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The Training Kit
Build your own kit!
​1. Red Felt
​2. Peg People
3. Kindness Ninja Pledge (Printable Pledge)
4. Wooden Plaque 
5. Begininners Guide to Becoming a Kindness Ninja (Link to come)
6. Ninja Headband Storage Box
7. Kindness Ninja Acceptance Letter (see photo above)
8. Kindness Ninja Training Video
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"This is a read aloud that I hope will help teachers build class community. Its aim is to make every kid feel that they’re part of a special family. One where they feel loved, included, and safe to be themselves and make mistakes. It can be read at the beginning of the new school year, and if you’re still teaching through May or June, it is fitting for the end of the year too." - Shannon Olsen

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"This is a read aloud that I hope will help teachers build class community. Its aim is to make every kid feel that they’re part of a special family. One where they feel loved, included, and safe to be themselves and make mistakes. It can be read at the beginning of the new school year, and if you’re still teaching through May or June, it is fitting for the end of the year too." - Shannon Olsen

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'Our Class is a Family' written by Shannon Olsen, is a lighthearted story that introduces the concept that students in a class are a family. It frames productive interactions necessary to foster a joyful classroom environment that is built on respect. Diversity is represented in this story in many facets. I especially love that the story included a student in a wheelchair, because this is underrepresented in our popular read alouds.

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Resources For Teaching Online

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How would you feel if someone said you need to change your whole approach to teaching immediately? Imagine if, instead of interacting face to face with students in your classroom, you had to create and deliver a virtual program.

Perhaps you'd feel nervous? Overwhelmed? Excited? Unqualified? Inspired? Or perhaps plain lost.

During April 2020, remote learning became a reality for over 90% of students worldwide. Teachers, students, families, administrators, departments, and whole communities are being forced to respond and adapt quickly.

Referring to COVID-19 (coronavirus), UNESCO Director-General Audrey Azoulay warned,

...the global scale and speed of the current educational disruption is unparalleled and, if prolonged, could threaten the right to education.

The rates of school closures have soared in the last month:

In mid-February, China was the only country mandating school closures.

Two weeks later, 22 countries were closing schools.

As of April 3, 188 countries have implemented nationwide school closures.

If your school is still open, it's never too soon to calmly plan and prepare. Things are changing rapidly and exponentially.

Want a live update on school closures across the globe? Check out UNESCO's tally.

What's In This Post?

Our guide will give you insights into how educators around the world are approaching school closures.

Thousands of teachers worldwide are currently sharing snippets of their experiences via social media or their blogs. We've compiled, curated, and built on some common themes and ideas to create this extensive guide.
Click on the links in the menu below to help you navigate the post.
This post also includes a range of useful graphics to help you that you're free to use and share. If you use the images in your own work, please attribute our article and link back.

Here's a sneak peek of some of the graphics:

Let's dive right in to the resources!

Daily Structure Options

The first question educators might be asking themselves is what does a "school day" look like when it's no longer happening in a school?

Let's talk about timetables, hours, and the overall structure you might implement.

In most cases, your school day will have to be based on technology although some departments, such as New York, are open to the option of mailing out work the old fashioned way. This is a good fallback if technology can't be used but you may not want to get into the habit of only handing out packets (worksheets) if you can avoid it.

📌Note: It's important to find out about students' technology/internet access at home and we have a Google Form survey you can adapt to survey your parents towards the end of the post.

The old fashioned approach can also work well to complement online learning and is important for younger students. Check out the fabulous "Learning Boxes" staff in Vietnam put together for their young learners.

We'll discuss many useful technology tools further on.

The issue of daily structure and timetables is a major consideration and some schools are constantly tweaking their approaches.

Do you stick to your regular school timetable? You could, but many schools are finding a modified approach is more realistic.

Lessons can take longer for students to complete at home for many reasons including:

Technology difficulties

No teacher guidance to keep students on track, engaged, and informed

A busy household (multiple family members and responsibilities)

Varying degrees of parent/caregiver involvement (there can be barriers like language, competence with technology and the curriculum, parenting younger children, or trying to keep up with work responsibilities)

Illness (let's not forget the reason for the school closures)

Some teachers are finding what they could get done in one period of class requires two periods when it's online.

Consider a "Percentage" Approach

Most teachers who have some experience with online schooling realize that the pace is slower and expectations need to be reduced.

Some teachers provide and expect a certain percentage of the normal student workload. For example, an elementary student might have a 50% workload, although a senior high school student may be given a 90% workload.

Suggesting a percentage might give teachers and families a ballpark if they're wondering what to expect.

Synchronous or Asynchronous Learning?

A question that may come up a lot as you plan and tweak your approach to online learning is whether your program will be synchronous or asynchronous. That is, whether it will be conducted in real-time or whether students will complete tasks according to their own schedules.

Here's a quick comparison:

You might find a mix of both is a useful strategy. Your own unique situation, including your students' age, might have a big impact on this decision too.

For some families, asynchronous learning can be more convenient: if parents are working, they may have more time to support/supervise student learning outside of business hours.

Other schools are finding synchronous learning is a powerful way to keep the class connected.

If your teaching and learning program involves video then you'll once again face the question of synchronous (e.g. live conferencing) or asynchronous (pre-recorded videos or screencasts).

We'll dive in to the video options further on, however, let's take a quick look at how some teachers are weaving conferences and recorded videos into their weekly schedules:

Examples of how Video Conferences are Being Used:

A 10 minute video conference to begin the day.

A whole class video conference at regular times during the week (e.g. 30 minutes every Monday and Friday afternoon).

A whole class video conference to introduce important lessons or projects.

A video conference to check in with each individual student each week.

On-demand video conferencing - students can sign up during a teacher's "office hours" if they want to book a session.

Small group video conferences for students with similar needs.

Optional "live recess" to allow students to connect and hang out.

Examples of how Screencasts or Recorded Videos are Being Used:

A video introduction or screencast for key lessons (might not be possible for all lessons).

A short welcome video each morning and/or reflection video each afternoon.

A screencast to offer feedback on student work and progress.

Student created screencasts to demonstrate learning.

Let's look at some specific options for daily timetables.

More Flexible Option: Distribute a Daily "To Do List"

When schools decide on expectations, they often need to consider whether they should give lesson guidelines that can be completed at any time, or stick to a traditional structure.

For example, if you were offering a flexible program, you could build on a checklist like this:
Today you need to complete:
It's optional whether you give an actual time requirement (e.g. 30 minutes) or just a task, however, a time suggestion can be helpful so students don't spend either all day working, or not enough time on task.

More Structured Option: Distribute a Timetable

Alternatively, students might be issued with a structured timetable that all students will complete at the same time, e.g.

Factoring in time for catching up seems to be proving extremely useful for many schools. You might schedule learning activities in the morning and leave the afternoons free for catching up and offline pursuits. Alternatively, you could schedule one day a week for completing unfinished work or even have a weekly "screen-free" day.

Here's an example of a weekly screen-free day from Shekou International School in China.

#Grade4SIS has implemented a device free day each week during #onlinelearning... & I had so much fun creating this week's choice board for our learners! #choice #learnerprofile #SISrocks #ISSedu #flipclass #disted #mlearning #elearning @SISGeckos @ISSCommunity pic.twitter.com/tNoKEIzjjn

- Mr. Peter Damroth (@PDamroth) March 25, 2020

Rather than a daily approach, some schools are taking the whole week into account and giving projects or assignments that need to be completed or worked on over 5 days. Based on progress, a new plan might then be made for the following week.

Example: Kindergarten

Ashley in the middle east is not doing any live teaching via video conference due to cultural and religious reasons.

Ashley's team sends a weekly plan to the parents of their kindergarten students along with a suggested timetable. There are no expectations that the timetable is followed exactly due to parents working and a variety of family situations.

The planners are given out two weeks in advance to help families plan ahead. The links to learning tasks go to YouTube videos and Ashley's Office 365 cloud account of activities or readings. Ashley's kindergarten class also uses Flipgrid.

Example: 5th Grade

Laura Faulk at ASIJ (American School in Japan) is a 5th grade teacher who has recently started teaching online.

Her team created a daily planner using Google Docs. They share it each morning on a website that was created for their new distance learning program.

They are currently surveying families to find out whether they'd like to have the planner in advance.

The Google Doc planner has links to all the students' classroom and specialist work. The students are given a guide as to how long to spend on each activity.

The ASIJ team adapted their ideas from the work of Hong Kong International School (HKIS have a fantastic home learning website that is worth checking out too!).

You can follow Laura and her team on Twitter (@asij_g5).

Example: Google Slides

Some teachers put their planners on a Google Doc, or Sheet. Google Slides can be another awesome way to send out a daily plan and work (but even better if these Slides presentations are added to a blog, LMS, or website so they don't get lost).

You can include text, links, and videos of yourself teaching to a Slides presentation amongst other things.

One major benefit is you can copy and edit your planner so you don't have to start from scratch each day.

Check out this post by Alice Keeler for more advice on using Slides in remote learning.

We also have a beginner's guide to Google Slides on The Edublogger for a broader overview.

Here's an example from US kindergarten teacher Megan Peschke @MeganPeschke). Don't be put off by the age group. This idea could be adapted for any age!

Click here to view the Google Slides presentation in a new tab.

Instructions for Editing and Using Megan's Google Slides

1. Click on this link:
https://docs.google.com/presentation/d/1Bl534rtloR0AjD2wgfLPVrJs2Q6BDS9DEz2G2m9Fzgs/copy
2. You will be prompted to make a copy (screenshot below).

3. The Slides will be saved in your Google Drive.

4. You can edit the Google Slides to suit.

SlidesMania have also published a fantastic free weekly planner template that can be used in Google Slides or PowerPoint. Find it here.

Help Students Plan Their Day

Some teachers, especially those who are giving out ongoing assignments or projects, encourage their students to plan out their own days. You could give them ideas or a template.

Here is an example which you're welcome to copy and adapt,

People seemed to like the student planners a non-twitter teacher created for our #continuouslearning students, so here is blank version. Feel free to make a copy and make your own! https://t.co/3ZzKKpUA2F

- Rebekah Madrid (@ndbekah) March 5, 2020

Instructions for use:

1. Click here to open the Google Doc

2. Go to File > Make a copy

3. Type a name and choose where to save it

4. Click Ok

5. You'll then find an editable copy of the Google Doc in your Google Drive

How do you Plan an Online Lesson?

Once you have ideas on how your school day will be structured, you might start zooming in to the planning of actual lessons.

What do lessons look like when they're online rather than face to face?

Despite being physically distant from your students, you still want to be as present as possible virtually. Online teaching and learning isn't a "set and forget" situation.

