UO Parents Helping Their Children Navigate Online Learning Sol - - PowerPoint PPT Presentation

Sol Joye Associate Director Oregon Research Schools Network UO College of Education

UO Parents Helping Their Children Navigate Online Learning

A A quick ck b bit ab abou

• ut m

me: e:

• Classroom teacher for over a decade (MS & HS) in

Oregon & California

• Currently work with numerous schools, districts and

ESDs on school improvement efforts across the state with ORSN

• Digital Learning Coordinator with GOE on numerous
• nline learning projects
• Worked, written and presented on various aspects of

digital learning and student engagement

• Wife is a HS teacher and two sons (14 & 12) in MS & HS

w/in 4J

My advice w e when I hen I work w with t teacher hers f for online l ne learning: ng:

• Teachers should be facilitating clear communication with home

(Should be assisting & facilitating equity & access issues, building community)

• Provide as many structured cooperative learning opportunities as reasonable
• Provide Active Learning strategies as often as possible

(Think, Pair, Share / Whole Group Disc. / Quick Writes / Polling / Jigsaws / Etc.) CONTINUED:

My advice w e when I hen I work w with t teacher hers f for online l ne learning: ng:

• Provide as much timely and useful feedback on assignments as possible
• Provide high quality / real world type assignments & projects (PBL / PBL)

These are the basic building blocks of online learning you should be looking for!

De Dealing with t h the s e schools L Learni ning M ng Managem emen ent S System em:

• Should have a parent login - (4J has this with Canvas)
• Should NOT be able to see other student interactions
• Have realistic expectations for grades, feedback, responses
• Teachers are not always trained / experienced with LMS and online learning
• Delivery and engagement should be improving over time

Suppor pporting y g your s studen dents a and t thei eir exper perien ences es:

• Helping them to become their own best advocates
• They should OWN their own learning process (student agency)
• They should be regularly checking their own grades & feedback
• If they have questions or other issues with coursework, they should be

contacting the teacher directly

CONTINUED:

Suppor pporting y g your s studen dents a and t thei eir exper perien ences es:

• Helping them to become their own best advocates
• Help them come up with an organizational system (digital or paper) that

they stick to (Google calendar, paper planner, etc.)

• Listen to them when they need to take a mental / physical break

Suppor pporting y g your s studen dents a and t thei eir exper perien ences es:

• Help create the right environment for learning
• Help them create their own personal learning space.

(This does NOT have to be a whole separate / private room)

• Create a routine or schedule with them (separate from a planner).

(This should include appropriate hygiene at start of day)

CONTINUED:

Suppor pporting y g your s studen dents a and t thei eir exper perien ences es:

• Help create the right environment for learning
• (Again) Breaks are important, make sure they are physically getting up

and moving when possible.

• Let them know you’ll be checking in with them regularly

Suppor pporting y g your s studen dents a and t thei eir exper perien ences es:

• Create and follow expectations for the whole family
• Have a direct conversation about what the expectations are for the whole

family (balancing work, school, life, etc.)

• Try to follow the expectations set for you as much as possible. (Do as I

do, not just as I say)

CONTINUED:

Suppor pporting y g your s studen dents a and t thei eir exper perien ences es:

• Create and follow expectations for the whole family
• Think about:
• When will your work time be over and when will family time begin?
• What is the appropriate way for them to interrupt your work time to ask questions,

get help, etc.?

• Define appropriate activities (inc. chores!) and time limits for them during ‘down

time’ between classwork, when they are done for the day, but you are not.

Potential Q Ques estions

• ns:
• How can I make the internet more safe?
• Lots of options to limit access / monitor internet use
• Hardware:
• TP-Link Wireless Mesh setups (thinking about this)
• Software (Almost all VPN based)
• Qustodio.com (what we use at home – a VPN based app)
• Kaspersky Safe Kids
• Norton Family Premier
• Circle (By Disney, software and hardware options)
• Ultimately, there are numerous ways around all of this, and it really takes

time on your part to monitor (if you choose to at all)

• Ultimately X 2 – Will need to work with your students on this, and be
• pen to allowing more as they get older and older

Potential Q Ques estions

• ns:
• How can I make the internet more safe?

HIGHLY SUGGESTED: Crash Course: Navigating Digital Information Series

(John Green – YA Fiction Author and Crash Course Co-Founder)

Potential Q Ques estions

• ns:
• What are good apps for learning?
• IT DEPENDS! Find things that:
• Let them explore and experiment
• Mimic real world work environments
• Create, create and create!
• Big fan of Common Sense Media, iCivics, Filament

Games, UW Center for Game Science

Potential Q Ques estions

• ns:
• What about Social Media?
• IT DEPENDS! Social Distancing – Social Media can be a safe way

to connect with friends.

• My suggestions:
• They should NOT be on Social Media when school is live / in session
• All devices should have an auto-shut off time / parental control at night

(Uninterrupted sleep is essential & emergency calls can still be made)

• As students get older, they should be allowed more privacy
• Families should have on-going discussions and expectations about social media

use

Potential Q Ques estions

• ns:
• What about Motivation & Well Being?
• Encourage Self-Regulation*: They need to recognize when:
• Its time for a break
• Need to chat with you
• Ask for help
• Advocate
• Sometimes walk away from frustrating learning situations.

* This includes self-regulation when it comes time to social media, mobile devices etc. during live class and study / homework times.

Potential Q Ques estions

• ns:
• What about Motivation & Well Being?
• Check-In and let them know you care about their well being and school

work (IN THAT ORDER). Discuss your collective goals of school and life.

• Encourage a Growth Mindset in them (perseverance, learning from

mistakes, not giving up)

CONTINUED:

Growth Mindset (Carol Dweck) Image from Mindsetworks.com

• Embrace challenges
• Persist in the face of setbacks
• See effort as a path to mastery
• Learn from criticism
• Find lessons and inspiration in the

success of others

Potential Q Ques estions

• ns:
• What about Motivation & Well Being?
• Be flexible: Temper expectations – Teachers realize work will come in late.

They SHOULD NOT be taking points for it at this stage.

• It may be healthier to have students take a break and turn in late work

than to overdue it.

• Communicate with all involved – Early and often!

Potential Q Ques estions

• ns:
• What about Motivation & Well Being?
• Encourage screen-free time - Smaller breaks, longer breaks, in evenings
• etc. Try to get outside and get exercise
• Undistracted and uninterrupted sleep is important!

Johns Hopkins | UCLA | NIH | CDC

Sticking to a consistent sleep schedule & Limit light exposure & technology use at night

Addi ditiona

• nal Q

Ques estions

• ns?

Thank you for attending today’s session. The recording will be available on Human Resources Wellness Seminars for Faculty and Staff webpage. If you have any questions, please contact University Human Resources at 541-346-3159.