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"content": "\u003cp>Parents and caregivers may have to wait until the end of 2021 before a COVID-19 vaccine is fully approved for young children ages 5 to 11. The news comes from Dr. Francis Collins, director of the National Institutes of Health, in an interview with NPR's \u003cem>Morning Edition\u003c/em>.\u003c/p>\n\u003cp>Collins said both Pfizer and Moderna are still collecting trial data, trying to understand — among other things — whether young children should receive a smaller vaccine dose than what has already been approved for adults.\u003c/p>\n\u003cp>Pfizer could submit its data to the Food and Drug Administration for review by the end of September, Collins said. But he added, \"I've got to be honest, I don't see the approval for kids — 5 to 11 — coming much before the end of 2021.\"\u003c/p>\n\u003cp>While full FDA approval is likely several months away, Pfizer's vaccine could be cleared for emergency use earlier, possibly in October, after the submission of its trial data.\u003c/p>\n\u003cp>Collins' remarks come one day after the \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2021/08/23/1030251410/pfizer-covid-vaccine-fda-approval\">FDA granted full approval\u003c/a> to Pfizer-BioNTech's COVID-19 vaccine for people 16 and older. The vaccine remains available for kids between the ages of 12 and 15 through the current emergency use authorization.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The NIH director also weighed in on the heated fight in states requiring children to wear masks in schools. Collins said he's \"puzzled\" by the debate, saying there is ample evidence that wearing masks will help prevent COVID-19 outbreaks.\u003c/p>\n\u003cp>Several states, including Texas, Florida and Arizona, have banned school districts from broadly requiring mask-wearing. Nevertheless, some large, urban districts — including \u003ca href=\"https://www.npr.org/2021/08/17/1028542833/local-leaders-in-texas-are-defying-the-governors-ban-on-mask-mandates\">Dallas\u003c/a> and \u003ca href=\"https://www.npr.org/2021/08/13/1027317306/arizona-school-districts-head-to-court-over-mask-mandate-bans\">Phoenix\u003c/a> — have defied those orders. The Biden administration and the U.S. Department of Education have thrown their support behind these embattled district leaders, even \u003ca href=\"https://www.npr.org/sections/back-to-school-live-updates/2021/08/23/1030277164/states-blocking-school-mask-mandates-could-face-civil-rights-probes-official-say\">threatening states with civil rights investigations\u003c/a> if students feel they cannot safely learn because of a lack of masking\u003c/p>\n\u003cp>Ultimately, Collins said, masking will help keep schools open.\u003c/p>\n\u003cp>\"If you want to avoid having that outbreak that's going to send all the kids home again, you should be doing everything to avoid that. And that means wearing masks,\" Collins told NPR. \"And by the way, if somebody tries to tell you we don't really have scientific evidence to say that masks reduce infection in schools, that's just not true. There are dozens of publications, both from the U.S. and other countries, to show that's the case. So, boy, I wish we could get over that fight.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>It's a fight, Collins said, that is getting in the way of \"what is going to be a tough enough fall as it is.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Vaccine+For+Children+Is+Not+Likely+To+Be+Approved+Until+The+End+Of+Year&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The NIH director also weighed in on the heated fight in states requiring children to wear masks in schools. Collins said he's \"puzzled\" by the debate, saying there is ample evidence that wearing masks will help prevent COVID-19 outbreaks.\u003c/p>\n\u003cp>Several states, including Texas, Florida and Arizona, have banned school districts from broadly requiring mask-wearing. Nevertheless, some large, urban districts — including \u003ca href=\"https://www.npr.org/2021/08/17/1028542833/local-leaders-in-texas-are-defying-the-governors-ban-on-mask-mandates\">Dallas\u003c/a> and \u003ca href=\"https://www.npr.org/2021/08/13/1027317306/arizona-school-districts-head-to-court-over-mask-mandate-bans\">Phoenix\u003c/a> — have defied those orders. The Biden administration and the U.S. Department of Education have thrown their support behind these embattled district leaders, even \u003ca href=\"https://www.npr.org/sections/back-to-school-live-updates/2021/08/23/1030277164/states-blocking-school-mask-mandates-could-face-civil-rights-probes-official-say\">threatening states with civil rights investigations\u003c/a> if students feel they cannot safely learn because of a lack of masking\u003c/p>\n\u003cp>Ultimately, Collins said, masking will help keep schools open.\u003c/p>\n\u003cp>\"If you want to avoid having that outbreak that's going to send all the kids home again, you should be doing everything to avoid that. And that means wearing masks,\" Collins told NPR. \"And by the way, if somebody tries to tell you we don't really have scientific evidence to say that masks reduce infection in schools, that's just not true. There are dozens of publications, both from the U.S. and other countries, to show that's the case. So, boy, I wish we could get over that fight.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>It's a fight, Collins said, that is getting in the way of \"what is going to be a tough enough fall as it is.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=A+Vaccine+For+Children+Is+Not+Likely+To+Be+Approved+Until+The+End+Of+Year&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>Natalie McCray could hardly sleep before her first day of eighth grade on Monday.\u003c/p>\n\u003cp>\"I woke up at like 6:45, which was way earlier than I needed,\" she said.\u003c/p>\n\u003cp>She got ready faster than usual, dressed in a white multicolored blouse, wide-legged jeans and a royal blue face mask to match the blue accents on her brand-new, white high-top sneakers.\u003c/p>\n\u003cp>It's an outfit she's been thinking about for months, she said.\u003c/p>\n\u003cp>Natalie was 11 years old when her Georgia school went all-remote in March 2020. Now she's 13, and like countless other students this fall, she's returning to the classroom for the first time since the pandemic started. She and those students have grown a lot over the past 17 months, and the world around them has changed dramatically.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But for Natalie, there's one thing that has stayed the same: the thrill of going back to school.\u003c/p>\n\u003ch3>Going back to school and feeling like the new kid\u003c/h3>\n\u003cp>Before leaving for school on Monday morning, Natalie took stock of her backpack: She had a notebook for each core subject (math, social studies, science, language arts, Spanish), her lunch (a sandwich, Oreo yogurt, strawberries), her agenda, ChapStick, hand sanitizer and lip gloss. She almost walked out the door without her school-issued laptop — but mom remembered.\u003c/p>\n\u003cp>Outside Webb Bridge Middle School in Alpharetta, Ga., a line of cars dropped students off at the entrance, where the masked principal welcomed them as they waved goodbye to family members. Inside, students stopped at hand sanitizer dispensers and huddled around classroom assignments posted on the hallway walls in neon paper. The students — nearly 1,200 of them — all wore masks: pink masks, cheetah print masks, medical masks, even N95s.\u003c/p>\n\u003cp>Natalie's first class, her compass class, started at 8:55 a.m. During the half-hour advising block, she and her classmates shared how they spent their summers and went over first-day-of-school logistics with teacher Nathan Amrine. Mr. Amrine played music softly in the background and students sat across four tables, in chairs with tennis balls on each of the legs.\u003c/p>\n\u003cp>Last week, when Natalie met Mr. Amrine at the school's open house, she told him, \"I shouldn't feel like a new kid, because I'm not. But I feel like a new kid.\"\u003c/p>\n\u003cp>And it's a feeling she's familiar with. Natalie and her family moved to Alpharetta two years ago, in time for Natalie to start fresh at Webb Bridge as a sixth-grader. Back then, she was shy and had a hard time meeting people. And just as she was coming out of her shell, she said, the coronavirus hit.\u003c/p>\n\u003cp>\"I felt like all of my work was just thrown out the window.\"\u003c/p>\n\u003cp>Natalie spent all of seventh grade learning online — and like a lot of other kids, she had a hard time.\u003c/p>\n\u003cp>\"She's in a neighborhood where there aren't a lot of kids her age, so she was really isolated, on her laptop, at home doing school all day,\" her mom, Nakilia McCray, explained.\u003c/p>\n\u003cfigure id=\"attachment_58294\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58294\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/natalie-first-day-of-school_nicolebuchanan_2021-11_slide-e4fc451e098c4b270488a08142a37835d428a2c4-e1628871062395.jpg\" alt=\"\" width=\"1920\" height=\"1279\">\u003cfigcaption class=\"wp-caption-text\">Before the pandemic, Natalie was shy and had a hard time meeting people. She said the past year has helped her realize that, despite her nerves, she wants to be around the other kids. \u003ccite>(Nicole Buchanan for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Natalie's grades slipped. She started to miss the stability of in-person school. And she realized that, despite her nerves around meeting new people, she \u003cem>wanted \u003c/em>to be around the other kids.\u003c/p>\n\u003cp>\"Life's way too short to just sit back and kind of shut yourself off from everyone around you just because you're scared,\" she said. \"I feel like there are times that you just need to take the risk and face your fears.\"\u003c/p>\n\u003cp>Natalie spent her first day of school introducing herself to new people and raising her hand in class — something she said she rarely used to do.\u003c/p>\n\u003cp>\"Those are small risks,\" she said, \"but they're still risks nonetheless, in my eyes.\"\u003c/p>\n\u003ch3>Finding her voice while the world changed\u003c/h3>\n\u003cp>Natalie's school in the suburbs of Atlanta is predominantly Asian American and white. Only about 11% of students are Black, like her.\u003c/p>\n\u003cp>\"I was always taught as a little Black girl in a predominantly white area, you kind of have to work twice as hard to get half the credit for literally anything,\" she said. \"And that's what I've been doing my entire life.\"\u003c/p>\n\u003cp>But a lot changed during the pandemic. George Floyd was murdered; protesters marched for racial justice around the country; the United States elected a new president.\u003c/p>\n\u003cp>\"I saw the people around me starting to show their true colors,\" Natalie said. She lost some friends and gained new ones.\u003c/p>\n\u003cp>She said her teachers also started talking about racism and oppression in the \u003cem>present \u003c/em>tense last year, and Natalie started devoting her social media to speaking up about it for the first time.\u003c/p>\n\u003cp>Finding her voice, and navigating her friendships, wasn't always easy.\u003c/p>\n\u003cp>\"All that happening at once is really stressful for someone who, at the time, was like 11 years old.\"\u003c/p>\n\u003ch3>The return to in-person school could be short-lived\u003c/h3>\n\u003cp>Since then, Natalie has been looking forward to returning to school — but the rapidly spreading delta variant of the coronavirus could complicate things.\u003c/p>\n\u003cp>In Georgia and across the country, \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2021/08/10/1026375608/nearly-94-000-kids-got-covid-19-last-week-they-were-15-of-all-new-infections\">cases among children are rising\u003c/a>. \u003ca href=\"https://twitter.com/CCPSNews/status/1425552808900653056?s=20\">Some\u003c/a> \u003ca href=\"https://www.13wmaz.com/article/news/local/macon-county-schools-to-go-completely-virtual-for-two-weeks/93-b9fe9fab-c880-4770-918c-66e7143960de\">schools\u003c/a> in Georgia have already announced they're sending kids home to learn virtually after starting the school year in person.\u003c/p>\n\u003cp>And while Natalie is fully vaccinated, many middle school-age students in the U.S. aren't. Children under 12 aren't yet eligible for the vaccine, and as of Tuesday, less than one-third of 12- to 15-year-olds had gotten their shots, \u003ca href=\"https://covid.cdc.gov/covid-data-tracker/#vaccinations-cases-trends\">according to data\u003c/a> from the Centers for Disease Control and Prevention.\u003c/p>\n\u003cp>Natalie's school district, Fulton County Schools, announced last week that masks will be required until coronavirus spread slows.\u003c/p>\n\u003cp>That was welcome news for the McCray family.\u003c/p>\n\u003cp>Natalie is excited to finally play her saxophone in band class instead of on Zoom and do science experiments in person, but she knows the coronavirus could still change everything.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\"I'm scared I'm going to get used to face-to-face [learning] again,\" Natalie said, \"and then if everything gets shut down, I'll be back to the way I was six months ago in school.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=An+8th-Grader+Finally+Returns+To+School+In+Person%2C+Hoping+It+Lasts&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Natalie McCray could hardly sleep before her first day of eighth grade on Monday.\u003c/p>\n\u003cp>\"I woke up at like 6:45, which was way earlier than I needed,\" she said.\u003c/p>\n\u003cp>She got ready faster than usual, dressed in a white multicolored blouse, wide-legged jeans and a royal blue face mask to match the blue accents on her brand-new, white high-top sneakers.\u003c/p>\n\u003cp>It's an outfit she's been thinking about for months, she said.\u003c/p>\n\u003cp>Natalie was 11 years old when her Georgia school went all-remote in March 2020. Now she's 13, and like countless other students this fall, she's returning to the classroom for the first time since the pandemic started. She and those students have grown a lot over the past 17 months, and the world around them has changed dramatically.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But for Natalie, there's one thing that has stayed the same: the thrill of going back to school.\u003c/p>\n\u003ch3>Going back to school and feeling like the new kid\u003c/h3>\n\u003cp>Before leaving for school on Monday morning, Natalie took stock of her backpack: She had a notebook for each core subject (math, social studies, science, language arts, Spanish), her lunch (a sandwich, Oreo yogurt, strawberries), her agenda, ChapStick, hand sanitizer and lip gloss. She almost walked out the door without her school-issued laptop — but mom remembered.\u003c/p>\n\u003cp>Outside Webb Bridge Middle School in Alpharetta, Ga., a line of cars dropped students off at the entrance, where the masked principal welcomed them as they waved goodbye to family members. Inside, students stopped at hand sanitizer dispensers and huddled around classroom assignments posted on the hallway walls in neon paper. The students — nearly 1,200 of them — all wore masks: pink masks, cheetah print masks, medical masks, even N95s.\u003c/p>\n\u003cp>Natalie's first class, her compass class, started at 8:55 a.m. During the half-hour advising block, she and her classmates shared how they spent their summers and went over first-day-of-school logistics with teacher Nathan Amrine. Mr. Amrine played music softly in the background and students sat across four tables, in chairs with tennis balls on each of the legs.\u003c/p>\n\u003cp>Last week, when Natalie met Mr. Amrine at the school's open house, she told him, \"I shouldn't feel like a new kid, because I'm not. But I feel like a new kid.\"\u003c/p>\n\u003cp>And it's a feeling she's familiar with. Natalie and her family moved to Alpharetta two years ago, in time for Natalie to start fresh at Webb Bridge as a sixth-grader. Back then, she was shy and had a hard time meeting people. And just as she was coming out of her shell, she said, the coronavirus hit.\u003c/p>\n\u003cp>\"I felt like all of my work was just thrown out the window.\"\u003c/p>\n\u003cp>Natalie spent all of seventh grade learning online — and like a lot of other kids, she had a hard time.\u003c/p>\n\u003cp>\"She's in a neighborhood where there aren't a lot of kids her age, so she was really isolated, on her laptop, at home doing school all day,\" her mom, Nakilia McCray, explained.\u003c/p>\n\u003cfigure id=\"attachment_58294\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58294\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/08/natalie-first-day-of-school_nicolebuchanan_2021-11_slide-e4fc451e098c4b270488a08142a37835d428a2c4-e1628871062395.jpg\" alt=\"\" width=\"1920\" height=\"1279\">\u003cfigcaption class=\"wp-caption-text\">Before the pandemic, Natalie was shy and had a hard time meeting people. She said the past year has helped her realize that, despite her nerves, she wants to be around the other kids. \u003ccite>(Nicole Buchanan for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Natalie's grades slipped. She started to miss the stability of in-person school. And she realized that, despite her nerves around meeting new people, she \u003cem>wanted \u003c/em>to be around the other kids.\u003c/p>\n\u003cp>\"Life's way too short to just sit back and kind of shut yourself off from everyone around you just because you're scared,\" she said. \"I feel like there are times that you just need to take the risk and face your fears.\"\u003c/p>\n\u003cp>Natalie spent her first day of school introducing herself to new people and raising her hand in class — something she said she rarely used to do.\u003c/p>\n\u003cp>\"Those are small risks,\" she said, \"but they're still risks nonetheless, in my eyes.\"\u003c/p>\n\u003ch3>Finding her voice while the world changed\u003c/h3>\n\u003cp>Natalie's school in the suburbs of Atlanta is predominantly Asian American and white. Only about 11% of students are Black, like her.\u003c/p>\n\u003cp>\"I was always taught as a little Black girl in a predominantly white area, you kind of have to work twice as hard to get half the credit for literally anything,\" she said. \"And that's what I've been doing my entire life.\"\u003c/p>\n\u003cp>But a lot changed during the pandemic. George Floyd was murdered; protesters marched for racial justice around the country; the United States elected a new president.\u003c/p>\n\u003cp>\"I saw the people around me starting to show their true colors,\" Natalie said. She lost some friends and gained new ones.\u003c/p>\n\u003cp>She said her teachers also started talking about racism and oppression in the \u003cem>present \u003c/em>tense last year, and Natalie started devoting her social media to speaking up about it for the first time.\u003c/p>\n\u003cp>Finding her voice, and navigating her friendships, wasn't always easy.\u003c/p>\n\u003cp>\"All that happening at once is really stressful for someone who, at the time, was like 11 years old.\"\u003c/p>\n\u003ch3>The return to in-person school could be short-lived\u003c/h3>\n\u003cp>Since then, Natalie has been looking forward to returning to school — but the rapidly spreading delta variant of the coronavirus could complicate things.\u003c/p>\n\u003cp>In Georgia and across the country, \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2021/08/10/1026375608/nearly-94-000-kids-got-covid-19-last-week-they-were-15-of-all-new-infections\">cases among children are rising\u003c/a>. \u003ca href=\"https://twitter.com/CCPSNews/status/1425552808900653056?s=20\">Some\u003c/a> \u003ca href=\"https://www.13wmaz.com/article/news/local/macon-county-schools-to-go-completely-virtual-for-two-weeks/93-b9fe9fab-c880-4770-918c-66e7143960de\">schools\u003c/a> in Georgia have already announced they're sending kids home to learn virtually after starting the school year in person.\u003c/p>\n\u003cp>And while Natalie is fully vaccinated, many middle school-age students in the U.S. aren't. Children under 12 aren't yet eligible for the vaccine, and as of Tuesday, less than one-third of 12- to 15-year-olds had gotten their shots, \u003ca href=\"https://covid.cdc.gov/covid-data-tracker/#vaccinations-cases-trends\">according to data\u003c/a> from the Centers for Disease Control and Prevention.\u003c/p>\n\u003cp>Natalie's school district, Fulton County Schools, announced last week that masks will be required until coronavirus spread slows.\u003c/p>\n\u003cp>That was welcome news for the McCray family.\u003c/p>\n\u003cp>Natalie is excited to finally play her saxophone in band class instead of on Zoom and do science experiments in person, but she knows the coronavirus could still change everything.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"I'm scared I'm going to get used to face-to-face [learning] again,\" Natalie said, \"and then if everything gets shut down, I'll be back to the way I was six months ago in school.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=An+8th-Grader+Finally+Returns+To+School+In+Person%2C+Hoping+It+Lasts&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"title": "Tools That Help English Language Learners Online and In Person",
"headTitle": "Tools That Help English Language Learners Online and In Person | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400;\">Heather Bradley is an ESOL (English for Speakers of Other Languages) teacher in Silver Spring, Maryland, where she teaches adult ESOL students. When the English proficiency assessment her program uses moved online several years ago, many of its corresponding course materials also went virtual, making her program’s transition to distance learning less difficult materials-wise. Yet towards the end of their first semester of virtual learning, Bradley began encouraging her students to write their notes on paper.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The action of writing down new words by hand from the reading, rather than copy-pasting from devices, allowed her students to more thoughtfully consider each term. She found that her students’ applied reading skills improved as a result. The process also eliminated the need to toggle between screens when taking notes. While especially helpful for her students with less digital experience, it also seemed to lessen the technology fatigue of her students overall. She pointed to the mental load posed by distance learning’s \u003c/span>\u003ca href=\"https://edsource.org/2020/on-or-off-california-schools-weigh-webcam-concerns-during-distance-learning/638984\">\u003cspan style=\"font-weight: 400;\">webcam surveillance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Being able to look away from your screen, at something else, to do your work gives students a renewed sense of intimacy,” Bradley said. “I feel like their stress factor lowers. And when you lower that stress factor, they are more readily able to access the content of the lesson.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">During periods of note taking, Bradley would turn off her screen share so that her Zoom screen would only include the video feeds of her students and herself. To her, this replicated the classroom feeling of being surrounded by peers working. When her students discussed what they wrote as a group after these quiet, collective periods, she said they were more engaged. With their notes on paper, students were only looking at their screens to look at each other. They didn’t toggle between their notes on screen and the class Zoom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For guided and independent reading notes alike, her students utilize the \u003c/span>\u003ca href=\"https://lsc.cornell.edu/how-to-study/taking-notes/cornell-note-taking-system/\">\u003cspan style=\"font-weight: 400;\">Cornell Note Taking System\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, which Bradley modeled for them. One student proposed adding a section for new words, and as a class, they determined where that section would fall on the page.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>https://youtu.be/nX-xshA_0m8\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I have seen much improved reading skills, more applied reading skills, going back and rereading text, identifying those words that they don’t know,” Bradley said. “That dynamic of writing it down, thinking about it, having the opportunity to think about it very clearly and easily together in this session without having to navigate to multiple other tabs – yeah, it’s been really good.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While Bradley appreciated the ability to introduce her students to new types of technology or improve their technological skills, she also wanted to be cognizant of the potentially overwhelming effect of near-ceaseless technology on her students with less technological backgrounds. The comfort and cultural familiarity of paper for newcomers also played a role in her decision to encourage paper notes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It is a way for them if they are just learning that technology to feel competent and to feel good before transitioning to a computer, or just as an alternative way of showing what they know that’s more appropriate for them as learners,” Bradley said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Applying culturally competent techniques when teaching virtually is a priority for Efraín Tovar, an English Language Development (ELD) teacher in Selma, California. Tovar works specifically with newcomers — at his school, that’s students who have spent three years or less in the United States. His students predominantly speak Spanish, Punjabi or Arabic as their first language. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">During virtual learning, Tovar taught his students how to enable closed captioning on Google Meet, as well as how to \u003c/span>\u003ca href=\"https://twitter.com/efraintovarjr/status/1294779822472798208?lang=en\">\u003cspan style=\"font-weight: 400;\">translate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> those captions into a student’s primary language, with Google Meet providing instantaneous translation in more than 100 languages. \u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" data-width=\"550\" data-dnt=\"true\">\n\u003cp lang=\"en\" dir=\"ltr\">Translate closed captions in a Google Meet! Empower your \u003ca href=\"https://twitter.com/hashtag/newcomers?src=hash&ref_src=twsrc%5Etfw\">#newcomers\u003c/a> \u003ca href=\"https://twitter.com/hashtag/ells?src=hash&ref_src=twsrc%5Etfw\">#ells\u003c/a>. \u003ca href=\"https://twitter.com/hashtag/CAellchat?src=hash&ref_src=twsrc%5Etfw\">#CAellchat\u003c/a> \u003ca href=\"https://twitter.com/hashtag/ELLchat?src=hash&ref_src=twsrc%5Etfw\">#ELLchat\u003c/a> .\u003ca href=\"https://twitter.com/CalTog?ref_src=twsrc%5Etfw\">@CalTog\u003c/a> ..\u003ca href=\"https://twitter.com/cueinc?ref_src=twsrc%5Etfw\">@cueinc\u003c/a> \u003ca href=\"https://twitter.com/WeAreCTA?ref_src=twsrc%5Etfw\">@WeAreCTA\u003c/a> .\u003ca href=\"https://twitter.com/CALSAfamilia?ref_src=twsrc%5Etfw\">@CALSAfamilia\u003c/a> \u003ca href=\"https://twitter.com/hashtag/WeAreCUE?src=hash&ref_src=twsrc%5Etfw\">#WeAreCUE\u003c/a> \u003ca href=\"https://twitter.com/hashtag/SomosCUE?src=hash&ref_src=twsrc%5Etfw\">#SomosCUE\u003c/a> \u003ca href=\"https://twitter.com/hashtag/GoogleEI?src=hash&ref_src=twsrc%5Etfw\">#GoogleEI\u003c/a> \u003ca href=\"https://twitter.com/hashtag/MEX16?src=hash&ref_src=twsrc%5Etfw\">#MEX16\u003c/a> .\u003ca href=\"https://twitter.com/GoogleForEdu?ref_src=twsrc%5Etfw\">@GoogleForEdu\u003c/a> \u003ca href=\"https://t.co/kBNg1Aw1gT\">pic.twitter.com/kBNg1Aw1gT\u003c/a>\u003c/p>\n\u003cp>— Efraín Tovar, M.A.Ed (@efraintovarjr) \u003ca href=\"https://twitter.com/efraintovarjr/status/1294779822472798208?ref_src=twsrc%5Etfw\">August 15, 2020\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cscript async src=\"https://platform.twitter.com/widgets.js\" charset=\"utf-8\">\u003c/script>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Closed captions in itself helps all students, regardless if they’re English language learners or not, because some students are visual learners,” said Tovar. “It’s definitely an accessibility feature that everyone can benefit from.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Tovar instructs the teachers at his school to decrease their rates of speech and use standard or academic English. These techniques improve the accuracy of the captioning and its translation. He teaches the students he works with how to turn on the service: as a user-based, rather than teacher-based, function, students need to enable it on their own. This, Tovar said, encourages students to take agency in their learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">This agency also comes into play with \u003c/span>\u003ca href=\"https://www.onenote.com/learningtools\">\u003cspan style=\"font-weight: 400;\">Immersive Reader\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, a tool on Microsoft devices with similar browser extensions. It offers the ability to read entire articles out loud, to translate them to multiple languages and to hear each language read with natural inflections. Students can select individual words and find their definitions, translations and parts of speech. They can also hear words read aloud to learn their pronunciations, and attempt to pronounce the words on their own to receive feedback on accuracy. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While some students learning English might be reticent to ask how to pronounce or read a word in a classroom setting, the discreteness and privacy of this extension allows them to practice the word on their own and grants them the security of knowing the word before reading it aloud in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“That has empowered students to take ownership of their own learning as they become better readers,” Tovar said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Pronunciation also comes into play with the self-publishing ebook program Tovar’s students use, \u003c/span>\u003ca href=\"https://bookcreator.com/\">\u003cspan style=\"font-weight: 400;\">Book Creator\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. They create ebooks in both their native language and English. While he began using this program prior to March 2020, he believes that the creativity required by the project was crucial for engaging students during virtual education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s an effective way that I have seen this year to get kids to become creators of content rather than just consumers of ELD worksheets, or worksheets in general,” Tovar said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Students describe topics ranging from a provided picture to their personal career goals. A sample book might include a line in a primary tongue, followed by the same line in English, with audio narration accompaniment in both languages. Students who are unable to write in their native tongues can use a speech-to-text function. The project allows students to continue practicing their native language, important for validating students’ histories, cultures and home languages development. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Language is tied to identity,” Tovar said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Tovar’s school, Abraham Lincoln Middle, began using the translation tool within \u003c/span>\u003ca href=\"https://www.parentsquare.com/\">\u003cspan style=\"font-weight: 400;\">Parent Square\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> during the COVID-19 pandemic. With this, all parents are able to reach out to their children’s teachers via cell — in their primary languages. Parent Square translates this message to English for teachers, whose responses are then translated to the parent’s predominant language. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">A Pew Research \u003c/span>\u003ca href=\"https://www.pewresearch.org/fact-tank/2019/08/20/smartphones-help-blacks-hispanics-bridge-some-but-not-all-digital-gaps-with-whites/\">\u003cspan style=\"font-weight: 400;\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> from 2019 found that Latinx and Black adults in the U.S. are more likely to have smartphones than traditional computers or broadband internet at home than white adults. By allowing parents to utilize tools that they have, schools can ensure that language and digital divides don’t prohibit parents from taking active roles in their children’s education.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Parent Square’s translate-texting function not only enables a cross-language two-way conversation, it might be more accessible for parents who are essential workers. When students don’t log in to virtual classes, Parent Square allows teachers to quickly text parents to notify them of an absence. This way, whether or not they’re at home, parents are able to hold their children accountable for showing up to online classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I hope we don’t go back. I hope the way we teach is different moving forward,” Tovar said. “Every single teacher, I would say, in the United States has beefed up their tech tools. And I think they realized that teachers can be creative as well, that technology is not a scary thing and that they can actually incorporate technology into their teaching.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">Heather Bradley is an ESOL (English for Speakers of Other Languages) teacher in Silver Spring, Maryland, where she teaches adult ESOL students. When the English proficiency assessment her program uses moved online several years ago, many of its corresponding course materials also went virtual, making her program’s transition to distance learning less difficult materials-wise. Yet towards the end of their first semester of virtual learning, Bradley began encouraging her students to write their notes on paper.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The action of writing down new words by hand from the reading, rather than copy-pasting from devices, allowed her students to more thoughtfully consider each term. She found that her students’ applied reading skills improved as a result. The process also eliminated the need to toggle between screens when taking notes. While especially helpful for her students with less digital experience, it also seemed to lessen the technology fatigue of her students overall. She pointed to the mental load posed by distance learning’s \u003c/span>\u003ca href=\"https://edsource.org/2020/on-or-off-california-schools-weigh-webcam-concerns-during-distance-learning/638984\">\u003cspan style=\"font-weight: 400;\">webcam surveillance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Being able to look away from your screen, at something else, to do your work gives students a renewed sense of intimacy,” Bradley said. “I feel like their stress factor lowers. And when you lower that stress factor, they are more readily able to access the content of the lesson.