# data[].attributes.body
-read aloud

# data[].attributes.body
-read aloud

# data[].attributes.attachment_link.readable_text
In this new age of distance learning, it is critical that students are provided with experiences with relevant, intriguing phenomena that invite them to engage in science learning and help them to answer questions about what they've observed.

Both parents and teachers want students to do science outside of the classroom, and we've got to give them something to figure out. The NSTA Daily Do does both- read the full blog post to learn more and to access the free, daily resources available from NSTA.

In this task, Why do we all have to stay home?, students and their families engage in the practice of Developing and Using Models and discussion to figure out how social distancing (and shelter in place) slows the spread of the coronavirus. This task comes from a coronavirus lesson designed to help young children talk about changes they've seen and heard about, learn how the coronavirus is spread, and take actions to keep themselves and their families healthy and safe. The complete lesson and collection of supporting resources can be found on the NSTA website. View the Daily.

Today's task explores something many students and families are familiar with: eggs! This task, What's in an Egg?, engages students in science and engineering practices to figure out why some eggs produce chickens (or other living things) and some do not. This task has been modified from its original design so it can be used by students, parents, and teachers in distance and home learning. While students could complete this task independently, we encourage students to work virtually with peers or in the home with family members. View the Daily.

In today's task, How do we find patterns in weather?, students and their families read the NSTA eBook Thinking Like a Scientist: Investigating Weather and Climate, which engages them in science and engineering practices and the use of patterns as a thinking tool (crosscutting concept) to figure out science ideas about weather and how patterns of weather determine the climate of an area. View the Daily.

In this task, Why is my shadow always changing?, NSTA Press author Page Keeley shares strategies for using formative assessment probes to engage students in productive talk and science and engineering practices to figure out why shadows change size. These strategies can be used in the classroom and at home to make students' thinking visible, which both drives students to investigate their own ideas and question and guides educators in planning instruction. View the Daily.

A new online series from the National Science Teaching Association in which teachers of science learn, share, and grow together through informal discussion on important topics in science and STEM education.

© 2020 National Science Teaching Association

1840 Wilson Blvd. Arlington, VA 22201-3000

# data[].attributes.attachment_link.description
In this new age of distance learning, it is critical that students are provided with experiences with relevant, intriguing phenomena that invite them to engage in science learning and help them to answer questions about what they've observed. Both parents and teachers want students to do science outside of the classroom, and we've got to give them something to figure out.

# data[].attributes.headline
Gizmos: Math & Science (recommended by Erma)

# data[].attributes.subject
Gizmos: Math & Science (recommended by Erma)

# data[].attributes.attachment_link.readable_text
Hi there. We're ExploreLearning!

We're an education technology company creating seriously fun solutions for the most critical challenges in K-12 STEM learning.

What's this serious fun business all about? Tell me more...

# data[].attributes.attachment_link.description
We're an education technology company creating seriously fun solutions for the most critical challenges in K-12 STEM learning.

# data[].attributes.headline
Remote learning for PK-G2 (AASSA blog post)

# data[].attributes.subject
Remote learning for PK-G2 (AASSA blog post)

# data[].attributes.attachment_link.readable_text
this post was cross posted from the Langwitches Blog by Silvia Rosenthal Tolisano

When preparing for remote learning, the "little ones", Pre-K through 2nd grade deserve our special attention.

In the best case scenario, our young learners will already have had opportunities to practice the use of the devices they will be using at home. They will already be routines in place that the children have practiced in the physical classroom with their teachers as guides regarding netiquette, login procedures, digital citizenship (all at developmentally appropriate stages). In other scenarios, we have an incredible opportunity to embed these age-appropriate skills as part of our #remotelearning.

Once at home, the young learners will need backup from their caregivers, if (when) technology fails and to keep a healthy balance between screen time and analog activities. The youngest of our students, will need their caregivers to facilitate synchronous and asynchronous communication between the teacher, learner, and classmates.

As with older students, we should be aiming to provide opportunities for students to amplify their learning, not merely filling out worksheets or answering questions or prompts in a ping pong (teacher asks a question, student answers, teacher gives feedback) mode. This does not mean that all activities should be digital activities. Learning happens everywhere. Sometimes it is as simple as recording an analog learning experiences to capture and be able to share with a wider audience that will amplify learning.

Another aspect to consider is to take school closures as an opportunity to practice precisely the skills, we ALL need to develop to be self-motivated and self-directed learners/workers. As many adults are also being forced to work from home, away from their offices, these skills are/will always be in high demand. Asynchronous activities (not happening at the same time, the teacher is teaching or when other classmates are learning), are a great way to pave the way and plant the seeds for self-motivated and self-directed learning.

Especially with our younger learners, it is important to NOT only focus on content and curriculum as we are moving to online learning due to school closures or other unforeseen emergencies that might happen in the future. The social emotional aspect of suddenly changing routines, being away from their classmates, potentially being isolated in quarantine at home, requires us to be mindful and adapt to the needs of our young learners.

Kim Cofino just published an important blog post with 6 Weeks & Counting: Lessons from COVID-19 School Closures. She shares a shift in focus that connects to the social emotional aspect, I was alluding to above. As we might prepare for a long term online learning experience, the tools and structures we are building around the delivery of our curriculum online, we can't forget to build community with and for our learners. This requires a mindshift in acknowledging that these community connections will be/are inherently different than our in person connections. That makes these community connections not better or worse, just different... and we need to be flexible and adapt to new forms.

image by Kim Cofino

Ideas: How can teachers communicate, teach and share remotely ?

