The COVID-19 pandemic showed us how important it is to have a plan for moving classes online in case we ever need to make that shift again. This project simulates my plan for transitioning my 11th-grade U.S. History class to distance learning. My goal is to keep things accessible and engaging for all students, especially those with different learning needs, while helping everyone stay connected to their learning and each other.
PART I: Class Demographics
My 11th-grade U.S. History class includes 30 students. Within this group, there are three Emergent Bilingual (ELL) students and five students with special needs, including ADHD and mild learning disabilities. This plan considers the range of learning needs and aims to support all students in an online learning environment.
PART II: Electronic Platform
I intend on using Google Classroom as the main platform which will be supplemented by Zoom for live sessions. My decision to use Google Classroom is because it offers a centralized and user-friendly interface that integrates well with other Google tools, making it efficient for managing assignments, class announcements, and feedback. Using Zoom would facilitate live discussions and interactive sessions, which is crucial for maintaining engagement. I also like the ability to form breakout rooms in Zoom, which would support collaborative learning. To ensure that my students are comfortable with these tools, I would spend the first couple weeks of the school year introducing the platforms, guiding them through account setup, navigation, and using essential features. Additionally, I would provide recorded videos (with subtitles and with transcripts available) of these processes which would be available on our Google Classroom if a student or parent needs a reference. Once we’ve transitioned to online learning, we would have two 45-minute live sessions on Zoom each week, which would be complemented by independent work on Google Classroom.
PART III: Prerequisite Skills
Before moving to distance learning, students should know how to navigate a computer, create Google accounts, submit assignments digitally, and follow both written and verbal instructions. Most of my students will already be familiar with doing those tasks. However, to ensure all students are familiar and to help them succeed in an online environment, I would also provide training in creating documents, submitting assignments, and basic troubleshooting to ensure that everyone is comfortable with the technology required at the start of the year. Additionally, I would have recorded videos (with subtitles) on how to do these things as well as written instructions available in our Google Classroom. Video transcripts will also be available.
PART IV: Communication with Stakeholders
Communication with stakeholders is incredibly essential in this model. I would keep in regular contact through email, Google Classroom announcements, and Remind for parent communication. Each Friday, I would provide a weekly update to parents via email, as well as a recorded voice message sent to the contact number listed in each student’s record (with the option for parents to opt-out). This update would cover the past week’s highlights and what’s coming up in class. Daily interactions with students would occur via Google Classroom to ensure consistent engagement and support.
PART V: Addressing the Digital Divide
To address the digital divide, each student will need a device (laptop or tablet) and reliable internet access. Before transitioning to online learning, I would conduct a confidential survey to identify any technology needs among students and families. I would work with the school to provide loaner devices and Wi-Fi hotspots to those who need them and continue to survey families periodically to ensure all students have the necessary resources. This is critical for guaranteeing equal access to the online learning environment.
PART VI: Assessment and Grades
Assessment will include weekly quizzes, discussion posts, and unit exams or projects designed to measure both engagement and understanding. I will make it a priority to update grades weekly in Google Classroom, enabling students and parents to track progress easily, with grades also synced to the school’s grading platform for additional transparency.
PART VII: Weekly Schedule
The weekly schedule will consist of live Zoom classes on Mondays and Thursdays from 2:00 to 2:45 PM, with asynchronous assignments posted on Google Classroom for Tuesday, Wednesday, and Friday. This schedule balances live, synchronous sessions to build community and interaction with flexible, asynchronous work to accommodate various home environments and responsibilities. Each Zoom session will be recorded and uploaded to Google Classroom, along with transcripts for accessibility.
PART VIII: Staffing Considerations
In terms of staffing, support staff, including aides and volunteers, would support the live sessions by assisting in breakout rooms, monitoring the chat, and assist students needing individual instruction or clarification. They would be particularly helpful for ELL and special needs students, who may benefit from more individualized support.
PART IX: Troubleshooting
Some anticipated challenges include technical issues, internet disruptions, and maintaining consistent student engagement. To identify and address these issues, I would conduct weekly reflections based on student feedback and monthly surveys to capture any ongoing challenges, making adjustments as needed. Proactive troubleshooting and flexibility will be essential to the success of this model.
PART X: Reflection
Reflecting on this process, I found it both enjoyable and insightful. A lot of my planning centered around thinking about what would have worked for me as a student, especially as a diverse learner. I feel fortunate to have a solid foundation in technology—not only as a “digital native” but also through my college education—which has given me the confidence to create an accessible online learning plan. Being a diverse learner myself, I constantly kept in mind that every student learns differently, and I tried to design the plan with that flexibility in mind.
One of the biggest challenges I anticipate is maintaining student engagement in an online environment. Learning from home presents more distractions than being in a classroom, and I’m aware of the psychological impact students might face being away from their peers and regular social interactions. I believe that without the structure and socialization of an in-person setting, it will require even more creativity and adaptability to keep students motivated and connected. This process has helped me consider not only the technical requirements but also the social and emotional factors that will be critical to making online learning as effective and supportive as possible.