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">During periods of note taking, Bradley would turn off her screen share so that her Zoom screen would only include the video feeds of her students and herself. To her, this replicated the classroom feeling of being surrounded by peers working. When her students discussed what they wrote as a group after these quiet, collective periods, she said they were more engaged. With their notes on paper, students were only looking at their screens to look at each other. They didn’t toggle between their notes on screen and the class Zoom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For guided and independent reading notes alike, her students utilize the \u003c/span>\u003ca href=\"https://lsc.cornell.edu/how-to-study/taking-notes/cornell-note-taking-system/\">\u003cspan style=\"font-weight: 400;\">Cornell Note Taking System\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, which Bradley modeled for them. One student proposed adding a section for new words, and as a class, they determined where that section would fall on the page.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\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/nX-xshA_0m8'\n title='//www.youtube.com/embed/nX-xshA_0m8'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">“I have seen much improved reading skills, more applied reading skills, going back and rereading text, identifying those words that they don’t know,” Bradley said. “That dynamic of writing it down, thinking about it, having the opportunity to think about it very clearly and easily together in this session without having to navigate to multiple other tabs – yeah, it’s been really good.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While Bradley appreciated the ability to introduce her students to new types of technology or improve their technological skills, she also wanted to be cognizant of the potentially overwhelming effect of near-ceaseless technology on her students with less technological backgrounds. The comfort and cultural familiarity of paper for newcomers also played a role in her decision to encourage paper notes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It is a way for them if they are just learning that technology to feel competent and to feel good before transitioning to a computer, or just as an alternative way of showing what they know that’s more appropriate for them as learners,” Bradley said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Applying culturally competent techniques when teaching virtually is a priority for Efraín Tovar, an English Language Development (ELD) teacher in Selma, California. Tovar works specifically with newcomers — at his school, that’s students who have spent three years or less in the United States. His students predominantly speak Spanish, Punjabi or Arabic as their first language. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">During virtual learning, Tovar taught his students how to enable closed captioning on Google Meet, as well as how to \u003c/span>\u003ca href=\"https://twitter.com/efraintovarjr/status/1294779822472798208?lang=en\">\u003cspan style=\"font-weight: 400;\">translate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> those captions into a student’s primary language, with Google Meet providing instantaneous translation in more than 100 languages. \u003c/span>\u003c/p>\n\u003cblockquote class=\"twitter-tweet\" data-width=\"550\" data-dnt=\"true\">\n\u003cp lang=\"en\" dir=\"ltr\">Translate closed captions in a Google Meet! Empower your \u003ca href=\"https://twitter.com/hashtag/newcomers?src=hash&ref_src=twsrc%5Etfw\">#newcomers\u003c/a> \u003ca href=\"https://twitter.com/hashtag/ells?src=hash&ref_src=twsrc%5Etfw\">#ells\u003c/a>. \u003ca href=\"https://twitter.com/hashtag/CAellchat?src=hash&ref_src=twsrc%5Etfw\">#CAellchat\u003c/a> \u003ca href=\"https://twitter.com/hashtag/ELLchat?src=hash&ref_src=twsrc%5Etfw\">#ELLchat\u003c/a> .\u003ca href=\"https://twitter.com/CalTog?ref_src=twsrc%5Etfw\">@CalTog\u003c/a> ..\u003ca href=\"https://twitter.com/cueinc?ref_src=twsrc%5Etfw\">@cueinc\u003c/a> \u003ca href=\"https://twitter.com/WeAreCTA?ref_src=twsrc%5Etfw\">@WeAreCTA\u003c/a> .\u003ca href=\"https://twitter.com/CALSAfamilia?ref_src=twsrc%5Etfw\">@CALSAfamilia\u003c/a> \u003ca href=\"https://twitter.com/hashtag/WeAreCUE?src=hash&ref_src=twsrc%5Etfw\">#WeAreCUE\u003c/a> \u003ca href=\"https://twitter.com/hashtag/SomosCUE?src=hash&ref_src=twsrc%5Etfw\">#SomosCUE\u003c/a> \u003ca href=\"https://twitter.com/hashtag/GoogleEI?src=hash&ref_src=twsrc%5Etfw\">#GoogleEI\u003c/a> \u003ca href=\"https://twitter.com/hashtag/MEX16?src=hash&ref_src=twsrc%5Etfw\">#MEX16\u003c/a> .\u003ca href=\"https://twitter.com/GoogleForEdu?ref_src=twsrc%5Etfw\">@GoogleForEdu\u003c/a> \u003ca href=\"https://t.co/kBNg1Aw1gT\">pic.twitter.com/kBNg1Aw1gT\u003c/a>\u003c/p>\n\u003cp>— Efraín Tovar, M.A.Ed (@efraintovarjr) \u003ca href=\"https://twitter.com/efraintovarjr/status/1294779822472798208?ref_src=twsrc%5Etfw\">August 15, 2020\u003c/a>\u003c/p>\u003c/blockquote>\n\u003cp>\u003cscript async src=\"https://platform.twitter.com/widgets.js\" charset=\"utf-8\">\u003c/script>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Closed captions in itself helps all students, regardless if they’re English language learners or not, because some students are visual learners,” said Tovar. “It’s definitely an accessibility feature that everyone can benefit from.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Tovar instructs the teachers at his school to decrease their rates of speech and use standard or academic English. These techniques improve the accuracy of the captioning and its translation. He teaches the students he works with how to turn on the service: as a user-based, rather than teacher-based, function, students need to enable it on their own. This, Tovar said, encourages students to take agency in their learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">This agency also comes into play with \u003c/span>\u003ca href=\"https://www.onenote.com/learningtools\">\u003cspan style=\"font-weight: 400;\">Immersive Reader\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, a tool on Microsoft devices with similar browser extensions. It offers the ability to read entire articles out loud, to translate them to multiple languages and to hear each language read with natural inflections. Students can select individual words and find their definitions, translations and parts of speech. They can also hear words read aloud to learn their pronunciations, and attempt to pronounce the words on their own to receive feedback on accuracy. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While some students learning English might be reticent to ask how to pronounce or read a word in a classroom setting, the discreteness and privacy of this extension allows them to practice the word on their own and grants them the security of knowing the word before reading it aloud in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“That has empowered students to take ownership of their own learning as they become better readers,” Tovar said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Pronunciation also comes into play with the self-publishing ebook program Tovar’s students use, \u003c/span>\u003ca href=\"https://bookcreator.com/\">\u003cspan style=\"font-weight: 400;\">Book Creator\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. They create ebooks in both their native language and English. While he began using this program prior to March 2020, he believes that the creativity required by the project was crucial for engaging students during virtual education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s an effective way that I have seen this year to get kids to become creators of content rather than just consumers of ELD worksheets, or worksheets in general,” Tovar said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Students describe topics ranging from a provided picture to their personal career goals. A sample book might include a line in a primary tongue, followed by the same line in English, with audio narration accompaniment in both languages. Students who are unable to write in their native tongues can use a speech-to-text function. The project allows students to continue practicing their native language, important for validating students’ histories, cultures and home languages development. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Language is tied to identity,” Tovar said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Tovar’s school, Abraham Lincoln Middle, began using the translation tool within \u003c/span>\u003ca href=\"https://www.parentsquare.com/\">\u003cspan style=\"font-weight: 400;\">Parent Square\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> during the COVID-19 pandemic. With this, all parents are able to reach out to their children’s teachers via cell — in their primary languages. Parent Square translates this message to English for teachers, whose responses are then translated to the parent’s predominant language. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">A Pew Research \u003c/span>\u003ca href=\"https://www.pewresearch.org/fact-tank/2019/08/20/smartphones-help-blacks-hispanics-bridge-some-but-not-all-digital-gaps-with-whites/\">\u003cspan style=\"font-weight: 400;\">study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> from 2019 found that Latinx and Black adults in the U.S. are more likely to have smartphones than traditional computers or broadband internet at home than white adults. By allowing parents to utilize tools that they have, schools can ensure that language and digital divides don’t prohibit parents from taking active roles in their children’s education.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Parent Square’s translate-texting function not only enables a cross-language two-way conversation, it might be more accessible for parents who are essential workers. When students don’t log in to virtual classes, Parent Square allows teachers to quickly text parents to notify them of an absence. This way, whether or not they’re at home, parents are able to hold their children accountable for showing up to online classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“I hope we don’t go back. I hope the way we teach is different moving forward,” Tovar said. “Every single teacher, I would say, in the United States has beefed up their tech tools. And I think they realized that teachers can be creative as well, that technology is not a scary thing and that they can actually incorporate technology into their teaching.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>U.S. Education Secretary Miguel Cardona has a message for schools across the country ahead of the new school year: Students need to be in classrooms.\u003c/p>\n\u003cp>\"That's where students learn best,\" Cardona told NPR's A Martínez. \"Schools are more than just places where students learn how to read and write — they're communities. They're like second families to our students.\"\u003c/p>\n\u003cp>On Monday, the U.S. Education Department will release \u003ca href=\"https://sites.ed.gov/roadmap/\">a roadmap for the return to school\u003c/a>, encouraging districts to invest in social and emotional support for students and outlining ways to \"accelerate academic achievement.\"\u003c/p>\n\u003cp>The roadmap also recommends that school systems follow the Centers for Disease Control and Prevention's masking guidance for K-12 schools, which the agency revised last week, \u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/vaccines/fully-vaccinated-guidance.html\">recommending\u003c/a> \"universal indoor masking for all teachers, staff, students, and visitors to schools, regardless of vaccination status.\"\u003c/p>\n\u003cp>\u003cstrong>Mask mandate bans will make it hard for some schools to follow the roadmap\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Following those masking recommendations will be next to impossible for some districts where state legislators have stepped in. Texas, South Carolina and Iowa have all passed laws banning schools from requiring students and staff to wear masks. Iowa Gov. Kim Reynolds \u003ca href=\"https://governor.iowa.gov/press-release/reynolds-statement-on-new-covid-19-guidance-from-the-biden-administration%C2%A0%C2%A0\">said last week\u003c/a> that the CDC's recommendations wouldn't change that. In South Carolina, Gov. Henry McMaster \u003ca href=\"https://twitter.com/henrymcmaster/status/1420111066630082568?s=20\">tweeted\u003c/a> that \"personal responsibility\" was the answer.\u003c/p>\n\u003cp>\"I know that there are some folks making decisions that are less based on science and more on their ideology,\" Cardona said. \"But at the end of the day, our educators, their job is to make sure our students are OK. We have to make sure that we're following mitigation strategies and creating safe learning environments for students.\"\u003c/p>\n\u003cp>It's on schools to communicate with hesitant families about the steps they're taking, Cardona said. If they're not taking the right steps, \"what's going to happen is those families that don't feel comfortable will not be sending their children to school.\"\u003c/p>\n\u003cp>Cardona added that he knows some school leaders are \"going to be running up against challenges from elected officials. And that's sad and that's unfortunate.\"\u003c/p>\n\u003cp>South Carolina's largest school district, Greenville County Schools, is strongly encouraging mask wearing — but district spokesperson Tim Waller said that's about all they can do to get students and staff to use face coverings. \"The legislature has passed a number of provisos which have tied the hands of school districts in South Carolina,\" he said. If cases rise or high numbers of students and staff must quarantine, \"It is my hope that elected officials who have placed these restrictions on public school districts in South Carolina will do the right thing and ease up on some of those restrictions.\"\u003c/p>\n\u003cp>Cardona said the department is having daily conversations with governors and elected officials about best practices — but \"in those places where they're most resistant, that's where we're seeing the most spread of COVID-19.\"\u003c/p>\n\u003cp>Meanwhile, public health leaders are warning Americans about the fast-spreading delta variant of the coronavirus. On Friday, the CDC \u003ca href=\"https://www.cdc.gov/mmwr/volumes/70/wr/mm7031e2.htm?s_cid=mm7031e2_w\">published data\u003c/a> showing that vaccinated people infected with the delta variant are just as likely as unvaccinated people to spread the virus to others.\u003c/p>\n\u003cp>\"I don't have to tell you, the rising delta variant is creating some concern across the country,\" Cardona said. But he added, \"We know that mask wearing and mitigation strategies allow [schools] to reopen safely.\" If increased spread of the virus prohibits schools from reopening in person, he said, \"to me, that's a failure of adults.\"\u003c/p>\n\u003cp>\u003cstrong>Schools should \"hit the reset button\" this fall \u003c/strong>\u003c/p>\n\u003cp>The roadmap also recommends that school leaders encourage and provide access to vaccination for all eligible students and staff members.\u003c/p>\n\u003cp>Vaccines are currently approved for children 12 years old and up — so, regardless of how many students and families heed public health advice, elementary schools will be filled with unvaccinated students at the start of school. And while most middle school-age students are eligible for the vaccine, \u003ca href=\"https://covid.cdc.gov/covid-data-tracker/#vaccinations-cases-trends\">just 28% of the country's 12- to 15-year-olds\u003c/a> were fully vaccinated as of Thursday, according to data from the CDC.\u003c/p>\n\u003cp>Vaccinated or not, Cardona said students need to be able to return to classrooms, where they have access to school meals and \"where they can access the social and emotional support and mental health support professionals that are available in the school.\"\u003c/p>\n\u003cp>That social-emotional support is another area the department is encouraging schools to invest in with the pandemic relief funding provided by the federal government. \"I would be as concerned about the social and emotional well-being of our students as much as the academic loss,\" Cardona said.\u003c/p>\n\u003cp>Schools have an opportunity \"to hit the reset button\" — but he worried the one thing holding them back is \"complacency.\"\u003c/p>\n\u003cp>\"You know, before the pandemic, we had wide opportunity gaps in our country,\" Cardona said. \"We had the cost of college preventing people from thinking about college because they didn't want to be buried in debt. We must do better.\"\u003c/p>\n\u003cp>For Cardona, that future might include some expanded remote learning options for students. \"But post pandemic, I really feel like students need to be in a classroom learning with their peers, engaging with an educator in person.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>That's what many school leaders are focused on right now. Still, in-person school is a complicated goal when, in many places, the desires of state leaders, public health officials and families all look different.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Students+Need+To+Be+In+Classrooms%2C+With+Masks%2C+This+Fall%2C+Education+Secretary+Says&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>U.S. Education Secretary Miguel Cardona has a message for schools across the country ahead of the new school year: Students need to be in classrooms.\u003c/p>\n\u003cp>\"That's where students learn best,\" Cardona told NPR's A Martínez. \"Schools are more than just places where students learn how to read and write — they're communities. They're like second families to our students.\"\u003c/p>\n\u003cp>On Monday, the U.S. Education Department will release \u003ca href=\"https://sites.ed.gov/roadmap/\">a roadmap for the return to school\u003c/a>, encouraging districts to invest in social and emotional support for students and outlining ways to \"accelerate academic achievement.\"\u003c/p>\n\u003cp>The roadmap also recommends that school systems follow the Centers for Disease Control and Prevention's masking guidance for K-12 schools, which the agency revised last week, \u003ca href=\"https://www.cdc.gov/coronavirus/2019-ncov/vaccines/fully-vaccinated-guidance.html\">recommending\u003c/a> \"universal indoor masking for all teachers, staff, students, and visitors to schools, regardless of vaccination status.\"\u003c/p>\n\u003cp>\u003cstrong>Mask mandate bans will make it hard for some schools to follow the roadmap\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Following those masking recommendations will be next to impossible for some districts where state legislators have stepped in. Texas, South Carolina and Iowa have all passed laws banning schools from requiring students and staff to wear masks. Iowa Gov. Kim Reynolds \u003ca href=\"https://governor.iowa.gov/press-release/reynolds-statement-on-new-covid-19-guidance-from-the-biden-administration%C2%A0%C2%A0\">said last week\u003c/a> that the CDC's recommendations wouldn't change that. In South Carolina, Gov. Henry McMaster \u003ca href=\"https://twitter.com/henrymcmaster/status/1420111066630082568?s=20\">tweeted\u003c/a> that \"personal responsibility\" was the answer.\u003c/p>\n\u003cp>\"I know that there are some folks making decisions that are less based on science and more on their ideology,\" Cardona said. \"But at the end of the day, our educators, their job is to make sure our students are OK. We have to make sure that we're following mitigation strategies and creating safe learning environments for students.\"\u003c/p>\n\u003cp>It's on schools to communicate with hesitant families about the steps they're taking, Cardona said. If they're not taking the right steps, \"what's going to happen is those families that don't feel comfortable will not be sending their children to school.\"\u003c/p>\n\u003cp>Cardona added that he knows some school leaders are \"going to be running up against challenges from elected officials. And that's sad and that's unfortunate.\"\u003c/p>\n\u003cp>South Carolina's largest school district, Greenville County Schools, is strongly encouraging mask wearing — but district spokesperson Tim Waller said that's about all they can do to get students and staff to use face coverings. \"The legislature has passed a number of provisos which have tied the hands of school districts in South Carolina,\" he said. If cases rise or high numbers of students and staff must quarantine, \"It is my hope that elected officials who have placed these restrictions on public school districts in South Carolina will do the right thing and ease up on some of those restrictions.\"\u003c/p>\n\u003cp>Cardona said the department is having daily conversations with governors and elected officials about best practices — but \"in those places where they're most resistant, that's where we're seeing the most spread of COVID-19.\"\u003c/p>\n\u003cp>Meanwhile, public health leaders are warning Americans about the fast-spreading delta variant of the coronavirus. On Friday, the CDC \u003ca href=\"https://www.cdc.gov/mmwr/volumes/70/wr/mm7031e2.htm?s_cid=mm7031e2_w\">published data\u003c/a> showing that vaccinated people infected with the delta variant are just as likely as unvaccinated people to spread the virus to others.\u003c/p>\n\u003cp>\"I don't have to tell you, the rising delta variant is creating some concern across the country,\" Cardona said. But he added, \"We know that mask wearing and mitigation strategies allow [schools] to reopen safely.\" If increased spread of the virus prohibits schools from reopening in person, he said, \"to me, that's a failure of adults.\"\u003c/p>\n\u003cp>\u003cstrong>Schools should \"hit the reset button\" this fall \u003c/strong>\u003c/p>\n\u003cp>The roadmap also recommends that school leaders encourage and provide access to vaccination for all eligible students and staff members.\u003c/p>\n\u003cp>Vaccines are currently approved for children 12 years old and up — so, regardless of how many students and families heed public health advice, elementary schools will be filled with unvaccinated students at the start of school. And while most middle school-age students are eligible for the vaccine, \u003ca href=\"https://covid.cdc.gov/covid-data-tracker/#vaccinations-cases-trends\">just 28% of the country's 12- to 15-year-olds\u003c/a> were fully vaccinated as of Thursday, according to data from the CDC.\u003c/p>\n\u003cp>Vaccinated or not, Cardona said students need to be able to return to classrooms, where they have access to school meals and \"where they can access the social and emotional support and mental health support professionals that are available in the school.\"\u003c/p>\n\u003cp>That social-emotional support is another area the department is encouraging schools to invest in with the pandemic relief funding provided by the federal government. \"I would be as concerned about the social and emotional well-being of our students as much as the academic loss,\" Cardona said.\u003c/p>\n\u003cp>Schools have an opportunity \"to hit the reset button\" — but he worried the one thing holding them back is \"complacency.\"\u003c/p>\n\u003cp>\"You know, before the pandemic, we had wide opportunity gaps in our country,\" Cardona said. \"We had the cost of college preventing people from thinking about college because they didn't want to be buried in debt. We must do better.\"\u003c/p>\n\u003cp>For Cardona, that future might include some expanded remote learning options for students. \"But post pandemic, I really feel like students need to be in a classroom learning with their peers, engaging with an educator in person.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>That's what many school leaders are focused on right now. Still, in-person school is a complicated goal when, in many places, the desires of state leaders, public health officials and families all look different.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Students+Need+To+Be+In+Classrooms%2C+With+Masks%2C+This+Fall%2C+Education+Secretary+Says&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Some Districts Are Trying To Get Anxious Families Back Into School Buildings",
"title": "How Some Districts Are Trying To Get Anxious Families Back Into School Buildings",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>Paullette Healy isn't sure yet where her 13-year-old son, Lucas, will go to school this fall.\u003c/p>\n\u003cp>She lives in Brooklyn, New York, and says New York City school buildings are in \"disarray,\" with overcrowded classrooms and windows that barely open. She worries about classroom ventilation and social distancing.\u003c/p>\n\u003cp>The city has announced it will \u003ca href=\"https://www.npr.org/2021/05/24/999825807/new-york-city-schools-will-fully-reopen-with-no-remote-option-this-fall\">not offer a remote learning option\u003c/a> in the coming school year. In a statement to NPR, a NYC schools spokesperson said the district's buildings are \"some of the safest places to be during the pandemic,\" adding that classroom ventilation systems are fully operational.\u003c/p>\n\u003cp>But Healy isn't convinced.\u003c/p>\n\u003cp>\"It serves no purpose for [the district] to tell us that the schools are safe when we have lost parents and families to COVID during this time,\" she explains. \"To be forced to send your child into a building that you know is not safe — that feels like a death sentence.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>For Healy and her family, the back-to-school season comes at the end of a year marked by grief. Last August, Lucas lost his great-aunt to COVID-19 — she was the first of several family members to die from the disease.\u003c/p>\n\u003cp>Lucas is fully vaccinated, but just the thought of sending her son to in-person classes raises Healy's stress levels.\u003c/p>\n\u003cp>\"Whenever we hear of another friend or another family member who has contracted COVID, it's kind of a coldness that goes across us all,\" Healy explains.\u003c/p>\n\u003cfigure id=\"attachment_58211\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58211\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/20210712-npr-districts-work-to-gain-trust-026_slide-fa2719eacd88298e8f2fbb36b2693469b0577743-1-scaled-e1627400608510.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Paullette Healy holds a memorial photo of her aunt MaryAnne Doyle, who died from COVID-19 in August 2020. \u003ccite>(Laylah Amatullah Barrayn for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>This summer, parents across the country are weighing whether to send their children back to in-person school. Some are anxious about old ventilation systems and how well schools will enforce social distancing. Many parents of younger students are concerned because their children can't be vaccinated yet.\u003c/p>\n\u003cp>School leaders, meanwhile, are desperate to get students back. They're worried those who stay home will miss out on important social-emotional and academic development. In some states, low, in-person enrollment can also put a school's funding at risk.\u003c/p>\n\u003cp>Now, some districts are getting creative to try to win back the trust of hesitant families like Healy's.\u003c/p>\n\u003ch3>A Texas superintendent goes knocking on doors\u003c/h3>\n\u003cp>In Texas, for example, Stephanie Elizalde, head of the Austin Independent School District, has been \u003ca href=\"https://www.kut.org/education/2021-07-01/austin-isd-lost-thousands-of-students-during-the-pandemic-its-going-door-to-door-to-bring-them-back\">going door-to-door this summer\u003c/a>, trying to get residents with school-aged children to register for fall in-person classes.\u003c/p>\n\u003cp>When parents ask what school is going to look like in the fall, Elizalde says she shows them video clips on her phone of the classroom set-up. \"We're able to actually show parents, and have the conversation right then and there,\" she explains.\u003c/p>\n\u003cp>Austin ISD will not offer families a remote option this fall, after Texas lawmakers \u003ca href=\"https://www.kut.org/education/2021-06-04/a-bill-that-could-have-funded-virtual-learning-died-in-the-texas-legislature-now-school-districts-are-weighing-their-options\">failed to pass a bill\u003c/a> that would have funded virtual instruction. Texas has also \u003ca href=\"https://www.npr.org/2021/05/18/997990835/no-masks-are-required-at-most-texas-state-facilities-anymore\">banned mask mandates\u003c/a>, including in public schools. That means Elizalde can't require masks in classrooms, which she says has increased anxiety among some parents — and she respects those concerns.\u003c/p>\n\u003cp>\"The first thing is to acknowledge that while we will always do our very, very best, we also cannot take this lightly and just say, 'Oh don't worry, everything is going to be just fine,' \" she explains.\u003c/p>\n\u003cp>Over the past year, the nation's Black and Latino communities have seen some of the \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8248751/\">highest rates\u003c/a> of COVID-19 infection. And a \u003ca href=\"https://www.rand.org/pubs/research_reports/RRA1393-1.html\">new survey\u003c/a> from the RAND Corporation found Black and Latino families are also more hesitant to send their children back to in-person school.\u003c/p>\n\u003cp>Those numbers are in line with what Elizalde has seen in her district. Fifty-five percent of Austin ISD students are Latino, and she says many of their parents are worried about the possibility of children exposing older relatives to the virus.\u003c/p>\n\u003cp>\"We tend to be multi-generational in our homes,\" explains Elizalde, who is herself Latina. \"It's a very complex kind of anxiety for our families.\"\u003c/p>\n\u003cp>She uses her visits with parents to talk through their concerns — about students taking off masks to eat lunch, or crowding on the school bus. Then she works with families and their school to try to find a solution.\u003c/p>\n\u003cp>Elizalde says building trust begins with one-on-one relationships and organic, unscripted conversations. She understands some families may not be ready to send children back — but with no remote learning option, Austin schools \u003cem>need \u003c/em>students in their classrooms. In Texas, state funding for schools is tied, in part, to attendance. Poor attendance could lead to less money, Elizalde says, and that could lead to layoffs.\u003c/p>\n\u003cp>\"A rock and a hard place doesn't even begin to describe how I feel.\"\u003c/p>\n\u003ch3>Summer programs lay the groundwork for the fall\u003c/h3>\n\u003cp>Teffannie J. Hale's two daughters are the third generation of her family to enroll in Cleveland public schools. This summer, Hale is one of 19 parent ambassadors the district hired to act as liaisons between schools and families.\u003c/p>\n\u003cp>As an ambassador, she spends time talking to parents at the district's summer programs, answering their questions about summer learning and the new school year. Three days a week, she also fields phone calls from parents and caregivers.\u003c/p>\n\u003cp>She says when families ask about the safety of in-person programs, she tells them about the school secretary who requires everyone to practice social distancing and wear a mask.\u003c/p>\n\u003cp>\"That first encounter with her makes me feel safe,\" Hale tells families.\u003c/p>\n\u003cp>Tracy Hill, the executive director of family and community engagement at Cleveland Metropolitan Schools, says she hopes these conversations lay the groundwork for caregivers to feel more comfortable sending kids back to classrooms in the fall.\u003c/p>\n\u003cp>\"We do have families and students who are still a little hesitant about returning back to the in-person experience,\" Hill says. \"These ambassadors ... are connecting with them and sharing their stories and relaying [to the district] whatever feelings of apprehension they might have.\"\u003c/p>\n\u003cp>District leaders in Portland, Ore., are taking a similar approach. Jonathan Garcia, chief of staff for the city's public schools, says summer programs offer students and families a chance to \"dip their toes into the unknown.\"\u003c/p>\n\u003cp>This year, the district asked local community groups to host day camps to help families ease into in-person learning.\u003c/p>\n\u003cp>\"When families are able to see the people they know coming back to the in-person normal, you start to build that sense of 'We got this. We're moving forward together,' \" Garcia explains.\u003c/p>\n\u003cp>Hale, in Cleveland, says she understands why families might hesitate to send their children into classrooms. Her fiancé was hospitalized with COVID-19 earlier this year, and she says remote learning made her feel like she had control over her daughters' safety. But she knew her children needed to have a normal life again. In June, she decided to send her oldest, 10-year-old London, back to her school's campus for a summer program.\u003c/p>\n\u003cp>\"I try to shield my kids, but I don't believe that we're designed to be in isolation,\" Hale says.\u003c/p>\n\u003cp>One big reason Hale felt comfortable sending her daughter back was because she trusted her school district. She says Cleveland schools regularly communicated with families throughout the pandemic, through social media, mail and voice calls.\u003c/p>\n\u003cp>\"Because of the level of communication,\" Hale says, \"I'm choosing to keep my kids in-person [in the fall].\"\u003c/p>\n\u003cfigure id=\"attachment_58213\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58213\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/20210712-npr-districts-work-to-gain-trust-012_slide-bc840cc9791b9474b96e99284b84575f51d1f1b0-1-scaled-e1627400984637.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Healy sits with her 13-year-old son, Lucas, in their Brooklyn backyard while he receives remote instruction. \u003ccite>(Laylah Amatullah Barrayn for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>In-person public school versus remote private school\u003c/h3>\n\u003cp>Back in New York, Healy says communication was one way her district fell short, adding uncertainty and frustration to an already challenging year.\u003c/p>\n\u003cp>Healy is still weighing where to send Lucas this fall. She's collecting enrollment pamphlets from private schools that, unlike New York City public schools, are offering a remote option.\u003c/p>\n\u003cp>She says she's holding out hope that the city will change its mind about remote learning before the school year begins. If it doesn't? \"I very well see myself pulling my child out of public schools.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Sneha Dey is an intern on NPR's Education Desk.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+Some+Districts+Are+Trying+To+Get+Anxious+Families+Back+Into+School+Buildings&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>Paullette Healy isn't sure yet where her 13-year-old son, Lucas, will go to school this fall.\u003c/p>\n\u003cp>She lives in Brooklyn, New York, and says New York City school buildings are in \"disarray,\" with overcrowded classrooms and windows that barely open. She worries about classroom ventilation and social distancing.