Science For All
Tools for Differentiating Through Virtual Learning
Science Scope—July/August 2020 (Volume 43, Issue 9)
By Kaitlyn McGlynn and Janey Kelly
The recent COVID-19 crisis in our country has made one thing very apparent: Teachers are irreplaceable and essential to learning. If your school/district was anything like ours this past spring, you were tasked with mapping a plan for making what happens inside a classroom happen virtually. This task can seem insurmountable given the differentiation teachers make to accommodate the academic, social, and emotional needs of their students. What both of us learned this past spring is that while this task is difficult and certainly not ideal, it’s not impossible. This month we are sharing some of the resources and techniques we used this past spring to meet the needs of all of our learners, without actually being there in front of them. Our sincere hope is that we are never again caught in a situation like we were this past spring, but if we are, hopefully, we’ll all be a little more prepared with these resources.
Each of our schools currently uses a different learning management system (LMS) for students. The students in Janey’s school use Google Classroom (part of the larger LMS, Google Apps for Education), whereas the students in Kaitlyn’s school use Schoology. Learning management systems are defined as “teaching and learning environments where participants can interact, communicate, view and discuss presentations, and engage with learning resources while working in groups, all in an online setting” (Techopedia, as cited in Carmicheal 2019). These tools proved to be invaluable to us as we planned for virtual instruction. They served as a “homebase” for students, teachers, and parents/guardians, where they could check for assignments, find meeting dates/times, retrieve resources, communicate with teachers and peers, as well as review feedback left on previous assignments. If your school doesn’t currently use a specific LMS as ours do, Edmodo is a free resource that any teacher can set up for his or her individual classroom. A word of caution: Only use one LMS. Things get too confusing for students and families when you try to use both Google Classroom and Edmodo, for example, because there’s no one true homebase.
CK-12 is a NGSS-aligned open-source resource composed of readings found in a “flexbook.” The flexbooks contain embedded videos along with readings and serve to introduce or review concepts. The only downside is that CK-12 doesn’t currently allow teachers the option to differentiate assignments based on reading level, but students can use either the Select-to-Speak accessibility function on their Chromebooks or the Read & Write for Google Chrome extension to hear the text read aloud.
Naturally, there are going to be some differences when you are working with learners in an online setting when you are used to designing content that will be delivered to students in person. Because of this, here are some guidelines to keep in mind as you are designing virtual learning for your students.
Consider inequities in student situations. As educators, we know that no two students have the same situation at home, which can dramatically impact the level and quality of their participation in virtual learning. It’s important to consider students who may not have parental support; a calm, quiet place to complete their work; or even WiFi (Auxier & Anderson 2020). Always keep in mind that distance learning can exacerbate inequities in our students’ home lives. Some of your students may participate in a limited manner, and some may not be able to participate at all. Be understanding, be empathetic, and be prepared to make exceptions as each student’s situation requires.
Sample virtual learning expectations (Dunn 2014).
While we live in a digital world, that doesn’t mean that electronics and virtual resources are a true substitute for face-to-face interaction. Nonetheless, there are a wide variety of tools at your disposal to assist with virtual learning, whether you choose to engage in it or are thrust into it unexpectedly, as we all were this past spring. First, use a learning management system as a homebase to keep your course organized. Then, decide which platforms you will use to supplement your LMS, considering which make the most sense for the content. Finally, use similar strategies as you would in the classroom! Make your expectations clear, engage students, and give directions in a clear, concise manner. For communication, provide consistent hours where you will be available, and don’t be afraid to reach out to students individually if you need to. Finally, have compassion for your students and yourself. This may be new to all of you, and that’s okay!
Kaitlyn McGlynn (kaitlynjfetterman@gmail.com) and Janey Kelly (janeykoz14@gmail.com) are middle school special education teachers and certified reading specialists in the state of Pennsylvania, working in suburban Philadelphia in the Upper Merion School District and the Methacton School District, respectively. You can contact Kaitlyn and Janey at sci4allstudents@gmail.com with any questions you may have or suggestions for future columns.