Wednesday, March 10, 2021

In tribute to my friend, Silvia Rosenthal Tolisano (@langwitches)

There is no better way to understand your own biases than to travel. Traveling gives you insight into perspectives you might have never considered. It opens your mind to new opportunities for humanity and connection. It gives you experiences that are indelible and lifelong.

Bruce Chatwin, author of The Songlines, wrote that “Travel doesn't merely broaden the mind. It makes the mind.” The Songlines resonated with me and helped me understand my identity in the world and why it mattered that I belonged to a community of people, a community that was made up of the entire planet on which we all live. Experiences matter. Perspectives matter. And I must invite those experiences and perspectives into understanding my own purpose.

I first met Silvia Rosenthal Tolisano, @langwiches to many of you, at the annual Curriculum Mapping conference in Saratoga Springs, NY many years ago. We were quick friends and documentarians, sharing our experiences with documenting learning and pushing teachers to connect, collaborate, and create. Silvia called herself a Third Culture Kid...born in Germany, raised in Argentina, and settling in America. She was really an All Culture Kid--a child of the world...the whole world.

I’ve traveled internationally with her several times as well as around the United States and Canada on many occasions. She’s a great travel partner--open to all perspectives and actively seeking opportunities to experience the world’s point of view on our work. How does the world inform what we do? That essential question has driven my own work for years. Silvia got it. She knew that enlightenment came from experiences. She knew that to fully realize the awesomeness of humanity, we had to experience what it meant to be human in a multitude of circumstances. 

Being a global citizen didn’t mean just knowing about the world. That was a strong prerequisite but not the thing itself. Being a global citizen meant being an experiencer of what the world has to offer. It meant learning WITH the world rather than just about it. And Silvia was adamant that this was a focal point for education. Math and Language weren’t the most important subjects, Geography was. Understanding Geography was a pathway to understanding all other subjects better. 

We can’t be better people if we only interact with small slices of populations. Experiences that are similar to our own don’t challenge our thinking, they reinforce our biases. To open our minds and hearts we have to open our passports. 

There is an old African proverb that has been bouncing around in my brain for the last few days… “when a person dies, a library is lost.” I’m paraphrasing, but I’m thinking about this in relation to Silvia and realizing that her library will never close. She documented everything she did for the benefit of teachers and learners. She shared in so many ways that her library will forever be open. Her contribution to the collective efficacy of all of us remains available online--a fitting legacy for someone I consider to be a true global media specialist.

I’m going to miss my friend as she travels on to places I can’t yet go. I’m going to miss her pragmatic ideas on what the must-do’s are in education in relation to globalizing learning and learners. I’m going to miss the challenge of blending experiences with priorities in educational endeavors. She was a really good thought partner.

In The Songlines, Bruce Chatwin introduced me to The Dreamtime, the Aboriginal stories of how everything came to be. He wrote of his experiences to understand and explore The Dreamtime and how reluctant the Aboriginal people were to talk to him about it. He was documenting his journey, for sure, but he was also sending a message: Just because we want the knowledge doesn’t mean we deserve it. In a larger sense, I think he was telling me, as the reader, that it’s not enough to just be interested. You have to be immersed. Immersion and the willingness to journey beyond your comfort builds trust and camaraderie and forges relationships built on shared understanding. Silvia was my globally connected mentor for this and I’m so sorry that the world has lost her.

I intend to lift her lamp. 

I want her light to continue to shine. 

I hope others will do the same.

Into the West, by Annie Lennox:

Wednesday, February 3, 2021

Going Forward: Snow Days or Online Days?

Last weekend, I shared the following tweet:

While I knew I was in a provocative space with this statement, I also wanted to know what others thought about it. I received a slew of responses from folks that ran the gamut of sentimentality and social/emotional awareness to quality of work to accessing essential tools and planning to pull this off. 

My stance, going into this conversation, was about our extension of my last blog post. Now that we have the capability to have online days, are snow days a thing of the past?