Like all lessons, you may want to start with learning outcomes, and possibly success criteria (your school might already have a framework for this). The delivery of the lesson will be the part that might just look a bit different.

Remember, there's nothing wrong with keeping your lessons quite simple, and in many cases they'll be similar to what you'd do in the classroom, perhaps with more autonomy and technology.

For example, your normal lesson structure might involve a warm up, revision, an explanation, student activity that aligns to outcomes, then reflection. The same sort of structure is possible with virtual lessons.

Easily Adapting to Virtual Lesson Planning

Timothy Malan (@timothy_malan) is a middle school science teacher at an international school in Spain. He has created a detailed video to explain how a regular classroom lesson can be transformed into a virtual lesson. He reassures teachers that it doesn't have to be overly complicated!

The first 12 minutes of the video goes through the framework, and then Timothy dives in to an example lesson.

5E Model for Creating Online Lessons

Have you heard of the 5Es framework? It's an instructional model that's been around for 20+ years. Using the model, teaching and learning progresses through five phases: Engage, Explore, Explain, Elaborate, and Evaluate.

Author and educator, Catlin Tucker has published a post called, Tips for Designing an Online Lesson Using the 5 Es Instructional Model.

In her post, Catlin provides a simple framework that shows how the 5Es can be used to create online lessons. Catlin has also recorded a video for each "E" that explains the model further.

While the 5Es approach is far from the only way you can go about designing online lessons, it may be a useful framework for those who don't know where to start.

💡 Catlin also shares a good tip about using Google Docs to share lessons with students. Google Docs are easy to copy and edit. That means teachers can create different versions of the same lesson with minimal work. Any suggested videos, readings, or activities can be differentiated to meet the individual needs of learners.

Useful Online Tools

For some teachers, the technology part of virtual learning will be the scariest obstacle. Before we dive in to useful options, take a deep breath and remember:

Less can be more: you don't need to be using a huge range of different tools.

Start with tools students and teachers are already familiar with: there are probably some technology tools, apps, or platforms you've used in class that can be useful.

Remember, despite technology being a crucial tool for most closed schools, teaching and learning isn't about the technology. Try to focus on the core business of schools: relationships and learning.

Virtual Home Base or Online Platform: 3 Step Approach

There are some awesome tools out there for learning and creativity but first consider what you'll be using as your home base. When your classroom and school assembly halls aren't in use, your virtual hubs are more important than ever.

What will communication look like and where will learning take place? Here are three common steps you might see:

1. Communication will probably begin with information from the school district or state education department.

2. Then a school website might provide an overview of your plan for the whole community. (Need a better school website? CampusPress can help with that!).

3. From there, you could have individual class blogs or other approaches like a learning management system (e.g. Moodle, Canvas, or Google Classroom), a Facebook group (for older learners), Slack, or Seesaw.

Read on for more information and examples of this three-step approach.

1) District/State Education Department

Let's zoom out for a moment. When a school is to be closed and learning is transitioning to online, the first step is often clear communication from the top level - your district or state education department (if your school falls under one of these authorities).

Here's an example from Northshore District School in Washington state. They published a blog post on their district website to inform everyone in the school community of school closures.

It's an honest and dynamic announcement as they're still figuring out arrangements. The beauty of blog posts is you can keep publishing as more information is made available.

Of course, a blog post or website update may be followed up with a direct notification to families to ensure the news is received (e.g. SMS or email).

2) School Website or School Blog

A school website (or temporary site) can be an important next piece in the puzzle. It can provide an overview of your plan for the whole community to ensure everyone is on the same page, knows what to do, and knows where to seek help.

Website Example: YIS Continuous Learning Plan

Yokohama International School (YIS) in Japan has been closed since early March. They're becoming leaders in the community of global educators scrambling to find out how to approach school closures.

YIS has created a website to communicate a clear approach to their changed schooling format,

Although campus is temporarily closed, "school" continues as we engage students with experiences that continue the planned learning program and help them to stay connected with teachers and classmates. These learning experiences offer authentic opportunities to focus on key concepts, knowledge, and skills. They emphasize interaction and creativity, and involve a balance of on-screen and off-screen tasks that help connect to previous learning and the current curriculum.

Vice principal, Rebekah Madrid, explains the choice of the term "continuous learning",

For the first day, people weren't sure what we meant by "continuous learning". But now it makes sense for us. We didn't want online (because not always online) and we didn't want distant (because that's not the vibe we wanted). So continuous worked for us.

- Rebekah Madrid (@ndbekah) March 3, 2020

3) Classroom Hub: Blog, LMS, or Other Online Community

The third step is an online hub where you can distribute student learning tasks, share resources, gather feedback, and keep everyone in the loop.

While you could just email out assignments to students, there may be better options (emails can be better for one on one communication; they can get lost and can be hard to refer back to.).

You might already be using a learning management system or other platform (e.g. Seesaw, Sensei LMS for WordPress, Google Classroom) at school that you can continue to use after your school closes. If so, there is probably no need to reinvent the wheel! Go with what you and your students know.

But maybe you don't have a place set up already where you can post learning tasks and resources that students can use on a daily basis.

Google Classroom is a popular choice. If you want to learn more, check out this demo from Alice Keeler and Vicki Davis. This cheat sheet from Ben Cogswell also goes over the basics.

Consider a Blog For Your Classroom Hub

A blog is a free, basic, and flexible tool that acts as a classroom hub and more.

Here are some reasons why you might consider a blog as your online classroom while your school is closed:

A blog is a space you can own (you don't have control over some online spaces like social media).

It's a place where all the bits and pieces you create and explore in the online and offline world can be housed.

Blogs aren't just text and images, you can include videos, slideshows, infographics, podcasts, posters, polls, charts and more. Here are just six tools that allow you to create interactive learning content for your blog (online worksheets, games, and so on).

Blog content can be organized in a systematic way and searched for as needed.

Comments and forums allow two-way interaction.

Blogs can be public or private (learn more about the pros, cons, and options in this article).

💡 We have a post that compiles some examples of class blogs from a range of age groups and locations. You'll notice that there is a lot of flexibility in the way blogs are used.

Team 2 Eagles Blog Example

Becky Versteeg is a wonderful grade two teacher in Canada.

She is using her class blog to share daily ideas. Her posts include videos, printables,photos from students and fun ideas to try at home.

Class Blog And/Or Student Blogs?

You might be only interested in having a class blog to share learning resources and so on. Alternatively, you might want all students to use their own blog to complete learning tasks, publish online, reflect on their experience privately, or even connect with the world.

My Class is a free management tool from Edublogs that brings a class blog and all your student blogs/accounts together. It makes it easier for teachers to set up and monitor their classroom blogging program.

Learn more about My Class in this post.

Example: Art Blog

Here is an example of a fantastic blog with lessons for home art activities by Chris Gadbury.

One of the great things about the blogging community is you cannot only make your own blog but benefit from other educators' blogs as well!

Want To Start Blogging But Not Sure How?

Check out our Blogging 101 page. It includes a 15-minute tutorial video and all the help guides you'll need to get going!

Educators and students can set up as many blogs as they need using Edublogs for free (no ads or time limits). Compare all the features here.

Videos And Online Learning

You can come up with fantastic tasks for students to work on at home but your program will run so much better if students can still feel your presence as a teacher. Videos are such an important part of online learning and a great way to maintain relationships.

Your familiar face will grab students' attention while building engagement and understanding.

Nervous about being on camera? Don't worry! Just start small. It will be worth it. Many teachers are nervous to start and want to re-do their video over and over (some students are like this too!). It won't take long for you to realize your videos don't have to be perfect and students will appreciate your efforts.

Let's take a look at some options.

👉🏽 Note: If you want to look at using video more deeply, check out our new Educator's Guide to Using Video in Teaching and Learning.

Synchronous or Asynchronous Videos

There are two main options for sharing videos with your learners:

Synchronously: That means real-time streaming. It could be a live stream (like on YouTube) or an interactive video conference (like on Zoom).

Some synchronous videos can be recorded so they can be viewed again at a later date. This is useful if students can't attend the live stream, they have technology issues, or need to revise the content.

Asynchronously: That means you record videos that can be viewed (and reviewed) when it suits the student. Your videos could be a simple "piece to camera" or a screencast.

Screencasting is where you narrate a video recording of your computer screen. Sometimes it's just audio and sometimes you can see your face in the video as well.

The benefit of asynchronous videos is there are no time pressures, however, the connections that can be formed in synchronous video conferences can't be underestimated.

Popular Tools for Synchronous (Live) Video Conferences

There are many tools out there that allow you to connect with students via video. This can really help to unite the class.

Four of the most popular video-conferencing options for teachers and schools include:

Zoom - Robust software designed exclusively for video conferencing.

Google Hangouts Meet - The evolved version of classic Hangouts that's part of G Suite.

Microsoft Teams - Communication and collaboration platform that's part of Office 365.

WebEx - Cisco tool for video conferencing, online meetings, screen share, and webinars.

These tools all allow video conferences with screen sharing capabilities.

The teacher can start the conference and share the access link with the students.

Students can access the conference at the specified time using any device (e.g. laptop or tablet).

Some users like to use external microphones, headphones, or webcams, however, the camera and microphone attached to your device are probably fine for getting started.

Here is a quick comparison of the free/free education plans for Zoom, Microsoft Teams, Google Hangouts Meet, and WebEx Meetings:

Notes on Live Video Tools:

Safety comes first! Your school or district probably has advice about which video conferencing tool you should use and which settings should be employed. As an example, Zoom has released some best practices in this PDF.

Zoom, Meet, and Webex temporarily upgraded their free plans for educators but these offers have now ended for Meet and Webex. If your school Zoom account hasn't already been upgraded, you can apply here to remove the 40 min time limit.

Some teachers are also experimenting with live streaming on YouTube. For teenagers, it's a platform they're often already familiar with and they can comment in real-time.

Mix it up: Principal at International School of Dongguan, Todd Brink, suggested that, "One-on-one, small group, or whole group sessions are a must. Just like the classroom!" Video conferencing software allows these sorts of options.

Example Video Conferences From Teachers

Teachers at American International School of Guangzhou are doing a fantastic job of setting up engaging video conferences using Zoom.

