Tag Archives: remote education

Teaching and Learning in Education’s Lifeboats in the Time of COVID

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A Great Lakes analogy of schooling in the Time of Covid floats well today.  We are carrying on with teaching and learning from the lifeboats after all passengers on the SS Public Education were forced to disembark due to a pandemic on the water.  Now that we have been in the lifeboats for several weeks, it is time to reacquaint ourselves with lifeboat living and monitor and adjust to our new realities.

The lifeboat analogy is apropos because no one volunteers to transfer from the comfort of a safe and thriving big water boat with hundreds, if not thousands, of passengers to bob about for an undetermined time with minimal support systems.  In our socially isolated and sanitized boats, we are called to row toward the port of Re-Opening.

The first adjustment is to our foundational understanding of remote education.  Begin with this: Remote education is not regular schooling and whatever we do to try to make it seem and act like regular schooling remote education is not regular education.  This is why

  • Remote education suspends the reality of teaching and learning in a school environment.  When we shut the schoolhouse doors, we closed off school as we knew it and began something entirely new – remote education.  Hence, we cannot think about remote education in the same way we think about regular schooling.  The doors are closed – period.  Most teachers cannot access their school and classrooms due to the schoolhouse being closed and sanitized.  Teachers are teaching with what they carried to the lifeboat and can virtually access.  Remember this statement – the reality of regular teaching and learning has been suspended.
  • Remote education is school-provided mandatory home schooling.  Who would have thought that public schools would be encouraging and engaging in home schooling, but we are.  This recognition is essential to understanding our new circumstances.  Remote education is home schooling.

The “mandatory” part of this new home schooling is the killer, because most parents did not and would not choose to be home school parents.  Home schooling has always been a choice, but not today.  The entire emotional and logistical construct for successful home schooling is absent in mandatory remote education.  Without debate, that emotional and logistical construct is essential for successful home schooling.  Many parents do not view their role in remote education as voluntary partners in teaching their children.  They are kidnapped adults forced to do something they are not prepared to do – teach school.

  • Teachers have never been so valued as they are now that schools are shuttered.  On every regular school day, teachers are the surrogates that all parents rely on to supervise, care for and educate their children.  Without prejudice, parents make large assumptions in handing their children to teachers for more than seven hours each day and for almost 200 days of the year.  School attendance is a mainstay in the lives of families with children.   And, schooling is teachers teaching.  School activities, arts and athletics add another layer of schooling that we take for granted in regular times, but we grieve for when they also are shuttered. 
  • Remote education for socially-isolated children in homes where parents are still working or trying to work further stretches the suspension of school reality.  Literally, remote education says “Kids of all ages, you are on your own more than ever before.”  For many, there is not an adult at home during their remote school day and older children are in charge of younger children.  This new reality hits the concept of responsibility for learning with a “thud”.  Children as daycare for themselves and younger siblings are being called upon to be home school supervisors for other children while they also are students trying to learn.  Ugh!  Even in schools using the gradual release of learning responsibility model that eases a student toward independent learning, a teacher still is in the physical background ready to assist.  In remote education, teachers are present only on FaceTime, Zoom or in the mail.  In many homes, kids are physically on their own. 

The second adjustment for lifeboat teaching is that teachers need to get comfortable sitting at the oars of the lifeboat.  Can you picture Ben Hur?  No one else but a first grade teacher is going to teach the children in the first grade teacher’s class.  At a time when we were making headway in the movement from teachers as independent contractors in closed-door classrooms, remote education reverses that progress.  Every remote education teacher teaching from their own home now is an independent contractor again with oversight, communication and collaboration conducted in the virtual realm.  Kudos to principals who are checking in with teachers on a frequent basis.  However, a scheduled FaceTime visit is nothing like a classroom walk-thru or a casual chat in the hallway.  And, collaborative communication with other teachers is no longer as easy as sauntering into the classroom next door.  Remote education is conducted by remote educators.

The third adjustment is that remote education does not work for everyone.  Some lifeboats will sink.  After more than a month of attempting remote education, some school districts are throwing in the towel.  They are declaring “ENOUGH!  The school year is ended today!”  Why?  Because the suspension of school reality, the assumption that school-provided homeschooling can be mandated for all children, that parents will volunteer as home school parent/teachers, and that we can do all this without prior preparation is just too much to bear.

