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The Sacredness of Small-Group Instruction

Monday, October 21, 2019 by Kourtney Bradshaw-Clay

re Higher Powered Learning Blog

As an educator, small-group instruction time was always sacred.

Students knew there had to be an emergency if they interrupted my dedicated time with a small group of their peers. My students valued the intimate time they got to spend with me, and I treasured the opportunity to know my students better as learners and as people. To make the time most effective, I tailored my small-group instruction to the needs of my students. 

For the next few weeks, we will focus on formats that have produced effective small-group instruction. 

Is ACE What's Next for Me?

Thursday, October 10, 2019 by Kenna Arana

Is ACE What's Next for Me? Alliance for Catholic Education Notre Dame

For teachers and students, October marks the definitive end of the back-to-school season and the novelty of another school year. By this time, teachers and students are settling into the routines they worked so hard to set up in September. In October, pencils, erasers, and paper supplies–and sometimes patience–are starting to wear down, and teachers are working hard to keep momentum going with renewed energy and joy.

Innovation Spotlight: Archdiocese of New Orleans

Tuesday, October 08, 2019 by Fr. Nate Wills, C.S.C.

Higher-Powered Learning Blog - New OrleansSt. Cletus School in New Orleans

Minneapolis/St. Paul and New Orleans share some obvious similarities: both are cities on the Mississippi River, both are home to musical legends (Louis Armstrong from “the Big Easy” and Prince from the “Twin Cities”), and the food is… okay, yeah, the food is just way better in New Orleans. Never mind. 

A Place at the Table

Tuesday, October 01, 2019 by By: Diane Freeby - Program for Inclusive Education

A Place at the Table - Program for Inclusive Education at the University of Notre Dame

“We are better together…Everyone has ideas to bring to the table!  To be inclusive reminds us of what it means to walk like Christ did.”

– Monica Choquette 
PIE 2 Educator and Resource Teacher at the Basilica School of St. Mary in Alexandria, Virginia

An Intersection of Acronyms: My Experiences with ACE, AICSN, and ESS

Thursday, September 26, 2019 by By: Collin Gortner '20 - ACE 27

Collin Gortner - Education, Schooling, and Society/American Indian Catholic Schools Network

Like many students at the University of Notre Dame, acronyms have been a big part of my educational experience. 

A Mississippi-sized Love: Stories from ACErs on the Coast

Monday, September 23, 2019 by Grace Carroll and Emily Voorde, ACE 22, Biloxi

As for many newly-minted ACErs on placement night when they find out where they will be teaching for the next two years, our pictures on the cardboard trifolds next to the label “ACE Biloxi” elicited a flood of surprise and giddiness and questions.  

Biloxi? 
Are they sure?? 
Am I even saying it correctly?!

How Does Homework Fit into a Blended-Learning Classroom?

Monday, September 23, 2019 by Francesca Varga

How Does Homework Fit into a Blended-Learning Classroom?

As a former secondary English teacher, I battled the homework question many times throughout my ten years of teaching. On the one hand, homework, particularly reading homework, was necessary for students to build their literacy skills and stay on top of classwork. When studying a novel, assigning 20 pages of daily reading during class was not an effective use of class time. However, if I gave too much homework (more than 20 minutes or so of reading, unnecessary worksheets for extra practice, etc.) then students would not complete it.

We Have A Situation!

Tuesday, September 17, 2019 by By: Sheila Doyle - ACE 24, Denver

Sheila Doyle Blog

Procedures, procedures, procedures! As new teachers, we hear this word repeated over and over. 

“Make sure you have procedures ready to go for day 1!” 

“What are your procedures for recess, lunch, Mass, lining up, transitioning to the carpet, transitioning to the desks, rotating between centers, turning assignments in, walking through the hallway, packing up at the end of the day, cleaning up at the end of the week?”

And Just Like That...There Were 2!

Wednesday, September 11, 2019 by Christine Bonfiglio, Ph.D.

