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We work at the intersection of education leaders, researchers, and technology developers to improve learning opportunities...

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Session board

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5/29 Know Before You Go and Session Board

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Self-assessments
Tests focused on application, not information recall, and allowing notes or the internet to be used with tests.
Involve students in creating the definition of success academically
Let students give you as the teacher feedback on assignments (how much time did it take? do you think it allowed you to show your understanding?)

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Thank you for attending Edcamp: Powerful Learning at Home. Please fill out the following survey to share your feedback about the event and what you would like to discuss at a future Edcamp. This survey will also collect information for those interested in receiving a certificate of participation.

Please email maria@digitalpromise.org with any questions.

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Edcamp: Powerful Learning at Home Feedback Survey 3

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Thank you for attending Edcamp: Powerful Learning at Home. Please fill out the following survey to share your feedback about the event and what you would like to discuss at a future Edcamp. This survey will also collect information for those interested in receiving a certificate of participation.

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PD and resources for educators for social emotional learning

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Notes from High School and Adult Ed Session 1

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Notes from High School and Adult Ed Session 1

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We discussed how to reach out to students without internet and how to include SEL online and in person in the classroom. Also how to encourage emotional regulation and growth mindset at the high school level.

How to reach out to students without internet?
Reaching out to individual students with equipment/hotspots/etc.
Put hotspots on busses and park busses around the community
Combine food distribution with packet distribution (busses)

How have we been continuing social emotional learning online?
Continuing to contact students by phone
Surveys with some get to know you questions embedded
Contact counselors to ensure everyone is in the loop on student situations at home
Flipgrids for academic and nonacademic purposes
Finding ways for students to connect to other students as well, to keep them in contact with their peers
Lots of parent contacts!
Zones of regulation to teach students how to cope with emotions
Coordinating office hours with other teachers to avoid overlap
Scheduling student check-ins through Zoom or Google Classroom
Teacher peer groups to collaborate/check-in with each other

How were we/how do we hope to continue SEL in person?
Advisory classes/groups for students to check-in with teachers about post-secondary opportunities - switching the focus to emphasize SEL
Challenging students to reach their limits to practice growth mindsets
Teaching disciplinary literacy as a part of the SEL experience to help overcome challenges in other subjects

How can we start with SEL next school year (digital or in-person hybrid)?
Teaching digital fluency to help remove barriers to showing their mastery online
Teach them how to regulate their emotions in computer foul-ups and teaching them to find workarounds for common technical difficulties (also growth mindset opportunities!)
Ensure backwards design is used in our digital assignments as well as our paper assignments!
Especially in a digital context, use universal design for learning to ensure that digital access/literacy isn’t a hindrance to showing mastery
Encourage students to be concise in showing their understanding (more words don’t necessarily mean a higher grade)

How to alleviate a culture of fear around assessments?
Lots of student choice
Start at younger grades
Choice boards for summative assessments
Include students in rubric creation and ask them to self-assess based on rubric
Give opportunities to earn credit back after “failure” or even just an unsatisfactory performance
20 time for passion projects - grade process, not outcome!
Live grading - conferencing with students to determine their grade on a project
Self-assessments
Tests focused on application, not information recall, and allowing notes or the internet to be used with tests.
Involve students in creating the definition of success academically
Let students give you as the teacher feedback on assignments (how much time did it take? do you think it allowed you to show your understanding?)

How to build classroom culture?
“We don’t do there here” as a classroom mantra
Students involved in creating classroom rules and framing rules in context of respect (for property, others, etc.)
Greet students as they come in and genuinely connect with them
Framing rules as expectations
Re-directing inappropriate behaviors as opposed to punishing inappropriate behaviors
Connect science - integrating SEL with inquiry based science lessons https://www.connectscience.org/lessons

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Share educational resources and support each other as a community of educators.

