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Posts from the ‘PAWLP’ Category

A Positive Mindset in the NEW NORMAL

by Eileen T. Hutchinson

At PAWLP’s winter conference, renown author and guest speaker, Angela Stockman shared her maker movement, design thinking philosophy to motivate reluctant writers towards new creative ideations. Her expertise, insights, and passion with varied 2.0 digital platforms was very contagious in keeping the energy alive in writer’s workshop. So intrigued with her diverse, successful classroom experiences, I purchased her latest book, Hacking the Writing Workshop, to add new sprinkles of ingenuity in my own writing lessons. Angela really challenged my thinking and mindset to get more tech savvy to reach my learners, but then I returned on Monday back to my remedial instruction with 6, (K-5) Title 1 groups and testing. I placed her book on the shelf for a summer read due to the daily demands of my job.

How ironic–6 weeks later, our normal teaching routines came to a halt with the sudden closing of schools due to Covid-19. In a flash, I was hit like a tsunami; I needed to readjust my paradigms pronto to reach my students with the new demands of distance learning.

The NEW NORMAL came into implementation with lots of uncertainty and anxiety. So, this distance learning curve with daily Zoom meetings or Google classroom was a 180 degree learning curve for me. While my district used Seesaw and Schoology, I only dabbled in their functions due to the demands of testing/reports, progress monitoring, and child study meetings. Exploring these platforms further always remained a job on my to-do lists.

Distance learning changed that. With a renewed commitment, focus, lots of PD training as well as 1-1 meets with colleagues, I jumped on the bandwagon, learning how to navigate Zoom sessions with wait rooms, virtual backgrounds, shared screens, and a white board with annotations. Within weeks, I was quite proud to have my 6 groups up and running with 2 live weekly Zoom sessions and follow-up activities in Seesaw, Schoology, and group emails. I even held some 1-1 sessions with readers and their parents to work on specific literacy goals. 

Now, almost through the summer, I am proud to be an employee for West Chester Area School District that has been offering continued PD opportunities throughout the last five weeks with varied topics based on teachers’ needs and interests. We have an amazing technology team who has worked relentlessly with teachers on all kinds of digital 2.0 topics for instruction. Thank goodness the sessions are recorded and archived in a digital library for review and reference. Even as a seasoned educator, I have to admit that I enjoyed learning about distance learning. The PD sessions re-energized my spirit for teaching. I highly recommend using your district PD to broaden your understanding of the platforms and resources within your school as well as taking advantage of the many webinars being offered to assist educators during this transition period.

Along with embracing life-long learning and seeking opportunities for professional growth, I had the wonderful opportunity to teach a cyber writing camp to rising star fifth graders which has opened new doors for me.

LEARN-REFLECT-DO

As we gear up for a new kind of school year, whether virtual or a hybrid model, personalized instruction with live Zoom lessons, Google classroom, teacher LOOM videos, student-friendly rubrics and audio/video comments will be welcomed on your district platforms for increased engagement and student achievement. With that said–BEWARE!! There is a wealth of platforms, resources, and learning tasks out in our ever-changing cyber world–INFORMATION OVERLOAD! My advice–Be SELECTIVE and REFLECTIVE as the old saying goes–Less is More! With confidence, find the platform/s, resources, and activities that work BEST for you to master in greater depth and understanding. Put your best foot forward each day, knowing you have your students’ best interests at heart.

Biography

Eileen T. Hutchinson is a veteran reading specialist at Exton Elementary in the West Chester Area School District. She is a proud PA Literature and Writing fellow for the project since 1999. She has been a site coordinator and writing teacher for the youth summer programs in varied districts. She has coordinated e-poetry contests previously through the project and presently in her district with writing scholarships from educational grants. With a passion for fine arts, music, and writing, she enjoys sharing her synergized visions and creative spirit in school-wide literacy events.

Call for Distance Learning Blog Posts

The PAWLP Blog would like to hear from you! How has distance learning and/or summer professional development helped you to prepare for the 2020-2021 school year? How are you re-envisioning your brick and mortar best practices to meet the needs of online and hybrid teaching?