Here are two examples that were recently shared on Twitter,

Using #zoom_us to create a collaborative story this morning ... once we had our order, can we work together to build a story one word a time? A myth about an earthquake that goes with our #unitofinquiry #howtheworldworks ? Even better! #AISGZ #onlinelearning #virtuallearning pic.twitter.com/W4EvYnGK2B

- Katie Robbins (@krobbins84) March 5, 2020

Another #zoom meeting with second graders. I think they only come to see a mess I make doing my science experiments. Today there were beans spilled all over my coffee table and the smell of vinegar is overpowering. Science #onlinelearning is still fun. #aisgz #pypchat #sciencefun pic.twitter.com/XSjc19ltCQ

- Inga Bela (@inga_bela) March 5, 2020

Jennifer Wathall is a teacher from Hong Kong who began teaching online earlier than most of the world. She shares her tips for teaching online, most of which apply to synchronous video conferences.

John Sowash shared these tips for running a virtual lesson on Google Meet (they can apply to other video conferencing tools as well).

Popular Tools for Recording Asynchronous Videos and Screencasts

There are a number of tools available to record screencasts. Like many online tools there are free plans and paid plans.

Let's compare four of the most popular screencasting tools teachers are using for recording lessons.

This chart compares the features of the free plans (paid plans have more features).

Note: As of March 12, Loom Pro is now free for teachers and students forever. The chart below has been updated.

Notes On Screencasting Tools

I've written a blog post specifically about Loom if you want to learn more. There are no age restrictions so students can use Loom if you want them to make screencasts.

You'll remember that Zoom is a popular tool for video conferencing. To record a screencast using Zoom, you start a meeting with yourself as the only participant and record the conference. You can't record if you're using the Zoom iOS app.

Record a Piece to Camera

Your videos don't have to be part of a video conference call or a screencast. You can record a simple piece to camera using your phone or webcam.

That is, a video of your happy self teaching and talking!

In our Educator's Guide to Video on The Edublogger, we outlined ten tips for recording a piece to camera. Read the full post (you'll find a PDF copy to download) or check out the summary below.

Video Editing

Made a video and want to edit it? Maybe it needs trimming, captions, or other effects?

For quick video editing on my phone, I love two free apps from GoPro called QuikStories and Splice. QuikStories puts everything together for you with music, transitions, and other cool effects. Splice is handy if you want to make more manual edits and don't necessarily want too many effects.

Try not to get carried away though, it can be a lot of fun creating videos but a raw edit is fine!

We have more advice about editing and other video tools in our Educator's Guide to Video in Teaching and Learning.

Example Videos from Teachers

This year 1 teacher from Tokyo International School demonstrates a wonderful reading lesson,

@Ms_SarahVaughan nurturing 'reading as thinking' remotely. #distancelearning keeping @tcrwp as alive as possible during this #peskycoronavirus @holleytcrwp @clemenkat pic.twitter.com/cWeCWnUBIX

- TokyoIS (@TISlearns) March 5, 2020

For older students, here is an example from two creative art teachers.

E-learning commenced today @TISLearns worried that Middle School Art & Design teachers Sara and @mandurubell Andrew might 'make it' as the next celebrity YouTube stars! If they earn their fortune and leave us what would happen to our Arts department and staff room giggles?! pic.twitter.com/ZQYpvpTLvR

- Christopher Frost (@FrostChrissy) March 4, 2020

For more tips on using live or recorded video in your online teaching program, check out this article from Richard Byrne. He has some great suggestions such as keeping your webcam on, using check-in questions, and using a $20 whiteboard.

Other Online Tools to Consider

So you have your home base set up, you've considered recording some videos to share with students, now what other online tools can you use to engage students and fuel their learning?

Here are some suggestions with a very brief summary of each. This list is far from exhaustive Leave your own ideas in a comment!

Create fun learning games for your students called Kahoots. Classes can play live against each other or students can complete the quiz at their own pace.

*Premium features are currently free for schools facing closures. Learn more.

A free tool that allows students to study information via learning tools and games (flashcards, quizzes etc). A new individual mode has just been replaced so students can play together while they are physically apart. The free account has advertising.

*Learn how to use Quizlet for remote learning here.

These short educational videos are fantastic for online learning. There's also BrainPOP Jnr. for K-3 and BrainPOP ELL for English language learners.

*Currently free for educators affected by coronavirus school closures. Learn more.

Online tool that allows you to make all sorts of graphic designs (perfect for communicating with students and families). Learn more about Canva in our guide on The Edublogger.

*Educators can get a premium account for free (not just during school closures).

A popular tool to create interactive YouTube videos to check students' understanding. Basic plans are free for teachers and students.

Design lessons with interactive question s, polls, quizzes, and formative assessments. Works with Google Slides.

*Pear Deck Premium is free for 90 days for schools affected by closures. Learn more.

Anchor.fm is a popular free service for recording, hosting, and distributing podcasts. Check out our guide on The Edublogger to learn more about using podcasting with students.

Create grids to facilitate asynchronous video discussions that are very engaging for students. This tool is totally free.

Padlet is an online bulletin board where you can display text, images, video, and more. Padlets can be embedded in blog posts. It used to be free but now there is a limit of three Padlets before you need to upgrade.

Students at the International School of Buscan recently used Padlet for a virtual art show!

Today's Grade 3 Virtual Art Exhibition on @Padlet is brilliant! #ISBlearning pic.twitter.com/rqJqwiN5Nt

- Simon McCloskey (@SimonJMcCloskey) March 5, 2020

Simple tool for younger students to create books or learning journals that combine text, images, audio and video.

*Schools that are closed for COVID-19 can get 90 days free of the premium plan. Learn more.

Cloud based video editing tool that allows students and teachers to get creative. Students could have fun responding to some of learning tasks as a video and can collaborate with peers on projects. WeVideo have also recently introduced screencasting.

*WeVideo For Schools free for schools affected by COVID-19. Learn more.

Real world texts at different reading levels with built-in activities.

*Free for schools affected by COVID-19 closures until the end of the 2020 school year. Apply here.

A curation tool that allows you to save, organize, tell stories, and share content from around the web. See the example Wakelet embedded below.

Read all about how to use Wakelet in this post.

More Ideas for Online Tools

To stay up to date with more useful online tools that teachers are using as they switch to online learning, follow this Wakelet by Erin Flanagan (@erintegration).

There's also a huge list of education companies offering free subscriptions due to school closings by Amazing Educational Resources that is updated regularly. You can check it out here.

A Note on Students and Books

What's a classroom without books! If you're going to be teaching virtually you might be wondering where to find reading material for your students. Some students might be lucky enough to have a lot of reading material at home. No doubt, many will not.

Here are a few ideas for sourcing digital reading material:

📚 Modern books/interface

Local libraries often offer free access to eBooks and audiobooks (e.g. OverDrive, Tumblebooks, Libby, BorrowBox etc.). Find out what your local library offers and tell families how to become members if they're not already.

Newsela - Real world texts presented so that children can access the same text at different reading levels (currently free for schools).

Rivet - Free app that families can download with thousands of modern leveled readers.

Epic - Digital library of modern books aimed at children under 12. Always free for teachers and librarians (and students can access it during school hours).

ReadingIQ - Similar to Epic. There are thousands of modern digital books for readers under 12. Access is free for closed schools - learn more here.

Oxford Owl - 100 free eBook readers for young children. Free but you need an account.

Story Shares - American not-for-profit group who shares stories online, that are aimed at older students who read below grade level.

📚Less Modern books/interfaces

Don't be put off by the "old school" designs of these websites. Many allow access to older works with expired copyright that can be ideal for classroom use.

International Children's Digital Library -- A collection of international books for children aged 3-13 presented in 59 languages.

Project Gutenberg - 60,000+ eBooks that can be downloaded for all ages (most are older works with expired copyright).

Faded Page - 5000 plus eBooks that are completely free to download. Not designed for children but there are many classics for older students (like Project Gutenberg they are mostly older works with expired copyright).

Open Library - Catalogue where you can borrow books for free (lots of options for older students).

Lit2Go - A free online collection of stories and poems in MP3 (audiobook) format with accompanying text. Includes many classics with expired copyright.

Sue Waters has written a post that shows exactly how to find and read eBooks. This is a helpful guide for both educators and students.

Can I Read Aloud to my Students?

This question is being asked over and over by the online education community in recent weeks.

Many teachers are keen to read aloud to their students using video, however, remember there may be copyright issues.

If you're in the USA, you should be covered by "fair use" as outlined by EdSurge.

Some publishers are now allowing teachers to read books to their students during school closure. Kate Messner explains here.

Pernille Ripp and Kate Messner have both written about other places to find online read alouds.

My favourite site for free read alouds (by professional actors) is Storyline Online.

Some authors are hosting their own online storytimes during the pandemic. Find the details in this post.

10 Tips for Virtual Teaching and Learning

Transitioning to online schooling is a learning journey for everyone. While everyone's circumstances are different, these tips might offer you some food for thought. Chime in with your own tips in a comment!

Here's a summary and read on for lots of ideas and examples:

1) Encourage Fun, Play, and Activity

In the traditional classroom setting, many teachers plan physical activity breaks for good health and productive learning.

Many PE teachers are leading the way, sharing their creative approaches to get students moving. If you follow the hashtag #HPEatHome on Twitter, you'll find a plethora of movement activities. Many are being added to a Google Drive of resources that you're free to access.

These PE teachers in Vietnam are sharing daily "Get Up and Go" videos with students. No doubt students love seeing their teachers on screen.

A PE teacher in China is using Flipgrid to teach dancing. Great to see parents getting involved too!

This made me smile. Mother and daughter working together on @flipgrid to learn the dance. It is great to see her mum supporting her during this unique e-learning time. note: this video has been posted with permission from both dancers #aisgzhpe #physed #elearning #movementmatters pic.twitter.com/KGqjx8Hky3

- Adam Tomassen (@AdamHPE) February 28, 2020

Well known Australian P.E. teacher Andy Hair has made up an easy game that his students can play while in lockdown at home.

If you haven't yet tried GoNoodle or Cosmic Kids Yoga (free on YouTube) I highly recommend them for elementary-aged students.

The only problem is, they still involve technology so you probably want to consider some options that give students a break from devices.

Minimizing screen time is becoming a big concern for parents and teachers.

Perhaps you could publish a daily challenge to keep students active and off screens? Take it a step further by asking students to send in a photo of their experience.

Here are some ideas. You're welcome to use this resource however you see fit.

📌 Download a PDF copy of the poster

Many teachers are also trying to set learning tasks that are offline (such as "hands-on" math for younger students - baking, measuring objects, shape hunts and so on).

British International School in Hanoi ran a LEGO Challenge and asked students to send in photos of their creations. What fun!

This teacher asked her students for their own ideas of how they like to spend their time offline.

