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Watching educators move online affirms one of my conjectures about what it means to have a deep understanding teaching.
The hardest thing to do is adapt and modify while keeping the integrity of what you are helping people learn.
The hardest thing to do is adapt and modify while keeping the integrity of what you are helping people learn.
To adapt and modify well, you need:
a clear understanding of what you want people to know
a clear understanding of different ways people get there
a variety of tools for supporting that development in different situations
a clear understanding of what you want people to know a clear understanding of different ways people get there a variety of tools for supporting that development in different situations
One of the biggest indicators to me that an educator is NOT understanding teaching deeply is when they conflate the activities they have students do WITH learning and understanding.
Hence, keeping most things the same in the move online.
Hence, keeping most things the same in the move online.
Keeping times together the same, keeping lectures the same, keeping assignments the same.
It's a kind of activity dogma that misses the point of teaching entirely.
It's a kind of activity dogma that misses the point of teaching entirely.
Educators should ask themselves:
What am I asking students *to do* to help them learn? What resources do they have to engage in those activities? How can I tap into their resources *with care* to maintain their trust in our teaching relationship? #COVIDedu #quaranteaching
What am I asking students *to do* to help them learn? What resources do they have to engage in those activities? How can I tap into their resources *with care* to maintain their trust in our teaching relationship? #COVIDedu #quaranteaching
