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Non-Academic Skill Sets Required for Remote Learning

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Remote education for teachers and learners quickly became a totally different ball game, an educational scenario that neither had engaged in before.  After our emergency experience last spring and our planned deliver this fall, are we prioritizing the right skill sets and dispositions for student success in a remote education?

What gets measured gets taught!  This generalized rule of thumb guides many teachers as they lay out their annual curricular goals for children.  This explains why reading, language arts, and mathematics demand so much instructional attention.  They are the focus of high stakes tests, statewide assessments, international comparisons, and ratings of school performance.  Tested curricula rules!  Not now.

COVID presents us with new challenges that are outside the 3 Rs.  Remote education is a test unto itself and success as a remote learner or teacher is not tied to reading, writing and arithmetic.  Instead, self-motivation, self-regulation, ability to work independently, and concentration and focus are the requirements for success for at-home children doing school work.  Consider this – if what matters most gets taught, how well are we teaching children how to be successful as remote learners?

Take Away

We cannot assume that children are pre-prepared for remote learning.  A child’s brain is constantly learning, it cannot help itself and that is what makes teaching children so wonderful.   Kids are natural learners.  However, the brain is a non-discriminating learner – it soaks up everything.  Education provides children with a channeling and scaffolding of instruction that prepares children to learn and then provides children their learning.

For example, when children enter PK or K classes, much attention is given to learning readiness and the skills, behaviors and dispositions that young children new to classrooms need to learn to be successful in the environment of a school.  Kindergarten teachers do wonderful work in building necessary school skill sets.  Once prepared with these, children take off in their elementary grade learning.

A second example is how teachers use pre-writing activities to focus a child’s thinking upon a writing assignment, consideration of possible topics, and application what children already know about creative or expository writing before a word goes onto paper or screen.  Getting into a writer’s thinking process makes for better writing.

A third example lies tech ed.  Before a child ever touches a tool in a workshop, the teacher demonstrates safe and appropriate uses of the tool.  A student must demonstrate “safety first” before allowed to use a tool on a tech project.  No safety, no going forward. 

Using this understanding of preparation for learning, causes us to consider how we have prepared children for the challenges of remote education.  Which skill sets and dispositions have we prepared to assure children can be successful as at-home learners?  Not many and almost all in the technology realm.

What do we know?

There are critical attributes of a successful remote learner.  We can naively think that a successful student in-school will be a successful at-home learner, but this is not a valid assumption.  Children who tacitly meet teacher directions and complete assignments neatly within classroom parameters are not equally prepared to be successful outside the classroom where teacher controls are absent or far less apparent. 

On the positive side of the ledger, there are attributes of a successful remote learner that schools do teach.  These lie in the area of “soft skills” that entered school curricula in recent decades.  Schools teach collaboration, problem-solving, team work, consensus-building, small group roles and responsibilities, and the use of communication technologies.  We can see these skill sets within the remote or virtual assignments children are given as at-home learners.

Yet, skills and dispositions which are seldom taught in school are causing many children extreme anxiety and real problems that keep them from being successful at-home learners.  These include:

  • self-motivation,
  • self-directed study,
  • time management,
  • focus,
  • self-restraint,
  • assistance seeking, and
  • patience. 

These skills and disposition certainly are not in the 3 Rs and not in the batteries of school assessments and, as they are not tested/important, they are not universally taught.  More to the point, when children are in school, teachers and classroom protocols dictate the parameters of these skills and dispositions.  Teachers motivate children, provide directions and then clarify directions, manage student work on the classroom clock, enforce classroom behavior rules, provide relatively quick and direct assistance when needed, and calmly require an element patience as the school day unfolds.  None of this available to the at-home learner.

It is essential to add at this point that parents, almost always mothers, who are at home with at-home learners are not prepared as teachers to assert any of the above skills and dispositions required for a child to be a successful remote student.  Parents are not prepared to be supervisors of at-home learners let alone teachers of their at-home learning children.

Why is this thus?