Blog posts will be featured in our Distance Learning column each Monday. Please email LF879590@wcupa.edu if you are interested or would like to find out more information.

 

Teacher to Teacher: Building Community in a Virtual Setting

by Lynne R. Dorfman

In the beginning of the new school year, establishing a strong class culture is our first priority, whether we are face-to-face or virtual. We cannot assume that this culture exists, even if many of the students have had other shared classroom experiences. Last year, we started online classes in March or shortly thereafter. Students and teachers had to make big adjustments in how they navigated a school day.

In a traditional classroom, there are practices that most teachers use to build a classroom community. In shifting to online learning, things are going to look different, but a community of learners can be built in the online setting based on the same core values of a traditional classroom setting: trust, respect, human kindness, and responsibility. It is possible to stir excitement and fun into our virtual classroom, and we can begin with opportunities to build personal relationships with our students and help them to get to know each other as well.

One thing you should try to do as a teacher is to get to know your students’ names as quickly as possible and something about them that will help you make a connection with each and every student in your classroom. If it is possible, ask students to send you a photo with a sentence or two about what they love to do in school and at home. You could create a slide deck in Google Slides with space for your students to upload images of themselves, their pets, and things they enjoy doing. Visuals are a great way for students to connect with classroom members in your virtual classroom community. Your school may be able to provide you with a picture file, or you can take a screenshot of each student with a good camera, but either way, you’ll want to find out what your students are interested in.

Take a quick survey. Ask students to fill out an online interest survey. If they are young, spend a week to highlight five or six students every day and ask them two or three questions to give you some information. You might ask them about their reading interests, their favorite foods if they have siblings or pets, and something about them, their favorite school subject, their favorite game (indoor and/or outdoor). What would they like to learn about this school year?  Be sure to model with your own responses to the interest survey you are giving your students.

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Summer Learning and Collaboration Generate Insight for the 2020-2021 School Year

by Lauren Heimlich Foley @lheimlichfoley

Since distance learning started, Teams, Zoom, and FaceTime have been lifelines to “see” family and friends, work with students, speak with colleagues, and attend professional development. In July, I had the opportunity to experience a variety of online learning spaces. Sliding between teacher, student, participant, mentor, and colleague has given me an interesting perspective that I will bring to my classroom this coming school year. The biggest insight came from my school’s summer reading-writing club, the webinars and meetings I attended, and the informal, collegial meetups.

Community—Our Human Connection

In my brick and mortar classroom, connections blossomed naturally. We started our class period like any “adult” meeting: students settled themselves into their seats and caught up with friends for a few minutes. When I dimmed the lights, students found a place to pause before diving into their books. After whispered student-teacher conferences, our room erupted with conversation dedicated to reading—extensions, connections, observations, etc. A similar independent and collaborative process resumed for mini-lessons and workshop time.

Community makes the writing-reading workshop thrive, and this summer I have seen how powerful conversations and face-to-face communication can be. The summer reading-writing club meets once a week. As everyone joins the meeting, we chat about our weeks, asking about new movies, adventures, experiences, foods, books, writing pieces, etc. The small talk connects us to shared and new experiences, which in turn supports our readerly and writerly conversations.

Similarly, when I meet with one of my professors, Dr. Buckelew, and with colleagues to collaborate on professional development, our conversations naturally start with some chit chat—we are yearning for human connection during a time that threatens to separate it. Colleagues of mine at Central Bucks shared how during distance learning they started meetings five to ten minutes before the official lesson time, so students could chat with one another. Another teacher asked his high schoolers to participate in an adapted version of show and tell where students displayed something from their home on the screen. Hearing these experiences reminds me of the importance to use the time when together to be together. This is the time where knowledge is constructed and extended and students are a beehive of activity.

