5 Things We've Learned About Virtual School During the Pandemic
‘If I Could Handle This, I Can Handle Anything’: First-Year Teachers Reflect on the Pandemic
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How Designing Accessible Curriculum For All Can Help Make Online Learning More Equitable
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The Biggest Distance-Learning Experiment In History: Week One
'Panic-gogy': Teaching Online Classes During The Coronavirus Pandemic
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You can follow him on Twitter:\u003ca href=\"https://twitter.com/PaulDarvasi\"> @pauldarvasi\u003c/a>","avatar":"https://secure.gravatar.com/avatar/df387897a1bf0cd4b720b8175112731a?s=600&d=blank&r=g","twitter":"pauldarvasi","facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["contributor"]}],"headData":{"title":"Paul Darvasi | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/df387897a1bf0cd4b720b8175112731a?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/df387897a1bf0cd4b720b8175112731a?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/pauldarvasi"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_57099":{"type":"posts","id":"mindshift_57099","meta":{"index":"posts_1591205157","site":"mindshift","id":"57099","score":null,"sort":[1607156725000]},"guestAuthors":[],"slug":"5-things-weve-learned-about-virtual-school-during-the-pandemic","title":"5 Things We've Learned About Virtual School During the Pandemic","publishDate":1607156725,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Deborah Rosenthal starts her virtual kindergarten class on Zoom every morning with a song — today, it's the Spanish version of \"If You're Happy and You Know It.\" Her students clap along. There's a greeting from the class mascot (a dragon), yoga, meditation and then some practice with letter sounds: \"Oso, oso, O, O, O.\"\u003c/p>\n\u003cp>Rosenthal teaches Spanish immersion in a public school in San Francisco's Mission District. Most of the families are low-income, and many are now affected by job losses related to COVID-19. She has taught kindergarten for 15 years, and she loves how \"hands-on,\" \"tactile\" and \"cozy\" it is to work with 5-year-olds.\u003c/p>\n\u003cp>But this year, she's spending 10 or 12 hours a day on, basically, her own home production of \u003cem>Mister Rogers' Neighborhood en Español. \u003c/em>\"It's a very two-dimensional experience,\" she says.\u003c/p>\n\u003cp>Few people would tell you that online kindergarten was a good idea, or frankly even possible. That was before 2020. The number has fluctuated as cases rise across the country, but throughout this fall pandemic semester, between 40% and 60% of students have been enrolled in districts that offer only remote learning, according to a tracker maintained by the company Burbio.\u003c/p>\n\u003cp>And even in hybrid districts, some students have been learning remotely, either part or full time. In short, online learning is the reality for a majority of students this fall.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>We are still starved for data on what this all means. The earliest \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/12/01/938048852/some-good-news-student-reading-gains-are-steady-while-math-slows-down\">standardized test \u003c/a>scores coming out show modest learning loss for students in math, but there are worries that the most at-risk students are not being tested at all.\u003c/p>\n\u003cp>For this story I talked to educators in six states, from California to South Carolina. For the most part they say things have improved since the spring. But they are close to burnout, with only a patchwork of support. They say the heart of the job right now is getting students connected with school and keeping them that way — both technologically and even more importantly, emotionally. Here are five lessons learned so far:\u003c/p>\n\u003ch2>\u003cstrong>1. The digital divide is still big and complex. \u003c/strong>\u003c/h2>\n\u003cp>Eight months after schools first shut down, how many students still can't sign on? We don't really know, and that's a problem, says Nicol Turner Lee, director of the Center for Technology Innovation at the Brookings Institution. \"We've not done a really great job in aggregating the data as to how many kids are still disconnected,\" she adds. \"It's very disappointing as well as concerning.\"\u003c/p>\n\u003cp>The National Education Association \u003ca href=\"https://www.nea.org/resource-library/digital-divide-and-homework-gap-your-state\">recently reported,\u003c/a> based on pre-pandemic census data, that one quarter of households with children ages 5 to 17 lacked either high-speed Wi-Fi, a computer or both. For households near the poverty line, the number was closer to half.\u003c/p>\n\u003cp>That figure may have gotten better. Many districts have scrambled to distribute their classroom laptops to families, to buy portable hot spots, and call on private and corporate donations. But there are still gaps.\u003c/p>\n\u003cp>Partly, that's because there hasn't been any pandemic federal stimulus aid to public schools since April. State revenue is down, too. For example, Richard Carranza, chancellor of New York City public schools, said last month that 60,000 of the district's 1.1 million students are still missing devices — about 5.5%.\u003c/p>\n\u003cp>Lee at Brookings is working on a book about the digital divide, and she says it's multidimensional. There's housing: Lose your home and you lose your broadband connection. There are backlogs of items such as Chromebooks.\u003c/p>\n\u003cp>Then there's infrastructure.\u003c/p>\n\u003cp>\"That rural Internet divide is real. I mean it's a real problem right now in America,\" says Caroline Weathers, who teaches in a small town in South Carolina. Her district gave out hot spots, but in some places they didn't work because there wasn't cell service from the major carriers.\u003c/p>\n\u003cp>And the digital divide is about more than equipment. Rosenthal's school in San Francisco, Buena Vista Horace Mann, is a community school, meaning there are wraparound services, including lots of help with technology.\u003c/p>\n\u003cp>Despite all that, she didn't make contact with one of her students until 2 1/2 months into the school year. That's so even though her mother had come to school to pick up a laptop and hot spot. \"The little girl was going to a babysitter that was not literate,\" Rosenthal says. \"And so nobody could help this child get onto a computer.\"\u003c/p>\n\u003cp>Another of her students has a single mother who works cleaning hotel rooms; the girl goes along and often joins the class from her mother's smartphone. Because of barriers such as these, although attendance on her daily Zooms is high, Rosenthal says no more than a fourth of her students have been accessing the written assignments.\u003c/p>\n\u003ch2>\u003cstrong>2. Relationships are everything when it comes to keeping kids engaged remotely. \u003c/strong>\u003c/h2>\n\u003cp>Successful schools are using every adult on the team and every form of communication possible. Theresa Rouse is the superintendent of Joliet Public Schools District 86 in Illinois, where a majority of the students are low-income and either Latino or Black. She says their focus has been on relationships.\u003c/p>\n\u003cp>The district spent the first three weeks of the school year focusing just on social and emotional learning. Educators communicate expectations to parents and teachers by email, calls, texts, over social media, YouTube videos and podcasts.\u003c/p>\n\u003cp>And, Rouse says, any adult at a school — from teachers, to the assistant principal, to a school counselor or social worker — might drop in during video class to show they care: \"If they're seeing a student that looks distressed, they pull them aside into a breakout room, have a conversation.\"\u003c/p>\n\u003cp>In South Carolina, Weathers usually teaches science at St. George Middle School. This year she created a new role for herself, helping families — sometimes with an app that parents can download to track kids' grades, or with strategies to build kids' executive function skills so they can succeed in remote learning. She says she'd like to continue the role going forward, making parents more active partners in their kids' education and taking learning out into the community as well.\u003c/p>\n\u003cp>\"We could take this as a learning moment,\" Weathers says. \"Now we have the parents' attention. So maybe now is the time to really reach out and say, 'This is what we need you to do on your end, and we'll take care of this on our end.' And in 10 years, we might see something entirely different in education in the country if we did that.\"\u003c/p>\n\u003ch2>\u003cstrong>3. Digital teaching can be good, even great with the right support for teachers. But that's far from the norm. \u003c/strong>\u003c/h2>\n\u003cp>Districts such as Weathers' and Rouse's are working with the Digital Learning Collaborative, a nonprofit that is dedicated to best practices in digital learning.\u003c/p>\n\u003cp>Rouse, in Joliet, calls its training \"pretty fabulous\" and essential to her district's transition from teaching mainly through paper packets in the spring to full-on remote using Google Classroom this fall. The training \"was more intense than [teachers] expected it would be, but that's OK because teaching online is more intense than people anticipate as well.\"\u003c/p>\n\u003cp>Another organization, Cadence, \u003ca href=\"https://www.npr.org/2020/07/25/895329194/national-summer-school-initiative-aims-to-improve-online-teaching\">is also trying\u003c/a> to improve digital teaching at scale. It pairs \"mentor teachers\" with \"partner teachers\" to deliver a standardized curriculum in reading, math and science. The teaching is a high-intensity blend of video lessons, active classroom instruction with breakout sessions, and software-based practice.\u003c/p>\n\u003cp>Olyvia Kozicki teaches fifth grade at Augustine Prep, a nondenominational private school in Milwaukee, and is a Cadence partner teacher for English language arts. She says she's overjoyed at the quality and quantity of work her students are producing. It's not only more than she expected from online teaching, \"it's more just in general.\"\u003c/p>\n\u003cp>Twice a week, she meets with other Cadence teachers from around the country who are also teaching the exact same material on the same timetable. She says that makes it the most practical and actionable professional education she's ever had.\u003c/p>\n\u003cp>\"When we switched to virtual, it was very overwhelming, and it seemed like such a daunting task,\" she says. And now \"I am so happy with what the kids have been able to do.\"\u003c/p>\n\u003cp>Justin Reich says Kozicki's experience is unusual for teachers this year. Reich is an expert on educational technology at Massachusetts Institute of Technology and the author of the new book \u003cem>Failure to Disrupt: Why Technology Alone Can't Transform Education. \u003c/em>\u003c/p>\n\u003cp>He says that across the country this fall, \"I've heard very little evidence of innovation.\" Even moves that might seem relatively simple, such as adopting a free, online university-level course for use by high school students, aren't happening often. Mostly, he adds, districts are trying to re-create classroom teaching routines online with varying levels of success.\u003c/p>\n\u003cp>\"I don't think it's getting better because there are major approaches that people have figured out or there's a model that's sort of spreading around,\" he says. Nor is there a lot of leadership or direction on improving online learning coming from the federal Department of Education or anyone else.\u003c/p>\n\u003cp>Instead, Reich says, what improvement there has been since spring comes mainly from teachers such as Rosenthal — putting in long hours and learning as they go. \"It's just kind of folks sanding down one little rough edge at a time.\"\u003c/p>\n\u003ch2>\u003cstrong>4. Hybrid models are extremely challenging. \u003c/strong>\u003c/h2>\n\u003cp>At last count, according to Burbio, 17.5% of districts were offering school in person just a few days a week, with students learning from home the rest of the time. The purpose was to maintain social distancing by reducing class sizes, but the model has created confusion and constant interruptions. Many students are struggling to adjust to classroom routines when they may attend only five days out of three weeks.\u003c/p>\n\u003cp>Depending on available staffing, teachers, meanwhile, may be yelling through a mask and face shield to be heard by students over Zoom. Jennifer Echols is the director of online and personalized learning for Mesa Public Schools, the largest school district in Arizona. She calls this model \"one of the biggest challenges\" in remote learning right now. Randi Weingarten, president of the American Federation of Teachers, has called for this \"hybrid\" model to be phased out. \"Hybrid doesn't work,\" Weingarten says flatly. \"You can't livestream and teach in person at the same time.\"\u003c/p>\n\u003ch2>\u003cstrong>5. Some kids are not learning much online. They'll be playing catch-up in years to come. \u003c/strong>\u003c/h2>\n\u003cp>There are some anecdotes of children who are thriving with remote learning. \"There's [approximately] 10% of people for whom it works better,\" Reich says. And for these students, \"this is actually a better version of school.\"\u003c/p>\n\u003cp>Maybe they had school anxiety, he explains, or were victims of bullying or discrimination, or have sensory issues and enjoy having more control over their learning environment.\u003c/p>\n\u003cp>But districts including Houston, St. Paul, Minn., and Fairfax County, Va., have reported historically high failure rates this fall.\u003c/p>\n\u003cp>Echols, in Arizona, says both attendance and engagement in online learning is suffering. \"Some kids have had difficulty just paying attention and keeping themselves focused.\" In other cases, she adds, \"we have families where parents are working, and there's not the appropriate supervision for young learners, or children that need to be babysitting siblings during the school day.\"\u003c/p>\n\u003cp>What keeps Rosenthal up at night are the kids she just can't reach. Every year, she says, out of a class of 20 or 21, there are five or six students who show up unprepared for kindergarten.\u003c/p>\n\u003cp>\"They're struggling, but at least they're with me all day long. And so I can support them six or seven hours a day.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>This year, she sees most of her students learning and growing despite all the obstacles. But those five or six who started out behind aren't getting much of anywhere.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=5+Things+We%27ve+Learned+About+Virtual+School+In+2020&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Most schooling has been offered online this semester. Teachers are working hard to improve that experience, but many students are still left behind.","status":"publish","parent":0,"modified":1607589363,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":43,"wordCount":2045},"headData":{"title":"5 Things We've Learned About Virtual School During the Pandemic - MindShift","description":"Most schooling has been offered online this semester. Teachers are working hard to improve that experience, but many students are still left behind.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"57099 https://ww2.kqed.org/mindshift/?p=57099","disqusUrl":"https://ww2.kqed.org/mindshift/2020/12/05/5-things-weve-learned-about-virtual-school-during-the-pandemic/","disqusTitle":"5 Things We've Learned About Virtual School During the Pandemic","nprByline":"Anya Kamenetz","nprImageAgency":"Carson McNamara for NPR","nprStoryId":"938050723","nprApiLink":"http://api.npr.org/query?id=938050723&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2020/12/04/938050723/5-things-weve-learned-about-virtual-school-in-2020?ft=nprml&f=938050723","nprRetrievedStory":"1","nprPubDate":"Mon, 07 Dec 2020 07:19:00 -0500","nprStoryDate":"Fri, 04 Dec 2020 05:00:00 -0500","nprLastModifiedDate":"Mon, 07 Dec 2020 07:49:58 -0500","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2020/12/20201207_me_5_things_weve_learned_about_virtual_school_in_2020.mp3?orgId=1&topicId=1013&aggIds=812054919&d=265&p=3&story=938050723&ft=nprml&f=938050723","nprAudioM3u":"http://api.npr.org/m3u/1943768990-25afdc.m3u?orgId=1&topicId=1013&aggIds=812054919&d=265&p=3&story=938050723&ft=nprml&f=938050723","path":"/mindshift/57099/5-things-weve-learned-about-virtual-school-during-the-pandemic","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2020/12/20201207_me_5_things_weve_learned_about_virtual_school_in_2020.mp3?orgId=1&topicId=1013&aggIds=812054919&d=265&p=3&story=938050723&ft=nprml&f=938050723","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Deborah Rosenthal starts her virtual kindergarten class on Zoom every morning with a song — today, it's the Spanish version of \"If You're Happy and You Know It.\" Her students clap along. There's a greeting from the class mascot (a dragon), yoga, meditation and then some practice with letter sounds: \"Oso, oso, O, O, O.\"\u003c/p>\n\u003cp>Rosenthal teaches Spanish immersion in a public school in San Francisco's Mission District. Most of the families are low-income, and many are now affected by job losses related to COVID-19. She has taught kindergarten for 15 years, and she loves how \"hands-on,\" \"tactile\" and \"cozy\" it is to work with 5-year-olds.\u003c/p>\n\u003cp>But this year, she's spending 10 or 12 hours a day on, basically, her own home production of \u003cem>Mister Rogers' Neighborhood en Español. \u003c/em>\"It's a very two-dimensional experience,\" she says.\u003c/p>\n\u003cp>Few people would tell you that online kindergarten was a good idea, or frankly even possible. That was before 2020. The number has fluctuated as cases rise across the country, but throughout this fall pandemic semester, between 40% and 60% of students have been enrolled in districts that offer only remote learning, according to a tracker maintained by the company Burbio.\u003c/p>\n\u003cp>And even in hybrid districts, some students have been learning remotely, either part or full time. In short, online learning is the reality for a majority of students this fall.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>We are still starved for data on what this all means. The earliest \u003ca href=\"https://www.npr.org/sections/coronavirus-live-updates/2020/12/01/938048852/some-good-news-student-reading-gains-are-steady-while-math-slows-down\">standardized test \u003c/a>scores coming out show modest learning loss for students in math, but there are worries that the most at-risk students are not being tested at all.\u003c/p>\n\u003cp>For this story I talked to educators in six states, from California to South Carolina. For the most part they say things have improved since the spring. But they are close to burnout, with only a patchwork of support. They say the heart of the job right now is getting students connected with school and keeping them that way — both technologically and even more importantly, emotionally. Here are five lessons learned so far:\u003c/p>\n\u003ch2>\u003cstrong>1. The digital divide is still big and complex. \u003c/strong>\u003c/h2>\n\u003cp>Eight months after schools first shut down, how many students still can't sign on? We don't really know, and that's a problem, says Nicol Turner Lee, director of the Center for Technology Innovation at the Brookings Institution. \"We've not done a really great job in aggregating the data as to how many kids are still disconnected,\" she adds. \"It's very disappointing as well as concerning.\"\u003c/p>\n\u003cp>The National Education Association \u003ca href=\"https://www.nea.org/resource-library/digital-divide-and-homework-gap-your-state\">recently reported,\u003c/a> based on pre-pandemic census data, that one quarter of households with children ages 5 to 17 lacked either high-speed Wi-Fi, a computer or both. For households near the poverty line, the number was closer to half.\u003c/p>\n\u003cp>That figure may have gotten better. Many districts have scrambled to distribute their classroom laptops to families, to buy portable hot spots, and call on private and corporate donations. But there are still gaps.\u003c/p>\n\u003cp>Partly, that's because there hasn't been any pandemic federal stimulus aid to public schools since April. State revenue is down, too. For example, Richard Carranza, chancellor of New York City public schools, said last month that 60,000 of the district's 1.1 million students are still missing devices — about 5.5%.\u003c/p>\n\u003cp>Lee at Brookings is working on a book about the digital divide, and she says it's multidimensional. There's housing: Lose your home and you lose your broadband connection. There are backlogs of items such as Chromebooks.\u003c/p>\n\u003cp>Then there's infrastructure.\u003c/p>\n\u003cp>\"That rural Internet divide is real. I mean it's a real problem right now in America,\" says Caroline Weathers, who teaches in a small town in South Carolina. Her district gave out hot spots, but in some places they didn't work because there wasn't cell service from the major carriers.\u003c/p>\n\u003cp>And the digital divide is about more than equipment. Rosenthal's school in San Francisco, Buena Vista Horace Mann, is a community school, meaning there are wraparound services, including lots of help with technology.\u003c/p>\n\u003cp>Despite all that, she didn't make contact with one of her students until 2 1/2 months into the school year. That's so even though her mother had come to school to pick up a laptop and hot spot. \"The little girl was going to a babysitter that was not literate,\" Rosenthal says. \"And so nobody could help this child get onto a computer.\"\u003c/p>\n\u003cp>Another of her students has a single mother who works cleaning hotel rooms; the girl goes along and often joins the class from her mother's smartphone. Because of barriers such as these, although attendance on her daily Zooms is high, Rosenthal says no more than a fourth of her students have been accessing the written assignments.\u003c/p>\n\u003ch2>\u003cstrong>2. Relationships are everything when it comes to keeping kids engaged remotely. \u003c/strong>\u003c/h2>\n\u003cp>Successful schools are using every adult on the team and every form of communication possible. Theresa Rouse is the superintendent of Joliet Public Schools District 86 in Illinois, where a majority of the students are low-income and either Latino or Black. She says their focus has been on relationships.\u003c/p>\n\u003cp>The district spent the first three weeks of the school year focusing just on social and emotional learning. Educators communicate expectations to parents and teachers by email, calls, texts, over social media, YouTube videos and podcasts.\u003c/p>\n\u003cp>And, Rouse says, any adult at a school — from teachers, to the assistant principal, to a school counselor or social worker — might drop in during video class to show they care: \"If they're seeing a student that looks distressed, they pull them aside into a breakout room, have a conversation.\"\u003c/p>\n\u003cp>In South Carolina, Weathers usually teaches science at St. George Middle School. This year she created a new role for herself, helping families — sometimes with an app that parents can download to track kids' grades, or with strategies to build kids' executive function skills so they can succeed in remote learning. She says she'd like to continue the role going forward, making parents more active partners in their kids' education and taking learning out into the community as well.\u003c/p>\n\u003cp>\"We could take this as a learning moment,\" Weathers says. \"Now we have the parents' attention. So maybe now is the time to really reach out and say, 'This is what we need you to do on your end, and we'll take care of this on our end.' And in 10 years, we might see something entirely different in education in the country if we did that.\"\u003c/p>\n\u003ch2>\u003cstrong>3. Digital teaching can be good, even great with the right support for teachers. But that's far from the norm. \u003c/strong>\u003c/h2>\n\u003cp>Districts such as Weathers' and Rouse's are working with the Digital Learning Collaborative, a nonprofit that is dedicated to best practices in digital learning.\u003c/p>\n\u003cp>Rouse, in Joliet, calls its training \"pretty fabulous\" and essential to her district's transition from teaching mainly through paper packets in the spring to full-on remote using Google Classroom this fall. The training \"was more intense than [teachers] expected it would be, but that's OK because teaching online is more intense than people anticipate as well.\"\u003c/p>\n\u003cp>Another organization, Cadence, \u003ca href=\"https://www.npr.org/2020/07/25/895329194/national-summer-school-initiative-aims-to-improve-online-teaching\">is also trying\u003c/a> to improve digital teaching at scale. It pairs \"mentor teachers\" with \"partner teachers\" to deliver a standardized curriculum in reading, math and science. The teaching is a high-intensity blend of video lessons, active classroom instruction with breakout sessions, and software-based practice.\u003c/p>\n\u003cp>Olyvia Kozicki teaches fifth grade at Augustine Prep, a nondenominational private school in Milwaukee, and is a Cadence partner teacher for English language arts. She says she's overjoyed at the quality and quantity of work her students are producing. It's not only more than she expected from online teaching, \"it's more just in general.\"\u003c/p>\n\u003cp>Twice a week, she meets with other Cadence teachers from around the country who are also teaching the exact same material on the same timetable. She says that makes it the most practical and actionable professional education she's ever had.\u003c/p>\n\u003cp>\"When we switched to virtual, it was very overwhelming, and it seemed like such a daunting task,\" she says. And now \"I am so happy with what the kids have been able to do.\"\u003c/p>\n\u003cp>Justin Reich says Kozicki's experience is unusual for teachers this year. Reich is an expert on educational technology at Massachusetts Institute of Technology and the author of the new book \u003cem>Failure to Disrupt: Why Technology Alone Can't Transform Education. \u003c/em>\u003c/p>\n\u003cp>He says that across the country this fall, \"I've heard very little evidence of innovation.\" Even moves that might seem relatively simple, such as adopting a free, online university-level course for use by high school students, aren't happening often. Mostly, he adds, districts are trying to re-create classroom teaching routines online with varying levels of success.\u003c/p>\n\u003cp>\"I don't think it's getting better because there are major approaches that people have figured out or there's a model that's sort of spreading around,\" he says. Nor is there a lot of leadership or direction on improving online learning coming from the federal Department of Education or anyone else.\u003c/p>\n\u003cp>Instead, Reich says, what improvement there has been since spring comes mainly from teachers such as Rosenthal — putting in long hours and learning as they go. \"It's just kind of folks sanding down one little rough edge at a time.\"\u003c/p>\n\u003ch2>\u003cstrong>4. Hybrid models are extremely challenging. \u003c/strong>\u003c/h2>\n\u003cp>At last count, according to Burbio, 17.5% of districts were offering school in person just a few days a week, with students learning from home the rest of the time. The purpose was to maintain social distancing by reducing class sizes, but the model has created confusion and constant interruptions. Many students are struggling to adjust to classroom routines when they may attend only five days out of three weeks.\u003c/p>\n\u003cp>Depending on available staffing, teachers, meanwhile, may be yelling through a mask and face shield to be heard by students over Zoom. Jennifer Echols is the director of online and personalized learning for Mesa Public Schools, the largest school district in Arizona. She calls this model \"one of the biggest challenges\" in remote learning right now. Randi Weingarten, president of the American Federation of Teachers, has called for this \"hybrid\" model to be phased out. \"Hybrid doesn't work,\" Weingarten says flatly. \"You can't livestream and teach in person at the same time.\"\u003c/p>\n\u003ch2>\u003cstrong>5. Some kids are not learning much online. They'll be playing catch-up in years to come. \u003c/strong>\u003c/h2>\n\u003cp>There are some anecdotes of children who are thriving with remote learning. \"There's [approximately] 10% of people for whom it works better,\" Reich says. And for these students, \"this is actually a better version of school.\"\u003c/p>\n\u003cp>Maybe they had school anxiety, he explains, or were victims of bullying or discrimination, or have sensory issues and enjoy having more control over their learning environment.\u003c/p>\n\u003cp>But districts including Houston, St. Paul, Minn., and Fairfax County, Va., have reported historically high failure rates this fall.\u003c/p>\n\u003cp>Echols, in Arizona, says both attendance and engagement in online learning is suffering. \"Some kids have had difficulty just paying attention and keeping themselves focused.\" In other cases, she adds, \"we have families where parents are working, and there's not the appropriate supervision for young learners, or children that need to be babysitting siblings during the school day.\"\u003c/p>\n\u003cp>What keeps Rosenthal up at night are the kids she just can't reach. Every year, she says, out of a class of 20 or 21, there are five or six students who show up unprepared for kindergarten.\u003c/p>\n\u003cp>\"They're struggling, but at least they're with me all day long. And so I can support them six or seven hours a day.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This year, she sees most of her students learning and growing despite all the obstacles. But those five or six who started out behind aren't getting much of anywhere.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=5+Things+We%27ve+Learned+About+Virtual+School+In+2020&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57099/5-things-weve-learned-about-virtual-school-during-the-pandemic","authors":["byline_mindshift_57099"],"categories":["mindshift_21345"],"tags":["mindshift_21344","mindshift_21343","mindshift_358","mindshift_20865","mindshift_384","mindshift_21359","mindshift_21398"],"featImg":"mindshift_57100","label":"mindshift"},"mindshift_56471":{"type":"posts","id":"mindshift_56471","meta":{"index":"posts_1591205157","site":"mindshift","id":"56471","score":null,"sort":[1597219480000]},"guestAuthors":[],"slug":"if-i-could-handle-this-i-can-handle-anything-first-year-teachers-reflect-on-the-pandemic","title":"‘If I Could Handle This, I Can Handle Anything’: First-Year Teachers Reflect on the Pandemic","publishDate":1597219480,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Jamie Wong Baesa had been dreaming of her first year as a teacher since she was 7 years old, when she would line up her stuffed animals and launch into a lesson.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mikia Frazier, too, spent years envisioning the day she would get to walk into her own classroom. Kids from the neighborhood would often stop Frazier’s mother, a school principal, in the supermarket to tell her how much she’d changed their life. Each time that happened, Frazier was that much more certain that teaching was what she wanted to do.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For others, the calling didn’t come as early. Kristen Stein and Lauren Bayersdorfer realized they wanted to be in the classroom midway through college, switching their majors from cybersecurity and accounting, respectively, to pursue careers in teaching. Steve Middleton worked as an engineer for more than a decade before transitioning to education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Regardless of the experiences and interactions that led these educators to the field, each entered their first year of teaching—the 2019-20 school year—filled with excitement, eagerness and anxiety. They didn’t quite know what to expect—what kind of students they’d have in class, what crises may come up, where they would excel or fall short. And certainly none of them could have anticipated the arrival of a global pandemic that would force schools nationwide to close their doors and develop long-term remote learning plans on the fly.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">First-year teachers already face many challenges. The job is unpredictable, and for newcomers, that can be intimidating. Many of the nine first-time teachers featured in this story said that the fall semester was all about getting the hang of teaching—learning how to juggle after-hours responsibilities like grading and emailing, establishing their teaching styles and building relationships with students. When they started the second semester, most felt like, finally, they had figured it out. Then COVID-19 changed everything.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As Frazier, a fourth grade teacher in Hinesville, Ga., describes, “I will always remember my first year by the pandemic ... knowing that COVID really just kind of came in and cut the school year almost in half. But I'll also remember we got through it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though their experiences are unique, nearly every educator interviewed for this story said the hardest part of remote learning was the loss of student connection and the way their relationships suffered. They worried about kids who were already struggling, and about those with unstable home environments. They missed the silly jokes and the sound students make when they finally understand a new concept. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite all that COVID-19 took away, many first-year teachers noted that they learned more about teaching and themselves than they likely would have in an average year. They gained confidence in their abilities. And they found it comforting that during remote learning, none of the teachers—not even the veterans—really knew what they were doing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In reflecting on the last year, they also expressed concern about the upcoming one. What will it be like to do this all over again, but with students they don’t know? How will they build trust and make the impact that drew them to this field?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The nine educators profiled below together represent seven U.S. states, from California and New Jersey to Oklahoma and Georgia. Some held live video calls with students during remote learning in the spring. Others haven’t seen their students’ faces since March. Some taught students who lost family members to COVID-19, or who nearly succumbed to it themselves. Others haven’t really felt the effects of the virus yet. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here are their stories—as told to EdSurge reporter Emily Tate, lightly edited and condensed for clarity.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft size-full wp-image-56472\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Jamie-Wong-Baesa-e1597214825889.jpg\" alt=\"\" width=\"200\" height=\"267\">Jamie Wong Baesa\u003c/span>\u003c/h2>\n\u003cp>\u003cb>Age:\u003c/b>\u003cspan style=\"font-weight: 400\"> 24\u003c/span>\u003c/p>\n\u003cp>\u003cb>Taught: \u003c/b>\u003cspan style=\"font-weight: 400\">Seventh grade math\u003cbr>\n\u003c/span>\u003cb>School: \u003c/b>Lorena Middle School in Lorena, Texas\u003cbr>\n\u003cb>Students served: \u003c/b>About 140\u003cbr>\n\u003cb>Roommates\u003c/b>: One\u003cbr>\n\u003cb>Technology classes in teacher prep program: \u003c/b>Four, including one graduate class\u003cbr>\n\u003cb>Prior experience with group video calls: \u003c/b>\u003cspan style=\"font-weight: 400\">No\u003cbr>\n\u003c/span>\u003cb>Student teaching experience:\u003c/b> Two semesters\u003cbr>\n\u003cb>Salary\u003c/b>: $40,000\u003cb>\u003cbr>\n\u003c/b>\u003cb>Started the year feeling: \u003c/b>Excited, nervous, eager\u003cbr>\n\u003cb>Ended the year feeling: \u003c/b>Relieved, uncertain, thankful\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Just before spring break, shortly after all the students at Lorena Middle School had finished reading “Call of the Wild,” they went on a field trip to see the film adaptation of the novel in theaters. Everything seemed completely normal, Jamie Wong Baesa recalls. She told students goodbye, expecting to see them after break in a week. That’s when COVID-19 hit. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Wong Baesa’s district did not meet in person again after that, and there was no live instruction during remote learning. She didn’t get to see or talk to her seventh graders after spring break. Instead, her middle school assigned a different subject for each day of the week. Wong Baesa, the only seventh-grade math teacher at her school, taught math to all seventh grade students on Mondays via pre-recorded video lessons, and spent the other days grading and planning for upcoming lessons.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003cspan style=\"font-weight: 400\">On a normal school day, in person, I teach six periods. So, during first period, if the lesson doesn't work, it becomes apparent very quickly. And then it's like, ‘Well, scratch that. I'll reteach it tomorrow.’ But with remote learning, it was a lot harder because there were maybe two or three lessons where it just flopped. Students were like, ‘We don't get this at all.’ All their work was wrong. I’m like, ‘Where did I go wrong?’ But by that point it was already too late, because e\u003c/span>\u003cspan style=\"font-weight: 400\">veryone had already seen the lesson and didn’t get to try again till the next week. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the challenges was that I'd never taught this stuff before to a live audience, and now I had to figure out how to teach it to a remote audience. \u003c/span>\u003cspan style=\"font-weight: 400\">So that was definitely difficult—wrestling with how to\u003c/span>\u003cspan style=\"font-weight: 400\"> make this accessible on technology in a way that [students] can understand. Because you miss the facial expressions, the ways they can instantaneously ask questions in real life.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It was hard not being able to check in and see how they're doing—learning from administrators, ‘Oh, yeah, he's taking care of his four younger siblings and that's why he hasn't been doing his math homework,' or hearing from distressed parents, ‘I'm so sorry, we haven't had electricity,’ or ‘We have five kids, and they're all sharing one computer.' And you're like, ‘Oh, there's so much more to this school dynamic and day.’ It helped me remember what's really important in this time.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56477\" class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg class=\"size-full wp-image-56477\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Edited-Jamie-Wong-Baesa-full-width.png\" alt=\"\" width=\"1600\" height=\"648\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Edited-Jamie-Wong-Baesa-full-width.png 1600w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Edited-Jamie-Wong-Baesa-full-width-800x324.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Edited-Jamie-Wong-Baesa-full-width-1020x413.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Edited-Jamie-Wong-Baesa-full-width-160x65.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Edited-Jamie-Wong-Baesa-full-width-768x311.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Edited-Jamie-Wong-Baesa-full-width-1536x622.png 1536w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">Left: Jamie Wong Baesa's seventh grade math class in Lorena, Texas. Right: The desk area where she taught during remote learning. (Courtesy of \u003cspan style=\"font-weight: 400\">Jamie Wong Baesa)\u003c/span>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">I kept thinking about my students who had hard home lives or [those who] would get really frustrated when they do mathematics, and not being able to just pull them aside and say, ‘Hey, you're doing great. You're going to be okay.’ That was really hard. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And [at times] I was like, ‘Oh my gosh, I'm totally failing as a teacher,’ but having to reconcile that with, ‘O.K., everybody's learning, we're doing the best we can do. At the end of the day, if the students don't know this one concept, they're probably going to be okay.’