\u003c/p>\n\u003cp>The city has announced it will \u003ca href=\"https://www.npr.org/2021/05/24/999825807/new-york-city-schools-will-fully-reopen-with-no-remote-option-this-fall\">not offer a remote learning option\u003c/a> in the coming school year. In a statement to NPR, a NYC schools spokesperson said the district's buildings are \"some of the safest places to be during the pandemic,\" adding that classroom ventilation systems are fully operational.\u003c/p>\n\u003cp>But Healy isn't convinced.\u003c/p>\n\u003cp>\"It serves no purpose for [the district] to tell us that the schools are safe when we have lost parents and families to COVID during this time,\" she explains. \"To be forced to send your child into a building that you know is not safe — that feels like a death sentence.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>For Healy and her family, the back-to-school season comes at the end of a year marked by grief. Last August, Lucas lost his great-aunt to COVID-19 — she was the first of several family members to die from the disease.\u003c/p>\n\u003cp>Lucas is fully vaccinated, but just the thought of sending her son to in-person classes raises Healy's stress levels.\u003c/p>\n\u003cp>\"Whenever we hear of another friend or another family member who has contracted COVID, it's kind of a coldness that goes across us all,\" Healy explains.\u003c/p>\n\u003cfigure id=\"attachment_58211\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58211\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/20210712-npr-districts-work-to-gain-trust-026_slide-fa2719eacd88298e8f2fbb36b2693469b0577743-1-scaled-e1627400608510.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Paullette Healy holds a memorial photo of her aunt MaryAnne Doyle, who died from COVID-19 in August 2020. \u003ccite>(Laylah Amatullah Barrayn for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>This summer, parents across the country are weighing whether to send their children back to in-person school. Some are anxious about old ventilation systems and how well schools will enforce social distancing. Many parents of younger students are concerned because their children can't be vaccinated yet.\u003c/p>\n\u003cp>School leaders, meanwhile, are desperate to get students back. They're worried those who stay home will miss out on important social-emotional and academic development. In some states, low, in-person enrollment can also put a school's funding at risk.\u003c/p>\n\u003cp>Now, some districts are getting creative to try to win back the trust of hesitant families like Healy's.\u003c/p>\n\u003ch3>A Texas superintendent goes knocking on doors\u003c/h3>\n\u003cp>In Texas, for example, Stephanie Elizalde, head of the Austin Independent School District, has been \u003ca href=\"https://www.kut.org/education/2021-07-01/austin-isd-lost-thousands-of-students-during-the-pandemic-its-going-door-to-door-to-bring-them-back\">going door-to-door this summer\u003c/a>, trying to get residents with school-aged children to register for fall in-person classes.\u003c/p>\n\u003cp>When parents ask what school is going to look like in the fall, Elizalde says she shows them video clips on her phone of the classroom set-up. \"We're able to actually show parents, and have the conversation right then and there,\" she explains.\u003c/p>\n\u003cp>Austin ISD will not offer families a remote option this fall, after Texas lawmakers \u003ca href=\"https://www.kut.org/education/2021-06-04/a-bill-that-could-have-funded-virtual-learning-died-in-the-texas-legislature-now-school-districts-are-weighing-their-options\">failed to pass a bill\u003c/a> that would have funded virtual instruction. Texas has also \u003ca href=\"https://www.npr.org/2021/05/18/997990835/no-masks-are-required-at-most-texas-state-facilities-anymore\">banned mask mandates\u003c/a>, including in public schools. That means Elizalde can't require masks in classrooms, which she says has increased anxiety among some parents — and she respects those concerns.\u003c/p>\n\u003cp>\"The first thing is to acknowledge that while we will always do our very, very best, we also cannot take this lightly and just say, 'Oh don't worry, everything is going to be just fine,' \" she explains.\u003c/p>\n\u003cp>Over the past year, the nation's Black and Latino communities have seen some of the \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8248751/\">highest rates\u003c/a> of COVID-19 infection. And a \u003ca href=\"https://www.rand.org/pubs/research_reports/RRA1393-1.html\">new survey\u003c/a> from the RAND Corporation found Black and Latino families are also more hesitant to send their children back to in-person school.\u003c/p>\n\u003cp>Those numbers are in line with what Elizalde has seen in her district. Fifty-five percent of Austin ISD students are Latino, and she says many of their parents are worried about the possibility of children exposing older relatives to the virus.\u003c/p>\n\u003cp>\"We tend to be multi-generational in our homes,\" explains Elizalde, who is herself Latina. \"It's a very complex kind of anxiety for our families.\"\u003c/p>\n\u003cp>She uses her visits with parents to talk through their concerns — about students taking off masks to eat lunch, or crowding on the school bus. Then she works with families and their school to try to find a solution.\u003c/p>\n\u003cp>Elizalde says building trust begins with one-on-one relationships and organic, unscripted conversations. She understands some families may not be ready to send children back — but with no remote learning option, Austin schools \u003cem>need \u003c/em>students in their classrooms. In Texas, state funding for schools is tied, in part, to attendance. Poor attendance could lead to less money, Elizalde says, and that could lead to layoffs.\u003c/p>\n\u003cp>\"A rock and a hard place doesn't even begin to describe how I feel.\"\u003c/p>\n\u003ch3>Summer programs lay the groundwork for the fall\u003c/h3>\n\u003cp>Teffannie J. Hale's two daughters are the third generation of her family to enroll in Cleveland public schools. This summer, Hale is one of 19 parent ambassadors the district hired to act as liaisons between schools and families.\u003c/p>\n\u003cp>As an ambassador, she spends time talking to parents at the district's summer programs, answering their questions about summer learning and the new school year. Three days a week, she also fields phone calls from parents and caregivers.\u003c/p>\n\u003cp>She says when families ask about the safety of in-person programs, she tells them about the school secretary who requires everyone to practice social distancing and wear a mask.\u003c/p>\n\u003cp>\"That first encounter with her makes me feel safe,\" Hale tells families.\u003c/p>\n\u003cp>Tracy Hill, the executive director of family and community engagement at Cleveland Metropolitan Schools, says she hopes these conversations lay the groundwork for caregivers to feel more comfortable sending kids back to classrooms in the fall.\u003c/p>\n\u003cp>\"We do have families and students who are still a little hesitant about returning back to the in-person experience,\" Hill says. \"These ambassadors ... are connecting with them and sharing their stories and relaying [to the district] whatever feelings of apprehension they might have.\"\u003c/p>\n\u003cp>District leaders in Portland, Ore., are taking a similar approach. Jonathan Garcia, chief of staff for the city's public schools, says summer programs offer students and families a chance to \"dip their toes into the unknown.\"\u003c/p>\n\u003cp>This year, the district asked local community groups to host day camps to help families ease into in-person learning.\u003c/p>\n\u003cp>\"When families are able to see the people they know coming back to the in-person normal, you start to build that sense of 'We got this. We're moving forward together,' \" Garcia explains.\u003c/p>\n\u003cp>Hale, in Cleveland, says she understands why families might hesitate to send their children into classrooms. Her fiancé was hospitalized with COVID-19 earlier this year, and she says remote learning made her feel like she had control over her daughters' safety. But she knew her children needed to have a normal life again. In June, she decided to send her oldest, 10-year-old London, back to her school's campus for a summer program.\u003c/p>\n\u003cp>\"I try to shield my kids, but I don't believe that we're designed to be in isolation,\" Hale says.\u003c/p>\n\u003cp>One big reason Hale felt comfortable sending her daughter back was because she trusted her school district. She says Cleveland schools regularly communicated with families throughout the pandemic, through social media, mail and voice calls.\u003c/p>\n\u003cp>\"Because of the level of communication,\" Hale says, \"I'm choosing to keep my kids in-person [in the fall].\"\u003c/p>\n\u003cfigure id=\"attachment_58213\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-58213\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/20210712-npr-districts-work-to-gain-trust-012_slide-bc840cc9791b9474b96e99284b84575f51d1f1b0-1-scaled-e1627400984637.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Healy sits with her 13-year-old son, Lucas, in their Brooklyn backyard while he receives remote instruction. \u003ccite>(Laylah Amatullah Barrayn for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch3>In-person public school versus remote private school\u003c/h3>\n\u003cp>Back in New York, Healy says communication was one way her district fell short, adding uncertainty and frustration to an already challenging year.\u003c/p>\n\u003cp>Healy is still weighing where to send Lucas this fall. She's collecting enrollment pamphlets from private schools that, unlike New York City public schools, are offering a remote option.\u003c/p>\n\u003cp>She says she's holding out hope that the city will change its mind about remote learning before the school year begins. If it doesn't? \"I very well see myself pulling my child out of public schools.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Sneha Dey is an intern on NPR's Education Desk.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+Some+Districts+Are+Trying+To+Get+Anxious+Families+Back+Into+School+Buildings&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How One District Went All-in on a Tutoring Program to Catch Kids Up",
"title": "How One District Went All-in on a Tutoring Program to Catch Kids Up",
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"content": "\u003cp>\u003cem>This story is a part of \u003ca href=\"https://protect-us.mimecast.com/s/cIoTCJ6PLruB21yEfVdAAD?domain=hechingerreport.org\" target=\"_blank\" rel=\"noopener noreferrer\">Lessons Learned\u003c/a>, a series of stories exploring the evidence behind ideas to help children catch up and move ahead after the coronavirus pandemic.\u003c/em>\u003c/p>\n\u003cp>Dawn Lineberry, a sixth grade math teacher at Jackson Middle School in Guilford County, North Carolina, noticed that some of her students were struggling with long division.\u003c/p>\n\u003cp>Principal Angela McNeill of Eastern Guilford Middle School said that students had lost ground in multiplication, division and problem solving.\u003c/p>\n\u003cp>And Shayla Savage, a middle school principal, said that when her students returned to in-person learning this spring, she noticed differences beyond just their math and reading progress compared to previous years.\u003c/p>\n\u003cp>“We go to PE now and they can barely run a lap,” she said. “Even with the physical aspect of school, the learning loss is real all across the board.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Thousands of American students were able to return to class in person during the last weeks of spring, after a year of remote or hybrid learning. When the kids showed up, educators could see even more clearly how uneven their learning has been during the pandemic.\u003c/p>\n\u003cp>Last year, researchers at NWEA, an independent nonprofit assessment company, published an analysis of \u003ca href=\"https://www.nwea.org/content/uploads/2020/11/Collaborative-brief-Learning-during-COVID-19.NOV2020.pdf\">data from the autumn 2020 MAP Growth tests\u003c/a> of more than 4 million public school students. They found that students’ reading scores were mainly on track compared to the previous year, but their math scores were five to 10 percentage points lower on average.\u003c/p>\n\u003cp>“Frankly, students didn’t lose anything, they just never had the opportunity to learn it,” said Allison Socol, an assistant director at The Education Trust, a nonprofit education research and advocacy organization. “When given the opportunity, then they will succeed. And so we always talk about it as ‘unfinished learning.’ ”\u003c/p>\n\u003cp>Now, as schools launch summer programs and plan for the fall, they’re left with a tremendous responsibility (and a windfall of federal money) to try to fill in the gaps for students who have spent a year trying to learn through a computer screen.\u003c/p>\n\u003cp>\u003cstrong>Related: \u003c/strong>\u003ca href=\"https://hechingerreport.org/the-simple-intervention-that-could-lift-kids-out-of-covid-slide/\">\u003cstrong>The simple intervention that could lift kids out of ‘Covid slide’\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>Researchers and educators are considering various methods to fill these gaps, including small-group instruction, extended school hours and summer programs. But, while the results of research on what might work to catch kids up is not always clear-cut, many education experts point to tutoring as a tried-and-true method.\u003c/p>\n\u003cp>One-to-one and small group tutoring are “by far the most effective things we have that are practical to use in schools that scale,” said Robert Slavin, an education researcher and director at the Johns Hopkins Center for Research and Reform in Education, in an interview \u003ca href=\"https://hechingerreport.org/proof-points-robert-slavin-championed-the-use-of-scientific-evidence-to-figure-out-what-works-in-education/\">before his death this spring\u003c/a>. “We compared tutoring to summer school, after school, extended day, technology and other things. And it’s [a] night and day difference.”\u003c/p>\n\u003cp>Guilford County Schools turned to tutors early in the pandemic to confront unfinished learning. The district, with 126 schools (including two virtual academies) and nearly 70,000 K-12 students, created an ambitious districtwide tutoring program using a combination of graduate, undergraduate and high school students to serve as math tutors. Now, over the next few months, the district hopes to expand their program to include English language arts and other subject areas and plans to continue it for at least the next several years.\u003c/p>\n\u003cp>“What we know is that learning loss is going to look different from student to student,” said Dr. Whitney Oakley, the chief academic officer for the district. “And that it’s not something we’re going to make up in a summer or in a year. It’s a long road of recovery.”\u003c/p>\n\u003cp>Devanhi, 12, recently finished sixth grade at Jackson Middle School in the Guilford County district. She lives in Greensboro, North Carolina, with her two parents and two younger siblings.\u003c/p>\n\u003cp>She learned remotely either full time or part time for more than a year. Although math is one of her favorite subjects, she found some parts of her coursework challenging when she was learning online. For example, she had trouble finding the area of a triangle and other math involving shapes.\u003c/p>\n\u003cp>Devanhi got an email this spring asking if she wanted to sign up for tutoring, and she quickly replied.\u003c/p>\n\u003cp>“I’d just get frustrated because I’m just like, OK, I don’t get this problem,” Devanhi said. “But then with my tutor, Natalia, she would help me with breaking it down and helping me, actually being there.”\u003c/p>\n\u003cp>Devanhi said that her math teacher, Ms. Lineberry, often asked how her tutoring was going.\u003c/p>\n\u003cp>“She saw how much I improved in math with the shapes and stuff,” said Devanhi. “She would ask a question, and I would be the first one to raise my hand.”\u003c/p>\n\u003cp>Research suggests that intensive tutoring is one of the most effective ways for kids to catch up on learning. A \u003ca href=\"https://www.nber.org/papers/w22130\">Harvard study from 2016\u003c/a> sorted through almost 200 well-designed experiments in improving education, and found that frequent one-to-one tutoring with research-proven instruction was especially effective in increasing the learning rates of low-performing students. But less frequent tutoring, such as having sessions once a week, was not. A \u003ca href=\"https://www.nber.org/system/files/working_papers/w27476/w27476.pdf\">2020 review of nearly 100 tutoring programs\u003c/a> found that intensive tutoring was particularly helpful in reading during the early elementary years, and most effective in math for slightly older children. And another study found that intensive tutoring had major positive impacts on math \u003ca href=\"https://www.nber.org/system/files/working_papers/w28531/w28531.pdf\">gains\u003c/a> among high school students.\u003c/p>\n\u003cp>“Research is emerging that says, if you can provide a high-quality but achievable level of support … you can start to get them accelerating learning,” said David Rosenberg, a partner at Education Resource Strategies, an education nonprofit that assists school districts. “So systems are really trying to figure out, ‘How do we do that?’ ”\u003c/p>\n\u003cp>“The biggest bang for your buck is tutoring. It’s a little hard to map out an exact perfect scenario, but ensure that those kids have a tutor, ideally, a certified and experienced teacher, and if not, someone who’s getting a lot of training and support, and that those tutors are meeting with those kids from day one of the school year, if not before, to help them catch up,” said Socol.\u003c/p>\n\u003cp>Rosenberg and others are quick to point out, however, that the other conditions that must go along with that kind of tutoring, like a good curriculum, tailored instruction and teacher support, are crucial.\u003c/p>\n\u003cp>\u003cstrong>Related: \u003c/strong>\u003ca href=\"https://hechingerreport.org/takeaways-from-research-on-tutoring-to-address-coronavirus-learning-loss/\">\u003cstrong>Takeaways from research on tutoring to address coronavirus learning loss\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>Guilford County Schools started recruiting their first tutors from local colleges and universities in September 2020 and got them started with the students by November. They focused on recruiting engineering, math and education majors from local schools, including historically Black colleges and universities (HBCUs).\u003c/p>\n\u003cp>“A&T State University graduates more Black engineers than any other HBCU in the world,” said Oakley. “We are about 70 percent Black and brown in our district, and so it’s very powerful to have tutors serving students who look like them.”\u003c/p>\n\u003cp>The district decided to focus on math because “research has shown that middle school and high school math ... that’s where the greatest learning loss has been,” said Dr. Faith Freeman, the director of STEM at Guilford County Schools, and the head of their tutoring initiative. “Kids were falling behind in math before the pandemic. It’s just gotten worse.”\u003c/p>\n\u003cp>The first group of tutors was placed in Title I middle schools, in which low-income families make up at least 40 percent of enrollment. The district prioritized students who were English language learners, students with disabilities, students with a history of chronic absenteeism and students who were struggling in coursework before the pandemic.\u003c/p>\n\u003cp>On average, Guilford students in the tutoring program received two hours of tutoring each week.\u003c/p>\n\u003cp>In January, the district expanded the tutoring program by hiring high-achieving high school students to work with the middle school students. Guilford administrators did not disclose their total budget for the program, but it is funded through \u003ca href=\"https://oese.ed.gov/offices/education-stabilization-fund/elementary-secondary-school-emergency-relief-fund/\">federal\u003c/a> ESSER legislation passed earlier this year to address the impact of Covid-19 in schools. When the district started their program in 2020, they were able to use Title I funding because they focused on Title I schools. Over the course of the 2020-21 school year, 15 graduate students worked up to 20 hours a week, with some earning $14.70 per hour and others nearly $20,000 per semester. The district also had 35 undergraduates, paid $14.70 an hour, and about 140 high school students, paid $10 an hour.\u003c/p>\n\u003cp>In February, students at Eastern Guilford Middle School took a test, created by NWEA and used by schools across the country, to see where their learning gaps were.\u003c/p>\n\u003cp>“They took it again in April,” said Principal McNeill. “That showed teachers exactly where students need the most help, because it was able to pinpoint down to skill and standard. So teachers were able to diagnose what was going on with that student in order to prescribe what is needed to make this student more successful and to address those learning gaps.”\u003c/p>\n\u003cp>After the tutoring, 12-year-old Devanhi said, “I don’t really second-guess myself a lot like I did before. And that’s something that I’ve noticed about myself, because I remember I used to second-guess myself a lot with math or with other subjects. I got more confident with my answers.”\u003c/p>\n\u003cp>Although there have been early positive signs from Guilford’s tutoring program, historically, not all tutoring efforts have been successful. After the No Child Left Behind law was first passed in 2001, schools got extra money to tutor struggling students, but several\u003ca href=\"http://www.schoolsmatter.info/2007/06/latest-on-tutoring-fraud.html?m=1\"> frauds and fiascos\u003c/a>\u003cu> led to concerns about \u003c/u>\u003ca href=\"https://www.nytimes.com/2005/04/04/education/a-lucrative-brand-of-tutoring-grows-unchecked.html\">lax oversight\u003c/a>. There were disappointments in other years, too. A 2018 report about a randomized control trial of math tutoring for fourth through eighth grade students in \u003ca href=\"https://www.arnoldventures.org/stories/a-randomized-controlled-trial-of-minnesota-math-corps-a-tutoring-program-for-4th-8th-grade-students-who-are-struggling-in-math\">Minnesota found no significant effect on state test scores.\u003c/a>\u003c/p>\n\u003cp>Alexis Obimma, 17, recently finished her junior year at Dudley High School in Guilford County. She took an AP statistics class and also worked about 12 to 15 hours a week at the restaurant chain Papa John’s. She plans to one day go to medical school.\u003c/p>\n\u003cp>Obimma said that she returned to school in person this spring, but found that she preferred learning online, so finished up the school year online.\u003c/p>\n\u003cp>Her mom got an email from her high school last December asking if any students were interested in becoming math tutors. When Obimma found out that her ninth grade math teacher was running the program, she applied and was accepted to work as a tutor. She had three students: two sixth graders and a seventh grader.\u003c/p>\n\u003cp>“I love math. I always was good at math. So it’s easy for me to show them how to do it, show them my way,” said Obimma. “And they usually understand it more easily.”\u003c/p>\n\u003cp>She spent about two hours a week with each student one-on-one, over the course of two different tutoring sessions, usually during evenings or weekends. One student is studying surface area and three-digit multiplication. Another is studying inequalities.\u003c/p>\n\u003cp>“What I found easy about it is, when you get to know them, it’s really easier to communicate with the student,” Obimma said. “You’re able to have one-on-one sessions, able to talk about what you like about math, what you don’t like about math, so you can make it interesting for them.”\u003c/p>\n\u003cp>Koen VonSeggen, 17, just finished his junior year at Page High School. He was in honors precalculus and tutored math through Guilford’s tutoring program. His previous jobs included lifeguarding and working yard service during the summers.\u003c/p>\n\u003cp>VonSeggen said he did well in his own remote learning studies and described himself as someone who’s “never really struggled with procrastination.” Though he didn’t describe his junior year as easy, he said he got all A’s in his fourth quarter, and added that AP psychology kept him interested.\u003c/p>\n\u003cp>He started tutoring four students in April: two seventh grade girls and two eighth grade boys.\u003c/p>\n\u003cp>Like other tutors, he debriefed with his students’ teacher at the beginning and end of each week.\u003c/p>\n\u003cp>“It’s usually like, ‘They did good, everything is all well.’ Or, if a student has a problem, such as, like, isn’t understanding the material as well, I can like, talk to [the students’ teacher] Ms. Magee and say, ‘Hey, you know, so and so might have had a problem with this math problem. So if you see them struggling in your class, maybe they might need to go a little bit slower.’\u003c/p>\n\u003cp>“It doesn’t usually come to that,” he added.\u003c/p>\n\u003cp>\u003cstrong>Related: \u003c/strong>\u003ca href=\"https://hechingerreport.org/proof-points-research-evidence-increases-for-intensive-tutoring/\">\u003cstrong>Research evidence increases for intensive tutoring\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>Both Obimma and VonSeggen tutored remotely, but some tutors have come back into the classroom along with the students. Dawn Lineberry, the sixth grade math teacher, has a tutor who does both remote and in-person tutoring four days a week.\u003c/p>\n\u003cp>“I couldn’t have asked for a better person. The kids see her as a teacher,” said Lineberry. “They don’t see her as, you know, as an assistant, they don’t see her as just a tutor. It’s somebody that they know they can trust and get their education from.”\u003c/p>\n\u003cp>Guilford educators think of the tutoring program as a long-term endeavor for a pandemic that created long-term learning impacts. Administrators hope to triple their current number of trained tutors to serve more students and plan to hire 500 more tutors within the next year with federal funding that will last through 2024.\u003c/p>\n\u003cp>Some administrators have noticed a difference already.\u003c/p>\n\u003cp>Freeman said that some math teachers have told her that the performance of students who are in tutoring has increased significantly. Principal McNeill said that a teacher told her that students who had been working with tutors for several weeks scored higher on their NWEA math assessments.\u003c/p>\n\u003cp>“You know, we haven’t been doing this for that long, right? So I think that we’ll really see even greater growth, not just I think toward the end of the school year, but also the summer and going into this fall,” said Freeman.\u003c/p>\n\u003cp>One tutor, Kingsley Esezobor, 38, is a graduate student in computational data science and engineering at North Carolina A&T State University. He’s been working with “about 15” students. He says three just need to be reminded about what they already know, three are really struggling, and the rest fall somewhere in the middle — they understand a concept after about two sessions, after which they can solve those questions by themselves.\u003c/p>\n\u003cp>“Out of the 15 students that I have, I can say confidently that I saw improvements in about 10 students after working with them week on week,” he said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003ca href=\"https://hechingerreport.org/how-one-district-went-all-in-on-a-tutoring-program-to-catch-kids-up/\">unfinished learning\u003c/a> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story is a part of \u003ca href=\"https://protect-us.mimecast.com/s/cIoTCJ6PLruB21yEfVdAAD?domain=hechingerreport.org\" target=\"_blank\" rel=\"noopener noreferrer\">Lessons Learned\u003c/a>, a series of stories exploring the evidence behind ideas to help children catch up and move ahead after the coronavirus pandemic.\u003c/em>\u003c/p>\n\u003cp>Dawn Lineberry, a sixth grade math teacher at Jackson Middle School in Guilford County, North Carolina, noticed that some of her students were struggling with long division.\u003c/p>\n\u003cp>Principal Angela McNeill of Eastern Guilford Middle School said that students had lost ground in multiplication, division and problem solving.\u003c/p>\n\u003cp>And Shayla Savage, a middle school principal, said that when her students returned to in-person learning this spring, she noticed differences beyond just their math and reading progress compared to previous years.\u003c/p>\n\u003cp>“We go to PE now and they can barely run a lap,” she said. “Even with the physical aspect of school, the learning loss is real all across the board.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Thousands of American students were able to return to class in person during the last weeks of spring, after a year of remote or hybrid learning. When the kids showed up, educators could see even more clearly how uneven their learning has been during the pandemic.\u003c/p>\n\u003cp>Last year, researchers at NWEA, an independent nonprofit assessment company, published an analysis of \u003ca href=\"https://www.nwea.org/content/uploads/2020/11/Collaborative-brief-Learning-during-COVID-19.NOV2020.pdf\">data from the autumn 2020 MAP Growth tests\u003c/a> of more than 4 million public school students. They found that students’ reading scores were mainly on track compared to the previous year, but their math scores were five to 10 percentage points lower on average.\u003c/p>\n\u003cp>“Frankly, students didn’t lose anything, they just never had the opportunity to learn it,” said Allison Socol, an assistant director at The Education Trust, a nonprofit education research and advocacy organization. “When given the opportunity, then they will succeed. And so we always talk about it as ‘unfinished learning.’ ”\u003c/p>\n\u003cp>Now, as schools launch summer programs and plan for the fall, they’re left with a tremendous responsibility (and a windfall of federal money) to try to fill in the gaps for students who have spent a year trying to learn through a computer screen.\u003c/p>\n\u003cp>\u003cstrong>Related: \u003c/strong>\u003ca href=\"https://hechingerreport.org/the-simple-intervention-that-could-lift-kids-out-of-covid-slide/\">\u003cstrong>The simple intervention that could lift kids out of ‘Covid slide’\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>Researchers and educators are considering various methods to fill these gaps, including small-group instruction, extended school hours and summer programs. But, while the results of research on what might work to catch kids up is not always clear-cut, many education experts point to tutoring as a tried-and-true method.\u003c/p>\n\u003cp>One-to-one and small group tutoring are “by far the most effective things we have that are practical to use in schools that scale,” said Robert Slavin, an education researcher and director at the Johns Hopkins Center for Research and Reform in Education, in an interview \u003ca href=\"https://hechingerreport.org/proof-points-robert-slavin-championed-the-use-of-scientific-evidence-to-figure-out-what-works-in-education/\">before his death this spring\u003c/a>. “We compared tutoring to summer school, after school, extended day, technology and other things. And it’s [a] night and day difference.”\u003c/p>\n\u003cp>Guilford County Schools turned to tutors early in the pandemic to confront unfinished learning. The district, with 126 schools (including two virtual academies) and nearly 70,000 K-12 students, created an ambitious districtwide tutoring program using a combination of graduate, undergraduate and high school students to serve as math tutors. Now, over the next few months, the district hopes to expand their program to include English language arts and other subject areas and plans to continue it for at least the next several years.\u003c/p>\n\u003cp>“What we know is that learning loss is going to look different from student to student,” said Dr. Whitney Oakley, the chief academic officer for the district. “And that it’s not something we’re going to make up in a summer or in a year. It’s a long road of recovery.”\u003c/p>\n\u003cp>Devanhi, 12, recently finished sixth grade at Jackson Middle School in the Guilford County district. She lives in Greensboro, North Carolina, with her two parents and two younger siblings.\u003c/p>\n\u003cp>She learned remotely either full time or part time for more than a year. Although math is one of her favorite subjects, she found some parts of her coursework challenging when she was learning online. For example, she had trouble finding the area of a triangle and other math involving shapes.\u003c/p>\n\u003cp>Devanhi got an email this spring asking if she wanted to sign up for tutoring, and she quickly replied.\u003c/p>\n\u003cp>“I’d just get frustrated because I’m just like, OK, I don’t get this problem,” Devanhi said. “But then with my tutor, Natalia, she would help me with breaking it down and helping me, actually being there.”\u003c/p>\n\u003cp>Devanhi said that her math teacher, Ms. Lineberry, often asked how her tutoring was going.\u003c/p>\n\u003cp>“She saw how much I improved in math with the shapes and stuff,” said Devanhi. “She would ask a question, and I would be the first one to raise my hand.”\u003c/p>\n\u003cp>Research suggests that intensive tutoring is one of the most effective ways for kids to catch up on learning. A \u003ca href=\"https://www.nber.org/papers/w22130\">Harvard study from 2016\u003c/a> sorted through almost 200 well-designed experiments in improving education, and found that frequent one-to-one tutoring with research-proven instruction was especially effective in increasing the learning rates of low-performing students. But less frequent tutoring, such as having sessions once a week, was not. A \u003ca href=\"https://www.nber.org/system/files/working_papers/w27476/w27476.pdf\">2020 review of nearly 100 tutoring programs\u003c/a> found that intensive tutoring was particularly helpful in reading during the early elementary years, and most effective in math for slightly older children. And another study found that intensive tutoring had major positive impacts on math \u003ca href=\"https://www.nber.org/system/files/working_papers/w28531/w28531.pdf\">gains\u003c/a> among high school students.\u003c/p>\n\u003cp>“Research is emerging that says, if you can provide a high-quality but achievable level of support … you can start to get them accelerating learning,” said David Rosenberg, a partner at Education Resource Strategies, an education nonprofit that assists school districts. “So systems are really trying to figure out, ‘How do we do that?’ ”\u003c/p>\n\u003cp>“The biggest bang for your buck is tutoring. It’s a little hard to map out an exact perfect scenario, but ensure that those kids have a tutor, ideally, a certified and experienced teacher, and if not, someone who’s getting a lot of training and support, and that those tutors are meeting with those kids from day one of the school year, if not before, to help them catch up,” said Socol.\u003c/p>\n\u003cp>Rosenberg and others are quick to point out, however, that the other conditions that must go along with that kind of tutoring, like a good curriculum, tailored instruction and teacher support, are crucial.