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CONNECTED CLASSROOMS
has transformed access to health care, online and blended pedagogies have the potential to transform access to education (American Hospital Association, 2019).
The Structure of This Book We (Kathryn and Stephanie) believe that all learning happens through connection. We’ve divided this book into two parts, and each one explores a key question regarding creating connection in the classroom. Part I explores the question, In what ways can educators reimagine online and blended classrooms as sites for greater connection? Part II answers the question, How can educators ensure equity and inclusion in online and blended classrooms? The following sections detail how we have organized part I and part II of this book.
In the increasing move to online and blended teaching, some educators have very quickly gone from one teaching model to the next, and others have had a little more time to consider the implications of teaching in online spaces. The following chapters will give you the tools to consider what effective teaching can look like based on your unique situation and community. Chapter 1, “Reimagining School as a Community Project,” addresses the question, What shifts when educators think of school as a community project? This chapter explores a primary guidepost of people-centered approaches to online teaching, namely that school is a community project. Other key concepts explored in this chapter include culturally responsive curriculum, culturally competent teaching, and global community. Chapter 2, “Cultivating Strengths-Based Approaches for Inclusion, Support, and Counseling,” focuses on the question, How can strengths-based approaches transform student support? This chapter draws on asset-based approaches to counseling and research in positive psychology and neuroplasticity. Pulling from counselors’ experiences with struggling students, including neurodiverse learners, the narratives in this chapter highlight support approaches for the online and blended classroom. This chapter explores holistic support practices that affirm strength, inclusion, and well-being. Chapter 3, “Fostering Relationships Through Connection-Based Feedback,” focuses on the question, How can educators foster great relationships through everyday teaching practices? This curriculum- and instruction-based chapter offers specifics on giving feedback, honoring voice, practicing wellness, and supporting social-emotional learning. It also includes practitioner strategies on translating in-person teaching practices to online and vice versa.
©️2022 by Solution Tree Press
Part I: Reimagining the Online Classroom