\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I think, at the end of the year, remote learning helped confirm that I am in teaching for the relationships. Being able to see students learn and grow and develop has been so big for me. Especially because COVID took some of that away, it just made me realize that, without relationships, it would be a lot harder to believe deeply in what I do.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I think about next year, if we don't have any sort of face-to-face component and we do have to go online,I don't know how that will work. Especially if it's with students who I've never met in the flesh before.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft size-full wp-image-56478\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Hannah-Long-e1597215145530.jpeg\" alt=\"\" width=\"200\" height=\"267\">Hannah Long\u003c/span>\u003c/h2>\n\u003cp>\u003cb>Age:\u003c/b>\u003cspan style=\"font-weight: 400\"> 26\u003cbr>\n\u003c/span>\u003cb>Taught: \u003c/b>\u003cspan style=\"font-weight: 400\">T-K and kindergarten\u003cbr>\n\u003c/span>\u003cb>School\u003c/b>: Two Rock Union Elementary in Petaluma, Calif.\u003cbr>\n\u003cb>Students served:\u003c/b>\u003cspan style=\"font-weight: 400\"> 20\u003cbr>\n\u003c/span>\u003cb>Roommates:\u003c/b>\u003cspan style=\"font-weight: 400\"> One, plus an adorable dog\u003cbr>\n\u003c/span>\u003cb>Technology classes in my teacher prep program:\u003c/b>\u003cspan style=\"font-weight: 400\"> None\u003cbr>\n\u003c/span>\u003cb>Prior experience with group video calls\u003c/b>\u003cspan style=\"font-weight: 400\">: No\u003cbr>\n\u003c/span>\u003cb>Student teaching experience\u003c/b>\u003cspan style=\"font-weight: 400\">: Two semesters\u003cbr>\n\u003c/span>\u003cb>Salary\u003c/b>\u003cspan style=\"font-weight: 400\">: $46,000\u003cbr>\n\u003c/span>\u003cb>Started the year feeling: \u003c/b>\u003cspan style=\"font-weight: 400\">Passionate, driven, excited\u003cbr>\n\u003c/span>\u003cb>Ended the year feeling: \u003c/b>\u003cspan style=\"font-weight: 400\">Devastated, incomplete, hopeless\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">After studying painting and printmaking in college, Hannah Long spent a few years as a full-time artist. While working at an art studio for young children, her boss said she was such a natural with kids and ought to become a teacher. And that’s exactly what she did. The irony is that Long’s own experience in school was not wholly positive. She was diagnosed with severe dyslexia and ADHD in third grade, and her elementary school years were shaped by those learning challenges. She describes herself as one of the kids who was “left behind” during the No Child Left Behind era. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Today, she teaches “littles”—T-K and kindergarteners—at a rural elementary school in Northern California, about a 10-minute drive from where she grew up. When school closed during COVID-19, about half of her students lacked internet access or devices, so she used a combination of online learning and paper packets and sent each student handmade sensory bags—filled with items like glue, bubbles, Play-Doh and water beads. Given their young age, Long says it was difficult to teach 4- and 5-year-olds virtually and keep everyone on track. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“COVID-19 happened and we were told we all had to have websites, so we made websites. Then we were told we were using Google Classroom [instead], so we scrapped the websites and made a Google Classroom. And then I was told that six of my kids didn't have internet or devices. It was probably more like 10 kids that either didn't have a device, internet or accessibility—so almost half of my class. So then we were doing paper packets, as well as having all the information online. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[Live Zoom meetings] turned into more checking in and talking. They got over—very quickly—doing anything academic. ... I guess the buy-in wasn't there. When I teach in my classroom, I can give the kids games where they don't realize that they're learning, and they can be really enthusiastic. There was less of that. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the beginning of quarantine, the idea that ‘It's OK to not be OK’ was floating around. And that's very untrue. When I had a Zoom call, there was no ‘not being OK.’ There was no texting their parents, like, ‘Having a bad day. Your child doesn't get to learn today.’ \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56479\" class=\"wp-caption alignnone\" style=\"max-width: 512px\">\u003cimg class=\"size-full wp-image-56479\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Hannah-Long.png\" alt=\"\" width=\"512\" height=\"207\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Hannah-Long.png 512w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Hannah-Long-160x65.png 160w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003cfigcaption class=\"wp-caption-text\">Photos from Hannah Long teaching in her T-K/K classroom in Petaluma, Calif. before the pandemic. (Courtesy of \u003cspan style=\"font-weight: 400\">Hannah Long)\u003c/span>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">So that was hard because it's like, I have a life. I have a mom with cancer. My wedding was being canceled. My fianc\u003c/span>\u003cspan style=\"font-weight: 400\">é\u003c/span>\u003cspan style=\"font-weight: 400\"> is in a high-risk group. It was a scary time. And so to say, ‘Everything is fine’ and to reinforce, ‘It's going to be OK’ and to try to explain that to kids was difficult. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I could say, ‘I'm feeling a little sad today’ or ‘Miss Hannah is having a hard day,’ but I couldn't not show up for my kids. There was a day when I was crying and then my fianc\u003c/span>\u003cspan style=\"font-weight: 400\">é\u003c/span>\u003cspan style=\"font-weight: 400\"> was like, ‘What's wrong?’ And I was like, ‘This, this, this’ and ‘I’m scared.’ And then I was like, ‘Oh! I have a Zoom meeting’ and wiped the tears off my eyes and [logged in and] was like, ‘GOOD MOOORNING!’ So that was really hard.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And this might be because I'm a novice teacher or just maybe my personality, but I have a hard time setting boundaries. I knew this was hard for parents. And I don't have kids. So when I was done Zooming at the end of the day, I could just go do whatever I wanted. I knew that parents were in a hard situation, and I just wanted to make sure that I was there for them as much as possible. I was getting messages late at night that they couldn't figure out something, so I would get on the computer with them and work it out for an hour. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I feel like there's the 26-year-old me and there's teacher Hannah. I'm Hannah, and then I’m Miss Hannah—the same person, but different. It was exhausting to be constantly ‘on,’ and to have to be OK [even] if you’re having a hard day. But at the same time, the parent involvement and being able to see the parents get really involved with their kids was amazing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next year, I'll be a second-year teacher. And that’s not what parents want. I mean, I wouldn't want to be on a pilot's first flight. So it's hard. I kind of had to win over my parents this year—and I did, a lot of them—but how do you do that if you’re remote? And the beginning of T-K is like, ‘This is what we do in class.’ And it's repeating myself over and over again: ‘We sit criss-cross applesauce with our hands in our laps … our eyes are on me,’ and then it’s forming a classroom community. How do you create a strong classroom community and a bond with your kids over a computer?\u003c/span>\u003cspan style=\"font-weight: 400\">”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft size-full wp-image-56480\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Geri-Zamora-e1597215241824.jpg\" alt=\"\" width=\"200\" height=\"267\">Geri Zamora\u003c/span>\u003c/h2>\n\u003cp>\u003cb>Age: \u003c/b>\u003cspan style=\"font-weight: 400\">23\u003cbr>\n\u003c/span>\u003cb>Taught: \u003c/b>\u003cspan style=\"font-weight: 400\">10th grade U.S. history\u003cbr>\n\u003c/span>\u003cb>School: \u003c/b>\u003cspan style=\"font-weight: 400\">George Washington High School in Chicago\u003cbr>\n\u003c/span>\u003cb>Students served: \u003c/b>\u003cspan style=\"font-weight: 400\">About 150\u003cbr>\n\u003c/span>\u003cb>Roommates\u003c/b>\u003cspan style=\"font-weight: 400\">: One\u003cbr>\n\u003c/span>\u003cb>Technology classes in my teacher prep program: \u003c/b>\u003cspan style=\"font-weight: 400\">None\u003cbr>\n\u003c/span>\u003cb>Prior experience with group video calls\u003c/b>\u003cspan style=\"font-weight: 400\">: Yes\u003cbr>\n\u003c/span>\u003cb>Student teaching experience:\u003c/b>\u003cspan style=\"font-weight: 400\"> One semester\u003cbr>\n\u003c/span>\u003cb>Salary:\u003c/b>\u003cspan style=\"font-weight: 400\"> $54,000\u003cbr>\n\u003c/span>\u003cb>Started the year feeling\u003c/b>\u003cspan style=\"font-weight: 400\">: Excited, determined, eager\u003cbr>\n\u003c/span>\u003cb>Ended the year feeling:\u003c/b>\u003cspan style=\"font-weight: 400\"> Resilient, relieved, excited\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Everything was falling into place last summer for Geri Zamora, a first-generation college student who was born in Costa Rica and raised in Chicago. They had just landed a job teaching U.S. history at Chicago Public Schools and started their teaching career, a dream of Zamora’s since childhood. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Then came the Chicago teacher strike. At the time, Zamora thought the strike would be the biggest event of their first year as a teacher. But it proved to be the first of many major challenges—and losses—that they would weather. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“During the strike, the main concern was financial. [It was] my first year out of college, I had a whole bunch of loans, I had just gotten an apartment in Chicago with my best friend, and I didn't know when I'd go back to work. My mom was in no position to help me financially—I make more than she does. She's a single mom and all of my other family is in Costa Rica.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the strike, unfortunately, at my school, we had some other tragedies due to gang violence and gun violence. And then there was a really terrible [car] accident where we lost two seniors. So we had a very heavy year already as a school. And then the shift to remote learning happened. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So first semester … woof. But the second semester—that adjustment from not only figuring out what kind of teacher I wanted to be, but [also] how to translate that to a computer—was really difficult.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56481\" class=\"wp-caption alignnone\" style=\"max-width: 512px\">\u003cimg class=\"size-full wp-image-56481\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Geri-Zamora.png\" alt=\"\" width=\"512\" height=\"207\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Geri-Zamora.png 512w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Geri-Zamora-160x65.png 160w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003cfigcaption class=\"wp-caption-text\">Left: Geri Zamora's classroom at George Washington High School, part of Chicago Public Schools. Right: Zamora’s desk setup for remote learning. (Courtesy of \u003cspan style=\"font-weight: 400\">Geri Zamora)\u003c/span>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Burnout from remote learning was very real. I'm not sure what about my experience made it so bearable. I had a lot of community support. I have really lovely people in my life that were willing to hear me out, to listen to all my frustrations when I needed support. But some of my coworkers who are veteran teachers were having an incredibly difficult time through this. It just felt like I was seeing all these lovely plants wilt, and it killed me because, you know, I'm just a sapling. I want to grow up to be like them. And if I'm seeing them wilt, I mean, it's discouraging. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But we got to a point [with remote learning] where we were like, well, we're doing our best. And if students come, perfect. But it's a pandemic on their end, too. A lot of my kids were going through battles. These kids carry more on their shoulders than the average adult. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of my students caught COVID … and was on a ventilator—no health issues prior to this—and she almost died. She's fine now, but things like that were going on. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One thing we did to cope was on Friday nights we’d have movie nights, and we’d just watch something together [as a class]. Little virtual things, where I was connecting with my kids, made it at least a little bit more doable. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite all of the changes and turbulence, I really felt like I was where I belonged. It’s now 100 percent ingrained that this was the job I was meant to do. If I could handle this, I can handle anything. And I think that goes for anyone else who is still really into this profession at the end of this. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This year in general was a big self-discovery year for me, not only as a teacher. My gender identity has always been something I kind of questioned. I identify as non-binary. I've told my coworkers. But I wasn't out to students. I wasn't out at school. I was really reflecting, especially during the pandemic, on how I want to present myself in the classroom and what my kids need. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the beginning of the year, I was just Ms. Zamora. But after this year, I'm like, I don't really care what people think. And I have a lot of students that maybe could benefit from knowing that they have a queer teacher. So fall 2020, I'll make my debut as Mx. Zamora.” \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft size-full wp-image-56482\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Mikia-Frazier-e1597215332662.jpg\" alt=\"\" width=\"200\" height=\"267\">Mikia D. Frazier\u003c/span>\u003c/h2>\n\u003cp>\u003cb>Age\u003c/b>\u003cspan style=\"font-weight: 400\">: 23\u003cbr>\n\u003c/span>\u003cb>Taught: \u003c/b>\u003cspan style=\"font-weight: 400\">Fourth grade language arts and writing\u003cbr>\n\u003c/span>\u003cb>School: \u003c/b>\u003cspan style=\"font-weight: 400\">Joseph Martin Elementary School in Hinesville, Ga.\u003cbr>\n\u003c/span>\u003cb>Students served:\u003c/b>\u003cspan style=\"font-weight: 400\"> 125\u003cbr>\n\u003c/span>\u003cb>Roommates: \u003c/b>\u003cspan style=\"font-weight: 400\">One\u003cbr>\n\u003c/span>\u003cb>Technology classes in teacher prep program: \u003c/b>\u003cspan style=\"font-weight: 400\">One\u003cbr>\n\u003c/span>\u003cb>Prior experience with group video calls:\u003c/b>\u003cspan style=\"font-weight: 400\"> No\u003cbr>\n\u003c/span>\u003cb>Student teaching experience\u003c/b>\u003cspan style=\"font-weight: 400\">: Two semesters\u003cbr>\n\u003c/span>\u003cb>Started the year feeling: \u003c/b>\u003cspan style=\"font-weight: 400\">Excited, prepared, thankful\u003cbr>\n\u003c/span>\u003cb>Ended the year feeling: \u003c/b>\u003cspan style=\"font-weight: 400\">Grateful, impactful, hopeful\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Mikia Frazier comes from a family of educators, the most influential of whom is her mother, a high school principal. After dreaming of becoming a teacher for nearly 20 years, Frazier secured a job at a school that serves many military families, due to the district’s proximity to the Fort Stewart Army base in eastern Georgia. While Frazier was teaching in the 2019-20 school year, she was also taking online courses to earn her master’s degree in elementary education, which she recently completed. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Her district is one-to-one, and Frazier started using learning technologies with her students in the first semester, but that still didn’t prepare them—or her—for full-time remote learning in the spring. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“My first year was definitely a whirlwind. But \u003c/span>\u003cspan style=\"font-weight: 400\">I loved every minute of it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I absolutely loved my students. I loved going to work every day. … Then of course, in the middle of the school year, out of literally nowhere, there's a pandemic, and no one really knows what to do. One day it’s, ‘OK, well, we're going to take a week off from school and we'll be back next week.’ And then ‘next week’ turned into two weeks, and then two weeks turned into next month and next month turned into the next semester. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It was kind of sad to see my first year of teaching cut short. But one thing I can say is that, as a first-year teacher, it taught me how to adapt. Education is always unpredictable, but we just kind of learned to roll with the punches that came with a pandemic. It was uncharted territory for everyone. No one really knew what to do. So I didn’t feel like the first-year teacher who was just clueless. Everybody was in the same boat at that point.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Being that we’re very technology-heavy in our classrooms, it was a more seamless transition to remote learning, because our students had knowledge of what Google Classroom is, what Canvas is and how they can use it at home. The difference was that Ms. Frazier was talking to you through a screen as opposed to sitting in front of you or standing next to your desk. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When we first went digital, I felt like I was trying to continue teaching as if I were still in the classroom. Next year, I want to focus more on having them engage with the content so that they're actually gathering their own thoughts and ideas. Of course, I’ll still teach, but I want to give them more opportunities through digital platforms for them to engage with whatever concepts we're learning.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56483\" class=\"wp-caption alignnone\" style=\"max-width: 512px\">\u003cimg class=\"size-full wp-image-56483\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Mikia-Frazier.png\" alt=\"\" width=\"512\" height=\"207\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Mikia-Frazier.png 512w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Mikia-Frazier-160x65.png 160w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003cfigcaption class=\"wp-caption-text\">Left: Mikia Frazier’s fourth grade classroom in Hinesville, Ga., Right: Frazier’s remote learning setup. (Courtesy of \u003cspan style=\"font-weight: 400\">Mikia D. Frazier)\u003c/span>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students surprised me so much. They just kind of jumped right in and they were able to adapt to it. So that was something that brought me a little bit of peace, knowing that, ‘OK, well, it's not all terrible. My kids are still working. They're still learning.’\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The most difficult part of remote learning was not seeing my students. I’m really big on interaction, and seeing them every day really just changes the trajectory of any type of day I’m having. I’m a hugging kind of teacher. Anytime they see me, they want to hug and want to talk for hours. And just not being able to see my students in person, that was really difficult for me personally. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I definitely learned that my passion for teaching stems from seeing my students thrive. I always knew that teaching was my dream career; I always knew that it was what I was going to do. But after going through the strain of a first year such as this one, it really proved to me that this is where I am supposed to be. Because most people would experience this pandemic and they would say, ‘Never again, there's definitely a new career for me somewhere.’ But I feel like this gave me much more strength to know that, no matter what comes in the way of my students’ learning, there's a way to break down that barrier, because COVID definitely became a major barrier to my students.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft size-full wp-image-56484\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Lauren-Bayersdorfer-e1597215443440.jpg\" alt=\"\" width=\"200\" height=\"267\">Lauren Bayersdorfer\u003c/span>\u003c/h2>\n\u003cp>\u003cb>Age\u003c/b>\u003cspan style=\"font-weight: 400\">: 24\u003cbr>\n\u003c/span>\u003cb>Taught: \u003c/b>\u003cspan style=\"font-weight: 400\">Algebra I and AP Calculus\u003cbr>\n\u003c/span>\u003cb>School: \u003c/b>\u003cspan style=\"font-weight: 400\">Weehawken High School in Weehawken, N.J.\u003cbr>\n\u003c/span>\u003cb>Students served\u003c/b>\u003cspan style=\"font-weight: 400\">: About 100\u003cbr>\n\u003c/span>\u003cb>Roommates:\u003c/b>\u003cspan style=\"font-weight: 400\"> One\u003cbr>\n\u003c/span>\u003cb>Technology classes in my teacher prep program\u003c/b>\u003cspan style=\"font-weight: 400\">: Two\u003cbr>\n\u003c/span>\u003cb>Prior experience with group video calls: \u003c/b>\u003cspan style=\"font-weight: 400\">Yes\u003cbr>\n\u003c/span>\u003cb>Student teaching experience\u003c/b>\u003cspan style=\"font-weight: 400\">: One full-time student teaching placement; three once-a-week school placements\u003cbr>\n\u003c/span>\u003cb>Salary\u003c/b>\u003cspan style=\"font-weight: 400\">: $65,000\u003cbr>\n\u003c/span>\u003cb>Started the year feeling\u003c/b>\u003cspan style=\"font-weight: 400\">: Nervous, excited, optimistic\u003cbr>\n\u003c/span>\u003cb>Ended the year feeling: \u003c/b>\u003cspan style=\"font-weight: 400\">Relieved, defeated, inspired\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">By the first day of school, Lauren Bayersdorfer was already wondering if she’d gotten in over her head. She had been a math major in college and was excited to teach the subject, but the then-23-year-old didn’t expect to be teaching AP Calculus to seniors. Nor did she expect to become the high school cheerleading coach, having never cheered a day in her life. In both cases, she had a lot to learn to be able to support her students in the ways they needed. Those commitments made for long days in the first semester. She describes grading papers while eating dinner and agonizing over lesson plans in the shower. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Her district had been one-to-one with Chromebooks for several years when the pandemic hit, and she says teachers were given a lot of autonomy around how to conduct remote learning with their students. As a district located just across the Hudson River from New York City, many of Weehawken’s students and staff were affected personally by the pandemic. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“[In the first semester, I wondered], ‘Are the kids going to be able to tell that I have no clue what I'm doing?’ That was my fear: ‘Can they tell how anxious I am, and how intimidated I am?’ With COVID, it was more like, ‘How can I make sure I'm doing my job well, given the circumstances?’\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I really struggled to get all of my students into a Google Meet with me. Even if I held it the same time and day every week, I would still only have five to 10 students come—if that. There's not really a way to force kids to come, which is the problem. You can say you'll count it as a grade. They don't care. You can say, ‘We'll play hangman.’ They don't care. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So they don't care to come, and that's fine. [But] I wish I could have all 18 of my kids on camera so we could do a little activity—not even a math activity, just a bonding activity. I wish we were able to do that. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There came a point where I just didn't stress it, because it's a tough time for everyone. As long as they were doing the work, that's what I cared about. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56485\" class=\"wp-caption alignnone\" style=\"max-width: 512px\">\u003cimg class=\"size-full wp-image-56485\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Lauren-Bayersdorfer.png\" alt=\"\" width=\"512\" height=\"207\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Lauren-Bayersdorfer.png 512w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Lauren-Bayersdorfer-160x65.png 160w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003cfigcaption class=\"wp-caption-text\">Left: Lauren Bayersdorfer with students from her cheerleading squad before the pandemic. Right: Bayersdorfer’s remote teaching setup. (Courtesy of \u003cspan style=\"font-weight: 400\">Lauren Bayersdorfer)\u003c/span>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">I definitely lost the connection with students. One of the reasons I enjoy my job is being able to see students. A teacher’s favorite sound is, “Ohhhhhh!” Like, when they finally get something? But you don't get to see those moments [online]. You don't get to see them struggling with a problem. You don't get to see them interacting with their peers. Those little memories that I have from the year—those are all pre-March. You don't really have those with virtual teaching, so I definitely missed that. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our school got very lenient toward the end of the year because you can't expect kids to learn quadratics when they’re on their own, [especially] given the whole situation of COVID-19 and how especially impacted we were here [in New Jersey]. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My biggest question is did they actually learn? With math, it's just so easy to cheat—because of all the apps, because of their peers, because they're so connected all the time. It was just an ongoing question I had in my mind: Are they actually learning? And to what extent did they learn? That was a big question mark that me and my entire department had because it's just so easy to get the answers elsewhere.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft size-full wp-image-56486\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Kristen-Stein-e1597215544219.jpg\" alt=\"\" width=\"200\" height=\"267\">Kristen Stein\u003c/span>\u003c/h2>\n\u003cp>\u003cb>Age: \u003c/b>\u003cspan style=\"font-weight: 400\">26\u003cbr>\n\u003c/span>\u003cb>Taught:\u003c/b>\u003cspan style=\"font-weight: 400\"> Fourth grade reading, writing, language arts and spelling\u003cbr>\n\u003c/span>\u003cb>School:\u003c/b>\u003cspan style=\"font-weight: 400\"> L W Westfall Elementary in Choctaw, Okla.\u003cbr>\n\u003c/span>\u003cb>Students served\u003c/b>\u003cspan style=\"font-weight: 400\">: 40-45\u003cbr>\n\u003c/span>\u003cb>Roommates: \u003c/b>\u003cspan style=\"font-weight: 400\">Three\u003cbr>\n\u003c/span>\u003cb>Technology classes in my teacher prep program: \u003c/b>\u003cspan style=\"font-weight: 400\">Two\u003cbr>\n\u003c/span>\u003cb>Prior experience with group video calls\u003c/b>\u003cspan style=\"font-weight: 400\">: No\u003cbr>\n\u003c/span>\u003cb>Student teaching experience: \u003c/b>\u003cspan style=\"font-weight: 400\">One semester\u003cbr>\n\u003c/span>\u003cb>Salary:\u003c/b>\u003cspan style=\"font-weight: 400\"> $36,000\u003cbr>\n\u003c/span>\u003cb>Started the year feeling\u003c/b>\u003cspan style=\"font-weight: 400\">: Hopeful, but also anxious and inadequate\u003cbr>\n\u003c/span>\u003cb>Ended the year feeling:\u003c/b> \u003cspan style=\"font-weight: 400\">Accomplished, confident, thankful\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Kristen Stein started college pursuing a career in cybersecurity, but soon switched her major to education, realizing that teaching is where she was “most naturally gifted.” After years of babysitting and working with children at her church, it felt like the right move. But the decision did not come without doubts. Stein’s student teaching experience was difficult, and led her to question whether she was cut out for this work and could continue doing it long-term. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Given the challenges that arose during her first year teaching—at a district a few miles from where she grew up, just outside of Oklahoma City—some of those same concerns and insecurities presented themselves again. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was really a struggle to drive to work every day and convince myself I have what it takes to do this job. [But] it was really exciting at the end of the day to drive home and say, ‘That was worth doing.’\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first semester, I remember feeling a lot of stress and anxiety. There's so much more to teaching than writing lesson plans, standing up in front of kids and delivering those lessons. There's paperwork and emails and meetings and committees and entering grades. So I felt really blindsided by just the sheer amount of hours that it takes to really do this job well.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I felt like, ‘Soon, they're going to realize I'm a sham and I'm not going to get asked back to teach here.’ And that's so scary. I felt a lot of that pressure and a little bit of imposter syndrome, even though everyone was so welcoming and encouraging. But I put down a lot of those burdens the second semester. I worked less hours. I tried to have a better balance of work and life. And from January to spring break, I laughed with my kids a lot more, and I noticed the fun things that were happening in their friendships. Releasing some of the pressure to perform perfectly helped me to enjoy all the little things that I was missing in that first semester. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56487\" class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg class=\"size-full wp-image-56487\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Kristen-Stein.png\" alt=\"\" width=\"1600\" height=\"648\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Kristen-Stein.png 1600w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Kristen-Stein-800x324.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Kristen-Stein-1020x413.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Kristen-Stein-160x65.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Kristen-Stein-768x311.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Kristen-Stein-1536x622.png 1536w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">Left: Kristen Stein's classroom in Choctaw, Okla. Right: Her remote learning setup from the spring, using a bookshelf as a desk. (Courtesy of \u003cspan style=\"font-weight: 400\">Kristen Stein)\u003c/span>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">And then in the fourth quarter, everything was turned upside down. But when I think back on it, I enjoyed [remote learning] more than I expected. I found that it was such a great comfort that no one else knew what they were doing either. All of a sudden, I wasn't the only one that was out of my depths and confused and trying to keep up. And I felt more of a sense of, ‘We're all trying to figure this out together,’ rather than they all know what they're doing and I am the one that has no idea. So I felt more of a sense of belonging and community when everything was up in the air for \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">everyone\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, not just me. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My first year … helped me to see that that's the nature of life. There are things that we're going through that are hard, and there are things that we're going through that give us a lot of joy, and those are happening at the same time. I had to choose, a lot of the time, which thing I was gonna focus on—and sometimes the struggle needed more of my attention. But at a certain point, I [could] choose to enjoy a relationship with one student that's going really well, even though I might be struggling in my relationship with another. My first year teaching taught me so much more about balance in life than any previous life stage.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft size-full wp-image-56488\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Ranjini-Nagaraj-e1597215622355.jpg\" alt=\"\" width=\"200\" height=\"267\">Ranjini Nagaraj\u003c/span>\u003c/h2>\n\u003cp>\u003cb>Age: \u003c/b>\u003cspan style=\"font-weight: 400\">22\u003cbr>\n\u003c/span>\u003cb>Taught: \u003c/b>\u003cspan style=\"font-weight: 400\">Ninth grade science and 10th grade chemistry\u003cbr>\n\u003c/span>\u003cb>School: \u003c/b>Polytechnic High School in Fort Worth, Texas via Teach for America\u003cbr>\n\u003cb>Students served: \u003c/b>\u003cspan style=\"font-weight: 400\">About 150\u003cbr>\n\u003c/span>\u003cb>Roommates\u003c/b>\u003cspan style=\"font-weight: 400\">: Two\u003cbr>\n\u003c/span>\u003cb>Technology classes in my teacher prep program:\u003c/b>\u003cspan style=\"font-weight: 400\"> One\u003cbr>\n\u003c/span>\u003cb>Prior experience with group video calls: \u003c/b>\u003cspan style=\"font-weight: 400\">No\u003cbr>\n\u003c/span>\u003cb>Student teaching experience\u003c/b>\u003cspan style=\"font-weight: 400\">: None\u003cbr>\n\u003c/span>\u003cb>Salary: \u003c/b>\u003cspan style=\"font-weight: 400\">$54,000\u003cbr>\n\u003c/span>\u003cb>Started the year feeling\u003c/b>\u003cspan style=\"font-weight: 400\">: Inspired, excited, nervous\u003cbr>\n\u003c/span>\u003cb>Ended the year feeling:\u003c/b> \u003cspan style=\"font-weight: 400\">Relieved, frustrated, reflective \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Ranjini Nagaraj, a California native, is a Teach for America corps member serving in Texas while she applies to medical school. She teaches high school science and chemistry at a Title I school in Fort Worth with a student population that is about 70 percent Hispanic, including many English language learners. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">When Nagaraj came back from spring break in March, her school was scrambling to adjust to the new realities brought on by COVID-19. To complicate things further, the school had just suffered a malware attack—everything from copy machines to computers had stopped working, which caused delays in online learning among students and staff. In Nagaraj’s telling, the incident cost her class about three weeks of instructional time. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The first day of school, I was very nervous. I really had no idea what I was walking into. Being just out of college, living on my own basically for the first time, doing all of the adult things, along with being responsible for over 120 kids was very overwhelming. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The transition—like August, September and, honestly, most of October—was very difficult because I didn't have my lessons prepared more than two days in advance ... and being in the kind of school I was in, where there was so much emotional trauma and emotional baggage, was also a challenge. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The best part of it, though, was getting to know my kids, having authentic conversations with them and really building those relationships, which helped me so much when I started in January again after the break. It was light years better than the first semester, which is why I was very frustrated when coronavirus hit. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the beginning of March, I felt like I was finding my footing in terms of my relationships with the kids, figuring out the best ways to deliver a lesson, the best kinds of support I could give them. And that all changed when online learning started. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56489\" class=\"wp-caption alignnone\" style=\"max-width: 512px\">\u003cimg class=\"size-full wp-image-56489\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Ranjini-Nagaraj.png\" alt=\"\" width=\"512\" height=\"207\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Ranjini-Nagaraj.png 512w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Ranjini-Nagaraj-160x65.png 160w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003cfigcaption class=\"wp-caption-text\">Left: Ranjini Nagaraj's classroom in Fort Worth, Texas before her school closed. Right: Nagaraj’s remote learning set-up at home. (Courtesy of \u003cspan style=\"font-weight: 400\">Ranjini Nagaraj)\u003c/span>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">We never went back after spring break. … I worried about all my kids all the time, honestly. Because they were in such unique circumstances. A lot of my kids had to look after their younger siblings because [their] parents were considered essential workers. And a lot of them—if they weren't in physical school—were expected to also contribute to their family's income by getting a job, like at a grocery store or in construction. So I worried a lot about their basic needs being met—if my kids had enough to eat, if my kids were doing OK mentally and emotionally. And especially for the kids that I was not able to get in contact with, that was really hard. Because of course my mind is going to worst-case scenarios.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I ended up adjusting my expectations a lot. Instead of being, like, ‘You didn't meet your growth goal of 10 percent over the unit. We're going to have a conversation,’ it was more like, ‘Was I able to have a good conversation with one kid today? Was I able to make one kid smile? Was I able to make one kid's day a little bit better?’ I realized that is what success should be for me in this situation. They're going to forget the chemistry that they learned, but I think it's harder to forget the impact that someone was able to make on them. Switching gears and focusing more on the social-emotional aspects of school was really beneficial for me in terms of the expectations that I had for myself and the expectations I had for my kids.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft size-full wp-image-56475\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Ashley-Levy--e1597215767772.jpeg\" alt=\"\" width=\"200\" height=\"267\">Ashley Levy\u003c/span>\u003cb> \u003c/b>\u003c/h2>\n\u003cp>\u003cb>Age\u003c/b>\u003cspan style=\"font-weight: 400\">:\u003c/span> \u003cspan style=\"font-weight: 400\">23\u003cbr>\n\u003c/span>\u003cb>Taught:\u003c/b>\u003cspan style=\"font-weight: 400\"> Sixth grade\u003cbr>\n\u003c/span>\u003cb>School: \u003c/b>\u003cspan style=\"font-weight: 400\">Newtown Elementary School in Newtown, Pa.\u003cbr>\n\u003c/span>\u003cb>Students served:\u003c/b>\u003cspan style=\"font-weight: 400\"> About 75\u003cbr>\n\u003c/span>\u003cb>Roommates:\u003c/b>\u003cspan style=\"font-weight: 400\"> Four (family members)\u003cbr>\n\u003c/span>\u003cb>Technology classes in my teacher prep program: \u003c/b>\u003cspan style=\"font-weight: 400\">N/A\u003cbr>\n\u003c/span>\u003cb>Prior experience with group video calls:\u003c/b>\u003cspan style=\"font-weight: 400\"> No\u003cbr>\n\u003c/span>\u003cb>Student teaching experience\u003c/b>\u003cspan style=\"font-weight: 400\">: Two semesters\u003cbr>\n\u003c/span>\u003cb>Started the year feeling\u003c/b>\u003cspan style=\"font-weight: 400\">:\u003c/span> \u003cspan style=\"font-weight: 400\">Nervous, enthusiastic, passionate\u003cbr>\n\u003c/span>\u003cb>Ended the year feeling:\u003c/b>\u003cspan style=\"font-weight: 400\"> Inspired, dedicated, motivated\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">For her first year in the classroom, Ashley Levy taught sixth grade at the elementary school she attended herself in Newtown, Penn. Many of the same staff—the librarian, the music teacher and others—were still at the school, and she enjoyed reintroducing herself to them as “Miss Levy.”\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Many of Levy’s colleagues guided her through the first semester, answering the many questions that she had, showing her the ropes and supporting her through a big transition. During the second semester, Levy says, the tables were turned: As the youngest person on staff and one of the most technologically savvy, she got to “return the favor” by assisting other teachers as they adjusted to virtual learning. But even though she had the technology part down, Levy realized that other components of teaching—such as motivating students and maintaining relationships—were difficult to control from a distance. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I fully expected this first year to be very similar to student teaching. While I was student teaching, I was like, ‘Oh, this is what teaching is. This is what working in a school is like. This is great. I love it.’ I still had time to go hang out with friends and do whatever I wanted after school. And it's not that I did not have that this year, but when you walk in and you are the head teacher, you are responsible for so many things behind the scenes that you don't see during student teaching—that you don't see until you are put in the position yourself. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So whether it was grading, benchmark testing, team meetings or planning ahead, it was very different than what I expected, solely because of the amount of work and the amount of dedication that it takes. I wouldn't trade it for the world. I don't want to be in any other profession. But it was a big surprise.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the classroom, you have this routine that you get into. You get used to seeing the kids every morning, and you can feel out their moods. You can feel out how the rest of the day might go, simply based on when they walk in the room and the conversations you have. You can set the tone. You can create an environment where the kids want to be there and are excited to learn. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56476\" class=\"wp-caption alignnone\" style=\"max-width: 512px\">\u003cimg class=\"size-full wp-image-56476\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Ashley-Levy-.png\" alt=\"\" width=\"512\" height=\"207\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Ashley-Levy-.png 512w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Ashley-Levy--160x65.png 160w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003cfigcaption class=\"wp-caption-text\">Left: Ashley Levy's sixth grade classroom in Newtown, Pa., before her school closed due to COVID-19. Right: Levy’s remote learning set-up at home. (Courtesy of \u003cspan style=\"font-weight: 400\">Ashley Levy\u003c/span>\u003cb>)\u003c/b>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">And then, when you go virtual, you're totally separated from their personal lives. In school, they could come in and leave anything that was happening at home, at home. When you’re virtual, whatever's happening at home is brought to school because that \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">is\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> their school. That is where they're completing all of that work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So I think the motivation factor was one of the most difficult parts of the second semester, because when you're in person, your attitude, your tone of voice, the things that you plan and the incentives or goals that you set for the class can motivate the students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Part of me is happy that I got to be part of this crazy year, that I got to experience both virtual learning and in-person learning. Because while I hope that this is not something that we ever do have to experience again, it is always a possibility. So having had the opportunity to be a professional for the entire year and experience everything that came with it—both good and bad—was great. And it helped me gain more confidence for the fall.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft size-full wp-image-56473\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Steve-Middleton--e1597215836226.jpeg\" alt=\"\" width=\"200\" height=\"266\">Steve Middleton\u003c/span>\u003c/h2>\n\u003cp>\u003cb>Age: \u003c/b>\u003cspan style=\"font-weight: 400\">42\u003c/span>\u003cb>\u003cbr>\n\u003c/b>\u003cb>Taught:\u003c/b>\u003cspan style=\"font-weight: 400\"> Seventh grade digital communications\u003cbr>\n\u003c/span>\u003cb>School: \u003c/b>\u003cspan style=\"font-weight: 400\">Ed White DATA Middle School Magnet Program in San Antonio, Texas\u003cbr>\n\u003c/span>\u003cb>Students served: \u003c/b>\u003cspan style=\"font-weight: 400\">About 135\u003cbr>\n\u003c/span>\u003cb>Roommates:\u003c/b>\u003cspan style=\"font-weight: 400\"> None — I live with my wife and two kids (ages 5 and 6)\u003cbr>\n\u003c/span>\u003cb>Technology classes in my teacher prep program: \u003c/b>\u003cspan style=\"font-weight: 400\">None\u003cbr>\n\u003c/span>\u003cb>Prior experience with group video calls: \u003c/b>\u003cspan style=\"font-weight: 400\">No\u003c/span>\u003cb>\u003cbr>\n\u003c/b>\u003cb>Student teaching experience: \u003c/b>\u003cspan style=\"font-weight: 400\">None\u003cbr>\n\u003c/span>\u003cb>Salary: \u003c/b>\u003cspan style=\"font-weight: 400\">$56,000\u003cbr>\n\u003c/span>\u003cb>Started the year feeling\u003c/b>\u003cspan style=\"font-weight: 400\">: Excited, cautious, proud\u003cbr>\n\u003c/span>\u003cb>Ended the year feeling:\u003c/b>\u003cspan style=\"font-weight: 400\"> Success, relief, sagacious\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">About two years ago, after Steve Middleton was let go from his engineering job, he began to wonder if he was in the right field after all. He says he was a good engineer for over 10 years, but something was always missing. Plus, his two young children were growing up fast, and he wanted to be around for that. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This thinking led Middleton to make the leap into education last year. He got a job teaching digital communications to middle schoolers at a design and technology academy (DATA) in San Antonio.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I'm really good at thinking on my feet. As an engineer, I had a job once where I did a lot of computer-aided design, and I had a boss who wanted me to make changes to this big machine that we were designing. That was awful. He'd stand behind me and say, ‘OK, stretch this thing, make this bigger and then change this dimension.’ I had to do it in real time. Nobody does that, but I got really good at it. So that really helped me, when the second semester popped up, [since] no one had any warning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I was concerned about my family. My kids are 5 and 6, and I had to help them with their distance learning and balance it out with my own work schedule. My kids are my world, and they needed my time. I couldn't stick them in front of a movie all day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Being right next to them, like one wall away from them ... that was hard. But I knew what I was doing was important. It was very unfair for [my students] and their parents, what happened—that suddenly they're at home, and suddenly their parents are at home and they have to become their teacher now. From my point of view, doing that with my own kids—maybe I'm the greatest teacher in the world, but it doesn't matter. At home, I'm Dad. I'm not a teacher,. And so there is some confusion about dynamics and roles.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56474\" class=\"wp-caption alignnone\" style=\"max-width: 512px\">\u003cimg class=\"size-full wp-image-56474\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Steve-Middleton-.png\" alt=\"\" width=\"512\" height=\"207\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Steve-Middleton-.png 512w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Steve-Middleton--160x65.png 160w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003cfigcaption class=\"wp-caption-text\">Left: Steve Middleton's seventh grade classroom in San Antonio, Texas. Right: Middleton's remote teaching setup at home. (Courtesy of \u003cspan style=\"font-weight: 400\">Steve Middleton)\u003c/span>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">It turns out that I got a lot more comfortable with ... the parts of myself that I've been kind of putting down, like being a little nerdy—I’m wearing a Stark Industries T-shirt—and being OK with that, and becoming a better, more patient dad from all this. I imagined my [own] kids in five years, thinking, ‘OK, if that was my kid in this classroom, how could I give them the best experience?’\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I started the school year thinking teaching is about making students feel important and teaching them to be great people. I put that up on my board and I told the kids, ‘This is our class goal: I don't want you to be great students. No, I don't. I want you to be great people first, and then you will be great at anything that you do.’ That was really the goal. And I left with that being a lot more solidified in my mind, as a philosophy. It’s not about force-feeding students information. It’s about teaching them to navigate their lives, in any situation, and have confidence. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 10 years, how will I see this time? Is it significant to me in my life? Absolutely it is. I have to look at this as two different experiences in the same year, because everything did change and it was the most unique experience teaching, I think, that anybody could have ever had.”\u003c/span>\u003c/p>\n\u003cdiv role=\"document\">\n\u003cdiv id=\"Item.MessagePartBody\" class=\"_rp_T4\">\n\u003cdiv id=\"Item.MessageUniqueBody\" class=\"_rp_U4 ms-font-weight-regular ms-font-color-neutralDark rpHighlightAllClass rpHighlightBodyClass\">\n\u003cdiv>\n\u003cdiv>\n\u003cdiv dir=\"ltr\">\n\u003cdiv>\u003ci>This story \u003c/i>\u003ca href=\"https://www.edsurge.com/news/2020-08-11-if-i-could-handle-this-i-can-handle-anything-first-year-teachers-reflect-on-the-pandemic\">\u003ci>originally published\u003c/i>\u003c/a>\u003ci> in EdSurge, a media outlet that covers the future of learning through news and research. Sign up for its weekly newsletters \u003c/i>\u003ca href=\"https://accounts.edsurge.com/subscribers/new\">\u003ci>here\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"_pe_d _pe_62\">\u003c/div>\n\u003c/div>\n\n","blocks":[],"excerpt":"The move to emergency distance learning was tough for all teachers, but first-year teachers had a unique experience last spring. Despite all that COVID-19 took away, many first-year teachers noted that they learned more about teaching and themselves than they likely would have in an average year. ","status":"publish","parent":0,"modified":1597273422,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":104,"wordCount":7641},"headData":{"title":"‘If I Could Handle This, I Can Handle Anything’: First-Year Teachers Reflect on the Pandemic - MindShift","description":"The move to emergency distance learning was tough for all teachers, but first-year teachers had a unique experience last spring. Despite all that COVID-19 took away, many first-year teachers noted that they learned more about teaching and themselves than they likely would have in an average year. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"56471 https://ww2.kqed.org/mindshift/?p=56471","disqusUrl":"https://ww2.kqed.org/mindshift/2020/08/12/if-i-could-handle-this-i-can-handle-anything-first-year-teachers-reflect-on-the-pandemic/","disqusTitle":"‘If I Could Handle This, I Can Handle Anything’: First-Year Teachers Reflect on the Pandemic","nprByline":"\u003ca href=\"https://www.edsurge.com/\">Emily Tate, EdSurge\u003c/a>","path":"/mindshift/56471/if-i-could-handle-this-i-can-handle-anything-first-year-teachers-reflect-on-the-pandemic","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Jamie Wong Baesa had been dreaming of her first year as a teacher since she was 7 years old, when she would line up her stuffed animals and launch into a lesson.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Mikia Frazier, too, spent years envisioning the day she would get to walk into her own classroom. Kids from the neighborhood would often stop Frazier’s mother, a school principal, in the supermarket to tell her how much she’d changed their life. Each time that happened, Frazier was that much more certain that teaching was what she wanted to do.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For others, the calling didn’t come as early. Kristen Stein and Lauren Bayersdorfer realized they wanted to be in the classroom midway through college, switching their majors from cybersecurity and accounting, respectively, to pursue careers in teaching. Steve Middleton worked as an engineer for more than a decade before transitioning to education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Regardless of the experiences and interactions that led these educators to the field, each entered their first year of teaching—the 2019-20 school year—filled with excitement, eagerness and anxiety. They didn’t quite know what to expect—what kind of students they’d have in class, what crises may come up, where they would excel or fall short. And certainly none of them could have anticipated the arrival of a global pandemic that would force schools nationwide to close their doors and develop long-term remote learning plans on the fly.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">First-year teachers already face many challenges. The job is unpredictable, and for newcomers, that can be intimidating. Many of the nine first-time teachers featured in this story said that the fall semester was all about getting the hang of teaching—learning how to juggle after-hours responsibilities like grading and emailing, establishing their teaching styles and building relationships with students. When they started the second semester, most felt like, finally, they had figured it out. Then COVID-19 changed everything.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As Frazier, a fourth grade teacher in Hinesville, Ga., describes, “I will always remember my first year by the pandemic ... knowing that COVID really just kind of came in and cut the school year almost in half. But I'll also remember we got through it.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Though their experiences are unique, nearly every educator interviewed for this story said the hardest part of remote learning was the loss of student connection and the way their relationships suffered. They worried about kids who were already struggling, and about those with unstable home environments. They missed the silly jokes and the sound students make when they finally understand a new concept. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite all that COVID-19 took away, many first-year teachers noted that they learned more about teaching and themselves than they likely would have in an average year. They gained confidence in their abilities. And they found it comforting that during remote learning, none of the teachers—not even the veterans—really knew what they were doing. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In reflecting on the last year, they also expressed concern about the upcoming one. What will it be like to do this all over again, but with students they don’t know? How will they build trust and make the impact that drew them to this field?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The nine educators profiled below together represent seven U.S. states, from California and New Jersey to Oklahoma and Georgia. Some held live video calls with students during remote learning in the spring. Others haven’t seen their students’ faces since March. Some taught students who lost family members to COVID-19, or who nearly succumbed to it themselves. Others haven’t really felt the effects of the virus yet. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here are their stories—as told to EdSurge reporter Emily Tate, lightly edited and condensed for clarity.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft size-full wp-image-56472\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Jamie-Wong-Baesa-e1597214825889.jpg\" alt=\"\" width=\"200\" height=\"267\">Jamie Wong Baesa\u003c/span>\u003c/h2>\n\u003cp>\u003cb>Age:\u003c/b>\u003cspan style=\"font-weight: 400\"> 24\u003c/span>\u003c/p>\n\u003cp>\u003cb>Taught: \u003c/b>\u003cspan style=\"font-weight: 400\">Seventh grade math\u003cbr>\n\u003c/span>\u003cb>School: \u003c/b>Lorena Middle School in Lorena, Texas\u003cbr>\n\u003cb>Students served: \u003c/b>About 140\u003cbr>\n\u003cb>Roommates\u003c/b>: One\u003cbr>\n\u003cb>Technology classes in teacher prep program: \u003c/b>Four, including one graduate class\u003cbr>\n\u003cb>Prior experience with group video calls: \u003c/b>\u003cspan style=\"font-weight: 400\">No\u003cbr>\n\u003c/span>\u003cb>Student teaching experience:\u003c/b> Two semesters\u003cbr>\n\u003cb>Salary\u003c/b>: $40,000\u003cb>\u003cbr>\n\u003c/b>\u003cb>Started the year feeling: \u003c/b>Excited, nervous, eager\u003cbr>\n\u003cb>Ended the year feeling: \u003c/b>Relieved, uncertain, thankful\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Just before spring break, shortly after all the students at Lorena Middle School had finished reading “Call of the Wild,” they went on a field trip to see the film adaptation of the novel in theaters. Everything seemed completely normal, Jamie Wong Baesa recalls. She told students goodbye, expecting to see them after break in a week. That’s when COVID-19 hit. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Wong Baesa’s district did not meet in person again after that, and there was no live instruction during remote learning. She didn’t get to see or talk to her seventh graders after spring break. Instead, her middle school assigned a different subject for each day of the week. Wong Baesa, the only seventh-grade math teacher at her school, taught math to all seventh grade students on Mondays via pre-recorded video lessons, and spent the other days grading and planning for upcoming lessons.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003cspan style=\"font-weight: 400\">On a normal school day, in person, I teach six periods. So, during first period, if the lesson doesn't work, it becomes apparent very quickly. And then it's like, ‘Well, scratch that. I'll reteach it tomorrow.’ But with remote learning, it was a lot harder because there were maybe two or three lessons where it just flopped. Students were like, ‘We don't get this at all.’ All their work was wrong. I’m like, ‘Where did I go wrong?’ But by that point it was already too late, because e\u003c/span>\u003cspan style=\"font-weight: 400\">veryone had already seen the lesson and didn’t get to try again till the next week. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the challenges was that I'd never taught this stuff before to a live audience, and now I had to figure out how to teach it to a remote audience. \u003c/span>\u003cspan style=\"font-weight: 400\">So that was definitely difficult—wrestling with how to\u003c/span>\u003cspan style=\"font-weight: 400\"> make this accessible on technology in a way that [students] can understand. Because you miss the facial expressions, the ways they can instantaneously ask questions in real life.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It was hard not being able to check in and see how they're doing—learning from administrators, ‘Oh, yeah, he's taking care of his four younger siblings and that's why he hasn't been doing his math homework,' or hearing from distressed parents, ‘I'm so sorry, we haven't had electricity,’ or ‘We have five kids, and they're all sharing one computer.' And you're like, ‘Oh, there's so much more to this school dynamic and day.’ It helped me remember what's really important in this time.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56477\" class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg class=\"size-full wp-image-56477\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Edited-Jamie-Wong-Baesa-full-width.png\" alt=\"\" width=\"1600\" height=\"648\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Edited-Jamie-Wong-Baesa-full-width.png 1600w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Edited-Jamie-Wong-Baesa-full-width-800x324.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Edited-Jamie-Wong-Baesa-full-width-1020x413.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Edited-Jamie-Wong-Baesa-full-width-160x65.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Edited-Jamie-Wong-Baesa-full-width-768x311.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Edited-Jamie-Wong-Baesa-full-width-1536x622.png 1536w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">Left: Jamie Wong Baesa's seventh grade math class in Lorena, Texas. Right: The desk area where she taught during remote learning. (Courtesy of \u003cspan style=\"font-weight: 400\">Jamie Wong Baesa)\u003c/span>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">I kept thinking about my students who had hard home lives or [those who] would get really frustrated when they do mathematics, and not being able to just pull them aside and say, ‘Hey, you're doing great. You're going to be okay.’ That was really hard. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And [at times] I was like, ‘Oh my gosh, I'm totally failing as a teacher,’ but having to reconcile that with, ‘O.K., everybody's learning, we're doing the best we can do. At the end of the day, if the students don't know this one concept, they're probably going to be okay.’\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I think, at the end of the year, remote learning helped confirm that I am in teaching for the relationships. Being able to see students learn and grow and develop has been so big for me. Especially because COVID took some of that away, it just made me realize that, without relationships, it would be a lot harder to believe deeply in what I do.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I think about next year, if we don't have any sort of face-to-face component and we do have to go online,I don't know how that will work. Especially if it's with students who I've never met in the flesh before.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft size-full wp-image-56478\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Hannah-Long-e1597215145530.jpeg\" alt=\"\" width=\"200\" height=\"267\">Hannah Long\u003c/span>\u003c/h2>\n\u003cp>\u003cb>Age:\u003c/b>\u003cspan style=\"font-weight: 400\"> 26\u003cbr>\n\u003c/span>\u003cb>Taught: \u003c/b>\u003cspan style=\"font-weight: 400\">T-K and kindergarten\u003cbr>\n\u003c/span>\u003cb>School\u003c/b>: Two Rock Union Elementary in Petaluma, Calif.\u003cbr>\n\u003cb>Students served:\u003c/b>\u003cspan style=\"font-weight: 400\"> 20\u003cbr>\n\u003c/span>\u003cb>Roommates:\u003c/b>\u003cspan style=\"font-weight: 400\"> One, plus an adorable dog\u003cbr>\n\u003c/span>\u003cb>Technology classes in my teacher prep program:\u003c/b>\u003cspan style=\"font-weight: 400\"> None\u003cbr>\n\u003c/span>\u003cb>Prior experience with group video calls\u003c/b>\u003cspan style=\"font-weight: 400\">: No\u003cbr>\n\u003c/span>\u003cb>Student teaching experience\u003c/b>\u003cspan style=\"font-weight: 400\">: Two semesters\u003cbr>\n\u003c/span>\u003cb>Salary\u003c/b>\u003cspan style=\"font-weight: 400\">: $46,000\u003cbr>\n\u003c/span>\u003cb>Started the year feeling: \u003c/b>\u003cspan style=\"font-weight: 400\">Passionate, driven, excited\u003cbr>\n\u003c/span>\u003cb>Ended the year feeling: \u003c/b>\u003cspan style=\"font-weight: 400\">Devastated, incomplete, hopeless\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">After studying painting and printmaking in college, Hannah Long spent a few years as a full-time artist. While working at an art studio for young children, her boss said she was such a natural with kids and ought to become a teacher. And that’s exactly what she did. The irony is that Long’s own experience in school was not wholly positive. She was diagnosed with severe dyslexia and ADHD in third grade, and her elementary school years were shaped by those learning challenges. She describes herself as one of the kids who was “left behind” during the No Child Left Behind era. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Today, she teaches “littles”—T-K and kindergarteners—at a rural elementary school in Northern California, about a 10-minute drive from where she grew up. When school closed during COVID-19, about half of her students lacked internet access or devices, so she used a combination of online learning and paper packets and sent each student handmade sensory bags—filled with items like glue, bubbles, Play-Doh and water beads. Given their young age, Long says it was difficult to teach 4- and 5-year-olds virtually and keep everyone on track. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“COVID-19 happened and we were told we all had to have websites, so we made websites. Then we were told we were using Google Classroom [instead], so we scrapped the websites and made a Google Classroom. And then I was told that six of my kids didn't have internet or devices. It was probably more like 10 kids that either didn't have a device, internet or accessibility—so almost half of my class. So then we were doing paper packets, as well as having all the information online. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">[Live Zoom meetings] turned into more checking in and talking. They got over—very quickly—doing anything academic. ... I guess the buy-in wasn't there. When I teach in my classroom, I can give the kids games where they don't realize that they're learning, and they can be really enthusiastic. There was less of that. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the beginning of quarantine, the idea that ‘It's OK to not be OK’ was floating around. And that's very untrue. When I had a Zoom call, there was no ‘not being OK.’ There was no texting their parents, like, ‘Having a bad day. Your child doesn't get to learn today.’ \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56479\" class=\"wp-caption alignnone\" style=\"max-width: 512px\">\u003cimg class=\"size-full wp-image-56479\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Hannah-Long.png\" alt=\"\" width=\"512\" height=\"207\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Hannah-Long.png 512w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Hannah-Long-160x65.png 160w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003cfigcaption class=\"wp-caption-text\">Photos from Hannah Long teaching in her T-K/K classroom in Petaluma, Calif. before the pandemic. (Courtesy of \u003cspan style=\"font-weight: 400\">Hannah Long)\u003c/span>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">So that was hard because it's like, I have a life. I have a mom with cancer. My wedding was being canceled. My fianc\u003c/span>\u003cspan style=\"font-weight: 400\">é\u003c/span>\u003cspan style=\"font-weight: 400\"> is in a high-risk group. It was a scary time. And so to say, ‘Everything is fine’ and to reinforce, ‘It's going to be OK’ and to try to explain that to kids was difficult. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I could say, ‘I'm feeling a little sad today’ or ‘Miss Hannah is having a hard day,’ but I couldn't not show up for my kids. There was a day when I was crying and then my fianc\u003c/span>\u003cspan style=\"font-weight: 400\">é\u003c/span>\u003cspan style=\"font-weight: 400\"> was like, ‘What's wrong?’ And I was like, ‘This, this, this’ and ‘I’m scared.’ And then I was like, ‘Oh! I have a Zoom meeting’ and wiped the tears off my eyes and [logged in and] was like, ‘GOOD MOOORNING!’ So that was really hard.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And this might be because I'm a novice teacher or just maybe my personality, but I have a hard time setting boundaries. I knew this was hard for parents. And I don't have kids. So when I was done Zooming at the end of the day, I could just go do whatever I wanted. I knew that parents were in a hard situation, and I just wanted to make sure that I was there for them as much as possible. I was getting messages late at night that they couldn't figure out something, so I would get on the computer with them and work it out for an hour. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I feel like there's the 26-year-old me and there's teacher Hannah. I'm Hannah, and then I’m Miss Hannah—the same person, but different. It was exhausting to be constantly ‘on,’ and to have to be OK [even] if you’re having a hard day. But at the same time, the parent involvement and being able to see the parents get really involved with their kids was amazing.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Next year, I'll be a second-year teacher. And that’s not what parents want. I mean, I wouldn't want to be on a pilot's first flight. So it's hard. I kind of had to win over my parents this year—and I did, a lot of them—but how do you do that if you’re remote? And the beginning of T-K is like, ‘This is what we do in class.’ And it's repeating myself over and over again: ‘We sit criss-cross applesauce with our hands in our laps … our eyes are on me,’ and then it’s forming a classroom community. How do you create a strong classroom community and a bond with your kids over a computer?\u003c/span>\u003cspan style=\"font-weight: 400\">”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft size-full wp-image-56480\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Geri-Zamora-e1597215241824.jpg\" alt=\"\" width=\"200\" height=\"267\">Geri Zamora\u003c/span>\u003c/h2>\n\u003cp>\u003cb>Age: \u003c/b>\u003cspan style=\"font-weight: 400\">23\u003cbr>\n\u003c/span>\u003cb>Taught: \u003c/b>\u003cspan style=\"font-weight: 400\">10th grade U.S. history\u003cbr>\n\u003c/span>\u003cb>School: \u003c/b>\u003cspan style=\"font-weight: 400\">George Washington High School in Chicago\u003cbr>\n\u003c/span>\u003cb>Students served: \u003c/b>\u003cspan style=\"font-weight: 400\">About 150\u003cbr>\n\u003c/span>\u003cb>Roommates\u003c/b>\u003cspan style=\"font-weight: 400\">: One\u003cbr>\n\u003c/span>\u003cb>Technology classes in my teacher prep program: \u003c/b>\u003cspan style=\"font-weight: 400\">None\u003cbr>\n\u003c/span>\u003cb>Prior experience with group video calls\u003c/b>\u003cspan style=\"font-weight: 400\">: Yes\u003cbr>\n\u003c/span>\u003cb>Student teaching experience:\u003c/b>\u003cspan style=\"font-weight: 400\"> One semester\u003cbr>\n\u003c/span>\u003cb>Salary:\u003c/b>\u003cspan style=\"font-weight: 400\"> $54,000\u003cbr>\n\u003c/span>\u003cb>Started the year feeling\u003c/b>\u003cspan style=\"font-weight: 400\">: Excited, determined, eager\u003cbr>\n\u003c/span>\u003cb>Ended the year feeling:\u003c/b>\u003cspan style=\"font-weight: 400\"> Resilient, relieved, excited\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Everything was falling into place last summer for Geri Zamora, a first-generation college student who was born in Costa Rica and raised in Chicago. They had just landed a job teaching U.S. history at Chicago Public Schools and started their teaching career, a dream of Zamora’s since childhood. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Then came the Chicago teacher strike. At the time, Zamora thought the strike would be the biggest event of their first year as a teacher. But it proved to be the first of many major challenges—and losses—that they would weather. \u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“During the strike, the main concern was financial. [It was] my first year out of college, I had a whole bunch of loans, I had just gotten an apartment in Chicago with my best friend, and I didn't know when I'd go back to work. My mom was in no position to help me financially—I make more than she does. She's a single mom and all of my other family is in Costa Rica.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After the strike, unfortunately, at my school, we had some other tragedies due to gang violence and gun violence. And then there was a really terrible [car] accident where we lost two seniors. So we had a very heavy year already as a school. And then the shift to remote learning happened. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So first semester … woof. But the second semester—that adjustment from not only figuring out what kind of teacher I wanted to be, but [also] how to translate that to a computer—was really difficult.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56481\" class=\"wp-caption alignnone\" style=\"max-width: 512px\">\u003cimg class=\"size-full wp-image-56481\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Geri-Zamora.png\" alt=\"\" width=\"512\" height=\"207\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Geri-Zamora.png 512w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Geri-Zamora-160x65.png 160w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003cfigcaption class=\"wp-caption-text\">Left: Geri Zamora's classroom at George Washington High School, part of Chicago Public Schools. Right: Zamora’s desk setup for remote learning. (Courtesy of \u003cspan style=\"font-weight: 400\">Geri Zamora)\u003c/span>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Burnout from remote learning was very real. I'm not sure what about my experience made it so bearable. I had a lot of community support. I have really lovely people in my life that were willing to hear me out, to listen to all my frustrations when I needed support. But some of my coworkers who are veteran teachers were having an incredibly difficult time through this. It just felt like I was seeing all these lovely plants wilt, and it killed me because, you know, I'm just a sapling. I want to grow up to be like them. And if I'm seeing them wilt, I mean, it's discouraging. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But we got to a point [with remote learning] where we were like, well, we're doing our best. And if students come, perfect. But it's a pandemic on their end, too. A lot of my kids were going through battles. These kids carry more on their shoulders than the average adult. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of my students caught COVID … and was on a ventilator—no health issues prior to this—and she almost died. She's fine now, but things like that were going on. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One thing we did to cope was on Friday nights we’d have movie nights, and we’d just watch something together [as a class]. Little virtual things, where I was connecting with my kids, made it at least a little bit more doable. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite all of the changes and turbulence, I really felt like I was where I belonged. It’s now 100 percent ingrained that this was the job I was meant to do. If I could handle this, I can handle anything. And I think that goes for anyone else who is still really into this profession at the end of this. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This year in general was a big self-discovery year for me, not only as a teacher. My gender identity has always been something I kind of questioned. I identify as non-binary. I've told my coworkers. But I wasn't out to students. I wasn't out at school. I was really reflecting, especially during the pandemic, on how I want to present myself in the classroom and what my kids need. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At the beginning of the year, I was just Ms. Zamora. But after this year, I'm like, I don't really care what people think. And I have a lot of students that maybe could benefit from knowing that they have a queer teacher. So fall 2020, I'll make my debut as Mx. Zamora.” \u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft size-full wp-image-56482\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Mikia-Frazier-e1597215332662.jpg\" alt=\"\" width=\"200\" height=\"267\">Mikia D. Frazier\u003c/span>\u003c/h2>\n\u003cp>\u003cb>Age\u003c/b>\u003cspan style=\"font-weight: 400\">: 23\u003cbr>\n\u003c/span>\u003cb>Taught: \u003c/b>\u003cspan style=\"font-weight: 400\">Fourth grade language arts and writing\u003cbr>\n\u003c/span>\u003cb>School: \u003c/b>\u003cspan style=\"font-weight: 400\">Joseph Martin Elementary School in Hinesville, Ga.\u003cbr>\n\u003c/span>\u003cb>Students served:\u003c/b>\u003cspan style=\"font-weight: 400\"> 125\u003cbr>\n\u003c/span>\u003cb>Roommates: \u003c/b>\u003cspan style=\"font-weight: 400\">One\u003cbr>\n\u003c/span>\u003cb>Technology classes in teacher prep program: \u003c/b>\u003cspan style=\"font-weight: 400\">One\u003cbr>\n\u003c/span>\u003cb>Prior experience with group video calls:\u003c/b>\u003cspan style=\"font-weight: 400\"> No\u003cbr>\n\u003c/span>\u003cb>Student teaching experience\u003c/b>\u003cspan style=\"font-weight: 400\">: Two semesters\u003cbr>\n\u003c/span>\u003cb>Started the year feeling: \u003c/b>\u003cspan style=\"font-weight: 400\">Excited, prepared, thankful\u003cbr>\n\u003c/span>\u003cb>Ended the year feeling: \u003c/b>\u003cspan style=\"font-weight: 400\">Grateful, impactful, hopeful\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Mikia Frazier comes from a family of educators, the most influential of whom is her mother, a high school principal. After dreaming of becoming a teacher for nearly 20 years, Frazier secured a job at a school that serves many military families, due to the district’s proximity to the Fort Stewart Army base in eastern Georgia. While Frazier was teaching in the 2019-20 school year, she was also taking online courses to earn her master’s degree in elementary education, which she recently completed. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Her district is one-to-one, and Frazier started using learning technologies with her students in the first semester, but that still didn’t prepare them—or her—for full-time remote learning in the spring. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“My first year was definitely a whirlwind. But \u003c/span>\u003cspan style=\"font-weight: 400\">I loved every minute of it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I absolutely loved my students. I loved going to work every day. … Then of course, in the middle of the school year, out of literally nowhere, there's a pandemic, and no one really knows what to do. One day it’s, ‘OK, well, we're going to take a week off from school and we'll be back next week.’ And then ‘next week’ turned into two weeks, and then two weeks turned into next month and next month turned into the next semester. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It was kind of sad to see my first year of teaching cut short. But one thing I can say is that, as a first-year teacher, it taught me how to adapt. Education is always unpredictable, but we just kind of learned to roll with the punches that came with a pandemic. It was uncharted territory for everyone. No one really knew what to do. So I didn’t feel like the first-year teacher who was just clueless. Everybody was in the same boat at that point.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Being that we’re very technology-heavy in our classrooms, it was a more seamless transition to remote learning, because our students had knowledge of what Google Classroom is, what Canvas is and how they can use it at home. The difference was that Ms. Frazier was talking to you through a screen as opposed to sitting in front of you or standing next to your desk. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When we first went digital, I felt like I was trying to continue teaching as if I were still in the classroom. Next year, I want to focus more on having them engage with the content so that they're actually gathering their own thoughts and ideas. Of course, I’ll still teach, but I want to give them more opportunities through digital platforms for them to engage with whatever concepts we're learning.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56483\" class=\"wp-caption alignnone\" style=\"max-width: 512px\">\u003cimg class=\"size-full wp-image-56483\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Mikia-Frazier.png\" alt=\"\" width=\"512\" height=\"207\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Mikia-Frazier.png 512w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Mikia-Frazier-160x65.png 160w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003cfigcaption class=\"wp-caption-text\">Left: Mikia Frazier’s fourth grade classroom in Hinesville, Ga., Right: Frazier’s remote learning setup. (Courtesy of \u003cspan style=\"font-weight: 400\">Mikia D. Frazier)\u003c/span>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">My students surprised me so much. They just kind of jumped right in and they were able to adapt to it. So that was something that brought me a little bit of peace, knowing that, ‘OK, well, it's not all terrible. My kids are still working. They're still learning.’\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The most difficult part of remote learning was not seeing my students. I’m really big on interaction, and seeing them every day really just changes the trajectory of any type of day I’m having. I’m a hugging kind of teacher. Anytime they see me, they want to hug and want to talk for hours. And just not being able to see my students in person, that was really difficult for me personally. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I definitely learned that my passion for teaching stems from seeing my students thrive. I always knew that teaching was my dream career; I always knew that it was what I was going to do. But after going through the strain of a first year such as this one, it really proved to me that this is where I am supposed to be. Because most people would experience this pandemic and they would say, ‘Never again, there's definitely a new career for me somewhere.’ But I feel like this gave me much more strength to know that, no matter what comes in the way of my students’ learning, there's a way to break down that barrier, because COVID definitely became a major barrier to my students.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft size-full wp-image-56484\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Lauren-Bayersdorfer-e1597215443440.jpg\" alt=\"\" width=\"200\" height=\"267\">Lauren Bayersdorfer\u003c/span>\u003c/h2>\n\u003cp>\u003cb>Age\u003c/b>\u003cspan style=\"font-weight: 400\">: 24\u003cbr>\n\u003c/span>\u003cb>Taught: \u003c/b>\u003cspan style=\"font-weight: 400\">Algebra I and AP Calculus\u003cbr>\n\u003c/span>\u003cb>School: \u003c/b>\u003cspan style=\"font-weight: 400\">Weehawken High School in Weehawken, N.J.\u003cbr>\n\u003c/span>\u003cb>Students served\u003c/b>\u003cspan style=\"font-weight: 400\">: About 100\u003cbr>\n\u003c/span>\u003cb>Roommates:\u003c/b>\u003cspan style=\"font-weight: 400\"> One\u003cbr>\n\u003c/span>\u003cb>Technology classes in my teacher prep program\u003c/b>\u003cspan style=\"font-weight: 400\">: Two\u003cbr>\n\u003c/span>\u003cb>Prior experience with group video calls: \u003c/b>\u003cspan style=\"font-weight: 400\">Yes\u003cbr>\n\u003c/span>\u003cb>Student teaching experience\u003c/b>\u003cspan style=\"font-weight: 400\">: One full-time student teaching placement; three once-a-week school placements\u003cbr>\n\u003c/span>\u003cb>Salary\u003c/b>\u003cspan style=\"font-weight: 400\">: $65,000\u003cbr>\n\u003c/span>\u003cb>Started the year feeling\u003c/b>\u003cspan style=\"font-weight: 400\">: Nervous, excited, optimistic\u003cbr>\n\u003c/span>\u003cb>Ended the year feeling: \u003c/b>\u003cspan style=\"font-weight: 400\">Relieved, defeated, inspired\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">By the first day of school, Lauren Bayersdorfer was already wondering if she’d gotten in over her head. She had been a math major in college and was excited to teach the subject, but the then-23-year-old didn’t expect to be teaching AP Calculus to seniors. Nor did she expect to become the high school cheerleading coach, having never cheered a day in her life. In both cases, she had a lot to learn to be able to support her students in the ways they needed. Those commitments made for long days in the first semester. She describes grading papers while eating dinner and agonizing over lesson plans in the shower. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Her district had been one-to-one with Chromebooks for several years when the pandemic hit, and she says teachers were given a lot of autonomy around how to conduct remote learning with their students. As a district located just across the Hudson River from New York City, many of Weehawken’s students and staff were affected personally by the pandemic. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“[In the first semester, I wondered], ‘Are the kids going to be able to tell that I have no clue what I'm doing?’ That was my fear: ‘Can they tell how anxious I am, and how intimidated I am?’ With COVID, it was more like, ‘How can I make sure I'm doing my job well, given the circumstances?’\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I really struggled to get all of my students into a Google Meet with me. Even if I held it the same time and day every week, I would still only have five to 10 students come—if that. There's not really a way to force kids to come, which is the problem. You can say you'll count it as a grade. They don't care. You can say, ‘We'll play hangman.’ They don't care. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So they don't care to come, and that's fine. [But] I wish I could have all 18 of my kids on camera so we could do a little activity—not even a math activity, just a bonding activity. I wish we were able to do that. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There came a point where I just didn't stress it, because it's a tough time for everyone. As long as they were doing the work, that's what I cared about. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56485\" class=\"wp-caption alignnone\" style=\"max-width: 512px\">\u003cimg class=\"size-full wp-image-56485\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Lauren-Bayersdorfer.png\" alt=\"\" width=\"512\" height=\"207\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Lauren-Bayersdorfer.png 512w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Lauren-Bayersdorfer-160x65.png 160w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003cfigcaption class=\"wp-caption-text\">Left: Lauren Bayersdorfer with students from her cheerleading squad before the pandemic. Right: Bayersdorfer’s remote teaching setup. (Courtesy of \u003cspan style=\"font-weight: 400\">Lauren Bayersdorfer)\u003c/span>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">I definitely lost the connection with students. One of the reasons I enjoy my job is being able to see students. A teacher’s favorite sound is, “Ohhhhhh!” Like, when they finally get something? But you don't get to see those moments [online]. You don't get to see them struggling with a problem. You don't get to see them interacting with their peers. Those little memories that I have from the year—those are all pre-March. You don't really have those with virtual teaching, so I definitely missed that. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Our school got very lenient toward the end of the year because you can't expect kids to learn quadratics when they’re on their own, [especially] given the whole situation of COVID-19 and how especially impacted we were here [in New Jersey]. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My biggest question is did they actually learn? With math, it's just so easy to cheat—because of all the apps, because of their peers, because they're so connected all the time. It was just an ongoing question I had in my mind: Are they actually learning? And to what extent did they learn? That was a big question mark that me and my entire department had because it's just so easy to get the answers elsewhere.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft size-full wp-image-56486\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Kristen-Stein-e1597215544219.jpg\" alt=\"\" width=\"200\" height=\"267\">Kristen Stein\u003c/span>\u003c/h2>\n\u003cp>\u003cb>Age: \u003c/b>\u003cspan style=\"font-weight: 400\">26\u003cbr>\n\u003c/span>\u003cb>Taught:\u003c/b>\u003cspan style=\"font-weight: 400\"> Fourth grade reading, writing, language arts and spelling\u003cbr>\n\u003c/span>\u003cb>School:\u003c/b>\u003cspan style=\"font-weight: 400\"> L W Westfall Elementary in Choctaw, Okla.\u003cbr>\n\u003c/span>\u003cb>Students served\u003c/b>\u003cspan style=\"font-weight: 400\">: 40-45\u003cbr>\n\u003c/span>\u003cb>Roommates: \u003c/b>\u003cspan style=\"font-weight: 400\">Three\u003cbr>\n\u003c/span>\u003cb>Technology classes in my teacher prep program: \u003c/b>\u003cspan style=\"font-weight: 400\">Two\u003cbr>\n\u003c/span>\u003cb>Prior experience with group video calls\u003c/b>\u003cspan style=\"font-weight: 400\">: No\u003cbr>\n\u003c/span>\u003cb>Student teaching experience: \u003c/b>\u003cspan style=\"font-weight: 400\">One semester\u003cbr>\n\u003c/span>\u003cb>Salary:\u003c/b>\u003cspan style=\"font-weight: 400\"> $36,000\u003cbr>\n\u003c/span>\u003cb>Started the year feeling\u003c/b>\u003cspan style=\"font-weight: 400\">: Hopeful, but also anxious and inadequate\u003cbr>\n\u003c/span>\u003cb>Ended the year feeling:\u003c/b> \u003cspan style=\"font-weight: 400\">Accomplished, confident, thankful\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Kristen Stein started college pursuing a career in cybersecurity, but soon switched her major to education, realizing that teaching is where she was “most naturally gifted.” After years of babysitting and working with children at her church, it felt like the right move. But the decision did not come without doubts. Stein’s student teaching experience was difficult, and led her to question whether she was cut out for this work and could continue doing it long-term. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Given the challenges that arose during her first year teaching—at a district a few miles from where she grew up, just outside of Oklahoma City—some of those same concerns and insecurities presented themselves again. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was really a struggle to drive to work every day and convince myself I have what it takes to do this job. [But] it was really exciting at the end of the day to drive home and say, ‘That was worth doing.’\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The first semester, I remember feeling a lot of stress and anxiety. There's so much more to teaching than writing lesson plans, standing up in front of kids and delivering those lessons. There's paperwork and emails and meetings and committees and entering grades. So I felt really blindsided by just the sheer amount of hours that it takes to really do this job well.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I felt like, ‘Soon, they're going to realize I'm a sham and I'm not going to get asked back to teach here.’ And that's so scary. I felt a lot of that pressure and a little bit of imposter syndrome, even though everyone was so welcoming and encouraging. But I put down a lot of those burdens the second semester. I worked less hours. I tried to have a better balance of work and life. And from January to spring break, I laughed with my kids a lot more, and I noticed the fun things that were happening in their friendships. Releasing some of the pressure to perform perfectly helped me to enjoy all the little things that I was missing in that first semester. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56487\" class=\"wp-caption alignnone\" style=\"max-width: 1600px\">\u003cimg class=\"size-full wp-image-56487\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Kristen-Stein.png\" alt=\"\" width=\"1600\" height=\"648\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Kristen-Stein.png 1600w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Kristen-Stein-800x324.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Kristen-Stein-1020x413.png 1020w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Kristen-Stein-160x65.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Kristen-Stein-768x311.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Kristen-Stein-1536x622.png 1536w\" sizes=\"(max-width: 1600px) 100vw, 1600px\">\u003cfigcaption class=\"wp-caption-text\">Left: Kristen Stein's classroom in Choctaw, Okla. Right: Her remote learning setup from the spring, using a bookshelf as a desk. (Courtesy of \u003cspan style=\"font-weight: 400\">Kristen Stein)\u003c/span>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">And then in the fourth quarter, everything was turned upside down. But when I think back on it, I enjoyed [remote learning] more than I expected. I found that it was such a great comfort that no one else knew what they were doing either. All of a sudden, I wasn't the only one that was out of my depths and confused and trying to keep up. And I felt more of a sense of, ‘We're all trying to figure this out together,’ rather than they all know what they're doing and I am the one that has no idea. So I felt more of a sense of belonging and community when everything was up in the air for \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">everyone\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, not just me. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My first year … helped me to see that that's the nature of life. There are things that we're going through that are hard, and there are things that we're going through that give us a lot of joy, and those are happening at the same time. I had to choose, a lot of the time, which thing I was gonna focus on—and sometimes the struggle needed more of my attention. But at a certain point, I [could] choose to enjoy a relationship with one student that's going really well, even though I might be struggling in my relationship with another. My first year teaching taught me so much more about balance in life than any previous life stage.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft size-full wp-image-56488\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Ranjini-Nagaraj-e1597215622355.jpg\" alt=\"\" width=\"200\" height=\"267\">Ranjini Nagaraj\u003c/span>\u003c/h2>\n\u003cp>\u003cb>Age: \u003c/b>\u003cspan style=\"font-weight: 400\">22\u003cbr>\n\u003c/span>\u003cb>Taught: \u003c/b>\u003cspan style=\"font-weight: 400\">Ninth grade science and 10th grade chemistry\u003cbr>\n\u003c/span>\u003cb>School: \u003c/b>Polytechnic High School in Fort Worth, Texas via Teach for America\u003cbr>\n\u003cb>Students served: \u003c/b>\u003cspan style=\"font-weight: 400\">About 150\u003cbr>\n\u003c/span>\u003cb>Roommates\u003c/b>\u003cspan style=\"font-weight: 400\">: Two\u003cbr>\n\u003c/span>\u003cb>Technology classes in my teacher prep program:\u003c/b>\u003cspan style=\"font-weight: 400\"> One\u003cbr>\n\u003c/span>\u003cb>Prior experience with group video calls: \u003c/b>\u003cspan style=\"font-weight: 400\">No\u003cbr>\n\u003c/span>\u003cb>Student teaching experience\u003c/b>\u003cspan style=\"font-weight: 400\">: None\u003cbr>\n\u003c/span>\u003cb>Salary: \u003c/b>\u003cspan style=\"font-weight: 400\">$54,000\u003cbr>\n\u003c/span>\u003cb>Started the year feeling\u003c/b>\u003cspan style=\"font-weight: 400\">: Inspired, excited, nervous\u003cbr>\n\u003c/span>\u003cb>Ended the year feeling:\u003c/b> \u003cspan style=\"font-weight: 400\">Relieved, frustrated, reflective \u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Ranjini Nagaraj, a California native, is a Teach for America corps member serving in Texas while she applies to medical school. She teaches high school science and chemistry at a Title I school in Fort Worth with a student population that is about 70 percent Hispanic, including many English language learners. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">When Nagaraj came back from spring break in March, her school was scrambling to adjust to the new realities brought on by COVID-19. To complicate things further, the school had just suffered a malware attack—everything from copy machines to computers had stopped working, which caused delays in online learning among students and staff. In Nagaraj’s telling, the incident cost her class about three weeks of instructional time. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The first day of school, I was very nervous. I really had no idea what I was walking into. Being just out of college, living on my own basically for the first time, doing all of the adult things, along with being responsible for over 120 kids was very overwhelming. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The transition—like August, September and, honestly, most of October—was very difficult because I didn't have my lessons prepared more than two days in advance ... and being in the kind of school I was in, where there was so much emotional trauma and emotional baggage, was also a challenge. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The best part of it, though, was getting to know my kids, having authentic conversations with them and really building those relationships, which helped me so much when I started in January again after the break. It was light years better than the first semester, which is why I was very frustrated when coronavirus hit. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the beginning of March, I felt like I was finding my footing in terms of my relationships with the kids, figuring out the best ways to deliver a lesson, the best kinds of support I could give them. And that all changed when online learning started. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56489\" class=\"wp-caption alignnone\" style=\"max-width: 512px\">\u003cimg class=\"size-full wp-image-56489\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Ranjini-Nagaraj.png\" alt=\"\" width=\"512\" height=\"207\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Ranjini-Nagaraj.png 512w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Ranjini-Nagaraj-160x65.png 160w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003cfigcaption class=\"wp-caption-text\">Left: Ranjini Nagaraj's classroom in Fort Worth, Texas before her school closed. Right: Nagaraj’s remote learning set-up at home. (Courtesy of \u003cspan style=\"font-weight: 400\">Ranjini Nagaraj)\u003c/span>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">We never went back after spring break. … I worried about all my kids all the time, honestly. Because they were in such unique circumstances. A lot of my kids had to look after their younger siblings because [their] parents were considered essential workers. And a lot of them—if they weren't in physical school—were expected to also contribute to their family's income by getting a job, like at a grocery store or in construction. So I worried a lot about their basic needs being met—if my kids had enough to eat, if my kids were doing OK mentally and emotionally. And especially for the kids that I was not able to get in contact with, that was really hard. Because of course my mind is going to worst-case scenarios.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I ended up adjusting my expectations a lot. Instead of being, like, ‘You didn't meet your growth goal of 10 percent over the unit. We're going to have a conversation,’ it was more like, ‘Was I able to have a good conversation with one kid today? Was I able to make one kid smile? Was I able to make one kid's day a little bit better?’ I realized that is what success should be for me in this situation. They're going to forget the chemistry that they learned, but I think it's harder to forget the impact that someone was able to make on them. Switching gears and focusing more on the social-emotional aspects of school was really beneficial for me in terms of the expectations that I had for myself and the expectations I had for my kids.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft size-full wp-image-56475\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Ashley-Levy--e1597215767772.jpeg\" alt=\"\" width=\"200\" height=\"267\">Ashley Levy\u003c/span>\u003cb> \u003c/b>\u003c/h2>\n\u003cp>\u003cb>Age\u003c/b>\u003cspan style=\"font-weight: 400\">:\u003c/span> \u003cspan style=\"font-weight: 400\">23\u003cbr>\n\u003c/span>\u003cb>Taught:\u003c/b>\u003cspan style=\"font-weight: 400\"> Sixth grade\u003cbr>\n\u003c/span>\u003cb>School: \u003c/b>\u003cspan style=\"font-weight: 400\">Newtown Elementary School in Newtown, Pa.\u003cbr>\n\u003c/span>\u003cb>Students served:\u003c/b>\u003cspan style=\"font-weight: 400\"> About 75\u003cbr>\n\u003c/span>\u003cb>Roommates:\u003c/b>\u003cspan style=\"font-weight: 400\"> Four (family members)\u003cbr>\n\u003c/span>\u003cb>Technology classes in my teacher prep program: \u003c/b>\u003cspan style=\"font-weight: 400\">N/A\u003cbr>\n\u003c/span>\u003cb>Prior experience with group video calls:\u003c/b>\u003cspan style=\"font-weight: 400\"> No\u003cbr>\n\u003c/span>\u003cb>Student teaching experience\u003c/b>\u003cspan style=\"font-weight: 400\">: Two semesters\u003cbr>\n\u003c/span>\u003cb>Started the year feeling\u003c/b>\u003cspan style=\"font-weight: 400\">:\u003c/span> \u003cspan style=\"font-weight: 400\">Nervous, enthusiastic, passionate\u003cbr>\n\u003c/span>\u003cb>Ended the year feeling:\u003c/b>\u003cspan style=\"font-weight: 400\"> Inspired, dedicated, motivated\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">For her first year in the classroom, Ashley Levy taught sixth grade at the elementary school she attended herself in Newtown, Penn. Many of the same staff—the librarian, the music teacher and others—were still at the school, and she enjoyed reintroducing herself to them as “Miss Levy.”\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Many of Levy’s colleagues guided her through the first semester, answering the many questions that she had, showing her the ropes and supporting her through a big transition. During the second semester, Levy says, the tables were turned: As the youngest person on staff and one of the most technologically savvy, she got to “return the favor” by assisting other teachers as they adjusted to virtual learning. But even though she had the technology part down, Levy realized that other components of teaching—such as motivating students and maintaining relationships—were difficult to control from a distance. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I fully expected this first year to be very similar to student teaching. While I was student teaching, I was like, ‘Oh, this is what teaching is. This is what working in a school is like. This is great. I love it.’ I still had time to go hang out with friends and do whatever I wanted after school. And it's not that I did not have that this year, but when you walk in and you are the head teacher, you are responsible for so many things behind the scenes that you don't see during student teaching—that you don't see until you are put in the position yourself. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So whether it was grading, benchmark testing, team meetings or planning ahead, it was very different than what I expected, solely because of the amount of work and the amount of dedication that it takes. I wouldn't trade it for the world. I don't want to be in any other profession. But it was a big surprise.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the classroom, you have this routine that you get into. You get used to seeing the kids every morning, and you can feel out their moods. You can feel out how the rest of the day might go, simply based on when they walk in the room and the conversations you have. You can set the tone. You can create an environment where the kids want to be there and are excited to learn. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56476\" class=\"wp-caption alignnone\" style=\"max-width: 512px\">\u003cimg class=\"size-full wp-image-56476\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Ashley-Levy-.png\" alt=\"\" width=\"512\" height=\"207\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Ashley-Levy-.png 512w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Ashley-Levy--160x65.png 160w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003cfigcaption class=\"wp-caption-text\">Left: Ashley Levy's sixth grade classroom in Newtown, Pa., before her school closed due to COVID-19. Right: Levy’s remote learning set-up at home. (Courtesy of \u003cspan style=\"font-weight: 400\">Ashley Levy\u003c/span>\u003cb>)\u003c/b>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">And then, when you go virtual, you're totally separated from their personal lives. In school, they could come in and leave anything that was happening at home, at home. When you’re virtual, whatever's happening at home is brought to school because that \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">is\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> their school. That is where they're completing all of that work. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So I think the motivation factor was one of the most difficult parts of the second semester, because when you're in person, your attitude, your tone of voice, the things that you plan and the incentives or goals that you set for the class can motivate the students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Part of me is happy that I got to be part of this crazy year, that I got to experience both virtual learning and in-person learning. Because while I hope that this is not something that we ever do have to experience again, it is always a possibility. So having had the opportunity to be a professional for the entire year and experience everything that came with it—both good and bad—was great. And it helped me gain more confidence for the fall.”\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignleft size-full wp-image-56473\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Steve-Middleton--e1597215836226.jpeg\" alt=\"\" width=\"200\" height=\"266\">Steve Middleton\u003c/span>\u003c/h2>\n\u003cp>\u003cb>Age: \u003c/b>\u003cspan style=\"font-weight: 400\">42\u003c/span>\u003cb>\u003cbr>\n\u003c/b>\u003cb>Taught:\u003c/b>\u003cspan style=\"font-weight: 400\"> Seventh grade digital communications\u003cbr>\n\u003c/span>\u003cb>School: \u003c/b>\u003cspan style=\"font-weight: 400\">Ed White DATA Middle School Magnet Program in San Antonio, Texas\u003cbr>\n\u003c/span>\u003cb>Students served: \u003c/b>\u003cspan style=\"font-weight: 400\">About 135\u003cbr>\n\u003c/span>\u003cb>Roommates:\u003c/b>\u003cspan style=\"font-weight: 400\"> None — I live with my wife and two kids (ages 5 and 6)\u003cbr>\n\u003c/span>\u003cb>Technology classes in my teacher prep program: \u003c/b>\u003cspan style=\"font-weight: 400\">None\u003cbr>\n\u003c/span>\u003cb>Prior experience with group video calls: \u003c/b>\u003cspan style=\"font-weight: 400\">No\u003c/span>\u003cb>\u003cbr>\n\u003c/b>\u003cb>Student teaching experience: \u003c/b>\u003cspan style=\"font-weight: 400\">None\u003cbr>\n\u003c/span>\u003cb>Salary: \u003c/b>\u003cspan style=\"font-weight: 400\">$56,000\u003cbr>\n\u003c/span>\u003cb>Started the year feeling\u003c/b>\u003cspan style=\"font-weight: 400\">: Excited, cautious, proud\u003cbr>\n\u003c/span>\u003cb>Ended the year feeling:\u003c/b>\u003cspan style=\"font-weight: 400\"> Success, relief, sagacious\u003c/span>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">About two years ago, after Steve Middleton was let go from his engineering job, he began to wonder if he was in the right field after all. He says he was a good engineer for over 10 years, but something was always missing. Plus, his two young children were growing up fast, and he wanted to be around for that. \u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This thinking led Middleton to make the leap into education last year. He got a job teaching digital communications to middle schoolers at a design and technology academy (DATA) in San Antonio.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I'm really good at thinking on my feet. As an engineer, I had a job once where I did a lot of computer-aided design, and I had a boss who wanted me to make changes to this big machine that we were designing. That was awful. He'd stand behind me and say, ‘OK, stretch this thing, make this bigger and then change this dimension.’ I had to do it in real time. Nobody does that, but I got really good at it. So that really helped me, when the second semester popped up, [since] no one had any warning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I was concerned about my family. My kids are 5 and 6, and I had to help them with their distance learning and balance it out with my own work schedule. My kids are my world, and they needed my time. I couldn't stick them in front of a movie all day.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Being right next to them, like one wall away from them ... that was hard. But I knew what I was doing was important. It was very unfair for [my students] and their parents, what happened—that suddenly they're at home, and suddenly their parents are at home and they have to become their teacher now. From my point of view, doing that with my own kids—maybe I'm the greatest teacher in the world, but it doesn't matter. At home, I'm Dad. I'm not a teacher,. And so there is some confusion about dynamics and roles.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_56474\" class=\"wp-caption alignnone\" style=\"max-width: 512px\">\u003cimg class=\"size-full wp-image-56474\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Steve-Middleton-.png\" alt=\"\" width=\"512\" height=\"207\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2020/08/Steve-Middleton-.png 512w, https://ww2.kqed.org/app/uploads/sites/23/2020/08/Steve-Middleton--160x65.png 160w\" sizes=\"(max-width: 512px) 100vw, 512px\">\u003cfigcaption class=\"wp-caption-text\">Left: Steve Middleton's seventh grade classroom in San Antonio, Texas. Right: Middleton's remote teaching setup at home. (Courtesy of \u003cspan style=\"font-weight: 400\">Steve Middleton)\u003c/span>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">It turns out that I got a lot more comfortable with ... the parts of myself that I've been kind of putting down, like being a little nerdy—I’m wearing a Stark Industries T-shirt—and being OK with that, and becoming a better, more patient dad from all this. I imagined my [own] kids in five years, thinking, ‘OK, if that was my kid in this classroom, how could I give them the best experience?’\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I started the school year thinking teaching is about making students feel important and teaching them to be great people. I put that up on my board and I told the kids, ‘This is our class goal: I don't want you to be great students. No, I don't. I want you to be great people first, and then you will be great at anything that you do.’ That was really the goal. And I left with that being a lot more solidified in my mind, as a philosophy. It’s not about force-feeding students information. It’s about teaching them to navigate their lives, in any situation, and have confidence. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 10 years, how will I see this time? Is it significant to me in my life? Absolutely it is. I have to look at this as two different experiences in the same year, because everything did change and it was the most unique experience teaching, I think, that anybody could have ever had.”\u003c/span>\u003c/p>\n\u003cdiv role=\"document\">\n\u003cdiv id=\"Item.MessagePartBody\" class=\"_rp_T4\">\n\u003cdiv id=\"Item.MessageUniqueBody\" class=\"_rp_U4 ms-font-weight-regular ms-font-color-neutralDark rpHighlightAllClass rpHighlightBodyClass\">\n\u003cdiv>\n\u003cdiv>\n\u003cdiv dir=\"ltr\">\n\u003cdiv>\u003ci>This story \u003c/i>\u003ca href=\"https://www.edsurge.com/news/2020-08-11-if-i-could-handle-this-i-can-handle-anything-first-year-teachers-reflect-on-the-pandemic\">\u003ci>originally published\u003c/i>\u003c/a>\u003ci> in EdSurge, a media outlet that covers the future of learning through news and research. Sign up for its weekly newsletters \u003c/i>\u003ca href=\"https://accounts.edsurge.com/subscribers/new\">\u003ci>here\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003c/div>\n\u003cdiv class=\"_pe_d _pe_62\">\u003c/div>\n\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56471/if-i-could-handle-this-i-can-handle-anything-first-year-teachers-reflect-on-the-pandemic","authors":["byline_mindshift_56471"],"categories":["mindshift_21345","mindshift_21358"],"tags":["mindshift_21344","mindshift_21343","mindshift_358","mindshift_384","mindshift_21347","mindshift_21359"],"featImg":"mindshift_56491","label":"mindshift"},"mindshift_56373":{"type":"posts","id":"mindshift_56373","meta":{"index":"posts_1591205157","site":"mindshift","id":"56373","score":null,"sort":[1596005736000]},"guestAuthors":[],"slug":"can-online-learning-be-better-this-fall-these-educators-think-so","title":"Can Online Learning Be Better This Fall? These Educators Think So","publishDate":1596005736,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Wayne Banks is a middle school math teacher and principal in residence for KIPP charter schools. These days, like many teachers around the country, the 29-year-old is working from his apartment in Brooklyn, New York.\u003c/p>\n\u003cp>Banks has never been formally trained to teach online, but that hasn't stopped him from trying to make his classes as engaging and challenging as possible.\u003c/p>\n\u003cp>\"I really took the opportunity in March to be like, 'I just have to figure this out.' [It was] a do or die for me,\" Banks says.\u003c/p>\n\u003cp>Now, with \u003ca href=\"https://www.edweek.org/ew/section/multimedia/school-districts-reopening-plans-a-snapshot.html\">many of the nation's largest school districts\u003c/a> beginning the fall semester online-only, Banks is part of a national effort to improve the quality of distance learning. The goal: Deliver better online learning, at no charge, to any district that wants it.\u003c/p>\n\u003cp>A group of public and charter school leaders launched an online pilot this summer called the National Summer School Initiative. (They are funded by education philanthropists, including the Michael & Susan Dell Foundation and the Walton Family Foundation, which is also an NPR funder.) Co-founder Ian Rowe, who leads Public Prep charter schools in New York City, says they are working right now with about 12,000 students in more than 50 locations. Rowe and his co-founders want to know: \"Could we, over a five-week summer program, start to really isolate certain best practice principles that could then survive into the fall?\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>NSSI centers on mentor teachers, like Wayne Banks, who tape video lessons with a group of \"showcase students\" — kind of like you'll see workout instructors on YouTube leading a few people through a routine with modifications for different levels of fitness.\u003c/p>\n\u003cp>Banks is invested in his own best practices to keep his students actively learning and discussing math concepts. In the spring he found a website called \u003ca href=\"https://whiteboard.fi/\">whiteboard.fi\u003c/a> that allows his students to work on a problem while he watches \"over their shoulders\" and then engages them in discussions, sometimes in Zoom breakout rooms. \"That is the core of my class,\" he says. \"We are talking about math every single day.\"\u003c/p>\n\u003cp>He also takes the time to get to know his students and make sure they know each other. He does icebreaker games, calls them at home and recently, when he got a new keyboard, he played them a song.\u003c/p>\n\u003cp>Banks says that as a mentor teacher, his role is to \"guide and inspire\" a group of partner teachers who work more closely with groups of 25 or 30 students. Collaborating on lesson planning, he says, is helpful for everyone's professional development.\u003c/p>\n\u003cp>\"Hundreds of teachers from across the country are all teaching the same content as you. And you know, the way that one person thinks about a math problem is not the way that someone else thinks about a math problem.\" He says being able to talk over strategies \"can create ideas and generate just like a fresh electric energy around being able to teach kids at a high level.\"\u003c/p>\n\u003cp>As far as remote teaching goes, NSSI's offerings resemble what some better-resourced private schools were doing in the spring. Together, the mentor and partner teachers are teaching nearly four hours of classes a day this summer. NSSI has partnered with the nonprofit \u003ca href=\"https://www.biobus.org/at-home/\">Biobus\u003c/a> for science instruction and the National Dance Institute for movement classes.\u003c/p>\n\u003cp>Many public schools with lower-income students, by contrast, offered only a minimum of real-time instruction this past spring. A \u003ca href=\"https://www.air.org/sites/default/files/National-Survey-on-Public-Educations-Coronavirus-Pandemic-Response-First-Look-July-2020.pdf\">recent survey\u003c/a> of 474 school districts by the American Institutes for Research showed that high-poverty districts generally had lower expectations for how long students should be spending on schoolwork each day. Elementary schools were less likely to offer live classes taught by the student's own teacher. And students in high-poverty schools were more likely to be reviewing material rather than learning something new.\u003c/p>\n\u003cp>Sarah Evrard's daughter Lillian is going into fourth grade at a Catholic school in Milwaukee and is taking summer school classes now with NSSI. Evrard says that in the spring, Lillian and her classmates \"would have Zoom meetings with their teachers daily and then they would pick up a packet at school, which was their work for the week.\" She says the school avoided doing a lot of real-time instruction because some children were sharing devices with siblings, and some families were working during the day and had to oversee schoolwork in the evenings. \"But the piece that for us felt was kind of missing was that one-on-one teacher interaction.\"\u003c/p>\n\u003cp>She says that's exactly what they're getting with NSSI, and her daughter loves it. \"She was not exactly thrilled when I told her she was signing up for summer school,\" Evrard says, but now Lillian is being challenged and engaged, and she's meeting kids from all over the country.\u003c/p>\n\u003cp>Ian Rowe says his organization is hoping to team up with schools around the country in the fall. He says school systems can either pick their own local superstar teachers to be mentors, or they can use the initiative's teachers and lessons. Local teachers can then network with others around the country and get feedback on their online performance in a way that didn't necessarily happen this past semester.\u003c/p>\n\u003cp>\"Frankly, we were all thrust into remote learning in the spring. And, you know, not everyone was ready for that,\" Rowe says. \"Now I think we've learned a lot about what elements can work and we're trying to be a resource on that front.\"\u003c/p>\n\u003cp>But some are concerned that this program may be overpromising. For one, the equity issues that interfere with some families being able to take part in real-time instruction — including some of Lillian Evrard's classmates — aren't going anywhere. Many districts are still working on getting devices and Wi-Fi to all students amid widespread budget cuts. And while NSSI won't necessarily cost districts money, the organization is not providing computers or an Internet connection.\u003c/p>\n\u003cp>And then there's the pedagogy. Many high-performing charter school networks that are associated with NSSI, like Achievement First and Ascend Learning, have been criticized in the past for an approach to teaching that is \u003ca href=\"https://blog.kiddom.co/the-mcdonaldization-of-pedagogy/\">overly scripted and standardized\u003c/a> and that emphasizes high test scores above all. This \"no-excuses\" model has been\u003ca href=\"https://blogs.edweek.org/edweek/charterschoice/2019/03/no_excuses_charter_schools_may_be_falling_out_of_favor.html\"> falling out of favor \u003c/a>in recent years.\u003c/p>\n\u003cp>Justin Reich is a researcher in education technology at the Massachusetts Institute of Technology. He has been working with districts and listening to students and teachers to \u003ca href=\"https://edarxiv.org/ufr4q\">help reimagine instruction this fall.\u003c/a> He says he'd prefer to see each district give teachers the time, training and empowerment to plan online teaching right, rather than rushing for a prefabricated solution.\u003c/p>\n\u003cp>\"I think \u003cem>adequate\u003c/em> turnkey instruction may be possible,\" Reich says. \"I don't think it's responsible to promise \u003cem>excellent\u003c/em> turnkey curriculum and training.\"\u003c/p>\n\u003cp>However, Reich acknowledges that with so many districts scrambling to plan remote learning this fall, NSSI may be on to something. He says simply putting a lot of talented teachers together and giving them training and a clear direction \"can, in lots of cases, be way better than having every school and district figure these things out on their own.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>It's almost August. Many districts may be grateful for an out-of-the box solution — in both senses of the phrase.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Can+Online+Learning+Be+Better+This+Fall%3F+These+Educators+Think+So&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"A new national effort aims to deliver better online learning to any district that wants it. Some worry the program is overpromising.","status":"publish","parent":0,"modified":1596008684,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1254},"headData":{"title":"Can Online Learning Be Better This Fall? These Educators Think So - MindShift","description":"A new national effort aims to deliver better online learning to any district that wants it. Some worry the program is overpromising.