Other schools, our local district for one, are “remoting” daily toward the usual end of a school year in June. Teachers are truly demonstrating their expert understanding of instructional design by broadcasting daily lessons to their students.  These lessons look and act much like a lesson a child would experience in the teacher’s classroom.  I marvel at the care these teachers take in writing directions in simple and sequential language that leads a child through a morning of schoolwork at home.  We need to celebrate that there is a lot of good remote teaching for a lot of children.

Remote education in the lifeboats is not easy.  It is not easy for teachers, students or parents.  We were not supposed to be here.  That said, “Row on!”.

In The Time of COVID, Moms Do Not Have To Be Teachers

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Stop trying to be something you are not!  Moms, most of you are not prepared to be school teachers.  Be the many other things you are supposed to be, mother to your children most importantly, and demand that your school does the teaching in this time of remote education.  Manage how your children engage in their remote learning, don’t try to be their teacher.

I write this as an educator and parent.  Also, as a realist.  Even in the time of COVID, two WI statutes prevail.  Parents are responsible for the education of their children and school boards are responsible for the provision of a free and appropriate education for all children.  These are stated in the WI Constitution and there has been recision of these statutes. 

The following may not pertain to homeschooling parents.  By choice and necessity, they have and are working out the challenges of parenting and teaching.  For all other parents, please consider the following.

The verbs matter.  Parents are responsible for the education of their children means that parents enroll their children in an educational program – public, private, charter, home, it doesn’t matter which – and guide their children to engage in education until the child is 18 years of age.  Enroll and guide in engagement.  That’s it.  Parents are not responsible for teaching.

School boards are responsible for providing educational programs for all children that comply with mandates for equity and equality.  School boards employ teachers to implement these programs.  That’s it.  Teachers are responsible for teaching.

The educator tells me that we, all of us, can find and implement strategies that will keep all children learning while schools are closed and the provision of education is required to continue.  I write the following by addressing Moms, because they are the traditional go-to person at home.  This applies to all parents.

  • Moms, don’t guilt yourself if your children do not understand or know how to do a remote lesson.  Instead, contact their teacher.  It is up to the teacher to find another way for children to understand or complete the lesson.  Not you.
  • Moms, don’t fret that your children cannot finish a lesson.  It is a fact that many children do not finish lessons when sitting in class.  Let it go.  The lesson will be there later or tomorrow.
  • Moms, do not worry that you cannot remember your Algebra or the words of the Preamble to the Constitution.  You aren’t expected to dredge these out of your memory.  If your child has questions about math or any other lesson, contact the teacher.
  • Moms, if your child cannot understand how to do an assignment and after you read it you also have questions, contact the teacher.  Every direction needs to be written so that a child can understand what to do.  Directions should not require your interpretation.
  • Moms, if you always wanted to be your child’s teacher and have the disposition, dispositions of patience, calmness, and smiley-face are essential, and the time to be a home school teacher, then go for it!  If you don’t aspire to this, don’t.
  • In every instance when your child confronts a question or problem in an assignment that you cannot easily answer, stop and go to another assignment.  Don’t worry about it – contact your teacher so that the teacher can do the teaching.
  • Mom, if the Internet is inadequate to engage in online assignments, contact your child’s teacher and request all assignments be mailed or available for drive-by pick up.  It is the school’s responsibility to provide instruction in a variety of formats.

Social isolation presents enough problems for children and parents to resolve.  Those are your natural responsibility.  Remote education is the school’s responsibility.  If you have opened your home to receive remote education, you have fulfilled your responsibility.  Make your schools do the work they are responsible for doing.  Last point.  If you cannot find satisfaction with your child’s teacher, immediately contact a principal or superintendent.  The entire school organization is responsible for providing your child’s continuing education.

