Monthly Archives: April 2020

It’s a marathon, not a sprint

After today, I’m going to take at least a few days off from posting about school, remote learning, social distancing, and Covid-19. I need to take a break from writing about these things daily, but will admit it’s hard when that’s mostly what’s on my mind. The reality is that these things aren’t going away any time soon. We are in this for a while.

Despite that, the last two weeks have felt like an all-out sprint. There are so many things that need to get done and the days have disappeared into busy blurs of activity and exhaustion.

This can’t be sustained over the marathon we have in front of us. We. Need. To. Slow. Down. This four-day weekend couldn’t have come at a better time.

No, I won’t be taking all four days completely off. But I will let go of work for a couple days. I will continue to exercise and take care of myself. I might be a little lax on my good eating habits. I will sit in front of the television. I will read. I will get outside.

Most importantly, I’ll remind myself that there are more than two and a half months of school left… If I’m going to be my best, it will be because I remember that I’m needing to be my best over a marathon of time, and not just for a short sprint.

Assessment vs Testing

One of the interesting things that has arisen out of remote learning, due to the covid-19 pandemic, is that the idea of having supervised testing has become problematic.

This isn’t just the case for teachers new to online learning, I run the district’s online school and until now we have relied on supervised tests to ensure there is some consistency in work handed in. For example, a student might only hand in high quality essays because of considerable tutor support, or even intervention, and that would show up when the student does a written test in a supervised environment. Note: this isn’t just an issue with online learning, anyone can have a tutor help them ‘too much’, but rather it’s something that any teacher might have to consider when they can’t see who is doing the work.

Math is a challenge in the same way. Homework can come in that is 100% correct, but without help at home a student might only have enough understanding to achieve a 60% in a supervised test. But then again, maybe they can get over 75% based on understanding, but time limits and test anxiety make the test itself a less than ideal demonstration of understanding in a subject.

I’m making two points here:

1. Supervised tests have been used to ensure integrity of work.

2. Supervised tests create a less than ideal environment for ensuring understanding of learning.

So where does that leave teachers, teaching remotely, when it comes to assessment of learning, without opportunities for supervised testing?

One suggestion is to focus more on competencies rather than content. My online math teacher would typically spend over 10 minutes marking a single test. What if, instead of marking this test, she watched a student video of that student teaching her how to solve a challenging question? What if an English teacher watched four or six students debate a topic, while other students followed along, note taking in a public, digital discussion forum? What if students did a timed problem solving challenge where they all got to collaborate, but they had to put their answers into their own words?

What if we assume that students will get support, have access to their notes, and can’t be fully supervised, how does and should that affect our assessment practices?

I don’t know

I tend to be a confident person when sharing my opinion, and that can be both a strength and a weakness. But recently I’ve been struck with a pretty big dose of “I don’t know?” Especially around the future of the pandemic we are facing, and when things will start to look ‘normal’.

When will the peak happen?

When will schools and most stores open again?

When will sporting events and concerts start again?

I don’t know. I don’t know. I don’t know.

Will social distancing in some capacity linger for months going forward?

Will COVID-19 resurge next flu season, before a vaccine is created?

How normal will the new normal be?

I don’t know. I don’t know. I don’t know.

What I do know is that we all have to do our part. I know that this experience would have been a lot harder if we couldn’t communicate with loved ones digitally. I know that worrying about things we can not control is unhealthy.

It’s not helpful to dwell on the unknowns and one thing seems clear: Even the experts aren’t sure of the best course of action right now. Considering this, it’s ok that I don’t know either.

Unprecedented time for collaboration

It’s a phrase I’ve both heard, (and felt), for decades: “If only I had more time!”

Well this is the time! With educators working from home, and with some autonomy over their schedule, the idea of having something like a common prep time, daily or weekly, with colleagues has never been easier!

The idea of doing something cross-curricular has also been opened up.

The idea of extending the learning beyond the school walls has taken on a whole new meaning.

This is still the early stages for many, and trying to figure out ‘remote learning’ while take some time. But that time will go much easier with collaboration. And as you figure out a schedule, now is the time to figure out when it’s best to collaborate with peers and mentors. As things settle a bit, this could be the time that teachers have always hoped for, and seldom got… time to collaborate, learn, and dare to try new things that was never time for previously.

The tech won’t always work… and that’s ok.

I’ve been ‘playing’ with digital learning and technology for a while now. My first blog post was in 2006 and my first podcast was in 2012. It’s Sunday night and I published a podcast over an hour ago. It usually takes a while to get onto iTunes, because first it has to go to a podcast hosting site called Blubrry. I did this a week and a half ago, and it went to Blubrry and then to iTunes pretty quickly. But tonight the new podcast won’t move to that first step, and I have no idea why? Even after I ‘ping‘ the website, (even though that should happen automatically), my post won’t go to Blubrry. That’s the frustrating thing, I don’t think I did anything different but somehow it won’t work. It might need time, and everything will be fine in the morning by the time this is published. It might not and I’ll have a whole lot of troubleshooting to do.

