When students are engaged, they do their work because they want to, not because they have to. This is true when students are learning either at home or in the classroom. However, as we have learned and continue to learn during the coronavirus pandemic in 2020, distance learning can be a challenge for students, teachers, and parents. This is especially true when teachers are not supported with tools that make it possible to not only manage the learning experience, but to challenge students with work that results in increased student engagement and achievement.
As designers of professional learning experiences, tools, frameworks and resources for the past thirty- five years, the Schlechty Center understands the value of listening to the voices of our clients in the field of education. During the pandemic we have been learning from educators about the challenges associated with providing engaging virtual instruction. One common theme we have heard is that school leaders want learning platforms that include quality professional learning for teachers, as well as for those who support teachers. Especially during the pandemic, teachers need professional learning resources that help them develop and strengthen relationships with students, and that include student voice in the design of engaging work. School administrators want to learn more about providing support that results in the kind of partnership that brings school, student and parents together.
We have also learned that, in many cases, instructional resources designed for home-based instruction do not align with curriculum standards, and resources designed for in-person classroom instruction often do not work well when used at home. In both cases the result is learning gaps. We have learned from leaders from across the nation about the need for platforms designed for use either at home or school, and about the need for software programs uniquely designed to meet these challenges.
Over twenty years ago our founder Phillip Schlechty wrote about the technological imperative, making it clear that technology is the means of doing the job, not the job. Often, we lose sight of the main thing, which in this case is the work we want students to do. Below are some of the key components and considerations that we think should be provided and that are critical to meeting the opportunities that exist during this challenging time:
Distance learning requires engagement. The programs need to be truly authentic with student learning needs and motivations, such as novelty and variety built into the design in order to encourage deeper student engagement. If the students find the program too difficult, inauthentic, or boring, not much will be accomplished.
Professional learning for teachers, administrators, and students needs to be done online with tutorials that are informative, concise, and understandable. In an era of social distancing, there are limited means available for providing in-person professional learning opportunities. The professional learning needs to consider the important role of the teacher as designer and guide to instruction even when the learning must be remote in nature.
The software must have a rostering component to interface with current administrative systems as well as a “single sign on” to simplify user identifications and passwords.
The program curriculum needs to be tailored to the school district’s specific curriculum pacing guide. The teacher needs to be able to assign activities for the greater class with the availability to address the individual student.
All curriculum associated with the teaching must be 100% aligned to the specific standards for that subject and grade. All standards must be taught.
Software programs that are used should include extensive tutorials, well defined objectives, review materials, and measurement tools that are transparent to the student, teacher, administrator and parent.
The Schlechty Center has made great strides in becoming a trusted provider in the space relative to professional learning. Just as we believe learning experiences should be challenging, interesting and satisfying to students, we also believe that adult learning, including online learning, should be engaging. Finally, we believe that programs and platforms selected, should be carefully vetted to ensure they support the work of students and teachers.
If you have any questions or would like assistance in developing the learning methods necessary for distance learning, please contact me directly.
Sincerely,
Dr. Steve McCammon President
Schlechty Center
Phone: 502.895.1942