Grade 4 came up with ideas to stay balanced and get offline sometimes during these days of #virtuallearning. They connected their tips to the #pyp #learnerprofile. They were thoughtful, funny, realistic and relevant. Thanks for the idea @ALMcCloskey #isblearning pic.twitter.com/fe2g4K56kE

- Laura-Claire Corson (@LauraClaire_C) March 3, 2020

2) Communicate Clearly and Frequently

When the school community is scattered, clear and ongoing communication is essential!

Ensure everyone knows how messages will be communicated and what channels they should be checking in on (e.g. email, LMS, blog, school website).

Make sure students and parents know how they can contact teachers for learning support and how they can get tech support. Some teachers are holding "office hours" (e.g. I am available for email support from 10am to 2pm daily; or "I am available for Google Hangouts Meet sessions from 12.30-1.30pm each day").

You might err on the side of overcommunicating to ensure everyone feels connected, supported, and confident.

Make instructions as clear and concise as you can. Effective communication will really pay off.

3) Seek Feedback Regularly

On the flipside of communicating, it's important to also seek feedback from students and families.

The team at Google recently made a suggestion that many closed schools are already trying out,

Using Google Forms, create mood check-ins for students to share their emotional state on a daily basis. Within the Form, students can request a conference with the teacher if they need extra support.

Jennifer Findley has created some great Google Form check ins that you're free to copy and use. There are forms for the start and end of the day.

This situation is new for most schools and families. Engage in a cycle of continuous improvement and refinement based on feedback from families, teachers, and students.

Check out our Google Form later in the post that can be sent to parents if planning for a school closure to find out about their devices, confidence, resources etc.

4) Give Choices

There's never been a better time to empower learners and offer choice. Online learning can offer a lot of flexibility so it's a great idea to take advantage of that.

By giving students some choice in the demonstration of their learning, you can also naturally differentiate and cater to a variety of learning styles and needs.

You've probably heard of a choice board? It's a graphic organizer that allows students to choose different learning activities. They're set up in a grid, perhaps with a choice of 9 activities. Some teachers like to include one mandatory activity.

💡 Kim from Seoul Foreign School created this photosynthesis choice board for her 8th grade students.

💡 US teacher Pernille Ripp created a " Choose Your Own Adventure " two-week exploration.

This, hopefully, continues the honoring of their individual needs and desires, while still helping them with their growth. There are different levels of independence for them to choose from, as well as choices for recording or writing their responses. There are different levels of teaching involved that will unfold once they select their choice.

Check out Pernille's post for more details.

💡 In his post on online learning, John Spencer presented an amplified version of choice boards.

John's variation goes beyond choosing topics or activities and allows for some student ownership of the learning targets and resources.

Something else to think about as you move forward and become more confident with online learning.

5) Set Up Guidelines

School guidelines are an important part of the transition process to online learning. These guidelines can be established even before your school has closed.

Not sure where to start? Check out this advice and examples from International Schools Services. You'll find online learning policies, parent guidelines and more.

Guidelines for students are also important but for a lot of students, a simple PDF with slabs of text won't be an effective way to communicate.

Yosef Tewolde in China shares a clear overview in a student friendly format.

VS basic ⁦@ncpa_china⁩ . Sending out tips for students each day in our VS daily bulletin. #onlinelearning #issedu #pulaoproud pic.twitter.com/R8bkTeZOHo

- Yosef Tewolde (@YosefTewolde) February 12, 2020

American International School of Guangzhou shared this appealing resource on Twitter about videos.

Here's another great example from teachers at Seoul Foreign British School,

#virtuallearning guidelines for primary students collab with @emcslack and Becca Cook. https://t.co/XCoRPuWNq7 #onlinelearning #sfs1912 @SFBritishSchool pic.twitter.com/zVH2jvtV1W

- Jill Zappia (@JillZappia) March 5, 2020

6) Ensure Teacher Wellbeing

This meme inspired by teacher Nancy Breau sums up online teaching pretty well,

It's crucial to consider teacher wellbeing. Teaching is hard enough in the traditional sense but moving online with minimal preparation or planning can be very stressful. In addition, some teachers are also trying to teach their own children whose schools have closed.

Effective leadership and communication are key. As a teacher, try to take care of yourself. Go offline at the end of the day, take breaks, keep moving, eat well, drink water, get fresh air... you know the drill!

Perhaps you could set up a little routine for yourself at the end of the day, This checklist for health care workers in the UK might give you some ideas.

Will Arnold is a teacher in Guangzhou, China, who wisely told me via Twitter,

My perspective from week 6 is that "how will teachers/staff be supported" should move to the top of the list. It's like putting your own oxygen mask on before you help others.

Touche, Will, touche.

7) Consider Student and Family Wellbeing

Switching to an online schooling program presents many challenges to students and families. Listening to families and sharing tips to ensure their wellbeing is very important.

There are many ways to go about this. You might be able to get the help of school counselors or welfare officers. Or, you might invite students and families to share their own tips on what they're doing to stay happy and healthy during this challenging time.

The International School of Busan shared a short video on their Twitter account with basic tips for families.

Staying healthy in a virtual learning environment. #ISBlearning pic.twitter.com/HdcwWWlxol

- International School of Busan (@ISBLearning) February 29, 2020

It's also important to remember that it can be hard to predict which students might struggle with the virtual school program. For example, students who generally thrive in the classroom may find the adjustment very difficult. Keep the lines of communication open and don't make assumptions!

Rebecca Barrett-Fox wrote an article called " Please do a bad job of putting your courses online " (hat tip: Raymond Rose in the comment section below). Rebecca does a great job of stressing that students and teachers are currently facing enormous and diverse pressures. The article is designed for higher ed but can definitely be extended to K-12. Show as much empathy as possible and keep things as simple as possible.

📌 Tips For Parents With Young Children

In terms of helping families switch to teaching their children at home, check out my post with 10 tips for teaching younger children - many of these apply to older students as well.

This is a guide that you can share with families for practical help and ideas.

You'll also find a sample home schedule (there is a blank version that can be downloaded as well).

8) Embrace the Online Community

School closures are fast becoming a global issue. You might have a million questions racing around your head but you're not alone. There has never been a better time to connect with the online communities of teachers who are keen to offer tips, support, and examples.

Facebook

There is a Facebook Group set up by Kirsten Durward that is very supportive and helpful. It's called Educator Temporary School Closure for Online Learning.

Click here to find the Facebook group and remember to answer the questions that pop up when you request access.

Also, use the search function or click here to find a breakout Facebook group. Due to the huge growth of the group, there are now many breakout groups that are regional, subject specific, year/grade specific.

No idea how Facebook groups work? We have a guide that will help!

Twitter

You'll also find some fantastic posts from community minded teachers on Twitter. Many teachers are using the hashtags #schoolclosures #virtuallearning and #onlinelearning. At this stage it looks like #schoolclosures is the leading hashtag?

New to Twitter? Check out our Ultimate Guide to Twitter to get started. It'll be worth it!

9) Keep Your Class Connected

Keeping your class connected can be a challenge when students are scattered around the community (and around the world in some areas).

As we've mentioned, video conferences are a good way to overcome this. While most video conferences would be lessons, consider adding in some fun conferences that are either structured (e.g. play a game together) or unstructured (e.g. live recess where students can just hang out).

If you're not using conferences, consider a tool like Flipgrid where students can respond to each other with short recorded videos.

You might be able to come up with ways for students to work on group projects together. This can add a layer of stress for students who might be struggling so of course, you'd gauge whether group work is a positive option.

Librarian ‎Jen Caressimo (@Zenkenjen) runs Virtual Spirit Weeks to bring the school community together. She invites you to check out her Google Drive of examples.

Camps and field trips are a great way to bring your class together. Did you know your class can also take virtual school trips. Check out this list of ideas from Freedom Homeschooling or this one from Mrs. Fahrney.

Maybe you can hold virtual assemblies for your whole school or year level, just like these folks in South Korea,

Today's virtual learning highlight - The PYP Assembly! Puppet shows, dance-offs, jokes and shoutouts. The PYP team broadcasting live to the Elementary School. What a fabulous way to end the week! I'm lucky to work with so many wonderful educators. #ISBlearning pic.twitter.com/JHFu0SA0zX

- Simon McCloskey (@SimonJMcCloskey) March 6, 2020

10) Keep it Simple 💓

The message you'll hear over and over from school leaders and teachers who have been at this for a while now is clear: keep it simple!

Don't overthink things and create complicated lessons.

Don't invest in expensive technology or reinvent the wheel.

Don't expect that you will be able to cover as much as you would in the classroom.

Just do your best. That is enough!

Obstacles and Issues Created by School Closures

The rapid school closures we're seeing across the world raise concerns for teachers, parents, students, and the wider community.

Some issues that are currently being navigated include:

Students/Families

Do all students have access to devices and the internet?

Who will look after students who are home from school? Are some students being left home alone?

How can parents manage their own careers? Do their employers allow them to work from home or have time off?

What about students who rely on getting free or subsidized meals at school? How can they be supported? What are the ramifications for farmers and food suppliers if orders are suspended?

Are there concerns with excess screen time and lack of physical activity?

How can students stay connected to peers?

How can students with disabilities or additional learning needs be catered for?

Teachers

How can educators juggle teaching if they have their own children home from school?

How can teachers maintain work-life balance?

Can teachers work from home or do they need to be on campus? Are teachers trusted and supported to work remotely?

Do teachers need PD? Can the transition to online learning happen immediately or does there need to be a bridge (for example, students are provided with work/a packet for a week while teachers set up the online learning program)?

What role will non-teaching staff take on?

Who will take classes if teachers become ill?

Will teachers continue to get full pay during ongoing school closures?

Schoolwide issues

Will testing and report cards need to be delayed? What other assessment and reporting concerns are there?

How is attendance monitored? For some, attendance or class numbers are linked to school funding.

Should teachers/administrators chase up students who aren't participating?

What will non-teaching staff do during school closures?

How should the school day be balanced with synchronous and asynchronous learning that's both online and offline?

How can individual students be catered for and work be differentiated?

How can you prevent all the student work from becoming a scattered mess? Are they going to publish items on a digital portfolio (e.g. blog) or something similar?

Will you face copyright issues if you try to use learning materials online (e.g. replicating textbooks or reading picture books aloud?)

For private schools with longer closures, will parents continue to be charged full fees?

What will the transition back to online schooling look like?

What sort of "gaps" may need to be filled if students miss out on essential learning or assessment?

Are their implications for senior students graduating and moving on to tertiary education?

Schools, teachers, and families may also face different issues depending on whether they are part of an international school, private school, or public school. Each situation is unique and throws up so many different variables.

As you can see, these issues are broad and complex. Perhaps at this stage there are more questions than answers.

Planning for a School Closure: Parent Survey

No matter where you live in the world, it's highly unlikely that you can now rule out the possibility of your school closing in the future.

