t already subscribe - take a minute to do it today.

Here are a few other things we are doing to keep the learning going:

• PASCD Conference - November 19 - 21, 2023

• ACTFL Conference - November 17 - 19, 2023

• Cognia and NCAA Accreditation Process

• Streamlining the Curriculum - Book Group

As always, we are here to support you if you can’t find a teacher or just need to think about how to make your own online learning experience authentic, relevant and engaging.

Thanks for listening in today!

Pat

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Tom’s Newsletter

Greetings Friends!

Let’s bring the FUN! As we hit October it seems like there are more opportunities to take a breath and have a conversation. Even look out at the changing color of the leaves.

In our last few episodes I lifted up the teamwork and collaboration that helps the World of Learning Institute to thrive. There are so many euphemisms that talk about teamwork - one I particularly like is ‘Many hands make light work’.

In this episode I talked with Sonya, Lauren, and Olivia who definitely make the work light. Our whole team does so much with supporting our students and district teams. Along with our VLS’s Erin and Melissa, everyone is in great hands. And as we highlighted in our last episode, we all rely on our team at the IU, too. They help with invoicing, purchase orders, hiring, payroll, TIMS reports, and so much more. We couldn’t have grown in the ways we are witnessing without all this support.

Lauren welcomes Sonya who is new to the podcast the way she welcomes are districts - with so much warmth and a giant smile. You can hear how much she values Sonya’s contributions to the World of Learning Team and to the fun we had in this episode.

Sonya lights up as she tells us about the adventures of being the mother of four children. She loves sports, and homesteading - cooking, baking, canning, and gardening. And she is a self-described soccer Mom - without the van.

She wants students to feel the love and connection from our team. She wants every child to have what they need to learn. She values the importance of connecting with students on a personal level. She goes above and beyond to ensure that students have everything they need for their virtual classes, from workbooks to art supplies, to create a more caring and supportive learning environment.

Olivia waits - but doesn’t miss the opportunity to bring out the laughter that we can’t capture in the transcript or the show notes. Our discussion went a little sideways when Sonya told us about the ‘sprinkle it with fairy dust’ button when she was working on a book return placard. She is so creative - whether cooking, baking or making our calendars, post-cards or book placards. Our placard is so much more than - just send your book back. Olivia highlights how this and so many of our little touches builds the culture.

Would you be more likely to return your book with THIS or

This??

This carries over to how we interact with the people who are in the classroom with the students who have a virtual instructor. When everyone brings their own true selves and are able to better engage everyone in helping to create a successful student experience.

Lauren highlights that taking the time to meet with people helps, too. And email can only go so far when you are trying to explain something. That a phone or Zoom call helps to make the connection - then our school colleagues feel more comfortable reaching out in the future. Look for Lauren making videos in a pirate voice in the future! Argggggh

Olivia also tells us how she noticed a ‘gimmick’’ a while back in Dr.Tom Butler’s Newsletter that had her scrolling through all the information - the invitation to play, to be curious about the ideas, books and videos he shared. And, she highlighted how our VLF’s do this not only in our live sessions, but also in the assignments and recordings they create for our students.

Our ASL course is a good example of the play and fairy dust we offer to students at the World of Learning. Whether it is in our World Language or Extended Campus offerings - we want schools and districts to have courses that engage learning and spark the creativity that Sonya wants for all our students - and for her four children, too.

Here are a few resources that highlight some of what we talked about in this episode:

Dr. Tom Butler’s Newsletter

Identity Conscious Educator

The Courage to Teach

As always, we are here to support you if you can’t find a teacher or just need to think about how to make your own online learning experience authentic, relevant and engaging.

Thanks for listening in today!

Pat

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Hi WOL Friends,

In our last few episodes we spoke with Courtney, Ashley, Zach, and Don Vogt, about how our learners find home in a virtual environment. From what Don calls our hands on approach to the live sessions we offer that increase engagement in the virtual setting. Courtney, Ashley and Zach each focused on the collaboration and support they get from our awesome team. Erin, Melissa, Lauren, and Olivia are laser focused on making sure our teachers are supported and have the resources they need so students can be successful.

Today I also want to lift up the support of an amazing team at Appalachia IU8. Over the past 8 years we have benefited from the support and services they provide for us. From Janel Vancas guiding me in the early days and lifting up the WOL vision. Dr. Amy Woomer for seeing our value and lifting up our work to their Intermediate Unit colleagues. Jen Anderson, who has supported our professional learning initiatives, and Dr. Chris Davis, who has guided and mentored us in course development and virtual best practices for a long time. Karlie and Jason in the business office, along with their team - who help us to see the future and guide us in the business of learning. (And making sure everyone gets paid). And our HR Department, Christy, Joyce, and Karen who help us hire and support our work.

And special thanks Dr. Tom Butler, who with the support of his Board - saw the potential and vision guided by our mentors - Tom asks the hard questions, pushes us to balance where we are, and where we can go. The IU leadership gives us the strength and support - to provide students in small and rural schools with offerings they otherwise might not have the opportunity to take. Thank you all for making us a part of the team at IU8.

I also want to remember where we have been and offer thanks to the very first people who came with me to IU8 - Fatma El Turky, Ellen Bearn, Michiyo Buckwalter, Fumiko Brown, Ann Myers, Laura Hanley, and Alina Volper - who all believed that our students deserve - great live sessions and engaging courses. That student can expand their world. They have helped to grow our team, share their experiences, and make our culture one of kindness and collaboration.

We started with this small group, to become a strong and vital community - who believe every child can have the opportunity to achieve and succeed. From 200 enrollments in a semester to the 1000+ and growing that we had at the end of this September.

Here are a few podcast that highlight who we are and what we do Every Day:

Advancing the Personalization of Online Learning through Storytelling and Connection (MCIU Podcast with Lauren McMinn)

Storyboarding - A Student Perspective Ann Myers (WOL and Turkeyfoot Student)

Supporting Student Success Fiona Grugan (Gallaudet University)

Expanding Learning and Empathy Ashely Hertzog (WOL)

Excellence in Engaging Michiyo Buckwalter (WOL)

As always, we are here to support you if you can’t find a teacher or just need to think about how to make your own online learning experience authentic, relevant and engaging.

Have a great day,

Pat

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Hi WOL Friends,

I have loved talking with so many of our friends and partners. In our last episode we spoke with one of our newer district principals, Don Vogt, from Ridgedale SD in Ohio. Don highlighted his focus on providing the best experience for his students who live in rural Ohio. His hands-on approach has let him see the value of authentic , relevant and engaging instruction.

In this episode we talked with Zach Marsic, our new Social Studies Virtual Learning Facilitator (VLF). His smooth entrance into his work with the WOL is impressive. One of the things we have all noticed right from the start is his quick and detailed feedback for students when they complete assignments. It is a best practice in the virtual world.

We also love that Zach has already envisioned stories of History and Civics that engage and excite learning. Zach seems made to be a perfect fit for our World of Learning Institute team and our mission to provide high-quality virtual instruction. He and our other new fulltime Virtual Learning Facilitators (VLF) have gifts and talents that will help as we serve full time students.

It is fun to see things like Zach’s get to know you activity - and the pictures his parents posted of him on Facebook in his courses and lessons. I bet the kids can really relate to the embarrassment - when parents post pictures on social media! We are excited that he, and our other ‘founding teachers’, see the importance of recognizing each student as an individual and the value of incorporating these personal and sometimes embarrassing elements into the virtual classroom to make connections.

Zach discovered his passion for virtual teaching after graduating from Clarion University (now Penn West) and taking on a graduate assistant role that exposed him to various learning management systems. He saw first hand the unique challenges and opportunities of teaching online, he highlights the importance of building strong relationships with his students and peers, addressing individual needs, and fostering engagement.

As always, we discussed the value of authenticity, relevance, and engagement in virtual teaching. Zach has learned that creating a welcoming homeroom environment, incorporating technology effectively, and using real-life events, such as political debates, are helping make learning meaningful for his students. He acknowledges his the gifts of his peers and is excited that they share and make meaning together as they work without IU8 Extended Campus students.

Lauren also made sure we didn’t forget the importance of nurturing our VLF’s and helping them to expand the opportunities to build the teacher-student relationships. So much of teaching and learning, in any environment, is being flexible. We are grateful that Zach and ALL of our folks seem to get that as their students are adapting to the virtual learning landscape - they play a huge role in creating the engaging and meaningful educational experience all students deserve.

In our last episode, Don named flexibility, as well, as a important quality in the success of working virtually.

As always, if you have a need or just want to find an alternative for your students - reach out. We love to learn what you are up to and learn with you.

Here is another great video blog to check out! Lauren and Allison Zmuda about her work on our French 1 Course.

Have a great week,

Pat

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Hi World of Learning Friends,

These are exciting times for the World of Learning, diving into who we are and how we want you, our partners, and our team to experience learning. In our last episode we talked with two of our virtual learning specialists, Courtney and Ashley, to hear about their experience in making the virtual classroom feel like HOME. We hope they feel home at the World of Learning, too.

Talking with Don Vogt in this episode sure makes me feel at home. Don is a principal at Ridgedale HS in Ohio. His commitment to helping his students, in his small rural community, just warms my heart. He and our own Lauren McMinn have worked together for years to instill a sense of belonging and comfort (Home) for Don’s students. It is always a joy to have Lauren’s insights.

The challenges our IU8 districts face when it comes to finding teachers for World Languages and the upper level science and math courses are the same issues Don faces in his small Ohio town. We were lucky enough to meet Don from a previous district where they got and email about us from a mutual connection - and then searched the internet and thought we might be worth a try.

Our discussion centered on the value WOL brings to small and rural schools. Don and Lauren highlighted our Live Sessions with students that encourage engagement with the adult in the virtual room, versus just having an asynchronous course (modules). And while there can be a time and place for them, you cannot underestimate the value of having a face-to-face experience with a teacher, on the screen, when it comes to creating that relationship with the student. We have always said, we are the ‘next best thing’ to having a teacher in the room. As Don walked the halls of his school during his regular walk-throughs, he sees the engagement with the virtual instruction that he did not see when they used only asynchronous courses.

The 'door opens’, in an almost literal way, like Ashley and Courtney talked about in our previous episode. Which brought us to the importance and value of fostering connections. Lauren lifted up the importance of these connections and learning about students' lives. When we know the students and can make the content more relevant - it IS more engaging. Don seconded Laurens’ insights and affirmed that not only our teachers (Virtual Learning Facilitators), but also Lauren and the teams’ effort to establish the connections with Don’s team - supports the success of each child.

As we wrapped up we got down to the harder topics of teacher attrition, the challenges of teacher shortages, and our mission of supporting small and rural schools. And while virtual programs like the WOL Institute can help to solve the problem of shortages and attrition, Don was careful to point out the need for patience, adaptability, and giving students a chance to adjust to new learning environments. Lauren reminded us, too, that in order to help students get comfortable it is important to have systems and support for teachers, who are delivering this high quality education. Connecting our teachers with their support team in the district they work with is key.

Looking ahead, we hope to continue to learn and grow together. Don’s experience and commitment to students in rural schools makes me want to find even more ways to collaborate and support not only Don’s students, but also the many others who would benefit by having access to a teacher - when their district can’t find one. It would be so much fun to spread the word with Don at a conference or even in a webinar. His experience and insights could certainly help others.

We are grateful to be able to help Don and the whole team at Ridgedale. We look forward to continuing to build and support learning experiences for school that look like our IU8 districts and Don’s. We are all in this together.

If you can’t find a teacher and want to find a creative solution - give us a call, we are here to help.

Have a great week,

Pat

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Greetings WOL Friends,

Last week we talked about the story of the World of Learning Institute (WOL) and what to expect when you can’t find a teacher for a course your students may ‘want’ or ‘need’. We followed Dorothy down the WOL road. Each chapter outlined the basic operation of the World of Learning Institute. We all know that it matters who is in that room with the students - it’s no different in the virtual world.

Chapter 2 - Welcome Home

In this episode we will talk with two of our virtual learning specialists, Courtney and Ashley, both Spanish teachers, to hear about their experience in the classroom, as course builders, collaborators, student support, planners, magicians, just all around amazing people. In the dynamic world of virtual learning, creating a sense of belonging and comfort for both students and educators is essential.

The Hesitation to Call Virtual Home is Real

As we have onboarded 35 districts in the past few weeks, started a full-time virtual K - 12 program called Extended Campus for our IU8 districts, and launched an initiative with PDE and the Bureau of Special Education to get ASL into classrooms, we stop to be grateful that we can support and serve both the students who need a course and districts who can’t find a teacher.

Without Virtual Learning Facilitators like Ashley and Courtney, who recognize the initial hesitation many students experience when entering the virtual classroom, many might not succeed. The digital realm can be daunting, and students may feel unsure about how to engage with their peers and instructors. To address this, Ashley emphasizes the importance of creating a warm and inviting environment from day one. Courtney talks about opening the virtual door - decorating a virtual locker, even. They encourage students to unmute themselves and actively participate, just as they would in a physical classroom.

Onboarding, Oh So Important

Ashley also highlights the unique experience of onboarding students who are new to the virtual learning landscape. She takes pride in being the first point of contact for these learners, helping them navigate platforms like Canvas and Zoom. Her role is akin to to rolling out the red carpet to their educational journey, ensuring that they feel welcome, supported and confident - from the very beginning.

We are grateful for each of our facilitators! We now have 53 Virtual Learning Facilitators (VLF’s) to meet the needs of districts in so many areas, not just World Languages anymore. Our VLF’s are the key to the door of welcome - helping students to find their footing as they navigate this sometimes new, sometimes daunting space to learn.

At the World of Learning - our days are filled with impromptu Zoom meetings, hundreds of teams chats, phone calls, text, and emails. Communication is key in the virtual space. Our VLF’s offer 230+ sections of courses with our traditional World Language and ASL offerings, to Physics, Calculus, General Science, Library, and even STEM offerings. In addition, we have a full suite of courses for a Full-Time K - 12 learners with - ELA, Math, Science, Social Studies, and a slate of electives like Music, Library, Art, Health and PE.

The Power of Sharing and Support

A hallmark of the World of Learning community is the willingness to share knowledge and support one another. Ashley and Courtney emphasize that they never hesitate to ask for help or offer to share with their colleagues. This open exchange of ideas and resources enhances the quality of education they provide. They are also very excited about how they collaborate in building live sessions and activities for students. By aligning their live sessions, they create a cohesive learning journey for their students. As they work together their enthusiasm, and the enthusiasm of others, seeps out into the community as they share their resources and support the others on the team.

We Are Glad YOU Are Here

The most important way we can make students and teachers alike feel the sense of community and collaboration is to provide a warm, safe place to encourage learning. The "Welcome Home" theme resonates throughout our discussion, and day-to-day encounters, highlighting the importance of creating a respectful, supportive, and trustworthy environment for both educators and students.

We hope this episode gives you a glimpse into the world of virtual learning and how it's evolving to meet the needs of students and educators alike. I am grateful for Ashley Herzog and Courtney Bonino's insights as they share the dedication and passion that they and our team of VLS’s have to making the World of Learning feel like home for students, schools and families. As the virtual education landscape continues to grow, we know that the sense of community and support must be part of the core value and beliefs we hold - if we want everyone to succeed.

We are glad you are here!

If you need help finding a course or if you have a student who needs a full virtual program - contact me.

Pat

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Hi WOL Friends,

As we kick off our 8th year at IU8 and our 3rd podcast season, this is a good time to remind or help people to know who we are at the WOL Institute.

First, we started out at IU8 with 10 World Language teachers and a lot of soul. The teachers who joined us at IU8 have built our World of Learning Institute into a place where learners interact with each other and the world around them. We are a learner-centered community, committed to continuing to improving our craft of teaching and learning in the virtual space. This cohort of people are better at engaging learners using authentic and relevant resources than any I have met on my journey.

Our story goes something like this!

A Learning Journey - follow the WOL road!

Chapter 1 - The Classes They Aren’t Taking

Imagine Dorothy, your student, who wants to travel to far and distant lands. Dorothy lived in rural PA and wanted to pursue Arabic. She saw the fine print in her schools guidance course catalog and asked what this meant! She had an interest in studying Arabic and felt a “call to adventure”. While her school did not have the course she wants to take, her amazing guidance counselor - said, not to worry! She went through the WOL Course Catalog with her and filled the gap, so Dorothy could learn Arabic without ever leaving her school. She was off to a great start… down the path to meeting her goals and achieving her dreams.