Repeat – these skills and dispositions are not tested and thusly not prioritized.

Second, in the competitive realm of school, we allow students to seek their own level of achievement based upon these skills and disposition.  If we disaggregated end of the year data by the filter of motivation, time management, and focus, we would quickly see that these cause and effect relationships.  Children with these traits fly to the top of our data list and children without fall to the bottom.

Can they be taught?  Yes.  Can they be strengthened?  Another yes.

A current pedagogical theme is the gradual release of responsibility (GRR).  The Wisconsin DPI provides a framework for shifting the responsibility for learning from the teacher to the student.  The department sees this as an essential and natural shift in the focus of who is motivating and directing student learning that can be applied to all learners.    

Fisher and Frey have incorporated GRR into the development of student reading capacity over time. 

https://dpi.wi.gov/ela/instruction/framework

https://dpi.wi.gov/sites/default/files/imce/ela/resources/Fisher_and_Frey_-_Homework.pdf

To do

Adapt GRR to the skills of self-motivation, self-direction, time management, focus, self-restraint, assistance seeking, and patience.  Each is a mini-unit that begins with teacher instruction, teach modeling, guided practice, checking for understanding, and then release into independent practice.

For example – Examination of what motivates a student unveils that each child may respond to generalized and personal motivational.  Identifying and creating a self-awareness in children of the common motivators that all children in the class respond to sets a “button” a teacher or a individual child can push.  More importantly, identifying the unique personal motivators that a child responds to creates an individualized button that a child can use.

Aligning task completion and success as a reinforcement of both buttons builds a child’s sense of self-determination.  A child can choose when to push their self-motivation button, create the anticipation of focused work, and the sense of self-satisfaction with completed and successful tasks.

Each component on the list can be its own mini-curriculum.  Because they are inter-related, each will be addressed no matter where attention to this begins.

The important things are:

  1. Do not assume children are motivated.  Provide initial motivations and use GRR to build self-motivation.
  2. Do not assume that children can self-direct.  Provide clear direction at the beginning of a lesson, check that children have the parameters of the task, and GRR children toward their own sense of assignment direction.
  3. Do not assume that children can manage their own time when they are on their own.  Build a daily schedule that orders their work.  Be exact and be demanding and then GRR them to managing small amounts of time that gradually increase.

And, so it goes.  When in school, a teacher sets the tone and dimension for the completion of school assignments.  At home, out of direct contact with their teacher, children need to be taught how to do set the tone and dimension for the completion of their school assignments.  This is an important as the 3 Rs.  In fact, the longer children remain as at-home learners, the more important purposeful instruction, review, and application of these “self” skills and dispositions become.

The Big Duh

A school’s success, more importantly, a child’s success in the Time of COVID will not be related to direct instruction.  Success will be correlated with how well children learn when the Zoom camera is turned off.

A Reading Reformation

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Reading instruction is undergoing a revival and reformation. You may scratch your head at this statement and look 360 degrees in your world for evidence of its truth. It is a true statement and here is what you should know.

A generation of teachers who are 10 to 25 years in the profession are realizing that they do not possess the needed skills sets to teach reading. College-based teacher preparation programs in the 90s and first two decades of this century under-taught an understanding of reading and the technical instruction of reading. They taught about reading and literacy in general. Teachers today are reassessing what they know, or don’t know, about the teaching of reading and engaging in needed professional development.

Check it out. If you are a younger teacher, inspect your transcript for coursework in reading instruction. You will find few, if any courses, labeled “Instruction of Reading” and if there is one course there is not two or three. You will find units within the courses you completed that reference reading skill building and literacy, but a lack of strong preparation in the evidence-based teaching of reading.School districts analyze the reading achievements and annual growth of children in their classrooms, gasp at the poor results, and go through the throes of trying new reading programs. Educational leaders are understanding that changing an adopted reading series is not the answer. The answer is developing more powerful teachers of reading and this begins with each teacher’s understanding of the science of reading. Leaders on the bleeding edge of reading reform will see the statistical and real reading development their children need and later on other leaders will follow.