Now is the time to plan. If you don't need that plan, great! However, many schools around the world are closing suddenly with minimal preparation. Teachers and staff end up scrambling to get their virtual learning programs together.

The first step in planning for a possible school closure may be to survey your parents and families. It's important to find out what technology, child care, and other resources they have available.

We created an example survey in Google Forms. You're welcome to use it or adapt it for your own school. You'll find instructions on how to make a copy under the Form below.

Instructions for Editing and Using the Google Form Survey

1. Click on this link:
https://docs.google.com/forms/d/1viFs7kqOmJOBs-vzVX6pCbhd8rgSda0K-00LAjqruLM/copy
2. You will be prompted to make a copy (screenshot below)

3. You can edit the Google Form to suit your own school

💡 Google Forms Tips:

Planning for a School Closure: Taking Home Resources

If your school hasn't closed yet and you're planning for an upcoming closure, you might be thinking about what you should take home with you.

Every situation is different but in some schools, no one is allowed on the campus once the school is closed. In other schools, teachers are actually required to work from the school (while students are at home).

If you'll be working remotely, you might think about taking home some of the resources listed on the graphic below.

Checklist for Administrators and Educators Facing a School Closure

This post has covered a lot of information and offered a lot of ideas and options.

The following checklist might be a useful starting point if your school is beginning to discuss an upcoming or possible school closure.

Of course, this is just a very simplified checklist for schools that are beginning to think about transitioning.

📌 Click here to download a PDF copy of the checklist

Over to You

We'd love to keep this post updated with practical information. Please leave a comment if you have any tips, questions, or examples. We want to hear from you!

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Resources For Teaching Online Due To School Closures

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This extensive guide will give you insights into how educators around the world are approaching school closures due to COVID-19 (coronavirus). Learn about options for structuring the school day, using video, and using online tools. You'll also find a checklist for schools facing a closure and tips for virtual teaching.

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Reading the Wor(l)d Critical Literacy and Culturally Responsive Classroom Libraries

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Comber (2001) explains: “Critical literacy is not a set of finite practices.” She asserts that teachers “have to assist young people in assembling a set of discursive tactics and strategies” (p. 2). The NCTE Position Statement on Reading (1999) states: “As readers, we talk to others about what we are reading. These interactions expand and strengthen our comprehension and interpretation. In these interactions, we learn to read critically, to question what we read, and to respond in a certain way.” Further, through problem-posing questions, students learn to “uncover underlying assumptions and motives that otherwise operate invisibly.” This minilesson describes one practical way to introduce young people to discursive tactics and strategies that will expand and strengthen their comprehension and interpretation of texts.

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I believe that introducing the book I Wish I Were a Butterfly during the first week of school is a wonderful way to teach students acceptance and to appreciate each other's uniqueness. It also encourages the development of a safe and inviting classroom environment.

Students will develop a better understanding of the differences among peers in the classroom, identify ways each student is unique, and design/decorate a classroom banner that exhibits the uniqueness of each individual student.

::

One large banner (bulletin board paper is a good choice.)

Sentence strips for each student

Copies of the circle pattern reproducible

SET-UP AND PREPARATION
Before reading the book, have an informal class discussion concerning the story. Explain that they will be reading a story about a little cricket, and ask them to pay attention to how the cricket feels in the story.

: DIRECTIONS
After reading the book, have a discussion about how the cricket feels throughout the story. The students may relate to the cricket feeling different and wanting to be something he is not. Then ask the students if they have ever felt like the cricket. Some students might be shy to share their stories, so it may be helpful to share with them a story about a time when you were young and felt like you wanted to be someone else. This may help spark conversation.

Next, discuss with students the word "uniqueness" and ask the students to tell you how each animal in the story was unique. For example:

cricket- plays music
spider- spins webs
glow worm- changes into a lightning bug
ladybug- flies and is the color of laughter
dragonfly- covered in jewels

After that, ask each student to think of ways that they are unique. What can they do that other students may not be able to do? (Some students will feel like the cricket and say there is nothing unique about them. Talk to that student about things they like to do, usually you can find a way they are unique.)

Students are then given a sentence strip to write down the way they are unique. Have them draw a picture of their face (on the circle pattern) to hang up next to their uniqueness.

While the students are working on their sentence strips and pictures write, "Mr/s. So-and-So's class is Unique" in the middle of the banner. After sharing their uniqueness with each other, have the students glue their picture and sentence strips to the banner. Then, hang the banner up on the wall for the rest of the year as a reminder that we are all unique in our own special way.

I think this is a great lesson that really focuses on the belief that we all have something to learn from one another. I also think it is a wonderful way to begin the school year.

: SUPPORTING ALL LEARNERS
You may find that there will always be students in your class that will think they are like the cricket and feel they are not unique. It is important that these children are treated delicately. By simply talking to them about the things they like to do will usually help to spark an idea.

Students can also create an acrostic poem of their names and describe themselves in the poem. This is a great way for students to get to know one another in the beginning of the year. An interesting way to incorporate the use of technology in this lesson would be to have the students bring in photographs that illustrate who they are. You can then take the time to upload these photos onto the computer. Reserve time in the computer lab and have the class create digital stories using the photographs they brought in and they can incorporate music and text as well. The students can then present their videos to their peers. LESSON EXTENSION :

TECHNOLOGY INTEGRATION:

Lesson Accessed from the Scholastic Website.

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I believe that introducing the book I Wish I Were a Butterfly during the first week of school is a wonderful way to teach students acceptance and to appreciate each other's uniqueness. It also encourages the development of a safe and inviting classroom environment.

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Running low on steam in the lesson planning department? Need some new, creative ideas to help you motivate your students?

You came to the right place.

This page will provide you with sample lesson plans that you can feel free to utilize in your elementary classroom. The focus of these lessons is to incorporate critical literacy into your daily language arts curriculum. Thanks to the wonderful Scholastic website I have been able to search and explore a multitude of reading and writing lessons for a variety of elementary grades[6]. I found these specific ones to be especially interesting. Each one can be easily modified and extended in any way you see fit. Please visit my feedback page if you have any questions or comments.

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Running low on steam in the lesson planning department? Need some new, creative ideas to help you motivate your students? You came to the right place. This page will provide you with sample lesson plans that you can feel free to utilize in your elementary classroom.

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Grades

1 - 3

Lesson Plan Type

Minilesson

Estimated Time

One 50-minute session

Lesson Author

Publisher

Student Objectives Session One Extensions Student Assessment/Reflections
STUDENT OBJECTIVES

Students will:

identify the central characters in Stevie.

consider the story from multiple perspectives.

recognize that all stories give only partial accounts.

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Session One
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1. Gather students in a comfortable meeting area of the classroom for an interactive read-aloud. Make sure each child has a partner to talk to whenever you ask them to turn to his/her partner and talk about the story.

2. Introduce students to the picture book Stevie, by John Steptoe. Give some biographical information about the author.

3. Stop in a few key places to think aloud and to invite the students to engage in partnership and whole class conversation about the book. Since the story is told entirely in Robert's voice, give prompts that especially push students to consider Stevie's perspective. For example:

Based on the information that Robert gives us (such as "Since he was littler than me, while I went to school he used to stay home and play with my toys"), how old might Stevie be?

When Robert complains about all the ways that Stevie makes life hard for him, you might ask, "In what ways might it be hard for Stevie?"

When Robert scolds Stevie for not being able to play with his friends, you might ask, "What can you tell about Robert and Stevie's relationship?"

At the end of the story, when Robert says that Stevie was "kinda like a little brother," you might ask: "How was Stevie like a little brother?"

4. After the read aloud, engage the students in problem-posing questions:

Who tells the story?

Who does not get to tell the story?

How might the story be different if it was told by one of these other characters?

5. Show students the first illustration in the book when the central characters are all gathered in the kitchen: Stevie, Stevie's mom, Robert's mom, and Robert, who is eavesdropping from the hallway. Encourage students to infer who is who in the illustration.

6. What might each of these characters be thinking? Invite students to close their eyes and envision the scene. "Stevie's mom is about to leave him for a whole week with these people that Stevie does not know. Stevie might be away from his mom and dad for the first time in his life. Imagine someone Stevie's age facing that: maybe a little brother or sister, maybe a little cousin. Imagine yourself staying with strangers away from your family each week. How might Stevie's mom feel about it? Look at Robert's mom in the picture. Look at Stevie snuggling against her? What are they thinking? Look at Robert listening in from the hallway. What's he thinking?" Demonstrate speaking in the voice of one of these other characters.

7. Demonstrate using sticky notes (or the speech bubble templates) to compose the thoughts and feelings of each character and placing the sticky notes next to each character in the scene.

8. If students need more language support, you might generate a word list of emotions on chart paper, such as angry, confused, frustrated, lonely, sad, caring, hurt, scared. You might demonstrate matching a word with one of the characters in the scene and generating a sentence using that word for that character. For example, pointing to Stevie, you might match the word scared, then generate the sentence, "I feel scared living with these strangers." Make the chart accessible to students for their independent work.

9. Give students a copy of the illustration and send them off to their desks. On each desk put sticky notes. Students will write a thought bubble for each of the characters in the illustration. Remind them to write their names on their work. You may wish to review the student samples yourself and/or share them with the students for modeling/guidance as they begin this project. See Example 1, Example 2, and Example 3created by first grade students.

10. When students finish their responses, call them back to the meeting area to share their work. Then discuss: "What did we learn about stories today?" One conclusion to make: there is always more than one side to a story even though books often tell just one side.

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EXTENSIONS

One modification to students writing thought bubbles for each character in the opening scene is to engage in the subtext strategy. In the subtext strategy, groups of four children would be assigned each of the four characters in the scene. They would assume the exact body positions of the characters to create a tableaux – a still life of the scene. On a signal from the teacher, the students would then put the scene in motion, acting it out for a minute or so, until the teacher signals freeze. Then the teacher taps one actor at a time to give the subtext, or the thought inside that character's head at that moment. As Clyde describes, teachers might want to first demonstrate by playing one of the roles, such as Robert's mom, with student actors, so that the children get the idea of speaking aloud what the character is feeling and thinking. By embodying the characters, Clyde explains that students move from outside observers to putting themselves in the characters' shoes, thinking what they think and feeling what they feel. By using the subtext strategy consistently, students learn empathy for characters with lives that might be much different than their own.
Clyde, J. A. (2003). Stepping inside the story world: The subtext strategy: A tool for connecting and comprehending. The Reading Teacher, 57 (2), pp. 150-160.