Remote Education in the Lifeboats

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Some time there is no joy in a good decision.  As a school board member voting with an “aye” to the motion “… we will continue with remote education for all children while our school house remains closed for the duration of the 2019-20 school year”, I acknowledged a good decision while sensing no joy in its passing.  It feels like the captain yelling, “Abandon ship!”.  The 2019-20 school year, as we traditionally conceive of April, May and June at school, has sunk.  The good news is that all aboard will continue with their schooling in various remote lifeboats until we make it to shore safely and life will go on.

For the Class of 2020, “Bon Voyage”. 

For all, be safe as you continue to teach and learn and await a future day at school.

Making Instruction Whole Post-COVID 19

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Five years from now, will the world give today’s children a pass saying, “You were educated in the time of COVID 19 and we know that your academic education was incomplete.  That’s okay.  We will not expect as much from you.”  I don’t think they will and I do not expect them to do so.  Our task today is to educate children while schools are closed and then make their education whole so that no one will need a pass.

Scope of the issue

Most schools were closed by order of school boards and state governors in the last weeks of March.  At first, the belief was that schools would be closed for the month of April and re-opened in early May.  As the pandemic bloomed on the east and west coasts and then in larger cities and more slowly across the middle of the United States, hopes for May became a realization that the 2019-20 school year would end with most schools closed.  The next issue to be faced is how schools will open in the fall.  And, if there will be a second wave of COVID 19 in late fall/early winter as is suspected. 

School curricula is either a spiraling band of K-12 instruction or it is chunked into subject area courses.  In both constructs, the teaching of academic units is packaged and scheduled on an annual calendar.  Seldom is the K-12 spiral systemically broken as it has been by COVID.  Organizationally, the machine of instruction begins in September and grinds steadily until June.  With 90%-plus of children present in class every day, a school year is a steady stream of teaching and learning.  We know how to compensate missed learning for children due to their illness or other reasons for school absence.  With lessons either before or after, children become whole in their academic year. 

The issue now is that all children missed two or more months of teaching and learning.  A second issue is, although teachers and children used remote education services to sustain teaching and learning while schools are closed, no one knows the relationship of what was learned to what was expected to be learned.  Remote education is idiosyncratic to the local school district and within a school district it is dependent upon an individual teacher’s skills and dispositions for working remotely.  Add to that the issues of Internet connectivity and instructional effectiveness becomes more of a question. 

A closed school faces many issues.  As one elementary principal said, “We are focused on assuring that our students are safe and secure at home.  We are working to assure they are fed and that their social-emotional concerns in this crisis are addressed.  Daily lessons come after these problems are resolved.”  For some children, remote education is last on their day’s concerns.

Key questions

Much of education is scaffolded.  What a child learns in third grade is foundational for what a child will learn in fourth and fifth grade.  Scaffolding is most easily illustrated in the spiral of mathematics education.  Fractions, a troublesome subject for many children in the best of schooling times, is taught in 4th and 5th grades.  We know from decades of experience that children who are not secure in their understanding and manipulation of numerators and denominators and ratios have difficulty learning Algebra.  And, Algebra is the fundamental to secondary mathematics.  A deficit in fractions plagues a child’s education for years afterward.  Focus then on this question, how can we assure that children in the 2019-20 school year who are scheduled to learn and become secure in fractions are secure in fractions?

Move the scaffold across the curricula to ELA, science, social studies, world languages, the arts, and technical education.  What chunk of foundational learning lacks security? 

Look inside the scaffold.  How well did children with special needs prosper under remote education?  Many schools are diligently providing IEP-required modifications to lessons during remote education.  Special education and school interventionists make daily contact with children to assist their remote learning.  As we look carefully at the learning performances of all children post-COVID, we must look with care at the performances of special needs children to assure they made expected progress.  This includes children with gifted and talented needs as well as children with disabilities.

Work to be done

Our task is to adapt re-opened schools with a focus on making the education of all children whole regarding the 2019-20 and 2020-21 school years.  There is not a singular solution for doing this.  Every recommendation will have its proponents and opponents.  Each solution attempted will have its challenge, because it will be implemented within the moving parts and new expectations of the 2020-21 school year.  The assessment piece will be difficult, because children’s experiences in remote education will be so varied as to make each child a case of one.  And, continuous monitoring and adjusting of compensatory education filling in the learning gaps will be ongoing requiring more assessment.

