The COVID-19 pandemic has generated inundated responses as to how education could be transformed....
education
You have to continuously be in that spot where you are progressing and learning and changing,” said Leavitt, a business coach, consultant, and author of ‘The Pivot: Orchestrating Extraordinary Business Momentum’.
Our ability to lead in uncertain times and work with high-performing teams is coming to our rescue in, perhaps, the biggest challenge that we have faced as educators. This is the time to promote autonomy, creativity and innovation in teachers so that they can be proactive, rather than reactive, stressed and unable to cope with the increasing demands of the world. The ability to cope with uncertainty and to navigate successfully through changing times will be the difference between rolling out plans that will work and or end in failure.
The COVID-19 pandemic has generated inundated responses as to how education could be transformed. The key question is how to take best advantage from not only the opportunities, but the challenges, emerging from this disruption. We should engage in rational arguments, open discussions and discursive, all emanating from active thinking. The change required needs to be more positive, social and emotional, rather than knee-jerk reactions. Educators especially have to understand why they need to change and how they do things will not only impact the present but also the future. Workable plans that embed new skills, attitudes and habits are a necessity now.
Although, students, teachers and parents miss the traditional school, we may be looking at blended learning opportunities in the future. Platforms like ‘Khan Academy’ and ‘Udacity’ have been engaging students beyond the boundaries of space and time. Various learning management systems have enabled students and teachers to engage beyond the confines of the physical school. We have been experiencing such ‘cutting-edge’ opportunities over the past decade and now the pandemic has boosted us into innovation beyond our wildest imagination.
But, how do we ensure that students and teachers are engaged in more effective and deeper learning, leading to more knowledgeable and skilled students, or both? The disruption we experienced in the beginning made us anxious and it was a situation where we were clutching at straws in the dark. We then put our minds and thoughts together and entered a learning phase, and in the words of Alvin Tofflerwe learned, unlearned and relearned. We have now entered the action phase where effective plans and strategies are being rolled out.
With the reopening of schools in September, one wonders what the ‘new normal’ for schools will be like. What does that mean for teachers, children and parents? Can we learn anything from how other countries have approached school reopening? Post lockdown, opening of schools will entail flexibility as the new normal may include a combination of remote and in-school learning. Collectively, we should focus on the well-being of both the students and the teachers, we must focus on WWW and EBIs, ensure safety and appropriate admin operations and we must keep robust learning going with momentum and innovation. Innovative pedagogy will enable students to thrive in the blended learning world (BLM- Blended Learning Model). The challenge is the redefined educational experience of our students, the new role of technology, and the complexity of an uncertain future. As we devise solutions for this disruptive innovation, we need to focus on the key skills and knowledge our students need for what lies ahead of them, what kind of learning and pedagogy is needed now and for the future, how do we ensure well-being of students, their families and our teachers, and most importantly, how can technology be harnessed for learning in the future.
In this regard, focusing on active, deep and student-centred learning is one way. This learning is to be engaging, personalised, collaborative, student-centred, and intrinsically motivating for students as they pursue topics that are of real interest to them. When learning environments include all students as contributors, co-collaborators and change agents, students begin to develop a sense of self-worth. Students’ voice, choice, and agency are central pillars through which deep learning rests. Technology can also be used for communication, collaboration, innovation, creativity and in turn action. Design thinking promotes empathising with a problem, defining the problem, ideating possible solutions, creating a prototype; and in the end, putting it to the test and repeating the cycle, till desired and effective solutions are achieved. This enables humanity and technology to come together.
There have been varied and diverse approaches to remote learning and teaching during the lockdown period. There isn’t a single clear model for how blended learning might operate once schools reopen properly. Large schools with a large number of students may choose to operate a Rota (rotation) system. For example, half a class learning at home for half a week at a time; or on a one-week on / one-week off; or alternate days or so on. Teachers are most likely to be further stretched as they will handle both FLMs (Face-to-face Learning Models) as well as OLMs (Online Learning Models), once schools reopen.
Rightfully so, teachers are concerned about the challenge of planning for students in school and at home and a possibility of many students not attending school at all. The situation will exacerbate as many students will be unable to complete any schoolwork due to lack of internet at home. Equal access to resources is critical but equal access to teacher feedback is also pivotal. It will be difficult for teachers to continue to provide the same level of individual comments and feedback on the work students complete in the FLM along with the OLM.
Many teachers are trying to achieve equity by providing the same activities online and in-class. However, the needs for both are very different. The FLM provides the students with an opportunity to learn from the teacher as a role model where he/she is physically present to nurture them with not only words, but other human emotions. The OLM works better for checking knowledge through quizzes and encouraging independent learning and research one can understand how teachers will be stretched and challenged as they strive to provide high-quality teaching both in person and online.
Now, diverting our attention on to how parents will feel about all of this. By and large, parents would like better and more effective communication with schools. This is the time when they must be kept in the loop, as everything around is a deep shade of grey, causing uncertainty, leading to high levels of stress and anxiety. They will seek more clarity around expectations in regards to school work and less pressure from the school in regard to completing work. Counselling for social and emotional well-being will be a critical factor at this time. Access to digital resources and strong Wi-Fi connections will be a necessity for every household. Parents would like a plan for transitioning back to school. Parents may also feel the stress about not being able to support their child with their learning at home. This can be either because of not having time to help, or not feeling qualified enough to help, compounded with the feeling that schools give too much work that is difficult to complete without a teacher and a structured classroom setting.
Schools now need to focus on a strong technology foundation that will provide them with readiness, flexibility and continuity if the virus re-emerges or any other such danger looms over us.
Ainee Shehzad is currently the Principal of Habib Public School.
She was the Director of Studies of Karachi Grammar School.
She is a valedictorian commonwealth scholar with a specialisation in Education and International Development from IOE, UCL.
She is a Civil engineer, author, social worker, motivational speaker, teacher trainer and an entrepreneur.
