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"content": "\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/tag/trauma-informed-teaching\">\u003cspan style=\"font-weight: 400\">Trauma-informed teaching\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> cannot be simplified to cookie-cutter practices. Take this example: a teacher worked with a student to develop a silent signal that he could use when he needed extra breaks during class. Hearing how well it worked, another teacher tried to apply the signal without first building a relationship with the student. It bombed. With the second teacher, the signal became “an angry ear tug instead of a trauma-informed ear tug,” said \u003c/span>\u003ca href=\"https://unconditionallearning.org/about/\">\u003cspan style=\"font-weight: 400\">Alex Shevrin Venet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who shared this story during \u003c/span>\u003ca href=\"https://twitter.com/alexsvenet/status/1244627779792056321?s=11\">\u003cspan style=\"font-weight: 400\">a recent webinar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on trauma-informed distance learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Venet is a college professor and consultant who facilitates \u003c/span>\u003ca href=\"https://unconditionallearning.org/services/\">\u003cspan style=\"font-weight: 400\">professional development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on implementing trauma-informed practices. She offered her webinar after seeing that, amid the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55627/six-age-appropriate-books-and-resources-for-teaching-kids-about-covid-19\">\u003cspan style=\"font-weight: 400\">COVID-19 pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “many teachers were reckoning with their own experiences of overwhelming stress and anxiety and for some this offered a new window into what it feels like for students who experience overwhelming stress regularly.” Registration reached its max capacity of 300 participants for all four sessions she offered.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As shown by the ear tug story, what trauma-informed teaching looks like varies for different teachers and students. For that reason, Venet has developed “four core priorities,” rather than “strategies,” for \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52566/how-to-build-a-trauma-sensitive-classroom-where-all-learners-feel-safe\">\u003cspan style=\"font-weight: 400\">trauma-informed classrooms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. During her webinars, she explained the four priorities and how to consider them in the context of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55650/the-biggest-distance-learning-experiment-in-history-week-one\">\u003cspan style=\"font-weight: 400\">distance learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Predictability\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Trauma can create “intense feelings of unpredictability,” said Venet, and whether students have experienced trauma or not, COVID-19 has upended normal life for kids and adults alike. The loss of our usual habits \u003c/span>\u003ca href=\"https://www.npr.org/sections/health-shots/2020/03/26/820304899/coronavirus-has-upended-our-world-its-ok-to-grieve?utm_campaign=npr&utm_term=nprnews&utm_source=facebook.com&utm_medium=social&fbclid=IwAR0lJ4fl7t12ZHYPQk2Wr-pkJjL-BJwEBQdUd4yuYWu2T26Y3Ql-T3OtEh0\">\u003cspan style=\"font-weight: 400\">can cause shock and grief\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, so one way educators and parents can prioritize predictability is by creating routines. Pennsylvania teacher Elizabeth Raff, for instance, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55595/staying-in-touch-why-kids-need-teachers-during-coronavirus-school-closings\">\u003cspan style=\"font-weight: 400\">posts a check-in video for her students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the same time every day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to creating new routines, Venet encouraged teachers to “notice what’s normal” and apply familiar practices to distance learning. With her undergraduate students, she has transferred their usual opening activity, “\u003c/span>\u003ca href=\"https://www.edutopia.org/article/simple-powerful-class-opening-activity\">\u003cspan style=\"font-weight: 400\">roses and thorns\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” to a message board conversation. And just as teachers might normally schedule a calming activity such as read-aloud after lunch or recess, she recommended planning for dysregulation during distance learning. If a class is meeting through Google Meet, for instance, students may be anxious or excited to see their peers. Creating an opportunity to connect before jumping into instruction will help them be better able to engage in learning.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Flexibility\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because trauma involves a loss of control, inflexible teaching methods can trigger some students into survival mode. Venet encouraged teachers to notice what students need and collaborate with them to find routines, resources and strategies that will best support them. While physical schools provide some level of uniformity, at home the learning environment for each student looks different. Some students have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55608/14-tips-for-helping-students-with-limited-internet-have-distance-learning\">\u003cspan style=\"font-weight: 400\">limited Internet or computer access\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Some may be responsible for \u003c/span>\u003ca href=\"https://chalkbeat.org/posts/us/2020/04/01/high-school-juniors-sat-worries-coronavirus/\">\u003cspan style=\"font-weight: 400\">caring for younger siblings while parents wor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://chalkbeat.org/posts/us/2020/04/01/high-school-juniors-sat-worries-coronavirus/\">k\u003c/a>. And some may be working jobs of their own. Venet advised teachers to ask what’s really important in education at this time. Does it matter if students are logging on at a certain time? Can grading be switched to a pass/fail system?\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When possible, teachers can ask parents for insights into what their children need right now. For some kids, school work gives them a healthy focus. For others, self-care may be the priority. Venet shared an adage for staying flexible: “there are different paths up the mountain.” \u003c/span>\u003c/p>\n\u003cp>\u003cb style=\"font-size: 24px\">Connection\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/52413/how-teachers-designed-a-school-centered-on-caring-relationships\">\u003cspan style=\"font-weight: 400\">Relationships\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are key to resilience, “so anything that teachers can do to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55595/staying-in-touch-why-kids-need-teachers-during-coronavirus-school-closings\">\u003cspan style=\"font-weight: 400\">help foster relationships\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> should be a priority right now,” said Venet. She’s heard from parents that some teachers are sending impersonal emails checking on whether students have logged into online learning. Such emails can have unintended consequences because people affected by trauma sometimes interpret neutral signals as negative. “I invite (educators) to be crystal, crystal clear with students that you miss them and you care about them,” Venet said. And because the coronavirus pandemic has disrupted many types of relationships, she recommended that teachers also consider how to help students connect with each other, with family and \u003c/span>\u003ca href=\"https://s2.washingtonpost.com/camp-rw/?e=a2RuZXdob3VzZUBnbWFpbC5jb20%3D&s=5e7c8c01fe1ff6038ce7aa20&linknum=5&linktot=40\">\u003cspan style=\"font-weight: 400\">with their community\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cb style=\"font-size: 24px\">Empowerment\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Trauma takes power from people, so trauma-informed educators need to think critically about not reproducing that dynamic. Venet said that means dropping power struggles, such as the demands she’s seen that students wear certain clothes or sit in certain parts of their house during distance learning. Rigid expectations can \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48333/when-schools-meet-trauma-with-understanding-not-discipline\">\u003cspan style=\"font-weight: 400\">create barriers to learning for trauma-affected students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Educators should focus instead on empowering students through shared decision-making and authentic choice. They also need to model consent by \u003c/span>\u003ca href=\"https://www.edsurge.com/news/2020-03-27-holding-class-on-zoom-beware-of-these-hacks-hijinks-and-hazards\">\u003cspan style=\"font-weight: 400\">not taking pictures of Zoom calls\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or sharing students’ work without permission, Venet noted.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Empowerment applies to assignments, as well. “Now more than ever, kids don’t need to be doing fake work. They don’t need to be doing worksheets,” said Venet. “Give them problems to solve. Ask what they’re interested in. There’s so much data coming out right now for them to be working with. There’s so many stories coming out … Give them tools to think about ‘How am I affecting the world around me?’”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>More advice for understanding trauma\u003c/b>\u003c/h2>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to the four priorities, Venet shared some reminders and cautions for teachers \u003c/span>\u003ca href=\"https://unconditionallearning.org/2016/04/11/getting-started-with-trauma-informed-teaching/\">\u003cspan style=\"font-weight: 400\">getting started with trauma-informed teaching\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Use trauma as “a lens, not a label” to understand students.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Trauma is a response, not an event. Do not assume that any particular child definitely did or did not experience something as trauma.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Although the COVID-19 pandemic is creating widespread anxiety, not all kids are experiencing it as stressful. Resources and relationships play a role.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">For some students, school closures may be an escape from the stress or trauma caused by \u003c/span>\u003ca href=\"https://www.theatlantic.com/education/archive/2016/10/how-the-stress-of-racism-affects-learning/503567/\">\u003cspan style=\"font-weight: 400\">racism\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, bullying, \u003c/span>\u003ca href=\"https://medium.com/@kellywickham/what-if-quarantine-homeschooling-is-better-for-black-children-d8706caf5c35\">\u003cspan style=\"font-weight: 400\">not seeing themselves in the curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, test anxiety and other issues.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Social and emotional learning can help students, but the \u003c/span>\u003ca href=\"http://www.ascd.org/publications/newsletters/education-update/may19/vol61/num05/Mindfulness-Won't-Save-Us.-Fixing-the-System-Will..aspx\">\u003cspan style=\"font-weight: 400\">systemic issues that create stress and trauma also need to be addressed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Trauma is not destiny. Healing is possible.\u003c/span>\u003c/li>\n\u003c/ul>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/tag/trauma-informed-teaching\">\u003cspan style=\"font-weight: 400\">Trauma-informed teaching\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> cannot be simplified to cookie-cutter practices. Take this example: a teacher worked with a student to develop a silent signal that he could use when he needed extra breaks during class. Hearing how well it worked, another teacher tried to apply the signal without first building a relationship with the student. It bombed. With the second teacher, the signal became “an angry ear tug instead of a trauma-informed ear tug,” said \u003c/span>\u003ca href=\"https://unconditionallearning.org/about/\">\u003cspan style=\"font-weight: 400\">Alex Shevrin Venet\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, who shared this story during \u003c/span>\u003ca href=\"https://twitter.com/alexsvenet/status/1244627779792056321?s=11\">\u003cspan style=\"font-weight: 400\">a recent webinar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on trauma-informed distance learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Venet is a college professor and consultant who facilitates \u003c/span>\u003ca href=\"https://unconditionallearning.org/services/\">\u003cspan style=\"font-weight: 400\">professional development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on implementing trauma-informed practices. She offered her webinar after seeing that, amid the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55627/six-age-appropriate-books-and-resources-for-teaching-kids-about-covid-19\">\u003cspan style=\"font-weight: 400\">COVID-19 pandemic\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “many teachers were reckoning with their own experiences of overwhelming stress and anxiety and for some this offered a new window into what it feels like for students who experience overwhelming stress regularly.” Registration reached its max capacity of 300 participants for all four sessions she offered.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As shown by the ear tug story, what trauma-informed teaching looks like varies for different teachers and students. For that reason, Venet has developed “four core priorities,” rather than “strategies,” for \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52566/how-to-build-a-trauma-sensitive-classroom-where-all-learners-feel-safe\">\u003cspan style=\"font-weight: 400\">trauma-informed classrooms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. During her webinars, she explained the four priorities and how to consider them in the context of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55650/the-biggest-distance-learning-experiment-in-history-week-one\">\u003cspan style=\"font-weight: 400\">distance learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Predictability\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Trauma can create “intense feelings of unpredictability,” said Venet, and whether students have experienced trauma or not, COVID-19 has upended normal life for kids and adults alike. The loss of our usual habits \u003c/span>\u003ca href=\"https://www.npr.org/sections/health-shots/2020/03/26/820304899/coronavirus-has-upended-our-world-its-ok-to-grieve?utm_campaign=npr&utm_term=nprnews&utm_source=facebook.com&utm_medium=social&fbclid=IwAR0lJ4fl7t12ZHYPQk2Wr-pkJjL-BJwEBQdUd4yuYWu2T26Y3Ql-T3OtEh0\">\u003cspan style=\"font-weight: 400\">can cause shock and grief\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, so one way educators and parents can prioritize predictability is by creating routines. Pennsylvania teacher Elizabeth Raff, for instance, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55595/staying-in-touch-why-kids-need-teachers-during-coronavirus-school-closings\">\u003cspan style=\"font-weight: 400\">posts a check-in video for her students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> at the same time every day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to creating new routines, Venet encouraged teachers to “notice what’s normal” and apply familiar practices to distance learning. With her undergraduate students, she has transferred their usual opening activity, “\u003c/span>\u003ca href=\"https://www.edutopia.org/article/simple-powerful-class-opening-activity\">\u003cspan style=\"font-weight: 400\">roses and thorns\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” to a message board conversation. And just as teachers might normally schedule a calming activity such as read-aloud after lunch or recess, she recommended planning for dysregulation during distance learning. If a class is meeting through Google Meet, for instance, students may be anxious or excited to see their peers. Creating an opportunity to connect before jumping into instruction will help them be better able to engage in learning.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Flexibility\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because trauma involves a loss of control, inflexible teaching methods can trigger some students into survival mode. Venet encouraged teachers to notice what students need and collaborate with them to find routines, resources and strategies that will best support them. While physical schools provide some level of uniformity, at home the learning environment for each student looks different. Some students have \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55608/14-tips-for-helping-students-with-limited-internet-have-distance-learning\">\u003cspan style=\"font-weight: 400\">limited Internet or computer access\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Some may be responsible for \u003c/span>\u003ca href=\"https://chalkbeat.org/posts/us/2020/04/01/high-school-juniors-sat-worries-coronavirus/\">\u003cspan style=\"font-weight: 400\">caring for younger siblings while parents wor\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://chalkbeat.org/posts/us/2020/04/01/high-school-juniors-sat-worries-coronavirus/\">k\u003c/a>. And some may be working jobs of their own. Venet advised teachers to ask what’s really important in education at this time. Does it matter if students are logging on at a certain time? Can grading be switched to a pass/fail system?\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When possible, teachers can ask parents for insights into what their children need right now. For some kids, school work gives them a healthy focus. For others, self-care may be the priority. Venet shared an adage for staying flexible: “there are different paths up the mountain.” \u003c/span>\u003c/p>\n\u003cp>\u003cb style=\"font-size: 24px\">Connection\u003c/b>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/52413/how-teachers-designed-a-school-centered-on-caring-relationships\">\u003cspan style=\"font-weight: 400\">Relationships\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are key to resilience, “so anything that teachers can do to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55595/staying-in-touch-why-kids-need-teachers-during-coronavirus-school-closings\">\u003cspan style=\"font-weight: 400\">help foster relationships\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> should be a priority right now,” said Venet. She’s heard from parents that some teachers are sending impersonal emails checking on whether students have logged into online learning. Such emails can have unintended consequences because people affected by trauma sometimes interpret neutral signals as negative. “I invite (educators) to be crystal, crystal clear with students that you miss them and you care about them,” Venet said. And because the coronavirus pandemic has disrupted many types of relationships, she recommended that teachers also consider how to help students connect with each other, with family and \u003c/span>\u003ca href=\"https://s2.washingtonpost.com/camp-rw/?e=a2RuZXdob3VzZUBnbWFpbC5jb20%3D&s=5e7c8c01fe1ff6038ce7aa20&linknum=5&linktot=40\">\u003cspan style=\"font-weight: 400\">with their community\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cb style=\"font-size: 24px\">Empowerment\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Trauma takes power from people, so trauma-informed educators need to think critically about not reproducing that dynamic. Venet said that means dropping power struggles, such as the demands she’s seen that students wear certain clothes or sit in certain parts of their house during distance learning. Rigid expectations can \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48333/when-schools-meet-trauma-with-understanding-not-discipline\">\u003cspan style=\"font-weight: 400\">create barriers to learning for trauma-affected students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Educators should focus instead on empowering students through shared decision-making and authentic choice. They also need to model consent by \u003c/span>\u003ca href=\"https://www.edsurge.com/news/2020-03-27-holding-class-on-zoom-beware-of-these-hacks-hijinks-and-hazards\">\u003cspan style=\"font-weight: 400\">not taking pictures of Zoom calls\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or sharing students’ work without permission, Venet noted.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Empowerment applies to assignments, as well. “Now more than ever, kids don’t need to be doing fake work. They don’t need to be doing worksheets,” said Venet. “Give them problems to solve. Ask what they’re interested in. There’s so much data coming out right now for them to be working with. There’s so many stories coming out … Give them tools to think about ‘How am I affecting the world around me?’”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>More advice for understanding trauma\u003c/b>\u003c/h2>\n\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to the four priorities, Venet shared some reminders and cautions for teachers \u003c/span>\u003ca href=\"https://unconditionallearning.org/2016/04/11/getting-started-with-trauma-informed-teaching/\">\u003cspan style=\"font-weight: 400\">getting started with trauma-informed teaching\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Use trauma as “a lens, not a label” to understand students.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Trauma is a response, not an event. Do not assume that any particular child definitely did or did not experience something as trauma.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Although the COVID-19 pandemic is creating widespread anxiety, not all kids are experiencing it as stressful. Resources and relationships play a role.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">For some students, school closures may be an escape from the stress or trauma caused by \u003c/span>\u003ca href=\"https://www.theatlantic.com/education/archive/2016/10/how-the-stress-of-racism-affects-learning/503567/\">\u003cspan style=\"font-weight: 400\">racism\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, bullying, \u003c/span>\u003ca href=\"https://medium.com/@kellywickham/what-if-quarantine-homeschooling-is-better-for-black-children-d8706caf5c35\">\u003cspan style=\"font-weight: 400\">not seeing themselves in the curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, test anxiety and other issues.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Social and emotional learning can help students, but the \u003c/span>\u003ca href=\"http://www.ascd.org/publications/newsletters/education-update/may19/vol61/num05/Mindfulness-Won't-Save-Us.-Fixing-the-System-Will..aspx\">\u003cspan style=\"font-weight: 400\">systemic issues that create stress and trauma also need to be addressed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Trauma is not destiny. Healing is possible.\u003c/span>\u003c/li>\n\u003c/ul>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "No Caps, No Gowns: For Many In The Class Of 2020, Commencement Is Called Off",
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"content": "\u003cp>It was a pretty normal St. Patrick's Day. Nathan Stewart and a couple of friends were hanging out, drinking a few beers, soaking up senior spring at the University of Virginia. Then an email landed in their inboxes: Classes were moving online and graduation was indefinitely postponed.\u003c/p>\n\u003cp>\"Honestly, my friends and I just immediately started crying,\" says Stewart. Throughout his four years at UVA, graduation had been a major motivator. When he and his friends were having tough days, they'd tell each other, \"Just wait till graduation day. We're all walking across the stage together and we'll get our diplomas. It'll be so worth it then.\"\u003c/p>\n\u003cp>Now, he says he feels burned out. His research job on campus was discontinued — that was his only source of income — so Stewart is figuring out how to pay the rent on his off-campus apartment. That's on top of all his classes shifting online. \"Trying to balance out the financial aspect of it, in the midst of it being emotional, is just really difficult,\" he says. \"The hard thing, too, is that you can't place your anger or sorrow on anybody because nobody knows what they're doing.\"\u003c/p>\n\u003cp>As he and his friends were sitting around drinking, stewing over the bad news, he remembers thinking: \"You know what's crazy? The administration is probably doing the exact same thing: Sitting on somebody else's couch, drinking a few beers, saying, 'What the hell are we going to do?' \"\u003c/p>\n\u003cp>Nathan Stewart is right. Administrators and college presidents are scrambling to figure out what to do about graduation this year. How can they acknowledge students' hard work and success, while still maintaining social distancing amid the outbreak of coronavirus?\u003c/p>\n\u003cfigure id=\"attachment_55675\" class=\"wp-caption alignnone\" style=\"max-width: 300px\">\u003cimg class=\"size-full wp-image-55675\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-5_custom-5e14dca29922bc7d4fd84fd060c840c4907f12ed-s300-c85.jpg\" alt=\"\" width=\"300\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-5_custom-5e14dca29922bc7d4fd84fd060c840c4907f12ed-s300-c85.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-5_custom-5e14dca29922bc7d4fd84fd060c840c4907f12ed-s300-c85-160x200.jpg 160w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">In the absence of an actual ceremony, will schools create a virtual yearbook? \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Many colleges across the country have outright cancelled graduations, others, such as Harvard and \u003ca href=\"https://www.journal-news.com/news/local-education/miami-spring-graduation-virtual-school-hopes-for-person-commencement-september/J8wmbyFk299y29cssWh24H/\">Miami University in Ohio, have scheduled virtual ceremonies\u003c/a>. Some students have taken things into their own hands and \u003ca href=\"https://www.theverge.com/2020/3/31/21200972/college-students-graduation-minecraft-coronavirus-school-closures\">created their own ceremonies — on a reconstructed campus — through Minecraft.\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Still others, like Trinity Washington University, a small private school in Washington, D.C., has said it's looking for a date in June to reschedule an in-person ceremony.\u003c/p>\n\u003cp>\"If we can't do it in June, we are very committed to doing a commencement ceremony, full regalia, full pomp and circumstance,\" says Patricia McGuire, president of Trinity. \"When we get to do it, it's going to be the biggest darn party we've ever had.\"\u003c/p>\n\u003cp>When Sandra Mendez, who's set to graduate from Trinity this May, heard the news about postponing graduation, she was heartbroken: \"I have been waiting for this day since I was little.\"\u003c/p>\n\u003cp>For Mendez, graduating from college wasn't always a sure thing. After high school she took some time off, before heading to college in Wisconsin. She stayed for two years, then moved back home to North Carolina. \"I was gonna give up on school altogether, just cause it was \u003cem>way\u003c/em> expensive,\" she says.\u003c/p>\n\u003cp>But a scholarship paved the way for her to start at Trinity three years ago, and now, she's got enough credits to graduate with a degree in biology. \"I feel like I've been always trying to prove myself to my family, like, I'm going to do this, I'm going to do this.\"\u003c/p>\n\u003cp>Her family was planning to finally visit campus for her graduation ceremony. Instead, their travel plans are cancelled. She's lucky that her part-time job at Trader Joe's is still bringing in some money, and says her future plans to become a veterinarian may be on hold for a bit.\u003c/p>\n\u003cp>\u003cstrong>\"My parents were devastated.\"\u003c/strong>\u003c/p>\n\u003cp>Celebrating graduation wasn't really about her, says Monica Ferrufino, who's finishing up at California State University, Los Angeles. It was really going to be for her parents.\u003c/p>\n\u003cp>\"When they cancelled graduation, it was exactly 60 days prior to our scheduled commencement,\" she explains. She knows that because her mother and father kept track, counting down the days, crossing each one off on their calendar. When she told them it was off, her mom cried. \"My parents didn't get to finish high school,\" she says, \"so for them, seeing their daughter graduating college was just beyond their dreams.