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IDEAS and RESOURCES for COVID-TIME from the Marshall Memo – Updated January 15, 2021

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IDEAS and RESOURCES for COVID-TIME from the Marshall Memo – Updated January 15, 2021 IDEAS AND RESOURCES FOR COVID-TIME from the Marshall Memo – Updated January 15, 2021 During the pandemic, millions of students have been unable to go to school, with teachers stretched thin attending to students' needs, in many cases while taking care of their own children. Below is a collection of Marshall Memo items that may be helpful. Be strong and be safe! 1. Quotes about the pandemic 2. Articles on understanding the pandemic 3. Articles on the human side of online learning 4. Articles on pedagogical issues with online learning 5. Articles on planning for school reopening 6. Specific suggestions for online teaching 7. Videos, graphics, and lessons 8. Free children’s books 9. Online teaching tech resources and troubleshooting 10. Kim Marshall’s teaching materials QUOTES ABOUT THE PANDEMIC “It’s important to look at why the kids who are thriving are thriving.” Jerome Schultz “We miss you.” The key words used by educators in a Wisconsin middle school as they e-mailed, texted, called, and made personal visits to missing students, ultimately getting 99 percent engaged in remote instruction, described by Douglas Reeves in “Relentless Communication Leads to a Dramatic Improvement in Attendance”, December 29, 2020; Reeves is at [email protected]. “We are often in such a rush in school – from one class to the next, from one topic to another – that we don’t remember that the fundamental job is to partner with families to raise successful human beings.” Jal Mehta “In the greater context of the pandemic, who cares about photosynthesis?” A Chicago science teacher “School will probably never be the same, and that is a good thing.” Douglas Fisher and Nancy Frey “With this school year like no other in full swing – and no guarantee of when the pandemic will abate – it is our responsibility to make sure that the classrooms of 2020 and beyond aren’t simply new theaters in which to restage the same old inequities.” Eve Colavito and Kalila Hoggard “Although many educators are physically farther from our students, our lens into their daily lives and the challenges they face has never been clearer.” Eve Colavito and Kalila Hoggard “Covid-19 has blown the doors off our schools and the walls off our classrooms. It has Zoomed educators into homes and parents into classrooms, providing the transparency that parents have long deserved. No longer are our practices hidden behind doors or buried in the pages of policy and collective bargaining agreements; they are now in full view on a screen. And our parents are watching.” Sonja Brookins Santelises “The logistical gymnastics necessary to balance work and school when all the crucial resources – time, physical space, Internet bandwidth, emotional reserves – are limited have pushed many to the point of despair.” Erika Christakis in “School Wasn’t So Great Before Covid, Either” in The Atlantic, December 2020 (Vol. 326, #5, pp. 17-22) “I have to become better at forgiving myself. As a perfectionist, the unknown nature of the school year scares me, but I have to find ways to allow myself to feel okay about not being the one in control. I am going to make a concerted effort to keep things in perspective. There are simply greater forces at work here, and as long as I am doing my best, my best will have to be good enough.” Wendy Price in “Self-Care as a Priority” in Communiqué, Dec. 2020 (Vol. 49, #4, p. 2) “I make it very clear, if I had to pick between an amazing teacher or amazing technology for myself or my own kids or anyone’s kids, I’d pick the amazing teacher, in person, any day.” Salman Khan “Nearly everything about teaching has changed for teachers over the past few months except the fact that students need us. And so it’s incumbent upon us as a profession to learn new methods to reach then as quickly and effectively as possible.” Doug Lemov in Teaching in the Online Classroom: Surviving and Thriving in the New Normal (Jossey-Bass, 2020), with chapters on synchronous and asynchronous learning, making students feel more connected, dealing with distractions, building in “pause points” for active engagement, checking for understanding, procedures and routines, and effective use of technology platforms and tools. “If there is a silver lining to the heavy emphasis on remote and hybrid instruction during the pandemic, it is this: students are getting more opportunities to work independently and at their own pace – and in the process, they are becoming better problem-solvers.” Madeline Will “There are some students who really thrive working on their own, and some who struggle a bit more and lack the skillset.” 