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Depression, Grieving, Burn Out
need to be considered

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SEL and various disciplines, interactive resource

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Businesses are opening and people are dying

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Businesses are opening and people are dying

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To open the economy while we still have people who are being majorly affected feels like our communities are being ignored

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We must learn to be gentle with our students... we must learn to be gentle with families... we must learn to be gentle with ourselves

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Mini-master classes for students to prepare.  Offered free with technology supports.

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Story Hours and Virtual Field Trips to continue to have shared experiences

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Story Hours and Virtual Field Trips to continue to have shared experiences

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by Emily Hays | Mar 17, 2020 10:12 am

Reading hour is in session for hundreds of New Haveners despite the coronavirus.

That's thanks to the efforts of People Get Ready cofounders Delores Williams and Lauren Anderson.

With school closures and the first confirmed cases of COVID-19 in New Haven, the Whalley Avenue community bookstore and reading space founders decided Anderson would read one children's book every day at 9 a.m. over Facebook Live to fill gaps for teachers and parents.

On Monday morning, the book was by Matt de la Peña, illustrated by Loren Long. Around 40 people tuned in during the session; another 900 had watched the video by later that night.

The book selection continues People Get Ready's focus on nonwhite, bilingual, indigenous and LGBTQ authors to help every child feel affirmation and see themselves in what they read.

"It's probably going to be important to create a new routine. I think the best routine is to start every day with love," Anderson told her virtual audience.

De la Peña offers readers an array of little acts of love, from a street musician playing for passersby to a parent making two children toast before heading to work. Anderson added some of her own examples.

"I saw someone sweeping the sidewalk in front of their store, even though probably no one is going to their business today," she said. "I saw two people talking to each other, 10 feet apart, doing the little things to keep each other safe."

Anderson encouraged those listening to go for a walk and look for their own signs of love. She also recommended that viewers draw a web of people they loved and write one love note every day to one person in the web.

A Place of Concern

Public health experts are recommending that people limit their contact with others to slow the spread of the new coronavirus and prevent hospitals from becoming overwhelmed with cases. New Haven has instituted these recommendations by postponing the Saint Patrick's Day parade, closing City Hall and closing schools indefinitely.

What are kids going to do with all that time?

"This came from a place of concern for what children are going to focus on every day in a pandemic other than fear," Williams said in an interview after the reading.

Williams' own children are at home with the school closures, and she is taking online classes to maintain her real estate license. The wellbeing and education of her children are her top priority right now, she said.

"A lot of things are up in the air, and we're juggling them the best we can. I'm trying to not to be stressed," Williams said.

This year has been a soft launch for the bookstore and reading space, which is usually open every Sunday and during special events. Both Williams and Anderson have other jobs.

Anderson teaches future teachers at Connecticut College. She does not have children, and her students are on spring break, so she has taken on the Facebook Live readings. She said that she hopes to model ways teachers, parents, grandparents and other caregivers can replace the school day with other routines.

"How do you just quietly and gently give people some ideas that are both educational and therapeutic?" Anderson said. "It doesn't have to be a worksheet. You can read a book together or go outside."

Teacher Plus Parent

Metropolitan Business Academy teacher Leslie Blatteau and her 4-year-old daughter have tuned into the Facebook Live readings every morning since they started on Friday.

"I'm so grateful for Lauren and Delores. It's something we look forward to every morning. My daughter gets to hold the phone," Blatteau said. "We're not going to miss it."

Blatteau's daughter likes the experience of the reading the best, while Blatteau likes the suggested assignments that Anderson gives out.

On Monday morning, Blatteau and her daughter went for a walk as suggested to look for love. They found it in her daughter's love of biking and running around Kimberly Field.

"I'm trying to communicate the reality that people are sick to my daughter, who is 4, and help her find day-to-day joy too," she said.

Meanwhile, Blatteau's students are working on the two weeks of work she assigned them, based on instructions from New Haven Public Schools administrators. For one class, the assignments are a combination of her own creations and online lessons through Khan Academy. Another class is finding sources for their senior research papers.