PIE 2 Group Photo

I’m not sure how it happened...but it is fall in South Bend, and the University of Notre Dame has renewed energy. People are walking to and from class and events, instruction and research are underway, the reverence of spiritual formation is powerful, and Irish football posted a “W” against Louisville in the season opener. Campus is alive and well after a short-lived summer break.

The Triple D Protocol

Monday, September 09, 2019 by Kourtney Bradshaw-Clay

Triple D Protocol

When I think of Triple D, I am reminded of my favorite show nicknamed Triple D (aka Diners, Drive-Ins, and Dives.) This culinary show is hosted by the immeasurably enthusiastic Guy Fieri. Everyone has something that they are “immeasurably enthusiastic” about, and for me, it is data. I used to go nuts about analyzing the progress my students had made. Now, I go nuts about measuring the progress our partner schools are making in Minneapolis.

In this post, I will spill the beans on three quick tips for practical data analysis – otherwise known as the Triple D Protocol. Please, take all my food idioms along the way with a pinch of salt.

Creating a Welcoming Classroom Culture

Tuesday, September 03, 2019 by Elizabeth Eby - ACE 25, LA South Cental

ACE Blog Post - Creating a Welcoming Classroom Culture

“Ms. Eby, you’ve never had Tajín?” 

     “You just HAVE to try Wingstop!”     

          “Do you have Starbucks in New Hampshire?”

During my first year with ACE at Our Lady of Guadalupe in East Los Angeles, my middle school students were continually shocked, and rather amused, by my ignorance of the places, foods, and traditions they found commonplace in LA.

I grew up in New Hampshire, where I shoveled snow, celebrated maple syrup season, and ice skated on frozen lakes in February. New Hampshire was as unfamiliar to my students as LA was to me.

I was initially unsure about how we were going to relate given our different cultural upbringings, but I ultimately decided to lean into these differences so that my students could teach me about their experiences, and I could share my own.

Blended Learning and the Social-Emotional Connection

Monday, August 26, 2019 by Kourtney Bradshaw-Clay

Higher-Powered Learning - Social-Emotional Connection

A growing body of thought emphasizes the importance of blended learning as a complement to social-emotional learning. The Christensen Institute recently wrote about how blended learning can build relationships between teachers and students. Today, we discuss three ways we’ve seen blended learning improve the social-emotional landscape in classrooms. 

Becoming Holy Heroes

Thursday, August 15, 2019 by Maggie Ellis - ACE 23, New York

Maggie Ellis - ACE 23 New York - Becoming Holy Heroes

One of the most incredible journeys of my short but wild teaching career began on a day when only half of my class showed up.

Go Back to School Like a PRO!

Monday, August 12, 2019 by Francesca Varga Kourtney Bradshaw-Clay

Higher-Powered Learning - Go Back to School Like a PRO

It is hard to believe that the lazy days of summer are coming to an end. School supplies and backpacks have replaced summer toys, and teachers are planning schedules, procedures, and classrooms for the upcoming year. If you are implementing blended learning in your school this year, here are some quick tips to start your year off as a PRO!

“Why Blended Learning?” ACE Teaching Fellows Respond from the Heart

Tuesday, July 30, 2019 by Fr. Nate Wills, C.S.C.

Why Blended Learning? - ACE Teaching Fellows Elective

For the last several years, we have been invited to teach a summer course for our second-year ACE Teaching Fellows. These are teachers who already have a year of teaching and now want to improve their teaching practice. They take our class as an elective, so they’re making the choice to take an elective instead of having a couple hours of free time in the afternoon. It’s not surprising, therefore, that these students were incredibly motivated to learn how to use technology for meaningful differentiation. Over the course of the class, we introduced them to blended learning, created learner profiles, discussed classroom management and procedures in a blended-learning classroom, explored software, dove deep into data-informed instruction, and talked about planning for success. Whew! It was a lot, packed into a short amount of time, and this group of students was particularly energetic, creative, hard-working, and hungry to be better teachers for their kids.

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