Something else that struck me is the rich, small-group conversations. My small-group, optional Teams meetings during distance learning revealed the power of collaboration and meaningful talk; they built community for the participating students. This importance has been echoed throughout July in the many small-group chats I have been a part of. I am exploring the logistics of running multiple small-group middle school Teams meetings without a teacher present in order to have these conversations happening simultaneously. I have so enjoyed Zoom breakout rooms and want to create a similar opportunity for my students. Recording all sessions may be the answer as well as Mike Caulfield’s suggestion of a shared class document where students record answers and meeting notes for the teacher to review in real time.

I have also learned how the camera fosters deeper connections. While I am not always comfortable with turning my camera on—and I know my students are not either—seeing a smiling face on the screen is so inviting. My favorite peer interactions are always digital face-to-face meetings. This coming year, I am going to step out of my comfort zone and show my face, and I will invite my students to do the same.

Additionally, while I feared that the chat option would be distracting to students, it has proven otherwise. Establishing clear expectations prior to, or at the start of, the meeting is a big help. During the summer club, teacher conversations, webinars, nErD Camp PA, and the NWP marathon, the chat provided a place to ask questions, share writing, recommend books, post links, etc. It enriched the learning experience. I want to incorporate the chat in my classes as a way to enhance our communication

The last—and perhaps most surprising—way I felt like a member of a community this July was reading and writing online together. I have been amazed by how good it feels to write, knowing that other people are writing with me. During distance learning, reading and writing happened asynchronously. Then, my colleague suggested that we create time to read and/or write during our summer club. This experience along with the NWP marathon revealed how writing and/or reading “with” other people (for 10 to 20 minutes) creates a sense of community because the share time after is so rich with ideas and feedback. I am still deciding whether or not my classes will turn their cameras off during this time or leave them on.

A virtual and hybrid community also extends to the work I do with my fellow teachers. Reaching out, holding social gatherings, attending meetings, and collaborating develops our sense of belonging. I have truly loved attending webinars and conferences last month. I know that working with colleagues during distance learning and over the summer has helped me to feel connected. A friend of mine included my creative writing and revisions as a mentor text for her students, and she shared a mini-lesson with me. Recently, a colleague of mine suggested “guest speakers;” students view pre-recorded lessons by other teachers in your department. I am excited to try this with teachers who also use a writing-reading workshop framework. Even though Covid-19 collaboration may look different, I will continue re-creating my teacher communities to support and learn from one another in digital spaces.

Real Time–It Won’t be Perfect

When interacting with people virtually, we often invite them into our homes, and meetings are recorded. Early on, I expected these experiences to be like scripted and edited movies. But, they are not. There is a vulnerability that I faced as my professional and personal worlds blended together and the realization that on camera bloopers were bound to happen. During these last few weeks, I realized that I am not alone. In the various online spaces I participated in, interruptions happened: unpredictable pets, impromptu family guests, home phones blaring, and doorbells ringing to name a few. But, there were interruptions in the brick and mortar class too: cell phones accidentally ringing, school phones calling for students, fire and intruder drills, altered schedules for special occasions, bathroom breaks, and critter crawlers on the floor.

I have learned that certain strategies can help me when teaching online: turning off my video if I need to walk through my house to find a better Internet connection, keeping my charger close, and silencing my phone. I have also set aside a room or area—even turned a table around so my camera faces a wall—to prevent my family walking past my screen. When a parent or sibling joins a conversation or a student overstays a Teams meeting, I have discovered some “exit lines” that help me steer or end a conversation. These lines can also be helpful for students if a parent walks into a room or their dog starts barking. Understanding that we are not meeting in a bubble and that there may be some type of disruption has helped me prepare for—and embrace—the unknown.

Technology difficulties can be frustrating and pose another type of interruption. In the last few weeks, I have experienced webinar presenters unable to share their PowerPoint; the Internet breaking up so I could not hear a participant speaking; student issues with their microphones; computers shutting off because of no charge; and forgetting to unmute the microphone before talking. I even accidentally kicked a student out of the summer club meeting instead of making them an attendee. In all of these scenarios, each person tried to remain calm and explained the problem. Everyone provided support, encouragement, and understanding. If anything, these struggles forged a stronger bond with the group. And, with some troubleshooting, the problem was fixed.

