In the Age of COVID-19, Don’t Overlook the Gifted Student

By Todd Stanley

Even before this massive school shutdown, some schools and teachers were finding difficulties in coming up with ways to challenge their gifted students. We cannot overlook these students in the virtual classroom either. Here are five things teachers can do to meet the needs of gifted children in a virtual classroom:

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A Wakeup Call for Differentiation

By David Nurenberg

Even if a course is designated “honors” or “remedial,” anyone who has taught real children knows that there is no such thing as a homogenous class—unless it has just one student. Forty years of research tells us that just because two dozen students share a classroom, it doesn’t mean a one-size-fits-all approach will serve them.

Thanks to the pandemic, those students don’t even share a physical classroom anymore. Students are in so many different situations vis a vis their ability to engage with class, and the amount of support they have available at home, that we can no longer harbor any illusions that “teaching to the middle” will suffice.

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A Tactical Plan for Learning Gaps: What to Expect Post COVID-19

By Suzy Pepper Rollins

School hallways have been still for weeks. Normally bustling cafeterias, sports fields, and playgrounds prolongingly silent.  But most importantly, classrooms have been empty.  No science labs, no sharing of writing, no dissecting of poetry with an elbow partner, and no exploratory math stations.  No nods of approval by teachers or laughter at humorous sections of a novel.  No leaning over to a classmate’s desk for assurance on a tough math problem.   

What will the learning toll be on millions of students whose educational experiences were abruptly switched to remote, often online, learning?  Some learners may have barely skipped an academic beat and will return to school ready to move on. Others may have experienced daily frustrations.  And many will fall somewhere in between. 

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Sharing the Task of Learning: Using Think-Pair-Shares in a Digital World

By David Nurenberg

Even more so than in a physical classroom, teachers in an online environment can’t expect to only lecture—whether in real time or in a downloadable video—and have their students learn. Fortunately, some go-to strategies of more student-centered learning translate well to an online environment.

The “Think Pair Share” (TPS) is a useful tool for engaging every single student in doing something, and for holding them accountable for their learning. Students begin by thinking through a problem or question and writing down their thoughts. This writing can make for good formative assessment, but only if it’s graded on a “did it/didn’t do it” basis, or else students may be too scared to experiment with their ideas. Next, they compare thoughts with a partner, and both students refine their understanding. They share out further with a small group of four or five before the teacher brings the entire class back together to engage with the lesson.

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An Inquiry Approach to Learning Content with Newcomer Students

By Laura Alvarez and Lucinda Pease-Alvarez

 When trying to support their newcomer students who are also new to English, teachers often wonder if they can even address content area learning in English.  Based on our experience, an inquiry-based approach to content learning in English can be very effective. This approach involves students in actively constructing knowledge and doing work in the disciplines.  We have found the following instructional practices are helpful when structuring inquiry-based content units.  Many of these practices can be adapted when planning for remote instruction.

  • Articulate clear and strategic learning objectives
  • Engage students’ curiosity and wonder
  • Facilitate and make meaning of hands-on learning experiences
  • Involve students in accessible and relevant ways of applying and communicating what they’ve learned.
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Journaling: Creating the Feel of School Virtually

By Christa Forster

I miss the physicality of school. By “physicality,” I do not mean physical education, nor do I mean movement exactly. I mean all the ephemera we leave in our wakes as we sail—smoothly or tempest-tossed—through our daily schedules, together yet apart. Heads tilted toward one another, whispering or chatting, sighing or groaning; nods and waves and smiles during passing period; laughter in the halls during quiet moments in class; the pods of bodies in the cafeteria or library; the forlorn study guides, spiral notebooks, binders, water bottles, hoodies on the floors; lockers slamming shut; empty candy and cough drop wrappers littering the spaces. All of this “stuff” contributes to the feel of school and therefore to the feel of learning.

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3 Ways to “Get Grounded” at the Beginning of Hosting Your Online Session

By Caitlin Krause

Students feel our sense of presence, connection and care as teachers, and this greatly impacts their learning, whether it’s in an online space or in a physical classroom. When moving classes online, we might naturally get so caught up in the technology (Is the platform stable? Is there latency? Can everyone hear and see each other?) that we’re a bit frazzled and frantic in our energy instead of present, calm and receptive.

What should be a joyful coming together feels stressful, and our impulse might be to jump straight to the expected topic at hand or content. We might forget that connection trumps content—and, in fact, connection is what will give that content context and meaning. So, it’s a necessary base. As online community hosts, our role now involves inviting everyone to our virtual home. What is our greeting at the threshold? How are we sending messages, implicit and explicit, that “All Are Welcome”?

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Teacher Appreciation: How to Say Thanks from a Distance

By Ronnie Eyre

Teacher appreciation week approached us so quickly. March felt like the longest month of the year, and then April came and teachers and students alike were told to start distance learning. These teachers and kids showed up! They proved that they were able to handle working on their academics while still being kids. Teachers made changes to their lessons by creating their own document cameras. They created spaces in their homes for anchor charts and bulletin boards. Teachers pushed themselves harder than they ever have, recognizing that an education is so important and that it must continue even through distance learning, online video chats, and tons of emails. 

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Riding the Roller Coaster of Emotions: From Reactive to Responsive

By Wendy Baron

Right about now, you may be asking yourself, “When will we ever be able to get back to normal?” Unfortunately, we just don’t know.  And uncertainty about the future is causing many of us to be anxious! According to a recent study of approximately 5,000 educators by the Yale Center for Emotional Intelligence1, anxiety, stress, and fear are the most frequently felt emotions every day since we began sheltering in place and doing distance learning.

The Stress Response

In this moment, it may seem impossible to be centered and calm. After all, if you are like most of us, you have a zillion new competing demands—figuring out how to best design and facilitate online learning; connecting with students who are struggling and those who are not showing up at all; leading and participating in back-to-back Zoom meetings; and trying to manage all of this with your own children needing your attention for their school work. No wonder we’re anxious and stressed! 

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From our editors: a selection of recently published articles on teaching and learning remotely

TODAY’S LIST OF RESOURCES! And be sure to also take a look at our more extensive list of resources for teaching during COVID-19!

From The Marshall Memo:

Ideas and Resources during the Coronavirus Crisis

From Simone Kern on Edutopia:

Why Learning at Home Should Be More Self-Directed—and Less Structured

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