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Educational Leadership

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April 2020 | Volume 77 | Number 7
Deeper Discussions Pages 45-50

Zaretta Hammond

When I taught expository writing as a classroom teacher, I found the fastest path to improving my students' writing was to build their capacity to engage in deep discussions so they were able to work through their thesis or arguments-testing their claims and hearing their peers' perspectives. This pushed them to revise their own thinking. John Hattie's research around academic conversation and discussion confirms what I learned by direct experience: Academic conversation is one of the most powerful practices we can bring to our classrooms to promote higher achievement (Hattie, 2012).

So now, as a consultant, when I go into classrooms as part of an equity audit or as a coach supporting school teams to incorporate more culturally responsive practices, one of the first things I look for is who is doing most of the talking during instruction. As the old adage has it: "Whoever is doing the talking is doing the learning." This notion is supported by the growing evidence from researchers such as Aida Walqui and colleagues and their work with English learners at WestEd (2019), and Ron Ritchhart and his work around the cultures of thinking out of Harvard's Project Zero (2015). This body of research highlights that talking in all its forms- conversing, discussing, debating, and dialoguing -helps increase students' brain power so that they are able to take on more rigorous work and engage in deeper learning down the road.

But to grow students' brain power using academic conversation as a strategy, we need robust talk structures that allow more students to join in the conversation confidently, especially English learners, introverted students, disengaged students, and historically marginalized students. These are all students whose communication styles and funds of knowledge are not typically leveraged in classrooms.

For the most part, schools have limited the range of everyday talk structures and processes in our classrooms. I often see teachers only using turn and talk as a discussion strategy, sometimes alternating it with think, pair, share. These two strategies have become instructional staples. But while useful, they are not sturdy enough for deeper discussions that facilitate deep thinking or what I call "cognitive chewing."

Free-Flowing Structure

In addition to adding more robust discussion practices, we also want to make these practices more culturally responsive by centering them around the principles of youth culture and collectivist practice. I encourage teachers to find talk structures and tools that:

Honor the funds of knowledge each student brings to the conversation.

Give marginalized students greater access to the flow of the discussion.

Give students more agency in directing the conversation.

Give students a more robust cognitive workout by leveraging their everyday modes of communication.

That's why I suggest that a good starting point for facilitating deeper, more equitable discussions is to use structured protocols. Protocols are more than a fancy word for strategies. Made popular in the early 1990's by the Coalition of Essential Schools and promoted by the National School Reform Faculty, discussion protocols are rules or procedures that provide a structure and process so everyone has time to think, talk, and listen.

Protocols are now widely used in adult learning communities and a growing number of classrooms across the country. They come in a variety of formats, from techniques to gather focused feedback on a project or piece of writing before revising-like a tuning protocol-to interactive processes like the gallery walk protocol, in which students build on each other's knowledge about a topic or content to promote higher-order thinking through cooperative learning. The good thing about protocols is that they can be modified to suit multiple purposes and different types of discussions. Despite their variety, they have common features: There is structured turn taking during a discussion, and speaking and listening are usually timed so more students can participate.

The overly structured nature of protocols might seem counterintuitive to the goal of encouraging a free-flowing discussion that welcomes all students. In reality, it is just the opposite. Protocols create ways into the discussion for students typically left out. We often see the same students talking in class, namely those who are comfortable conversing in English, have mainstream background knowledge, or are more extroverted.

Five Steps to Support Protocols

The following five steps will enable you to begin creating the conditions for incorporating protocols into your classroom to increase engagement and access for all students:

1. Offer structures and time for small talk that paves the way for social-emotional safety later in academic conversations. Building a culture of academic conversation begins with building a culture of connection. Creating opportunities for students to talk to each other and get to know each other sets the social-emotional stage for them to engage collaboratively during academic discussions.

Protocols such as dyads can offer a container for a social-emotional grounding to the school day or beginning of the class period. Made popular by math equity educator Julian Weissglass and community organizer Ana Becerra (2004), a dyad is a listening and talking exchange between two people that provides a structure for constructivist listening-a process in which the speaker is listened to for a dedicated amount of time without being interrupted.

For more interactive group protocols try the tea party, which can be used with quotes and images that students help curate, or diversity rounds, which explores personal identity. Both of these protocols provide students a fun but structured way to learn more about each other and build relational trust.