Model your own remote learning process with your students, share how your home office looks like, how you are learning new things? Model and encourage them to share their own learning with others.

Curate quality and age appropriate links for your students to investigate about topics of interest.

Give Feedback
Record a short video for your students. Engage them by asking your young learners to dig deeper (ex. what makes you say that?)

Personalize
Record individual video clips for your young learners. Be specific, use their names, respond to something specific they have done at home and shared.

Storytelling- Record a video of yourself or audio reading or telling a story.

Songs, Poems, Fingerplays, etc. Record yourself singing your favorite song (if you are a singer) or maybe lip-synching, reciting a poem or performing fingerplays.

Create a podcast and invite your students to contribute short audio files to be included in a future episode. Or plan out a crowdsourced podcast episode.

Encourage your young learners to use reflective prompts and thinking routines to make their learning visible and shareable.

Embedding Visuals Into Teaching and Learning

Create STEM Challenges -Check out the following sample from Stephanie Hultine with the password: Stemtime or be inspired to use or adapt from 70 STEM Simple Activities for Families by Chris Woods

Share a Comic Strip with photos you took (digital) or illustrated (analog-> digital) to communicate a message to your young learners.

Share with young learners the upgraded KWHLAQ chart to guide them in their thinking and learning. Have younger ones respond to What do you Know?, What do you Want to know? How will you find out? What have you Learned? What Action will you take? and What further Questions do you have? as part of a recorded video or audio clip (on FlipGrid or as a stand alone clip to be shared with teacher and classmates)

Ideas & Activities: How can students capture, reflect and share their learning with teacher and classmates?

Daily Learning Reflections... these reflections can be recorded via video or dictated to an adult, who will write it down. Emphasis on reflection, metacognition, communication, social-emotional ...

Become a Documenter: What do you do? What do you see? How are you feeling? What makes you happy? What makes you sad? What are you thinking? What makes you laugh? Emphasis on reflection, metacognition, social-emotional, sharing...

Games & Board Games: play together in small groups or in pairs via video conference platform. Learners can also record their family playing the board game and add explanations to teach others the rules. Emphasis on communication and explanation...

Infographic of Learning: With photos/images, the students create a visual of their understanding and share their "infographic" back with the teacher and class. Emphasis on information flow, information literacy, digital citizenship...

Share solutions to STEM Challenges posted by teachers or from their own choosing. Capture the process, capture thinking steps, document the solutions. Emphasis on inquiry, communication, critical thinking...

Students record (video or images) themselves cooking with their family and capture ingredients used, cooking techniques and directions to share. Create a collaborative cookbook with all the classmates Emphasis on process, explanation, crowdsourcing, media literacy...

Students see themselves as "researchers" or "professors". See themselves in a new role with responsibilities to investigate, document, analyze, share and teach others about their findings.

Physical Activities: Students share how they stay active? Running, jumping jacks, dancing, yoga, etc. They video record themselves or create a photo collage of a variety of activities. Emphasis on media literacy, communication, social-emotional learning...

How does the students' learning environment look like at home? Let the students create an area in their house that makes them feel comfortable? They take a picture and share with teacher and classmates with a short explanation. Emphasis on communication, media literacy, social-emotional...

Thank you for sharing images Carlee Kowalec

Organize the House- (This idea came from Stephanie Thompson) Find a space in the house that needs organizing, take before-after pictures and annotate the image to share your strategy, ideas, process, etc.

Blue Challenge- Students take photos of anything "blue" (or any other chosen color) they see during the day. At the end of the day, they choose one photo with an explanation of the reasoning behind choosing it and their experience with the color blue that day (adapted from the Blue Challenge). Emphasis on media literacy, reflection, metacognition, visual literacy...

- Idea by Keri-Lee Beasley Emphasis on computational thinking

Tell a story, read a book or sing a song to pet, sibling or parent- Students are recorded with video and share their response to watching/hearing themselves. Emphasis on reading skills, communication, music...

Magnet Book made by 5-year-old Elena and her grandmother

Sea Adventures Book created and written by 6- year-old Elena

First Grader Elena's Book: Reading Tips

Tools for Young Learners

Further resources

Did you know that Janet Hale and my book A Guide to Documenting Learning: Making Thinking Visible, Meaningful, Shareable and Amplified is an excellent framework for remote learning? The ideas and resources are ALL applicable , adaptable and an excellent framework for #remotelearning!

# data[].attributes.attachment_link.title
#RemoteLearning Ideas with and for Younger Learners

# data[].attributes.attachment_link.description
this post was cross posted from the Langwitches Blog by Silvia Rosenthal Tolisano When preparing for remote learning, the "little ones", Pre-K through 2nd grade deserve our special attention. In the best case scenario, our young learners will already have had opportunities to practice the use of the devices they will be using at home.

# data[].attributes.attachment_link.readable_text
Well our standards mention that students need to have strategies when they solve addition and subtraction problems. In a recent series of videos that I did, I talked about the addition strategies. And some people kind of think that those are a waste of time. Trying to get kids to solve addition all these different ways takes a lot of time to develop them when really we should just teach them the standard algorithm and go from there.

Now, not that the standard algorithm is bad, but these strategies build so much more in our students. And when you really start to see it is when they start to use these strategies when they're solving subtraction problems. Because if you have ever taught elementary kids, you know subtraction is so difficult for them. And if they have this flexibility with numbers, oh, it makes subtraction so much easier.

I'm Christina Tondevold, The Recovering Traditionalist, and I hope you stick around because today we're going to take a look at the 6 subtraction strategies that kids could use when they're solving subtraction problems. This is in our effort to build our math mind so that we can build the math minds of our students.

