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But not everything unexpected is undesirable. Whether in virtual classrooms, hybrid instruction or in-person schools, teachers also gained new insights on themselves, their students and their practice. Now, as the Delta variant sparks ongoing worries about school building re-openings, five teachers share the unplanned lessons they will carry into the new school year and beyond.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003cimg class=\"alignleft size-thumbnail wp-image-58396\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/lucia_bowers1-160x213.jpg\" alt=\"\" width=\"160\" height=\"213\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/lucia_bowers1-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/lucia_bowers1-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/lucia_bowers1-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/lucia_bowers1.jpg 960w\" sizes=\"(max-width: 160px) 100vw, 160px\">Lucia Bowers\u003cbr>\n\u003c/b>\u003cem>English teacher, Dolores Huerta Middle School\u003cbr>\nBurbank, California\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Recognizing resilience\u003c/strong>\u003c/p>\n\u003cp>“We talk about kids being resilient all the time. I truly believe they are. But this is the first time where I noticed my own resiliency in the moment. I'm proud of that.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Lucia Bowers, a mom of three and teacher to more than 100, the idea of teaching online while keeping her own family afloat and the house stocked with toilet paper sounds like a science fiction novel. Yet for the past year, it was her reality.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sure, there were days when the WiFi went out, but Bowers took those hurdles one at a time. And sometime last fall, she looked up from teaching to a smoothly operating scene. She saw her second-grader attending Zoom class in the living room right beside her and her sophomore daughter dancing in the backyard for P.E. Meanwhile, her freshman son studied biology in his bedroom and her husband worked from the family room.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I thought, ‘Is this really happening?’ We talk about kids being resilient all the time. I truly believe they are. But this is the first time where I noticed my own resiliency in the moment. I'm proud of that,” Bowers said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The pandemic also highlighted to Bowers that her students may not have the same resources that were in her home. She said that as the year progressed and students used up school-provided supplies, some families quickly replaced them while others couldn’t.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Her school worked to fill in the gaps, but seeing those disparities has changed how Bowers thinks about equity in the school building, too. She said \u003c/span>\u003ca href=\"https://dredwardseducator.com/it-was-never-about-pencils/\">\u003cspan style=\"font-weight: 400\">it can create stigma and shame when teachers call out students who don’t have supplies ready\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or when they put flags on classroom pencils to make sure they stay in the room. Going forward, her assumption will be that every kid needs a pencil or other materials. “And if they don't — great, cool. But I'm going to still provide it for them and just hope that they will not feel embarrassed to take the supplies that are there.”\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003cimg class=\"alignleft size-thumbnail wp-image-58394\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/rickey_townsend-scaled-e1630308852609-160x253.jpg\" alt=\"\" width=\"160\" height=\"253\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/rickey_townsend-scaled-e1630308852609-160x253.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/rickey_townsend-scaled-e1630308852609-800x1267.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/rickey_townsend-scaled-e1630308852609-1020x1616.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/rickey_townsend-scaled-e1630308852609-768x1217.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/rickey_townsend-scaled-e1630308852609-970x1536.jpg 970w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/rickey_townsend-scaled-e1630308852609-1293x2048.jpg 1293w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/rickey_townsend-scaled-e1630308852609.jpg 1337w\" sizes=\"(max-width: 160px) 100vw, 160px\">Rickey Townsend\u003c/b>\u003c/p>\n\u003cp>\u003cem>7th grade math teacher, Benjamin Franklin International Exploratory Academy\u003cbr>\nDallas, Texas\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Opening up online\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I am learning that there are platforms to capture the voice of all students, no matter if extroverted or introverted.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One day in late 2020, as students logged into Rickey Townsend’s hybrid classroom, they encountered the usual digital scene. Their math teacher, wearing a suit and tie with matching glasses, greeted students by name. His own name was displayed in the bottom corner of his picture. But that day, the transparent gray label included a few new words: “He/Him/His.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Townsend appended those \u003c/span>\u003ca href=\"https://www.gse.upenn.edu/news/educators-playbook/erin-cross-pronouns-gender-identity\">\u003cspan style=\"font-weight: 400\">pronouns\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> after seeing a tweet that suggested including them would acknowledge and affirm \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/the-pandemic-and-politics-made-life-especially-rough-for-lgbtq-youth-survey-finds/2021/07\">\u003cspan style=\"font-weight: 400\">LGBTQ students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. He didn’t point out the change, but his seventh graders noticed. One student sent him a private message saying they’d never seen a teacher do that and asking if it was OK to list their pronouns, too. It was the start of conversations Townsend said probably wouldn’t have happened in another year. And it contributed to a larger trend of his students opening up more in Zoom chat than when within an arms’ length of peers. “This is the first year a lot of students shared about who they are personally, how they identify,” Townsend said. They shared what's going on at home (and about) \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57511/why-helping-grieving-students-heal-matters-so-much\">\u003cspan style=\"font-weight: 400\">deaths in the family\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. I don't think that I would have gotten that in a traditional school setting.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Townsend found other small but intentional acts to connect with students, too. He used Zoom polls for mental health checks, and he \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58221/down-with-toxic-positivity-for-teachers-and-students-healing-isnt-blind-optimism\">\u003cspan style=\"font-weight: 400\">spoke honestly\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about his own ups and downs. Several times per week, he started class with non-math questions about student interests, and after the \u003c/span>\u003ca href=\"https://www.npr.org/sections/insurrection-at-the-capitol/2021/01/07/954415771/how-to-talk-to-kids-about-the-riots-at-the-u-s-capitol\">\u003cspan style=\"font-weight: 400\">Capitol riot in January\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, he set aside linear equations so students could process national events.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those kinds of conversations, along with \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56836/how-teachers-are-leaning-on-each-other-to-stay-resilient-during-covid-19\">\u003cspan style=\"font-weight: 400\">a supportive network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, helped Townsend through the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57716/we-need-to-be-nurtured-too-many-teachers-say-theyre-reaching-a-breaking-point\">\u003cspan style=\"font-weight: 400\">harder days\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This was his fifth year teaching and the first time he contemplated quitting. He said the Zoom connections weren’t as fulfilling as those in a physical classroom, but they have caused him to reflect on how he \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/introvert\">\u003cspan style=\"font-weight: 400\">engages with quiet students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in-person. He might, for example, continue using virtual check-in polls or give student index cards as an alternate way to share. “Pre-coronavirus, I was guilty of encouraging students who were labeled as quiet scholars to speak up in class,” Townsend said. “I am learning that there are platforms to capture the voice of all students, no matter if (they are) extroverted or introverted.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003cimg class=\"alignleft size-thumbnail wp-image-58399\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/janelle_henderson-scaled-e1630309065654-160x213.jpg\" alt=\"\" width=\"160\" height=\"213\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/janelle_henderson-scaled-e1630309065654-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/janelle_henderson-scaled-e1630309065654-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/janelle_henderson-scaled-e1630309065654-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/janelle_henderson-scaled-e1630309065654-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/janelle_henderson-scaled-e1630309065654-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/janelle_henderson-scaled-e1630309065654-1536x2048.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/janelle_henderson-scaled-e1630309065654.jpg 1920w\" sizes=\"(max-width: 160px) 100vw, 160px\">Janelle Henderson\u003c/b>\u003c/p>\n\u003cp>\u003cem>Grade 3 teacher, Mill Creek Leadership Academy\u003cbr>\nLouisville, Kentucky\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Hard conversations, healthy habits\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I was in a lighter mood, we had more fun together. And I know my students got more out of our content.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last September, when a Kentucky grand jury \u003c/span>\u003ca href=\"https://www.npr.org/sections/live-updates-protests-for-racial-justice/2020/09/23/914250463/breonna-taylor-charging-decision-to-be-announced-this-afternoon-lawyer-says\">\u003cspan style=\"font-weight: 400\">brought no charges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> against the police officers who shot and killed Breonna Taylor, Janelle Henderson took a deep breath. Discussing tough topics is nothing new to Henderson’s third grade classroom, but she knew this conversation would be different. For one thing, it came early in the year, with little time to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57241/six-ways-to-build-community-in-online-classrooms\">\u003cspan style=\"font-weight: 400\">build trust among students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. What’s more, the events quite literally hit close to home.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I don't want to say our city was on fire, but the energy was palpable, like everyone was in a very heightened state of anxiety and stress,” Henderson said. That meant she needed to establish a clear structure and ground rules for discussing the news. Those rules included speaking in “I” statements, not “we” statements, that it’s not OK to hurt people or things, that no one was required to share, and that anyone could turn off their screens at any time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Henderson raised the topic in small group sessions with students. With each group, she started by sharing that she was “not OK” and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/social-emotional-learning\">\u003cspan style=\"font-weight: 400\">affirming any emotions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> her students felt. Then she stepped back to listen. After everyone got a chance to speak, they moved on to the day’s regular content. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Henderson said that facilitating those conversations terrified her — especially knowing that families of students would be listening and watching — but they were necessary. And September was just the start. Throughout the year, her third graders circled up online to discuss the presidential election, \u003c/span>\u003ca href=\"https://www.kqed.org/arts/13885541/black-panther-star-chadwick-boseman-dies-of-cancer-at-43\">\u003cspan style=\"font-weight: 400\">Chadwick Boseman’s death\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the Capitol insurrection and more. “We did a lot in this virtual setting that I didn't ever expect to do, but it just worked, and that was the classroom that I had,” Henderson said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It helped that Henderson herself felt more grounded and present this year. Her school didn’t require as many hours of synchronous virtual instruction as they would have in-person, and Henderson used the first hour of the day to prepare at her own pace. She also took more movement and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56849/look-inward-to-make-external-change-advice-from-a-meditation-teacher\">\u003cspan style=\"font-weight: 400\">meditation breaks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> throughout the day. “So as a human, I just felt really grounded, like I didn't feel like there was this pressure to rush, rush, rush and go, go, go.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That pace may be hard to maintain with a return to \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/here-we-are-again-weary-teachers-brace-for-another-covid-school-year/2021/08\">\u003cspan style=\"font-weight: 400\">regular schedules\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but Henderson said she’ll try to set boundaries, like guarding her planning period for self-care rather than squeezing in a dozen miscellaneous tasks. If she can, she knows it will be good for herself and for her third-graders. Just as it was this year. “I was in a lighter mood, we had more fun together. And I know my students got more out of our content,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003cimg class=\"alignleft size-thumbnail wp-image-58398\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/jennifer_dao-e1630309274176-160x301.png\" alt=\"\" width=\"160\" height=\"301\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/jennifer_dao-e1630309274176-160x301.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/jennifer_dao-e1630309274176.png 560w\" sizes=\"(max-width: 160px) 100vw, 160px\">Jennifer Dao\u003c/b>\u003c/p>\n\u003cp>\u003cem>Algebra teacher, Nichols Middle School\u003cbr>\nEvanston, Illinois\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Tapping into technology\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I used to think I was a pretty tech savvy teacher, but remote learning has taught me to tap more into my tech skills and use them to be more intentional with my students.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jennifer Dao’s mathematics teaching style has always been pretty open-ended. There’s a lesson plan and a learning goal, of course, but after presenting a problem, she follows her students’ lead. “Whatever the kids do, I use it throughout the lesson to summarize and to piece together their work,” she explained.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Without students in the same room as her until February, Dao decided to implement a new structure this year. Along with some colleagues, she adopted a practice called \u003c/span>\u003ca href=\"https://www.geniconsulting.org/chapter-6#learning-contracts-the-structure-of-self-directedness\">\u003cspan style=\"font-weight: 400\">learning contracts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from \u003c/span>\u003ca href=\"https://www.geniconsulting.org/bio\">\u003cspan style=\"font-weight: 400\">Larry Geni\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a retired science teacher. Using this model, Dao started each class with a slide containing information and links to everything that would be covered that day. The class spent the first 40 minutes on a warm-up and the main lesson. For the second half of class, students chose a task from three options to work on independently or with \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54986/how-black-girls-benefit-when-math-has-social-interaction-and-ways-to-learn-together\">\u003cspan style=\"font-weight: 400\">small groups\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One task might be watching a review video on a foundational skill or completing guided notes with teacher support. There are also advanced practice exercises for the day’s topic and advanced challenges related to the standard. Dao said these options helped her organize class more clearly, and it showed her that students benefit from visual and written instructions, in addition to the oral ones she gives in-person. “I used to think I was a pretty tech savvy teacher, but remote learning has taught me to tap more into my tech skills and use them to be more intentional with my students,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Choosing between tasks also improved students’ \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\">\u003cspan style=\"font-weight: 400\">metacognitive skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by requiring them to take stock of their understanding. Students were “brutally honest” about themselves in weekly self-evaluations and optional blog posts, Dao said. Since she couldn’t \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54504/three-simple-tech-tools-to-make-math-thinking-visible\">\u003cspan style=\"font-weight: 400\">see students’ independent work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on paper, reading their self-reflections encouraged her. “It made me feel like the work that I put in wasn't for nothing, because a lot of teachers felt that frustration on Zoom, seeing just squares on a page. … It gave me a better snapshot of the kids.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003cimg class=\"alignleft wp-image-58397 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/lauren_merkley-e1630309436791-160x240.jpeg\" alt=\"\" width=\"160\" height=\"240\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/lauren_merkley-e1630309436791-160x240.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/lauren_merkley-e1630309436791.jpeg 645w\" sizes=\"(max-width: 160px) 100vw, 160px\">Lauren Merkley\u003c/b>\u003c/p>\n\u003cp>\u003cem>English teacher, Cottonwood High School\u003cbr>\nMurray, Utah\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A “both/and” year\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I must have said, ‘I can't do this’ 1,000 times this school year … But every time — every time! — I could do it. I could keep going.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Lauren Merkley, the 2020-21 school year started with a sense of foreboding. Her school began with both in-person and asynchronous virtual options. That meant she had to build an online class while also preparing for socially distanced traditional instruction. At the same time, ambient anxiety about possible closures loomed large. The school went fully remote twice in the fall because of surging COVID-19 numbers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“First quarter was brutal,” Merkley said. In her virtual classes, there were dozens of students she never saw or heard from. “They were ghosts,” she said. And that meant failing more students than ever before. It was all so much. “I must have said, ‘I can't do this’ 1,000 times this school year,” Merkley recalled. “But every morning my heart was beating, and I found that I could do it. Whatever ‘it’ was that day.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The seeming impossibility of so many tasks forced Merkley, who in 2020 was the \u003c/span>\u003ca href=\"https://www.deseret.com/utah/2019/9/6/20851964/utahs-teacher-of-the-year-2020-lauren-merkley\">\u003cspan style=\"font-weight: 400\">Utah Teacher of the Year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, to accept \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56650/were-all-new-this-year-how-advice-for-rookie-teachers-can-help-everyone-during-virtual-learning\">\u003cspan style=\"font-weight: 400\">imperfection in her teaching\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She told students that she was learning alongside them and asked for their feedback. Though uncertainty persisted, things did improve after the first quarter. And like flowers pushing through cracks in concrete, some wonderful moments blossomed, too. Like when her students read Martin Luther King Jr.’s “Letter from Birmingham Jail.” In FlipGrid video responses and comments, the high schoolers drew connections between King’s rhetoric and contemporary questions about police violence and the Black Lives Matter movement. The discussion had the highest engagement of any activity in Merkley’s virtual classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While not every lesson sparked that kind of response, Merkley said that the pandemic and the politics of the past year catalyzed students to look beyond their usual rhythm of school or work or soccer practice. They \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56141/im-willing-to-fight-for-america-5-student-activists-on-protesting-for-change\">\u003cspan style=\"font-weight: 400\">made connections\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> between their lives and larger systems. “It's a both/and,” Merkley said. “It was (a year that we survived). But there were also moments where my kids felt so alive, where they felt so relevant, where what we were doing felt like it mattered.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For some teachers, the pandemic has tipped the scale from a stressful job to an untenable one, \u003c/span>\u003ca href=\"https://www.cnbc.com/2021/06/24/1-in-4-teachers-are-considering-quitting-after-this-past-year.html\">\u003cspan style=\"font-weight: 400\">prompting them to walk away\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Merkley, however, said this year reaffirmed her place in the profession. The successes may have been fewer, but they were hard won. “You're in it to help kids and to have those moments of discovery,” she said. “So when they came this year, I think they were all the sweeter because of that juxtaposition.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Teachers reflect on what they learned during the ongoing pandemic and how they will apply those lessons in the new school year. ","status":"publish","parent":0,"modified":1631039000,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":46,"wordCount":2319},"headData":{"title":"Unplanned Lessons: What Pandemic Education Has Taught Teachers - MindShift","description":"Teachers reflect on what they learned during the ongoing pandemic and how they will apply those lessons in the new school year. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Unplanned Lessons: What Pandemic Education Has Taught Teachers","datePublished":"2021-08-30T08:02:34.000Z","dateModified":"2021-09-07T18:23:20.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"58377 https://ww2.kqed.org/mindshift/?p=58377","disqusUrl":"https://ww2.kqed.org/mindshift/2021/08/30/unplanned-lessons-what-pandemic-education-has-taught-teachers/","disqusTitle":"Unplanned Lessons: What Pandemic Education Has Taught Teachers","path":"/mindshift/58377/unplanned-lessons-what-pandemic-education-has-taught-teachers","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Throughout the COVID-19 pandemic, American educators have experienced unprecedented change and challenges. But not everything unexpected is undesirable. Whether in virtual classrooms, hybrid instruction or in-person schools, teachers also gained new insights on themselves, their students and their practice. Now, as the Delta variant sparks ongoing worries about school building re-openings, five teachers share the unplanned lessons they will carry into the new school year and beyond.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003cimg class=\"alignleft size-thumbnail wp-image-58396\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/lucia_bowers1-160x213.jpg\" alt=\"\" width=\"160\" height=\"213\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/lucia_bowers1-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/lucia_bowers1-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/lucia_bowers1-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/lucia_bowers1.jpg 960w\" sizes=\"(max-width: 160px) 100vw, 160px\">Lucia Bowers\u003cbr>\n\u003c/b>\u003cem>English teacher, Dolores Huerta Middle School\u003cbr>\nBurbank, California\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Recognizing resilience\u003c/strong>\u003c/p>\n\u003cp>“We talk about kids being resilient all the time. I truly believe they are. But this is the first time where I noticed my own resiliency in the moment. I'm proud of that.”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Lucia Bowers, a mom of three and teacher to more than 100, the idea of teaching online while keeping her own family afloat and the house stocked with toilet paper sounds like a science fiction novel. Yet for the past year, it was her reality.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sure, there were days when the WiFi went out, but Bowers took those hurdles one at a time. And sometime last fall, she looked up from teaching to a smoothly operating scene. She saw her second-grader attending Zoom class in the living room right beside her and her sophomore daughter dancing in the backyard for P.E. Meanwhile, her freshman son studied biology in his bedroom and her husband worked from the family room.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I thought, ‘Is this really happening?’ We talk about kids being resilient all the time. I truly believe they are. But this is the first time where I noticed my own resiliency in the moment. I'm proud of that,” Bowers said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The pandemic also highlighted to Bowers that her students may not have the same resources that were in her home. She said that as the year progressed and students used up school-provided supplies, some families quickly replaced them while others couldn’t.