As educators all over the United States grapple with the back-to-school models that inevitably include simultaneous preparation for “face-to-face” learning and distance learning, there is an understandable sense of overwhelm. Teachers are faced with preparing for two different (or hybrid) and complicated learning environments. Not knowing which model will finally play out adds a distressing element of uncertainty.
Perhaps, however, shifting our mental model can help. We can reframe the two options --”face-to-face” vs. remote learning-- as variations of distance learning, rather than as two completely different models. Then, we can find commonalities between them and start our planning there. Rather than thinking of back-to-school as either face-to-face or at-a-distance, in actuality, everything is going to be distance learning, even when students are in classrooms and “face-to-face.”
As I’ve been thinking through what fall instruction can look like, it has been helpful to stop thinking of it as two different options, and to frame both options as variations of the same theme. Both are distance learning, with one six feet apart and the other miles apart. So I can plan for instruction that helps me with both at once. Here are some examples:
There aren’t easy answers to the complexities of back-to-school 2020, and the overwhelm we are all feeling is warranted. For me, however, as I think about how to support the teachers with whom I work, things became a bit unstuck when I stopped thinking about the home learning and school learning options as separate. It is all distance learning, friends, so perhaps we can begin planning accordingly.
I recently had lunch with my dear mentor and she told me a story about working in a classroom and sitting with a first grade student who was just beginning to read. She asked him to share his independent reading book with her only to discover that it was much too hard for him to read on his own. They went together to the classroom library, which was beautifully organized by topic and areas of interest to the students. As it turned out, however, there was literally nothing in the classroom library that the reader could actually decode independently.
As you are assembling and organizing your classroom library consider the quality, the accessibility, and reading level of what is available to students. As Kim Yaris and I describe in Reading Wellness, at any given time students will be reading more than one text. For beginning readers, that should include variety in terms of difficulty. A single reader may have one or more picture books, which he or she may read by looking at the pictures and telling the story. Hopefully, he or she will also have some high-quality, controlled-vocabulary texts--decodable and/or patterned--to engage in the practice of decoding and constructing meaning.
Dr. Jan Burkins is a full-time writer, consultant, and professional development provider.