"I recognize there's going to be a wide range of engagement. That's totally acceptable to me," she said.

She said that some students will want the distraction, while others may be watching younger children for their families, "or God forbid, are working," she said.

Inspired by People Get Ready, Blatteau is sending her students poems on Remind, the app she uses to send announcements. Blatteau chose Eve Ewing's "To The Notebook Kid" as the first poem, with the thought that journaling might help some students cope.

"I want to try to find a poem a day. I'm not promising one a day but I'm promising often," she said.

Blatteau has told her students that she will not be available during the day. When her daughter goes to sleep, she plans to spend an hour answering questions and providing feedback by email.

Blatteau thanked the New Haven teacher's union for the fact that she will receive her normal paycheck despite the forced hiatus. She also has plenty of sick days saved for her years as a teacher, just in case school resumes but she comes down with COVID-19. She hopes the state or federal government will step in to make sure everyone gets similar benefits, she said.

"What I have is what everybody should have, where they are getting paid and staying home. It seems like a no-brainer to me," she said.

Blatteau also thanked television, podcasts and her friends for calling more often.

"It's good to hear people's voices, because this is going to be a long time," she said.

New Foci

For Williams and Anderson, the new era of social distancing has meant a new focus on what is important to them.

Anderson is not checking her student teachers' syllabi. Instead, she is responding to their 6:45 a.m. texts and checking in on their wellbeing.

She noted that some of her students or their families might get sick. Like Blatteau, she wants to be flexible to their needs.

"I'm going to cancel good number of assignments to refocus on the smaller number of essential things that we have to do. What are our core learning goals?" Anderson said.

Williams pointed out that some students or family members might pass away from the disease.

"If someone close to you won't be here, do you want to have spent your time totally ignoring that human connection?" Williams asked.

She said that as she spoke her son was drawing the web of people he loves. That is how Williams' own priorities work, from caring for herself to caring for family and neighbors.

Anderson said that if the public health crisis has a silver lining, it might be helping everyone refocus on these priorities.

"If we start every day with love, walking outside, recognizing how much love there is ... I fundamentally believe the world would be better, pandemic or no pandemic," Anderson said.

Commenting has closed for this entry

posted by: NHIreader on March 21, 2020 10:40pm

@TheInternet Your comment is really unfair and accusatory towards your child's teacher. You are basically saying that because your child's teacher isn't video-ing her all day long that her contract salary (which is written into contract through the city) should just STOP in the middle of the year? I am concerned parents like you are going to start blaming your child's teacher for something that is no fault of their own. THIS IS NOT THE TEACHERS FAULT. Everyone is under the same union. Just like the school nurse, school psychologist, school counselor, the gym teachers, music teachers, art teachers, librarian, vice principal, etc, your child's classroom teacher is indeed still under contract, even though he/she is at home. How is it fair that your child's teacher has to remotely assist you, but the gym teacher does not? All teachers are under the same union and same contract. And so that you know, distance learning is a totally separate certification than classroom learning. Most classroom teachers didn't sign up for this either, so they might not KNOW how to provide distance education. To take it a step further, even PRINCIPALS do not know where to begin with distance learning in terms of equal access to all children and curriculum. Being able to randomly stay home with your child and provide full time care is part of being a parent. Its not your children's teacher's fault your kids are screaming during your conference calls. Its a national crisis.

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Story Hour Connects Kids Amid COVID-19 | New Haven Independent

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by Emily Hays | Mar 17, 2020 10:12 am Reading hour is in session for hundreds of New Haveners despite the coronavirus. That's thanks to the efforts of People Get Ready cofounders Delores Williams and Lauren Anderson.

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Students become "real people" when we learn their names. They understand we see them.