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Her school worked to fill in the gaps, but seeing those disparities has changed how Bowers thinks about equity in the school building, too. She said \u003c/span>\u003ca href=\"https://dredwardseducator.com/it-was-never-about-pencils/\">\u003cspan style=\"font-weight: 400\">it can create stigma and shame when teachers call out students who don’t have supplies ready\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or when they put flags on classroom pencils to make sure they stay in the room. Going forward, her assumption will be that every kid needs a pencil or other materials. “And if they don't — great, cool. But I'm going to still provide it for them and just hope that they will not feel embarrassed to take the supplies that are there.”\u003c/span>\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cb>\u003cimg class=\"alignleft size-thumbnail wp-image-58394\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/rickey_townsend-scaled-e1630308852609-160x253.jpg\" alt=\"\" width=\"160\" height=\"253\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/rickey_townsend-scaled-e1630308852609-160x253.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/rickey_townsend-scaled-e1630308852609-800x1267.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/rickey_townsend-scaled-e1630308852609-1020x1616.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/rickey_townsend-scaled-e1630308852609-768x1217.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/rickey_townsend-scaled-e1630308852609-970x1536.jpg 970w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/rickey_townsend-scaled-e1630308852609-1293x2048.jpg 1293w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/rickey_townsend-scaled-e1630308852609.jpg 1337w\" sizes=\"(max-width: 160px) 100vw, 160px\">Rickey Townsend\u003c/b>\u003c/p>\n\u003cp>\u003cem>7th grade math teacher, Benjamin Franklin International Exploratory Academy\u003cbr>\nDallas, Texas\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Opening up online\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I am learning that there are platforms to capture the voice of all students, no matter if extroverted or introverted.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One day in late 2020, as students logged into Rickey Townsend’s hybrid classroom, they encountered the usual digital scene. Their math teacher, wearing a suit and tie with matching glasses, greeted students by name. His own name was displayed in the bottom corner of his picture. But that day, the transparent gray label included a few new words: “He/Him/His.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Townsend appended those \u003c/span>\u003ca href=\"https://www.gse.upenn.edu/news/educators-playbook/erin-cross-pronouns-gender-identity\">\u003cspan style=\"font-weight: 400\">pronouns\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> after seeing a tweet that suggested including them would acknowledge and affirm \u003c/span>\u003ca href=\"https://www.edweek.org/leadership/the-pandemic-and-politics-made-life-especially-rough-for-lgbtq-youth-survey-finds/2021/07\">\u003cspan style=\"font-weight: 400\">LGBTQ students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. He didn’t point out the change, but his seventh graders noticed. One student sent him a private message saying they’d never seen a teacher do that and asking if it was OK to list their pronouns, too. It was the start of conversations Townsend said probably wouldn’t have happened in another year. And it contributed to a larger trend of his students opening up more in Zoom chat than when within an arms’ length of peers. “This is the first year a lot of students shared about who they are personally, how they identify,” Townsend said. They shared what's going on at home (and about) \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57511/why-helping-grieving-students-heal-matters-so-much\">\u003cspan style=\"font-weight: 400\">deaths in the family\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. I don't think that I would have gotten that in a traditional school setting.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Townsend found other small but intentional acts to connect with students, too. He used Zoom polls for mental health checks, and he \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58221/down-with-toxic-positivity-for-teachers-and-students-healing-isnt-blind-optimism\">\u003cspan style=\"font-weight: 400\">spoke honestly\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about his own ups and downs. Several times per week, he started class with non-math questions about student interests, and after the \u003c/span>\u003ca href=\"https://www.npr.org/sections/insurrection-at-the-capitol/2021/01/07/954415771/how-to-talk-to-kids-about-the-riots-at-the-u-s-capitol\">\u003cspan style=\"font-weight: 400\">Capitol riot in January\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, he set aside linear equations so students could process national events.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those kinds of conversations, along with \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56836/how-teachers-are-leaning-on-each-other-to-stay-resilient-during-covid-19\">\u003cspan style=\"font-weight: 400\">a supportive network\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, helped Townsend through the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57716/we-need-to-be-nurtured-too-many-teachers-say-theyre-reaching-a-breaking-point\">\u003cspan style=\"font-weight: 400\">harder days\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This was his fifth year teaching and the first time he contemplated quitting. He said the Zoom connections weren’t as fulfilling as those in a physical classroom, but they have caused him to reflect on how he \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/introvert\">\u003cspan style=\"font-weight: 400\">engages with quiet students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in-person. He might, for example, continue using virtual check-in polls or give student index cards as an alternate way to share. “Pre-coronavirus, I was guilty of encouraging students who were labeled as quiet scholars to speak up in class,” Townsend said. “I am learning that there are platforms to capture the voice of all students, no matter if (they are) extroverted or introverted.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003cimg class=\"alignleft size-thumbnail wp-image-58399\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/janelle_henderson-scaled-e1630309065654-160x213.jpg\" alt=\"\" width=\"160\" height=\"213\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/janelle_henderson-scaled-e1630309065654-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/janelle_henderson-scaled-e1630309065654-800x1067.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/janelle_henderson-scaled-e1630309065654-1020x1360.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/janelle_henderson-scaled-e1630309065654-768x1024.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/janelle_henderson-scaled-e1630309065654-1152x1536.jpg 1152w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/janelle_henderson-scaled-e1630309065654-1536x2048.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/janelle_henderson-scaled-e1630309065654.jpg 1920w\" sizes=\"(max-width: 160px) 100vw, 160px\">Janelle Henderson\u003c/b>\u003c/p>\n\u003cp>\u003cem>Grade 3 teacher, Mill Creek Leadership Academy\u003cbr>\nLouisville, Kentucky\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Hard conversations, healthy habits\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I was in a lighter mood, we had more fun together. And I know my students got more out of our content.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Last September, when a Kentucky grand jury \u003c/span>\u003ca href=\"https://www.npr.org/sections/live-updates-protests-for-racial-justice/2020/09/23/914250463/breonna-taylor-charging-decision-to-be-announced-this-afternoon-lawyer-says\">\u003cspan style=\"font-weight: 400\">brought no charges\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> against the police officers who shot and killed Breonna Taylor, Janelle Henderson took a deep breath. Discussing tough topics is nothing new to Henderson’s third grade classroom, but she knew this conversation would be different. For one thing, it came early in the year, with little time to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57241/six-ways-to-build-community-in-online-classrooms\">\u003cspan style=\"font-weight: 400\">build trust among students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. What’s more, the events quite literally hit close to home.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I don't want to say our city was on fire, but the energy was palpable, like everyone was in a very heightened state of anxiety and stress,” Henderson said. That meant she needed to establish a clear structure and ground rules for discussing the news. Those rules included speaking in “I” statements, not “we” statements, that it’s not OK to hurt people or things, that no one was required to share, and that anyone could turn off their screens at any time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Henderson raised the topic in small group sessions with students. With each group, she started by sharing that she was “not OK” and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/social-emotional-learning\">\u003cspan style=\"font-weight: 400\">affirming any emotions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> her students felt. Then she stepped back to listen. After everyone got a chance to speak, they moved on to the day’s regular content. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Henderson said that facilitating those conversations terrified her — especially knowing that families of students would be listening and watching — but they were necessary. And September was just the start. Throughout the year, her third graders circled up online to discuss the presidential election, \u003c/span>\u003ca href=\"https://www.kqed.org/arts/13885541/black-panther-star-chadwick-boseman-dies-of-cancer-at-43\">\u003cspan style=\"font-weight: 400\">Chadwick Boseman’s death\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the Capitol insurrection and more. “We did a lot in this virtual setting that I didn't ever expect to do, but it just worked, and that was the classroom that I had,” Henderson said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It helped that Henderson herself felt more grounded and present this year. Her school didn’t require as many hours of synchronous virtual instruction as they would have in-person, and Henderson used the first hour of the day to prepare at her own pace. She also took more movement and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56849/look-inward-to-make-external-change-advice-from-a-meditation-teacher\">\u003cspan style=\"font-weight: 400\">meditation breaks\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> throughout the day. “So as a human, I just felt really grounded, like I didn't feel like there was this pressure to rush, rush, rush and go, go, go.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That pace may be hard to maintain with a return to \u003c/span>\u003ca href=\"https://www.edweek.org/teaching-learning/here-we-are-again-weary-teachers-brace-for-another-covid-school-year/2021/08\">\u003cspan style=\"font-weight: 400\">regular schedules\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, but Henderson said she’ll try to set boundaries, like guarding her planning period for self-care rather than squeezing in a dozen miscellaneous tasks. If she can, she knows it will be good for herself and for her third-graders. Just as it was this year. “I was in a lighter mood, we had more fun together. And I know my students got more out of our content,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003cimg class=\"alignleft size-thumbnail wp-image-58398\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/jennifer_dao-e1630309274176-160x301.png\" alt=\"\" width=\"160\" height=\"301\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/jennifer_dao-e1630309274176-160x301.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/jennifer_dao-e1630309274176.png 560w\" sizes=\"(max-width: 160px) 100vw, 160px\">Jennifer Dao\u003c/b>\u003c/p>\n\u003cp>\u003cem>Algebra teacher, Nichols Middle School\u003cbr>\nEvanston, Illinois\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>Tapping into technology\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I used to think I was a pretty tech savvy teacher, but remote learning has taught me to tap more into my tech skills and use them to be more intentional with my students.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jennifer Dao’s mathematics teaching style has always been pretty open-ended. There’s a lesson plan and a learning goal, of course, but after presenting a problem, she follows her students’ lead. “Whatever the kids do, I use it throughout the lesson to summarize and to piece together their work,” she explained.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Without students in the same room as her until February, Dao decided to implement a new structure this year. Along with some colleagues, she adopted a practice called \u003c/span>\u003ca href=\"https://www.geniconsulting.org/chapter-6#learning-contracts-the-structure-of-self-directedness\">\u003cspan style=\"font-weight: 400\">learning contracts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from \u003c/span>\u003ca href=\"https://www.geniconsulting.org/bio\">\u003cspan style=\"font-weight: 400\">Larry Geni\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a retired science teacher. Using this model, Dao started each class with a slide containing information and links to everything that would be covered that day. The class spent the first 40 minutes on a warm-up and the main lesson. For the second half of class, students chose a task from three options to work on independently or with \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54986/how-black-girls-benefit-when-math-has-social-interaction-and-ways-to-learn-together\">\u003cspan style=\"font-weight: 400\">small groups\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One task might be watching a review video on a foundational skill or completing guided notes with teacher support. There are also advanced practice exercises for the day’s topic and advanced challenges related to the standard. Dao said these options helped her organize class more clearly, and it showed her that students benefit from visual and written instructions, in addition to the oral ones she gives in-person. “I used to think I was a pretty tech savvy teacher, but remote learning has taught me to tap more into my tech skills and use them to be more intentional with my students,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Choosing between tasks also improved students’ \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/53524/how-revising-math-exams-turns-students-into-learners-not-processors\">\u003cspan style=\"font-weight: 400\">metacognitive skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by requiring them to take stock of their understanding. Students were “brutally honest” about themselves in weekly self-evaluations and optional blog posts, Dao said. Since she couldn’t \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54504/three-simple-tech-tools-to-make-math-thinking-visible\">\u003cspan style=\"font-weight: 400\">see students’ independent work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on paper, reading their self-reflections encouraged her. “It made me feel like the work that I put in wasn't for nothing, because a lot of teachers felt that frustration on Zoom, seeing just squares on a page. … It gave me a better snapshot of the kids.”\u003c/span>\u003c/p>\n\u003cp>\u003cb>\u003cimg class=\"alignleft wp-image-58397 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/lauren_merkley-e1630309436791-160x240.jpeg\" alt=\"\" width=\"160\" height=\"240\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/lauren_merkley-e1630309436791-160x240.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/08/lauren_merkley-e1630309436791.jpeg 645w\" sizes=\"(max-width: 160px) 100vw, 160px\">Lauren Merkley\u003c/b>\u003c/p>\n\u003cp>\u003cem>English teacher, Cottonwood High School\u003cbr>\nMurray, Utah\u003c/em>\u003c/p>\n\u003cp>\u003cstrong>A “both/and” year\u003c/strong>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I must have said, ‘I can't do this’ 1,000 times this school year … But every time — every time! — I could do it. I could keep going.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Lauren Merkley, the 2020-21 school year started with a sense of foreboding. Her school began with both in-person and asynchronous virtual options. That meant she had to build an online class while also preparing for socially distanced traditional instruction. At the same time, ambient anxiety about possible closures loomed large. The school went fully remote twice in the fall because of surging COVID-19 numbers.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“First quarter was brutal,” Merkley said. In her virtual classes, there were dozens of students she never saw or heard from. “They were ghosts,” she said. And that meant failing more students than ever before. It was all so much. “I must have said, ‘I can't do this’ 1,000 times this school year,” Merkley recalled. “But every morning my heart was beating, and I found that I could do it. Whatever ‘it’ was that day.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The seeming impossibility of so many tasks forced Merkley, who in 2020 was the \u003c/span>\u003ca href=\"https://www.deseret.com/utah/2019/9/6/20851964/utahs-teacher-of-the-year-2020-lauren-merkley\">\u003cspan style=\"font-weight: 400\">Utah Teacher of the Year\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, to accept \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56650/were-all-new-this-year-how-advice-for-rookie-teachers-can-help-everyone-during-virtual-learning\">\u003cspan style=\"font-weight: 400\">imperfection in her teaching\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She told students that she was learning alongside them and asked for their feedback. Though uncertainty persisted, things did improve after the first quarter. And like flowers pushing through cracks in concrete, some wonderful moments blossomed, too. Like when her students read Martin Luther King Jr.’s “Letter from Birmingham Jail.” In FlipGrid video responses and comments, the high schoolers drew connections between King’s rhetoric and contemporary questions about police violence and the Black Lives Matter movement. The discussion had the highest engagement of any activity in Merkley’s virtual classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While not every lesson sparked that kind of response, Merkley said that the pandemic and the politics of the past year catalyzed students to look beyond their usual rhythm of school or work or soccer practice. They \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56141/im-willing-to-fight-for-america-5-student-activists-on-protesting-for-change\">\u003cspan style=\"font-weight: 400\">made connections\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> between their lives and larger systems. “It's a both/and,” Merkley said. “It was (a year that we survived). But there were also moments where my kids felt so alive, where they felt so relevant, where what we were doing felt like it mattered.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For some teachers, the pandemic has tipped the scale from a stressful job to an untenable one, \u003c/span>\u003ca href=\"https://www.cnbc.com/2021/06/24/1-in-4-teachers-are-considering-quitting-after-this-past-year.html\">\u003cspan style=\"font-weight: 400\">prompting them to walk away\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Merkley, however, said this year reaffirmed her place in the profession. The successes may have been fewer, but they were hard won. “You're in it to help kids and to have those moments of discovery,” she said. “So when they came this year, I think they were all the sweeter because of that juxtaposition.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58377/unplanned-lessons-what-pandemic-education-has-taught-teachers","authors":["11487"],"categories":["mindshift_21280"],"tags":["mindshift_21344","mindshift_21343","mindshift_358","mindshift_122","mindshift_21038","mindshift_21359"],"featImg":"mindshift_58402","label":"mindshift"},"mindshift_57665":{"type":"posts","id":"mindshift_57665","meta":{"index":"posts_1591205157","site":"mindshift","id":"57665","score":null,"sort":[1617206914000]},"guestAuthors":[],"slug":"as-bad-information-spreads-florida-schools-seek-to-teach-digital-literacy","title":"As Bad Information Spreads, Florida Schools Seek To Teach Digital Literacy","publishDate":1617206914,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>At \u003ca href=\"https://www.pcsb.org/countryside-hs\">Countryside High School\u003c/a> in Clearwater, Fla., 16-year-old Sage Waite is already taking a class in cybersecurity, and she'd welcome one that's in the works on cyber disinformation.\u003c/p>\n\u003cp>\"For the longest time, I didn't actually know what disinformation was,\" said Waite, who's in the 11th grade. \"There was always the idea that things could be wrong in what you're hearing and what you're being told. But the idea of misinformation and disinformation wasn't in my day-to-day.\"\u003c/p>\n\u003cp>This past year, she says, has been an eye-opener. Particularly the COVID-19 pandemic.\u003c/p>\n\u003cp>\"The whole, 'Don't get your kids vaccinated because it could cause all sorts of things,' stuff like that. It's like, well, where did that come from?\" she said. \"My friends and I definitely started looking into stuff more and doing more research after that.\"\u003c/p>\n\u003cp>A new program on \"digital literacy,\" with a focus on topics like disinformation, is in the pipeline, thanks in part to \u003ca href=\"https://cyberflorida.org/news/michael-mike-mcconnell-another-cyber-wake-up-call-but-florida-is-up-early/\">Mike McConnell\u003c/a>. His long career in national security included one stint as the director of national intelligence (2007-'09) and another as head of the National Security Agency (1992-'96).\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>At age 77, McConnell is now working to combat false information aimed at young people.\u003c/p>\n\u003cp>\"We need to understand this so we can appreciate what's happening to us, and be able to not only understand it, to be able to navigate through it,\" McConnell said. \"That's what I call digital literacy.\"\u003c/p>\n\u003cp>McConnell is executive director of \u003ca href=\"https://cyberflorida.org/\">Cyber Florida\u003c/a>, which is based at the University of South Florida in Tampa. The group works with kids throughout the state at universities, high schools, and even those in younger grades.\u003c/p>\n\u003cp>\u003cstrong>Expanding the program\u003c/strong>\u003c/p>\n\u003cp>Cyber Florida helped set up the cybersecurity program now being taught at many Florida schools. The new project, \u003ca href=\"https://www.newamerica.org/education-policy/cyber-citizenship-initiative/\">Cyber Citizenship\u003c/a>, is even more ambitious.\u003c/p>\n\u003cp>\"We think if we can do this for Florida, we can replicate it across the nation,\" he said.\u003c/p>\n\u003cp>Separating fact from fiction online is a major challenge for the country as a whole, as evidenced by the swirling claims surrounding last year's presidential election and the ongoing pandemic.\u003c/p>\n\u003cp>Yet schools nationwide are still trying to figure out how to teach digital skills to a younger generation that increasingly lives, studies and plays online.\u003c/p>\n\u003cp>At Countryside High School, computer teacher \u003ca href=\"https://www.pcsb.org/site/default.aspx?PageType=3&DomainID=107&ModuleInstanceID=42376&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=80592&PageID=207\">Jason Felt\u003c/a> stresses that he steers clear of politics, but does have informal discussions on how disinformation is weaponized.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=kAWEcWM1X_c&feature=emb_imp_woyt\u003c/p>\n\u003cp>\"One of the things I've talked to my students about are nation-state actors, and how nation-state actors try to attack the United States, create websites, web servers, and that people will pass the information around,\" he said.\u003c/p>\n\u003cp>The U.S. intelligence community found that in both the 2020 and 2016 elections, Russia employed a range of online methods in an attempt to help former President Donald Trump, and undermine his Democratic rivals, Hillary Clinton and President Biden.\u003c/p>\n\u003cp>Felt said he mostly teaches kids who already have good computer skills, and some are preparing for a career in the tech industry.\u003c/p>\n\u003cp>\u003cstrong>Teaching all grades\u003c/strong>\u003c/p>\n\u003cp>The expanded program now in the works aims to make digital literacy something all Florida students get, at several grade levels, before they finish high school.\u003c/p>\n\u003cp>Another key partner in this project is \u003ca href=\"https://www.newamerica.org/education-policy/edcentral/launching-first-ever-cyber-citizenship-partnership-support-educators-build-resilience-disinformation/\">New America\u003c/a>. The Washington think tank is curating dozens of the most promising online tools and building a site designed to be user-friendly for teachers, parents and school systems nationwide.\u003c/p>\n\u003cp>\"What we want to do with this project is create a one stop-shop, a searchable database,\" said \u003ca href=\"https://www.newamerica.org/our-people/lisa-guernsey/\">Lisa Guernsey\u003c/a>, head of the Teaching, Learning, & Tech program at New America. \"We're designing it for Florida educators first. But from the beginning, we'll also make sure it's open to all educators across the country.\"\u003c/p>\n\u003cp>New America plans to have this portal up on its website by summer. Teachers and school districts could search for the material that best suits their needs, Guernsey said.\u003c/p>\n\u003cp>\"Sometimes a teacher may just want to help students understand what deep fakes are,\" she said. \"In other cases, a teacher may want to spend several weeks talking about what it means to verify sources.\"\u003c/p>\n\u003cp>There's no date yet for the cyber disinformation classes in Florida, but teacher Jason Felt says it can't come soon enough.\u003c/p>\n\u003cp>\"The Internet is a wonderful tool. It's connected us in a way that's never really been seen before. But it's a blessing and it's also a curse.\"\u003c/p>\n\u003cp>Teaching students the difference, he says, is a huge challenge.