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.

To adapt and modify well, you need:
https://abs.twimg.com/emoji/v2/... draggable="false" alt="▪️" title="Black small square" aria-label="Emoji: Black small square"> a clear understanding of what you want people to know
https://abs.twimg.com/emoji/v2/... draggable="false" alt="▪️" title="Black small square" aria-label="Emoji: Black small square"> a clear understanding of different ways people get there
https://abs.twimg.com/emoji/v2/... draggable="false" alt="▪️" title="Black small square" aria-label="Emoji: Black small square"> 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.

Keeping times together the same, keeping lectures the same, keeping assignments the same.

It& #39;s a kind of activity dogma that misses the point of teaching entirely.

Educators should ask themselves:
https://abs.twimg.com/emoji/v2/... draggable="false" alt="▪️" title="Black small square" aria-label="Emoji: Black small square">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

(Adaptation and modification are at the heart of good #SPED practice too, which is why good #SPED advocates are worth their weight in gold, and why teachers who can work well with a range of IEPs are the real deal.)