2. Use protocols to shake up inequitable participation patterns during academic discussions. One of the dynamics I often see in classrooms is unequal participation. Even when we use powerful strategies and structures such as Socratic seminars, we see the same students doing much of the talking. This leads to inequitable outcomes for English learners, introverted, or struggling students who don't feel confident enough to actively engage in free-flowing class discussions.

Well-defined protocols can make discussions more egalitarian by providing time for everyone to get practice talking about their ideas about the content. For example, the typical protocol is done in "rounds" with a small group of 3-5 students. Each protocol round has three important steps that foster equitable participation. First, the process begins with 3-5 minutes of uninterrupted time for one person ("the presenter") to talk. When that person is finished, the other members of the discussion group have a set amount of time to reflect on and respond to what the presenter shared. The presenter has a final moment to respond to on the advice given by his partners. Then a new presenter from the group is invited to share his or her thinking and is given the same 3-5 minutes to talk. This process continues until everyone in the group has had time to talk.

Two protocols that should be staples in classrooms are the tuning protocol to help students revise and improve on a piece of student work in preparation for larger group discussions and the text-rendering protocol, which can help students access grade-level text by starting with noticing and naming what is familiar or what sparks one's curiosity in the text.

3. Use the elements of hip-hop culture to modify protocols and make them more responsive to students' interests and knowledge base. Many of our middle and high school students are steeped in hip-hop culture, regardless of racial background or socioeconomic status. Hip-hop has grown up and become mainstream. Although widely considered a synonym for rap music, the term hip-hop actually refers to a complex culture organized around the values of social justice, respect, self-worth, community, and having fun.

While maintaining the integrity of the discussion protocols you choose to use, think about ways to include fun as a design principle in classroom discussion. As Chris Emdin (2013) reminds us, much of today's students' schema-the brain's network of knowledge, associations, allusions, references, and connections that give content meaning-is influenced by hip-hop culture. So why not leverage interactive hip-hop structures like the cipher and rap battles to help students access their existing funds of knowledge? These features of hip-hop culture have dialogic qualities that we can use to help students see that they are competent at deep thinking. How to do this? Consider a mash-up of a traditional protocol and one of the hip-hop structures:

Remix the fishbowl protocol as a cipher. The fishbowl protocol has a small number of students seated in an inner circle discussing a topic or text and using specific academic conversation skills the class is practicing, while the remaining students sit around them in an outer circle. The students in the outer circle listen to the discussion and take notes. At a designated point, the students in the inner circle rotate out, join the outer circle, and a new group of students comes into the inner circle. This has a lot in common with a hip-hop practice called cipher, in which a crowd of spectators and onlookers surrounds rappers engaged in "freestyling" as each rapper steps into the cipher to share their rhymes. In a remix or mash-up of these formats, you can introduce a more free-flowing type of fishbowl, building on collectivist, participatory elements common to hip-hop culture. For example, students in the outer circle can more actively engage and comment on what they're hearing from within the fishbowl with finger snaps. Or, you can make movement between the outer circle and inner circle more free flowing by letting students tap each other in.

Use a cipher-style protocol like the kiva to help students focus on "cognitive stitching" as they build on each other's ideas, In a kiva, rather than having an inner and outer circle, four students are positioned in a square, and four more seats are lined up behind each of them so that the pattern resembles a wheel spoke. The four speakers in the square discuss the topic and questions of the lesson. After some time passes, new students rotate from the seats behind the speaker into the center seats and continue the conversation, building on what's been said. The goal is seeing who can take the discussion deeper, make interesting text-based connections, or find real-life connections to academic concepts, depending on the subject area.

Reconfigure the chalk talk protocol as a graffiti tag billboard. Invite students to "tag" the "billboard" using elements of sketchnoting, doodling, collage, and written word to stimulate thinking before a discussion begins or to deepen it afterwards. The idea is to leverage students' comfort with multimodal expression as a way into dialogue, discussion, or debate.

4. Invoke performance elements of spoken word poetry for deeper thinking during discussions. Like hip-hop, spoken word is part of youth culture and flows out of the oral traditions of many indigenous communities and communities of color. Spoken word is a poetic performance art that is word-based, and it can center around either poetry or prose. It looks like fun, but the fluid use of word-play and metaphor makes it serious cognitive work. According to Rick Wormeli (2009), metaphor is a powerful tool for making meaningful connections and demonstrating understanding of complex concepts that changes the structure of our brain, allowing us to do more rigorous thinking as a result. The lyrical nature of spoken word techniques can give in-class discussions energy and flow, which increases engagement.