\u003c/p>\n\u003cp>\u003cstrong>Related: \u003c/strong>\u003ca href=\"https://hechingerreport.org/takeaways-from-research-on-tutoring-to-address-coronavirus-learning-loss/\">\u003cstrong>Takeaways from research on tutoring to address coronavirus learning loss\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>Guilford County Schools started recruiting their first tutors from local colleges and universities in September 2020 and got them started with the students by November. They focused on recruiting engineering, math and education majors from local schools, including historically Black colleges and universities (HBCUs).\u003c/p>\n\u003cp>“A&T State University graduates more Black engineers than any other HBCU in the world,” said Oakley. “We are about 70 percent Black and brown in our district, and so it’s very powerful to have tutors serving students who look like them.”\u003c/p>\n\u003cp>The district decided to focus on math because “research has shown that middle school and high school math ... that’s where the greatest learning loss has been,” said Dr. Faith Freeman, the director of STEM at Guilford County Schools, and the head of their tutoring initiative. “Kids were falling behind in math before the pandemic. It’s just gotten worse.”\u003c/p>\n\u003cp>The first group of tutors was placed in Title I middle schools, in which low-income families make up at least 40 percent of enrollment. The district prioritized students who were English language learners, students with disabilities, students with a history of chronic absenteeism and students who were struggling in coursework before the pandemic.\u003c/p>\n\u003cp>On average, Guilford students in the tutoring program received two hours of tutoring each week.\u003c/p>\n\u003cp>In January, the district expanded the tutoring program by hiring high-achieving high school students to work with the middle school students. Guilford administrators did not disclose their total budget for the program, but it is funded through \u003ca href=\"https://oese.ed.gov/offices/education-stabilization-fund/elementary-secondary-school-emergency-relief-fund/\">federal\u003c/a> ESSER legislation passed earlier this year to address the impact of Covid-19 in schools. When the district started their program in 2020, they were able to use Title I funding because they focused on Title I schools. Over the course of the 2020-21 school year, 15 graduate students worked up to 20 hours a week, with some earning $14.70 per hour and others nearly $20,000 per semester. The district also had 35 undergraduates, paid $14.70 an hour, and about 140 high school students, paid $10 an hour.\u003c/p>\n\u003cp>In February, students at Eastern Guilford Middle School took a test, created by NWEA and used by schools across the country, to see where their learning gaps were.\u003c/p>\n\u003cp>“They took it again in April,” said Principal McNeill. “That showed teachers exactly where students need the most help, because it was able to pinpoint down to skill and standard. So teachers were able to diagnose what was going on with that student in order to prescribe what is needed to make this student more successful and to address those learning gaps.”\u003c/p>\n\u003cp>After the tutoring, 12-year-old Devanhi said, “I don’t really second-guess myself a lot like I did before. And that’s something that I’ve noticed about myself, because I remember I used to second-guess myself a lot with math or with other subjects. I got more confident with my answers.”\u003c/p>\n\u003cp>Although there have been early positive signs from Guilford’s tutoring program, historically, not all tutoring efforts have been successful. After the No Child Left Behind law was first passed in 2001, schools got extra money to tutor struggling students, but several\u003ca href=\"http://www.schoolsmatter.info/2007/06/latest-on-tutoring-fraud.html?m=1\"> frauds and fiascos\u003c/a>\u003cu> led to concerns about \u003c/u>\u003ca href=\"https://www.nytimes.com/2005/04/04/education/a-lucrative-brand-of-tutoring-grows-unchecked.html\">lax oversight\u003c/a>. There were disappointments in other years, too. A 2018 report about a randomized control trial of math tutoring for fourth through eighth grade students in \u003ca href=\"https://www.arnoldventures.org/stories/a-randomized-controlled-trial-of-minnesota-math-corps-a-tutoring-program-for-4th-8th-grade-students-who-are-struggling-in-math\">Minnesota found no significant effect on state test scores.\u003c/a>\u003c/p>\n\u003cp>Alexis Obimma, 17, recently finished her junior year at Dudley High School in Guilford County. She took an AP statistics class and also worked about 12 to 15 hours a week at the restaurant chain Papa John’s. She plans to one day go to medical school.\u003c/p>\n\u003cp>Obimma said that she returned to school in person this spring, but found that she preferred learning online, so finished up the school year online.\u003c/p>\n\u003cp>Her mom got an email from her high school last December asking if any students were interested in becoming math tutors. When Obimma found out that her ninth grade math teacher was running the program, she applied and was accepted to work as a tutor. She had three students: two sixth graders and a seventh grader.\u003c/p>\n\u003cp>“I love math. I always was good at math. So it’s easy for me to show them how to do it, show them my way,” said Obimma. “And they usually understand it more easily.”\u003c/p>\n\u003cp>She spent about two hours a week with each student one-on-one, over the course of two different tutoring sessions, usually during evenings or weekends. One student is studying surface area and three-digit multiplication. Another is studying inequalities.\u003c/p>\n\u003cp>“What I found easy about it is, when you get to know them, it’s really easier to communicate with the student,” Obimma said. “You’re able to have one-on-one sessions, able to talk about what you like about math, what you don’t like about math, so you can make it interesting for them.”\u003c/p>\n\u003cp>Koen VonSeggen, 17, just finished his junior year at Page High School. He was in honors precalculus and tutored math through Guilford’s tutoring program. His previous jobs included lifeguarding and working yard service during the summers.\u003c/p>\n\u003cp>VonSeggen said he did well in his own remote learning studies and described himself as someone who’s “never really struggled with procrastination.” Though he didn’t describe his junior year as easy, he said he got all A’s in his fourth quarter, and added that AP psychology kept him interested.\u003c/p>\n\u003cp>He started tutoring four students in April: two seventh grade girls and two eighth grade boys.\u003c/p>\n\u003cp>Like other tutors, he debriefed with his students’ teacher at the beginning and end of each week.\u003c/p>\n\u003cp>“It’s usually like, ‘They did good, everything is all well.’ Or, if a student has a problem, such as, like, isn’t understanding the material as well, I can like, talk to [the students’ teacher] Ms. Magee and say, ‘Hey, you know, so and so might have had a problem with this math problem. So if you see them struggling in your class, maybe they might need to go a little bit slower.’\u003c/p>\n\u003cp>“It doesn’t usually come to that,” he added.\u003c/p>\n\u003cp>\u003cstrong>Related: \u003c/strong>\u003ca href=\"https://hechingerreport.org/proof-points-research-evidence-increases-for-intensive-tutoring/\">\u003cstrong>Research evidence increases for intensive tutoring\u003c/strong>\u003c/a>\u003c/p>\n\u003cp>Both Obimma and VonSeggen tutored remotely, but some tutors have come back into the classroom along with the students. Dawn Lineberry, the sixth grade math teacher, has a tutor who does both remote and in-person tutoring four days a week.\u003c/p>\n\u003cp>“I couldn’t have asked for a better person. The kids see her as a teacher,” said Lineberry. “They don’t see her as, you know, as an assistant, they don’t see her as just a tutor. It’s somebody that they know they can trust and get their education from.”\u003c/p>\n\u003cp>Guilford educators think of the tutoring program as a long-term endeavor for a pandemic that created long-term learning impacts. Administrators hope to triple their current number of trained tutors to serve more students and plan to hire 500 more tutors within the next year with federal funding that will last through 2024.\u003c/p>\n\u003cp>Some administrators have noticed a difference already.\u003c/p>\n\u003cp>Freeman said that some math teachers have told her that the performance of students who are in tutoring has increased significantly. Principal McNeill said that a teacher told her that students who had been working with tutors for several weeks scored higher on their NWEA math assessments.\u003c/p>\n\u003cp>“You know, we haven’t been doing this for that long, right? So I think that we’ll really see even greater growth, not just I think toward the end of the school year, but also the summer and going into this fall,” said Freeman.\u003c/p>\n\u003cp>One tutor, Kingsley Esezobor, 38, is a graduate student in computational data science and engineering at North Carolina A&T State University. He’s been working with “about 15” students. He says three just need to be reminded about what they already know, three are really struggling, and the rest fall somewhere in the middle — they understand a concept after about two sessions, after which they can solve those questions by themselves.\u003c/p>\n\u003cp>“Out of the 15 students that I have, I can say confidently that I saw improvements in about 10 students after working with them week on week,” he said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003ca href=\"https://hechingerreport.org/how-one-district-went-all-in-on-a-tutoring-program-to-catch-kids-up/\">unfinished learning\u003c/a> was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How to Help Students Succeed in Algebra 1 This Year",
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"content": "\u003cp>\u003cem>This story is a part of \u003ca href=\"https://hechingerreport.org/lessons-learned/\" target=\"_blank\" rel=\"noopener noreferrer\">Lessons Learned\u003c/a>, a series of stories exploring the evidence behind ideas to help children catch up and move ahead after the coronavirus pandemic.\u003c/em>\u003c/p>\n\u003cp>Ishmael Brown Jr. is a stickler for notes when he teaches algebra I to ninth graders at Spring Valley High School in Columbia, South Carolina. After he gives students a problem, he typically walks around and watches how they’re solving it; he wants to see their reasoning with the answer. Not so this year: As of May, only about a sixth of his students were in person and the rest online.\u003c/p>\n\u003cp>With so many web tools out there that solve math problems, it’s easy for Brown’s online students to find a shortcut to answers and the calculations that go with them. So he has no idea if they’re learning.\u003c/p>\n\u003cp>Connecting with kids has been a struggle, too. Brown’s virtual students aren’t required to turn on their cameras, so he can’t tell whether they’re paying attention. Few speak up. In person, his classes are fun, and the students engaged: “I relate whatever it is that we're doing to something closer to real life,” he said.\u003c/p>\n\u003cp>The effects are showing up in test scores. In his intermediate algebra class — the second semester of algebra I — 30 percent of his students are passing tests, compared with close to 70 percent in previous years. “I really don’t think that they’re growing,” said Brown, who’s also president of the National Tutoring Association. “I think this is a lost school year for most kids.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Similar stories are coming in from all over the country. Educators and school leaders are scrambling to figure out how to regain ground next year in a course that often makes or breaks students’ life chances.\u003c/p>\n\u003cp>Later, math is what most often keeps students from graduating from college, experts say. Only half of students who take college algebra score C or higher in the course, a 2015 \u003ca href=\"https://www.maa.org/sites/default/files/pdf/CommonVisionFinal.pdf\">report\u003c/a> by the Mathematical Association of America noted. Math courses are “the most significant barrier to degree completion in both STEM and non-STEM fields,” the authors concluded.\u003c/p>\n\u003cp>That means algebra I is also the class that decides whether students get jobs involving science, technology, engineering or math. “Algebra I is the air you breathe to be in STEM,” said Nathan Levenson, a former CEO of a crane-manufacturing company and later a school superintendent in Massachusetts.\u003c/p>\n\u003cp>For many students it’s been a lonely year, and algebra is tougher to learn while peering at a screen, say teachers and researchers.\u003c/p>\n\u003cfigure id=\"attachment_58093\" class=\"wp-caption alignnone\" style=\"max-width: 1428px\">\u003cimg class=\"wp-image-58093 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4.png\" alt=\"\" width=\"1428\" height=\"796\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4.png 1428w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4-800x446.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4-1020x569.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4-160x89.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4-768x428.png 768w\" sizes=\"(max-width: 1428px) 100vw, 1428px\">\u003cfigcaption class=\"wp-caption-text\">Ishmael Brown Jr. introduces a lesson on quadratic formulas. Few students spoke up with questions and comments during algebra I classes this year, say teachers and students. \u003ccite>(Ishmael Brown Jr.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>School leaders and teachers are puzzling through a tough equation: how to keep students who missed out on a lot of algebra I content moving through grade-level math next year, usually geometry. Teaching experts say that will mean slowing down to fill in knowledge gaps —detouring from lesson plans, adding extra periods for tutoring, and more. Schools will need to put in “quality time this fall understanding what kids know and what they're able to do” and then building on that, says Michael Steele, a professor of mathematics education at the University of Wisconsin-Milwaukee.\u003c/p>\n\u003cp>At Jackson City School in Kentucky, teacher Jeffrey Coots has had about two-thirds of his algebra I students online all year. Even some of his strongest math students from prior years have struggled to stay motivated working virtually and have gotten behind. He doesn’t know what’s happening at home, and connections are often spotty — the district is located in Breathitt County, one of the nation’s poorest.\u003c/p>\n\u003cp>“It’s really hard essentially losing a student who you know has just great things ahead of them,” he said. “I’m very worried. I think of math like Legos — you can't build a house if you don't have that first foundation.”\u003c/p>\n\u003cp>Keeping kids connected is just one problem. Teachers don’t get enough training to begin with and certainly haven’t been trained to teach math remotely, said Mark Goldstein, vice president of curriculum and instruction at the nonprofit Center for Mathematics and Teaching. So teachers have been learning new software platforms on the go. In a group of 30 students in an online platform, they can’t watch everyone and check their students’ body language as in the classroom, he said. Breakout rooms are even harder to monitor.\u003c/p>\n\u003cp>And often teachers haven’t had time to cover anything in depth. Heuvelton Central School in northwestern New York State used a hybrid schedule for middle school and high school most of the year: two groups of students on alternating schedules are in person two days a week each. The other three days they’re on their own to do homework. With only two days a week to present new material, algebra I teacher Eliza Pierce has had to skim — the class isn’t diving into the really hard problems, she said. When her students hit geometry next year in 10th grade, they’re going to be “shellshocked” if they have to move at the same pace as in past years, she said.\u003c/p>\n\u003cfigure id=\"attachment_58092\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-58092 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-6-scaled-e1626127090945.jpeg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Algebra teacher Eliza Pierce reviews polynomial equations with her in-person and remote students in preparation for end-of-year tests at Heuvelton Central School in northwestern New York State. \u003ccite>(Jesse Coburn)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students, too, have been struggling with all the new software, said Veronica Tenesaca, a tutor with Saga Education, which matches tutors with traditionally underserved students. She reels off the names of four new apps her students have had to learn for their algebra courses.\u003c/p>\n\u003cp>Even students who have done well working virtually don’t love online learning. Zyonne Reid, a 15-year-old at J.P. Taravella High School in Florida, hasn’t wanted to speak up in her large algebra I class that meets on Microsoft Teams. “Since it’s online, teachers don’t notice you’re struggling,” she said. “And you don’t want to take up the other people’s time by asking a question.”\u003c/p>\n\u003cp>Hafez Elachkar, 14, goes to Dearborn High School in Michigan. He hated math in previous years but likes his algebra I teacher, who relates what the class is learning to real life, and he’s using some of his algebra to help out in his father’s shoe business. But few students participate or ask questions, he said. When they break out into group work, no one talks except him. He’d never trade in-person math for the online version, he said.\u003c/p>\n\u003cp>Urban school districts like his were most likely to be fully online this year. Almost 80 percent of city districts planned to start last fall fully remote, versus 34 percent in the suburbs and 13 percent in rural areas, according to an August 2020 report by the University of Washington’s Center on Reinventing Public Education.\u003c/p>\n\u003cp>Organizations that tutor students in low-income districts see achievement indicators flashing red. Peer Power, a Memphis nonprofit that matches tutors with students in eight area public schools, started 16 years ago with a laser focus on algebra I after a local principal noticed that students who failed the course ended up dropping out of high school.\u003c/p>\n\u003cp>This year, the group is watching students flounder in algebra despite its help, according to Chris Xa, vice president of the Peer Power Institute at the University of Memphis, which supports Peer Power’s research, funding and training of tutors. He said that by the third quarter of a normal academic year, 50 to 65 percent of kids matched with tutors are getting A’s and B’s in algebra I. This year it’s only 30 percent. UPchieve, a nonprofit that pairs low-income students with free tutors through an online platform, says students have requested 14 times more tutoring sessions in algebra I or II this year than last year.\u003c/p>\n\u003cfigure id=\"attachment_58094\" class=\"wp-caption alignnone\" style=\"max-width: 1428px\">\u003cimg class=\"wp-image-58094 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5.png\" alt=\"\" width=\"1428\" height=\"796\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5.png 1428w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5-800x446.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5-1020x569.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5-160x89.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5-768x428.png 768w\" sizes=\"(max-width: 1428px) 100vw, 1428px\">\u003cfigcaption class=\"wp-caption-text\">Ishmael Brown Jr. works through a lesson on quadratic formulas. Few students spoke up with questions and comments during algebra I classes this year, say teachers and students. \u003ccite>( Ishmael Brown Jr.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Districts are scrambling to figure out what to do for the students who have gotten behind. “I think that’s the whole problem: What are we going to do?” said Paul Green, superintendent of the Jackson Independent School District. He’s loath to fail students who have lost ground. But he said there’s no way they've gotten the skills to move to higher math. One alternative in his state is repeating the class: In April the Kentucky governor signed a \u003ca href=\"https://education.ky.gov/districts/Documents/SB%20128%20Guidance.pdf\">law\u003c/a> that lets students retake courses from the current academic year in 2021-22.\u003c/p>\n\u003cp>It’s not clear that will help — research has \u003ca href=\"https://hechingerreport.org/california-study-finds-harm-repeating-algebra-questions-whether-benefits-anyone/\">shown\u003c/a> that having students repeat algebra I doesn’t raise performance.\u003c/p>\n\u003cp>There’s another way, say math teaching experts. Steele, who studies high school policies and practices related to algebra I, is advising teachers to slow down this fall — a strategy that, confusingly, the U.S. Department of Education and others have labeled “accelerated learning.” It involves schools’ putting extra time into figuring out which concepts kids missed and revisiting those, all the while keeping them at grade-level math.\u003c/p>\n\u003cp>Steele points to a task teachers could use in next year’s 10th grade geometry class. Students are asked to fold two standard 8.5-by-11-inch pieces of paper to create two rectangular prisms, one taller and thinner, the other shorter and fatter. They fill each with popcorn and soon learn the prisms hold different amounts. (The exercise is from the book “Taking Action: Implementing Effective Mathematics Teaching Practices in Grades 9-12,” published by the National Council of Teachers of Mathematics.)\u003c/p>\n\u003cp>The students are then asked to use algebraic formulas for determining volume — which they would have covered in middle school math and algebra I — to explain why. Steele likes the problem because it gives teachers the chance to review algebra concepts. A report last June from the Council of the Great City Schools, a coalition of large urban school systems, recommended similar strategies.\u003c/p>\n\u003cp>Mykea Young has used that just-in-time approach with students in her ninth grade algebra I class all year. She teaches at Forest Park High School outside Atlanta, and her students have been online five days a week. One day in February, she launched into an exercise in which students were to graph linear equations. A minute or so in, the lesson foundered — students didn’t remember quadrants, X-axes and Y-axes, concepts that were covered in their middle school math. She dropped her lesson plan, instead pulling up an online graphing tool that let them refresh their skills. “I have to think on my feet,” she said.\u003c/p>\n\u003cp>Tonya Clarke, K-12 math coordinator for the Clayton County school district where Forest Park High is located, said having teachers fill knowledge gaps like that quickly, as they arise — while keeping kids at grade-level math — is central to the district’s strategy for getting students back on track next year.\u003c/p>\n\u003cp>Levenson has mapped out changes in scheduling and personnel to fill those learning gaps. Now a senior adviser at District Management Group, a consulting firm helping school district leaders, he worked with the Louisiana Department of Education on a \u003ca href=\"https://www.louisianabelieves.com/docs/default-source/academics/staffing-and-scheduling-guidance.pdf\">plan\u003c/a> for this fall that involves keeping students at grade-level instruction by building catch-up classes right into the regular school day.\u003c/p>\n\u003cp>If teachers in a regular class period spot kids having trouble creating equations, those students will be grouped into a catch-up period later in the day in which a strong math teacher gives them help with that skill. Those extra periods could also include tutoring. (A study \u003ca href=\"https://hechingerreport.org/proof-points-research-evidence-increases-for-intensive-tutoring/\">released\u003c/a> in March found that students who received a period of “high-dosage tutoring” — meaning every day or almost every day — learned two to three times as much math as their peers.)\u003c/p>\n\u003cp>That plan will cost money because it likely means hiring highly qualified teachers to deliver the extra catch-up periods, said Levenson. Those dollars are on the way: The federal American Rescue Plan signed into law in March gives states additional millions to reopen schools and requires districts to devote at least 20 percent of what they get to addressing learning losses.\u003c/p>\n\u003cp>Slowing down high school math might be just what’s needed now, say some experts. Starting in the early 1990s, schools and parents pushed ever more eighth graders to take algebra I. But studies of district policies requiring eighth grade algebra show they didn’t improve, and often hurt, student achievement in math.\u003c/p>\n\u003cp>One goal of that early-algebra trend was to get more kids through calculus and onto a STEM degree track. That’s because in the traditional setup, three yearlong courses are required between algebra I and calculus, so getting to calculus by senior year means finishing algebra I by eighth grade. But the pandemic has accelerated a trend away from that rigid model, said Steele: More schools are allowing kids to mix and match math classes later in high school, like taking algebra II and precalculus in the same year.*\u003c/p>\n\u003cp>Giving kids extra tools next year could boost grades and confidence. At J.P. Taravella High School in Florida, Reid struggled with polynomial equations in a class several weeks ago, but got help the next day in a Saga tutoring session that is built into her regular school schedule. How does she feel about doing polynomials now? “I don’t feel great about it, but I know I can do it,” she said.\u003c/p>\n\u003cp>“Figuring out challenging things makes you feel better,” she added. “It makes you feel invincible.”\u003c/p>\n\u003cp>\u003cem>*This story has been corrected to note that more schools are allowing students to take algebra II and precalculus in the same year.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about algebra was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story is a part of \u003ca href=\"https://hechingerreport.org/lessons-learned/\" target=\"_blank\" rel=\"noopener noreferrer\">Lessons Learned\u003c/a>, a series of stories exploring the evidence behind ideas to help children catch up and move ahead after the coronavirus pandemic.\u003c/em>\u003c/p>\n\u003cp>Ishmael Brown Jr. is a stickler for notes when he teaches algebra I to ninth graders at Spring Valley High School in Columbia, South Carolina. After he gives students a problem, he typically walks around and watches how they’re solving it; he wants to see their reasoning with the answer. Not so this year: As of May, only about a sixth of his students were in person and the rest online.\u003c/p>\n\u003cp>With so many web tools out there that solve math problems, it’s easy for Brown’s online students to find a shortcut to answers and the calculations that go with them. So he has no idea if they’re learning.\u003c/p>\n\u003cp>Connecting with kids has been a struggle, too. Brown’s virtual students aren’t required to turn on their cameras, so he can’t tell whether they’re paying attention. Few speak up. In person, his classes are fun, and the students engaged: “I relate whatever it is that we're doing to something closer to real life,” he said.\u003c/p>\n\u003cp>The effects are showing up in test scores. In his intermediate algebra class — the second semester of algebra I — 30 percent of his students are passing tests, compared with close to 70 percent in previous years. “I really don’t think that they’re growing,” said Brown, who’s also president of the National Tutoring Association. “I think this is a lost school year for most kids.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Similar stories are coming in from all over the country. Educators and school leaders are scrambling to figure out how to regain ground next year in a course that often makes or breaks students’ life chances.\u003c/p>\n\u003cp>Later, math is what most often keeps students from graduating from college, experts say. Only half of students who take college algebra score C or higher in the course, a 2015 \u003ca href=\"https://www.maa.org/sites/default/files/pdf/CommonVisionFinal.pdf\">report\u003c/a> by the Mathematical Association of America noted. Math courses are “the most significant barrier to degree completion in both STEM and non-STEM fields,” the authors concluded.\u003c/p>\n\u003cp>That means algebra I is also the class that decides whether students get jobs involving science, technology, engineering or math. “Algebra I is the air you breathe to be in STEM,” said Nathan Levenson, a former CEO of a crane-manufacturing company and later a school superintendent in Massachusetts.\u003c/p>\n\u003cp>For many students it’s been a lonely year, and algebra is tougher to learn while peering at a screen, say teachers and researchers.\u003c/p>\n\u003cfigure id=\"attachment_58093\" class=\"wp-caption alignnone\" style=\"max-width: 1428px\">\u003cimg class=\"wp-image-58093 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4.png\" alt=\"\" width=\"1428\" height=\"796\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4.png 1428w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4-800x446.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4-1020x569.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4-160x89.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-4-768x428.png 768w\" sizes=\"(max-width: 1428px) 100vw, 1428px\">\u003cfigcaption class=\"wp-caption-text\">Ishmael Brown Jr. introduces a lesson on quadratic formulas. Few students spoke up with questions and comments during algebra I classes this year, say teachers and students. \u003ccite>(Ishmael Brown Jr.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>School leaders and teachers are puzzling through a tough equation: how to keep students who missed out on a lot of algebra I content moving through grade-level math next year, usually geometry. Teaching experts say that will mean slowing down to fill in knowledge gaps —detouring from lesson plans, adding extra periods for tutoring, and more. Schools will need to put in “quality time this fall understanding what kids know and what they're able to do” and then building on that, says Michael Steele, a professor of mathematics education at the University of Wisconsin-Milwaukee.\u003c/p>\n\u003cp>At Jackson City School in Kentucky, teacher Jeffrey Coots has had about two-thirds of his algebra I students online all year. Even some of his strongest math students from prior years have struggled to stay motivated working virtually and have gotten behind. He doesn’t know what’s happening at home, and connections are often spotty — the district is located in Breathitt County, one of the nation’s poorest.\u003c/p>\n\u003cp>“It’s really hard essentially losing a student who you know has just great things ahead of them,” he said. “I’m very worried. I think of math like Legos — you can't build a house if you don't have that first foundation.”\u003c/p>\n\u003cp>Keeping kids connected is just one problem. Teachers don’t get enough training to begin with and certainly haven’t been trained to teach math remotely, said Mark Goldstein, vice president of curriculum and instruction at the nonprofit Center for Mathematics and Teaching. So teachers have been learning new software platforms on the go. In a group of 30 students in an online platform, they can’t watch everyone and check their students’ body language as in the classroom, he said. Breakout rooms are even harder to monitor.\u003c/p>\n\u003cp>And often teachers haven’t had time to cover anything in depth. Heuvelton Central School in northwestern New York State used a hybrid schedule for middle school and high school most of the year: two groups of students on alternating schedules are in person two days a week each. The other three days they’re on their own to do homework. With only two days a week to present new material, algebra I teacher Eliza Pierce has had to skim — the class isn’t diving into the really hard problems, she said. When her students hit geometry next year in 10th grade, they’re going to be “shellshocked” if they have to move at the same pace as in past years, she said.\u003c/p>\n\u003cfigure id=\"attachment_58092\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"wp-image-58092 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-6-scaled-e1626127090945.jpeg\" alt=\"\" width=\"1920\" height=\"1440\">\u003cfigcaption class=\"wp-caption-text\">Algebra teacher Eliza Pierce reviews polynomial equations with her in-person and remote students in preparation for end-of-year tests at Heuvelton Central School in northwestern New York State. \u003ccite>(Jesse Coburn)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Students, too, have been struggling with all the new software, said Veronica Tenesaca, a tutor with Saga Education, which matches tutors with traditionally underserved students. She reels off the names of four new apps her students have had to learn for their algebra courses.\u003c/p>\n\u003cp>Even students who have done well working virtually don’t love online learning. Zyonne Reid, a 15-year-old at J.P. Taravella High School in Florida, hasn’t wanted to speak up in her large algebra I class that meets on Microsoft Teams. “Since it’s online, teachers don’t notice you’re struggling,” she said. “And you don’t want to take up the other people’s time by asking a question.”\u003c/p>\n\u003cp>Hafez Elachkar, 14, goes to Dearborn High School in Michigan. He hated math in previous years but likes his algebra I teacher, who relates what the class is learning to real life, and he’s using some of his algebra to help out in his father’s shoe business. But few students participate or ask questions, he said. When they break out into group work, no one talks except him. He’d never trade in-person math for the online version, he said.\u003c/p>\n\u003cp>Urban school districts like his were most likely to be fully online this year. Almost 80 percent of city districts planned to start last fall fully remote, versus 34 percent in the suburbs and 13 percent in rural areas, according to an August 2020 report by the University of Washington’s Center on Reinventing Public Education.\u003c/p>\n\u003cp>Organizations that tutor students in low-income districts see achievement indicators flashing red. Peer Power, a Memphis nonprofit that matches tutors with students in eight area public schools, started 16 years ago with a laser focus on algebra I after a local principal noticed that students who failed the course ended up dropping out of high school.\u003c/p>\n\u003cp>This year, the group is watching students flounder in algebra despite its help, according to Chris Xa, vice president of the Peer Power Institute at the University of Memphis, which supports Peer Power’s research, funding and training of tutors. He said that by the third quarter of a normal academic year, 50 to 65 percent of kids matched with tutors are getting A’s and B’s in algebra I. This year it’s only 30 percent. UPchieve, a nonprofit that pairs low-income students with free tutors through an online platform, says students have requested 14 times more tutoring sessions in algebra I or II this year than last year.