And you, her Principal, being the learner-centered leader your students need, recognize that if a student can pursue their interests they won’t be off day-dreaming, they will be engaged in an immersive virtual learning experience that will take them to far-off lands, or down a yellow brick road, without ever leaving their school or district. So whether it is Arabic or Physics, German or Math, the WOL Institute provides authentic, relevant, and engaging learning experiences using a computer, Zoom, and an LMS that is easy to navigate.

Chapter 2 - No Class? No Problem! Welcome Home

Once Dorothy encountered the WOL her school leaders knew that she was in good hands. And watching Dorothy’s progress, you begin to consider what other options could be available for timid students like Leo or students who get behind, like Tim? The WOL Institute provides caring teachers, authentic and relevant content, and a commitment to continued learning. No lions, or tigers, or bears. Just friendly, supportive people to guide the learning journey.

Better yet, our courses are built and continuously improved upon by our teachers. And students can get started within a day, receiving a supported entry as they begin a new adventure. Our caring folks keep an eye on the path and help the learner to chart their progress.

Chapter 3 - I Can Learn Online

While Dorothy never struggled with Arabic class, sometimes there can be a struggle to become independent learners in the online environment.

The awesome part about the WOL is that we work with you, your guidance department or support staff, to help each student become self-motivated, self-directed, and planners and managers of their time. Dorothy learned to advocate for herself, right from the start, but to avoid the pitfalls on the road (the online journey), the WOL Institute takes a team approach to finding the bumps and making adjustments, so that all the students on a journey can find success.

Chapter 4 - This Is Only The Beginning

Dorothy went on to complete 4 years of Arabic from a small town in Pennsylvania. The only one in her school who spoke and read Arabic. She engaged with others on this journey in schools across Pennsylvania and beyond. And, she excelled. Her dream of going to an elite school became a reality, and she continues to study Arabic and International Studies. While it is hard to be in a big city with students who had many more opportunities, Dorothy knew that she wanted to find her way our of the small town (and she loves to return, and probably will eventually, because she loves her home) to the big city and see what the world was like beyond her small town.

Because she engaged in authentic and relevant learning, she built skills to navigate not only the virtual space, but she also mastered concepts that are helping her to meet her next goal on the big road of life. She stays in touch with her teacher and continues to navigate the bumps in the road that happen as you move into the world.

For Dorothy, and others, the unknown can become smaller and the known larger as you walk a learning path with others. .

The skills Dorothy, and others, can learn through World of Learning courses can be transferred. It is remarkable to hear how learners’ like Dorothy who have amazing skills, can find new ones and build on their strengths to becoming continuous learners, confident in their abilities to tackle new challenges and learning environments.

We see the gift of helping a students, like Dorothy, every day as they internalize their ability to create their own adventure in learning. And they can continue the journey, regardless of where they are in the world.

So if you have student like Dorothy, or Leo, or Tim - who need something that you can’t offer, we are here to help.

Enjoy the journey,

Pat

PS - stay tuned for more on storyboarding and our new classes in the weeks ahead!

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There can be times in your life, or work, or career that go down as really special. Last week was one of those weeks for me in my career that really stood out. (Three weeks ago it would have been my new granddaughter, Olive, but not this week).

We had a faculty meeting with so many new folks that we revisited Who the World of Learning Institute IS, and how we want to be when we get into our classrooms with students. We have some Virtual Learning Facilitators (VLFs)who have been teaching for some version of the WOL Institute for more than 15 years. We have been at IU8 now - 7, heading into our 8th school year.

My strong belief that Who teaches is so important, comes from my mentor and friend Dr. Sally Z. Hare. She was an early Fellow of the work of Parker Palmer and The Courage to Teach, in addition to so many other things! She helped me to see that no content, no learning, no connection will happen in a classroom, a faculty room, or a community if we don’t acknowledge WHO is in the room. That includes each teacher, parent, child, and administrator. We learn, teach, lead, and parent who we are. So starting off acknowledging this is an important factor - seeing the light in the eyes of our people as we spoke about the value of connection was, priceless. It made my week.

And as we dove into who we are - I felt the power of hope, the power of belonging, the power of trust, respect, competence, and integrity.

Seeing the interactions all week long between our seasoned and less seasoned people - supporting one another and sharing experiences was thrilling. Seeing the TEAMS chats with activities for the first live sessions, suggestions for how to set up homerooms, and just general good wishes felt so hopeful. It’s important to see each other as people. Some of our team were parents who were sending off children to college, others had first days of school, and some of us were just making our way through the beginning of another school year - excited and encouraged.

It has not been without struggle either, we moved to a new version of our SIS, Class+ from Genius, and it seems to be more than a little bit buggy. (Get out the nets and spray)! If you are a student or admin you may experience some of these bugs, too! AND, we are muddling through with fixes from the Genius Team and workarounds from ours. We huddled in Zoom, we called, we text, and we sent coffee and ice cream. Even virtually we can cheer each other up.

I am proud of our team, I am proud of the work we do. I am excited that we accept challenges. I am excited about the new people we have met on the way of this new adventure of hosting Extended Campus at the World of Learning. I am grateful for Jeff Malispino, who is leading the way for us. And, our WOL Institute team has also grown. The excitement and anticipation of learning and growing together is in the air.

I hope you are feeling as filled with abundance as we are!

Have a great start to your new school year!

Pat

PS - As always, if you need support for your learners’ we are here to help!

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Hi Folks,

We started back with our first-ever full-time Virtual Learning Facilitators this week. As we welcomed these new, and new to full-time folks, we revisited a bit of who we are and what we do!

Stretching your wings and trying new things - like supporting our schools and districts when they need a full-time virtual option for their learners has really helped us to revisit our mission and vision. If you know someone who doesn’t know who we are we would appreciate you sharing this short post to let folks know a little about us.

Our mission is to provide high-quality, face-to-face virtual instruction to students who may not otherwise have access to the courses they want or need. And, we believe learning experiences should be memorable, relevant (meaningful), and immersive.

In keeping with our mission and beliefs we provide the best alternative when you cannot find a teacher for your school. Our virtual face-to-face options provide authentic, relevant, and engaging instruction for students of all ages in all subject areas.

Here are a few features of our program:

• Live, face-to-face instruction

• Online, at your fingertips

• Interactive & engaging

• Customizable for individuals or the entire classroom!

• AND

• We offer Full and Part-Time Options or single courses.

Our Virtual Learning Facilitators:

• Get to know your learners’

• Provide regular communication and feedback

• Are available for Office Hours to support you and your students when help and support.

Our Support Desk is responsive and will get you the help you need - or find the right person so you can get to work!

Listen in to our conversation with Allison Rodman - as we talked about how professional learning helps us to 'Be Just a Little Bit Better’ every day!

As always, if you can’t find a teacher or if you need a full-time option, reach out.

Best,

Pat

You can contact me at pmulroy@worldoflearninginstitute.com for more information.

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Greetings WOL friends!

As I passed a beautiful garden on my early morning walk I commented to the gardener that her flowers were beautiful. As she was weeding she replied, ‘It can be such a pain’. I can relate. The weeds can have a way of taking over and obscuring some of the beauty. I paused a moment and said to her, ‘Nothing without good work’, she nodded in agreement.

As we take time to pause this summer I hope you have had some moments to enjoy the beauty around you. To acknowledge the hard work that you do each day. How regardless of your role, as a student, a parent, a teacher, or administrator, there is always work.

As we turn the corner to August and see the starting line for the beginning of the 2023 - 24 school year, may we bask in the abundance of our good work and progress.

At the World of Learning, we will be adding a full-time option for IU8 districts through Extended Campus. We look forward to welcoming students from 17 of our IU8 districts, and new teachers who have worked hard to prepare for these students this summer. We have updated our Spanish, French, German, Latin, Chemistry, Physics, Japanese, and Chinese courses. We have completed professional learning on Brain-Friendly Teaching - using our IU8 JoltEDUprofessional learning platform. We have updated our support system and improved our student experience in our asynchronous model.

So, if you find yourself without a teacher in any subject this fall, please reach out - we may be able to help and support you and the learning journey of your school and team.

Onward,

Pat

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Hi, World of Learning Friends,

I am a bit behind today as I prepare to send this out! We are in a flurry of activity - the kind that happens at the end of the school year. And, we are excited to be hosting the WOL Japanese Honor Society, one of those awesome things that happens in this flurry. This is the second year of being able to lift up our distinguished students who study Japanese. Hats off to our Japanese Virtual Learning Facilitators, Ellen, Michiyo, Fumiko, and Pana, who through their own passion see the love of learning grow in their students!

Our Podcast - We Do This Everyday is winding down our second season. WE are SO grateful for the conversations we get to have with so many of you. Thanks for listening in, commenting, hitting the heart button, and encouraging us to lift up the voices of the learner and those who support them.

Here are a few of my favorite reasons to do a podcast:

• I get to talk with people who believe in their heart that students matter, students are trustworthy, and that the education we provide them needs to honor their excellence, expereriences.

• The podcast has featured various co-hosts, including our own Olivia Grugan, Lauren McMinn, Erin Siverd, and Anita Young (now the Director of BILD at Huntingdon School District). And, we have drawn inspiration from Dr. Tom Butler, Chris Davis, Allie Rodman, Allison Zmuda, Heidi Hayes Jacobs, and Barb Davis, thanks to everyone else who inspire us, too.

• The podcast has covered a wide range of topics, including Ashely talking her own learning journey and how that made her empathetic, Ying-Fang and Vivi taught us about Lunar New Year , Fiona Grugan from University of Arizona spoke withus about Student Succes. We also dove into media literacy, reflection, creating priorities to stay relevant, and dreaming about what's possible.

• The podcast has included students' voices, Ally and Aliza bring such fresh perspectives, and we have plans to include more student voices.

• The World of Learning Institute strives to be a little bit better every day, and this mindset adds up over time. Our team of Virtual Learning Facilitators, Virtual Learning Specialist, and the rest of our team love to learn together. Our goal is ALWAYS to create an experience that students can enjoy, find challenge and support, and expand their possibilities - one day at a time.

We are always glad to talk with you and to partner with you when you need a teacher. And, in 2023 - 24 we will offer a full-time option for students as an alternative to PA Cyber Charter Schools. Stay tuned for more information.

Have a great week,

Pat

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Greetings World of Learning Friends,

Olivia and Lauren did a podcast takeover, again. And I am grateful. I love how awesome our WOL Team is! The conversation between these awesome folks is inspiring - and it is so incredible to think about the teacher and learner as we talk about designing curriculum. As I listened I got excited when I heard that our curriculum work can help… with troubleshooting advice and a changeable curriculum for teachers and families.

We want to learn from you as well. Reach out and tell us about what you are proud of, and what makes your heart sing. If you haven’t listened to our student's voice podcasts you can find Abby’s here and Aliza’s here - they sure are something Turkeyfoot and Bedford School Districts can be proud of.

As most of you know, we recently engaged in a year-long project to streamline and storyboard our courses with Heidi Hayes Jacobs and Allison Zmuda. Part of our goal in this effort is to meet others who can become partners in learning and growing. After our event, we invited some of the participants to join us in conversation and we are delighted to dive deeper with Rob and Amy from Southwestern School District to imagine how we can make learning experiences relevant for EVERYONE!

Here are a few of the key takeaways from our conversation with Dr. Rob Freil and Ms. Amy Kauffman from Southwestern School District in Hanover, PA:

• Southwestern's curriculum work is guided by quality and alignment. Curriculum design work does not stand alone. Dr. Freil also oversees the work of assessment design and implementation as well as the instructional practices that support the curriculum and assessment. Dr. Freil, Amy, and their teams ensure that there is quality and alignment in their district, meaning that the implementation of the curriculum, assessment, and teaching strategies are done well and intentionally across K-12.

• Stories are accessible. Traditional curriculum design in the form of scopes and sequences laden with education jargon often doesn't make sense to those outside of school leadership. Stories are an opportunity to engage parents and students in the path of learning.

• The culture around curricular work is key. In spaces where there is not a lot of "love" for curriculum design, storytelling provides an "access point," as Dr. Freil shares. Amy enjoys working with teachers and having conversations with them about curriculum design, even if it's not a space that teachers feel comfortable in at first. Amy works to give teachers that voice in their curriculum and helping them to see how curriculum design plays out in what they do in the classroom. This culture-building is important.

• Teaching is an art, and storyboarding curriculum provides flexibility for that craft. Instead of seeing curriculum as simply standards to get through, the story turns it into a journey. Dr. Freil wonders if curriculum could serve as a "troubleshooting map" instead of a list of objectives? When we map and create a storyboard as our guide, it provides more freedom for teachers to practice their art instead of boxing them in.

• Storytelling is inherently human. We all need to see how the threads connect in order to learn, whether that is unit to unit, or event to event in a story. We all know great storytellers in our family and friend circles. Not only can we think about the stories we want to tell, but Olivia is also thinking about the stories that others are sharing with her. What makes people want to share their stories with us?

One of my favorite parts of this podcast was when Rob, Amy, Lauren, and Olivia talked about their favorite storytellers! Rob highlighted how his Mother-In-Law added color and humor to family stories that connect and preserve family traditions.

Who is your favorite storyteller?

There is still time to join us for the year-long Storyboarding and Streamlining Design Space. REGISTER HERE to join us and tell the story of your course, your classroom, or your school!

Have a great week,

Pat

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Greetings WOL Friends!

We have had the opportunity to talk with many of you recently as we are working to prepare for the 2023 - 24 school year. It is so much fun to hear about all the great things happening in your schools.

Our guest on this podcast is Aliza- a 6th grader at Bedford Elementary School. She joined us with her parent to talk about her experience taking ASL in the virtual environment.

American Sign Language (ASL) was our initial foray into the idea of our courses being a story - where students can see themselves as participants and creators. Our catalog highlights some of the courses that have already made it into this format.

It was truly our pleasure, and an honor to hear from Aliza. Listen in to hear this amazing young person tell us how she ‘Loves to try new things’. I look forward to watching this creative, hardworking learner as she makes her way on her education journey. I hope she will stay in touch at various parts of her career.

Our conversation with Aliza highlighted many of the benefits of a school using the World of Learning Institute to expand offerings.

Here are some highlights:

• Students have a lot to say about their learning. Listening to students, even young students, can be so instructive for us as adults in shaping the opportunities and challenges that will provide skills to succeed in a world that requires collaboration, creativity, and persistence.

• Aliza finds one of the key benefits of learning virtually is her ability to connect and learn with students from other districts. She and the students she has met come from a variety of districts and have a shared passion for learning ASL.

• Aliza also enjoys connecting with classmates through sign language in her live sessions. Sarah, Aliza’s mom was amazed when she observed a lesson in which the students communicate with the teacher 100% in ASL and using text chat.

• The discussion boards are lively spaces in our ASL courses with students working together to decode conversations using their new learning.

• Aliza and Sarah both highlight that taking this course this early in her school career gives her the opportunity to be fluent much earlier and also to be ready to reach her goal of becoming an ASL interpreter with greater fluency.

• A final benefit is that Aliza was able to meet with her class and participate in her LIVE session even when her family was on vacation!

In the video below Aliza is well on her way to sharing her dream and passion of supporting the Deaf Community. Her poise and passion for learning ASL are evident as she and her grandmother signed the song “You Say” at church on Easter.

This is just one example of how the WOL Institute is able to expand what schools are able to offer. We will also have opportunities in the coming year to provide courses that are NOT world languages. (This year we have offered Calculus and Chemistry).

Ask us about what might be available if you can’t find a teacher or would like to expand your offerings.

Have a great week,

Pat

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Hi WOL Friends,

In this podcast episode, I was able to interview Abby, a senior student from Turkey Foot High School - she joined me with her Latin teacher Ann Myers. It was a fun conversation. Both Abby and Ann have a passion for learning and exploring. As you listen in you will hear a few key points about what Abby likes about one of the first courses that we have put into the story format.

For those of you who live in rural places, you will be able to relate to Abby’s story. Abby shared that her school, with just over 500 students in K - 12 does not have a World Language teacher, and even though the WOL has a variety of offerings most students choose Spanish, like Abby, in her freshman and sophomore year. She was not really impressed either. She found the course too stiff, filled with memorizing and perfection.

I am thankful she gave us another chance!!

Here are a few of the takeaways from our conversation.

• When the WOL offered scholarships, Abby was encouraged by her parent to take Latin, as it may be helpful for her future medical studies.

• Anne Myers explains how she reconfigured the Latin course to teach it from the perspective of the gods and muses, offering a different avenue to the content, and emphasizing exploration of the connections to the language in the real world rather than just following a curriculum.