The last big takeaway relates to establishing guidelines. When I attended nErD Camp PA’s virtual conference, each session moderator reviewed the rules for the chat: anything inappropriate resulted in the prompt removal of the individual from the conference. Although my students and I review class expectations early on in the school year and we may review discussion board or small-group guidelines as needed, this constant reminder each Teams meeting or discussion board might be an important component. During distance learning, I sent out an email to the students participating in the optional Teams meetings. It was a way to establish a time, share their work with the group, and remind them of the rules. If there are regularly scheduled meeting times, the email may not be necessary anymore; however, making the expectations present in other ways will be important.

With each new virtual learning opportunity, I consider how I can bring my experiences and knowledge into my classroom. I am remind that I am trying something for the first time like everyone else, and it will not be perfect. Technology has its struggles whether we are in the brick and mortar classroom or online. But, most importantly, I am learning with my students and with my colleagues. I am excited to bring these ideas to my blended and/or online writing-reading workshop for the 2020-2021 school year.

Call for Distance Learning Blog Posts

The PAWLP Blog would like to hear from you! How has distance learning and/or summer professional development helped you to prepare for the 2020-2021 school year? How are you re-envisioning your brick and mortar best practices to meet the needs of online and hybrid teaching?

Blog posts will be featured in our Distance Learning column each Monday. Please email LF879590@wcupa.edu if you are interested or would like to find out more information.

Teacher to Teacher: Planning for the New School Year

by Lynne R. Dorfman

What will this new school year look like?  As the federal government and Centers for Disease Control and Prevention change their guidelines, we need to remain flexible in our thinking to create a plan of action for the 2020 – 2021 school year. There is so much we have no control over, but we can prepare so our classroom can function as a face-to-face, remote, and hybrid model. Many districts in our area are doing some kind of a blend model, and some school districts are offering a virtual school for teachers and students who prefer distance learning until a vaccine or treatment can be offered to everyone.

As you organize your content for instruction, consider co-planning with a grade-level colleague. If you feel you shine when teaching writing, find another colleague at your grade level in your school or across the school district. You and your partner could offer a series of videotapes to extend instruction into your students’ homes when they are not in school. These can be planned as the minilesson with places to ask questions and pause for active engagement where students can be placed into breakout rooms and discuss how they will use a writing craft or strategy. Returning to whole group on a platform such as Zoom, the teacher will link the strategy learned in the minilesson to the work students will now do during independent writing time. If you ask students to keep the cameras turned on and their sound muted, you can give them 20 minutes of writing time and use the chat to talk with students who may have questions for you. Pull students back for reflection time. Be sure to pose a reflection question or two using the whiteboard feature or place them in the chat right before students begin their independent writing time.

If you are meeting with your students in a virtual or hybrid meeting, it is important to establish a sense of belonging but more difficult to do than in a face-to-face setting. One thing you may want to do is share some things about yourself to help your students get to know you. I like to share 3 – 5 photos about myself and explain a little bit about each one. If you enable share for all participants, students can share a picture slide they have placed in google drive or email it to you as an attachment. Ask them to share 2 – 3 photos they can talk about. For the first three weeks, select two or three students to share each time you meet on Zoom. Here is my picture slide. What can you learn about me?

Introducing Myself with Photos

Or create an “About Me” inside-outside chart.

These can be shared on a chart in a face-to-face or hybrid setting. Ask students to create their own, drafting in their writer’s notebook and then using markers and/or colored pencils to create a larger chart on poster paper. If your school does not allow any display of students’ work, let them create their charts on their devices and talk about them with a partner, maintaining social distancing norms or send to you to display several at a time on your large screen/whiteboard.

About Me INside Outside chart

Ask students to send you a baby picture of them. Create a Pinterest board or build a photo album to share virtually or in a blended or face-to-face session. Give students a chance to guess whose baby picture is displayed on your screen. Ask students to write a piece “Once I…. Now I…. and use their baby picture and a current photo to add to the writing. Students can repeat this scaffold several times.

