One of the biggest questions asked of young educators is “How will you adjust your instruction to meet the needs of your students”? There is a plethora of ways to adjust instruction to best fit the needs of students. Differentiation is a term that is well known throughout most educational practice and pedagogy. Using assessment data to adjust instruction is another way to adjust for students. Even a student's cultural values can be used to adjust instruction. While all these practices apply to traditional classrooms very well, what happens when the traditional classrooms are taken away? Obviously, life for teachers becomes a lot more challenging if there are no students in the desks of their classrooms. The term “when the going gets tough, the tough get going” applies in this situation. In this review I look at (among other things) how the tough got through the Covid-19 pandemic.
The creation of this action research project will highlight the challenges of distance learning. Moreover, what teachers can do to recreate the classroom for distance learning. The aforementioned research and pedagogy as it relates to teaching still hold tremendous value in the distance classroom. The application of those tenets only requires creativity and dedication to make the digital classroom one that bears those traditional tenets. I had the opportunity to see many great “tough” educators work during the pandemic, and I found them so inspirational in recreating their classes for the distance learning environment. The first two chapters highlight my own traditional beliefs and research about education. The focus shifts in the last three chapters to how that research and belief system translates to the distance classroom. Findings focused on how to connect with students, get through content, and grade student work in a pandemic.
Date of Award
Master of Arts in Teaching (initial licensure)
Type (DCMI Terms)
Education | Educational Methods
Ruger, J. (2021). Adjusting Instruction to Enhance the Digital Classroom (master's thesis). Western Oregon University, Monmouth, Oregon. Retrieved from https://digitalcommons.wou.edu/theses/116
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