\"\u003c/p>\n\u003cp>\u003cstrong>Some ideas to celebrate\u003c/strong>\u003c/p>\n\u003cp>When Yolanda Norman, a professor at the University of Houston, started hearing from students disappointed about graduation, she immediately thought of her own missed graduation years ago. \"I don't just empathize with what's happening, I really know what it feels like to have this moment taken away,\" says Norman. So she started crowdsourcing a list of ways families and schools can still celebrate.\u003c/p>\n\u003cp>\"Someone said: 'Can we just please have a graduation and stand six feet apart?' \" she says, laughing. \"It's not going to happen, but it would be awesome.\"\u003c/p>\n\u003cfigure id=\"attachment_55674\" class=\"wp-caption alignnone\" style=\"max-width: 300px\">\u003cimg class=\"size-full wp-image-55674\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-03_custom-907836720418598a258352e9ecf3c359dc5df32b-s300-c85.jpg\" alt=\"\" width=\"300\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-03_custom-907836720418598a258352e9ecf3c359dc5df32b-s300-c85.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-03_custom-907836720418598a258352e9ecf3c359dc5df32b-s300-c85-160x200.jpg 160w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">Yolanda Norman, a researcher of first-generation college students, crowdsourced a list of ideas on how schools can hold ceremonies amid the Covid-19 pandemic. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Also on Norman's list: a national ceremony hosted by a fellow first-generation college student, first lady Michelle Obama. And of course the more likely option, graduations over video chat with friends and family. \"I know students' families are going to celebrate them. You better believe we're gonna have a lot of videos of backyard graduations, house graduations and quarantine graduations.\" She says her hope is that schools curate and share these videos so other students, parents and faculty can share in the joy.\u003c/p>\n\u003cp>\u003cstrong>\"I'm gonna get the degree either way.\"\u003c/strong>\u003c/p>\n\u003cp>\"It's just a ceremony,\" says Alexandrea Mares, who lives with her grandparents and attends California State University, Northridge. Right now, she says she's far more concerned with keeping herself and her family healthy. \"You know what? My health and their health is what matters most,\" she says. \"At the end of the day, it's the degree that you get and I'm gonna get the degree either way at the end of the semester.\"\u003c/p>\n\u003cp>That's not to say she isn't extremely proud of her six-year journey: \"Even though we're not having a graduation, I'm still excited to get my diploma in the mail and hang it up on the wall.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>She's planning on having a graduation party indoors, with just her and her grandparents. Because, she says, those are the people who really matter.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=No+Caps%2C+No+Gowns%3A+For+Many+In+The+Class+Of+2020%2C+Commencement+Is+Called+Off&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>It was a pretty normal St. Patrick's Day. Nathan Stewart and a couple of friends were hanging out, drinking a few beers, soaking up senior spring at the University of Virginia. Then an email landed in their inboxes: Classes were moving online and graduation was indefinitely postponed.\u003c/p>\n\u003cp>\"Honestly, my friends and I just immediately started crying,\" says Stewart. Throughout his four years at UVA, graduation had been a major motivator. When he and his friends were having tough days, they'd tell each other, \"Just wait till graduation day. We're all walking across the stage together and we'll get our diplomas. It'll be so worth it then.\"\u003c/p>\n\u003cp>Now, he says he feels burned out. His research job on campus was discontinued — that was his only source of income — so Stewart is figuring out how to pay the rent on his off-campus apartment. That's on top of all his classes shifting online. \"Trying to balance out the financial aspect of it, in the midst of it being emotional, is just really difficult,\" he says. \"The hard thing, too, is that you can't place your anger or sorrow on anybody because nobody knows what they're doing.\"\u003c/p>\n\u003cp>As he and his friends were sitting around drinking, stewing over the bad news, he remembers thinking: \"You know what's crazy? The administration is probably doing the exact same thing: Sitting on somebody else's couch, drinking a few beers, saying, 'What the hell are we going to do?' \"\u003c/p>\n\u003cp>Nathan Stewart is right. Administrators and college presidents are scrambling to figure out what to do about graduation this year. How can they acknowledge students' hard work and success, while still maintaining social distancing amid the outbreak of coronavirus?\u003c/p>\n\u003cfigure id=\"attachment_55675\" class=\"wp-caption alignnone\" style=\"max-width: 300px\">\u003cimg class=\"size-full wp-image-55675\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-5_custom-5e14dca29922bc7d4fd84fd060c840c4907f12ed-s300-c85.jpg\" alt=\"\" width=\"300\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-5_custom-5e14dca29922bc7d4fd84fd060c840c4907f12ed-s300-c85.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-5_custom-5e14dca29922bc7d4fd84fd060c840c4907f12ed-s300-c85-160x200.jpg 160w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">In the absence of an actual ceremony, will schools create a virtual yearbook? \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Many colleges across the country have outright cancelled graduations, others, such as Harvard and \u003ca href=\"https://www.journal-news.com/news/local-education/miami-spring-graduation-virtual-school-hopes-for-person-commencement-september/J8wmbyFk299y29cssWh24H/\">Miami University in Ohio, have scheduled virtual ceremonies\u003c/a>. Some students have taken things into their own hands and \u003ca href=\"https://www.theverge.com/2020/3/31/21200972/college-students-graduation-minecraft-coronavirus-school-closures\">created their own ceremonies — on a reconstructed campus — through Minecraft.\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Still others, like Trinity Washington University, a small private school in Washington, D.C., has said it's looking for a date in June to reschedule an in-person ceremony.\u003c/p>\n\u003cp>\"If we can't do it in June, we are very committed to doing a commencement ceremony, full regalia, full pomp and circumstance,\" says Patricia McGuire, president of Trinity. \"When we get to do it, it's going to be the biggest darn party we've ever had.\"\u003c/p>\n\u003cp>When Sandra Mendez, who's set to graduate from Trinity this May, heard the news about postponing graduation, she was heartbroken: \"I have been waiting for this day since I was little.\"\u003c/p>\n\u003cp>For Mendez, graduating from college wasn't always a sure thing. After high school she took some time off, before heading to college in Wisconsin. She stayed for two years, then moved back home to North Carolina. \"I was gonna give up on school altogether, just cause it was \u003cem>way\u003c/em> expensive,\" she says.\u003c/p>\n\u003cp>But a scholarship paved the way for her to start at Trinity three years ago, and now, she's got enough credits to graduate with a degree in biology. \"I feel like I've been always trying to prove myself to my family, like, I'm going to do this, I'm going to do this.\"\u003c/p>\n\u003cp>Her family was planning to finally visit campus for her graduation ceremony. Instead, their travel plans are cancelled. She's lucky that her part-time job at Trader Joe's is still bringing in some money, and says her future plans to become a veterinarian may be on hold for a bit.\u003c/p>\n\u003cp>\u003cstrong>\"My parents were devastated.\"\u003c/strong>\u003c/p>\n\u003cp>Celebrating graduation wasn't really about her, says Monica Ferrufino, who's finishing up at California State University, Los Angeles. It was really going to be for her parents.\u003c/p>\n\u003cp>\"When they cancelled graduation, it was exactly 60 days prior to our scheduled commencement,\" she explains. She knows that because her mother and father kept track, counting down the days, crossing each one off on their calendar. When she told them it was off, her mom cried. \"My parents didn't get to finish high school,\" she says, \"so for them, seeing their daughter graduating college was just beyond their dreams.\"\u003c/p>\n\u003cp>\u003cstrong>Some ideas to celebrate\u003c/strong>\u003c/p>\n\u003cp>When Yolanda Norman, a professor at the University of Houston, started hearing from students disappointed about graduation, she immediately thought of her own missed graduation years ago. \"I don't just empathize with what's happening, I really know what it feels like to have this moment taken away,\" says Norman. So she started crowdsourcing a list of ways families and schools can still celebrate.\u003c/p>\n\u003cp>\"Someone said: 'Can we just please have a graduation and stand six feet apart?' \" she says, laughing. \"It's not going to happen, but it would be awesome.\"\u003c/p>\n\u003cfigure id=\"attachment_55674\" class=\"wp-caption alignnone\" style=\"max-width: 300px\">\u003cimg class=\"size-full wp-image-55674\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-03_custom-907836720418598a258352e9ecf3c359dc5df32b-s300-c85.jpg\" alt=\"\" width=\"300\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-03_custom-907836720418598a258352e9ecf3c359dc5df32b-s300-c85.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2020/04/artboard-03_custom-907836720418598a258352e9ecf3c359dc5df32b-s300-c85-160x200.jpg 160w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003cfigcaption class=\"wp-caption-text\">Yolanda Norman, a researcher of first-generation college students, crowdsourced a list of ideas on how schools can hold ceremonies amid the Covid-19 pandemic. \u003ccite>(LA Johnson/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Also on Norman's list: a national ceremony hosted by a fellow first-generation college student, first lady Michelle Obama. And of course the more likely option, graduations over video chat with friends and family. \"I know students' families are going to celebrate them. You better believe we're gonna have a lot of videos of backyard graduations, house graduations and quarantine graduations.\" She says her hope is that schools curate and share these videos so other students, parents and faculty can share in the joy.\u003c/p>\n\u003cp>\u003cstrong>\"I'm gonna get the degree either way.\"\u003c/strong>\u003c/p>\n\u003cp>\"It's just a ceremony,\" says Alexandrea Mares, who lives with her grandparents and attends California State University, Northridge. Right now, she says she's far more concerned with keeping herself and her family healthy. \"You know what? My health and their health is what matters most,\" she says. \"At the end of the day, it's the degree that you get and I'm gonna get the degree either way at the end of the semester.\"\u003c/p>\n\u003cp>That's not to say she isn't extremely proud of her six-year journey: \"Even though we're not having a graduation, I'm still excited to get my diploma in the mail and hang it up on the wall.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She's planning on having a graduation party indoors, with just her and her grandparents. Because, she says, those are the people who really matter.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=No+Caps%2C+No+Gowns%3A+For+Many+In+The+Class+Of+2020%2C+Commencement+Is+Called+Off&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cstrong>Updated at 9:31 a.m. ET\u003c/strong>\u003c/p>\n\u003cp>With school closed, Marla Murasko begins her morning getting her 14-year-old son, Jacob, dressed and ready for the day. They have a daily check-in: How are you doing? How are you feeling? Next, they consult the colorful, hourly schedule she has pinned on the fridge.\u003c/p>\n\u003cp>Jacob, who has Down syndrome, loves routine. So this daily routine is important. Schools in Hopkinton, Mass., \u003ca href=\"https://docs.google.com/document/d/1Fu-SeJ1r2ylgPg64Cn6AnHe9vOl1EgcZ4GoI1wDOwdA/edit\">are closed until May 4th\u003c/a>, so Jacob's morning academic lesson — which according to the schedule starts at 9 a.m. — has been temporarily moved to the basement.\u003c/p>\n\u003cp>But there's been one big hiccup to all this: What, exactly, to learn during these at-home sessions? Some of Jacob's teachers have sent packets home — one, for a science class, includes a video and a worksheet on wolves — but teachers haven't included any of the modifications, or \"accommodations\" he normally gets that are designed to adapt the lessons to his learning style. Normally, Jacob is in a general education classroom, with special help. In some subjects, like reading and math, he works with different teachers and sometimes does different lessons.\u003c/p>\n\u003cp>\"It has been very frustrating for us,\" says Murasko, \"he can't look at a five-page worksheet and learn. He needs it very simplified in order for him to learn it. If there's no accommodations or modifications for him, he really can't attend to that lesson plan unless I modify it for him.\" So Murasko, who insists she is not and has never been a teacher, has had to get creative. She found some worksheets online that help break down readings into Who, What, Where, When and Why? She says they're helping.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"I'll be honest with you, I've approached my day at this point with trying to figure out the positives,\" she says, \"because I can't keep staying in this negative arena of when are they going to provide me something?\"\u003c/p>\n\u003cp>As the vast majority of schools in the U.S. have transitioned from the classroom to the computer — teachers and administrators have struggled to offer learning to special needs students. The Hopkinton school district, where Jacob attends, did not respond to requests for comment on how it's handling the needs of students in special education.\u003c/p>\n\u003cp>Some districts have plowed ahead with holding one-on-one lessons over software like Zoom and virtual meetings to discuss the individualized education plans — known as IEPs — that are required for students in special education. Others have put all learning on a pause, as they figure out how to use distance learning to serve all students — not just those with disabilities but also those who don't have computers or high-speed internet.\u003c/p>\n\u003cp>As we've reported, \u003ca href=\"https://www.npr.org/2020/03/26/821921575/the-biggest-distance-learning-experiment-in-history-week-one\">schools have had to move online\u003c/a> within a very short time frame, often without extra resources and very little training.\u003c/p>\n\u003cp>An estimated 14% of public school students receive special education services in the U.S. The federal Individuals With Disabilities Education Act ensures that those children have a right to a free, appropriate public education whenever and wherever schools are operating.\u003c/p>\n\u003cp>\"Our district overall is implementing Google Classroom,\" explains Ann Hiebert, a special education teacher for the Ferguson-Florissant School District, in the suburbs of St. Louis, \"but that doesn't work well for my students, since I have students with more significant needs.\"\u003c/p>\n\u003cp>Her students have intellectual disabilities, including autism. Many are non-verbal, and some struggle with writing and typing and can't use technology independently.\u003c/p>\n\u003cp>\"So all of these things that are out there aren't really going to be the best option for my kids,\" Hiebert says. She has been sending emails with videos of her classes' morning routine — they include familiar songs and pictures of their classroom calendar. \"Routine is very important to my students,\" she says. She sent packets home for students, but she's \"still trying to figure out ways that I can have meaningful content for them.\"\u003c/p>\n\u003cp>\u003cstrong>An urging to stay flexible\u003c/strong>\u003c/p>\n\u003cp>On Saturday, the U.S. Education Department\u003ca href=\"https://www.ed.gov/news/press-releases/urging-states-continue-educating-students-disabilities-secretary-devos-publishes-new-resource-accessibility-and-distance-learning-options\"> announced it was giving schools flexibility in interpreting IDEA\u003c/a>, saying that complying with the law, \"should not prevent any school from offering educational programs through distance instruction.\"\u003c/p>\n\u003cp>Jeanne Allen, who founded the Center for Education Reform, an advocacy group that promotes school choice, said she was relieved to get the guidance, as there's been, \"confusion about what schools, school districts and educators were permitted to do.\" She acknowledges that there are concerns about equity, but argues that schools should be looking to ed tech innovators and seeking creative solutions, rather than putting a hold on all learning.\u003c/p>\n\u003cp>\"The law does not say if you don't educate every single person today in real time, you're going to get penalized,\" she maintains, \"You don't stop schools and leaders from educating students to find the perfect solution.\"\u003c/p>\n\u003cp>A new federal relief package, \u003ca href=\"https://www.npr.org/2020/03/27/822062909/house-aims-to-send-2-trillion-rescue-package-to-president-to-stem-coronavirus-cr?origin=NOTIFY\">which President Trump signed into law on Friday\u003c/a>, offers Education Secretary Betsy DeVos the opportunity to go one step further: \u003ca href=\"https://blogs.edweek.org/edweek/campaign-k-12/2020/03/senate-coronavirus-bill-passes-education-funding.html?r=2004858939&r=2109321903\">She now has 30 days to seek waivers\u003c/a> for additional provisions of IDEA in order to provide schools with \"limited flexibility.\"\u003c/p>\n\u003cp>This provision makes disability advocates nervous. \"We're talking about waiving a civil right for our most vulnerable people in our society, children who don't vote, who have no voice, who are relying on their parents to advocate for them,\" says Stephanie Langer, a Florida civil rights attorney who focuses on education and disability.\u003c/p>\n\u003cp>She worries that if the federal government lets states and districts off the hook for providing accommodations for students with disabilities, schools and teachers won't even try. \"If they know they won't be held accountable at the back end, they simply will not try,\" Langer maintains. \"Having the requirements in place requires schools to do something rather than nothing, even if it's not perfect.\"\u003c/p>\n\u003cp>In the meantime, it's really up to parents.\u003c/p>\n\u003cp>For the first few days of virtual learning, Ann Hiebert says she was focused on how to adapt lessons for her students, but in recent days she has shifted her thinking. Now, she says, \"I'm trying to be more of a resource to parents.\" She's planning on making videos — with help from her own son, who is also home from school — to demonstrate to parents how she works with students in class, so parents can model her movements.\u003c/p>\n\u003cp>\"Parents have now become the teacher, the therapist, the advocate. They are everybody all in one,\" says Catherine Whitcher, \u003ca href=\"https://www.catherinewhitcher.com/\">who works with both families and school districts to craft IEPs\u003c/a>. \"The teachers have really started to flip their thinking of, 'How can I support the parents and what they're doing during this time?' \"\u003c/p>\n\u003cp>Whitcher says parents are stressed out because they're worried their special-needs child isn't going to make academic progress at home, but she argues that's not where the focus should be for families. \"Right now, we need to stabilize as human beings inside of our homes. It's about life skills. It's about community. It's about connection.\"\u003c/p>\n\u003cp>She says the time spent over video chat, or at home, is a great opportunity for parents and teachers to actually get to know the students in the context of their family.\u003c/p>\n\u003cp>\u003cstrong>Lessons from a virtual school \u003c/strong>\u003c/p>\n\u003cp>There are schools with extensive experience teaching online, including a number of virtual charter schools. \"All of our instruction has always been delivered online,\" says Jamie Desrochers, the director of special education at the PA Distance Learning Charter School in Pennsylvania. \"Our special ed teachers, pretty much everything that they can do in a brick and mortar school, we can do on a cyber.\" The only services they normally do in-person are things like speech therapy, occupational therapy and physical therapy, but they have partnerships with companies like PresenceLearning \u003ca href=\"https://www.presencelearning.com/\">that offer these services over video chat\u003c/a>, and are leaning on them even more now.\u003c/p>\n\u003cp>When everything is through a computer, Desrochers says, teachers \"have to be that much more animated to get the kids' attention.\" Sometimes teachers wear different silly hats and they ask lots of questions about the students' living environment. \"The kids love to show off their pet,\" she says. \"Giving the students an opportunity to do a show-and-tell online gets them engaged and builds that relationship.\"\u003c/p>\n\u003cp>For special education teachers adapting to a new virtual reality, Desrochers suggests making sure lessons connect to real life. And she urges teachers and parents to lean into the tools and objects students have in the home.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>For example, if you'd use blocks for counting in the classroom, use something like pasta. For a lesson about surface area, have students count how many tiles are in the kitchen, or how many steps it takes to get from one side of the room to the other. And for parents, she adds, don't forget about household chores: \"Cooking with your kids, is a great way to teach math.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=With+Schools+Closed%2C+Kids+With+Disabilities+Are+More+Vulnerable+Than+Ever&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cstrong>Updated at 9:31 a.m. ET\u003c/strong>\u003c/p>\n\u003cp>With school closed, Marla Murasko begins her morning getting her 14-year-old son, Jacob, dressed and ready for the day. They have a daily check-in: How are you doing? How are you feeling? Next, they consult the colorful, hourly schedule she has pinned on the fridge.\u003c/p>\n\u003cp>Jacob, who has Down syndrome, loves routine. So this daily routine is important. Schools in Hopkinton, Mass., \u003ca href=\"https://docs.google.com/document/d/1Fu-SeJ1r2ylgPg64Cn6AnHe9vOl1EgcZ4GoI1wDOwdA/edit\">are closed until May 4th\u003c/a>, so Jacob's morning academic lesson — which according to the schedule starts at 9 a.m. — has been temporarily moved to the basement.\u003c/p>\n\u003cp>But there's been one big hiccup to all this: What, exactly, to learn during these at-home sessions? Some of Jacob's teachers have sent packets home — one, for a science class, includes a video and a worksheet on wolves — but teachers haven't included any of the modifications, or \"accommodations\" he normally gets that are designed to adapt the lessons to his learning style. Normally, Jacob is in a general education classroom, with special help. In some subjects, like reading and math, he works with different teachers and sometimes does different lessons.\u003c/p>\n\u003cp>\"It has been very frustrating for us,\" says Murasko, \"he can't look at a five-page worksheet and learn. He needs it very simplified in order for him to learn it. If there's no accommodations or modifications for him, he really can't attend to that lesson plan unless I modify it for him.\" So Murasko, who insists she is not and has never been a teacher, has had to get creative. She found some worksheets online that help break down readings into Who, What, Where, When and Why? She says they're helping.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I'll be honest with you, I've approached my day at this point with trying to figure out the positives,\" she says, \"because I can't keep staying in this negative arena of when are they going to provide me something?\"\u003c/p>\n\u003cp>As the vast majority of schools in the U.S. have transitioned from the classroom to the computer — teachers and administrators have struggled to offer learning to special needs students. The Hopkinton school district, where Jacob attends, did not respond to requests for comment on how it's handling the needs of students in special education.\u003c/p>\n\u003cp>Some districts have plowed ahead with holding one-on-one lessons over software like Zoom and virtual meetings to discuss the individualized education plans — known as IEPs — that are required for students in special education. Others have put all learning on a pause, as they figure out how to use distance learning to serve all students — not just those with disabilities but also those who don't have computers or high-speed internet.\u003c/p>\n\u003cp>As we've reported, \u003ca href=\"https://www.npr.org/2020/03/26/821921575/the-biggest-distance-learning-experiment-in-history-week-one\">schools have had to move online\u003c/a> within a very short time frame, often without extra resources and very little training.\u003c/p>\n\u003cp>An estimated 14% of public school students receive special education services in the U.S. The federal Individuals With Disabilities Education Act ensures that those children have a right to a free, appropriate public education whenever and wherever schools are operating.\u003c/p>\n\u003cp>\"Our district overall is implementing Google Classroom,\" explains Ann Hiebert, a special education teacher for the Ferguson-Florissant School District, in the suburbs of St. Louis, \"but that doesn't work well for my students, since I have students with more significant needs.\"\u003c/p>\n\u003cp>Her students have intellectual disabilities, including autism. Many are non-verbal, and some struggle with writing and typing and can't use technology independently.\u003c/p>\n\u003cp>\"So all of these things that are out there aren't really going to be the best option for my kids,\" Hiebert says. She has been sending emails with videos of her classes' morning routine — they include familiar songs and pictures of their classroom calendar. \"Routine is very important to my students,\" she says. She sent packets home for students, but she's \"still trying to figure out ways that I can have meaningful content for them.\"\u003c/p>\n\u003cp>\u003cstrong>An urging to stay flexible\u003c/strong>\u003c/p>\n\u003cp>On Saturday, the U.S. Education Department\u003ca href=\"https://www.ed.gov/news/press-releases/urging-states-continue-educating-students-disabilities-secretary-devos-publishes-new-resource-accessibility-and-distance-learning-options\"> announced it was giving schools flexibility in interpreting IDEA\u003c/a>, saying that complying with the law, \"should not prevent any school from offering educational programs through distance instruction.\"\u003c/p>\n\u003cp>Jeanne Allen, who founded the Center for Education Reform, an advocacy group that promotes school choice, said she was relieved to get the guidance, as there's been, \"confusion about what schools, school districts and educators were permitted to do.\" She acknowledges that there are concerns about equity, but argues that schools should be looking to ed tech innovators and seeking creative solutions, rather than putting a hold on all learning.\u003c/p>\n\u003cp>\"The law does not say if you don't educate every single person today in real time, you're going to get penalized,\" she maintains, \"You don't stop schools and leaders from educating students to find the perfect solution.\"\u003c/p>\n\u003cp>A new federal relief package, \u003ca href=\"https://www.npr.org/2020/03/27/822062909/house-aims-to-send-2-trillion-rescue-package-to-president-to-stem-coronavirus-cr?origin=NOTIFY\">which President Trump signed into law on Friday\u003c/a>, offers Education Secretary Betsy DeVos the opportunity to go one step further: \u003ca href=\"https://blogs.edweek.org/edweek/campaign-k-12/2020/03/senate-coronavirus-bill-passes-education-funding.html?r=2004858939&r=2109321903\">She now has 30 days to seek waivers\u003c/a> for additional provisions of IDEA in order to provide schools with \"limited flexibility.\"\u003c/p>\n\u003cp>This provision makes disability advocates nervous. \"We're talking about waiving a civil right for our most vulnerable people in our society, children who don't vote, who have no voice, who are relying on their parents to advocate for them,\" says Stephanie Langer, a Florida civil rights attorney who focuses on education and disability.\u003c/p>\n\u003cp>She worries that if the federal government lets states and districts off the hook for providing accommodations for students with disabilities, schools and teachers won't even try. \"If they know they won't be held accountable at the back end, they simply will not try,\" Langer maintains. \"Having the requirements in place requires schools to do something rather than nothing, even if it's not perfect.\"\u003c/p>\n\u003cp>In the meantime, it's really up to parents.\u003c/p>\n\u003cp>For the first few days of virtual learning, Ann Hiebert says she was focused on how to adapt lessons for her students, but in recent days she has shifted her thinking. Now, she says, \"I'm trying to be more of a resource to parents.\" She's planning on making videos — with help from her own son, who is also home from school — to demonstrate to parents how she works with students in class, so parents can model her movements.\u003c/p>\n\u003cp>\"Parents have now become the teacher, the therapist, the advocate. They are everybody all in one,\" says Catherine Whitcher, \u003ca href=\"https://www.catherinewhitcher.com/\">who works with both families and school districts to craft IEPs\u003c/a>. \"The teachers have really started to flip their thinking of, 'How can I support the parents and what they're doing during this time?' \"\u003c/p>\n\u003cp>Whitcher says parents are stressed out because they're worried their special-needs child isn't going to make academic progress at home, but she argues that's not where the focus should be for families. \"Right now, we need to stabilize as human beings inside of our homes. It's about life skills. It's about community. It's about connection.\"\u003c/p>\n\u003cp>She says the time spent over video chat, or at home, is a great opportunity for parents and teachers to actually get to know the students in the context of their family.\u003c/p>\n\u003cp>\u003cstrong>Lessons from a virtual school \u003c/strong>\u003c/p>\n\u003cp>There are schools with extensive experience teaching online, including a number of virtual charter schools. \"All of our instruction has always been delivered online,\" says Jamie Desrochers, the director of special education at the PA Distance Learning Charter School in Pennsylvania. \"Our special ed teachers, pretty much everything that they can do in a brick and mortar school, we can do on a cyber.\" The only services they normally do in-person are things like speech therapy, occupational therapy and physical therapy, but they have partnerships with companies like PresenceLearning \u003ca href=\"https://www.presencelearning.com/\">that offer these services over video chat\u003c/a>, and are leaning on them even more now.\u003c/p>\n\u003cp>When everything is through a computer, Desrochers says, teachers \"have to be that much more animated to get the kids' attention.\" Sometimes teachers wear different silly hats and they ask lots of questions about the students' living environment. \"The kids love to show off their pet,\" she says. \"Giving the students an opportunity to do a show-and-tell online gets them engaged and builds that relationship.\"\u003c/p>\n\u003cp>For special education teachers adapting to a new virtual reality, Desrochers suggests making sure lessons connect to real life. And she urges teachers and parents to lean into the tools and objects students have in the home.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For example, if you'd use blocks for counting in the classroom, use something like pasta. For a lesson about surface area, have students count how many tiles are in the kitchen, or how many steps it takes to get from one side of the room to the other. And for parents, she adds, don't forget about household chores: \"Cooking with your kids, is a great way to teach math.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=With+Schools+Closed%2C+Kids+With+Disabilities+Are+More+Vulnerable+Than+Ever&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "The Biggest Distance-Learning Experiment In History: Week One",
