he actual ratio of face-to-face to online instruction can differ greatly and still be considered hybrid instruction

Hybridity, by definition, is the combination of more than one thing, and thus hybrid teaching and learning will not ascribe to one set of rules; rather, it will ask students to be flexible and practice resilience, thinking critically about the nuance of context and the shifting roles and expectations for themselves and others therein.

As always in education, the need to “meet the students where they are” has to be balanced with covering content. Why is content so important? As one of my colleagues wisely quipped to her students about missing lectures and not doing the reading, “So, you go to the dentist and he tells you a cavity needs to be filled. You say, ‘OK, but I want Novocain,’ and he replies that he blew off the Novocain part of his education.” Professions have content connected to a license to practice

In differentiated instruction, the teacher designs, assigns, adjusts curriculum, and monitors progress. Personalized instruction allows students’ choice, control and self-direction of their learning, with the teacher’s coaching and support. Personalization is more consistent with a learner-driven environment, 21st century skills, and with ISTE standard 5a for educators, which states that the use of technology should “foster independent learning and accommodate learner differences and needs.”

Canvas has an accessibility checker option that provides an evaluation of how well the instructor sets up their site for overall accessibility. It also provides tips on how to improve the site. 

ime spent online is not necessarily representative of the quality of the online engagement. 

build and maintain a sense of professional community. Educator and TikTok user Jeremy Winkle outlines four ways teachers can do this: provide encouragement, share resources, provide quick professional development, and ask a question of the day (Winkler).

is the fear of putting our work out there in the world.

Problems with accessibility and considerations of disability that are specific to online teaching and learning;The way in which traditional teaching methods and approaches tend to gloss over trauma or ignore it completely;The fact that so many college students are hungry or homeless while still trying to get good grades;The general lack of good digital pedagogies that reinforce and hold up the human person and their needs;The overall dearth of solid, meaningful professional development available to faculty—professional development that goes beyond the advice about putting images in your course and creating video lectures, and that really tries to tackle what it means to teach online.

A teacher can remain at the front of the room and also empower students to grasp hold of their agency and take control of their learning.

Silence has power and silence has vulnerability. That person maintaining the silence wields the power, and that person waiting on a response is subject to that power. Knowing that, critical pedagogy looks at the relationship between the silent person and the person listening for an answer for clues about agency, oppression, and what change might be needed to make that relationship more democratic.

It may seem that the pedagogist sits back and scans the horizon of education for new things to talk about, but that could not be farther from the truth. The critical pedagogist is one whose practice undergoes constant revision in the interests of creating greater and more effective means for students, and other humans, to thrive.

Twenty-two participants (4%) also noted a shift in mindset from passively awaiting training towards active ownership of their professional growth

These interactions are Faculty to Student, Student to Content, and Student to Student.  

They get good grades, but they can’t retrieve the information; it’s difficult to discuss the next day, a week later. And so I thought, there’s really a disconnect going on here.”

We Instead of You. Use the first-person plural when possible. Statements of we and our are more powerful than you and your, especially when talking about negative behaviors or tendencies. The first person comes off as far less accusatory. Think of it this way: we’re writing peer-to-peer—we are not gods.

Not only is it kind to do so, but it creates a mini-relationship with people who will be key to our success.

Finally, arriving early enables us to make contacts with early arriving attendees.

This would be useful to share with students. If they know that more complete notes will result in better learning, they may be more likely to record additional information in their notes, rather than striving for brevity.

Don’t worry about making students do a new activity or learn a new tool, just annotate the texts yourself for their benefit. This is a very real way to be present in their learning when you can’t physically be in the same place.

see how they make use of the digital margins.

for any digital text, collaborative annotation with Hypothesis puts us all on the same page

A crisis like this isn’t the time to add complex, unfamiliar practices into people’s lives just when they are struggling with daily logistics.