Brizard & Vuchic: As Schools Begin to Reopen, Some Are Developing All-Virtual Options to Meet Students’ Diverse Needs. Here Are 6 Examples
In the past, many schools have adopted a "teaching to the middle" approach, which follows a one-size-fits-all model where students are expected to conform or face failure. However, when the COVID-19 pandemic forced schools to switch to distance learning, it exposed the challenges and disparities that were already present but overlooked by teachers, parents, and students. Surprisingly, some students thrived in this new at-home learning environment.
But who are these students, and why are they succeeding? What can we learn from them?
One important lesson is that many students experience stress because of daily instances of racism. This is especially true when they don’t feel a strong sense of belonging in their school environment. Research shows that this lack of belonging can lead to reduced academic confidence and performance. However, taking classes online reduced some of the pressure for students, particularly Black, immigrant, and indigenous children, to assimilate in the classroom and school.
Distance learning has also benefited students who struggle with anxiety, have difficulty with social interactions, have learning differences, or experience bullying in school. By presenting material in various formats online, more students can access the information they need to fully participate in class. The flexibility of learning on their own also gives students with unique interests the opportunity to explore their passions in the arts, writing, and other areas. It empowers them to choose how to schedule their work in a way that suits them best.
Two key principles of learning, as highlighted by Todd Rose in his book "The End of Average," are at the core of this shift. The first principle is the concept of variability, which recognizes that each learner varies across many dimensions such as executive function, emotional regulation, primary language, and mental health. No one is average across every dimension, and these differences impact how we learn most effectively. The Learner Variability Project at Digital Promise has mapped out these dimensions of variability to help educators, school leaders, and developers cater to them in their designs.
The second principle is that context plays a crucial role in learning. The way a learner learns best can vary depending on the subject. For example, a child may have a growth mindset when it comes to practicing soccer or music, but a fixed mindset when it comes to math. The same child with the same abilities can have different attitudes and approaches based on the context. Understanding this can help educators create effective learning environments.
As students and teachers begin to return to physical classrooms, it is essential not to revert to the traditional one-size-fits-all approach. Instead, there should be a focus on understanding the reasons behind a student’s behavior and designing practices and contexts that cater to each learner’s unique needs and variations. This approach can be a lifeline for students who don’t fit into the traditional mold or who face racism, bias, and low expectations.
Some schools and districts are recognizing the benefits of virtual learning and are developing all-virtual options to meet the diverse needs of students. These options prioritize the social-emotional well-being of students, teachers, parents, and caregivers, and aim to promote equity and racial justice. Here are a few examples:
– Brooklyn Lab Remote School, part of the Brooklyn Lab Charter School, was created to address the learning needs of students who thrived in the digital learning environment during the pandemic. Students who struggled in traditional classrooms due to distractions and stimuli found themselves fully engaged and willing to participate in the remote setting.
– East Rowan High School in North Carolina has established a virtual academy that allows students to complete high school fully online or through a hybrid model. The goal is to personalize education and provide flexibility that helps students achieve their unique academic and life goals.
– Menlo Park Public Schools in California are exploring the possibility of maintaining a virtual academy in collaboration with other districts. This partnership would allow for resource sharing and collective problem-solving to overcome challenges.
– Nevada is creating a SEAD Center to provide educators with a free virtual space for accessing social, emotional, and academic development supports.
– Delaware has been hosting weekly online sessions for teachers and parents, where they practice mindfulness strategies and discuss the benefits of social-emotional learning (SEL) in enhancing student engagement and motivation.
In conclusion, the pandemic has unveiled a new perspective on education and the diverse needs of students. By understanding the variability of learners and recognizing the importance of context in learning, educators can create inclusive and effective learning environments both in-person and online. The shift towards virtual learning options can provide flexibility, personalization, and increased access to education, benefiting a wide range of students.
The COVID-19 pandemic has brought to light the existing issues in traditional educational institutions, emphasizing the importance of certain aspects. These include building strong relationships and fostering a sense of inclusion among all students, addressing the social and emotional needs of both young learners and adults, acknowledging personal biases and implementing culturally sensitive teaching methods that promote antiracism, and recognizing and catering to the individual learning needs of students with diverse abilities, as well as utilizing strategies that benefit all students in the classroom.
Jean-Claude Brizard holds the position of president and CEO at Digital Promise, while Vic Vuchic serves as the chief innovation officer at the same organization.