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"content": "\u003cp>For 6-year-old Sadie Hernandez, the first day of online school started at her round, wooden kitchen table in Jacksonville, Fla. She turned on an iPad and started talking to her first grade teacher, Robin Nelson.\u003c/p>\n\u003cp>\"Are you ready to do this online stuff?\" her teacher asks, in a video sent to NPR by Hernandez's mother, Audrey.\u003c/p>\n\u003cp>\"Yeah,\" Sadie responds.\u003cbr>\n\"It's kind of scary isn't it?\"\u003cbr>\n\"Kind of.\"\u003c/p>\n\u003cp>Sadie's teacher reminds her that they'll be using the educational software that she is already familiar with from her face-to-face classes at Ortega Elementary School: \"It's iReady, so we've got that. And we've got WritingCity. And now you know how to meet me in the morning.\"\u003c/p>\n\u003cp>Every state has closed \u003ca href=\"https://www.edweek.org/ew/section/multimedia/map-coronavirus-and-school-closures.html\">at least some public schools\u003c/a> to fight the spread of coronavirus, and some are starting to say they expect to be closed through the end of the school year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Thrown into the breach, public schools are setting out on an unprecedented experiment: With little training and even fewer resources, in a matter of days they're shifting from a system of education that for centuries has focused on face to face interaction, to one that works entirely at a distance.\u003c/p>\n\u003cp>Diana Greene, the superintendent of Duval County Schools where Robin Nelson teaches, sent an email to her staff on Friday, March 20 that illustrates the magnitude of the effort educators around the country are faced with:\u003c/p>\n\u003cp>\"It is amazing to me that it was just 3 days ago that we made the decision to close schools. In less than 72 hours, Team Duval moved the entire district to an at-home, virtual instruction model. We have managed to troubleshoot the mobilization of meal programs, lack of technology equipment, online teacher training, and a whole host of issues that come with a change of this magnitude. Three days!\u003c/p>\n\u003cp>\"Three days to create, print and distribute about 5 million pages of instructional content. Three days to load classes onto an online platform. Three days to gather online resources so aligned instruction could continue to take place. Three days to train about 8,000 teachers in a whole new way of work. Imagine that!\u003c/p>\n\u003cp>\"Three days to conduct a survey of technology needs from 130,000 students and to prepare thousands of computers for student use. Three days to prepare for neighborhood delivery of school lunches and snacks on our buses so children would not go hungry. Just three days to mobilize a community of partners and volunteers to assist our schools.\"\u003c/p>\n\u003cp>Some families, like Sadie's, are adjusting reasonably well. Her parents are both working from home, still earning paychecks. When Sadie has to concentrate on her lessons, they turn on \"Daniel Tiger\" for her little sister Kate. There's a backyard swimming pool for cooling off when lessons are done.\u003c/p>\n\u003cp>But as a crisis often does, this one has exposed existing inequalities — among schools, among districts and among students. Just over half of the nation's public school children are from families considered low-income, and an estimated\u003ca href=\"https://www.king.senate.gov/imo/media/doc/Letter%20--%20Coronavirus%20Stimulus%20Homework%20Gap%20Insufficient%20Funding%203-22-20%20final.pdf\"> 12 million\u003c/a> lack broadband Internet access at home.\u003c/p>\n\u003cp>Robin Nelson, an educator with 10 years experience, says one of the students in her class has special needs and needs significant accommodation, and the family also struggles financially. \"I've spoken to his mom. There's another little one on the way, if not already arrived.\"\u003c/p>\n\u003cp>And, Nelson notes, for that family and many like it, \"survival is a priority and not, you know, accommodations right now for him.\" Nelson thinks the student may end up repeating a grade. She's also concerned about children whose parents must go out to work, and who are sending their kids to home-based daycares that remain open.\u003c/p>\n\u003cp>She tears up talking about her \"babies\" and how much she misses greeting them at the door with a fist-bump, handshake or hug. Sadie Hernandez wrote a note and drew pictures to leave on her beloved teacher's doorstep.\u003c/p>\n\u003cp>Because of these inherent inequities, some researchers are advocating that public schools focus on making up lost learning when things get back to normal — through summer school and other remediation. That will take extra funding, including money to pay teachers. Douglas Harris, an education researcher and fellow at the Brookings Institution,\u003ca href=\"https://www.brookings.edu/blog/brown-center-chalkboard/2020/03/11/using-federal-stimulus-to-get-schools-through-the-coronavirus-crisis-the-case-for-summer-school-and-summer-teacher-pay/\"> has written a post calling\u003c/a> for school districts to focus on making up time, not on teaching remotely.:\u003c/p>\n\u003cp>\"Studies of online learning suggest not only that students learn less in online environments, compared with in person, but that disadvantaged students learn the least. And that's true even when online teachers have experience and training with online teaching. Under the current emergency, most teachers will not have any experience at all with this approach.\"\u003c/p>\n\u003cp>Nevertheless, with its latest guidance, the federal Education Department has encouraged schools closing due to coronavirus to pursue distance learning quote \"creatively\" and with \"flexibility\", even if they can't reach every student that way.\u003c/p>\n\u003cp>Reminding everyone that this is an unprecedented situation, \"No one wants to have learning coming to a halt across America due to the COVID-19 outbreak,\" reads the guidance, \"and the U.S. Department of Education (Department) does not want to stand in the way of good faith efforts to educate students on-line.\"\u003c/p>\n\u003cp>The Senate coronavirus relief package passed on Wednesday includes $13.5 billion earmarked for schools, which they can use to keep paying staff as well as to buy new technology.\u003c/p>\n\u003cp>As they wait for clearer direction, materials, and training, states and districts are choosing different paths. In the Philadelphia area, districts may use \u003ca href=\"https://whyy.org/articles/philly-area-school-districts-are-closing-to-prepare-for-more-coronavirus-related-closures/\">up snow days left\u003c/a> over from the mild winter. In Chicago, teachers are offering enrichment resources only, instructed to make sure there's \"no new learning.\" Harking back to an earlier era of distance education, Los Angeles Unified is partnering with the local public television stations to pair educational broadcasts with some online resources.\u003c/p>\n\u003cp>Florida, where Robin Nelson teaches, is an example of a state that has moved swiftly to transition as much instruction as possible online. Partly that's because it is home to the Florida Virtual School. That's a public, nonprofit K12 school that has been around for over two decades, and has a solid reputation — its students do about as well as, or a little better than, other students in the state.\u003c/p>\n\u003cp>Before the outbreak, FLVS directly enrolled 200,000 students, primarily in Florida but also across all 50 states and overseas. Now they are looking to double that direct enrollment by the end of April. And the school is also training at least 10,000 Florida teachers to transition their own classes online — via live online trainings and pre-recorded webinars.\u003c/p>\n\u003cp>\"We've partnered with the [state] Department of Education to work with the school districts to support teacher professional development at the district level, to help them ramp up and to be able to teach students online,\" says Courtney Calfee, executive director for global services at FLVS.\u003c/p>\n\u003cp>Nelson says she and other teachers at Ortega Elementary cobbled together online lessons from various sources: \"It's teachers going through and kind of pulling out their materials, saying, hey, PBS has a good thing over here ...\"\u003c/p>\n\u003cp>Paula Renfro leads professional development for Duval County Public Schools, the district where Nelson teaches. She says that in making this swift transition, they decided to lead with their existing \"blended learning resource library,\" including software programs and digital textbooks.\u003c/p>\n\u003cp>\"Really, when we considered how this rollout was going to look, we needed to provide tools, especially in the beginning, that teachers and students had a high comfort level with.\"\u003c/p>\n\u003cp>Another big consideration for schools making this transition is how much time per day to attempt to connect live with students — known as \"synchronous\", or real-time, learning — versus putting out assignments for students to complete on their own — known as asynchronous learning.\u003c/p>\n\u003cp>Where schools and communities have more resources, they seem to be gravitating more toward the synchronous model.\u003c/p>\n\u003cp>NPR put out a call on Twitter and Facebook, and among the responses were families with students at a dozen private schools around the country that are holding live online classes via video chat for up to five hours per day.\u003c/p>\n\u003cp>Interestingly, Justin Reich, an online learning researcher at MIT, says this isn't necessarily the best approach to use, especially in the younger grades. \"Young people don't have the attention or the executive function skills to be able to sit and learn online for hours every day on their own.\"\u003c/p>\n\u003cp>He advocates instead a pattern sometimes known as \"hybrid,\" \"blended learning\" or a \"flipped classroom.\" It's a combination of relatively short, live video check-in meetings and self-paced work, with teachers available to students over email, phone, text or any other method that is convenient to both. In fact, if you are working remotely right now as an adult, it might look pretty similar to that.\u003c/p>\n\u003cp>That's more or less what Robin Nelson is doing with those of her students who are able to connect with her. They do a version of \"morning meeting\" using Microsoft Teams, videoconferencing every morning at 8:30. There, she gives them the assignments for the day.\u003c/p>\n\u003cp>After that, Nelson makes herself available for virtual \"office hours\" from 9 to 11 a.m., so parents can check in. Families are also contacting her throughout the day on their smartphones using ClassDojo, a program she was already using to keep in touch. She's encouraging parents to read to children every day, and even to have some kind of recess.\u003c/p>\n\u003cp>Florida Virtual School does something similar with what it calls its \"high teacher touch\" approach. Assignments are designed to be completed on students' own time. The teacher holds live lessons via video chat either weekly or daily, depending on the course, where students can also talk to each other. At FLVS, some courses also have what's called \"discussion-based assessment,\" where the teacher has a live video conversation with the student to check for mastery.\u003c/p>\n\u003cp>There's one big caveat. This model, Reich says, overwhelmingly relies on a parent or caregiver who can serve as a coach, cheerleader, IT support and general troubleshooter. Until you get perhaps to late middle or high school, there is no such thing as independent solo school via computer — most students just aren't developmentally capable of it.\u003c/p>\n\u003cp>Most of all, Nelson is wondering why her district threw \"a ton of work\" into creating an online model when many of the students she calls \"her babies\" don't have adequate resources to connect right now.\u003c/p>\n\u003cp>\"Some of them have laptops. Some of them have siblings that will be sharing that technology. So, you know, that will make it more difficult.\" Others, she says will be using a parents' phone at best. \"But if the parents are trying to work from home or whatever they're trying to do, it's not gonna be a priority.\"\u003c/p>\n\u003cp>These students who told the school they lacked connectivity, for now, are getting paper homework packets, handed out along with free food from the school lunch program. The plan is to collect the packets in two weeks. The district, like others around the country, is lending out laptops and mobile hotspot devices, but in Duval County middle and high school students get priority over the elementary school students.\u003c/p>\n\u003cp>For the paper packets, \"Who's collecting and who's grading it? How are these kids getting feedback on what they're doing?\" Nelson asks. \"All that's just pretty gray right now.\" She said that during the first week, out of 19 students, \"I have 12 that are working online for at least some (if not all) of the assignments, four that have packets only, two more that have packets but plan on picking up a computer from the district to borrow, and one student that is AWOL.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Renfro, who works for the district, notes that this is early days, and the district hopes to continue getting resources out to students who need them. For students who don't have computers yet, \"we are contacting families through email, telephone each day,\" she says. \"We still have our hands and our arms wrapped around them to support them.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Biggest+Distance-Learning+Experiment+In+History%3A+Week+One&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>For 6-year-old Sadie Hernandez, the first day of online school started at her round, wooden kitchen table in Jacksonville, Fla. She turned on an iPad and started talking to her first grade teacher, Robin Nelson.\u003c/p>\n\u003cp>\"Are you ready to do this online stuff?\" her teacher asks, in a video sent to NPR by Hernandez's mother, Audrey.\u003c/p>\n\u003cp>\"Yeah,\" Sadie responds.\u003cbr>\n\"It's kind of scary isn't it?\"\u003cbr>\n\"Kind of.\"\u003c/p>\n\u003cp>Sadie's teacher reminds her that they'll be using the educational software that she is already familiar with from her face-to-face classes at Ortega Elementary School: \"It's iReady, so we've got that. And we've got WritingCity. And now you know how to meet me in the morning.\"\u003c/p>\n\u003cp>Every state has closed \u003ca href=\"https://www.edweek.org/ew/section/multimedia/map-coronavirus-and-school-closures.html\">at least some public schools\u003c/a> to fight the spread of coronavirus, and some are starting to say they expect to be closed through the end of the school year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Thrown into the breach, public schools are setting out on an unprecedented experiment: With little training and even fewer resources, in a matter of days they're shifting from a system of education that for centuries has focused on face to face interaction, to one that works entirely at a distance.\u003c/p>\n\u003cp>Diana Greene, the superintendent of Duval County Schools where Robin Nelson teaches, sent an email to her staff on Friday, March 20 that illustrates the magnitude of the effort educators around the country are faced with:\u003c/p>\n\u003cp>\"It is amazing to me that it was just 3 days ago that we made the decision to close schools. In less than 72 hours, Team Duval moved the entire district to an at-home, virtual instruction model. We have managed to troubleshoot the mobilization of meal programs, lack of technology equipment, online teacher training, and a whole host of issues that come with a change of this magnitude. Three days!\u003c/p>\n\u003cp>\"Three days to create, print and distribute about 5 million pages of instructional content. Three days to load classes onto an online platform. Three days to gather online resources so aligned instruction could continue to take place. Three days to train about 8,000 teachers in a whole new way of work. Imagine that!\u003c/p>\n\u003cp>\"Three days to conduct a survey of technology needs from 130,000 students and to prepare thousands of computers for student use. Three days to prepare for neighborhood delivery of school lunches and snacks on our buses so children would not go hungry. Just three days to mobilize a community of partners and volunteers to assist our schools.\"\u003c/p>\n\u003cp>Some families, like Sadie's, are adjusting reasonably well. Her parents are both working from home, still earning paychecks. When Sadie has to concentrate on her lessons, they turn on \"Daniel Tiger\" for her little sister Kate. There's a backyard swimming pool for cooling off when lessons are done.\u003c/p>\n\u003cp>But as a crisis often does, this one has exposed existing inequalities — among schools, among districts and among students. Just over half of the nation's public school children are from families considered low-income, and an estimated\u003ca href=\"https://www.king.senate.gov/imo/media/doc/Letter%20--%20Coronavirus%20Stimulus%20Homework%20Gap%20Insufficient%20Funding%203-22-20%20final.pdf\"> 12 million\u003c/a> lack broadband Internet access at home.\u003c/p>\n\u003cp>Robin Nelson, an educator with 10 years experience, says one of the students in her class has special needs and needs significant accommodation, and the family also struggles financially. \"I've spoken to his mom. There's another little one on the way, if not already arrived.\"\u003c/p>\n\u003cp>And, Nelson notes, for that family and many like it, \"survival is a priority and not, you know, accommodations right now for him.\" Nelson thinks the student may end up repeating a grade. She's also concerned about children whose parents must go out to work, and who are sending their kids to home-based daycares that remain open.\u003c/p>\n\u003cp>She tears up talking about her \"babies\" and how much she misses greeting them at the door with a fist-bump, handshake or hug. Sadie Hernandez wrote a note and drew pictures to leave on her beloved teacher's doorstep.\u003c/p>\n\u003cp>Because of these inherent inequities, some researchers are advocating that public schools focus on making up lost learning when things get back to normal — through summer school and other remediation. That will take extra funding, including money to pay teachers. Douglas Harris, an education researcher and fellow at the Brookings Institution,\u003ca href=\"https://www.brookings.edu/blog/brown-center-chalkboard/2020/03/11/using-federal-stimulus-to-get-schools-through-the-coronavirus-crisis-the-case-for-summer-school-and-summer-teacher-pay/\"> has written a post calling\u003c/a> for school districts to focus on making up time, not on teaching remotely.:\u003c/p>\n\u003cp>\"Studies of online learning suggest not only that students learn less in online environments, compared with in person, but that disadvantaged students learn the least. And that's true even when online teachers have experience and training with online teaching. Under the current emergency, most teachers will not have any experience at all with this approach.\"\u003c/p>\n\u003cp>Nevertheless, with its latest guidance, the federal Education Department has encouraged schools closing due to coronavirus to pursue distance learning quote \"creatively\" and with \"flexibility\", even if they can't reach every student that way.\u003c/p>\n\u003cp>Reminding everyone that this is an unprecedented situation, \"No one wants to have learning coming to a halt across America due to the COVID-19 outbreak,\" reads the guidance, \"and the U.S. Department of Education (Department) does not want to stand in the way of good faith efforts to educate students on-line.\"\u003c/p>\n\u003cp>The Senate coronavirus relief package passed on Wednesday includes $13.5 billion earmarked for schools, which they can use to keep paying staff as well as to buy new technology.\u003c/p>\n\u003cp>As they wait for clearer direction, materials, and training, states and districts are choosing different paths. In the Philadelphia area, districts may use \u003ca href=\"https://whyy.org/articles/philly-area-school-districts-are-closing-to-prepare-for-more-coronavirus-related-closures/\">up snow days left\u003c/a> over from the mild winter. In Chicago, teachers are offering enrichment resources only, instructed to make sure there's \"no new learning.\" Harking back to an earlier era of distance education, Los Angeles Unified is partnering with the local public television stations to pair educational broadcasts with some online resources.\u003c/p>\n\u003cp>Florida, where Robin Nelson teaches, is an example of a state that has moved swiftly to transition as much instruction as possible online. Partly that's because it is home to the Florida Virtual School. That's a public, nonprofit K12 school that has been around for over two decades, and has a solid reputation — its students do about as well as, or a little better than, other students in the state.\u003c/p>\n\u003cp>Before the outbreak, FLVS directly enrolled 200,000 students, primarily in Florida but also across all 50 states and overseas. Now they are looking to double that direct enrollment by the end of April. And the school is also training at least 10,000 Florida teachers to transition their own classes online — via live online trainings and pre-recorded webinars.\u003c/p>\n\u003cp>\"We've partnered with the [state] Department of Education to work with the school districts to support teacher professional development at the district level, to help them ramp up and to be able to teach students online,\" says Courtney Calfee, executive director for global services at FLVS.\u003c/p>\n\u003cp>Nelson says she and other teachers at Ortega Elementary cobbled together online lessons from various sources: \"It's teachers going through and kind of pulling out their materials, saying, hey, PBS has a good thing over here ...\"\u003c/p>\n\u003cp>Paula Renfro leads professional development for Duval County Public Schools, the district where Nelson teaches. She says that in making this swift transition, they decided to lead with their existing \"blended learning resource library,\" including software programs and digital textbooks.\u003c/p>\n\u003cp>\"Really, when we considered how this rollout was going to look, we needed to provide tools, especially in the beginning, that teachers and students had a high comfort level with.\"\u003c/p>\n\u003cp>Another big consideration for schools making this transition is how much time per day to attempt to connect live with students — known as \"synchronous\", or real-time, learning — versus putting out assignments for students to complete on their own — known as asynchronous learning.\u003c/p>\n\u003cp>Where schools and communities have more resources, they seem to be gravitating more toward the synchronous model.\u003c/p>\n\u003cp>NPR put out a call on Twitter and Facebook, and among the responses were families with students at a dozen private schools around the country that are holding live online classes via video chat for up to five hours per day.\u003c/p>\n\u003cp>Interestingly, Justin Reich, an online learning researcher at MIT, says this isn't necessarily the best approach to use, especially in the younger grades. \"Young people don't have the attention or the executive function skills to be able to sit and learn online for hours every day on their own.\"\u003c/p>\n\u003cp>He advocates instead a pattern sometimes known as \"hybrid,\" \"blended learning\" or a \"flipped classroom.\" It's a combination of relatively short, live video check-in meetings and self-paced work, with teachers available to students over email, phone, text or any other method that is convenient to both. In fact, if you are working remotely right now as an adult, it might look pretty similar to that.\u003c/p>\n\u003cp>That's more or less what Robin Nelson is doing with those of her students who are able to connect with her. They do a version of \"morning meeting\" using Microsoft Teams, videoconferencing every morning at 8:30. There, she gives them the assignments for the day.\u003c/p>\n\u003cp>After that, Nelson makes herself available for virtual \"office hours\" from 9 to 11 a.m., so parents can check in. Families are also contacting her throughout the day on their smartphones using ClassDojo, a program she was already using to keep in touch. She's encouraging parents to read to children every day, and even to have some kind of recess.\u003c/p>\n\u003cp>Florida Virtual School does something similar with what it calls its \"high teacher touch\" approach. Assignments are designed to be completed on students' own time. The teacher holds live lessons via video chat either weekly or daily, depending on the course, where students can also talk to each other. At FLVS, some courses also have what's called \"discussion-based assessment,\" where the teacher has a live video conversation with the student to check for mastery.\u003c/p>\n\u003cp>There's one big caveat. This model, Reich says, overwhelmingly relies on a parent or caregiver who can serve as a coach, cheerleader, IT support and general troubleshooter. Until you get perhaps to late middle or high school, there is no such thing as independent solo school via computer — most students just aren't developmentally capable of it.\u003c/p>\n\u003cp>Most of all, Nelson is wondering why her district threw \"a ton of work\" into creating an online model when many of the students she calls \"her babies\" don't have adequate resources to connect right now.\u003c/p>\n\u003cp>\"Some of them have laptops. Some of them have siblings that will be sharing that technology. So, you know, that will make it more difficult.\" Others, she says will be using a parents' phone at best. \"But if the parents are trying to work from home or whatever they're trying to do, it's not gonna be a priority.