Lynne baby pic 3 Corgis and me in snow

Once I just hung out with Mom and took it all in. Now I hang out with my three Corgis and take in the beauty of all the seasons during long walks in our neighborhood.

Some examples to share wit your students>

Once I rode a tricycle, but now my pink two-wheeler takes me all over my neighborhood with my friends.

Once my favorite school subject was math, but now my favorite subject is science.

Use Status of the Class for writing and/or reading workshop. This quick check-in is a great formative assessment that gives you a quick glance of how your students are using their independent reading and writing time. Status of the class emphasizes process. For writing use “P” for planning, “D” for drafting, “C” for conference, “R” for revision, “S” for research, and “F” for final draft or publish. Before independent reading time, ask students for the title of the book they are reading and page number. Make sure to record the date. Code our responses for the following information: “F” finished a book, “A” abandoned a book, “S” ready to start a new book, or “C” are ready for a conference. This information helps you praise students who are completing a book and encourage students who are moving slowly. Check in with those students who are not finishing a book for a long period of time to see if you can offer support. In about three minutes time, you know what all your students are reading!

It doesn’t matter if you are doing a virtual, hybrid, or face-to-face model; you need to build a consistent routine with lots of opportunities for choice and self-pacing. Build your community. It is a much more difficult task if you are totally virtual, but take the time to do it in order to have students who are engaged and motivated to learn. It is well worth your efforts!

Lynne R. Dorfman is a Writing Project fellow (1989). She is currently working on a new book for Stenhouse Publishers with Brenda Krupp, Welcome to Reading Workshop. Right now, Lynne is reading Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy by Gholdy Muhammad and Next Year in Havanna by Chanel Cleeton.

 

Distance Learning: The Unexpected Ease of Screen Recording

by Catherine Mooradd

At the start of distance learning, I found myself asking how do I keep mostly everything the same for my students, despite the fact that everything has changed? I understand the importance of consistency and routine in maintaining a community of motivated learners. Distance learning was about maintaining normalcy wherever I could in my lessons. I just had to figure out how.

One of my classroom routines comes about twenty minutes in, after our independent reading time. Here, students come together as a whole class. We share about our days so far, go over our essential questions, and state our learning targets. We talk about yesterday. We recognize the “why” of today. And then, you guessed it, I launch into a fury of direction giving.

I already have digitally oriented students who expect to use technology at some point throughout our lesson, whether it be a choice of texts from News ELA, or Quizlet live. Our home base is Canvas, our district’s learning management system. Therefore, it is entirely routine that I physically walk students through any directions before I say “GO” and the usual, beautiful chaos unfolds. Every day, I display my laptop screen on our classroom projector. My students watch my mouse navigate through the day’s tasks and listen to me give verbal instructions.

At the start of distance learning, I knew what directions I needed to deliver to my students every day, but I didn’t know how I could deliver them so closely to our norm. I found myself asking, how do I keep this crucial classroom time of “direction giving” the same? How can I deliver personal, digital directions asynchronously, when students are not in my classroom watching my projector, but sitting at their kitchen tables instead?

I landed on the idea of screen recording—a way to capture my computer movements live while I narrate instructions. Screen recording, or screencasting, is available through a variety of programs, such as Screencast-O-Matic, WeVideo, or Microsoft PowerPoint. Screencast-O-Matic, for example, is a free website with user-friendly buttons. The plugin allows you to test your audio before filming, press pause and resume mid recording, and even offers follow up editing tools before it publishes your video to a neat mp4 file.

Screen recording allows students to watch and re-watch your directions for that day’s lesson. They can split their screen with your video on their left, while navigating through the actual steps of the lesson on their right. They can pause you, rewind you, and repeat you. Additionally, students can be assured they are completing steps in their learning progression accurately and correctly. With screen recording, you can show students what a finished product will look like. Most importantly, you can maintain your personality, tone of voice, and sense of humor throughout your usual “instruction giving” time. There is comfort in knowing your students are listening to you, their teacher, just like they have every day since September.

