Remote Teaching & Learning of Social Studies

Remember that online learning should look different from face to face teaching and learning.

Remember that the standards have not changed, your online instruction will just now reflect a different way to approach the standards.

Focus on what works best for your students based on age, content, and technology access.

Understand students are living in various situations and conditions that you may not have considered in terms of access, resources, and social-emotional trauma.

Remember the SOCIAL EMOTIONAL needs of your students as they are living with this outbreak (e.g., some may be facing parents who are out of work, Covid-19 related sickness, possible death of family/friends, food insecurity, anxiety or worry over having limited or no access to internet, etc.)

Keep in mind the need to provide differentiated assignments based on student need.

Understand that less is more for quality assignments and instruction. Ask yourself, "Is this assignment essential learning based on the standard or is this busy work?"

Be sure to follow all school and district guidelines and rules when designing remote learning assignments in attempt to safeguard, as much as possible, students navigating the internet to complete work. When meeting in a controlled environment schools have safeguard measures in place to ensure that predators can’t access young people. It becomes more difficult to do so as students work online while at home. So be careful when planning assignments.

Get comfortable with the fact that everything DOES NOT have to be performed online. Learning opportunities are all around students. Allow students to use and engage in things around the house, yard, and neighborhood.

Keep in mind that this is a great time to engage in learning for the sake of learning. It is the ideal time for teachers and students to focus on the intrinsic value of learning and not just assignments for a grade. This time of remote learning offers the perfect opportunity to enhance the practice of planning assignments which allow students to deepen their knowledge.

Your self-care is a top priority. Put your well-being and health first. Making a plan, adjusting your study routines and using virtual methods to stay connected to the teacher and classmates may help you maintain more control.

Regularly check wherever the teacher is posting class information.

Be sure to communicate with the teacher if your access to the internet/virtual devices, materials, and resources is limited. Do not hesitate to let teachers/administration know your needs and limitations.

Check on friends and classmates. If someone has been absent from your group meetings or chat, ask them directly if they’re still able to participate in the project or work you are doing. If you aren’t getting responses within a day or two, let your instructor know. It is important right now that we all care for each other and check in on one another regularly.

As COVID-19 unfolds, you may have fewer social activities and class sessions. Setting a schedule for yourself can help provide structure and keep you motivated.

Find the best space to engage online with limited distractions for work and study. Students should do what works best for the environment in which you live.

Parents, if it is possible, should try to become familiar with the technology and tools needed for students to participate in remote learning and the work assigned.

If it is possible, students may find it helpful to communicate and collaborate with peers. Talk with others about your work and assignments. Connecting with other classmates is important.

Avoid multitasking. Now that learning has become much more self-directed, it is tempting to try to do too much at once. Keep in mind no one really does more than one task at a time, instead you are really just switching your attention back and forth between multiple tasks.

Students should feel free to share with the teacher(s) any ideas they might have for learning or for an interesting project. If a student has an interest in researching or learning something connected to the course, their idea to seek permission allows them to take ownership of their learning as well as engage in topics and inquiries that are of interest to them.