Watch the video or read the transcript below:

Now if you watched those addition videos, you've already heard my warnings. So these warnings are for people who have not seen those prior videos.

#1 Do not directly teach these strategies to your students. I am talking about the possible ways kids could do it. My philosophy is, though, and it's backed by the research of cognitively guided instruction, is that we do not teach these. Kids naturally develop them when they see connections between numbers. So that's one of the biggest things that we can help develop as teachers is build our students' number sense. I'll link to some other videos below. And I have a full course about how to build number sense.

These videos are to help you understand what kids potentially might do when they're solving subtraction problems if they have this foundation of number sense already built. You'll start to see kids do these other ways. So we're not directly teaching them. This is just so that you know, what in the world are these kids doing? Because when my students were doing them, I didn't know any of these ways. And I was like, I don't get what you're doing. The only way I knew how to do it was the traditional algorithm. So I just want to expose you to these other ways so you know what in the world your students are doing. Now I have certain names that I call these strategies.

#2 You might have something, a different name, I should say. You might have a different name for these strategies. And that's okay. I want you to look at the mathematics that's involved in the strategy. That's how I determined what its name is or even what strategy it is. You might call it something different. But look at the math. It's not about the model. I can use the number line on a lot of these strategies. The number line is not a strategy. It's a way to model my strategy.

You've got to look at what's the mathematics that they're doing in that strategy, and then that's what tells you whether or not it's a different strategy than somebody else has. Now my third one is that kids will often combine some of these. Like, sometimes it doesn't look exactly the way I'm going to show you. They will take bits and pieces and kind of move things around. These strategies are personal to kids. That's another reason why I say don't directly teach them. Kids will see relationships. They'll see what they want to do with the numbers and they will try to make sense of it on their own without us directly teaching them.

So let's take a look at the 6 different ways that you can solve a subtraction problem. And the problem that we are going to use is 543 - 289. Now it's one example I'm going to be showing you. I'll probably show how it kind of extends or goes down lower. But I want you to think about what kind of number sets are you giving your students, and maybe you can play along and do that problem while I'm showing how to do it with this problem of 543 - 289.

All right, let's jump in. Okay, we are going to start off with a strategy that a lot of kids and even adults really love, which is basically they want to make one of the numbers friendly to subtract. So when they see 543 - 289, they're like, man, if that 289 was just 300, it would be so much nicer. because they can do that easily. 243. The problem happens when they try to figure out, okay, I know I wasn't supposed to subtract 300, so how do I fix it? Now instinctively, even as adults, we look at this and we say, well, we added 11 to get to 300, so I should subtract 11. But it doesn't give us the right answer. So why doesn't that work? So this idea of using this strategy with subtraction, we really have to understand what's happening in the problem.

Now this is just a bare problem, but if this was put into a context, like I had $543, and I went to the store and bought my groceries. It came out to be exactly $289. And I'm paying in cash, right? Well, most of the time you probably don't have $289 exactly. But in your purse you might have 300. So if you paid 300 but you were only supposed to pay $289, what would you expect to happen after that, right? You're not going to give them more money. They need to give you back $11. To get to the 254. I also really like not just putting it into a context, but creating a visual image that goes with it.

So a number line for me is really helpful on this one. You may want something different. But if I'm at 543 and I subtract out 300 from that, I know it's going to get me to 243. But I wasn't supposed to subtract 300. I'm only supposed to subtract 289. So where would that land in relation to where I was? It should be up here and it should be back 11 spots. 54. Right?

So a visual, a context can help us really understand what's happening in this problem. Now remember, I'm showing you how to solve this with multi-digit numbers. But even when we are helping kids basically learn their facts, kids are doing these strategies. So let's take a look at what it would be like if we were doing 16 - 9, and a kid was doing this compensating strategy. You might see a kid who says something like, well, 16 - 10 would be 6. And then they need to do something after that. But the tricky part is that a lot of kids don't know what I need to do, right? Well again, put it into a context. Have them model it. Get out the 16 blocks and take away 10 and talk about what should I have taken away and how do I need to fix it. That's why I call this compensating, is because you did something you weren't supposed to do, so now you need to come back and compensate for it. I subtracted 1 more than I was supposed to, so I need to give that 1 back to compensate for what I did.

So if you watched the addition video about the addition strategies, there was this strategy where kids who want to make that 300, they want to make a friendly number, but they want to do it right away before they do any of the addition or subtraction. And so naturally, when they get to subtraction, they'll do the same strategy. They'll say, man, if I could only make that 289 a 300. So they'll want to make this a 300. And they'll say oh, okay, well I have to give 11 to the 289 to make that 300. So I'm just going to take 11 from the 543. And then we subtract. And we already know we solved it one way, and that's not the right answer. But it worked when the kids did addition. But now all of a sudden it doesn't work when they're doing subtraction. So why doesn't it work?

So here's the problem. With subtraction, there's two ways to think about subtraction. And there's the way that is known as take away, where we're viewing the problem as take away. 543 and we need to take away 289. That's one way to view it. The other way to view subtraction is actually what the answer to a subtraction problem is called. The difference. What you're really trying to figure out in subtraction is the difference between the subtrahend and the minuend. Between the 2 numbers. That's the simple way to say it.

The idea is if we plot these on a number line, we're really looking at how far is it from 289 to 543. Well, there's lots of ways I could solve that. But a kid who's doing or trying to do this give and take method, we kind of have to switch up what it's called. It's no longer give and take. It's a little bit different when you get to subtraction. We can't call it give and take. So let's take a look at what's actually happening here. Let's say the kid does want to change the 289 to a 300. Okay? So we plot that point on the number line. Well, if I do what that kid said and I, hey, if I added 11 to the 289, that means I need to subtract 11 from here. 532. Well this is not the same distance as this. Those are not the same difference. So that's why that idea doesn't work.