5. Give students the power to facilitate. Because culturally responsive teaching is about building student agency and brain power, it is important to train students to self-facilitate discussions. Protocols offer the needed structure and procedural "wireframe" to get them started.

Teach them to "hand off" the conversation to each other rather than have it always flow through the teacher.

Pick an MC for the discussion. In street parlance, MC stands for the "master of ceremonies." In hip-hop culture, when a number of rappers have gathered for a performance, the MC manages the energy of the crowd and the flow of the set. Help students channel their inner MC as facilitators in protocols. They need to focus not just on the procedural aspects, but also on the social-emotional climate of the discussion or debate to ensure norms are being following and a positive vibe is maintained.

Making It Work

Incorporating protocols into your classroom routines takes some planning and guided facilitation to build all students' capacity to engage in powerful discussions that lead to deeper learning. Here are a few additional tips to keep in mind:

Rethink how you use time. Discussions that go beyond the surface of a turn and talk take time. Do a time audit. How are you currently using instructional minutes? Maybe two to three days out of the week you can combine guided practice time and independent work time to make more room for academic conversations using protocols.

Be patient. Remember the rule of the first pancake. Recognize that, like the first pancake, deep discussions are going to be a bit messy in the beginning. But after making some adjustments, the pancakes will come off the griddle round and ready to eat. Similarly, over time students get used to using protocols to take their discussions deeper. This is where the design thinking principles of prototyping and iterating are important.

Teach the value of code switching. You need to have norms in place to effectively implement protocols. But resist the urge to police students' use of language, like slang, non-mainstream English like African American Vernacular English, pidgin, or creole dialects like "Spanglish."

Let students talk in the language most comfortable for thinking. Be aware of the number of different languages and dialects spoken in your classroom. As a culturally responsive educator, find ways to leverage this linguistic diversity. Early in the school year, talk with students about the positive connection between discussion, thinking, and their home languages. In addition, teach them to "code switch" across registers. A register is defined as the level of formality in language that's determined by the context in which it is spoken or written. We have three common registers-a social or community register, a "business" register, and a more formal "academic" register.

There is a big difference between moving back and forth across registers (code switching) and having to abandon one's language assets. This isn't about modulating. Rather, it is a matter of "both/and". Students should not feel like they have to abandon their home and community language when they come to school. It is actually one of their assets.

On Equal Footing

Protocols can be a powerful equity tool. Leveraging protocols in our classroom can ensure equal participation in discussions that grow understanding and brain power for all students, as well as help them access their funds of knowledge, using practices from youth culture to ignite engagement.

References

Becerra, A., & Weissglass, J. (2004). Take it up: Leading for educational equity. Santa Barbara, CA: National Coalition for Equity in Education.

Emdin, C. (2013). Pursuing the pedagogical potential of the pillars of hip-hop through sciencemindedness. International Journal of Critical Pedagogy, 4(3), 83-99.

Fisher, D., Frey, N., & Hattie, J. (2016). Visible learning for literacy: Implementing the practices that work best to accelerate student learning. Thousand Oaks, CA: Corwin.

Hattie, J. (2012). Visible learning for teachers. London: Routledge.

Ritchhart, R. (2015). Creating cultures of thinking: The eight forces we must master to truly transform our schools. San Francisco, CA: John Wiley & Sons.

Walqui, A., Bunch, G., et al (Eds.). (2019). Amplifying the curriculum: Designing quality learning opportunities for English learners (Language and Literacy Series). San Francisco, CA: WestEd.

Wormeli, R. (2009). Metaphors & analogies: Power tools for teaching any subject. Portland, ME: Stenhouse Publishers.

Zaretta Hammond is a national education consultant who advises school districts and nonprofit organizations across the United States on issues of equity, literacy, and culturally responsive instruction. She is a former high school and community college writing instructor and the author of Culturally Responsive Teaching and the Brain (Corwin, 2014). Follow her on Twitter.