I do podcasts for fun. I do podcasts to learn. I’ll learn from this, but right now it doesn’t feel like fun.

Educators, as you head into the new world of ‘remote learning’, while we cope with social distancing, empty schools, and COVID-19 continuing to keep us physically separate, please realize that the technology doesn’t always work as planned. It doesn’t always work for the neophytes, and it doesn’t always work for the people like me that think they know what they are doing. When you get frustrated, and you will, remember this: Remember a time when you were really excited to teach a lesson. You stayed up late figuring things out and setting up the handouts for kids. Then you got to school and the photocopier jams horribly. You have no time to get your printing done. Dang! Your whole plan is done and needs reworking. At that point, you didn’t say to yourself, “That’s it, I’m never using the photocopier again!” That would be silly.

You’ll try using some technology for the first time and it won’t go as planned. You’ll try doing a video conferencing lesson and it will flop. You’ll have students doing things you didn’t expect them to do. And you’ll work it out. You’ll connect with your students. You’ll laugh at yourself and they’ll laugh too. You’ll get a lesson or two from a student that knows more than you. And soon, you’ll feel much better about the technology and the strategies you are using.

Oh, and even then, there will be times when the technology doesn’t work… and that’s ok.

Expecting appropriate student behavior online

14 years ago was the first time that I tried blogging with students. Here is a quote from a blog post about the rules I created for this new online space:

There is one thing above all others that significantly impressed me with this experience: Students owning the learning, asking the important questions, and helping each other to learn. They showed an incredible willingness to contribute/share their ideas. 

I wasn’t sure what rules I should give around ‘Safe Blogging’ so I pared it down to some basics. In our school we have been slowly rolling out the ideas of Restitution and we have developed 4 basic beliefs: Respect, Safety, Inclusion, and Learning. So I thought why not use these beliefs as the guiding principles for the blogs and communities? 

The idea was simple. What rules and expectations do we apply to our school community? Those also apply in our digital spaces.

Now more than ever, we are going to see issues of behaviour in online learning spaces that are inappropriate? Why? Because we have students and educators who are new to these spaces who are learning as they go. It is important to talk about appropriate use and expectations, if you want to be proactive rather than reactive. But creating draconian rules and conditions won’t help. When I see this happening I always go back to a quote I first heard from my colleague, Dave Sands, “Laws create outlaws.”

Instead, think about what the underlying behaviour expectations are in classrooms and in schools? Then ask, how do these same expectations look online? The idea here is that digital citizenship is just citizenship. Digital spaces might be new frontiers for some educators and students, but they are frontiers in classroom learning spaces that have been around for a very long time. If we know how we want students to act in our classrooms, we also know how we want them to act in their digital classrooms.

When schools start in September, teachers create expectations for their class. Often this will involve conversations and even participation by students in determining what a good learning environment looks like. The same should apply to entering new online learning environments. The choice is simple, be proactive and explicit about expectations, or be reactive when things don’t go as expected… because the expectations aren’t clear.

One final thought, even when you lay out all the expectations, students will make mistakes. At this point a decision needs to be made: will the response be punitive or will the response be a learning opportunity?

Positive shifts

Recently I’ve seen a lot of companies giving away resources and services for free. There has been a significant shift in thinking about how we are all in this together. This has been spurred by the now over 1.1 million people who have been struck with COVID-19, and the realization that this number is going to rise significantly before we see a slowdown in its spread.

Community members are helping each other. Birthday wishes to strangers are spreading like crazy. People are helping elderly neighbours. There is widespread appreciation for health care workers, and custodial workers that support them, and for people working in grocery stores and jobs like delivery drivers.

When I’m out for a walk, people are politely keeping there distance, but also looking up and acknowledging me. I’m not saying this didn’t happen before, but it’s much more obvious now.

I think things are going to get a bit harder before they get better. I think more than ever we need to be a society that supports the most vulnerable. I think we need to invest more in social services, and find ways to make basic needs more equitable. We have a lot to do to make the world a better place.

But maybe, just maybe, there are enough positive changes happening to shift our world to a better place, after the concerns about the virus decrease and the economy rebounds. These aren’t small things that need to happen, but I like to think that some positive shifts will eventually come from this globally unifying experience.

It’s not a failure if it leads to success

I love this video:

https://youtu.be/0cF2LyYGDWA

It reminds me that the path to success isn’t always easy, and failure isn’t failure when it leads to success.

On a personal note, I started a 30 Day Challenge to do a 30 second freestanding handstand.

Progress until last night was pretty good:

https://twitter.com/datruss/status/1243331006767210497

https://twitter.com/datruss/status/1245227496930340864

But last night didn’t go as well as I hoped:

But here’s the thing, I’m pushing myself pretty hard. Also, I just want to handstand for 30 seconds but I’m actually doing the training to walk on my hands. On top of that, I’m trying to do a 5 step plan in 30 days, and 1/3 the way through I’m on step 3.

