Instruction Through Virtual Platforms

As the need to provide virtual instruction increases, districts must continue to engage in best practices for delivery of instruction. The National Deaf Center on Postsecondary Outcomes (NDC) has published, Online Learning: Benefits and Barriers, which is a summary of research on this topic and Remember Accessibility in the Rush to Online Instruction: 10 Tips for Educators which gives good information for considerations for making sure all students can receive benefit from the instruction provided. It addresses many questions related to online learning. Though the focus of this organization is postsecondary, many of the attributes described apply to all learners in K-12 settings. Another topic often overlooked is the difference in executive functioning skills for students learning in an online environment. CAST’s webpage discusses the what, how, and why of Executive Functioning in Online Environments. 

Districts may provide a learning management system (LMS) to house student grades, assignments and attachments or links to curricular or lesson materials. Examples of LMS include Schoology, Canvas, Microsoft Teams, and Google Classroom. Most student information systems, such as Skyward or Focus, also allow teachers to list assignments, curricular resources, assessments and grades. Expanding the use of these district resources will set up the framework for instruction which may need to be provided by remote learning methods using a variety of available (district supported) platforms. 

School districts may already have in place the use of collaborative applications such as O365 (Word, Excel, PowerPoint, Sway, etc.) and Google Apps for Edu to allow teachers to share assignments and activities for students to view or complete. Users can seek out any professional learning materials which may be offered by the software developer, school district, or school site related to accounts and available resources. 

Through remote learning platforms such as Zoom, Adobe Connect, Google Duo or Hangouts, Microsoft Teams, Skype, Facetime, Flipgrid, and Whereby (formerly known as AppearIn), schools and teachers can connect with students virtually in their home environment to provide lessons and direct instruction. This interactive format enables teachers to present instructional materials in a one-to-one or whole group setting. These tools can be utilized at the discretion of the district based on district-adopted platforms and availability of resources.  

As districts are considering the needs of all learners engaged in online learning, it is important to remember that bandwidth, frame rate, and video processing all play a part in the quality of a video feed. This is especially important for students who require ASL for accessibility as not all video platforms offer the same rate. If the frame rate is too slow, the video can become choppy, making signed information unintelligible.

Of utmost importance is the continued relationships shared between teachers and students. Students will be out of sorts and confused. They will be looking for stability in the midst of the changed routines, the stress of social distancing, and lack of accessible information in terms they can understand. They will look to familiar faces for encouragement, motivation, and normality. They will be looking for their teachers. Make sure to include time in your lesson preparation include time to cultivate those relationships.