While there have been many aspects of this remote learning plan that have been hard, our decision at Match Charter Public School to go asynchronous has been a highlight. We chose not to host a day full of live class times for remote learning. Instead, we are assigning work that can be done at a student’s own pace (check out this K2 read aloud and this G5 sample) with support.

We are supporting that work with recorded teacher videos, support documents, accommodations (see this great G6 family letter), office hours, hangouts, subject-specific supports (see this G8 support or this CompSci one), and check-in calls and texts. This allows students to work around limited space or technology at home, child care or home responsibilities, and adjust their day to their home needs. It provides the same flexibility for our staff, many of whom also are caring for their children or have added family responsibilities. We also have learned to think of assignments across a week instead of day by day (see this G11 example or this for K1 or this accommodated G5 example).

Here is our staff using video to teach and communicate asynchronously:

While imperfect and a work in progress, the feedback to date from students and families is overwhelmingly positive on this flexible approach. Students who are working as increasingly important contributors in their households have praised the chance to complete schoolwork flexibly. We even have some students shining more under this model than they previously have in their classrooms. Similarly, families unable to support student work during the week or day, can use resources during off-hours to help their students and stay informed. There are certainly some downsides, but all in all this approach has created many wins.

Decoupling learning, even remote learning, from a day and time schedule has felt like a major shift in the way we work and as such, has required us to think outside the box. It is not our usual way of working and makes us different from other schools right now. While that can feel weird, I know the added flexibility is much appreciated by many students and staff.

Given the positive feedback from the teenagers who like to sleep late, the middle schoolers who prefer to do their math before their science, teachers who like seeing kids in smaller groups, students who crave autonomy, or even the busy mom navigating work and child care, it is imperative we strongly consider if there are aspects of this flexibility that might make sense long-term. Do we record more instruction for students to access independently? Would weekly tasks work better? Are there more chances for flexibility for students or staff around time? A traditional brick and mortar school like ours will never go fully asynchronous, and there are drawbacks to this approach, but it is worth exploring what is working about this approach to replicate during school.

Emily Stainer, Chief Academic Officer