This is a guest post from Hali Larkins (@HaliLarkins), communications intern at The Learning Accelerator and Master’s student at Columbia Teachers’ College.
Right now, many students are still trying to navigate major changes to their environments, learning formats, and wellbeing —all factors that can impact their ability to do well in remote learning. Teachers can help students to do their best by introducing them to tools and skills that allow them to manage their own learning. We found that not only do skills in self-directed learning help students to take initiative and set goals, as well as to identify and choose the right resources, but it can also lead to success in remote learning. Here are three areas that teachers can focus on to better help students develop the skills that they need to do well during these times:
Build Independent Learning Skills:
Independent learning, whether synchronous or asynchronous, requires students to exert greater effort to self-regulate and direct themselves. Teachers can help students build these skills by giving them tools to track their learning through goal setting— a fundamental skill that can help students track their learning progress. With the help of their teachers, students who are learning remotely can co-create schedules and goals in order to manage, monitor and reflect on their learning to know when and where to seek help.
Partner with Families:
Remote learning also provides a tremendous opportunity to increase partnership with families. Teachers can establish open lines of communications using tools such as Google Classroom to provide weekly guardian summaries
and offer frequent communication through emails, texts, and virtual check-ins. These mechanisms can empower parents and guardians tooth guide students and provide valuable feedback to teachers.
Foster Supports for the Whole Child:
Students’ abilities to fully engage in learning is ultimately influenced by their social and emotional wellbeing (SEL). In remote learning, teachers can implement SEL supports by providing time for students to reflect, journal, and share their feelings, through the use of emojis, and by providing “brain breaks” during instruction time. These strategies not only help teachers to fully understand students’ emotional needs but also provide them with valuable information to adjust instruction as needed.
Navigating remote learning continues to be a challenging task for students. The areas and strategies mentioned above can be applied at every grade level and with all students to provide skills in self management that are valuable beyond academics.