• Abby expresses her appreciation for the new approach, allowing her to explore her interests and have fun with the language.

• They discuss how the new Latin course compares to the old Spanish course in terms of exploring and having fun with the language, and Abby shares that the new course is more open to exploration and personal interests.

I was so grateful to get to talk with Abby, and want to have her take a look at the new Spanish course that has been developed in the same format as her Latin course. Having her feedback is so helpful in creating the course that students want with the teachers they need and deserve.

And we recently got this feedback on our NEW Spanish 1 course!

How are you including student voices in the development of your curriculum?

Dennis Williams, a PASCD friend, and a colleague have spent the last 4 years working with the faculty and students of Hatboro-Horsham High School to infuse not only choice in a lesson but an actual voice in the development of the curriculum. You can find more about Dennis on his web page. Or catch him at PASCD this November - he is our President-Elect.

Our schedule for 2023 - 24 is starting to fill in. To get your preferred times for your students contact us soon. You can see our updated course catalog and the descriptions of our new storyboard formatting. Let us know if you have questions.

Have a great week,

Pat

pmulroy@worldoflearninginstitute.com

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Hi WOL Friends,

Today, I will be flying solo and sharing my thoughts on how we can better engage and uplift student voices in education.

My passion for this topic started back in 1997 when I attended my daughter's IEP meeting and was frustrated to see her potential minimized. Since then, I've made it my mission to empower students and ensure their voices are heard.

My granddaughter Maizie recently celebrated her 4th birthday with a bunch of curious and eager children, which reaffirmed my belief that kids are always eager to learn, explore, and succeed. And it's this belief that drives me to continue to lift up their voices.

Last week, I had the pleasure of interviewing Abby, a senior at Turkeyfoot, who is taking our new Latin 1 course (You’ll hear more from her next week). Her poise and insights were truly inspiring. This week, I am excited to speak with one of our ASL students and her parent, and I am also following a fantastic student podcast called Niam's Newsletter. Niam, also known as the Global Warming Kid, is doing some incredible work, and I hope to have him as a guest on our podcast soon.

Although I'm still learning how to trim audio and mix in my intro, doing this podcast and newsletter brings me both joy (And a little anxiety). I love hearing about how people are pushing the boundaries of education and contemplating what learning truly is. I'm grateful to be part of the WOL team, and I'm thankful for the opportunity to expand what we do and how we serve our students.

Whether you need a single course, like Abby taking Latin, or you're struggling to find a math, science, or world language teacher, we're here to help. So, please don't hesitate to contact us at pmulroy@worldoflearninginstitute.com.

Thank you for joining me, and have a fantastic week.

Be well,

Pat

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Transcript Podcast #37

Greetings WOL Friends,

Spring is almost here. By now many of you are probably considering schedules, course offerings, and what you will be doing for your summer professional learning. Our WOL Course Catalog is updated and we will continue to work to provide you with high quality offerings in World Languages, Calculus and Chemistry. This summer, through our own professional learning we will be adding courses like Biology, Middle School Science, and other courses you are asking about. Let us know if there are other offerings you hope to see in the comments!

We also hosted a Digital Learning Day Webinar! If you want to see some of the great work our teachers do watch this video.

In this podcast Erin Siverd and Lauren McMinn joined me to discuss our strategies and support for both the synchronous and asynchronous parts of our courses. It has been such a pleasure to add Erin to our team - with a background in science, she is providing insight and ideas that help us to continue to grow and make what we do more relevant. Since Lauren and Erin are both also taking courses online as graduate students they have some unique insights as learners’ as well.

Here are some of the takeaways from our time together:

• Lauren and Erin find that being a student in a virtual environment really opens your eyes to best practices, and the importance of great feedback and timely communication in a virtual course.

• Lauren shared her experiences as an asynchronous student and emphasized the importance of human connection in virtual learning.

What I'm really enjoying in my class is that my instructor starts every module, every week with a short, personalized video. I see the value in seeing her face and hearing from her. The video highlights what's important every week. It made me realize how important our Monday morning messages are and what a great job our teachers do in providing this very important and personal touch.

• We have the advantage of our students being in their classroom together. They can collaborate in real time with their asynchronous learning. While students use the asynchronous material to learn at their own pace, it is effective, in that students can go back, re-watch, slow things down, or move ahead. And, we believe there is a need to maintain a human connection asynchronously through clear personalized messages and specific feedback.

• One thing we (WOL) think we might be able to do better is to make use of personalized video messages for both feedback and directions (More on this subject in this podcast). As Lauren described the connection she felt in her course when she saw her teacher, this strategy can help students feel more connected and engaged in the learning process. Audio feedback can also add a personal touch and make the learning experience more engaging for students.

• Virtual learning environments can use a synchronous session approach to supplement asynchronous learning, but one thing that Erin and Lauren highlighted is that how the teacher sets up the asynchronous course with communication, expectations or not, really guides the experience. For better or worse.

• In our instance we have really created a flipped classroom approach. As Erin points out, we start with really clear communication with the Monday Morning Message (even for our teachers thanks to Erin) that provides a road map for the week. Our Engage and Explore set the target and provide content for students to learn a little bit or cement what they already know about the topic. When they meet with the teacher - they can ask questions, try simulations, put what they are learning into practice.

• We LOVE the opportunities we have to explore our practice and engaging in trying to make it better.

We really enjoyed this conversation. It was sparked by this book that I am over the moon about, The Extended Mind: The Power of Thinking Beyond the Brain, with so many relevant connections to teaching and learning. I am grateful that Erin, Lauren, Olivia and our Virtual Facilitators think with us as we expand the ways in which we can make connections in the virtual environment.

When you can’t find a teacher, or need to expand your offerings, you can be sure if the World of Learning at IU8 is partnering with you to provide instruction - your experience, your students' experience, your community's experience will be the best virtual experience you can have. With thoughtful people like Erin and Lauren - you and your students will be in great hands.

Have a great week,

Pat

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Transcript of Podcast

Hi WOL Friends,

We are thrilled to share with you our latest podcast featuring Beth Van Oss, one of our Spanish Facilitators. Beth brings a wealth of experience to the World of Learning, and we had a great time discussing her first year working in the virtual world. We also delved into how her experiences, such as leading Outward Bound, have influenced her teaching approach in both virtual and brick-and-mortar classrooms.

Our podcast co-host, Lauren McMinn, offered some valuable insights and even provided a FULL TRANSCRIPT of the episode.

Here are some of our favorite takeaways:

• The core values of Outward Bound are; self-reliance, physical fitness, craftsmanship, and compassion.

• Getting people in an environment where they have to work with each other and work with themselves is a very transferable experience. Learners come out of Outward Bound, and hopefully our courses, with better communication skills and knowledge of themselves. Think about how valuable that could be for all of us → that our learning allows us to go into the world more prepared to collaborate and work.

• Lauren highlighted the value of Beth’s strong teacher presence - and how her communication skills contribute to keeping everybody in the loop about student progress and expectations. She makes it apparent to everyone that the person in the room can help carry over on the days that you're not there.

• We discussed how transitioning to teaching virtually, both LIVE and in the classroom, and to asynchronous classwork, requires some un-learning. When students show up in a live session or complete an assignment - you have an opportunity to make a connection - to create a space that is exciting and fun - from a distance. Your words and gestures matter. That is new to most of us.

• The importance of being a ‘presence’ in the students' life requires timely communication - and an in-the-moment type of effect even when you may be far away. You can’t wait too long to give feedback - it needs to be timely and clear.

• Beth also believes that when we allow students to lead - by teaching and then gradually releasing the responsibility, our learners are empowered. They grasp the importance of their learning, whether it is knowing when to get off a river, or how to respond to teachers' prompts and questions, knowing when they need support and asking for help from a teacher or fellow student which gives them confidence and a sense of being capable. We also know when we teach - we learn.

• Silence matters. As a teacher, we need to give room (wait time or silence) for students to take a risk; try something new, figure out the answer, to know how to get up again when they fall.

• We learned from Beth that one of the mottos of Outward Bound is “you can do more than you think”. That is something! And so true.

Can you imagine taking any of these nuggets into your classroom, school, or district?

As we work to make learning more meaningful we are up to our ears in Narrative Storyboarding. And you could be, too. We are finding the work so invigorating for both our students and facilitators. Thinking about being a storyteller or having your students be actively engaged as a character in their own learning opens so many doors.

Have a great week,

Pat

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Hi WOL Friends!

So much is happening at the World of Learning - in just TWO weeks we will kick off our Design Space - and a year of learning with Heidi Hayes Jacobs and Allison Zmuda. You can see more information and register on our website. We still have space left for our opening event - sign up now!

We are also super excited to talk with Fiona Grugan! She reached out to us about the awesome work we do at the WOL Institute and how she sees what we do as a great preparation for students to move to college or the workplace. We had a vibrant conversation with Fiona, who through her Ph.D. research and 10 years at The University of Arizona, has amazing insight. Listen in!

TOP TIPS for Success in College and the Workplace:

• Learn to write a respectful email. Use grammar and other tech tools to check your work. Listen all the way to the end - Fiona provides details.

• Students need to learn to Self-Advocate - Reach out to their teachers and professors. There is a lot of help!!

• Schools and programs should consider creating auditory and visual instructions for ALL students.

Here are a few takeaways from Fiona and Olivia:

• College experiences are open to more diverse students than in the past. There are so many skilled people to provide support for students. Knowing how to connect students to support is a new challenge facing post-secondary education. Additionally, the pedagogy has not shifted to meet the diverse needs of some really bright students who are now going to college. (That may be true in K - 12).

• Fiona’s Ph.D. research is about how to help diverse students fit into the college experience. As a person with a disability herself (hard of hearing) she has always “felt a little bit like a square peg trying to fit into a round hole.” She is excited to identify and eliminate some of the barriers that prevent students from being as successful as they can.

• Putting everything online during the pandemic was a struggle - not all educators had the skill or tools to provide good instruction. Not all students have the technology or skills needed to be successful in a virtual world.

• WOL is a supported and guided experience. The students who came to live sessions and office hours were more successful. Even when students struggled, if they sought the available support, they were more likely to succeed. The live session and 1-on-1 support help to build community. The skills students gain in this guided experience will transfer to the workplace or to post-secondary education.

• Standardization of the platforms students work in can lead to success. For students who are new to the use of technology, it is important to have a framework where there are scaffolds until they have the support they need. (How many of us know a student who leaves college after the first semester because they were in an unfamiliar environment?)

• Fiona talked about her project of creating a course to support student success - one module has to be just on technology.

• Olivia talked about looking at the barriers we have in our courses in the World of Learning through the lens of Universal Design. As we look at surveys we try to recognize the people who are unhappy.

• An LMS (Learning Management System) is designed for a certain type of learner. Providing support for students who have not had experienced learning using technology or who do not have easy access to technology is key.

• We have standardized the design of our course home page in the last couple of years to support the idea that students need a structured experience - this change helps students move from one week to the next with ease.

• Remove the heavy text from online courses. How do we design spaces that engage? What are the critical learning concepts, not just the instructions? Wouldn’t it be fantastic (not novel) to have directions in both written and sound?

• Critical thinking - we discussed how we capture the moment of ‘panic’ around AI - moving toward thinking about how we can use the tools to support our own thinking and make our work better. The big question was - how do we value not just the answer - but the human - and the human experience that helps build our knowledge. How emotion impacts our life, our thinking, and our learning.

What We are Reading and Listening To:

Work Appropriate - workforce skills have changed. Attitude, learning new skills, and being someone others want to work with.

Light Pirate - The theme is climate change - somehow it is beautiful and hopeful.

I can’t wait to listen in and read these new finds.

Have a great week everyone!

Pat

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Hi WOL Friends!

We had a great time talking with Dr. Barbara (Barb) Davis, the Assistant Superintendent of Eastern Lebonan County School District (ELCO) and Past-President of PASCD. The World of Learning was able to support her students when they needed a Spanish teacher - THREE times.

It was the Fall of 2018 and Barb thought they were all set. ELCO had secured an LTS when one of their Spanish teachers was heading out for maternity leave. As the time approached for the LTS to start - the person backed out.

When I heard from Barb I was grateful that we had the staff to support their needs. The transition from a beloved classroom teacher to a virtual facilitator can be a difficult transition. Working with the HS Principal and our amazing Virtual Learning Specialist(s), like Lauren, we were able to support the learners and keep their instruction going until their teacher returned.

Takeaways

Barb’s background in Instructional Technology makes her suggestions especially relevant. Listen in for her important views on the differences between face-to-face and virtual instruction.

• Over-communicate. Work closely with the district to help the parents and learners make the transition to a virtual platform. Online learning got a bad rap during the pandemic - when we hastily took in-person learning to an emergency online experience.

• Make use of both in-person and virtual Information Sessions for students, district staff, and parents. A virtual session with the instructor(s) and administrative teams to answer questions and help everyone get comfortable is important.

• Let students grieve. When the teacher they are connected with leaves for the birth of a child, an illness, or another job, students need time to let go of the relationship they valued. As adults, we need to recognize this and support the students in the transition.

• When possible - have the teacher who is leaving introduce the virtual teacher and program to the students. It goes a long way to show the connection and teamwork between the old and the new.

Lauren also offered some of the ways the WOL helps make the transition to Virtual Learning:

• Work with the departing teacher to understand where the students are with their current content.

• Make sure to understand students’ special learning needs and accommodations so that students may succeed. Share IEP and 504 information so that teachers can meet students where they are.

• Scaffold students to be ‘good’ virtual students. Help them to navigate the self-directed nature of learning in a virtual setting.

• At the WOL Institute, we create our courses using Universal Design. Our home page is user-friendly with icons and screen reader capable banners and graphics to make navigating asynchronous work easy.

• Providing clear directions, due dates and expectations for attending live sessions sets the tone for success.

Making sure parents are connected to the student’s course work and teacher is key. We cannot overstate how important communication in the virtual setting is for student success.

NEW for 2023 - 24

The WOL Institute is excited to share some of our new features and offerings:

• See our new course design and catalog of offerings on our web page.

• Our Genius SIS provides real-time data on grades and promotes communication with both parents and the district. And our Support Center offers timely answers using a Knowledge Base and Ticket System to solve problems.

• We are transitioning to a more competency-based learning design. Using the narrative storyboarding approach - students become the characters in their learning journey. You can see more in the video below.

• We are beginning to create IPA’s (Integrative Performance Assessments) to authentically assess student progress. Olivia describes how we are beginning the IPA journey in these YouTube videos.

We look forward to hearing from you if you would like to see our courses and talk about how our programs might support your student’s learning journey.

Best,

Pat

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Hi WOL Friends!

We all know that being an educator, a teacher, and a leader in public education is hard. So how do we ease the burden of helping each other to continue to grow and be invigorated, to get into our schools and classrooms every day? We turned to an expert in Personalized Professional Learning, Allison Rodman to ponder the question.

Allie wears many hats. She provides support and guidance to districts across the country - and internationally, she helps leaders in making plans and decisions about improving practices and supporting learning in our schools.

I had a great time listening to how she and Olivia navigate working with their peers!

Here are a few takeaways:

• Be amazed by what is happening in classrooms every day!

• Olivia and Allie see that the nature of adult learning as reciprocal - it moves in all directions. The complex nature of working with students lends itself to building a community of adult learning to collaborate about success and what isn’t working.

• Creating a culture for learning is important. PERIOD. FULL STOP! Olivia finds that sharing the pain as well as the joys is important in creating an environment that values practicing together and collaborating.

• Allie finds that being vulnerable about our own learning, fears, and doubts - allows our colleagues to know they are not alone.

• When something isn’t working - stop. Olivia, Lauren, and Erin (WOL) realized that their office hours weren’t really helping our teachers - so they took another path and created short bites of Professional Learning. Being able to pivot to meet your people’s needs is important. (Spoonful of Learning).

• Adults need flexibility and accessibility. Allie talked about how her model changed from all face-to-face to a hybrid model. You can find out more about her work HERE.

Allie provides lots of free resources to help you help your team. You can find them HERE. And look for her new book this Fall

Allie shared her vulnerability about reading and blogs in this episode. Her favorite blog right now is from Larry Cuban. Lots of interesting thinking.

Olivia is listening to Before Breakfast and reading Laura Vanderkam’s Blog. What educator wouldn’t want to think about maximizing their time?

We are gearing up to host an awesome Professional Learning experience in our new Design Lab. Let us know if you want to hear more about how Storyboarding and Streamlining might reinvigorate you or your teachers. We are having a blast re-imagining our courses.

