Open AccessA Quest for More Equitable Experiences for All Students During a Global Pandemic: An Inquiry into Remote Delivery of De-Tracked Chemistry and Biology Classes
Author(s) -
Mayra Cordero,
Elizabeth L. Davis
Publication year - 2021
Publication title -
journal of practitioner research
Language(s) - English
Resource type - Journals
ISSN - 2379-9951
DOI - 10.5038/2379-9951.6.1.1201
Subject(s) - attendance , covid-19 , pandemic , content delivery , work (physics) , mathematics education , psychology , pedagogy , computer science , political science , engineering , medicine , mechanical engineering , computer network , disease , pathology , infectious disease (medical specialty) , law
Through our collaboration, we helped one another rethink and adapt the delivery of our de-tracked science courses for remote instruction as we finished out the 2019-2020 school year, with a particular focus on developing remote instruction practices that would support our learners struggling in our secondary science de-tracked classrooms. We derived three actions to take to target the needs of our students who struggled and to differentiate our instruction. We reduced the amount of material being covered to allow for deeper dives into content, prioritized depth of learning over breadth of learning; connected our remote lessons to our students’ real-world experiences; and capitalized on remote learning technologies to work with our students who were struggling individually. These adjustments resulted in larger than expected attendance and engagement, as evidenced by students’ written responses to our lessons and their summary responses to the question of whether and how science was relevant to their lives.