Teaching During a Pandemic

I have learned several things while teaching during the Covid-19 pandemic. The two that are the most impactful to me are: 1) it is imperative more than ever to make meaningful, personal connections with your students; and 2) effective assessments are not content only, and must have an application/engagement component.

Living in the Netherlands the pandemic first affected me in March 2020. I had flown home early from my spring break trip in order to accompany the ASH (American School of The Hague) Math League team to Vienna for a weekend competition. We were literally already checked-in to the flight (but not yet at the airport) when our director decided that the coronavirus was serious and dangerous and that we shouldn’t take the chance with traveling. (At this point it had not yet been declared a worldwide pandemic). We ended up being one of several schools that pulled out at the last minute. Understandably, we were all disappointed.

A few short weeks later the Netherlands went into lockdown and ASH transitioned to 100% virtual learning. We were lucky that nearly all of students and faculty were in the same time zone. However it was difficult and exhausting for both teachers and students, to be in front of the computer for so many hours every day. Hence, I quickly transitioned to a flipped classroom model. I made my own videos for content of each lesson. My student’s homework was to watch my videos and take notes. They would see my screen and hear my voice. Periodically throughout each lesson the video would pause and they needed to interact and answer a question. Then, during our live, synchronous lesson we already had the content covered. We would check in with each other, often we’d play a short game of different types. Then for as long as necessary the kids would work on their homework problems during class time. We were live together and I was available to answer questions. This laid-back approach was very effective. The kids appreciated the ‘fun’ aspect and also that I was there to answer any questions.

The second important change I implemented was my summative assessments became two parts. Part 1 was a traditional test the students would take with their cameras on so I could see them working on it. When finished they would make a pdf of their work and send to a drop box I had set up. Part 2 was a problem that applied the concepts covered in a new way. I either gave them the ultimate answer and they needed to show how that answer was achieved, or the problem may not have a specific (Google-able) answer. In both cases, their thought process and showing their attempts are what was important. I have continued this concept of two part tests this year even though we are back to meeting face-to-face. I really like the engagement and showing the application of a skill in a new way. Now the part 2 is a take-home assessment that I give a day or two before the traditional test and it is due the class following the assessment.