By: Norton Gusky
With all of the world moving to an online style of teaching and instruction, educators are faced with new challenges in lesson design. Recently I read an excellent article in the March 2020 ASCD Education Update, Six Teacher Moves for Deeper Learning that provides a framework for making learning “deeper.”
For this article I’ve invited some of my educational colleagues to share how they’re redesigning learning to take advantage of the online platform that is their only choice right now for instruction. I think the key for any good instructional design is to have a framework that provides guidelines. I’ll take ideas from my colleagues and wrap them around the core principles that Monica R. Martinez and Dennis McGrath outline in their article focusing on Deeper Learning.
Empower students as learners.
According to Martinez and McGrath, “Given the social and economic world they will be entering, today’s students need much less passive rule following and rote memorization, and much more guidance and support in becoming self-directed learners. A common practice that all the schools focus on is helping students take responsibility for their own learning and the learning of others. They do this through both their culture and pedagogy.”
What does that look like in an online world where students are home due to the Coronavirus? Melissa Unger, a K-2 STEAM teacher for the South Fayette School District, near Pittsburgh, and Elementary Tech Integrator, Anne Blake, have developed a series of Design Challenges using ordinary materials. The projects can be done with parents, care-givers, or even by the kids by themselves. How many kids turn to YouTube to learn something new? Melissa has tapped into a tool that most young learners already use on their phones, tablets, or computers.
Martinez and McGrath follow the tradition of Jay McTighe and Grant Wiggins. We need to start by asking what are the Driving or Essential Questions. We need to think about how the learning is part of an interconnected fabric. We need our students to not just focus on facts, but the key ideas, relationships, and skills.
For instance, David Dulberger, an educator in the Frederick, Maryland County School District, is reaching out to his colleagues to share ways to improve the way they conduct formative assessment to document the key ideas, relationships, or skills that students are learning. David has seen the success of using time-lapse video with students. David started letting students make time-lapse videos during indoor recess with a dry erase board. This eventually led to a realization that problem solving on a dry erase board + time-lapse video could equate to a great formative assessment. Why would this work during the Coronavirus Pandemic? Today almost all students have access to a phone where they can shoot and edit their own videos. The teachers just need to give the students a good example, like David has done.
What exactly is a silent solve video? According to David, “A silent solve video requires students to demonstrate their thinking without any recorded narration. Students are welcome to talk out loud while making a video but the sound will not be captured when using time lapse. Jen Knox has started to use silent solve videos with her students. See an example by clicking here: Skyy’s Video.
Connect to Real World Experiences.
When our students are in social isolation, how do we make them see the real world connection? Jill Tabis, a high school business education teacher and former colleague of mine at the Fox Chapel Area School District, reached out to people around her to do just that. I heard the call and used the opportunity to develop a video around Building an Entrepreneurial Mindset using my experience as an educational technology broker for the past nine years. Jill’s class will have a chance to pose questions for me and then I’ll follow up with a Zoom session to talk about their questions.
Inspire students by customizing learning experiences.
With all students at home, what can a teacher do to make each learning experience personal to the individual student? This doesn’t mean using an adaptive piece of software. It means thinking about projects that tap into personal interests or passions.
For instance, Melissa Unger challenges her online students to come up with their own solutions to the paper airplane flying challenge. Each student can test out new ideas, go online, and research other options. This is one of the advantages of working in an online world.
Use tech to purposefully enhance rather than automate learning.
I’ve been a strong supporter of using technology to make students into creative producers. In my work for the Consortium of Schools Networked (CoSN), I helped to develop a paper on this topic three years ago. In the article Sylvia Martinez shared her insights: “What’s different now is the affordable, accessible, and fun technology that fosters rigorous learning. Today’s computational technology adds something that’s never before been available, which is putting computational power into students’ hands—programming through making devices that collect data, process data, and interact with the world.” Martinez goes on, “Physical computing—the interaction between the digital and the physical world—raises the bar. You aren’t able to say, ‘Oh, just making anything is good enough.’”
Birdbrain Technologies is one of the physical computing tools that Sylvia Martinez recommends. (And as a disclaimer—it’s one of my clients.) With teachers no longer in schools to tap into the Hummingbird Kit or Finch, Birdbrain is offering fun projects, live classes, and online courses to inspire deep and joyful learning for students, parents, and educators. (Most of the workshops require a Hummingbird Kit, but there are some sessions that just use scrap materials.)
Teacher as “Learning Strategist”
Martinez and McGrath finish their set of principles by stating, “For teaching to enable powerful learning experiences like the ones described above, the teacher has to fluidly shift among a range of roles, including learning designer, facilitator, networker, and advisor who coaches, counsels, mentors, and tutors depending on what is most needed to promote student learning.”
What does this look like for the educators I’ve included in this article? Each educator had to look at their target audience and create appropriate learning materials for the age of the audience, whether the materials were for a student or teachers. Short hands-on YouTube Design Challenges are perfect for young children, but not necessarily for a high school class. A 12-minute mini-lecture is not the best tool for young children, but when it brings a real world connection to high school students, it works well. Silent Solve videos are great tools for educators to use to discover that their students are really learning at home.
Getting Smart has launched the Getting Through series to support educators, leaders, and families on the path forward during such an uncertain time. This series will provide resources and inspiration as we face long term school closures, new learning environments, and address equity and access from a new lens. Whether you are just getting started with distance or online learning, or you’ve had plans in place and have the opportunity to share your work and guidance with others, there is a place for your voice and an opportunity to learn.
We’re going to get through this together, and we invite you to join us. Please email [email protected] with any questions or content you’d like considered for publication. We also invite you to join the conversation and on social media using #GettingThrough.
For More, See:
- Choosing the Right Tools for Remote Learning
- Engaging Families in Social Distance Learning from Afar
- On the Move to Online Learning
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Norton Gusky is an educational technology broker and uses technology to empower kids, educators and communities. You can find him on Twitter at @ngusky.
This blog was originally posted on nlg-consulting.net.