It’s not the first time I’ve been down this rabbit hole. Back in 2011, I tweeted the following:

Back then, I called it cool and innovative, but that was Pre-Pandemic, before the reality of the logistics to really make it happen. I was also inspired by a student, Zachary Maxwell, who, in 2014, wrote and directed a film called Anatomy of a Snow Day. This film deals with all of the logistical elements that must be in place in order for New York City to issue a rare snow day for students. Among those issues are transportation, type of precipitation, accumulation of precipitation, wind chill, public transit access, etc. At the time, access to Zoom and Google Meet weren’t even thought of. 

In short, if we can pull it off, why don’t we?

Here are some of the considerations from those who responded:

  • Quickly changing an in-person lesson to an online lesson is complicated.

  • Who is going to be their learning liaison / helper / parent in this situation?

  • Do all students have the equity of access to devices and the internet? (And where does the funding come from to pull that off?)

  • If we have allotted snow days, shouldn’t those be depleted before moving into an online option?

  • If the day is just a bunch of busywork to accommodate the situation, is it worth it?

  • What about students with special needs? How will an online day support their individual needs and interventions?

  • Will teachers have the time they need to plan for a day’s worth of meaningful instruction?

In my original tweet, I hashtagged the phrase #ChangeMyMind. It was an invitation to others that I was open to differing opinions and was welcoming the perspectives of others. 

Going forward, how can we leverage our capabilities and reconcile them with nostalgia?

  • Could there be a balance? A partial day? A real snow day on one occurrence with an online option for the next occurrence?

  • Districts prioritizing the equity of devices and internet access for every student.

  • In terms of social / emotional learning and wellness, do we have an obligation to uphold tradition in this case? Perhaps we could do this with some parameters for helping families and communities shovel out or catch up on a hobby or launch a learning investigation of something that is of personal interest or cook something together - or even just to unplug and enjoy the day. There’s learning in all those things too--just not content-driven or traditionally assessed at school.

In Jefferson County Schools, Superintendent Bondy Shay Gibson wrote THIS LETTER to parents and students where she wrote that the snow day was “an opportunity to make some memories with your family,” and that “We will return to the serious and urgent business of growing up on Thursday, but for tomorrow...go build a snowman.”

Perhaps this is one of those situations where “just because we can” doesn’t mean “we should.”

In one response to my tweet, a teacher simply wrote, “Kids need snow days.” Perhaps everybody does.

I’d like to amend my original #ChangeMyMind hashtag with #UpdatedPerspective. I still think this is a conversation worth having and that perhaps, as the years roll along, that there may be an equitable space for finding learning opportunities for bad weather days, perhaps only after scheduled snow days have been used up. Or maybe we just stick with tradition: cuddle up with a book, some hot chocolate, a Netflix binge, unlimited sledding, snowman building, and memories to last a lifetime...

And in the interest of ending this on a positive note, please enjoy the following parody from Mary Morris, a third-grade teacher in Tennessee who shared her feelings about Snow Days in this parody of Adele’s Hello:

Monday, January 4, 2021

The Kids Will Be Alright (And We Can Never Go Back To The Way Things Were)

It’s not the filling of a pail anymore. It’s not even the lighting of a fire.

It’s all about creating the conditions in which fire can occur in whatever the learning scenario may be.

Of late, there have been a lot of eduTwitterers, advocates, reporters, and educational sharers of all types that are woefully lamenting what kids have lost, what they are missing, or what they are needing during the pandemic. They are missing months of instruction. They will end up being a year behind in their learning. They will be lost in the next grade level. They are missing socialization and human interaction. They are spending too much time on screens.

But what about what they’ve gained?