Instead what we have to think about is, and if I shifted, if I changed this 289 to 300, what can I change the 543 to so that I keep the distance the same? So this strategy, I kind of, this was the name that I called it personally. This is not something I shared with students. I called it the holy shift. Yes, that is with an F in there. But I have since leaned that some people also call it constant difference. You're keeping the difference the same, but you can shift those numbers any way you want. So if I shifted the 289 up 11, I also need to shift the 543 up 11 to keep that distance or difference the same. This distance has to stay the same as this distance. And you can shift it anywhere you want.

Now the problem has become 554 minus the 300. It's not really give and take anymore. It's kind of give and give. If I give 11 to the 289, I have to give 11 to the 543. Or let's say I wanted to take some away. You could take some away from one, but then you've got to take some away from the other. But the real reason why you have to give and give or take and take is because you need to keep the difference constant. Okay?

So I think that that visual really helped me internalize what was happening in that strategy. Now with our small amounts, when kids are learning their facts, right? This might look something like this. If it was 9 and 16, again, 16 - 9, we could shift this up to the 10. A kid might want to make that a 10. But then what do I have to shift the 16 to to make that difference stay the same? I shifted up one both ways. I gave one and then I gave another one to the other side and that keeps the distance the same.

Another one that's related to this idea of viewing it as the difference is basically just find the difference. And a lot of ways that kids will do that is by adding up. So they'll plot the numbers on the number line. So they have this visual. And the idea is you need to find that distance or difference between the 2 numbers.

A lot of kids will start here and work their way up. Because adding is a whole lot easier than subtracting. Again, ignore, I know that it's not proportional. That's why doing number lines on an iPad is not very easy to keep this proportional. And then to hop up 43. Now basically I added up to find that, but really, I'm just finding that difference. I could have started at the 543 and worked my way down to the 500, right? It doesn't matter which side they started that. They're finding the difference here.

Now if we go back to our 16 - 9, again, it's about finding that difference. And I could start here at the 9 and I would probably hop up one to get to the 10. And then I could do a big hop of 6. And so the difference of 7. And up here your difference, your answer is in those hops. And you have to add those up to figure out what your answer is for subtraction. A lot of people think that's a lot of work. But man, addition is just easier than subtraction. So a lot of kids find this strategy a whole lot easier than subtracting.

Another one we see kids do is what I like to call decomposing. And yes, it's just like decomposing in science. It's breaking it down into smaller chunks. So basically they start with the 543 and they're going to take away 289. But you don't have to do it in just subtracting 289. You can break it into chunks that make sense. So a kid might start out by saying, well, I'm just going to subtract 200 because that's easy for me.

So I can just subtract the 200 really quickly and get 343. Well now I need to subtract the 80, but 80 is not very easy for me to subtract right here. So I might chunk that 80, or decompose that 80, into a 40 because I can do that pretty quickly. And then another 40. 263.

Now, the hard part is though, they do have to keep track of what they've subtracted. And that's why kids oftentimes will think about the hundreds, then the tens, then the ones. But they don't have to subtract, like, the 9 all at once. We want them to be able to see that they could chunk the nine into something that's more friendly like a 3 and then a 6. Now what this would look like when kids are doing 16 - 9 is they'll say, well, 9 is not very friendly here. But hey, a 6 is. So that would get me to a 10, and then I could take away the remaining 3 to get to the 7. The idea is that they're breaking it down into friendlier pieces for them to subtract.

Okay, another popular one is when kids will want to basically break it apart by its place value. So I put up here it's place value, but I'm going to tell you why I prefer the name like values as we go through this. So it's a kid who sees that 543 is really a 500, a 40, and a 3. And I need to take away a 200, I need to take away an 80, and I need to take away a nine from that. There's lots of ways a kid might go about it from this point. Now what our textbooks typically try to teach kids is they will call this, like, expanded form, partial differences. But the idea is basically they teach the kids to do the algorithm. So they start here at the 3 and they can't take away a 9, so they come over here and they regroup a 10 and so on.

So I could model that here. That is definitely a place value or like value strategy. The idea is that they are looking at trying to subtract like values. Like they're subtracting their ones from their ones, their tens from their tens, their hundreds from their hundreds. This progresses through all that they're going to be doing in subtraction. We want kids to be able to see that they have to have like values. You can't just add halves with fourths. You need to have fourths with fourths. You have to have like values as you progress through.

They can regroup to be able to do this, but you can also just subtract. And I'm going to actually start from left to right, because that's the way kids read and that's the way a lot of kids naturally want to do this. 500 minus 200 gives you 300. 40 minus an 80. Well I could take away 40, but I still need to subtract a 40. And guess what? I got 300 over here to be able to subtract that 40. And off to the side, the kids are over here thinking already, 300 minus that 40. That's 260. And then they come over here and they've got 3 - 9. Well, I could subtract 3, but I still need to subtract 6. Or depending upon the grade level of your kids, you might go into this idea that it's a negative 6. Well I've got 260, and then I need to subtract the 6. So put those together and I've got 254.