The following are ways in which you can make screen recording beneficial for your students: 

  • Take advantage of showing students your whole computer, not just a PowerPoint slide. Many times, I will begin a lesson with a new desktop image or an inspirational quote that involves a personal anecdote. These little moments have the power to maintain classroom community and culture.
  • Use your curser or laptop pen to orient students towards important steps or key terms. Many screen recording programs have a bright yellow curser in the shape of a large circle.
  • Use screen recording as a tech rehearsal for your lesson. Log in issues or other problems may arise that would have gone unnoticed had you simply typed instructions for your students. Don’t re-record over small tech glitches, though. If it happened to you, chances are it will happen to your students, too. Take advantage of these moments and solve them live.
  • Use multiple windows with ease. This is a great time to minimize the online text you’re reading and pull up Canvas to display the assignment that goes alongside it. Scroll through websites and point out any helpful tools the site has to offer. This prevents having to screen shot, then copy and paste images to PowerPoint slides, which can be limiting and takes time.
  • At the end of your screen recording, use the time to reiterate how students should be reaching you during the lesson, or as a reminder for any synchronous meetings that day. You can also use this time to touch on tomorrow, so students are prepared for what is ahead!

Distance learning may have opened my eyes to screen recording, but a regular school year could really benefit from this tool as well. Screen recording could be a way you deliver enrichment options or review material to students. Teachers with flipped classrooms can make live instruction fun for homework. Most importantly, students can partake in screen recording themselves to demonstrate topics or websites to peers. I’m already envisioning our neat classroom collection of kid-driven videos, teaching us everything we have yet to learn. . . .

Call for Distance Learning Blog Posts

The PAWLP Blog would like to hear from you! What did distance learning look like for you, your students, and your school district? How will distance learning change or enhance your brick and mortar routines and best practices? What does Fall 2020 look like for you, your classroom, your school, and/or your district?

Blog posts will be featured in our Distance Learning column each Monday. Please email LF879590@wcupa.edu if you are interested or would like to find out more information.

Writing-Reading Workshop Blurs the Lines Between Asynchronous and Synchronous Learning

by Lauren Heimlich Foley @lheimlichfoley

Hanging up the phone, my mind buzzed like the dragonflies zipping past my balcony. A colleague and I had been discussing my workshop structure during distance learning. We made an interesting observation: my instruction and student learning did not fit neatly into asynchronous or synchronous learning. Over the course of any given week, student work slid between the two. The movement felt natural because our brick and mortar workshop effortlessly “pinged” between whole-group and small-group instruction, independent work, conferences, and collaboration. Moreover, before Covid-19, conversations and extra help occurred during advisory, lunch, and resource as well as before and after school and in the hallway.

During distance learning, students communicated with each other and me outside of designated synchronous learning through Canvas discussion boards. They asked questions, received feedback, and collaborated in almost real time. Students reached out as much or as little as they needed. This in between work simulated brick and mortar conferences, partner work, and out-of-the-class-time conversations. In trying to explain this type of learning, I am adopting the term (a)sync. (A)sync moves beyond the binary of asynchronous and synchronous learning; it creates the opportunity for students to communicate with their peers and teacher during non-synchronous times. Once school starts, I will bring my students into the conversation with informal action research. Their feedback will guide my approach and refine this “next” practice. 

Independent Reading, Quick Writing, and Conferences

Much of my reflection has concentrated on building a community of readers and writers through independent reading, conferences, quick writing, and group work. In school, we start every day with independent reading. By the end of the week, I have conferred with every student at least once, and table groups have shared updates and informal book talks. We have generated and shared writing ideas that strengthen and create new connections. The choice and collaboration here become pillars for the learning that follows. If there is limited or no time in the physical classroom, then synchronous Teams meetings are another option.  

