You don’t know what you don’t know.
Since announcing this Professional Development Series parents have shared their thanks and gratitude for presenting a methodological approach to teaching online.
Last spring was a little rough – everyone agrees. Schools transitioned within a few days to the virtual world where instead of implementing a methodological plan, teachers were given tools. New York spent the four days before the switch giving PDs on Google Classroom while other schools scrambled to photocopy as much work for students to take home and complete for the following week. Google Classroom and the photocopier are undeniably great tools but what are we using these tools for? What are we building? And depending on what we are building do we even need those tools?
So how does the Professional Development Series help me?
It offers you a blueprint; you can choose and adapt the tools with which to build your online classroom. ‘Methodological’ means relating to the system of methods used in a particular area of study or activity. It is the plan and the unveiling of that plan so everyone knows what the end game is. And when I say everyone, this most especially includes the families, who, until now may not have been as involved in the education plan, are having the tools thrown at them.
There is the reason why we refer to them as the virtual and physical worlds because they are not the same culture. Transferring from the brick-n-mortar to the virtual is like travelling to China. Without a methodological plan, one would arrive expecting everyone to speak English, ordering a hamburger and fries at the restaurant, and getting offended when people burp and spit in front of you.
The methodological plan points out what you don’t know. Because venturing to China, one would find out what language(s) they speak, what is the weather like, is there a time difference, how to say key phrases in order to hail a cab, eat at the restaurant, check-in to your hotel. Without knowing in advance the answers to these questions one doesn’t know if warm or cold weather clothes should be packed, what dietary restrictions might be overlooked, and when you have to go to the bathroom and you’re shouting the word toilet at them in mangled Chinese but no one is understanding and showing you where to go. True story by the way, but not mine;)
So what don’t we know about the online world that we really should? In order to understand how to create a methodological plan schools need to create a virtual plan with the mindset as if there is only one computer at home which is being shared between the parent performing their job (also now virtual) and the child (now a virtual student). Every aspect of the teacher-student/family interaction needs be with this perspective in mind. Because if it isn’t, and the plan is to pretend these two worlds are the same and English class starts virtually on Zoom from 9:30am – 11am, the outcome is that families have to choose between the parent continuing and keeping their job to support their family or the child receiving an education. And, more than likely, the child’s education will be sacrificed.
There are two problems with the above example: English class starts virtually on Zoom from 9:30am – 11am. The first problem with this approach is that it pretends these are not two different cultures and that by using a few cool and contemporary tech tools like Zoom we’ve adapted to the online world. It seems like it should work just like going to China and speaking English at them and getting annoyed when they aren’t perfectly understanding you – you’re speaking a language for crying out loud! Again, think of it as if there is one computer in the house for the entire family. This means that that home life is trying to adapt to everyone’s technological needs with limited technical resources.
The incredible and liberating aspect of online learning is that it can be achieved and accessed whenever! If students are more focused at night after exercising and reading all morning and start class at 11am – that’s fantastic! Capitalize on that! While their parents are working their 9-5 job students can be reading assignments or mapping the outline for their paper. For example, after reading the requested newspaper article for their participatory grade in class, students can write out (with the intention of typing or scanning and submitting later) their discussion topic and submit for grading. I wouldn’t plan on this but they may be able to type out their discussion response on a smart phone or ipad, if available.
The second problem with this example is that Zoom is a tool without a blueprint. In this example Zoom is being used again to force the physical classroom into the virtual one. That by speaking on video solves the problem of not being in a physical classroom; we just had it online. That’s not a blueprint. The function of choosing this technological tool, Zoom, is to disperse information about a given topic which then allows students to continue their education and to participate in the day’s lesson according to a schedule that works for their particular home environment. This means that this lesson needs to accessed whenever the student has possession of/access to a computer, which might be at 9pm, after the parents are finished and can assist in their child’s online learning. This means that all lessons must be recorded and accessible to students via a weblink, downloadable mp4, private youtube account, etc. The recording and dispersing of the recording is part of the complete functionality of the technological tool that is Zoom, but not the entire toolbox. Not using the entire tool to complete the blueprint is like using a hammer to smash an incorrectly placed nail through the shelving unit instead of using the other end to simply pull the nail out. Or realizing a bracket might be more effective and the nail was correctly placed all along.
When Switching between these two worlds the objective is not to smash or power through. It is to embrace this new culture and thrive in it. Because by forcing the physical classroom to fit into the virtual and pretending there is no difference is predetermining who has access to an education.
Now, more than ever before, a teacher must be aware of the time a student spends in the at home/online environment without the teacher’s supervision, and the autonomy a student and family must embrace and accept if this new paradigm is to work. A clear blueprint, and well-stocked toolbox is essential.