KEYWORDS

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April 2020 | Volume 77 | Number 7 Deeper Discussions Pages 45-50 Zaretta Hammond When I taught expository writing as a classroom teacher, I found the fastest path to improving my students' writing was to build their capacity to engage in deep discussions so they were able to work through their thesis or arguments-testing their claims and hearing their peers' perspectives.

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Found this interesting. Providence is expecting so much more than this in terms of time on task. These came from Illinois State's suggestions. Here is a link to the full article. https://www.isbe.net/Documents/RL-Recommendations-3-27-20.pdf

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https://www.greatschoolspartnership.org/high-school-grading-reporting-during-a-time-of-pandemic/

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Lots of choice boards and playlists

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Using Playlist to Support Students  During Distance Learning

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https://www.teachingchannel.com/blog/english-learners-remotely?fbclid=IwAR1XZ4tVqqsdf60IBcT-O8hQeTGnXORjNgv0wsByaQtI42wq1EyytAn0lDo

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educational leadership:

Why COVID-19 Is Our Equity Check

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An Educational Leadership Special Report | Volume 77
A New Reality: Getting Remote Learning Right Pages 51-53

Dena Simmons

During my childhood summers, my sisters and I stayed inside our one-bedroom apartment for days on end. Nice weather in our Bronx neighborhood meant more people socializing at bodegas and on building stoops, which often led to more troublemaking. If we ventured outside, there was always the chance of being hit by a stray bullet. Today, more than two decades later, the world is different, and though I am light years away from the one-bedroom apartment on Creston Avenue, I still carry with me the fear and anxiety from my own and our nation's past traumas.

As I sit in my apartment after days inside, having developed the stamina for a life indoors, I cannot help but thinking of our young people, who've grown up in a time of rampant school shootings, and who are now enduring the COVID-19 pandemic. Their school lessons ended abruptly-projects unfinished, conversations pending, graduations cancelled, and pivotal experiences stolen. I worry about how our youth are feeling as they adjust to all their recent losses and our new normal, one characterized by social distancing.

And social distancing is not the same for everyone-for our students and adults alike. Although I was fortunate to grow up in a loving and nurturing home, some children risk abuse and violence more frequently now that they may be in the constant presence of their perpetrators. Others might have small homes like I did as a child, leaving little room to do anything without the distraction of relatives or siblings and the resulting frustration of having no personal space. Some students, conversely, are home all alone, since their caregivers do not have the privilege of jobs that keep them safely inside. A few might feel alienated by embarrassment about where they live, as I did during my boarding school years when my classmates' parents forbade them from dropping me off in what they referred to as my "dangerous" neighborhood.

Magnifying Existing Problems

Most of all, the novel coronavirus outbreak has put a mirror in front of our faces, magnifying the inequities in our school systems-and in our society-that too many of us have allowed to exist without question. Districts like New York City agonized over closing schools for far longer than they should have because officials had to confront an ethical dilemma: risk greater infections or put millions of children out on the streets, since many of them depend on schools not only for an education but also for food and basic supports, and some even for safe shelter during the day. The fact that closing schools presented such a challenge for districts nationally should be something that upsets us greatly.

Fortunately, many districts and schools are still offering free meals, but the safe haven and the opportunities for academic, social, and emotional learning are a bit more difficult to provide when everyone is dispersed. Some districts have provided children tablets, but there are still far too many students without the necessary tools for distance learning, including reliable internet service. For example, I recently heard about a 4th grade girl in Georgia named Trinity who started selling lemonade in her neighborhood to earn money for a computer so that she could participate in schoolwork. Jasmine Crowe, founder of Goodr, which aims to end hunger through minimizing food waste, encountered Trinity's stand and put her plea on Twitter. Within a day, people from across the country made donations, helping Trinity raise sufficient funds, and my friend Mary Jo Madda of Google even bought her a tablet. This is one beautiful story of the human spirit, but many more children will not be as lucky as Trinity. We should not have had to wait until a pandemic to provide all children with what they need to thrive as learners in and out of school.

Building Partnerships

During this fragile time, collaborations like the one that amplified Trinity's story are crucial. Thankfully, organizations like PCs for People and EveryoneOn have always worked to connect families to free and affordable computers and internet service. And now phone and cable and internet companies are stepping up to fill the digital gaps. But it is difficult not to wonder why we haven't invested in our young people's educational resources and access more generously before. This is a question we must ponder and continue to ask on the other side of the pandemic, especially since educational equity requires partnerships between groups-inside and outside of the school system.