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"56373 https://ww2.kqed.org/mindshift/?p=56373","disqusUrl":"https://ww2.kqed.org/mindshift/2020/07/28/can-online-learning-be-better-this-fall-these-educators-think-so/","disqusTitle":"Can Online Learning Be Better This Fall? These Educators Think So","nprByline":"Anya Kamenetz","nprImageAgency":"Islenia Milien for NPR","nprStoryId":"895720240","nprApiLink":"http://api.npr.org/query?id=895720240&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2020/07/28/895720240/can-online-learning-be-better-this-fall-these-educators-think-so?ft=nprml&f=895720240","nprRetrievedStory":"1","nprPubDate":"Tue, 28 Jul 2020 11:42:00 -0400","nprStoryDate":"Tue, 28 Jul 2020 10:00:33 -0400","nprLastModifiedDate":"Tue, 28 Jul 2020 11:42:10 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/wesat/2020/07/20200725_wesat_teaching_online.mp3?orgId=1&topicId=1013&aggIds=812054919&d=241&story=895720240&ft=nprml&f=895720240","nprAudioM3u":"http://api.npr.org/m3u/1895720612-b6d2f8.m3u?orgId=1&topicId=1013&aggIds=812054919&d=241&story=895720240&ft=nprml&f=895720240","path":"/mindshift/56373/can-online-learning-be-better-this-fall-these-educators-think-so","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/wesat/2020/07/20200725_wesat_teaching_online.mp3?orgId=1&topicId=1013&aggIds=812054919&d=241&story=895720240&ft=nprml&f=895720240","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Wayne Banks is a middle school math teacher and principal in residence for KIPP charter schools. These days, like many teachers around the country, the 29-year-old is working from his apartment in Brooklyn, New York.\u003c/p>\n\u003cp>Banks has never been formally trained to teach online, but that hasn't stopped him from trying to make his classes as engaging and challenging as possible.\u003c/p>\n\u003cp>\"I really took the opportunity in March to be like, 'I just have to figure this out.' [It was] a do or die for me,\" Banks says.\u003c/p>\n\u003cp>Now, with \u003ca href=\"https://www.edweek.org/ew/section/multimedia/school-districts-reopening-plans-a-snapshot.html\">many of the nation's largest school districts\u003c/a> beginning the fall semester online-only, Banks is part of a national effort to improve the quality of distance learning. The goal: Deliver better online learning, at no charge, to any district that wants it.\u003c/p>\n\u003cp>A group of public and charter school leaders launched an online pilot this summer called the National Summer School Initiative. (They are funded by education philanthropists, including the Michael & Susan Dell Foundation and the Walton Family Foundation, which is also an NPR funder.) Co-founder Ian Rowe, who leads Public Prep charter schools in New York City, says they are working right now with about 12,000 students in more than 50 locations. Rowe and his co-founders want to know: \"Could we, over a five-week summer program, start to really isolate certain best practice principles that could then survive into the fall?\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>NSSI centers on mentor teachers, like Wayne Banks, who tape video lessons with a group of \"showcase students\" — kind of like you'll see workout instructors on YouTube leading a few people through a routine with modifications for different levels of fitness.\u003c/p>\n\u003cp>Banks is invested in his own best practices to keep his students actively learning and discussing math concepts. In the spring he found a website called \u003ca href=\"https://whiteboard.fi/\">whiteboard.fi\u003c/a> that allows his students to work on a problem while he watches \"over their shoulders\" and then engages them in discussions, sometimes in Zoom breakout rooms. \"That is the core of my class,\" he says. \"We are talking about math every single day.\"\u003c/p>\n\u003cp>He also takes the time to get to know his students and make sure they know each other. He does icebreaker games, calls them at home and recently, when he got a new keyboard, he played them a song.\u003c/p>\n\u003cp>Banks says that as a mentor teacher, his role is to \"guide and inspire\" a group of partner teachers who work more closely with groups of 25 or 30 students. Collaborating on lesson planning, he says, is helpful for everyone's professional development.\u003c/p>\n\u003cp>\"Hundreds of teachers from across the country are all teaching the same content as you. And you know, the way that one person thinks about a math problem is not the way that someone else thinks about a math problem.\" He says being able to talk over strategies \"can create ideas and generate just like a fresh electric energy around being able to teach kids at a high level.\"\u003c/p>\n\u003cp>As far as remote teaching goes, NSSI's offerings resemble what some better-resourced private schools were doing in the spring. Together, the mentor and partner teachers are teaching nearly four hours of classes a day this summer. NSSI has partnered with the nonprofit \u003ca href=\"https://www.biobus.org/at-home/\">Biobus\u003c/a> for science instruction and the National Dance Institute for movement classes.\u003c/p>\n\u003cp>Many public schools with lower-income students, by contrast, offered only a minimum of real-time instruction this past spring. A \u003ca href=\"https://www.air.org/sites/default/files/National-Survey-on-Public-Educations-Coronavirus-Pandemic-Response-First-Look-July-2020.pdf\">recent survey\u003c/a> of 474 school districts by the American Institutes for Research showed that high-poverty districts generally had lower expectations for how long students should be spending on schoolwork each day. Elementary schools were less likely to offer live classes taught by the student's own teacher. And students in high-poverty schools were more likely to be reviewing material rather than learning something new.\u003c/p>\n\u003cp>Sarah Evrard's daughter Lillian is going into fourth grade at a Catholic school in Milwaukee and is taking summer school classes now with NSSI. Evrard says that in the spring, Lillian and her classmates \"would have Zoom meetings with their teachers daily and then they would pick up a packet at school, which was their work for the week.\" She says the school avoided doing a lot of real-time instruction because some children were sharing devices with siblings, and some families were working during the day and had to oversee schoolwork in the evenings. \"But the piece that for us felt was kind of missing was that one-on-one teacher interaction.\"\u003c/p>\n\u003cp>She says that's exactly what they're getting with NSSI, and her daughter loves it. \"She was not exactly thrilled when I told her she was signing up for summer school,\" Evrard says, but now Lillian is being challenged and engaged, and she's meeting kids from all over the country.\u003c/p>\n\u003cp>Ian Rowe says his organization is hoping to team up with schools around the country in the fall. He says school systems can either pick their own local superstar teachers to be mentors, or they can use the initiative's teachers and lessons. Local teachers can then network with others around the country and get feedback on their online performance in a way that didn't necessarily happen this past semester.\u003c/p>\n\u003cp>\"Frankly, we were all thrust into remote learning in the spring. And, you know, not everyone was ready for that,\" Rowe says. \"Now I think we've learned a lot about what elements can work and we're trying to be a resource on that front.\"\u003c/p>\n\u003cp>But some are concerned that this program may be overpromising. For one, the equity issues that interfere with some families being able to take part in real-time instruction — including some of Lillian Evrard's classmates — aren't going anywhere. Many districts are still working on getting devices and Wi-Fi to all students amid widespread budget cuts. And while NSSI won't necessarily cost districts money, the organization is not providing computers or an Internet connection.\u003c/p>\n\u003cp>And then there's the pedagogy. Many high-performing charter school networks that are associated with NSSI, like Achievement First and Ascend Learning, have been criticized in the past for an approach to teaching that is \u003ca href=\"https://blog.kiddom.co/the-mcdonaldization-of-pedagogy/\">overly scripted and standardized\u003c/a> and that emphasizes high test scores above all. This \"no-excuses\" model has been\u003ca href=\"https://blogs.edweek.org/edweek/charterschoice/2019/03/no_excuses_charter_schools_may_be_falling_out_of_favor.html\"> falling out of favor \u003c/a>in recent years.\u003c/p>\n\u003cp>Justin Reich is a researcher in education technology at the Massachusetts Institute of Technology. He has been working with districts and listening to students and teachers to \u003ca href=\"https://edarxiv.org/ufr4q\">help reimagine instruction this fall.\u003c/a> He says he'd prefer to see each district give teachers the time, training and empowerment to plan online teaching right, rather than rushing for a prefabricated solution.\u003c/p>\n\u003cp>\"I think \u003cem>adequate\u003c/em> turnkey instruction may be possible,\" Reich says. \"I don't think it's responsible to promise \u003cem>excellent\u003c/em> turnkey curriculum and training.\"\u003c/p>\n\u003cp>However, Reich acknowledges that with so many districts scrambling to plan remote learning this fall, NSSI may be on to something. He says simply putting a lot of talented teachers together and giving them training and a clear direction \"can, in lots of cases, be way better than having every school and district figure these things out on their own.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It's almost August. Many districts may be grateful for an out-of-the box solution — in both senses of the phrase.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Can+Online+Learning+Be+Better+This+Fall%3F+These+Educators+Think+So&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56373/can-online-learning-be-better-this-fall-these-educators-think-so","authors":["byline_mindshift_56373"],"categories":["mindshift_21358"],"tags":["mindshift_21344","mindshift_21343","mindshift_358","mindshift_384","mindshift_122","mindshift_21359"],"featImg":"mindshift_56374","label":"mindshift"},"mindshift_56205":{"type":"posts","id":"mindshift_56205","meta":{"index":"posts_1591205157","site":"mindshift","id":"56205","score":null,"sort":[1595319045000]},"guestAuthors":[],"slug":"how-designing-accessible-curriculum-for-all-can-help-make-online-learning-more-equitable","title":"How Designing Accessible Curriculum For All Can Help Make Online Learning More Equitable","publishDate":1595319045,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">As the dust settles from emergency distance learning, schools now have the summer to reckon with what worked and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56068/how-teachers-want-emergency-distance-learning-improved\">\u003cspan style=\"font-weight: 400\">what must change\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as they grapple with the uncertainty of the next academic year. Whatever the fate of online learning, the past months have \u003c/span>\u003ca href=\"https://www.theguardian.com/world/2020/apr/13/coronavirus-covid-19-exposes-cracks-us-digital-divide\">\u003cspan style=\"font-weight: 400\">exposed some glaring disparities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in access to education and technology, while families with children who have disabilities and \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/05/13/well/family/coronavirus-shutdowns-children-special-needs-adhd-autism.html\">\u003cspan style=\"font-weight: 400\">special needs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> experienced significant challenges even when technology was available. Consequently, many parents have been left feeling helpless, guilty and defeated by their inability to simulate school at home.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some educators who want to make online learning more engaging and accessible are exploring the Universal Design for Learning (UDL) framework. UDL – originally developed by researchers at the Center for Applied Special Technology (\u003c/span>\u003ca href=\"http://www.cast.org/\">\u003cspan style=\"font-weight: 400\">CAST\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">) in collaboration with Harvard University – supports special education students, but its flexibility, technology guidelines and aim to individualize learning are best practices that can serve every student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“While UDL can benefit students with disabilities, \u003c/span>\u003cspan style=\"font-weight: 400\">it’s a way of thinking about how to make instruction accessible for all,” said \u003ca href=\"https://coe.hawaii.edu/sped/directory/kavitar/\">Kavita Rao\u003c/a>, a professor in the department of special education at the University of Hawai‘i. “The beauty of UDL is that it addresses ‘learner variability’, which is the norm in our classrooms.”\u003c/span>\u003c/p>\n\u003cp>https://youtu.be/bDvKnY0g6e4\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A key premise of UDL is that there is no “average learner.” Every learner has a unique set of characteristics – including strengths, preferences and learning needs – that may change or evolve in varied contexts. \u003c/span>\u003cspan style=\"font-weight: 400\">Whether deployed in a classroom or online, UDL focuses on integrating flexible pathways to learning that can address learner variability.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But what does this look like in practice, and how feasible is it for educators to implement the framework?\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Online Class Design\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unsurprisingly, the way in which an online class is designed can significantly impact how learners engage with and process the instructional material. Some online lessons can be text heavy, require high reading proficiency and offer narrow assessment options. Also, many rely on prepackaged content such as Khan Academy or Study Island.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“These content management systems were created to follow specific standards and give specific lessons,” said \u003ca href=\"https://specialedu.ku.edu/sean-smith\">Sean Smith\u003c/a>, a professor of special education at the University of Kansas. “And those are the areas that are fraught with barriers for a lot of our learners with disabilities.” Teachers and parents should identify where the barriers are in varied curriculum offerings and build in supports as needed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than 14 percent of students enrolled in U.S. schools receive special education services, but the classroom protocols designed to accommodate specific needs do not cleanly translate to online delivery. For example, children who are non-verbal can have trouble communicating online without adequate technology, while those with processing issues may struggle to internalize instructions without close guidance. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Online learning can also make demands on executive function, a set of cognitive processes that help kids prioritize, organize, maintain attention, regulate behavior, and control distractions. Many students struggle with executive function, but it can be particularly challenging for kids with special needs and, in the absence of established classroom routines, the onus to assist falls on parents, many of whom are overwhelmed and/or working.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One of the challenges at the elementary and middle school level has been the need for the parent or the adult to become a learning coach,” said Smith. “The executive function skills that are required for that level of independence in online learning are all challenges for students. The role of the adult at home has been vital to success, and we’ve found that if the parent is not available, students tend to leave the online environment.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Universal Design for Online Learning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The focus of UDL is to reduce barriers in curriculum and make instruction engaging and accessible to all learners, according to\u003c/span>\u003cspan style=\"font-weight: 400\"> Rao. “\u003c/span>\u003cspan style=\"font-weight: 400\">The UDL framework provides a structure to think about how you can design activities and assignments that integrate supports for students.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">UDL originates in the \u003c/span>\u003ca href=\"http://www.accessiblesociety.org/topics/universaldesign/\">\u003cspan style=\"font-weight: 400\">universal design\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> movement in architecture that strove to make buildings and built environments accessible to all people. Similarly, its curricular incarnation provides a series of guidelines to help educators design accessible learning conditions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The guidelines focus on ways to intentionally and proactively design learning environments and instruction, building in flexibility, supports and scaffolding that can help all learners succeed,” said Rao.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By “supports” Rao means a flexible repertoire of tools and strategies adapted to accommodate a range of learners. The \u003c/span>\u003ca href=\"http://udlguidelines.cast.org/\">\u003cspan style=\"font-weight: 400\">UDL guidelines\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> organize supports according to three umbrella categories: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">representation\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which assists learners by presenting information in diverse multisensory formats; \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">action and expression\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which lets kids interact and respond to what they’ve learned in a variety of ways; and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">engagement\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which is achieved by providing students with options and approaches which are relevant to their interests.\u003c/span>\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=wVTm8vQRvNc\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Multimodality is the lynchpin of the UDL approach. Written instructions might also be delivered as video, audio or as a series of images. Similarly, the framework encourages offering a variety of options by which students can respond to what they learn, whether they create comics, podcasts, short videos, infographics or voice-to-text dictations. Finally, the framework supports executive function by delivering information in manageable “chunks,” using visual checklists, auditory prompts and providing regular feedback. This way, learners are empowered to access and process information in a way that works for them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to the instructional benefits, some educators report that UDL helps better connect them to their students. “Teachers who provide feedback, participate in activities and use various ways to explain, approach or deliver instruction will motivate students and show them you care: using a meme to evoke humor that relates to the topic, videos that explain a definition, being available for discussion via virtual meetings, or using a Tik-Tok video to deliver instruction,” said Jonah Nakaza-Koizumi, a PhD candidate and special education teacher at Roosevelt High School in Honolulu.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Originally designed for traditional in-person classroom settings, UDL’s reliance on multimedia and technology translates well to online delivery.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In some cases, it can be easier to implement UDL online because there are many different digital tools that can easily be built into the framework of the course that may be harder to integrate in a face-to-face setting,” said Cary Torres, who instructs on UDL at Kapi’Olani Community College. Torres found that applying UDL online can benefit students who struggle in face-to-face classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Providing multiple means of action and expression with digital tools has helped many of my students who are language learners and students who have anxiety,” said Torres. “I have used online text-based discussion boards and Flipgrid videos and noticed that students who often do not participate much in class discussions provide much more detailed and thoughtful contributions and feedback.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, the shift online is not without obstacles. “Moving from a classroom environment to an online environment can be a challenge because there are more constraints,” said Nakaza-Koizumi. “The teacher has to be very meticulous and clear of what he or she is posting, asking, and requiring of the student. This is not to say it isn’t the same in a classroom, but there is and can be a lot more fluidity in design in a classroom.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To support the integration of UDL in online learning, professors Rao, Smith and Torres launched \u003c/span>\u003ca href=\"https://schoolvirtually.org/\">\u003cspan style=\"font-weight: 400\">School Virtually\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an open website that curates an array of free tools with corresponding guidelines to support educators and parents who seek to implement the framework.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Designing for Success: Start Small and Iterate\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The prospect of integrating UDL for the first time can be daunting. Torres recommends a gradual approach for educators to ease into it according to their level of comfort. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When people first look at the \u003c/span>\u003ca href=\"http://udlguidelines.cast.org/\">\u003cspan style=\"font-weight: 400\">guidelines\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they see the 31 checkpoints and sometimes feel overwhelmed thinking that they are supposed to implement all of them in every lesson,” said Torres. “If they first think about what barriers they want to reduce, they can then look at the guidelines like a menu that they can choose from to meet their needs. I also advise teachers to start small. As they successfully use UDL, they can then build in more and more supports in subsequent lessons, but if they try to do everything at once, they may feel overwhelmed and give up. The more you use UDL, the more these ideas will naturally come to you as you are designing lessons, and it will become easier to redesign or revise curriculum and instruction little by little.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As with any design process, developing a UDL curriculum is an iterative cycle of implementation, reflection, and adjustment, and it can be integrated during the \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/2158244016680688\">\u003cspan style=\"font-weight: 400\">lesson planning process\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In my courses, I teach students to use the \u003c/span>\u003ca href=\"https://drive.google.com/file/d/1GRIw335-onpNq4Kq8vbsqjxBgV_iYGLr/view?usp=sharing\">\u003cspan style=\"font-weight: 400\">UDL Design Cycle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is essentially just a systematic step-by-step process to start with your goals, consider barriers and students’ preferences/needs, and then develop assessments and methods that can reduce barriers and take students’ preferences into account. This gives teachers a way to take the UDL framework and apply it to a design thinking process,” said Rao.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is impossible to predict the extent to which online learning will play into the immediate future of education, but what is clear is that further efforts must aim for inclusivity in design and deployment. Universal Design for Learning offers accessibility for special education students and, perhaps even more importantly, it unfolds a vision of education, whether online or in the classroom, which supports all learners to thrive.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Universal Design for All\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As Rao points out, UDL improves the quality of instruction for special needs students, but its flexibility and adaptability is a boon to any learning environment. High school teacher Robin Dazzeo learned about UDL as part of her training in special education, but she now integrates the framework in her regular sophomore English classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“UDL is a natural fit for me when designing, planning, and implementing lessons, both in our face-to-face curriculum and now as we are teaching remotely. It is so important to consider the ways in which each learner can access the curriculum and demonstrate mastery before actually teaching the lesson. I’m thankful for my [special education] background, which makes it second nature to adapt and modify my lessons to meet the needs of all of my students as I’m going along rather than wait to see who is struggling after instruction.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, the UDL framework provides a cohesive foundation by which to integrate technology for learning. “It facilitates the mind-shift needed for teachers to adopt new technologies and practices. UDL provides the rationale frame for how these new tools or approaches help students. It creates links between various options for student work, and how that work aligns with their unique needs and preferences,” said Jon Pennington, an Instructional Technology Specialist at an independent K12 school.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>This story is part of a MindShift series that explores solutions for returning to school during the COVID19 pandemic, supported in part by the \u003c/i>\u003ca href=\"https://www.schusterman.org/\">\u003cspan class=\"s2\">\u003ci>Charles\u003c/i>\u003c/span>\u003cspan class=\"s3\"> \u003c/span>\u003cspan class=\"s4\">\u003ci>and Lynn Schusterman Family Foundation\u003c/i>\u003c/span>\u003c/a>\u003ci>. MindShift retains sole editorial control over all content. \u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Teachers can ease some of the issues with distance learning by applying universal design for learning principles and creating lessons that are accessible multiple ways. ","status":"publish","parent":0,"modified":1595319178,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":32,"wordCount":1927},"headData":{"title":"How Designing Accessible Curriculum For All Can Help Make Online Learning More Equitable - MindShift","description":"Teachers can ease some of the issues with distance learning by applying universal design for learning principles and creating lessons that are accessible multiple ways. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"56205 https://ww2.kqed.org/mindshift/?p=56205","disqusUrl":"https://ww2.kqed.org/mindshift/2020/07/21/how-designing-accessible-curriculum-for-all-can-help-make-online-learning-more-equitable/","disqusTitle":"How Designing Accessible Curriculum For All Can Help Make Online Learning More Equitable","path":"/mindshift/56205/how-designing-accessible-curriculum-for-all-can-help-make-online-learning-more-equitable","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">As the dust settles from emergency distance learning, schools now have the summer to reckon with what worked and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/56068/how-teachers-want-emergency-distance-learning-improved\">\u003cspan style=\"font-weight: 400\">what must change\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as they grapple with the uncertainty of the next academic year. Whatever the fate of online learning, the past months have \u003c/span>\u003ca href=\"https://www.theguardian.com/world/2020/apr/13/coronavirus-covid-19-exposes-cracks-us-digital-divide\">\u003cspan style=\"font-weight: 400\">exposed some glaring disparities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in access to education and technology, while families with children who have disabilities and \u003c/span>\u003ca href=\"https://www.nytimes.com/2020/05/13/well/family/coronavirus-shutdowns-children-special-needs-adhd-autism.html\">\u003cspan style=\"font-weight: 400\">special needs\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> experienced significant challenges even when technology was available. Consequently, many parents have been left feeling helpless, guilty and defeated by their inability to simulate school at home.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some educators who want to make online learning more engaging and accessible are exploring the Universal Design for Learning (UDL) framework. UDL – originally developed by researchers at the Center for Applied Special Technology (\u003c/span>\u003ca href=\"http://www.cast.org/\">\u003cspan style=\"font-weight: 400\">CAST\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">) in collaboration with Harvard University – supports special education students, but its flexibility, technology guidelines and aim to individualize learning are best practices that can serve every student.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“While UDL can benefit students with disabilities, \u003c/span>\u003cspan style=\"font-weight: 400\">it’s a way of thinking about how to make instruction accessible for all,” said \u003ca href=\"https://coe.hawaii.edu/sped/directory/kavitar/\">Kavita Rao\u003c/a>, a professor in the department of special education at the University of Hawai‘i. “The beauty of UDL is that it addresses ‘learner variability’, which is the norm in our classrooms.”\u003c/span>\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/bDvKnY0g6e4'\n title='//www.youtube.com/embed/bDvKnY0g6e4'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">A key premise of UDL is that there is no “average learner.” Every learner has a unique set of characteristics – including strengths, preferences and learning needs – that may change or evolve in varied contexts. \u003c/span>\u003cspan style=\"font-weight: 400\">Whether deployed in a classroom or online, UDL focuses on integrating flexible pathways to learning that can address learner variability.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But what does this look like in practice, and how feasible is it for educators to implement the framework?\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Online Class Design\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Unsurprisingly, the way in which an online class is designed can significantly impact how learners engage with and process the instructional material. Some online lessons can be text heavy, require high reading proficiency and offer narrow assessment options. Also, many rely on prepackaged content such as Khan Academy or Study Island.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“These content management systems were created to follow specific standards and give specific lessons,” said \u003ca href=\"https://specialedu.ku.edu/sean-smith\">Sean Smith\u003c/a>, a professor of special education at the University of Kansas. “And those are the areas that are fraught with barriers for a lot of our learners with disabilities.” Teachers and parents should identify where the barriers are in varied curriculum offerings and build in supports as needed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than 14 percent of students enrolled in U.S. schools receive special education services, but the classroom protocols designed to accommodate specific needs do not cleanly translate to online delivery. For example, children who are non-verbal can have trouble communicating online without adequate technology, while those with processing issues may struggle to internalize instructions without close guidance. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Online learning can also make demands on executive function, a set of cognitive processes that help kids prioritize, organize, maintain attention, regulate behavior, and control distractions. Many students struggle with executive function, but it can be particularly challenging for kids with special needs and, in the absence of established classroom routines, the onus to assist falls on parents, many of whom are overwhelmed and/or working.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One of the challenges at the elementary and middle school level has been the need for the parent or the adult to become a learning coach,” said Smith. “The executive function skills that are required for that level of independence in online learning are all challenges for students. The role of the adult at home has been vital to success, and we’ve found that if the parent is not available, students tend to leave the online environment.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Universal Design for Online Learning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The focus of UDL is to reduce barriers in curriculum and make instruction engaging and accessible to all learners, according to\u003c/span>\u003cspan style=\"font-weight: 400\"> Rao. “\u003c/span>\u003cspan style=\"font-weight: 400\">The UDL framework provides a structure to think about how you can design activities and assignments that integrate supports for students.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">UDL originates in the \u003c/span>\u003ca href=\"http://www.accessiblesociety.org/topics/universaldesign/\">\u003cspan style=\"font-weight: 400\">universal design\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> movement in architecture that strove to make buildings and built environments accessible to all people. Similarly, its curricular incarnation provides a series of guidelines to help educators design accessible learning conditions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The guidelines focus on ways to intentionally and proactively design learning environments and instruction, building in flexibility, supports and scaffolding that can help all learners succeed,” said Rao.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">By “supports” Rao means a flexible repertoire of tools and strategies adapted to accommodate a range of learners. The \u003c/span>\u003ca href=\"http://udlguidelines.cast.org/\">\u003cspan style=\"font-weight: 400\">UDL guidelines\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> organize supports according to three umbrella categories: \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">representation\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which assists learners by presenting information in diverse multisensory formats; \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">action and expression\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which lets kids interact and respond to what they’ve learned in a variety of ways; and \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">engagement\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">, which is achieved by providing students with options and approaches which are relevant to their interests.\u003c/span>\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/wVTm8vQRvNc'\n title='//www.youtube.com/embed/wVTm8vQRvNc'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Multimodality is the lynchpin of the UDL approach. Written instructions might also be delivered as video, audio or as a series of images. Similarly, the framework encourages offering a variety of options by which students can respond to what they learn, whether they create comics, podcasts, short videos, infographics or voice-to-text dictations. Finally, the framework supports executive function by delivering information in manageable “chunks,” using visual checklists, auditory prompts and providing regular feedback. This way, learners are empowered to access and process information in a way that works for them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition to the instructional benefits, some educators report that UDL helps better connect them to their students. “Teachers who provide feedback, participate in activities and use various ways to explain, approach or deliver instruction will motivate students and show them you care: using a meme to evoke humor that relates to the topic, videos that explain a definition, being available for discussion via virtual meetings, or using a Tik-Tok video to deliver instruction,” said Jonah Nakaza-Koizumi, a PhD candidate and special education teacher at Roosevelt High School in Honolulu.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Originally designed for traditional in-person classroom settings, UDL’s reliance on multimedia and technology translates well to online delivery.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In some cases, it can be easier to implement UDL online because there are many different digital tools that can easily be built into the framework of the course that may be harder to integrate in a face-to-face setting,” said Cary Torres, who instructs on UDL at Kapi’Olani Community College. Torres found that applying UDL online can benefit students who struggle in face-to-face classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Providing multiple means of action and expression with digital tools has helped many of my students who are language learners and students who have anxiety,” said Torres. “I have used online text-based discussion boards and Flipgrid videos and noticed that students who often do not participate much in class discussions provide much more detailed and thoughtful contributions and feedback.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, the shift online is not without obstacles. “Moving from a classroom environment to an online environment can be a challenge because there are more constraints,” said Nakaza-Koizumi. “The teacher has to be very meticulous and clear of what he or she is posting, asking, and requiring of the student. This is not to say it isn’t the same in a classroom, but there is and can be a lot more fluidity in design in a classroom.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To support the integration of UDL in online learning, professors Rao, Smith and Torres launched \u003c/span>\u003ca href=\"https://schoolvirtually.org/\">\u003cspan style=\"font-weight: 400\">School Virtually\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, an open website that curates an array of free tools with corresponding guidelines to support educators and parents who seek to implement the framework.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Designing for Success: Start Small and Iterate\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The prospect of integrating UDL for the first time can be daunting. Torres recommends a gradual approach for educators to ease into it according to their level of comfort. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“When people first look at the \u003c/span>\u003ca href=\"http://udlguidelines.cast.org/\">\u003cspan style=\"font-weight: 400\">guidelines\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they see the 31 checkpoints and sometimes feel overwhelmed thinking that they are supposed to implement all of them in every lesson,” said Torres. “If they first think about what barriers they want to reduce, they can then look at the guidelines like a menu that they can choose from to meet their needs. I also advise teachers to start small. As they successfully use UDL, they can then build in more and more supports in subsequent lessons, but if they try to do everything at once, they may feel overwhelmed and give up. The more you use UDL, the more these ideas will naturally come to you as you are designing lessons, and it will become easier to redesign or revise curriculum and instruction little by little.