Have a great week,

Pat

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Greetings WOL Friends!

In this episode, we talked with our Chinese facilitators to learn more about the Lunar (Chinese) New Year. Vivi is from China and Ying-Fang is from Taiwan. They shared some of the similarities and differences in celebrating this special time of year. We also learned a bit about how the Vietnamese celebrate and why they are NOT celebrating the year of the Rabbit.

Chinese provides so many opportunities to learn more about another language and culture. When students engage in Chinese, Japanese, ASL, and Arabic they learn new alphabets that are graphic and artistic. They learn about the ancient traditions that shape not only the characters of their language but also how different cultures honor the ineffable in the world and each other. Our students have explored the art and culture - singing, creating beautiful artifacts, paper cutting, calligraphy, and making dumplings, that reflect their learning.

Listen in to learn more about the Celebration of the Lunar New Year:

• Both Vivi and Ying-Fang enjoy the challenge and possibility of teaching in a virtual environment. They teach students from middle school through college-level Chinese courses.

• This year between January 22nd and February 5th, 2023 people celebrated the Lunar (Chinese) New Year. There are many names for the celebration. Learn more HERE. Both Vivi and Ying-Fang taught us that there are different ways that the Lunar New Year is celebrated in other countries. It is the most important holiday in Asian culture and food is at the center. Listen to this Splendid Table Podcast and read about Lucky Foods you Need to Eat for more information.

• The year of the Rabbit or Cat comes from the Zodiac Calendar. The ancient earthly elements are presented differently each year. This year, it is Yin-water and black rabbit. With each new year, you are granted a different kind of luck. Learn more HERE. Listen in to find out why the Vietnamese honor the Cat rather than the Rabbit.

• Vivi tells us that a traditional celebration is 16 days and starts on the eve of the Lunar New Year and ends with the Lantern Festival. Most people take off the first 7 days. Students and teachers get a 1 month's break. The lunar calendar determines the dates - somewhere between January 20th and February 20th. Ying-Fang remembers traveling with her family to the countryside to celebrate.

• Everyone goes home for a reunion on the eve of the Lunar New Year. 10 - 12 dishes are cooked and afterward, families watch the Spring Gala on TV (4 hours). Every family has their own fireworks at midnight!! (If relatives are far away you call your relatives). Then each day they go to a different family home for the rest of the 15 days.

• Children LOVE Chinese New Year because they are off school and they get Red Envelopes! Fun! When Ying-Fang was young she looked forward to new clothes, a haircut, and new shoes.

• Our Ying-Fang, Vivi, her daughter, and a former teacher Jane got together to celebrate at a local restaurant. I want to head to the restaurant they visited.

We are so excited that Ying-Fang and Vivi help students make connections from their traditions to those of the people in Asian-speaking countries. And we are thankful for their dedication to using so many best practices in their teaching.

We have created a DESIGN SPACE (Lab) and are preparing to dive into a Year-Long adventure with Narrative Storyboarding!

Check out our event on March 21st and register HERE to see how your team can get ignited and excited by the tradition of storytelling in teaching! Join the WOL Team, Allison Zmuda, and Heidi Hayes Jacobs to begin your journey!

Have a great week,

Pat

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Hi WOL Friends!

In our last episode, Olivia talked about what she learned at the conferences. In the chat, our Latin teacher, Ann thinks that the Kindergartener Olivia talked about may have coined a new term!!

Ann, our Latin teacher, in the comments said: I'm metacognizing. Love that. Did I spell it right?

Pat’s reply: I think it is the action verb for metacognition?? What would they say in Latin - is there a root system we could apply?

Ann’s reply: Haha. 'meta' is Greek meaning "after" or "next". 'cognitio' is Latin for "getting to know" or "comprehension". Webster's says that the first use of 'metacognition' in English was in 1972. 'meta' in English has this sense of upon oneself, such as, metamorphoses ( a change of the thing itself). Although I cannot find 'metacognize' listed in Webster's (yet), 'cognize', just as in Latin, means "know, understand". 'metacognize', as far as I can tell, has been coined by a kindergartner.

I wonder if Olivia should reach out to that presenter. How fun would that be to have a child that young be able to take about the value of thinking about their own thinking!

In today’s episode, we talked with Ashely Hertzog, one of our Spanish teachers. Ashley has been on a learning journey with the Korean Language. It is exciting to have talked with Ashley, Lauren, and Olivia about how important it is to get out of your comfort zone as a teacher. Empathy was a key factor in the discussion - and we know empathy is the fuel for connection, connection the fuel for learning.

Here are a few of the takeaways:

• Ashley’s interest in Korean is related to K-POP. Throughout the pandemic, she engaged in their music and variety shows and didn’t want to wait weeks for the captioned video to come out. Did you know K-Pop is ruling fashion week?

• Learning a new letter and numbering system is hard. So is getting the pronunciations and tones of a new language. Ashley gained empathy for her learners as she was called on to speak. Some tips on how to stick with it when things are hard - Habits of Mind!

• Sometimes the point is not to master the language. For Ashely being able to understand the music, variety shows, and cultural context is enough. Her study has given her insight when she goes to shows or concerts - and when she engages with the new friends she has met on her learning journey. Olivia and Lauren agree - being able to understand and be understood, can be enough.

• Lauren, Olivia, and Ashley talked about the value of being a student of a language to empathize with students. Each had an experience that helped them to consider how to create an expectation of trying to be understandable (comprehensible), not perfect as you are learning a language (or any new concept or skill). So far that is paying off with our Narrative storyline course - Survival Spanish!

• Ashley and Olivia are piloting Survival Spanish - where the emphasis is on being able to survive in a Spanish-speaking setting. She never wants to go back to teaching any other way. Ashely finds her students willing to take risks, and make guesses while they participate in class and they are succeeding using a comprehensible approach (90% target language spoken).

We are excited about the Narrative Storyboarding approach to navigating our course content. This year our teachers have really enjoyed diving into storyboarding which seems to be a natural approach to comprehensible input. AND, in addition to Spanish, we are developing Chemistry, Physics, Middle School Science, Latin, German, Arabic, French, Chinese, and Japanese in this model.

We will be launching the World of Learning Design Space on March 21st to introduce our first Design Project - Storyboarding Courses. You can join us to create your learning journey with Virtual and In-Person Opportunities. Use the QR code or this link to register.

As always, if you need a long or short-term solution when you can’t find a teacher you can contact us HERE.

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Hi WOL Friends!

We hope this episode is allowing you some time to take a breath, stop and reflect, and enjoy some time on what matters most to you.

We are grateful to be able to continue building on the work we do in the virtual/online world. As we take advantage of the opportunities to connect at conferences we learn and grow. Our goal is to continuously improve the student experience and to keep learning at the center. We do our best to sift through relevant research and honor the feedback of our students and team to build courses that feel connected and allow for self-discovery, curiosity, rigor, and relevance.

Olivia highlights the value of reflection in this episode. As you listen in here are a few takeaways about why reflection is so essential for us as educators.

Takeaways from Olivia:

• Olivia feels grateful to have been able to attend and present at three conferences this winter - the National Association of Rural Educators (School Leaders), ACTFL (World Language Educators), and Association of Educations Service Agencies - and she is heading to DLAC (Digital Learning Annual Conference) in February to present a Pechakuch about The Courses They Wouldn’t Have Taken.

• She likes to plan for what to learn at a conference! She used to go looking for ideas. Now she looks to network, and build relationships with people who she respects or works with on committees. Building these relationships in person allows us to expand what we know from others we don’t see every day and get out of the box of our day-to-day thinking.

• One of her most impactful learnings was at the NREA conference on rural education. She had her eyes opened to the vastness of what it can mean to be a rural school, and the creativity, as well as the abundance of ingenuity that goes into serving rural learners. Listen in - this is great!

• At ACTFL Olivia met other members of the Diversity and Inclusion Committee, in person. She is grateful to join so many thoughtful professionals and to contribute to the organization and explore what DEI means in such a multicultural organization.

• Effective action is followed by careful reflection. So, what would it mean if we took time as we move from one activity to another? See the pictures in this article of how the brain responds to ‘time’ between meetings, activities, etc. And remember a 5-year-old can think about thinking, you can too!

• AESA provided some great snippets of insight from Brian Buffington, Olivia said he was the most visible person at the conference and was super inspirational. Find out more about him HERE.

• Positive deviance! Cindy Martin, the Deputy Secretary of Education talked about how to shine a light on things that are different from the norm and make things better.

• How are you making the table longer? Jose Andres - check out the podcast.

What are you reflecting on these days? Can you think of people in your organization shining the light? Have you excited to learn something new recently - were you able to use it?

Resources we use to reflect and learn:

• Again, we get so much from Dr. Tom Butler’s Newsletter - Read and Subscribe HERE

• The latest education research from Edutopia offers a ton of great insight. These two are particularly relevant to the WOL! Check them out.

• In 2022, we learned that the kinds of breaks make a difference, too. One study compared in-classroom breaks like drawing or building puzzles with outdoor breaks like running or playing in sandboxes. In a nod to the power of movement—and free time—it was the kids playing outside who returned to class ready to learn, probably because indoor games, like indoor voices, required children to engage in more self-regulation, the researchers speculated. Meanwhile, an analysis examining “green breaks”—brief strolls in a park or visits to a school garden—concluded that students who partook in the activities performed better on tests of attention and working memory.

• When teaching students foundational concepts, a video lesson equipped with a simple pause button, for example, may allow students to reset cognitively as they reach their attentional limits, a 2022 study concluded. Pause buttons, like rewind buttons, are also crucial for learners who encounter “complex learning materials,” have “low prior knowledge,” or exhibit “low working memory capacities.”

Increasingly, the intrinsic value of targeted video lessons is borne out in research. In a feature on Edutopia, we looked at research suggesting that video learning supported self-pacing and flexible, 24/7 access to lessons; that questions embedded in videos improved academic performance, increased note-taking, and reduced stress (see these 2015 and 2020 studies); and that video versions of lectures tended to “make content more coherent” to students.

We are here to help. Email pmulroy@worldoflearninginstitute. com for more information.

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Greetings WOL Friends,

As the new year begins all of us at the WOL Institute wish you well.

With so much media telling you how you can be better, more efficient, and mindful - I want to reiterate my belief that you are amazing. Look back on all that you have accomplished in the past year! Try not to focus on what you haven’t done, rather focus on that one student who needed you, the teacher you supported through a difficult time, the friend you called. All the people’s days you made that you don’t even know about because you smiled, you said hello, you said good job.

In this episode, we hope to inspire you to think creatively - to get an assignment done, to find a teacher for an elective, science, or World Language course, or to finish a project you started. Think outside the box, there is always another way! I talked with our team about what success they want to build on in the new year. They accomplished so much in 2022!

Here are a few of the ideas Lauren, Erin, and Olivia shared in this episode:

• Dr. Tom Butler’s newsletter about his Top 10 books inspired us to really think about moving from creating learning experiences, to supporting student-led and designed learning journeys.

• If we could create courses without restraint we would not limit them to a single content area.

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• We talked about courses we dream of last season. Here are a few more titles we think could help others engage in their learning:

• Exploring and Creating Cities - from ancient Rome to modern metropolises, what makes a city tick? How can we make cities green? Will cities survive the pandemic?

• The 10 Most Influential (you name it). Teas, Beverages, Maps, Books, TV shows. You get the idea. Listen in for more

• Passion Projects - think Genius Hour every day! Students build, design, create, and write, all while solving our community’s problems.

• Creating Narrative - Story Based Courses! We are so excited to share our new approach to authentic and relevant experiences - inspired by our PASCD conference attendance. Heidi Hayes Jacobs and Allison Zmuda help us see just how valuable rethinking the presentation of our courses can be for engaging students and our communities. Look for their new book soon HERE.

• Lauren talks about the book Unstoppable Us, which she is reading with her son. If you have heard of Sapiens, by Yuval Noah Harari, yup - he wrote it. We, humans, can be UNSTOPPABLE.

Stay tuned for opportunities to join us in working to create learning journeys of the future!!

Happy New Year!

Pat, Olivia, Lauren, and Erin

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Greetings WOL Friends,

Snow fell this week where I live and I thought of all the school administrators and road workers who have to consider whether or not it is safe and wise to bring folks into school. It is a really hard job.

And I noticed, too, that many schools instead of completely closing had Flexible Instruction Days! It seems like that is one of the benefits of technology and one of the downfalls. Do you have Flexible Instructions Days? Do you like them?

As a virtual program, we don’t really worry too much about snow days, but when there is a power outage or bad internet, we scramble. Getting to the learners, where they are (home, schools, a coffee shop) is really what matters.

Fortunately, Erin and I did not have to worry about snow, power outages, or bad internet when we chatted about her first PASCD Conference.

Here are a few of Erin's highlights and takeaways:

• We did get off track a little and talk about the breakthrough in the use of fusion for energy production. (Erin teaches Chemistry and this is the unit they are on!) We love that what we teach is authentic, relevant and engaging for learners.

• Allison Zmuda presented storyboarding in the curriculum at PASCD. Erin is working on a storyboard for her Chemistry course, Chemistry to Sustain Life. Allison’s presentation gave her lots of ideas about connecting the content so that it is cohesive and relevant for students. She really hopes that students will leave her classes able to understand how science impacts their lives.

• We played at PASCD, too! The Eastern District of the USTA hosted a round-robin tournament as a brain break at the conference. Getting moving really helps with learning. How do you connect movement and learning at your school?

• Erin also learned more about how coaches in schools offer opportunities for the teachers they serve. She is doing an awesome job as a ‘coach’ for our WOL virtual learning specialist. Her weekly newsletter offers tips and strategies for teaching online. You can see more HERE.

• She also was very impressed with Northampton Areas SD’s Professional Learning Showcase. Their program allowed teachers to see the amazing things going on in their very own schools. Erin hopes to copy some of this for our teachers. (She’s gathering video samples through her VLS newsletter already.)

How are you showcasing your teacher and student work??

“Intelligence is ongoing individual adaptability”

Octavia E. Butler (in Parable of the Sowers, 1993)

As we learn, we hope we change and adapt to the world we are living in. At the World of Learning Institute, we continue to evolve to become radically learner-centered. At the heart of this work, we want learners to be engaged and adapt so that regardless of the situation they know how to use the knowledge they gain in practical and real-world situations.

If you have a teacher shortage or need a sub, think about one of our courses like Latin or Chinese to fill the gap. Students learn history, culture, and even modern ideas when they study another culture. They will be engaged in the story of Latin Gods, Muses, and Monsters. In A Trip to China, learn essential skills to navigate the day-to-day life and needs of a person new to China or a Chinese-speaking country.

We hope as 2022 winds down you are able to rest and reflect on how you are helping your teachers, learners, and community adapt and become agile in our changing world. We are here to help!

Have a great week,

Pat

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Greetings WOL Friends,

As December winds down our team at the WOL Institute would like to wish you a season filled with good health and good connections.

In November we all traveled to conferences. We were in Pennsylvania, Georgia, and Massachusetts, and I went to Texas for a little rest and relaxation. The conferences are often a highlight as we present and meet new educators who are enthusiastically contributing to helping our learners strive to master new content and skills.

I talked with Lauren in this episode and she was bursting with excitement about all of the learning and connections she encountered at the ACTFL and AESA conferences.

Here are some of her takeaways:

• ACTFL is the Superbowl of the World and Modern Language space. There were so many great learning and networking opportunities with almost 6000 participants and hundreds of sessions every day

• At ACTFL Lauen and Olivia were able to connect with Laura Hanley, Lucy Thiboutot, and Caroline Sibley in a face-to-face environment.

• Lauren’s favorite ACTFL moment was hearing Chef Jose Andres Keynote about the World Central Kitchen. Although his Keynote was recorded because he was serving food in the Ukraine, his message about the power of food and language to support others resonated with Lauren. She also was able to participate in several sessions that she is excited to try.

• AESA was much different than most of the conferences we attend. It is the National Organization for Educational Service Agencies (ESA’s - what we cal IU’s). Lauren was impressed to meet people from all over the US who work in these very service-oriented organizations that are dedicated to serving public schools.

• Traveling to AESA in Georgia allowed Lauren to meet several IU colleagues she had not met! She was in awe of how people reacted to the presentations delivered by her IU colleagues many seeing the possibilities for their own schools and districts.

• Dr. Sarah Quay, presented with Dr. Butler on IU8’s Trauma-informed work.

• Sarah Brambley and Brenda Calhoun presented about our STEM Lending Center.

