In School Education Adaptability Needs are everywhere

Been a while since I last put some thoughts out. In a big way this has been because of local factors with levels of political and now health disruptions leading to school closures in what has been a very disjointed year. While in no way a life and death matter as is the case in Central China, the effect of two school closures this year (one short-term, now of longer duration) provides interesting insights into how schools as educational institutions operate.

This being the end of the first week of enforced school closure, which will be four weeks minimum, it brings to an end a week of intense adaptability and learning. If anything the main lesson is that while schools may hide behind steadfast structures, black swans and unusual times will test adaptability and depth of thinking.

Practically this week has shown to me (looking at the response from many school likewise affected)

1. The preparedness of schools is always across a spectrum (with all having to face unknowns)
2. with a tendency from some to see closure primarily as a technological (resources and structures) reactive issue
3. which can be influenced by the technological preparedness provided or expected of teachers (A good evaluation structure and advice on this can be found here)
4. with media considerations paramount, from virtual classrooms to teacher delivery.
5. as well as pedagogical preferences that can narrow to control (deliver, expect, measurable components) and/or accommodate projects (requiring students to take more responsibility) or externalised (such as web page listings of tasks).
6. But also challenging with students spread over time zones (leading to adjustments such as recorded lessons available for non-attendees)
7. Research support usually geared to tertiary students as self-directed learners and prepared online courses (but still can be of some assistance. For example Online Teaching at Its Best: Merging Instructional Design with Teaching and Learning Research (Linda B. Nilson and Ludwika A. Goodson, 2018). What I found most interesting is the community value of synchronous virtual classrooms to help combat isolation) and the importance of considering teacher diversity and ownership. For schools 15 Strategies for Online Learning When School is Closed from the Gloabl Online Academy supports K-12 relevancy.
8. Period 1 attendance indicates students are not ready (with many not even awake) for learning this early in the school day
9. But probably the most enlightening is the extent that K-12 students can be self-directed learners. This has an age implication, with younger students who need school to develop personal learning management skills, through to older students, where there is likely to be a range from self-directed to school-directed learning preferences and abilities.
10. Which means parent support and involvement can be a key consideration
11. which can provide a Critical Thinking challenge as social media can be used to segment and generate alternative views. At some time this might become an interesting insight for teaching critical thinking in the digital age.

From this perhaps a key lesson will be that you cannot just transfer school learning to home delivery without some major re-considerations.

If we expect more disruptions we must be focused on deeper considerations.

Early yet intense days. I look forward to what this next week will bring to educational understanding.