My SELI culminating project will examine how microlearning can improve the way announcements, expectations, professional learning, and other essential information are communicated to teachers.
Teachers receive a significant amount of information through emails, newsletters, meetings, professional development sessions, district platforms, and school-based announcements. Although the information may be important, it is often delivered in ways that compete for teachers’ limited time and attention. Lengthy messages, multiple communication channels, unclear expectations, and information overload can result in teachers missing critical updates or being unsure of how the information connects to their daily work.
The purpose of this project is to design and evaluate a microlearning communication framework that transforms routine information-sharing into brief, meaningful, and actionable learning experiences for teachers. The framework will be grounded in three foundational elements of adult development and professional growth: relationships, information, and identity.
Relationships will help teachers feel connected to the people, purpose, and students behind the message. Information will ensure teachers clearly understand what they need to know and do. Identity will encourage teachers to reflect on who they are as educators and how their daily decisions influence students, families, colleagues, and school culture.
The ultimate goal is not simply to help teachers receive more information. It is to develop a more intentional communication system that helps teachers feel connected, remain informed, strengthen their professional identity, and apply what they learn in ways that improve outcomes for students with disabilities.