\"\u003c/p>\n\u003cp>These students who told the school they lacked connectivity, for now, are getting paper homework packets, handed out along with free food from the school lunch program. The plan is to collect the packets in two weeks. The district, like others around the country, is lending out laptops and mobile hotspot devices, but in Duval County middle and high school students get priority over the elementary school students.\u003c/p>\n\u003cp>For the paper packets, \"Who's collecting and who's grading it? How are these kids getting feedback on what they're doing?\" Nelson asks. \"All that's just pretty gray right now.\" She said that during the first week, out of 19 students, \"I have 12 that are working online for at least some (if not all) of the assignments, four that have packets only, two more that have packets but plan on picking up a computer from the district to borrow, and one student that is AWOL.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Renfro, who works for the district, notes that this is early days, and the district hopes to continue getting resources out to students who need them. For students who don't have computers yet, \"we are contacting families through email, telephone each day,\" she says. \"We still have our hands and our arms wrapped around them to support them.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Biggest+Distance-Learning+Experiment+In+History%3A+Week+One&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Concerns over the coronavirus have \u003ca href=\"http://www.ala.org/news/press-releases/2020/03/ala-executive-board-recommends-closing-libraries-public\">shuttered public \u003c/a>and \u003ca href=\"https://news.un.org/en/story/2020/03/1059121\">school libraries\u003c/a> around the world, depriving their regular patrons of free access to the Internet, shelter and, of course, books — just when many of them could use them the most.\u003c/p>\n\u003cp>It's difficult to replicate the \u003ca href=\"https://www.npr.org/2019/07/17/730286523/your-local-library-may-have-a-new-offering-in-stock-a-resident-social-worker\">manifold services\u003c/a> offered by your local public library. But when it comes to keeping bookshelves stocked — digitally, at least — the Internet Archive is offering one compelling alternative: a \"\u003ca href=\"https://archive.org/details/nationalemergencylibrary\">National Emergency Library.\u003c/a>\"\u003c/p>\n\u003cp>The nonprofit group, which has made some 4 million books available online for free, says that it is suspending waitlists for the 1.4 million works in its lending library. The move expedites the borrowing process through the end of June (\"or the end of the US national emergency, whichever is later\") for anybody worldwide who'd like one of those books — be they students, teachers or just average readers bored out of their wits in quarantine.\u003c/p>\n\u003cp>\"The library system, because of our national emergency, is coming to aid those that are forced to learn at home, \" Brewster Kahle, the group's digital librarian, said in a statement paired with \u003ca href=\"https://blog.archive.org/2020/03/24/announcing-a-national-emergency-library-to-provide-digitized-books-to-students-and-the-public/?iax=ntlemrlib%7ctxtlnk\">the announcement\u003c/a>. \"This was our dream for the original Internet coming to life: the Library at everyone's fingertips.\"\u003c/p>\n\u003cp>The Internet Archive says its lending library has focused on digitizing 20th century books — obtained through Marygrove College and other school libraries — that otherwise would not be available with many physical libraries closed to the public. The move has been supported by scores of individuals and schools, such as the Massachusetts Institute of Technology and \u003ca href=\"https://www.bpl.org/content/blake-tom-manager-of-content-discovery/\">Tom Blake\u003c/a> of the Boston Public Library.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The Internet Archive also notes that the other 2.5 million books that readers can access through the group remain just as available as they ever have been, in the public domain, without a waitlist and downloadable in full.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27National+Emergency+Library%27+Lends+A+Hand+%E2%80%94+And+Lots+Of+Books%21+%E2%80%94+During+Pandemic&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Concerns over the coronavirus have \u003ca href=\"http://www.ala.org/news/press-releases/2020/03/ala-executive-board-recommends-closing-libraries-public\">shuttered public \u003c/a>and \u003ca href=\"https://news.un.org/en/story/2020/03/1059121\">school libraries\u003c/a> around the world, depriving their regular patrons of free access to the Internet, shelter and, of course, books — just when many of them could use them the most.\u003c/p>\n\u003cp>It's difficult to replicate the \u003ca href=\"https://www.npr.org/2019/07/17/730286523/your-local-library-may-have-a-new-offering-in-stock-a-resident-social-worker\">manifold services\u003c/a> offered by your local public library. But when it comes to keeping bookshelves stocked — digitally, at least — the Internet Archive is offering one compelling alternative: a \"\u003ca href=\"https://archive.org/details/nationalemergencylibrary\">National Emergency Library.\u003c/a>\"\u003c/p>\n\u003cp>The nonprofit group, which has made some 4 million books available online for free, says that it is suspending waitlists for the 1.4 million works in its lending library. The move expedites the borrowing process through the end of June (\"or the end of the US national emergency, whichever is later\") for anybody worldwide who'd like one of those books — be they students, teachers or just average readers bored out of their wits in quarantine.\u003c/p>\n\u003cp>\"The library system, because of our national emergency, is coming to aid those that are forced to learn at home, \" Brewster Kahle, the group's digital librarian, said in a statement paired with \u003ca href=\"https://blog.archive.org/2020/03/24/announcing-a-national-emergency-library-to-provide-digitized-books-to-students-and-the-public/?iax=ntlemrlib%7ctxtlnk\">the announcement\u003c/a>. \"This was our dream for the original Internet coming to life: the Library at everyone's fingertips.\"\u003c/p>\n\u003cp>The Internet Archive says its lending library has focused on digitizing 20th century books — obtained through Marygrove College and other school libraries — that otherwise would not be available with many physical libraries closed to the public. The move has been supported by scores of individuals and schools, such as the Massachusetts Institute of Technology and \u003ca href=\"https://www.bpl.org/content/blake-tom-manager-of-content-discovery/\">Tom Blake\u003c/a> of the Boston Public Library.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The Internet Archive also notes that the other 2.5 million books that readers can access through the group remain just as available as they ever have been, in the public domain, without a waitlist and downloadable in full.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27National+Emergency+Library%27+Lends+A+Hand+%E2%80%94+And+Lots+Of+Books%21+%E2%80%94+During+Pandemic&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Six Age-Appropriate Books and Resources for Teaching Kids about COVID-19",
"title": "Six Age-Appropriate Books and Resources for Teaching Kids about COVID-19",
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"content": "\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/55571/schools-race-to-feed-students-amid-coronavirus-closures\">\u003cspan style=\"font-weight: 400\">Schools are closed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, teachers are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55521/resources-for-teaching-and-learning-during-this-period-of-social-distancing\">\u003cspan style=\"font-weight: 400\">adapting to distance learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and many parents are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55544/coronavirus-triple-duty-working-parenting-and-teaching-from-home\">\u003cspan style=\"font-weight: 400\">juggling child care with remote work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Meanwhile, kids are at home navigating lots of news, as well as plenty of \u003c/span>\u003ca href=\"https://www.buzzfeednews.com/article/janelytvynenko/coronavirus-fake-news-disinformation-rumors-hoaxes\">\u003cspan style=\"font-weight: 400\">hoaxes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, about the global pandemic that has radically altered their days. What do they \u003ca href=\"https://www.kqed.org/mindshift/55625/how-to-help-kids-understand-coronavirus-during-distance-learning\">need to know\u003c/a> to understand current events without being overwhelmed?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We always recommend that kids get their information about the news from important adults, not directly from the news,” said Jamie Howard, a senior clinical psychologist in the Anxiety Disorders Center at the \u003c/span>\u003ca href=\"https://childmind.org/\">\u003cspan style=\"font-weight: 400\">Child Mind Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and the director of the Center’s Trauma and Resilience Service. Here are six age-appropriate books, videos and lesson plans that teachers and parents can use to help young people understand COVID-19 and its effects.\u003c/span>\u003c/p>\n\u003ch3>\u003ca href=\"https://akidsbookabout.com/products/a-kids-book-about-covid-19\">\u003cb>A Kids Book About Coronavirus\u003c/b>\u003c/a>\u003cb> by Malia Jones\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Written by a social epidemiologist who studies how infectious diseases spread in human populations, this ebook pairs clean, bold design with kid-friendly language to explain COVID-19. When describing how the virus spreads, for example, Jones highlights the role of snot and spit in transmitting germs: “Those germs land on all sorts of things and stick there, sometimes for a few days. Door handles, tables, tablets, and pencils. Even sandwiches.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jones also frankly addresses children’s emotions — “I know this all might seem really scary and you might want to panic. … It’s OK to feel whatever you are feeling” — before concluding with actionable guidance, such as “Don’t pick your nose!” and “Cocoon for a little while.” The book is appropriate for ages 6 and up and available for free as a PDF or epub file for e-readers.\u003c/span>\u003c/p>\n\u003ch3>\u003ca href=\"https://www.teacherspayteachers.com/Product/What-is-a-Pandemic-Freebie-5331387\">\u003cb>What is a Pandemic? And How Can You Stay Safe?\u003c/b>\u003c/a>\u003cb> E-book by Naomi O’Brien & LaNesha Tabb\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Created by two teachers and available for free, this 18-page e-book includes explanations about pandemics and coronavirus suited to kindergarteners through third-graders. It also includes some historical background and guidance on how to stay healthy. The downloadable PDF is accompanied by three activities: a create-your-own poster template, a feelings check-in worksheet and a songwriting exercise to \u003c/span>\u003ca href=\"https://www.npr.org/sections/goatsandsoda/2020/03/17/814221111/my-hand-washing-song-readers-offer-lyrics-for-a-20-second-scrub\">\u003cspan style=\"font-weight: 400\">make hand-washing more fun\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55628\" class=\"wp-caption alignnone\" style=\"max-width: 1078px\">\u003ca href=\"https://www.teacherspayteachers.com/Product/What-is-a-Pandemic-Freebie-5331387\">\u003cimg class=\"size-full wp-image-55628\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/Feelings-During-a-Pandemic-.png\" alt=\"\" width=\"1078\" height=\"674\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/Feelings-During-a-Pandemic-.png 1078w, https://ww2.kqed.org/app/uploads/sites/23/2020/03/Feelings-During-a-Pandemic--160x100.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/03/Feelings-During-a-Pandemic--800x500.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/03/Feelings-During-a-Pandemic--768x480.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/03/Feelings-During-a-Pandemic--1020x638.png 1020w\" sizes=\"(max-width: 1078px) 100vw, 1078px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A page from \"What is a Pandemic?\" by Naomi O’Brien & LaNesha Tabb.\u003c/figcaption>\u003c/figure>\n\u003ch3>\u003cb>TIME for Kids\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Already a classroom mainstay for studying current events, the March 20, 2020 issues of TIME for Kids took a deep dive on coronavirus. With editions for grades \u003c/span>\u003ca href=\"https://digital.emagazines.com/TIME_for_Kids_Gr_3/20200320/index.html?t=c55dced1-e090-4af3-879d-40523a2636a9&err=true\">\u003cspan style=\"font-weight: 400\">3 - 4\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://digital.emagazines.com/Time_for_Kids/20200320/index.html?t=a8d5aa32-f53b-43b1-a41f-c3c2c946e7f4&err=true\">\u003cspan style=\"font-weight: 400\">5 - 6\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the magazine addressed government response to the pandemic, school responses and the economic impact. Teachers guides for the same grades (\u003c/span>\u003ca href=\"https://drive.google.com/drive/folders/1nXPsua3ghXfTY1ZPuJk1S0VkYAtmEIRg\">\u003cspan style=\"font-weight: 400\">3 - 4\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://drive.google.com/drive/folders/1_7lW_rDHjKmjeWZMOJ4qF83ZwTP8ub1S\">\u003cspan style=\"font-weight: 400\">5 - 6\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">) are also available.\u003c/span>\u003c/p>\n\u003ch3>\u003ca href=\"https://www.facinghistory.org/educator-resources/current-events/coronavirus-protect-yourself-stand-against-racism\">\u003cb>Coronavirus: Protect Yourself And Stand Against Racism\u003c/b>\u003c/a>\u003cb> by Facing History and Ourselves\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the United States and elsewhere, the spread of coronavirus has been followed closely by \u003c/span>\u003ca href=\"https://www.npr.org/2020/03/02/811363404/when-xenophobia-spreads-like-a-virus\">\u003cspan style=\"font-weight: 400\">a rise in bigotry toward people of Asian heritage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Racist scapegoating during health crises \u003c/span>\u003ca href=\"https://www.npr.org/2020/03/09/813700167/as-coronavirus-spreads-racism-and-xenophobia-are-too\">\u003cspan style=\"font-weight: 400\">is not new\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and current events present a teachable moment on history and fighting hate. In its educator guide tackling the issue, educational nonprofit Facing History and Ourselves provides resources for covering the facts about coronavirus, discussing the consequences of discrimination and prompting student reflection and action.\u003c/span>\u003c/p>\n\u003ch3>\u003ca href=\"https://www.brainpop.com/health/diseasesinjuriesandconditions/coronavirus/\">\u003cb>Coronavirus video and lesson plan\u003c/b>\u003c/a>\u003cb> by BrainPop\u003c/b>\u003c/h3>\n\u003cp>https://www.youtube.com/watch?v=xTk_XoNQx5s\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although it now covers a variety of academic subjects, digital learning website \u003c/span>\u003ca href=\"https://www.brainpop.com/\">\u003cspan style=\"font-weight: 400\">BrainPop\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is well-positioned to teach kids about coronavirus: the company was founded by pediatric immunologist Avraham Kadar to help kids understand difficult health subjects. The site’s coronavirus resources include a 4.5-minute animation, vocabulary flashcards, a quiz and more.\u003c/span>\u003c/p>\n\u003ch3>\u003ca href=\"https://www.npr.org/sections/goatsandsoda/2020/02/28/809580453/just-for-kids-a-comic-exploring-the-new-coronavirus\">\u003cb>A Comic Exploring The New Coronavirus\u003c/b>\u003c/a>\u003cb> by Malaka Gharib\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">The onslaught of news about coronavirus might be overwhelming for some young people, but NPR Deputy Editor and Digital Strategist \u003c/span>\u003ca href=\"https://www.npr.org/people/469106148/malaka-gharib\">\u003cspan style=\"font-weight: 400\">Malaka Gharib\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has them covered. She adapted expert insights from a Morning Edition segment into a comic for kids. For more tactile learning, children can \u003c/span>\u003ca href=\"https://drive.google.com/file/d/1PYrKYfOBa4p-azI5z_46KJMbi1FSmL_Y/view\">\u003cspan style=\"font-weight: 400\">print and fold\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> the comic to make a zine.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>https://twitter.com/NPR/status/1236320967871401984\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/55571/schools-race-to-feed-students-amid-coronavirus-closures\">\u003cspan style=\"font-weight: 400\">Schools are closed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, teachers are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55521/resources-for-teaching-and-learning-during-this-period-of-social-distancing\">\u003cspan style=\"font-weight: 400\">adapting to distance learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and many parents are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55544/coronavirus-triple-duty-working-parenting-and-teaching-from-home\">\u003cspan style=\"font-weight: 400\">juggling child care with remote work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Meanwhile, kids are at home navigating lots of news, as well as plenty of \u003c/span>\u003ca href=\"https://www.buzzfeednews.com/article/janelytvynenko/coronavirus-fake-news-disinformation-rumors-hoaxes\">\u003cspan style=\"font-weight: 400\">hoaxes\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, about the global pandemic that has radically altered their days. What do they \u003ca href=\"https://www.kqed.org/mindshift/55625/how-to-help-kids-understand-coronavirus-during-distance-learning\">need to know\u003c/a> to understand current events without being overwhelmed?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We always recommend that kids get their information about the news from important adults, not directly from the news,” said Jamie Howard, a senior clinical psychologist in the Anxiety Disorders Center at the \u003c/span>\u003ca href=\"https://childmind.org/\">\u003cspan style=\"font-weight: 400\">Child Mind Institute\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and the director of the Center’s Trauma and Resilience Service. Here are six age-appropriate books, videos and lesson plans that teachers and parents can use to help young people understand COVID-19 and its effects.\u003c/span>\u003c/p>\n\u003ch3>\u003ca href=\"https://akidsbookabout.com/products/a-kids-book-about-covid-19\">\u003cb>A Kids Book About Coronavirus\u003c/b>\u003c/a>\u003cb> by Malia Jones\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Written by a social epidemiologist who studies how infectious diseases spread in human populations, this ebook pairs clean, bold design with kid-friendly language to explain COVID-19. When describing how the virus spreads, for example, Jones highlights the role of snot and spit in transmitting germs: “Those germs land on all sorts of things and stick there, sometimes for a few days. Door handles, tables, tablets, and pencils. Even sandwiches.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jones also frankly addresses children’s emotions — “I know this all might seem really scary and you might want to panic. … It’s OK to feel whatever you are feeling” — before concluding with actionable guidance, such as “Don’t pick your nose!” and “Cocoon for a little while.” The book is appropriate for ages 6 and up and available for free as a PDF or epub file for e-readers.\u003c/span>\u003c/p>\n\u003ch3>\u003ca href=\"https://www.teacherspayteachers.com/Product/What-is-a-Pandemic-Freebie-5331387\">\u003cb>What is a Pandemic? And How Can You Stay Safe?\u003c/b>\u003c/a>\u003cb> E-book by Naomi O’Brien & LaNesha Tabb\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Created by two teachers and available for free, this 18-page e-book includes explanations about pandemics and coronavirus suited to kindergarteners through third-graders. It also includes some historical background and guidance on how to stay healthy. The downloadable PDF is accompanied by three activities: a create-your-own poster template, a feelings check-in worksheet and a songwriting exercise to \u003c/span>\u003ca href=\"https://www.npr.org/sections/goatsandsoda/2020/03/17/814221111/my-hand-washing-song-readers-offer-lyrics-for-a-20-second-scrub\">\u003cspan style=\"font-weight: 400\">make hand-washing more fun\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_55628\" class=\"wp-caption alignnone\" style=\"max-width: 1078px\">\u003ca href=\"https://www.teacherspayteachers.com/Product/What-is-a-Pandemic-Freebie-5331387\">\u003cimg class=\"size-full wp-image-55628\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/Feelings-During-a-Pandemic-.png\" alt=\"\" width=\"1078\" height=\"674\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/03/Feelings-During-a-Pandemic-.png 1078w, https://ww2.kqed.org/app/uploads/sites/23/2020/03/Feelings-During-a-Pandemic--160x100.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/03/Feelings-During-a-Pandemic--800x500.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/03/Feelings-During-a-Pandemic--768x480.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/03/Feelings-During-a-Pandemic--1020x638.png 1020w\" sizes=\"(max-width: 1078px) 100vw, 1078px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">A page from \"What is a Pandemic?\" by Naomi O’Brien & LaNesha Tabb.\u003c/figcaption>\u003c/figure>\n\u003ch3>\u003cb>TIME for Kids\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">Already a classroom mainstay for studying current events, the March 20, 2020 issues of TIME for Kids took a deep dive on coronavirus. With editions for grades \u003c/span>\u003ca href=\"https://digital.emagazines.com/TIME_for_Kids_Gr_3/20200320/index.html?t=c55dced1-e090-4af3-879d-40523a2636a9&err=true\">\u003cspan style=\"font-weight: 400\">3 - 4\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://digital.emagazines.com/Time_for_Kids/20200320/index.html?t=a8d5aa32-f53b-43b1-a41f-c3c2c946e7f4&err=true\">\u003cspan style=\"font-weight: 400\">5 - 6\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, the magazine addressed government response to the pandemic, school responses and the economic impact. Teachers guides for the same grades (\u003c/span>\u003ca href=\"https://drive.google.com/drive/folders/1nXPsua3ghXfTY1ZPuJk1S0VkYAtmEIRg\">\u003cspan style=\"font-weight: 400\">3 - 4\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://drive.google.com/drive/folders/1_7lW_rDHjKmjeWZMOJ4qF83ZwTP8ub1S\">\u003cspan style=\"font-weight: 400\">5 - 6\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">) are also available.\u003c/span>\u003c/p>\n\u003ch3>\u003ca href=\"https://www.facinghistory.org/educator-resources/current-events/coronavirus-protect-yourself-stand-against-racism\">\u003cb>Coronavirus: Protect Yourself And Stand Against Racism\u003c/b>\u003c/a>\u003cb> by Facing History and Ourselves\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the United States and elsewhere, the spread of coronavirus has been followed closely by \u003c/span>\u003ca href=\"https://www.npr.org/2020/03/02/811363404/when-xenophobia-spreads-like-a-virus\">\u003cspan style=\"font-weight: 400\">a rise in bigotry toward people of Asian heritage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Racist scapegoating during health crises \u003c/span>\u003ca href=\"https://www.npr.org/2020/03/09/813700167/as-coronavirus-spreads-racism-and-xenophobia-are-too\">\u003cspan style=\"font-weight: 400\">is not new\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and current events present a teachable moment on history and fighting hate. In its educator guide tackling the issue, educational nonprofit Facing History and Ourselves provides resources for covering the facts about coronavirus, discussing the consequences of discrimination and prompting student reflection and action.\u003c/span>\u003c/p>\n\u003ch3>\u003ca href=\"https://www.brainpop.com/health/diseasesinjuriesandconditions/coronavirus/\">\u003cb>Coronavirus video and lesson plan\u003c/b>\u003c/a>\u003cb> by BrainPop\u003c/b>\u003c/h3>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/xTk_XoNQx5s'\n title='//www.youtube.com/embed/xTk_XoNQx5s'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although it now covers a variety of academic subjects, digital learning website \u003c/span>\u003ca href=\"https://www.brainpop.com/\">\u003cspan style=\"font-weight: 400\">BrainPop\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is well-positioned to teach kids about coronavirus: the company was founded by pediatric immunologist Avraham Kadar to help kids understand difficult health subjects. The site’s coronavirus resources include a 4.5-minute animation, vocabulary flashcards, a quiz and more.\u003c/span>\u003c/p>\n\u003ch3>\u003ca href=\"https://www.npr.org/sections/goatsandsoda/2020/02/28/809580453/just-for-kids-a-comic-exploring-the-new-coronavirus\">\u003cb>A Comic Exploring The New Coronavirus\u003c/b>\u003c/a>\u003cb> by Malaka Gharib\u003c/b>\u003c/h3>\n\u003cp>\u003cspan style=\"font-weight: 400\">The onslaught of news about coronavirus might be overwhelming for some young people, but NPR Deputy Editor and Digital Strategist \u003c/span>\u003ca href=\"https://www.npr.org/people/469106148/malaka-gharib\">\u003cspan style=\"font-weight: 400\">Malaka Gharib\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> has them covered. She adapted expert insights from a Morning Edition segment into a comic for kids. For more tactile learning, children can \u003c/span>\u003ca href=\"https://drive.google.com/file/d/1PYrKYfOBa4p-azI5z_46KJMbi1FSmL_Y/view\">\u003cspan style=\"font-weight: 400\">print and fold\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> the comic to make a zine.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Schools across the nation are closing in an effort to stop the spread of COVID-19 and in the scramble to provide at-home learning, a major problem has risen to the forefront: millions of American students don’t have reliable access to the internet. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to \u003c/span>\u003ca href=\"https://www.ntia.doc.gov/blog/2018/digital-divide-among-school-age-children-narrows-millions-still-lack-internet-connections\">\u003cspan style=\"font-weight: 400\">recent federal data\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, approximately 14 percent of U.S. families with school-age children lack high-speed internet. Most of those families are low-income or live in rural areas. While there are plenty of best practice guides available for online learning, strategies for bridging the digital divide are scarce. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We asked the MindShift community to share how they’re addressing the issue and what strategies, tips or activities might they have to do distance learning with students who only have access to cellphones and limited data or internet. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s what they shared, plus a few more tips we’ve found that can even be implemented today. Comments have been edited for brevity, clarity and comprehension. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Call Regularly \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">During this time of distance learning, students may feel isolated or lonely. Contacting them as often as you can — by email, comments on their work or phone — can make a huge difference, especially for those students without internet access. When in doubt over-communicate, but also maintain boundaries to avoid burnout. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://twitter.com/cultofpedagogy/status/1241533186225704962\u003c/p>\n\u003ch2>\u003cb>Suggest Free Internet Offers But Be Mindful of Limitations\u003c/b>\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Major internet providers like Spectrum and Comcast are giving students free WiFi for the next couple of months.\u003cbr>\n\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">-Jen Clayton\u003c/a>\u003cbr>\n\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many providers are also \u003c/span>\u003ca href=\"https://www.abc10.com/article/news/health/coronavirus/free-wifi-hotspots/103-8002bb36-b9f8-4c32-8801-7da31bfb8449\">\u003cspan style=\"font-weight: 400\">waiving late fees for existing customers and increasing data caps for mobile hotspots\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But to gain access restrictions may apply. For example, to qualify for Comcast Internet Essentials program, which provides affordable Internet ($9.95/month) families must meet these criteria:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Eligibility for public assistance programs such as the National School Lunch Program\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">No outstanding debt to Comcast that is less than a year old\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Live in an area where Comcast Internet service is available\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Be a new customer\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Families will need flexibility and understanding as they research and discover what options will work for them. Offers of free internet is no guarantee that families will be able to use them. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/callmeKi/status/1240876560707506176\u003c/p>\n\u003ch2>\u003cb>Seek Out Hotspots But Don’t Rely On Them\u003c/b>\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Although local libraries may be closed, their routers are likely still on. We regularly use our library’s wifi from outside when it’s closed.\u003cbr>\n\u003c/span>\u003c/i>\u003cem>-\u003c/em>\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">\u003cspan style=\"font-weight: 400\">\u003cem>Lisa Vreman\u003c/em>\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, more and more states are developing public Wi-Fi hotspots in the wake of the COVID-19 pandemic. A\u003c/span>\u003ca href=\"https://will.illinois.edu/news/story/while-schools-are-closed-illinois-district-uses-buses-as-wi-fi-hotspots\">\u003cspan style=\"font-weight: 400\"> school district in southern Illinois \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">has developed a creative approach by equipping several school buses with WiFi to serve as hotspots throughout the community. Drivers park the bus near local parks between 10 a.m. and 1 p.m. every Monday through Friday.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hotspots can be particularly effective for downloading large files that students can work on at home, but may not be reliable or feasible for long periods. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Check-in via Google Forms \u003c/b>\u003c/h2>\n\u003cp>https://twitter.com/RachelDonnald/status/1241461300045152256\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">You can also use a Google Form to ask students how they’re feeling and what support they need to succeed. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>WhatsApp \u003c/b>\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">WhatsApp is used around the globe and it doesn’t require as many GB as \u003c/span>\u003c/i>\u003cem>\u003cspan style=\"font-weight: 400\">Facebook or Google. It’s cheaper and in some countries it comes for free with the Internet plan for cell phones. Teachers can copy and paste long texts and have their students read them and answer questions. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">I teach English Lessons through WhatsApp. I send vocabulary and audios and ask them to send back audios of readings and questions.\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>-\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">Davina Belisa Marcon\u003c/a>\u003c/span>\u003c/em>\u003c/p>\n\u003ch2>\u003cb>Tune In to Your Local Broadcast Station\u003c/b>\u003c/h2>\n\u003cp>https://twitter.com/toddstanzione/status/1240429976282902528\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some districts are partnering with local PBS stations to create remote-learning opportunities through T.V. programs. For example,\u003c/span>\u003ca href=\"https://www.kqed.org/education/athomelearning\">\u003cspan style=\"font-weight: 400\"> KQED will begin broadcasting a California state\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> standards-aligned educational television schedule, created by PBS SoCal/KCET and the Los Angeles Unified School District. Other states using broadcast stations include \u003c/span>\u003ca href=\"https://www.aacps.org/cms/lib/MD02215556/Centricity/Domain/1753/AACPS%20e-Lessons%20Broadcast%20Schedule.pdf\">\u003cspan style=\"font-weight: 400\">Maryland\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.lpb.org/education/home/at-home-learning\">\u003cspan style=\"font-weight: 400\">Louisiana\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"http://www.nysed.gov/news/2020/state-education-department-and-new-yorks-public-television-stations-announce-expanded\">\u003cspan style=\"font-weight: 400\">New York\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.azpm.org/p/home-art-press/2020/3/20/168234-arizona-public-media-and-arizona-pbs-announce-at-home-learning-partnership-to-provide-educational-content-to-teachers-students-affected-by-coronavirus-covid-19-crisis/\">\u003cspan style=\"font-weight: 400\">Arizona\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and more. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Use Plain Text Instead of Attachments When Emailing\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">Helena Castillo\u003c/a> suggests using plain texts. Plain text is easier to access and requires less data (therefore, less money), so consolidating lesson content into the email body using plain text rather than attaching a .pdf is preferable. Whenever possible, email lesson content two to three days in advance to give students and families as much time as possible to gain access before the lesson. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Host Accessible Video Sessions But Don’t Require Attendance\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Video conference calls can be an effective tool, but they require a lot of data. Encourage kids who don’t have the internet to call in for audio and be sure to describe what’s happening on the screen so that students calling in can still feel included. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/theantitutor/status/1241093632108593152\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Avoid requiring attendance as well. Instead, find alternative ways to check in and email summaries or transcripts after video sessions if possible. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Make Transcripts Using Speech-to-Text Features\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Google Docs has a feature called Voice Typing that will dictate your voice using your computer’s microphone. To activate Voice typing, open a google document and click Tools > Voice Typing or press Ctrl + Shift + S in Windows or Command + Shift + S in macOs.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/MaryGondringer/status/1241126316965052416\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are also other platforms and services like \u003c/span>\u003ca href=\"https://support.zoom.us/hc/en-us/articles/115004794983-Automatically-Transcribe-Cloud-Recordings-\">\u003cspan style=\"font-weight: 400\">Zoom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that transcribe video sessions. Whichever you choose, just make sure to review content before sharing for typos and grammatical errors. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Provide Hard Copies \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before high-speed internet, there were workbooks and handouts. \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/teachulearn/status/1240441829666897920\u003c/p>\n\u003ch2>\u003cb>Add QR Codes to Paper Copies\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Providing students with handouts doesn’t have to entirely eliminate a personalized touch.\u003c/span>\u003c/p>\n\u003cp>https://twitter.com/KMS_History/status/1241085522644275200\u003c/p>\n\u003ch2>\u003cb>Share The Burden\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not every teacher will be able to mail hardcopies of their materials. Ways to work around this may be electing designated individuals. \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Schools can create a Google Drive. Teachers can submit lessons there and elect a person to print and mail activities to those with connectivity issues. We haven’t\u003c/span>\u003c/i>\u003cem>\u003cspan style=\"font-weight: 400\"> implemented this, just an idea I plan to share with my district. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>-\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">Lindsey Conway\u003c/a>\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cb>Try USBs or DVDs \u003c/b>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">In my flipped classroom, I would provide DVD discs for DVD players, PS4, XBox or provide USBs with my video lectures to students who identified specific IT needs. It worked for chronically absent students, student athletes, etc or to just save a family’s data plan. Everyone forgets a TV is a great projector! \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">-\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">\u003cem>Krystalynn Nasisaq Scott\u003c/em>\u003c/a>\u003cem> \u003c/em>\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Avoid Harsh Punishments\u003c/b>\u003c/h2>\n\u003cp>https://twitter.com/ejrdavid/status/1241432028207185920\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the upcoming months and years, students will need a lot of support. Even with major internet providers offering assistance to low-income families, some families still face hurdles to getting online. Some students may struggle to keep up and get the work done. Assignments may take twice as long to complete. But this doesn’t mean school isn’t a priority for those students. As much as possible, try to avoid harsh grades or punishments, offer several options for completing an assignment and be adaptable. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a lot more work to be done to achieve true equity, but we’re hopeful. We’ll continue to update this list in the upcoming weeks and months. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>*Editor's note: The original call for suggestions that you see on the MindShift tweets had a typo in the graphic. We are always learning from our mistakes. \u003c/em>\u003c/p>\n\n",
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"excerpt": "As schools close because of the COVID-19 pandemic, education has gone online at many school districts. However, many students can't afford to connect to the internet with anything more than their phone. In order to help struggling students, teachers have some work-arounds to help students get what they need while staying within their data plan. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Schools across the nation are closing in an effort to stop the spread of COVID-19 and in the scramble to provide at-home learning, a major problem has risen to the forefront: millions of American students don’t have reliable access to the internet. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to \u003c/span>\u003ca href=\"https://www.ntia.doc.gov/blog/2018/digital-divide-among-school-age-children-narrows-millions-still-lack-internet-connections\">\u003cspan style=\"font-weight: 400\">recent federal data\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, approximately 14 percent of U.S. families with school-age children lack high-speed internet. Most of those families are low-income or live in rural areas. While there are plenty of best practice guides available for online learning, strategies for bridging the digital divide are scarce. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">We asked the MindShift community to share how they’re addressing the issue and what strategies, tips or activities might they have to do distance learning with students who only have access to cellphones and limited data or internet. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s what they shared, plus a few more tips we’ve found that can even be implemented today. Comments have been edited for brevity, clarity and comprehension. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Call Regularly \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">During this time of distance learning, students may feel isolated or lonely. Contacting them as often as you can — by email, comments on their work or phone — can make a huge difference, especially for those students without internet access. When in doubt over-communicate, but also maintain boundaries to avoid burnout. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003ch2>\u003cb>Suggest Free Internet Offers But Be Mindful of Limitations\u003c/b>\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Major internet providers like Spectrum and Comcast are giving students free WiFi for the next couple of months.\u003cbr>\n\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">-Jen Clayton\u003c/a>\u003cbr>\n\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Many providers are also \u003c/span>\u003ca href=\"https://www.abc10.com/article/news/health/coronavirus/free-wifi-hotspots/103-8002bb36-b9f8-4c32-8801-7da31bfb8449\">\u003cspan style=\"font-weight: 400\">waiving late fees for existing customers and increasing data caps for mobile hotspots\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But to gain access restrictions may apply. For example, to qualify for Comcast Internet Essentials program, which provides affordable Internet ($9.95/month) families must meet these criteria:\u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Eligibility for public assistance programs such as the National School Lunch Program\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">No outstanding debt to Comcast that is less than a year old\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Live in an area where Comcast Internet service is available\u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cspan style=\"font-weight: 400\">Be a new customer\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">Families will need flexibility and understanding as they research and discover what options will work for them. Offers of free internet is no guarantee that families will be able to use them. \u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003ch2>\u003cb>Seek Out Hotspots But Don’t Rely On Them\u003c/b>\u003c/h2>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Although local libraries may be closed, their routers are likely still on. We regularly use our library’s wifi from outside when it’s closed.\u003cbr>\n\u003c/span>\u003c/i>\u003cem>-\u003c/em>\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">\u003cspan style=\"font-weight: 400\">\u003cem>Lisa Vreman\u003c/em>\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, more and more states are developing public Wi-Fi hotspots in the wake of the COVID-19 pandemic. A\u003c/span>\u003ca href=\"https://will.illinois.edu/news/story/while-schools-are-closed-illinois-district-uses-buses-as-wi-fi-hotspots\">\u003cspan style=\"font-weight: 400\"> school district in southern Illinois \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">has developed a creative approach by equipping several school buses with WiFi to serve as hotspots throughout the community. Drivers park the bus near local parks between 10 a.m. and 1 p.m. every Monday through Friday.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hotspots can be particularly effective for downloading large files that students can work on at home, but may not be reliable or feasible for long periods. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Check-in via Google Forms \u003c/b>\u003c/h2>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some districts are partnering with local PBS stations to create remote-learning opportunities through T.V. programs. For example,\u003c/span>\u003ca href=\"https://www.kqed.org/education/athomelearning\">\u003cspan style=\"font-weight: 400\"> KQED will begin broadcasting a California state\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> standards-aligned educational television schedule, created by PBS SoCal/KCET and the Los Angeles Unified School District. Other states using broadcast stations include \u003c/span>\u003ca href=\"https://www.aacps.org/cms/lib/MD02215556/Centricity/Domain/1753/AACPS%20e-Lessons%20Broadcast%20Schedule.pdf\">\u003cspan style=\"font-weight: 400\">Maryland\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.lpb.org/education/home/at-home-learning\">\u003cspan style=\"font-weight: 400\">Louisiana\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"http://www.nysed.gov/news/2020/state-education-department-and-new-yorks-public-television-stations-announce-expanded\">\u003cspan style=\"font-weight: 400\">New York\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.azpm.org/p/home-art-press/2020/3/20/168234-arizona-public-media-and-arizona-pbs-announce-at-home-learning-partnership-to-provide-educational-content-to-teachers-students-affected-by-coronavirus-covid-19-crisis/\">\u003cspan style=\"font-weight: 400\">Arizona\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and more. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Use Plain Text Instead of Attachments When Emailing\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">Helena Castillo\u003c/a> suggests using plain texts. Plain text is easier to access and requires less data (therefore, less money), so consolidating lesson content into the email body using plain text rather than attaching a .pdf is preferable. Whenever possible, email lesson content two to three days in advance to give students and families as much time as possible to gain access before the lesson. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Host Accessible Video Sessions But Don’t Require Attendance\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Video conference calls can be an effective tool, but they require a lot of data. Encourage kids who don’t have the internet to call in for audio and be sure to describe what’s happening on the screen so that students calling in can still feel included. \u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">Avoid requiring attendance as well. Instead, find alternative ways to check in and email summaries or transcripts after video sessions if possible. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Make Transcripts Using Speech-to-Text Features\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Google Docs has a feature called Voice Typing that will dictate your voice using your computer’s microphone. To activate Voice typing, open a google document and click Tools > Voice Typing or press Ctrl + Shift + S in Windows or Command + Shift + S in macOs.\u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">There are also other platforms and services like \u003c/span>\u003ca href=\"https://support.zoom.us/hc/en-us/articles/115004794983-Automatically-Transcribe-Cloud-Recordings-\">\u003cspan style=\"font-weight: 400\">Zoom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that transcribe video sessions. Whichever you choose, just make sure to review content before sharing for typos and grammatical errors. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Provide Hard Copies \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before high-speed internet, there were workbooks and handouts. \u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003ch2>\u003cb>Add QR Codes to Paper Copies\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Providing students with handouts doesn’t have to entirely eliminate a personalized touch.\u003c/span>\u003c/p>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003ch2>\u003cb>Share The Burden\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not every teacher will be able to mail hardcopies of their materials. Ways to work around this may be electing designated individuals. \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Schools can create a Google Drive. Teachers can submit lessons there and elect a person to print and mail activities to those with connectivity issues. We haven’t\u003c/span>\u003c/i>\u003cem>\u003cspan style=\"font-weight: 400\"> implemented this, just an idea I plan to share with my district. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cem>-\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">Lindsey Conway\u003c/a>\u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cbr>\n\u003c/span>\u003cb>Try USBs or DVDs \u003c/b>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">In my flipped classroom, I would provide DVD discs for DVD players, PS4, XBox or provide USBs with my video lectures to students who identified specific IT needs. It worked for chronically absent students, student athletes, etc or to just save a family’s data plan. Everyone forgets a TV is a great projector! \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">-\u003ca href=\"https://www.facebook.com/MindShift.KQED/photos/a.285520908150502/2768190786550156/?type=3&theater\">\u003cem>Krystalynn Nasisaq Scott\u003c/em>\u003c/a>\u003cem> \u003c/em>\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Avoid Harsh Punishments\u003c/b>\u003c/h2>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the upcoming months and years, students will need a lot of support. Even with major internet providers offering assistance to low-income families, some families still face hurdles to getting online. Some students may struggle to keep up and get the work done. Assignments may take twice as long to complete. But this doesn’t mean school isn’t a priority for those students. As much as possible, try to avoid harsh grades or punishments, offer several options for completing an assignment and be adaptable. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s a lot more work to be done to achieve true equity, but we’re hopeful. We’ll continue to update this list in the upcoming weeks and months. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>As colleges across the country pivot online on very short notice, there are a host of complications — from laptops and Internet access to mental health and financial needs.\u003c/p>\n\u003cp>Digital learning experts have some surprising advice: do less.\u003c/p>\n\u003cp>\"Please Do A Bad Job Of Putting Your Courses Online\" is the title of one \u003ca href=\"https://anygoodthing.com/2020/03/12/please-do-a-bad-job-of-putting-your-courses-online/\">popular blog post\u003c/a> by Rebecca Barrett-Fox, an assistant professor of sociology at Arkansas State University. Her point: \"your class is \u003cem>not \u003c/em>the highest priority of their \u003cem>or \u003c/em>your life right now.\" She suggests not requiring students to show up online at a particular time and making all exams open-book and open-Internet.\u003c/p>\n\u003cp>Luke Waltzer, the director of the Center on Teaching and Learning at the Graduate Center, CUNY, laid out his guidelines for transitioning to a \"minimum viable course\" in a single Tweet:\u003c/p>\n\u003cp>https://twitter.com/lwaltzer/status/1238427084462178306\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Some colleges like Duke, \u003ca href=\"https://www.smith.edu/student-life/health-wellness/coronavirus/faq\">Smith\u003c/a>, \u003ca href=\"https://covid19.mit.edu/update-from-president-l-rafael-reif-to-the-mit-community\">MIT\u003c/a>, \u003ca href=\"https://georgetownvoice.com/2020/03/13/covid19/\">Georgetown\u003c/a> and \u003ca href=\"https://www.grinnell.edu/campus-life/health-wellness/coronavirus/students/sdf\">Grinnell\u003c/a> are starting to offer students the option of taking their Spring courses pass/fail given the circumstances.\u003c/p>\n\u003cp>In a time of virtual reality classrooms and AI-enabled automated tutoring programs, why are the experts in digital teaching calling for professors to simplify?\u003c/p>\n\u003cp>\"Everyone's freaked out,\" says Sean Michael Morris. He's in the School of Education and Human Development at the University of Colorado, Denver and the director of Digital Pedagogy Lab, an organization focused on digital learning, technology and social justice.\u003c/p>\n\u003cp>Sean Michael Morris says that in this unprecedented time, \"Recognizing that we're also human, we also have to figure this out together is incredibly important. The idea of being able to just port what you're doing in a classroom into an online environment has its own problems. But trying to do that in the midst of a pandemic is another problem altogether.\"\u003c/p>\n\u003cp>Morris and other colleagues have a tongue-in-cheek name for what they're doing right now: \"Panic-gogy\" (for panic + pedagogy).\u003c/p>\n\u003cp>On one level, Panicgogy means understanding students' practicalities. Some only have smartphones. Some have family responsibilities. Some have been sent home and need to find a new place to live, new job, and new health insurance. Professors may feel that the simplest option would be transitioning to class over video chat, but for all these practical reasons \"It's not really realistic to think that students can just show up and start taking class at the same time every day in an online environment,\" says Morris.\u003c/p>\n\u003cp>Morris also suggests that professors not rely solely on the university's official software, known as a learning management system, but that they make themselves reachable by as many means as possible while preserving privacy: Facebook, Twitter, email, WhatsApp group. And make sure that students have the opportunity to be connected to each other as well.\u003c/p>\n\u003cp>He also suggests that professors make themselves as familiar as possible with all the types of help universities and communities are offering: from counseling, to emergency loans and other financial assistance.\u003c/p>\n\u003cp>Robin DeRosa is director of the Open Learning and Teaching Collaborative at Plymouth State University in New Hampshire. She says, \"I think the first thing is we are \u003cem>not \u003c/em>building online courses or converting your face to face courses to online learning. Really, what we're doing is we are trying to extend a sense of care to our students and trying to build a community that's going to be able to work together to get through the learning challenges that we have.\"\u003c/p>\n\u003cp>DeRosa points out that creating an excellent online course can take a year of development and collaboration among people with different skills.\u003c/p>\n\u003cp>\"So if people think that in three to five days they're going to rejigger their course and build some super amazing online platform, that's probably unlikely to happen,\" she says.\u003c/p>\n\u003cp>DeRosa suggests that we ask students for their own suggestions on the best ways to keep in touch.\u003c/p>\n\u003cp>\"The idea here is really to help our students feel included in the process of rethinking education for a challenging time.\"\u003c/p>\n\u003cp>DeRosa also suggests that professors bring COVID-19 into the curriculum.\u003c/p>\n\u003cp>\"Whatever field you teach, I think it's worth asking how is that field affected by the public health crisis and what contributions could the field be making right now to help people in their communities.\"\u003c/p>\n\u003cp>Even though the focus can sometimes be on technology, tools, and logistics, Morris, from the University of Colorado, Denver, says that what is really required from professors at this time is compassion.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"The real skill that Panicgogy requires is sort of a critical compassion, if you will, the ability to look at the situation as it really is. 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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Some colleges like Duke, \u003ca href=\"https://www.smith.edu/student-life/health-wellness/coronavirus/faq\">Smith\u003c/a>, \u003ca href=\"https://covid19.mit.edu/update-from-president-l-rafael-reif-to-the-mit-community\">MIT\u003c/a>, \u003ca href=\"https://georgetownvoice.com/2020/03/13/covid19/\">Georgetown\u003c/a> and \u003ca href=\"https://www.grinnell.edu/campus-life/health-wellness/coronavirus/students/sdf\">Grinnell\u003c/a> are starting to offer students the option of taking their Spring courses pass/fail given the circumstances.\u003c/p>\n\u003cp>In a time of virtual reality classrooms and AI-enabled automated tutoring programs, why are the experts in digital teaching calling for professors to simplify?\u003c/p>\n\u003cp>\"Everyone's freaked out,\" says Sean Michael Morris. He's in the School of Education and Human Development at the University of Colorado, Denver and the director of Digital Pedagogy Lab, an organization focused on digital learning, technology and social justice.\u003c/p>\n\u003cp>Sean Michael Morris says that in this unprecedented time, \"Recognizing that we're also human, we also have to figure this out together is incredibly important. The idea of being able to just port what you're doing in a classroom into an online environment has its own problems. But trying to do that in the midst of a pandemic is another problem altogether.\"\u003c/p>\n\u003cp>Morris and other colleagues have a tongue-in-cheek name for what they're doing right now: \"Panic-gogy\" (for panic + pedagogy).\u003c/p>\n\u003cp>On one level, Panicgogy means understanding students' practicalities. Some only have smartphones. Some have family responsibilities. Some have been sent home and need to find a new place to live, new job, and new health insurance. Professors may feel that the simplest option would be transitioning to class over video chat, but for all these practical reasons \"It's not really realistic to think that students can just show up and start taking class at the same time every day in an online environment,\" says Morris.\u003c/p>\n\u003cp>Morris also suggests that professors not rely solely on the university's official software, known as a learning management system, but that they make themselves reachable by as many means as possible while preserving privacy: Facebook, Twitter, email, WhatsApp group. And make sure that students have the opportunity to be connected to each other as well.\u003c/p>\n\u003cp>He also suggests that professors make themselves as familiar as possible with all the types of help universities and communities are offering: from counseling, to emergency loans and other financial assistance.\u003c/p>\n\u003cp>Robin DeRosa is director of the Open Learning and Teaching Collaborative at Plymouth State University in New Hampshire. She says, \"I think the first thing is we are \u003cem>not \u003c/em>building online courses or converting your face to face courses to online learning. Really, what we're doing is we are trying to extend a sense of care to our students and trying to build a community that's going to be able to work together to get through the learning challenges that we have.\"\u003c/p>\n\u003cp>DeRosa points out that creating an excellent online course can take a year of development and collaboration among people with different skills.\u003c/p>\n\u003cp>\"So if people think that in three to five days they're going to rejigger their course and build some super amazing online platform, that's probably unlikely to happen,\" she says.\u003c/p>\n\u003cp>DeRosa suggests that we ask students for their own suggestions on the best ways to keep in touch.\u003c/p>\n\u003cp>\"The idea here is really to help our students feel included in the process of rethinking education for a challenging time.\"\u003c/p>\n\u003cp>DeRosa also suggests that professors bring COVID-19 into the curriculum.\u003c/p>\n\u003cp>\"Whatever field you teach, I think it's worth asking how is that field affected by the public health crisis and what contributions could the field be making right now to help people in their communities.\"\u003c/p>\n\u003cp>Even though the focus can sometimes be on technology, tools, and logistics, Morris, from the University of Colorado, Denver, says that what is really required from professors at this time is compassion.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"The real skill that Panicgogy requires is sort of a critical compassion, if you will, the ability to look at the situation as it really is. Figure out what's going on, how you can operate within that, and how you can be compassionate in that as well.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27Panic-gogy%27%3A+Teaching+Online+Classes+During+The+Coronavirus+Pandemic+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Resources For Teaching and Learning During This Period of Social Distancing",