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>The partners for the \u003c/em>\u003ca href=\"https://www.newamerica.org/education-policy/cyber-citizenship-initiative/\">\u003cem>Cyber Citizenship\u003c/em>\u003c/a>\u003cem> project are in the process of compiling a full database of online resources. So far, they say, they will likely include resources such as \u003c/em>\u003ca href=\"https://urldefense.com/v3/__https:/get.checkology.org/__;!!Iwwt!BLEnCie3W--h1j2nFk4C7nJ1Rim5GmryU5OrsgzzX_nmknysZEbuI0wVzt8%24\">\u003cem>Checkology\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://urldefense.com/v3/__https:/www.irex.org/project/learn-discern-l2d-media-literacy-training__;!!Iwwt!BLEnCie3W--h1j2nFk4C7nJ1Rim5GmryU5OrsgzzX_nmknysZEbuGExhBVQ%24\">\u003cem>Learn to Discern\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://urldefense.com/v3/__https:/harmonysquare.game/books/default/__;!!Iwwt!BLEnCie3W--h1j2nFk4C7nJ1Rim5GmryU5OrsgzzX_nmknysZEbu7fgKE9Q%24\">\u003cem>Breaking Harmony Square\u003c/em>\u003c/a>\u003cem>, and \u003c/em>\u003ca href=\"https://urldefense.com/v3/__https:/cor.stanford.edu/__;!!Iwwt!BLEnCie3W--h1j2nFk4C7nJ1Rim5GmryU5OrsgzzX_nmknysZEbu_y37s6Y%24\">\u003cem>COR: Civic Online Reasoning\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Follow Greg Myre \u003c/em>\u003ca href=\"https://twitter.com/gregmyre1\">\u003cem>@gregmyre1\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=As+Bad+Information+Spreads%2C+Florida+Schools+Seek+To+Teach+%27Digital+Literacy%27+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Many Florida high schools now teach a cybersecurity program. There's a larger plan to help students figure out what is and isn't true online. Organizers hope it will become a nationwide model.","status":"publish","parent":0,"modified":1617379778,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":838},"headData":{"title":"As Bad Information Spreads, Florida Schools Seek To Teach Digital Literacy - MindShift","description":"Many Florida high schools now teach a cybersecurity program. There's a larger plan to help students figure out what is and isn't true online. Organizers hope it will become a nationwide model.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"As Bad Information Spreads, Florida Schools Seek To Teach Digital Literacy","datePublished":"2021-03-31T16:08:34.000Z","dateModified":"2021-04-02T16:09:38.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"57665 https://ww2.kqed.org/mindshift/?p=57665","disqusUrl":"https://ww2.kqed.org/mindshift/2021/03/31/as-bad-information-spreads-florida-schools-seek-to-teach-digital-literacy/","disqusTitle":"As Bad Information Spreads, Florida Schools Seek To Teach Digital Literacy","nprByline":"Greg Myre","nprImageAgency":"Hayley Rosenberg","nprStoryId":"980405254","nprApiLink":"http://api.npr.org/query?id=980405254&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2021/03/30/980405254/as-bad-information-spreads-florida-schools-seek-to-teach-digital-literacy?ft=nprml&f=980405254","nprRetrievedStory":"1","nprPubDate":"Wed, 31 Mar 2021 01:26:00 -0400","nprStoryDate":"Tue, 30 Mar 2021 05:02:00 -0400","nprLastModifiedDate":"Tue, 30 Mar 2021 16:21:19 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2021/03/20210330_me_as_bad_information_spreads_florida_schools_seek_to_teach_digital_literacy_.mp3?orgId=1&topicId=1013&d=242&p=3&story=980405254&ft=nprml&f=980405254","nprAudioM3u":"http://api.npr.org/m3u/1982599339-24d25f.m3u?orgId=1&topicId=1013&d=242&p=3&story=980405254&ft=nprml&f=980405254","path":"/mindshift/57665/as-bad-information-spreads-florida-schools-seek-to-teach-digital-literacy","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2021/03/20210330_me_as_bad_information_spreads_florida_schools_seek_to_teach_digital_literacy_.mp3?orgId=1&topicId=1013&d=242&p=3&story=980405254&ft=nprml&f=980405254","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>At \u003ca href=\"https://www.pcsb.org/countryside-hs\">Countryside High School\u003c/a> in Clearwater, Fla., 16-year-old Sage Waite is already taking a class in cybersecurity, and she'd welcome one that's in the works on cyber disinformation.\u003c/p>\n\u003cp>\"For the longest time, I didn't actually know what disinformation was,\" said Waite, who's in the 11th grade. \"There was always the idea that things could be wrong in what you're hearing and what you're being told. But the idea of misinformation and disinformation wasn't in my day-to-day.\"\u003c/p>\n\u003cp>This past year, she says, has been an eye-opener. Particularly the COVID-19 pandemic.\u003c/p>\n\u003cp>\"The whole, 'Don't get your kids vaccinated because it could cause all sorts of things,' stuff like that. It's like, well, where did that come from?\" she said. \"My friends and I definitely started looking into stuff more and doing more research after that.\"\u003c/p>\n\u003cp>A new program on \"digital literacy,\" with a focus on topics like disinformation, is in the pipeline, thanks in part to \u003ca href=\"https://cyberflorida.org/news/michael-mike-mcconnell-another-cyber-wake-up-call-but-florida-is-up-early/\">Mike McConnell\u003c/a>. His long career in national security included one stint as the director of national intelligence (2007-'09) and another as head of the National Security Agency (1992-'96).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>At age 77, McConnell is now working to combat false information aimed at young people.\u003c/p>\n\u003cp>\"We need to understand this so we can appreciate what's happening to us, and be able to not only understand it, to be able to navigate through it,\" McConnell said. \"That's what I call digital literacy.\"\u003c/p>\n\u003cp>McConnell is executive director of \u003ca href=\"https://cyberflorida.org/\">Cyber Florida\u003c/a>, which is based at the University of South Florida in Tampa. The group works with kids throughout the state at universities, high schools, and even those in younger grades.\u003c/p>\n\u003cp>\u003cstrong>Expanding the program\u003c/strong>\u003c/p>\n\u003cp>Cyber Florida helped set up the cybersecurity program now being taught at many Florida schools. The new project, \u003ca href=\"https://www.newamerica.org/education-policy/cyber-citizenship-initiative/\">Cyber Citizenship\u003c/a>, is even more ambitious.\u003c/p>\n\u003cp>\"We think if we can do this for Florida, we can replicate it across the nation,\" he said.\u003c/p>\n\u003cp>Separating fact from fiction online is a major challenge for the country as a whole, as evidenced by the swirling claims surrounding last year's presidential election and the ongoing pandemic.\u003c/p>\n\u003cp>Yet schools nationwide are still trying to figure out how to teach digital skills to a younger generation that increasingly lives, studies and plays online.\u003c/p>\n\u003cp>At Countryside High School, computer teacher \u003ca href=\"https://www.pcsb.org/site/default.aspx?PageType=3&DomainID=107&ModuleInstanceID=42376&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=80592&PageID=207\">Jason Felt\u003c/a> stresses that he steers clear of politics, but does have informal discussions on how disinformation is weaponized.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/kAWEcWM1X_c'\n title='//www.youtube.com/embed/kAWEcWM1X_c'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\"One of the things I've talked to my students about are nation-state actors, and how nation-state actors try to attack the United States, create websites, web servers, and that people will pass the information around,\" he said.\u003c/p>\n\u003cp>The U.S. intelligence community found that in both the 2020 and 2016 elections, Russia employed a range of online methods in an attempt to help former President Donald Trump, and undermine his Democratic rivals, Hillary Clinton and President Biden.\u003c/p>\n\u003cp>Felt said he mostly teaches kids who already have good computer skills, and some are preparing for a career in the tech industry.\u003c/p>\n\u003cp>\u003cstrong>Teaching all grades\u003c/strong>\u003c/p>\n\u003cp>The expanded program now in the works aims to make digital literacy something all Florida students get, at several grade levels, before they finish high school.\u003c/p>\n\u003cp>Another key partner in this project is \u003ca href=\"https://www.newamerica.org/education-policy/edcentral/launching-first-ever-cyber-citizenship-partnership-support-educators-build-resilience-disinformation/\">New America\u003c/a>. The Washington think tank is curating dozens of the most promising online tools and building a site designed to be user-friendly for teachers, parents and school systems nationwide.\u003c/p>\n\u003cp>\"What we want to do with this project is create a one stop-shop, a searchable database,\" said \u003ca href=\"https://www.newamerica.org/our-people/lisa-guernsey/\">Lisa Guernsey\u003c/a>, head of the Teaching, Learning, & Tech program at New America. \"We're designing it for Florida educators first. But from the beginning, we'll also make sure it's open to all educators across the country.\"\u003c/p>\n\u003cp>New America plans to have this portal up on its website by summer. Teachers and school districts could search for the material that best suits their needs, Guernsey said.\u003c/p>\n\u003cp>\"Sometimes a teacher may just want to help students understand what deep fakes are,\" she said. \"In other cases, a teacher may want to spend several weeks talking about what it means to verify sources.\"\u003c/p>\n\u003cp>There's no date yet for the cyber disinformation classes in Florida, but teacher Jason Felt says it can't come soon enough.\u003c/p>\n\u003cp>\"The Internet is a wonderful tool. It's connected us in a way that's never really been seen before. But it's a blessing and it's also a curse.\"\u003c/p>\n\u003cp>Teaching students the difference, he says, is a huge challenge.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>The partners for the \u003c/em>\u003ca href=\"https://www.newamerica.org/education-policy/cyber-citizenship-initiative/\">\u003cem>Cyber Citizenship\u003c/em>\u003c/a>\u003cem> project are in the process of compiling a full database of online resources. So far, they say, they will likely include resources such as \u003c/em>\u003ca href=\"https://urldefense.com/v3/__https:/get.checkology.org/__;!!Iwwt!BLEnCie3W--h1j2nFk4C7nJ1Rim5GmryU5OrsgzzX_nmknysZEbuI0wVzt8%24\">\u003cem>Checkology\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://urldefense.com/v3/__https:/www.irex.org/project/learn-discern-l2d-media-literacy-training__;!!Iwwt!BLEnCie3W--h1j2nFk4C7nJ1Rim5GmryU5OrsgzzX_nmknysZEbuGExhBVQ%24\">\u003cem>Learn to Discern\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://urldefense.com/v3/__https:/harmonysquare.game/books/default/__;!!Iwwt!BLEnCie3W--h1j2nFk4C7nJ1Rim5GmryU5OrsgzzX_nmknysZEbu7fgKE9Q%24\">\u003cem>Breaking Harmony Square\u003c/em>\u003c/a>\u003cem>, and \u003c/em>\u003ca href=\"https://urldefense.com/v3/__https:/cor.stanford.edu/__;!!Iwwt!BLEnCie3W--h1j2nFk4C7nJ1Rim5GmryU5OrsgzzX_nmknysZEbu_y37s6Y%24\">\u003cem>COR: Civic Online Reasoning\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Follow Greg Myre \u003c/em>\u003ca href=\"https://twitter.com/gregmyre1\">\u003cem>@gregmyre1\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=As+Bad+Information+Spreads%2C+Florida+Schools+Seek+To+Teach+%27Digital+Literacy%27+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57665/as-bad-information-spreads-florida-schools-seek-to-teach-digital-literacy","authors":["byline_mindshift_57665"],"categories":["mindshift_195"],"tags":["mindshift_843","mindshift_968","mindshift_21424","mindshift_122"],"featImg":"mindshift_57666","label":"mindshift"},"mindshift_56519":{"type":"posts","id":"mindshift_56519","meta":{"index":"posts_1591205157","site":"mindshift","id":"56519","score":null,"sort":[1597383011000]},"guestAuthors":[],"slug":"20-questions-to-help-decide-whats-best-for-your-kids-and-you-this-school-year","title":"20 Questions To Help Decide What's Best For Your Kids (And You) This School Year","publishDate":1597383011,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Families with school-age kids are in a serious bind this fall — but you don't need us to tell you that.\u003c/p>\n\u003cp>A growing number of \u003ca href=\"https://www.edweek.org/ew/section/multimedia/school-districts-reopening-plans-a-snapshot.html\">school districts\u003c/a> are offering solely remote learning this fall. Even those that are opening up for in-person classes may be operating only a few days a week to increase social distancing — and they may be prone to closing down again unpredictably if coronavirus cases spike, or if someone at the school tests positive for the virus.\u003c/p>\n\u003cp>After-school programs that many families rely on may not be happening either. And some of you are worried about leaning too hard on older relatives for care, because you don't want to expose them to the coronavirus.\u003c/p>\n\u003cp>There are no easy answers, and this is not one-size-fits-all. So we came up with a list of questions to help you think through your options.\u003c/p>\n\u003ch3>Questions about you\u003c/h3>\n\u003cp>\u003cstrong>1. Are you working? Or do you need time to look for work? \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>2. Do you work outside of the house and therefore need someone at home with the kids?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>3. Do you work from home, and if so, do you need some help entertaining or occupying your kids while you're on the clock? \u003c/strong>\u003c/p>\n\u003cp>That could be a \"mother's helper,\" i.e., a younger person who potentially charges somewhat less than a full-fledged babysitter.\u003c/p>\n\u003cp>\u003cstrong>4. Does your job have any family leave or any schedule flexibility? \u003c/strong>\u003c/p>\n\u003cp>The Center for WorkLife Law at the University of California, Hastings College of the Law has a \u003ca href=\"https://worklifelaw.org/covid19/\">free legal hotline\u003c/a> to help you understand your rights better as an employee to pandemic-related leave or to schedule adjustments.\u003c/p>\n\u003cp>\u003cstrong>5. If you're thinking about taking a step back from work, have you calculated not only the \u003c/strong>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4041155/\">\u003cstrong>loss in earnings\u003c/strong>\u003c/a>\u003cstrong> now, but the loss of retirement contributions and a wage penalty \u003c/strong>\u003ca href=\"https://www.americanprogress.org/issues/women/reports/2020/06/03/485855/valuing-womens-caregiving-coronavirus-crisis/\">\u003cstrong>you may pay long term\u003c/strong>\u003c/a>\u003cstrong> when you go back to work? \u003c/strong>\u003c/p>\n\u003cp>Paying for child care may start to look like a better investment when you do the full math.\u003c/p>\n\u003cp>\u003cstrong>6. You may be managing now without help, but are you \u003c/strong>\u003ca href=\"https://medicalxpress.com/news/2020-05-high-stress-coronavirus-parents-apa.html\">\u003cstrong>stressed\u003c/strong>\u003c/a>\u003cstrong> to a level that might lead to burnout? \u003c/strong>\u003c/p>\n\u003cp>Just a few hours a week of help could make a difference.\u003c/p>\n\u003cp>\u003cstrong>7. Do you have what you need to make learning easier at home? \u003c/strong>\u003c/p>\n\u003cp>Look at your state's learning standards to get a sense of what your child should be learning this year. Many are based on the \u003ca href=\"http://www.corestandards.org/\">Common Core.\u003c/a>\u003c/p>\n\u003cp>Since we're \u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/daily-life-coping/deciding-to-go-out.html\">less likely to spread the coronavirus outdoors\u003c/a>, are there ways that you could make your outdoor space easier to learn in, even when it starts to get cold? You might look for rain gear, boots and long underwear for your kids. You could also consider a rain shelter, or possibly an outdoor heater or fire pit.\u003c/p>\n\u003ch3>Questions about your household\u003c/h3>\n\u003cp>\u003cstrong>8. Do you have a \u003c/strong>\u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/need-extra-precautions/people-at-increased-risk.html?CDC_AA_refVal=https%3A%2F%2Fwww.cdc.gov%2Fcoronavirus%2F2019-ncov%2Fneed-extra-precautions%2Fpeople-at-higher-risk.html\">\u003cstrong>high-risk household member\u003c/strong>\u003c/a>\u003cstrong>? \u003c/strong>\u003c/p>\n\u003cp>This could make it harder to let someone else in to care for your kids. One alternative could be outside or socially distanced play groups.\u003c/p>\n\u003cp>\u003cstrong>9. Do you have a partner? How's your division of labor and time? Could the partner step up? \u003c/strong>\u003c/p>\n\u003cp>This \u003ca href=\"https://www.nytimes.com/2020/05/06/upshot/pandemic-chores-homeschooling-gender.html\">survey suggests\u003c/a> mothers are doing more.\u003c/p>\n\u003ch3>Questions about your kid(s)\u003c/h3>\n\u003cp>\u003cstrong>10. How old are your children? \u003c/strong>\u003c/p>\n\u003cp>For younger kids, \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/07/15/891347536/-we-failed-children-says-co-author-of-new-national-back-to-school-report\">some experts say\u003c/a>, the need for in-person learning is greater. (It's important to note that \u003ca href=\"https://www.npr.org/sections/health-shots/2020/07/20/892354171/kids-get-coronavirus-but-do-they-spread-it-well-find-out-when-schools-reopen\">many experts say\u003c/a> we'll only have a real sense of spread between young children once they're back at school in person.)\u003c/p>\n\u003cp>\u003cstrong>11. Do your kids have special needs? \u003c/strong>\u003c/p>\n\u003cp>Many parents of children with special needs\u003ca href=\"https://www.npr.org/2020/07/23/893450709/families-of-children-with-special-needs-are-suing-in-several-states-heres-why\"> say remote learning just isn't working\u003c/a>, and some are successfully getting districts to pay for in-person services.\u003c/p>\n\u003cp>\u003cstrong>12. How did your kids do with remote learning in the spring? Can they stay engaged independently, or do they need continuous support?\u003c/strong>\u003c/p>\n\u003cp>Take note that many public school districts are promising a more \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/07/13/890475212/los-angeles-and-san-diego-schools-announce-online-only-fall\">robust and engaging remote learning experienc\u003c/a>e this fall.\u003c/p>\n\u003cp>\u003cstrong>13. How much do they need peers right now? Do they have siblings or others in the household to play with? \u003c/strong>\u003c/p>\n\u003cp>Some children are doing fine, while others are \u003ca href=\"https://www.npr.org/2020/05/14/855641420/with-school-buildings-closed-children-s-mental-health-is-suffering\">having a hard time right now. \u003c/a>\u003c/p>\n\u003cp>\u003cstrong>14. Have you asked them how they prefer to spend their time this fall? \u003c/strong>\u003c/p>\n\u003ch3>Questions about your village\u003c/h3>\n\u003cp>\u003cstrong>15. Are you comfortable having conversations and negotiations about coronavirus safety, including masks and quarantining, with anyone you might bring into your \"\u003c/strong>\u003ca href=\"https://www.npr.org/2020/05/17/857531803/the-pros-and-cons-of-social-bubbles\">\u003cstrong>bubble\u003c/strong>\u003c/a>\u003cstrong>\"?\u003c/strong>\u003c/p>\n\u003cp>(\u003ca href=\"https://www.npr.org/sections/health-shots/2020/07/08/886541838/starting-a-covid-19-social-bubble-how-safe-sex-communication-skills-can-help\">Here's a primer\u003c/a> on those bubbles, or pods.)\u003c/p>\n\u003cp>\u003cstrong>16. Is any family member — grandparent, aunt or uncle, or cousin — able or willing to help out? Could you — or they — relocate if necessary to make that happen? \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>17. Are there other families nearby who could rotate care? \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>18. Are there free or affordable school or community-based child care options in your district? \u003c/strong>\u003c/p>\n\u003cp>These are available, for example, \u003ca href=\"https://www.adams12.org/2020-2021-school-year/news/board-adopts-plan-start-2020-2021-school-year-2020-07-30\">in the Denver area\u003c/a> and in\u003ca href=\"https://www.politico.com/states/new-york/albany/story/2020/07/16/city-plans-child-care-for-100-000-kids-when-schools-partially-reopen-1301436\"> New York City\u003c/a>. If they don't yet exist where you live, could you join an effort to push for them?\u003c/p>\n\u003cp>\u003cstrong>19. Have you looked into\u003c/strong>\u003ca href=\"https://winnie.com/school-care\">\u003cstrong> in-home day cares\u003c/strong>\u003c/a>\u003cstrong>, one of the cheapest full-time options? \u003c/strong>\u003c/p>\n\u003cp>Many \u003ca href=\"https://www.npr.org/templates/story/story.php?storyId=900106265&live=1\">in-home day cares\u003c/a> are often quite small, too.\u003c/p>\n\u003cp>\u003cstrong>20. Have you checked out the resources from your local \u003c/strong>\u003ca href=\"http://steveandkatescamp.com/counselors-at-home/\">\u003cstrong>day camp,\u003c/strong>\u003c/a>\u003cstrong> YMCA, gymnastics gym, dance studio or church? \u003c/strong>\u003c/p>\n\u003cp>Almost anywhere that typically houses or entertains kids is trying to come up with a way to help parents meet this need at a variety of price points.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>We'd love to hear from you. Leave us a voicemail at 202-216-9823, or email us at \u003c/em>\u003ca href=\"mailto:lifekit.org\">\u003cem>LifeKit@npr.org\u003c/em>\u003c/a>\u003cem>. \u003c/em>\u003c/p>\n\u003cp>\u003cem>For more Life Kit, \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/life-kit\">\u003cem>subscribe to our newsletter.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>The podcast portion of this story was produced by Clare Marie Schneider.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=20+Questions+To+Help+Decide+What%27s+Best+For+Your+Kids+%28And+You%29+This+School+Year+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Families with children are in a serious bind. Whether you're looking for options for child care or need resources to keep your kid entertained, this episode will walk through some ideas to think about for this school year. ","status":"publish","parent":0,"modified":1597642475,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":45,"wordCount":971},"headData":{"title":"20 Questions To Help Decide What's Best For Your Kids (And You) This School Year - MindShift","description":"Families with children are in a serious bind. Whether you're looking for options for child care or need resources to keep your kid entertained, this episode will walk through some ideas to think about for this school year. 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Even those that are opening up for in-person classes may be operating only a few days a week to increase social distancing — and they may be prone to closing down again unpredictably if coronavirus cases spike, or if someone at the school tests positive for the virus.\u003c/p>\n\u003cp>After-school programs that many families rely on may not be happening either. And some of you are worried about leaning too hard on older relatives for care, because you don't want to expose them to the coronavirus.\u003c/p>\n\u003cp>There are no easy answers, and this is not one-size-fits-all. So we came up with a list of questions to help you think through your options.\u003c/p>\n\u003ch3>Questions about you\u003c/h3>\n\u003cp>\u003cstrong>1. Are you working? Or do you need time to look for work? \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>2. Do you work outside of the house and therefore need someone at home with the kids?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>3. Do you work from home, and if so, do you need some help entertaining or occupying your kids while you're on the clock? \u003c/strong>\u003c/p>\n\u003cp>That could be a \"mother's helper,\" i.e., a younger person who potentially charges somewhat less than a full-fledged babysitter.\u003c/p>\n\u003cp>\u003cstrong>4. Does your job have any family leave or any schedule flexibility? \u003c/strong>\u003c/p>\n\u003cp>The Center for WorkLife Law at the University of California, Hastings College of the Law has a \u003ca href=\"https://worklifelaw.org/covid19/\">free legal hotline\u003c/a> to help you understand your rights better as an employee to pandemic-related leave or to schedule adjustments.\u003c/p>\n\u003cp>\u003cstrong>5. If you're thinking about taking a step back from work, have you calculated not only the \u003c/strong>\u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4041155/\">\u003cstrong>loss in earnings\u003c/strong>\u003c/a>\u003cstrong> now, but the loss of retirement contributions and a wage penalty \u003c/strong>\u003ca href=\"https://www.americanprogress.org/issues/women/reports/2020/06/03/485855/valuing-womens-caregiving-coronavirus-crisis/\">\u003cstrong>you may pay long term\u003c/strong>\u003c/a>\u003cstrong> when you go back to work? \u003c/strong>\u003c/p>\n\u003cp>Paying for child care may start to look like a better investment when you do the full math.\u003c/p>\n\u003cp>\u003cstrong>6. You may be managing now without help, but are you \u003c/strong>\u003ca href=\"https://medicalxpress.com/news/2020-05-high-stress-coronavirus-parents-apa.html\">\u003cstrong>stressed\u003c/strong>\u003c/a>\u003cstrong> to a level that might lead to burnout? \u003c/strong>\u003c/p>\n\u003cp>Just a few hours a week of help could make a difference.\u003c/p>\n\u003cp>\u003cstrong>7. Do you have what you need to make learning easier at home? \u003c/strong>\u003c/p>\n\u003cp>Look at your state's learning standards to get a sense of what your child should be learning this year. Many are based on the \u003ca href=\"http://www.corestandards.org/\">Common Core.\u003c/a>\u003c/p>\n\u003cp>Since we're \u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/daily-life-coping/deciding-to-go-out.html\">less likely to spread the coronavirus outdoors\u003c/a>, are there ways that you could make your outdoor space easier to learn in, even when it starts to get cold? You might look for rain gear, boots and long underwear for your kids. You could also consider a rain shelter, or possibly an outdoor heater or fire pit.\u003c/p>\n\u003ch3>Questions about your household\u003c/h3>\n\u003cp>\u003cstrong>8. Do you have a \u003c/strong>\u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/need-extra-precautions/people-at-increased-risk.html?CDC_AA_refVal=https%3A%2F%2Fwww.cdc.gov%2Fcoronavirus%2F2019-ncov%2Fneed-extra-precautions%2Fpeople-at-higher-risk.html\">\u003cstrong>high-risk household member\u003c/strong>\u003c/a>\u003cstrong>? \u003c/strong>\u003c/p>\n\u003cp>This could make it harder to let someone else in to care for your kids. One alternative could be outside or socially distanced play groups.