Dayla Learning Live Classes

Dayla Learning's Live Classes are virtual, synchronous classes that meet weekly over Zoom. In between live sessions, learners complete work that may include watching videos/movies, reading books/articles, and drafting papers/projects. Typically, middle school learners can expect to spend 3-4 hours and high schoolers can expect to spend 5-6 hours each week outside of the live class doing work. In writing-specific classes, learners receive video feedback on rough drafts before submitting final drafts. Reading and viewing guides are provided to help learners take productive notes. Live participation focuses on learners' comfort levels and does not require mic/camera participation (but it is often encouraged). Learners have access to discussion boards to participate in conversation with classmates between classes. The instructor is available via email between classes to help with work or answer any questions about assignments.

Typically, parents/caregivers do not need to take an active role in the class beyond making sure that they've given the instructor details about their grading preferences and the Gmail account the learner uses to turn in work and receive feedback (we use Google Drive for assignments). Some families choose to read the texts together, and some learners ask parents/caregivers or siblings/friends to give them feedback on rough drafts of papers. Sometimes, assignments include multimodal options like making podcasts or videos, and some learners ask parents/caregivers or siblings/friends to participate in the project, but these are optional.

As far as recommended support, I recommend parents/caregivers make sure that the learner has uninterrupted chunks of time (at least 45 minutes-1 hour) multiple times a week to work on reading and writing for class. I also recommend that the learner have access to a device with a keyboard (not just a tablet) and a printer if they prefer hand writing on reading guides instead of using digital versions.

I have a lot of experience helping ADHD learners, and families with ADHD learners have told me that my scaffolding (especially note-taking and reading guides) as well as scheduling (allowing learners to work throughout the week on their assignments between classes) has helped a lot.

I think the main thing that makes my program a good fit for autistic people is that I recognize neurodiversity as a strength that's part of the overall diversity of human life. I make room for people to be themselves, including not having to be on camera or on the mic if they are feeling overwhelmed.

I treat learners as capable of handling hard topics and offer support to make sure they can do so with confidence. My classes are themed around interesting and engaging subjects that are often deep dives rather than superficial explorations. Since my assignments are individualized, I often offer multiple choices, allowing advanced writers to pick more challenging options.

I'm a 2e person myself! I think my approach at meeting each student where they are as individuals allows for appropriate consideration of asynchronous development. For example, a learner may be struggling with getting complex ideas onto the page but be able to read well above their grade level. I can adapt assignments so that they can nurture their strengths while appropriately addressing areas where they may struggle.

I have a lot of experience helping ADHD learners, and families with ADHD learners have told me that my scaffolding (especially note-taking and reading guides) as well as scheduling (allowing learners to work throughout the week on their assignments between classes) has helped a lot.

I think the main thing that makes my program a good fit for autistic people is that I recognize neurodiversity as a strength that's part of the overall diversity of human life. I make room for people to be themselves, including not having to be on camera or on the mic if they are feeling overwhelmed.

Most classes are capped at 10.

I recognize that students have different comfort levels and experience with participating in online class environments. Students are welcome to participate in the way that works best for them. While I prefer students to appear on camera and participate via microphone in live classes, I am also okay with students who do not want to appear on camera and use only the microphone or chat box (unless the class is specifically about live participation, which will always be noted in the class description.)

It is important to me that all students have a safe and enjoyable classroom experience, so I have some behavioral guidelines to reach that goal.

In addition, many classes involve creating a joint guidelines document where learners negotiate their own classroom expectations.

My general behavioral guidelines are as follows (and will also be announced directly to students in an age-appropriate way):

Mute microphones if there is excessive background noise
If we are in a large class, you may have to use the “raise hand” feature before speaking
No mean-spirited comments in discussion boards (disagreements should be handled respectfully)
Students must wear clothing when on camera
No flooding the chat with off-topic content
No name calling, bullying, or unwanted private messaging
No sharing contact information with other students without parent permission
No disruptive behavior that distracts other learners (such as constantly changing background screen, changing screen name to something silly, making faces at the camera, etc.)

My policies also extend to the way I treat learners in the classroom. I believe that respect is the foundation of positive educational experiences, so I have the following policies in place to help ensure that my respect for learners is centered in my interactions.

I will call learners by their preferred name and pronouns.
I will announce methods to get my attention in the case that a learner is having trouble being heard in class. These can include using the “raise hand” button, sending me a private message, or creating alternative ways for a learner to participate that works best for them.
I will do my best to accommodate requests for alterations that help make materials accessible.
I will be available for questions outside of class and answer those questions in a timely manner (generally within 24 hours).
I will give feedback in a constructive way that respects the efforts learners have made.
I will be understanding of learner differences and individual personalities and be as flexible as possible as I strike a balance between keeping the class productive for everyone and allowing room for everyone’s individual needs.

Families will receive a full refund if they withdraw before the class begins. Families who withdraw after class begins (except for Book Club enrollments) will receive a prorated refund based on the time remaining in the class.

(NOTE: Refunds made more than 14 days from purchase date will be docked a 15% administrative processing fee.)

For the Book Clubs, no refunds are given after the start date because full-month materials are made available to families on the day class begins.

If the withdrawal is for schedule conflicts or a learner struggling with class content (that is either too easy or too hard), I am happy to work with families to try to find solutions.

My classes are online, so those who aren't looking for virtual resources and don't want to spend time watching videos and accessing online resources may not find these to be a good fit.

My classes are academic in nature and require homework between live sessions. Those who don't want or don't have time to commit to the work outside of the meetings may not find that it's a good fit.

I've recently moved to a new LMS platform: Thinkific. This is going to allow me to expand my Self-Paced offerings, and I've very excited about that!

Take risks with your writing! I encourage learners to stretch their existing skills rather than just do what they already know how to do! Try a new medium or explore a deeper element of the text. Don't be afraid to mess up!