Reading gap analysis shows us today that reading skills for many children are obstructed by aspects of dyslexia. Their lesser reading skills are not caused by a disinterest in reading but by neurological impediments. This one word, dyslexia, is causing teacher preparation programs to completely rethink and reconstruct how they teach teachers to teach reading. And, that is the first major change – teachers need to be taught how to teach reading. Reading cannot be taught by someone who can read as their singular skill set. A reading teacher skillfully uses the science of reading development to cause children to learn to read.

Reading advocates are mobilized. A decade ago there were soccer moms who collectively harnessed their interests to gain our attention. Today, moms are organizing to cause political and educational decision makers to understand that reading is fundamental to our democracy and that we can cause every citizen to be an effective reader. They and we cannot accept the current status quo – some children graduate from school as non-readers.

This movement is differs from the work of state reading associations. Our state association is a proponent of reading, just as they stand for apple pie and the nation’s flag. But, their traditional platform is about reading not the assurance that every child can read effectively. Interestingly, the state association is large in the lobbying and influencing to state legislation which means that legislators are slow to turn from their annual receipt of the associations donation of apple pie to the real problem – apple pie does not teach children to read.

There is a science to reading. We accept the science within the technologies we use without thought. We just turn it on. Reading is not a skill we just turn on. There is a science to the teaching of reading. Causing all children to be effective readers requires every thought and resource we can bring to the challenge.

Since the 60s, I have been a fan of the late Harry Chapin, singer, song writer, and champion for feeding the world. His foundation continues long after his death living his credo to align with “important causes and never be afraid to do the right thing”. Harry would have carried a banner for “Every Child – A Reader”. It is an essential and righteous cause and we cannot be afraid of doing the right things today to make every child a reader.

Check out these sites to learn more.

https://www.decodingdyslexiawi.org/

Facebook – The Science of Reading – What I Should Have Learned in College 

https://institute.aimpa.org/resources/pathways-to-practice

http://www.buzzsprout.com/612361/1866496-about-science-of-reading-the-podcast

https://www.apmreports.org/episode/2018/09/10/hard-words-why-american-kids-arent-being-taught-to-read

https://blogs.edweek.org/teachers/teaching_now/2019/03/what_teachers_should_know_about_the_science_of_reading_video_and_transcript.html

If Not Taught At School, Then Where?

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Is school responsible for teaching children to understand and practice basic human values?  Values like honesty, personal integrity, respect for others, and civility; you can add or subtract what you believe are basic values.  Isn’t this the role of a child’s parents?  Of the child’s church leaders?  Traditionally, it was, but in the absence of these values-teachers we are left with this:  if not at school, then where will children learn and practice basic human values?

Teachers I talk with, ask “Is the teaching of values really a part of my teaching assignment?”  My answer is “Yes.”  A standard curricular assignment entails the instruction of content knowledge, skills necessary to acquire and understand content knowledge, problem-solving skills for using knowledge, and skills to reach supported conclusions, and, here it is, the personal dispositions necessary to be a successful learner and user of the curriculum.  Personal dispositions are laced with basic human values.

We all expect children in school to demonstrate a set of educational and social values.  I will use the word “expect” in this context.  An expectation begins with the teacher describing the positive characteristics of what a child should do and be.  “Keep your hands to yourself.  While listening to this story, don’t grab or hand-play with others.”  “Look at your classmates when they are talking.  Listen quietly.  If you want to add to what they say or ask a question, raise your hand.”  “When doing these math problems, please do your own work.  Don’t copy down what your classmate is writing.”  Teachers explain what children should do and then expect children to do it.

In PK and primary grades, teachers demonstrate expectations.  They model sitting attentively, raising hands, and engaging in the assignment without distracting others.  In intermediate grades teachers use verbal reminders.  In secondary grades, teachers expect these behaviors.

