Wayfinding and Architecture of Accomplished Teaching

Shortly before I took time off to spend with my youngest, I achieved my National Board Certification in Exceptional Needs Education.

This graphic from the National Board of Professional Teaching Standards was always on my wall as a reminder of steps in designing instruction.

This week, I'm taking a class in online learning through GOA.  One aspect of the course focuses on Student Wayfinding, with subtopics on Student Engagement, Student Empowerment, and Pacing.  In this new, potentially all (or partially) online classroom setting we'll face in August, Student Engagement ties to the first step in the Architecture of Accomplished Teaching even more than normal.  I will NOT be able to set worthwhile goals in step two without knowing my students in step one.  And since it's unlikely I'll be with them six hours a day, five days a week (although I remain hopeful), I will NEED to create engaging experiences online in order to know them, know their interests, their skills and their needs. 



So often as teachers, we instinctively rely on those "in between" moments to witness our students' soft skills.  Johnny is doodling characters from his favorite cartoon during quiet time, and his art is excellent.  Maria engages everyone in the class, her warmth allowing shy Jennifer to confidently share.



How will we do that in an all online environment?  Although I'll be returning to the classroom after years away, any teacher not looping with his or her class will face similar challenges of engaging new students.  This morning, I played around with Google Docs to make a "Getting to Know You" mini-unit for the second week of school.  This of course would be preceded by a week of expectations, group chats, and followed up with sharing our work.  Most of the students I will teach have at least a basic familiarity with these apps, and are looping as a class but not with a teacher.  Although they will know each other, teachers will need to get to know them and the transition from third to fourth is a time of increased maturity and changing interests, so they'll need to get reacquainted.