"title": "Resources For Teaching and Learning During This Period of Social Distancing",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">As each passing day brings more school closures, educators and families scramble to respond to a situation that is uncertain and without precedent. Will the term be extended? Will the year be lost? How will college admissions be affected? How will learning continue while kids are stuck indoors for weeks? Who will look after the kids? The rapid imposition of social distancing took many by surprise, and each school and individual teacher must contend with unique challenges as they grapple with the crisis. Some districts have sent kids home with a provisional two weeks worth of \u003c/span>\u003ca href=\"https://chalkbeat.org/posts/newark/2020/03/12/newark-prepares-take-home-assignments-for-students-in-case-of-coronavirus-closures/\">\u003cspan style=\"font-weight: 400\">homework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, while others have followed universities like \u003c/span>\u003ca href=\"https://edsource.org/2020/colleges-in-california-and-across-the-country-move-to-online-instruction-in-response-to-coronavirus/625099\">\u003cspan style=\"font-weight: 400\">Stanford and Berkeley\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and pivoted to remote learning in a bid to salvage the year. While the move online is the best approach to continue classes, it not only entails a change in format, but also demands a change in practice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Designing effective distance learning programs requires planning and targeted professional development. Teachers who did not expect to teach online were caught understandably unprepared in the final leg of the school year. Some schools have the support systems in place that will make the transition easier, while many others have students who \u003c/span>\u003ca href=\"http://theconversation.com/online-learning-will-be-hard-for-kids-whose-schools-close-and-the-digital-divide-will-make-it-even-harder-for-some-of-them-133338\">\u003cspan style=\"font-weight: 400\">do not have reliable internet access\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The web offers countless best practice guides and curated tool inventories, but educators currently in triage mode are not in a position to craft ideal online learning programs. This brief guide aims to help educators, administrators, and parents better navigate the pitfalls of making the quick jump to online learning. It curates useful tools and resources with a view to maintain the indispensable human touch of teaching and learning during this period of social distancing.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Foundation: A Flexible Mindset and Realistic Expectations\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A positive attitude and a flexible mindset are key to make the online transition as smooth as possible. There is some liberation in accepting that the entire world is imperfectly adjusting to a new reality, and nobody expects business as usual.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Classes will not continue seamlessly, and lessons will have to be rejiggered to work within the constraints of time and technology. Formal tests and exams are difficult to administer online and will likely be postponed or cancelled. Science experiments, maker projects, and physical activities that require specialized equipment or spaces may no longer be possible. The school year will not unfold as planned, all curricular goals will not be met, and expectations should be managed accordingly. Rather, learning online may present an opportunity to apply creative solutions, learn some new tricks, connect with students in a new context, and support the community by keeping kids stimulated and productively occupied. Sounds an awful lot like business as usual.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Leaders can best serve their schools and districts by prioritizing mental health over curricular efficiency. The anxiety produced by the evolving crisis is compounded with teachers who may now have their own children to care for at home, ill family members, the stress of managing household resources to comply with social distancing measures, or they may fall ill themselves. This is the context in which some teachers are asked to quickly redeploy their classes. Ideally, they will be granted sufficient time to organize their lives and reconfigure their classes before resuming teaching. It is also important for administrators to actively check-in with teachers to maintain personalized communication and take the pulse on how to best provide support.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Likewise, teachers should try to maintain personal connections with their students, which can be a challenge when mitigated by the Internet. But \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0034654311421793\">\u003cspan style=\"font-weight: 400\">strong student-teacher relationships positively affect school engagement and achievement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and meaningful connections are particularly important for high schoolers, and vulnerable students in particular. Online learning can feel isolating and lacks the warmth of a busy classroom; however, teachers who transition from face-to-face classes have the advantage of having established relationships with their students. These can continue by facilitating informal interactions, such as sharing class-room appropriate memes, comics, images, or humorous short videos that may not be entirely relevant, but can help maintain the community and set an uplifting tone. Similarly, the class can use \u003c/span>\u003ca href=\"https://www.commonsense.org/education/articles/5-online-discussion-tools-to-fuel-student-engagement\">\u003cspan style=\"font-weight: 400\">forums\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for formal discussion, but also to post pictures, stories and updates. Rather than whole-class meetings, organize periodic video meet-ups with smaller groups of students to chat, check-in and provide help, support and assistance. Finally, if school policy allows, individual calls and check-ins to support struggling students is crucial, as distance learning particularly \u003c/span>\u003ca href=\"https://www.nytimes.com/2018/01/19/business/online-courses-are-harming-the-students-who-need-the-most-help.html\">\u003cspan style=\"font-weight: 400\">disadvantages students who struggle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. On the flipside, online formats \u003c/span>\u003ca href=\"https://blog.connectedcamps.com/online-communities-improve-social-skills-confidence-kids-autism/\">\u003cspan style=\"font-weight: 400\">might be an advantage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for some kids with autism. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most importantly, be kind and forgiving of yourself and your students. The next few months will be emotionally taxing, so pedagogical energies are better directed to the heart than the mind. Subject learning is important but, as the world is reshaped in the foreseeable future, there will be opportunities to learn invaluable lessons about community, family, civic responsibility, and social health: central components of human life that can be woven into the curriculum.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Home/Work Routine: Workspace, Calendar, and Survey\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">First step: organize your space and time at home to accommodate your new work environment. As many veteran telecommuters will attest to, \u003c/span>\u003ca href=\"https://www.nytimes.com/2017/09/19/smarter-living/work-at-home-tips-advice.html\">\u003cspan style=\"font-weight: 400\">there’s an art to working at home\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Basic daily practices like showering, changing into work clothes, setting up a firm work schedule and a designated work area are all advisable. There are countless websites and blogs devoted to advising on the trials and triumphs of working at home. Online learning is often asynchronous and can involve variable timetables, so using a shared calendar such as \u003c/span>\u003ca href=\"https://support.apple.com/en-ca/guide/calendar/icl1022/mac\">\u003cspan style=\"font-weight: 400\">iCal\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://gsuite.google.com/intl/en_ca/products/calendar/?utm_source=google&utm_medium=cpc&utm_campaign=na-CA-all-en-dr-skws-all-all-trial-b-dr-1008072&utm_content=text-ad-none-any-DEV_c-CRE_246638587853-ADGP_Hybrid%20%7C%20AW%20SEM%20%7C%20SKWS%20~%20BMM%20%2F%2F%20Calendars%20%5B1:1%5D%20%5BCalendars%5D%20-%20calendar-KWID_43700024970837362-kwd-297873394288&utm_term=KW_%2Bcalendars-ST_%2Bcalendars&gclid=EAIaIQobChMIj-_M75Gd6AIVEtbACh234Ai4EAAYASAAEgIVCPD_BwE&gclsrc=aw.ds\">\u003cspan style=\"font-weight: 400\">Google Calendar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> will not only help organize a dynamic schedule, but also afford easy sharing with parents and students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Glen Irvin, an Instructional Coach at Sauk Rapids-Rice Public Schools in Minnesota, who has taught and learned online, suggests that schools should circulate a preliminary survey to gauge student connectivity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The best advice I can give you is to do an audit of your school community’s technology capability,” \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=2RTeybp_Jbo&feature=youtu.be&fbclid=IwAR0mqxx_84XCg_ZlX3qyV-Wh3xkje-2oRyCvYo3d6dBjrwHvFtkyhdH8lds\">\u003cspan style=\"font-weight: 400\">said Irvin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in a recent webinar. “In our district, we wanted to make sure we dug deep into what kind of access our students have and what does that mean for the delivery of teaching and learning in these online environments.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers who want to poll their students can use \u003c/span>\u003ca href=\"https://www.google.ca/forms/about/\">\u003cspan style=\"font-weight: 400\">Google Forms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or the free trial version of \u003c/span>\u003ca href=\"https://www.surveymonkey.com/\">\u003cspan style=\"font-weight: 400\">Survey Monkey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The survey might also invite student recommendations of platforms, tools or viable social media that might be used to meet them where they are.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Leverage the Power of Community\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While waiting for survey results, explore at least one of the online communities that have recently sprung-up to share resources in response to school closures. Facebook groups such as \u003c/span>\u003ca href=\"https://www.facebook.com/groups/Temporaryschoolclosuresupport/?multi_permalinks=1599694000183239¬if_id=1584113729715153¬if_t=group_highlights\">\u003cspan style=\"font-weight: 400\">Educator Temporary School Closure for Online Learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://www.facebook.com/groups/2954479804602992/\">\u003cspan style=\"font-weight: 400\">Online Teaching Tips for the Plague-Averse\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are great places to start. They are spaces to share material, ask questions, trade stories, commiserate, vent, and connect through shared experience. Many of the groups are international and North American educators can benefit from their counterparts in \u003c/span>\u003ca href=\"https://www.smithsonianmag.com/innovation/what-can-americans-learn-from-hong-kongs-unplanned-experiment-online-learning-during-coronavirus-180974331/\">\u003cspan style=\"font-weight: 400\">China\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Japan and Italy who are several weeks into emergency online implementation. It’s also advisable to maintain contact with immediate colleagues to provide mutual support. Also, for teachers looking to keep their children occupied while they work at home, \u003c/span>\u003ca href=\"https://www.participate.com/\">\u003cspan style=\"font-weight: 400\">Participate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a community-building company, recently launched a free and open \u003c/span>\u003ca href=\"https://app.participate.com/communities/learning-at-home/5e955e09-75b5-4c8e-8a09-0a420ac4bdb2?join=true&utm_source=social&utm_medium=twitter&utm_content=lah_comm&fbclid=IwAR2zB2vl93hGrYQpNOGp7imSSc-ABGV7OwPcy3z82c5_0F8Dcdnsu5yfHSw\">\u003cspan style=\"font-weight: 400\">Learning at Home\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> group. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educational communities are also circulating shared documents that offer an array of resources to help teach online. For example, this document of \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1szHdBo1cjIK6ww-CmlN8iCJ2O2H_2NSGi2Lgpycvn9I/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">shared resources for virtual learning in emergency school closure\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was co-authored by educators from around the world, and organizes most of its resources according to age categories. Some \u003c/span>\u003ca href=\"https://docs.google.com/spreadsheets/d/1t3r618pd8MAi6V87dG2D66PtiKoHdHusBpjPKXgm36w/htmlview?fbclid=IwAR00l_8Bug9i-vRM18njjPn0n1CmLS3Rd_VkXDYKrp_diYU_ljUjsII97EU&sle=true#gid=0\">\u003cspan style=\"font-weight: 400\">keep updated lists of companies offering free subscriptions \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">due to school closures, and this handy chart \u003c/span>\u003ca href=\"https://docs.google.com/document/d/13fK2OsB2T4QAe1SItJHc1a_D8Q68LjvcwjogJLh-AY4/edit\">\u003cspan style=\"font-weight: 400\">organizes web-based tools according to the 5Es of online learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Quick Start Guides, Platforms, and Tools\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Several organizations and companies have published quick start guides to help teachers hit the ground running. The Academy of Active Learning Arts and Sciences (AALAS), which specializes in supporting flipped classrooms, offers a free \u003c/span>\u003ca href=\"http://aalasinternational.org/rtol/\">\u003cspan style=\"font-weight: 400\">Rapid Transition to Online Learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (RTOL) program to help educators efficiently transfer their courses to an online format. Global Online Academy (GOA) recently published an excellent \u003c/span>\u003ca href=\"https://globalonlineacademy.org/insights/articles/10-strategies-for-leading-online-when-school-is-closed\">\u003cspan style=\"font-weight: 400\">comprehensive playbook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that targets school leadership, but also has value for teachers. Similarly, the \u003c/span>\u003ca href=\"https://www.khanacademy.org/\">\u003cspan style=\"font-weight: 400\">Khan Academy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also has a \u003c/span>\u003ca href=\"https://docs.google.com/presentation/d/19Lth2WB8GcklAdIZxqA0p3WVJz2I_qtrBwP8nevKynM/edit#slide=id.p\">\u003cspan style=\"font-weight: 400\">Remote Quickstart Guide\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to leverage their extensive course offerings.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some teachers will have existing learning management systems (LMSs) and web-based apps that can be repurposed for online classes. Extending the use of the same tools online saves the trouble of students having to navigate new software. If teachers must adopt a platform from which to deliver their classes, there are many free options. National School Choice Week (NSCW) recommends these \u003c/span>\u003ca href=\"https://schoolchoiceweek.com/37-free-online-resources-for-schools-shifting-online-during-coronavirus/#section1\">\u003cspan style=\"font-weight: 400\">free online communication platforms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as well as other useful tools to get educators up and running. \u003c/span>\u003ca href=\"https://teachercenter.withgoogle.com/first-day-trainings/welcome-to-classroom\">\u003cspan style=\"font-weight: 400\">Google Classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a user-friendly option that is designed for classroom use but works well for online environments. \u003c/span>\u003ca href=\"https://moodle.org/\">\u003cspan style=\"font-weight: 400\">Moodle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a free open source learning platform, offers a robust toolbox that can be leveraged for distance learning. For group video conferencing, \u003c/span>\u003ca href=\"https://blogs.skype.com/news/2019/04/04/call-up-to-50-people-at-once-with-skype/\">\u003cspan style=\"font-weight: 400\">Skype\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://hangouts.google.com/\">\u003cspan style=\"font-weight: 400\">Hangouts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://gsuite.google.ca/intl/en_ca/products/meet/\">\u003cspan style=\"font-weight: 400\">Hangouts Meets\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://zoom.us/\">\u003cspan style=\"font-weight: 400\">Zoom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are good free options.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers who want to keep it simple can DIY their own delivery system using shared work platforms like Google’s \u003c/span>\u003ca href=\"https://gsuite.google.ca/intl/en_ca/\">\u003cspan style=\"font-weight: 400\">G Suite\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> software. A shared class agenda with links to tasks and resources can be created and shared on a single Google Doc. PDFs, images and other files can be stored on Google Drive and linked to the class agenda. Formative tests, quizzes and polls can be created and circulated with Google Forms, and lessons can be organized on Google Slides. Microsoft’s \u003c/span>\u003ca href=\"https://www.microsoft.com/en-us/education/products/office\">\u003cspan style=\"font-weight: 400\">Office 365 Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> would also do the trick, but it’s not free. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Beyond platforms and content delivery systems, an Internet search will yield countless free applications and online tools. The \u003c/span>\u003ca href=\"https://techagainstcoronavirus.com/\">\u003cspan style=\"font-weight: 400\">Tech Against Coronavirus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> site curates an thorough \u003c/span>\u003ca href=\"https://techagainstcoronavirus.com/\">\u003cspan style=\"font-weight: 400\">list of online tools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to facilitate COVID19-era communication. The CATO Institute curated a list of \u003c/span>\u003ca href=\"https://www.cato.org/blog/free-online-learning-resources-when-coronavirus-closes-schools\">\u003cspan style=\"font-weight: 400\">free online resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to support learning at home, while UNESCO jumped into the\u003c/span>\u003ca href=\"https://en.unesco.org/themes/education-emergencies/coronavirus-school-closures/solutions\">\u003cspan style=\"font-weight: 400\"> emergency toolbox\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> game with this well-organized list of educational technology resources. Scholastic announced that it is offering a \u003c/span>\u003ca href=\"https://www.scholastic.com/teachers/teaching-tools/articles/resources/scholastic-learn-at-home--free-resources-for-school-closures.html#\">\u003cspan style=\"font-weight: 400\">free 20-day Learn at Home\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> program for K - 8 students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Has there been a better time for students to take field trips to\u003c/span>\u003ca href=\"https://www.travelandleisure.com/attractions/museums-galleries/museums-with-virtual-tours\"> \u003cspan style=\"font-weight: 400\">virtual museums\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, play in the \u003c/span>\u003ca href=\"https://education.minecraft.net/\">\u003cspan style=\"font-weight: 400\">Minecraft\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> playground, run through a few rounds of \u003c/span>\u003ca href=\"https://kahoot.com/blog/2020/02/27/kahoot-free-access-schools-higher-education-coronavirus/\">\u003cspan style=\"font-weight: 400\">Kahoot\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or tune-in for a \u003c/span>\u003ca href=\"https://education.skype.com/\">\u003cspan style=\"font-weight: 400\">Skype lecture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by a special guest speaker? “Everything is the technology of online education,” said Joanna Dunlap, Assistant Director of Teaching Effectiveness University of Colorado - Denver, alluding to the vast spectrum for enhancing online instruction. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, if all else fails, there’s always email and telephone. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Silver Lining\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The sudden shift to online education will undoubtedly pose a challenge for many, but there’s also an upside. Disruption and discomfort are the enemies of complacency and can spur intense professional growth. Some teachers may be surprised to discover new tools, resources, and approaches to nourish their practice. They’ll also get the chance to see their students in a new light, and maybe better connect with their own families. In the case of younger students, there will be a need to more deeply involve parents in the learning process. Schools may want to explicitly communicate that any parents in a position to support their children’s learning should do so with some helpful guidelines to proceed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another positive is that remote learning can be carried out asynchronously, meaning that both teachers and students can work and contribute when it’s convenient for them if they don’t have to be in a specific place at a specific time. This flexibility can allow educators to manage life at home while doing school, and it might even allow kids to get that sleep that seems to be in short supply.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"excerpt": "School closures related to COVID-19 have forced classroom teachers into scrambling to become online educators. Here are some tips for making the imperfect transition during these extraordinary times. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">As each passing day brings more school closures, educators and families scramble to respond to a situation that is uncertain and without precedent. Will the term be extended? Will the year be lost? How will college admissions be affected? How will learning continue while kids are stuck indoors for weeks? Who will look after the kids? The rapid imposition of social distancing took many by surprise, and each school and individual teacher must contend with unique challenges as they grapple with the crisis. Some districts have sent kids home with a provisional two weeks worth of \u003c/span>\u003ca href=\"https://chalkbeat.org/posts/newark/2020/03/12/newark-prepares-take-home-assignments-for-students-in-case-of-coronavirus-closures/\">\u003cspan style=\"font-weight: 400\">homework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, while others have followed universities like \u003c/span>\u003ca href=\"https://edsource.org/2020/colleges-in-california-and-across-the-country-move-to-online-instruction-in-response-to-coronavirus/625099\">\u003cspan style=\"font-weight: 400\">Stanford and Berkeley\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and pivoted to remote learning in a bid to salvage the year. While the move online is the best approach to continue classes, it not only entails a change in format, but also demands a change in practice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Designing effective distance learning programs requires planning and targeted professional development. Teachers who did not expect to teach online were caught understandably unprepared in the final leg of the school year. Some schools have the support systems in place that will make the transition easier, while many others have students who \u003c/span>\u003ca href=\"http://theconversation.com/online-learning-will-be-hard-for-kids-whose-schools-close-and-the-digital-divide-will-make-it-even-harder-for-some-of-them-133338\">\u003cspan style=\"font-weight: 400\">do not have reliable internet access\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The web offers countless best practice guides and curated tool inventories, but educators currently in triage mode are not in a position to craft ideal online learning programs. This brief guide aims to help educators, administrators, and parents better navigate the pitfalls of making the quick jump to online learning. It curates useful tools and resources with a view to maintain the indispensable human touch of teaching and learning during this period of social distancing.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Foundation: A Flexible Mindset and Realistic Expectations\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A positive attitude and a flexible mindset are key to make the online transition as smooth as possible. There is some liberation in accepting that the entire world is imperfectly adjusting to a new reality, and nobody expects business as usual.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Classes will not continue seamlessly, and lessons will have to be rejiggered to work within the constraints of time and technology. Formal tests and exams are difficult to administer online and will likely be postponed or cancelled. Science experiments, maker projects, and physical activities that require specialized equipment or spaces may no longer be possible. The school year will not unfold as planned, all curricular goals will not be met, and expectations should be managed accordingly. Rather, learning online may present an opportunity to apply creative solutions, learn some new tricks, connect with students in a new context, and support the community by keeping kids stimulated and productively occupied. Sounds an awful lot like business as usual.