You don’t know what you don’t know. And now you do…
No comments to show.Choosing tools for you online toolbox
Since announcing this Professional Development Series parents have shared their thanks and gratitude for presenting a methodological approach to teaching online.
Last spring was a little rough – everyone agrees. Schools transitioned within a few days to the virtual world where instead of implementing a methodological plan, teachers were given tools. New York spent the four days before the switch giving PDs on Google Classroom while other schools scrambled to photocopy as much work for students to take home and complete for the following week. Google Classroom and the photocopier are undeniably great tools but what are we using these tools for? What are we building? And depending on what we are building do we even need those tools?
So how does the Professional Development Series help me?
It offers you a blueprint; you can choose and adapt the tools with which to build your online classroom. ‘Methodological’ means relating to the system of methods used in a particular area of study or activity. It is the plan and the unveiling of that plan so everyone knows what the end game is. And when I say everyone, this most especially includes the families, who, until now may not have been as involved in the education plan, are having the tools thrown at them.
There is the reason why we refer to them as the virtual and physical worlds because they are not the same culture. Transferring from the brick-n-mortar to the virtual is like travelling to China. Without a methodological plan, one would arrive expecting everyone to speak English, ordering a hamburger and fries at the restaurant, and getting offended when people burp and spit in front of you.
The methodological plan points out what you don’t know. Because venturing to China, one would find out what language(s) they speak, what is the weather like, is there a time difference, how to say key phrases in order to hail a cab, eat at the restaurant, check-in to your hotel. Without knowing in advance the answers to these questions one doesn’t know if warm or cold weather clothes should be packed, what dietary restrictions might be overlooked, and when you have to go to the bathroom and you’re shouting the word toilet at them in mangled Chinese but no one is understanding and showing you where to go. True story by the way, but not mine;)
So what don’t we know about the online world that we really should? In order to understand how to create a methodological plan schools need to create a virtual plan with the mindset as if there is only one computer at home which is being shared between the parent performing their job (also now virtual) and the child (now a virtual student). Every aspect of the teacher-student/family interaction needs be with this perspective in mind. Because if it isn’t, and the plan is to pretend these two worlds are the same and English class starts virtually on Zoom from 9:30am – 11am, the outcome is that families have to choose between the parent continuing and keeping their job to support their family or the child receiving an education. And, more than likely, the child’s education will be sacrificed.
There are two problems with the above example: English class starts virtually on Zoom from 9:30am – 11am. The first problem with this approach is that it pretends these are not two different cultures and that by using a few cool and contemporary tech tools like Zoom we’ve adapted to the online world. It seems like it should work just like going to China and speaking English at them and getting annoyed when they aren’t perfectly understanding you – you’re speaking a language for crying out loud! Again, think of it as if there is one computer in the house for the entire family. This means that that home life is trying to adapt to everyone’s technological needs with limited technical resources.
The incredible and liberating aspect of online learning is that it can be achieved and accessed whenever! If students are more focused at night after exercising and reading all morning and start class at 11am – that’s fantastic! Capitalize on that! While their parents are working their 9-5 job students can be reading assignments or mapping the outline for their paper. For example, after reading the requested newspaper article for their participatory grade in class, students can write out (with the intention of typing or scanning and submitting later) their discussion topic and submit for grading. I wouldn’t plan on this but they may be able to type out their discussion response on a smart phone or ipad, if available.
The second problem with this example is that Zoom is a tool without a blueprint. In this example Zoom is being used again to force the physical classroom into the virtual one. That by speaking on video solves the problem of not being in a physical classroom; we just had it online. That’s not a blueprint. The function of choosing this technological tool, Zoom, is to disperse information about a given topic which then allows students to continue their education and to participate in the day’s lesson according to a schedule that works for their particular home environment. This means that this lesson needs to accessed whenever the student has possession of/access to a computer, which might be at 9pm, after the parents are finished and can assist in their child’s online learning. This means that all lessons must be recorded and accessible to students via a weblink, downloadable mp4, private youtube account, etc. The recording and dispersing of the recording is part of the complete functionality of the technological tool that is Zoom, but not the entire toolbox. Not using the entire tool to complete the blueprint is like using a hammer to smash an incorrectly placed nail through the shelving unit instead of using the other end to simply pull the nail out. Or realizing a bracket might be more effective and the nail was correctly placed all along.
When Switching between these two worlds the objective is not to smash or power through. It is to embrace this new culture and thrive in it. Because by forcing the physical classroom to fit into the virtual and pretending there is no difference is predetermining who has access to an education.
Now, more than ever before, a teacher must be aware of the time a student spends in the at home/online environment without the teacher’s supervision, and the autonomy a student and family must embrace and accept if this new paradigm is to work. A clear blueprint, and well-stocked toolbox is essential.
You don’t know what you don’t know. And now you do…
No comments to show.Choosing tools for you online toolbox