One such partnership is with our students' families. With our new reliance on caregivers to support student learning, the urgency to be more welcoming to families as partners has become far greater, as has eradicating the obstacles that get in the way of family engagement: language barriers, the digital divide, and the fact that some caregivers have been failed by inadequate schooling or suffer from learning challenges. How can we begin to prioritize the goal of making academic content and school resources more accessible? And how can we provide information in easy and comprehensible ways, so that any caregiver can support their young family members?

Despite all that we do to help families, despite trying to get children the digital resources they need, not all children are capable of learning online, especially since many of the online learning options do not take into account children who are hard of hearing, visually impaired, physically challenged, or have developmental delays. And some distance-learning resources are not translated into students' home languages, nor do they take into account scholars who aren't yet meeting grade-level requirements.

Therefore, as we embark on figuring out distance learning at scale, we must consider a variety of methods for engaging learners-calling students by phone, sending tutorial videos, and allowing students to demonstrate their understanding through varied methods. As we come up with remote-learning lessons, let's consider employing projects that rely on what families have at their disposal (resources and capabilities), and invite students to select topics that are not only relevant and interesting to them, but also tied to devising solutions to their current realities.

Another helpful idea is to create school projects that are relevant to the whole family and allow family members to do activities together (if safe and possible)-like making bread or using math to convert the portions for more or less people (for middle schoolers), or organizing a closet by color and texture (for younger students). Additionally, part of our support to families must include social and emotional resources for managing uncomfortable feelings, as well as giving families the brave space to feel and communicate their feelings-and ways to opt out of activities and assignments that cause too much strain on everyone in the home.

Learning from the Pauses

In the end, I do not have all the answers to the questions that this pandemic has forced educators to contemplate-but I know that there was a time before computers, tablets, and cell phones when teaching and learning happened, when we figured out how to lead a life. I know that we are capable of ingenuity, of adapting, and of healing. I know that we can learn from the pauses in our lives and use them as opportunities to reflect and reevaluate what's important to us. What will COVID-19 teach us? What will it inspire us to change? What will we have to improve to engage our students and families more meaningfully and equitably?

In the coming months, when we return to some level of normalcy, we will not be the same. We will be a bit shaken, maybe even a bit more paranoid about germs, but I hope we will have learned to be more deliberate about human connection, more purposeful about educating all children well, more aware of the power of human goodness, and more focused on partnering with families and organizations to educate all youth.

On some level, COVID-19 is our equity check, reminding us of who we could be if we valued equity as much as we say we do. Let's not wait until the next pandemic to get it right. If we do, the ones who will suffer will be the ones who always suffer-the people most in need. This novel virus is a wake-up call, an opportunity for us to come together to do and be better for every single child.

Dena Simmons is a lifelong learner, educator, and activist who supports schools throughout the nation in implementing social and emotional learning and culturally responsive and equitable practices. She is the author of the forthcoming book, White Rules for Black People (St. Martin's Press, 2021). Follow her on Twitter.

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An Educational Leadership Special Report | Volume 77 A New Reality: Getting Remote Learning Right Pages 51-53 Dena Simmons During my childhood summers, my sisters and I stayed inside our one-bedroom apartment for days on end. Nice weather in our Bronx neighborhood meant more people socializing at bodegas and on building stoops, which often led to more troublemaking.

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Shared this with some of my teachers who are working with younger students who need a push. http://www.pbs.org/about/blogs/news/mondays-with-michelle-obama-story-times-with-penguin-random-house-and-pbs-kids-streaming-on-youtube-and-facebook-start-monday-april-20-12-noon-et/

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Google Hangouts in Google Classroom resource

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With Google Meet, you can start class video meetings in Classroom, Meet, Google Calendar, and Gmail on your computer or mobile device.

Update on free premium Meet features-The promotion for free access to larger meetings and live streaming ended September 30, 2020. To use these features after the promotion, upgrade to G Suite Enterprise for Education. The promotion for free meeting recordings is being extended until a new temporary recordings feature launches later in 2020. Temporary recordings will let any meeting host record and share a meeting within their domain for 30 days.

