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Getting students to talk to each other an engage in academic discourse is a challenge to do on line. In the classroom environment we can see students, read their body language, walk around the room encouraging with subtle visual, verbal and physical prompts. In the online environment, there are small boxes, usually blacked out, and students are muted. Our team discussed the challenge of trying to recreate a consistent and continuous discourse where students ask questions,  explore answers and struggle with a text. How do we get students to talk to each other instead of the teacher "leading the zoom session", agreeing, disagreeing, expanding their thinking so that, like in the classroom, at the end of the session there is a communal, deep understanding of the text in questions, or a determination that we need further discussion.

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Real time oral communication with feedback (peer or teacher)?

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A practice that we find to be very challenging during remote learning are the lack of physical manipulatives (protractors, blocks, rulers, algebra tiles, physical models, etc) and graphia (writing math on paper). These tools are essential for helping students to understand math through modeling and to activate a different type of learning (kinesthetic). Clicking and selecting images doesn't activate the same type of learning as physically engaging with the objects and some students may have fine motor issues. Although there are many virtual manipulatives available, they don't make the students feel like they are "in the action" and there is a steep learning curve for students whenever they are expected to use a new tool (there isn't a single math app that has all manipulatives for students). Also, it's difficult to provide feedback when using digital manipulatives because teachers cannot see the work that students are doing. Also, our students face structural challenges when it comes to Internet and technology access. At the end of the day, virtual tools do not replace physical ones and they are often not able to be used in the same way as physical tools.

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How to incorporate experiential learning online?

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Morning Meeting works well in person, but we found it to be very challenging during remote learning. We utilize in person Morning Meeting for a variety instructional and learning opportunities. Students learn to wait, take turns, engage in peer to peer relationships, learn to initate actions, ask and answer questions, and demonstrate readiness goals. During remote learning it was challenging because students were isolated in their computer screen. It was difficult for students to understand that they could interact together while on zoom. It became more challenging when students were muted, either by the teacher or by the parent due extraneous noise. This further minimized  postitive interaction opportunities and engagment. Additionally, families didn't all participate the same way and parents had different expectations for their children.

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One practice that is challenging to do online is completing the skills portion to the health classes. It's not feasible to enter a lab space during the current state of social distancing due to this airborne pathogen COVID-19, therefore doing any hands-on practice  that can be monitored by an instructor in person has been voided. For example, a skill such as hand washing may be able to be completed virtually if students submit videos of themselves completing the task. However, a skill such as bed making has so much intricate details that if not in person to assess the process as it goes along, students will miss and not understand the  severity of the minor detailing of the skill.

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Guided reading -- in general. Pulling a small group and reading with students at a table isn't something that easily translates to virtual formatting. Previously, our team members scheduled roughly 30 minutes of time devoted to each reading group and screenshared a book to read together. We also focused on students reading below benchmark and noticed a difference in students' reading success if they had a hardcopy book in front of them.

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Our team spoke about the challenge to develop oral language skills with young learners with limited virtual time due to short attention spans for this age group and talked about how we can build stamina & efficacy during remote learning. We also discussed that it makes it even more challenging when we know students do not have access to physical resources such as a wordwall, a 100's chart or sentence starters at home as they normally would have easy access to these resources at school.   

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Small group work/center play works really well in the classroom when teachers can move throughout the room interacting with everyone while supervising the whole class.  This is not as easy when utilizing breakout rooms to scaffold independent student interactions.  This leaves a gap in our ability to monitor engagement in order to ensure on-task behavior and accountability when we have limited staffing and/or parental support.  This looks very different at the elementary and high school levels as well.  

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Planning and Carrying out Investigations- This is materials heavy and requires specific programs as well. One challenge is planning investigations for students to do when we can not provide the materials at home. In class, they need to socially distance and most science classrooms do not have enough materials for individuals, only for groups. 