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As much as we want our world to return to normal, we cannot forget that last year’s normal wasn’t perfect. We are in a unique position where we can vividly recall the great things about school – especially the relationships and new worlds opened up by education – and to try to change the parts that were unhelpful and sometimes even harmful.
When given time and the necessary tools, teachers can create lessons that are inclusive of all learners, regardless of the setting. With a UDL curriculum in place, the majority of teachers’ work will be to create strong emotional connections with remote students and letting them know that they belong to a community of learners where everyone is valued.
Setting up authentic online S.T.E.A.M. units will reap many benefits for both teachers and students. After completing a unit, teachers will have an incredible resource that they can refine and use again, and students will have taken part in rich learning experiences that inspired curiosity and creativity they can leverage to their benefits in the future.
Many people have mourned the loss of traditional classroom learning during this pandemic, but it can also be argued that these unusual circumstances may have increased skills that may not typically be practiced in conventional environments. The biggest takeaway from this forced experimentation may be that our society’s soul is renewed by seeing the benefits of working together.
With the rebellion against standardized tests and “one-size-fits-all” schools, design thinking has become the antidote to the industrialization of education. But how can educators ensure that design thinking becomes a meaningful educational strategy, rather than just another passing trend?
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