Take Control

So you’re going online. And, for so many different reasons, it feels impossible: to transition quickly and effectively; to stay connected with all your students whose circumstances vary so widely; to wade through all the technological options without running from the room weeping; to manage your own family and anxiety and health.

How to make this impossible situation possible?

Deliberate design.

But not just any deliberate design. Simplifying, grounding, constrained, reality-based design.

Let’s do it.

First step: Sit comfortably. Close your eyes. Breathe. And ask yourself this question:

How do I want my students to be different by the end of our online time together?

That is, how do you want your students to change as a result of the education you’re facilitating? What do you want them to be able to

say, know, and do

that they cannot say, know, or do right now?

Take your time. Think about this while you cook dinner, change a diaper, take a shower, or walk the dog. Your thinking should feel spacious, relaxed. Interesting. You’re getting down to the fundament.

Now picture it. What will your students look like at the end of this time period? What will they be doing that assures you they have changed in the way(s) you want them to?

Fix that picture in your head and describe it in words. Write it down.

Second step: Read over your description of how your students will be different by the end of your time together. It should be short and sweet. It should be easy to picture.

Then ask yourself,

What do my students need to do to change in this way?

No more. No less. If your students are going to change in the simple, grounded, constrained, realistic way you’ve imagined,

how?

What conditions are required? What activities will students need to do? What routines and expectations can you set up so students just keep doing those things? Because practice and repetition (not boring repetition, but purposeful, designed, interesting, even fun! repetition) lead to change.

Write down your ideas. Organize them into units or routines or daily practices. Into what you will do and what they will do. Keep it simple.

Final step: Maybe by now you’re feeling a little excited by the fun stuff your students can do to change in a very basic but profound way. Bless that feeling of excitement.

Then ask yourself,

What technology is required?

Only certain technology will be necessary. Perhaps much of what you want students to do can be done offline. Perhaps some of it can be done in pairs or small groups, or on Instagram or twitter or iMovie. The idea here is to choose the technology that will serve your purposes. No more. No less. Take what you need and get out.

Because the design is not about the technology. It’s about

the change you want to promote.

Keep your head out of the weeds. Focus on the change, not on the learning objectives or the standards. I daresay those

do not matter.

What matters is that your students change over time as a result of interacting with you, each other, and content, alone or together, in the way(s) you intend (and then some). That’s always been true of education, of course. What might be different now is that maybe, just maybe, you all can

have fun

doing it.

I know: All this is easier said than done. But hear me: I have stepped through this process myself and with other teachers countless times. I know it works. I know it makes teaching more enjoyable and learning more fun and compelling. I believe it will alleviate the anxiety of transitioning to remote teaching.

And I am happy to help if you want to talk this through.