Daily instruction is subliminally loaded with values.  We expect children to be honest without writing the word “honest” in the specific lesson plan.  Children will submit their own work; they will not cheat.  Children will speak honestly; they will not lie.  Children will use and maintain their own learning materials; they will not steal from other children.  It is hard to imagine a classroom without honesty.

We expect children to act with integrity, at least an integrity corresponding to their age.  We understand that Kindergarten children are five years old and when confronted with responsibility may want to squirm and lay blame for their shortcomings onto others.  However, we consistently confront children with expectations that each child owns their personal behaviors with praise for appropriate acts and corrections for inappropriate acts.  It is hard to imagine a classroom without personal student integrity.

And, the list of basic school values grows as children are involved in school athletics, activities and arts programs.  Sportsmanship, being part of a team or troupe, accepting critical review, and putting personal performances on display all require children to exercise value systems. Discussion, modeling, and expectation of these are part and parcel to a school’s extensive curricula.

Outside the classroom, teachers help children to learn and practice civil behavior in the hallways, rest rooms, cafeteria and playground.  Many children and naturally competitive while others are submissive.  In order for all to participate positively in playground games, we teach children how to play “fairly”, how to stand in lunch lines and wait to be served, and how to walk in a crowd in the hallways.

To support school and academic values, we develop and enforce policies with penalties for serious infractions.  Fight, steal or bring or use specified contraband at school and you will be disciplined.  Plagiarize or hide notes for a test in your pocket and you will be penalized.  If we did not teach, practice and expect these values to guide students, we should not enforce punitive policies when the values are violated.

One of the relevant 21st century skill sets school teach is that children will learn to work together and demonstrate the values of cooperation and collaboration.  We teach children the roles necessary for good group work and the skill sets of each role.  We teach children how these roles interact, the value of each person’s contribution to the group, and the way that consensus-building creates results that the group can support.  Group work is all about basic human values.  Political and business leaders expect that school graduates are well versed in these values.

At the end of a conversation with teachers about these school-based dispositions, I often ask and say, “Does your well-run classroom happen by accident?  No.  Children are successful learners because you and your colleagues taught each child how to act as a learner so that he or she can succeed as a learner.  You are a teacher of values.”

Standards and Rigor Within Remote Education

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I observe three examples of how remote educators are addressing academic standards and rigor.

  1. A high school science teacher is adhering exactly to his traditional, standards-based curriculum guide.  All students are receiving a streamed, synchronous and recorded, daily instruction that matches the level of teaching they would receive if sitting in class.  There is no deviation in presentational pace.  All students are Zooming as classes or as chat groups or as individuals with the teacher.  Students are able to call, text, or e-mail the teacher at any time and he responds to all.  He prioritizes “talking” with students about their daily work to ensure they stay engaged.  Recorded lessons do not replace live lessons; they allow students to check what they are learning with the original instruction. Class work assignments are supported with on-line or school-bus delivered materials.  Quizzes and tests remain on a schedule that will assure that all students will receive a full annual curriculum, including AP level courses. 
  • A middle school teacher is streaming three synchronous Zoom sessions each day – ELA, Math and Science/Social Studies.  Each session is a presentation of new instruction.  All class work is posted on the class on-line platform.  Most posts are practice exercises related to the new instruction.  The assignments are a combination of school-approved curriculum and vendor/on-line materials.  Students receive enough daily material to keep them busy for six to seven hours each school day.  Submitted assignments are checked and graded and grades are posted on the student’s personal school account.  Student calls, texts and e-mails are answered in the following days. 
  • An elementary teacher posts three lesson each day – ELA, Math and Science or Social Studies.  New instruction, alternating with instructional review, is presented about every other day.  Instruction is derived from an on-line, commercial curriculum.  Daily class work is posted on the class on-line platform and provides practice exercises for the teacher’s instruction.  Most students complete their daily work in 30 to 45 minutes.  There is little opportunity for children to communicate via phone call, text or e-mail with their teacher.  Assignments are reviewed by the teacher and percentage/grades are posted on the student’s personal school account.

