NTI, ERT, OL, BL... Oh My!
Beginning in 2011, the Kentucky Department of Education waived up to ten in-person days each school year for each pK-12 district. This initiative, called the Non-Traditional Instruction (NTI) Program, encouraged the continuation of instruction on days when in-person school was not possible (primarily for snow days, water on roads, unforeseen circumstances such as burst pipes, etc.)
Usually on NTI days, schools will prepare students by sending home a packet at the beginning of the year or snow season, or by posting work in a Learning Management System like Google Classroom. NTI was not made to last over a week at a time, and students would be back in their classrooms shortly.
When the COVID-19 pandemic erupted, KY Governor Andy Beshear issued an executive order on March 14, 2020, to increase the number of NTI days indefinitely as a pathway to continue remote learning long-term. At that point, education in Kentucky changed from NTI to something different.
In March of 2020, in a matter of days, teachers had to take their curriculum, resources, and assessments that were designed for a traditional classroom experience and, without any training, turn them into a remote learning experience. What happened during the pandemic had components of online teaching and it was distanced, but it was not NTI nor online learning. Emergency Remote Teaching (ERT) involves the use of online learning techniques for instruction that would have otherwise been delivered face-to-face. The instruction will again been delivered face-to-face when the crisis or emergency has subsided.
What did we learn from the Spring 2020 ERT?
We cannot simply take our classroom lessons and videotape them. The same pedagogy that works in a classroom may not translate into an online platform.
Comparing online learning to in-person learning during emergency situations is problematic.
Well-organized, online learning experiences are very different from virtual courses offered in response to a crisis.
Students weren't prepared, just as we weren't. They had to crowd around shared devices, sometimes using limited hot spots and driving to gain access to Wi-fi. They didn't sign-up for an online course, so not turning in the work or doing everything exactly right might not have been their fault.
Educators need to check on their students. We are the front-line of defense for many situations - hunger, abuse, social disorders, sometimes even shelter. KNOW what your students are going through. It's not acceptable to go weeks without hearing from a student.
Hour-long lectures do not work online.
Students are crafty. They know how to switch off their Zoom cameras, or point them to the ceiling.
During ERT, many students had to watch younger siblings while worrying about lockdowns, quarantines, health, food and toilet paper rations, and... where is school work supposed to fit into that? Educators learned quickly that things had to SLOOOWWWW DOOOWWWNNNNN.
The United States Department of Education has proven in a published report that Online Learning can be extremely effective. HOWEVER, an effective online course takes a very long time and a lot of work to prepare. The instructional design is carefully prepared. (No planning could take place during COVID-19 in March 2020 because there was no time!)
Typically, an instructor spends three to six months planning, preparing, and developing a fully online course.
Blended Learning has MANY facets.
Hybrid, where students are in-school three days of the week and online two days; students are taught remotely and in-person at the same time
Flipped, where students are in-school five days of the week, but the teacher records lectures and instructional videos for students to watch outside of the classroom; students come prepared with the knowledge from the video to discuss and work on activities in-class with the teacher
Blended, where college students take in-class courses but they also have online work to complete during the week
Starting Fall 2020, LCHS will be a form of a BL school. NTI could start and stop at any time, should a student or staff member test positive for COVID. So the administration has decided to opt for a pedagogy that consists of teachers teaching virtually, even while in-person school is happening.
What could this look like in my classroom?
Teachers should put their daily assignments on Google Classroom (GC) (or whatever LMS you use) and students go to that every day.
You should record your lectures, create material for your GC, and set up your GC just like you would if you were a virtual teacher.
Why are we doing this?
Seamless Transition. If a student or staff member tests positive for COVID-19, the school will have to shut down. We could get a call at midnight, 5am, or even in the middle of the school day that we have to go (stay) home. If students already know exactly what to do when it comes to your class, the instructional process will be as seamless as possible.
Social Distancing. You'll be wearing a mask if you're moving around the classroom lecturing. If you're weaving in and out of the students, they, too, will have to wear masks. It is not a good idea to talk closely facing the students. This way, they can work on their Chromebooks on your assignments and can ask for help as they need it. You can still interact with them, give them advice, joke with them, and build relationships!
Paperless. For several reasons... cross contamination, lack of locker space, time lag between working and due date, environment.
Information researched and written by Amy Argo as part of her literature review for her doctoral dissertation, "Best Practices for Teaching pK-12 Through a Pandemic: Lessons Learned".
(References on About Dr. Argo Page)