The Pandemic has been awful--worse than awful, but it has bestowed some gifts that wouldn’t have necessarily happened without it (or might not have happened so quickly!):

  • Social and Emotional Learning: One of the high notes of pandemic outcomes has been the laser focus on social and emotional well-being for students and even their teachers. While SEL was already gaining some traction in classrooms, the pandemic spurred action around building relationships with students, investing in those relationships, checking in on how everyone is doing (many times on a daily basis!), and providing school and community supports in very specific ways.  

  • Equity and Cultural Responsivity: The moment schools closed and learning from home began, we were thrust into a zone where the learning location and situation was being broadcast to everyone. Some had devices, some had phones (some had no devices!), some had dedicated spaces, some shared space with siblings. Some brought ideas to the learning table because they were in their home environments that were different than what they would offer in a social setting at school. Some parents became learning partners. All of what happened contributed to the collective understanding of what students were offering of themselves, their cultures, their family mores, and how the learning must respect where students come from so that the learning is relevant for all.

  • Major Upgrade to Differentiated Practices: Teachers often tell me about their differentiated practices in schools, though many times, what they describe is either more work or less work, or opportunities for deleting an assignment or portion of an assessment. The scaffolds really aren’t there. In remote learning scenarios, teachers had to quickly figure out how to layer instruction that builds knowledge and skills in particular and effective ways. This meant learning to leverage online meeting technologies to schedule time with small groups and individuals, rediscover the magic of the mini-lesson, and learn the ebb and flow of the individual tides of independent and guided instruction and different finish lines for performance.

  • Priorities in Instruction: Of the many questions I was asked when working with teachers, one of the most prevalent ones was: What matters most in instruction? My answer was almost always, “I don’t know. It depends on the lenses through which you are looking at what is a priority.” I had great conversations with teachers about what critical learning meant. What are the students learning that will be the basis for their future learning? What are the students learning that will serve them in multiple content areas? What are students learning that are lifelong skills? What is the difference between what I teach and what students learn? What do I need to add to my program? What will not work in an online environment? What do I have time to accomplish? These have always been good questions to ask about our curriculum and instruction and they will continue to be drivers of quality curriculum going forward!

  • Toolboxes for Learning: One of the many things we learned early on was that there was no one size fits all resource. While many companies purported to have exactly what you need, all fell short in one way or another. This was actually a good thing. It forced us to think about the suite of tools that matter to learning or are the most beneficial for students. This toolbox was contributed to by teachers and students and became dependent upon what needed to be done and which tool is the best for engaging and assessing student understanding. This was a much different scenario than trying out what was shiny and new out in the edtool ether and seeing if it worked. We had to make quick decisions about efficacy and then give students some choice of tools that matter. This scenario is not going away...

  • Self-Direction and Self-Navigation Skills: Whether remote, blended, or in person, students were thrust into opportunities for being more responsible for their own actions, contributions, time-management, and decision making. Students have a level of autonomy that they haven’t had before because they are operating in multiple types of learning spaces. Teachers are managing these spaces and are relying on students to do their part--to be contributing eduCitizens in this new learning landscape. I’ll admit, there were days when I was sure that everything was on the verge of falling apart, and then the students would pull through and show everyone what their readiness levels really were. And now that we know that they are capable, even at a young age, how can we leverage this level of independence and decision-making skills in future learning endeavors? (On a related note, I’ve noticed that people, in general, who are working together to get through this pandemic, are way better at self-direction than they were previously and this is great that it’s being modeled for our children. I’m talking directly to those people that put their carts away at the grocery store or don’t hoard toilet paper--thank you.)

  • Project and Problem Based Learning: The pandemic and remote/blended instruction became a great opportunity to move away from the encapsulated day to day lesson plans entrenched in classrooms and focus on more project/problem-based learning opportunities that involved research, collaborations, mini-lessons, and new assessments. Some of this was done in relation to the load of the teacher and how they were managing multiple students in different learning scenarios and some of this was done in order to maximize thinking and engagement for all students. I’m hoping the practice sticks around. 

