Issue link: https://takingitglobal.uberflip.com/i/1542824
R. Adeboye, C. Flewelling,V. Ogbole, E. O'Sullivan 47 • Customizing to grade level, e.g., "Working with the teacher, and keeping the content very short and sweet, depending on the grade level audience. Sometimes it's appropriate to get more in-depth into the learning content with older groups." • Adapting to local contexts, e.g., "We've increased the time we spend before the program learning a bit about where the class is so we can better connect with them. For example if a program will mention trees, good to know that the class is above tree level." • Allowing students to direct the learning, e.g., "Allowing choice of learning path, asking the class what they would like to do next offers ownership and increases engagement." • Adapting in real time to classroom dynamics, e.g., "Approaching the programs with flexibility to modify the activities and program plan based on the students needs;" "Being flexible to shift gears during a session if the initial approach is not working is key." Teachers With respect to curricular alignment, 98% of teachers were satisfied with the variety of content available through Connected North, providing moderate evidence that the program meets their curricular needs. In interviews, teachers tended to focus more on the utility of the booking platform and how they chose sessions to align with curriculum (to be discussed in later sections). Where teachers did address the issue of session alignment directly, there was a general sense that Connected North had what they were looking for, though one teacher suggested that it would be ideal (though likely very challenging) if sessions could be mapped not only onto curriculum areas, but onto specific curriculum outcomes. A few interviewed teachers did specify areas where they were not able to find applicable sessions, though they sometimes noted that they may not yet have searched thoroughly. The teacher survey also provided a large number (97% positive) comments related to this issue, including with respect to sessions' complementarity with standard curriculum. As mentioned above, the teachers' survey asked about what learning experiences teachers would like that were not yet available. However, it was often unclear if the respondent's suggestion was highlighting a programming gap or simply a desire for more of a certain type of session. In addition, 91% of surveyed teachers reported extending or connecting a Connected North session to other learning activities, providing moderate additional evidence of curricular alignment and integration with broader lesson plans. Again, while evidence of the availability of a variety of sessions support the idea that Connected North is aligned with curriculum in theory, the evaluation also heard about how this alignment was realized in practice. Many teachers described how they used Connected North sessions to complement the curriculum. They highlighted how it was, for them, an involved process of integrated lesson planning; with some adding how sessions might not be successful if less systematically chosen. For example, one interviewed teacher stated that "…it's not that you just book something random with Connected North, and expect that to create a magic here…You have to invest your time…because you can pick a wrong one where the students are totally disconnected with what they are offering, with what you have taught...You should have taught "They're hitting the curriculum expectations with whatever they're presenting on… I'm thankful for that." -Teacher Interviewee