By Christine Boatman
As a social studies teacher, I am always curious about how future historians will view current events. Lately, I’ve found myself particularly interested in how the COVID-19 pandemic will be analyzed by generations to come—and, seeking a precedent that might provide some clues, I’ve found myself drawn to how history remembers the Spanish flu of 1918. This semester, I’ll be using this comparison to help my students contextualize current events by investigating a historical event. Furthermore, the three activities I’ve put together for this purpose will help my students develop their critical thinking skills. We will be investigating stories of individuals impacted by the Spanish flu, exploring primary sources related to the Spanish flu, and, finally, my students will write an account from the perspective of an individual living in 1918, based on these primary sources. (Please note: it is important to take into account the ages and individual experiences of your students when planning these activities, and to be sensitive to any adverse reactions.)
Continue reading “The Spanish Flu versus COVID-19: Critical Thinking Activities for Social Studies”
As schools resume classes this month, teachers and students are engaging in online learning to an unprecedented degree. To help educators meet that challenge, Norton Books in Education has recruited experts in remote instruction to address the nuts and bolts of teaching online. The practical tips below are excerpted from five Quick Reference Guides to be released this fall:
Continue reading “Quick Reference Guides from Norton Books in Education”
- Teaching English Learners from a Distance by Laura Alvarez
- Teaching Math from a Distance by Samantha Bennett & Alaina Barkley
- Teaching English from a Distance, Grades 6-12 by Troy Hicks, Andrew Schoenborn, Sharon Murchie, Janet Neyer, and Becky Schwartz
- How to Design Interactive Online Learning by Stephanie L. Moore
- Six Teaching Moves to Tactically Close Gaps in Learning by Suzy Pepper Rollins.
By Lorena Germán
Social justice is not a book that you teach. It is not a unit you explore with students. It is not a week-long, school-wide celebration during which you acknowledge diversity. These are all too often superficial attempts at having in-depth conversations that require nuance, time, and pause. While well-intentioned, this type of teaching may lead educators to think they’ve done the work because they spent an hour or day teaching one idea in a one-dimensional way. However, social justice is not a topic or a content area, but an ongoing action and fight for a better quality of life for all. Therefore, it requires actionable and tangible steps.
Continue reading “Teaching for Social Justice”
By Pete Barnes
Many teachers are, understandably, in survival mode this semester, hoping just to make it through the pandemic and return to “normal”. But for those with the bandwidth to think beyond the present chaos, planning a project that will get kids outside, help the natural world, and beautify the school campus may be a welcome relief. A pollinator garden does all of these things with minimal financial and technological resources, and is a great project for schools that are conducting as many classes outside as possible in order to limit potential spread of the virus. Science, math, and language arts concepts can all be taught in the garden, but students will most remember making the earth a more liveable place.
Continue reading “Creating a Pollinator Garden at Your School”
This post is adapted from the book Teaching Mindfulness to Empower Adolescents by Matthew Brensilver, JoAnna Hardy, and Oren Jay Sofer (W. W. Norton, March 2020).
Life is often intense, but in this moment, it can be overwhelming. As educators, parents, indeed as humans, we find ourselves in a grueling and extended period of instability and challenge. Coronavirus, economic hardship, political strife and the transition to online learning are all unfolding in a context of a national grieving and reckoning with the country’s racial history. For many, it feels like the tectonic plates of our lives are shifting and we are not sure where to find our balance.
Given this context, our leadership role as educators becomes even more important. Our capacity to act as a keel in the lives of our students is vital. How can we serve this function and how might mindfulness help?
Continue reading “You are the Instrument: Teaching Mindfulness and Personal Practice”
By Sharon Kunde
The English classroom is a crucial space for us, as teachers, to cultivate anti-racism. In ELA class, students learn which stories and points of view matter—they are taught which voices and narrative styles are legitimate. While strides have been made in the past years and decades to remove racist content from our English curricula, this is not enough to constitute an anti-racist curriculum. In order for our curricula to be truly anti-racist, we must rethink our entire system of literary study.
Continue reading “Cultivating an Anti-Racist English Classroom”
By Jonna Kuskey
Make room, Steven Spielberg. I’m going into the movie business.
Well . . . sort of.
As the old adage goes, necessity is the mother of invention, and the pandemic that forced us to move quickly to online learning forced me to make movies. With a big box office budget of zero dollars, no big-name actors, and no brilliant CGI, I made videos to teach concepts or explain assignments so students could access the information wherever and whenever they needed or wanted. (Thank you, free version of Screencast-O-Matic!)
Continue reading “Just-In-Time Skills: Creating Videos for Scaffolding”
By David Nurenberg
As a teacher preparing to begin an unprecedented new school year in the shadow of the COVID-19 pandemic, I have been consumed with reading, and writing, tips and best practices for online and remote education. Preparing for this new world alone is an enormous task for teachers already grappling with all the other stresses of this time. But as September draws near, I am feeling even more nervous, and even less prepared, about how to conduct in-person education in this new climate.
The federal and state governments are requiring schools to develop plans for both full and partial/“hybrid” returns to school. That means teachers’ plans for setting up our classroom must account for disinfection and hazardous material handling. We must somehow figure out how to conduct class activities without ever bringing students closer than 6 feet from one another, how to conference with students or intervene in discipline situations from that distance. We have to figure out how to cover required content and meet student learning goals when classes might be meeting only half or one-third as frequently. We must include, and teach, entirely online and remote versions of every lesson for absent students, find ways to catch up students who miss large amounts of school, and figure out how to emotionally support anxious students – and ourselves.
Continue reading “There should be no “best practices” for in-person teaching during COVID-19 – because it shouldn’t be happening”
By Alexis Wiggins
Most of us are facing another school year in which at least part of our classroom work will need to be translated to an online environment. Some teachers worry that it isn’t possible in the distance learning environment to have the kind of effective discussions facilitated in the classroom, but I’m here to say that by following some key protocols and staying flexible, teachers can absolutely design for strong online discussions.
I’ve spent the last 15 years immersed in the research, design, and practice of student-led discussions. It began with a job early in my career at a Harkness School and eventually developed into a method I call Spider Web Discussion, which asks teachers to train students how to begin, facilitate, and assess their own discussions while the teachers themselves are mostly silent. (You can see it in action in a ninth-grade classroom here.) In the current environment, I’m getting a lot of questions about how to conduct class discussion online.
Here are my tips for success:
Continue reading “The Spider Web Approach: How to Facilitate Effective Online Discussions”
By Mary Burns
As we put the never-to-be-forgotten school year of 2019-2020 in our rearview mirror, we turn our attention to the 2020-2021 school year. And though we all wish otherwise, the upcoming school year will likely involve more online teaching. During the initial pandemic outbreak, many teachers focused on learning technology at the expense of instruction. Now that we’ve taken some time to learn new technologies, this school year should be about focusing on effective online teaching.
Over the last few months, I’ve been helping teachers get started with online instruction. I’ve organized this blog around their most common questions about teaching online.
Continue reading “Getting Started with Teaching Online…Again”