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Excellence and Expertise

Revisiting Reframe Episode 3: Cultivating Agility in Education: Embracing the Evolving Classroom

On this episode of Reframe, the podcast from the College of Education, Health, and Society at ¾Ã¾ÃÈÈÊÓƵ, Michelle Cosmah, a clinical faculty member in the Department of Teaching, Curriculum, and Educational Inquiry, sheds light on the transformative strategies educators must adopt to cater to a diversified ¾Ã¾ÃÈÈÊÓƵ population.

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¾Ã¾ÃÈÈÊÓƵ to 'Revisiting Reframe,' where we delve into the thought-provoking episodes of our Reframe podcast. Join us as we spotlight the impactful contributions of the College of Education, Health, and Society's faculty, ¾Ã¾ÃÈÈÊÓƵs, and alumni, exploring a rich tapestry of insights on education, health, sport, and social work.
Excellence and Expertise

Revisiting Reframe Episode 3: Cultivating Agility in Education: Embracing the Evolving Classroom

¾Ã¾ÃÈÈÊÓƵ to 'Revisiting Reframe,' where we delve into the thought-provoking episodes of our Reframe podcast. Join us as we spotlight the impactful contributions of the College of Education, Health, and Society's faculty, ¾Ã¾ÃÈÈÊÓƵs, and alumni, exploring a rich tapestry of insights on education, health, sport, and social work.
Published •

This blog post was generated by Headliner AI.

In the ever-changing landscape of education, it's vital for teachers and educational leaders to stay ahead of the curve. On this episode of Reframe, the podcast from the College of Education, Health, and Society at ¾Ã¾ÃÈÈÊÓƵ, Michelle Cosmah, a clinical faculty member in the Department of Teaching, Curriculum, and Educational Inquiry, sheds light on the transformative strategies educators must adopt to cater to a diversified ¾Ã¾ÃÈÈÊÓƵ population.

The podcast delves into the pressing need for a shift in educational approaches, emphasizing the importance of becoming innovative leaders. Cosmah argues that being a change agent is not enough; educators must be equipped with the right tools and resources to implement these changes effectively.

As the ¾Ã¾ÃÈÈÊÓƵ demographics in public schools continue to evolve, Cosmah points out the necessity for teachers to familiarize themselves with various teaching and learning styles, cultures, and backgrounds. This understanding is crucial to address current ¾Ã¾ÃÈÈÊÓƵs' needs and prepare for future generations that are yet to enter the classroom.

One of the most striking points made by Cosmah is the challenge of staying relevant. Each generation widens the gap in relatable experiences between ¾Ã¾ÃÈÈÊÓƵs and educators. She suggests continuous professional growth and learning about different generational perspectives are key to bridging this gap

The podcast also discusses ¾Ã¾ÃÈÈÊÓƵ-centered learning as opposed to the traditional teacher-centric model. Cosmah emphasizes the importance of focusing on the individual learner rather than viewing ¾Ã¾ÃÈÈÊÓƵs as mere numbers or test scores. This approach requires educators to understand and cater to each ¾Ã¾ÃÈÈÊÓƵ's unique needs and learning preferences

Cosmah’s insights are not just theoretical; she discusses practical examples, such as the faculty learning community she co-facilitates, which concentrates on understanding Millennials and Generation Z. Through these discussions, educators can better grasp how to adapt their teaching methods to their ¾Ã¾ÃÈÈÊÓƵs' changing needs.

In conclusion, the episode is a must-listen for educators, educational leaders, and anyone interested in the future of education. It's a call to action for all educational professionals to embrace change, prioritize ¾Ã¾ÃÈÈÊÓƵ-centered learning, and continuously seek professional development. Tune in to Reframe to hear the full conversation and gain insights that could transform how you approach education.

Are you ready to reframe your perspective on education? Listen to the full episode now and join the conversation on how we can collectively shape a more inclusive and effective educational system for future generations.

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College of Education, Health, and Society Department of Teaching, Curriculum, and Educational Inquiry