  • EduEcosystem Constructs: Learning in a pandemic shined a brilliant light on the way we’ve always done it. And perhaps the way we should consider doing things from now on. We learned that location doesn’t matter nearly so much as the quality of the learning and the relationships you have with those you’re learning with. When we think about all the creative ways we dealt with synchronous and asynchronous time, we worried less about seat time and more about quality instruction. The conversations that we would normally have had about grades transformed into conversations about impact and how well students learned what we intended for them to learn and the feedback we offer for improving their work. We learned that there is perhaps a new recipe to consider when thinking about learning that sticks: it starts with people and relationships, then what’s worth engaging together during synchronous times, then creating or co-creating new ways for students to demonstrate what they are learning, all while giving them more opportunities to self-navigate and more autonomy in their work. 

Ongoing, what do we do? What do we stop doing? Continue doing? Start doing?

In my humble opinion, we can’t go back to normal, whatever that might mean. All that we have learned about learning and teaching must be part of the lenses through which we look at future curriculum design opportunities. Whether the learning happens in school live, in a blended format, or even in continued remote opportunities, we want to persist with all that we’ve leveled up to in the last 9 months. This includes thinking about synchronous, asynchronous (perhaps flipped?), and even semi-synchronous events where we move in and out of online/offline and in-person/remote scenarios with the dexterity and grace of a swan.

Is there a conversation to be had about what students might have lost or missed? Certainly. But that shouldn’t be a focal point. Our focal point should be on what students (and teachers) have gained during this time and how we can build on those gains to do extraordinary things in the future. This is a significant moment in time for many reasons. Personally, I want to focus on the positives and moving onward and upward. I can be considerate of what support students may need as we come out of this pandemic but with the wings they’ve grown during this time, I want to see them fly.

Photo: Michael Fisher


Thursday, July 9, 2020

Student Voices: Remote Learning Lessons and the Return to School

In the Washoe County School District in western Nevada, stakeholders were surveyed about the return to school in the fall. Among those stakeholders were students who were asked about four key areas of concern including health and safety, learning issues, the physical environment, and their attitudes about returning to school.

63% of students supported going back to school with 29% reporting that they would be more open to a blended environment. Based on their experiences with distance/remote learning, students were asked about their priorities for distance education, which included attention to new learning and live meetings in small and large groups with their teachers.

While 65% of students said that they would be returning, another 29% of them said that they would only do so depending on their school district’s plan, which could include a variety of options for masking, social distancing, temperature checks, etc. 

In Tampa Bay, Hillsborough County residents were also surveyed with 77% of parents reporting that virtual learning was either a “no” or a “maybe” if given a choice when schools reopened. The school district, based on their collected data, is still anticipating tens of thousands of students opting for virtual instruction, causing an expansion of the Hillsborough Virtual School as they prepare for whatever fall will bring.

Students at Boston University indicated that most were excited about coming back to campus in the fall but had concerns about integrating with the surrounding community, health and safety concerns about facial coverings and social distancing, and also reported that they feel the depth and quality of their educational experience may suffer if they are not in person on campus.

If learning does continue to be online or blended, students have offered some insight into what is working and what is not working based on their three-month remote learning experiences.

Students that contributed responses to the New York Times’ Current Events Conversations Writing Prompts shared some of the same overlapping concerns, including that the workload was overwhelming at times, that for some, it’s impossible to learn anything new through distance learning, and that there was a lot of confusion involved. Some responses also talked about the preference for learning online and others talked about how much they miss the social aspects of school.

Some of these same concerns were echoed by respondents to a survey by New York’s Chalkbeat Education News Service in June. Students were concerned about the assignment of tasks devoid of explanations and elaborations. Students questioned how compact the day was versus regular, in-person school as well as the lack of communication around questions and deadlines for assignments.
In a Western New York suburban school district, a high school teacher asked her students to reflect on remote learning and the impact that it had on them. Here is a sampling of the questions that were asked:

  • How have you done overall with this "remote learning" time? What worked for you? What didn't?
  • Where has your motivation come from?
  • How are you balancing your course load? Has this time been more difficult managing assignments?
  • What advice do you have for the school if "remote learning" continues? 