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Blended Learning & Building Relationships in Brief Meetings

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Blended Learning & Building Relationships in Brief Meetings

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Various formats/PT classes/ hybrid models for face-to-face that are sanitary concerns

Different technology levels/comfort

How to get students "on board" with all the things I am using.

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Stress isn't new to teachers, but what they're experiencing now makes their typical stress seem like a picnic. Driven by a pandemic to the front lines of an unprecedented rush to distance-learning, the nation's teachers are scrambling to manage an armful of new challenges. And they're exhausted.

That exhaustion emerges from a tangle of dynamics. Teachers are grappling with unfamiliar technologies. They have to retrofit-or reinvent-their lessons and find new ways to do familiar things, like grading homework. They're inundated with emails, texts, and calls from principals, parents, and students. They're trying to "be there" for students and their families. And many are also juggling the needs of their own children or other loved ones while managing their own coronavirus fears.

Amy Pollington, a kindergarten teacher at Saint George School, a private K-8 in Seattle, didn't mince words when she described her first week of distance-teaching.

"By the fourth day, I started to have a panic attack," she said. "I hadn't slept. I was feeling like the walls were coming in on me."

Sitting there in a living room chair, her $6 Amazon classroom-backdrop poster taped up behind her, Pollington had to shut down her laptop and her phone to regain her composure. She was trying so hard to "give 150 percent, to be there every moment of the day and night" for her families. But she had to stop. Just for a few minutes.

She isn't alone. In interviews with Education Week, teachers described staying up until 2 or 3 a.m., answering emails, trouble-shooting technology or planning lessons. They can't seem to shut it off. Papers are strewn across their living rooms, kitchens, and bedrooms. And on top of the stress and exhaustion, they're grieving.

"I'm sorry I'm crying, but just to be with them, their little faces, every day, in person, I miss that so much," said Angie Shaw, who teaches 1st grade at Longfellow Elementary in Scottsbluff, Neb.

She aches for the familiar routines and rituals of her brick-and-mortar school day and how she knew every loose tooth, every hurt feeling, in her students' lives. Shaw holds a weekly evening circle time on Zoom, but she can't get the kind of connection she's used to with each student.

A New Level of Multitasking

One of Rana El Yousef's recent days illustrates the complexities that teachers are now managing. El Yousef, a high school chemistry teacher in Glendora, Calif., multitasked during her morning dog-walk, using it as her twin 9-year-old sons' "recess" and as a quick tutorial in writing and fractions so they could get started on their teacher's assignments.

Home again, she made the boys breakfast and got them logged onto their Chromebooks. Then El Yousef tackled a brimming inbox, scanning each email's demands: There's a science department Zoom meeting at 2 p.m., as well as her sons' 3rd grade Zoom meeting. There's another Zoom meeting at 3 p.m. for honors and Advanced Placement teachers.

It's hours before she can get to her own students, and the emails were flooding in. El Yousef had posted YouTube videos with lessons and worksheets, and a do-at-home science experiment and a Google quiz. Students were asking: How do I answer this lab question? How do I submit my answers? Between emails, she graded her AP students' practice quizzes and surveyed her students about their online access. And there's the small matter of planning new lessons, too.

"I've been staring at a computer for eight solid hours, my eyes are strained, my shoulders are tense, and I have to keep reminding myself, all this is new, and we are all learning, and it will get easier, I hope," El Yousef said.

Teachers also feel caught between their students and families, who are overflowing with questions, and their principals who often can't provide answers yet.

"Families are asking, what is grading going to look like? What are they going to base promotion on? And we don't know yet," said Theresa Bruce, who teaches 8th grade social studies at the KIPP-Harmony School in Baltimore. "We're used to being able to quickly get answers for our parents. But not being able to answer, it plagues your mind."

Haunted by the No-Shows

Bruce and her students are more comfortable than many with technology-based instruction, since their school is a blended-learning environment, with 1-to-1 computing. Even still, teaching from home is a massive and difficult change, she said. Among other things, she's lost the cues that she can pick up only from seeing her students in person, she said.