• And, our own Olivia Grugan who delivered ‘The Classes they Wouldn’t Have Taken” - highlighting how our virtual program brings classes to students in remote places or places where schools can’t find a teacher.

We are all grateful for the opportunities to learn at conferences and meet the amazing educators who show up daily in schools with students. We look forward to bringing some strategies and ideas back to our WOL colleagues and infusing the ideas into our continual improvement planning.

As you enter the week what are some ways you learn?

There are so many great ways to connect online, too if you can’t get to a conference - here are a few of our favorites:

• JoltEDU is a micro-learning platform that offers self-directed content that helps you to learn anytime - anywhere. Check it out HERE

• Allie Rodman and The Learning Loop have a lot of resources to help build adult capacity in the classroom, from Adult SEL ideas to Creating Your Own Adult learning journey.

• The Learner-Centered Leader Newsletter - Dr. Tom Butler challenges us every week to keep the focus on student learning. Sign-up HERE today!

As always, if you need help with World Language, Calculus or Chemistry let us know.

Best,

Pat

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Greetings WOL Friends!

We wish you a restful season of Gratitude!

It’s that time of year when we start to think about ‘what’s next’! I am sure you might be there, too. Have you thought about how the World of Learning could be part of your plan? We offer World Languages, Science, and Math - which could expand your offerings. You can check them out HERE.

Are there other offerings you DREAM about?

We started our dream meeting this week with a poem by Charles Olson to spark our conversation. Have you ever used poetry as a way to open your creativity and dreaming?

We decided that dreaming is important. Giving ourselves time to really think about what education in 2023 and beyond could be. This short, insightful verse got us thinking. It might get you thinking about what your roots are - as you dream of creating a school and culture that truly prepares your learners to do the jobs of the future.

Here are a few takeaways from our conversation:

• As leaders what we do needs to be in support of our learning facilitators, who in turn support the learners and learning.

• We were reminded that all of our systems impact each other. Working together helps us all to meet the needs of all the people we served.

• We have to spend time learning and growing, too.

What we are up to!

This past week we met at IU8 to dream about a WOL Design Lab (more to come).

Olivia and Lauren attended ACTFL’s annual conference and met up with lots of our WOL team.

Erin and I are at PASCD reimagining, reinventing, and reigniting with lots of other Educators.

Look for more for more about these three events that we hope will help to support schools and districts in dreaming about what is possible.

With excitement,

Pat

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Hi Friends!

Erin and Lauen joined me to talk about media literacy, the pull to social media and other online platforms, and information literacy.

How do we teach our learners about sifting and sorting through all the messages that they receive - directly or indirectly? What algorithms are pulling them deeper into the digital world? There is definitely some great stuff on the internet, and definitely some questionable stuff on the internet. How do we wade through it, when do we just put it down and go outside?

As I write this I am looking out my window at a beautiful fall day - going down the rabbit hole of the internet, wanting to learn more about the metaverse, block-chain, and bitcoin. I have also gone down the rabbit hole of Habits of Mind and Streamlining Curriculum with Bena Kallick and Heidi Hayes Jacobs. None of us are immune.

Here are a few nuggets from Lauren and Erin:

• While collaboration, communication, critical thinking, and creativity may be considered soft skills, they are the backbone of skills students need to succeed.

• What makes a good online virtual citizen - it’s more than just going over rules at the beginning of the year. We need to help adults, too!

• Handbooks outline the types of behaviors we expect from learners - but ongoing practice in areas like picking resources, sending emails, and collaborating online are not just ‘nice to do’. It is are essential.

• Academic integrity and information literacy can be taught across all disciplines. We adults need to remember not to just copy and past, too.

• While technology is meant to ‘suck us in’ - we have the power to say ENOUGH!

• Get OUTSIDE!!

Resources for Teaching Media Literacy

• Common Sense Media - for Educators

• Teaching Digital Citizenship - FREE from CSM

• The Christensen Institute - more HERE

• Nine Resources for teaching Digital Citizenship from ISTE.

If you need World Languages, Chemistry or Calculus, or want to dream about other areas, email me at pmulroy@worldoflearninginstitute.com

Have a great week! VOTE…

Pat

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Hi WDTE Friends,

Thanks for joining us for Episode 3! As we head toward the end of Quarter 1, I wonder where the time goes. I recently listened to Krista Tippet’s Podcast called OnBeing as she revisited and interview with the late John O’Donohue, his take on time and presence reminds us that being and being present is so important. The podcast is very relevant for all of you leaders!

Ann Meyers was our guest this week. She and I both had adult children who recently were married! Talk about time flying! We invited Ann to talk to us about her staying power and how as a human and Latin instructor she stays relevant. Ann has taught Latin for the WOL Institute for all of its years, and before we came to Appalachia IU8. She has been teaching virtually for 20 years. She had the insights of a philosopher (like John O’Donohue)!

Here are a few of her takeaways:

• Collaboration stands the test of time.

• Most tools are just and old idea that gets jazzed up.

• Be persistent!

• Learn what works best for your students.

• Join PLC’s on places like Facebook or with the WOL Institutes professional learning. (Contact us to learn about our Network).

This week Olivia and I also had the opportunity to share our views of innovation my with mentor and friend Dr. Candis Finan’s Delaware Valley University doctoral students.

Here are a few of the resources we shared:

• Professional learning is the key to innovation.

• Getting to know the strengths and needs of your staff helps them to navigate change. Because change is hard. (Check out S2, Ep #1)

• There are possibilities to expand and be innovative that are not about technology! Like teaching Languages to ALL students.

• Students can do amazing things when they have opportunities to expand their horizons. Don’t underestimate them.

Check out what we are up to HERE. And contact me for more information about our programs.

And share our WOL VLS Weekly Newsletter that Erin Siverd creates each week to provide tips on student engagement for our people.

Have a great week!

Pat

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Happy October!!

In this episode, I talked with Olivia about support and advocacy as a leader. What that means for our teachers, our students, our districts, and our families. As you all know with things coming at you quickly, you have to be able to prioritize.

Here are a few of Olivia’s Top Priorities and the Tools she tries to use:

Use data! We gather data from students, our teachers, district administrators and facilitators, as well as families. It supports our learning and growth.

Prioritize Effort and Impact. This matrix is a way to visualize and talk about what can be done now, what needs to be done now, what can be done later, and what to eliminate. Read more HERE

Communicate - with everyone! Oliva, Lauren, and Erin are available so much for our teachers for right on-time support. TEAMS or Google Chat can make that possible. Do you use a chat tool for in-the-moment support for your teachers?

We also rely heavily on our in-district facilitators. Communication with them is key to students’ success.

Be Transparent. All of our classes are recorded! That means our virtual teachers are observed frequently. I think they are more comfortable than most teachers in having lots of people see what they do every day. It takes them out of their comfort zone. It helps them grow. They love to collaborate and share. They ask for help. We have the BEST teachers!!

Our Partner

Congratulations to Cecelia S. Grugan of the Ariels (our ASL video partners) - their new book is out! Learn to Sign with your Baby! I was lucky enough to review the book this summer. Their ability to get into print (and images and video) the importance of not allowing communication to happen by chance - is right in line with our values at WOL. This will be a top gift for me for all the new parents I know. Check it out HERE!

Standards that help with making priorities for our courses:

There has been a shift in instruction in so many ways! Immersive language, problem-solving, hands-on learning.

ACTFL - helps us to think about how we can immerse students in the language to improve their ability to acquire and use it.

Next Generation Science Standards (NGSS) - help us think about how we can solve problems using hands-on, real-life issues to learn.

Quality Matters - guides us in building courses that students can easily navigate to have a seamless learning experience.

As always, if you need something we are glad to talk and see how we can help.

Best,

Pat

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Hi WDTE Friends,

Thanks for joining us for the kick-off of season 2! It’s hard to believe we released 20 episodes of our podcast last school year. We hope you learned something new or found inspiration as we talked with teachers and school leaders about the possibilities that we see in virtual teaching and learning.

It’s always interesting to talk to people who listen in and can relate to the everyday trials and tribulations of being a teacher, the difference teachers make in a child’s life and our larger world.

Today Lauren talked about Dr. Tom Butler’s newsletter reminding us how important it is to get out of our Comfort Zone and move to the Growth Zone. Here are a few of her takeaways:

Comfort is next to FEAR! You can’t get to learning until you move through your fear.

As you learn, you grow. The comfort zone will expand as you acquire new skills and deal with challenges.

Our WOL teachers are great examples of collaboration and connection. We see them sharing and supporting each other every day!

Working with your colleagues makes the FEAR Zone easier.

Erin is new to the WOL this year. Here are some of the ways she has moved out of her comfort zone since joining us:

Teaching Chemistry to students at Turkeyfoot, online is new, and stretching her to try lots of new things!

Erin is a problem solver - so getting out of her comfort zone is common for her. She navigates fear with grace. And, she is big on checking in with all of us and our teachers to navigate this new space.

Erin is excited that we are reaching students who otherwise might not be able to take a course in Math or Science.

How do you navigate from the Comfort Zone to the Growth Zone??

Conference Season is around the corner! Join us for some learning and move out of your comfort zone.

PASCD - Pennsylvania Association for Supervision, Curriculum, and Development - November 20 - 22 - Reimagine, Reinvigorate, Reignite

ACTFL - ACTFL 2022 November 18 - 20

PASA-PSBA - School Leadership Conference October 31 - November 2

PSTA - October 2 - 3 - Innovation, Inspiration, Connection

As always, if you need help when you don’t have a teacher if you want to talk about best practices using virtual tools, be in touch!

Have a great week,

Pat

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Good Monday Morning!

We took a bit of a break as we enrolled and onboarded many of your students. Almost 1200 learners in Spanish, French, German, Latin, ASL, Chinese, Japanese, Arabic, Elementary, and Exploratory languages!

Now we have a special offer for our regular followers - we have 10 seats in our NEW Latin 1 (or better yet - Discovering Mount Olympus).

If you have a student who loves to explore, thinks about philosophy, or is interested in medicine and science - let us know.

The first 10 students to commit to this class are in - for FREE!

Call or email me if you have an interested student or two.

Have a great week,

Pat

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Hi All!

There is only a short time before the learners’ will be back in the hallways of our schools - bursting with energy! Hooray!

Do you have all of your World Language offerings up and running? Do you need Calculus or Chemistry?

If not here are a few ideas:

Add Latin!

Offer more than just an asynchronous course. The WOL Institute uses really engaging asynchronous content, in addition, to live streaming a teacher.

1. Have you thought about offering Chinese? Check out our Chinese WOL Virtual Learning Facilitator!

We are here to help. Get in touch soon while we still have spaces to host your students.

Here’s to a great start to the school year,

Pat

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Hi Friends,

Olivia and I caught up on this podcast to give an update about how excited we are for the beginning of the school year. Vacation helped! We both traveled to Nova Scotia. We both agree that everyone who can visit might try Nova Scotia. Also, gardening is good for the soul.

Here are a few of the things that Olivia has been working on:

Olivia has tried storyboarding as a way to explore and frame our courses more visually. Our hope is to make our asynchronous courses more understandable for students, parents, and teachers. Heidi Hayes-Jacobs inspired her at the Annual PASCD conference to make our courses easier to navigate and more fun. (This webinar has lots of the key points HHJ talked about)

Olivia is exploring building Spanish 1 as a story of survival and using some ideas that survivalists might use. (7:25)

Our content is forward-facing now. All students, parents, and districts can see the whole course right from day one.

Latin, Chinese and Arabic all got updated this summer - some of the teachers followed Olivia’s lead and used components of storyboarding.

Olivia feels much more comfortable in the backend of our course building. She is ready to help you fine-tune our courses to meet your needs.

Olivia is on the ACTFL DEI committee and is excited to work with a great team of Language Educators to promote a diverse and inclusive language education community by working to break down barriers to access and opportunity.

Summer Fun

We got electric bikes. It has been fun getting out in Stroudsburg and my surrounding area. The views have been stunning.

What are you up to?? We would love to hear about your summer!

As always - we are here to help if you need a teacher and can’t find one!!

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Hi WOL Friends,

We hope you will join us in a warm welcome to Erin Siverd! We are so glad to have her join our team as a Virtual Learning Specialist. She comes to us with a rich background in Chemistry, and science. Her enthusiasm and curiosity have added a spark to our way of looking at things in the few short weeks she has been with us.

We all know that teacher shortages are on the rise. Every day I talk to an administrator who can’t find a teacher. It can make things downright unpleasant! I often wonder why we can’t work together to fill these gaps. I think a Network of teachers (World of Learning Network) with some time in their day for live sessions might be the answer. (Let me know if you are a teacher with a free period or an administrator who has a teacher with a free period). The WOL Institute is great at scheduling multiple districts on multiple time frames… we can HELP!!

Anyway! Erin is here to help us with the science and math shortage that seems most prevalent. People know we can pinch hit for languages - Erin is here to be sure we are just as great when it comes to courses like Chemistry and Physics.

Here are a few things to know AND takeaways from our chat with Erin:

Erin started as a scientist in a lab before she became a teacher.

She has taught Chemistry, General Science, Physical Science, Forensic Science, and Material Science (for 17 years).

She collaborated with folks across the country through, ASM Material Science Foundation, to build a course called Material Sciences. It engages learners’ by looking at everyday products that we use, how they are made, and how we can solve problems using materials and science.

NGSS standards were just adopted in PA and will help us bring science to life. We can learn by solving real-world problems by understanding the phenomenon. Stuff like - glass bending light or chemicals reacting.

Kids are curious. If we approach the world with curiosity and inquiry - learning sticks.

Do you know what the cork in shoes is made of??

Have you met Gitanjali Rao, Time 2020 Kid of the Year - She is a scientist!

We are so excited to have Erin on board to help us bring the sciences and the curiosity and wonder that comes with the study of science to the World of Learning Institute.

She is also super glad we help kids anywhere get the courses they need - not just in Pennsylvania.

We all believe that every child deserves to have the courses they need to go out into the work or next level of education with the tools they need to succeed.

If you can’t find a teacher - for a World Language, Science or Math course. Contact us! pmulroy@worldoflearninginstitute.com.

We can’t remember what books we are reading… but we are reading. Happy Summer! Go to the library!!

Have a great week!

Pat

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Hi Friends,

Lauren and I went solo on this podcast to give an update about what the WOL is up to this summer!

Here are a few of the things that Lauren has been working on:

Lauren is excited to know folks from our districts after a whole year at WOL!!

She is leading the implementation of a single sign-on Student Information System (SIS) - Genius. We hope the awesome features like; a dashboard, easier access to grades, and student progress - while streamlining our communications.

Shout out to Benny and Junior for all their help. The folks at Genius are 100% Can Do folks. As Lauren says - the tool and their help make this a priceless experience!

Lauren has also collaborated with Olivia to work on our Summer Professional Learning for our teachers. I love the theme they have chosen - Everyone means Everyone!

It is exciting to see our teachers interacting and learning together on the discussion boards and assignments. They really are the most amazing, collaborative team of teachers. I feel blessed!

Lauren has been supporting our newer districts with Demo’s of our courses - and for everyone else getting their students scheduled! (If we don’t have your schedule get it to us soon.)

Olivia and Lauren attended the Appalachia IU8 Principals conference in Bedford Springs. They were impressed with the district leadership and in Joe Sanfelippos’ keynote. So inspiring. If you didn’t make it this year, plan ahead for a great leadership retreat next summer.

Check out Joe Sanfelippos’s #leadershipchallenge

In addition to her day job, Lauren is looking to move from the Boston area to the suburbs of Philadelphia. If you have looked for a house you know how hard that can be! We look forward to having her back in Pennsylvania.

Summer Fun

Our teachers have visited lots of summer spots with their families!

The New Jersey shore, Seattle, France, Belgium, Germany, Nova Scotia, Canada, and more.

I traveled to Cape Breton and hiked the Cabot Trail - we got around in a van called Van Morrison!

I read two great books! The first was The Lincoln Highway by Amor Towles and The People we Keep by Allison Larkin (Olivia’s original recommendation, so good!)

What are you up to?? We would love to hear about your summer!

As always - we are here to help if you need a teacher and can’t find one!!

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Brandon Langer from IU23 joined us! Lauren McMinn and I love to talk with Brandon and his colleagues Christy and Anne whenever we can. They do great work at MCIU and our partnership these past three years has really been one, that I think, makes us all better. It is fun to be part of Intermediate Units that empower us to provide opportunities for learners that they might otherwise not have.

Brandon oversees instructional technology from the Curriculum and Professional Development side, he understands the back end of technology and is a great bridge between the user experience and the learning experience. He is cutting edge in working to help get everyone what they need - including online learning opportunities through MVP (Montgomery County Virtual Program) and the World of Learning.