I need to slow down. The videos show me that my core is a weak spot. My shoulder no longer hurts, but it isn’t fully recovered from an injury. I’m going to hit my goal if I’m smart, and don’t rush, and if I do every step really well before moving on. Back to step 2 I go.

Meanwhile at work, I see similar things happening. With Covid-19 shutting down schools, we have educators scrambling to figure out how to teach students online and from a distance. All around me I see teachers trying to do too much, too fast, and getting frustrated. I shared this on Twitter recently:

When everything is so new and so challenging, mistakes will be made. Those mistakes will not be seen as failures in the long run if we learn, grow, and improve ourselves along the way.

Having Back Channel Support in an Online Video Class

I don’t think this is a word, but I’m going to use it anyway: Backchanneller.

There are many educators using tools like Microsoft Teams, Zoom, and Adobe Connect for the first time. These educators are learning that it is very hard to be presenting with these tools and also pay attention to the chat, and what is happening in the digital room, while also delivering instructions or a lesson. One thing that can make this easier is to have a back channel helper, or a backchanneller.

People who run Twitter Chats understand this. They use a team of people to help welcome people to the chat, retweet, and like good responses, while the main moderator pushes out the questions and engages with individual tweets. A single moderator struggles to do it all.

For video-based classes and lessons the teacher/presenter will often struggle with:

  • Following the chat
  • Picking out good questions
  • Helping to orient latecomers
  • Finding the person with their mic on, causing a distraction
  • Keeping the chat on topic, or at least monitor the chat for people causing a distraction.

It’s hard to do these things while also trying to be engaging and/or creating an interactive lesson.

The primary role of the backchanneller is to monitor what’s happening in the chat in the background, and to assist the teacher/presenter. These are the main roles:

  • Look for good questions
  • Respond to simple questions
  • Choosing the right time to interrupt, if the question warrants it… and avoiding questions that would interrupt or derail the lesson, or that can wait for an appropriate pause in the lesson.

There are other things the backchanneller can do, as mentioned above, but the moderation of the chat is key.

It’s hard to run a lesson and watch a chat conversation at the same time. It’s easy to unintentionally let the chat take over the lesson. Having a backchanneller, who can be a student, who understands the responsibility of the role, can help a lesson go considerably better. A backchanneller reduces the cognitive load on the teacher/presenter and lets them focus on the intent of the lesson or presentation.

It’s great when a participant, a student, can take on the role of backchanneller. It’s empowering. Explicitly explaining the importance of this role, and reflecting on the person’s effectiveness can also be a useful thing to do, to help the audience or class understand the value of this useful teaching assistant. And that’s the ultimate role of a backchanneller, an assistant, someone who monitors and manages a conversation stream while the teacher pays attention to the lesson or presentation.

Gears aren’t aligned

Have you ever ridden a bicycle when the gears aren’t aligned properly and so every full cycle of the peddles ends up with a jarring ‘clunk’ that breaks the flow of your peddling? If you have, you know exactly what I’m talking about. If you haven’t, imagine walking and every second step with your right foot it feels like someone tapped your knee with a finger. At first it’s uncomfortable, then you just kind of accept it as the norm.

I feel like March was a long month of the gears being misaligned, but we just got used to it. Now the Match break is over we are back at school and we have to adjust to a whole new misalignment with students staying home and the reality that Covid-19 will likely impact us for months to come. So April begins with a new misalignment that we need to adjust to, and while we know the ride won’t be smooth, we know we will get used to it.

I am excited about how this year will change the dynamic of teaching and learning in the future. In 2011, I wrote that ‘the future of education will be open and distributed’. In this post I said,

“Within 5 years, every student from Grade 6 or 7 right up to Grade 12 will be involved in some level of distributed learning.”

I was wrong. Things go much slower than I envisioned. In 2014 I wrote about ‘flexible learning opportunities‘ and I shared this graphic:

I said in the post:

“I think we are only 5-7 years away from the term ‘blended learning’ being obsolete in the same way that the term Distance Learning is now.  Here is an analogy to think about: The move from ‘Distance’ to ‘Distributive’ learning was the switch from having a ‘phone extension chord’ to the cordless phone. The switch from ‘Distributive’ to ‘Blended’ is the switch from a cordless home phone to cell phones. Now, the ubiquitous use of data-rich phones everywhere is similar to the leap we will see.“

It looks like we might get there.

While I think that teaching students, who are not coming to our schools daily, is going to finally catapult us forward in ways that I thought would have happened years ago, I also think it will take some time to get over the feeling that gears are misaligned. In fact, for the next while, it’s going to feel like we are riding up hill in the wrong, clunky gear.

I’m excited about where we are headed. I’m just feeling like the ride to our destination will be a bit uncomfortable. Hopefully by May we feel like our gears are aligned.