\u003c/p>\n\u003cfigure id=\"attachment_58094\" class=\"wp-caption alignnone\" style=\"max-width: 1428px\">\u003cimg class=\"wp-image-58094 size-full\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5.png\" alt=\"\" width=\"1428\" height=\"796\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5.png 1428w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5-800x446.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5-1020x569.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5-160x89.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/07/Yoder-algebra-5-768x428.png 768w\" sizes=\"(max-width: 1428px) 100vw, 1428px\">\u003cfigcaption class=\"wp-caption-text\">Ishmael Brown Jr. works through a lesson on quadratic formulas. Few students spoke up with questions and comments during algebra I classes this year, say teachers and students. \u003ccite>( Ishmael Brown Jr.)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Districts are scrambling to figure out what to do for the students who have gotten behind. “I think that’s the whole problem: What are we going to do?” said Paul Green, superintendent of the Jackson Independent School District. He’s loath to fail students who have lost ground. But he said there’s no way they've gotten the skills to move to higher math. One alternative in his state is repeating the class: In April the Kentucky governor signed a \u003ca href=\"https://education.ky.gov/districts/Documents/SB%20128%20Guidance.pdf\">law\u003c/a> that lets students retake courses from the current academic year in 2021-22.\u003c/p>\n\u003cp>It’s not clear that will help — research has \u003ca href=\"https://hechingerreport.org/california-study-finds-harm-repeating-algebra-questions-whether-benefits-anyone/\">shown\u003c/a> that having students repeat algebra I doesn’t raise performance.\u003c/p>\n\u003cp>There’s another way, say math teaching experts. Steele, who studies high school policies and practices related to algebra I, is advising teachers to slow down this fall — a strategy that, confusingly, the U.S. Department of Education and others have labeled “accelerated learning.” It involves schools’ putting extra time into figuring out which concepts kids missed and revisiting those, all the while keeping them at grade-level math.\u003c/p>\n\u003cp>Steele points to a task teachers could use in next year’s 10th grade geometry class. Students are asked to fold two standard 8.5-by-11-inch pieces of paper to create two rectangular prisms, one taller and thinner, the other shorter and fatter. They fill each with popcorn and soon learn the prisms hold different amounts. (The exercise is from the book “Taking Action: Implementing Effective Mathematics Teaching Practices in Grades 9-12,” published by the National Council of Teachers of Mathematics.)\u003c/p>\n\u003cp>The students are then asked to use algebraic formulas for determining volume — which they would have covered in middle school math and algebra I — to explain why. Steele likes the problem because it gives teachers the chance to review algebra concepts. A report last June from the Council of the Great City Schools, a coalition of large urban school systems, recommended similar strategies.\u003c/p>\n\u003cp>Mykea Young has used that just-in-time approach with students in her ninth grade algebra I class all year. She teaches at Forest Park High School outside Atlanta, and her students have been online five days a week. One day in February, she launched into an exercise in which students were to graph linear equations. A minute or so in, the lesson foundered — students didn’t remember quadrants, X-axes and Y-axes, concepts that were covered in their middle school math. She dropped her lesson plan, instead pulling up an online graphing tool that let them refresh their skills. “I have to think on my feet,” she said.\u003c/p>\n\u003cp>Tonya Clarke, K-12 math coordinator for the Clayton County school district where Forest Park High is located, said having teachers fill knowledge gaps like that quickly, as they arise — while keeping kids at grade-level math — is central to the district’s strategy for getting students back on track next year.\u003c/p>\n\u003cp>Levenson has mapped out changes in scheduling and personnel to fill those learning gaps. Now a senior adviser at District Management Group, a consulting firm helping school district leaders, he worked with the Louisiana Department of Education on a \u003ca href=\"https://www.louisianabelieves.com/docs/default-source/academics/staffing-and-scheduling-guidance.pdf\">plan\u003c/a> for this fall that involves keeping students at grade-level instruction by building catch-up classes right into the regular school day.\u003c/p>\n\u003cp>If teachers in a regular class period spot kids having trouble creating equations, those students will be grouped into a catch-up period later in the day in which a strong math teacher gives them help with that skill. Those extra periods could also include tutoring. (A study \u003ca href=\"https://hechingerreport.org/proof-points-research-evidence-increases-for-intensive-tutoring/\">released\u003c/a> in March found that students who received a period of “high-dosage tutoring” — meaning every day or almost every day — learned two to three times as much math as their peers.)\u003c/p>\n\u003cp>That plan will cost money because it likely means hiring highly qualified teachers to deliver the extra catch-up periods, said Levenson. Those dollars are on the way: The federal American Rescue Plan signed into law in March gives states additional millions to reopen schools and requires districts to devote at least 20 percent of what they get to addressing learning losses.\u003c/p>\n\u003cp>Slowing down high school math might be just what’s needed now, say some experts. Starting in the early 1990s, schools and parents pushed ever more eighth graders to take algebra I. But studies of district policies requiring eighth grade algebra show they didn’t improve, and often hurt, student achievement in math.\u003c/p>\n\u003cp>One goal of that early-algebra trend was to get more kids through calculus and onto a STEM degree track. That’s because in the traditional setup, three yearlong courses are required between algebra I and calculus, so getting to calculus by senior year means finishing algebra I by eighth grade. But the pandemic has accelerated a trend away from that rigid model, said Steele: More schools are allowing kids to mix and match math classes later in high school, like taking algebra II and precalculus in the same year.*\u003c/p>\n\u003cp>Giving kids extra tools next year could boost grades and confidence. At J.P. Taravella High School in Florida, Reid struggled with polynomial equations in a class several weeks ago, but got help the next day in a Saga tutoring session that is built into her regular school schedule. How does she feel about doing polynomials now? “I don’t feel great about it, but I know I can do it,” she said.\u003c/p>\n\u003cp>“Figuring out challenging things makes you feel better,” she added. “It makes you feel invincible.”\u003c/p>\n\u003cp>\u003cem>*This story has been corrected to note that more schools are allowing students to take algebra II and precalculus in the same year.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about algebra was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"http://eepurl.com/c36ixT\">\u003cem>Hechinger’s newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "‘Don’t go back to the old normal’: Opportunities for Adolescent Learning Revealed by COVID-19 ",
"headTitle": "‘Don’t go back to the old normal’: Opportunities for Adolescent Learning Revealed by COVID-19 | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400;\">Long before the COVID-19 shutdown forced schools to launch remote learning, the nonprofit Challenge Success tracked student wellness, using the findings to encourage schools and families to rethink what constitutes “success” for students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In the early months of the pandemic shutdown, some students and families experienced silver linings alongside COVID-19’s many challenges. Those included more time with family, and in some cases, more sleep for students learning from home. Some districts adopted policies \u003c/span>\u003ca href=\"https://www.latimes.com/california/story/2020-04-13/no-fail-school-grades-during-coronavirus\">\u003cspan style=\"font-weight: 400;\">prohibiting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> Fs on spring report cards.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">But, once fall 2020 rolled around, a lot of the grace given to everyone in the spring evaporated, and class mostly got back to normal but online. Even though many students weren’t showing up for school online, standardized tests resumed. Students were back to feeling stress, which was more elevated for girls and students of color, according to a fall Challenge Success/NBC News \u003c/span>\u003ca href=\"https://www.challengesuccess.org/kids-under-pressure-student-well-being-and-engagement-during-the-pandemic/\">\u003cspan style=\"font-weight: 400;\">survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“There was a real increase reported in student-related stress,” said Challenge Success co-founder Denise Pope at the Education Writers Association’s 2021 National Seminar. “Parent expectations can be a protective factor; it can be a positive thing in a kid’s life, but if [students] don’t feel like they can meet the expectations, that’s where you can run into some problems.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The pressure for high-academic achievement has sometimes come at the expense of students’ well-being. Despite extensive research on the benefits of adequate \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54248/three-things-overscheduled-kids-need-more-of-in-their-lives\">\u003cspan style=\"font-weight: 400;\">sleep, downtime and strong relationships\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, the march to academic success often stretches students to the limit. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Those particularly attuned to brain development during adolescence might wonder about the pandemic’s impact on children. Adolescence – the period between ages 10 and 25 – usually gets a bad rap as a time of growth spurts and mood swings, but the brain is going through its second most important developmental period after \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57373/why-we-need-to-pay-more-attention-to-the-youngest-children-right-now-and-their-parents\">\u003cspan style=\"font-weight: 400;\">ages 0 – 3\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s important to think about [adolescence] as a time of remarkable opportunity,” said Adriana \u003c/span>\u003cspan style=\"font-weight: 400;\">Galván\u003c/span>\u003cspan style=\"font-weight: 400;\">, a professor of neuroscience at UCLA who also spoke at the conference. “And certainly, some of the key developmental milestones that happen during adolescence include establishing new social relationships, exploring the world, thinking about new activities and passions.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The changes that occur in a child’s brain makes adolescence a period of testing boundaries, further developing a sense of self, seeking novel experiences and taking risks, all while awareness of social status is heightened. But when students are confined to home and distanced from their peers, should adults be worried?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Not necessarily, \u003c/span>\u003cspan style=\"font-weight: 400;\">Galván said\u003c/span>\u003cspan style=\"font-weight: 400;\">. Students took on new responsibilities over the past year, such as helping around the house, working to support their family, taking care of siblings, marching for racial justice and learning how to be safe during a pandemic. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Still, what worries Pope and \u003c/span>\u003cspan style=\"font-weight: 400;\">Galván\u003c/span>\u003cspan style=\"font-weight: 400;\"> is that in the rush to leave pandemic schooling behind, communities will revert back to the way school was done before the pandemic. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Don’t go back to the old normal,” Pope advised educators and parents. “They’re \u003c/span>\u003cspan style=\"font-weight: 400;\">so excited about the old normal, they don’t realize the old normal wasn’t healthy. We had mental health problems, stress and sleep deprivation before the pandemic, so I’d like to see some real changes.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Below are some changes Pope and \u003c/span>\u003cspan style=\"font-weight: 400;\">Galván hope to see in the lives of adolescents. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>School and curriculum\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Some of the changes schools made to their schedules, including later start times for teens, should be kept, Pope said. Block scheduling is more conducive to deeper learning instead of rushing through six to seven courses each day, she added. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Research has shown \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57734/distracted-these-four-learning-strategies-can-help\">\u003cspan style=\"font-weight: 400;\">shifting attention\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> requires a lot of mental load, and it takes time for someone to be primed to receive new information. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“We’re doing a lot of what’s called cognitive flexibility that your brain has to shift in what it’s thinking about rather than focusing on two particular, three particular main topics,” \u003c/span>\u003cspan style=\"font-weight: 400;\">Galván said\u003c/span>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">High engagement with school correlates with positive mental health, and curriculum can make that difference, Pope said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“You have to make the curriculum engaging and exciting and developmentally appropriate, and that comes with giving students real things to think about, real tests to do,” Pope said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">She recommended service learning opportunities to make what’s learned in school more relevant.\u003c/span>\u003cb> \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Parental expectations about a child’s school performance is still a source of stress, Pope said. She hears from parents who worry a lot about their child’s school, grades and college prospects, but not nearly as much about sleep, which is connected to mental health problems, depression and anxiety. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">As part of being a well-balanced individual, kids need to know how to develop positive coping strategies and how to be responsible for life skills, like doing chores around the house, she said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Sleep and mental health \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Despite some reports that found teens getting \u003c/span>\u003ca href=\"https://www.washingtonpost.com/health/teenage-sleep-remote-learning-school-time/2021/03/26/29d3c004-898b-11eb-8a8b-5cf82c3dffe4_story.html\">\u003cspan style=\"font-weight: 400;\">more sleep\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> during distance learning, Pope’s survey results found just the opposite. This came as a surprise during a time when extracurricular and social activities were reduced by COVID restrictions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Those high-achieving students kept trying to stay up and do the work,” Pope said. Adding to this issue were so many people’s reliance on screens for socializing and entertainment, which could go well into the night. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Some of us, myself included, got caught into that \u003c/span>\u003ca href=\"https://www.npr.org/2020/07/19/892728595/your-doomscrolling-breeds-anxiety-here-s-how-to-stop-the-cycle\">\u003cspan style=\"font-weight: 400;\">doom scrolling\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">,” she said of people who spent a lot of time on their devices reading the news and absorbing social media to no end. “And then, I think the other thing that happened is the anxiety; the rates of anxiety and depression went up, and we know that’s related to sleep.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Building relationships\u003c/b>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Even though adolescence can feel like a time when adults are pushed away, they still play an important role. The Challenge Success poll found that nearly 50% of those surveyed saw a decrease in the strength of relationships with teachers and between peers. But fortunately, 72% of students said they had a trusted adult to turn to at school, and that can serve as a protective factor for student wellness. She also said advisory and regular check-ins can help with relationship-building. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“There is usually an adult who is going above and beyond, who’s tracking them down at \u003c/span>\u003cspan style=\"font-weight: 400;\">their home, who’s making sure that they have extra help on something and so they’re … appreciating that, and I think that’s a sign of resilience as well,” Pope said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Make room for exploration, risk and failure\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Adolescence is a time for new experiences and taking risks. And even though when adults look back, we mostly see the difficulties, those experiences helped us grow. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Galván\u003c/span>\u003cspan style=\"font-weight: 400;\"> said it’s hard not to overreact when someone you love is hurting or failing, but supporting them is a normative part of development. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Taking risks outside of one’s comfort zone is the way that we mature and that we grow, and it’s so necessary for adolescence,” \u003c/span>\u003cspan style=\"font-weight: 400;\">Galván said\u003c/span>\u003cspan style=\"font-weight: 400;\">, adding that it’s important to ensure one’s health is not compromised. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“What’s the worst thing that can happen if they don’t start their chemistry project until the night before? You know that’s going to be a train wreck,” Pope said. Adolescents need to learn how to make good life decisions without their parents hovering over them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s hard to let your kids sort of fail, but it’s a safe fail, as opposed to letting them drive drunk,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Young people have a great capacity to bounce back from setbacks in adolescence – such as bad grades and social failures – and the adolescent brain’s extraordinary plasticity makes that possible, \u003c/span>\u003cspan style=\"font-weight: 400;\">Galván\u003c/span>\u003cspan style=\"font-weight: 400;\"> said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Those are all learning experiences, and adolescents are remarkably resilient,” \u003c/span>\u003cspan style=\"font-weight: 400;\">Galván said\u003c/span>\u003cspan style=\"font-weight: 400;\">. “As adults, we can look back and say, ‘I was such a nerd and kind of laugh at that.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">And the students who took on extra responsibilities to support their families during the pandemic or tapped into their beliefs to advocate for racial justice demonstrated just how capable they can be, according to Pope. “The resilience has been amazing.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n",
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"excerpt": "Distance learning created some obstacles and opportunities to expand upon how adolescents learn, according to researchers. Some of their top concerns include more sleep, fewer classes per day and appreciating adolescents' unique resilience during this period of significant brain development. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">Long before the COVID-19 shutdown forced schools to launch remote learning, the nonprofit Challenge Success tracked student wellness, using the findings to encourage schools and families to rethink what constitutes “success” for students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In the early months of the pandemic shutdown, some students and families experienced silver linings alongside COVID-19’s many challenges. Those included more time with family, and in some cases, more sleep for students learning from home. Some districts adopted policies \u003c/span>\u003ca href=\"https://www.latimes.com/california/story/2020-04-13/no-fail-school-grades-during-coronavirus\">\u003cspan style=\"font-weight: 400;\">prohibiting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> Fs on spring report cards.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">But, once fall 2020 rolled around, a lot of the grace given to everyone in the spring evaporated, and class mostly got back to normal but online. Even though many students weren’t showing up for school online, standardized tests resumed. Students were back to feeling stress, which was more elevated for girls and students of color, according to a fall Challenge Success/NBC News \u003c/span>\u003ca href=\"https://www.challengesuccess.org/kids-under-pressure-student-well-being-and-engagement-during-the-pandemic/\">\u003cspan style=\"font-weight: 400;\">survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“There was a real increase reported in student-related stress,” said Challenge Success co-founder Denise Pope at the Education Writers Association’s 2021 National Seminar. “Parent expectations can be a protective factor; it can be a positive thing in a kid’s life, but if [students] don’t feel like they can meet the expectations, that’s where you can run into some problems.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The pressure for high-academic achievement has sometimes come at the expense of students’ well-being. Despite extensive research on the benefits of adequate \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54248/three-things-overscheduled-kids-need-more-of-in-their-lives\">\u003cspan style=\"font-weight: 400;\">sleep, downtime and strong relationships\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, the march to academic success often stretches students to the limit. \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;\">Those particularly attuned to brain development during adolescence might wonder about the pandemic’s impact on children. Adolescence – the period between ages 10 and 25 – usually gets a bad rap as a time of growth spurts and mood swings, but the brain is going through its second most important developmental period after \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57373/why-we-need-to-pay-more-attention-to-the-youngest-children-right-now-and-their-parents\">\u003cspan style=\"font-weight: 400;\">ages 0 – 3\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s important to think about [adolescence] as a time of remarkable opportunity,” said Adriana \u003c/span>\u003cspan style=\"font-weight: 400;\">Galván\u003c/span>\u003cspan style=\"font-weight: 400;\">, a professor of neuroscience at UCLA who also spoke at the conference. “And certainly, some of the key developmental milestones that happen during adolescence include establishing new social relationships, exploring the world, thinking about new activities and passions.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The changes that occur in a child’s brain makes adolescence a period of testing boundaries, further developing a sense of self, seeking novel experiences and taking risks, all while awareness of social status is heightened. But when students are confined to home and distanced from their peers, should adults be worried?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Not necessarily, \u003c/span>\u003cspan style=\"font-weight: 400;\">Galván said\u003c/span>\u003cspan style=\"font-weight: 400;\">. Students took on new responsibilities over the past year, such as helping around the house, working to support their family, taking care of siblings, marching for racial justice and learning how to be safe during a pandemic. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Still, what worries Pope and \u003c/span>\u003cspan style=\"font-weight: 400;\">Galván\u003c/span>\u003cspan style=\"font-weight: 400;\"> is that in the rush to leave pandemic schooling behind, communities will revert back to the way school was done before the pandemic. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Don’t go back to the old normal,” Pope advised educators and parents. “They’re \u003c/span>\u003cspan style=\"font-weight: 400;\">so excited about the old normal, they don’t realize the old normal wasn’t healthy. We had mental health problems, stress and sleep deprivation before the pandemic, so I’d like to see some real changes.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Below are some changes Pope and \u003c/span>\u003cspan style=\"font-weight: 400;\">Galván hope to see in the lives of adolescents. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>School and curriculum\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Some of the changes schools made to their schedules, including later start times for teens, should be kept, Pope said. Block scheduling is more conducive to deeper learning instead of rushing through six to seven courses each day, she added. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Research has shown \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57734/distracted-these-four-learning-strategies-can-help\">\u003cspan style=\"font-weight: 400;\">shifting attention\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> requires a lot of mental load, and it takes time for someone to be primed to receive new information. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“We’re doing a lot of what’s called cognitive flexibility that your brain has to shift in what it’s thinking about rather than focusing on two particular, three particular main topics,” \u003c/span>\u003cspan style=\"font-weight: 400;\">Galván said\u003c/span>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">High engagement with school correlates with positive mental health, and curriculum can make that difference, Pope said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“You have to make the curriculum engaging and exciting and developmentally appropriate, and that comes with giving students real things to think about, real tests to do,” Pope said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">She recommended service learning opportunities to make what’s learned in school more relevant.\u003c/span>\u003cb> \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Parental expectations about a child’s school performance is still a source of stress, Pope said. She hears from parents who worry a lot about their child’s school, grades and college prospects, but not nearly as much about sleep, which is connected to mental health problems, depression and anxiety. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">As part of being a well-balanced individual, kids need to know how to develop positive coping strategies and how to be responsible for life skills, like doing chores around the house, she said. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Sleep and mental health \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Despite some reports that found teens getting \u003c/span>\u003ca href=\"https://www.washingtonpost.com/health/teenage-sleep-remote-learning-school-time/2021/03/26/29d3c004-898b-11eb-8a8b-5cf82c3dffe4_story.html\">\u003cspan style=\"font-weight: 400;\">more sleep\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> during distance learning, Pope’s survey results found just the opposite. This came as a surprise during a time when extracurricular and social activities were reduced by COVID restrictions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Those high-achieving students kept trying to stay up and do the work,” Pope said. Adding to this issue were so many people’s reliance on screens for socializing and entertainment, which could go well into the night. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Some of us, myself included, got caught into that \u003c/span>\u003ca href=\"https://www.npr.org/2020/07/19/892728595/your-doomscrolling-breeds-anxiety-here-s-how-to-stop-the-cycle\">\u003cspan style=\"font-weight: 400;\">doom scrolling\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">,” she said of people who spent a lot of time on their devices reading the news and absorbing social media to no end. “And then, I think the other thing that happened is the anxiety; the rates of anxiety and depression went up, and we know that’s related to sleep.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Building relationships\u003c/b>\u003cspan style=\"font-weight: 400;\"> \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Even though adolescence can feel like a time when adults are pushed away, they still play an important role. The Challenge Success poll found that nearly 50% of those surveyed saw a decrease in the strength of relationships with teachers and between peers. But fortunately, 72% of students said they had a trusted adult to turn to at school, and that can serve as a protective factor for student wellness. She also said advisory and regular check-ins can help with relationship-building. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“There is usually an adult who is going above and beyond, who’s tracking them down at \u003c/span>\u003cspan style=\"font-weight: 400;\">their home, who’s making sure that they have extra help on something and so they’re … appreciating that, and I think that’s a sign of resilience as well,” Pope said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Make room for exploration, risk and failure\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Adolescence is a time for new experiences and taking risks. And even though when adults look back, we mostly see the difficulties, those experiences helped us grow. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Galván\u003c/span>\u003cspan style=\"font-weight: 400;\"> said it’s hard not to overreact when someone you love is hurting or failing, but supporting them is a normative part of development. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Taking risks outside of one’s comfort zone is the way that we mature and that we grow, and it’s so necessary for adolescence,” \u003c/span>\u003cspan style=\"font-weight: 400;\">Galván said\u003c/span>\u003cspan style=\"font-weight: 400;\">, adding that it’s important to ensure one’s health is not compromised. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“What’s the worst thing that can happen if they don’t start their chemistry project until the night before? You know that’s going to be a train wreck,” Pope said. Adolescents need to learn how to make good life decisions without their parents hovering over them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s hard to let your kids sort of fail, but it’s a safe fail, as opposed to letting them drive drunk,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Young people have a great capacity to bounce back from setbacks in adolescence – such as bad grades and social failures – and the adolescent brain’s extraordinary plasticity makes that possible, \u003c/span>\u003cspan style=\"font-weight: 400;\">Galván\u003c/span>\u003cspan style=\"font-weight: 400;\"> said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Those are all learning experiences, and adolescents are remarkably resilient,” \u003c/span>\u003cspan style=\"font-weight: 400;\">Galván said\u003c/span>\u003cspan style=\"font-weight: 400;\">. “As adults, we can look back and say, ‘I was such a nerd and kind of laugh at that.’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">And the students who took on extra responsibilities to support their families during the pandemic or tapped into their beliefs to advocate for racial justice demonstrated just how capable they can be, according to Pope. “The resilience has been amazing.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Voice, Chat and DM: Remote Learning Tools That Make Sense In Person",
