The short answer is, “Probably not completely.” I mean, let’s face it. Is anyone really alright at the moment? We’re trying to make the best of things, look at our blessings, and looking forward to watching Hamilton on Disney Plus in July. But in our minds, we are oscillating between helplessness and outrage as the world burns down.
At the beginning of the lockdown, I asked students to collaborate on a COVID-19 Diary. It has been awhile since anyone has added to it, but you can see that, for the most part, student were trying to be light-hearted, but definitely missing the social aspects of being at school with friends.
You can see the same themes running through NPR’s “Postcards from the Shutdown” and the incredibly creative memes submitted by the students of Noa Daniels here. Even though the children are finding unique, and sometimes humorous, ways to display their feelings, we’ve got to remember the toll that this must be taking on them – and us. In this incredible video that she made for a school project, Liv McNeil gives what I believe to be a very accurate representation of what many people are experiencing today. (Here is a link to an interview with McNeil about her film.)
Just like most parents, I try to give my teenager some space while still letting her know that I care. I feel like this is the time we all need to be particularly vigilant, though. Masks worn to disguise depression are definitely not healthy – for anyone.
I am not a doctor and do not have any training in counseling or psychology. I am including resources that I have curated over time to help those with depression and/or their friends, parents, and educators. Please consult a licensed professional to help you if you or someone you care about is in a crisis.
Girls Who Code at Home is the perfect way to keep your young programmer happily engaged while social distancing. So far, I count 14 free activities that can be downloaded, and the site promises a new one will be added every Monday. You can register to be notified each time the page is updated.
The activities range from beginner to intermediate/advanced. Different programming languages are used. Some are even “unplugged” activities, meaning that you do not need to use a computer to do them. Also, although Girls Who Code is an organization that was formed to narrow the gender gap, these resources are available for anyone who wants to use them.
The downloadable worksheets include a lot of scaffolding, so don’t be worried if you and your child/student are new to coding. From making a digital memory book to designing a simple chatbot, you are sure to find an activity that will appeal to your interest and skill level!
Many of you came through for educators in the spring of 2020 by providing your tools for free to school districts. But, let’s face it, you need to make money. When school re-opens in August or September, many things will need to change – and that means you will likely have to go back to trying to make a profit. Here are some things that I hope you will consider as you assess your services and their costs:
Please make sure that your company is COPPA Compliant – and more. Though COPPA applies to children 13 and under, we don’t want you tracking or selling information from any of the students using educational platforms.
Ads are irritating. Keep them out if you can. If you can’t, make them short and appropriate for kids. And not gross. Toes with fungus on them can quickly derail a class of any age.
Your educational tool needs to work on multiple types of devices and any size screen. Bonus if it allows for both online and offline use.
If you are tiering your pricing, please offer a free version.
If you had a free tier pre-pandemic, do not move some of its features to paid. Keep those same features free. I can tell you that any company that pulls this trick immediately ends up on my list of never-use-again-no-matter-how-good-it-is ed tech providers.
Offer an affordable, browser-based plan, that is available for teachers who just want to use your product in their classroom. Affordable – b/c a lot of teachers are willing to pay out-of-pocket (even though we shouldn’t) to avoid district bureaucratic obstacles. Browser-based – b/c a lot of districts don’t allow teachers to download their own software or apps.
If a teacher contacts you because you are not an approved district vendor, do the work to become one. Don’t expect the teacher to do the legwork. I’ve had to do this numerous times, and it is a nightmare.
Accept Purchase Orders.
Play nice with other ed tech companies. Include features that allow educators to import work they have already done, such as flashcards or slide shows, into your platform – and allow for export as well. If applicable, allow for direct assignment to Google Classroom or other Learning Management Systems.
Keep a list of potential grants that teachers/schools/districts can apply for in case they are unable to afford your product.
Make it easy for teachers to get help with your product or to offer feedback. There is a 3d printer company that made it to my never-use-again-no-matter-how-good-it-is list b/c it was impossible to get in touch with a live person, the website was a mess of labyrinthian proportions, and of course there was no e-mail contact or online chat.
A Teacher Who Set Up The First Internet-Connected (Dial-Up) Computer in Her School, Donated by a Company That No Longer Exists
In my third article for the NEO Blog, which was published today, I give a detailed look at how S.T.E.M./S.T.E.A.M. instruction can be accomplished remotely. The article has links to many resources, so you will likely find at least one new helpful tool somewhere in the post. You can read, “How to S.T.E.A.M. Up Distance Learning” here.
Next month’s article will be, “Applying Universal Design for Learning in Remote Classrooms.” As always, I would love reader input on this topic. If you have any resources or examples that would be helpful, please comment on this post!
One of the challenges I have with students when we are doing Design Thinking is to teach them to embrace constraints. Sometimes I will get feedback from them at the end of projects that “we should be able to do whatever we want,” despite my explanation that my experience has shown that complete freedom can often be too overwhelming – and sometimes not very safe. So, I’ve been watching the slow emergence of innovative ideas coming out of our current pandemic situation with some delight at the creativity being revealed as people try to design around social distancing.
These are all basically ideas using, at the very least, the “Adapt” step of S.C.A.M.P.E.R., as people attempt to find ways to stay healthy while still leaving their homes. After you show them a few of the linked images, students might enjoy designing their own social distancing hacks for school, shopping, the beach, etc… I’d love to see their ideas!
One of my favorite math activities to do with students is called, “Which One Doesn’t Belong?” This was an idea that seems to have originated with @MaryBourassa, who created a website for this. I described the concept and offered some links in this post from 2016. Recently, I saw a Tweet from @Simon_Gregg offering an entire album of over 200 WODB images for educators to use for stimulating math discussions.
Each picture set has 4 different images. Project the images to your students, and ask them which one doesn’t belong – and why? Hopefully, you will receive many different answers, and they will all be right for various reasons. Because these are so open-ended, they can be used with different levels of complexity from number sense to geometric reasoning. Encourage students to use mathematical vocabulary as they defend their choices, perhaps even making it a game where points are awarded for including particular words. Challenge the students to try to find a reason for each one of the four to be excluded from the group, not just the first one they notice. The “See, Think, Wonder” Thinking Routine would go very well with this activity. (For more on Project Zero Thinking Routines, see this post.) A formative or summative assessment option would be to ask students to create their own WODB challenges.
WODB is one of the 15 Math Sites That Won’t Make You Fall Asleep that I’ve listed on this post. I highly recommend checking out those links if you feel like you want to add a bit more zip to your math lessons – or just enjoy doing unusual math puzzles. (I’m addicted to the SolveMe Mobiles!)