In another reading of Stevie, students might re-write the scene that shows Stevie looking out the window while Robert is at school. Robert's narration is: "Then he used to like to get up on my bed to look out the window and leave his dirty footprints all over my bed. And my momma never said nothin' to him." How might Stevie compose this part of the story? Students could then go off to write this part of the story in Stevie's voice.
McLaughlin, M. & DeVoogd, G. L. (2004). Critical literacy as comprehension: Expanding reader response. Journal of Adolescent & Adult Literacy, 48 (1), pp. 52-62.

Lewison, Seely-Flint, and Van Sluys describe four dimensions of critical literacy: (1) disrupting the commonplace, (2) interrogating multiple viewpoints, (3) focusing on sociopolitical issues, and (4) taking action and promoting social justice. As an introduction, this lesson addresses the first two dimensions. In another reading of Stevie, teachers might take on sociopolitical issues by asking more problem-posing questions that make cause-and-effect connections, such as: Why does Stevie have to stay with Robert's family each week? Why might Stevie's parents have to work far from home? Why doesn't Stevie stay with relatives? Why don't they move right away? What's unfair about the position that Stevie's family is in? What are some ways to make it fairer?
Lewison, M., Seely-Flint, A., & Van Sluys, K. (2002). Taking on critical literacy: The journey of newcomers and novices. Language Arts, 79 (5), pp. 382-392.

Students might use the student interactive Postcard Creator to create postcards between characters after Stevie moves away at the end of the story. For example, Robert might write to Stevie, Stevie might write to Robert, or Robert's mom might write to Stevie's mom.

Similar explorations as the one described in this lesson can be done with any number of children's picture books (see Children's Picture Books: Considering Multiple Perspectives ) that have multiple characters, but explore social issues from only the narrator's perspective.

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STUDENT ASSESSMENT/REFLECTIONS

One source of assessment is observing students during the interactive read-aloud.

What comments are students making to the prompted questions about the story?

What responses are students making to the problem-posing questions after the read aloud?

What comments do they make during the whole class sharing of their work?

Are students showing engagement with the story and realizing that Stevie, like all stories, gives only a partial account?

A second source of assessment is the students' thought bubbles for each character in the opening scene.

Are they able to give subtext that fits with the difficult context of this opening scene for each character?

Are they using language that fits with each character's discursive register? (Do they use language that fits with the way Robert talks, or the way the moms might talk, or the way Stevie might talk?)

Do the students' responses fit with the thoughts and feelings that someone in each of the positions of these characters might have?

In the example of a response by first grader Olivia provided ( Example 2), she uses language that fits exactly with the way each of the characters might think and talk. For Robert, she writes: "Who are these people and who is that stupid little boy?" She uses the word mother for Stevie's thoughts – "I'm scared, Mother. How come I have to stay with these people?" – because Robert tells us at the end of the story: "I think he liked my momma better than his own, cause he used to call his mother 'Mother' and he called my momma 'Mommy.'" Thus, it's fair to say that Olivia has strongly appropriated the multiple perspectives of the central characters in Stevie.

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Seeing Multiple Perspectives: An Introductory Critical Literacy Lesson - ReadWriteThink

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Grades 1 - 3 Lesson Plan Type Minilesson Estimated Time One 50-minute session Lesson Author Publisher Student Objectives Session One Extensions Student Assessment/Reflections Students will: identify the central characters in Stevie. consider the story from multiple perspectives. recognize that all stories give only partial accounts.

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FROM THEORY TO PRACTICE
Critical literacy involves challenging a text by considering problem-posing questions such as: What’s missing from this account? How could it be told differently?

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We use SeeSaw to keep an online growing portfolio of each student. Student can complete work, display work and record videos of reading for their parents to see!

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Hey, Kids: To access your Raz-Kids page, go to the web page for your class and click on the symbol above your name. It’s that easy!

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First Grade has access to hundreds of books at at our fingertips thanks to our 1:1 IPAD grant and Epic! I have created a classroom library full of just right books that students can read during our reading workshop time. Students can read books independently or listen to a story being read to them. We love Epic!

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Instantly access over 40,000 of the best books & videos for kids on Epic

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Get unlimited access to 40,000 of the best books, audiobooks, videos, & more for kids 12 and under. Try it free.

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Students are able to access classroom magazines that provide them with social studies and science topics of interest. Students are able to read and watch the digital text while completing higher level thinking activities afterwards.

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Seesaw Distance Learning for Teachers

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School & District -Subscriptions | Seesaw

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Meaningful learning can happen anywhere. Set up a secure remote/distance learning environment when emergencies like COVID-19 cause school closure. We're here to help with resources to support effective remote/distance learning experiences for students, teachers, and families.

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Learn coding skills with an hour of code activity

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Hour of Code

This year, we're taking Hour of Code to new heights by offering coding opportunities that encompass both artificial intelligence (AI) and non-AI components.

Want to keep learning? Go beyond an hour

Teachers: Host an hour or read the How-To Guide

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Use computer science to explore and learn about AI!

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Scholastic: Teaching Remotely

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Raise a reader by getting the best book recommendations, reading tips, and discounts delivered straight to your inbox.

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Mystery Science

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Stress-free science lessons for K-5 distance learning

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Hi Friends, I have been away from this space for some time, but I will be back beginning September 2021. While I adored being a classroom teacher, I also missed writing and teaching from here. I am no longer in the classroom, but instead you will find me here and at The Poem Farm. If you are interested in sharing your notebook, please just let me know. See you soon! xo, Amy

I know that some of you are home from school these days, and I hope you will find some new notebooking ideas here. I love keeping a notebook for writing, for drawing, for making a place for ideas and dreams and wishes and facts and feelings. This blog is home to many peeks into others' notebooks, and in each post you will find photos, notebooking-thoughts, and an idea to try. Feel free to poke around, notebook by your side, and explore your own brain and heart. Sometimes we don't know what we really think until we write. If you like writing poetry, feel free to visit my other site, full of poem writing ideas - www.poemfarm.amylv.com xxxx, Amy

Readers - if you or one of your students or friends keeps a notebook and would like to share in this space, please send an e-mail to amy at amylv dot com. I welcome your contributions and will send you the post specs for this blog.

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Hi Friends, I have been away from this space for some time, but I will be back beginning September 2021. While I adored being a classroom teacher, I also missed writing and teaching from here. I am no longer in the classroom, but instead you will find me here and at The Poem Farm.

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Share your videos with friends, family, and the world

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The SAG-AFTRA Foundation’s Daytime Emmy nominated, Storyline Online, features celebrated actors including Viola Davis, Kristen Bell, Chris Pine, Lily Tomlin, Wanda Sykes, Kevin Costner, James Earl Jones, Betty White and more reading children’s books to inspire a love of reading in millions of childr…

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Story writing format for children

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StoryJumper: #1 rated site for creating story books

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Easiest way to create, narrate, and publish your own hardcover and paperback books. Read and listen to books from our worldwide community.

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Live storytimes, Youtube Resources for Reading

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Live storytimes, Youtube Resources for Reading

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This is an evolving list of online storytime resources for families, preschools, and day cares. It includes videos, websites, and podcasts to support those who cannot make it to the library for any reason. The focus is on early literacy support online - songs, rhymes, movement, and stories. You can also follow the hashtag #kidlitquatantine on Twitter for updates on emerging resources specifically around children's literature.

Please leave a comment with a recommended resource!

Livestreaming Storytimes

The following libraries are livestreaming storytimes while they are closed. They can be viewed by anyone. You can also check out this Google Calendar for online KidLit events hosted by authors and illustrators.

Songs, Rhymes, and Movement

Check out songs, rhymes, and fingerplays in many languages to sing with little ones.

I've created a list of all of our YouTube playlists so you can easily scan and find songs that work for you.

This French language educational resource is created by the Ottawa Public Library. The channel features our children staff's favourite nursery rhymes, lullabies, and fingerplays. New videos are published every second Friday.

"Storyblocks is a collection of 30-60 second videos designed to model to parents, caregivers, and library staff some songs, rhymes, and fingerplays appropriate for early childhood." Includes 9 languages.

Wendy has a YouTube station filled with flannel and felt songs and rhymes.

Emily Arrow writes original songs based on children's books. Next week on Monday - Friday she will be hosting a special story and song each day at 1:00 pm EST/10:00 am PST.

The King County Library System has a HUGE collection of songs and rhymes to sing with little ones.

Miss Nina has a mix of original songs, old classics, and popular children's books read aloud and paired with music.

To help with panic and anxiety try this YouTube channel which is "yoga, mindfulness and relaxation designed specially for kids aged 3+, used in schools and homes all over the world. "

Books and Audiobooks

Please check this Let's Keep Reading Google doc for an evolving list of authors and illustrators that are holding livestream events and webcasts over the course of the next month. There is also an excellent crowd-sourced list of ASL eBooks and resources.

Check Your Local Library

Many public libraries provide access to eBooks, downloadable audiobooks, and databases with animated books (i.e. TumbleBooks). You will most likely need a library card to access these options.

From Read Brightly, this YouTube channel features a new weekly full-length picture book read out loud by storyteller Ms. Linda.

Storyline Online is an award-winning, interactive children's literacy site that features famous actors like Kevin Costner, Betty White, James Earl Jones, Eva Longoria, and others reading children's books alongside minor animation elements.

Astronauts from the International Space Station read children's books in outer space for children on earth to listen to. They have science videos that compliment the books.

ICDL is a nonprofit organization that provides access to the best children's books of their culture, and cultures around the world regardless of where they live. There are over 4,000 titles in 59 languages to choose from, that you can read to your children.

Available in 16 languages, there are stories for kids ages 0 - 12. "Kids and their families can listen to a story by phone any time of day for FREE by calling the library's Dial-A-Story service at 416-395-5400. " If you don't want to call long distance they also have a collection of free stories read aloud called Hear-a-Story.

Call 720-865-8500 and listen to stories, songs and rhymes in English, Spanish, Amharic and Vietnamese.

Podcasts

Provided by the Santa Clara County Library District, this podcast features "books, fingerplays, rhymes, stories and songs for a screen-free storytime experience, anytime."

"Featuring the furry and loveable Muppets of Sesame Street. Sing songs with Elmo, Abby, Cookie Monster and Grover. Learn about friendship, patience and sharing with Bert and Ernie."

"Created and produced by parents of young children, WBUR's Circle Round is a podcast that adapts carefully-selected folktales from around the world into sound- and music-rich radio plays for kids ages 4 to 10."

"Story Pirates is a group of world-class actors, comedians, improvisers and musicians who adapt stories written by kids into sketch comedy and musical theater." Great for older kids too.

