Generalizing Virtual Strategies That Worked and Planning for Accelerated Learning

Undoubtedly, the sudden need for remote teaching required teachers to find innovative ways for reaching students and building community. Some of the virtual strategies are best practices that should be generalized regardless if teaching a traditional brick-and-mortar classroom or needing to manage Roomers and Zoomers through a concurrent model (Mclaughlin and Borup, 2021).  Regardless of the approach or needed modality, let’s first agree that student engagement is key.  Then we can consider approaches to addressing student achievement during the pandemic and whether students will benefit more from accelerated learning rather than defaulting to remediation.

Let’s first consider how we can increase student engagement.  An educator’s utilization of an intentionally caring, optimistic, respectful, and trusting (ICORT) mindset should optimize feelings of inclusion and promote a positive school climate.  However, an ICORT-driven educator must also be guided by the axiom: ‘A goal without a plan is just a wish.’ Therefore, inclusion and engagement goals should be strengthened by plans that pursue research-based practices to increase awareness of what is relevant, elevate student knowledge, and willingly make better possible regardless of the teaching modality. This approach is wonderfully exhibited by the following strategies and justifications shared by Schwartz (2021):

·         Encourage writing by hand. There is compelling evidence that writing by hand rather than on a keyboard promotes better recall and comprehension of new information.

·         Welcome international visitors. This endeavor invites students to build connections and exhibit empathy between groups of students. Teachers can freely access organizations such as PenPal Schools or ePals, which can connect your class with international classes. Additionally, Narrative 4, is a nonprofit organization dedicated to telling and sharing stories and thereby promoting social-emotional learning opportunities.

·         Incorporate music. Through Burnout: The Secret to Unlocking the Stress Cycle (Nagoski & Nagoski, 2020), suggest engaging in some form of artistic expression.  Their book provides several activities that can help classes move through stressful experiences regardless of the needed modality.

Next, let’s consider whether your students will benefit more from accelerated learning rather than remediation. As noted by Mercanti-Anthony (2021),  the broad assumption that students will need to catch up may result in schools being inclined to default to remediation strategies. However researchers from the Fordham Institute suggest that the focus should instead be on accelerated learning.

The Acceleration Imperative is an open-source, evidence-based document designed to promote four key principles:

1. Many students—especially the youngest children in the highest-need schools—will require extra help coming out of the pandemic, particularly in the form of extended learning time, high-dosage tutoring, and expanded mental-health supports.
2. That extra help should complement, but cannot replace, what students need from schools’ core programs, such as high-quality curricula and positive school cultures.
3. To make up for what’s been lost, we need to focus on acceleration, not remediation. That means devoting the bulk of classroom time to challenging instruction at grade-level or higher, and giving all students access to a rich, high-quality curriculum in English language arts, mathematics, social studies, science, the arts, and more.
4. Decisions should be guided by high-quality research evidence whenever possible.

Created with input from dozens of current and former chief academic officers, scholars, and others with deep expertise and experience in high-performing, high-poverty elementary schools, The Acceleration Imperative is designed to be an organic document.  As such, it will continuously evolve.  You are invited to download and use The Acceleration Imperative as a starting point or as an aid for your own planning purposes.

Practitioners can share comments and experiences, and suggest edits through a wiki-style website: www.caocentral.wiki. Since The Acceleration Imperative is in the public domain, with no rights reserved, you are invited to freely access, utilize, and distribute! Given previous links will age out due to the nature of the document, click here to view and download the latest version of The Acceleration Imperative.

 

 

To cite:

Anderson, C.J. (July 31, 2021). Generalizing virtual strategies that worked and planning for

accelerated learning. [Web log post] Retrieved from http://www.ucan-cja.blogspot.com/

 

 

References

McLaughlin, C. & Borup, J. (April 26, 2021). Roomers and zoomers: Tips for working

with in-person and virtual students concurrently [Webinar recording] retrieved from:

 https://home.edweb.net/webinar/commonsense20210426/

 

Mercanti-Anthony, M.J. (2021). Using cognitive science to boost learning. Edutopia.

Retrieved from https://www.edutopia.org/article/using-cognitive-science-boost-learning

 

Purkey, W. W., & Novak, J. M. (2016). Fundamentals of invitational education. (2^nd Ed)

            International Alliance for Invitational Education. Retrieved from:

http://invitationaleducation.net/product/category/books

 

Schwatrz, J. (2021) Virtual Teaching Practices With Staying Power. Edutopia retrieved from

https://www.edutopia.org/article/virtual-teaching-practices-staying-power