"When I'm with them, I can see what's really going on with them," she said. "But digitally, they can hide it: their joy. Their depression. Anybody can put their game face on for an hour on Zoom."

Bruce is haunted by the ones who aren't signing on for virtual sessions. In the past, she wouldn't hesitate to call home if a child missed class. But now, with parents losing jobs, or maybe caring for ill relatives, Bruce isn't sure if a call is too intrusive. She agonizes: "Should I reach out? Is that too much?"

Teachers report that simple things take much longer as they get used to working with online tools. Ayako Anderson, who teaches Japanese to high school students at three schools in the Boston suburbs, said that just noting an incorrect verb conjugation on a student's paper recently required a laborious process of zooming in and out on her iPad, switching cursors and forming one word with a scratchy red scrawl.

In a brick-and-mortar world, she'd be able to make more extensive comments quickly, with a pen on paper. But she recognizes that adapting paper practices to computer can itself be inefficient. One of the schools where she teaches is 100 percent virtual, and its systems and processes are designed for online learning, so they work better, she said.

Teaching from home comes with another risk: too little physical activity. Teachers said they're worn out from sitting still in front of a computer so much. "My body aches from sitting for hours on end," said Shaw. Anderson said that since she doesn't need to "walk from classroom to classroom anymore, or walk to lunch," she finds herself sitting endlessly, working until the hours blur and it's 3 a.m.

Trying to Go From Zero to 60

Experts in online learning, and in grief and stress, say none of what teachers are experiencing is surprising. Susan Patrick, the CEO of the Aurora Institute, a nonprofit that supports districts with virtual learning, said it's impossible to do full-scale distance-learning instantly.

"There's a reason districts and schools take one to two years planning time," she said. "You can't go from zero to 60 in 24 hours if you don't have the processes and structures in place."

Michael Barbour, who focuses on virtual learning as an associate professor of education at Touro University California, said research shows that preparing lessons for distance-learning can be more time-consuming than for brick-and-mortar settings. Plans for live-or synchronous-sessions can take up to three times as long, he said, and plans for asynchronous lessons can take as much as five to eight times longer.

Experts said teachers and those around them shouldn't discount the emotional toll that the sudden shift to home teaching is taking on them.

"Being asked to suddenly do something you're not skilled in, coping with the worry about coronavirus in their own lives, feeling they're not doing enough for kids and parents, plus their fears about next fall, and how their students and families could really be suffering mentally and financially then, all of that piles up into an amazing amount of stress," said Kathleen Minke, the executive director of the National Association of School Psychologists.

Teachers' experience of grief is going unacknowledged, too, as exhaustion and stress take a higher profile, experts said. That can produce a phenomenon known as "disenfranchised grief"-a grief that's tougher because it's not acknowledged and accepted, said Kenneth Doka, a psychologist who specializes in grief.

"It could be hard for teachers to feel they can complain about the loss of not seeing their students, when they know people out there are dying," Doka said. "But that lack of recognition leads to [a] more complicated [form of] grief."

The combination of stress and grief can produce brain changes that make the already-stressful job of teaching even tougher, said Patricia A. Jennings, a professor of education at the University of Virginia and an expert in teacher stress. The sudden shift to the new demands of home teaching, laced with fears about coronavirus, blend into a kind of trauma that can shift the brain from higher-order thinking skills into survival mode.

"We might shut down a bit, space out, dissociate, or check out because we can't cope very well," Jennings said. "We might also get into a kind of hypervigilance, where we're constantly checking emails or news developments, and it's hard to concentrate."

Little by little, though, teachers are finding ways to adapt. Anderson, in Massachusetts, now sketches her daily schedule out in Google Calendar, to help her build clearer beginnings and endings into her work hours. With her district's blessing, Pollington, in Seattle, now sends home lesson plans every other day, instead of daily.