Before you begin: Video meeting tips

Requirements and best practices

Make sure that you meet the requirements for Meet. Learn more

See best practices for distance learning at the Google for Education Teacher Center. Learn more

Print instructions for getting started with Google Meet. Learn more

Permissions and joining tips

There's a limit to the number of people you can have in a video meeting. Learn more

In Classroom, unless Meet is turned off for them, the first student or teacher to arrive at the video meeting becomes the meeting organizer even if they're not the first to join the meeting.

If a person creates a video meeting in Google Calendar, they're the meeting organizer regardless of who joins the meeting first.

Even if Meet is turned off for students, they might still be able to record a meeting. To fix this, check with your administrator to ensure that this setting is turned off for students. Learn more

Anonymous users, or users not signed in to a Google Account, will not be able to join meetings organized by G Suite for Education users. However, users can still dial in using a phone. To allow anonymous users to join meetings in their domain, the admin of the G Suite for Education domain can contact Google Workspace support and request an exception.

During any video meeting, only the meeting creator can approve external requests to join.

Accessibility and tech tips

To help students who are deaf or hard of hearing, turn on live captions in Meet. Learn more

If internet speed is slow, turning off your camera can improve video meeting quality. If audio quality is poor, you can use a phone for audio. Learn more

If you're using a mobile device, install the Google Meet app. Learn more

Charge your device before the meeting. On some fanless devices, such as tablets and laptops, charging during the meeting can reduce video quality.

Create video meetings in Classroom

You can set up and start class video meetings in Classroom. To use Meet features in Classroom, your G Suite administrator has to turn on Meet for your school.

Set up a video meeting in Classroom

Create a unique nicknamed meeting link that students can use to join your class video meetings. You and your students can use the same link for all of your class meetings.

Only you and your co-teachers can create, show, hide, or reset the meeting link for your class or start a class video meeting in Classroom. These permissions can vary based on how your admin sets up Meet for your school.

Create a Meet link in your class

1. Click the class

Settings

.

2. Under General, click Generate Meet link.

A Meet link appears for your class.

3. At the top, click Save.

Show or hide a Meet link

Students who are in the same domain as the primary teacher can see the class Meet link on the Stream and Classwork pages. You can hide the link from students until you want to share it.

1. Click the class

Settings

.

2. Next to Visible to students, choose an option:

To hide the Meet link from students, click the switch Off

.

To make the Meet link visible to students, click the switch On

.

3. At the top, click Save.

Copy a Meet link

You can copy a Meet link and paste it into an assignment, question, or message.

Click the class

Settings

.

Reset a Meet link

If you have issues with the link, you can reset it and get a new one. After you reset the link, the old link won't work.

Click the class

Settings

.

Add a Meet link to an announcement

1. Copy the Meet link (instructions above).

2. On the Stream page, click Share something with your class.

3. Enter your announcement and at the bottom, click Add

Link
.

4. Paste the Meet link

click Add link.

Add a Meet link to an assignment or question

1. Copy the Meet link (instructions above).

2. On the Classwork page, click Create

Assignment or Question.

3. In the assignment or question details, click Add

Link

.

4. Paste the Meet link

click Add link.

Start a video meeting in Classroom

Note: When you click the Meet link, you start the meeting. Students might be able to join the meeting before you join it.

At the top of the Stream page, under the class code, click the Meet link.

At the top of the Classwork page, click Meet.

If you don't see Meet, make sure the link is visible to students (instructions above).

In a question or assignment, click the link for the class video meeting.

2. In Meet, before you join the meeting, at the top, check that you're signed in with your Classroom account. If not, click Switch account select or sign in to your Classroom account.

3. Click Join now.

4. If you're the first person to join the meeting, you'll see a window to invite others. If you don't need to invite anyone or share the meeting link, you can close this window.

Start video meetings in other apps

You can create, start, and join a class video meeting in Google Meet, Google Calendar, and Gmail.

Start a video meeting in Meet

In Meet, you can start an impromptu meeting or one that you previously set up. After you start the meeting, you can share the joining information with your students in a Classroom post or message.

Tip: For greater control, create a nickname for your video meeting. If you're the last person to leave a nicknamed meeting, students can't rejoin.

Start a meeting right away

1. Go to meet.google.com and sign in with your Classroom account.
If you're already signed in with a different account, at the top, click your profile Switch account select or sign in to your Classroom account.

2. Click Join or start a meeting choose an option:

To create a meeting with a nickname, enter a nickname click Continue.

To create a meeting without a nickname, click Continue.