At some point in time, perhaps June 2021 or June 2022, we need to say to every child who was schooled in the time of COVID, “Your instruction has been made whole.  Your future education and career will not be impacted by lost instruction doe to COVID 19.” 

We have work to do.

Teaching and Learning in the Time of COVID

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In Larry McMurtry’s “Lonesome Dove”, Augustus McCrae says, “Yesterday is gone and there is no getting it back”.  Gus was talking about the tragedies of life on a cattle drive from Texas to Montana.  In our contemporary world, we can mirror Gus and say, “COVID is changing the way we cause children to learn and when it is over there will be no going back to school exactly the way it was.  Yesterday is gone.”  It is hard to find a similar event in our recent national or state histories that shuttered school houses like COVID has.  Hopefully, COVID is a one and done.  Regardless, COVID will make things different in our future schools.

Yesterday

Two months ago, virtual or remote teaching and learning was the exception to regular school.  Remote learning was the venue of the Khan Academy and home schoolers.  For twenty years, synchronous instructional television (ITV) connected in-school students to curricula they could not receive in regular classrooms.  Students enrolled in AP courses, college colleges, and rich elective courses.  Almost every new curricular product on the school market came with digital features, many of which were accessed by teacher and students anywhere and anytime.  Forward-leaning teachers captured their initial instruction on digitized formats and students accessed these when they are absent from school or need a review of what the teacher said, demonstrated and clarified.  In almost every application thus far, virtual or remote teaching and learning has been an adjunct to regular, daily, classroom-based teaching and learning.  COVID makes an abrupt change to past practice and is forcing new practices.  Today, there is no in-school teaching and learning; everything is remote.

Break and Make

In mid-March, many districts made the decision to close all school programming for several weeks to a month.  Luckily for some, this coincided with their calendared spring break, so the cancellation seemed to fit into place.  Some state governors simultaneously declared all public schools in their state closed for a month.  The general idea of school boards and governors was that closure would allow for a deep cleaning at school and for the influenza to pass.  Remote learning was quickly designed as a practicing of recent instruction or a brief enrichment opportunity.  COVID did not agree.

The first month of remote education divided school districts into yet another division of haves and have nots.  Some districts have extraordinary technology capacity, meaning one digital device per student, and others have little to no capacity.  Some districts have explored e-learning as a school option for snow days and begun training teachers and students for out-of-school education and other districts have no pre-COVID conversation about remote education.  Finally, some school districts have the leadership capacity to make a dramatic sea change toward remote education and other districts will follow later.

Education in the Time of COVID

Today, we are considering the probability that the 2019-20 school year will end with schools closed.  Today, we are considering how to provide two-plus months of school remotely.  Instead of practice exercises of what children learned in February and early March, we are moving into ew and initial instruction provided to all students remotely.  That means all school instruction to all students remotely.  Special education modifications remotely.  Assessments of learning remotely.  Elementary reading groups remotely.  Virtual chemistry labs remotely.  All academics remotely.  Yesterday is gone.  Today and tomorrow are very different.

Past Models of Lasting Change

I consider how we adapted to life with personal computers in the 80s and what that means for life with remote schooling today.  In the 80s, some of us were pioneers looking at the first Compaq, Commodore, Toshiba, Texas Instrument, IBM PCs, and Apple 1 machinery and marveling at what we could do at our desk sites.  Each year provided a new iteration and as we moved to new hard- and software, the technology mainstream followed along.  The first Motorola mobile phones were amazing!  And, every year provided a new amazing!  In the early 90s, the yesterday of no technology was gone and there was no interest in getting it back.  Mobile technology changed the world.

Remote schooling will mirror innovations in technology and just as we don’t want to return to our first Commodore or Motorola StarTac, we will not want school to be exactly as it was before remote learning.

After one week of remote schooling, my 7th grade grand daughter sits on the sofa with her PC on her lap, I-Phone propped to her right so she can read her e-mails and texts and several printed pages on her left so she is reminded of a lesson’s directions.  She splits her screen so she can read citations and write her essay.  When her screen blips, she opens Zoom and immediately sees her friends/classmates for a scheduled collaboration on a math assignment.  When a question arises that the group cannot answer, she uses her phone to text her teacher and five minutes later shares what he said with the group. 

