Insights about how our students learn best that were gained while working remotely will be helpful when we all return to the classroom.

We can help students develop a better understanding of both the world and their place in it by using the world around us to teach in a way that invites critical thinking, draws on multiple perspectives and reflects who we are in the 21st century.


Much of what happens during remote learning is beyond our control. What is not beyond our control is our ability to think critically about what meaningful lessons look like in this landscape, what content students need at this unique moment and what philosophy shifts we can take with us to be more responsive educators when we all return to school buildings. 

Participating in peer-led discussions allows students to take ownership of their learning and learn the value of collaboration.

Lisa Berke, an English teacher at Edward R. Murrow HS in Brooklyn, teaches a course on Holocaust literature through the lens of memoir because she believes in its ability to cultivate empathy. 

Early childhood educators face a unique challenge with remote learning. In our classrooms, learning occurs through hands-on experiences guided by an intentional facilitator. How can we recreate this virtually?