Suddenly and All at Once, How My Instruction Changed During the Pandemic of 2020
On March 12, 2020, Maryland and Ohio became the first states in the nation to close public schools statewide. Initially, the thought was that schools would be closed for a week or two in response to the ominous looming coronavirus, which quickly escalated into a global pandemic. At that time, I was instructing three education courses for teachers. The students in my classes were educators either pursuing or renewing their teaching certificate. One of my courses was a hybrid course, which met twice in person, with all other self-paced classes. The other two courses were traditional, in-person classes that met weekly. Based on the swift and immediate push for all classes "to go virtual," I adapted my teaching to meet my students' needs to improve their chances of successfully completing an online course they had not elected to take.
Some of my students in the traditional courses stated that they were unsure how to proceed in an online environment. For many, this would be their first online class. With this in mind, I changed many of my teaching practices to meet their needs. Here are a few of the instructional changes I implemented:
Utilization of Google Slides and Google Docs – It was of utmost importance to utilize explicit instruction to introduce and teach presentation programs such as Google Slides and Google Docs. In the traditional classroom setting, we used chart paper when collaborating on various topics and creating shared visions. However, in the virtual environment, I had to effectively launch new processes so that students could participate in discussions and collaborate virtually when I had not established an online discussion platform. While many of my students knew how to make a PowerPoint presentation, some were not familiar with using Google Slides (a shared platform that allows multiple students to engage in one document). When instructing students on using this app, I started by modeling how to create documents and changing settings to share documents. In addition, I provided multiple strategies on how to this technology efficiently to support learning. Students that were familiar with the Google Slides assisted by offering tips and supporting new learners.
Introduced Padlet (an online bulletin board) – While I was familiar with Padlet and used it in the past, I had not used it in my online classes as a collaborative platform. However, once my traditional classes switched to a virtual environment, I found Padlet to be a useful tool for sharing links, videos, pictures, having discussions, and reflecting on learning. I used Padlet as a portal to share information and create virtual bulletin boards. My students used Padlet to post writings, pictures, links, media, etc. Padlet has a "reactions" feature, allowing students to "Like" each other's posts. This feature brought a social media experience that students seemed to enjoy. Although there is a fee associated with Padlet, users are allowed, three free boards.
Received Feedback from Questionnaires and Surveys - Student surveys guided my instructional practices. During traditional classes, I had opportunities to observe my students, see their work, gauge their understanding, and ask questions that influenced my instruction. I found this challenging to do in a virtual setting. The implementation of questionnaires and surveys was perfect for gaining insight and developing the next steps. I used a variety of techniques to gain information about my students. These techniques include Entry Tickets (short student writings at the beginning of class used as an instructional tool to gauge students' understanding of information previously taught), Exit Tickets, Emotional (mental health) Check-ins, Dipsticks (rating systems where students share a number that represents their understanding), and digital journals. The data collected was instrumental in planning lessons.
When the Fall 2020 semester started, I used a questionnaire to determine how many of my students participated in online learning before the pandemic. I learned that 62 percent of the students in my courses had participated in online learning before the pandemic. This information let me know that my students had some experience with online learning. Based on the information I learned from the survey, I decided that instead of modeling how to use platforms during the class, I would offer to stay after class and provide instruction for students that needed additional support. The questionnaire also included questions such as how many classes have you taken since the pandemic, and what do you think Ms. Blocker should know about you as an online learner? I kept this data in mind as it was an integral part of planning and teaching.
Sample Data (Can we make this a link)
Implementation of After Class Support – This has been one of my most effective instructional practices. After my traditional classes, I would stay after class to answer questions. I found that this method also proved effective for the virtual classroom. Setting aside time for anyone that wanted to stay online to ask questions was more effective than using instructional time for individual questions. I end each class by asking if there are any questions that could potentially benefit the group. Once group questions have been answered the class is officially over and students are welcome to leave. However, I have adopted the practice of staying online to work with students that need individual assistance or have specific questions.
Use of Screen Recorder – The use of a recorder has been essential to narrate Google Slides, micro-lessons, and announcements. I created short videos designed to explain and guide students as they completed assignments. While there are a number of recorders on the market to choose from, Screencastify has been my screen recorder of choice. Screencastify is valuable in my opinion because it is easy to use and the platform provides a sharable link that can embed Google Slides, Google Classroom, YouTube, etc. making sharing content easy.
BIt is a fact that we are living in unprecedented times and an ever-changing society. Many of the adjustments I’ve made were the result of circumstances beyond my control. Suddenly and all at once many of my students were pushed into taking online classes. For many, this was a legitimate fear as some deemed online classes too difficult while others fear the inability to work independently for a variety of reasons. People are normally resistant to change, and this disruption forced an abrupt universal shift for teachers and students. Regardless of any fears, the choice of face-to-face, traditional, learning was no longer available and the learning curve in some cases was steep. As an educator, I am charged with making learning meaningful and accessible. The accessible part was a little tricky at first; however, with these adaptations, we are all moving forward.