So, yes, kids can regroup, but they don't have to. Kids will naturally want to do this strategy and they will make sense of it on their own based upon the numbers and number sense that they have, place value understanding that they have. And when it comes to our fact that we've been working on, it's not really a strategy here, but it kind of can be. I'm going to actually rewrite that here and talk about it here. Because there's not really, like, place values here. We only have one number that's got a tens in it. But some kids will see it like this. It's a 10 and a 6. And I need to subtract a 9. Well, I don't want to take the 9 from the 6, because there's not enough there. I've seen so many kids do this, where they will take the 9 from the 10 and they get 1, and then just bring down the 6, and their answer is 7. So they'll break it apart and then find ways to be able to match these up and subtract it in a way that makes sense to them.

Our last strategy is the traditional algorithm. And it's called that because it's the traditional way that we kind of all learned it. And it's an algorithm because you can program a computer to do it. It is solved the same way every single time. It's the same steps that you go through to solve the problem. We start in our ones. There's not enough ones here, so we come over and regroup or borrow. The reason we call it regrouping is because we're just taking some of the number and regrouping it into something that makes a little bit more sense. So this becomes a 13. This becomes a 3. So I could subtract here now. But now when we get here, I don't have enough tens to be able to subtract. So we come over and we regroup again.

All kids see are just these flying numbers, basically. But what's really going on here is an important piece to connect to. And it connects to our past one that we just showed. So I'm going to space this out a little bit just to show it really quickly. Plus a 3. That what really happened here is when we took 10 from this, this became a 30 and this became 13. And one of the things we really need kids to understand here is we still have 543.

That's why we call it regrouping. I didn't borrow it and take anything away. There's still 543 in that top amount. I'm just changing how we have it grouped. And then when I come over here and change this to a 4, it's really a 400 and I gave this 100. So the 400, the 130, and the 13 still make the 543. We've just regrouped it to make it easier to subtract. That's an important piece for kids to understand with the traditional algorithm when we get there. We don't want them to go through the steps and procedures and have it be devoid of meaning, devoid of place value or number sense. So I know a lot of people have built this in. But back when I learned it, we just learned the steps and procedures and not the underlying meaning behind it. So as they go through this, then they get that 254. And we want them to really understand what's happening, not just going through the steps.

I guess if we want to come back to our fact, this becomes the point where hopefully they just know it. Hopefully we do not get kids who do this. Because I gotta tell ya, I've seen middle school and high school kiddos do that. They did the traditional algorithm on a problem like this and they don't even realize it did nothing. It's still 16 - 9. We want them to be able to either just know it or use some of those other strategies that we've talked about in this video.

Now that you've seen all 6 different ways to solve a subtraction problem, I want to remind you yet again. Do not directly teach these to your students. These are for you to know what are potential ways your students will solve these types of problems if they have a foundation of numbers first. We've got to build that foundation of numbers, of place value, and then these strategies come naturally to students. They will derive these strategies on their own. You do not have to directly teach them. But yes, we've got to build that foundation of number sense and place value, and then kids will do this.

Another reminder. Like, the other reason you don't want to teach them all these ways to solve it is because some problems you should not be solving these ways. You don't have students solve 1 problem 6 different ways. It doesn't make sense, that you want to look at the problem first and then decide the best way to approach that problem based upon the numbers that are in there, the context of the problem, and my own personal knowledge of the numbers.

If I had given you something like 579 minus 236, you might have just stacked that and solved it, right? You would have used the traditional algorithm. There wasn't much thinking you would have had to have done. There's no reason to round it. There's no reason to break it apart. But yet sometimes our textbooks make kids do that. They will say solve this problem using whatever strategy it is that they want them to practice when I would never in my real life use that strategy.

We want kids to be to look at the problem first and then see what makes sense to them. It's about the strategies making sense based upon the context of the problem and their own understanding of the numbers. If they don't have a sense of the numbers, none of these strategies are going to make sense. So having them solve it 6 different ways is really going to confuse them. So we don't want kids to be having to solve it 6 different ways. Okay, it's just a reminder for you to know what the possible ways are that they could solve it, not that they have to solve it this way. All right. I hope that this helped you build your math mind so you can build the math minds of your students. Have a great day.

# data[].attributes.attachment_link.description
Well our standards mention that students need to have strategies when they solve addition and subtraction problems. In a recent series of videos that I did, I talked about the addition strategies. And some people kind of think that those are a waste of time.

# data[].attributes.attachment_link.readable_text
Seesaw icons are a great tool for posting instructions for students in Activities!

You can use the following shortcuts to create Seesaw icons in your activity instructions. Once you tap the preview button, the icons will appear.

# data[].attributes.attachment_link.description
Seesaw icons are a great tool for posting instructions for students in Activities! You can use the following shortcuts to create Seesaw icons in your activity instructions. Once you tap the preview button, the icons will appear.

# data[].attributes.attachment_link.description
A required part of this site couldn’t load. This may be due to a browser extension, network issues, or browser settings. Please check your connection, disable any ad blockers, or try using a different browser.

# data[].attributes.attachment_link.readable_text
Need a way to get students more excited about building math skills? A deck of playing cards might just be the answer. These math card games work for little ones and older kids alike, and they're all free to learn and play. Draw a few to add to your winning math class hand today!

1. Match to make 11

Lay out three rows of three cards each, face up. Then check to see if you can find any two cards that add up to 11. If so, remove those cards and set them aside. Replace them with new cards from the deck. Continue until you run out of cards or can't make any more matches.

Learn more: Game Rules

2. Race to 100

Flip a card and add its value to your running total. First person to reach 100 without going over wins! (Remove face cards for younger players; use these values for older kids: Jack = 11, Queen = 12, King = 13, Ace = 0.)