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Videos, online resources, eBooks, audiobooks, and podcasts to help parents, caregivers, and teachers do storytime at home.

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Flyleaf Publishing decodable books provide beginning and struggling readers with abundant opportunities to transfer their newly acquired phonics knowledge to meaningful, engaging, and complex narratives, informational texts, and poetry. Our research-based instructional materials support teachers in explicitly guiding students to develop the skills and habits of competent readers. Our decodable books can authentically stand up to the rigors of both foundational skills and close reading instruction, making them a unique and invaluable resource for teachers and for students, who deserve the guidance that will enable them to become accurate, fluent, comprehensive, and joyful readers.

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decodable books and research-based instructional materials for prek

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Decodable Books: Research Based Readers - Flyleaf Publishing

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Engaging, meaningful, decodable books with fine-art illustrations tied to a systematic phonics scope & sequence.

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Free during Pandemic

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It's time to improve literacy skills during social studies instruction and ensure that readers of all abilities have what they need to access grade-level social studies concepts.

Join us on Thursday, December 7 for a look at scaffolded materials that provide extra literacy support while building key social studies concepts and skills.

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Newsela | Content and assessment platform

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Content Aligned To National & State Standard, Flexible To Support Relevant Curriculum. Find the Perfect Piece Of Content For Lessons. Go beyond the book.

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Video conferencing: Google Hangouts Meet. Communicate with students, get as close as you can to feeling like you're face-to-face! Here's a tutorial that shows you how to use Meet and other tools to best suit your instructional needs.

Screencasting: Screencast-O-Matic. Walk your students through how to navigate new tools by creating a video of your own screen.

Course builder: PBS LearningMedia Lesson Builder. PBS LearningMedia is free online library of trusted, quality, curated resources also allows teachers to create interactive lessons and assign to students. It can be integrated with Google Classroom.

This list from Common Sense Education shares 35 resources that allow teachers to create, curate and deliver content to students. Though originally created with the "flipped classroom" in mind, these resources can also be useful for fully online learning.

2. Communication is key.

Set a schedule and stick to it. However your school or district is scheduling online learning, be sure to communicate it clearly to students and talk with your colleagues about ways to support each other. For example, if students are meeting with you online and then "going" to another classroom, know where they are going and "dismiss" them with clear instructions of what to do next.

Keep families in the loop. Perhaps you'll choose to have a weekly video conference to update parents. You can also send out newsletter emails or messages through your school/district's learning management system (Canvas, Google Classroom, School Loop, Schoology, etc.). Ensuring that family members know what is expected of your students will help to hold your students accountable.

Find ways to give and get feedback. You'll want to find ways to incorporate student feedback into your remote instruction. Using the comments feature in Google Doc and verbal feedback through video conferencing (for example, in small groups) can keep students on track. Peer feedback prompts, self-assessment checklists or self-paced quizzes (for example, Quizziz) are other ways you can have students reflect on their work.

Since distance learning is probably a new process for everyone involved, asking your students how the process is going for them can help you to adapt to meet their needs. You might give a weekly survey (for example, Google form) asking students to evaluate each of the new tools and practices you are employing.

3. Find high quality free online content.

Now that you have a plan for taking your classes online, it's time to find online content resources that align to your class content. Here are some we recommend to get you started:

PBS LearningMedia: online library of trusted, quality, curated resources from PBS stations. PBS is offering webinars to help educators use this resource

Desmos: collection of engaging math activities and tools

GeoGebra: online math tools for graphing, geometry, 3D and more

NYTimes Learning Network: teaching resources based on New York Times content

Newsela: curated collections of news stories appropriate for student audiences, organized by topic area and grade level

Ted-Ed: lesson builder for any TED-Ed animation, TED Talk or YouTube video

Khan Academy: free online courses for students on a variety of subjects

YouTube: Think about videos you've used in the past in your classroom, and explore these channels' other videos. You can subscribe to that channel to keep track.

We know that moving your classrooms online can be challenging, and things might not go perfectly the first time you try it. That's totally normal. We encourage you to try new things, learn from other educators, and keep yourself updated on more remote teaching resources.

Find more resources here:

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3 Ways to Turn Your Classroom Remote in a Hurry | KQED Education

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Video conferencing: Google Hangouts Meet. Communicate with students, get as close as you can to feeling like you're face-to-face! Here's a tutorial that shows you how to use Meet and other tools to best suit your instructional needs. Screencasting: Screencast-O-Matic. Walk your students through how to navigate new tools by creating a video of your own screen.

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Communication is key.
Set a schedule and stick to it. However your school or district is scheduling online learning, be sure to communicate it clearly to students and talk with your colleagues about ways to support each other. For example, if students are meeting with you online and then “going” to another classroom, know where they are going and “dismiss” them with clear instructions of what to do next.

Keep families in the loop. Perhaps you’ll choose to have a weekly video conference to update parents. You can also send out newsletter emails or messages through your school/district’s learning management system (Canvas, Google Classroom, School Loop, Schoology, etc.). Ensuring that family members know what is expected of your students will help to hold your students accountable.

Find ways to give and get feedback. You’ll want to find ways to incorporate student feedback into your remote instruction. Using the comments feature in Google Doc and verbal feedback through video conferencing (for example, in small groups) can keep students on track. Peer feedback prompts, self-assessment checklists or self-paced quizzes (for example, Quizziz) are other ways you can have students reflect on their work.

Since distance learning is probably a new process for everyone involved, asking your students how the process is going for them can help you to adapt to meet their needs. You might give a weekly survey (for example, Google form) asking students to evaluate each of the new tools and practices you are employing.

# data[].attributes.body
PBS LearningMedia: online library of trusted, quality, curated resources from PBS stations. PBS is offering webinars to help educators use this resource

Desmos: collection of engaging math activities and tools

GeoGebra: online math tools for graphing, geometry, 3D and more

NYTimes Learning Network: teaching resources based on New York Times content

Newsela: curated collections of news stories appropriate for student audiences, organized by topic area and grade level

Ted-Ed: lesson builder for any TED-Ed animation, TED Talk or YouTube video

Khan Academy: free online courses for students on a variety of subjects

YouTube: Think about videos you’ve used in the past in your classroom, and explore these channels’ other videos. You can subscribe to that channel to keep track.

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by Terry Heick

As remote teaching and learning become more common-if not the standard in many places over the next six months-I thought it might be useful to offer some remote teaching tips to engage students in distance learning.

As with all content, how useful and relevant any of these are depends on your context-experience, grade level, need, priorities, and strengths as a teacher, etc. Some are possibly too general to help (e.g., 'Simplify'), but hopefully out of the 25 remote teaching tips below, one or two might stick and make your planning a little easier-and more engaging for students.

25 Remote Teaching Tips To Engage Students In Distance Learning

1. Start with students

Consider their lives. Their day. Their well-being. I wrote some about this recently:

"You can also argue that this isn't your job-and it's certainly true that considering the well-being of every student your responsibility is a fast-track way to see some of the warning signs of teacher burnout. You may also know that the majority of your students are fine and the ones who may not be are almost impossible to help and that makes it hard sometimes. But when the opportunity presents itself, check in with your students-really check in with them. If you must assess something, assess their well-being. Track that data. Address those needs. Be the teacher you would've needed during a pandemic when you were a child."

The idea here is to not get distracted that you're at home and so are they and that everything is 'different.' Start instead with the student and their reality and needs and the new and urgent opportunities in front of them.

2. Simplify

Simplify what you teach and how you teach it and how students will show what they've learned. Prioritizing skills and concepts from your curriculum is more necessary now than ever.

3. Work backward from the context of remote teaching

Synchronous, 'live' teaching online to a group of children is very different than doing the same in-person-and neither is easy.

When you plan backward from the context and characteristics of remote teaching and learning-where distractions are uncontrollable, bandwidth matters, and students are not with their friends but rather their family-the lesson or activity has a better chance to work. Think small, bite-sized learning activities with clear objectives and intentional transitions-all while planning for and necessitating student engagement and autonomy.

Actually, that's not as different from 'good teaching' in-person as it seems.

4. Meet for briefer periods more frequently

This may not be possible. If you can only meet once a week and that's it, then once a week it is. But whenever possible, 'chunk' learning-three times a week for 20 minutes or twice for 30 versus once for an hour. How effective this is depends on what you teach and the age of the students you're teaching it to.

5. Be the 'lead learner' as much as you are the 'teacher'

Put another way, model 'caring' about learning and the role it plays in well-being and growth. Show them what it means to be curious and active in this new learning environment.

6. Use lighting and sound to your advantage

Quality audio, strong lighting, Zoom backgrounds, catchy music for transitions between activities-whatever you need to do to get and keep their attention, use the technology tools at your disposal to make that happen.

7. Use games and music

I almost titled this one 'take breaks' but depending on your schedule, a 'break' may be less useful than simply transitioning or team-building, etc. That said, keep resources like Kahoot, coolmath.com, or even videos of others playing games to engage students in distance learning during portions of the lesson or activity where it may be waning. (Think halfway points.)

The internet is full of games and music. Use them intentionally. Here are some video games to teach with and classic hip-hop music you can teach with to get started.

8. Use different tools for different things-usually

While many video streaming platforms and learning management systems have a robust set of tools to consider, start with what you know that also works from students and then work from there. Private messaging with Zoom and document collaboration with Google Drive while grading with an app-while students use digital portfolios on a separate platform-that's your reality for remote teaching in 2021.

That said, there's something to be said for simplicity. If it makes your life easier and students still have access to the same learning opportunities, using one tool for functions it may not necessarily be designed for may serve everyone better in the end.

9. Thinking differently about 'classroom management'

This needs more explanation, I know. But you can't 'manage' students the same way online as you can in person. Behavior is different and addressing that behavior-what you reinforce and what you reward and what you ignore-will also be different. Further, you have to be extra careful about how you address those behaviors because it's very literally in front of the entire classroom-in many cases with many

10. Try to ensure the privacy of each student

Another 'easier said than done' remote teaching tip. But privacy laws alone make remote learning a maze of policies, laws, and potential pitfalls. Who sees what-what you see in their homes and they see in one anothers'-it's a lot to sort.

11. Design for participation

This isn't always doable, but when possible, design lessons-or activities within lessons-that don't just encourage 'engagement' and student participation, but that won't work without engagement and participation.

See also Remote Learning Tips For Parents

12. Test everything, plan ahead, and assume everything will break

Do your best to assume someone's connection (maybe yours) is going to go out at some point. Assume the link you share will be broken and that the private message you send will be seen by everyone-and so on. That's okay. If you have a plan ahead of time, you can mitigate the 'loss' of time and learning.

