Going back to school this fall seems a bit surreal. Whether returning to a university campus or a PK-12 classroom, teachers across the United States are plagued with fear and doubt. This summer was not the respite so many of us look forward to as a way to recharge our batteries. Rather than lounging by the pool, we remained largely homebound. When we did venture out, we viewed every cough or sneeze with suspicion. Travel, when it did occur, was largely limited to scarcely populated areas within driving distance. And through it all, we knew, despite all the district and university plans to return to classrooms as usual, that the likelihood of returning to face-to-face instruction was remarkably slim. Yet, in my talks with teachers and through my social media feeds, it quickly became apparent that most districts have not done the work to prepare teachers to confidently approach remote learning.
All around me, districts have opted in the 11th hour to move instruction online. And in the few districts that continue to teach in person, the question of when this will no longer be feasible lingers in their minds as they watch more and more students being struck by COVID-19. How do we make this shift when teaching remotely requires an entirely different mindset, an entirely different skillset? First, we have to understand that it's more than the tools. Google Classroom alone cannot create a remote class. In fact, in some classrooms it can do more harm than good as teachers simply try to replicate a brick-and-mortar approach to teaching.
So how do we go about redesigning our teaching so that it accomplishes our goals AND respects the needs of our students? My colleague Anna Smith and I have been presenting a series of workshops that address this question. And while I cannot possibly share everything we've presented here, I do think it's important to share our Big Five tips toward designing remote learning.
Be intentional about synchronous and asynchronous meetings. Remote learning is not the equivalent of online learning. While there are elements of online instruction, remote learning means that students are learning without the teacher always being present. And that's okay. It's up to us to design instruction in ways that make students want to attend. This means that we need to be mindful about how long we expect students to meet with us synchronously (at the same time) and what they can do asynchronously (on their own time). Reserve content delivery to asynchronous times. There are many tools out there that encourage active participation with content that students can do on their own time. Synchronous time should be used to guide activities that can't be done on their own or that encourage whole group or small group participation. Our kids want to talk to each other. They miss the interaction. Don't waste their precious time online talking at them. Design so that they can engage with each other. And if you are following a "bell schedule," remember that it's okay to meet with them briefly at the beginning of the hour before sending them off to do something on their own. They can return at the end of the hour to share their work or you can start the next day with sharing time.
Remember less is more. Cognitive overload is a real thing when we spend hours in front of a computer screen. This means that we need to really consider all of our content when we prepare for instruction. What do students really need to know and be able to do? What would be nice for them to know and be able to do but isn't necessary? If they can Google the answer, it's highly possible that those portions of the curriculum can go. Focus on the essentials and do them well. Nurture thinkers rather than memorizers. Use this as a time to reflect upon what really matters.
Create ways to be present and interactive. Most of us miss the human contact that occurs in physical classrooms. We miss the hugs, fist bumps, and high fives. And while these cannot be completely replicated in digital spaces, there are ways we can feed our students'--and our--needs for human interaction. Be present--not only during synchronous times, but also at asynchronous times. Use the time students are off doing their work to send them video messages and short notes of encouragement. Consider giving audio feedback through podcasting tools like Anchor or the Google Doc extension Kaizena. Set up informal discussions or Q&As using Flipgrid. Students need to know that you are thinking of them even when you aren't with them. And structure ways for students to interact with each other. Make time for social activities that build community. Show and tell, in-home scavenger hunts, and games can be ways to help students reconnect. And when we connect with others, we are more likely to learn more quickly. So, build in interactive opportunities, too. Use breakout rooms or separate Google rooms to allow students to work together. Collaborative tools like Google Docs and Google Slides allow students to work together. Spend some time thinking about how you want them to collaborate and then research the tools that make it possible.
Design a class site from the students' point-of-view. When we are setting up our web presence whether it's a learning management system like Google Classroom, a wiki like PBWorks, or a website like Wix, we are designing from our own points-of-view. What makes sense to us, may not make sense to our students. Is it structured in such a way that makes sense to them? Do we put information in multiple places? Do we provide enough explanation? Do they know exactly what we want them to do? When we want them to do it? And where we want them to put it? It's always a good idea to ask someone unfamiliar with our class to take a look at the site after we've designed it to help us answer those questions.
Provide a roadmap with consistent, visual cues. This point builds upon the last one. Online spaces are highly visual and our students are used to these visual cues. This means it's important that we make use of cues that can help them navigate the site. When I set up my sites for students, I structure each unit or week in the exact same way so that students know what to expect. For example, in my writing class, students see these same cues each week:
Write Into the Day Explore Create
Remember
These cues help students navigate the site. They know to look for each of these sections each week and that there will be things to do in each section. This consistency, paired with visual cues, helps them navigate the class more confidently.
So that's our Big Five. We've found that they help us stay grounded in strong pedagogy even in distant spaces. What are some tips that you have found to be essential to designing remote--but connected--learning?
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