Back to School – Creating the New ”Blended” Learning Experience
By Reginald Bennett Jr.
As schools and learning institutions return to in person classes after more than a year of virtual instruction, there are many questions to be answered about what the new learning environment will look like and how students will reacclimate to it. As an educator with specification in interdisciplinary arts and music education, my confidence stands in a student centered blended learning approach—a framework of diverse instructional methods, individual educational targets and up-to-date learning data which supports the student’s overall learning needs within a curriculum based on mandated educational standards or program learning objectives.
Undoubtedly, there are now learning deficits caused by the academic instability of the pandemic (sometimes referred to as the COVID slide), which will be assessed for many years moving forward and remediated based on individual need. Determining how to meet these unique needs will require thoughtful collaboration between all stakeholders including teachers, administrators, school related professionals and most importantly students, families and educational support teams. Let’s start from a position of strength.
Building on New Skills
Technology has now become an essential component of the educational experience for students who have come to rely on a computer based platform to access their learning content. In doing so, they have developed important digital literacy skills such as using video streaming applications to attend virtual classes, organizing applications, files and documents, word processing, creating presentations, web browsing for finding information and communication through email or group discussion boards.
For some students, a result of this disruption to the traditional classroom experience has been the discovery of new educational strengths and learning preferences. Consider the following:
· The student who prefers to work independently and excels in a personalized self- directed learning curriculum
· The student who enjoys working from home more than attending class in person because there is less social pressure and negative peer to peer interactions
· The student who can now access their IEP accommodations (such as voice recognition software, preferential seating or use of headphones for hearing/audio, visual charts and schedules)
Despite the adversity, many students achieved unprecedented academic success during virtual instruction and are anxious about returning back to a “normal”, or traditional approach which may not have been as successful for them. For this reason it is important to communicate with your student to understand their experiences and what they need moving forward.
1. What study skills did you develop during virtual instruction? Examples include active listening, independent reading, note taking, etc.
2. What computer programs or applications did you learn about and how did they help you learn? Examples include Google Calendar, audio or visual production software, etc.
3. Are there any aspects of virtual learning that you preferred over attending class in person? Name them and detail why do you prefer them. Examples include: doing asynchronous assignments, starting class later in the day, using the messaging feature to answer questions during virtual class
4. What self-management, or life skills did you use most during virtual instruction? Examples include time management, using a checklist, using a calendar application
5. How can you integrate these new skills and understandings within your new classroom
learning environment? Examples include: creating a checklist that can be used both at
home and school where everyone can understand your child’s daily needs. For example,
successful learning prompts and accommodations can be listed to facilitate support
from teachers and school related professionals.
Communication
Once you’ve identified areas of strength for your student, share this information with those responsible for delivering instruction in a timely manner. This will be a powerful resource for them to use in learning how to approach differentiation, instructional strategies, implementing academic/behavioral supports for your student’s unique needs. Further, collaboration between participants on developing ways to track learning goals and monitor progress will support a direct transfer of learning between the domestic and school learning environments. Advocating for your student will also give them confidence in knowing that their teachers have been informed and are understanding of the situation. Establish a communication system (email, virtual classroom, homework log, etc.) and revisit ways to address your student’s learning needs throughout the opening marking period.
Consider the following questions for discussion:
· What are some academic, behavioral and learning areas to communicate with about my child/student this year? This gives the instructor an opportunity to explain general and individual learning objectives.
· What are the best ways to support my child at home with their classroom learning?
· How can my child/student build upon their new skill or learning preference in school this year? Are there alternative ways for work to be assigned? Can they use a digital graphic organizer or informational poster in class?
· Are there any clubs or class activities that cater to my child/students’ new interest? STEM/STEAM club, film club, audio/visual club, veterinary club, horticulture/garden
· How can I assess my child/student’s progress in class on an on-going basis?
Wrap
Beginning with a clear set of expectations can help set a productive and supportive tone for the new school year. Developing a blended learning environment provides an opportunity to meet students where they are in hopes for a successful return to the classroom. Putting in the necessary work to build rapport with educational support teams at the beginning of the school year is a critical step in facilitating full person support for your child/student. Having accountability for the roles and responsibilities established within your communications will also serve as a benefit for everyone throughout the school year.
Wishing you and your families a wonderful school year. Keep it positive and stay focused on one goal at a time. Please visit us at www.kennedybennettsolutions.com for more information on multi-media educational strategies. Thanks for reading.
Reggie Bennett
Kennedy Bennett Solutions, LLC