3. Click Join now.

4. (Optional) To share a meeting nickname, post it in a message or a Classroom announcement, assignment, or question.

5. (Optional) To share other joining details, choose an option:

Click Copy joining info paste the details in a message or Classroom post.
If you don't seeCopy joining info, in the lower-left corner, click the Up arrow .

Click Add people enter names or email addresses click Send email.
If you don't see Add people , at the top, click People Add People .

Start a meeting you previously set up

1. Go to meet.google.com.

2. Sign in with your Classroom account.

3. Choose an option:

For a nicknamed meeting, click Join or start a meeting enter the nickname.

In the list of meetings, click the meeting.

4. Click Join now.
Note: If you sent guests a message with the meeting link, they can click the link in the message to join the video meeting.

Leave the meeting

Click the meeting window Leave call .

Start a video meeting in Calendar

You can create a class video meeting in Calendar and invite your students to join. You can also add view-only live streaming to an event for up to 100,000 people.

Note: If you create an event on someone's calendar, or transfer an event to their calendar, make sure you understand the video conferencing policies.

Related topics

Start a video meeting in Gmail

Related topics

Manage participants in a video meeting

As the meeting organizer, you can control how people can participate in a video meeting.

Control access to a video meeting

As the meeting organizer, you can decide if participants must ask to join the video meeting.

When Quick access is on:

When Quick access is off:

Participants from your domain can automatically join the meeting using their computer or mobile device.

Participants who dial in to the meeting using their phone can automatically join the meeting.

Any participant can dial out of the meeting.

All participants from inside and outside of your domain must ask to join the meeting. This includes people who dial in to the meeting by phone.

People who are invited during the meeting by someone other than you must ask to join the meeting.

Only you can dial out of the meeting.

By default, Quick access is turned on. After you start a video meeting, you can change the setting as often as you need using Meet on a computer. The setting only applies to the video meeting you're in. If the video meeting is part of a repeating Calendar event, changing the setting doesn't affect future events in the series.

To turn Quick access on or off:

1. In the meeting, at the bottom, click Host controls .

2. Next to Quick access, click the switch On or Off .

Mute or remove a participant

Re-invite a participant you removed

If you removed a participant from a video meeting, you can re-invite them.

In Meet, during a video meeting:

1. At the top, click People .

2. Click Add people enter the participant's email.

3. Click Send email.
After you send the email, the participant can join the meeting through your invite or the original link.

Approve or deny a request to join a meeting

Only the meeting creator can see or approve requests to join a meeting that come from outside of your domain. Make sure the meeting creator stays in the meeting to approve external requests.

People from inside or outside your school's domain can't request to join a video meeting if they've already been denied entry twice.

In Meet, during a video meeting:

When a request to join shows in the meeting window, click Admit or Deny entry.

Prevent students from rejoining a meeting

To prevent students from rejoining a meeting after it ends, you can create a nicknamed meeting. If you are the last person to leave a nicknamed meeting, students can't rejoin the meeting.

Before you leave the meeting, you can remove any remaining students.

Prevent students from sharing their screen
You can only change this setting on a computer.
You can make sure that only you, the meeting organizer, can share your screen. This setting prevents participants from sharing their computer or mobile device screens. The setting you select only applies to the meeting you're in. It doesn't affect repeating, future events.

1. In the meeting, at the bottom, click Host controls.

2. Next to Share their screen, click the switch Off .

Note: If you can't turn the control on or off, you might need to turn off a Chrome extension for Meet. For instructions, go to Install and manage extensions.

Prevent students from sending chat messages in a meeting
You can only change this setting on a computer.
You can make sure that only you, the meeting organizer, can send chat messages. This setting allows participants to read but not send chat messages from computers or mobile devices. The setting you select only applies to the meeting you're in. It doesn't affect repeating, future events.

1. In the meeting, at the bottom, click Host controls.

2. Next to Send chat messages, click the switch Off .

Note: If you can't turn the control on or off, you might need to turn off a Chrome extension for Meet. For instructions, go to Install and manage extensions.

Use other Meet features

View an attendance report for a meeting

View an attendance report

1. Open the email account you use for Classroom.

2. In the attendance report email, click the report attachment.

What does a report include?