Long-term (a)sync “table group” discussion boards will also keep students connected when not face-to-face. Students can post and respond as much or as little as they would like about their reading and writing. This past spring, students had the opportunity to communicate with each other outside of scheduled synchronous learning. Here they shared an exciting moment in their writing pieces, asked questions, got book recommendations, etc. While I occasionally commented or asked a question, these discussion boards were created to strengthen students’ writerly and readerly conversations and connections outside of synchronous learning.

How I will organize independent reading, quick writing, and conferencing for the 2020-2021 school year is very much up in the air for me. Once there is a district plan in place, I can begin negotiating when, where, and how this work will take place. I do know that (a)sync communication will continue to play a factor along with synchronous or face-to-face conferences.

Mini-lessons

In our brick and mortar workshop, sometimes mini-lessons begin with activating prior knowledge. Other times we start with the mentor text and construct our knowledge. From there, students discuss how and why the author uses a technique, or they analyze literature. Depending on the difficulty of the skill, students may practice it, independently or with peers, which creates the opportunity for additional help or enrichment before moving on to workshop time.

Distance learning worked similarly: students reviewed direct instruction and mentor texts through PowerPoint recordings. There was a practice component: Canvas quizzes with immediate formative feedback could be retaken as many times as needed. For some skills, students created, submitted, and received individualized feedback before their long-term assignments.

(A)sync learning became a key role in these mini-lessons. One-on-one discussion boards offered the support that students would have received in class and during the school day. Although students could ask questions during optional Teams meetings, they were held at scheduled times. Some students–because of extenuating circumstances–were unable to attend. Or, like in class, they felt uncomfortable asking their questions in front of a large group. These one-on-one discussion boards offered a place in between asynchronous and synchronous learning. When students posted to their individualized discussion board, I could see the new message as easily as refreshing my email. I checked these discussion board notifications as frequently as I checked my email (or more frequently during scheduled class time) because I established this was the mode students and I would communicate in. I offered feedback, answered questions, clarified directions, etc. I made it clear that outside of class time (after school hours and on weekends) I may not respond until the next school day.

Workshop Time

(A)sync learning became increasingly important during workshop time because it provided students with a way to get the feedback they needed. Similar to our brick and mortar assignments, students completed long-term writing pieces which spanned one or two weeks. During spring 2020, students wrote literature letters, developed Self-Selected Writing Pieces, designed scripts and recorded videos, and created electronic portfolios. If we were in our physical classroom, students would engage in small-group table conferences and one-on-one conferences. Additionally, at the beginning of every brick and mortar workshop time, I complete a check-in to see who needs the first few conferences. The one-on-one discussion boards (which I mentioned above with mini-lessons) fostered similar lines of communication in addition to–and outside of–synchronous Teams meetings. Furthermore, the long-term “table group” discussion boards supported students during the writing process. Students were invited to share their work, ask for feedback, and peer conference. The movement between asynchronous, (a)sync, and synchronous learning maximized students’ learning, growth, and participation.

For this coming year, I want to explore large and small group critical thinking discussion boards. Similar to homework completed in the blended writing-reading workshop, students will complete discussion board assignments during asynchronous learning. Synchronous learning (in class, face-to-face Teams meetings, or scheduled Canvas discussion boards) will extend the work completed independently. I am also re-envisioning my community building activities in September and my units of study from the first, second, and third marking periods. The changes and additions for next year will be enriched by the interactions during (a)sync learning.

Much will change between now and September and even once the school year begins. Thinking through these ideas creates a foundation for my instructional planning. I am also exploring how I can maximize face-to-face communication with students, the balance of asynchronous and synchronous learning, as well as innovative ways to use Canvas discussion boards and Teams meetings. I am excited to begin participatory action research this year to study (a)sync learning. Together, my students and I will observe what is working and what needs to be re-imagined.

Call for Distance Learning Blog Posts

The PAWLP Blog would like to hear from you! What did distance learning look like for you, your students, and your school district? How will distance learning change or enhance your brick and mortar routines and best practices? What does Fall 2020 look like for you, your classroom, your school, and/or your district?

Blog posts will be featured in our Distance Learning column each Monday. Please email LF879590@wcupa.edu if you are interested or would like to find out more information.