Academic rigor and standards-based instruction are not at the top of a school’s priority list these days.  They lie well below the daily demands of deciding whether children will be in-school or at-home or managing the amount of time a child is in either place.  They lie below the challenge of maintaining daily teaching when faculty and classroom support staff who quarantined due to positive tests of contact tracing.  They lie below the demands of daily mitigation protocols necessary for schoolhouse doors being open to any person.  Like a debt that is ignored over time because the need for daily living expenses are more demanding, the issue of academic rigor will one day need to be paid.

Most states have waived traditional, statewide K-12 testing regimens due to the pandemic.  End-of-year tests were not administered in the spring of 2020 and typical baseline tests were not administered in the fall of 2020.  Waivers or work-arounds abound regarding attendance, rules for daily physical activity, and minutes of required instruction in subject areas.  Nothing has been removed from the statutes, department of instruction regulations, or even school board policies.  Waivers are the rule of the day.

We are left with the “in the mean time” problem of preparing children for the day when the waivers are lifted – for the day the assessments return.  And, they will return.  It is probable that our state will not enforce statewide testing in the 2020-21 school year, but my money is on a reinstatement in 2021-22.  How will the education provided during the pandemic serve our children after the pandemic?

There is a sweep of articles being written about the “lost generation”, children in school during the Time of COVID whose education has been disrupted or up-ended.  This is not a lost generation.  The term is a misapplication of a label applied post-World War One to those whose innocence of the world had been shattered by the war’s death and destruction.  It is interesting that the generation of young Americans who fought and survived World War Two were labeled the “Greatest Generation”.  What new label will be attached to our children today – certainly not “lost”.

That said, the reality that academic rigor and fidelity to educational standards will be reinstated should cause us to re-think the education we are providing today.  Will a child a year from now, pencil or keyboard in hand, facing an academic assessment whisper to her test question, “We did not learn this in our pandemic classes”. 

If your school district has demanded that all remote education for its children will be standards-based and that the school’s quality requirements will be upheld throughout remote education, stop reading now.  You are on the right track at the right time.  If not, please keep reading.

When children are at-home learners, faces on a screen that seem totally unschool-like, it is easier to dismiss daily rigor and standards.  Just getting connected is a success.  Just getting a lesson presented is a success.  Getting responses from a child is a success.  Engaging remotely with children is a real success.  Rigor and standards?  Not so much a success.

But, that is the problem we will face tomorrow and every day after that tomorrow if we don’t address rigor and standards today. 

As a thought, ratchet up rigor and standards in your remote education a little each week.  Begin with the standards.  Assure that a growing number of assignments point at the appropriate academic standards for your children.  Look again at assignments children already have completed to verify standards that have been addressed.  On your annual checklist of grade level or course-specific academic standards, do a check-off of what has been and has not been addressed in September.  Get back on a standards-based track.  Before long, all assignments will be standards-based. 

Gradually increase your demands for rigor.  Move from pass/fail back toward your traditional quality requirements.  No longer count connected engagement as an end-success but as a beginning for success.  Correct responses and corrected responses improve correctness.  Push children to move from good to better to best. 

I congratulate our local school district where the Board confirmed that all teachers will provide instruction using the district’s standards-based curriculum only.  In the past week, elementary teachers began administering the school’s academic screening tests for reading and math to ascertain individual and class status on annual performance expectations.  Secondary classes will begin their annual series of ACT-battery assessments by the end of the month.  None of these are high stakes assessments, but will be used to adjust instructional targets for children. Standards-based instruction and assessment measured rigor are the the order of the day for the duration of remote education.

The real end goal when we transition from remote or hybrid education back to in-person learning is that all children will be ready for success in resuming a standards-based and rigorous education.   Make these two goals, standards-based instruction and rigorous learning expectations, your constant normal to assure children become “academically “lost” as a result of the pandemic.