She says to me, “Gramps, I get more schoolwork done in less time doing it this way.  I don’t know how I will do on the tests, but I am reading and re-reading and editing what I write much more than I would at school.  But, I miss being at school with my friends.  I miss the structure of a school day.” 

An hour later, she complained, “Why doesn’t my teacher get back to me quicker.  I need his help now!”.

On FaceTime I talk with grandchildren in two other school districts each in a different state.  In one district, children are waiting for their next week’s assignments to arrive via US Postal Service.  In the other district, children received batches of e-mailed assignments with scant directions.  “I am not a teacher”, my daughter-in-law lamented.  “I need directions that I can understand so that I can help my children.”

In the immediacy of education in the time of COVID, we are all over the landscape.  If there is disconnect between the federal government and state governments regarding medical supplies, it is even greater between schools and homes regarding ongoing education.

And, therein lies the challenge for tomorrow.  Remote education done well will provide some children with powerful new learning tools and strategies, new environments within which to learn, and more collaborative tools to use with teachers and fellow students.  Some children will thrive in remote schooling and be loathe to return to regular school.  Remote education not done well will leave too many children one-half to a year behind in their educational progress.  Those children will not thrive, but will languish.

My discussion with area school districts includes the following:

  • If you are not a pioneer in remote education, be a good and high-quality follower.  Schools need not invent their way through out-of-school education in the time of COVID.  Find a credible and similar school district that is moving forward and replicate their movement.  It is impossible to overcome past capacity needs in the immediacy and there are more important daily needs to be met.
  • Achieve learning equity for all children.  If you are mailing out assignments, make all assignments quality learning.  If you are on a learning management system, assure that all children are getting quality instruction and learning opportunities.  Quality over quantity.
  • Do not try to replicate a day in school in your remote education design.  Instead of seven hours of class time, strive for three to four hours of student engagement.
  • Create teacher accessibility.  Children will have more questions in remote education than they do in-school.  While a parent may be in the room at home, children want to talk with their teacher.  Telephone.  E-mail.  FaceTime.  Once lessons are in the hands of children, teachers need to be accessible.
  • Make everything parent friendly.  For each new and initial chunk of instruction, provide parent instructions to assist them to assist their children.  Creating parent instructions takes time, but without good parent instructions, we lose whole families to the frustration of “We cannot do this!!”.
  • Use teacher strengths.  Within a grade level or subject area team, let the teacher with the most expertise create remote education assignments.  It is not necessary that every teacher creates lessons, because some are not as adept at remote teaching and learning.  This is a fact.  Let the creative create and others do the daily contact with children to assist their learning.  Let teachers who are really good at group work meet with children face-to-face virtually.  Let teachers who are good at differentiation and lesson modification connect with children who need personal assistance.  Differentiate the roles of teaching.
  • Use all instructional personnel.  School closure does not mean furloughing teacher aides and paraprofessionals.  Each child who benefited from their instructional assistance yesterday will need their assistance tomorrow.
  • Educate all children.  Children with special education needs need more and different assistance in remote education.  A school’s responsibilities for an IEP does not stop if a school engages in remote education.  Children with needs for enrichment need attention in remote education.  Special needs are magnified in remote education. 

Next Tomorrows

When COVID 19 leaves us three realities (or more) will confront us. 

  1. Most people will want to re-stabilize life by returning to pre-COVID.  We will re-open schools next fall and many students and parents will expect the normalcy they lost.  While we look backward at that old normalcy, we need to be cognizant of what we learned using remote education.
  2. COVID and remote teaching and learning will cause us to re-evaluate what is essential in 4K-12 education.  Some pre-COVID school functions and roles may not seem as essential after COVID.  The advantages of remote instructional delivery for some children and some curricula will need to be integrated into the new normal.  Education will have evolved and we will need to recognize its new forms.
  3. And, sadly, there may well be a COVID X and we will return to remote education.  We need to consider what we have learned from COVID 19, make plans for a new and improved remote education, and be ready for our unknown future.