13. Empower students: emphasize autonomy and engagement

The easiest strategies here are student voice and choice in what and how they learn and demonstrate learning. This applies to lessons you've created for students to do either together or apart.

Asynchronous, self-directed, 'genius' learning-that is, learning students do on their own because they want to-is another way to empower students as a remote teaching tip. For pre-school students, I've been using Marco Polo Learning lately and paired with Epic books, makes a powerful combination for students to be empowered in their own learning.

See also Virtual Teaching Tips For Beginners

14. Think Before, During, And After Learning

And in pursuit of empowering students, encourage students to 'own' their learning and self-direct it. A strategy here is BDA: Before, During, And After. This will help you think carefully about what you want students to do-and be able to do-before online sessions, during online sessions, and after online sessions.

15. Use the right platform for the right teaching

This one's simple but don't use Google Drive to share video and don't use Zoom to carry out ongoing conversations with students and don't use YouTube to host all student portfolios, etc. Use the right tool for the right purpose.

16. Know the features and functions of that platform inside and out

And when you do find a tool that actually makes your life easier while (more crucially) improving student learning, learn how to use it effectively. You don't necessarily have to use every nook and cranny of Skype or FlipGrid to get the most out of it. The point is to know the platform and then selectively use the bits and pieces that work for you and your student.

17. Personalize learning objectives or approaches

Personalized learning is always a good idea, but in remote teaching, it may be even more critical than a standard classroom (if for no other reason than it's easier to 'lose' students or for students to 'hide' during synchronous distance learning). A basic strategy here is to create tiered learning targets.

For example:

Tier 1: Students will be able to roughly define a metaphor

Tier 2: Students will be able to define and identify two obvious metaphors in an excerpt

Tier 3: Students will define and identify a 'less obvious' metaphor

Tier 4: Students will define, identify, and analyze the effect of an obvious metaphor

18. Connect individually through messaging or individual 'rooms'

This helps build relationships with students while also improving the credibility of online learning-helping them to see that they're not simply fulfilling their academic duty but rather connecting with people who care around content designed to (hopefully) make their life better.

19. Be selective in what you do together

Generally speaking, the definition of synchronous learning is learning the same thing at the same time. Broadly speaking, limit lecturing during remote teaching (this is a common synchronous teaching strategy) and use alternatives to lecture instead.

20. Create breakout rooms ahead of time

Among other benefits, creating breakout rooms before class even begins forces you to have reasons for those breakout rooms-that is, provides a kind of framework for grouping, station teaching, collaboration, small-group instruction, and more.

You can read more about them in What Are Breakout Rooms? A Definition For Teachers.

21. Leverage the beginning and end of each remote teaching session

Consider ice-breakers at the beginning-or entry slips-and fun team-building or exit slips at the end.

22. Use quick, informal, checks for understanding

Here are some easy ways to check for understanding. The idea is to consistently perform simple, disarming checks for understanding-ideally around the lesson objectives or related ideas.

23. Be intentional with transitions

Transitions between activities are crucial to maintaining momentum and student engagement. They are also necessary to reduce wasted time.

24. Use a timer

See above. You might be surprised. And don't make this complicated-use an app on your phone to time individual activities or the running time on Zoom, Skype, Google Hangouts, etc.

25. Consider digital grouping strategies

I'll write more about this soon. To get you started, consider the grouping strategies you've used successfully in your classroom and re-imagine them-and experiment with them-to see how they translate to remote teaching and learning.

Bonus: Teach for engagement, not coverage

Another remote teaching tip: Consider the aforementioned checks for understanding, cold calling, accountable talk, quick team-building games, digital polls, backchannel discussions, and more.

In a time of relative social instability and unique social-emotional needs-not to mention reduced standardized testing-the justification for 'coverage teaching' is weaker now than ever. Of course, that doesn't mean 'don't cover content,' but rather emphasize student well-being, engagement, and autonomy as you work with them in remote teaching and learning.
25 Remote Teaching Tips To Engage Students In Distance Learning

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25 Remote Teaching Tips To Engage Students In Distance Learning

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Don't get distracted that everything is 'different.' Start with the student and their needs and the unique opportunities in front of them.

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In Heart Maps, Georgia shares 20 unique, multi-genre heart maps to help your students write from the heart. Filled with full-color student heart maps, examples of the resulting writing, along with access to reproducible templates, Heart Maps will be a practical tool for awakening new writing possibilities in your students throughout the year.

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Helping Students Create and Craft Authentic Writing

Special Offer: Save 30% off our list price automatically when you buy 15 or more.

" Heart Maps is a book that I will use and recommend to teachers for years to come."
-Donalyn Miller, author ofThe Book Whisperer

"You'll find yourself relying on this book again and again as a trusted source as you help your student writers craft a writing life."
-Jennifer Serravallo, author ofThe Reading Strategies Book and The Writing Strategies Book

How do we get students to "ache with caring" about their writing instead of mechanically stringing words together? We spend a lot of time teaching the craft of writing but we also need to devote time to helping students write with purpose and meaning. For decades, Georgia Heard has guided students into more authentic writing experiences by using heart maps to explore what we all hold inside: feelings, passions, vulnerabilities, and wonderings. In Heart Maps, Georgia shares 20 unique, multi-genre heart maps to help your students write from the heart, such as the First Time Heart Map, Family Quilt Heart Map, and People I Admire Heart Map. You'll also find extensive support for using heart maps, including:

tips for getting started with heart maps

writing ideas to jumpstart student writing in multiple genres from heart maps

suggested mentor texts to provide additional inspiration

"For twenty years I've been a tour guide of sorts for heart-mapping writers," says Georgia. "All you need is paper, pen, an open heart and a willingness to explore what matters to you." It is this freedom, this idea of discovery, that makes heart-mapping so inviting; students find they have a lot to write about both beloved and newly discovered topics.
Filled with full-color student heart maps, examples of the resulting writing, along with online access to 20 different uniquely designed reproducible heart map templates, Heart Maps will be a practical tool for awakening new writing possibilities and engaging and motivating your students' writing throughout the year.

(click any section below to continue reading)

Contents

Chapter 1 Breathings of the Heart: Heart Mapping Beginnings-the How and the Why

Heart Mapping with Children

How Heart Mapping Nurtures Writers

Chapter 2 Heart-Mapping Essentials: What You Need for Your Journey

How to Introduce Heart Mapping

When to Introduce Heart Mapping

What to Include on Heart Maps

Time Needed for Heart Maps

Chapter 3 The Heart of the Matter: Twenty Heart Maps to Inspire and Engage Writers

1. Blank Canvas Heart Map

2. My Writer's Heart Map

3. My Reader's Heart Map

4. Small Moment Heart Map

5. First Time Heart Map

6. Last Time Heart Map

7. Family Quilt Heart Map

8. My Name Heart Map

9. My Pet or Favorite Animal Heart Map

10. Gratitude Heart Map

11. Home Is Where the Heart Is Heart Map

12. My Wishes Heart Map

13. Special Place Heart Map

14. Be the Change That You Wish to See in the World Heart Map

15. A Beloved Character Heart Map

16. People I Admire Heart Map

17. Where I Find Poetry Heart Map

18. Senses Heart Map

19. What I Love About My Topic Heart Map

20. What I Wonder About Heart Map

Chapter 4 Digging Deeper into Heart Maps: Sharing, Reflecting on, and Writing from Heart Maps

Sharing Heart Maps

Writing from Heart Maps

Revising Writing from Heart Maps

Using Mentor Texts with Heart Maps

Reflecting on Using Heart

Chapter 5 Three Hearts: Guest Essays

"LitWorld Heart Stories," by Pam Allyn

"What Matters," by Nancie Atwell

"Tune in to Your Heart Map Playlist," by Penny Kittle

Epilogue: Keeping Our Hearts Open

In Depth

Listen to Georgia discuss Heart Maps on The Heinemann Podcast.

Reviews

"Passion drives effort. If we want students to invest effort in learning to write well, we must provide opportunities to explore their passions and find relevance in their writing. Georgia Heard shows us how to open students' hearts, discover their stories, and bring their passions to the page. Rich with practical strategies, student examples, and lists of mentor texts, Heart Maps is a book that I will use and recommend to teachers for years to come."
-Donalyn Miller, author of The Book Whisperer

"This book will steal your heart. Filled with strategies, student work examples, stories from the classroom, mentor texts, inspiration, and practicality, you'll find yourself relying on this book again and again as a trusted source as you help your student writers craft a writing life."
-Jennifer Serravallo, author of The Reading Strategies Book and The Writing Strategies Book

"We understand that children read and write more earnestly and truthfully when engaged by emotion. We have, in Heart Maps, a stunning array of potential discoveries for young readers and writers: discoveries about what really lies within our complex emotional lives; about the budding passion they find in the social or natural world; and about the hearts of those around them. The discoveries and insights children will make as they craft heart maps will be lasting and profound."
-Ellin Keene, author of Talk About Understanding; coeditor of The Teacher You Want to Be

"From the first page of Heart Maps, Georgia takes us on a journey of 'possible' from a child's-eye-view with 20 heart maps as our navigation tool. She helps us envision writing from the inside out, taking us on a passionate voyage unfettered by impersonal rules where joyful meanderings of powerful, personal, purposeful writing keep 'possible' in view."
-Dr. Mary Howard, author of Good to Great Teaching and RTI from All Sides

" Heart Maps is filled with wonder and beauty. It will capture and hold the why of any writer's journey: to name the passions that live inside of us, waiting to be written. Georgia offers wise guidance and practical tools for writing teachers of all ages, including 20 kinds of heart maps and dozens and dozens of mentor poems and gorgeous student examples to spring deep thinking across genres. This is a rich and lasting gift for my own teaching and an essential book for all who lead writers."
-Penny Kittle, author ofBook Love and Write Beside Them

" Heart Maps shows and powerfully provides a tangible way for a teacher to help a child plumb their natural creativity. The heart map method is also a bridge: by using and being open to it, a solid connection between the teacher and student is inevitable. Even more, by practicing heart maps, a child can learn to connect with their own vast and unique identity as a writer-for-life. There may be no greater gift a teacher can give."
-John Fox, author ofFinding What You Didn't Lose: Expressing Your Truth and Creativity Through Poem-Making; founder of The Institute for Poetic Medicine

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Email planningservices@heinemann.com if you would like to contact Georgia Heard directly about professional development support.

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Special Offer: Save 30% off our list price automatically when you buy 15 or more. " Heart Maps is a book that I will use and recommend to teachers for years to come." -Donalyn Miller, author ofThe Book Whisperer "You'll find yourself relying on this book again and again as a trusted source as you help your student writers craft a writing life."