Distance Learning

All classes will combine synchronous (real-time interactions between teachers and their students) and asynchronous (to be completed by students on their own) instruction. We have opted for a hybrid approach based on the advice of peer institutions on the west coast that have been engaged in distance learning for an extended period of time.

• Too many synchronous meetings, particularly Zoom (videoconferencing) classes, can be overwhelming for students and teachers alike. Long hours in front of screens is neither healthy nor conducive to learning, and, after a point, online discussions have diminishing returns.
• Schools that opted for a purely asynchronous approach found that the number of students experiencing depression and anxiety rose precipitously while motivation simultaneously declined. Because the home situations of students vary widely, requiring every student to be online at a prescribed time without exception would be inequitable and would be most burdensome and isolating for those students whose families are struggling the most.

Teachers are interacting in real-time (or synchronous) exchanges at least two times a week (but no more than the number of normally scheduled classes) during their scheduled academic period. Teachers will post Zoom meeting times, links and passwords on Canvas. On Monday, Tuesday, Thursday and Friday, we are on a Z Day schedule. On Wednesday, we are on a Common Day schedule, allowing for weekly meetings with advisors. Here is a link to the bell schedule.

The format of these meetings varies by department, but includes Zoom meetings, online chat sessions or collaborative work in Google docs monitored by the instructor. Or they might be opportunities for one-on-one discussions with teachers via phone, Zoom or email. 

If students are unable to participate in a real-time class activity, teachers are recording instruction for those students and are available for one-on-one support. 

In addition to required synchronous activities, classes have other assignments, much of which resemble traditional homework, but also include watching videos or working with online educational resources. 
 

Homework guidelines remain the same, approximately 30 minutes per class. Teachers are limiting homework assignments to the number of times they actually meet, i.e., if a class normally meets four times a week, there should be no more than four assignments. Assignments are posted in Canvas a week at a time so students may plan their week. 

Traditional testing is nearly impossible. Instead, faculty are focusing on exercises and experiences that are intrinsically exciting and engaging. This is also an opportunity for students to work collaboratively online, which should help students feel less socially isolated.

Evaluation emphasizes “formative” assessments—assessments that help students understand what they don’t currently know, and will need to learn, rather than testing to assign a grade. Knowing that home circumstances vary considerably, teachers will be flexible, understanding, and supportive.

While we expect students to continue working and learning, no student’s performance during distance learning will be allowed to negatively impact their future.
 

Teachers are primarily communicating with students through Canvas, our learning management system, and Zoom, an online videoconferencing platform.

Canvas
Teachers are posting assignments on Canvas, which feed into our students’ password-protected personal Canvas pages. Teachers also use Canvas to share documents, make announcements and have class-wide “chats.” Some teachers give quizzes via Canvas, post videos and collect assignments. 

It is imperative that students check email and Canvas every day. Here are links showing how to adjust Canvas settings, including how to set notifications from teachers into one daily email: text instructions and video instructions.

Zoom
Burroughs opted to use Zoom because of ease of use, low bandwidth requirements and exceptional teacher-control features. Other schools have reported fewer technical glitches with Zoom than other popular platforms, like Google Meets (formerly Hangouts). Moreover, Zoom allows teachers to easily record and share classes for absent students via Canvas. 

When Zoom meetings are scheduled, links and passwords are posted on Canvas, for easy student access and to limit access links and passwords to students who are enrolled in the course. 

NOTE: No online platform or application is ever perfectly safe, and every platform develops security issues. Most companies, Zoom included, work aggressively to patch bugs and resolve security issues as quickly as possible. Because of Zoom’s exponential growth, it has been under more scrutiny than most, and much of this coverage has been overblown and has led to overreactions. Our informational technology experts are constantly monitoring professional discussion and publications to make sure that we can adjust our practices and to train faculty so that students remain safe and classes avoid unnecessary disruptions. As long as students behave responsibly and do not share passwords, the threat of “Zoombombing” should be minimal.  

E-slips
During distance learning, principals will send e-slips directly to students, their families and advisors all at once. While in the past, we asked advisors to speak directly to their advisees before passing on the e-slip, during distance learning we want to make sure everyone gets the information as quickly as possible. Students and advisors will still have a discussion once everyone receives the e-slip.

Faculty Office Hours
Unless otherwise communicated to students, teachers are available for office hours during class periods in which classes are not meeting and/or in the afternoon (7th and 8th period for middle school students and during 9th and 10th period for high school students). Teachers will be available for individually scheduled meetings as well.