And here are some of their responses (paraphrased or edited to summarize responses, invite clarity, or to omit identifying information):

  • Being at home kind of made work feel like an option.
  • Remote learning was a challenge.
  • My main motivation came from my parents, not from myself.
  • Some students reported having to take care of or teach siblings which impacted their work and ability to meet deadlines.
  • Students had trouble with organization and/or creating a schedule to get work done.
  • Advice for planning: be understanding and lenient with grades, deadlines, and expectations for learning new material.
  • Some students reported issues with devices and learning management systems.
  • Live video enabled questions and real time conversations that recorded video did not.
  • Not being able to go to school has made me miss it.
  • It is way easier to learn with a teacher in front of me.
  • Remote learning is way harder than being in the physical classroom.
  • (Before the quarantine) I didn’t go to (physical) school often. Remote learning was the best thing to happen.
  • When my mother tested positive for Covid-19, I missed weeks worth of work taking care of her.
  • I get sidetracked often, particularly when it comes to things I don’t want to do.
  • Using technology slows me down.
  • I find myself doing many other things which has caused stress because I’m not managing my assignments.
  • It will be very hard to continue with remote learning.

As districts are actively working on plans for the fall and whether their scenarios will be in-person, virtual, or a blend of these, it’s important to keep students and their perspectives at the center of the decision making processes. 

There are a lot of difficult choices ahead and we need to ensure that our decisions around those choices include student voices. From what has been shared here, and across multiple other resources about reopening schools, it’s clear that everyone, especially students, wants to see a return to normalcy. Within the confines and parameters that we are now working, students have ideas and comments about the quality of instruction, the attendance to their individual needs as online and in-person learners, and their desire for socialization and communication both with peers and teachers. Inviting student voices is critical to the success of any planned scenario for getting back to school.

Bauman, C. (2020, June 25). NYC students want to return to in-person learning this fall, but with caveats. Retrieved July 07, 2020, from
Laskowski, A. (2020, June 11). Students Voice Range of Emotions about Returning to Campus This Fall. Retrieved July 08, 2020, from
Sokol, M. (2020, June 10). Nearly half of Hillsborough parents, teachers wary of returning to schools. Retrieved July 05, 2020, from
The Learning Network. (2020, April 09). What Students Are Saying About Remote Learning. Retrieved July 09, 2020, from
Washoe Schools. (2020, July 7). COVID-19 Response / Reopening Surveys. Retrieved July 07, 2020, from
Photo by Anissa Thompson from

Monday, June 1, 2020

4 Pedagogical Considerations for Ongoing Instruction

Since we are likely to be continuing to deal with the fallout from the Covid-19 Pandemic in the fall, I wanted to offer some ideas for how teachers can approach the way they are teaching whether the learning is online or offline, remote or physical. I’ve been working with teachers and students during this time and what follows is based on observations and wonderments during our work together, while also adding my own thoughts about creating a contemporary curriculum.

As a companion to each of the following, I’d like to underscore the importance of connections and the social / emotional needs of students. It’s going to be difficult to learn if students are having trouble negotiating safe learning spaces and trauma-informed learning opportunities. This pandemic has been rough on students, whether because of access issues, managing home and school responsibilities, loss of structure, caring for family members, etc. All students will be impacted in some way and we have a responsibility to be proactive about caring for them as they come back to school. 

Students need to be able to start from where they are and move forward as they are ready. This may require many scaffolds and differentiated opportunities to get students to a place where learning can occur.
If at all possible, and especially for elementary children, perhaps give some thought to moving them as an existing group to the next grade level. For instance, take a current classroom of students and move them together to a new teacher without breaking them apart or reconfiguring groups for next year. Students may benefit from the maintenance of already created classmate relationships and interpersonal dynamics. While there may be a small percentage of need-based switches, keeping students together may be helpful in quickly getting the learning back on track. 