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As with any design process, developing a UDL curriculum is an iterative cycle of implementation, reflection, and adjustment, and it can be integrated during the \u003c/span>\u003ca href=\"https://journals.sagepub.com/doi/full/10.1177/2158244016680688\">\u003cspan style=\"font-weight: 400\">lesson planning process\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“In my courses, I teach students to use the \u003c/span>\u003ca href=\"https://drive.google.com/file/d/1GRIw335-onpNq4Kq8vbsqjxBgV_iYGLr/view?usp=sharing\">\u003cspan style=\"font-weight: 400\">UDL Design Cycle\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which is essentially just a systematic step-by-step process to start with your goals, consider barriers and students’ preferences/needs, and then develop assessments and methods that can reduce barriers and take students’ preferences into account. This gives teachers a way to take the UDL framework and apply it to a design thinking process,” said Rao.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It is impossible to predict the extent to which online learning will play into the immediate future of education, but what is clear is that further efforts must aim for inclusivity in design and deployment. Universal Design for Learning offers accessibility for special education students and, perhaps even more importantly, it unfolds a vision of education, whether online or in the classroom, which supports all learners to thrive.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Universal Design for All\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As Rao points out, UDL improves the quality of instruction for special needs students, but its flexibility and adaptability is a boon to any learning environment. High school teacher Robin Dazzeo learned about UDL as part of her training in special education, but she now integrates the framework in her regular sophomore English classes.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“UDL is a natural fit for me when designing, planning, and implementing lessons, both in our face-to-face curriculum and now as we are teaching remotely. It is so important to consider the ways in which each learner can access the curriculum and demonstrate mastery before actually teaching the lesson. I’m thankful for my [special education] background, which makes it second nature to adapt and modify my lessons to meet the needs of all of my students as I’m going along rather than wait to see who is struggling after instruction.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, the UDL framework provides a cohesive foundation by which to integrate technology for learning. “It facilitates the mind-shift needed for teachers to adopt new technologies and practices. UDL provides the rationale frame for how these new tools or approaches help students. It creates links between various options for student work, and how that work aligns with their unique needs and preferences,” said Jon Pennington, an Instructional Technology Specialist at an independent K12 school.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>This story is part of a MindShift series that explores solutions for returning to school during the COVID19 pandemic, supported in part by the \u003c/i>\u003ca href=\"https://www.schusterman.org/\">\u003cspan class=\"s2\">\u003ci>Charles\u003c/i>\u003c/span>\u003cspan class=\"s3\"> \u003c/span>\u003cspan class=\"s4\">\u003ci>and Lynn Schusterman Family Foundation\u003c/i>\u003c/span>\u003c/a>\u003ci>. MindShift retains sole editorial control over all content. \u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/56205/how-designing-accessible-curriculum-for-all-can-help-make-online-learning-more-equitable","authors":["11107"],"categories":["mindshift_21358"],"tags":["mindshift_21366","mindshift_358","mindshift_20701","mindshift_289","mindshift_384","mindshift_20934","mindshift_21050"],"featImg":"mindshift_56326","label":"mindshift"},"mindshift_55873":{"type":"posts","id":"mindshift_55873","meta":{"index":"posts_1591205157","site":"mindshift","id":"55873","score":null,"sort":[1588829239000]},"guestAuthors":[],"slug":"taking-dance-soccer-and-other-after-school-activities-online","title":"Taking Dance, Soccer and Other After School Activities Online","publishDate":1588829239,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When Jessyka Bagdon set out to move her tap dancing classes online, big questions started popping up right away: What about kids who don't own their own tap shoes? How to tap dance at home without ruining the floor?\u003c/p>\n\u003cp>And then came the really big challenge: Online programs like Zoom are designed for meetings, not dance classes. \"They're made to pick up voices,\" she explains, not the clickety clack of tap-dancing shoes. \"So how do we make the system not filter out our tap sounds as background noise?\"\u003c/p>\n\u003cp>So Blagdon, an instructor at 'Knock on Wood Tap Studio' in Washington, D.C., set about problem-solving. No tap shoes? Turns out Mary Jane flats work well. Saving the floor? A piece of plywood does the trick. And that muffled sound over Zoom? Blagdon says fiddling around with some computer settings can help.\u003c/p>\n\u003cp>In the nation's capital, like the rest of the country, kids cooped up at home for weeks now are craving both physical activity and the mental and creative challenges that extracurricular activities bring. And ballet instructors, soccer coaches and piano teachers — just to name a few — are finding the shutdown every bit as complicated as schools moving academic lessons online.\u003c/p>\n\u003cp>As their counterparts in schools are finding every day, it's really difficult to explain — watching on a screen — to children in a painting class exactly how to hold the brush to get the right effect. Or to align a young karate student's body just so, for a proper sidekick.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Nevertheless, coaches and instructors are finding creative ways of keeping children active and engaged.\u003c/p>\n\u003cp>Weeks in, Bagdon says she still has the occasional bump but not always because of technology.\u003c/p>\n\u003cp>\"Emmy, how come you're not dancing with us, my friend?\" she asks one 5-year-old who has wandered off screen during class. Her student Emeline has a perfectly valid response, \"Sometimes I go to drink a glass of milk!\"\u003c/p>\n\u003cp>For student athletes looking ahead to a summer of meets, games and matches, and the companionship of their friends and teammates, the shutdown is frustrating.\u003c/p>\n\u003cp>Ava Morales, 16, of Bethesda, Md., was excited about showing off her skills this month in front of hundreds of college recruiters. But instead of being in Arizona, she's stuck at home and can't even see her teammates.\u003c/p>\n\u003cp>\"We're all best friends,\" she says. \"So it's heartbreaking we can't spend time together and that our season is basically cancelled.\" The online activities are comforting, she says, because it helps keep all her team motivated.\u003c/p>\n\u003cp>In the Washington area, 60 local soccer clubs have joined together in a new group called DMV United. And they've made a pledge that, during the shutdown, coaches won't engage in recruiting activities.\u003c/p>\n\u003cp>Tommy Park, with the Alexandria Soccer Association in Virginia, says coaches have shared different online workouts as well as apps that focus on specific soccer skills.\u003c/p>\n\u003cp>\"The apps allow you to log how many juggles you have on the ball in a row and then log that,\" Park explains. \"Maybe you can only get five the first time and then you see your teammates at eight. So try to get nine and you see all of your teammates progress.\"\u003c/p>\n\u003cp>Some players are reviewing championship games on video, or making Instagram videos of soccer tricks; others are reading about sports psychology.\u003c/p>\n\u003cp>But Matt Libber with the Maryland SoccerPlex is clear, this can never replace the adrenaline rush of actually being on the field.\u003c/p>\n\u003cp>And he worries about some of those bigger lessons kids are missing out on, like the importance of losing sometimes.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Competing online or through Instagram, yeah, you're losing but you're not losing,\" he says. A big part of what he and other coaches teach, he says, are \"some of those life lessons that, you know, if you learn them as a kid, it makes being an adult so much easier.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 KQAC-FM. To see more, visit \u003ca>KQAC-FM\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=When+After-School+Is+Shut+Down%2C+Too&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"With schools moved online and kids cooped up at home, soccer coaches, dance instructors and other leaders of extracurricular activites are finding creative ways of keeping kids active and engaged.","status":"publish","parent":0,"modified":1588829299,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":677},"headData":{"title":"Taking Dance, Soccer and Other After School Activities Online | KQED","description":"With schools moved online and kids cooped up at home, soccer coaches, dance instructors and other leaders of extracurricular activites are finding creative ways of keeping kids active and engaged.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"55873 https://ww2.kqed.org/mindshift/?p=55873","disqusUrl":"https://ww2.kqed.org/mindshift/2020/05/06/taking-dance-soccer-and-other-after-school-activities-online/","disqusTitle":"Taking Dance, Soccer and Other After School Activities Online","nprImageCredit":"LA Johnson","nprByline":"Kavitha Cardoza","nprImageAgency":"NPR","nprStoryId":"846958017","nprApiLink":"http://api.npr.org/query?id=846958017&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2020/05/06/846958017/when-after-school-is-shut-down-too?ft=nprml&f=846958017","nprRetrievedStory":"1","nprPubDate":"Wed, 06 May 2020 06:57:00 -0400","nprStoryDate":"Wed, 06 May 2020 06:57:38 -0400","nprLastModifiedDate":"Wed, 06 May 2020 06:57:38 -0400","path":"/mindshift/55873/taking-dance-soccer-and-other-after-school-activities-online","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When Jessyka Bagdon set out to move her tap dancing classes online, big questions started popping up right away: What about kids who don't own their own tap shoes? How to tap dance at home without ruining the floor?\u003c/p>\n\u003cp>And then came the really big challenge: Online programs like Zoom are designed for meetings, not dance classes. \"They're made to pick up voices,\" she explains, not the clickety clack of tap-dancing shoes. \"So how do we make the system not filter out our tap sounds as background noise?\"\u003c/p>\n\u003cp>So Blagdon, an instructor at 'Knock on Wood Tap Studio' in Washington, D.C., set about problem-solving. No tap shoes? Turns out Mary Jane flats work well. Saving the floor? A piece of plywood does the trick. And that muffled sound over Zoom? Blagdon says fiddling around with some computer settings can help.\u003c/p>\n\u003cp>In the nation's capital, like the rest of the country, kids cooped up at home for weeks now are craving both physical activity and the mental and creative challenges that extracurricular activities bring. And ballet instructors, soccer coaches and piano teachers — just to name a few — are finding the shutdown every bit as complicated as schools moving academic lessons online.\u003c/p>\n\u003cp>As their counterparts in schools are finding every day, it's really difficult to explain — watching on a screen — to children in a painting class exactly how to hold the brush to get the right effect. Or to align a young karate student's body just so, for a proper sidekick.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Nevertheless, coaches and instructors are finding creative ways of keeping children active and engaged.\u003c/p>\n\u003cp>Weeks in, Bagdon says she still has the occasional bump but not always because of technology.\u003c/p>\n\u003cp>\"Emmy, how come you're not dancing with us, my friend?\" she asks one 5-year-old who has wandered off screen during class. Her student Emeline has a perfectly valid response, \"Sometimes I go to drink a glass of milk!\"\u003c/p>\n\u003cp>For student athletes looking ahead to a summer of meets, games and matches, and the companionship of their friends and teammates, the shutdown is frustrating.\u003c/p>\n\u003cp>Ava Morales, 16, of Bethesda, Md., was excited about showing off her skills this month in front of hundreds of college recruiters. But instead of being in Arizona, she's stuck at home and can't even see her teammates.\u003c/p>\n\u003cp>\"We're all best friends,\" she says. \"So it's heartbreaking we can't spend time together and that our season is basically cancelled.\" The online activities are comforting, she says, because it helps keep all her team motivated.\u003c/p>\n\u003cp>In the Washington area, 60 local soccer clubs have joined together in a new group called DMV United. And they've made a pledge that, during the shutdown, coaches won't engage in recruiting activities.\u003c/p>\n\u003cp>Tommy Park, with the Alexandria Soccer Association in Virginia, says coaches have shared different online workouts as well as apps that focus on specific soccer skills.\u003c/p>\n\u003cp>\"The apps allow you to log how many juggles you have on the ball in a row and then log that,\" Park explains. \"Maybe you can only get five the first time and then you see your teammates at eight. So try to get nine and you see all of your teammates progress.\"\u003c/p>\n\u003cp>Some players are reviewing championship games on video, or making Instagram videos of soccer tricks; others are reading about sports psychology.\u003c/p>\n\u003cp>But Matt Libber with the Maryland SoccerPlex is clear, this can never replace the adrenaline rush of actually being on the field.\u003c/p>\n\u003cp>And he worries about some of those bigger lessons kids are missing out on, like the importance of losing sometimes.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"Competing online or through Instagram, yeah, you're losing but you're not losing,\" he says. A big part of what he and other coaches teach, he says, are \"some of those life lessons that, you know, if you learn them as a kid, it makes being an adult so much easier.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 KQAC-FM. To see more, visit \u003ca>KQAC-FM\u003c/a>.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=When+After-School+Is+Shut+Down%2C+Too&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55873/taking-dance-soccer-and-other-after-school-activities-online","authors":["byline_mindshift_55873"],"categories":["mindshift_21345"],"tags":["mindshift_21344","mindshift_21343","mindshift_358","mindshift_20784","mindshift_1040","mindshift_384","mindshift_21057"],"featImg":"mindshift_55874","label":"mindshift"},"mindshift_55701":{"type":"posts","id":"mindshift_55701","meta":{"index":"posts_1591205157","site":"mindshift","id":"55701","score":null,"sort":[1586415278000]},"guestAuthors":[],"slug":"4-in-10-u-s-teens-say-they-havent-done-online-learning-since-schools-closed","title":"4 In 10 U.S. Teens Say They Haven't Done Online Learning Since Schools Closed","publishDate":1586415278,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>With most schools closed nationwide because of the coronavirus pandemic, a national poll of young people ages 13 to 17 suggests distance learning has been far from a universal substitute.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.commonsensemedia.org/research/quarterly-survey-series\">poll of 849 teenagers\u003c/a>, by Common Sense Media, conducted with SurveyMonkey, found that as schools across the country transition to some form of online learning, 41% of teenagers overall, including 47% of public school students, say they haven't attended a single online or virtual class.\u003c/p>\n\u003cp>This broad lack of engagement with online learning could be due to many factors. The survey was conducted between March 24 and April 1; some districts may have been on spring break or not have begun regular online classes.\u003c/p>\n\u003cp>There are also resource gaps. In the past few weeks, school districts have purchased and started \u003ca href=\"https://www.kvue.com/article/news/health/coronavirus/coronavirus-austin-round-rock-schools-giving-out-student-laptops/269-1380fc40-1347-46c5-b33a-cc8e23964786\">loaning out\u003c/a> \u003ca href=\"https://www.schools.nyc.gov/learn-at-home/ipad-distribution\">hundreds of thousands\u003c/a> of laptops and tablets and \u003ca href=\"https://www.latimes.com/socal/glendale-news-press/news/story/2020-03-20/spectrum-and-other-internet-providers-offer-free-internet-for-students-at-home\">worked with telecom providers\u003c/a> to get families set up with Internet. But the need is large. Before the pandemic, it was estimated that about \u003ca href=\"https://www.commonsensemedia.org/kids-action/publications/homework-gap\">12 million students\u003c/a> had no broadband access at home.\u003c/p>\n\u003cp>There is a big gap between public and private school students in the survey, with 47% of public school students saying they have not attended a class, compared with just 18% of private school students.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The survey suggests the nation's young people also have a lot on their minds to distract them from online learning. It found that 4 out of 5 teens say they're following news about the coronavirus pandemic closely. More than 60% said they are worried that they, or someone in their family, will be exposed to the virus and that it will have an effect on their family's ability to earn a living. Those numbers were significantly higher among teenagers of color.\u003c/p>\n\u003cp>Jose Luis Vilson, a middle school teacher in the Washington Heights section of New York City, says those findings echo what he's seeing among his students. \"You think about the vast majority of the kids, they're going through their own levels of stress,\" he said.\u003c/p>\n\u003cp>Engaging them right now, in a city that has been at the center of one of the worst outbreaks of the coronavirus, he added, is challenging, and not just for technical reasons: \"There are hundreds of cases just within the school district that I work in of COVID-19.\"\u003c/p>\n\u003cp>And, Vilson adds, many of those students have parents or family members who are essential workers, such as nurses, doctors and home health care aides. \"So really, we as educators have to be mindful of all those things.\"\u003c/p>\n\u003cp>A majority of teens in the survey, 56%, said not being able to keep up with their schoolwork worried them. African American (66%) and Hispanic/Latino (70%) teens were significantly more likely than white teens to report being worried.\u003c/p>\n\u003cp>Research done in past disasters suggests that it is teenagers who are \u003ca href=\"https://www.npr.org/2020/04/02/824964864/nine-out-of-10-of-the-world-s-children-are-out-of-school-what-now\">the most at risk\u003c/a> when school is interrupted. Many are forced to work to earn money or have stay home and take care of younger siblings. They are more likely to drop out and less likely to go on to college.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But, experts say, keeping young people connected to a community improves their future chances. From that point of view, it's a bright spot that most teens say that they're connecting with friends or family outside their household every day, using texting, social media and the old-fashioned telephone. And 68% say they are keeping in regular touch with school, at least by email.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=4+In+10+U.S.+Teens+Say+They+Haven%27t+Done+Online+Learning+Since+Schools+Closed&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"A new national survey also suggests most teens are following coronavirus news closely — and they're worried.","status":"publish","parent":0,"modified":1586415278,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":598},"headData":{"title":"4 In 10 U.S. Teens Say They Haven't Done Online Learning Since Schools Closed | KQED","description":"A new national survey also suggests most teens are following coronavirus news closely — and they're worried.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"55701 https://ww2.kqed.org/mindshift/?p=55701","disqusUrl":"https://ww2.kqed.org/mindshift/2020/04/08/4-in-10-u-s-teens-say-they-havent-done-online-learning-since-schools-closed/","disqusTitle":"4 In 10 U.S. Teens Say They Haven't Done Online Learning Since Schools Closed","nprImageCredit":"LA Johnson","nprByline":"Anya Kamenetz","nprImageAgency":"NPR","nprStoryId":"829618124","nprApiLink":"http://api.npr.org/query?id=829618124&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/coronavirus-live-updates/2020/04/08/829618124/4-in-10-u-s-teens-say-they-havent-done-online-learning-since-schools-closed?ft=nprml&f=829618124","nprRetrievedStory":"1","nprPubDate":"Wed, 08 Apr 2020 11:53:00 -0400","nprStoryDate":"Wed, 08 Apr 2020 09:30:48 -0400","nprLastModifiedDate":"Wed, 08 Apr 2020 11:53:29 -0400","path":"/mindshift/55701/4-in-10-u-s-teens-say-they-havent-done-online-learning-since-schools-closed","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>With most schools closed nationwide because of the coronavirus pandemic, a national poll of young people ages 13 to 17 suggests distance learning has been far from a universal substitute.\u003c/p>\n\u003cp>The \u003ca href=\"https://www.commonsensemedia.org/research/quarterly-survey-series\">poll of 849 teenagers\u003c/a>, by Common Sense Media, conducted with SurveyMonkey, found that as schools across the country transition to some form of online learning, 41% of teenagers overall, including 47% of public school students, say they haven't attended a single online or virtual class.\u003c/p>\n\u003cp>This broad lack of engagement with online learning could be due to many factors. The survey was conducted between March 24 and April 1; some districts may have been on spring break or not have begun regular online classes.\u003c/p>\n\u003cp>There are also resource gaps. In the past few weeks, school districts have purchased and started \u003ca href=\"https://www.kvue.com/article/news/health/coronavirus/coronavirus-austin-round-rock-schools-giving-out-student-laptops/269-1380fc40-1347-46c5-b33a-cc8e23964786\">loaning out\u003c/a> \u003ca href=\"https://www.schools.nyc.gov/learn-at-home/ipad-distribution\">hundreds of thousands\u003c/a> of laptops and tablets and \u003ca href=\"https://www.latimes.com/socal/glendale-news-press/news/story/2020-03-20/spectrum-and-other-internet-providers-offer-free-internet-for-students-at-home\">worked with telecom providers\u003c/a> to get families set up with Internet. But the need is large. Before the pandemic, it was estimated that about \u003ca href=\"https://www.commonsensemedia.org/kids-action/publications/homework-gap\">12 million students\u003c/a> had no broadband access at home.\u003c/p>\n\u003cp>There is a big gap between public and private school students in the survey, with 47% of public school students saying they have not attended a class, compared with just 18% of private school students.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The survey suggests the nation's young people also have a lot on their minds to distract them from online learning. It found that 4 out of 5 teens say they're following news about the coronavirus pandemic closely. More than 60% said they are worried that they, or someone in their family, will be exposed to the virus and that it will have an effect on their family's ability to earn a living. Those numbers were significantly higher among teenagers of color.\u003c/p>\n\u003cp>Jose Luis Vilson, a middle school teacher in the Washington Heights section of New York City, says those findings echo what he's seeing among his students. \"You think about the vast majority of the kids, they're going through their own levels of stress,\" he said.\u003c/p>\n\u003cp>Engaging them right now, in a city that has been at the center of one of the worst outbreaks of the coronavirus, he added, is challenging, and not just for technical reasons: \"There are hundreds of cases just within the school district that I work in of COVID-19.\"\u003c/p>\n\u003cp>And, Vilson adds, many of those students have parents or family members who are essential workers, such as nurses, doctors and home health care aides. \"So really, we as educators have to be mindful of all those things.\"\u003c/p>\n\u003cp>A majority of teens in the survey, 56%, said not being able to keep up with their schoolwork worried them. African American (66%) and Hispanic/Latino (70%) teens were significantly more likely than white teens to report being worried.\u003c/p>\n\u003cp>Research done in past disasters suggests that it is teenagers who are \u003ca href=\"https://www.npr.org/2020/04/02/824964864/nine-out-of-10-of-the-world-s-children-are-out-of-school-what-now\">the most at risk\u003c/a> when school is interrupted. Many are forced to work to earn money or have stay home and take care of younger siblings. They are more likely to drop out and less likely to go on to college.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But, experts say, keeping young people connected to a community improves their future chances. From that point of view, it's a bright spot that most teens say that they're connecting with friends or family outside their household every day, using texting, social media and the old-fashioned telephone. And 68% say they are keeping in regular touch with school, at least by email.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=4+In+10+U.S.+Teens+Say+They+Haven%27t+Done+Online+Learning+Since+Schools+Closed&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55701/4-in-10-u-s-teens-say-they-havent-done-online-learning-since-schools-closed","authors":["byline_mindshift_55701"],"categories":["mindshift_21345"],"tags":["mindshift_21344","mindshift_21343","mindshift_252","mindshift_358","mindshift_20701","mindshift_384"],"featImg":"mindshift_55702","label":"mindshift"},"mindshift_55650":{"type":"posts","id":"mindshift_55650","meta":{"index":"posts_1591205157","site":"mindshift","id":"55650","score":null,"sort":[1585290464000]},"guestAuthors":[],"slug":"the-biggest-distance-learning-experiment-in-history-week-one","title":"The Biggest Distance-Learning Experiment In History: Week One","publishDate":1585290464,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>For 6-year-old Sadie Hernandez, the first day of online school started at her round, wooden kitchen table in Jacksonville, Fla. She turned on an iPad and started talking to her first grade teacher, Robin Nelson.\u003c/p>\n\u003cp>\"Are you ready to do this online stuff?\" her teacher asks, in a video sent to NPR by Hernandez's mother, Audrey.\u003c/p>\n\u003cp>\"Yeah,\" Sadie responds.\u003cbr>\n\"It's kind of scary isn't it?\"\u003cbr>\n\"Kind of.\"\u003c/p>\n\u003cp>Sadie's teacher reminds her that they'll be using the educational software that she is already familiar with from her face-to-face classes at Ortega Elementary School: \"It's iReady, so we've got that. And we've got WritingCity. And now you know how to meet me in the morning.\"\u003c/p>\n\u003cp>Every state has closed \u003ca href=\"https://www.edweek.org/ew/section/multimedia/map-coronavirus-and-school-closures.html\">at least some public schools\u003c/a> to fight the spread of coronavirus, and some are starting to say they expect to be closed through the end of the school year.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Thrown into the breach, public schools are setting out on an unprecedented experiment: With little training and even fewer resources, in a matter of days they're shifting from a system of education that for centuries has focused on face to face interaction, to one that works entirely at a distance.\u003c/p>\n\u003cp>Diana Greene, the superintendent of Duval County Schools where Robin Nelson teaches, sent an email to her staff on Friday, March 20 that illustrates the magnitude of the effort educators around the country are faced with:\u003c/p>\n\u003cp>\"It is amazing to me that it was just 3 days ago that we made the decision to close schools. In less than 72 hours, Team Duval moved the entire district to an at-home, virtual instruction model. We have managed to troubleshoot the mobilization of meal programs, lack of technology equipment, online teacher training, and a whole host of issues that come with a change of this magnitude. Three days!\u003c/p>\n\u003cp>\"Three days to create, print and distribute about 5 million pages of instructional content. Three days to load classes onto an online platform. Three days to gather online resources so aligned instruction could continue to take place. Three days to train about 8,000 teachers in a whole new way of work. Imagine that!\u003c/p>\n\u003cp>\"Three days to conduct a survey of technology needs from 130,000 students and to prepare thousands of computers for student use. Three days to prepare for neighborhood delivery of school lunches and snacks on our buses so children would not go hungry. Just three days to mobilize a community of partners and volunteers to assist our schools.\"\u003c/p>\n\u003cp>Some families, like Sadie's, are adjusting reasonably well. Her parents are both working from home, still earning paychecks. When Sadie has to concentrate on her lessons, they turn on \"Daniel Tiger\" for her little sister Kate. There's a backyard swimming pool for cooling off when lessons are done.\u003c/p>\n\u003cp>But as a crisis often does, this one has exposed existing inequalities — among schools, among districts and among students. Just over half of the nation's public school children are from families considered low-income, and an estimated\u003ca href=\"https://www.king.senate.gov/imo/media/doc/Letter%20--%20Coronavirus%20Stimulus%20Homework%20Gap%20Insufficient%20Funding%203-22-20%20final.pdf\"> 12 million\u003c/a> lack broadband Internet access at home.\u003c/p>\n\u003cp>Robin Nelson, an educator with 10 years experience, says one of the students in her class has special needs and needs significant accommodation, and the family also struggles financially. \"I've spoken to his mom. There's another little one on the way, if not already arrived.\"\u003c/p>\n\u003cp>And, Nelson notes, for that family and many like it, \"survival is a priority and not, you know, accommodations right now for him.\" Nelson thinks the student may end up repeating a grade. She's also concerned about children whose parents must go out to work, and who are sending their kids to home-based daycares that remain open.\u003c/p>\n\u003cp>She tears up talking about her \"babies\" and how much she misses greeting them at the door with a fist-bump, handshake or hug. Sadie Hernandez wrote a note and drew pictures to leave on her beloved teacher's doorstep.\u003c/p>\n\u003cp>Because of these inherent inequities, some researchers are advocating that public schools focus on making up lost learning when things get back to normal — through summer school and other remediation. That will take extra funding, including money to pay teachers. Douglas Harris, an education researcher and fellow at the Brookings Institution,\u003ca href=\"https://www.brookings.edu/blog/brown-center-chalkboard/2020/03/11/using-federal-stimulus-to-get-schools-through-the-coronavirus-crisis-the-case-for-summer-school-and-summer-teacher-pay/\"> has written a post calling\u003c/a> for school districts to focus on making up time, not on teaching remotely.:\u003c/p>\n\u003cp>\"Studies of online learning suggest not only that students learn less in online environments, compared with in person, but that disadvantaged students learn the least. And that's true even when online teachers have experience and training with online teaching. Under the current emergency, most teachers will not have any experience at all with this approach.\"\u003c/p>\n\u003cp>Nevertheless, with its latest guidance, the federal Education Department has encouraged schools closing due to coronavirus to pursue distance learning quote \"creatively\" and with \"flexibility\", even if they can't reach every student that way.\u003c/p>\n\u003cp>Reminding everyone that this is an unprecedented situation, \"No one wants to have learning coming to a halt across America due to the COVID-19 outbreak,\" reads the guidance, \"and the U.S. Department of Education (Department) does not want to stand in the way of good faith efforts to educate students on-line.\"\u003c/p>\n\u003cp>The Senate coronavirus relief package passed on Wednesday includes $13.5 billion earmarked for schools, which they can use to keep paying staff as well as to buy new technology.\u003c/p>\n\u003cp>As they wait for clearer direction, materials, and training, states and districts are choosing different paths. In the Philadelphia area, districts may use \u003ca href=\"https://whyy.org/articles/philly-area-school-districts-are-closing-to-prepare-for-more-coronavirus-related-closures/\">up snow days left\u003c/a> over from the mild winter. In Chicago, teachers are offering enrichment resources only, instructed to make sure there's \"no new learning.\" Harking back to an earlier era of distance education, Los Angeles Unified is partnering with the local public television stations to pair educational broadcasts with some online resources.\u003c/p>\n\u003cp>Florida, where Robin Nelson teaches, is an example of a state that has moved swiftly to transition as much instruction as possible online. Partly that's because it is home to the Florida Virtual School. That's a public, nonprofit K12 school that has been around for over two decades, and has a solid reputation — its students do about as well as, or a little better than, other students in the state.\u003c/p>\n\u003cp>Before the outbreak, FLVS directly enrolled 200,000 students, primarily in Florida but also across all 50 states and overseas. Now they are looking to double that direct enrollment by the end of April. And the school is also training at least 10,000 Florida teachers to transition their own classes online — via live online trainings and pre-recorded webinars.\u003c/p>\n\u003cp>\"We've partnered with the [state] Department of Education to work with the school districts to support teacher professional development at the district level, to help them ramp up and to be able to teach students online,\" says Courtney Calfee, executive director for global services at FLVS.\u003c/p>\n\u003cp>Nelson says she and other teachers at Ortega Elementary cobbled together online lessons from various sources: \"It's teachers going through and kind of pulling out their materials, saying, hey, PBS has a good thing over here ...\"\u003c/p>\n\u003cp>Paula Renfro leads professional development for Duval County Public Schools, the district where Nelson teaches. She says that in making this swift transition, they decided to lead with their existing \"blended learning resource library,\" including software programs and digital textbooks.\u003c/p>\n\u003cp>\"Really, when we considered how this rollout was going to look, we needed to provide tools, especially in the beginning, that teachers and students had a high comfort level with.\"\u003c/p>\n\u003cp>Another big consideration for schools making this transition is how much time per day to attempt to connect live with students — known as \"synchronous\", or real-time, learning — versus putting out assignments for students to complete on their own — known as asynchronous learning.\u003c/p>\n\u003cp>Where schools and communities have more resources, they seem to be gravitating more toward the synchronous model.\u003c/p>\n\u003cp>NPR put out a call on Twitter and Facebook, and among the responses were families with students at a dozen private schools around the country that are holding live online classes via video chat for up to five hours per day.\u003c/p>\n\u003cp>Interestingly, Justin Reich, an online learning researcher at MIT, says this isn't necessarily the best approach to use, especially in the younger grades. \"Young people don't have the attention or the executive function skills to be able to sit and learn online for hours every day on their own.\"\u003c/p>\n\u003cp>He advocates instead a pattern sometimes known as \"hybrid,\" \"blended learning\" or a \"flipped classroom.\" It's a combination of relatively short, live video check-in meetings and self-paced work, with teachers available to students over email, phone, text or any other method that is convenient to both. In fact, if you are working remotely right now as an adult, it might look pretty similar to that.\u003c/p>\n\u003cp>That's more or less what Robin Nelson is doing with those of her students who are able to connect with her. They do a version of \"morning meeting\" using Microsoft Teams, videoconferencing every morning at 8:30. There, she gives them the assignments for the day.\u003c/p>\n\u003cp>After that, Nelson makes herself available for virtual \"office hours\" from 9 to 11 a.m., so parents can check in. Families are also contacting her throughout the day on their smartphones using ClassDojo, a program she was already using to keep in touch. She's encouraging parents to read to children every day, and even to have some kind of recess.\u003c/p>\n\u003cp>Florida Virtual School does something similar with what it calls its \"high teacher touch\" approach. Assignments are designed to be completed on students' own time. The teacher holds live lessons via video chat either weekly or daily, depending on the course, where students can also talk to each other. At FLVS, some courses also have what's called \"discussion-based assessment,\" where the teacher has a live video conversation with the student to check for mastery.\u003c/p>\n\u003cp>There's one big caveat. This model, Reich says, overwhelmingly relies on a parent or caregiver who can serve as a coach, cheerleader, IT support and general troubleshooter. Until you get perhaps to late middle or high school, there is no such thing as independent solo school via computer — most students just aren't developmentally capable of it.\u003c/p>\n\u003cp>Most of all, Nelson is wondering why her district threw \"a ton of work\" into creating an online model when many of the students she calls \"her babies\" don't have adequate resources to connect right now.\u003c/p>\n\u003cp>\"Some of them have laptops. Some of them have siblings that will be sharing that technology. So, you know, that will make it more difficult.\" Others, she says will be using a parents' phone at best. \"But if the parents are trying to work from home or whatever they're trying to do, it's not gonna be a priority.\"\u003c/p>\n\u003cp>These students who told the school they lacked connectivity, for now, are getting paper homework packets, handed out along with free food from the school lunch program. The plan is to collect the packets in two weeks. The district, like others around the country, is lending out laptops and mobile hotspot devices, but in Duval County middle and high school students get priority over the elementary school students.\u003c/p>\n\u003cp>For the paper packets, \"Who's collecting and who's grading it? How are these kids getting feedback on what they're doing?\" Nelson asks. \"All that's just pretty gray right now.\" She said that during the first week, out of 19 students, \"I have 12 that are working online for at least some (if not all) of the assignments, four that have packets only, two more that have packets but plan on picking up a computer from the district to borrow, and one student that is AWOL.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Renfro, who works for the district, notes that this is early days, and the district hopes to continue getting resources out to students who need them. For students who don't have computers yet, \"we are contacting families through email, telephone each day,\" she says. \"We still have our hands and our arms wrapped around them to support them.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Biggest+Distance-Learning+Experiment+In+History%3A+Week+One&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Districts are scrambling to get remote learning lessons in place. But over half of students live near the poverty line, 14% have a learning disability, and some struggle just to find Internet access.","status":"publish","parent":0,"modified":1585290464,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":43,"wordCount":2076},"headData":{"title":"The Biggest Distance-Learning Experiment In History: Week One | KQED","description":"Districts are scrambling to get remote learning lessons in place. But over half of students live near the poverty line, 14% have a learning disability, and some struggle just to find Internet access.