I’ve obviously been posting a lot of tips from teachers who are dealing with the school closure crisis, and sharing my own, as well.
And there’s a lot more to come, including a video where I talk about doing remote teaching with English-language learners, and several other series appearing in the next several weeks, including ones on:
* Reports on what has worked and not worked after one month of remote teaching
* Reflections from students on how they would evaluate their distance-learning experiences
* Specific posts on teaching literacy, math, science, and social studies remotely
I thought readers might find it helpful if I brought all these past and future posts into one place. I’ll also add the upcoming links.
Four educators share their experiences of blended learning. They suggest elements needed to make it work in remote teaching such as emphasizing relationship-building and minimizing the number of online tools.
Three educators share how they are adapting the principles of “blended learning” to the COVID-19 environment, including through involving community members and using a “flipped” classroom.
Six educators share tips for teaching virtually, including making time to connect personally with each student and emphasizing collaborative work.
Three educators offer tips for online instruction, ranging from keeping videos short (3-5 minutes) to laying out an agenda at the beginning of each class.
Four educators share instructional strategies for online instruction, including adapting face-to-face techniques like “think-pair-share” and “learning stations.”
Two teacher guest contributors and I highlight lessons that we learned in the spring, including emphasizing what we can control and not worrying (much) about what is outside of it.
Four educators share how they are going to apply lessons they learned in the spring to this new school year, including by reaching out to students as well as to parents.
Douglas Fisher, Nancy Frey (co-authors of “The Distance Learning Playbook”), Dr. Isabel Morales, and Kiera Beddes share lessons they have learned from the spring, including the need for “empathetic feedback” and community-building.
Five educators share recommendations for effective distance learning, including limiting the number of online tools teachers use with students and not assuming that caregivers will be around to help with schoolwork.
Wrapping up this series on the dos and don’ts of teaching during the COVID-19 pandemic, three educators suggest such strategies as creating online and offline content and embracing uncertainty.
Two educators call for schools to use this time of crisis to focus on equity issues like desegregation and community involvement.
Three teachers offer colleagues suggestions for this fall, including showing “grace” to students, parents, and themselves and emphasizing flexibility.
Four educators share instructional recommendations for the pandemic-influenced fall, including setting boundaries and showing patience.
Four educators share ideas on how to start a pandemic-effect school year, including by organizing scavenger hunts and having students share and write captions for their favorite photos.
Three teachers explain how they are going to start the COVID-19-affected new school year, including by sending videos or letters to students before classes begin.
Katie Hull Synieski and I share a book excerpt offering ideas on building relationships as our online or hybrid school year begins, including question starters and “show-and-tell” activities.
The opinions expressed in Classroom Q&A With Larry Ferlazzo are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.