We have a unique opportunity to truly build a community of learners. We’ve learned so much about our capabilities as educators and there is so much more on the menu of what can accomplish with students as our focus and our partners in navigating contemporary learning practices. That said, the following, in tandem with considerations for social / emotional needs, are umbrella categories that can be applied no matter how you document your curriculum:

  • Remember that one of the big curriculum constants is the standards. Those standards are a launching pad in and of themselves when you think about what concepts build over time, like in math or science, or skills that are practiced and sophisticated over time like reading, writing, research, and speaking. It may be worthwhile to have some discussions here at the end of the school year and during summer curriculum work around some priority standards and what they mean in the transition from one grade level to the next.
  • In addition, it’s always a good idea to help teachers situate their perspectives by exploring grade-level standards that are one grade level above and below the current grade they teach. That may be particularly important this year, for students who missed a significant portion of in-person instruction.
  • Have collegial discussions and consensus around what standards are most important. This will be especially critical if learning continues to be online.
  • In order for students to begin new learning, what prerequisite skills must they be proficient with? What concept basics do they need in order to move to the next learning moment? What parts will need explicit instruction? What skills and concepts can be independently learned? How will support be given for new learning and continued practice?
  • Whether online or in-person, it is critical in contemporary learning to give students opportunities to explore and discover as an introductory step to launching the learning process. We want to build curiosity and spark authentic inquiry.
  • This is a great opportunity to invite students into the learning process. What direction might they take the learning? Where could they look for answers to their questions? How might they approach the attainment of learning targets within a teacher’s desired plans? What are some unintended consequences / opportunities when students have a voice and choice in their own learning?
  • This is also a great opportunity for students to document their learning processes in a variety of ways: notes, sketch notes, models, examples, podcasts, websites, everything on the continuum of traditional to contemporary that allows students to collect and curate their explorations, discoveries, and inquiries.
  • Those documentations should be collaboratively created as a community of learners with contributions from students, teachers, experts, anyone with knowledge to share. This is a good opportunity to reach out to different networks for contributions to the students' documentation of their learning.
  • Note that documentations are also an assessment of process and progress. They are coaching opportunities to help guide students through and beyond what they are being tasked with learning.
  • What will students DO with what they’ve learned? This is, perhaps, the most contemporary action that a teacher can take when thinking about assessment.
  • This is also another good moment for students to be able to offer their voices and choices for how they will demonstrate their learning.
  • Teachers can help students expand the audience for their work beyond the classroom. With an increased audience, students will create higher quality work / deliverables.
  • Teachers can also help students transcend the depth of their demonstrations of learning. Are we going to continue to offer worksheets or end of unit textbook assessment opportunities or can we promote more contemporary actions like a community presentation, a film festival, or the creation of something really innovative or surprising.
Included with this blog post are two organizers to help teachers as they unravel what to work on now and what to work on next. Please note that these organizing tools are in Google Docs in “VIEW ONLY” mode, meaning that you can copy these into your Google Drive, and then they belong to you to manipulate as you see fit. I am open to comments, questions, suggestions for improvement, or any other dialogue that will make this process easier for all involved.

Note that the Learning Experience Plan Organizer is split into three sections: Documenting Instructional Design, Documenting Instructional Practices, and Documenting Contemporary Decisions. These can be worked on individually or in relation to needs on top of what you may already have documented. In short, you may not need the whole thing.

Friday, April 17, 2020

7 Questions to Ask in Our Transition Plans

Coronavirus Disease 2019 (COVID-19) - United States Department of ...
It’s been a little over a month for many school communities and we’re still facing weeks, if not months, of continued remote learning. But we also have our sights set on what’s next as we prepare for what is after right now. 