"headTitle": "Voice, Chat and DM: Remote Learning Tools That Make Sense In Person | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400;\">Understandably, many teachers were hesitant at the start of distance learning. Most saw only the new format’s deficiencies when compared to their physical classrooms. However, as educators adapted, many discovered new ways to teach literacy skills digitally. Some of these skills ended up being liberating, enlisting multi-modal forms of communication and connecting students in a uniquely online way. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When the school year began online in fall 2020, Sylviane Cohn’s third grade class was just beginning to develop a skill of suddenly increased importance: typing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">But Cohn discovered advantages to her students typing some of their assignments during virtual education. Watching her students’ writing appear on their respective Google Docs in real time meant she could provide simultaneous feedback. The process of editing on the computer — liberated from the messiness of revising on a piece of paper — made the process less burdensome and more enjoyable for her students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Early in the school year, Cohn had her students type two or three sentences of a story. One line at a time, they added dialogue, imagery or other embellishments. The process encouraged her students to try new strategies and freed them from the space constraints of a notebook page. “Over the course of a couple of weeks, they were able to create these much longer, more nuanced and detailed stories than they ever could have created in one fell swoop,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-57804\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM-800x455.jpg\" alt=\"\" width=\"800\" height=\"455\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM-800x455.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM-1020x580.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM-160x91.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM-768x437.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM-1536x874.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM-1920x1092.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM.jpg 1944w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003ch2>\u003cstrong>Relieving Social Anxieties via Virtual Feedback \u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Stacey Reeder, a sixth grade ELA teacher in Cincinnati, Ohio, observed that her sixth grade students suggested edits on each other’s papers more comfortably when separated by screens. \u003c/span>The asynchronous aspect of virtual feedback not only allowed students to take their time when giving feedback, but to do it at their convenience.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Virtual feedback also removed the social barriers that may prevent students from wanting peer feedback\u003cspan style=\"font-weight: 400;\">. The fear of watching a classmate’s eyebrows furrow as they read was removed from the equation. Some students may have felt less anxiety when they shared personal anecdotes and didn’t have to then look their editors in the eyes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“When it’s not face-to-face, kids can be a little more vulnerable and a little more specific about the feedback they give, because sometimes in sixth grade, it’s a social thing,” said Reeder.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Much like how anonymity can embolden people on social media, Reeder claimed, there was a level of vulnerability that can be tapped into when writers and editors are separated by screens. Added was the security that students knew that their teacher would see all given feedback, ensuring students’ comments remained kind and helpful.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">After seeing the benefits, Reeder decided to keep asynchronous, online peer feedback as an option for the students who returned to her in-person classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Hearing a Human Voice \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For her own feedback to students, Reeder began attaching audio notes to assignments. Her students appreciated the ability to hear feedback rather than just read it. Audio feedback also provided students with the option to scroll through their work while listening and to replay feedback while writing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Given the shortened instruction time of online classes, there wasn’t enough time for every student to fully express their thoughts on the reading or participate in a class discussion. So Maribel Parenti, a third grade teacher in Redwood City, California, assigned students audio reflections between one and three minutes, depending on the depth of response necessary, on Google Classroom. Students were asked to reflect on a book’s chapter, provide summaries or explain characters’ actions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Much in the way students might participate in a classroom, Parenti’s students worked out their thinking by answering out loud. Parenti could check reading comprehension for every student through a metric designed to be less formal than a homework assignment or test. \u003c/span>\u003cspan style=\"font-weight: 400;\">She could then give students feedback by responding to their posts with her own voice recordings, which she found faster to make than writing a response. In her feedback, Parenti could agree with a student’s argument or ask them to expand on certain points — to which her students could then upload an audio reply.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The assignment was specifically to check comprehension, centering thinking processes more than writing skills. Parenti prioritized verbal responses for her students who struggle with reading to increase their comfort with the activity. For her students at or above reading level, she would often write her responses to provide more reading practice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Early in distance learning, Parenti assigned students handwritten responses, which she struggled to read when held up to the screen. Typed submissions stressed her students struggling with typing and spelling skills.\u003c/span> \u003cspan style=\"font-weight: 400;\">She wanted to explore the different ways her class could have a conversation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Through audio, she could also hear the voices of her students who tended to not participate in her virtual classroom. Her more reserved and anxious students appreciated the chance to fully participate without observation from their peers. Their responses were given and received privately.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“They’re just talking to themselves or to the computer and no one is seeing them,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Parenti planned to still offer this participation option when her classroom becomes fully in-person: students who don’t feel comfortable sharing their thoughts in class could have the opportunity to upload them online later, privately and in their own time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Parenti also provided the option for students to upload video responses on \u003c/span>\u003ca href=\"https://info.flipgrid.com/\">\u003cspan style=\"font-weight: 400;\">Flipgrid\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. She called its features “Instagram for kids,” as students can add stickers, face effects and stock image backgrounds. Her students with humorous streaks appreciated the ability to sport virtual glasses and digitally change their hair colors. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For one response, a student chose a newsroom background and delivered his answer with the formality of a nightly newscast anchor. Parenti shared his video with the class to provide inspiration. She watched as students shared ideas and tried out features or techniques their classmates used, receiving new insight into each student’s ingenuity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Every single one of them is so different and they’re so creative that I’m just like, ‘Wow,’” she said.\u003c/span>\u003c/p>\n\u003ch2>The Upside of Zoom\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Aeriale Johnson, a third grade teacher in San Jose, California, helped her students express their creativity through the \u003c/span>\u003ca href=\"https://kinderbender.com/2020/08/21/all-because-i-trusted-them-to-use-the-chat-box/\">\u003cspan style=\"font-weight: 400;\">Zoom chat\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. This feature specifically allowed students to participate during times when they’d regularly be unable to speak, such as when watching videos or listening to a book. Rather than hold their questions and wait to be called on — running the risk of forgetting or running out of class time — students could type their thoughts, questions and reactions as they came to them, uninterrupted, in the Zoom chat. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">During storytime, students put crying emojis during the book’s sad moments and heart emojis during sweet ones. When the class watched videos, Johnson joined them in the chat as they wrote what they saw, thought and wanted to learn more about. Her students asked questions about environmental issues, racial justice and the year 2020. Johnson would pause class to catch up on the chatbox feed, responding to messages and answering questions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“That also shows you’re not just typing to a chat box for no reason, like, I value what you’re saying and I think that it’s important,” said Johnson.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Zoom’s chat also includes a direct message feature, which Johnson’s students used to talk to her privately. While in-person, a student could come up to her and ask to speak one-on-one, their classmates could still observe that this took place, decreasing the situation’s privacy. With direct messaging, students could ask questions they might not feel comfortable vocalizing in front of the class or typing in the chat.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-thumbnail wp-image-57952\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/Shyamsundar_Headshot-160x160.jpeg\" alt=\"\" width=\"160\" height=\"160\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/Shyamsundar_Headshot-160x160.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/Shyamsundar_Headshot-768x768.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/Shyamsundar_Headshot.jpeg 800w\" sizes=\"(max-width: 160px) 100vw, 160px\">Harini Shyamsundar, a secondary math teacher in San Pablo, California, shared that her students appreciated the chance to use the Zoom chat during the transitions and uncertainty of virtual learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“[With] the newness of online learning and the kind of fear and uncertainty that students had around it, the ability to communicate using that chat tool, to privately communicate with the teacher to ask for help in this really not intimidating way, has been huge,” said Shyamsundar.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Using the Zoom chat as a forum space, Shyamsundar encouraged her students to describe concepts and communicate to solve problems. Her students’ ability to privately chat with her to ask for help was something she wanted to keep when her class becomes fully in-person. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“They can maybe put it into some sort of form and I’ll have it on my screen and I can answer it to the whole class,” she said. “I think it would be a really great adaptation to continue.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">By March 2021, Johnson’s third grade class had started asking how to best replicate the chat box when moving back to in-person class. Her students proposed virtual tablets or whiteboards with dry-erase markers — anything that would allow them to respond quickly and occasionally use emojis.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Strategies for Thinking Visually \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kristin Tufo, a middle school science teacher in Portland, Oregon, thought her students might be tired of seeing their own faces after virtual education. So she decided to transform the annual seventh and eighth grade science fair into a podcast series. The episodes tackle questions posed by kindergarteners: Why is snow white? Why is cotton candy fluffy? Why do farts smell?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Without video, her students must rely on their description skills to share their discoveries and relevant scientific processes — sharpening their writing skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s good for their writing skills to have to describe things in such a way that little kids can picture it,” said Tufo.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While Tufo previously incorporated visuals into her teaching, her classes prior to virtual education prioritized discussion and demonstration. Wanting to provide visual aids to her lectures, she began taking notes on screen for her students to copy or use as inspiration. She included drawings, a practice known as \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54655/why-teachers-are-so-excited-about-the-power-of-sketchnoting\">\u003cspan style=\"font-weight: 400;\">sketchnoting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, to illustrate processes like fossilization or chemical reactions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Rather than just watching a video of something, the act of actually writing or trying to draw something that represents it should give them a higher understanding of the idea,” Tufo said.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-57796\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Tufo-4-800x600.jpeg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-4-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-4-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-4-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-4-768x576.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-4-1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-4-2048x1536.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-4-1920x1440.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Tufo turned to this process to convey her lessons and engage her students during decreased lecture times. Wanting to better imprint lessons in their minds, she encouraged her students to write their notes by hand. She cited scientific theories that visual aids and the act of physically writing assist with memory, as well as her training on the importance of the resistance of pen on paper in helping students with dyslexia.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">With practice, some of her students who initially lacked confidence in their artistry found they enjoyed incorporating drawings into their notes. Some began sketchnoting in their other classes, too, she said.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-57797\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Tufo-2-800x600.jpeg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-2-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-2-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-2-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-2-768x576.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-2-1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-2-2048x1536.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-2-1920x1440.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Though she didn’t wish to dismiss the gravity of the pandemic, Parenti expressed gratitude that virtual education forced her and other teachers out of their comfort zones and encouraged experimentation with new technologies. These experiments, she expects, will influence education moving forward, like her own third grade class’ option for asynchronous participation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Now I have more tools under my belt that I’m going to be able to use with my students once we go back in person,” Parenti said.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n",
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"excerpt": "Teachers learned on the fly to incorporate helpful digital tools during distance learning. Now that most are back to school in-person, they're looking for ways to hold on to what worked. ",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">Understandably, many teachers were hesitant at the start of distance learning. Most saw only the new format’s deficiencies when compared to their physical classrooms. However, as educators adapted, many discovered new ways to teach literacy skills digitally. Some of these skills ended up being liberating, enlisting multi-modal forms of communication and connecting students in a uniquely online way. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When the school year began online in fall 2020, Sylviane Cohn’s third grade class was just beginning to develop a skill of suddenly increased importance: typing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">But Cohn discovered advantages to her students typing some of their assignments during virtual education. Watching her students’ writing appear on their respective Google Docs in real time meant she could provide simultaneous feedback. The process of editing on the computer — liberated from the messiness of revising on a piece of paper — made the process less burdensome and more enjoyable for her students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Early in the school year, Cohn had her students type two or three sentences of a story. One line at a time, they added dialogue, imagery or other embellishments. The process encouraged her students to try new strategies and freed them from the space constraints of a notebook page. “Over the course of a couple of weeks, they were able to create these much longer, more nuanced and detailed stories than they ever could have created in one fell swoop,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-57804\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM-800x455.jpg\" alt=\"\" width=\"800\" height=\"455\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM-800x455.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM-1020x580.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM-160x91.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM-768x437.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM-1536x874.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM-1920x1092.jpg 1920w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Screen-Shot-2021-05-01-at-5.56.15-PM.jpg 1944w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003ch2>\u003cstrong>Relieving Social Anxieties via Virtual Feedback \u003c/strong>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Stacey Reeder, a sixth grade ELA teacher in Cincinnati, Ohio, observed that her sixth grade students suggested edits on each other’s papers more comfortably when separated by screens. \u003c/span>The asynchronous aspect of virtual feedback not only allowed students to take their time when giving feedback, but to do it at their convenience.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Virtual feedback also removed the social barriers that may prevent students from wanting peer feedback\u003cspan style=\"font-weight: 400;\">. The fear of watching a classmate’s eyebrows furrow as they read was removed from the equation. Some students may have felt less anxiety when they shared personal anecdotes and didn’t have to then look their editors in the eyes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“When it’s not face-to-face, kids can be a little more vulnerable and a little more specific about the feedback they give, because sometimes in sixth grade, it’s a social thing,” said Reeder.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Much like how anonymity can embolden people on social media, Reeder claimed, there was a level of vulnerability that can be tapped into when writers and editors are separated by screens. Added was the security that students knew that their teacher would see all given feedback, ensuring students’ comments remained kind and helpful.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">After seeing the benefits, Reeder decided to keep asynchronous, online peer feedback as an option for the students who returned to her in-person classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Hearing a Human Voice \u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For her own feedback to students, Reeder began attaching audio notes to assignments. Her students appreciated the ability to hear feedback rather than just read it. Audio feedback also provided students with the option to scroll through their work while listening and to replay feedback while writing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Given the shortened instruction time of online classes, there wasn’t enough time for every student to fully express their thoughts on the reading or participate in a class discussion. So Maribel Parenti, a third grade teacher in Redwood City, California, assigned students audio reflections between one and three minutes, depending on the depth of response necessary, on Google Classroom. Students were asked to reflect on a book’s chapter, provide summaries or explain characters’ actions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Much in the way students might participate in a classroom, Parenti’s students worked out their thinking by answering out loud. Parenti could check reading comprehension for every student through a metric designed to be less formal than a homework assignment or test. \u003c/span>\u003cspan style=\"font-weight: 400;\">She could then give students feedback by responding to their posts with her own voice recordings, which she found faster to make than writing a response. In her feedback, Parenti could agree with a student’s argument or ask them to expand on certain points — to which her students could then upload an audio reply.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The assignment was specifically to check comprehension, centering thinking processes more than writing skills. Parenti prioritized verbal responses for her students who struggle with reading to increase their comfort with the activity. For her students at or above reading level, she would often write her responses to provide more reading practice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Early in distance learning, Parenti assigned students handwritten responses, which she struggled to read when held up to the screen. Typed submissions stressed her students struggling with typing and spelling skills.\u003c/span> \u003cspan style=\"font-weight: 400;\">She wanted to explore the different ways her class could have a conversation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Through audio, she could also hear the voices of her students who tended to not participate in her virtual classroom. Her more reserved and anxious students appreciated the chance to fully participate without observation from their peers. Their responses were given and received privately.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“They’re just talking to themselves or to the computer and no one is seeing them,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Parenti planned to still offer this participation option when her classroom becomes fully in-person: students who don’t feel comfortable sharing their thoughts in class could have the opportunity to upload them online later, privately and in their own time.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Parenti also provided the option for students to upload video responses on \u003c/span>\u003ca href=\"https://info.flipgrid.com/\">\u003cspan style=\"font-weight: 400;\">Flipgrid\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. She called its features “Instagram for kids,” as students can add stickers, face effects and stock image backgrounds. Her students with humorous streaks appreciated the ability to sport virtual glasses and digitally change their hair colors. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">For one response, a student chose a newsroom background and delivered his answer with the formality of a nightly newscast anchor. Parenti shared his video with the class to provide inspiration. She watched as students shared ideas and tried out features or techniques their classmates used, receiving new insight into each student’s ingenuity. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Every single one of them is so different and they’re so creative that I’m just like, ‘Wow,’” she said.\u003c/span>\u003c/p>\n\u003ch2>The Upside of Zoom\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Aeriale Johnson, a third grade teacher in San Jose, California, helped her students express their creativity through the \u003c/span>\u003ca href=\"https://kinderbender.com/2020/08/21/all-because-i-trusted-them-to-use-the-chat-box/\">\u003cspan style=\"font-weight: 400;\">Zoom chat\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. This feature specifically allowed students to participate during times when they’d regularly be unable to speak, such as when watching videos or listening to a book. Rather than hold their questions and wait to be called on — running the risk of forgetting or running out of class time — students could type their thoughts, questions and reactions as they came to them, uninterrupted, in the Zoom chat. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">During storytime, students put crying emojis during the book’s sad moments and heart emojis during sweet ones. When the class watched videos, Johnson joined them in the chat as they wrote what they saw, thought and wanted to learn more about. Her students asked questions about environmental issues, racial justice and the year 2020. Johnson would pause class to catch up on the chatbox feed, responding to messages and answering questions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“That also shows you’re not just typing to a chat box for no reason, like, I value what you’re saying and I think that it’s important,” said Johnson.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Zoom’s chat also includes a direct message feature, which Johnson’s students used to talk to her privately. While in-person, a student could come up to her and ask to speak one-on-one, their classmates could still observe that this took place, decreasing the situation’s privacy. With direct messaging, students could ask questions they might not feel comfortable vocalizing in front of the class or typing in the chat.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignright size-thumbnail wp-image-57952\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/06/Shyamsundar_Headshot-160x160.jpeg\" alt=\"\" width=\"160\" height=\"160\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/Shyamsundar_Headshot-160x160.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/Shyamsundar_Headshot-768x768.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/06/Shyamsundar_Headshot.jpeg 800w\" sizes=\"(max-width: 160px) 100vw, 160px\">Harini Shyamsundar, a secondary math teacher in San Pablo, California, shared that her students appreciated the chance to use the Zoom chat during the transitions and uncertainty of virtual learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“[With] the newness of online learning and the kind of fear and uncertainty that students had around it, the ability to communicate using that chat tool, to privately communicate with the teacher to ask for help in this really not intimidating way, has been huge,” said Shyamsundar.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Using the Zoom chat as a forum space, Shyamsundar encouraged her students to describe concepts and communicate to solve problems. Her students’ ability to privately chat with her to ask for help was something she wanted to keep when her class becomes fully in-person. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“They can maybe put it into some sort of form and I’ll have it on my screen and I can answer it to the whole class,” she said. “I think it would be a really great adaptation to continue.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">By March 2021, Johnson’s third grade class had started asking how to best replicate the chat box when moving back to in-person class. Her students proposed virtual tablets or whiteboards with dry-erase markers — anything that would allow them to respond quickly and occasionally use emojis.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Strategies for Thinking Visually \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Kristin Tufo, a middle school science teacher in Portland, Oregon, thought her students might be tired of seeing their own faces after virtual education. So she decided to transform the annual seventh and eighth grade science fair into a podcast series. The episodes tackle questions posed by kindergarteners: Why is snow white? Why is cotton candy fluffy? Why do farts smell?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Without video, her students must rely on their description skills to share their discoveries and relevant scientific processes — sharpening their writing skills.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s good for their writing skills to have to describe things in such a way that little kids can picture it,” said Tufo.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">While Tufo previously incorporated visuals into her teaching, her classes prior to virtual education prioritized discussion and demonstration. Wanting to provide visual aids to her lectures, she began taking notes on screen for her students to copy or use as inspiration. She included drawings, a practice known as \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54655/why-teachers-are-so-excited-about-the-power-of-sketchnoting\">\u003cspan style=\"font-weight: 400;\">sketchnoting\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, to illustrate processes like fossilization or chemical reactions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Rather than just watching a video of something, the act of actually writing or trying to draw something that represents it should give them a higher understanding of the idea,” Tufo said.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-57796\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Tufo-4-800x600.jpeg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-4-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-4-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-4-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-4-768x576.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-4-1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-4-2048x1536.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-4-1920x1440.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Tufo turned to this process to convey her lessons and engage her students during decreased lecture times. Wanting to better imprint lessons in their minds, she encouraged her students to write their notes by hand. She cited scientific theories that visual aids and the act of physically writing assist with memory, as well as her training on the importance of the resistance of pen on paper in helping students with dyslexia.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">With practice, some of her students who initially lacked confidence in their artistry found they enjoyed incorporating drawings into their notes. Some began sketchnoting in their other classes, too, she said.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-57797\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Tufo-2-800x600.jpeg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-2-800x600.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-2-1020x765.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-2-160x120.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-2-768x576.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-2-1536x1152.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-2-2048x1536.jpeg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Tufo-2-1920x1440.jpeg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Though she didn’t wish to dismiss the gravity of the pandemic, Parenti expressed gratitude that virtual education forced her and other teachers out of their comfort zones and encouraged experimentation with new technologies. These experiments, she expects, will influence education moving forward, like her own third grade class’ option for asynchronous participation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“Now I have more tools under my belt that I’m going to be able to use with my students once we go back in person,” Parenti said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400\">When distance learning necessitated a reliance on technology, many teachers began experimenting with digital tools. From the student perspective, experiences were mixed. \u003c/span>\u003cspan style=\"font-weight: 400\">Some appreciated the new opportunities created by these technologies, especially in contrast to some limitations of in-person learning. Others chose to return to more analog methods, determining what worked best from the prior world and consciously choosing to keep some of the newer tools acquired during remote teaching. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I'm just glad teachers know how to use technology better now,” said Edward Huang, a senior at San Mateo High School in California. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Huang wanted to return to in-person instruction, but he was grateful for the technological upgrades his teachers made during this period. Homework that once near-exclusively consisted of written packets began to include videos. Lectures were often recorded, meaning he could rewind or rewatch to study for exams. His teachers all posted assignments online in a consolidated place, with assignments correctly uploaded to the proper files and posted on the promised dates.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>MULTI-MODAL COMMUNICATION \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Huang’s English teacher began posting prompts during virtual class on \u003c/span>\u003ca href=\"https://nearpod.com/\">\u003cspan style=\"font-weight: 400\">Nearpod\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, giving students roughly five minutes to make a quick claim or argument about an assigned book. These responses were read privately by the teacher, with strong examples read to the class and feedback provided individually. This process, Huang said, encouraged students to be more comfortable and honest responding to reading material than they might be in a classroom setting. They wouldn’t need to stand before the class and announce their opinions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Before, English would be one of those classes where I'd be uncomfortable to speak in. But now that I can just type in my answer, I feel like I'm more comfortable,” said Huang.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Time constraints might not allow every student to participate during a class discussion. By requiring each student to write a response, teachers can receive more understandings of student comprehension levels and personal thoughts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Huang personally found it easier to talk with his teachers over Zoom, helping him form closer relationships with his instructors than he had pre-pandemic. \u003c/span>\u003cspan style=\"font-weight: 400\">While Huang appreciated the anonymity of Nearpod responses, he also valued the ability to read his classmates’ attributed posts on \u003c/span>\u003ca href=\"https://www.instructure.com/canvas\">\u003cspan style=\"font-weight: 400\">Canvas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> discussion boards. Many of his classmates made jokes about the overly formal way students respond to each other, using language they might not say in a classroom setting, like “concur” and “to that point.” These discussion boards gave him greater insight into his classmates’ points of view, even though he often agreed with them. He read all of his peers' insights in greater detail than what he would typically get from an oral classroom discussion, where dialogue is linear and people have to wait their turns to speak.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Being able to read what they're thinking in English (class) to this level isn't something that I would have been able to do in in-person learning,” he said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>BETTER AUDIO TECH \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers found voice technology as a way to amplify personal connections. Katlyn Bare, an 11th and 12th grade teacher in Cincinnati, began leaving voice — rather than written — comments on her students’ essays during virtual education. Using the Chrome extension \u003c/span>\u003ca href=\"https://www.justmote.me/\">\u003cspan style=\"font-weight: 400\">mote\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she recorded 30 to 90 seconds of feedback for each student. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hearing her voice, she theorized, provided students with a more natural connection than words on a screen could. When leaving a voice memo, she was more likely to begin with positive feedback than she was in her written comments. Voice memos made approaching feedback less daunting for students: listening to a single audio file might seem more manageable than reading rows of comments. This process was easier for Bare, too — in decreased time, she could provide more feedback to a greater number of students.