{"id":1386,"date":"2020-04-30T14:02:02","date_gmt":"2020-04-30T14:02:02","guid":{"rendered":"https:\/\/republiccharterschools.org\/?p=1386"},"modified":"2020-09-23T14:41:40","modified_gmt":"2020-09-23T14:41:40","slug":"sufficient-grace-designing-and-refining-distance-learning-for-high-school","status":"publish","type":"post","link":"https:\/\/republiccharterschools.org\/es\/blog\/2020\/04\/30\/sufficient-grace-designing-and-refining-distance-learning-for-high-school\/","title":{"rendered":"Gracia suficiente: dise\u00f1o y perfeccionamiento del aprendizaje a distancia para la escuela secundaria"},"content":{"rendered":"

Reimaginar la educaci\u00f3n p\u00fablica del Sur en la c\u00faspide de la COVID requiri\u00f3 que profundiz\u00e1ramos.<\/strong> En educaci\u00f3n, creo que existe una corriente que nos obliga a la mayor\u00eda de nosotros a querer siempre mejorar: ser m\u00e1s r\u00e1pidos, m\u00e1s fuertes y m\u00e1s inteligentes. Sin embargo, cuando la crisis de la COVID se convirti\u00f3 en una aut\u00e9ntica pandemia, esa corriente se transform\u00f3 en un estanque reflexivo. Las necesidades de nuestros estudiantes y familias parec\u00edan asombrosas y el margen de error era grande. Tuvimos que admitir que no sab\u00edamos lo que no sab\u00edamos, pero lo que s\u00ed sab\u00edamos era que nuestro compromiso tanto con nuestra misi\u00f3n como con nuestros valores fundamentales se pondr\u00eda a prueba en batalla. Tambi\u00e9n sab\u00edamos que COVID se apoder\u00f3 de nosotros mientras literalmente est\u00e1bamos recomponiendo a nuestra comunidad despu\u00e9s de un tornado unas semanas antes. Por \u00faltimo, en nuestro conocimiento cada vez m\u00e1s limitado, sab\u00edamos que ten\u00edamos la obligaci\u00f3n moral y \u00e9tica no s\u00f3lo de responder, sino de responder r\u00e1pidamente. Por muy conmovedora que sea nuestra misi\u00f3n en el papel, es mejor que nuestras pr\u00e1cticas durante este tiempo tambi\u00e9n sean igualmente conmovedoras, especialmente teniendo en cuenta la datos alarmantes<\/a> provenientes de otras partes de nuestra naci\u00f3n alrededor de estudiantes de secundaria. Al final del d\u00eda, los edificios abiertos o cerrados, todas las partes (corazones, mentes y manos) ten\u00edan que permanecer conectadas al trabajo de elevaci\u00f3n intencional de nuestros principales interesados: nuestros acad\u00e9micos. <\/p>\n

Ofrecer programaci\u00f3n de aprendizaje a distancia a estudiantes de secundaria plantear\u00eda desaf\u00edos \u00fanicos.<\/strong> Nuestra escuela secundaria es la \u00fanica escuela secundaria en nuestra red. Estamos creando el plan para nuestro \u00e9xito y al mismo tiempo lo vivimos, haci\u00e9ndolo bien y mal todos los d\u00edas. Nuestra primera promoci\u00f3n se gradu\u00f3 en mayo pasado, por lo que todav\u00eda somos relativamente nuevos en el \u201cgran espect\u00e1culo\u201d en el espacio de las escuelas secundarias aut\u00f3nomas. Si bien hay muchas cosas que elogiar: como nuestro puntaje ACT compuesto, uno de los m\u00e1s altos de Nashville para las escuelas secundarias de inscripci\u00f3n abierta o nuestro plan de estudios de inform\u00e1tica reconocido a nivel nacional, todav\u00eda sab\u00edamos que ten\u00edamos desaf\u00edos de cultura acad\u00e9mica que controlar. En pocas palabras, todav\u00eda somos una escuela secundaria con problemas escolares. Nuestros alumnos son adolescentes que nos aman o nos detestan en un momento dado. Sabiendo esto, la educaci\u00f3n a distancia iba a ser un desaf\u00edo porque incluso en las mejores circunstancias; ejecutar un programa acad\u00e9mico de alta calidad a nivel de escuela secundaria no es una tarea f\u00e1cil ni una ciencia exacta. <\/p>\n

\n

\u201cLa conexi\u00f3n humana y la exaltaci\u00f3n de la comunidad han sido dos de los temas m\u00e1s resonantes durante este tiempo de distanciamiento\u201d.<\/h3>\n<\/blockquote>\n