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Leaders can best serve their schools and districts by prioritizing mental health over curricular efficiency. The anxiety produced by the evolving crisis is compounded with teachers who may now have their own children to care for at home, ill family members, the stress of managing household resources to comply with social distancing measures, or they may fall ill themselves. This is the context in which some teachers are asked to quickly redeploy their classes. Ideally, they will be granted sufficient time to organize their lives and reconfigure their classes before resuming teaching. It is also important for administrators to actively check-in with teachers to maintain personalized communication and take the pulse on how to best provide support.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Likewise, teachers should try to maintain personal connections with their students, which can be a challenge when mitigated by the Internet. But \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/abs/10.3102/0034654311421793\">\u003cspan style=\"font-weight: 400\">strong student-teacher relationships positively affect school engagement and achievement\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and meaningful connections are particularly important for high schoolers, and vulnerable students in particular. Online learning can feel isolating and lacks the warmth of a busy classroom; however, teachers who transition from face-to-face classes have the advantage of having established relationships with their students. These can continue by facilitating informal interactions, such as sharing class-room appropriate memes, comics, images, or humorous short videos that may not be entirely relevant, but can help maintain the community and set an uplifting tone. Similarly, the class can use \u003c/span>\u003ca href=\"https://www.commonsense.org/education/articles/5-online-discussion-tools-to-fuel-student-engagement\">\u003cspan style=\"font-weight: 400\">forums\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for formal discussion, but also to post pictures, stories and updates. Rather than whole-class meetings, organize periodic video meet-ups with smaller groups of students to chat, check-in and provide help, support and assistance. Finally, if school policy allows, individual calls and check-ins to support struggling students is crucial, as distance learning particularly \u003c/span>\u003ca href=\"https://www.nytimes.com/2018/01/19/business/online-courses-are-harming-the-students-who-need-the-most-help.html\">\u003cspan style=\"font-weight: 400\">disadvantages students who struggle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. On the flipside, online formats \u003c/span>\u003ca href=\"https://blog.connectedcamps.com/online-communities-improve-social-skills-confidence-kids-autism/\">\u003cspan style=\"font-weight: 400\">might be an advantage\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for some kids with autism. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most importantly, be kind and forgiving of yourself and your students. The next few months will be emotionally taxing, so pedagogical energies are better directed to the heart than the mind. Subject learning is important but, as the world is reshaped in the foreseeable future, there will be opportunities to learn invaluable lessons about community, family, civic responsibility, and social health: central components of human life that can be woven into the curriculum.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Home/Work Routine: Workspace, Calendar, and Survey\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">First step: organize your space and time at home to accommodate your new work environment. As many veteran telecommuters will attest to, \u003c/span>\u003ca href=\"https://www.nytimes.com/2017/09/19/smarter-living/work-at-home-tips-advice.html\">\u003cspan style=\"font-weight: 400\">there’s an art to working at home\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Basic daily practices like showering, changing into work clothes, setting up a firm work schedule and a designated work area are all advisable. There are countless websites and blogs devoted to advising on the trials and triumphs of working at home. Online learning is often asynchronous and can involve variable timetables, so using a shared calendar such as \u003c/span>\u003ca href=\"https://support.apple.com/en-ca/guide/calendar/icl1022/mac\">\u003cspan style=\"font-weight: 400\">iCal\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://gsuite.google.com/intl/en_ca/products/calendar/?utm_source=google&utm_medium=cpc&utm_campaign=na-CA-all-en-dr-skws-all-all-trial-b-dr-1008072&utm_content=text-ad-none-any-DEV_c-CRE_246638587853-ADGP_Hybrid%20%7C%20AW%20SEM%20%7C%20SKWS%20~%20BMM%20%2F%2F%20Calendars%20%5B1:1%5D%20%5BCalendars%5D%20-%20calendar-KWID_43700024970837362-kwd-297873394288&utm_term=KW_%2Bcalendars-ST_%2Bcalendars&gclid=EAIaIQobChMIj-_M75Gd6AIVEtbACh234Ai4EAAYASAAEgIVCPD_BwE&gclsrc=aw.ds\">\u003cspan style=\"font-weight: 400\">Google Calendar\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> will not only help organize a dynamic schedule, but also afford easy sharing with parents and students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Glen Irvin, an Instructional Coach at Sauk Rapids-Rice Public Schools in Minnesota, who has taught and learned online, suggests that schools should circulate a preliminary survey to gauge student connectivity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The best advice I can give you is to do an audit of your school community’s technology capability,” \u003c/span>\u003ca href=\"https://www.youtube.com/watch?v=2RTeybp_Jbo&feature=youtu.be&fbclid=IwAR0mqxx_84XCg_ZlX3qyV-Wh3xkje-2oRyCvYo3d6dBjrwHvFtkyhdH8lds\">\u003cspan style=\"font-weight: 400\">said Irvin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in a recent webinar. “In our district, we wanted to make sure we dug deep into what kind of access our students have and what does that mean for the delivery of teaching and learning in these online environments.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers who want to poll their students can use \u003c/span>\u003ca href=\"https://www.google.ca/forms/about/\">\u003cspan style=\"font-weight: 400\">Google Forms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or the free trial version of \u003c/span>\u003ca href=\"https://www.surveymonkey.com/\">\u003cspan style=\"font-weight: 400\">Survey Monkey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The survey might also invite student recommendations of platforms, tools or viable social media that might be used to meet them where they are.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Leverage the Power of Community\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">While waiting for survey results, explore at least one of the online communities that have recently sprung-up to share resources in response to school closures. Facebook groups such as \u003c/span>\u003ca href=\"https://www.facebook.com/groups/Temporaryschoolclosuresupport/?multi_permalinks=1599694000183239¬if_id=1584113729715153¬if_t=group_highlights\">\u003cspan style=\"font-weight: 400\">Educator Temporary School Closure for Online Learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://www.facebook.com/groups/2954479804602992/\">\u003cspan style=\"font-weight: 400\">Online Teaching Tips for the Plague-Averse\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are great places to start. They are spaces to share material, ask questions, trade stories, commiserate, vent, and connect through shared experience. Many of the groups are international and North American educators can benefit from their counterparts in \u003c/span>\u003ca href=\"https://www.smithsonianmag.com/innovation/what-can-americans-learn-from-hong-kongs-unplanned-experiment-online-learning-during-coronavirus-180974331/\">\u003cspan style=\"font-weight: 400\">China\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, Japan and Italy who are several weeks into emergency online implementation. It’s also advisable to maintain contact with immediate colleagues to provide mutual support. Also, for teachers looking to keep their children occupied while they work at home, \u003c/span>\u003ca href=\"https://www.participate.com/\">\u003cspan style=\"font-weight: 400\">Participate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a community-building company, recently launched a free and open \u003c/span>\u003ca href=\"https://app.participate.com/communities/learning-at-home/5e955e09-75b5-4c8e-8a09-0a420ac4bdb2?join=true&utm_source=social&utm_medium=twitter&utm_content=lah_comm&fbclid=IwAR2zB2vl93hGrYQpNOGp7imSSc-ABGV7OwPcy3z82c5_0F8Dcdnsu5yfHSw\">\u003cspan style=\"font-weight: 400\">Learning at Home\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> group. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educational communities are also circulating shared documents that offer an array of resources to help teach online. For example, this document of \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1szHdBo1cjIK6ww-CmlN8iCJ2O2H_2NSGi2Lgpycvn9I/edit?usp=sharing\">\u003cspan style=\"font-weight: 400\">shared resources for virtual learning in emergency school closure\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> was co-authored by educators from around the world, and organizes most of its resources according to age categories. Some \u003c/span>\u003ca href=\"https://docs.google.com/spreadsheets/d/1t3r618pd8MAi6V87dG2D66PtiKoHdHusBpjPKXgm36w/htmlview?fbclid=IwAR00l_8Bug9i-vRM18njjPn0n1CmLS3Rd_VkXDYKrp_diYU_ljUjsII97EU&sle=true#gid=0\">\u003cspan style=\"font-weight: 400\">keep updated lists of companies offering free subscriptions \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">due to school closures, and this handy chart \u003c/span>\u003ca href=\"https://docs.google.com/document/d/13fK2OsB2T4QAe1SItJHc1a_D8Q68LjvcwjogJLh-AY4/edit\">\u003cspan style=\"font-weight: 400\">organizes web-based tools according to the 5Es of online learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Quick Start Guides, Platforms, and Tools\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Several organizations and companies have published quick start guides to help teachers hit the ground running. The Academy of Active Learning Arts and Sciences (AALAS), which specializes in supporting flipped classrooms, offers a free \u003c/span>\u003ca href=\"http://aalasinternational.org/rtol/\">\u003cspan style=\"font-weight: 400\">Rapid Transition to Online Learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (RTOL) program to help educators efficiently transfer their courses to an online format. Global Online Academy (GOA) recently published an excellent \u003c/span>\u003ca href=\"https://globalonlineacademy.org/insights/articles/10-strategies-for-leading-online-when-school-is-closed\">\u003cspan style=\"font-weight: 400\">comprehensive playbook\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that targets school leadership, but also has value for teachers. Similarly, the \u003c/span>\u003ca href=\"https://www.khanacademy.org/\">\u003cspan style=\"font-weight: 400\">Khan Academy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> also has a \u003c/span>\u003ca href=\"https://docs.google.com/presentation/d/19Lth2WB8GcklAdIZxqA0p3WVJz2I_qtrBwP8nevKynM/edit#slide=id.p\">\u003cspan style=\"font-weight: 400\">Remote Quickstart Guide\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to leverage their extensive course offerings.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some teachers will have existing learning management systems (LMSs) and web-based apps that can be repurposed for online classes. Extending the use of the same tools online saves the trouble of students having to navigate new software. If teachers must adopt a platform from which to deliver their classes, there are many free options. National School Choice Week (NSCW) recommends these \u003c/span>\u003ca href=\"https://schoolchoiceweek.com/37-free-online-resources-for-schools-shifting-online-during-coronavirus/#section1\">\u003cspan style=\"font-weight: 400\">free online communication platforms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as well as other useful tools to get educators up and running. \u003c/span>\u003ca href=\"https://teachercenter.withgoogle.com/first-day-trainings/welcome-to-classroom\">\u003cspan style=\"font-weight: 400\">Google Classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a user-friendly option that is designed for classroom use but works well for online environments. \u003c/span>\u003ca href=\"https://moodle.org/\">\u003cspan style=\"font-weight: 400\">Moodle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a free open source learning platform, offers a robust toolbox that can be leveraged for distance learning. For group video conferencing, \u003c/span>\u003ca href=\"https://blogs.skype.com/news/2019/04/04/call-up-to-50-people-at-once-with-skype/\">\u003cspan style=\"font-weight: 400\">Skype\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://hangouts.google.com/\">\u003cspan style=\"font-weight: 400\">Hangouts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://gsuite.google.ca/intl/en_ca/products/meet/\">\u003cspan style=\"font-weight: 400\">Hangouts Meets\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://zoom.us/\">\u003cspan style=\"font-weight: 400\">Zoom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are good free options.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers who want to keep it simple can DIY their own delivery system using shared work platforms like Google’s \u003c/span>\u003ca href=\"https://gsuite.google.ca/intl/en_ca/\">\u003cspan style=\"font-weight: 400\">G Suite\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> software. A shared class agenda with links to tasks and resources can be created and shared on a single Google Doc. PDFs, images and other files can be stored on Google Drive and linked to the class agenda. Formative tests, quizzes and polls can be created and circulated with Google Forms, and lessons can be organized on Google Slides. Microsoft’s \u003c/span>\u003ca href=\"https://www.microsoft.com/en-us/education/products/office\">\u003cspan style=\"font-weight: 400\">Office 365 Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> would also do the trick, but it’s not free. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Beyond platforms and content delivery systems, an Internet search will yield countless free applications and online tools. The \u003c/span>\u003ca href=\"https://techagainstcoronavirus.com/\">\u003cspan style=\"font-weight: 400\">Tech Against Coronavirus\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> site curates an thorough \u003c/span>\u003ca href=\"https://techagainstcoronavirus.com/\">\u003cspan style=\"font-weight: 400\">list of online tools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to facilitate COVID19-era communication. The CATO Institute curated a list of \u003c/span>\u003ca href=\"https://www.cato.org/blog/free-online-learning-resources-when-coronavirus-closes-schools\">\u003cspan style=\"font-weight: 400\">free online resources\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to support learning at home, while UNESCO jumped into the\u003c/span>\u003ca href=\"https://en.unesco.org/themes/education-emergencies/coronavirus-school-closures/solutions\">\u003cspan style=\"font-weight: 400\"> emergency toolbox\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> game with this well-organized list of educational technology resources. Scholastic announced that it is offering a \u003c/span>\u003ca href=\"https://www.scholastic.com/teachers/teaching-tools/articles/resources/scholastic-learn-at-home--free-resources-for-school-closures.html#\">\u003cspan style=\"font-weight: 400\">free 20-day Learn at Home\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> program for K - 8 students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Has there been a better time for students to take field trips to\u003c/span>\u003ca href=\"https://www.travelandleisure.com/attractions/museums-galleries/museums-with-virtual-tours\"> \u003cspan style=\"font-weight: 400\">virtual museums\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, play in the \u003c/span>\u003ca href=\"https://education.minecraft.net/\">\u003cspan style=\"font-weight: 400\">Minecraft\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> playground, run through a few rounds of \u003c/span>\u003ca href=\"https://kahoot.com/blog/2020/02/27/kahoot-free-access-schools-higher-education-coronavirus/\">\u003cspan style=\"font-weight: 400\">Kahoot\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, or tune-in for a \u003c/span>\u003ca href=\"https://education.skype.com/\">\u003cspan style=\"font-weight: 400\">Skype lecture\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> by a special guest speaker? “Everything is the technology of online education,” said Joanna Dunlap, Assistant Director of Teaching Effectiveness University of Colorado - Denver, alluding to the vast spectrum for enhancing online instruction. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And, if all else fails, there’s always email and telephone. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>The Silver Lining\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The sudden shift to online education will undoubtedly pose a challenge for many, but there’s also an upside. Disruption and discomfort are the enemies of complacency and can spur intense professional growth. Some teachers may be surprised to discover new tools, resources, and approaches to nourish their practice. They’ll also get the chance to see their students in a new light, and maybe better connect with their own families. In the case of younger students, there will be a need to more deeply involve parents in the learning process. Schools may want to explicitly communicate that any parents in a position to support their children’s learning should do so with some helpful guidelines to proceed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another positive is that remote learning can be carried out asynchronously, meaning that both teachers and students can work and contribute when it’s convenient for them if they don’t have to be in a specific place at a specific time. This flexibility can allow educators to manage life at home while doing school, and it might even allow kids to get that sleep that seems to be in short supply.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>Federal law does not prohibit undocumented students from enrolling in college, but it does something nearly as effective, banning them from receiving government aid. In recent years, though, some undocumented students have stumbled upon a little-known, non-profit, online university that doesn't charge tuition and doesn't care about students' legal status.\u003c/p>\n\u003cp>University of the People certainly got the attention of Miguel Angel Cruz. The 27-year-old entered the U.S. illegally from Mexico a decade ago. He settled near Tampa, Fla. where he now shares a small trailer with his father. Cruz learned English and earned his GED. But his dream of going to college was just that, a dream, because of the high cost. Then, he started searching online.\u003c/p>\n\u003cp>\"I was Googling, not for free but for cheaper universities, and I found the University of the People,\" Cruz says.\u003c/p>\n\u003cp>He had never heard of the school but had nothing to lose, except the $50 non-refundable admission fee he paid to enroll in the school's business administration course. A similar course at the University of South Florida, near his home, would have cost close to $1,100.\u003c/p>\n\u003cp>Cruz is precisely the kind of student Shai Reshef says he set out to help when he founded University of the People six years ago.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"We have students from 170 countries,\" Reshef says. \"We have refugees, survivors of the earthquake in Haiti, the genocide in Rwanda. But about a quarter of our U.S. students are undocumented.\"\u003c/p>\n\u003cp>Reshef, an Israeli-born entrepreneur, made millions from several for-profit, online education ventures in the U.S., Europe and the Middle East. He says the idea for creating a tuition-free, online university came to him after spending time in several underdeveloped countries where most people have little or no access to higher education. Today, University of the People has 2500 students enrolled. Half are in the U.S.\u003c/p>\n\u003cp>But what exactly are these students getting? Is this online school a realistic option for students facing so many hardships, poverty, and in the case of undocumented students, deportation? And what about the quality of the school's courses and instructors?\u003c/p>\n\u003cp>These were some of the questions that the Distance Education Accrediting Commission looked into during its three-year review of University of the People. In 2014, DEAC gave the school its \"stamp of approval.\"\u003c/p>\n\u003cp>The school has vowed to remain tuition-free, but students do pay $100 for every end-of-course exam — to help support its $1 million budget.\u003c/p>\n\u003cp>\"A four-year bachelor's degree will cost $4000 in total,\" Reshef says. \"For those who don't have the money, we offer scholarships.\"\u003c/p>\n\u003cp>Reshef says a quarter of the school's students don't pay anything at all, thanks to those scholarships, which are funded by companies including Hewlett-Packard, Microsoft and Intel.\u003c/p>\n\u003cp>The school's academic credibility has also gotten a huge boost from partnerships forged with New York University; University of California, Berkeley; Yale and Oxford.\u003c/p>\n\u003cp>Education experts have praised University of the People's surprisingly high retention rate of 75 percent, but what Jamie Merisotis of the Lumina Foundation says he likes most is that the school was built precisely to serve poor students living in difficult circumstances.\u003c/p>\n\u003cp>Merisotis, author of the book \u003cem>America Needs Talent\u003c/em>, says many of the undocumented immigrants living in the U.S. are young and talented but have no access to a higher education.\u003c/p>\n\u003cp>\"Post-secondary education is the key to integrating them into our society and taking them out of the shadows,\" Merisotis says.\u003c/p>\n\u003cp>\"Even if you kick them out of the country,\" Reshef says, with a good education \"they will be much more desired wherever they go. So it's a win-win situation for everyone.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>As for Miguel Angel Cruz, he says he's on-track to earn a bachelor's degree in business administration in another year or two. But he's not waiting to put what he's learned into practice. He's now the manager of the tiny trailer park where he lives.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Online+College+That%27s+Helping+Undocumented+Students&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Federal law does not prohibit undocumented students from enrolling in college, but it does something nearly as effective, banning them from receiving government aid. In recent years, though, some undocumented students have stumbled upon a little-known, non-profit, online university that doesn't charge tuition and doesn't care about students' legal status.\u003c/p>\n\u003cp>University of the People certainly got the attention of Miguel Angel Cruz. The 27-year-old entered the U.S. illegally from Mexico a decade ago. He settled near Tampa, Fla. where he now shares a small trailer with his father. Cruz learned English and earned his GED. But his dream of going to college was just that, a dream, because of the high cost. Then, he started searching online.\u003c/p>\n\u003cp>\"I was Googling, not for free but for cheaper universities, and I found the University of the People,\" Cruz says.\u003c/p>\n\u003cp>He had never heard of the school but had nothing to lose, except the $50 non-refundable admission fee he paid to enroll in the school's business administration course. A similar course at the University of South Florida, near his home, would have cost close to $1,100.\u003c/p>\n\u003cp>Cruz is precisely the kind of student Shai Reshef says he set out to help when he founded University of the People six years ago.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"We have students from 170 countries,\" Reshef says. \"We have refugees, survivors of the earthquake in Haiti, the genocide in Rwanda. But about a quarter of our U.S. students are undocumented.\"\u003c/p>\n\u003cp>Reshef, an Israeli-born entrepreneur, made millions from several for-profit, online education ventures in the U.S., Europe and the Middle East. He says the idea for creating a tuition-free, online university came to him after spending time in several underdeveloped countries where most people have little or no access to higher education. Today, University of the People has 2500 students enrolled. Half are in the U.S.\u003c/p>\n\u003cp>But what exactly are these students getting? Is this online school a realistic option for students facing so many hardships, poverty, and in the case of undocumented students, deportation? And what about the quality of the school's courses and instructors?\u003c/p>\n\u003cp>These were some of the questions that the Distance Education Accrediting Commission looked into during its three-year review of University of the People. In 2014, DEAC gave the school its \"stamp of approval.\"\u003c/p>\n\u003cp>The school has vowed to remain tuition-free, but students do pay $100 for every end-of-course exam — to help support its $1 million budget.\u003c/p>\n\u003cp>\"A four-year bachelor's degree will cost $4000 in total,\" Reshef says. \"For those who don't have the money, we offer scholarships.\"\u003c/p>\n\u003cp>Reshef says a quarter of the school's students don't pay anything at all, thanks to those scholarships, which are funded by companies including Hewlett-Packard, Microsoft and Intel.\u003c/p>\n\u003cp>The school's academic credibility has also gotten a huge boost from partnerships forged with New York University; University of California, Berkeley; Yale and Oxford.\u003c/p>\n\u003cp>Education experts have praised University of the People's surprisingly high retention rate of 75 percent, but what Jamie Merisotis of the Lumina Foundation says he likes most is that the school was built precisely to serve poor students living in difficult circumstances.\u003c/p>\n\u003cp>Merisotis, author of the book \u003cem>America Needs Talent\u003c/em>, says many of the undocumented immigrants living in the U.S. are young and talented but have no access to a higher education.\u003c/p>\n\u003cp>\"Post-secondary education is the key to integrating them into our society and taking them out of the shadows,\" Merisotis says.\u003c/p>\n\u003cp>\"Even if you kick them out of the country,\" Reshef says, with a good education \"they will be much more desired wherever they go. So it's a win-win situation for everyone.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>As for Miguel Angel Cruz, he says he's on-track to earn a bachelor's degree in business administration in another year or two. But he's not waiting to put what he's learned into practice. He's now the manager of the tiny trailer park where he lives.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Online+College+That%27s+Helping+Undocumented+Students&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\" alt=\"\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Can Virtual High Schools Live Up to the Hype?",
