ABSTRACT
An exploratory and descriptive case study of the experiences of secondary learners at a community-based learning center on the Caribbean coast in Latin America, this study explores how the Casa Morpho Community of Learners (CoL) model met the socio-emotional (SEL) and literacy needs of adolescents within various virtual environments during the quarantine in Costa Rica. Using lesson plans, teachers' reflective notes, and a developed Learners reflective survey, the following questions were addressed: 1) How did Casa Morpho's curriculum support learners in virtual environments, and with their SEL and literacy needs during the COVID-19 pandemic? 2) What practices were used and how do learners perceive those experiences?. © 2021, IGI Global.
ABSTRACT
This chapter describes how teachers have used structured discussions and digital tools to transition from traditional classrooms to remote, online instruction during the COVID-19 pandemic. With emphasis on culturally and linguistically diverse students, the chapter includes examples of how teachers reinforce literacy while supporting 21st century skills such as collaboration, communication, critical thinking, and creativity. Tools and strategies are presented along with examples teachers can use to facilitate student learning across content areas in virtual classrooms. © 2021, IGI Global.