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"55650 https://ww2.kqed.org/mindshift/?p=55650","disqusUrl":"https://ww2.kqed.org/mindshift/2020/03/26/the-biggest-distance-learning-experiment-in-history-week-one/","disqusTitle":"The Biggest Distance-Learning Experiment In History: Week One","nprByline":"Anya Kamenetz","nprImageAgency":"Chris Youssef for NPR","nprStoryId":"821921575","nprApiLink":"http://api.npr.org/query?id=821921575&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2020/03/26/821921575/the-biggest-distance-learning-experiment-in-history-week-one?ft=nprml&f=821921575","nprRetrievedStory":"1","nprPubDate":"Thu, 26 Mar 2020 20:39:00 -0400","nprStoryDate":"Thu, 26 Mar 2020 16:17:00 -0400","nprLastModifiedDate":"Thu, 26 Mar 2020 17:08:51 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2020/03/20200326_atc_the_biggest_distance-learning_experiment_in_history_week_one.mp3?orgId=1&topicId=1013&aggIds=812054919&d=281&p=2&story=821921575&ft=nprml&f=821921575","nprAudioM3u":"http://api.npr.org/m3u/1822114857-28c953.m3u?orgId=1&topicId=1013&aggIds=812054919&d=281&p=2&story=821921575&ft=nprml&f=821921575","path":"/mindshift/55650/the-biggest-distance-learning-experiment-in-history-week-one","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2020/03/20200326_atc_the_biggest_distance-learning_experiment_in_history_week_one.mp3?orgId=1&topicId=1013&aggIds=812054919&d=281&p=2&story=821921575&ft=nprml&f=821921575","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>For 6-year-old Sadie Hernandez, the first day of online school started at her round, wooden kitchen table in Jacksonville, Fla. She turned on an iPad and started talking to her first grade teacher, Robin Nelson.\u003c/p>\n\u003cp>\"Are you ready to do this online stuff?\" her teacher asks, in a video sent to NPR by Hernandez's mother, Audrey.\u003c/p>\n\u003cp>\"Yeah,\" Sadie responds.\u003cbr>\n\"It's kind of scary isn't it?\"\u003cbr>\n\"Kind of.\"\u003c/p>\n\u003cp>Sadie's teacher reminds her that they'll be using the educational software that she is already familiar with from her face-to-face classes at Ortega Elementary School: \"It's iReady, so we've got that. And we've got WritingCity. And now you know how to meet me in the morning.\"\u003c/p>\n\u003cp>Every state has closed \u003ca href=\"https://www.edweek.org/ew/section/multimedia/map-coronavirus-and-school-closures.html\">at least some public schools\u003c/a> to fight the spread of coronavirus, and some are starting to say they expect to be closed through the end of the school year.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Thrown into the breach, public schools are setting out on an unprecedented experiment: With little training and even fewer resources, in a matter of days they're shifting from a system of education that for centuries has focused on face to face interaction, to one that works entirely at a distance.\u003c/p>\n\u003cp>Diana Greene, the superintendent of Duval County Schools where Robin Nelson teaches, sent an email to her staff on Friday, March 20 that illustrates the magnitude of the effort educators around the country are faced with:\u003c/p>\n\u003cp>\"It is amazing to me that it was just 3 days ago that we made the decision to close schools. In less than 72 hours, Team Duval moved the entire district to an at-home, virtual instruction model. We have managed to troubleshoot the mobilization of meal programs, lack of technology equipment, online teacher training, and a whole host of issues that come with a change of this magnitude. Three days!\u003c/p>\n\u003cp>\"Three days to create, print and distribute about 5 million pages of instructional content. Three days to load classes onto an online platform. Three days to gather online resources so aligned instruction could continue to take place. Three days to train about 8,000 teachers in a whole new way of work. Imagine that!\u003c/p>\n\u003cp>\"Three days to conduct a survey of technology needs from 130,000 students and to prepare thousands of computers for student use. Three days to prepare for neighborhood delivery of school lunches and snacks on our buses so children would not go hungry. Just three days to mobilize a community of partners and volunteers to assist our schools.\"\u003c/p>\n\u003cp>Some families, like Sadie's, are adjusting reasonably well. Her parents are both working from home, still earning paychecks. When Sadie has to concentrate on her lessons, they turn on \"Daniel Tiger\" for her little sister Kate. There's a backyard swimming pool for cooling off when lessons are done.\u003c/p>\n\u003cp>But as a crisis often does, this one has exposed existing inequalities — among schools, among districts and among students. Just over half of the nation's public school children are from families considered low-income, and an estimated\u003ca href=\"https://www.king.senate.gov/imo/media/doc/Letter%20--%20Coronavirus%20Stimulus%20Homework%20Gap%20Insufficient%20Funding%203-22-20%20final.pdf\"> 12 million\u003c/a> lack broadband Internet access at home.\u003c/p>\n\u003cp>Robin Nelson, an educator with 10 years experience, says one of the students in her class has special needs and needs significant accommodation, and the family also struggles financially. \"I've spoken to his mom. There's another little one on the way, if not already arrived.\"\u003c/p>\n\u003cp>And, Nelson notes, for that family and many like it, \"survival is a priority and not, you know, accommodations right now for him.\" Nelson thinks the student may end up repeating a grade. She's also concerned about children whose parents must go out to work, and who are sending their kids to home-based daycares that remain open.\u003c/p>\n\u003cp>She tears up talking about her \"babies\" and how much she misses greeting them at the door with a fist-bump, handshake or hug. Sadie Hernandez wrote a note and drew pictures to leave on her beloved teacher's doorstep.\u003c/p>\n\u003cp>Because of these inherent inequities, some researchers are advocating that public schools focus on making up lost learning when things get back to normal — through summer school and other remediation. That will take extra funding, including money to pay teachers. Douglas Harris, an education researcher and fellow at the Brookings Institution,\u003ca href=\"https://www.brookings.edu/blog/brown-center-chalkboard/2020/03/11/using-federal-stimulus-to-get-schools-through-the-coronavirus-crisis-the-case-for-summer-school-and-summer-teacher-pay/\"> has written a post calling\u003c/a> for school districts to focus on making up time, not on teaching remotely.:\u003c/p>\n\u003cp>\"Studies of online learning suggest not only that students learn less in online environments, compared with in person, but that disadvantaged students learn the least. And that's true even when online teachers have experience and training with online teaching. Under the current emergency, most teachers will not have any experience at all with this approach.\"\u003c/p>\n\u003cp>Nevertheless, with its latest guidance, the federal Education Department has encouraged schools closing due to coronavirus to pursue distance learning quote \"creatively\" and with \"flexibility\", even if they can't reach every student that way.\u003c/p>\n\u003cp>Reminding everyone that this is an unprecedented situation, \"No one wants to have learning coming to a halt across America due to the COVID-19 outbreak,\" reads the guidance, \"and the U.S. Department of Education (Department) does not want to stand in the way of good faith efforts to educate students on-line.\"\u003c/p>\n\u003cp>The Senate coronavirus relief package passed on Wednesday includes $13.5 billion earmarked for schools, which they can use to keep paying staff as well as to buy new technology.\u003c/p>\n\u003cp>As they wait for clearer direction, materials, and training, states and districts are choosing different paths. In the Philadelphia area, districts may use \u003ca href=\"https://whyy.org/articles/philly-area-school-districts-are-closing-to-prepare-for-more-coronavirus-related-closures/\">up snow days left\u003c/a> over from the mild winter. In Chicago, teachers are offering enrichment resources only, instructed to make sure there's \"no new learning.\" Harking back to an earlier era of distance education, Los Angeles Unified is partnering with the local public television stations to pair educational broadcasts with some online resources.\u003c/p>\n\u003cp>Florida, where Robin Nelson teaches, is an example of a state that has moved swiftly to transition as much instruction as possible online. Partly that's because it is home to the Florida Virtual School. That's a public, nonprofit K12 school that has been around for over two decades, and has a solid reputation — its students do about as well as, or a little better than, other students in the state.\u003c/p>\n\u003cp>Before the outbreak, FLVS directly enrolled 200,000 students, primarily in Florida but also across all 50 states and overseas. Now they are looking to double that direct enrollment by the end of April. And the school is also training at least 10,000 Florida teachers to transition their own classes online — via live online trainings and pre-recorded webinars.\u003c/p>\n\u003cp>\"We've partnered with the [state] Department of Education to work with the school districts to support teacher professional development at the district level, to help them ramp up and to be able to teach students online,\" says Courtney Calfee, executive director for global services at FLVS.\u003c/p>\n\u003cp>Nelson says she and other teachers at Ortega Elementary cobbled together online lessons from various sources: \"It's teachers going through and kind of pulling out their materials, saying, hey, PBS has a good thing over here ...\"\u003c/p>\n\u003cp>Paula Renfro leads professional development for Duval County Public Schools, the district where Nelson teaches. She says that in making this swift transition, they decided to lead with their existing \"blended learning resource library,\" including software programs and digital textbooks.\u003c/p>\n\u003cp>\"Really, when we considered how this rollout was going to look, we needed to provide tools, especially in the beginning, that teachers and students had a high comfort level with.\"\u003c/p>\n\u003cp>Another big consideration for schools making this transition is how much time per day to attempt to connect live with students — known as \"synchronous\", or real-time, learning — versus putting out assignments for students to complete on their own — known as asynchronous learning.\u003c/p>\n\u003cp>Where schools and communities have more resources, they seem to be gravitating more toward the synchronous model.\u003c/p>\n\u003cp>NPR put out a call on Twitter and Facebook, and among the responses were families with students at a dozen private schools around the country that are holding live online classes via video chat for up to five hours per day.\u003c/p>\n\u003cp>Interestingly, Justin Reich, an online learning researcher at MIT, says this isn't necessarily the best approach to use, especially in the younger grades. \"Young people don't have the attention or the executive function skills to be able to sit and learn online for hours every day on their own.\"\u003c/p>\n\u003cp>He advocates instead a pattern sometimes known as \"hybrid,\" \"blended learning\" or a \"flipped classroom.\" It's a combination of relatively short, live video check-in meetings and self-paced work, with teachers available to students over email, phone, text or any other method that is convenient to both. In fact, if you are working remotely right now as an adult, it might look pretty similar to that.\u003c/p>\n\u003cp>That's more or less what Robin Nelson is doing with those of her students who are able to connect with her. They do a version of \"morning meeting\" using Microsoft Teams, videoconferencing every morning at 8:30. There, she gives them the assignments for the day.\u003c/p>\n\u003cp>After that, Nelson makes herself available for virtual \"office hours\" from 9 to 11 a.m., so parents can check in. Families are also contacting her throughout the day on their smartphones using ClassDojo, a program she was already using to keep in touch. She's encouraging parents to read to children every day, and even to have some kind of recess.\u003c/p>\n\u003cp>Florida Virtual School does something similar with what it calls its \"high teacher touch\" approach. Assignments are designed to be completed on students' own time. The teacher holds live lessons via video chat either weekly or daily, depending on the course, where students can also talk to each other. At FLVS, some courses also have what's called \"discussion-based assessment,\" where the teacher has a live video conversation with the student to check for mastery.\u003c/p>\n\u003cp>There's one big caveat. This model, Reich says, overwhelmingly relies on a parent or caregiver who can serve as a coach, cheerleader, IT support and general troubleshooter. Until you get perhaps to late middle or high school, there is no such thing as independent solo school via computer — most students just aren't developmentally capable of it.\u003c/p>\n\u003cp>Most of all, Nelson is wondering why her district threw \"a ton of work\" into creating an online model when many of the students she calls \"her babies\" don't have adequate resources to connect right now.\u003c/p>\n\u003cp>\"Some of them have laptops. Some of them have siblings that will be sharing that technology. So, you know, that will make it more difficult.\" Others, she says will be using a parents' phone at best. \"But if the parents are trying to work from home or whatever they're trying to do, it's not gonna be a priority.\"\u003c/p>\n\u003cp>These students who told the school they lacked connectivity, for now, are getting paper homework packets, handed out along with free food from the school lunch program. The plan is to collect the packets in two weeks. The district, like others around the country, is lending out laptops and mobile hotspot devices, but in Duval County middle and high school students get priority over the elementary school students.\u003c/p>\n\u003cp>For the paper packets, \"Who's collecting and who's grading it? How are these kids getting feedback on what they're doing?\" Nelson asks. \"All that's just pretty gray right now.\" She said that during the first week, out of 19 students, \"I have 12 that are working online for at least some (if not all) of the assignments, four that have packets only, two more that have packets but plan on picking up a computer from the district to borrow, and one student that is AWOL.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Renfro, who works for the district, notes that this is early days, and the district hopes to continue getting resources out to students who need them. For students who don't have computers yet, \"we are contacting families through email, telephone each day,\" she says. \"We still have our hands and our arms wrapped around them to support them.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Biggest+Distance-Learning+Experiment+In+History%3A+Week+One&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55650/the-biggest-distance-learning-experiment-in-history-week-one","authors":["byline_mindshift_55650"],"categories":["mindshift_192"],"tags":["mindshift_21344","mindshift_21343","mindshift_358","mindshift_20784","mindshift_1040","mindshift_384","mindshift_21347"],"featImg":"mindshift_55651","label":"mindshift"},"mindshift_55554":{"type":"posts","id":"mindshift_55554","meta":{"index":"posts_1591205157","site":"mindshift","id":"55554","score":null,"sort":[1584647393000]},"guestAuthors":[],"slug":"panic-gogy-teaching-online-classes-during-the-coronavirus-pandemic","title":"'Panic-gogy': Teaching Online Classes During The Coronavirus Pandemic","publishDate":1584647393,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>As colleges across the country pivot online on very short notice, there are a host of complications — from laptops and Internet access to mental health and financial needs.\u003c/p>\n\u003cp>Digital learning experts have some surprising advice: do less.\u003c/p>\n\u003cp>\"Please Do A Bad Job Of Putting Your Courses Online\" is the title of one \u003ca href=\"https://anygoodthing.com/2020/03/12/please-do-a-bad-job-of-putting-your-courses-online/\">popular blog post\u003c/a> by Rebecca Barrett-Fox, an assistant professor of sociology at Arkansas State University. Her point: \"your class is \u003cem>not \u003c/em>the highest priority of their \u003cem>or \u003c/em>your life right now.\" She suggests not requiring students to show up online at a particular time and making all exams open-book and open-Internet.\u003c/p>\n\u003cp>Luke Waltzer, the director of the Center on Teaching and Learning at the Graduate Center, CUNY, laid out his guidelines for transitioning to a \"minimum viable course\" in a single Tweet:\u003c/p>\n\u003cp>https://twitter.com/lwaltzer/status/1238427084462178306\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Some colleges like Duke, \u003ca href=\"https://www.smith.edu/student-life/health-wellness/coronavirus/faq\">Smith\u003c/a>, \u003ca href=\"https://covid19.mit.edu/update-from-president-l-rafael-reif-to-the-mit-community\">MIT\u003c/a>, \u003ca href=\"https://georgetownvoice.com/2020/03/13/covid19/\">Georgetown\u003c/a> and \u003ca href=\"https://www.grinnell.edu/campus-life/health-wellness/coronavirus/students/sdf\">Grinnell\u003c/a> are starting to offer students the option of taking their Spring courses pass/fail given the circumstances.\u003c/p>\n\u003cp>In a time of virtual reality classrooms and AI-enabled automated tutoring programs, why are the experts in digital teaching calling for professors to simplify?\u003c/p>\n\u003cp>\"Everyone's freaked out,\" says Sean Michael Morris. He's in the School of Education and Human Development at the University of Colorado, Denver and the director of Digital Pedagogy Lab, an organization focused on digital learning, technology and social justice.\u003c/p>\n\u003cp>Sean Michael Morris says that in this unprecedented time, \"Recognizing that we're also human, we also have to figure this out together is incredibly important. The idea of being able to just port what you're doing in a classroom into an online environment has its own problems. But trying to do that in the midst of a pandemic is another problem altogether.\"\u003c/p>\n\u003cp>Morris and other colleagues have a tongue-in-cheek name for what they're doing right now: \"Panic-gogy\" (for panic + pedagogy).\u003c/p>\n\u003cp>On one level, Panicgogy means understanding students' practicalities. Some only have smartphones. Some have family responsibilities. Some have been sent home and need to find a new place to live, new job, and new health insurance. Professors may feel that the simplest option would be transitioning to class over video chat, but for all these practical reasons \"It's not really realistic to think that students can just show up and start taking class at the same time every day in an online environment,\" says Morris.\u003c/p>\n\u003cp>Morris also suggests that professors not rely solely on the university's official software, known as a learning management system, but that they make themselves reachable by as many means as possible while preserving privacy: Facebook, Twitter, email, WhatsApp group. And make sure that students have the opportunity to be connected to each other as well.\u003c/p>\n\u003cp>He also suggests that professors make themselves as familiar as possible with all the types of help universities and communities are offering: from counseling, to emergency loans and other financial assistance.\u003c/p>\n\u003cp>Robin DeRosa is director of the Open Learning and Teaching Collaborative at Plymouth State University in New Hampshire. She says, \"I think the first thing is we are \u003cem>not \u003c/em>building online courses or converting your face to face courses to online learning. Really, what we're doing is we are trying to extend a sense of care to our students and trying to build a community that's going to be able to work together to get through the learning challenges that we have.\"\u003c/p>\n\u003cp>DeRosa points out that creating an excellent online course can take a year of development and collaboration among people with different skills.\u003c/p>\n\u003cp>\"So if people think that in three to five days they're going to rejigger their course and build some super amazing online platform, that's probably unlikely to happen,\" she says.\u003c/p>\n\u003cp>DeRosa suggests that we ask students for their own suggestions on the best ways to keep in touch.\u003c/p>\n\u003cp>\"The idea here is really to help our students feel included in the process of rethinking education for a challenging time.\"\u003c/p>\n\u003cp>DeRosa also suggests that professors bring COVID-19 into the curriculum.\u003c/p>\n\u003cp>\"Whatever field you teach, I think it's worth asking how is that field affected by the public health crisis and what contributions could the field be making right now to help people in their communities.\"\u003c/p>\n\u003cp>Even though the focus can sometimes be on technology, tools, and logistics, Morris, from the University of Colorado, Denver, says that what is really required from professors at this time is compassion.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"The real skill that Panicgogy requires is sort of a critical compassion, if you will, the ability to look at the situation as it really is. Figure out what's going on, how you can operate within that, and how you can be compassionate in that as well.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27Panic-gogy%27%3A+Teaching+Online+Classes+During+The+Coronavirus+Pandemic+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"On one level, Panicgogy means understanding students' limitations. Some only have smartphones. Some have family responsibilities. But ultimately, panicgogy is about applying compassion to learning.","status":"publish","parent":0,"modified":1584647393,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":812},"headData":{"title":"'Panic-gogy': Teaching Online Classes During The Coronavirus Pandemic | KQED","description":"On one level, Panicgogy means understanding students' limitations. Some only have smartphones. Some have family responsibilities. But ultimately, panicgogy is about applying compassion to learning.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"55554 https://ww2.kqed.org/mindshift/?p=55554","disqusUrl":"https://ww2.kqed.org/mindshift/2020/03/19/panic-gogy-teaching-online-classes-during-the-coronavirus-pandemic/","disqusTitle":"'Panic-gogy': Teaching Online Classes During The Coronavirus Pandemic","nprImageCredit":"LA Johnson","nprByline":"Anya Kamenetz","nprImageAgency":"NPR","nprStoryId":"817885991","nprApiLink":"http://api.npr.org/query?id=817885991&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2020/03/19/817885991/panic-gogy-teaching-online-classes-during-the-coronavirus-pandemic?ft=nprml&f=817885991","nprRetrievedStory":"1","nprPubDate":"Thu, 19 Mar 2020 14:15:00 -0400","nprStoryDate":"Thu, 19 Mar 2020 09:00:58 -0400","nprLastModifiedDate":"Thu, 19 Mar 2020 14:15:45 -0400","path":"/mindshift/55554/panic-gogy-teaching-online-classes-during-the-coronavirus-pandemic","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>As colleges across the country pivot online on very short notice, there are a host of complications — from laptops and Internet access to mental health and financial needs.\u003c/p>\n\u003cp>Digital learning experts have some surprising advice: do less.\u003c/p>\n\u003cp>\"Please Do A Bad Job Of Putting Your Courses Online\" is the title of one \u003ca href=\"https://anygoodthing.com/2020/03/12/please-do-a-bad-job-of-putting-your-courses-online/\">popular blog post\u003c/a> by Rebecca Barrett-Fox, an assistant professor of sociology at Arkansas State University. Her point: \"your class is \u003cem>not \u003c/em>the highest priority of their \u003cem>or \u003c/em>your life right now.\" She suggests not requiring students to show up online at a particular time and making all exams open-book and open-Internet.\u003c/p>\n\u003cp>Luke Waltzer, the director of the Center on Teaching and Learning at the Graduate Center, CUNY, laid out his guidelines for transitioning to a \"minimum viable course\" in a single Tweet:\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1238427084462178306"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Some colleges like Duke, \u003ca href=\"https://www.smith.edu/student-life/health-wellness/coronavirus/faq\">Smith\u003c/a>, \u003ca href=\"https://covid19.mit.edu/update-from-president-l-rafael-reif-to-the-mit-community\">MIT\u003c/a>, \u003ca href=\"https://georgetownvoice.com/2020/03/13/covid19/\">Georgetown\u003c/a> and \u003ca href=\"https://www.grinnell.edu/campus-life/health-wellness/coronavirus/students/sdf\">Grinnell\u003c/a> are starting to offer students the option of taking their Spring courses pass/fail given the circumstances.\u003c/p>\n\u003cp>In a time of virtual reality classrooms and AI-enabled automated tutoring programs, why are the experts in digital teaching calling for professors to simplify?\u003c/p>\n\u003cp>\"Everyone's freaked out,\" says Sean Michael Morris. He's in the School of Education and Human Development at the University of Colorado, Denver and the director of Digital Pedagogy Lab, an organization focused on digital learning, technology and social justice.\u003c/p>\n\u003cp>Sean Michael Morris says that in this unprecedented time, \"Recognizing that we're also human, we also have to figure this out together is incredibly important. The idea of being able to just port what you're doing in a classroom into an online environment has its own problems. But trying to do that in the midst of a pandemic is another problem altogether.\"\u003c/p>\n\u003cp>Morris and other colleagues have a tongue-in-cheek name for what they're doing right now: \"Panic-gogy\" (for panic + pedagogy).\u003c/p>\n\u003cp>On one level, Panicgogy means understanding students' practicalities. Some only have smartphones. Some have family responsibilities. Some have been sent home and need to find a new place to live, new job, and new health insurance. Professors may feel that the simplest option would be transitioning to class over video chat, but for all these practical reasons \"It's not really realistic to think that students can just show up and start taking class at the same time every day in an online environment,\" says Morris.\u003c/p>\n\u003cp>Morris also suggests that professors not rely solely on the university's official software, known as a learning management system, but that they make themselves reachable by as many means as possible while preserving privacy: Facebook, Twitter, email, WhatsApp group. And make sure that students have the opportunity to be connected to each other as well.\u003c/p>\n\u003cp>He also suggests that professors make themselves as familiar as possible with all the types of help universities and communities are offering: from counseling, to emergency loans and other financial assistance.\u003c/p>\n\u003cp>Robin DeRosa is director of the Open Learning and Teaching Collaborative at Plymouth State University in New Hampshire. She says, \"I think the first thing is we are \u003cem>not \u003c/em>building online courses or converting your face to face courses to online learning. Really, what we're doing is we are trying to extend a sense of care to our students and trying to build a community that's going to be able to work together to get through the learning challenges that we have.\"\u003c/p>\n\u003cp>DeRosa points out that creating an excellent online course can take a year of development and collaboration among people with different skills.\u003c/p>\n\u003cp>\"So if people think that in three to five days they're going to rejigger their course and build some super amazing online platform, that's probably unlikely to happen,\" she says.\u003c/p>\n\u003cp>DeRosa suggests that we ask students for their own suggestions on the best ways to keep in touch.\u003c/p>\n\u003cp>\"The idea here is really to help our students feel included in the process of rethinking education for a challenging time.\"\u003c/p>\n\u003cp>DeRosa also suggests that professors bring COVID-19 into the curriculum.\u003c/p>\n\u003cp>\"Whatever field you teach, I think it's worth asking how is that field affected by the public health crisis and what contributions could the field be making right now to help people in their communities.\"\u003c/p>\n\u003cp>Even though the focus can sometimes be on technology, tools, and logistics, Morris, from the University of Colorado, Denver, says that what is really required from professors at this time is compassion.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"The real skill that Panicgogy requires is sort of a critical compassion, if you will, the ability to look at the situation as it really is. Figure out what's going on, how you can operate within that, and how you can be compassionate in that as well.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2020 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=%27Panic-gogy%27%3A+Teaching+Online+Classes+During+The+Coronavirus+Pandemic+&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/55554/panic-gogy-teaching-online-classes-during-the-coronavirus-pandemic","authors":["byline_mindshift_55554"],"categories":["mindshift_21345"],"tags":["mindshift_21344","mindshift_21343","mindshift_358","mindshift_384"],"featImg":"mindshift_55555","label":"mindshift"},"mindshift_50701":{"type":"posts","id":"mindshift_50701","meta":{"index":"posts_1591205157","site":"mindshift","id":"50701","score":null,"sort":[1520356085000]},"guestAuthors":[],"slug":"can-online-learning-level-the-ap-playing-field-for-rural-students","title":"Can Online Learning Level the AP Playing Field for Rural Students?","publishDate":1520356085,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>LEXINGTON, Miss. — Inside a rural high school, five Advanced Placement physics students furiously scribbled notes about a video of a Yale University professor speaking more than 1,200 miles away. With textbooks open, they watched a lecture about Newton’s Laws on a giant screen, while their classroom teacher simultaneously offered examples of those laws in action. When the lecture ended, they had yet another to chance to learn: A physics video chat with their tutor, a sophomore physics major at Yale.\u003c/p>\n\u003cp>The unconventional flurry of both in-person and virtual academics in a school that had never before offered AP physics is part of a broader experiment that experts say could herald the future of education, especially for rural schools. That experiment is starting with these high schoolers in the Mississippi Delta, one of the poorest and most rural parts of the country. It’s too soon to know how well the free pilot program mixing online and in-person learning will work, but one thing is clear: Without it, said \u003ca href=\"http://www.holmes.k12.ms.us/superintendent-1\">Holmes County Superintendent Angel Meeks,\u003c/a> AP physics in this rural Mississippi district “would not exist.”\u003c/p>\n\u003cp>“Students in Holmes County do not have the same benefits as students in more affluent areas,” Meeks said. “This is a once-in-a-lifetime opportunity to provide access and opportunity they might not otherwise have.”\u003c/p>\n\u003cp>Providing a rigorous pre-college curriculum has long been a struggle in many of the more than \u003ca href=\"https://nces.ed.gov/surveys/ruraled/tables/a.1.a.-1.asp\">7,100\u003c/a> U.S. rural school districts, where a lack of teachers, dwindling enrollment numbers and tight budgets make it difficult to offer electives, foreign languages and even basic classes that are a given in many suburban and urban schools. As a result, rural students often lag their peers in advanced courses, and also in college attendance and completion.\u003c/p>\n\u003cp>A \u003ca href=\"https://scholars.unh.edu/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1234&context=carsey\">2015 report\u003c/a> found that the lack of AP classes may increase the financial burden on college-bound rural students: Students who don’t take AP classes don’t earn college credit that could enable them to graduate more quickly, and such students are “more likely to pay for additional remedial coursework when beginning college.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>That’s why there’s considerable excitement about the free program bringing AP physics to Mississippi this school year, courtesy of the \u003ca href=\"http://globalteachingproject.com/\">Global Teaching Project\u003c/a>, a Washington D.C.-based education company that is part of a nonprofit consortium in the state. A few years ago, the Holmes County school district offered a few college-level AP courses at only one of its three high schools. After the three schools consolidated during the 2014-15 school year, the newly formed Holmes County Central High School was able to offer five classes, including AP calculus, English language and English literature.\u003c/p>\n\u003cfigure id=\"attachment_50706\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-50706\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/MaderMsRuralCourses5.jpg\" alt=\"\" width=\"1800\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5.jpg 1800w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-520x347.jpg 520w\" sizes=\"(max-width: 1800px) 100vw, 1800px\">\u003cfigcaption class=\"wp-caption-text\">A word wall of physics vocabulary terms in a classroom at Holmes County Central High School. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Holmes County, where \u003ca href=\"https://censusreporter.org/profiles/97000US2801980-holmes-county-school-district-ms/\">half the students live below poverty level\u003c/a>, is following a national trend by using online resources to offer more advanced high school courses to its students. It’s a model that Betsy DeVos, the U.S. Secretary of Education, has \u003ca href=\"https://www.politico.com/story/2017/10/08/education-betsy-devos-online-charter-schools-poor-results-243556\">called for\u003c/a>, claiming that virtual schools can offer “valuable options’’ in rural areas, where educators are eager to expand courses, as long as they don’t have to push already tight budgets or direct student funding away from schools.\u003c/p>\n\u003cp>Indeed, many rural districts have turned to online offerings as a fast way to increase college-level courses and either fill in for teachers they don’t have, or make better use of the teachers they do have. If a teacher is not fully qualified or certified to teach a course, some schools opt to have that teacher facilitate an online class for students, checking progress and answering student questions. Earlier this year, Illinois launched a self-directed online AP pilot program for \u003ca href=\"https://www.seattletimes.com/nation-world/rural-schools-in-illinois-online-ap-courses/\">75 students at 10 rural high schools\u003c/a>. In \u003ca href=\"https://www.usnews.com/high-schools/blogs/high-school-notes/articles/2017-02-27/rural-high-schools-get-teens-into-advanced-placement-courses\">Maine\u003c/a>, students at rural schools can take courses through a state-funded online program, but must work with an adult mentor at school during the course. In Colorado, rural districts have worked together to offer more AP courses by creating video conference classrooms, where kids at \u003ca href=\"http://www.hcn.org/articles/how-one-tiny-high-school-hacked-advanced-placement-classes\">one high school can watch courses\u003c/a> taught by a teacher at a neighboring school.\u003c/p>\n\u003cp>Still, as more rural schools look to virtual programs for help, there’s little evidence that online learning is equal to or can exceed outcomes from traditional in-person instruction, and some experts are urging caution — along with greater attention to quality. Some of the more time intensive virtual programs have shown poor outcomes.\u003c/p>\n\u003cp>Gary Miron, an education professor specializing in evaluation, measurement, and research at Western Michigan University’s College of Education and Human Development, is concerned about the rate at which many states are adopting online learning programs, or even making participation in these programs a graduation requirement. “We’re getting legislation [about online learning] pushed in quickly and rolled out really rapidly, and we really still don’t have sufficient evidence,” Miron said.\u003c/p>\n\u003cp>Although it’s not easy to track participation in online programs, a report by the \u003ca href=\"https://www.evergreenedgroup.com/\">Evergreen Education Group\u003c/a>, a leader in digital learning research, estimated that \u003ca href=\"https://www.edweek.org/ew/articles/2017/06/14/online-classes-for-k-12-schools-what-you.html\">some 2.7 million students took about 4.5 million online courses\u003c/a> in 2014-15. That’s a sharp increase from the 2002-03 school year, when, according to the U.S. Department of Education, students took 317,000 online courses.\u003c/p>\n\u003cp>At least \u003ca href=\"http://www.ncsl.org/research/education/online-learning-as-graduation-requirement.aspx\">five states\u003c/a> now require an online course as a graduation requirement, and many schools that turn to online learning find a growing number of programs available, all with varying degrees of depth and breadth. Some choose individual units or lessons within classrooms where students can move at their own pace, with a teacher serving as a facilitator.\u003c/p>\n\u003cp>Schools can also choose programs developed by various organizations or colleges, \u003ca href=\"https://www.washingtonpost.com/news/grade-point/wp/2015/07/22/the-new-frontier-for-advanced-placement-online-ap-lessons-for-free/?utm_term=.f2c08166f74b\">offering lessons intended to supplement teaching in difficult AP subjects\u003c/a>, rather than serving as the sole learning experience for students. They can also turn to organizations like \u003ca href=\"http://www.k12.com/virtual-school-offerings/free-online-public-schools/high-school-program-courses/ap-honors-course-list.html\">K12.com\u003c/a> for online Advanced Placement courses. K12.com says the courses “follow curriculum specified by the College Board.”\u003c/p>\n\u003cp>At the more extreme end of the spectrum, some high school students \u003ca href=\"https://www.edweek.org/ew/articles/2017/06/14/online-classes-for-k-12-schools-what-you.html?r=1331048516&intc=EW-TC17-TOC\">enroll in virtual schools\u003c/a> for all or some classes, which may be run by states, nonprofits, universities, or private companies. Quality can vary greatly. Some states have embraced full-time virtual schools: In Pennsylvania \u003ca href=\"https://www.politico.com/story/2017/10/08/education-betsy-devos-online-charter-schools-poor-results-243556\">more than 30,000 students are enrolled in virtual charter schools that have a graduation rate of only 48 percent\u003c/a>.\u003c/p>\n\u003cp>Nationally, some providers of online education have faced controversy, lawsuits, and even shutdowns for misleading students and failing to provide an education. In 2017, several companies opened so-called “online high schools” that turned out to be \u003ca href=\"https://www.ftc.gov/news-events/press-releases/2017/02/operators-online-high-schools-settle-ftc-charges-they-misled-tens\">no more than diploma mills\u003c/a>. The businesses, charged with violations by the Federal Trade Commission, were later banned from operating in a settlement reached with the federal agency.\u003c/p>\n\u003cp>And while outcomes for students studying in online schools are “\u003ca href=\"http://nepc.colorado.edu/newsletter/2016/04/virtual-schools-annual-2016\">consistently below traditional public schools\u003c/a>,” enrollment in full-time online and blended learning schools continues to increase, according to a 2016 report by the National Education Policy Center. The authors of the report called for more oversight of virtual and blended learning schools, and urged policymakers to slow or stop their growth until more research is done.\u003c/p>\n\u003cfigure id=\"attachment_50705\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-50705\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/MaderMSruralcourses4.jpg\" alt=\"\" width=\"1800\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4.jpg 1800w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-520x347.jpg 520w\" sizes=\"(max-width: 1800px) 100vw, 1800px\">\u003cfigcaption class=\"wp-caption-text\">A stack of old physics textbooks sits in a classroom at Holmes County Central High School. The Global Teaching Project purchased new textbook for students taking AP physics this year. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Potential pathways, solutions\u003c/strong>\u003c/p>\n\u003cp>Other possible solutions for improving access to courses have been offered by rural school advocates, like Robert Mahaffey, executive director of the\u003ca href=\"http://www.ruraledu.org/\"> Rural School and Community Trust,\u003c/a> who proposes expanding courses in rural schools that invest more in their staff, as well as offering teachers more pathways towards credentials and certification\u003c/p>\n\u003cp>“We don’t want to lower the bar or water down that content,” Mahaffey said. “[T]teachers need to be in positions where they’re able to deliver content and not be restricted by particular credentials … how can we create professional pathways for teachers so they can get those certifications?” he added.