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"content": "\u003cfigure id=\"attachment_39216\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/can-virtual-high-schools-live-up-to-the-hype/school-on-a-snow-day/\" rel=\"attachment wp-att-39216\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/02/virtual-learning_slide-0489c5ab14aba602d4432585014f84d8d15ebf66-e1423010638185.jpg\" alt=\"LA Johnson/NPR\" width=\"640\" height=\"960\" class=\"size-full wp-image-39216\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">LA Johnson/NPR\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Anya Kamenetz, \u003ca href=\"http://www.npr.org/blogs/ed/2015/02/02/382167062/virtual-schools-bring-real-concerns-about-quality\">NPR\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">At the end of Angela Kohtala's leadership skills course, her high school students have to plan and carry out a community service project. Maybe it's fixing up their school courtyard, or tutoring younger students in an afterschool program.\u003c/p>\n\u003cp>Afterwards, they create a PowerPoint with pictures of the project. This isn't just a nice way to develop presentation skills — it's mandatory to prove that they really weeded that garden or sat with those kids in the first place.\u003c/p>\n\u003cp>You see, Kohtala's students are spread across the state of Florida, while she herself lives in Maine.\u003c/p>\n\u003cp>Kohtala teaches in the fastest-growing sector of K-12 education: the online public school. She is at \u003ca href=\"http://www.flvs.net/\">Florida Virtual School\u003c/a>, one of the biggest in the business.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>[contextly_sidebar id=\"CiYaKbsg3fDwT3coXcl20urzitLuog8g\"]\u003c/p>\n\u003cp>The organization, which is technically a Florida school district, enrolls over 200,000 students across Florida and the world. The vast majority are part time, taking an average of just one course. But another 200,000 K-12 students are studying online full-time, most at the high school level, in at least 33 states.\u003c/p>\n\u003cp>Most of these states have passed laws in the last decade encouraging, or even requiring, online school choices.\u003c/p>\n\u003cp>One big reason is cost. Especially in large, rural states, virtual schools can allow students to take an AP class or a foreign language that their school doesn't offer, without having to pay another teacher to do it.\u003c/p>\n\u003cp>Another impetus is what's called credit recovery. Many states have set up these schools in order to allow students who have fallen behind to catch up, during summers, nights and weekends, with an eye toward earning their diplomas on time.\u003c/p>\n\u003cp>And then there's the idea that online learning, ideally, allows each student to work at his or her own pace and take advantage of multimedia resources and contemporary digital ways of working.\u003c/p>\n\u003cp>But there are big quality divides in the world of e-learning providers.\u003c/p>\n\u003cp>Most full-time online students are enrolled at schools run by two for-profit companies: K12 and Connections Academy.\u003c/p>\n\u003cp>\u003ca href=\"http://nepc.colorado.edu/publication/virtual-schools-annual-2013\">Of those full-time schools \u003c/a>that have academic ratings, an independent report found last year that two-thirds are rated academically \"unacceptable.\" And their graduation rates are less than half the average of all public schools.\u003c/p>\n\u003cp>\"Across the board, all the outcome measures we're looking at are negative,\" says Gary Miron, one of the authors of that report from the National Education Policy Center. He has a clue as to why.\u003c/p>\n\u003cp>\"When we looked at actual expenditures,\" he says, \"we could see that these schools spend a fraction of what districts spend on teacher salaries.\" About 1 in 10 of their students had a learning disability, yet they spent \"next to nothing\" on special education-certified teachers, his report found.\u003c/p>\n\u003cp>Allison Bazin, a spokeswoman for Connections Academy, says their schools' results are \"generally on par\" with state averages, though the math scores are lower.\u003c/p>\n\u003cp>K12, in particular, has come under fire from a quarter that's not normally known for its concern about public education: investors. At least two shareholder lawsuits have been filed alleging that K12 misleads investors about its enrollment growth prospects and the regulatory issues it faces. Anthony Guglielmi, a spokesperson for K12, points out that one suit was settled while another was dismissed.\u003c/p>\n\u003cp>Nate Davis, CEO OF K12, said the company's business is thriving. He verifies that teachers in his schools are paid less than those at brick-and-mortar schools — in exchange, he says, for the flexibility to work from home.\u003c/p>\n\u003cp>He also acknowledges that their schools have lower average test scores — a product, he says, of the fact that the majority of students are low-income. Plus, he says, look at the reasons they are studying online in the first place:\u003c/p>\n\u003cp>\"Some are accelerated. But others were in some way at risk,\" he says. \"The public school wasn't working for them. Maybe the school system wasn't good in their area and their parents want a different solution.\"\u003c/p>\n\u003cp>Miron points out that his research shows K12 schools actually have a lower proportion of low-income students than the state average.\u003c/p>\n\u003cp>But, he also notes, there's another side to the e-learning picture. Florida Virtual School, for example, is a very large online school with, by all accounts, good outcomes. On state end-of-course tests and AP exams, students do as well as, or better than, other Florida students.\u003c/p>\n\u003cp>Students log on each week from wherever they are — the school computer lab, a library, Starbucks — to hold class discussions and do group work in real time, using collaboration software. Some of their assessments involve answering questions from a teacher over the phone, a technique designed to discourage cheating. They may also be called in randomly to take an exam face-to-face.\u003c/p>\n\u003cp>Teachers, meanwhile, pledge to be available over text and phone from 8 a.m. to 8 p.m., five days a week and even a few hours on the weekends.\u003c/p>\n\u003cp>Kohlata says she often fields late-night texts from students who need personal as much as academic support. \"In my class we're helping them to learn, set goals, and think about trying new things. Sometimes a little anonymity allows for a little more intimacy.\"\u003c/p>\n\u003cp>So what's the upshot here? Are online schools a great idea or a terrible one?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>It seems the answer can be a hybrid of both. What Miron and other scholars who study the topic are recommending is that states curb the growth of full-time virtual schools until better quality safeguards are put in place. \"The issue,\" he says, \"is not to ban the schools, but to figure out why they're not working.\" \u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2015 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Virtual+Schools+Bring+Real+Concerns+About+Quality&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_39216\" class=\"wp-caption alignnone\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/can-virtual-high-schools-live-up-to-the-hype/school-on-a-snow-day/\" rel=\"attachment wp-att-39216\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/02/virtual-learning_slide-0489c5ab14aba602d4432585014f84d8d15ebf66-e1423010638185.jpg\" alt=\"LA Johnson/NPR\" width=\"640\" height=\"960\" class=\"size-full wp-image-39216\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">LA Johnson/NPR\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Anya Kamenetz, \u003ca href=\"http://www.npr.org/blogs/ed/2015/02/02/382167062/virtual-schools-bring-real-concerns-about-quality\">NPR\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">At the end of Angela Kohtala's leadership skills course, her high school students have to plan and carry out a community service project. Maybe it's fixing up their school courtyard, or tutoring younger students in an afterschool program.\u003c/p>\n\u003cp>Afterwards, they create a PowerPoint with pictures of the project. This isn't just a nice way to develop presentation skills — it's mandatory to prove that they really weeded that garden or sat with those kids in the first place.\u003c/p>\n\u003cp>You see, Kohtala's students are spread across the state of Florida, while she herself lives in Maine.\u003c/p>\n\u003cp>Kohtala teaches in the fastest-growing sector of K-12 education: the online public school. She is at \u003ca href=\"http://www.flvs.net/\">Florida Virtual School\u003c/a>, one of the biggest in the business.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>The organization, which is technically a Florida school district, enrolls over 200,000 students across Florida and the world. The vast majority are part time, taking an average of just one course. But another 200,000 K-12 students are studying online full-time, most at the high school level, in at least 33 states.\u003c/p>\n\u003cp>Most of these states have passed laws in the last decade encouraging, or even requiring, online school choices.\u003c/p>\n\u003cp>One big reason is cost. Especially in large, rural states, virtual schools can allow students to take an AP class or a foreign language that their school doesn't offer, without having to pay another teacher to do it.\u003c/p>\n\u003cp>Another impetus is what's called credit recovery. Many states have set up these schools in order to allow students who have fallen behind to catch up, during summers, nights and weekends, with an eye toward earning their diplomas on time.\u003c/p>\n\u003cp>And then there's the idea that online learning, ideally, allows each student to work at his or her own pace and take advantage of multimedia resources and contemporary digital ways of working.\u003c/p>\n\u003cp>But there are big quality divides in the world of e-learning providers.\u003c/p>\n\u003cp>Most full-time online students are enrolled at schools run by two for-profit companies: K12 and Connections Academy.\u003c/p>\n\u003cp>\u003ca href=\"http://nepc.colorado.edu/publication/virtual-schools-annual-2013\">Of those full-time schools \u003c/a>that have academic ratings, an independent report found last year that two-thirds are rated academically \"unacceptable.\" And their graduation rates are less than half the average of all public schools.\u003c/p>\n\u003cp>\"Across the board, all the outcome measures we're looking at are negative,\" says Gary Miron, one of the authors of that report from the National Education Policy Center. He has a clue as to why.\u003c/p>\n\u003cp>\"When we looked at actual expenditures,\" he says, \"we could see that these schools spend a fraction of what districts spend on teacher salaries.\" About 1 in 10 of their students had a learning disability, yet they spent \"next to nothing\" on special education-certified teachers, his report found.\u003c/p>\n\u003cp>Allison Bazin, a spokeswoman for Connections Academy, says their schools' results are \"generally on par\" with state averages, though the math scores are lower.\u003c/p>\n\u003cp>K12, in particular, has come under fire from a quarter that's not normally known for its concern about public education: investors. At least two shareholder lawsuits have been filed alleging that K12 misleads investors about its enrollment growth prospects and the regulatory issues it faces. Anthony Guglielmi, a spokesperson for K12, points out that one suit was settled while another was dismissed.\u003c/p>\n\u003cp>Nate Davis, CEO OF K12, said the company's business is thriving. He verifies that teachers in his schools are paid less than those at brick-and-mortar schools — in exchange, he says, for the flexibility to work from home.\u003c/p>\n\u003cp>He also acknowledges that their schools have lower average test scores — a product, he says, of the fact that the majority of students are low-income. Plus, he says, look at the reasons they are studying online in the first place:\u003c/p>\n\u003cp>\"Some are accelerated. But others were in some way at risk,\" he says. \"The public school wasn't working for them. Maybe the school system wasn't good in their area and their parents want a different solution.\"\u003c/p>\n\u003cp>Miron points out that his research shows K12 schools actually have a lower proportion of low-income students than the state average.\u003c/p>\n\u003cp>But, he also notes, there's another side to the e-learning picture. Florida Virtual School, for example, is a very large online school with, by all accounts, good outcomes. On state end-of-course tests and AP exams, students do as well as, or better than, other Florida students.\u003c/p>\n\u003cp>Students log on each week from wherever they are — the school computer lab, a library, Starbucks — to hold class discussions and do group work in real time, using collaboration software. Some of their assessments involve answering questions from a teacher over the phone, a technique designed to discourage cheating. They may also be called in randomly to take an exam face-to-face.\u003c/p>\n\u003cp>Teachers, meanwhile, pledge to be available over text and phone from 8 a.m. to 8 p.m., five days a week and even a few hours on the weekends.\u003c/p>\n\u003cp>Kohlata says she often fields late-night texts from students who need personal as much as academic support. \"In my class we're helping them to learn, set goals, and think about trying new things. Sometimes a little anonymity allows for a little more intimacy.\"\u003c/p>\n\u003cp>So what's the upshot here? Are online schools a great idea or a terrible one?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>It seems the answer can be a hybrid of both. 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"content": "\u003cp>\u003ca rel=\"attachment wp-att-9043\" href=\"http://ww2.kqed.org/mindshift/2011/03/video-chats-takes-students-to-other-worlds/3314284967_5bae16e293_z/\">\u003cimg class=\"size-medium wp-image-9043\" title=\"kids videoconferencing\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/3314284967_5bae16e293_z-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp>As Skyping becomes part of our daily vocabulary -- like \"googling\" and \"friending,\" it's also being used more in schools. As a way to connect students to valuable resources across the world, schools are embracing \u003ca href=\"http://www.skype.com/intl/en-us/home\" target=\"_blank\">Skype\u003c/a>, \u003ca href=\"http://www.webex.com/\" target=\"_blank\">WebEx\u003c/a>, \u003ca href=\"http://www.google.com/chat/video\" target=\"_blank\">Google video chat\u003c/a>, and other tools as an alternative the chalkboard generation could only dream of: conversations with astronauts, field trips to the zoo, and connecting with kids across the globe, for instance -- all from the comfort of their own classrooms.\u003c/p>\n\u003cp>Grant funding for videoconferencing equipment in schools is becoming more prevalent, too (often, that money is federal; \u003ca href=\"http://www.tandberg.com/services/video-conferencing-federal-government-grant-services.jsp\" target=\"_blank\">Tandberg\u003c/a>, for example, is one resource). This means that more kids might get to \u003ca href=\"http://www.wickedlocal.com/acton/news/education/x1596407867/Acton-schools-Discovery-Museums-connect-with-El-Salvador#axzz1FynEulXt\" target=\"_blank\">meet peers in El Salvador\u003c/a>, and \u003ca href=\"http://www.martinsvillebulletin.com/article.cfm?ID=27092\" target=\"_blank\">snow days\u003c/a> could be a thing of the past.\u003c/p>\n\u003cp>\u003cstrong>1) DISTANCE LEARNING. \u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">In Tennessee, instructors at Dyersburg State Community College 11 interactive TV classrooms can \u003ca href=\"http://www.wmctv.com/Global/story.asp?S=14076032\" target=\"_blank\">teach students more than an hour's drive away\u003c/a>, thanks to a $800,000 USDA grant. A \u003ca href=\"http://blog.al.com/spotnews/2011/02/distance_learning_connects_cla.html\" target=\"_blank\">distance learning program in Alabama\u003c/a> that uses webcams, big-screen televisions, and interactive whiteboards has been lauded for its ability to bring Advanced Placement (AP) classes to students who wouldn't otherwise have access. And the \u003ca href=\"http://www.abqjournal.com/abqnews/abqnewseeker-mainmenu-39/26639-feds-provide-money-to-gallup-mckinley-county-jemez-valley-school-districts.html\" target=\"_blank\">Gallup-McKinley and Jemez Valley School Districts in New Mexico\u003c/a> are each receiving $500,000 in federal grants to create a videoconferencing system that will enable students to take AP and foreign language classes as well as facilitate professional development for teachers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>2) KIDS COLLABORATING WITH KIDS. \u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Some of the greatest potential for learning exists with kids meeting friends across the world or across town to discuss class topics or to collaborate on long-term projects. Kids can \u003ca href=\"http://www.edutopia.org/poetry-slam-global-writes\" target=\"_blank\">perform in slam poetry competitions\u003c/a> with one another through an arts program called \u003ca href=\"http://www.globalwrites.org/Global_WRITeS.org/Welcome_to_Global_WRITeS.html\" target=\"_blank\">Global Writes\u003c/a>; a \u003ca href=\"http://www.wickedlocal.com/acton/news/education/x1596407867/Acton-schools-Discovery-Museums-connect-with-El-Salvador#axzz1FynEulXt\" target=\"_blank\">Discovery Museums science and culture exchange program\u003c/a> allows third-graders in Acton, Massachusetts to videoconference with students from El Salvador and learn about one another's local ecosystems; and sixth graders in Hillburn, New York are \u003ca href=\"http://suffernvideoconferencing.org/2011/02/17/chinese-student-teachers/\" target=\"_blank\">teaching kindergartners beginning Mandarin Chinese\u003c/a>. And sometimes, student videoconferences are, in fact, conferences, like \u003ca href=\"http://baldwin-whitehall.patch.com/articles/technology-links-bhs-students-to-international-discussion\" target=\"_blank\">this international conference on the global response to natural disasters\u003c/a> based out of Pittsburgh or a \u003ca href=\"http://enidnews.com/localnews/x892852901/Waller-students-participate-in-book-club-conference\" target=\"_blank\">virtual book club meeting\u003c/a> between middle school students in Oklahoma.\u003c/p>\n\u003cp>\u003cstrong>3) LEARNING FROM PROFESSIONALS\u003c/strong>.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">In Orangeville, Ontario, a Canadian Space Agency astronaut told kids about his experiences in outer space via Skype -- things like \u003ca href=\"http://www.orangeville.com/community/life/article/963256--students-speak-to-spaceman\" target=\"_blank\">you can't burp in space\u003c/a>. Through the \u003ca href=\"http://www.wvpubcast.org/newsarticle.aspx?id=19227\" target=\"_blank\">NASA Explorer Schools Program\u003c/a>, schools videoconference with astronauts at the International Space Station. In New York, kids have connected with health professionals at the \u003ca href=\"http://suffernvideoconferencing.org/2011/02/10/578/\" target=\"_blank\">McMillen Center for Health Education\u003c/a> to learn about eating disorders, while elementary school students in Ottawa got to \u003ca href=\"http://mywebtimes.com/archives/ottawa/display.php?id=425517\" target=\"_blank\">ask questions of the author of the book they were reading\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>4) VIRTUAL FIELD TRIPS.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong> \u003c/strong>Videoconferencing means going places -- real places -- without having to pay for transportation or juggle logistics. Students can visit \"the heart of Madagascar\" through a videoconference \u003ca href=\"http://bronxzoo.com/educators/distance-learning.aspx\" target=\"_blank\">tour of an exhibit at the Bronx Zoo\u003c/a>, for example, watch an \u003ca href=\"http://ww4.fsusd.k12.ca.us/education/science/VideoConferencing/index.htm\" target=\"_blank\">autopsy procedure\u003c/a> at the \u003ca href=\"http://www.cosi.org/\" target=\"_blank\">Center of Science & Industry\u003c/a> in Columbus, Ohio, or even chase thunderstorms (or at least learn about them) through \u003ca href=\"http://www.oudaily.com/news/2011/mar/02/virtual-class-bring-storm-chasing-texas-schools/\" target=\"_blank\">a tour of the National Weather Center\u003c/a> with Discovery Channel's Reed Timmer. Check out this video of Center of Science & Industry's COSI's Storm Spotter \u003ca href=\"http://www.cosi.org/educators/videoconferencing/weather-watch/#ixzz1HFrQa2cU\">videoconference\u003c/a> session, in which students learn to take and use readings from barometers and thermometers to help them predict basic weather patterns and much more.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cobject id=\"viddler\" classid=\"clsid:d27cdb6e-ae6d-11cf-96b8-444553540000\" width=\"437\" height=\"347\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0\">\u003cparam name=\"allowScriptAccess\" value=\"always\">\u003cparam name=\"allowFullScreen\" value=\"true\">\u003cparam name=\"flashvars\" value=\"fake=1\">\u003cparam name=\"src\" value=\"http://www.viddler.com/simple_on_site/5918b904\">\u003cparam name=\"name\" value=\"viddler\">\u003cparam name=\"allowfullscreen\" value=\"true\">\u003cembed id=\"viddler\" type=\"application/x-shockwave-flash\" width=\"437\" height=\"347\" src=\"http://www.viddler.com/simple_on_site/5918b904\" name=\"viddler\" flashvars=\"fake=1\" allowfullscreen=\"true\" allowscriptaccess=\"always\">\u003c/embed>\u003c/object>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-9043\" href=\"http://ww2.kqed.org/mindshift/2011/03/video-chats-takes-students-to-other-worlds/3314284967_5bae16e293_z/\">\u003cimg class=\"size-medium wp-image-9043\" title=\"kids videoconferencing\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/3314284967_5bae16e293_z-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp>As Skyping becomes part of our daily vocabulary -- like \"googling\" and \"friending,\" it's also being used more in schools. As a way to connect students to valuable resources across the world, schools are embracing \u003ca href=\"http://www.skype.com/intl/en-us/home\" target=\"_blank\">Skype\u003c/a>, \u003ca href=\"http://www.webex.com/\" target=\"_blank\">WebEx\u003c/a>, \u003ca href=\"http://www.google.com/chat/video\" target=\"_blank\">Google video chat\u003c/a>, and other tools as an alternative the chalkboard generation could only dream of: conversations with astronauts, field trips to the zoo, and connecting with kids across the globe, for instance -- all from the comfort of their own classrooms.\u003c/p>\n\u003cp>Grant funding for videoconferencing equipment in schools is becoming more prevalent, too (often, that money is federal; \u003ca href=\"http://www.tandberg.com/services/video-conferencing-federal-government-grant-services.jsp\" target=\"_blank\">Tandberg\u003c/a>, for example, is one resource). This means that more kids might get to \u003ca href=\"http://www.wickedlocal.com/acton/news/education/x1596407867/Acton-schools-Discovery-Museums-connect-with-El-Salvador#axzz1FynEulXt\" target=\"_blank\">meet peers in El Salvador\u003c/a>, and \u003ca href=\"http://www.martinsvillebulletin.com/article.cfm?ID=27092\" target=\"_blank\">snow days\u003c/a> could be a thing of the past.\u003c/p>\n\u003cp>\u003cstrong>1) DISTANCE LEARNING. \u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">In Tennessee, instructors at Dyersburg State Community College 11 interactive TV classrooms can \u003ca href=\"http://www.wmctv.com/Global/story.asp?S=14076032\" target=\"_blank\">teach students more than an hour's drive away\u003c/a>, thanks to a $800,000 USDA grant. A \u003ca href=\"http://blog.al.com/spotnews/2011/02/distance_learning_connects_cla.html\" target=\"_blank\">distance learning program in Alabama\u003c/a> that uses webcams, big-screen televisions, and interactive whiteboards has been lauded for its ability to bring Advanced Placement (AP) classes to students who wouldn't otherwise have access. And the \u003ca href=\"http://www.abqjournal.com/abqnews/abqnewseeker-mainmenu-39/26639-feds-provide-money-to-gallup-mckinley-county-jemez-valley-school-districts.html\" target=\"_blank\">Gallup-McKinley and Jemez Valley School Districts in New Mexico\u003c/a> are each receiving $500,000 in federal grants to create a videoconferencing system that will enable students to take AP and foreign language classes as well as facilitate professional development for teachers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>2) KIDS COLLABORATING WITH KIDS. \u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Some of the greatest potential for learning exists with kids meeting friends across the world or across town to discuss class topics or to collaborate on long-term projects. Kids can \u003ca href=\"http://www.edutopia.org/poetry-slam-global-writes\" target=\"_blank\">perform in slam poetry competitions\u003c/a> with one another through an arts program called \u003ca href=\"http://www.globalwrites.org/Global_WRITeS.org/Welcome_to_Global_WRITeS.html\" target=\"_blank\">Global Writes\u003c/a>; a \u003ca href=\"http://www.wickedlocal.com/acton/news/education/x1596407867/Acton-schools-Discovery-Museums-connect-with-El-Salvador#axzz1FynEulXt\" target=\"_blank\">Discovery Museums science and culture exchange program\u003c/a> allows third-graders in Acton, Massachusetts to videoconference with students from El Salvador and learn about one another's local ecosystems; and sixth graders in Hillburn, New York are \u003ca href=\"http://suffernvideoconferencing.org/2011/02/17/chinese-student-teachers/\" target=\"_blank\">teaching kindergartners beginning Mandarin Chinese\u003c/a>. And sometimes, student videoconferences are, in fact, conferences, like \u003ca href=\"http://baldwin-whitehall.patch.com/articles/technology-links-bhs-students-to-international-discussion\" target=\"_blank\">this international conference on the global response to natural disasters\u003c/a> based out of Pittsburgh or a \u003ca href=\"http://enidnews.com/localnews/x892852901/Waller-students-participate-in-book-club-conference\" target=\"_blank\">virtual book club meeting\u003c/a> between middle school students in Oklahoma.\u003c/p>\n\u003cp>\u003cstrong>3) LEARNING FROM PROFESSIONALS\u003c/strong>.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">In Orangeville, Ontario, a Canadian Space Agency astronaut told kids about his experiences in outer space via Skype -- things like \u003ca href=\"http://www.orangeville.com/community/life/article/963256--students-speak-to-spaceman\" target=\"_blank\">you can't burp in space\u003c/a>. Through the \u003ca href=\"http://www.wvpubcast.org/newsarticle.aspx?id=19227\" target=\"_blank\">NASA Explorer Schools Program\u003c/a>, schools videoconference with astronauts at the International Space Station. In New York, kids have connected with health professionals at the \u003ca href=\"http://suffernvideoconferencing.org/2011/02/10/578/\" target=\"_blank\">McMillen Center for Health Education\u003c/a> to learn about eating disorders, while elementary school students in Ottawa got to \u003ca href=\"http://mywebtimes.com/archives/ottawa/display.php?id=425517\" target=\"_blank\">ask questions of the author of the book they were reading\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>4) VIRTUAL FIELD TRIPS.\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\u003cstrong> \u003c/strong>Videoconferencing means going places -- real places -- without having to pay for transportation or juggle logistics. Students can visit \"the heart of Madagascar\" through a videoconference \u003ca href=\"http://bronxzoo.com/educators/distance-learning.aspx\" target=\"_blank\">tour of an exhibit at the Bronx Zoo\u003c/a>, for example, watch an \u003ca href=\"http://ww4.fsusd.k12.ca.us/education/science/VideoConferencing/index.htm\" target=\"_blank\">autopsy procedure\u003c/a> at the \u003ca href=\"http://www.cosi.org/\" target=\"_blank\">Center of Science & Industry\u003c/a> in Columbus, Ohio, or even chase thunderstorms (or at least learn about them) through \u003ca href=\"http://www.oudaily.com/news/2011/mar/02/virtual-class-bring-storm-chasing-texas-schools/\" target=\"_blank\">a tour of the National Weather Center\u003c/a> with Discovery Channel's Reed Timmer. Check out this video of Center of Science & Industry's COSI's Storm Spotter \u003ca href=\"http://www.cosi.org/educators/videoconferencing/weather-watch/#ixzz1HFrQa2cU\">videoconference\u003c/a> session, in which students learn to take and use readings from barometers and thermometers to help them predict basic weather patterns and much more.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cobject id=\"viddler\" classid=\"clsid:d27cdb6e-ae6d-11cf-96b8-444553540000\" width=\"437\" height=\"347\" codebase=\"http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=6,0,40,0\">\u003cparam name=\"allowScriptAccess\" value=\"always\">\u003cparam name=\"allowFullScreen\" value=\"true\">\u003cparam name=\"flashvars\" value=\"fake=1\">\u003cparam name=\"src\" value=\"http://www.viddler.com/simple_on_site/5918b904\">\u003cparam name=\"name\" value=\"viddler\">\u003cparam name=\"allowfullscreen\" value=\"true\">\u003cembed id=\"viddler\" type=\"application/x-shockwave-flash\" width=\"437\" height=\"347\" src=\"http://www.viddler.com/simple_on_site/5918b904\" name=\"viddler\" flashvars=\"fake=1\" allowfullscreen=\"true\" allowscriptaccess=\"always\">\u003c/embed>\u003c/object>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"politicalbreakdown": {
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
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"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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},
"radiolab": {
"id": "radiolab",
"title": "Radiolab",
"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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"reveal": {
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"title": "Reveal",
"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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"officialWebsiteLink": "https://www.revealnews.org/episodes/",
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"order": 16
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},
"science-friday": {
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