The report is a CSV file and includes the following information:

1. Participant's name
If someone calls in, part of their phone number will be listed instead of their name.

2. Participant's email

3. Length of time participant was on a call, including timestamps of when they first joined and when they left the call.

If someone gets ejected from a call, that timestamp will be recorded as the time they left the call.

If someone joins and leaves the call more than once, multiple timestamps won't be listed, but their overall call duration will be included.

Note: Meeting moderators get attendance reports for all meetings, including those started from Classroom or meet.google.com.

Conduct a Q&A in Meet
This feature is available to teachers and students with a G Suite Enterprise for Education license. To use this feature, moderators and participants have to use the web version of Meet.
Anyone in a meeting can ask questions. The questions show until they are deleted or hidden. After a meeting, the moderator gets a detailed report of all the questions.

Turn on Q&A

Before you can use this feature, the moderator has to turn it on.

1. In a meeting, in the top-right corner, click Activities.

2. Click Questions Turn on Q&A.

Ask a question

When you ask a question, participants might get a notification in the meeting.

1. In a meeting, in the top-right corner, click Activities Questions.

2. In the lower-right corner, click Ask a question.

3. Enter your question click Post.
Note: Participants can answer the question verbally in the meeting, or add their reply in the meeting chat.

View and manage questions

You can filter questions, mark questions answered, and hide questions. Filtering only applies to the moderator's view.

1. In a meeting, click Activities Questions.

2. To filter questions, next to All questions, click the Down arrow select an option:

All questions

Unanswered questions

Answered questions

Hidden questions
Note: Participants can only filter by all questions or questions they asked.

3. To upvote a question, on the question, click Upvote .

4. To mark a question answered, on the question, click Answered .
Tip: Mark a question answered so participants know it was answered.

5. To hide a question, on the question, click Hide .

6. To sort questions by popularity or chronologically, next to Popular, click the Down arrow and select an option.

7. To delete a question, on the question, click Delete .
Note: Moderators can delete anyone's question. Participants can only delete their own question. The moderator can see all deleted questions and who asked them in the Questions report emailed to them after the meeting.

View a Questions report

After a meeting, the moderator is emailed a Questions report. The report includes any questions asked, hidden, or deleted in the meeting, along with the names of participants.

1. Open the email with the Questions report.

2. Click the report attachment.

Related topic

Conduct a poll in Meet

Note: This feature is available to teachers and students with a G Suite Enterprise for Education license. To launch or respond to polls, use the web version of Meet.

As a meeting moderator, you can create polls for participants to vote on.

After the meeting, the moderator is automatically emailed a report of the poll results. The report includes the names and answers of the participants.

Create a poll

1. In a meeting, in the top-right corner, click Activities Polls Start a poll.

2. Enter a question and add options for the poll.

3. Choose an option:

To post your poll, click Launch.

To save your poll so you can launch it later, click Save.
Tip: Polls you save remain listed under Polls.

Moderate a poll

1. In a meeting, in the top-right corner, click Activities Polls.

2. (Optional) To let participants see a poll's results, next to Show everyone results, click the switch On .

3. (Optional) To close a poll and prevent more responses, click End the poll.
Note: Participants can still view the poll.

4. To permanently delete a poll from your list of polls, click Delete .
Note: No one can view deleted polls.

View a poll report

After a meeting, the moderator is emailed a report for any polls conducted in the meeting. The report includes the names and answers of the meeting participants.

1. Open the poll report email.

2. Click the report attachment.

Related topic

Hand Raising with Google Meet

Related topics

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With Google Meet, you can start class video meetings in Classroom, Meet, Google Calendar, and Gmail on your computer or mobile device. Update on free premium Meet features-The promotion for free access to larger meetings and live streaming ended September 30, 2020. To use these features after the promotion, upgrade to G Suite Enterprise for Education.

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http://whiteboard.fi/ (teachers can create a class/group code for students to log in -- the teacher can model on their virtual whiteboard while also seeing what each student is writing on their own whiteboards for formative assessment in small groups, etc.)

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Building a Family Charter https://www.marcbrackett.com/emotions-at-home-how-do-we-want-to-feel/

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http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2020/04/visualization_of_7_tips_for_parents_supporting_remote_learning.html?cmp=soc-twitter-shr

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Sarah Rich shared this site on Fuse Happy Hour, which could be useful for elementary/math purposes: https://toytheater.com/category/teacher-tools/virtual-manipulatives/