I just completed a summer session teaching remotely for a local university. Previous to this term, I always felt that my strengths were instructional agility and lesson design… the ability to intuitively navigate the tides of energy in the physical classroom and the acumen to plan instruction that engages and inspires students. Movement. Connection. Collaboration. Challenge. Reflection. Laughter.
When I discovered my instruction would be online only for the foreseeable future, I was rattled. How can I leverage those strengths in a digital space? Discomfort morphed to resolve and (if I’m being completely transparent) a little excitement. In order to give my students the best experience possible, it was time to grow again.
My mantra as a professor is to “walk the talk.” It means that I employ the same philosophies and pedagogies with my preservice teachers as I expect them to use in their own classrooms someday. Every student is a treasure. Every interaction is meaningful. Every learning experience is a movement in the opus of my instruction. The bass drum carries the tune, but even the smallest pluck of a violin string can add or detract from the learning. Details matter.
So, I got to work. I talked to mentors about instructional technology and digital learning tools. I tried things out. I failed. I got frustrated. I watched one YouTube video after another. I redoubled my efforts. I squealed with delight at my successes. In short, I learned. The dissonance was palpable, but well worth the epiphanies that inevitably followed.
In the end, I crafted a remote learning experience for my students for which I was proud. For five weeks, my students worked through modules in our learning management system (Canvas) corresponding with topics from our textbook. Each module included a Bitmojo classroom landing page, virtual lectures created with Screencastify with optional note-taking guide, a teacher’s toolkit extension activity taking full advantage of G-Suite, a quiz, as well as a feedback form made with Google Forms.
In addition to the modules, students participated in a weekly Circle-Up via Zoom. They had the option to join the morning or afternoon session in which we followed a Peardeck presentation that included a community-building activity, a book talk and reader response activity related to award-winning children’s literature, as well as a deep dive related to topics such as minilessons, instructional objectives, and the Science of Teaching Reading Certification exam.
Moreover, I hosted virtual office hours via Zoom every Tuesday, Wednesday, and Thursday, as well as by appointment. I was available to my students from 8am-8pm seven days a week. We Zoomed, Facetimed, emailed, talked on the phone, and text messaged… whatever it took to support their learning and get them successfully across the finish line of the course.
I also provided detailed feedback on... Each. And. Every. Assignment. I worked well into the night (weekdays and weekends) to give my students the type of constructive feedback that will enhance their learning and show them how they are to review their own students’ work someday.
All in, I put in roughly 70 hours a week planning instruction, delivering instruction, providing quality feedback, and supporting student learning.... And learn they did! Here's what some of my students had to say at the end of the term:
Regarding virtual lectures...
On a scale of 1-5, 5 being “strongly agree,” my students rated their level of agreement with the following statement:
The Virtual Lectures contributed to my learning.
94.1% - 5
5.9% - 4
Optional comments included:
“You added fun elements that we could engage with (the tv show clips), you kept it at a nice time length, you expressed personality and style over a mic, and everything was really clear and followed the note-taking guide, so I truly have no suggestions for this module.”
“I really enjoyed the virtual lectures!”
“love the virtual lectures!”
Regarding Teacher’s Toolkit Activities...
On a scale of 1-5, 5 being “strongly agree,” my students rated their level of agreement with the following statement:
The Teacher’s Toolkit built my capacity to apply chapter content in a classroom setting.
88.2% - 5
11.8% - 4
Optional comments included:
“I thought this activity was very fun and a great tool to use.”
“I found the video that went along with this assignment to be very helpful to complete task”
“This toolkit was very helpful in getting a feel in what effectively helps students learn the reading and writing processes, so no suggestions for this either.”
My minor point: Remote learning works.
My major point: Teachers preparing for digital instruction right now are going to take excellent care of our children come the start of school. They're going to tender our children as good as if not better than I care for mine.
I am not the exception. I represent the norm. And, to be honest, there are so many that far outpace me when it comes to digital learning. My craft was nurtured and refined in one of our own North Central Texas school districts, where I served alongside teachers who continue to come early, stay late, and lose sleep over our community’s children.
I can only imagine our children’s teachers feel a little like I did at the start of the summer. They’re apprehensive, but excited. They love what they do so much, and they love their students even more. They’re endeavoring to do familiar things in unfamiliar ways and there will inevitably be proverbial hits and misses. They're working hours and hours and hours to design instruction that is engaging and effective. I ask that we show them the same kind of grace that my students showed me. We are all in this together. Perfection is a myth. Learning is the goal. Let’s extend to our teachers the respect they deserve. After all, they’re not just in it for five weeks. They’re giving our children the entire year.