\u003c/p>\n\u003cp>\u003cstrong>9. Do you have a partner? How's your division of labor and time? Could the partner step up? \u003c/strong>\u003c/p>\n\u003cp>This \u003ca href=\"https://www.nytimes.com/2020/05/06/upshot/pandemic-chores-homeschooling-gender.html\">survey suggests\u003c/a> mothers are doing more.\u003c/p>\n\u003ch3>Questions about your kid(s)\u003c/h3>\n\u003cp>\u003cstrong>10. How old are your children? \u003c/strong>\u003c/p>\n\u003cp>For younger kids, \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/07/15/891347536/-we-failed-children-says-co-author-of-new-national-back-to-school-report\">some experts say\u003c/a>, the need for in-person learning is greater. (It's important to note that \u003ca href=\"https://www.npr.org/sections/health-shots/2020/07/20/892354171/kids-get-coronavirus-but-do-they-spread-it-well-find-out-when-schools-reopen\">many experts say\u003c/a> we'll only have a real sense of spread between young children once they're back at school in person.)\u003c/p>\n\u003cp>\u003cstrong>11. Do your kids have special needs? \u003c/strong>\u003c/p>\n\u003cp>Many parents of children with special needs\u003ca href=\"https://www.npr.org/2020/07/23/893450709/families-of-children-with-special-needs-are-suing-in-several-states-heres-why\"> say remote learning just isn't working\u003c/a>, and some are successfully getting districts to pay for in-person services.\u003c/p>\n\u003cp>\u003cstrong>12. How did your kids do with remote learning in the spring? Can they stay engaged independently, or do they need continuous support?\u003c/strong>\u003c/p>\n\u003cp>Take note that many public school districts are promising a more \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/07/13/890475212/los-angeles-and-san-diego-schools-announce-online-only-fall\">robust and engaging remote learning experienc\u003c/a>e this fall.\u003c/p>\n\u003cp>\u003cstrong>13. How much do they need peers right now? Do they have siblings or others in the household to play with? \u003c/strong>\u003c/p>\n\u003cp>Some children are doing fine, while others are \u003ca href=\"https://www.npr.org/2020/05/14/855641420/with-school-buildings-closed-children-s-mental-health-is-suffering\">having a hard time right now. \u003c/a>\u003c/p>\n\u003cp>\u003cstrong>14. Have you asked them how they prefer to spend their time this fall? \u003c/strong>\u003c/p>\n\u003ch3>Questions about your village\u003c/h3>\n\u003cp>\u003cstrong>15. Are you comfortable having conversations and negotiations about coronavirus safety, including masks and quarantining, with anyone you might bring into your \"\u003c/strong>\u003ca href=\"https://www.npr.org/2020/05/17/857531803/the-pros-and-cons-of-social-bubbles\">\u003cstrong>bubble\u003c/strong>\u003c/a>\u003cstrong>\"?\u003c/strong>\u003c/p>\n\u003cp>(\u003ca href=\"https://www.npr.org/sections/health-shots/2020/07/08/886541838/starting-a-covid-19-social-bubble-how-safe-sex-communication-skills-can-help\">Here's a primer\u003c/a> on those bubbles, or pods.)\u003c/p>\n\u003cp>\u003cstrong>16. Is any family member — grandparent, aunt or uncle, or cousin — able or willing to help out? Could you — or they — relocate if necessary to make that happen? \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>17. Are there other families nearby who could rotate care? \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>18. Are there free or affordable school or community-based child care options in your district? \u003c/strong>\u003c/p>\n\u003cp>These are available, for example, \u003ca href=\"https://www.adams12.org/2020-2021-school-year/news/board-adopts-plan-start-2020-2021-school-year-2020-07-30\">in the Denver area\u003c/a> and in\u003ca href=\"https://www.politico.com/states/new-york/albany/story/2020/07/16/city-plans-child-care-for-100-000-kids-when-schools-partially-reopen-1301436\"> New York City\u003c/a>. If they don't yet exist where you live, could you join an effort to push for them?\u003c/p>\n\u003cp>\u003cstrong>19. Have you looked into\u003c/strong>\u003ca href=\"https://winnie.com/school-care\">\u003cstrong> in-home day cares\u003c/strong>\u003c/a>\u003cstrong>, one of the cheapest full-time options? \u003c/strong>\u003c/p>\n\u003cp>Many \u003ca href=\"https://www.npr.org/templates/story/story.php?storyId=900106265&live=1\">in-home day cares\u003c/a> are often quite small, too.\u003c/p>\n\u003cp>\u003cstrong>20. Have you checked out the resources from your local \u003c/strong>\u003ca href=\"http://steveandkatescamp.com/counselors-at-home/\">\u003cstrong>day camp,\u003c/strong>\u003c/a>\u003cstrong> YMCA, gymnastics gym, dance studio or church? \u003c/strong>\u003c/p>\n\u003cp>Almost anywhere that typically houses or entertains kids is trying to come up with a way to help parents meet this need at a variety of price points.\u003c/p>\n\u003chr>\n\u003cp>\u003cem>We'd love to hear from you. Leave us a voicemail at 202-216-9823, or email us at \u003c/em>\u003ca href=\"mailto:lifekit.org\">\u003cem>LifeKit@npr.org\u003c/em>\u003c/a>\u003cem>. \u003c/em>\u003c/p>\n\u003cp>\u003cem>For more Life Kit, \u003c/em>\u003ca href=\"https://www.npr.org/newsletter/life-kit\">\u003cem>subscribe to our newsletter.\u003c/em>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>The podcast portion of this story was produced by Clare Marie Schneider.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=20+Questions+To+Help+Decide+What%27s+Best+For+Your+Kids+%28And+You%29+This+School+Year+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56519/20-questions-to-help-decide-whats-best-for-your-kids-and-you-this-school-year","authors":["byline_mindshift_56519"],"categories":["mindshift_21345"],"tags":["mindshift_21344","mindshift_21343","mindshift_358","mindshift_122","mindshift_20568","mindshift_21359"],"featImg":"mindshift_56520","label":"mindshift"},"mindshift_56373":{"type":"posts","id":"mindshift_56373","meta":{"index":"posts_1591205157","site":"mindshift","id":"56373","score":null,"sort":[1596005736000]},"guestAuthors":[],"slug":"can-online-learning-be-better-this-fall-these-educators-think-so","title":"Can Online Learning Be Better This Fall? These Educators Think So","publishDate":1596005736,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Wayne Banks is a middle school math teacher and principal in residence for KIPP charter schools. These days, like many teachers around the country, the 29-year-old is working from his apartment in Brooklyn, New York.\u003c/p>\n\u003cp>Banks has never been formally trained to teach online, but that hasn't stopped him from trying to make his classes as engaging and challenging as possible.\u003c/p>\n\u003cp>\"I really took the opportunity in March to be like, 'I just have to figure this out.' [It was] a do or die for me,\" Banks says.\u003c/p>\n\u003cp>Now, with \u003ca href=\"https://www.edweek.org/ew/section/multimedia/school-districts-reopening-plans-a-snapshot.html\">many of the nation's largest school districts\u003c/a> beginning the fall semester online-only, Banks is part of a national effort to improve the quality of distance learning. The goal: Deliver better online learning, at no charge, to any district that wants it.\u003c/p>\n\u003cp>A group of public and charter school leaders launched an online pilot this summer called the National Summer School Initiative. (They are funded by education philanthropists, including the Michael & Susan Dell Foundation and the Walton Family Foundation, which is also an NPR funder.) Co-founder Ian Rowe, who leads Public Prep charter schools in New York City, says they are working right now with about 12,000 students in more than 50 locations. Rowe and his co-founders want to know: \"Could we, over a five-week summer program, start to really isolate certain best practice principles that could then survive into the fall?\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>NSSI centers on mentor teachers, like Wayne Banks, who tape video lessons with a group of \"showcase students\" — kind of like you'll see workout instructors on YouTube leading a few people through a routine with modifications for different levels of fitness.\u003c/p>\n\u003cp>Banks is invested in his own best practices to keep his students actively learning and discussing math concepts. In the spring he found a website called \u003ca href=\"https://whiteboard.fi/\">whiteboard.fi\u003c/a> that allows his students to work on a problem while he watches \"over their shoulders\" and then engages them in discussions, sometimes in Zoom breakout rooms. \"That is the core of my class,\" he says. \"We are talking about math every single day.\"\u003c/p>\n\u003cp>He also takes the time to get to know his students and make sure they know each other. He does icebreaker games, calls them at home and recently, when he got a new keyboard, he played them a song.\u003c/p>\n\u003cp>Banks says that as a mentor teacher, his role is to \"guide and inspire\" a group of partner teachers who work more closely with groups of 25 or 30 students. Collaborating on lesson planning, he says, is helpful for everyone's professional development.\u003c/p>\n\u003cp>\"Hundreds of teachers from across the country are all teaching the same content as you. And you know, the way that one person thinks about a math problem is not the way that someone else thinks about a math problem.\" He says being able to talk over strategies \"can create ideas and generate just like a fresh electric energy around being able to teach kids at a high level.\"\u003c/p>\n\u003cp>As far as remote teaching goes, NSSI's offerings resemble what some better-resourced private schools were doing in the spring. Together, the mentor and partner teachers are teaching nearly four hours of classes a day this summer. NSSI has partnered with the nonprofit \u003ca href=\"https://www.biobus.org/at-home/\">Biobus\u003c/a> for science instruction and the National Dance Institute for movement classes.\u003c/p>\n\u003cp>Many public schools with lower-income students, by contrast, offered only a minimum of real-time instruction this past spring. A \u003ca href=\"https://www.air.org/sites/default/files/National-Survey-on-Public-Educations-Coronavirus-Pandemic-Response-First-Look-July-2020.pdf\">recent survey\u003c/a> of 474 school districts by the American Institutes for Research showed that high-poverty districts generally had lower expectations for how long students should be spending on schoolwork each day. Elementary schools were less likely to offer live classes taught by the student's own teacher. And students in high-poverty schools were more likely to be reviewing material rather than learning something new.\u003c/p>\n\u003cp>Sarah Evrard's daughter Lillian is going into fourth grade at a Catholic school in Milwaukee and is taking summer school classes now with NSSI. Evrard says that in the spring, Lillian and her classmates \"would have Zoom meetings with their teachers daily and then they would pick up a packet at school, which was their work for the week.\" She says the school avoided doing a lot of real-time instruction because some children were sharing devices with siblings, and some families were working during the day and had to oversee schoolwork in the evenings. \"But the piece that for us felt was kind of missing was that one-on-one teacher interaction.\"\u003c/p>\n\u003cp>She says that's exactly what they're getting with NSSI, and her daughter loves it. \"She was not exactly thrilled when I told her she was signing up for summer school,\" Evrard says, but now Lillian is being challenged and engaged, and she's meeting kids from all over the country.\u003c/p>\n\u003cp>Ian Rowe says his organization is hoping to team up with schools around the country in the fall. He says school systems can either pick their own local superstar teachers to be mentors, or they can use the initiative's teachers and lessons. Local teachers can then network with others around the country and get feedback on their online performance in a way that didn't necessarily happen this past semester.\u003c/p>\n\u003cp>\"Frankly, we were all thrust into remote learning in the spring. And, you know, not everyone was ready for that,\" Rowe says. \"Now I think we've learned a lot about what elements can work and we're trying to be a resource on that front.\"\u003c/p>\n\u003cp>But some are concerned that this program may be overpromising. For one, the equity issues that interfere with some families being able to take part in real-time instruction — including some of Lillian Evrard's classmates — aren't going anywhere. Many districts are still working on getting devices and Wi-Fi to all students amid widespread budget cuts. And while NSSI won't necessarily cost districts money, the organization is not providing computers or an Internet connection.\u003c/p>\n\u003cp>And then there's the pedagogy. Many high-performing charter school networks that are associated with NSSI, like Achievement First and Ascend Learning, have been criticized in the past for an approach to teaching that is \u003ca href=\"https://blog.kiddom.co/the-mcdonaldization-of-pedagogy/\">overly scripted and standardized\u003c/a> and that emphasizes high test scores above all. This \"no-excuses\" model has been\u003ca href=\"https://blogs.edweek.org/edweek/charterschoice/2019/03/no_excuses_charter_schools_may_be_falling_out_of_favor.html\"> falling out of favor \u003c/a>in recent years.\u003c/p>\n\u003cp>Justin Reich is a researcher in education technology at the Massachusetts Institute of Technology. He has been working with districts and listening to students and teachers to \u003ca href=\"https://edarxiv.org/ufr4q\">help reimagine instruction this fall.\u003c/a> He says he'd prefer to see each district give teachers the time, training and empowerment to plan online teaching right, rather than rushing for a prefabricated solution.\u003c/p>\n\u003cp>\"I think \u003cem>adequate\u003c/em> turnkey instruction may be possible,\" Reich says. \"I don't think it's responsible to promise \u003cem>excellent\u003c/em> turnkey curriculum and training.\"\u003c/p>\n\u003cp>However, Reich acknowledges that with so many districts scrambling to plan remote learning this fall, NSSI may be on to something. He says simply putting a lot of talented teachers together and giving them training and a clear direction \"can, in lots of cases, be way better than having every school and district figure these things out on their own.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>It's almost August. Many districts may be grateful for an out-of-the box solution — in both senses of the phrase.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Can+Online+Learning+Be+Better+This+Fall%3F+These+Educators+Think+So&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"A new national effort aims to deliver better online learning to any district that wants it. Some worry the program is overpromising.","status":"publish","parent":0,"modified":1596008684,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1254},"headData":{"title":"Can Online Learning Be Better This Fall? These Educators Think So - MindShift","description":"A new national effort aims to deliver better online learning to any district that wants it. Some worry the program is overpromising.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Can Online Learning Be Better This Fall? These Educators Think So","datePublished":"2020-07-29T06:55:36.000Z","dateModified":"2020-07-29T07:44:44.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"56373 https://ww2.kqed.org/mindshift/?p=56373","disqusUrl":"https://ww2.kqed.org/mindshift/2020/07/28/can-online-learning-be-better-this-fall-these-educators-think-so/","disqusTitle":"Can Online Learning Be Better This Fall? These Educators Think So","nprByline":"Anya Kamenetz","nprImageAgency":"Islenia Milien for NPR","nprStoryId":"895720240","nprApiLink":"http://api.npr.org/query?id=895720240&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2020/07/28/895720240/can-online-learning-be-better-this-fall-these-educators-think-so?ft=nprml&f=895720240","nprRetrievedStory":"1","nprPubDate":"Tue, 28 Jul 2020 11:42:00 -0400","nprStoryDate":"Tue, 28 Jul 2020 10:00:33 -0400","nprLastModifiedDate":"Tue, 28 Jul 2020 11:42:10 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/wesat/2020/07/20200725_wesat_teaching_online.mp3?orgId=1&topicId=1013&aggIds=812054919&d=241&story=895720240&ft=nprml&f=895720240","nprAudioM3u":"http://api.npr.org/m3u/1895720612-b6d2f8.m3u?orgId=1&topicId=1013&aggIds=812054919&d=241&story=895720240&ft=nprml&f=895720240","path":"/mindshift/56373/can-online-learning-be-better-this-fall-these-educators-think-so","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/wesat/2020/07/20200725_wesat_teaching_online.mp3?orgId=1&topicId=1013&aggIds=812054919&d=241&story=895720240&ft=nprml&f=895720240","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Wayne Banks is a middle school math teacher and principal in residence for KIPP charter schools. These days, like many teachers around the country, the 29-year-old is working from his apartment in Brooklyn, New York.\u003c/p>\n\u003cp>Banks has never been formally trained to teach online, but that hasn't stopped him from trying to make his classes as engaging and challenging as possible.\u003c/p>\n\u003cp>\"I really took the opportunity in March to be like, 'I just have to figure this out.' [It was] a do or die for me,\" Banks says.\u003c/p>\n\u003cp>Now, with \u003ca href=\"https://www.edweek.org/ew/section/multimedia/school-districts-reopening-plans-a-snapshot.html\">many of the nation's largest school districts\u003c/a> beginning the fall semester online-only, Banks is part of a national effort to improve the quality of distance learning. The goal: Deliver better online learning, at no charge, to any district that wants it.\u003c/p>\n\u003cp>A group of public and charter school leaders launched an online pilot this summer called the National Summer School Initiative. (They are funded by education philanthropists, including the Michael & Susan Dell Foundation and the Walton Family Foundation, which is also an NPR funder.) Co-founder Ian Rowe, who leads Public Prep charter schools in New York City, says they are working right now with about 12,000 students in more than 50 locations. Rowe and his co-founders want to know: \"Could we, over a five-week summer program, start to really isolate certain best practice principles that could then survive into the fall?\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>NSSI centers on mentor teachers, like Wayne Banks, who tape video lessons with a group of \"showcase students\" — kind of like you'll see workout instructors on YouTube leading a few people through a routine with modifications for different levels of fitness.\u003c/p>\n\u003cp>Banks is invested in his own best practices to keep his students actively learning and discussing math concepts. In the spring he found a website called \u003ca href=\"https://whiteboard.fi/\">whiteboard.fi\u003c/a> that allows his students to work on a problem while he watches \"over their shoulders\" and then engages them in discussions, sometimes in Zoom breakout rooms. \"That is the core of my class,\" he says. \"We are talking about math every single day.\"\u003c/p>\n\u003cp>He also takes the time to get to know his students and make sure they know each other. He does icebreaker games, calls them at home and recently, when he got a new keyboard, he played them a song.\u003c/p>\n\u003cp>Banks says that as a mentor teacher, his role is to \"guide and inspire\" a group of partner teachers who work more closely with groups of 25 or 30 students. Collaborating on lesson planning, he says, is helpful for everyone's professional development.\u003c/p>\n\u003cp>\"Hundreds of teachers from across the country are all teaching the same content as you. And you know, the way that one person thinks about a math problem is not the way that someone else thinks about a math problem.\" He says being able to talk over strategies \"can create ideas and generate just like a fresh electric energy around being able to teach kids at a high level.\"\u003c/p>\n\u003cp>As far as remote teaching goes, NSSI's offerings resemble what some better-resourced private schools were doing in the spring. Together, the mentor and partner teachers are teaching nearly four hours of classes a day this summer. NSSI has partnered with the nonprofit \u003ca href=\"https://www.biobus.org/at-home/\">Biobus\u003c/a> for science instruction and the National Dance Institute for movement classes.\u003c/p>\n\u003cp>Many public schools with lower-income students, by contrast, offered only a minimum of real-time instruction this past spring. A \u003ca href=\"https://www.air.org/sites/default/files/National-Survey-on-Public-Educations-Coronavirus-Pandemic-Response-First-Look-July-2020.pdf\">recent survey\u003c/a> of 474 school districts by the American Institutes for Research showed that high-poverty districts generally had lower expectations for how long students should be spending on schoolwork each day. Elementary schools were less likely to offer live classes taught by the student's own teacher. And students in high-poverty schools were more likely to be reviewing material rather than learning something new.\u003c/p>\n\u003cp>Sarah Evrard's daughter Lillian is going into fourth grade at a Catholic school in Milwaukee and is taking summer school classes now with NSSI. Evrard says that in the spring, Lillian and her classmates \"would have Zoom meetings with their teachers daily and then they would pick up a packet at school, which was their work for the week.\" She says the school avoided doing a lot of real-time instruction because some children were sharing devices with siblings, and some families were working during the day and had to oversee schoolwork in the evenings. \"But the piece that for us felt was kind of missing was that one-on-one teacher interaction.\"\u003c/p>\n\u003cp>She says that's exactly what they're getting with NSSI, and her daughter loves it. \"She was not exactly thrilled when I told her she was signing up for summer school,\" Evrard says, but now Lillian is being challenged and engaged, and she's meeting kids from all over the country.\u003c/p>\n\u003cp>Ian Rowe says his organization is hoping to team up with schools around the country in the fall. He says school systems can either pick their own local superstar teachers to be mentors, or they can use the initiative's teachers and lessons. Local teachers can then network with others around the country and get feedback on their online performance in a way that didn't necessarily happen this past semester.\u003c/p>\n\u003cp>\"Frankly, we were all thrust into remote learning in the spring. And, you know, not everyone was ready for that,\" Rowe says. \"Now I think we've learned a lot about what elements can work and we're trying to be a resource on that front.\"\u003c/p>\n\u003cp>But some are concerned that this program may be overpromising. For one, the equity issues that interfere with some families being able to take part in real-time instruction — including some of Lillian Evrard's classmates — aren't going anywhere. Many districts are still working on getting devices and Wi-Fi to all students amid widespread budget cuts. And while NSSI won't necessarily cost districts money, the organization is not providing computers or an Internet connection.\u003c/p>\n\u003cp>And then there's the pedagogy. Many high-performing charter school networks that are associated with NSSI, like Achievement First and Ascend Learning, have been criticized in the past for an approach to teaching that is \u003ca href=\"https://blog.kiddom.co/the-mcdonaldization-of-pedagogy/\">overly scripted and standardized\u003c/a> and that emphasizes high test scores above all. This \"no-excuses\" model has been\u003ca href=\"https://blogs.edweek.org/edweek/charterschoice/2019/03/no_excuses_charter_schools_may_be_falling_out_of_favor.html\"> falling out of favor \u003c/a>in recent years.\u003c/p>\n\u003cp>Justin Reich is a researcher in education technology at the Massachusetts Institute of Technology. He has been working with districts and listening to students and teachers to \u003ca href=\"https://edarxiv.org/ufr4q\">help reimagine instruction this fall.\u003c/a> He says he'd prefer to see each district give teachers the time, training and empowerment to plan online teaching right, rather than rushing for a prefabricated solution.\u003c/p>\n\u003cp>\"I think \u003cem>adequate\u003c/em> turnkey instruction may be possible,\" Reich says. \"I don't think it's responsible to promise \u003cem>excellent\u003c/em> turnkey curriculum and training.\"\u003c/p>\n\u003cp>However, Reich acknowledges that with so many districts scrambling to plan remote learning this fall, NSSI may be on to something. He says simply putting a lot of talented teachers together and giving them training and a clear direction \"can, in lots of cases, be way better than having every school and district figure these things out on their own.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It's almost August. Many districts may be grateful for an out-of-the box solution — in both senses of the phrase.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Can+Online+Learning+Be+Better+This+Fall%3F+These+Educators+Think+So&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56373/can-online-learning-be-better-this-fall-these-educators-think-so","authors":["byline_mindshift_56373"],"categories":["mindshift_21358"],"tags":["mindshift_21344","mindshift_21343","mindshift_358","mindshift_384","mindshift_122","mindshift_21359"],"featImg":"mindshift_56374","label":"mindshift"},"mindshift_55868":{"type":"posts","id":"mindshift_55868","meta":{"index":"posts_1591205157","site":"mindshift","id":"55868","score":null,"sort":[1588750898000]},"guestAuthors":[],"slug":"6-ways-college-might-look-different-in-the-fall","title":"6 Ways College Might Look Different In The Fall","publishDate":1588750898,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>What will happen on college campuses in the fall? It's a big question for families, students and the schools themselves.\u003c/p>\n\u003cp>A lot of what happens depends on factors outside the control of individual schools: Will there be more testing? Contact tracing? Enough physical space for distancing? Will the coronavirus have a second wave? Will any given state allow campuses to reopen?\u003c/p>\n\u003cp>For all of these questions, it's really too early to know the answers. But one thing is clear: Life, and learning for the nation's 20 million students in higher education, will be different.\u003c/p>\n\u003cp>\"I don't think there's any scenario under which it's business as usual on American college campuses in the fall,\" says Nicholas Christakis, a sociologist and physician at Yale University.\u003c/p>\n\u003cp>So why are so many colleges \u003ca href=\"https://www.chronicle.com/article/Here-s-a-List-of-Colleges-/248626/#.XrFupw8b0Ws.twitter\">announcing they will be back on campus\u003c/a> in the fall?