2 Gavin Schiffres “Students who know they are safe and cared for by their community will be more comfortable having their cameras on.” Liz Byron Loya “The pandemic and protests of the past several months have shone an especially bright light on persistent inequities in our public school systems and generated a broad consensus that school districts must not return to business as usual.” Meredith Honig and Lydia Rainey “Teachers need support, not scores. Now is not the time to be thinking about how to evaluate teacher performance in a new and fluid context. This moment compels us to pause and engage in a thoughtful reset on our approaches to teacher support.” A guide to using the Danielson framework in remote instruction “For too long teachers have thought about attention as the norm, and distraction as the deviation from the norm. Both history and biology teach us that the opposite is true. Periods of sustained attention are like islands rising from the ocean of distraction in which we spend most of our time swimming… It’s very difficult for people to pay laser-focused attention to someone who asks them to do hard thinking. We have to be empathetic to ourselves and to students.” James Lang (Assumption College), quoted in “The New Rules of Engagement” by Beth McMurtrie in Chronicle of Higher Education, October16, 2020 (Vol. 67, #4, pp. 22-27) “When in doubt, dial it up to an 11. Better to be unhinged than boring.” Michigan college professor Collin Bailey Jonkman (quoted in item #5) “One of the biggest complaints about online school is the zombie-like after-effects of spending too much time focused on a screen.” Kathy Swan, Andrew Danner, Meghan Hawkins, S.G. Grant, & John Lee “It will take two things to bring this virus under control: hygienic measures and a vaccine.” Paul Offit (quoted in item #1) “Remote learning is stressful at first but very easy to get used to.” A Massachusetts high-school student’s exit ticket at the end of a Zoom class last week (personal communication from the student’s teacher) “I learned that if you actually pay attention, the class goes by faster.” (another student, ibid.) “I also learned that even though we are remote, we can still take care of each other.” (a third student, ibid.) “Consider teaching in a post-Covid world the most massive project-in-Beta ever. It’s going to be messy, but that’s how humans learn and grow and adapt. Continue to experiment, fall apart on the days when it’s your turn (because everyone seems to need a turn every now and then), ask students and parents for feedback, observe other teachers when you can, and most importantly, keep giving yourself and your students grace. We’re getting through this.” Jennifer Gonzalez (see item #1) 3 “Make your voice more expressive, your eyes more expressive, your gestures more expressive. I would slow down my speech as a teacher, particularly when interacting with younger ones, so kids can pick up more from the auditory channel.” Kang Lee (quoted in item #2) “Maybe this is a nerdy-history-teacher way to frame this, but I was a nerdy history teacher. We have a choice between the Hoover path and the F.D.R. path. The Hoover path is the continued dismantling of public-sector responsibilities. It’s cutting resources for schools, doing less, hoping for less. In contrast, the F.D.R. approach would recognize how deeply interconnected we all are and make our investments accordingly.” John King, Jr. in “Will This Be a Lost Year for America’s Children?” in The New York Times Magazine, September 13, 2020 “To have a job without a workplace, you must build an office of the mind. Structure, routine, focus, socialization, networking, stress relief – their creation is almost entirely up to you, alone in a spare bedroom or on your couch, where your laptop might vie for attention at any given moment with your pets or kids. If the coffee pot runs dry, there is no one to blame but yourself.” Amanda Mull in “A Cubicle Never Looked So Good” in The Atlantic, October 2020 (Vol. 326, #3, pp. 30-32) “Completing isn’t the same as learning.” Ryan Steinbach, “How to Help Middle-School Students Learn to Work Independently” in Edutopia, September 15, 2020 “Lessons drive the tech, not vice-versa.” Jon Saphier in “Preparing for Virtual Learning” in RBT newsletter, September 16, 2020 “So if you’ve felt guilty that you’re spending your days slinging Chromebooks and fixing logins, don’t. That’s exactly what students and teachers need from you right now.” Justin Baeder in a Principal Center e-mail, September 14, 2020 “The spring of 2020 will forever be known as the season when tens of millions of American families took a crash course in homeschooling.” Michael Petrilli “In ordinary times, teaching is a never-ending struggle to decide what to say and what not to say, when to push and when to back off, when to continue a lesson and when to move on.
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