Learn more: 123 Homeschool 4 Me

3. Play a game of 21

In Vegas, they call this one Blackjack, but it makes a great learning game for kids too (no need to place bets!). Not only do they practice their addition skills, but they'll also get a little practice at thinking logically and calculating the odds.

Learn more: Planning With Kids

4. Try pyramid solitaire alone or in teams

Some versions of solitaire are really just sneaky math card games, and pyramid is one of them. Try to find cards that add up to 10 as you clear your pyramid row by row. Learn how to play at the link below.

Learn more: Multiplication.com

5. Flip and add 1 or subtract 1

There are a few versions of this basic addition and subtraction game. We like this one: Remove the face cards from the deck. Flip a card. If it's red, add 1 and say the amount out loud. If it's black, subtract 1. If you get it right, you get to keep the card.

Learn more: Plus 1 Minus 1/Creative Family Fun

6. Go fish for pairs that make 10

Your students probably already know how to play Go Fish, but in this version, they're fishing for pairs that add up to 10. Have them ask: "I have a 2. Do you have an 8 to make 10?" Change aces to 1 for this game and leave face cards out entirely.

Learn more: Go Fish/The First Grade Roundup

7. Calculate the gain or loss

Each player starts with 15 points. Player one flips a card (remove face cards or assign them point values first). If the card is black, they add it to their total. If it's red, they subtract it. Highest point total when all the cards are gone wins! Get a free printable worksheet to use with this game at the link.

Learn more: Teacherspayteachers.com

8. Practice counting on with cards

Remove the face cards for this one, and grab a die. Players flip a card and roll the die. Starting with the number on the card, they "count on" using the number on the die. For instance, if the player flips a 7 and rolls a 4, they would say, "7 ... 8, 9, 10, 11." If they get it correct, they keep the card.

Learn more: Creative Family Fun

9. Card turnover and multiply (or add)

This one is so simple! Have students pair up. One person flips two cards from the deck. The first student to multiply (or add, depending on what you want to practice) them correctly and call out the answer wins and takes both cards. Play continues until all the cards are gone, and the winner is the one with the most cards.

Learn more: Turnover/Top Notch Teaching

10. Try for a total of 10

Play this math card game alone or as a team. Lay out 20 cards on the table (leave out face cards or change them to equal 0, while aces equal 1). Kids remove sets of cards that add up to 10, ultimately trying to remove all the cards from the table. It's harder than you think!

Learn more: Total of 10/The First Grade Roundup

11. Practice number sequencing with Builder's Paradise

Simple math card games can help kids learn how to put numbers in order. To play Builder's Paradise, discard the face cards and lay out the four sevens in a deck side by side. In each round, players work to add the next higher or lower number in each suit, trying to be the first to get rid of all their cards. Get the full how-to at the link below.

Learn more: Builder's Paradise/Math Geek Mama

12. Add decimals to "make a buck"

Draw, swap, and discard to make a hand that equals $1. Learn what face cards equal and get all the rules at the link.

Learn more: Make a Buck/Math Geek Mama

13. Declare a fraction war

War is one of the original math card games, but this version adds a fraction aspect. Students deal two cards-a numerator and denominator-then determine whose fraction is the largest. The winner keeps all four cards, and play continues until the cards are gone. ( Click here for more fun and free fraction games.)

Learn more: Math File Folder Games

14. Learn numbers with card bingo

Remove the face cards and have each student lay out a 4 x 4 playing "board" of cards. The remaining cards (or another deck) are placed face down, and a caller flips over a card. Any player who has that number on their board turns the card face down. Play continues until one player has a row flipped over horizontally, vertically, or diagonally and calls "Bingo!"

Learn more: Card Bingo/Top Notch Teaching

15. Play a game of "I Spy"

Lay out cards on the table, then take turns giving clues. "I spy two cards that add up to 12." Differentiate for younger kids with options like, "I spy a card that's less than 4," or for older ones: "I spy two cards that are factors of 12."

Learn more: Susan Jones Teaching

16. Use order of operations to get to 24

Math card games aren't just for little kids-even adults will find this one a bit tricky. Each player is dealt four cards, then uses the order-of-operations rules to try to make a number as close to 24 as possible. Simple but challenging!

Learn more: Learn With Math Games

17. Take a gamble with triple-digit dare

Each player gets three cards and privately determines the highest three-digit number they can make (you can use decimals or not, depending on age). Then, each player has a turn to stick with the cards they have, swap with one from the deck, or steal one of the other player's. All players then lay down their best number to see who wins. See more at the link below.

Learn more: Math Coach's Corner

18. Deal and round to tens to win

Each player deals two cards and lays them on the board. Then, round to the nearest 10 to find the winner of that hand.

Learn more: Adventures in Third Grade

19. Find a way to make 10

One of the terrific things about math card games is that many of them can be customized for various concepts and skill levels. The original goal of this game was to look at the cards you're dealt to find ones that add up to 10, but it can be changed to 15, 20, or any number you choose. You can also add to the difficulty by allowing addition and subtraction (for example, you could use 8 + 4 = 12 and 12 - 2 = 10). Get the rules and free printable mats at the link below.

Learn more: Mama.Papa.Bubba

20. Use Close Call to practice two-digit addition or subtraction

The best math card games are simple at heart. To play Close Call, each player deals themselves four cards, then determines how to arrange them so they make two two-digit numbers that add up as close as possible to 100 without going over. For a subtraction version, work to get as close to zero as possible. Learn how to play at the link.

Learn more: Close Call/Math Geek Mama

21. Let card color indicate negative or positive

In this game, red cards are negative integers, while black cards are positive. Students attempt to play pairs of cards that total 6 or -6. You can change the goal number as needed.