Remote Ed is Prime Time For Independent Learning

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It is easy to grumble about what children cannot do as at-home learners.  Instead, let us consider what they can do.  In fact, remote education is prime time for learning that requires children to work independently, requires practice, lends itself to asynchronous collaboration, and requires one-to-one teacher assistance.  Consider the kinds of school assignments that a child typically does as an independent student – just me, myself, and I.  I will highlight several and know that all PK-12teachers will quickly identify more.  In each, a teacher provides clear instruction and demonstration of new learning and checks for student understanding.  Then, teacher and children disconnect from the Internet and work independently.

Before we go further, all at-home learning can be informed by academic standards and assist children to become competent and proficient in those standards, just as if they were sitting in school and in class everyday.

Student Writers and Peer Editing.  Some children love to write and others would rather go to the dentist.  However, all students write.  And, all students submit their writing.  Let us start there.  Writing begins and finishes as a solo endeavor.  The assignment may be to write a paragraph or an essay, a poem, or a short story, to answer a question or make an argument.  As a writer, picture a child with a pencil and paper or at a keyboard pondering what to write, beginning to write, considering her writing, editing her writing and making corrections and changes.  Envision a child focused on writing, stand up to stretch and move about, return to the writing, tear up a page of paper or delete it from her screen, begin again, and persevere until she has a composition.  Writing, or the writing of a first draft, is a very private and independent process and fits the isolation of at-home learning very well.

She writes or thinks “The end” at the end of the assignment.  But, not quite.

Remote education also is a wonderful setting for peer editing.  Writing and peer editing go hand-in-hand in theory.  However, when children are in-school, time for peer editing often is omitted.  Peer editing takes time and, although editing is a specific assignment, it takes children time to focus, to read, consider and make comments.  This editing process can look like some children focused and others fully checked out, hence class time, a limited commodity, too often is eliminated for peer editing.   

Remote peer editing is flexible time – children do it on their time not on the classroom clock.   Online classroom platforms allow children to write and maintain their writing in a personal folder and then share their writing with other students.  This sharing option is made for peer editing.  It is easy to share a written document with several classmates, for those peer editors to read and make marginal comments on the document and for the author/student to read peer comments.  No one needs to move.  No paper is handed back and forth.  This is truly a digital routine and children complete this task on their time.

Peer editing not only helps a student/author improve her writing, it helps the peer editor see how other children interpreted and completed an assignment.  It extends their understanding and requires peer readers to be critical readers and clinical in their comments.  Peer editing helps a teacher to understand how children understand the assignment as writers and skillful and insightful peer commenters. 

Musicianship, Solo and Aggregated Performance.  Elementary music classes, secondary bands and orchestras, and secondary choirs illicit in-school images of large group instruction and performances.  Social distancing and remote education seemingly shattered large group music instruction and performance.  Maybe not.  At-home learning provides a music teacher the opportunity to focus on the musicianship of each individual child with a specificity that is not present in-class.  Many of us may remember being called upon by our music teacher to sing or perform, especially while we stood in the middle of the chorus or sat in the middle of the band room and every other student waited, listening only to us.  “Again”, the maestro required.  After the third “again”, we could not shrink to a smaller psychological low.  This is not just my inglorious memory – I hear about similar moments from many.

A Zoomed individual music lesson allows a child to sing or perform just for the teacher and for the teacher’s individualized comment.  It allows the teacher to critically assist a child to understand and undertake the incremental steps of improvement required.  And, without peers.

A child at-home can audibly and/or visually record practice time, review her own performance, and forward it to her teacher.  There is no limit to the amount of practice time and recorded practice time an at-home child can accomplish.  The key is to make a record, forward it to the teacher for review and comment and then wait for next instruction. 

Zooming to a large group allows a teacher to provide academic musicianship instruction and individual Zoomed appointments allow the child to demonstrate her understanding of that instruction. 

Practicing voice or instrumental lessons may have been harder to schedule in pre-pandemic times.  In the Time of COVID, practice time helps to structure a child’s time at home and a teacher can listen to each recording at the teacher’s leisure.