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In many cases, it's because they're still trying to woo students. A survey of college presidents found their \u003ca href=\"https://www.acenet.edu/Research-Insights/Pages/Senior-Leaders/College-and-University-Presidents-Respond-to-COVID-19-April-2020.aspx\">most pressing concern right now \u003c/a>is summer and fall enrollment. Even elite schools, typically more stable when it comes to enrollment, have reportedly been \u003ca href=\"https://www.nytimes.com/2020/05/01/us/coronavirus-college-enrollment.html\">tapping their waitlists\u003c/a>.\u003c/p>\n\u003cp>In the midst of all this uncertainty, it's worth looking at some of the ideas out there. With the help of Joshua Kim and Edward J. Maloney, professors and authors of the book \u003cem>Learning Innovation and the Future of Higher Education, \u003c/em>here are some potential scenarios for reopening colleges and universities:\u003c/p>\n\u003cp>\u003cstrong>All virtual\u003c/strong>\u003c/p>\n\u003cp>Perhaps the most obvious option for the fall is to continue doing what they've been doing this spring. Colleges have signaled that they're planning for this option — even if it's a last resort. California State University, Fullerton, was one of the first to announce publicly it was planning for a fall semester online.\u003c/p>\n\u003cp>\"Obviously we want to resume in-person teaching as soon as possible, but we also need to make sure that we're safe,\" says Ellen Treanor, who helps lead strategic communication at the school. Treanor says it made a lot of sense to assume the school would start online. \"What would be the easier way to transition? It would be easier to transition beginning virtually and then transitioning in person,\" she said. \"The faculty [needs] to be prepared.\"\u003c/p>\n\u003cp>With virtual classes, students can remain at home, although some colleges are exploring bringing them back to campus, where they could use the school's Wi-Fi to take online classes.\u003c/p>\n\u003cp>\u003cstrong>Delayed start\u003c/strong>\u003c/p>\n\u003cp>A delay in the semester would allow a school to wait it out until it was safer to reopen. One option is to push back a month or two, starting in October or November. Another idea is to push a normal start to January. In that case, the spring semester would become the fall semester, and potentially students could stay on campus through next summer to make up the spring semester. \u003ca href=\"http://www.bu.edu/articles/2020/covid-19-recovery-plan/\">Boston University floated a version \u003c/a>of this January start date when it announced a number of plans it was exploring.\u003c/p>\n\u003cp>One downside to a late start is what students will do in the meantime, especially those who don't have financial stability and rely on campus or the university to be a safe and stable home.\u003c/p>\n\u003cp>\u003cstrong>Some online, some face-to-face\u003c/strong>\u003c/p>\n\u003cp>This would be a hybrid model, with a combination of virtual and in-person classes. It may be a good choice for campuses that don't have enough classrooms to allow adjusting face-to-face teaching to the requirements of social distancing.\u003c/p>\n\u003cp>\"You might have some of the larger classes being taught online simply because it's harder to imagine a 150- or 350-person classroom,\" says Maloney, who leads the Center for New Designs in Learning and Scholarship at Georgetown University. \"So you might see that class split up into multiple sections.\" For large, entry-level classes, colleges may have a lecture component online and then meet in smaller groups in person.\u003c/p>\n\u003cp>\"The hybrid model doesn't have to just be about modality,\" Maloney says. \"It can be, but it could also be about fundamentally rethinking what the core structure has been for those large classes.\"\u003c/p>\n\u003cp>Of course, shifting larger classes online may not be enough, by itself, to alleviate the health concerns of having students on campus. \u003ca href=\"https://www.chronicle.com/article/a-very-small-world-how/248556?key=wD5N8zUKkQDLHNwlH_yTVj-uA1zVrKPWroGDfuRN-ZQuFzXOyqTdmRrRygeinPP-cHZXc3BSTmNheFl1M1RCT016N1c4X0J6dW1namJMeWtyOFdHZmxEQ1JrUQ\">Early research from Cornell University \u003c/a>found that eliminating very large classes still left the small world network of the campus intact.\u003c/p>\n\u003cp>\u003cstrong>Shortened blocks\u003c/strong>\u003c/p>\n\u003cp>In block scheduling, students take just one course at a time for a shorter duration, typically three or four weeks. Colorado College, a liberal arts school south of Denver, has been using this model for 50 years. The college adopted this style of classes because \"it allows [students] to take a deep dive and really focus in unique ways on the single subject,\" says Alan Townsend, the provost there. In a typical year, the school offers eight blocks.\u003c/p>\n\u003cp>In addition to its intensity, block scheduling is attractive right now because it allows flexibility. Colleges that use it have the opportunity to change the way classes look every three weeks — since there are multiple start and stop points. (With a semester, you have only a single start and then, often 16 weeks later, an end.)\u003c/p>\n\u003cp>\"It's easier for us to now think creatively for next year,\" Townsend says. \"Different students can make different choices. That's really hard to do with a semester-based system, but the blocks allow us to do that a little bit more flexibly.\"\u003c/p>\n\u003cp>The school is also entertaining the idea of sending faculty abroad to teach a block for international students who might not be able to enter the U.S, or adding summer blocks to give students even more opportunities to take classes.\u003c/p>\n\u003cp>\u003cstrong>Only some on campus\u003c/strong>\u003c/p>\n\u003cp>Some colleges have suggested bringing only freshmen back to campus and having upperclassmen either delay their start, or be online and remote.\u003c/p>\n\u003cp>The idea centers on research that shows just how important a student's first year of college is as a predictor of graduation. Adapting to campus can be a challenge, so this would allow first-year students to get comfortable and have extra support on campus.\u003c/p>\n\u003cp>Since upperclassmen are already familiar with how campus and classes work, the theory goes, they can more easily adapt to an online environment. Other versions of this approach would have students who have housing needs come back to campus first, and then, over time, phase in other groups of students.\u003c/p>\n\u003cp>All these options seek to keep the population density of the campus lower while still maintaining some face-to-face interactions.\u003c/p>\n\u003cp>\u003cstrong>On campus, with some changes\u003c/strong>\u003c/p>\n\u003cp>Social distancing, improved testing and contact tracing could help colleges reopen their campuses.\u003c/p>\n\u003cp>\"Every school is trying to figure out a way to have students come back and do whatever we can while also protecting public health,\" says \u003cem>Learning Innovation\u003c/em> co-author Joshua Kim, director of online programs and strategy at Dartmouth College.\u003c/p>\n\u003cp>\"At the same time, we know that, however that works, things will be different. It's probably unlikely that we'll be able to cram students together in large, packed lecture halls or put doubles and triples in residence halls or have big events.\"\u003c/p>\n\u003cp>To follow social distancing, professors are measuring their classrooms, calculating how many students could fit in the space if they were 6 feet apart. Deans are planning out how students could enter and exit the classrooms safely.\u003c/p>\n\u003cp>But it's not just the classrooms that pose a challenge. For residential colleges, it's the dorms.\u003c/p>\n\u003cp>\"Whether or not students are actually learning in the classroom, it's incredibly important for them to have an on-campus experience,\" Maloney says. So schools are thinking about how they can spread their students out, putting them in places where they normally wouldn't go.\u003c/p>\n\u003cp>Some ideas include housing students in offices that aren't being used, local hotel rooms or off-campus housing. Institutions are also reimagining campus events, like freshman orientation, since it's unlikely hundreds of students will be in a packed auditorium.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"Rethinking how we do everything we do at a university is part of the process,\" Maloney says.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=6+Ways+College+Might+Look+Different+In+The+Fall&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Colleges have been careful to leave the door open on their plans for the fall semester. Most experts say it will be anything but normal. Here's a sampling of how it could look.","status":"publish","parent":0,"modified":1588750922,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":40,"wordCount":1378},"headData":{"title":"6 Ways College Might Look Different In The Fall | KQED","description":"Colleges have been careful to leave the door open on their plans for the fall semester. Most experts say it will be anything but normal. Here's a sampling of how it could look.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"6 Ways College Might Look Different In The Fall","datePublished":"2020-05-06T07:41:38.000Z","dateModified":"2020-05-06T07:42:02.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"55868 https://ww2.kqed.org/mindshift/?p=55868","disqusUrl":"https://ww2.kqed.org/mindshift/2020/05/06/6-ways-college-might-look-different-in-the-fall/","disqusTitle":"6 Ways College Might Look Different In The Fall","nprByline":"Elissa Nadworny ","nprImageAgency":"Hanna Barczyk for NPR","nprStoryId":"848033805","nprApiLink":"http://api.npr.org/query?id=848033805&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2020/05/05/848033805/6-ways-college-might-look-different-in-the-fall?ft=nprml&f=848033805","nprRetrievedStory":"1","nprPubDate":"Tue, 05 May 2020 20:04:00 -0400","nprStoryDate":"Tue, 05 May 2020 07:11:00 -0400","nprLastModifiedDate":"Tue, 05 May 2020 16:59:53 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2020/05/20200505_atc_6_ways_college_might_look_different_in_the_fall.mp3?orgId=1&topicId=1013&aggIds=812054919&d=212&p=2&story=848033805&ft=nprml&f=848033805","nprAudioM3u":"http://api.npr.org/m3u/1850964129-2f9ff2.m3u?orgId=1&topicId=1013&aggIds=812054919&d=212&p=2&story=848033805&ft=nprml&f=848033805","path":"/mindshift/55868/6-ways-college-might-look-different-in-the-fall","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2020/05/20200505_atc_6_ways_college_might_look_different_in_the_fall.mp3?orgId=1&topicId=1013&aggIds=812054919&d=212&p=2&story=848033805&ft=nprml&f=848033805","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>What will happen on college campuses in the fall? It's a big question for families, students and the schools themselves.\u003c/p>\n\u003cp>A lot of what happens depends on factors outside the control of individual schools: Will there be more testing? Contact tracing? Enough physical space for distancing? Will the coronavirus have a second wave? Will any given state allow campuses to reopen?\u003c/p>\n\u003cp>For all of these questions, it's really too early to know the answers. But one thing is clear: Life, and learning for the nation's 20 million students in higher education, will be different.\u003c/p>\n\u003cp>\"I don't think there's any scenario under which it's business as usual on American college campuses in the fall,\" says Nicholas Christakis, a sociologist and physician at Yale University.\u003c/p>\n\u003cp>So why are so many colleges \u003ca href=\"https://www.chronicle.com/article/Here-s-a-List-of-Colleges-/248626/#.XrFupw8b0Ws.twitter\">announcing they will be back on campus\u003c/a> in the fall?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In many cases, it's because they're still trying to woo students. A survey of college presidents found their \u003ca href=\"https://www.acenet.edu/Research-Insights/Pages/Senior-Leaders/College-and-University-Presidents-Respond-to-COVID-19-April-2020.aspx\">most pressing concern right now \u003c/a>is summer and fall enrollment. Even elite schools, typically more stable when it comes to enrollment, have reportedly been \u003ca href=\"https://www.nytimes.com/2020/05/01/us/coronavirus-college-enrollment.html\">tapping their waitlists\u003c/a>.\u003c/p>\n\u003cp>In the midst of all this uncertainty, it's worth looking at some of the ideas out there. With the help of Joshua Kim and Edward J. Maloney, professors and authors of the book \u003cem>Learning Innovation and the Future of Higher Education, \u003c/em>here are some potential scenarios for reopening colleges and universities:\u003c/p>\n\u003cp>\u003cstrong>All virtual\u003c/strong>\u003c/p>\n\u003cp>Perhaps the most obvious option for the fall is to continue doing what they've been doing this spring. Colleges have signaled that they're planning for this option — even if it's a last resort. California State University, Fullerton, was one of the first to announce publicly it was planning for a fall semester online.\u003c/p>\n\u003cp>\"Obviously we want to resume in-person teaching as soon as possible, but we also need to make sure that we're safe,\" says Ellen Treanor, who helps lead strategic communication at the school. Treanor says it made a lot of sense to assume the school would start online. \"What would be the easier way to transition? It would be easier to transition beginning virtually and then transitioning in person,\" she said. \"The faculty [needs] to be prepared.\"\u003c/p>\n\u003cp>With virtual classes, students can remain at home, although some colleges are exploring bringing them back to campus, where they could use the school's Wi-Fi to take online classes.\u003c/p>\n\u003cp>\u003cstrong>Delayed start\u003c/strong>\u003c/p>\n\u003cp>A delay in the semester would allow a school to wait it out until it was safer to reopen. One option is to push back a month or two, starting in October or November. Another idea is to push a normal start to January. In that case, the spring semester would become the fall semester, and potentially students could stay on campus through next summer to make up the spring semester. \u003ca href=\"http://www.bu.edu/articles/2020/covid-19-recovery-plan/\">Boston University floated a version \u003c/a>of this January start date when it announced a number of plans it was exploring.\u003c/p>\n\u003cp>One downside to a late start is what students will do in the meantime, especially those who don't have financial stability and rely on campus or the university to be a safe and stable home.\u003c/p>\n\u003cp>\u003cstrong>Some online, some face-to-face\u003c/strong>\u003c/p>\n\u003cp>This would be a hybrid model, with a combination of virtual and in-person classes. It may be a good choice for campuses that don't have enough classrooms to allow adjusting face-to-face teaching to the requirements of social distancing.\u003c/p>\n\u003cp>\"You might have some of the larger classes being taught online simply because it's harder to imagine a 150- or 350-person classroom,\" says Maloney, who leads the Center for New Designs in Learning and Scholarship at Georgetown University. \"So you might see that class split up into multiple sections.\" For large, entry-level classes, colleges may have a lecture component online and then meet in smaller groups in person.\u003c/p>\n\u003cp>\"The hybrid model doesn't have to just be about modality,\" Maloney says. \"It can be, but it could also be about fundamentally rethinking what the core structure has been for those large classes.\"\u003c/p>\n\u003cp>Of course, shifting larger classes online may not be enough, by itself, to alleviate the health concerns of having students on campus. \u003ca href=\"https://www.chronicle.com/article/a-very-small-world-how/248556?key=wD5N8zUKkQDLHNwlH_yTVj-uA1zVrKPWroGDfuRN-ZQuFzXOyqTdmRrRygeinPP-cHZXc3BSTmNheFl1M1RCT016N1c4X0J6dW1namJMeWtyOFdHZmxEQ1JrUQ\">Early research from Cornell University \u003c/a>found that eliminating very large classes still left the small world network of the campus intact.\u003c/p>\n\u003cp>\u003cstrong>Shortened blocks\u003c/strong>\u003c/p>\n\u003cp>In block scheduling, students take just one course at a time for a shorter duration, typically three or four weeks. Colorado College, a liberal arts school south of Denver, has been using this model for 50 years. The college adopted this style of classes because \"it allows [students] to take a deep dive and really focus in unique ways on the single subject,\" says Alan Townsend, the provost there. In a typical year, the school offers eight blocks.\u003c/p>\n\u003cp>In addition to its intensity, block scheduling is attractive right now because it allows flexibility. Colleges that use it have the opportunity to change the way classes look every three weeks — since there are multiple start and stop points. (With a semester, you have only a single start and then, often 16 weeks later, an end.)\u003c/p>\n\u003cp>\"It's easier for us to now think creatively for next year,\" Townsend says. \"Different students can make different choices. That's really hard to do with a semester-based system, but the blocks allow us to do that a little bit more flexibly.\"\u003c/p>\n\u003cp>The school is also entertaining the idea of sending faculty abroad to teach a block for international students who might not be able to enter the U.S, or adding summer blocks to give students even more opportunities to take classes.\u003c/p>\n\u003cp>\u003cstrong>Only some on campus\u003c/strong>\u003c/p>\n\u003cp>Some colleges have suggested bringing only freshmen back to campus and having upperclassmen either delay their start, or be online and remote.\u003c/p>\n\u003cp>The idea centers on research that shows just how important a student's first year of college is as a predictor of graduation. Adapting to campus can be a challenge, so this would allow first-year students to get comfortable and have extra support on campus.\u003c/p>\n\u003cp>Since upperclassmen are already familiar with how campus and classes work, the theory goes, they can more easily adapt to an online environment. Other versions of this approach would have students who have housing needs come back to campus first, and then, over time, phase in other groups of students.\u003c/p>\n\u003cp>All these options seek to keep the population density of the campus lower while still maintaining some face-to-face interactions.\u003c/p>\n\u003cp>\u003cstrong>On campus, with some changes\u003c/strong>\u003c/p>\n\u003cp>Social distancing, improved testing and contact tracing could help colleges reopen their campuses.\u003c/p>\n\u003cp>\"Every school is trying to figure out a way to have students come back and do whatever we can while also protecting public health,\" says \u003cem>Learning Innovation\u003c/em> co-author Joshua Kim, director of online programs and strategy at Dartmouth College.\u003c/p>\n\u003cp>\"At the same time, we know that, however that works, things will be different. It's probably unlikely that we'll be able to cram students together in large, packed lecture halls or put doubles and triples in residence halls or have big events.\"\u003c/p>\n\u003cp>To follow social distancing, professors are measuring their classrooms, calculating how many students could fit in the space if they were 6 feet apart. Deans are planning out how students could enter and exit the classrooms safely.\u003c/p>\n\u003cp>But it's not just the classrooms that pose a challenge. For residential colleges, it's the dorms.\u003c/p>\n\u003cp>\"Whether or not students are actually learning in the classroom, it's incredibly important for them to have an on-campus experience,\" Maloney says. So schools are thinking about how they can spread their students out, putting them in places where they normally wouldn't go.\u003c/p>\n\u003cp>Some ideas include housing students in offices that aren't being used, local hotel rooms or off-campus housing. Institutions are also reimagining campus events, like freshman orientation, since it's unlikely hundreds of students will be in a packed auditorium.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Rethinking how we do everything we do at a university is part of the process,\" Maloney says.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=6+Ways+College+Might+Look+Different+In+The+Fall&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55868/6-ways-college-might-look-different-in-the-fall","authors":["byline_mindshift_55868"],"categories":["mindshift_21345"],"tags":["mindshift_21261","mindshift_21344","mindshift_21343","mindshift_358","mindshift_20784","mindshift_1040","mindshift_122"],"featImg":"mindshift_55869","label":"mindshift"},"mindshift_55521":{"type":"posts","id":"mindshift_55521","meta":{"index":"posts_1591205157","site":"mindshift","id":"55521","score":null,"sort":[1584353126000]},"guestAuthors":[],"slug":"resources-for-teaching-and-learning-during-this-period-of-social-distancing","title":"Resources For Teaching and Learning During This Period of Social Distancing","publishDate":1584353126,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">As each passing day brings more school closures, educators and families scramble to respond to a situation that is uncertain and without precedent. Will the term be extended? Will the year be lost? How will college admissions be affected? How will learning continue while kids are stuck indoors for weeks? Who will look after the kids? The rapid imposition of social distancing took many by surprise, and each school and individual teacher must contend with unique challenges as they grapple with the crisis. Some districts have sent kids home with a provisional two weeks worth of \u003c/span>\u003ca href=\"https://chalkbeat.org/posts/newark/2020/03/12/newark-prepares-take-home-assignments-for-students-in-case-of-coronavirus-closures/\">\u003cspan style=\"font-weight: 400\">homework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, while others have followed universities like \u003c/span>\u003ca href=\"https://edsource.org/2020/colleges-in-california-and-across-the-country-move-to-online-instruction-in-response-to-coronavirus/625099\">\u003cspan style=\"font-weight: 400\">Stanford and Berkeley\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and pivoted to remote learning in a bid to salvage the year. While the move online is the best approach to continue classes, it not only entails a change in format, but also demands a change in practice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Designing effective distance learning programs requires planning and targeted professional development. Teachers who did not expect to teach online were caught understandably unprepared in the final leg of the school year. Some schools have the support systems in place that will make the transition easier, while many others have students who \u003c/span>\u003ca href=\"http://theconversation.com/online-learning-will-be-hard-for-kids-whose-schools-close-and-the-digital-divide-will-make-it-even-harder-for-some-of-them-133338\">\u003cspan style=\"font-weight: 400\">do not have reliable internet access\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The web offers countless best practice guides and curated tool inventories, but educators currently in triage mode are not in a position to craft ideal online learning programs. This brief guide aims to help educators, administrators, and parents better navigate the pitfalls of making the quick jump to online learning. It curates useful tools and resources with a view to maintain the indispensable human touch of teaching and learning during this period of social distancing.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Foundation: A Flexible Mindset and Realistic Expectations\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A positive attitude and a flexible mindset are key to make the online transition as smooth as possible. There is some liberation in accepting that the entire world is imperfectly adjusting to a new reality, and nobody expects business as usual.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Classes will not continue seamlessly, and lessons will have to be rejiggered to work within the constraints of time and technology. Formal tests and exams are difficult to administer online and will likely be postponed or cancelled. Science experiments, maker projects, and physical activities that require specialized equipment or spaces may no longer be possible. The school year will not unfold as planned, all curricular goals will not be met, and expectations should be managed accordingly. Rather, learning online may present an opportunity to apply creative solutions, learn some new tricks, connect with students in a new context, and support the community by keeping kids stimulated and productively occupied. Sounds an awful lot like business as usual.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Leaders can best serve their schools and districts by prioritizing mental health over curricular efficiency. The anxiety produced by the evolving crisis is compounded with teachers who may now have their own children to care for at home, ill family members, the stress of managing household resources to comply with social distancing measures, or they may fall ill themselves. This is the context in which some teachers are asked to quickly redeploy their classes. Ideally, they will be granted sufficient time to organize their lives and reconfigure their classes before resuming teaching. It is also important for administrators to actively check-in with teachers to maintain personalized communication and take the pulse on how to best provide support.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Likewise, teachers should try to maintain personal connections with their students, which can be a challenge when mitigated by the Internet. But \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0034654311421793\">\u003cspan style=\"font-weight: 400\">strong student-teacher relationships positively affect school engagement and achievement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and meaningful connections are particularly important for high schoolers, and vulnerable students in particular. Online learning can feel isolating and lacks the warmth of a busy classroom; however, teachers who transition from face-to-face classes have the advantage of having established relationships with their students. These can continue by facilitating informal interactions, such as sharing class-room appropriate memes, comics, images, or humorous short videos that may not be entirely relevant, but can help maintain the community and set an uplifting tone. Similarly, the class can use \u003c/span>\u003ca href=\"https://www.commonsense.org/education/articles/5-online-discussion-tools-to-fuel-student-engagement\">\u003cspan style=\"font-weight: 400\">forums\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for formal discussion, but also to post pictures, stories and updates. Rather than whole-class meetings, organize periodic video meet-ups with smaller groups of students to chat, check-in and provide help, support and assistance. Finally, if school policy allows, individual calls and check-ins to support struggling students is crucial, as distance learning particularly \u003c/span>\u003ca href=\"https://www.nytimes.com/2018/01/19/business/online-courses-are-harming-the-students-who-need-the-most-help.html\">\u003cspan style=\"font-weight: 400\">disadvantages students who struggle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. On the flipside, online formats \u003c/span>\u003ca href=\"https://blog.connectedcamps.com/online-communities-improve-social-skills-confidence-kids-autism/\">\u003cspan style=\"font-weight: 400\">might be an advantage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for some kids with autism. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most importantly, be kind and forgiving of yourself and your students. The next few months will be emotionally taxing, so pedagogical energies are better directed to the heart than the mind. Subject learning is important but, as the world is reshaped in the foreseeable future, there will be opportunities to learn invaluable lessons about community, family, civic responsibility, and social health: central components of human life that can be woven into the curriculum.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Home/Work Routine: Workspace, Calendar, and Survey\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">First step: organize your space and time at home to accommodate your new work environment. As many veteran telecommuters will attest to, \u003c/span>\u003ca href=\"https://www.nytimes.com/2017/09/19/smarter-living/work-at-home-tips-advice.html\">\u003cspan style=\"font-weight: 400\">there’s an art to working at home\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Basic daily practices like showering, changing into work clothes, setting up a firm work schedule and a designated work area are all advisable. There are countless websites and blogs devoted to advising on the trials and triumphs of working at home. Online learning is often asynchronous and can involve variable timetables, so using a shared calendar such as \u003c/span>\u003ca href=\"https://support.apple.com/en-ca/guide/calendar/icl1022/mac\">\u003cspan style=\"font-weight: 400\">iCal\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://gsuite.google.com/intl/en_ca/products/calendar/?utm_source=google&utm_medium=cpc&utm_campaign=na-CA-all-en-dr-skws-all-all-trial-b-dr-1008072&utm_content=text-ad-none-any-DEV_c-CRE_246638587853-ADGP_Hybrid%20%7C%20AW%20SEM%20%7C%20SKWS%20~%20BMM%20%2F%2F%20Calendars%20%5B1:1%5D%20%5BCalendars%5D%20-%20calendar-KWID_43700024970837362-kwd-297873394288&utm_term=KW_%2Bcalendars-ST_%2Bcalendars&gclid=EAIaIQobChMIj-_M75Gd6AIVEtbACh234Ai4EAAYASAAEgIVCPD_BwE&gclsrc=aw.ds\">\u003cspan style=\"font-weight: 400\">Google Calendar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> will not only help organize a dynamic schedule, but also afford easy sharing with parents and students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Glen Irvin, an Instructional Coach at Sauk Rapids-Rice Public Schools in Minnesota, who has taught and learned online, suggests that schools should circulate a preliminary survey to gauge student connectivity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The best advice I can give you is to do an audit of your school community’s technology capability,” \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=2RTeybp_Jbo&feature=youtu.be&fbclid=IwAR0mqxx_84XCg_ZlX3qyV-Wh3xkje-2oRyCvYo3d6dBjrwHvFtkyhdH8lds\">\u003cspan style=\"font-weight: 400\">said Irvin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in a recent webinar. “In our district, we wanted to make sure we dug deep into what kind of access our students have and what does that mean for the delivery of teaching and learning in these online environments.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers who want to poll their students can use \u003c/span>\u003ca href=\"https://www.google.ca/forms/about/\">\u003cspan style=\"font-weight: 400\">Google Forms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or the free trial version of \u003c/span>\u003ca href=\"https://www.surveymonkey.com/\">\u003cspan style=\"font-weight: 400\">Survey Monkey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The survey might also invite student recommendations of platforms, tools or viable social media that might be used to meet them where they are.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Leverage the Power of Community\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While waiting for survey results, explore at least one of the online communities that have recently sprung-up to share resources in response to school closures. Facebook groups such as \u003c/span>\u003ca href=\"https://www.facebook.com/groups/Temporaryschoolclosuresupport/?multi_permalinks=1599694000183239¬if_id=1584113729715153¬if_t=group_highlights\">\u003cspan style=\"font-weight: 400\">Educator Temporary School Closure for Online Learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://www.facebook.com/groups/2954479804602992/\">\u003cspan style=\"font-weight: 400\">Online Teaching Tips for the Plague-Averse\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are great places to start. They are spaces to share material, ask questions, trade stories, commiserate, vent, and connect through shared experience. Many of the groups are international and North American educators can benefit from their counterparts in \u003c/span>\u003ca href=\"https://www.smithsonianmag.com/innovation/what-can-americans-learn-from-hong-kongs-unplanned-experiment-online-learning-during-coronavirus-180974331/\">\u003cspan style=\"font-weight: 400\">China\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Japan and Italy who are several weeks into emergency online implementation. It’s also advisable to maintain contact with immediate colleagues to provide mutual support. Also, for teachers looking to keep their children occupied while they work at home, \u003c/span>\u003ca href=\"https://www.participate.com/\">\u003cspan style=\"font-weight: 400\">Participate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a community-building company, recently launched a free and open \u003c/span>\u003ca href=\"https://app.participate.com/communities/learning-at-home/5e955e09-75b5-4c8e-8a09-0a420ac4bdb2?join=true&utm_source=social&utm_medium=twitter&utm_content=lah_comm&fbclid=IwAR2zB2vl93hGrYQpNOGp7imSSc-ABGV7OwPcy3z82c5_0F8Dcdnsu5yfHSw\">\u003cspan style=\"font-weight: 400\">Learning at Home\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> group. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educational communities are also circulating shared documents that offer an array of resources to help teach online. For example, this document of \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1szHdBo1cjIK6ww-CmlN8iCJ2O2H_2NSGi2Lgpycvn9I/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">shared resources for virtual learning in emergency school closure\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was co-authored by educators from around the world, and organizes most of its resources according to age categories. Some \u003c/span>\u003ca href=\"https://docs.google.com/spreadsheets/d/1t3r618pd8MAi6V87dG2D66PtiKoHdHusBpjPKXgm36w/htmlview?fbclid=IwAR00l_8Bug9i-vRM18njjPn0n1CmLS3Rd_VkXDYKrp_diYU_ljUjsII97EU&sle=true#gid=0\">\u003cspan style=\"font-weight: 400\">keep updated lists of companies offering free subscriptions \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">due to school closures, and this handy chart \u003c/span>\u003ca href=\"https://docs.google.com/document/d/13fK2OsB2T4QAe1SItJHc1a_D8Q68LjvcwjogJLh-AY4/edit\">\u003cspan style=\"font-weight: 400\">organizes web-based tools according to the 5Es of online learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Quick Start Guides, Platforms, and Tools\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Several organizations and companies have published quick start guides to help teachers hit the ground running. The Academy of Active Learning Arts and Sciences (AALAS), which specializes in supporting flipped classrooms, offers a free \u003c/span>\u003ca href=\"http://aalasinternational.org/rtol/\">\u003cspan style=\"font-weight: 400\">Rapid Transition to Online Learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (RTOL) program to help educators efficiently transfer their courses to an online format. Global Online Academy (GOA) recently published an excellent \u003c/span>\u003ca href=\"https://globalonlineacademy.org/insights/articles/10-strategies-for-leading-online-when-school-is-closed\">\u003cspan style=\"font-weight: 400\">comprehensive playbook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that targets school leadership, but also has value for teachers. Similarly, the \u003c/span>\u003ca href=\"https://www.khanacademy.org/\">\u003cspan style=\"font-weight: 400\">Khan Academy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also has a \u003c/span>\u003ca href=\"https://docs.google.com/presentation/d/19Lth2WB8GcklAdIZxqA0p3WVJz2I_qtrBwP8nevKynM/edit#slide=id.p\">\u003cspan style=\"font-weight: 400\">Remote Quickstart Guide\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to leverage their extensive course offerings.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some teachers will have existing learning management systems (LMSs) and web-based apps that can be repurposed for online classes. Extending the use of the same tools online saves the trouble of students having to navigate new software. If teachers must adopt a platform from which to deliver their classes, there are many free options. National School Choice Week (NSCW) recommends these \u003c/span>\u003ca href=\"https://schoolchoiceweek.com/37-free-online-resources-for-schools-shifting-online-during-coronavirus/#section1\">\u003cspan style=\"font-weight: 400\">free online communication platforms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as well as other useful tools to get educators up and running. \u003c/span>\u003ca href=\"https://teachercenter.withgoogle.com/first-day-trainings/welcome-to-classroom\">\u003cspan style=\"font-weight: 400\">Google Classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a user-friendly option that is designed for classroom use but works well for online environments. \u003c/span>\u003ca href=\"https://moodle.org/\">\u003cspan style=\"font-weight: 400\">Moodle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a free open source learning platform, offers a robust toolbox that can be leveraged for distance learning. For group video conferencing, \u003c/span>\u003ca href=\"https://blogs.skype.com/news/2019/04/04/call-up-to-50-people-at-once-with-skype/\">\u003cspan style=\"font-weight: 400\">Skype\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://hangouts.google.com/\">\u003cspan style=\"font-weight: 400\">Hangouts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://gsuite.google.ca/intl/en_ca/products/meet/\">\u003cspan style=\"font-weight: 400\">Hangouts Meets\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://zoom.us/\">\u003cspan style=\"font-weight: 400\">Zoom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are good free options.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers who want to keep it simple can DIY their own delivery system using shared work platforms like Google’s \u003c/span>\u003ca href=\"https://gsuite.google.ca/intl/en_ca/\">\u003cspan style=\"font-weight: 400\">G Suite\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> software. A shared class agenda with links to tasks and resources can be created and shared on a single Google Doc. PDFs, images and other files can be stored on Google Drive and linked to the class agenda. Formative tests, quizzes and polls can be created and circulated with Google Forms, and lessons can be organized on Google Slides. Microsoft’s \u003c/span>\u003ca href=\"https://www.microsoft.com/en-us/education/products/office\">\u003cspan style=\"font-weight: 400\">Office 365 Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> would also do the trick, but it’s not free. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Beyond platforms and content delivery systems, an Internet search will yield countless free applications and online tools. The \u003c/span>\u003ca href=\"https://techagainstcoronavirus.com/\">\u003cspan style=\"font-weight: 400\">Tech Against Coronavirus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> site curates an thorough \u003c/span>\u003ca href=\"https://techagainstcoronavirus.com/\">\u003cspan style=\"font-weight: 400\">list of online tools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to facilitate COVID19-era communication. The CATO Institute curated a list of \u003c/span>\u003ca href=\"https://www.cato.org/blog/free-online-learning-resources-when-coronavirus-closes-schools\">\u003cspan style=\"font-weight: 400\">free online resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to support learning at home, while UNESCO jumped into the\u003c/span>\u003ca href=\"https://en.unesco.org/themes/education-emergencies/coronavirus-school-closures/solutions\">\u003cspan style=\"font-weight: 400\"> emergency toolbox\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> game with this well-organized list of educational technology resources. Scholastic announced that it is offering a \u003c/span>\u003ca href=\"https://www.scholastic.com/teachers/teaching-tools/articles/resources/scholastic-learn-at-home--free-resources-for-school-closures.html#\">\u003cspan style=\"font-weight: 400\">free 20-day Learn at Home\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> program for K - 8 students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Has there been a better time for students to take field trips to\u003c/span>\u003ca href=\"https://www.travelandleisure.com/attractions/museums-galleries/museums-with-virtual-tours\"> \u003cspan style=\"font-weight: 400\">virtual museums\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, play in the \u003c/span>\u003ca href=\"https://education.minecraft.net/\">\u003cspan style=\"font-weight: 400\">Minecraft\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> playground, run through a few rounds of \u003c/span>\u003ca href=\"https://kahoot.com/blog/2020/02/27/kahoot-free-access-schools-higher-education-coronavirus/\">\u003cspan style=\"font-weight: 400\">Kahoot\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or tune-in for a \u003c/span>\u003ca href=\"https://education.skype.com/\">\u003cspan style=\"font-weight: 400\">Skype lecture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by a special guest speaker? “Everything is the technology of online education,” said Joanna Dunlap, Assistant Director of Teaching Effectiveness University of Colorado - Denver, alluding to the vast spectrum for enhancing online instruction. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, if all else fails, there’s always email and telephone. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Silver Lining\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The sudden shift to online education will undoubtedly pose a challenge for many, but there’s also an upside. Disruption and discomfort are the enemies of complacency and can spur intense professional growth. Some teachers may be surprised to discover new tools, resources, and approaches to nourish their practice. They’ll also get the chance to see their students in a new light, and maybe better connect with their own families. In the case of younger students, there will be a need to more deeply involve parents in the learning process. Schools may want to explicitly communicate that any parents in a position to support their children’s learning should do so with some helpful guidelines to proceed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another positive is that remote learning can be carried out asynchronously, meaning that both teachers and students can work and contribute when it’s convenient for them if they don’t have to be in a specific place at a specific time. This flexibility can allow educators to manage life at home while doing school, and it might even allow kids to get that sleep that seems to be in short supply.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"School closures related to COVID-19 have forced classroom teachers into scrambling to become online educators. Here are some tips for making the imperfect transition during these extraordinary times. ","status":"publish","parent":0,"modified":1585068241,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":2005},"headData":{"title":"Resources For Teaching and Learning During This Period of Social Distancing | KQED","description":"School closures related to COVID-19 have forced classroom teachers into scrambling to become online educators. Here are some tips for making the imperfect transition during these extraordinary times. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Resources For Teaching and Learning During This Period of Social Distancing","datePublished":"2020-03-16T10:05:26.000Z","dateModified":"2020-03-24T16:44:01.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"55521 https://ww2.kqed.org/mindshift/?p=55521","disqusUrl":"https://ww2.kqed.org/mindshift/2020/03/16/resources-for-teaching-and-learning-during-this-period-of-social-distancing/","disqusTitle":"Resources For Teaching and Learning During This Period of Social Distancing","path":"/mindshift/55521/resources-for-teaching-and-learning-during-this-period-of-social-distancing","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">As each passing day brings more school closures, educators and families scramble to respond to a situation that is uncertain and without precedent. Will the term be extended? Will the year be lost? How will college admissions be affected? How will learning continue while kids are stuck indoors for weeks? Who will look after the kids? The rapid imposition of social distancing took many by surprise, and each school and individual teacher must contend with unique challenges as they grapple with the crisis. Some districts have sent kids home with a provisional two weeks worth of \u003c/span>\u003ca href=\"https://chalkbeat.org/posts/newark/2020/03/12/newark-prepares-take-home-assignments-for-students-in-case-of-coronavirus-closures/\">\u003cspan style=\"font-weight: 400\">homework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, while others have followed universities like \u003c/span>\u003ca href=\"https://edsource.org/2020/colleges-in-california-and-across-the-country-move-to-online-instruction-in-response-to-coronavirus/625099\">\u003cspan style=\"font-weight: 400\">Stanford and Berkeley\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and pivoted to remote learning in a bid to salvage the year. While the move online is the best approach to continue classes, it not only entails a change in format, but also demands a change in practice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Designing effective distance learning programs requires planning and targeted professional development. Teachers who did not expect to teach online were caught understandably unprepared in the final leg of the school year. Some schools have the support systems in place that will make the transition easier, while many others have students who \u003c/span>\u003ca href=\"http://theconversation.com/online-learning-will-be-hard-for-kids-whose-schools-close-and-the-digital-divide-will-make-it-even-harder-for-some-of-them-133338\">\u003cspan style=\"font-weight: 400\">do not have reliable internet access\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The web offers countless best practice guides and curated tool inventories, but educators currently in triage mode are not in a position to craft ideal online learning programs. This brief guide aims to help educators, administrators, and parents better navigate the pitfalls of making the quick jump to online learning. It curates useful tools and resources with a view to maintain the indispensable human touch of teaching and learning during this period of social distancing.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Foundation: A Flexible Mindset and Realistic Expectations\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A positive attitude and a flexible mindset are key to make the online transition as smooth as possible. There is some liberation in accepting that the entire world is imperfectly adjusting to a new reality, and nobody expects business as usual.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Classes will not continue seamlessly, and lessons will have to be rejiggered to work within the constraints of time and technology. Formal tests and exams are difficult to administer online and will likely be postponed or cancelled. Science experiments, maker projects, and physical activities that require specialized equipment or spaces may no longer be possible. The school year will not unfold as planned, all curricular goals will not be met, and expectations should be managed accordingly. Rather, learning online may present an opportunity to apply creative solutions, learn some new tricks, connect with students in a new context, and support the community by keeping kids stimulated and productively occupied. Sounds an awful lot like business as usual.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Leaders can best serve their schools and districts by prioritizing mental health over curricular efficiency. The anxiety produced by the evolving crisis is compounded with teachers who may now have their own children to care for at home, ill family members, the stress of managing household resources to comply with social distancing measures, or they may fall ill themselves. This is the context in which some teachers are asked to quickly redeploy their classes. Ideally, they will be granted sufficient time to organize their lives and reconfigure their classes before resuming teaching. It is also important for administrators to actively check-in with teachers to maintain personalized communication and take the pulse on how to best provide support.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Likewise, teachers should try to maintain personal connections with their students, which can be a challenge when mitigated by the Internet. But \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0034654311421793\">\u003cspan style=\"font-weight: 400\">strong student-teacher relationships positively affect school engagement and achievement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and meaningful connections are particularly important for high schoolers, and vulnerable students in particular. Online learning can feel isolating and lacks the warmth of a busy classroom; however, teachers who transition from face-to-face classes have the advantage of having established relationships with their students. These can continue by facilitating informal interactions, such as sharing class-room appropriate memes, comics, images, or humorous short videos that may not be entirely relevant, but can help maintain the community and set an uplifting tone. Similarly, the class can use \u003c/span>\u003ca href=\"https://www.commonsense.org/education/articles/5-online-discussion-tools-to-fuel-student-engagement\">\u003cspan style=\"font-weight: 400\">forums\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for formal discussion, but also to post pictures, stories and updates. Rather than whole-class meetings, organize periodic video meet-ups with smaller groups of students to chat, check-in and provide help, support and assistance. Finally, if school policy allows, individual calls and check-ins to support struggling students is crucial, as distance learning particularly \u003c/span>\u003ca href=\"https://www.nytimes.com/2018/01/19/business/online-courses-are-harming-the-students-who-need-the-most-help.html\">\u003cspan style=\"font-weight: 400\">disadvantages students who struggle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. On the flipside, online formats \u003c/span>\u003ca href=\"https://blog.connectedcamps.com/online-communities-improve-social-skills-confidence-kids-autism/\">\u003cspan style=\"font-weight: 400\">might be an advantage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for some kids with autism. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most importantly, be kind and forgiving of yourself and your students. The next few months will be emotionally taxing, so pedagogical energies are better directed to the heart than the mind. Subject learning is important but, as the world is reshaped in the foreseeable future, there will be opportunities to learn invaluable lessons about community, family, civic responsibility, and social health: central components of human life that can be woven into the curriculum.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Home/Work Routine: Workspace, Calendar, and Survey\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">First step: organize your space and time at home to accommodate your new work environment. As many veteran telecommuters will attest to, \u003c/span>\u003ca href=\"https://www.nytimes.com/2017/09/19/smarter-living/work-at-home-tips-advice.html\">\u003cspan style=\"font-weight: 400\">there’s an art to working at home\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Basic daily practices like showering, changing into work clothes, setting up a firm work schedule and a designated work area are all advisable. There are countless websites and blogs devoted to advising on the trials and triumphs of working at home. Online learning is often asynchronous and can involve variable timetables, so using a shared calendar such as \u003c/span>\u003ca href=\"https://support.apple.com/en-ca/guide/calendar/icl1022/mac\">\u003cspan style=\"font-weight: 400\">iCal\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://gsuite.google.com/intl/en_ca/products/calendar/?utm_source=google&utm_medium=cpc&utm_campaign=na-CA-all-en-dr-skws-all-all-trial-b-dr-1008072&utm_content=text-ad-none-any-DEV_c-CRE_246638587853-ADGP_Hybrid%20%7C%20AW%20SEM%20%7C%20SKWS%20~%20BMM%20%2F%2F%20Calendars%20%5B1:1%5D%20%5BCalendars%5D%20-%20calendar-KWID_43700024970837362-kwd-297873394288&utm_term=KW_%2Bcalendars-ST_%2Bcalendars&gclid=EAIaIQobChMIj-_M75Gd6AIVEtbACh234Ai4EAAYASAAEgIVCPD_BwE&gclsrc=aw.ds\">\u003cspan style=\"font-weight: 400\">Google Calendar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> will not only help organize a dynamic schedule, but also afford easy sharing with parents and students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Glen Irvin, an Instructional Coach at Sauk Rapids-Rice Public Schools in Minnesota, who has taught and learned online, suggests that schools should circulate a preliminary survey to gauge student connectivity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The best advice I can give you is to do an audit of your school community’s technology capability,” \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=2RTeybp_Jbo&feature=youtu.be&fbclid=IwAR0mqxx_84XCg_ZlX3qyV-Wh3xkje-2oRyCvYo3d6dBjrwHvFtkyhdH8lds\">\u003cspan style=\"font-weight: 400\">said Irvin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in a recent webinar. “In our district, we wanted to make sure we dug deep into what kind of access our students have and what does that mean for the delivery of teaching and learning in these online environments.