Learn more: Filling the Frame With Learning

22. Take a trip around the card spiral to practice math facts

You'll need a pair of dice for this math card game. Lay out cards randomly in a spiral formation as shown, and set a marker for each player on the center card. Player one rolls the dice then moves their piece that number of spaces shown. They then must multiply (or add or subtract, depending on preferences) the card number by the number on the dice. If they get the answer correct, they stay where they are. If not, they return to their original card. Play continues until one player reaches the end.

Learn more: My Baba

23. Flip to make a prime number

Flip two cards. If you can add, subtract, or multiply them to make a prime number (use one or all of these operations), you get to keep them.

Learn more: Flip for Prime/Games4Learning

24. Be the fastest in the race to pi

In this game, kids work to lay out the digits of pi in order. It's a simple draw-and-play game that will help familiarize students with this important number. You can write out the digits first or see who knows them from memory. Find out how to play at the link below.

Learn more: Race to Pi/Math Geek Mama

25. Pick three to make number sentences

Flip any three cards. If you can use them to form a valid equation (8 - 3 = 5), you keep the cards!

Learn more: Number Sentences/Games 4 Learning

26. Do some basic fast facts practice

Give your flash cards a rest and practice facts with math card games instead. Simply lay down two cards from the deck (remove the face cards first) and add, subtract, or multiply them. Kids can work on this alone, or you can make it a contest to see who can call out the correct answer first.

Learn more: Fast Facts/Top Notch Teaching

27. Challenge them to beat the teacher

Practice place value by drawing cards and trying to build the largest number possible. Kids play against the teacher to see who wins! Get the rules at the link below. ( Find more fun place value activities here.)

Learn more: The Teaching Love Fest/TpT

28. Read minds to figure out the correct numbers

Two students draw a card from the deck without looking and hold it up to their forehead facing out. A third student mentally multiplies the numbers and gives them the product. The students then must figure out what number each is holding. You can do this with addition and subtraction too. You'll find this game along with dozens of other math card games in the free printable book at the link below.

Learn more: Acing Math (PDF)

Plus, sign up for our free newsletters and get all the latest teaching ideas, straight to your inbox!

# data[].attributes.attachment_link.description
All you need is a deck of cards to play these clever math card games. Kids will learn all sorts of important math skills and have fun too!

# data[].attributes.headline
This Principal’s List of Things to Do During COVID Closures Is Going Viral for All the Right Reasons

# data[].attributes.subject
This Principal’s List of Things to Do During COVID Closures Is Going Viral for All the Right Reasons

# data[].attributes.attachment_link.readable_text
Kim Jones McClelland, a principal in our Principal Life group on Facebook, shared teacher Wade Whitehead's brilliant ideas for things to do during COVID closures that is now going viral, for good reason! We've added links and more ideas to these low-tech kid activities that are great for elementary kids (although I know some middle schoolers who could learn a lot from #4!).

1. Interview a family member.

Taking the time out to learn more about the people in your family might surprise your children. Get them to dig deep and think about their questions and their responses. Save these interviews so you can read them again.

2. Measure the area and perimeter of each room in your home.

This is a math skill everyone needs to know how to do. Bonus points if they do the windows too so they'll know what size curtains would work!

3. Graph the types of birds that frequent your yard or windows.

Bird watching is fascinating for everyone. Check out these tips for identifying birds. Once you've tracked your birds, make a graph to show how many of each kind were in your backyard during a certain period of time.

4. Be completely silent for 60 minutes, then write about the experience.

In a world where there are so many distractions, it's amazing what we notice when we're silent.

5. Write and mail a [real] letter to your teacher or principal or classroom pen pal. Address the envelope yourself.

Learning to write a letter and address an envelope is important even in the age of email. The thrill of getting a letter in the mail cannot be overestimated.

6. Build a "fable fort" out of blankets and chairs. Camp in it all day while you create stories to tell your family over dinner.

Human beings love telling stories. What's a fable? Learn about them and read some here.

7. Learn Morse Code and use it to communicate with your siblings through walls and floors.

It's pretty fun (and clever) to use Morse Code as a way to keep messages hidden.

8. Alphabetize the spices in your kitchen.

Think only books can be alphabetized? The cook in your family will appreciate an organized spice cabinet.

9. Stay up late and stargaze.

When you don't have to go to school in the morning, it can be okay to stay up late once in a while. Stretch out and watch the stars. If kids are curious about them, show them how to learn more.

10. Call a grandparent or older relative. Ask them to teach you the words to a song from their childhood days.

Just like #1, this is something that can really help kids learn more about the people in their lives.

Use this quiet time to tinker and consider how things are made.

12. Determine and chart the times that different liquids require to turn solid in the freezer.

You know that game where kids blindfold each other and then do taste tests with things like hot sauce and beet juice? This one is less messy, or likely to start sibling arguments.

13. Design and build puppets that perform a show about multiplication.

Thinking about things in new ways drives new learning. It'll be fun to get puppets teaching about math, and really nothing helps kids solidify their understanding than teaching someone else.

14. Construct a family tree.

Make this one wide-open and out of the box. Challenge your kids to create any kind of tree they want and include anyone who they consider to be family.

15. Learn ten new big words. Write them in marker on your bathroom mirror.

Don't worry, marker comes off mirrors easily. Meanwhile, yay for big words like: ubiquitous, flippant, and redundant.

16. Draw a map of your home and neighborhood.

In addition to be an important part of understanding how maps work, this activity helps kids define their world. Bonus tip: choose a safe place near your home on the map to meet family members in an emergency.