\u003c/p>\n\u003cp>Miron of Western Michigan is fond of the idea of high schools joining forces to share teachers or using technology so students in one high school can take a class, and participate virtually, as it is taught in a neighboring school.\u003c/p>\n\u003cp>Offering a course online is cheaper than hiring a full-time teacher for each school, but finding a way to offer online courses while still keeping “the ownership of curriculum and instruction local” is ideal, Miron said. By having some control over online learning programs, schools can keep tabs on quality and completion, which may be hard to do for online programs — especially if schools are paying other providers for classes.\u003c/p>\n\u003cp>Miron is also skeptical whether students in high school or younger grades can direct their own learning to the extent that some online programs expect. “It’s naive to think these students can sit and master the curriculum on their own,” Miron said. Programs “may have wonderful technology … but what we strongly believe is kids at the primary and secondary level of education don’t have the metacognitive skills to be successful with online instruction as it’s being delivered.”\u003c/p>\n\u003cp>And, if programs lack oversight, it can be hard for a school to know if a student is performing poorly, or has dropped out, until it’s too late. This is especially true for online programs that enroll high numbers of students, Miron said.\u003c/p>\n\u003cp>A 2012 investigation by the Florida Center for Investigative Reporting and StateImpact Florida, for example, found student-teacher ratios at the online school \u003ca href=\"http://www.k12.com/k12-education.html\">K12.com\u003c/a>, which contracts with various Florida districts to provide online classes, were as high as \u003ca href=\"https://stateimpact.npr.org/florida/2012/09/16/in-k12-courses-275-students-to-a-single-teacher/\">275 students to one teacher\u003c/a>. K12.com offered schools a smaller student-to-teacher ratio for an additional per-student fee. At the time of the reporting, the state’s maximum ratio for brick-and-mortar schools was 25 students to one teacher.\u003c/p>\n\u003cp>\u003cstrong>Why Mississippi?\u003c/strong>\u003c/p>\n\u003cp>In Mississippi, which has lagged the nation in high-speed internet access for students, some districts have cobbled together funds for laptops and other devices that assist students with learning, allowing individual teachers to structure classes with technology. The state also offers a \u003ca href=\"http://www.mde.k12.ms.us/PN/VPS\">free online virtual school\u003c/a> where students can take up to two units of classes each year to supplement in-person courses, but enrollment in that program is limited. The program is currently full and no additional state-funded courses are currently available.\u003c/p>\n\u003cp>The Global Teaching Project chose to pilot its program in 10 low-income high schools in Mississippi because the state is largely rural, lacks certified teachers, and because the “need was so great” said Matthew Dolan, chief executive of the program.\u003c/p>\n\u003cp>Dolan, a Washington-based attorney, hopes the project will eventually be a solution for rural schools nationwide that want the best of both the online and brick-and-mortar education worlds: high-quality expert teachers, student support, resources, small class sizes and human interaction.\u003c/p>\n\u003cp>“[We wanted] to try to come up with a solution for the overwhelming majority of rural schools … that frankly don’t have the teachers to take the lead,” he said. Dolan, who knew several Mississippi lawmakers from his tenure in Washington, was aware that Mississippi allows “consortiums,” or groups of organizations and school districts to band together, creating a vehicle for innovative programs. He relied on the advantages offered by this vehicle, and the Global Teaching Project launched the Mississippi Public School Consortium for Educational Access in 2017.\u003c/p>\n\u003cp>Dolan also relied on connections from his alma maters, Yale and the University of Virginia, to recruit tutors for the non-profit consortium, funded partly by the \u003ca href=\"http://www.jkcf.org/\">Jack Kent Cooke Foundation\u003c/a> which is also among the various funders of \u003cem>The Hechinger Report.\u003c/em>\u003c/p>\n\u003cp>The Global Teaching Project incorporates aspects of successful high-quality online programs, many recommended by the International Association for K-12 Online Learning (iNACOL), which publishes \u003ca href=\"https://www.inacol.org/wp-content/uploads/2015/02/national-standards-for-quality-online-courses-v2.pdf\">standards for quality online learning programs\u003c/a>. These standards include elements like instructor-student and student-student interaction, the presence of frequent assessments, and content aligned with state standards or AP courses.\u003c/p>\n\u003cp>Bruce Friend, chief operating officer for \u003ca href=\"https://www.inacol.org/about/\">iNACOL,\u003c/a> said teacher-student interaction is one of the most important aspects of any online course. “I’m not at all a fan of online learning programs where the teacher serves more as a tutor than the actual teacher,” Friend said. “There’s a difference between me really being your instructor who’s proactively making sure you understand the concepts and skills versus me saying ‘Hey…go through your online course. I’m here if you have any questions.’”\u003c/p>\n\u003cfigure id=\"attachment_50702\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50702\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/MaderMSRuralCourses1-e1520350918308.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Iftikhar Azeem, a physics teacher at Holmes County Central High School, reviews a lesson with students. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>How a ‘real-life’ teacher engages students\u003c/strong>\u003c/p>\n\u003cp>At Holmes Central High on a recent winter morning, physics teacher Iftikhar Azeem reviewed three of Newton’s Laws with his students, after watching Yale \u003ca href=\"https://physics.yale.edu/people/meg-urry\">Professor Meg Urry\u003c/a> on the screen set up at the front of the classroom.\u003c/p>\n\u003cp>“If you drop something on the floor, what happens?” Azeem asked.\u003c/p>\n\u003cp>“It stops,” one student offered.\u003c/p>\n\u003cp>“Why?” Azeem persisted.\u003c/p>\n\u003cp>“Friction,” another student answered.\u003c/p>\n\u003cp>“So, is that good or bad?” Azeem asked.\u003c/p>\n\u003cp>“Because otherwise things just keep going and don’t stop!” a student exclaimed.\u003c/p>\n\u003cp>The rest of class contained a flurry of virtual and in-person activities. Azeem led students through a makeshift experiment involving eggs, cardboard rolls, and cups of water to demonstrate how potential energy transitions to kinetic energy. Students checked in with their Yale tutor via video chat. Later, they took out cell phones and texted answers to an online physics program.\u003c/p>\n\u003cp>In May, Azeem’s students will take the AP physics exam, along with a handful of students from the other nine rural high schools participating in the program. Last year, 527 students in the state took the Physics I exam, and only 175 passed. In Mississippi, where \u003ca href=\"http://www.ruraledu.org/user_uploads/file/WRM-2015-16.pdf\">44 percent of students\u003c/a> attend rural schools, performance on Advanced Placement exams has long lagged the national average. In 2017, the average score on all AP exams statewide was a 2.2, compared to a 2.84 nationwide. A 3 is the minimum score accepted by many schools to earn college credit.\u003c/p>\n\u003cp>During the 2015-16 school year, Mississippi rolled out an initiative to increase participation in AP exams, especially among low-income and minority students. That year, participation on AP exams increased 37.9 percent for minority students, according to the state’s \u003ca href=\"http://www.mde.k12.ms.us/TD/news/2016/09/28/mississippi-students-increase-advanced-placement-participation-achievement\">Department of Education\u003c/a>.\u003c/p>\n\u003cp>But access to such courses is still a problem. Many high schools in more rural parts of the state offer just a few, according to a review of College Board data. In many urban, more populated and affluent high schools, students have access to dozens; Oxford High School in Oxford, Mississippi offers 16 AP courses while Madison Central High School just outside of Jackson offers 23 courses.\u003c/p>\n\u003cp>The Holmes County students are effusive in their praise of the program so far. They especially like the personalized video-conference tutoring from an undergraduate. “Having a tutor makes it easier,” said Jaylen Dennis, 17, who plans to major in electrical engineering.\u003c/p>\n\u003cp>His classmate, Tamos Stevenson, who plans to study architecture, agreed. “He understands in the real world why we’re learning this.”\u003c/p>\n\u003cp>Senior Anna Martin, whose college plans include majoring in meteorology, doesn’t mind watching lectures on a video. “If we don’t understand the video, we have a teacher,” she said, motioning at Azeem, a certified physics teacher who knows the topic, but isn’t certified to teach Advanced Placement.\u003c/p>\n\u003cp>Azeem said the program is unique in offering multiple opportunities for students to get help, in person, online or via text. Still, the rural nature of the school creates limitations. Some students don’t have Internet access or computers at home. And the school does not have a physics lab.\u003c/p>\n\u003cp>“We need equipment,” Azeem said.\u003c/p>\n\u003cp>Dolan of the Global Teaching Project said they are attempting to create a model that can be “scaled readily” and, right now, will cost nothing for school districts.\u003c/p>\n\u003cp>For now, the project is funded by grant money and donations that are made to the consortium, but Dolan eventually hopes to make a profit. The most expensive aspect of the course so far has been filming lectures and paying for post-production of videos, which have cost between $100,000 and $150,000. The program also pays college students from the University of Virginia and Yale who act as tutors and meet students in person during a two-week summer program in Mississippi.\u003c/p>\n\u003cp>While staff at the Global Teaching Project would like to see students succeed on the AP exams, they also want to “build a community of achievement in rural Mississippi” that encourages students to “revise their notion of themselves and ambition for themselves.” Next year, the group hopes to offer additional AP courses to the participating schools in Mississippi, and is speaking with other districts around the country about expanding.\u003c/p>\n\u003cp>Holmes County Central High School principal Charles Lacy said the experience is teaching students that “it’s ok to be smart and work hard.” Lacy said he sees online and distance learning as the future when it comes to providing more opportunity for students in areas like Holmes, which doesn’t have certified AP teachers.\u003c/p>\n\u003cp>“It certainly is my hope that this is the pilot for what will be the model in years to come,” Lacy said.\u003c/p>\n\u003cp>Superintendent Meeks said providing a high-quality option for students to take Advanced Placement classes could be a game-changer not just for schools in the Mississippi Delta, but for underprivileged schools nationwide.\u003c/p>\n\u003cp>“If it can succeed in Holmes County … it could succeed in any situation where children are in poverty and where [there is] a lack of resources,” Meeks said.\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\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>our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"Some schools are wading deeper into more immersive online ed, but experts urge caution.\r\n\r\n","status":"publish","parent":0,"modified":1520356085,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":59,"wordCount":3140},"headData":{"title":"Can Online Learning Level the AP Playing Field for Rural Students? | KQED","description":"Some schools are wading deeper into more immersive online ed, but experts urge caution.\r\n\r\n","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"50701 https://ww2.kqed.org/mindshift/?p=50701","disqusUrl":"https://ww2.kqed.org/mindshift/2018/03/06/can-online-learning-level-the-ap-playing-field-for-rural-students/","disqusTitle":"Can Online Learning Level the AP Playing Field for Rural Students?","nprByline":"\u003ca href “http://hechingerreport.org/>Jackie Mader, The Hechinger Report\u003c/a>","path":"/mindshift/50701/can-online-learning-level-the-ap-playing-field-for-rural-students","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>LEXINGTON, Miss. — Inside a rural high school, five Advanced Placement physics students furiously scribbled notes about a video of a Yale University professor speaking more than 1,200 miles away. With textbooks open, they watched a lecture about Newton’s Laws on a giant screen, while their classroom teacher simultaneously offered examples of those laws in action. When the lecture ended, they had yet another to chance to learn: A physics video chat with their tutor, a sophomore physics major at Yale.\u003c/p>\n\u003cp>The unconventional flurry of both in-person and virtual academics in a school that had never before offered AP physics is part of a broader experiment that experts say could herald the future of education, especially for rural schools. That experiment is starting with these high schoolers in the Mississippi Delta, one of the poorest and most rural parts of the country. It’s too soon to know how well the free pilot program mixing online and in-person learning will work, but one thing is clear: Without it, said \u003ca href=\"http://www.holmes.k12.ms.us/superintendent-1\">Holmes County Superintendent Angel Meeks,\u003c/a> AP physics in this rural Mississippi district “would not exist.”\u003c/p>\n\u003cp>“Students in Holmes County do not have the same benefits as students in more affluent areas,” Meeks said. “This is a once-in-a-lifetime opportunity to provide access and opportunity they might not otherwise have.”\u003c/p>\n\u003cp>Providing a rigorous pre-college curriculum has long been a struggle in many of the more than \u003ca href=\"https://nces.ed.gov/surveys/ruraled/tables/a.1.a.-1.asp\">7,100\u003c/a> U.S. rural school districts, where a lack of teachers, dwindling enrollment numbers and tight budgets make it difficult to offer electives, foreign languages and even basic classes that are a given in many suburban and urban schools. As a result, rural students often lag their peers in advanced courses, and also in college attendance and completion.\u003c/p>\n\u003cp>A \u003ca href=\"https://scholars.unh.edu/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1234&context=carsey\">2015 report\u003c/a> found that the lack of AP classes may increase the financial burden on college-bound rural students: Students who don’t take AP classes don’t earn college credit that could enable them to graduate more quickly, and such students are “more likely to pay for additional remedial coursework when beginning college.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That’s why there’s considerable excitement about the free program bringing AP physics to Mississippi this school year, courtesy of the \u003ca href=\"http://globalteachingproject.com/\">Global Teaching Project\u003c/a>, a Washington D.C.-based education company that is part of a nonprofit consortium in the state. A few years ago, the Holmes County school district offered a few college-level AP courses at only one of its three high schools. After the three schools consolidated during the 2014-15 school year, the newly formed Holmes County Central High School was able to offer five classes, including AP calculus, English language and English literature.\u003c/p>\n\u003cfigure id=\"attachment_50706\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-50706\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/MaderMsRuralCourses5.jpg\" alt=\"\" width=\"1800\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5.jpg 1800w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMsRuralCourses5-520x347.jpg 520w\" sizes=\"(max-width: 1800px) 100vw, 1800px\">\u003cfigcaption class=\"wp-caption-text\">A word wall of physics vocabulary terms in a classroom at Holmes County Central High School. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Holmes County, where \u003ca href=\"https://censusreporter.org/profiles/97000US2801980-holmes-county-school-district-ms/\">half the students live below poverty level\u003c/a>, is following a national trend by using online resources to offer more advanced high school courses to its students. It’s a model that Betsy DeVos, the U.S. Secretary of Education, has \u003ca href=\"https://www.politico.com/story/2017/10/08/education-betsy-devos-online-charter-schools-poor-results-243556\">called for\u003c/a>, claiming that virtual schools can offer “valuable options’’ in rural areas, where educators are eager to expand courses, as long as they don’t have to push already tight budgets or direct student funding away from schools.\u003c/p>\n\u003cp>Indeed, many rural districts have turned to online offerings as a fast way to increase college-level courses and either fill in for teachers they don’t have, or make better use of the teachers they do have. If a teacher is not fully qualified or certified to teach a course, some schools opt to have that teacher facilitate an online class for students, checking progress and answering student questions. Earlier this year, Illinois launched a self-directed online AP pilot program for \u003ca href=\"https://www.seattletimes.com/nation-world/rural-schools-in-illinois-online-ap-courses/\">75 students at 10 rural high schools\u003c/a>. In \u003ca href=\"https://www.usnews.com/high-schools/blogs/high-school-notes/articles/2017-02-27/rural-high-schools-get-teens-into-advanced-placement-courses\">Maine\u003c/a>, students at rural schools can take courses through a state-funded online program, but must work with an adult mentor at school during the course. In Colorado, rural districts have worked together to offer more AP courses by creating video conference classrooms, where kids at \u003ca href=\"http://www.hcn.org/articles/how-one-tiny-high-school-hacked-advanced-placement-classes\">one high school can watch courses\u003c/a> taught by a teacher at a neighboring school.\u003c/p>\n\u003cp>Still, as more rural schools look to virtual programs for help, there’s little evidence that online learning is equal to or can exceed outcomes from traditional in-person instruction, and some experts are urging caution — along with greater attention to quality. Some of the more time intensive virtual programs have shown poor outcomes.\u003c/p>\n\u003cp>Gary Miron, an education professor specializing in evaluation, measurement, and research at Western Michigan University’s College of Education and Human Development, is concerned about the rate at which many states are adopting online learning programs, or even making participation in these programs a graduation requirement. “We’re getting legislation [about online learning] pushed in quickly and rolled out really rapidly, and we really still don’t have sufficient evidence,” Miron said.\u003c/p>\n\u003cp>Although it’s not easy to track participation in online programs, a report by the \u003ca href=\"https://www.evergreenedgroup.com/\">Evergreen Education Group\u003c/a>, a leader in digital learning research, estimated that \u003ca href=\"https://www.edweek.org/ew/articles/2017/06/14/online-classes-for-k-12-schools-what-you.html\">some 2.7 million students took about 4.5 million online courses\u003c/a> in 2014-15. That’s a sharp increase from the 2002-03 school year, when, according to the U.S. Department of Education, students took 317,000 online courses.\u003c/p>\n\u003cp>At least \u003ca href=\"http://www.ncsl.org/research/education/online-learning-as-graduation-requirement.aspx\">five states\u003c/a> now require an online course as a graduation requirement, and many schools that turn to online learning find a growing number of programs available, all with varying degrees of depth and breadth. Some choose individual units or lessons within classrooms where students can move at their own pace, with a teacher serving as a facilitator.\u003c/p>\n\u003cp>Schools can also choose programs developed by various organizations or colleges, \u003ca href=\"https://www.washingtonpost.com/news/grade-point/wp/2015/07/22/the-new-frontier-for-advanced-placement-online-ap-lessons-for-free/?utm_term=.f2c08166f74b\">offering lessons intended to supplement teaching in difficult AP subjects\u003c/a>, rather than serving as the sole learning experience for students. They can also turn to organizations like \u003ca href=\"http://www.k12.com/virtual-school-offerings/free-online-public-schools/high-school-program-courses/ap-honors-course-list.html\">K12.com\u003c/a> for online Advanced Placement courses. K12.com says the courses “follow curriculum specified by the College Board.”\u003c/p>\n\u003cp>At the more extreme end of the spectrum, some high school students \u003ca href=\"https://www.edweek.org/ew/articles/2017/06/14/online-classes-for-k-12-schools-what-you.html?r=1331048516&intc=EW-TC17-TOC\">enroll in virtual schools\u003c/a> for all or some classes, which may be run by states, nonprofits, universities, or private companies. Quality can vary greatly. Some states have embraced full-time virtual schools: In Pennsylvania \u003ca href=\"https://www.politico.com/story/2017/10/08/education-betsy-devos-online-charter-schools-poor-results-243556\">more than 30,000 students are enrolled in virtual charter schools that have a graduation rate of only 48 percent\u003c/a>.\u003c/p>\n\u003cp>Nationally, some providers of online education have faced controversy, lawsuits, and even shutdowns for misleading students and failing to provide an education. In 2017, several companies opened so-called “online high schools” that turned out to be \u003ca href=\"https://www.ftc.gov/news-events/press-releases/2017/02/operators-online-high-schools-settle-ftc-charges-they-misled-tens\">no more than diploma mills\u003c/a>. The businesses, charged with violations by the Federal Trade Commission, were later banned from operating in a settlement reached with the federal agency.\u003c/p>\n\u003cp>And while outcomes for students studying in online schools are “\u003ca href=\"http://nepc.colorado.edu/newsletter/2016/04/virtual-schools-annual-2016\">consistently below traditional public schools\u003c/a>,” enrollment in full-time online and blended learning schools continues to increase, according to a 2016 report by the National Education Policy Center. The authors of the report called for more oversight of virtual and blended learning schools, and urged policymakers to slow or stop their growth until more research is done.\u003c/p>\n\u003cfigure id=\"attachment_50705\" class=\"wp-caption alignnone\" style=\"max-width: 1800px\">\u003cimg class=\"size-full wp-image-50705\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/MaderMSruralcourses4.jpg\" alt=\"\" width=\"1800\" height=\"1200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4.jpg 1800w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-1180x787.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-960x640.jpg 960w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-240x160.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-375x250.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/03/MaderMSruralcourses4-520x347.jpg 520w\" sizes=\"(max-width: 1800px) 100vw, 1800px\">\u003cfigcaption class=\"wp-caption-text\">A stack of old physics textbooks sits in a classroom at Holmes County Central High School. The Global Teaching Project purchased new textbook for students taking AP physics this year. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Potential pathways, solutions\u003c/strong>\u003c/p>\n\u003cp>Other possible solutions for improving access to courses have been offered by rural school advocates, like Robert Mahaffey, executive director of the\u003ca href=\"http://www.ruraledu.org/\"> Rural School and Community Trust,\u003c/a> who proposes expanding courses in rural schools that invest more in their staff, as well as offering teachers more pathways towards credentials and certification\u003c/p>\n\u003cp>“We don’t want to lower the bar or water down that content,” Mahaffey said. “[T]teachers need to be in positions where they’re able to deliver content and not be restricted by particular credentials … how can we create professional pathways for teachers so they can get those certifications?” he added.\u003c/p>\n\u003cp>Miron of Western Michigan is fond of the idea of high schools joining forces to share teachers or using technology so students in one high school can take a class, and participate virtually, as it is taught in a neighboring school.\u003c/p>\n\u003cp>Offering a course online is cheaper than hiring a full-time teacher for each school, but finding a way to offer online courses while still keeping “the ownership of curriculum and instruction local” is ideal, Miron said. By having some control over online learning programs, schools can keep tabs on quality and completion, which may be hard to do for online programs — especially if schools are paying other providers for classes.\u003c/p>\n\u003cp>Miron is also skeptical whether students in high school or younger grades can direct their own learning to the extent that some online programs expect. “It’s naive to think these students can sit and master the curriculum on their own,” Miron said. Programs “may have wonderful technology … but what we strongly believe is kids at the primary and secondary level of education don’t have the metacognitive skills to be successful with online instruction as it’s being delivered.”\u003c/p>\n\u003cp>And, if programs lack oversight, it can be hard for a school to know if a student is performing poorly, or has dropped out, until it’s too late. This is especially true for online programs that enroll high numbers of students, Miron said.\u003c/p>\n\u003cp>A 2012 investigation by the Florida Center for Investigative Reporting and StateImpact Florida, for example, found student-teacher ratios at the online school \u003ca href=\"http://www.k12.com/k12-education.html\">K12.com\u003c/a>, which contracts with various Florida districts to provide online classes, were as high as \u003ca href=\"https://stateimpact.npr.org/florida/2012/09/16/in-k12-courses-275-students-to-a-single-teacher/\">275 students to one teacher\u003c/a>. K12.com offered schools a smaller student-to-teacher ratio for an additional per-student fee. At the time of the reporting, the state’s maximum ratio for brick-and-mortar schools was 25 students to one teacher.\u003c/p>\n\u003cp>\u003cstrong>Why Mississippi?\u003c/strong>\u003c/p>\n\u003cp>In Mississippi, which has lagged the nation in high-speed internet access for students, some districts have cobbled together funds for laptops and other devices that assist students with learning, allowing individual teachers to structure classes with technology. The state also offers a \u003ca href=\"http://www.mde.k12.ms.us/PN/VPS\">free online virtual school\u003c/a> where students can take up to two units of classes each year to supplement in-person courses, but enrollment in that program is limited. The program is currently full and no additional state-funded courses are currently available.\u003c/p>\n\u003cp>The Global Teaching Project chose to pilot its program in 10 low-income high schools in Mississippi because the state is largely rural, lacks certified teachers, and because the “need was so great” said Matthew Dolan, chief executive of the program.\u003c/p>\n\u003cp>Dolan, a Washington-based attorney, hopes the project will eventually be a solution for rural schools nationwide that want the best of both the online and brick-and-mortar education worlds: high-quality expert teachers, student support, resources, small class sizes and human interaction.\u003c/p>\n\u003cp>“[We wanted] to try to come up with a solution for the overwhelming majority of rural schools … that frankly don’t have the teachers to take the lead,” he said. Dolan, who knew several Mississippi lawmakers from his tenure in Washington, was aware that Mississippi allows “consortiums,” or groups of organizations and school districts to band together, creating a vehicle for innovative programs. He relied on the advantages offered by this vehicle, and the Global Teaching Project launched the Mississippi Public School Consortium for Educational Access in 2017.\u003c/p>\n\u003cp>Dolan also relied on connections from his alma maters, Yale and the University of Virginia, to recruit tutors for the non-profit consortium, funded partly by the \u003ca href=\"http://www.jkcf.org/\">Jack Kent Cooke Foundation\u003c/a> which is also among the various funders of \u003cem>The Hechinger Report.\u003c/em>\u003c/p>\n\u003cp>The Global Teaching Project incorporates aspects of successful high-quality online programs, many recommended by the International Association for K-12 Online Learning (iNACOL), which publishes \u003ca href=\"https://www.inacol.org/wp-content/uploads/2015/02/national-standards-for-quality-online-courses-v2.pdf\">standards for quality online learning programs\u003c/a>. These standards include elements like instructor-student and student-student interaction, the presence of frequent assessments, and content aligned with state standards or AP courses.\u003c/p>\n\u003cp>Bruce Friend, chief operating officer for \u003ca href=\"https://www.inacol.org/about/\">iNACOL,\u003c/a> said teacher-student interaction is one of the most important aspects of any online course. “I’m not at all a fan of online learning programs where the teacher serves more as a tutor than the actual teacher,” Friend said. “There’s a difference between me really being your instructor who’s proactively making sure you understand the concepts and skills versus me saying ‘Hey…go through your online course. I’m here if you have any questions.’”\u003c/p>\n\u003cfigure id=\"attachment_50702\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-50702\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/03/MaderMSRuralCourses1-e1520350918308.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">Iftikhar Azeem, a physics teacher at Holmes County Central High School, reviews a lesson with students. \u003ccite>(Jackie Mader/The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>How a ‘real-life’ teacher engages students\u003c/strong>\u003c/p>\n\u003cp>At Holmes Central High on a recent winter morning, physics teacher Iftikhar Azeem reviewed three of Newton’s Laws with his students, after watching Yale \u003ca href=\"https://physics.yale.edu/people/meg-urry\">Professor Meg Urry\u003c/a> on the screen set up at the front of the classroom.\u003c/p>\n\u003cp>“If you drop something on the floor, what happens?” Azeem asked.\u003c/p>\n\u003cp>“It stops,” one student offered.\u003c/p>\n\u003cp>“Why?” Azeem persisted.\u003c/p>\n\u003cp>“Friction,” another student answered.\u003c/p>\n\u003cp>“So, is that good or bad?” Azeem asked.\u003c/p>\n\u003cp>“Because otherwise things just keep going and don’t stop!” a student exclaimed.\u003c/p>\n\u003cp>The rest of class contained a flurry of virtual and in-person activities. Azeem led students through a makeshift experiment involving eggs, cardboard rolls, and cups of water to demonstrate how potential energy transitions to kinetic energy. Students checked in with their Yale tutor via video chat. Later, they took out cell phones and texted answers to an online physics program.\u003c/p>\n\u003cp>In May, Azeem’s students will take the AP physics exam, along with a handful of students from the other nine rural high schools participating in the program. Last year, 527 students in the state took the Physics I exam, and only 175 passed. In Mississippi, where \u003ca href=\"http://www.ruraledu.org/user_uploads/file/WRM-2015-16.pdf\">44 percent of students\u003c/a> attend rural schools, performance on Advanced Placement exams has long lagged the national average. In 2017, the average score on all AP exams statewide was a 2.2, compared to a 2.84 nationwide. A 3 is the minimum score accepted by many schools to earn college credit.\u003c/p>\n\u003cp>During the 2015-16 school year, Mississippi rolled out an initiative to increase participation in AP exams, especially among low-income and minority students. That year, participation on AP exams increased 37.9 percent for minority students, according to the state’s \u003ca href=\"http://www.mde.k12.ms.us/TD/news/2016/09/28/mississippi-students-increase-advanced-placement-participation-achievement\">Department of Education\u003c/a>.\u003c/p>\n\u003cp>But access to such courses is still a problem. Many high schools in more rural parts of the state offer just a few, according to a review of College Board data. In many urban, more populated and affluent high schools, students have access to dozens; Oxford High School in Oxford, Mississippi offers 16 AP courses while Madison Central High School just outside of Jackson offers 23 courses.\u003c/p>\n\u003cp>The Holmes County students are effusive in their praise of the program so far. They especially like the personalized video-conference tutoring from an undergraduate. “Having a tutor makes it easier,” said Jaylen Dennis, 17, who plans to major in electrical engineering.\u003c/p>\n\u003cp>His classmate, Tamos Stevenson, who plans to study architecture, agreed. “He understands in the real world why we’re learning this.”\u003c/p>\n\u003cp>Senior Anna Martin, whose college plans include majoring in meteorology, doesn’t mind watching lectures on a video. “If we don’t understand the video, we have a teacher,” she said, motioning at Azeem, a certified physics teacher who knows the topic, but isn’t certified to teach Advanced Placement.\u003c/p>\n\u003cp>Azeem said the program is unique in offering multiple opportunities for students to get help, in person, online or via text. Still, the rural nature of the school creates limitations. Some students don’t have Internet access or computers at home. And the school does not have a physics lab.\u003c/p>\n\u003cp>“We need equipment,” Azeem said.\u003c/p>\n\u003cp>Dolan of the Global Teaching Project said they are attempting to create a model that can be “scaled readily” and, right now, will cost nothing for school districts.\u003c/p>\n\u003cp>For now, the project is funded by grant money and donations that are made to the consortium, but Dolan eventually hopes to make a profit. The most expensive aspect of the course so far has been filming lectures and paying for post-production of videos, which have cost between $100,000 and $150,000. The program also pays college students from the University of Virginia and Yale who act as tutors and meet students in person during a two-week summer program in Mississippi.\u003c/p>\n\u003cp>While staff at the Global Teaching Project would like to see students succeed on the AP exams, they also want to “build a community of achievement in rural Mississippi” that encourages students to “revise their notion of themselves and ambition for themselves.” Next year, the group hopes to offer additional AP courses to the participating schools in Mississippi, and is speaking with other districts around the country about expanding.\u003c/p>\n\u003cp>Holmes County Central High School principal Charles Lacy said the experience is teaching students that “it’s ok to be smart and work hard.” Lacy said he sees online and distance learning as the future when it comes to providing more opportunity for students in areas like Holmes, which doesn’t have certified AP teachers.\u003c/p>\n\u003cp>“It certainly is my hope that this is the pilot for what will be the model in years to come,” Lacy said.\u003c/p>\n\u003cp>Superintendent Meeks said providing a high-quality option for students to take Advanced Placement classes could be a game-changer not just for schools in the Mississippi Delta, but for underprivileged schools nationwide.\u003c/p>\n\u003cp>“If it can succeed in Holmes County … it could succeed in any situation where children are in poverty and where [there is] a lack of resources,” Meeks said.\u003c/p>\n\u003cp>\u003cem>This story was produced by \u003c/em>\u003ca href=\"http://hechingerreport.org/\">The Hechinger Report\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>our newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/50701/can-online-learning-level-the-ap-playing-field-for-rural-students","authors":["byline_mindshift_50701"],"categories":["mindshift_192","mindshift_20546","mindshift_195"],"tags":["mindshift_912","mindshift_20784","mindshift_1040","mindshift_384","mindshift_607","mindshift_20627"],"featImg":"mindshift_50704","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. 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On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. 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For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us","airtime":"SUN 2pm-3pm, MON 12am-1am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png","officialWebsiteLink":"https://www.wnycstudios.org/shows/otm","meta":{"site":"news","source":"wnyc"},"link":"/radio/program/on-the-media","subscribe":{"apple":"https://itunes.apple.com/us/podcast/on-the-media/id73330715?mt=2","tuneIn":"https://tunein.com/radio/On-the-Media-p69/","rss":"http://feeds.wnyc.org/onthemedia"}},"our-body-politic":{"id":"our-body-politic","title":"Our Body Politic","info":"Presented by KQED, KCRW and KPCC, and created and hosted by award-winning journalist Farai Chideya, Our Body Politic is unapologetically centered on reporting on not just how women of color experience the major political events of today, but how they’re impacting those very issues.","airtime":"SAT 6pm-7pm, SUN 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Our-Body-Politic-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://our-body-politic.simplecast.com/","meta":{"site":"news","source":"kcrw"},"link":"/radio/program/our-body-politic","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/our-body-politic/id1533069868","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5zaW1wbGVjYXN0LmNvbS9feGFQaHMxcw","spotify":"https://open.spotify.com/show/4ApAiLT1kV153TttWAmqmc","rss":"https://feeds.simplecast.com/_xaPhs1s","tuneIn":"https://tunein.com/podcasts/News--Politics-Podcasts/Our-Body-Politic-p1369211/"}},"pbs-newshour":{"id":"pbs-newshour","title":"PBS NewsHour","info":"Analysis, background reports and updates from the PBS NewsHour putting today's news in context.","airtime":"MON-FRI 3pm-4pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/PBS-News-Hour-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.pbs.org/newshour/","meta":{"site":"news","source":"pbs"},"link":"/radio/program/pbs-newshour","subscribe":{"apple":"https://itunes.apple.com/us/podcast/pbs-newshour-full-show/id394432287?mt=2","tuneIn":"https://tunein.com/radio/PBS-NewsHour---Full-Show-p425698/","rss":"https://www.pbs.org/newshour/feeds/rss/podcasts/show"}},"perspectives":{"id":"perspectives","title":"Perspectives","tagline":"KQED's series of of daily listener commentaries since 1991","info":"KQED's series of of daily listener commentaries since 1991.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Perspectives-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/perspectives/","meta":{"site":"radio","source":"kqed","order":"15"},"link":"/perspectives","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/id73801135","npr":"https://www.npr.org/podcasts/432309616/perspectives","rss":"https://ww2.kqed.org/perspectives/category/perspectives/feed/","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvcGVyc3BlY3RpdmVzL2NhdGVnb3J5L3BlcnNwZWN0aXZlcy9mZWVkLw"}},"planet-money":{"id":"planet-money","title":"Planet Money","info":"The economy explained. 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The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.","airtime":"SAT 4pm-5pm","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/reveal300px.png","officialWebsiteLink":"https://www.revealnews.org/episodes/","meta":{"site":"news","source":"npr"},"link":"/radio/program/reveal","subscribe":{"apple":"https://itunes.apple.com/us/podcast/reveal/id886009669","tuneIn":"https://tunein.com/radio/Reveal-p679597/","rss":"http://feeds.revealradio.org/revealpodcast"}},"says-you":{"id":"says-you","title":"Says You!","info":"Public radio's game show of bluff and bluster, words and whimsy. 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