Three Ways to Navigate the Challenges of Online Learning
By Douglas Reeves
April 2, 2020
Many teachers are expert users of technology, so the focus on tech-based delivery is not too difficult for them. But some of their colleagues – and many of their students – are overwhelmed. In almost every school district, even those that have had one-to-one computer availability, a significant number of families have not had computers or internet access. Thanks to the heroic action of school technology departments and the generosity of community partners, those districts are quickly making the transition to "home to one." But technology alone is not the answer. Here are three ways to address the challenges of online learning.
First, make it interactive. When the teacher's primary experience has been with the delivery of content from a PowerPoint slide or worksheet from an Elmo projector, they are losing opportunities for essential checks for understanding and engaging interactivity. Not only is this boring for the students, but it does not give the teacher feedback on what the students know and don't know. Consider the use of a timer set for 3 minutes, so there is a constant rhythm of 3 minutes for delivery of content or a mini-lesson, 3 minutes for checks for understanding (randomly calling on students is essential for this), 3 minutes for small-group work with a very specific task, then finally 3 minutes for feedback on the small-group work. This will keep the pace going very quickly and give the teacher necessary feedback on student learning. I do recognize that many teachers see their role as delivering content, but delivery alone does not ensure learning. Consider experimenting with the 3-minute rhythm for at least a week.
Second, monitor screen reading time. I watched students "read" from screens during independent reading time, while the teacher sat at the front of the room, also reading. But the problem is that many students simply are not reading. Especially when books and articles are on an electronic device, some students either scroll through titles and never stop, focus, and read; and others use the sound function and are read to. I know that is helpful for some students, but I worry that even in upper grades, we have students who need to work on sounding out words and mastering letter sounds. It's important the teacher is checking with students during and after independent reading time and just asking, "What are you reading about today?" It need not be disruptive if it is done individually and quietly.
Third, don’t forget writing! Tech-based education can be very passive, especially where there is just a lot of information loaded on a device that the students are supposed to stare at for hours. I've watched that passivity take place even in a live classroom environment, and the possibility is especially prevalent when students are home, perhaps distracted by siblings, parents, television, and other distractions. Writing is a great way to have them engaged in their learning and also give the teacher evidence that learning is taking place. Moreover, this is an ideal opportunity to close the "keyboard gap," which I have seen in many schools. Kids born into tech-rich homes are keyboarding with ten fingers in first grade, while other students are hunting and pecking in high school. The more we use technology, the more critical it is to give students just a few minutes a day to master keyboarding skills, and then apply those skills by writing in every subject. Writing - especially nonfiction writing - has been associated with improved student performance in math, science, social studies, and reading comprehension.
This crisis is going to be over someday, but our students cannot afford to lose two months of learning. Amazing teachers, administrators, parents, students, and community partners are stepping up to the plate to help. We are providing a series of free webinars to serve closed in teachers and leaders around the world. Stay tuned!