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The landscapes of our classrooms have undoubtedly been changed this past year. Educators around the globe have been inspiring, demonstrating innovation and creativity in remote and hybrid classrooms. Technology has been at the forefront of lesson planning, design, and delivery allowing teachers to teach and students to learn.
The school year is in full swing and depending on how your area has been affected by the ongoing pandemic, that ‘swing’ may feel more like a roller coaster ride! With possible adjustments in learning environments from in-class to remote instruction, teachers should be prepared. This includes classroom management procedures and routines that should be easy to implement and follow. Managing a classroom virtually has its challenges such as lack of teacher’s physical presence for monitoring engagement, and limited view of facial expressions and body language to communicate thoughts and feelings but it is not impossible. At this point in the year, routines have been established to navigate the learning day. How can these procedures be adapted to remote instruction? Review the chart below.
As many of us have experienced, heard from friends, or seen on the news, distance teaching has its challenges. Difficulties have ranged from tech glitches and connection issues to students not showing up to live virtual lessons. In addition to these challenges, teachers are making every effort to tailor instruction for students with special learning needs, including regular review of students’ individual learning plans. This can be quite overwhelming for everyone involved, especially the parents at home trying to balance home responsibilities with their child’s specialised needs. How can all involved work together to support the child? Here are some recommendations to consider:
The coronavirus pandemic doesn’t appear to be going anywhere anytime soon. Schools and educational institutions are preparing environments so that students can learn at home, should the need comes. This includes equipping them with the necessary technology to make the “virtual classroom” a reality. More often that not, STEM learning is not a focus in these virtual classrooms although it needs to be.
Coming into this new school year has been a mixed bag of emotions for everyone: anxiety, excitement, worry, relief. Although many schools are starting the year in-class, the possibility of switching to distance learning can add stress and uncertainty to the list especially for those juggling more than one child in school, work responsibilities, and maintaining some semblance of balance at home. There are quite a few news and social media posts of children trying hard to be excited about learning online but struggling. Understandably, this leads to concerns of substantial learning loss for our students.
I love feedback. I appreciate how feedback has helped me to improve in different aspects of my life. I believe in giving feedback that makes someone feel good about a job well done. For me, feedback is essential to growth! Yet, I can remember countless afternoons struggling to write feedback on all my students’ essays before the next class. I wanted to be thorough and write about all of the points I referenced in the lessons but my hands would cramp, my brain was mush, and by the last student’s paper I was barely writing a sentence or two that I hoped would help them improve. Not until a colleague showed me what she did — quick notes on each student’s work as she walked around and observed them during independent work time — that I began to feel like my time was being used more effectively and my students were able to implement recommendations. I also found that because I was saving time, I could talk with each student and really get a sense of their comprehension and academic needs. Those quick conversations with each student were some of my favourite times as a teacher.
When I was beginning my learning adventure at 6 years old – back when teachers used blackboards and duplicators (Banda machines) – playing a game in class was the BEST! In Southern California where I’m from, it was unusual to have rainy days but when it happened our teacher would have us play Heads-Up, Seven Up during indoor break. I can remember hoping someone would put my thumb down so that I could guess the mystery person at the end of the round. We would play this game the entire time and groan aloud when break was over. Playing that game was a welcome respite from the months of circle time lessons and worksheets. Did I learn anything from playing Heads-Up? I didn’t think so at the time but looking back with my “teacher eye,” there was communication, engagement, and reasoning involved. Of course, I doubt learning those skills was intentional but it taught me two important things when I stepped into my teacher shoes: 1) children will remember the experience of a fun and engaging game, and 2) children can learn concepts and skills, solve problems, think critically, collaborate, follow rules, communicate thinking, etc. while playing a game!
Whatever our opinions are on in-class vs remote learning, the unpredictability of coronavirus has necessitated that many schools opt for the latter to ensure the safety of teachers, school staff, and students. That being the case, the following are helpful tips for teachers, parents, and students.