By Lisa Polk
Massive change during times of crisis requires us to consider our priorities through a different lens. The decisive actions required during the COVID-19 pandemic were incomparable to patterns of previous crises. However, assessing available resources and considering possible solutions can help you navigate through uncharted waters. Limitations and opportunities that were previously nonexistent can be an asset in maximizing the needs of remote collaboration.
Onsite learning environments that aided teacher–student interactions during learning have evolved into a form of remote collaboration. We are holding meetings in online platforms that are unfamiliar and require new learning for some participants. Remaining flexible with priorities, responding reasonably, and allowing for innovation can help you maximize collaboration.
1. Prioritizing: Key factors in prioritizing include thinking about the purpose of a meeting and staying in focus. Before the meeting, communicate the agenda and goals, which you reach the desired outcome. Virtual meetings might only include a brief timeframe for action items, but you can accompany them with previously shared documents or follow-up emails for effective and efficient collaboration. Your priorities might not follow a common pattern from one week to the next, but if you stay focused on needs, goals, and solutions, you can have success.
2. Responsiveness: Being considerate and responsive to the preferences and needs of others can help you maximize collaboration in a variety of learning environments (Evmenova, 2018). Accessibility and preferences might change for someone from one week to the next in remote learning, requiring flexibility for modes of communication and access to instructional materials. (Rogers-Shaw, Carr-Chellman, & Choi, 2018). Remaining responsive to the needs of others and flexible to change can help everyone collaborate effectively.
3. Feasibility: Prioritizing quality over quantity is a key factor in providing a feasible approach to collaboration. Offering feasible avenues of communication and remaining open to varied approaches can increase opportunities to connect with students and colleagues. Assisting with feasible access to materials, connecting to virtual meetings, or locating food services can help meet the needs of individuals as well as send a message of care and concern.
4. Innovation: Share innovative ideas and optimal tools for solutions to current issues. If certain approaches provide multiple modes of access to learning, such as choice boards or familiar instructional materials, offer these as possibilities, and be willing to initiate action. Interact positively and listen while collaborating. It is a time to think outside the box and share expertise (Gustafson, 2017).
By being considerate and flexible, you can positively impact learning during times of crises. Being responsive to the needs of others can ease tensions and promote learning. Maximizing collaborative efforts can help further academic achievement, and you’ll be sending students and colleagues a message of value and concern.
Evmenova, A. (2018). Preparing teachers to use universal design for learning to support diverse learners. Journal of Online Learning Research, 4(2), 147-171.
Gustafson, B. (2017). Renegade leadership: Creating innovative schools for digital-age students. Corwin.
Rogers-Shaw, C., Carr-Chellman, D. J., Choi, J. (2018). Universal design for learning: Guidelines for accessible online instruction. Adult Learning, 29(1), 20-31.
Ms. Polk is a doctoral student at Sam Houston State University. She has been in education for 29 years and is currently a K-12 Curriculum Specialist. Her research interests includes implementing instructional approaches that promote academic growth in all students.