We’re grappling with some old questions that now have a renewed focus:

  1. How do we invite students into the plan? Listening to and acting on student voices has never been more important. They should be invited partners in the coming work. If students are to be self-directed and have more autonomy in the classroom then they have to have a stake in planning, outcomes, and deliverables. Contemporary learning isn’t contemporary unless all voices are included, student voices in particular - they are the ones doing the work. It makes sense to establish the worth of their ideas early in the planning stages, as they have been the recipients of the many different modes of instructional and learning practices over the last few weeks. They have good ideas about what works for them. More here: See what students are already saying about remote learning.
  2. How can we invite and maintain the highest levels of equity? Now that we have blatantly uncovered the haves and have nots in terms of access and support, there is a renewed responsibility for supporting all learners in every way we can. Now more than ever, we have to be advocates for every single student. This is not just a school effort. This is a community responsibility, working in coordination with schools, local government, parents, and students. We can shape school into something wonderful, something we’ve never been able to do before now with everyone at the table in whatever ways it takes to get them there. More here: Why Covid-19 is our equity check.
  3. How do we focus more on quality and authenticity in autonomous and multi-synchronous environments? Schools should think about how they can leverage performances and demonstrations of learning for the sake of knowing students have learned what is intended for them to learn. Do our grading and assessment systems embody quality or quantity? If students are at the planning table, what possibilities exist in the creation of deliverables? Would a shift toward discovery and exploration with a clear focus on inquiry help the community of learners grow their thinking and performance capabilities? It’s a challenge for sure, but a worthy challenge to embark on with students. Students (and their teachers!) can do challenging things. That’s been proven as of late. Let’s keep the momentum going! More here: Modernize your instructional practices in 11 ways.
  4. How do we support parents and families in all the ways we need to for access, continued engagement, and as essential elements of our systems and programs? If parents are going to be in a renewed partnership with schools, it would be helpful to continue to invite, appreciate, and design learning experiences with parents as contributors. The responsibility for instruction and learning has swiftly shifted. It would be amazing to keep this community of learners in place as we move forward to whatever happens after our current situation is over. Parents as partners has the potential to revolutionize education. It always has. Now that the spotlight is on how much we critically need parents, perhaps we can be more mindful about including them from now on! More here: 7 tips for parents supporting remote learning.
  5. What is the real worth of traditional modes? If schools are truly in charge of their schedules, times for learning, intervention practices, curriculum development, etc., then there should be planning that involves remixing our traditions. We’ve never known what we could do until we had to do it. And now that we’ve done it, we’ve shifted our capabilities and heightened our opportunities and potential for real impact. We must leverage these new capabilities and make room for new thinking and new possibilities. More here: From traditional high school learning to co-created learning experiences.
  6. How do we rethink spaces and places for learning? What if we set up online and interactive spaces at the beginning of the school year in the same way we collect phone numbers and other needed/essential information? Some thought should be given to identify early who doesn’t have access and actively work to get students into equitable spaces. Districts may need to consider deployment plans for wifi access with hotspots and with devices. Schools should establish synchronous and asynchronous places to learn and reimagine physical spaces for the benefit of the learner. Schools should spend time at the beginning of the year onboarding students into multi-synchronous environments with expectations that learning can happen anywhere, anytime, with a renewed focus on learner needs (SEL), self-direction, communities for learning, and joy.
  7. What else might we need to think about? Upending traditional structures will also matter if we start back to school under continued rules for social distancing and sanitization. Districts may need to consider options for roving start times and student rotations throughout the day. This will necessitate conversations about priorities in instruction and assessment and create opportunities for bold and robust teaching and learning.
We have a renewed sense of community and contribution from an array of stakeholders. This is a good time to put in the work of observing and analyzing what’s happening now to help inform what happens next. 

What questions are on your mind or that you are wrestling with as you plan ahead? Share your questions and comments below as we start to unravel our next steps.

Image from US Department of State, Labeled for Reuse