It Doesn't Matter Where They Learn- Give them voice & choice!

Middle level students always have plenty to say. They have strong opinions! The middle grade years is where they really begin to form thoughts, opinions and take a stance. It's important for us facilitators to guide them on how to develop these ideas, and defend them with research. We need to help them use their voice and learn how to appropriately communicate with their communities. We shouldn't be in the business of telling them what to think, we need to help them develop their thoughts into actionable change.

Remote learning shouldn't change that. At least that was the goal my Humanities co-teacher Joy Peterson and I set for our students as we began an argument writing unit a few weeks after we all were sent home to learn. We needed to plan a unit from start to finish to be done remotely and we really wanted to create something that promoted engagement and didn't introduce a lot of new "content" but allow students to strengthen skills we had worked on already. So we created an argument writing unit around the idea of... Remote Learning! We wanted students to really find their voice and tell their story.

We worked through a series of proficiency targets for this unit. Students used: Claim, Evidence, Analysis & Reasoning, and Big Ideas to work through their story. We started with this graphic organizer to help them organizer their work. We have been using this ClEAR graphic organizer during the year (Cl=Claim, E=Evidence, AR=Analysis&Reasoning).  To help students decide on which side of remote learning they fell on (it's good vs. not good) we used another graphic organizer tool we worked with students on during the course of the year called a "snow globe". We created two snow globes for this unit where we asked students to do their "greats vs. gripes" of remote learning. Students used a universal list of "Big Ideas" to help them draw on themes and we use the same list all year to help the see connections among themes across different units. The phrases around the outside come from the "Big Ideas" list. Here are a couple of examples:

Once students developed their opinion we had them develop a full 5 paragraph essay around their thoughts and use a hierarchy of needs to help add depth to their argument. They used the other snow globe they did to develop a counter-argument in their piece. We also worked through some advanced writing skills by having students write hooks and we did a lesson on using transition words as well.

Once the writing piece was put together, it was time for the final 2 steps- pick an audience and put the final touches on it! Students were so excited to be able to use their writing piece to connect with some of the major stakeholders in Vermont education. We did an "editing camp" where students met with 1 of the 4 teachers in groups of 5 or 6 and we looked over their writing to add any tweaks. We helped them format their writing as a business letter email as well. We had numerous students send their letter to Dan French, Vermont Secretary of Education. Here's one example:

May 20, 2020

Dan French
Agency of Education
1 National Life Drive, Davis 5
Montpelier, VT 05602

Dear Secretary French:

"Education is the passport to the future, for tomorrow belongs to those who prepare for it today."  -Malcolm X.

I believe that remote learning is unjust because it requires the use of technology and not everyone has access to it. It also makes people feel isolated and lonely because they can’t see their friends.

Because of remote learning, I can’t see my friends. Even though we text regularly and I see them on google meets, it would be nice to see them face to face. I work better when I am around other kids and talking things through with them because they motivate and encourage me to do my best work.

I am relying heavily on technology for google meets, docs, and school assignments. Sometimes, technology doesn’t work, or it’s really glitchy. That makes it hard to get the information I need.

Another reason I dislike remote learning is there’s not a lot of stability. Sometimes I finish school at 2, other times at 3. This can make days feel longer and disorganized. This makes it hard to do my best work because I need structure in my school days.

I think the most important aspect of remote learning is responsibility. I think this because remote learning includes a lot of calls with teachers, so you need to be responsible and remember to attend those meetings and pay attention during them. You also have to know how to take responsibility for your actions. If you miss a call or forget to do work, you have to take responsibility and talk to your teacher. Being responsible also means doing what you’re supposed to do with devices. Remote learning includes using a lot of devices so you need to make sure you’re doing school work when you’re supposed to, not watching YouTube.

I understand that there are some things about remote learning that are good. Like getting to wear comfy clothes and set your own schedule. In addition, remote learning makes you a better, stronger, and more tech-savvy person! On the whole, remote learning isn’t too bad, but although there are some great aspects, I can’t wait to go back to school!

In conclusion, remote learning has been challenging in many ways. Technology has tried our patience, and we all miss interacting with people face to face. I hope you will consider these issues before making a final decision about 2020/2021’s school year.

Sincerely,
We had letters sent to our district Superintendent, Elaine Pinckney and Jeff Evans, our district Director of Learning and Innovation. Other letters went to our building principals, community members, family members and even one to our local newspaper as a letter to the editor.

What made this unit really come full circle was that every adult that received an email from a student responded. Dan French wrote each student back, as did our central office staff and principals. Students were so pleased that their voices were heard and really showed them that they can make an impact. During remote learning we had every single student complete this writing piece. Every. Single. Student. They want to engage, they want to be heard. When we give them the structure and tools it's time to get out of the way and watch them shine.