He and Lauren have worked closely together this year to provide MCIU districts with World Language Instruction. Bradon has also guided us as we will be using the Genius SIS - that MVP, also used. Brandon is helping us to #reducethefrenzy!!

Some takeaways from our conversation:

We are all familiar with Youtube - fixing our snowblowers, weedwhackers, or even sewing a button. Everyone loves to be able to learn something they didn’t think they could.

Virtual learning is exploding. Everyone knows a little bit about it now!

Some do it really well (Like WOL and MVP).

Some had a pandemic experience in virtual was not so good - not for lack of effort, but really for lack of time to plan and develop.

We want students to have programming and access to what is relevant to them. Well thought out, and well-designed courses increase the ability of students and others to feel comfortable and confident learning in an online environment. Whether the learning is synchronous or asynchronous, well-designed instruction and well-trained instructors make all the difference.

Building Presence -Modeling good communication is critical. This makes people feel like they are a part of the program and process.

Brandon host podcast conversation for continued learning

Build trust in the people who deliver - through communication they get to know each other.

Technology needs people! Everything digital won’t solve your problems. Issues around poor leadership and management cannot be band-aided with a technological solution. We won’t solve the issue of teacher shortages with technology.

CTE and more specialized programs in the virtual world - we should not limit what we offer students by our local resources.

Online simulations

AI opportunities

Creative thought and scheduling.

“All students are virtual learners! (Even in the brick and mortar setting).” Katey Bruch

Advocate and remind people that the human, the artist needs to be served as well. The ARTS contribute and are integrated into science, math, and thinking!

We need to see all learning as academic. Not just the ‘subjects’. Look at the brilliance of the CTE welder, the musician, the athlete, the artist.

Don’t let schedules be barriers to success.

Some of the stories we hear about the virtual experience:

We are so glad you found a solution for my child - so that they could take a course.

Your communication is amazing.

A student moved and was able to continue taking Japanese at the new school.

A few tips for building relationships as we head back to school:

Sir Ken Robinson resources:

A Future for Us All - Sir Ken Robinson

A collection of videos of Sir Ken Robinson - YouTube

How to talk so kids will listen:

Worth reading:

Building Classroom Community Through Daily Dedications | Edutopia

Who inspires you? Model appreciation for your students and let them try it, too.

What Educators Appreciated About Each Other This Year | Edutopia

It is so important to build relationships among the adults!

What can you do for your colleagues this year that helps them know they are valued?

3 Key Areas for High School Educators to Reflect on This Summer | Edutopia

Celebrate the good!

Build GOOD Habits, not traditions.

Reflect at the end of the day, week or quarter, together.

As always - thanks for reading, listening, and following us. If you like what you are hearing and reading - pass it on!

If you need help finding a teacher for World Language, Calculus, or Chemistry - let us know!

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I enjoyed talking with Christina Jackson and Lauren McMinn to talk about our partnership with CCA to provide content that students might otherwise not get to take.

Christina has been at CCA for 12 years - as a math teacher, instructional coach, course designer, and now as the Manager of Special and Elective Programs. She understands the student perspective as she is a student, too, pursuing her Educational Specialist Degree at the America College of Education. Lauren has had the opportunity to work with students at CCA as a French instructor. It was great to talk to Lauren and Christina about our mutual roots in delivering virtual instruction.

It was just Robert’s birthday!! Happy 8th Birthday to you Robert!!

Here a few if the key takeaways from our conversation:

Providing connections to people who could be employers, mentors and host internships in careers helps bring academics to life. (CCA has three programs that help students experience jobs in the field of agriculture, technology and STEM, and medicine.) And work with a variety of people, like WOL, to offer courses that students need.

Connecting languages to career’s is really important. We all have the dream of providing language experiences that help people communicate more effectively. Many careers, like the medical profession and construction management are already infusing languages for their students.

Flexibility when students are struggling is so important. That’s all (listen in at @ 11:00)!

We have been thinking about how to be flexible in the ways we understand competency, grades and success of the learners.

Building trust in the online community takes some extra effort. There is a human behind the name on the screen. Having your virtual door open is so important. And hosting space before and after class is important for building community with the students. We also love the chat where we see students cheering each other on and supporting each other! (@14:30)

Build trust before you dig into content. Kids need to know you to care about them more than the grade you will give them.

If we share our own vulnerability kids are more likely to connect with the teacher and content (@ 21:00). When teachers let kids lead, build class norms and host some social space before and after class we see more participation.

Instead of worrying about what can go wrong, think about what can go right, what can be amazing!!

Lots of the learners (and adults) we are teaching today have faced trauma. How can we help the students and the teachers understand that the content may not have to be the focus. The human connection is way more important.

The Pandemic widened the net of traumas people have experienced. It is important to focus on the assets rather than the deficits if we want to see our teachers and learners succeed in the ‘real world’.

What we are reading this week:

What Christina is reading/listening to!

Engagement is not a unicorn (it’s a Narwhal) – by Heather Lyon: Books, Biography, Blog, Audiobooks, Kindle

I’ll Be Gone In the Dark, by Michelle McNamarra, is not directly education related – but reminds me not to give up on something you’re passionate about (from the writer’s perspective, not crime for me!).

What Lauren is reading/listening to! -

“Why You’re Smarter Than You Think” on the Hidden Brain Podcast

IUP’s Safety Sciences Spanish Program

What Pat is reading/listening to!

How to Engage Families and Guardians in your LMS - it is so important to keep the communication going. We love our tools in our Canvas LMS.

The White Room by Zoran Zivkovic is an interesting read. The Washington Post highlights this book as one that may be worthy of a Nobel Prize in Literature. I will keep you posted on my thoughts!!

And, I am off on vacation in Canada beginning Wednesday. I am looking forward to hiking and eating lots of seafood on Cape Bretton in Nova Scotia. See you all soon, hope you are resting and rejuvenating, too.

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Hi everyone,

Lauren McMinn and Olivia Grugan here! We are Virtual Learning Specialists with the World of Learning Institute. We did a podcast takeover this week while Pat was away. We have had some ideas brewing about what we dream of in designing a learning experience and just had to share.

First, we talked about experiences that we’ve had in the past that stood out for us as particularly wonderful:

Lauren shared about her experience creating a new scope and sequence for level 1 French alongside a Spanish colleague. The Real World Homework idea from Creative Language Class provided her students with a way to interact with the language outside of the classroom. Quick takeaway: shampoo bottles can be an authentic resource!

Olivia taught at a summer program for high school students interested in health care at the University of Pittsburgh. The course Olivia designed and taught was called “Hippocrates in Court.” This interdisciplinary course provided students with information about Supreme Court cases and the chance to role-play as justices, gavel and all.

Next, we talked about what we currently do at the World of Learning that we feel is pretty dreamy:

The NaTakallam partnership allows our Arabic students to have refugee conversation partners visit their Zoom classrooms to talk with our students about their experiences. Our students get to use their Arabic language skills as well as the disciplines of history, politics, social studies, and geography to fully understand the experience of their NaTakallam partner. Olivia makes a great point that learners want to know how to use what they are learning.

Our past and present experiences tell us that great learning experiences are cross-curricular and contain some kind of real-world relevance. So where do we go from here?

We’ve been dreaming of some classes we’d love to teach along with the subjects they would connect. Would you want to take any of these?

Holocaust and Human Behavior - Psychology, History, German

Living on Mount Olympus - Latin, English Literature, Ancient History

Experimenting in French: The Amazing Life of Marie Curie - French, Science, History

Wouldn’t an elementary-level course based on the life of Marie Curie be an amazing experience for any child, but especially girls interested in STEM? When learning isn’t “siloed” so much is possible! As Olivia states: “We don’t start out in life knowing anything about disciplines. You have to be taught that disciplines exist. You have to be taught to separate stuff out. You start out with it all integrated.”

What if we reimagined learning with courses that were integrated across subject areas and incorporated real-world experiences? Clearly, we have our work cut out for us, but we are very excited about the possibilities.

What do you think about the multidisciplinary approach to learning? Do you have any dream classes that you’d love to teach or take? Tell us in the comments below!

This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit patmulroy.substack.com

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Hi Friends,

We are super excited to begin planning for the 22-23 SY! AND we also want to honor all the amazing work that we have witnessed during this school year. I am sure you have had some similar experiences with your school and your teachers! Let us hear about what good happened in your school this year.

Lauren joined me to talk about all the great stuff that has happened this year at the WOL!

First, we had some great new offerings and new districts join us this year:

ASL - launched in Tyrone, Mifflin County, and Hershey High School.

Elementary Spanish - “My Kindergarten students look forward to our virtual Spanish lessons each week and they are excited on our lesson days! We have integrated using Spanish during our calendar time when saying the days of the week and counting. They enjoy greeting each other in the mornings with their Spanish vocabulary and using it again at the end of the day when saying goodbye. My students (and I) have truly learned a lot throughout the year!” Seneca East Elementary Teacher

Life-Skills Spanish - listen to our past episode with Bald Eagle Teacher, Amy Brooks

We worked with schools in Ohio, Massachusetts, and New Jersey.

Lauren also finished her first year as a Virtual Learning Specialist!

Here are some of her insights:

Lauren was a Virtual Learning Facilitator - she worked with 10 district schools when teaching with us. Knowing the culture of each district and who the contacts are was super important. It lead her to centralize that material for all the teachers so they could easily know about what was important to each individual school.

A LOTgoes on behind the scenes to get a student enrolled and connected to their learning. There is so much to get the asynchronous courses prepped, the students in the right classes, and the right facilitators connected to the right teacher. Every August we have lots of folks who want virtual instruction - so trying to encourage our district partners to help us with getting our schedule complete is a balancing act.

Nothing is static. We use student and teacher feedback to make our courses and systems better for the learners and the district. Ask us about what is new in our course building! We are starting to storyboard our content. It is so exciting to see our teachers get creative.

We value the human experience at the WOL - no one learns, grows, or gets things at the same pace. We get great feedback from our students. “Teachers know we are learning…, my teachers care about me…, the teacher gives me more time to really understand.”

And then there are all the great kudos we have received from our students and districts.

Our students are prepared to study language at the college level. One said of their teacher “I couldn’t have done this without YOU.”

Seneca East HS was so grateful for our Long-Term Sub service - they said, “we are equally grateful for all that you have provided for us this past school year when we were in a severe pinch. You all have been so good to work with and have given us exactly what we needed in the face of our being without a live teacher physically in the classroom. Thank you for all that you have done. If things change, I will certainly reach out again, and, too, I would certainly recommend you all wholeheartedly if another district finds themselves in our situation.”

Don Voigt, Seneca East HS

Ying-Fang, a Chinese teacher, received this feedback in CHINESE!! (we had to translate it).

Christina at CCA passed this along about Michiyo, a Japanese teacher: “ [I] wanted to pass along a sweet message that was shared this morning from [a parent].” Her mom sent the following: “[My child] LOVES your class and the culture as a whole. She just keeps talking about how much she is enjoying your class and you as a teacher.”

The North Middlesex, MA Principal said this, “Our middle school has had a positive experience working with the World of Learning Institute for Spanish instruction. Their instructors are engaging and flexible and their administrative team is highly supportive. Highly recommend WOL!”

We are so grateful for our teachers and district partners. It has been a great school year, even though it may have been a little tricky. And, as you consider what you need in the coming school year don’t hesitate to reach out as you think about adding opportunities (Arabic, Japanese, Chinese, Latin, Chemistry, Calculus) and might not have a teacher. Or, if you just want to talk through how we manage a virtual environment. We are here for whatever you might need.

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Hi Friends,

What Makes a Great Learning Experience?

Olivia and Chris continue to dive into the conversation about curating and creating asynchronous courses. In this episode, they tell us some of what they think about as they develop and support the building of content with and for teachers.

We took a laughing break at 23:30 - if you listen to nothing else you will get a good dose of happiness.

Do your teachers develop their own content? Do they have a place at the table to have these conversations?

Despite being in a virtual space - we are still real people interacting with each other (people) in these courses. Using the virtual world to connect us to resources and relationships with those in other communities can provide a rich learning experience. How comfortable are you when you are interacting and learning virtually?

Takeaways from our conversation:

Template (structure) or formula??

We don’t want to be so formulated when we are developing courses and content that teachers are not authentic, but provide enough structure so people don’t feel lost.

Some want an outline of every step. But, can this take away creativity, and others may just want to through everything against the wall - so they need some guidelines so the end product is easy to navigate for the learner.

We need to be explicit in our communication about how teachers can be creative and move out of our structure once in a while, but not completely remove an “E”.

Adults are not always at the same place at the same time in their readiness to create new assignments - just like our students who learn at different rates we need to accommodate and support them.

At the end of the day, the students need to get into the course and navigate it.

Do Your Teachers Know THE Why?

What is the original intent of the Community of Inquiry - and our 6E’s? I wonder if we have communicated that well? Do you communicate your expectations to your teachers and community?

Revisiting the course, community feedback, and student experience help us to inform our course design and open the space to ask questions about how to create better learning experiences. Are we faithful to the intent of our model of being authentic, relevant, and engaging?

Predictable for navigation - student experience fluid. There is a tension between these two factors in developing a course with our 6E’s. Finding tension in school is easy - but can we move the conversation to a productive place and focus on helping students learn?

The teacher is the most critical part of making sure that students can navigate in the online environment - supporting teachers is one of the best ways to be sure they are able to help ALL the students. On-time professional learning helps to make that easier for the teacher. And when teachers help teachers, they can see and share their successes and options that can help to give flexibility and support to each other.

How do you show people examples of good work without overwhelming them? When readiness meets an example you can share that one piece - don’t try to tackle everything at once! By breaking things down into manageable parts people can start to feel more confident.

It is so important to work together and keep each other fresh and challenged. The idea that we meet people where they are - whether in the classroom or in professional settings we can do that. Asynchronous learning gives us the opportunity to let folks go at their own pace. At 28:00

Calling Teacher Leaders:

Chris is hosting a PLC for teachers this summer to learn to develop their ideas and share them with other teachers. If you are interested in joining her you can contact her directly here - cdavis@iu08.org | 570-243-1003

A Jolt for Virtual Learning
Preparing instruction for virtual learning can be a bit daunting. There is a learning curve that happens when you transition from face-to-face instruction to flipping your class or just offering content that students can access at any time. You want to be sure that teachers feel supported in the transition. Check out this Virtual Learning Design Series in JoltEDU to help your teachers get started.

Our micro-courses are a great way to offer choice and flexibility for teachers on in-service days. As you plan your days for the close of this school year or gear up for 2022-23, let us help you bring short, practical bursts of professional learning to your school.

This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit patmulroy.substack.com

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Hi Friends,

It’s Memorial Day. I hope you find some time to relax, reflect, and get ready for the summer. With school winding down maybe you have time to read and dream. Have you thought about what your vision of the ideal learning experience might be? Or how you like to learn new things? Is your school a hub for innovation?

We have been having this conversation over the last month or two in our regular meetings. I love the discussions we have at the WOL. So recently, I put Lauren and Olivia on the spot and asked them to tell me their vision of the ideal learning experience. And what it might look like in the future.

Lauren, Pat and Olivia wondering….

Here is an overview of the big ideas we dream about:

Lauren finds the transition to virtual amazing. She came up through a public school system and never really thought about another model.
Lauren’s ideal learning experience includes:

Anytime

Anywhere

Everyone

While reducing the frenzy of systems!!

Olivia did not come from a traditional schooling model and her vision of the ideal experience comes from her background in homeschooling.
She wants learners to be able to pursue their curiosity as her son does as an 18-month-old.

Curiosity

Experience-Driven

Multidisciplinary

No grades

No time or space

Pat thinks if we want to allow curiosity we have to trust that students want to learn. Inquiry is the way of the future. All the content is out there online.

What if there were:

Community-Based Classes

No grade levels

Apprenticeships

Lauren referenced this article by Dr. Bulter - that relates to how we are moving into the next stage of learning - from an industrial model to a more networked learning system.

Dr. Tom Bulter drew this on a napkin during one of the first conversations we had about WOL.

Can the sky be the limit!? The WOL Institute works with traditional schools - could we begin to be the bridge? in 3 years, in 5?

What is motivating your ideal learning experience for your people?

Here are some examples of visionary ideas in school:

Have you considered Place-Based Learning?

How about Authentic Assessment? Or No Tests?

The Human School - Randy Ziegenfuss, Ed.D.

