Abstract
The COVID-19 pandemic has forced K-12 teachers to think differently about their teaching methods. Primary grade teachers must especially consider how to make online learning engaging, motivating, and as hands-on and developmentally appropriate as possible for young learners. This chapter provides insight into purposely created and child-centered crystallizing moments, in which research-based strategies can enhance teacher-student interaction and engagement. Examples from real-world teaching practice are included.
TopIntroduction
As the central theme of this book stresses, the COVID-19 pandemic has forced K-12 teachers to think differently about their teaching methods. Primary grades teachers, students, and parents have faced an especially rough transition (Rasmitadila et al., 2020) because of a mismatch between typical online education methods and the need for developmentally appropriate and hands-on learning for young learners. Simultaneously, twenty-first century learning and skills, such as communication, collaboration, creativity, and critical thinking, are more critical now than ever before (Guo & Woulfin, 2016). Curriculum, instruction, and assessment (Beebe et al., 2010) are crucial concerns when transitioning to online learning models. Teachers who have suddenly switched to online modalities may lack knowledge regarding best practices for online teaching, especially student engagement. Teachers may also lack the confidence in their ability to effectively communicate, demonstrate, and act creatively with their students through an online platform. A new and mindful approach to helping these teachers move forward is necessary. Educators encounter challenges with redesigning curriculum to be compatible and effective online. One key to enhancing teacher-student interaction and engagement in online primary grades classrooms is the concept of Crystallizing Moments (Gardner, 1991; Murphy, 2016), which is the focus of this chapter.
Murphy (2016) emphasizes that Gardner's (1991) concepts of crystallizing moments can happen at any time, upon any moment in a day, without the ability to plan the moment(s). Crystallizing moments are any experience, positive or negative, leaving a lasting impact on the learner, and are deeper than a mere epiphany. The feeling left from the moment of crystallization cannot be undone, erased, or eradicated. Crystallizing moments forge the learner and impact their approach to both learning and learning environments. Remaining cognizant of this concept is vital to remain fully present when with students. Educators always hope students will have an enlightening moment and the memory be positive and exciting. However, no matter how hard teachers try, crystallization may also occur when teachers perform at their worst. Every teacher has feelings of worry and not getting across to students. It is normal and natural to feel this way and is possibly why teachers constantly self-evaluate and strive to continue improving their lessons, delivery, and presentation to their classroom. Teachers are always students themselves, and with this in mind, they too experience crystallizing moments that are unexpected and beneficial to their growth experienced each year.
In March 2020, the entire country faced an exponential shift in classroom delivery. Veteran teachers and novice teachers alike found themselves learning how to create a seamless interaction across a screen. Was there a necessity to only use high-tech systems and online software, or could those moments of personal interaction, classroom sharing with peer collaboration in real-time, and the never-ending curiosity of crystallizing moments? When, where, and how these things occurred would be left to discover.
Key Terms in this Chapter
Developmentally Appropriate Practice: The use of instructional materials and strategies that honor the ongoing and specific phases of child development and learning during early childhood.
Reggio Emilia: A teaching and pedagogy approach usually based on preschool and kindergarten students. The approach is a children-centric and constructivist self-guided curriculum, using self-directed, experiential learning in relationship-driven environments.
Primary Grades: Grades K-3 in a United States school system.
Online Learning: Instruction and learning occurring via the internet (either synchronous, asynchronous, or a combination of both).
Differentiated Instruction: The practice of allowing many processes and products to demonstrate mastery of learning outcomes in education, understanding that learners approach tasks differently and learn in unique ways.
Creativity: A higher-order thinking skill involving humans/learners utilizing imaginative ideas and original approaches, typically involving synthesis, analysis, problem-solving, and often artistic thinking.
Legitimate Peripheral Participation: Understanding and learning takes place through participation and not within the individual's mind.
Hands-On Learning: A term used to describe students using their hands to create and represent their knowledge and not a software program.
Twenty-First Century Learning: Skills recognized as necessary to navigation of and communication within the twenty-first century, such as communication, collaboration, critical thinking, and creativity.