The Pandemic Forced Educators to Experiment. What Changes Should Stick?
Participate and share : Interactive lecture
Tuesday, December 1, 11:10–11:55 am PST (Pacific Standard Time)
Rebecca Koenig Emily Tate
Outdoor classrooms. Increased parent participation. Optional college admissions exams. Through these and other experiments, the pandemic has forced nearly everyone involved in education to improvise new ways to sustain teaching and learning under crisis conditions. Although devised under stress, some of these strategies seem to be working well for students and teachers, while others have been less than successful. We invite you to read a handful of EdSurge articles we have selected about new education techniques, and then join us for a conversation with EdSurge journalists and fellow educators about the pandemic-era teaching experiments that seem most promising.
|Audience:||Teachers, Teacher education/higher ed faculty, Principals/head teachers|
|Attendee devices:||Devices not needed|
|Participant accounts, software and other materials:||https://www.edsurge.com/news/2020-10-22-virtual-office-hours-get-more-students-in-the-door-will-they-be-here-to-stay
Education has been in crisis mode for eight months and counting. So much has changed, and under the circumstances, it’s hard to find a moment to pause and reflect on that change with an open mind. But the reality is that some of these changes have been for the better. We want to moderate a discussion that encourages educators to think differently about some of the improvisation they’ve been doing. If virtual parent-teacher conferences are a boon, perhaps they should stick around even after all school resumes in person. If test-optional admissions policies at colleges are more equitable, maybe every college should keep that in place after the pandemic. What else has changed that should not go back to “normal”? This conversation will encourage educators to find silver linings in our rapidly changing education landscape and reimagine their approaches for the long-haul.
We will briefly introduce ourselves and summarize the articles we’ve selected for our group discussion. Then, we will facilitate a conversation with session participants about the themes and ideas from the articles.
Introduction and summary: 10 minutes
Group conversation: 30 minutes
This session will rely primarily on peer-to-peer interaction through facilitated dialogue.
Virtual Office Hours Get More Students in the Door. Will They Be Here to Stay?
1,600 Colleges Are Now Test-Optional. How Many Will Go Back?
What If Schools Viewed Outdoor Learning as ‘Plan A’?
Parents Are Getting More Involved in Remote Learning. Is That a Good Thing?
Rebecca Koenig is a senior reporter at EdSurge, where she covers the future of learning in higher education and workforce training. She is a 2020 Higher Education Media Fellow of The Institute for Citizens & Scholars and was a 2018 fellow of the National Press Foundation.
Emily Tate is a reporter at EdSurge covering early childhood and K-12 education. She has covered education for four years, focusing on stories about social-emotional learning, inclusive school models, the teacher workforce and childhood trauma. Emily was named a 2019 Livingston Award finalist for an investigation she published in EdSurge, about American teachers witnessing child abuse during live, online tutoring sessions with students in China. She graduated from Miami University in Ohio with dual degrees in journalism and international studies. She lives in Washington, D.C.