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Hi All,

If you didn’t know already - Anita has a new job! Working with Anita Young has been a BLAST!!

Listen in to hear how it all started, and what Anita will be up to at her home district of Huntingdon Area School District in Huntingdon, PA. We will miss her every day.

We laughed and cried during this recording.

The most surprising thing about transitioning to a 'virtual/online' education job has been that you really can build a relationship with your students online.

A highlight for Anita was teaching Bald Eagle Area Middle and High School Life Skills students Spanish. Her belief that everyone can learn a language came to life. She also has great memories of her first students at Connemaugh Valley and Windber Area SD.

Anita is going to miss our amazing team - especially Lauren and Olivia! The thing she won’t miss is SPREADSHEETS and the 2nd and 3rd week of August!!

One takeaway is the value of Empathy. Build relationships and get to know what is going on in the world for our teachers and students.

Another takeaway is the value of collaborating and learning from people like Chris Davis and each other.

Finally

A BIG GIANT thank you to Anita Young!! You have made such a difference in the WOL and the lives of all of us, our students, and our districts! We wish you all the best as you lead the BILD program at Huntingdon Area School District. We loved working with you EVERYDAY!

You can continue to learn from Anita in THIS JoltEDU course - Let’s Engage Learners Virtually! FOR FREE

Leadership Lessons we have learned from Anita (Things that our team loves about Anita)

Anita is available to help.

She builds relationships.

She set high expectations.

She is a WORKER - she gets things done.

She is collaborative.

She is open to learning - Growth Mindset

This Blog Post by Marc and Angel Hack Life speaks to the ‘be present in life’ attitude that we need to succeed and get along in a world that wants to divide us. Anita definitely taught me to be a better listener, make time for family, and helped me put into action my belief that everyone can learn.

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***my microphone was on low… it’s not your hearing. I will get it right next time.

I had the chance to spend some time talking with Chris David an IU8 Virtual Learning Specialist and Olivia Grugan from the World of Learning recently. It reminded me how important it is to make the time to have conversations with our peers and to vet our ideas. The conversations I have and have had with Chris have always helped to met stretch my thinking and make me a better educator. No wonder so many people rely on her for professional learning and staff development.

As you listen to this podcast I think you will see why!

Olivia has been asking Chris a lot of questions and learning about the importance of engagement in the online learning world. Their conversations are a real jewel - I look forward to any time I get to think with them!

Here are a few takeaways from this conversation:

Chris and Olivia love their jobs as Virtual Learning Specialists - they can really dive deeply into projects they work on that help create authentic, relevant, and engaging learning experiences.

Olivia was interested in the Foundation of 6Es which we use in our asynchronous World of Learning Institute courses. Chris explained the beginnings of the 6E thinking.

What are the Es at IU8?

Adapted from the BSCS 5E Model (we added “express” and modified the role/purpose of some existing Es)

CoI Model - why it matters (from study pub in 2008 into online learning)

NSQ - Nat’l Standards for Quality Online Courses (Quality Matters + others refreshed iNacol/Aurora standards for K-12 online courses/teaching/programs)

Predictability is important, but the model you use or we use does not always have to be followed. In order to create a good learning experience, you have to critically evaluate what you want to include and why.

Figuring out how to use the virtual classroom provides a lot of questions - it's a ‘good struggle’. As a leader providing a framework for a virtual experience can take away the creativity of teachers. It is important to keep the door open and remember that there are no ‘final’ ways that a course can look. It can have many iterations.

We really dug into the value of using The Community of Inquiry Model for Online Learning by Garrison, Anderson, and Archer, 2001 for building and creating an engaging asynchronous learning environment.

Not only does this model require the full participation of the teacher and learner, but it also creates a model for full inclusion. Read more here.

If you would like to talk with any of us about how you could work with your school could use this model in the brick and mortar setting please contact us.

The BIG question - what happens if you take one part of the circle out?

Leadership Corner

JoltEDU is a professional learning community that Chris Davis and Jennifer Anderson are leading at IU8. Consider how you can help yourself or your staff grow with microlearning! JoltEDU offers short, on-demand micro-courses about topics teachers need today, empowering them to learn a new strategy in an hour or less. Micro-courses include downloadable resources to use in the classroom right away.

A Jolt for Virtual Learning
Preparing instruction for virtual learning can be a bit daunting. There is a learning curve that happens when you transition from face-to-face instruction to flipping your class or just offering content that students can access any time. You want to be sure that teachers feel supported in the transition. Check out this Virtual Learning Design Series in JoltEDU to help your teachers get started.

Our micro-courses are a great way to offer choice and flexibility for teachers on in-service days. As you plan your days for the close of this school year or gear up for 2022-23, let us help you bring short, practical bursts of professional learning to your school. Contact Chris Davis to subscribe today!

Chris Davis
Virtual Learning Specialist, IU8 & JoltEDU
cdavis@iu08.org | 570-243-1003

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What a pleasure to talk with Gwen Gaviola in this episode about using authentic resources in teaching a World Language. Gwen teaches Spanish at Ferndale School District and for us at the World of Learning Institute. Using authentic resources is so important for us at the WOLInstitue and Gwen has brought so much knowledge that she shares with her colleagues. I was grateful to spend some time with her and to hear about her experiences in learning a language, being immersed in a community where she was not fluent or confident - and the great confidence it gave her. What a valuable experience she brings to us and to our students at the WOL Institue.

Here are a few key takeaways on the value of authentic and immersive experiences:

Gwen talked about her early experience with learning the language, Tagalog one of the languages of the Philippines. Her early experiences in Tagalog may have primed her to have an affinity for language and culture.

Learning Spanish came easy to Gwen right from the start. She talked about not having the confidence to teach a language, so when she went to college at Pitt she studied anthropology and minored in Latin American Studies (and took Spanish classes). Her experience studying abroad in Argentina gave her the confidence to become a teacher. We are glad - because Gwen is amazing!

While Gwen was in Argentina - it taught her that there are people in every corner of the world with whom you can connect and develop truly meaningful relationships. In Argentina, her host family taught her just how capable she was - sending her out on her own to navigate a place where she was not fluent or confident. She loves providing travel experiences for her community - listen in for her most recent trip to Peru, where her students worked with Andean students who spoke Quechua! And, at first, the communication was difficult because they did not have a language in common - playing soccer, working together, and sharing meals helped to build relationships despite language barriers.

Gwen found that giving students the opportunity to navigate authentic resources could replicate some of the experiences that helped Gwen to be confident in her Spanish. She helps her students navigate sites that are completely in Spanish - we have links to a few of the places below. She believes that navigating the internet is pretty natural to learners - even the students who otherwise don’t love their language class enjoy and stay engaged in these authentic virtual activities.

Try some of these resources:

https://www.elcorteingles.es/#

https://www.farmalisto.com.co/

https://www.las-ventas.com/

https://www.museofridakahlo.org.mx/es/

https://www.parquedelacosta.com.ar/

Using authentic resources for learning can be done in Math, Science, the Arts, Social Studies, and many more content areas.

Do you use authentic resources?? Share a few ideas!

Tips for Using Authentic Resources

Work with students to navigate the sites and keep an eye on what they are doing on the computer. Apps like Learnics make it easy to create lessons and teach students good internet search techniques.

Know what you really want students to accomplish when you send them to the internet to search for information. Check websites before you have students use them.

Set realistic goals for what learning will happen. Have time limits and guidelines for internet searching. Common Sense Media has great resources for teaching and learning using technology.

Test the assignment yourself. And as we talked about in episode #8 - can the assignment be easily googled? Are we asking the right questions? What are we incentivizing in our assignment?

Leadership Corner

What authentic resources are you providing for your teachers? How do they know where to connect with the community and job skills that students need to explore careers and even part-time jobs?

Some Community Colleges and Universities offer Spanish and other language classes for navigating careers such as construction and health care.

Northampton Community College - Command Spanish

Indiana University of PA - Spanish for Safety Sciences

Do your students have opportunities to work with professionals as apprentices? They are valuable experiences that allow students to get hands-on experience while taking classes.

Check out how to get started HERE

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We had an awesome retreat last week! Anita, Olivia, Lauren, and I were all in one room. As you can imagine there was some energy. Fueled by snacks and caffeinated beverages - we tackled some of the hard questions we toss around in our virtual space; how are we connecting to the learners? How are our teachers feeling? Are we providing the best support?

One of the things I LOVE the most about our team is how HUMAN-centered we are. We have been asking the WHO question for a long time. Who is the learner, the teacher, the parent, the caregiver, the instructional support, the admin, and the community? And, can they all access what we do no matter where they are or how they learn? I think we continue to move toward the arc of fully including everyone. We base all we do on WHO we are serving.

Here are a few examples:

We teach students from Kindergarten to college, Advanced Placement, Exploratory, and Life Skills classes. Everyone can learn. We believe it, we do it.

We offer and host office hours for our teachers, learners, and our school facilitators to give them an opportunity to check in with Lauren, Olivia, and/or Anita every week to touch base, ask questions, or help solve a problem. We offer workshops, faculty meetings, and PLCs, as well as holiday fun.

Teachers send out Monday Morning Messages, every week to help students know what to expect in the coming week. They include guided notes or slides, on what students will learn. And we send out a newsletter - sometimes with a podcast - to keep you up to date.

We all think differently! Anita is the get-it-done #makethemhappy person. Olivia the thinker - pushing us to the next level of learning and growing #makingupwords. Lauren streamlining us, asking questions, helping us to work together and communicate more seamlessly - #reducethefrenzy. As for me, I am all over the place - big ideas - and no clue how to get there - except for the support and vision of the great people who we work with - #abeautifulmind.

As you can see, we LOVE what we do. We LOVE helping you and your school provide languages when you don’t have or can’t find a teacher. Think about us for Calculus and Chemistry, too. We are scheduling NOW for the 2022-23 School Year.

Here is the newsletter by Tom Butler that I regularly read and think about. It is filled with lots of thoughtful prodding. He calls it The Learner-Centered Leader. It is worth subscribing to even if much of what he offers seems like a far-off wish list. He is a thinker and a visionary. I like reading his stuff and talking to him - and trying to implement some of those big ideas at the World of Learning Institute - where we create authentic, relevant, and engaging learning experiences every day! You can, too.

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Have you ever had a conversation with your colleagues that got you so excited about what you do? It was so much fun to talk with Olivia and Lauren in this episode about googling and academic integrity. It’s a hot topic! AND, I think a few great ideas about how we can take this much taboo topic - and make it an opportunity to think about how we can consider our role in creating opportunities to discourage indiscriminate googling.

While a virtual program may lend itself to more scrutiny in thinking about academic integrity, I am pretty sure this conversation will get you and your colleagues thinking about what you assess (test) and why, regardless of the environment you teach or lead in.

Chime in here or send us an email to keep the conversation going!

pmulroy@worldoflearninginstitute.com, orgrugan@iu08.org, lmcminn@iu08.org

Here are a few key takeaways from this thought provoking conversation:

Do you remember that sinking feeling when you get an assignment that you know is not work your student could have produced? Olivia has a great story about a Kindergarten learner that really makes you think about the why.

There are so many ways to think about why students would choose to google or cheat on an assignment.

We make assumptions about the capability of the student (our feelings about the student can play into this).

What are we incentivizing by the task we are giving the students?

Grading - if we are going to grade - should be reasonable for the level of the specific skill or concept we are expecting students to know. (Olivia shares her perfect assignment at the end of the pod).

Can Google be a tool that can be used well? Can we teach students to be better consumers of information? Is it ok to use a translator or dictionary - folks do it when they travel? More questions than answers.

Linguistic breakdown - refers to the moments when a learner's language. is “no longer adequate to handle the communicative challenges presented”(ACTFL. OPI TTM, 1999), is a lot like frustrational reading levels in that the skill level for a topic and/or cannot meet criteria for instructional levels of accuracy and rate. Is there a similar concept for other subject or content areas?

Stay curious! Maybe the assignment was too hard. Maybe it's the old ‘if you give a mouse a cookie’, they get one word they didn’t know, and then another. Something broke down for the learner where they felt like there was something they didn’t understand.

What will hold up in the workforce for our students?? How can we make assignments more relevant?

Join the conversation HERE.

Let us know if you would like to be a guest on our Podcast - We Do This Everyday! We love to have spirited conversations that make the student and teacher experience fun, authentic, relevant, and engaging!

pmulroy@worldoflearninginstitute.com, orgrugan@iu08.org, lmcminn@iu08.org

This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit patmulroy.substack.com

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Hi WOL Friends!

What a pleasure to talk with Ashley Hertzog and Courtney Bonino in this episode about Moving to Teaching Virtually - At IU8 and The World of Learning Institute. Ash has been teaching with us for 4 years. Courtney, also a Spanish teacher, joined us this year. She came after 6 years of teaching at a brick-and-mortar school. They shared some great insights about the collaborative and expanding nature of teaching in a virtual classroom. It was such an uplifting conversation about all that is possible.

Listen in for more detail - and see our takeaways below.

Here are a few key takeaways about collaborating to improving virtual learning from our conversation:

Online learning has opened up the world for us and our students. As teachers, we can collaborate with our peers through messaging and shared documents and drives. Having colleagues to help us and inspire us seems more possible in the virtual setting.

The number of ways to engage students in virtual learning is ‘endless’. Tools can make it easier to communicate with students. Giving individualized feedback in live sessions encourages participation.

We talked about a number of tools, but one thing in this conversation was clear; building a relationship with the learners helps to engage them.

Students have opportunities in the virtual setting to take courses that otherwise would not be available to them. (The WOL Institute offers 9 languages, in addition to Calculus and Chemistry). In our World Language classes, students learn so much more than just the languages they choose to study. They become better communicators in English, as well. Students even meet peers from other parts of the state or even the US. We host classes with students from Massachusetts, Ohio, New Jersey, Tennessee, and of course, Pennsylvania!

Courtney and Ashley are both inspired by the collaboration of their teaching peers, and the responsiveness of our Virtual Learning Specialists; Anita, Olivia, and Lauren, and they are especially inspired by their students. Listen in for more details.

Ashley and Courtney’s Favorite Tools

Ashley’s favorite tool - Jamboard

Jamboard offers multiple ways for students to interact in a virtual or face-to-face classroom when they are using technology. Students can draw, move items, move post-its, and even play teacher-made gameboards. In addition, it offers individualization for students when teachers give individual boards for students to create their own meaning. Ashley feels like it offers a way for even shy student to demonstrate their competence without having to raise their hand or share their voice. See the examples below!

Diner - Example Jamboard Activities

Brainstorming - Example Jamboard Activities

World of Learning Institute - YouTube

Courtney’s Favorite Tool - Peardeck

The best part about Peardeck is that you can use slides you have already created. Peardeck is unique in that it allows you to do formative assessments that only you can see as a teacher, allowing you to adjust instruction, re-teach, or accelerate based on student feedback. You can also take the pulse of the classroom privately!

Like Jamboard, Peardeck allows you to move items around and draw. In addition, it lets you see what individual students are doing and give private feedback. There are so many good videos and tutorials on the Peardeck webpage we haven’t made any of our own! See Courtney’s examples below.

Leadership Corner

Over the last three weeks, I took an ASCD seminar called Write Your Leadership Story - with Gretchen Oltman and Vicki Bautista from Crieghton University. The three Thursday evening sessions took us through a reflective journey to help us to remember that all of us are leaders. Their book, What’s Your Leadership Story? A School Leader’s Guide to Aligning How You Lead with Who You Are - spoke to my own core belief that who we are is how we lead.

Here are a few takeaways from the course:

Titles just explain our role in an organization. You are so much more than your title! We bring all the roles that we hold outside our role to our work. I am a spouse, mother, grandmother, friend, neighbor, and more. All of these come with me when I go show up in my role.

Leadership styles are described by many great thought leaders but really fall into three categories: Directing, Guiding, and Enabling. At any point, we might use one of these leadership styles depending on the situation and our own core values.

Mindset and experience matter! Being a leader does not mean everything goes well or as planned (certainly we all know this as we navigated the pandemic). Knowing who you are and what your leadership philosophy is can help you to navigate the good and the bad times - while staying true to yourself.

Here are a few resources for further study.

Gretchen Oltman and Vicki Bautista

Research Matters / Transformational Leadership in Uncertain Times - ASCD

Writing a Personal Leadership Philosophy Will Make You a Better Leader - ASCD

The Courage to Teach

Pennsylvania ASCD - Professional Learning

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Hi friends,

What a pleasure to talk with Sarah Brambley and Brenda Calhoun in this episode about Innovation and STEM - at IU8. If you are from IU8 you know there is a lot going on! If you like what you hear and read please hit that little heart icon!!

