Small Chunks, Deep Learning

Project I4 is a cohort-based, year-long program incorporating micro-credential experiences as a key element of learning for school leaders. The project focuses the micro-credential (MC) design, implementation, and study on a central aspect of a school leader's work: classroom observations and post-observation conversations. The leaders learn to observe academic discourse in STEM classrooms. To fully engage in the learning from the MC, leaders collect observational evidence on equitable instructional practices and use the evidence to have coaching post-observation conversations with teachers with the aim of changing instructional practices in classrooms. In the authors' model, a key component for the MC experiences is the opportunity for school leaders to work with leadership coaches in equity-centered networked improvement communities (EC-NICs) of 5-6 persons. This chapter presents a qualitative review of 10 school leaders from the first Project I4 cohort.

Facilitating reflection in teletandem through automatically generated conversation metrics and playback video

This pilot study focuses on a tool called L2L that allows second language (L2) learners to visualise and analyse their Zoom interactions with native speakers. L2L uses the Zoom transcript to automatically generate conversation metrics and its playback feature with timestamps allows students to replay any chosen portion of the conversation for post-session reflection and self-review. This exploratory study investigates a seven-week teletandem project, where undergraduate students from an Irish university learning French (B2) interacted with their peers from a French university learning English (B2+) via Zoom. The data collected from a survey (N=43) and semi-structured interviews (N=35) show that the quantitative conversation metrics and qualitative review of the synchronous content helped raise students’ confidence levels while engaging with native speakers. Furthermore, it allowed them to set tangible goals to improve their participation, and be more aware of what, why, and how they are learning.

Cognitive Remediation Therapy for People With Schizophrenia Spectrum Disorder: A Rapid Qualitative Review

This rapid qualitative review analyzed 8 studies describing the perspectives of people living with schizophrenia spectrum disorder (SSD) who use cognitive remediation therapy (CRT), and their caregivers and clinicians. People living with SSD reported notable improvements in their attention, memory, and problem solving; improvement in their lives when they applied the cognitive strategies acquired from CRT into daily life activities; improvement in communication skills, social engagement, motivation, independence; and a reduction in psychotic symptoms. This review found a common preference among people living with SSD and caregivers to provide personalized delivery and treatment of CRT. People living with SSD cited several ways to introduce personalized CRT: cognitive trainer or clinician’s support and guidance; the content, design, and implementation of CRT; using technology; and group environment and interacting with peers. The constant presence of a polite, friendly, empathetic, and encouraging clinician contributed to beneficial views of CRT. People living with SSD enjoyed the structure of sessions and cognitive tasks, specifically working on tasks at their own pace with gradual increases in difficulty that gave them a sense of accomplishment and mastery. They also enjoyed using technology and playing games to complete tasks; however, some found accessing a computer and a high-quality internet connection difficult. While people living with SSD reported several social benefits to group-based CRT, others found group-based CRT to be unconducive for their learning, especially when the group environment was not supportive or encouraging. Caregivers and clinicians recognized the importance of matching the type of cognitive exercises and structure of sessions to the cognitive needs of people living with SSD.