La Fase I del aprendizaje a distancia fue una seria lecci\u00f3n sobre la intenci\u00f3n versus el impacto.<\/strong> Nuestro enfoque de la Fase I del aprendizaje a distancia ten\u00eda una palabra en primer plano: simplicidad. Intentamos y logramos crear un sistema que entregaba tareas a los acad\u00e9micos a trav\u00e9s de una plataforma central. Todas las tareas de todos los maestros se publicaron los lunes a trav\u00e9s de Google Classroom y los estudiantes ten\u00edan hasta el jueves para completar el trabajo. Priorizamos los comentarios y el horario de oficina. Nuestras cifras de participaci\u00f3n fueron relativamente altas la primera semana y luego disminuyeron en las semanas siguientes. En realidad, el horario de oficina nunca despeg\u00f3. Una de las ideas adquiridas durante este tiempo es que nuestros estudiantes necesitaban m\u00e1s de nosotros. Est\u00e1bamos impulsando el trabajo, pero est\u00e1bamos muy alejados del aspecto del trabajo que hace que nuestras aulas sean lo que son: la interacci\u00f3n social. Subestimamos a nuestros estudiantes, simple y llanamente. Al reflexionar ahora, me doy cuenta de que al tratar de promover la facilidad de uso y la simplicidad, bajamos el list\u00f3n para nuestros estudiantes, algo de lo que nos obsesiona ser conscientes y contra lo que nos obsesiona trabajar activamente. Le quitamos la normalidad que nuestros estudiantes buscan en nosotros y la cubrimos con nuestras buenas intenciones. En Between the World and Me, el escritor Ta-Nehisi Coates habl\u00f3 de \u201cbuenas intenciones\u201d. Dijo: "La buena intenci\u00f3n es un paso por la historia, una pastilla para dormir que asegura el sue\u00f1o". Por supuesto, sab\u00edamos que nuestros corazones estaban en el lugar correcto, pero nuestra praxis (nuestra acci\u00f3n informada) revel\u00f3 una divisi\u00f3n cultural que era dif\u00edcil de reparar personalmente y perdonar. Al final de la Fase I, nos fuimos con monta\u00f1as de humildad, campos de gracia y un valor digno de una Brit\u00e1nica de cosas que a\u00fan nos quedaban por aprender. Durante nuestra t\u00edmida reevaluaci\u00f3n cognitiva, descubrimos parte de la respuesta. Hab\u00eda una diferencia destacada entre nuestra programaci\u00f3n y otras: la interacci\u00f3n humana como pieza central. La conexi\u00f3n humana y la exaltaci\u00f3n de la comunidad han sido dos de los temas m\u00e1s resonantes durante este tiempo de distanciamiento. La cantidad a veces abrumadora de correos electr\u00f3nicos de recursos, fiestas de cuarentena de IG y actividades para romper el hielo por Zoom nos dicen que las personas, y especialmente los ni\u00f1os, necesitan saber que los cuidan, los extra\u00f1an y los aman. Entonces, pasamos a otra fase del trabajo porque, para nosotros, se trata realmente de querer que nuestra gente (nuestros estudiantes, familias y personal) mencionen dos cosas cuando cuenten la historia de las Escuelas P\u00fablicas, despu\u00e9s de COVID.<\/p>\n

    \n
  • Nos preocupamos por nuestra gente. Hablamos con ellos sobre su bienestar. Los vinculamos a los recursos. <\/li>\n
  • Nuestra misi\u00f3n estuvo a la vanguardia de todos nuestros movimientos. Si bien no \u00e9ramos precisos en todos los aspectos, sab\u00edamos que nuestra misi\u00f3n de acabar con la inequidad educativa en el Sur nos obligaba a crear (y revisar, cuando fuera necesario) un programa acad\u00e9mico en el que nuestros estudiantes pudieran participar para recuperar todo el tiempo de clase perdido. posible. <\/li>\n<\/ul>\n

    Si bien estamos entusiasmados con nuestros cambios, s\u00f3lo el tiempo nos dir\u00e1 qu\u00e9 tan exitosa ser\u00e1 la Fase II.<\/strong> Si bien se conservaron elementos de la Fase I, la Fase II se renov\u00f3 para reflejar una experiencia estudiantil estilo universitario. Los profesores imparten dos clases en su d\u00eda respectivo: una sesi\u00f3n de ma\u00f1ana y otra de tarde. Cada reuni\u00f3n de clase en vivo consiste en una reuni\u00f3n para consultar con todos... para ver c\u00f3mo les va. Las clases presentan alg\u00fan tipo de instrucci\u00f3n\/modelado directo, rondas de pr\u00e1ctica interactiva y una evaluaci\u00f3n para evaluar la comprensi\u00f3n de los estudiantes. En los d\u00edas que no hay clases, los maestros se preparan intelectualmente para lecciones futuras y hacen llamadas de bienestar a sus grupos asesores. Nos asignamos dos cosas para ganar durante este tiempo: instrucci\u00f3n de calidad y controles de bienestar para nuestros estudiantes y sus familias. En esta fase tambi\u00e9n tenemos el Viernes de Autocuidado. Cuando nuestros maestros terminan de planificar las lecciones y hacer llamadas, se desconectan para ser madres, hijas, padres y t\u00edas. Aunque sabemos lo que nuestra misi\u00f3n nos exige hacer, reconocemos f\u00e1cilmente que no hay un camino claro para ser ejemplares durante este tiempo. Ideamos un plan, lo trabajamos y luego decidimos revisarlo en funci\u00f3n de lo que aprendimos a medida que avanz\u00e1bamos. <\/p>\n

    Date un poco de gracia.<\/strong> Continuaremos tratando de ser innovadores para encontrarnos con nuestros estudiantes en sus puntos colectivos de necesidad. Seguir\u00e1n surgiendo inc\u00f3gnitas durante este tiempo y las manejaremos a medida que surjan. Alentamos a nuestros colegas durante este tiempo a priorizar el bienestar y cometer errores en el camino para, en \u00faltima instancia, lograr lo m\u00e1s correcto posible. Sin embargo, lo m\u00e1s importante durante la remodelaci\u00f3n de nuestro panorama educativo es ampliar gracia suficiente<\/strong> a todos los que se atreven a seguir haciendo que la educaci\u00f3n sea accesible y equitativa incluso frente a grandes dificultades. <\/p>\n

    LaTrina Johnson es subdirectora de curr\u00edculo e instrucci\u00f3n en RePublic High School. Ella es una aspirante a revolucionaria con el objetivo de convertirse en una \u201calborotadora angelical\u201d en los a\u00f1os venideros.<\/em><\/p>","protected":false},"excerpt":{"rendered":"

    Reimagining the South\u2019s public education on the cusp of COVID required us to dig deep. 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