If you need World Languages Schedule Classes for Next Year now!

Shownotes and more….

We really connected on our mutual belief in providing high-quality learning experiences for students and teachers in rural settings during this episode. When Sarah told us that 100 teachers took professional learning modules that allowed 2500 learners to interact with STEM lessons and resources I was excited to think about all the possibilities. All the kids who could dream of inventing, communicating in a second language, learn to believe their ideas could make a difference. Listen in to learn more about our programs and how they engage learners virtually!!

Here are a few key takeaways from our conversation:

The World of Learning and IU8 STEM program enjoy a shared vision of making learning more equitable by providing small and rural schools with high-quality learning experiences.

STEM is hands-on learning, design thinking, and exploring robotics. It is relevant, real-world learning primarily based in Science, Technology, Engineering, and Math. As you can see from Sarah’s definition - it is important beyond gifted programs and is vital forALLstudents to continually grow as critical thinkers. Being able to help all students get curious, get their hands on, and learn to think gives me great hope for our communities.

IU8 STEM Ecosystem has expanded the ability to get our lending center resources into more classrooms for students to experience critical thinking, problem-solving, and seeing connections to the real world. With funds from the PA Smart Grant - teachers created courses to support other teachers to get comfortable using technology and resources to get STEM thinking in their classrooms.

A Grable Foundation Grant has created opportunities for IU8 STEM to create a rural outreach program connecting kids and their families to STEM learning opportunities. Kids have enjoyed these opportunities so much they encouraged the STEM Rocks team to stay at their school all day - even on the weekends! (Listen in for the stories!)

We don’t see virtual learning going away! While face-to-face interactions are crucial to learning - there is also great value in providing adult learners’ with self-paced courses, like Sarah does for the STEM lending center. Both students and teachers have lots of opportunities to interact and learn from Twitter, Youtube, and many other open-sourced content platforms. If used well these virtual experiences provide both teachers and learners with expanded options.

What’s Happening at IU8 STEM

Remake Learning Days - Check it out HERE

May 12-23 in PA

40 + events in 4 counties

Regional Map

If you want to host an event - check it out HERE!

Leadership Corner

This past week I was able to attend the PASCD’s 70th Annual Convention. The Pennsylvania Association for Supervision and Curriculum Development hosted 150 educators from across the state. We had some great opportunities to listen and learn from some great leaders.

Heidi Hayes Jacobs - asked us to consider who our audience is? To engage students and their families in the learning process. To re-think curricula as a story. Make it feel less packed and cumbersome. More HERE.

Gregg Behr - When You Wonder, Your Learning, encouraged us to remember the importance of adults modeling respect, care, and compassion among themselves and towards students.

Robyn Jackson - Challenged us to think in terms of building the school we want. To get off the hamster wheel of annual planning. We all know that it takes 3 to 5 years to make any new idea a part of the culture. Listen on BAM Radion HERE.

Thanks for listening and subscribing to We Do This Everyday!!

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Hi Friends!

What a pleasure to talk with Janel Vancas and Olivia Grugan in this episode about Education Innovation - At IU8 and The World of Learning Institute. Listen in for more detail - and see our takeaways below.

Also, Janel was a recent recipient of the NAFEPA State Leadership Award! NAFEPA has a rich history of advocating for federal education programs in support of America's youth. Additionally, NAFEPA provides support for America's educators working hard to maximize the return on investment of federal dollars allocated for education. Over the years at the IU Janel has cultivated and nurtured many relationships that support and build great programs for learners.

In this episode, Janel helped us to understand the purpose of Intermediate Units in Pennsylvania and the larger role of Educational Service Providers across the nation, by many different names.

Here are a few key takeaways about IU’s and innovation from our conversation:

Janel and Olivia both talked about moving from public school teacher roles to roles at the IU - and how much happens behind the scenes that they did not realize. From the support for state initiatives, the entrepreneurial nature of IU’s, all the services they provide, to creating courses for whole cohorts of teachers, the scope of what IU’s do is expansive.

IU8 spans 3500 square miles! Our schools are primarily rural. We serve 35 school districts and a variety of Non-public schools. Our services support students, teachers, and school leaders. We are truly a HUB and comprehensive support system.

Even in our own families, we have children who thrive in schools as we know them - and kids who do not. Listen in as Janel talks about the IU8 Ecosystem and how connections in the community support learning both in and outside of the classroom. Providing authentic and relevant experiences for students and teachers to learn.

We have heard this in a couple of our episodes that ‘Change is hard, and new is sometimes scary’. It is easy to slip back into our comfort zone as the pandemic realities shift. The schools and districts that keep moving forward and challenge industrial-age thinking will survive and thrive.

Public Schools have competitors. It is important to pay attention to how people are choosing to educate their children; cyber schools, charter schools, family, and neighborhood pods. If we don’t pay attention we could become obsolete.

IU8 and many of our programs support students who would not otherwise be able to have Arabic, Japanese, Chinese, Latin, German, French, Portuguese, ASL, and even Spanish. As teacher shortages continue to grow we are able to help districts fill in the gaps.

What is Happening at the IU:

PA Smart Grant

The Readiness Institute Summer Program

New Micro-course Offerings - Curriculum Simplified

Remake Learning Day

STEM Rocks Camp

Leadership Corner

Great leaders know their teams and provide the resources for them to be successful.

Janel highlighted ‘Knowing the Why’ as a strength of the World of Learning Institute. The collaborative nature and support of both Dr. Tom Bulter and Janel provide the WOL with the resources for our continuous improvement.

Leaders need to know their WHY, and WHO they serve.

Janel also lifted up the World of Learnings’ being true to its mission of providing the best synchronous virtual learning. This happens because we have developed a strong vision for our organization that comes through in EVERYTHING we do. We A.R.E. - Authentic, Relevant, and Engaging. In our commitment to learners, to supporting our facilitators, to never being finished with improving.

Leaders provide the supports and scaffolds their team needs to help deliver students the best experience possible.

Janel also recognized that high standards permeate the World of Learning. High standards communicate that you believe that your team is capable. Believing that each person is bringing their best every day, supporting them in trying new things, and providing ongoing opportunities to learn helps make us a unique service for schools.

This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit patmulroy.substack.com

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Shownotes and more….

What a pleasure to talk with Michiyo Buckwalter and Lauren McMinn in episode number 4 of We Do This Everyday about what really connects learners to attend virtual live sessions. Listen in to learn more about our teachers and how they engage learners virtually!!

Lauren and Michiyo have learned over time that the content they teach is important, AND, more importantly, that teaching the person is the real avenue to engaged learning. As we talked this week Michiyo told us just how important her relationship with Wilson College was in moving her from a teacher of content to a teacher of children/learners. (So many great details please listen in).

Here are a few key takeaways from our conversation:

Love is a big word. We are not talking about romantic love, we are talking about caring deeply about the people, the subject, and the community we work in. Sometimes this can be called ‘trustworthy’ space. There are people who don’t feel the love… Here is an alternative view shared by some teachers in EdWeek.

Students with difficult lives (that might be all of them and us during this pandemic) need to know someone cares. They need a place where they can be comfortable and safe. Otherwise learning will be difficult. This is a great article about CARING ADULTS as it related to learning.

Michiyo sang us a song that she sings to her students in this podcast. (The key idea is that we are all beautiful flowers - and that each of us is a seed, worthy of blooming - in our own way). If you need to hear that today - click below. Listen and see the words that Michiyo sang to us in the video! Smap-世界に一つだけの花

Learning to move to a student-centered class was a big shift for Michiyo. Having students know that they are unique and not competing is very important. She used the song to let each student know they are ok just as they are. It ties into using Principal Wayman’s message of telling children that they are loved as they are - unconditionally!

There is no shortcut to being a good teacher. It takes a lot of preparation. Michiyo highlights the value of the Wilson College Teacher Certification Pathway program that helped her to understand the value of kids over the content.

Engaging Activities from Lauren and Michiyo

Lauren - She uses a Calendar with everyone’s special dates each month. This allows the students to share what is important to them, giving them a sense of voice and value. It helps Lauren to know something about the kids’ lives as well. Special events, sports, performances, etc.

Michiyo - Uses pop culture as a way to hook students and keep them interested - Her idea of “today’s keyword” - ties to something about Japanese culture. Having a routine to introduce the culture and connect it to new vocabulary is a sound practice for having students learn, not just memorize words or phrases.

Michiyo also uses a ‘Halftime Show’ during each lesson! - we sometimes call these brain breakswhere you might do a song or have students move and stretch.

Leadership Corner

Michiyo inspired me to learn more about the leadership of Principal Wayman. Principal Wayman offers leadership consulting, too! I bet she is great!

These are her 3 Pillars of Success (From this TED Talk):

1. If you’re going to lead, lead.

It does not work to stay in the office, delegate work, and be afraid to be disliked for addressing what needs to be addressed. But of course, it can’t be done alone — assembling a top-notch team to tackle problems together allows you to face all sorts of things together. And working with the students - her school developed a discipline program aptly titled: “Non-negotiable.” The student's voice is critical.

2. So what. Now what?

Cliatt-Wayman says that there were more than enough excuses to go around when she started. That is probably true in most places. But so what, Cliatt-Wayman, says what did we plan to do about the problems? Eliminating excuses is a leader’s primary responsibility.

3. If nobody told you they love you today, remember I do.

“If someone asks me my real secret,” says Cliatt-Wayman, “it’s that I love my students, and I believe in their possibilities unconditionally. I see only what they can become.”

Listen to her inspiring TED Talk and read more on her on this webpage.

Thanks for listening and subscribing to We Do This Everyday!! If you need help with World Languages check out our offerings.

This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit patmulroy.substack.com

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Show Notes and More…

What a pleasure to talk with Amy Brooks from Bald Eagle Area SD and Anita Young in this episode about the capacity of Middle School Life Skills students to learn Spanish. Listen in!!

Amy and Anita believe in the capacity of all students to learn. Teaching all people has been a passion project for Anita - so when she met John Tobias and Tracy Boone from BEA - she knew her dream of offering languages for ALL could be possible.

Here are a few key takeaways from our conversation:

Change is hard, and new is sometimes scary. Until Anita and Amy did the pilot they were both a little nervous about how teaching Spanish Virtually to Life Skills students would go. When they saw the learners’ reaction to the pilot - ‘[the students] were hooked - and their feelings were contagious’, it created the enthusiasm to do this new, hard thing.

Amy and Anita are grateful to John Tobias and Tracey Boone, the Principal and Director of Curriculum and Instruction at Bald Eagle Area SD for putting kids first!

Anita and Amy know that students in the Life Skills class have the capacity to learn, they hope that more people in schools will see the possibilities to include students who learn differently in a variety of content areas.

The strategies that Anita and Amy use to help support students in learning Spanish would work for ALL students in ANY class.

Amy and Anita believe that seeing this program in action is believing that it is possible to include all students in World Language classes. They are happy to talk to anyone who wants to know more.

The students have made gains beyond just learning Spanish (although that is really important). Some of the areas of growth include improved social skills, recognizing and talking about feelings, getting to know their peers better, and feeling more confident in the classroom and the school.

What we are listening to and reading:

Anita - One Bad Mother Podcast - she likes it because they have frank discussions about parenting, being a working parent and that they often consider what it is like to have a child who is different.

Amy - Adulting Made Easy - after finishing a Master’s Degree (during the pandemic) and teaching a Life Skills class for the first time, Amy found the resources and blog to be a big help to her in the classroom.

Pat - The Reason I Jump by Naoki Higashida -this memoir demonstrated for me how one person with autisms might think, feel, perceive, in ways few of us can imagine. As a parent - this book helped me to imagine how much I don’t know and how much really is happening in the head and heart of my child. I can’t imagine anyone wouldn’t think that each human with some difference is curious, loving, smart, awesome, strong, and complex.

Leadership Corner

Every day I get a few newsletters in my inbox. Here are a few that ignite my thinking and support some of the work I do:

The Learner Centered Leader by Dr. Tom Butler - Tom provides an overview of concepts for school leaders as they relate to being learner-centered. I value his candid remarks and honest approach to difficult subjects. (Go to the bottom of his newsletter to subscribe).

Leadership Thoughts by Dr.Patrick Crawford- Pat gives us a lot to think about every week from his extensive reading list. His passion is leveraging professional learning to inspire, support, and influence ​leaders in education! (Go to the bottom of his newsletter to subscribe).

The Leadership Freak by Dan Rockwell - Dan gives you tips and news you can use in under 300 words. It is refreshing and easy to digest.

This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit patmulroy.substack.com

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I had the pleasure of talking with Olivia and Ying-Fang in this episode about the use of an asynchronous Exit Card as a strategy to engage learners. I got really excited about sharing this strategy because when Olivia was meeting with Ying-Fang Jeffers it really got her excited. When she described it I had to know more! I think you will LOVE this episode.

Here are a few key takeaways from our conversation:

Listen to the end! At minute 20:40 Ying-Fang shares the secret sauce to being a great teacher. She claims it helps students learn, helps teachers to have the passion and patience to teach, creates dedication and ownership, and creates authentic and trustworthy classrooms.

The Exit Card is easy to implement and provides a great way to get to know students in the asynchronous environment.

The Exit Card provides opportunities for the teacher to clarify, re-teach, and provide additional resources.

The Exit Card gives students opportunities to reflect on and to take ownership of their learning.

The Wilson College TCP (Teacher Certification Pathway) provides is a highly regarded, affordable, and convenient program for those who have earned a bachelor’s degree to become teachers. WE are SO grateful for this partnership

Directions for Using the Exit Card:

It links to a Google Form that students fill out at the end of the week to report on the asynchronous work they have done. They share what percentage of the work they completed and then three (3) new words or phrases they learned, two (2) things they still want to learn, and one (1) question they have.

The form allows for students to make multiple submissions, so it is the same form every week. The teacher simply reposts it and is able to watch as responses come in. Then, the teacher can respond to specific questions or incorporate student interests into future lesson topics. I was impressed by the elegance of this simple approach to support students’ asynchronous work. It encourages the students to engage in some self-assessment as they consider what they have completed that week. It offers a private space to share a question or concern with the teacher. And it provides closure to a week that often ends on asynchronous work, rather than a live session. I imagine this is something many of our students in the virtual or hybrid environment could benefit from.

Thank you to Ying-Fang Jeffers for the idea!

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What I have learned from teaching with the World of Learning

Last week I sat down with Melissa and Barb to ask them about their experience with virtual learning. Both Melissa and Barb are veteran teachers who have spent many years teaching World Languages in public schools. I met Melissa at an IU8 networking event and was immediately impressed with her passion for teaching and her excitement for learning how to continue to grow as a teacher. On a visit to Barb’s school, her Assistant Principal insisted I meet her - she told me Barb was the best instructional coach, but an even better teacher! They both have so much to offer!

I admire these two teachers for their ability to recognize the need to keep learning and growing, despite being in the profession for a long time.

Our conversation today highlighted so many of the reasons I love working with them.

Here are a few of my favoirtes:

They continue to be surprised by what they can learn. At 2:42 they discussed making connections in the virtual setting. Their insights are spot on - kids want to be ‘seen’ and heard.

4:15 I highlight the new phrase ‘teacher intelligence’ - Melissa and Barb both use all of the aspects of intelligence in working to engage and connect with their students and content.

Support when learning new things is important. We need help from not only administrators but also colleagues.

Barb highlights some of the reasons mentoring is so important at 9:11. They discuss how being new in any teaching role can be overwhelming - check out how they help other teachers to do well.

We are all in this together - yet sometimes people can feel insecure, judged or isolated, which makes it hard to share and collaborate. At 15:00 they talk again about how not to overwhelm folks.

The future may look different in light of teacher shortages! At 21:00 Barb and Melissa give some insights into the struggles of being teachers in such interesting times.

Listening to this podcast will make you smile. When you get a moment please take some time to listen to these amazing teachers. They truly are and have been on the frontlines during COVID. I am thankful for their support at the World of Learning - for all of us and our colleagues.

Here are two tools they highlighted at the conclusion of our podcast.

Melissa: Blooket

I love to use a game called Blooket. My students are big gamers and often ask to play. It is especially nice because it uses whatever pre-set list you create to play a variety of different game formats-there are 12 game options.

Barb: Edupuzzle

I love how I can assess listening with EdPuzzle. Students love being able to watch a video and then give their answers. Our whole school is using it now!!

Thanks again and come back and visit us at substack or wherever you get your podcasts.

This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit patmulroy.substack.com