In her first home-teaching days, Pollington woke up anxious and disorganized. Should she check email first or feed the dogs? She rushed to answer every email right away. Now, each morning she turns on her computer, feeds the dogs and makes coffee. Then she responds to students' work on the video app Flipgrid. She gives herself 24 hours to respond to emails. She still forgets to eat lunch, but she's working on that. She tries to stop working at 4 p.m. And she tries not to feel guilty about it.

Bruce encourages teachers to "give themselves the grace they need" to set realistic goals and take care of themselves. Try actually scheduling time in each day for something that brings you joy, she said.

"Like anything, the first year is tough, but over time, you learn and adapt," Bruce said. "You're gonna regroup. You're gonna recover."

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Exhausted and Grieving: Teaching During the Coronavirus Crisis

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Stress isn't new to teachers, but what they're experiencing now makes their typical stress seem like a picnic. Driven by a pandemic to the front lines of an unprecedented rush to distance-learning, the nation's teachers are scrambling to manage an armful of new challenges. And they're exhausted.

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How can we receive students and better prepare then to possibly have this happen again?

What are the logistics?  what CDC recommendations will our schools take on?

How do we foster and build relationships?

Reuniting in a different environment? what will happen?

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-regroup
-organize
-allow yourself an improvement curve

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I have not tried any of these.

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It's okay to make mistakes.
Don't put too much pressure on yourself
Allow them to teach you too
Mistakes = human and show's them how to fall forward
The learning in this environment is reciprocal

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SEL Best Practices for Supporting Educators and Students During Distance Learning

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Webinars to help schools dealing with COVID-19

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Webinars to help schools dealing with COVID-19

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provided by Yale Center for Emotional Intelligence

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As RULER school communities adapt to changes influenced by the COVID-19 outbreak, the Yale Center for Emotional Intelligence is committed to helping all leaders, educators, students, and families in their effort to build and sustain positive emotional climates. In the coming weeks, we will add resources, articles, and free webinars to this page. Please follow us on social media or join our mailing list for updates and announcements.

Resources

Media

Upcoming Webinars

Stay tuned for upcoming May and June Webinars.

Recorded Webinars

Click the link below to access our recorded webinars.

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Coronavirus (COVID-19) Resources for School Communities

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As RULER school communities adapt to changes influenced by the COVID-19 outbreak, the Yale Center for Emotional Intelligence is committed to helping all leaders, educators, students, and families in their effort to build and sustain positive emotional climates. In the coming weeks, we will add resources, articles, and free webinars to this page.

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How to increase student autonomy and independence with older students without losing engagement or ignoring family engagement.

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Resources for schools and Marc Brackett's, "Ruler."

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This belief is the core of our work at YCEI. We conduct research and offer trainings that support people of all ages in developing emotional intelligence skills. We do this work because the well-being and sustainability of our society depends on each of us using our emotions wisely.

As a self-supporting unit within the Yale School of Medicine's Child Study Center, our research and training is funded primarily through foundation and federal grants, corporate support, training revenue, and philanthropists. Our research is conducted in collaboration with experts in education, psychology, policy, and technology.

Our goal is to design effective approaches for supporting school communities in understanding the value of emotions, teaching the skills of emotional intelligence, and building and sustaining positive emotional climates in homes, schools, and workplaces.

We provide training to educational leaders, teachers, and school staff to support the systemic implementation of SEL (social and emotional learning) and foster those skills in all stakeholders in these communities, including in families and out-of-school time. We test and refine each element of our work, with the goal of leveraging emotions to create healthier and more equitable, innovative, and compassionate communities.

Through both science and practice, we determine how emotional intelligence can make a difference in the lives of children and adults. Our Center's research in "basic" science has included the role of self-awareness in teacher decision making, the benefits of emotion regulation skills for creativity and adolescent coping, and connections among school climate, teacher engagement, and student academic performance.