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers who want to poll their students can use \u003c/span>\u003ca href=\"https://www.google.ca/forms/about/\">\u003cspan style=\"font-weight: 400\">Google Forms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or the free trial version of \u003c/span>\u003ca href=\"https://www.surveymonkey.com/\">\u003cspan style=\"font-weight: 400\">Survey Monkey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The survey might also invite student recommendations of platforms, tools or viable social media that might be used to meet them where they are.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Leverage the Power of Community\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While waiting for survey results, explore at least one of the online communities that have recently sprung-up to share resources in response to school closures. Facebook groups such as \u003c/span>\u003ca href=\"https://www.facebook.com/groups/Temporaryschoolclosuresupport/?multi_permalinks=1599694000183239¬if_id=1584113729715153¬if_t=group_highlights\">\u003cspan style=\"font-weight: 400\">Educator Temporary School Closure for Online Learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://www.facebook.com/groups/2954479804602992/\">\u003cspan style=\"font-weight: 400\">Online Teaching Tips for the Plague-Averse\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are great places to start. They are spaces to share material, ask questions, trade stories, commiserate, vent, and connect through shared experience. Many of the groups are international and North American educators can benefit from their counterparts in \u003c/span>\u003ca href=\"https://www.smithsonianmag.com/innovation/what-can-americans-learn-from-hong-kongs-unplanned-experiment-online-learning-during-coronavirus-180974331/\">\u003cspan style=\"font-weight: 400\">China\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Japan and Italy who are several weeks into emergency online implementation. It’s also advisable to maintain contact with immediate colleagues to provide mutual support. Also, for teachers looking to keep their children occupied while they work at home, \u003c/span>\u003ca href=\"https://www.participate.com/\">\u003cspan style=\"font-weight: 400\">Participate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a community-building company, recently launched a free and open \u003c/span>\u003ca href=\"https://app.participate.com/communities/learning-at-home/5e955e09-75b5-4c8e-8a09-0a420ac4bdb2?join=true&utm_source=social&utm_medium=twitter&utm_content=lah_comm&fbclid=IwAR2zB2vl93hGrYQpNOGp7imSSc-ABGV7OwPcy3z82c5_0F8Dcdnsu5yfHSw\">\u003cspan style=\"font-weight: 400\">Learning at Home\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> group. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educational communities are also circulating shared documents that offer an array of resources to help teach online. For example, this document of \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1szHdBo1cjIK6ww-CmlN8iCJ2O2H_2NSGi2Lgpycvn9I/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">shared resources for virtual learning in emergency school closure\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was co-authored by educators from around the world, and organizes most of its resources according to age categories. Some \u003c/span>\u003ca href=\"https://docs.google.com/spreadsheets/d/1t3r618pd8MAi6V87dG2D66PtiKoHdHusBpjPKXgm36w/htmlview?fbclid=IwAR00l_8Bug9i-vRM18njjPn0n1CmLS3Rd_VkXDYKrp_diYU_ljUjsII97EU&sle=true#gid=0\">\u003cspan style=\"font-weight: 400\">keep updated lists of companies offering free subscriptions \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">due to school closures, and this handy chart \u003c/span>\u003ca href=\"https://docs.google.com/document/d/13fK2OsB2T4QAe1SItJHc1a_D8Q68LjvcwjogJLh-AY4/edit\">\u003cspan style=\"font-weight: 400\">organizes web-based tools according to the 5Es of online learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Quick Start Guides, Platforms, and Tools\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Several organizations and companies have published quick start guides to help teachers hit the ground running. The Academy of Active Learning Arts and Sciences (AALAS), which specializes in supporting flipped classrooms, offers a free \u003c/span>\u003ca href=\"http://aalasinternational.org/rtol/\">\u003cspan style=\"font-weight: 400\">Rapid Transition to Online Learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (RTOL) program to help educators efficiently transfer their courses to an online format. Global Online Academy (GOA) recently published an excellent \u003c/span>\u003ca href=\"https://globalonlineacademy.org/insights/articles/10-strategies-for-leading-online-when-school-is-closed\">\u003cspan style=\"font-weight: 400\">comprehensive playbook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that targets school leadership, but also has value for teachers. Similarly, the \u003c/span>\u003ca href=\"https://www.khanacademy.org/\">\u003cspan style=\"font-weight: 400\">Khan Academy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also has a \u003c/span>\u003ca href=\"https://docs.google.com/presentation/d/19Lth2WB8GcklAdIZxqA0p3WVJz2I_qtrBwP8nevKynM/edit#slide=id.p\">\u003cspan style=\"font-weight: 400\">Remote Quickstart Guide\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to leverage their extensive course offerings.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some teachers will have existing learning management systems (LMSs) and web-based apps that can be repurposed for online classes. Extending the use of the same tools online saves the trouble of students having to navigate new software. If teachers must adopt a platform from which to deliver their classes, there are many free options. National School Choice Week (NSCW) recommends these \u003c/span>\u003ca href=\"https://schoolchoiceweek.com/37-free-online-resources-for-schools-shifting-online-during-coronavirus/#section1\">\u003cspan style=\"font-weight: 400\">free online communication platforms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as well as other useful tools to get educators up and running. \u003c/span>\u003ca href=\"https://teachercenter.withgoogle.com/first-day-trainings/welcome-to-classroom\">\u003cspan style=\"font-weight: 400\">Google Classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a user-friendly option that is designed for classroom use but works well for online environments. \u003c/span>\u003ca href=\"https://moodle.org/\">\u003cspan style=\"font-weight: 400\">Moodle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a free open source learning platform, offers a robust toolbox that can be leveraged for distance learning. For group video conferencing, \u003c/span>\u003ca href=\"https://blogs.skype.com/news/2019/04/04/call-up-to-50-people-at-once-with-skype/\">\u003cspan style=\"font-weight: 400\">Skype\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://hangouts.google.com/\">\u003cspan style=\"font-weight: 400\">Hangouts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://gsuite.google.ca/intl/en_ca/products/meet/\">\u003cspan style=\"font-weight: 400\">Hangouts Meets\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://zoom.us/\">\u003cspan style=\"font-weight: 400\">Zoom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are good free options.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers who want to keep it simple can DIY their own delivery system using shared work platforms like Google’s \u003c/span>\u003ca href=\"https://gsuite.google.ca/intl/en_ca/\">\u003cspan style=\"font-weight: 400\">G Suite\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> software. A shared class agenda with links to tasks and resources can be created and shared on a single Google Doc. PDFs, images and other files can be stored on Google Drive and linked to the class agenda. Formative tests, quizzes and polls can be created and circulated with Google Forms, and lessons can be organized on Google Slides. Microsoft’s \u003c/span>\u003ca href=\"https://www.microsoft.com/en-us/education/products/office\">\u003cspan style=\"font-weight: 400\">Office 365 Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> would also do the trick, but it’s not free. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Beyond platforms and content delivery systems, an Internet search will yield countless free applications and online tools. The \u003c/span>\u003ca href=\"https://techagainstcoronavirus.com/\">\u003cspan style=\"font-weight: 400\">Tech Against Coronavirus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> site curates an thorough \u003c/span>\u003ca href=\"https://techagainstcoronavirus.com/\">\u003cspan style=\"font-weight: 400\">list of online tools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to facilitate COVID19-era communication. The CATO Institute curated a list of \u003c/span>\u003ca href=\"https://www.cato.org/blog/free-online-learning-resources-when-coronavirus-closes-schools\">\u003cspan style=\"font-weight: 400\">free online resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to support learning at home, while UNESCO jumped into the\u003c/span>\u003ca href=\"https://en.unesco.org/themes/education-emergencies/coronavirus-school-closures/solutions\">\u003cspan style=\"font-weight: 400\"> emergency toolbox\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> game with this well-organized list of educational technology resources. Scholastic announced that it is offering a \u003c/span>\u003ca href=\"https://www.scholastic.com/teachers/teaching-tools/articles/resources/scholastic-learn-at-home--free-resources-for-school-closures.html#\">\u003cspan style=\"font-weight: 400\">free 20-day Learn at Home\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> program for K - 8 students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Has there been a better time for students to take field trips to\u003c/span>\u003ca href=\"https://www.travelandleisure.com/attractions/museums-galleries/museums-with-virtual-tours\"> \u003cspan style=\"font-weight: 400\">virtual museums\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, play in the \u003c/span>\u003ca href=\"https://education.minecraft.net/\">\u003cspan style=\"font-weight: 400\">Minecraft\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> playground, run through a few rounds of \u003c/span>\u003ca href=\"https://kahoot.com/blog/2020/02/27/kahoot-free-access-schools-higher-education-coronavirus/\">\u003cspan style=\"font-weight: 400\">Kahoot\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or tune-in for a \u003c/span>\u003ca href=\"https://education.skype.com/\">\u003cspan style=\"font-weight: 400\">Skype lecture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by a special guest speaker? “Everything is the technology of online education,” said Joanna Dunlap, Assistant Director of Teaching Effectiveness University of Colorado - Denver, alluding to the vast spectrum for enhancing online instruction. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, if all else fails, there’s always email and telephone. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Silver Lining\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The sudden shift to online education will undoubtedly pose a challenge for many, but there’s also an upside. Disruption and discomfort are the enemies of complacency and can spur intense professional growth. Some teachers may be surprised to discover new tools, resources, and approaches to nourish their practice. They’ll also get the chance to see their students in a new light, and maybe better connect with their own families. In the case of younger students, there will be a need to more deeply involve parents in the learning process. Schools may want to explicitly communicate that any parents in a position to support their children’s learning should do so with some helpful guidelines to proceed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another positive is that remote learning can be carried out asynchronously, meaning that both teachers and students can work and contribute when it’s convenient for them if they don’t have to be in a specific place at a specific time. This flexibility can allow educators to manage life at home while doing school, and it might even allow kids to get that sleep that seems to be in short supply.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55521/resources-for-teaching-and-learning-during-this-period-of-social-distancing","authors":["11107"],"categories":["mindshift_192"],"tags":["mindshift_21344","mindshift_21343","mindshift_358","mindshift_20784","mindshift_1040","mindshift_187","mindshift_122"],"featImg":"mindshift_55527","label":"mindshift"},"mindshift_44784":{"type":"posts","id":"mindshift_44784","meta":{"index":"posts_1591205157","site":"mindshift","id":"44784","score":null,"sort":[1461571182000]},"guestAuthors":[],"slug":"online-learning-why-libraries-could-be-the-key-to-moocs-success","title":"Online Learning: Why Libraries Could Be the Key to MOOCs' Success","publishDate":1461571182,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">For all the promises of online courses disrupting education, completion rates are notoriously low. Some studies found that about\u003c/span>\u003ca href=\"http://hechingerreport.org/harvard-mit-despite-low-completion-rates-moocs-work/\"> \u003cspan style=\"font-weight: 400\">five percent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of those enrolled in massive open online courses (known as MOOCs) completed the course. And those who took the courses tended to be more \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.pbs.org/newshour/rundown/taking-moocs-teachers-says-mit-harvard-study/\">educated already\u003c/a> \u003c/span>\u003cspan style=\"font-weight: 400\">– 70 percent of survey respondents had bachelors degrees and 39 percent identified as teachers or former teachers. Online courses can be a helpful tool for self-sufficient, highly motivated learners with reliable computers and internet at home, but others may need a little more support. For those who haven’t found success using free online courses, Learning Circles might be an answer.\u003c/span>\u003cspan style=\"line-height: 1.5\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning Circles add a social element to what is otherwise a solitary learning experience by bringing people together in person to take an online course together over six to eight weeks, with the help of a facilitator. Librarians at Chicago Public Library (CPL) partnered with the nonprofit \u003ca href=\"https://www.p2pu.org/en/\">Peer 2 Peer University\u003c/a> (P2PU) to make online education more accessible through this program. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Libraries are a perfect setting for Learning Circles for several reasons: they already serve the local community; they are equipped with meeting spaces; many have computer stations, and most importantly, librarians know how to help people find answers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Most people take online classes in solitude and that’s when you put on the headphones,” said James Teng, a CPL librarian at who facilitated a course on public speaking. “Sometimes you feel alone. Learning Circles bring people together to work together and develop teamwork.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the CPL-P2PU partnership, librarians were not required to be content experts – that was the domain of the resources within the online course – but they were primed to be facilitators by promoting discussion and helping learners less familiar with research tools. Librarians said it felt similar to hosting a book club, but unlike preparing for a book discussion, they had less knowledge in advance. In many cases, the librarians learned alongside students as they completed the course.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In the HTML/CSS class that we gave last fall, we definitely had some very strong (peer) teachers because they were people who were just coming to the course to brush up on the skills they already have,” said CPL librarian Kristen Edson, who facilitated courses at the Harold Washington Library Center. “They really did become teachers. And it was very awesome to sit there and see someone do that, to identify that they could be a leader and help others.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning Circles aren’t for everyone; some people prefer a more traditional lecture or feel more comfortable having a content expert who has all the answers. But Learning Circles give participants a community, which does a lot to help with motivation. Librarians said it was important to set expectations at the outset, so they developed a Learning Circles contract.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You come up with this contract: no cell phones, you’ll pay attention, be respectful of your fellow learners,” said Edson “so it gives them a sense of accountability in that first week. How serious they take it, it depends, but I feel like setting some ground rules in the first week is helpful.”\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-44786\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/WhitneyYoung2.jpg\" alt=\"WhitneyYoung2\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">P2PU developed a \u003c/span>\u003ca href=\"https://www.p2pu.org/en/facilitate/\">\u003cspan style=\"font-weight: 400\">Learning Circles Facilitator Handbook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> -- with the input of CPL librarians -- which gives facilitators the tools they need to run a program. Facilitators found that four-to-nine people is a good number for a group. If more people show up for a class, they can be broken up into multiple circles. In order to run a group, librarians set up the space for group learning and make laptops available when needed. The library chooses which free online classes it will support based on local needs, like GED completion, registered nursing exam preparation, academic writing and public speaking.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Public libraries are often referred to as the people’s university,” said Mark Anderson, \u003c/span>\u003cspan style=\"font-weight: 400\">director of Learning and Economic Advancement\u003c/span>\u003cspan style=\"font-weight: 400\"> of CPL, at the SXSWEDU conference. Library patrons traditionally come in, find resources, and are left on their own to learn the material. But with the P2PU partnership, funded by a \u003ca href=\"http://www.knightfoundation.org/press-room/press-release/knight-news-challenge-libraries-awards-3-million-i/\">Knight Foundation\u003c/a> News Challenge on Libraries grant, Anderson said librarians were able to take a more active role in facilitating learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The idea of working and creating these Learning Circles really helped us move closer to that ideal of being the people’s university to help people progress, with some facilitation on our part,” Anderson said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning Circles are not limited to libraries, but are designed for use somewhere people can come together and take a course online. The model could also be used to fill in gaps in educational offerings both in school and the professional world, according to P2PU learning lead, Grif Peterson. \u003c/span>\"You can see the Learning Circles that are popping up \u003ca href=\"https://learningcircles.p2pu.org/en/\">around the world\u003c/a>,\" he said.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The pilot program has had a broad range of learners, from teenagers to adult professionals, looking to change their careers or improve their skills. \u003c/span>\u003cspan style=\"font-weight: 400\">One such student was Lupe Philips, a 53-year-old tourism professional. She was between jobs and looking to upgrade her skills. She’s an avid library user, and when she found out about the Learning Circles, she signed up for HTML/CSS, public speaking and novel writing. She said it was a welcoming change to engage with learners and enormously helpful that the courses were free.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was an avenue for me to upgrade my skills,” said Philips. “I may not be a master, but at least I have some concept of working HTML.”\u003c/span>\u003c/p>\n\u003cp>Learning Circles introduced her to MOOCs for the first time, and she appreciated the feedback from her peers and facilitators in a small group setting.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They did provide some critical feedback that I thought was necessary and I don’t think you would get that if you were taking an online course by yourself and not having to be accountable in a week’s time,” said Philips.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-44787\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/GNP_4112.jpg\" alt=\"GNP_4112\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Getting people to the Learning Circles required some marketing outreach. Librarians attended local events and posted offerings on CPL's website. Much of their marketing efforts were low-tech: fliers in and around libraries, coffee shops and community centers. Libraries, in general, have some work to do in spreading the word about the services they offer; a recent \u003ca href=\"http://www.pewinternet.org/2016/04/07/libraries-and-learning\">Pew Research Center survey\u003c/a> found that many people don’t know about education resources offered by libraries. Of people surveyed by Pew, half didn’t know if their local libraries offered online programs for GED completion or mastery of new skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">CPL's outreach efforts helped a new population of learners take advantage of MOOCs -- 90 percent of those who attended a Learning Circle heard about it through the library and 65 percent of those had never taken an online course before, said Peterson. Retention rates were around 45 – 55 percent, according to Peterson. He also noted that students were more compelled to take online courses on their own after the guided experience and continued to do work outside of the learning circles.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning Circles also helped librarians interact with patrons in new ways. They found themselves forming friendships and building community through repeated interactions. “It was just really enjoyable,” said Edson. “By the end of [the course], you know their names, at least if they’ve come enough times, so you can see them at the library and say ‘hi’ and have a more personal conversation with them than before, just sitting at a reference desk.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"In order to help learners make the most of MOOCs, librarians at Chicago Public Library partnered with Peer 2 Peer University to make online learning social in person. ","status":"publish","parent":0,"modified":1461571182,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1302},"headData":{"title":"Online Learning: Why Libraries Could Be the Key to MOOCs' Success | KQED","description":"In order to help learners make the most of MOOCs, librarians at Chicago Public Library partnered with Peer 2 Peer University to make online learning social in person. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Online Learning: Why Libraries Could Be the Key to MOOCs' Success","datePublished":"2016-04-25T07:59:42.000Z","dateModified":"2016-04-25T07:59:42.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"44784 http://ww2.kqed.org/mindshift/?p=44784","disqusUrl":"https://ww2.kqed.org/mindshift/2016/04/25/online-learning-why-libraries-could-be-the-key-to-moocs-success/","disqusTitle":"Online Learning: Why Libraries Could Be the Key to MOOCs' Success","path":"/mindshift/44784/online-learning-why-libraries-could-be-the-key-to-moocs-success","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">For all the promises of online courses disrupting education, completion rates are notoriously low. Some studies found that about\u003c/span>\u003ca href=\"http://hechingerreport.org/harvard-mit-despite-low-completion-rates-moocs-work/\"> \u003cspan style=\"font-weight: 400\">five percent\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of those enrolled in massive open online courses (known as MOOCs) completed the course. And those who took the courses tended to be more \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"http://www.pbs.org/newshour/rundown/taking-moocs-teachers-says-mit-harvard-study/\">educated already\u003c/a> \u003c/span>\u003cspan style=\"font-weight: 400\">– 70 percent of survey respondents had bachelors degrees and 39 percent identified as teachers or former teachers. Online courses can be a helpful tool for self-sufficient, highly motivated learners with reliable computers and internet at home, but others may need a little more support. For those who haven’t found success using free online courses, Learning Circles might be an answer.\u003c/span>\u003cspan style=\"line-height: 1.5\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning Circles add a social element to what is otherwise a solitary learning experience by bringing people together in person to take an online course together over six to eight weeks, with the help of a facilitator. Librarians at Chicago Public Library (CPL) partnered with the nonprofit \u003ca href=\"https://www.p2pu.org/en/\">Peer 2 Peer University\u003c/a> (P2PU) to make online education more accessible through this program. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Libraries are a perfect setting for Learning Circles for several reasons: they already serve the local community; they are equipped with meeting spaces; many have computer stations, and most importantly, librarians know how to help people find answers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Most people take online classes in solitude and that’s when you put on the headphones,” said James Teng, a CPL librarian at who facilitated a course on public speaking. “Sometimes you feel alone. Learning Circles bring people together to work together and develop teamwork.