When schools closed, teachers were forced to get creative—and they’ve learned things they can use when they’re back at school.
Before my eighth-grade history students moved into online learning this spring, I had no idea about one student’s affection for Cup Noodles or another’s a sweet way of talking about her 5-year-old brother. Perhaps I should have known, but I didn’t, and I wish I had.
Distance learning has enabled these intimate glimpses into students’ lives and thought processes, and I worry that these moments won’t happen as much once we eventually return to campus.
In-person high school commencement ceremonies are cancelled—but seniors can still mark the transition in a meaningful way.
Schools across America, grappling with how to celebrate graduation in the midst of social distancing, are opting for online or drive-by graduations—or delaying face-to-face ceremonies until later in the year. But with the loss of in-person graduation, high school students are missing out on a time-honoured tradition designed to help bridge the gap to young adulthood. There is a unique opportunity for educators, however, to help students close out the year in a meaningful way while providing a rich learning experience that may help them navigate future transitions.
Teaching virtually comes with its own set of challenges—,, especially during a pandemic. Use these strategies to focus on specific goals, embrace uncertainty, and keep communication open.
As school systems nationwide remain closed, educators feel a collective undercurrent of uncertainty from Covid-19, but also from the burden of providing quality online instruction. The responsibility of ensuring that kids do not fall irreparably behind during a months-long closure is daunting. Simple interventions and strategies may be the most effective in these challenging times.
Many students lack either high-speed internet or computers, but teachers can use phones for both academic and community-building purposes.
Schools across the country have been forced to make hard decisions about teaching and learning during the coronavirus crisis. Some have chosen to shift their instruction online. Others are still trying to figure out what remote learning looks like for their students. But one thing is clear: Digital learning presents an enormous hurdle for the millions of school-aged children in the U.S. who lack either internet access or an internet-connected device, or both.
There is good news: Recent data from the Pew Research Center indicates that approximately 96 per cent of households have access to a mobile phone and 81 per cent have access to a smartphone.
Young learners can develop an understanding of coding concepts and computational thinking through visual art, movement, and music.
Instructional technology and the arts can be difficult to integrate authentically. Despite the progress of our STEM-accredited school with an evolving STEAM program, these two fields rarely overlapped in our classrooms.
By focusing on a final product and promoting integration in the Hour of Code, we merged resources to create, communicate, and collaborate across grades and subject areas. Here are some tips for integrating code in arts-based settings for younger students.