Teachers valued interactive discussion-based training but identified unfamiliarity with online resources as a challenge when transitioning to distance learning.¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teachers enjoyed interactive and discussion-based in-person training and appreciated opportunities to brainstorm and walk through activities. → Li 2020 q2 i? Teachers identified their unfamiliarity with navigating the online teacher resources as a notable challenge during the transition to distance learning and requested more time to explore the websites during training. → Li 2020 (2)

Evidence¶

Li 2020¶

Li, L., Luttgen, K., Huang, K., Weiser, G., Cornfield, O., Hess, H., Chow, E., & Schneider, M. (2020). Hero Elementary Playlist RCT Study in Formal School and Distance Learning Contexts. WestEd. https://www.cde.ca.gov/ds/dd/index.asp

q2 · i? · causal · r2

Educator interview findings on the TPT Hero Elementary training. Teachers valued the "interactive and discussion-based facilitation" and walking through activities individually and as a group. No effect size is reported; qualitative perception data.

"Many teachers enjoyed the interactive and discussion-based facilitation of the in-person training. Teachers particularly appreciated the opportunity to brainstorm with other teachers and ask the facilitator questions throughout the training."

Li 2020 (2)¶

Li, L., Luttgen, K., Huang, K., Weiser, G., Cornfield, O., Hess, H., Chow, E., & Schneider, M. (2020). Hero Elementary Playlist RCT Study in Formal School and Distance Learning Contexts. WestEd. https://www.cde.ca.gov/ds/dd/index.asp

q2 · i? · causal · r2

Teacher interview response on how training could be improved for distance learning. Teachers reported "getting to play around with the websites more" would have helped, reflecting unfamiliarity with online teacher resources. No effect size is reported.

"I think maybe getting to play around with the websites more while we were there would have been helpful."

Discussion¶

Related Claims¶

• Teachers found Hero Elementary playlist hands-on activities easy to implement because materials were supplied and prepped. — related
• Staying motivated was the most pervasive challenge of learning remotely, and students missed instructor feedback, peer collaboration, and hands-on experiences — related
• Student engagement with the Science Power Notebooks and eBooks dropped significantly after the transition to distance learning — related
• Students in courses with guided note-taking and other active learning activities reported less difficulty with motivation and engagement after the shift online — related
• Virtual implementation of Hero Elementary varied widely across classrooms, with teachers mixing synchronous and asynchronous instructional strategies — related
• Educators rarely facilitated connections between playlist activities or to students' lives; introductions focused on instructions and logistics, and debriefings were often unstructured reviews of the activity — related
• Training providers and instructors faced logistical challenges moving in-person apprenticeship training online but adapted quickly — related