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the CPL-P2PU partnership, librarians were not required to be content experts – that was the domain of the resources within the online course – but they were primed to be facilitators by promoting discussion and helping learners less familiar with research tools. Librarians said it felt similar to hosting a book club, but unlike preparing for a book discussion, they had less knowledge in advance. In many cases, the librarians learned alongside students as they completed the course.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In the HTML/CSS class that we gave last fall, we definitely had some very strong (peer) teachers because they were people who were just coming to the course to brush up on the skills they already have,” said CPL librarian Kristen Edson, who facilitated courses at the Harold Washington Library Center. “They really did become teachers. And it was very awesome to sit there and see someone do that, to identify that they could be a leader and help others.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning Circles aren’t for everyone; some people prefer a more traditional lecture or feel more comfortable having a content expert who has all the answers. But Learning Circles give participants a community, which does a lot to help with motivation. Librarians said it was important to set expectations at the outset, so they developed a Learning Circles contract.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“You come up with this contract: no cell phones, you’ll pay attention, be respectful of your fellow learners,” said Edson “so it gives them a sense of accountability in that first week. How serious they take it, it depends, but I feel like setting some ground rules in the first week is helpful.”\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-44786\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/WhitneyYoung2.jpg\" alt=\"WhitneyYoung2\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/WhitneyYoung2-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">P2PU developed a \u003c/span>\u003ca href=\"https://www.p2pu.org/en/facilitate/\">\u003cspan style=\"font-weight: 400\">Learning Circles Facilitator Handbook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> -- with the input of CPL librarians -- which gives facilitators the tools they need to run a program. Facilitators found that four-to-nine people is a good number for a group. If more people show up for a class, they can be broken up into multiple circles. In order to run a group, librarians set up the space for group learning and make laptops available when needed. The library chooses which free online classes it will support based on local needs, like GED completion, registered nursing exam preparation, academic writing and public speaking.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Public libraries are often referred to as the people’s university,” said Mark Anderson, \u003c/span>\u003cspan style=\"font-weight: 400\">director of Learning and Economic Advancement\u003c/span>\u003cspan style=\"font-weight: 400\"> of CPL, at the SXSWEDU conference. Library patrons traditionally come in, find resources, and are left on their own to learn the material. But with the P2PU partnership, funded by a \u003ca href=\"http://www.knightfoundation.org/press-room/press-release/knight-news-challenge-libraries-awards-3-million-i/\">Knight Foundation\u003c/a> News Challenge on Libraries grant, Anderson said librarians were able to take a more active role in facilitating learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The idea of working and creating these Learning Circles really helped us move closer to that ideal of being the people’s university to help people progress, with some facilitation on our part,” Anderson said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning Circles are not limited to libraries, but are designed for use somewhere people can come together and take a course online. The model could also be used to fill in gaps in educational offerings both in school and the professional world, according to P2PU learning lead, Grif Peterson. \u003c/span>\"You can see the Learning Circles that are popping up \u003ca href=\"https://learningcircles.p2pu.org/en/\">around the world\u003c/a>,\" he said.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The pilot program has had a broad range of learners, from teenagers to adult professionals, looking to change their careers or improve their skills. \u003c/span>\u003cspan style=\"font-weight: 400\">One such student was Lupe Philips, a 53-year-old tourism professional. She was between jobs and looking to upgrade her skills. She’s an avid library user, and when she found out about the Learning Circles, she signed up for HTML/CSS, public speaking and novel writing. She said it was a welcoming change to engage with learners and enormously helpful that the courses were free.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was an avenue for me to upgrade my skills,” said Philips. “I may not be a master, but at least I have some concept of working HTML.”\u003c/span>\u003c/p>\n\u003cp>Learning Circles introduced her to MOOCs for the first time, and she appreciated the feedback from her peers and facilitators in a small group setting.\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They did provide some critical feedback that I thought was necessary and I don’t think you would get that if you were taking an online course by yourself and not having to be accountable in a week’s time,” said Philips.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-44787\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/04/GNP_4112.jpg\" alt=\"GNP_4112\" width=\"1920\" height=\"1080\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112.jpg 1920w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2016/04/GNP_4112-960x540.jpg 960w\" sizes=\"(max-width: 1920px) 100vw, 1920px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Getting people to the Learning Circles required some marketing outreach. Librarians attended local events and posted offerings on CPL's website. Much of their marketing efforts were low-tech: fliers in and around libraries, coffee shops and community centers. Libraries, in general, have some work to do in spreading the word about the services they offer; a recent \u003ca href=\"http://www.pewinternet.org/2016/04/07/libraries-and-learning\">Pew Research Center survey\u003c/a> found that many people don’t know about education resources offered by libraries. Of people surveyed by Pew, half didn’t know if their local libraries offered online programs for GED completion or mastery of new skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">CPL's outreach efforts helped a new population of learners take advantage of MOOCs -- 90 percent of those who attended a Learning Circle heard about it through the library and 65 percent of those had never taken an online course before, said Peterson. Retention rates were around 45 – 55 percent, according to Peterson. He also noted that students were more compelled to take online courses on their own after the guided experience and continued to do work outside of the learning circles.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Learning Circles also helped librarians interact with patrons in new ways. They found themselves forming friendships and building community through repeated interactions. “It was just really enjoyable,” said Edson. “By the end of [the course], you know their names, at least if they’ve come enough times, so you can see them at the library and say ‘hi’ and have a more personal conversation with them than before, just sitting at a reference desk.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/44784/online-learning-why-libraries-could-be-the-key-to-moocs-success","authors":["4596"],"categories":["mindshift_192","mindshift_195"],"tags":["mindshift_37","mindshift_20784","mindshift_1040","mindshift_895","mindshift_20608","mindshift_384","mindshift_122","mindshift_20783"],"featImg":"mindshift_44785","label":"mindshift"},"mindshift_43983":{"type":"posts","id":"mindshift_43983","meta":{"index":"posts_1591205157","site":"mindshift","id":"43983","score":null,"sort":[1456351247000]},"guestAuthors":[],"slug":"high-school-work-from-home-day-gives-students-taste-of-independence","title":"High School 'Work From Home Day' Gives Students Taste of Independence","publishDate":1456351247,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>One cold Monday this month, all the students of Park Ridge High School stayed home: wearing their PJs, munching on pretzels and Oreos, hanging out on the couch.\u003c/p>\n\u003cp>It wasn't a snow day or measles epidemic. It was the school's first Virtual Day, where in-person classes were replaced with written lessons and real-time video chats delivered online.\u003c/p>\n\u003cp>The idea arose because the school, just north of New York City in Park Ridge, N.J., issued every student a Mac laptop last year, says Tina Bacolas, the school's head of instructional technology.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Our ultimate goal is to prepare kids for life after high school.'\u003c/aside>\n\u003cp>The school chose a software system called \u003ca href=\"https://www.schoology.com/k-12\">Schoology\u003c/a> that allows students and teachers to communicate by text and video and post assignments.\u003c/p>\n\u003cp>\"Once we had that up and running, the idea of a virtual school day was thrown out there\" as a way of testing those capabilities, Bacolas told NPR Ed.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Our ultimate goal is to prepare kids for life after high school,\" says principal Troy Lederman. \"Most colleges say that kids should be taking at least one online course, and there's a lot of careers where people can work from home.\"\u003c/p>\n\u003cp>And then there's the added benefit of having a backup plan for the school in case of snow days or other emergencies.\u003c/p>\n\u003cp>In a \u003ca href=\"https://www.youtube.com/watch?v=eg3JpVcx29g\">video posted to YouTube\u003c/a> the week before the experiment, students were all for it. \"I'm excited because I'm going to take my laptop to Starbucks and do all my work while I enjoy a Frappucino,\" says a student in a cap and a hooded sweatshirt.\u003c/p>\n\u003cp>\"I like to listen to music when I work and it helps me focus, so I think it will be really helpful,\" says a girl with a half-shaved head.\u003c/p>\n\u003cp>In student surveys taken after the event, the feedback was overwhelmingly positive. Virtual \"attendance\" was 98 percent for the day, better than a regular day.\u003c/p>\n\u003cp>Teachers, says Bacolas, were a bit less gung-ho. \"We definitely have a population of teachers who are older, who were overly upset and cautious\" about trying to teach through the platform alone. But 60 percent of teachers said the experiment pushed them to learn a new tech skill or software feature, and 70 percent used the day to introduce new material, not just review.\u003c/p>\n\u003cp>For this first-time experiment, teachers were required to come to school, and the building kept to the typical bell schedule, with virtual lessons held in real time.\u003c/p>\n\u003cp>About 50 students, or fewer than 10 percent of the student body, showed up. They told Bacolas that home wasn't a great place for them to learn because, among other reasons, \"My baby brother is distracting\"; \"My mom has three dogs\"; and, \"I have soccer right after school so I might as well show up.\"\u003c/p>\n\u003cp>Nationwide, about \u003ca href=\"http://www.npr.org/sections/ed/2015/02/02/382167062/virtual-schools-bring-real-concerns-about-quality\">400,000 K-12 students are taking or have taken at least one fully online course\u003c/a>, and far more schools are using platforms like Schoology to provide online assignments outside of traditional school hours. By and large the format seems to work well for students who use it as an occasional supplement, as Park Ridge High is doing — for example, to take an AP course that their school doesn't offer. Completely virtual schools, studies say, tend to have worse outcomes as a group.\u003c/p>\n\u003cp>Having a work-from-home day wouldn't work as well in some districts as it did in affluent Bergen County, where the principal said \"99 percent\" of students have high-speed Internet access at home.\u003c/p>\n\u003cp>A recent survey \u003ca href=\"http://www.joanganzcooneycenter.org/publication/opportunity-for-all-technology-and-learning-in-lower-income-families/\">of low-income families\u003c/a> with school-age kids by Rutgers University and the Joan Ganz Cooney Center found that nearly 1 in 4 relied on mobile phones only for Internet use at home.\u003c/p>\n\u003cp>Working from home also didn't work as well for a small number of students at Park Ridge: those who have special needs and require one-on-one, face-to-face support to stay on track.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The students' biggest request for the next Virtual Day was that the school take one step further into the world of telecommuting, by posting all the assignments at the beginning of the day and allowing students to truly go at their own pace — \"showing up\" only for the occasional real-time discussion.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Study+In+Your+PJs%3F+What+A+High+School+%27Work+From+Home+Day%27+Looks+Like&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n","blocks":[],"excerpt":"No alarm. No school bus. No problem. Thanks to a school's laptop program, everyone takes a virtual lesson.","status":"publish","parent":0,"modified":1456351465,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":738},"headData":{"title":"High School 'Work From Home Day' Gives Students Taste of Independence | KQED","description":"No alarm. No school bus. No problem. Thanks to a school's laptop program, everyone takes a virtual lesson.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"High School 'Work From Home Day' Gives Students Taste of Independence","datePublished":"2016-02-24T22:00:47.000Z","dateModified":"2016-02-24T22:04:25.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"43983 http://ww2.kqed.org/mindshift/?p=43983","disqusUrl":"https://ww2.kqed.org/mindshift/2016/02/24/high-school-work-from-home-day-gives-students-taste-of-independence/","disqusTitle":"High School 'Work From Home Day' Gives Students Taste of Independence","nprImageCredit":"LA Johnson","nprByline":"Anya Kamenetz","nprImageAgency":"NPR","nprStoryId":"466460375","nprApiLink":"http://api.npr.org/query?id=466460375&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2016/02/23/466460375/study-in-your-pjs-what-a-high-school-work-from-home-day-looks-like?ft=nprml&f=466460375","nprRetrievedStory":"1","nprPubDate":"Tue, 23 Feb 2016 14:00:00 -0500","nprStoryDate":"Tue, 23 Feb 2016 06:37:00 -0500","nprLastModifiedDate":"Tue, 23 Feb 2016 14:00:14 -0500","path":"/mindshift/43983/high-school-work-from-home-day-gives-students-taste-of-independence","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>One cold Monday this month, all the students of Park Ridge High School stayed home: wearing their PJs, munching on pretzels and Oreos, hanging out on the couch.\u003c/p>\n\u003cp>It wasn't a snow day or measles epidemic. It was the school's first Virtual Day, where in-person classes were replaced with written lessons and real-time video chats delivered online.\u003c/p>\n\u003cp>The idea arose because the school, just north of New York City in Park Ridge, N.J., issued every student a Mac laptop last year, says Tina Bacolas, the school's head of instructional technology.\u003c/p>\n\u003caside class=\"pullquote alignright\">'Our ultimate goal is to prepare kids for life after high school.'\u003c/aside>\n\u003cp>The school chose a software system called \u003ca href=\"https://www.schoology.com/k-12\">Schoology\u003c/a> that allows students and teachers to communicate by text and video and post assignments.\u003c/p>\n\u003cp>\"Once we had that up and running, the idea of a virtual school day was thrown out there\" as a way of testing those capabilities, Bacolas told NPR Ed.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Our ultimate goal is to prepare kids for life after high school,\" says principal Troy Lederman. \"Most colleges say that kids should be taking at least one online course, and there's a lot of careers where people can work from home.\"\u003c/p>\n\u003cp>And then there's the added benefit of having a backup plan for the school in case of snow days or other emergencies.\u003c/p>\n\u003cp>In a \u003ca href=\"https://www.youtube.com/watch?v=eg3JpVcx29g\">video posted to YouTube\u003c/a> the week before the experiment, students were all for it. \"I'm excited because I'm going to take my laptop to Starbucks and do all my work while I enjoy a Frappucino,\" says a student in a cap and a hooded sweatshirt.\u003c/p>\n\u003cp>\"I like to listen to music when I work and it helps me focus, so I think it will be really helpful,\" says a girl with a half-shaved head.\u003c/p>\n\u003cp>In student surveys taken after the event, the feedback was overwhelmingly positive. Virtual \"attendance\" was 98 percent for the day, better than a regular day.\u003c/p>\n\u003cp>Teachers, says Bacolas, were a bit less gung-ho. \"We definitely have a population of teachers who are older, who were overly upset and cautious\" about trying to teach through the platform alone. But 60 percent of teachers said the experiment pushed them to learn a new tech skill or software feature, and 70 percent used the day to introduce new material, not just review.\u003c/p>\n\u003cp>For this first-time experiment, teachers were required to come to school, and the building kept to the typical bell schedule, with virtual lessons held in real time.\u003c/p>\n\u003cp>About 50 students, or fewer than 10 percent of the student body, showed up. They told Bacolas that home wasn't a great place for them to learn because, among other reasons, \"My baby brother is distracting\"; \"My mom has three dogs\"; and, \"I have soccer right after school so I might as well show up.\"\u003c/p>\n\u003cp>Nationwide, about \u003ca href=\"http://www.npr.org/sections/ed/2015/02/02/382167062/virtual-schools-bring-real-concerns-about-quality\">400,000 K-12 students are taking or have taken at least one fully online course\u003c/a>, and far more schools are using platforms like Schoology to provide online assignments outside of traditional school hours. By and large the format seems to work well for students who use it as an occasional supplement, as Park Ridge High is doing — for example, to take an AP course that their school doesn't offer. Completely virtual schools, studies say, tend to have worse outcomes as a group.\u003c/p>\n\u003cp>Having a work-from-home day wouldn't work as well in some districts as it did in affluent Bergen County, where the principal said \"99 percent\" of students have high-speed Internet access at home.\u003c/p>\n\u003cp>A recent survey \u003ca href=\"http://www.joanganzcooneycenter.org/publication/opportunity-for-all-technology-and-learning-in-lower-income-families/\">of low-income families\u003c/a> with school-age kids by Rutgers University and the Joan Ganz Cooney Center found that nearly 1 in 4 relied on mobile phones only for Internet use at home.\u003c/p>\n\u003cp>Working from home also didn't work as well for a small number of students at Park Ridge: those who have special needs and require one-on-one, face-to-face support to stay on track.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The students' biggest request for the next Virtual Day was that the school take one step further into the world of telecommuting, by posting all the assignments at the beginning of the day and allowing students to truly go at their own pace — \"showing up\" only for the occasional real-time discussion.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Study+In+Your+PJs%3F+What+A+High+School+%27Work+From+Home+Day%27+Looks+Like&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/43983/high-school-work-from-home-day-gives-students-taste-of-independence","authors":["byline_mindshift_43983"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_750","mindshift_122","mindshift_496"],"featImg":"mindshift_43984","label":"mindshift"},"mindshift_42685":{"type":"posts","id":"mindshift_42685","meta":{"index":"posts_1591205157","site":"mindshift","id":"42685","score":null,"sort":[1446798717000]},"guestAuthors":[],"slug":"online-classes-paying-someone-else-to-be-you","title":"Online Classes: Paying Someone Else to Be You","publishDate":1446798717,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>As online learning has become a bigger part of both high school and college education, paid services have sprung up to take advantage of some of the holes in distance learning, such as the challenge of verifying a student's identity. In an article in \u003ca href=\"http://www.theatlantic.com/education/archive/2015/11/cheating-through-online-courses/413770/\" target=\"_blank\">The Atlantic\u003c/a> about the rise of online cheating, author Derek Newton reaches out to the company \u003ca href=\"https://www.noneedtostudy.com/myclass/\" target=\"_blank\">No Need to Study\u003c/a> to find out exactly what it offers:\u003c/p>\n\u003cblockquote>\u003cp>\"When I asked for more information to be absolutely sure I understood the company’s services, the reply was crystal clear: 'We offer the services of a pool of experienced academic tutors to take classes and complete course work for our clients.' \"\u003c/p>\u003c/blockquote>\n\u003cp>These fill-in services for students raise some interesting questions about what counts as education in the first place. In many cases, traditional education has moved online without much thought to whether that model was useful in the first place. Often there's no discussion about whether the course is even well suited to the virtual environment. If, as Newton suggests in his article, a student can spend $40,000 on this \"surrogate option\" as a way of receiving a Bachelor's degree, what is the real value of those courses in the first place? Perhaps valuing the end result or even the grades leading to the degree instead of the process is leading to a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/11/whats-behind-the-culture-of-academic-dishonesty/\" target=\"_blank\">culture of academic dishonesty\u003c/a>.\u003c/p>\n\u003cp>The internet has dramatically changed education, often for the better, but universities need to continue to question the value of what they are offering. What went wrong in the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/17/a-cure-for-cheating-learning-for-learnings-sake/\" target=\"_blank\">design of the learning experience\u003c/a> that makes it so easy to cheat? And until those questions can be answered, should online learning without a professor and without any video conferencing checks be considered the same as brick and mortar college degrees?\u003cbr>\nhttp://www.theatlantic.com/education/archive/2015/11/cheating-through-online-courses/413770/\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":"Rather than attacking cheating sites, perhaps educators should look at what went wrong in the educational design that makes cheating so easy.","status":"publish","parent":0,"modified":1456263209,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":6,"wordCount":325},"headData":{"title":"Online Classes: Paying Someone Else to Be You | KQED","description":"Rather than attacking cheating sites, perhaps educators should look at what went wrong in the educational design that makes cheating so easy.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Online Classes: Paying Someone Else to Be You","datePublished":"2015-11-06T08:31:57.000Z","dateModified":"2016-02-23T21:33:29.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"42685 http://ww2.kqed.org/mindshift/?p=42685","disqusUrl":"https://ww2.kqed.org/mindshift/2015/11/06/online-classes-paying-someone-else-to-be-you/","disqusTitle":"Online Classes: Paying Someone Else to Be You","path":"/mindshift/42685/online-classes-paying-someone-else-to-be-you","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>As online learning has become a bigger part of both high school and college education, paid services have sprung up to take advantage of some of the holes in distance learning, such as the challenge of verifying a student's identity. In an article in \u003ca href=\"http://www.theatlantic.com/education/archive/2015/11/cheating-through-online-courses/413770/\" target=\"_blank\">The Atlantic\u003c/a> about the rise of online cheating, author Derek Newton reaches out to the company \u003ca href=\"https://www.noneedtostudy.com/myclass/\" target=\"_blank\">No Need to Study\u003c/a> to find out exactly what it offers:\u003c/p>\n\u003cblockquote>\u003cp>\"When I asked for more information to be absolutely sure I understood the company’s services, the reply was crystal clear: 'We offer the services of a pool of experienced academic tutors to take classes and complete course work for our clients.' \"\u003c/p>\u003c/blockquote>\n\u003cp>These fill-in services for students raise some interesting questions about what counts as education in the first place. In many cases, traditional education has moved online without much thought to whether that model was useful in the first place. Often there's no discussion about whether the course is even well suited to the virtual environment. If, as Newton suggests in his article, a student can spend $40,000 on this \"surrogate option\" as a way of receiving a Bachelor's degree, what is the real value of those courses in the first place? Perhaps valuing the end result or even the grades leading to the degree instead of the process is leading to a \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/11/whats-behind-the-culture-of-academic-dishonesty/\" target=\"_blank\">culture of academic dishonesty\u003c/a>.\u003c/p>\n\u003cp>The internet has dramatically changed education, often for the better, but universities need to continue to question the value of what they are offering. What went wrong in the \u003ca href=\"http://ww2.kqed.org/mindshift/2013/12/17/a-cure-for-cheating-learning-for-learnings-sake/\" target=\"_blank\">design of the learning experience\u003c/a> that makes it so easy to cheat? And until those questions can be answered, should online learning without a professor and without any video conferencing checks be considered the same as brick and mortar college degrees?\u003cbr>\nhttp://www.theatlantic.com/education/archive/2015/11/cheating-through-online-courses/413770/\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/42685/online-classes-paying-someone-else-to-be-you","authors":["4354"],"categories":["mindshift_194"],"tags":["mindshift_739","mindshift_122"],"featImg":"mindshift_42686","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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