Try project-based learning.
47. Many of my students were dealing with compounding challenges at home during the spring. Providing them with larger, long-term assignments, rather than daily activities, helped many of them to tailor their work schedule to their needs. — Anonymous Teacher
48. Assign a project on Monday that’s due Friday. Make sure the project has enough work and moving parts that will keep students busy throughout the week. You can even assign parts of the project for each day. For example, work on Part 1 on Monday, Part 2 on Tuesday, Part 3 on Wednesday and so on. Then make the final project due Friday. This gives kids the ability to manage their time throughout the week and work as much or as little as they want each day as long as it’s done by the end of the week. During the week, for your video lesson or conferences with students, you can do mini-lessons on the requirements for each part of the project, model the tasks, or check in and see how they’re doing. — Jessica Hunter, Northport, N.Y.
Connect to people and organizations outside the classroom.
49. Bring in guest speakers! I hope to reach out to local candidates, writers and artists to share their experiences and expertise. Last spring, a colleague had Pete Souza video call in to speak to his A.P. photography class! — Karen Gold
50. What I found to be a successful tool during remote teaching was the National Constitution Center’s Scholar Exchange Program for students. The topics they covered were always relatable and engaging while also addressing curriculum. I would attend the sessions with my students and have a Google Hangout to discuss while they attended the session. Students also asked questions directly in the video chats where the conversations took place. Some of the programs included Landmark Supreme Court Cases, Foundations of American Democracy, Federalism and Slavery in America. And, because it was a scheduled event, it helped ensure the students attended and kept them on a schedule. — Alyssa Anderson
Invite fun and sharing around a curricular theme.
51. Virtual scavenger hunts: There are endless possibilities for scavenger hunts with distance learning. Whether it’s finding something in your room or home or on the internet, you can have students collect artifacts on any theme. For example, as a global politics instructor, I might design a lesson on power — specifically, types of power — and have students identify hard, soft and smart power through images. Individuals or groups can then present what they have “found” and explain the rationale behind their collections. These hunts can easily be turned into competitions by having students pick teams that are not their own that best capture the theme of the hunt of the day. GooseChase is an application that can also facilitate similar types of activities. — Michael Kokozos, Gulliver Prep, Pinecrest, Fla.
52. Where am I? Another game my students love is using their background on Zoom to share clues about a particular place they are now in the world. For example, a student can share five clues, including a local dish, the national flag, the front page of a major newspaper and so on. Students earn points by guessing correctly. Take the activity a step further by following up with students about why they chose their place and what political issue they can explore more in depth to share with the class the next day. — Michael Kokozos
53. Good news: We all need a little good news especially in a course like global politics. Students can start or end the class by locating and then sharing uplifting and inspiring stories to cut through these uncertain times. This task can be organized around themes or disciplines or values, such as compassion or stewardship. Take the activity a step further by having students demonstrate how they can further spread the good news! — Michael Kokozos