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"wp-image-57790 aligncenter\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Bare-Mote-2-800x403.png\" alt=\"\" width=\"524\" height=\"264\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Bare-Mote-2-800x403.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Bare-Mote-2-160x81.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Bare-Mote-2-768x387.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Bare-Mote-2.png 956w\" sizes=\"(max-width: 524px) 100vw, 524px\">\u003c/p>\n\u003ch2>\u003cb>NO TECH FOR LESS STRESS\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some teachers found themselves encouraging their students to return to pen and paper during virtual education to prevent a feeling of inundation by technology. In her classes, Heather Bradley began encouraging her students to write their notes on paper toward the end of their first semester of virtual learning. She is a teacher at Thomas Edison High School of Technology in Maryland, where she teaches adult English for Speakers of Other Languages.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The act of writing down new words from the reading, rather than copy-pasting from a device, allowed her students to more thoughtfully consider each term. Her students’ applied reading skills improved as a result. The process also eliminated the need to toggle between screens when taking notes. While especially helpful for her students with less digital experience, writing notes by hand also seemed to lessen her students’ overall technology fatigue. She pointed to the emotional toll posed by distance learning’s \u003c/span>\u003ca href=\"https://edsource.org/2020/on-or-off-california-schools-weigh-webcam-concerns-during-distance-learning/638984\">\u003cspan style=\"font-weight: 400\">webcam surveillance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Being able to look away from your screen, at something else, to do your work gives students a renewed sense of intimacy,\" she said. \"I feel like their stress factor lowers, and when you lower that stress factor, they are more readily able to access the content of the lesson.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Avoiding technological overload during distance learning was a personal choice some high school students made without explicit instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I personally really don't like having to stare at my computer more than I have to,” said Melina Kritikopoulos, a high school senior in Santa Clara County, California. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some of her classmates took notes directly on textbook PDFs or online documents. But Kritikopoulos preferred writing on paper. Drawing special characters and formatting was easier by hand than creating her preferred layouts and symbols online. She also remembered content better when she wrote it down rather than typing it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though Kritikopoulos was required to turn in typed notes for one of her classes, she still wrote first drafts of her notes by hand — choosing this despite the extra time it took her to type those up. Possessing a set of personal notes provided her with freedom to include jokes or asides, which she said fought boredom and helped with her retention of the course material. \u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-medium wp-image-57802\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/notes1-1-800x603.jpg\" alt=\"\" width=\"800\" height=\"603\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/notes1-1-800x603.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/notes1-1-160x121.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/notes1-1-768x579.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/notes1-1.jpg 983w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rae Wymer, a high school student in San Francisco, California, also cited memory as a factor in her choice to write by hand. During virtual learning, she found paper note-taking comfortably reminiscent of in-person education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's just more familiar, you know? Like out of all the changes that we've gone through over the year, of changing to distance learning and kind of getting accustomed to doing everything through a computer screen, it's nice to still have the same style of notes or style of note-taking that I would have if I was doing it in person,” said Wymer.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">With a return to full in-person instruction top of mind for many students, parents and educators, many are conversing about the technologies to retain. Some educators and students were able to utilize this period to determine what worked best – championing new digital assets, old-school practices or a combination thereof. By allowing students to explore both digital and offline domains in their education, many can exit virtual education with a better understanding of what worked for them.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When distance learning necessitated a reliance on technology, many teachers began experimenting with digital tools. From the student perspective, experiences were mixed. \u003c/span>\u003cspan style=\"font-weight: 400\">Some appreciated the new opportunities created by these technologies, especially in contrast to some limitations of in-person learning. Others chose to return to more analog methods, determining what worked best from the prior world and consciously choosing to keep some of the newer tools acquired during remote teaching. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I'm just glad teachers know how to use technology better now,” said Edward Huang, a senior at San Mateo High School in California. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Huang wanted to return to in-person instruction, but he was grateful for the technological upgrades his teachers made during this period. Homework that once near-exclusively consisted of written packets began to include videos. Lectures were often recorded, meaning he could rewind or rewatch to study for exams. His teachers all posted assignments online in a consolidated place, with assignments correctly uploaded to the proper files and posted on the promised dates.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>MULTI-MODAL COMMUNICATION \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Huang’s English teacher began posting prompts during virtual class on \u003c/span>\u003ca href=\"https://nearpod.com/\">\u003cspan style=\"font-weight: 400\">Nearpod\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, giving students roughly five minutes to make a quick claim or argument about an assigned book. These responses were read privately by the teacher, with strong examples read to the class and feedback provided individually. This process, Huang said, encouraged students to be more comfortable and honest responding to reading material than they might be in a classroom setting. They wouldn’t need to stand before the class and announce their opinions.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Before, English would be one of those classes where I'd be uncomfortable to speak in. But now that I can just type in my answer, I feel like I'm more comfortable,” said Huang.\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\">Time constraints might not allow every student to participate during a class discussion. By requiring each student to write a response, teachers can receive more understandings of student comprehension levels and personal thoughts. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Huang personally found it easier to talk with his teachers over Zoom, helping him form closer relationships with his instructors than he had pre-pandemic. \u003c/span>\u003cspan style=\"font-weight: 400\">While Huang appreciated the anonymity of Nearpod responses, he also valued the ability to read his classmates’ attributed posts on \u003c/span>\u003ca href=\"https://www.instructure.com/canvas\">\u003cspan style=\"font-weight: 400\">Canvas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> discussion boards. Many of his classmates made jokes about the overly formal way students respond to each other, using language they might not say in a classroom setting, like “concur” and “to that point.” These discussion boards gave him greater insight into his classmates’ points of view, even though he often agreed with them. He read all of his peers' insights in greater detail than what he would typically get from an oral classroom discussion, where dialogue is linear and people have to wait their turns to speak.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Being able to read what they're thinking in English (class) to this level isn't something that I would have been able to do in in-person learning,” he said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>BETTER AUDIO TECH \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers found voice technology as a way to amplify personal connections. Katlyn Bare, an 11th and 12th grade teacher in Cincinnati, began leaving voice — rather than written — comments on her students’ essays during virtual education. Using the Chrome extension \u003c/span>\u003ca href=\"https://www.justmote.me/\">\u003cspan style=\"font-weight: 400\">mote\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, she recorded 30 to 90 seconds of feedback for each student. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Hearing her voice, she theorized, provided students with a more natural connection than words on a screen could. When leaving a voice memo, she was more likely to begin with positive feedback than she was in her written comments. Voice memos made approaching feedback less daunting for students: listening to a single audio file might seem more manageable than reading rows of comments. This process was easier for Bare, too — in decreased time, she could provide more feedback to a greater number of students.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"wp-image-57790 aligncenter\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Bare-Mote-2-800x403.png\" alt=\"\" width=\"524\" height=\"264\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Bare-Mote-2-800x403.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Bare-Mote-2-160x81.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Bare-Mote-2-768x387.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Bare-Mote-2.png 956w\" sizes=\"(max-width: 524px) 100vw, 524px\">\u003c/p>\n\u003ch2>\u003cb>NO TECH FOR LESS STRESS\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some teachers found themselves encouraging their students to return to pen and paper during virtual education to prevent a feeling of inundation by technology. In her classes, Heather Bradley began encouraging her students to write their notes on paper toward the end of their first semester of virtual learning. She is a teacher at Thomas Edison High School of Technology in Maryland, where she teaches adult English for Speakers of Other Languages.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The act of writing down new words from the reading, rather than copy-pasting from a device, allowed her students to more thoughtfully consider each term. Her students’ applied reading skills improved as a result. The process also eliminated the need to toggle between screens when taking notes. While especially helpful for her students with less digital experience, writing notes by hand also seemed to lessen her students’ overall technology fatigue. She pointed to the emotional toll posed by distance learning’s \u003c/span>\u003ca href=\"https://edsource.org/2020/on-or-off-california-schools-weigh-webcam-concerns-during-distance-learning/638984\">\u003cspan style=\"font-weight: 400\">webcam surveillance\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Being able to look away from your screen, at something else, to do your work gives students a renewed sense of intimacy,\" she said. \"I feel like their stress factor lowers, and when you lower that stress factor, they are more readily able to access the content of the lesson.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Avoiding technological overload during distance learning was a personal choice some high school students made without explicit instruction.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I personally really don't like having to stare at my computer more than I have to,” said Melina Kritikopoulos, a high school senior in Santa Clara County, California. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some of her classmates took notes directly on textbook PDFs or online documents. But Kritikopoulos preferred writing on paper. Drawing special characters and formatting was easier by hand than creating her preferred layouts and symbols online. She also remembered content better when she wrote it down rather than typing it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though Kritikopoulos was required to turn in typed notes for one of her classes, she still wrote first drafts of her notes by hand — choosing this despite the extra time it took her to type those up. Possessing a set of personal notes provided her with freedom to include jokes or asides, which she said fought boredom and helped with her retention of the course material. \u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-medium wp-image-57802\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/notes1-1-800x603.jpg\" alt=\"\" width=\"800\" height=\"603\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/notes1-1-800x603.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/notes1-1-160x121.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/notes1-1-768x579.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/notes1-1.jpg 983w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rae Wymer, a high school student in San Francisco, California, also cited memory as a factor in her choice to write by hand. During virtual learning, she found paper note-taking comfortably reminiscent of in-person education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's just more familiar, you know? Like out of all the changes that we've gone through over the year, of changing to distance learning and kind of getting accustomed to doing everything through a computer screen, it's nice to still have the same style of notes or style of note-taking that I would have if I was doing it in person,” said Wymer.\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\">With a return to full in-person instruction top of mind for many students, parents and educators, many are conversing about the technologies to retain. Some educators and students were able to utilize this period to determine what worked best – championing new digital assets, old-school practices or a combination thereof. By allowing students to explore both digital and offline domains in their education, many can exit virtual education with a better understanding of what worked for them.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Lessons in Online Kindergarten: Why Responsive Teaching Matters in Any Setting",
"title": "Lessons in Online Kindergarten: Why Responsive Teaching Matters in Any Setting",
"headTitle": "MindShift | KQED News",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Any other school year, kindergartener Maily Ngo would have showed off her new sneakers as soon as she stepped into the classroom at STEAM@Stipe School in San Jose, California. Instead, on a Friday in February — one day after they arrived by mail — the glittery lavender Skechers stayed off screen and unannounced nearly all morning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They made no appearances as Maily counted by tens while dabbing as part of a class warm-up. They stayed out of the spotlight as a curly-haired classmate, Gianna, shared a digital poster of her favorite things. (Puppies and kittens topped the list.) And they remained tucked from view as the crew of 5- and 6-year-olds practiced addition with mini teddy bears.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then, 41 minutes into the virtual school day, the teacher signaled an approaching break. Maily unmuted her mic.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Um, Mr. Enna?” she said softly. Only her eyes and straight-across black bangs showed in the frame.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Yes, Maily?”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Um, I have new shoes.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What?” asked the teacher, a smile tugging at the corners of his mouth.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I really have new shoes.”\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-57900\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes001.jpg\" alt=\"\" width=\"1280\" height=\"720\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes001.jpg 1280w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes001-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes001-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes001-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes001-768x432.jpg 768w\" sizes=\"(max-width: 1280px) 100vw, 1280px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Maily’s head bobbed out of view like a duck diving for insects. Her voice dipped, too, as she narrated from below. “I’ve been wearing them for the whole class, and they’re really pretty.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bobbing back up, Maily held the shoes aloft in all their pink-laces-and-velcro-strapped glory.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“WOW! Beautifuuuul!” exclaimed Gianna, pressing her face toward her screen. Syncopated admiration rang out as other classmates unmuted themselves to chime in.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Next time I go to class without COVID, you’re gonna see me wear them,” said Maily. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Oh, deal,” said Mr. Enna. “Post-COVID, K?”\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-57899\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes003.jpg\" alt=\"\" width=\"1280\" height=\"720\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes003.jpg 1280w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes003-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes003-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes003-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes003-768x432.jpg 768w\" sizes=\"(max-width: 1280px) 100vw, 1280px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the time, neither Maily nor her peers had ever set foot inside Mr. Enna’s classroom. Like thousands of other young learners, they were part of an unplanned pandemic experiment: kindergarten in the cloud.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the start of the year, the prospect of this unusual entrée into elementary education prompted much anxiety among \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56872/what-kindergarten-struggles-could-mean-for-a-childs-later-years\">\u003cspan style=\"font-weight: 400\">parents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.edutopia.org/article/why-teaching-kindergarten-online-so-very-very-hard\">\u003cspan style=\"font-weight: 400\">teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> nationwide. But while the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56872/what-kindergarten-struggles-could-mean-for-a-childs-later-years\">\u003cspan style=\"font-weight: 400\">long-term effects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of pandemic learning remain to be seen, Mr. Enna and several parents have been pleasantly surprised at how well virtual kindergarten has gone.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Melissa Eichenberger said her daughter, Gianna Servedio, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57480/as-many-parents-fret-over-remote-learning-some-find-their-kids-are-thriving\">\u003cspan style=\"font-weight: 400\">has thrived\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The six-year-old is reading on grade level, can count by tens and generally loves to learn. “It's just been crazy how much she’s getting out of it for looking at a computer screen,” Eichenberger said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not that it’s all been smooth sailing. Among the challenges, parents described Google Meet glitches, kids getting distracted by toys and limited social interactions with peers. But Tayo Enna, who has taught kindergarten for 16 years, said he approached \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/distance-learning\">\u003cspan style=\"font-weight: 400\">distance learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/maker-space\">\u003cspan style=\"font-weight: 400\">maker mindset\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “I looked at this Google Meet as, here's my tool. How can I make this work? How can I make this fun for the kids?” he said. “Because if I could motivate kids and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/student-engagement\">\u003cspan style=\"font-weight: 400\">keep them engaged\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, then I can teach them the content, teach them the curriculum and they'll learn.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether online or in-person, that mindset is fundamental, according to Jennifer LoCasale-Crouch, an education researcher at University of Virginia. Beliefs are one of three key elements she studies related to how adults \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/early-childhood-education\">\u003cspan style=\"font-weight: 400\">support young children’s academic and social development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The second key element? The skills to enact supportive beliefs, including: observing what children think and do, planning based on those observations and reflecting on what worked and what didn’t. It takes adjustment, but LoCasale-Crouch said that applying those skills to a virtual setting is pretty straightforward. The bigger challenge, however, might be in adapting the third key element of supportive teaching: responsive behaviors.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Being responsive in person may mean you’re getting closer to a child,” she said. “You might get down to their level so they can see and feel you. That's harder obviously to do virtually, but you're still able to do things like call somebody's name, give them a little smile, a little joke.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Humor and levity played a big role in Mr. Enna’s virtual classroom this year. He often held staring contests with kids, poked fun at himself or gave facetious advice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Make sure no one cuts their hair. That’s how I’m bald. I messed up on an art activity once,” he quipped one morning as his students cut out paper snowmen. “Just kidding, Emily. It really didn’t happen that way.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kidding or not, Mr. Enna called out students’ names frequently throughout each lesson — praising effort, reengaging distracted pupils and asking questions to lock in learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Oh, Calypso, looks like you’re doing a nice job cutting.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Kien, where are your flapping wings?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“How many bears do you have in all now, Gabriel? Can you count that in Spanish, too?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those techniques, as well as the jokes, were built on something basic: getting to know the kids he saw on screen every day. Enna said he usually learns about his students during recess conversations and small interactions throughout the day. This year, with fewer one-on-one opportunities, he took a new tack. Instead of jumping into instructional content immediately, he devoted the first and last few minutes of every virtual class to non-academic conversations on topics such as favorite foods, movies or weekend plans.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Every kid wants to share that, even if it’s a small thing,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-57903\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Emily-Anaya001.jpg\" alt=\"\" width=\"1280\" height=\"720\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Emily-Anaya001.jpg 1280w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Emily-Anaya001-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Emily-Anaya001-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Emily-Anaya001-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Emily-Anaya001-768x432.jpg 768w\" sizes=\"(max-width: 1280px) 100vw, 1280px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So when Maily showed off her new shoes at the end of a lesson in February, it wasn’t an accident. Early in the year, kids would unmute themselves to share such things in the middle of a lesson, Mr. Enna said. But as they grew accustomed to the routine, he no longer had to monitor microphones as closely.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The entire class met for two 45-minute sessions four mornings per week. Mr. Enna held small group reading lessons in the afternoons on a rotation. Wednesdays were mostly asynchronous activities. With less instructional time than a regular year, Enna acknowledged some subjects got shortchanged. Students only had one live writing exercise per day, instead of two or three, for example. Still, he felt that if he tried to cram everything in rather than devoting time to relationships, he’d lose the true engagement needed for learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">LoCasale-Crouch affirmed that instinct. “In a crisis, the first thing we need to do is \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\">connect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fatime Brown said that Mr. Enna’s curiosity about his students made an impact on her son, Jace Duncan. Before kindergarten, Jace was selective about who he spoke with, Brown said. Not so in Mr. Enna’s virtual classroom. The teacher quickly picked up on Jace’s love of math and science. He shared Neil deGrasse Tyson videos with Jace and quizzed the six-year-old on geography.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-57904\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Jace-Duncan005.jpg\" alt=\"\" width=\"1280\" height=\"720\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Jace-Duncan005.jpg 1280w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Jace-Duncan005-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Jace-Duncan005-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Jace-Duncan005-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Jace-Duncan005-768x432.jpg 768w\" sizes=\"(max-width: 1280px) 100vw, 1280px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Jace, do you want to share your knowledge of the world right now?” Mr. Enna asked at the end of one class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Yeah! Yeah! Yeah yeah yeah.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“OK, tell us something about Denmark.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Greenland is an autonomous territory of the country of Denmark,” Jace said from his kitchen table. In the background, his mom put away breakfast dishes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ability for the whole class to witness these kinds of exchanges could be a positive effect of virtual learning, according to LoCasale-Crouch. In person, such conversations might happen individually. Online, “students might be getting more examples of relationships and supports by seeing it and hearing it that they wouldn't necessarily have in the classroom itself.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether talking about gains or losses, it’s too soon to know the long-term effects of the pandemic on early learning, LoCasale-Crouch said. Outcomes depend greatly on the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57099/5-things-weve-learned-about-virtual-school-during-the-pandemic\">\u003cspan style=\"font-weight: 400\">school and family context\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Kindergarten enrollment was down nationally this year, and families opted for \u003c/span>\u003ca href=\"https://hechingerreport.org/where-have-all-the-kindergartners-gone/\">\u003cspan style=\"font-weight: 400\">a wide mix of alternatives\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers, too, were working under differing degrees of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56836/how-teachers-are-leaning-on-each-other-to-stay-resilient-during-covid-19\">\u003cspan style=\"font-weight: 400\">support\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57716/we-need-to-be-nurtured-too-many-teachers-say-theyre-reaching-a-breaking-point\">\u003cspan style=\"font-weight: 400\">stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For several parents of Mr. Enna’s students, the main gap they saw in their children’s virtual kindergarten experience was the inability to interact in the same space with peers. They were glad for a chance to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57639/after-a-year-of-remote-classes-teachers-are-meeting-students-for-the-first-time\">\u003cspan style=\"font-weight: 400\">test the water\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the final weeks of school. Late this spring, as Santa Clara County’s coronavirus case rate and positivity rate \u003c/span>\u003ca href=\"https://covid19.sccgov.org/public-health-orders\">\u003cspan style=\"font-weight: 400\">fell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, families at STEAM\u003c/span>\u003cspan style=\"font-weight: 400\">@Stipe School, were given the \u003c/span>\u003ca href=\"https://stipe.ogsd.net/apps/news/article/1405201\">\u003cspan style=\"font-weight: 400\">option\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to send their children to school two days per week.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Back in February, a few minutes after Maily first displayed her sparkly Skechers to the class, she showed them off again. This time they were on her feet. Pointing her camera downward, Maily repeated her promise that her classmates and teacher would see them in-person eventually. “If you see me literally wearing (them), you're going to be amazed,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That will be quite the day,” said Mr. Enna.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At last, that day has arrived.\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Any other school year, kindergartener Maily Ngo would have showed off her new sneakers as soon as she stepped into the classroom at STEAM@Stipe School in San Jose, California. Instead, on a Friday in February — one day after they arrived by mail — the glittery lavender Skechers stayed off screen and unannounced nearly all morning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">They made no appearances as Maily counted by tens while dabbing as part of a class warm-up. They stayed out of the spotlight as a curly-haired classmate, Gianna, shared a digital poster of her favorite things. (Puppies and kittens topped the list.) And they remained tucked from view as the crew of 5- and 6-year-olds practiced addition with mini teddy bears.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Then, 41 minutes into the virtual school day, the teacher signaled an approaching break. Maily unmuted her mic.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Um, Mr. Enna?” she said softly. Only her eyes and straight-across black bangs showed in the frame.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Yes, Maily?”\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\">“Um, I have new shoes.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“What?” asked the teacher, a smile tugging at the corners of his mouth.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I really have new shoes.”\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-57900\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes001.jpg\" alt=\"\" width=\"1280\" height=\"720\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes001.jpg 1280w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes001-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes001-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes001-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes001-768x432.jpg 768w\" sizes=\"(max-width: 1280px) 100vw, 1280px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Maily’s head bobbed out of view like a duck diving for insects. Her voice dipped, too, as she narrated from below. “I’ve been wearing them for the whole class, and they’re really pretty.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bobbing back up, Maily held the shoes aloft in all their pink-laces-and-velcro-strapped glory.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“WOW! Beautifuuuul!” exclaimed Gianna, pressing her face toward her screen. Syncopated admiration rang out as other classmates unmuted themselves to chime in.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Next time I go to class without COVID, you’re gonna see me wear them,” said Maily. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Oh, deal,” said Mr. Enna. “Post-COVID, K?”\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-57899\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes003.jpg\" alt=\"\" width=\"1280\" height=\"720\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes003.jpg 1280w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes003-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes003-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes003-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Maily-shoes003-768x432.jpg 768w\" sizes=\"(max-width: 1280px) 100vw, 1280px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the time, neither Maily nor her peers had ever set foot inside Mr. Enna’s classroom. Like thousands of other young learners, they were part of an unplanned pandemic experiment: kindergarten in the cloud.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the start of the year, the prospect of this unusual entrée into elementary education prompted much anxiety among \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56872/what-kindergarten-struggles-could-mean-for-a-childs-later-years\">\u003cspan style=\"font-weight: 400\">parents\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.edutopia.org/article/why-teaching-kindergarten-online-so-very-very-hard\">\u003cspan style=\"font-weight: 400\">teachers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> nationwide. But while the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56872/what-kindergarten-struggles-could-mean-for-a-childs-later-years\">\u003cspan style=\"font-weight: 400\">long-term effects\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of pandemic learning remain to be seen, Mr. Enna and several parents have been pleasantly surprised at how well virtual kindergarten has gone.