What Does Distance Learning Look Like Anyway?
What a year this week has been.
Just look at all the massive steps forward we’ve taken as a society in the name of accessibility for all students!
It’s no doubt that every foot has been on the ground making the transition to distance learning possible and to minimize the disruption of key educational services. This week has proved that nothing can stand in the way of educators getting support to their students. From district-wide initiatives, such as continuing to provide daily meals and mobilizing buses to grant Wi-Fi access throughout the community to the administrators broadcasting read alouds (yay for reading with our eyes and our ears!) and over 60 educators spending their Tuesday night with first ever hybrid #PatinsIcam Twitter Chat and Zoom meeting (captioned recorded video to come soon). We’ve all embraced accessibility in many aspects of our lives quicker than I think some of us realize.
Educators (and that now includes parents/adults at home) - You may feel like your kids didn’t learn anything this week. You may feel out of sorts and wondering how this is going to be sustainable until May 1, as announced by Governor Holcomb a few hours ago. You may feel like you’re recovering from a bout of whiplash because what is distance learning supposed to look like anyway?
The good news is I can tell you what distance learning looks like - it looks like Universal Design for Learning (UDL)! And you’re probably already doing it...
Multiple means of engagement - “Which book are you choosing today?”
Multiple means of representation - “You’d rather listen to that as an audiobook. Okay, I know that helps you recall the information better.”
Multiple means of action & expression - “I can see sitting and writing a paragraph on what happened in the book is difficult for your right now. How about you choose from drawing a picture, creating a video, or another way you had in mind to retell the story.”
Now, the flexibility UDL allows can help eliminate barriers for many of our students but our efforts still need to be flexible, specialized, and with a keen eye on accessibility. A paper packet of work sent home with a student with dyslexia is inaccessible. A student with limited communication still needs a way to express themselves at home (and they probably need some additional fringe words to describe what they’re feeling during the COVID-19 pandemic). A parent with hearing loss may not be able to hear the instructions for e-learning if their are no captions.
So what can you do?
Continue to think about potential barriers. Check-in with the students and their families to see how it’s going. The PATINS Project has compiled a webpage with resources for continuous learning which will help ensure the presentation of your content is accessible and allows all your families to feel successful.
Visit PATINS/ICAM specialists open office hours. These are now held twice a day at 10:00 AM and 2:00 PM EST each weekday to address questions, concerns, brainstorm, anything you need to figure out. We believe all students can continue to make progress during distance learning.
Learn about educational technology and services at the first-ever virtual PATINS Tech Expo with IN*SOURCE 2020. Registration is open until April 6, 2020, and is no-cost for you.