We also have tested the impact of RULER. RULER, an acronym for the five skills of emotional intelligence (recognizing, understanding, labeling, expressing, and regulating) is the evidence-based approach to social and emotional learning developed at our Center. Evaluation research shows that RULER fosters a range of behaviors and shifts in school climate that are essential to positive youth development.

Research on the impact of RULER also informs educational practice and policy by demonstrating that emotional intelligence can improve leader, educator, and student outcomes in schools serving pre-K - 12 students. Together, our research deepens our understanding of the benefits of a range of complex feelings across human development and informs both the design and implementation of RULER.

Other specific outcomes among students and adults include:

Development of emotion skills

Fewer attention and learning problems

Greater social and leadership skills

Less anxiety and depression

Less stress and burnout

Better performance in school

Creating Emotionally Intelligent School Communities

In partnership with families and communities, schools play a critical role in supporting the social and emotional development of youth. This goes beyond teaching a set of skills by embedding social and emotional learning (SEL) into every aspect of daily school life. More than 20 years of research shows that SEL helps students achieve more academically and make better decisions.

RULER is a systemic approach to SEL developed at the Yale Center for Emotional Intelligence. The Center works with both district-level and preK-12 school-level teams to help them understand the value of emotions, build the skills of emotional intelligence, and create and maintain positive emotional climates with RULER.

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Yale Center for Emotional Intelligence (YCEI)

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This belief is the core of our work at YCEI. We conduct research and offer trainings that support people of all ages in developing emotional intelligence skills

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Updating Parent Communication using Google Classroom

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Updating Parent Communication using Google Classroom

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Inviting parents to receive a digest weekly of assignment completion on Google Classroom.

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Regional Education Resource Center Virtual Pd Event July 13th: Call for Proposals!

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Regional Education Resource Center Virtual Pd Event July 13th: Call for Proposals!

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(See CCSU TLFP Facebook page for July 13th event flier)

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Separate grade books from LMS can be confusing for parents, they want an all in one solution.
-Have parents check the grade book but add guardian accounts so they get Google Classroom digests.

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FREE Upcoming PD events to discuss social emotional learning, race, equity, etc.

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Professional Development Opportunities

SERC believes the most effective learning opportunities are learner-driven, in a variety of formats. We offer comprehensive in-district technical assistance and support, online courses and learning modules, resources through the SERC Library and website, and other means to serve the unique needs of the learner.

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Events - State Education Resource Center

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SERC believes the most effective learning opportunities are learner-driven, in a variety of formats. We offer comprehensive in-district technical assistance and support, online courses and learning modules, resources through the SERC Library and website, and other means to serve the unique needs of the learner.

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How can we reach students who are not engaged?

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How can we reach students who are not engaged?

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- Keep information accessible at different times of the day (flexible timing)
- Even when we are not getting the ROI from reaching out, don't take it personal. They see you caring. They may not be ready to reach back.

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Teacher Leader Fellowship Program. 76 likes. The CCSU Teacher Leader Fellowship Program (TLFP) is a unique program that offers member school districts the opportunity to be part of a fellowship of...

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Advancing Social and Emotional Learning - CASEL

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CASEL is helping make evidence-based social and emotional learning an integral part of education, preschool through high school.

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How to we get students to engage? How do we create guidelines for the students to know what to expect from online teaching?

-Check ins were "unrelated" to a topic and fun! So the teacher had incredible engagement and learning from most all of her students.

How do we use games??
Kahoot
Gimkit
Escape Room!
Edpuzzle
Quizizz.com
Flipgrid-let kids present in the ways they are comfortable
Classcraft
Loom

Have kids come up with their own meeting time, allow them to make decisions and buy in.

Teach kids time management!!

Use unrelated activities to get kids to come in! Escape rooms with teachers and kids just for fun. Fortnight games!

How do we get away from a "Curriculum" and just allowing kids to create and do what they love instead of just "learning"