Math Reasoning.  One of the most effective math teachers I have observed wonderfully used “show me” and “explain to me” requests in causing children to excel in high school math.  In-school, she had students at the board – chalk or white – displaying and then explaining their solutions.  It was all about reasoning and using mathematics to create clear and concise answers to quantifiable and qualifiable problems.  Children watching learned from the reasoning of others and confirmed or reworked their own rational solutions based upon the work of their peers.  Eloquent reasoning is a trait of mathematical problem solving that requires time and practice and critical review.

Remote learning changes nothing.  Children are provided quality, synchronous instruction by their teacher on new mathematics.  The teacher uses the synchronous time to verbally check for understanding.  Independently, a child works and resolves practice problems.  She submits electronically to the teacher her “show me and explain to me”.  This is a one-to-one conversation and the teacher provides personal feedback on the math application and reasoning.  Depending upon commendation or recommendations, the student then resolves other problems or reworks the existing problems using the teacher’s comments.  This process takes time, but time in remote education is an available commodity that is well worth the depth of individual understanding and learning that is accomplished.

Drawing, Painting, and Design.  Many teachers and children have created at-home art studios.  Supplies are delivered by school bus to children’s homes where kitchen tables or card tables or corners in garages have become independent art rooms.  Once again, teacher instruction is delivered synchronously to the art class of at-home learners.  Clear demonstration of technique and expectation are presented and children are checked for their understanding.  Then, children have independent art time to draw, paint and design at home.  They do not need other children or a teacher to do this – they work independently.  Completed work is submitted to the teacher electronically or returned via school bus pick-up. 

Extended and Intensive Reading.  Because in-school time is limited to class periods or segments of a morning or afternoon, time for children to read in-school is reserved for short assignments or to begin them on assignments to be finished at home.  Children seldom have time in-school to read a full chapter of a book or reread any parts they did not understand.  And, children almost never read an entire book using in-school only.  Extended reading takes time and at-home learning provides the time for a child to read, take a personal break, return to reading, consider reading, and read more. 

Consider the traditional readings of literature in-school, such as The Miracle Worker, Night, Great Expectations, Of Mice and Men, Scarlet Letter, The Crucible, Julius Caesar, and Romeo and Juliet.  Some works are assigned to all children and others are child-selected. 

Consider children in elementary classes taking a trade book to sit in a soft chair, stretch out on a floor cushion or walk around while silently reading.  Consider a child of any age reading aloud so she can hear the words not just see them.  Consider a child reading all the parts of a play and moving around to semi-act them out.  Now think of a child having extended time at home to read without a school bell or the need to close the book and move on to a math lesson.  Remote education promotes extended and intensive reading.

Natural Observations.  Children at-home have the opportunity to be observers of what naturally happens in the world around them.  No matter where – in a rural home in the woods, a suburban home in a neighborhood, or an urban home in a city – life happens.  Observation of life can cause learning.  Children can observe people.  They can observe weather.  They can observe plants.  These observations can be planned for in an at-home curriculum based upon academic standards.  Science, social studies, mathematics, the arts, behavioral sciences – all and more can be crafted into at- and around-the-home observations.  Children see.  Children make notes.  Children write or talk about.  Children learn from.

Astronomy.  Lastly, school time and astronomy do not live on the same clock.  Unless a school has access to a planetarium, it is difficult for children in-school to observe the stars and planets and heavens.  However, as at-home learners, children have access to the nighttime skies.  Synchronous instruction and direction can prepare children for sitting or laying out on the ground at home to watch the sunset and the night skies appear.  They can identify and become familiar with constellations, meteor showers, planets and stars.  They can observe and record the seasonal rotation of the skies.  They can report and share their observations on Zoom chats with classmates and their teacher.  They can learn first-hand what otherwise would be largely book learning.  At-home learning can definitely promote a learning of astronomy.

It is hard for me to write, but I do, that there are many things that remote education with at-home learners allows us to accomplish that we could not when all children were in-school.  It must be our decision and design to cause all children to learn in this new educational setting.