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Melissa Eichenberger said her daughter, Gianna Servedio, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57480/as-many-parents-fret-over-remote-learning-some-find-their-kids-are-thriving\">\u003cspan style=\"font-weight: 400\">has thrived\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The six-year-old is reading on grade level, can count by tens and generally loves to learn. “It's just been crazy how much she’s getting out of it for looking at a computer screen,” Eichenberger said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Not that it’s all been smooth sailing. Among the challenges, parents described Google Meet glitches, kids getting distracted by toys and limited social interactions with peers. But Tayo Enna, who has taught kindergarten for 16 years, said he approached \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/distance-learning\">\u003cspan style=\"font-weight: 400\">distance learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/maker-space\">\u003cspan style=\"font-weight: 400\">maker mindset\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “I looked at this Google Meet as, here's my tool. How can I make this work? How can I make this fun for the kids?” he said. “Because if I could motivate kids and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/student-engagement\">\u003cspan style=\"font-weight: 400\">keep them engaged\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, then I can teach them the content, teach them the curriculum and they'll learn.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether online or in-person, that mindset is fundamental, according to Jennifer LoCasale-Crouch, an education researcher at University of Virginia. Beliefs are one of three key elements she studies related to how adults \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/tag/early-childhood-education\">\u003cspan style=\"font-weight: 400\">support young children’s academic and social development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The second key element? The skills to enact supportive beliefs, including: observing what children think and do, planning based on those observations and reflecting on what worked and what didn’t. It takes adjustment, but LoCasale-Crouch said that applying those skills to a virtual setting is pretty straightforward. The bigger challenge, however, might be in adapting the third key element of supportive teaching: responsive behaviors.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Being responsive in person may mean you’re getting closer to a child,” she said. “You might get down to their level so they can see and feel you. That's harder obviously to do virtually, but you're still able to do things like call somebody's name, give them a little smile, a little joke.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Humor and levity played a big role in Mr. Enna’s virtual classroom this year. He often held staring contests with kids, poked fun at himself or gave facetious advice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Make sure no one cuts their hair. That’s how I’m bald. I messed up on an art activity once,” he quipped one morning as his students cut out paper snowmen. “Just kidding, Emily. It really didn’t happen that way.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kidding or not, Mr. Enna called out students’ names frequently throughout each lesson — praising effort, reengaging distracted pupils and asking questions to lock in learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Oh, Calypso, looks like you’re doing a nice job cutting.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Kien, where are your flapping wings?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“How many bears do you have in all now, Gabriel? Can you count that in Spanish, too?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Those techniques, as well as the jokes, were built on something basic: getting to know the kids he saw on screen every day. Enna said he usually learns about his students during recess conversations and small interactions throughout the day. This year, with fewer one-on-one opportunities, he took a new tack. Instead of jumping into instructional content immediately, he devoted the first and last few minutes of every virtual class to non-academic conversations on topics such as favorite foods, movies or weekend plans.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Every kid wants to share that, even if it’s a small thing,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-57903\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Emily-Anaya001.jpg\" alt=\"\" width=\"1280\" height=\"720\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Emily-Anaya001.jpg 1280w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Emily-Anaya001-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Emily-Anaya001-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Emily-Anaya001-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Emily-Anaya001-768x432.jpg 768w\" sizes=\"(max-width: 1280px) 100vw, 1280px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So when Maily showed off her new shoes at the end of a lesson in February, it wasn’t an accident. Early in the year, kids would unmute themselves to share such things in the middle of a lesson, Mr. Enna said. But as they grew accustomed to the routine, he no longer had to monitor microphones as closely.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The entire class met for two 45-minute sessions four mornings per week. Mr. Enna held small group reading lessons in the afternoons on a rotation. Wednesdays were mostly asynchronous activities. With less instructional time than a regular year, Enna acknowledged some subjects got shortchanged. Students only had one live writing exercise per day, instead of two or three, for example. Still, he felt that if he tried to cram everything in rather than devoting time to relationships, he’d lose the true engagement needed for learning.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">LoCasale-Crouch affirmed that instinct. “In a crisis, the first thing we need to do is \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\">connect\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Fatime Brown said that Mr. Enna’s curiosity about his students made an impact on her son, Jace Duncan. Before kindergarten, Jace was selective about who he spoke with, Brown said. Not so in Mr. Enna’s virtual classroom. The teacher quickly picked up on Jace’s love of math and science. He shared Neil deGrasse Tyson videos with Jace and quizzed the six-year-old on geography.\u003c/span>\u003c/p>\n\u003cp>\u003cimg class=\"alignnone size-full wp-image-57904\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Jace-Duncan005.jpg\" alt=\"\" width=\"1280\" height=\"720\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Jace-Duncan005.jpg 1280w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Jace-Duncan005-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Jace-Duncan005-1020x574.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Jace-Duncan005-160x90.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/05/Jace-Duncan005-768x432.jpg 768w\" sizes=\"(max-width: 1280px) 100vw, 1280px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Jace, do you want to share your knowledge of the world right now?” Mr. Enna asked at the end of one class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Yeah! Yeah! Yeah yeah yeah.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“OK, tell us something about Denmark.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Greenland is an autonomous territory of the country of Denmark,” Jace said from his kitchen table. In the background, his mom put away breakfast dishes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ability for the whole class to witness these kinds of exchanges could be a positive effect of virtual learning, according to LoCasale-Crouch. In person, such conversations might happen individually. Online, “students might be getting more examples of relationships and supports by seeing it and hearing it that they wouldn't necessarily have in the classroom itself.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether talking about gains or losses, it’s too soon to know the long-term effects of the pandemic on early learning, LoCasale-Crouch said. Outcomes depend greatly on the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57099/5-things-weve-learned-about-virtual-school-during-the-pandemic\">\u003cspan style=\"font-weight: 400\">school and family context\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Kindergarten enrollment was down nationally this year, and families opted for \u003c/span>\u003ca href=\"https://hechingerreport.org/where-have-all-the-kindergartners-gone/\">\u003cspan style=\"font-weight: 400\">a wide mix of alternatives\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Teachers, too, were working under differing degrees of \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56836/how-teachers-are-leaning-on-each-other-to-stay-resilient-during-covid-19\">\u003cspan style=\"font-weight: 400\">support\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57716/we-need-to-be-nurtured-too-many-teachers-say-theyre-reaching-a-breaking-point\">\u003cspan style=\"font-weight: 400\">stress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For several parents of Mr. Enna’s students, the main gap they saw in their children’s virtual kindergarten experience was the inability to interact in the same space with peers. They were glad for a chance to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57639/after-a-year-of-remote-classes-teachers-are-meeting-students-for-the-first-time\">\u003cspan style=\"font-weight: 400\">test the water\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in the final weeks of school. Late this spring, as Santa Clara County’s coronavirus case rate and positivity rate \u003c/span>\u003ca href=\"https://covid19.sccgov.org/public-health-orders\">\u003cspan style=\"font-weight: 400\">fell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, families at STEAM\u003c/span>\u003cspan style=\"font-weight: 400\">@Stipe School, were given the \u003c/span>\u003ca href=\"https://stipe.ogsd.net/apps/news/article/1405201\">\u003cspan style=\"font-weight: 400\">option\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to send their children to school two days per week.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Back in February, a few minutes after Maily first displayed her sparkly Skechers to the class, she showed them off again. This time they were on her feet. Pointing her camera downward, Maily repeated her promise that her classmates and teacher would see them in-person eventually. “If you see me literally wearing (them), you're going to be amazed,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“That will be quite the day,” said Mr. Enna.\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\">At last, that day has arrived.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "When Learning How to Write Starts Virtually, Here’s What’s Helpful to Know",
"headTitle": "When Learning How to Write Starts Virtually, Here’s What’s Helpful to Know | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400;\">This school year, kindergarteners learned how to turn on and off their web cameras and mute buttons alongside spelling and reading fundamentals. Separated by distance and screens, kindergarten teachers soon faced the additional challenge of teaching their 5- and 6-year-old students to write on pieces of paper that instructors couldn’t directly see. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">So kindergarten teacher Lynn Marie Glick began having her students tilt their computer screens, pointing cameras down to their work, so she could watch as they label drawings of stuffed animals, pets or family members with letters formed by colored pencils, markers and crayons. She pinned the screens of students on Zoom who wanted to share their work with their class.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-57792\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Glick-1.png\" alt=\"\" width=\"703\" height=\"392\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Glick-1.png 703w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Glick-1-160x89.png 160w\" sizes=\"(max-width: 703px) 100vw, 703px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When it was time to submit their assignments, her students uploaded photos of handwritten work to the online platform \u003c/span>\u003ca href=\"https://web.seesaw.me/\">\u003cspan style=\"font-weight: 400;\">Seesaw\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Sometimes, they would use the platform to type the class “snap words”: high-frequency words they learned to recognize “at a snap,” like \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">the\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\">, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">at\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">with\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\">. They also had the option to use Seesaw’s draw feature to write words with their mouse or trackpad — though Glick said that work tended to be less legible.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“That’s a totally separate skill, right?” said Glick of trying to handwrite on a device. “If you’ve got to put your finger on a mouse or your mouse trackpad and then you have to try to manipulate your finger around to draw something, there’s that disconnect between the mouse pad and the mouse and the computer. Whereas when you’re writing with a paper and pencil, I think the connection is much closer.”\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The act of physically writing builds fine motor skills, which is important for future academic success. Early development of motor skills – as utilized in motor coordination, executive function and visuospatial skills – are necessary for future academic achievement, according to a 2016 \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/cdep.12168\">\u003cspan style=\"font-weight: 400;\">report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">To help kids who don’t get this kind of practice at home, early grade curriculum should structure activities purposefully aimed at developing motor skills, along with executive function, socio-emotional skills and general knowledge, which is what kids use to make sense of the world. That’s according to one of the paper’s authors, \u003ca href=\"https://education.virginia.edu/faculty-research/centers-labs-projects/research-labs/foundations-cognition-and-learning-lab\">David Grissmer\u003c/a>, a research professor at the University of Virginia.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“These are the four kind of building-block skills that are needed for kids to do well in school,” said Grissmer. “If they develop these skills during early childhood and have a good developmental path for these skills by the time they start school, they are much more likely to do better in school.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Courtney Miller’s son is in kindergarten at Glen Cove Elementary in Vallejo, California. His school provided a touchscreen device for class assignments, which eased his online navigation and reduced some of the initial technical challenges he faced on a traditional laptop. While he typically used a pencil and paper during class, he would use the touchscreen to complete homework, including assignments that involve tracing letters on screen, though the tracing assignments can glitch. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“When you’re doing spelling and you’re tracing words on a touchscreen, sometimes it can get a little finicky and it doesn’t work,” said Miller. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In her virtual kindergarten classroom, Glick helped her students remember each letter by telling a story about how to write it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“‘B’ is made with a dive-down letter. So you dive down,” Glick said as she deepened her voice. “Then you swim up and then over. That kind of language helps imprint the formation of the letter in their brains.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">This was Glick’s sixth year of teaching kindergarten. Compared with previous years, her students’ mastery of writing their letters seemed to take more time — a potential effect of both decreased instruction time and the missing in-person assistance and observation of a classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s really hard to see how the kids are actually forming the letters and how they’re holding their pencils,” Glick said. “I’m imagining that the first grade teachers will be having a lot of interesting console grips.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Supporting Parents is Supporting Kids\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">During in-person instruction, Vikram Nahal would directly correct \u003c/span>\u003ca href=\"https://www.lwtears.com/blog/how-to-hold-pencil-grip\">\u003cspan style=\"font-weight: 400;\">console grips\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> in his role as a Resource Specialist Program (RSP) teacher in Northern California. He could provide grip tools for pencils or guide students’ hands with his own. During virtual education, he relied on reference materials and parent assistance \u003c/span>\u003ca href=\"https://www.latimes.com/california/story/2020-10-13/covid-19-tutor-demand-cant-afford-one\">\u003cspan style=\"font-weight: 400;\">when available\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> to demonstrate grips, steer hands and inform him when additional resources were needed — all to ensure his students’ mastery of literacy building blocks.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">And due to virtual learning, many students gained technological skills that they might not have otherwise gleaned. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“They’ve got to be computer literate. It’s a literacy issue for me,” Nahal said, noting that access to technology is an equity concern.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">At Miller’s school, the technical support and distance learning workshops help parents with technology. Glen Cove Elementary teachers offer daily office hours and Vallejo City Unified School District offers a weekly parent hour for tech-related advice and questions.\u003c/span>\u003c/p>\n\u003ch2>Writing Means Reading and Listening\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Vera Ahiyya, a kindergarten teacher in Brooklyn, New York, learned through educators on social media that many publishing houses relaxed their permission requirements for \u003ca href=\"https://www.kqed.org/mindshift/55694/how-online-book-read-alouds-can-help-students-literacy-and-connection-during-social-distancing\">online recording\u003c/a>\u003ca href=\"https://www.kqed.org/mindshift/55694/how-online-book-read-alouds-can-help-students-literacy-and-connection-during-social-distancing\">s\u003c/a> of children’s books during the pandemic. In spring 2020, Ahiyya and her colleagues took turns uploading videos of themselves reading children’s books to their school’s web drive. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Ahiyya could also attach questions relating to certain time stamps. \u003c/span>\u003cspan style=\"font-weight: 400;\">These pre-recorded videos provided narration uninterrupted with their frames displaying well-lit, close-up pages. Students could take their time, pause and rewatch videos, something that they couldn’t do, or couldn’t do as easily, during read-alouds in person. \u003c/span>\u003cspan style=\"font-weight: 400;\">Parents told her they appreciated the online library provided by the collected videos.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It can be a great way for students who might have processing delays, who might have visual or auditory processing needs. They can get a second chance, a second go at experiencing the book,” said Ahiyya. “Online, they can kind of stop and take their time and really enjoy the book for what it is as they need it to be.”\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.researchgate.net/publication/5373247_Reading_aloud_to_children_The_evidence\">\u003cspan style=\"font-weight: 400;\">Multiple\u003c/span>\u003c/a> \u003ca href=\"http://reading.uoregon.edu/big_ideas/pa/pa_what.php\">\u003cspan style=\"font-weight: 400;\">studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> have found that the act of reading to young kids is beneficial for early language and literacy skills development. Some \u003c/span>\u003ca href=\"https://www.worldcat.org/title/overcoming-dyslexia-a-new-and-complete-science-based-program-for-reading-problems-at-any-level/oclc/827481539\">\u003cspan style=\"font-weight: 400;\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> indicates that children with stronger reading abilities also possessed strong phonological processing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Strong readers tend to be more able to listen to and manipulate phonemes – the individual units of sound – and that further improves reading skills, which in turn strengthens phonological processing in a cyclical process.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">And \u003c/span>\u003ca href=\"https://edsource.org/2015/study-says-reading-aloud-to-children-more-than-talking-builds-literacy/82045\">\u003cspan style=\"font-weight: 400;\">reading aloud\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> to children is more effective than casual conversation when it comes to developing \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/1086296X15627528\">\u003cspan style=\"font-weight: 400;\">vocabularies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Words that aren’t among the 5,000 most common English words are two to three times more likely than caretaker-child conversations to appear in picture books, meaning that books are more likely to have words children might not hear in their daily lives. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Despite having made progress online, when Ahiyya’s class moved back to in-person learning, she decided she wanted to decrease technology use and move back to analogue learning. She emphasized tactile and creative activities they couldn’t do, or couldn’t do as easily, during virtual learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“We also wanted to give them time to create and build mobility in their fingers, in their hands, in a way that they hadn’t been able to do when they were learning remotely,” Ahiyya said.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>MindShift is part of KQED, a non-profit NPR and PBS member station in San Francisco, CA. The text of this specific article is available to republish for noncommercial purposes under a Creative Commons \u003ca href=\"https://creativecommons.org/licenses/by-nc-nd/4.0/\">CC BY-NC-ND 4.0\u003c/a> license, thanks to support from the William and Flora Hewlett Foundation.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">This school year, kindergarteners learned how to turn on and off their web cameras and mute buttons alongside spelling and reading fundamentals. Separated by distance and screens, kindergarten teachers soon faced the additional challenge of teaching their 5- and 6-year-old students to write on pieces of paper that instructors couldn’t directly see. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">So kindergarten teacher Lynn Marie Glick began having her students tilt their computer screens, pointing cameras down to their work, so she could watch as they label drawings of stuffed animals, pets or family members with letters formed by colored pencils, markers and crayons. She pinned the screens of students on Zoom who wanted to share their work with their class.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-57792\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/05/Glick-1.png\" alt=\"\" width=\"703\" height=\"392\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Glick-1.png 703w, https://cdn.kqed.org/wp-content/uploads/sites/23/2021/05/Glick-1-160x89.png 160w\" sizes=\"(max-width: 703px) 100vw, 703px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">When it was time to submit their assignments, her students uploaded photos of handwritten work to the online platform \u003c/span>\u003ca href=\"https://web.seesaw.me/\">\u003cspan style=\"font-weight: 400;\">Seesaw\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Sometimes, they would use the platform to type the class “snap words”: high-frequency words they learned to recognize “at a snap,” like \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">the\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\">, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">at\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\"> and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400;\">with\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400;\">. They also had the option to use Seesaw’s draw feature to write words with their mouse or trackpad — though Glick said that work tended to be less legible.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“That’s a totally separate skill, right?” said Glick of trying to handwrite on a device. “If you’ve got to put your finger on a mouse or your mouse trackpad and then you have to try to manipulate your finger around to draw something, there’s that disconnect between the mouse pad and the mouse and the computer. Whereas when you’re writing with a paper and pencil, I think the connection is much closer.”\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;\">The act of physically writing builds fine motor skills, which is important for future academic success. Early development of motor skills – as utilized in motor coordination, executive function and visuospatial skills – are necessary for future academic achievement, according to a 2016 \u003c/span>\u003ca href=\"https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/cdep.12168\">\u003cspan style=\"font-weight: 400;\">report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">To help kids who don’t get this kind of practice at home, early grade curriculum should structure activities purposefully aimed at developing motor skills, along with executive function, socio-emotional skills and general knowledge, which is what kids use to make sense of the world. That’s according to one of the paper’s authors, \u003ca href=\"https://education.virginia.edu/faculty-research/centers-labs-projects/research-labs/foundations-cognition-and-learning-lab\">David Grissmer\u003c/a>, a research professor at the University of Virginia.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“These are the four kind of building-block skills that are needed for kids to do well in school,” said Grissmer. “If they develop these skills during early childhood and have a good developmental path for these skills by the time they start school, they are much more likely to do better in school.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Courtney Miller’s son is in kindergarten at Glen Cove Elementary in Vallejo, California. His school provided a touchscreen device for class assignments, which eased his online navigation and reduced some of the initial technical challenges he faced on a traditional laptop. While he typically used a pencil and paper during class, he would use the touchscreen to complete homework, including assignments that involve tracing letters on screen, though the tracing assignments can glitch. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“When you’re doing spelling and you’re tracing words on a touchscreen, sometimes it can get a little finicky and it doesn’t work,” said Miller. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In her virtual kindergarten classroom, Glick helped her students remember each letter by telling a story about how to write it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“‘B’ is made with a dive-down letter. So you dive down,” Glick said as she deepened her voice. “Then you swim up and then over. That kind of language helps imprint the formation of the letter in their brains.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">This was Glick’s sixth year of teaching kindergarten. Compared with previous years, her students’ mastery of writing their letters seemed to take more time — a potential effect of both decreased instruction time and the missing in-person assistance and observation of a classroom. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It’s really hard to see how the kids are actually forming the letters and how they’re holding their pencils,” Glick said. “I’m imagining that the first grade teachers will be having a lot of interesting console grips.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Supporting Parents is Supporting Kids\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">During in-person instruction, Vikram Nahal would directly correct \u003c/span>\u003ca href=\"https://www.lwtears.com/blog/how-to-hold-pencil-grip\">\u003cspan style=\"font-weight: 400;\">console grips\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> in his role as a Resource Specialist Program (RSP) teacher in Northern California. He could provide grip tools for pencils or guide students’ hands with his own. During virtual education, he relied on reference materials and parent assistance \u003c/span>\u003ca href=\"https://www.latimes.com/california/story/2020-10-13/covid-19-tutor-demand-cant-afford-one\">\u003cspan style=\"font-weight: 400;\">when available\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> to demonstrate grips, steer hands and inform him when additional resources were needed — all to ensure his students’ mastery of literacy building blocks.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">And due to virtual learning, many students gained technological skills that they might not have otherwise gleaned. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“They’ve got to be computer literate. It’s a literacy issue for me,” Nahal said, noting that access to technology is an equity concern.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">At Miller’s school, the technical support and distance learning workshops help parents with technology. Glen Cove Elementary teachers offer daily office hours and Vallejo City Unified School District offers a weekly parent hour for tech-related advice and questions.\u003c/span>\u003c/p>\n\u003ch2>Writing Means Reading and Listening\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Vera Ahiyya, a kindergarten teacher in Brooklyn, New York, learned through educators on social media that many publishing houses relaxed their permission requirements for \u003ca href=\"https://www.kqed.org/mindshift/55694/how-online-book-read-alouds-can-help-students-literacy-and-connection-during-social-distancing\">online recording\u003c/a>\u003ca href=\"https://www.kqed.org/mindshift/55694/how-online-book-read-alouds-can-help-students-literacy-and-connection-during-social-distancing\">s\u003c/a> of children’s books during the pandemic. In spring 2020, Ahiyya and her colleagues took turns uploading videos of themselves reading children’s books to their school’s web drive. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Ahiyya could also attach questions relating to certain time stamps. \u003c/span>\u003cspan style=\"font-weight: 400;\">These pre-recorded videos provided narration uninterrupted with their frames displaying well-lit, close-up pages. Students could take their time, pause and rewatch videos, something that they couldn’t do, or couldn’t do as easily, during read-alouds in person. \u003c/span>\u003cspan style=\"font-weight: 400;\">Parents told her they appreciated the online library provided by the collected videos.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“It can be a great way for students who might have processing delays, who might have visual or auditory processing needs. They can get a second chance, a second go at experiencing the book,” said Ahiyya. “Online, they can kind of stop and take their time and really enjoy the book for what it is as they need it to be.”\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"https://www.researchgate.net/publication/5373247_Reading_aloud_to_children_The_evidence\">\u003cspan style=\"font-weight: 400;\">Multiple\u003c/span>\u003c/a> \u003ca href=\"http://reading.uoregon.edu/big_ideas/pa/pa_what.php\">\u003cspan style=\"font-weight: 400;\">studies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> have found that the act of reading to young kids is beneficial for early language and literacy skills development. Some \u003c/span>\u003ca href=\"https://www.worldcat.org/title/overcoming-dyslexia-a-new-and-complete-science-based-program-for-reading-problems-at-any-level/oclc/827481539\">\u003cspan style=\"font-weight: 400;\">research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> indicates that children with stronger reading abilities also possessed strong phonological processing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Strong readers tend to be more able to listen to and manipulate phonemes – the individual units of sound – and that further improves reading skills, which in turn strengthens phonological processing in a cyclical process.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">And \u003c/span>\u003ca href=\"https://edsource.org/2015/study-says-reading-aloud-to-children-more-than-talking-builds-literacy/82045\">\u003cspan style=\"font-weight: 400;\">reading aloud\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> to children is more effective than casual conversation when it comes to developing \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/1086296X15627528\">\u003cspan style=\"font-weight: 400;\">vocabularies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Words that aren’t among the 5,000 most common English words are two to three times more likely than caretaker-child conversations to appear in picture books, meaning that books are more likely to have words children might not hear in their daily lives. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Despite having made progress online, when Ahiyya’s class moved back to in-person learning, she decided she wanted to decrease technology use and move back to analogue learning. She emphasized tactile and creative activities they couldn’t do, or couldn’t do as easily, during virtual learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“We also wanted to give them time to create and build mobility in their fingers, in their hands, in a way that they hadn’t been able to do when they were learning remotely,” Ahiyya said.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"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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"soldout": {
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"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
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