17. Sit silently for 15 minutes while you write down every sound you hear. When you are done, classify the sounds (high/low pitch, high/low volume, manmade v. naturally occurring, etc.).

Number 4 started kids off paying attention to silence. In this activity, let's get kids making comparisons.

18. Create a Venn Diagram that compares and contrasts two people connected to you in anyway.

Understanding that people who seem very different may have a lot of similarities shifts our perspective and creates room for kindness and understanding.

19. Learn, practice, and perform a magic trick.

From the bendable spoon to the floating card trick, learning magic tricks takes practice. But, when magic works, it's the best.

20 Learn, practice, and tell three new jokes.

Everyone is going to need to laugh in the coming days of social distancing. Here are some jokes to get them started.

21. Use household materials to make and play stringed, percussion, and wind instruments.

Making instruments can be as easy as banging on a pot with a spoon, or you can try out these other ways to make instruments out of household goods.

22. Learn to shine a pair of shoes.

Shining shoes used to be more common when people wore sneakers only to do exercise, but it's important to take care of the things you own.

23. Collect leaves from ten different (non-harmful) plants. Sort them by size, color, and texture.

Go outside and find ten different leaves and then compare them!

24. Put your favorite book, toy, and keepsake on a small table in sunlight. Draw or paint a full color still life.

This is a great way to express your love for something. For a variation on this, try out different ways to paint the still life "like" a famous artist.

25. Find, pick, and dissect a flower.

Think and act like a scientist when you choose a flower and carefully take apart its parts. Not sure what every part is? Check out this site to learn more about dissecting a flower.

26. If you have stairs, walk up and count them. Walk down and count by twos. Walk up and count by threes. Continue through tens.

This simple math practice trick gets kids thinking about numbers and exercising!

27. Determine the volumes of ten containers, them display them in order on your porch.

Not sure how to determine volume? Learn more about measuring volume here.

28. Write a poem on your sidewalk using chalk.

Writing poetry is freeing because there aren't a lot of rules. Or you can establish a rule and see how different people think about it. For example, write a poem about snow without using the words white or cold.

29. Classify twenty everyday objects by shape, size, color, height, mass, and material.

Learning how to classify and organize things is a skill that's helpful for reading, math, science, and history. In other words-everything.

30. Measure the length of your bed using five different nonstandard units.

My bed is 126 pieces of sea glass long, how long is yours?

31. Call a person who speaks a language you do not. Ask them to teach you five common words or phrases.

If you can't do this, change your tv shows to a different language and try to figure out what is happening.

32. Create and use a secret code.

In #7, we worked with Morse Code, now make up your own code. Send people messages in code, have them figure it out, and write back!

33. Using one type of paper (constant), build three different paper airplanes (independent variable) and test to see how far they fly (dependent variable).

34. Set a clock three hours and seven minutes ahead. Whenever someone needs to know the time, help them figure it out by subtracting.

This is both irritating and totally fun. Maybe -3 hrs 07 min can be your new family time zone!

35. Write down every adjective you say for one full day.

Depending on how much your child talks during the day, this might take a while.

36. Color in a map with every state you (or your family) ever visited.

Not only is it important to know where all the states are located, but this is a great way to set travel goals. Try this map for a digital one.

37. Write or tell a story titled "What if humans had to leave the Earth and no one remembered to turn off the last robot?"

Try using some read alouds like The Wild Robot by Peter Brown as a jumping off point.

38. Find ten rocks smaller than a dime.

Kids have the best eyes for this kind of thing. Give them each a dime so they can compare and an old yogurt container to hold the rocks.

39. Using paper, tape, and string, design, build, and test a device that warns you when someone opens the kitchen cabinet.

Developing ideas that can be helpful for human beings is one of the best skills we can develop in kids. If you want to dig a little deeper, teach them about engineering design to help them plan and execute.

40. Imagine, create, and fly a full size flag that tells the world about you.

Everyone deserves to fly their own flag. Talk to kids about symbols and give them the creative stuff they need create their own flag: markers, crayons, paper, fabric, glitter, glue.
There's going to be a lot of time to fill in the coming weeks, but no one needs to be bored. We hope these ideas give you lots to think about. We'd love to hear about other things to do during COVID closures, too! Please share in the comments. Plus, more hands-on activities kids can do at home.

# data[].attributes.attachment_link.title
This Principal's List of Things to Do During COVID Closures Is Going Viral for All the Right Reasons

# data[].attributes.attachment_link.description
Kim Jones McClelland, a principal in our Principal Life group on Facebook, shared teacher Wade Whitehead's brilliant ideas for things to do during COVID closures that is now going viral, for good reason! We've added links and more ideas to these low-tech kid activities that are great for elementary kids (although I know some middle schoolers who could learn a lot from #4!).

# data[].attributes.attachment_link.description
Free gamified quizzes on every subject that students play in class and at home. Pick an existing quiz or create your own for review, formative assessment, and more.

# data[].attributes.attachment_link.readable_text
By using this site, you agree to our Terms of Use. This post may contain affiliate links. Read our disclosure policy.
Follow us on Instagram for more fun ideas for kids!

Scroll down to watch the video below to see some of these fun Easy Indoor Activities for Kids. Make sure to subscribe to our YouTube channel for more fun videos!

Keep the kids having fun and engaged with these 50 Plus Easy Indoor Activities for Kids using simple household items and recycled materials.

We've all been aware of the recommendations to stay home, self-quarantine if you are feeling sick, and keep healthy which is why we've gathered up the best, easy indoor activities for kids.

Many schools are closing due to the imminent threat of COVID-19 (Coronavirus) and we've been getting lots of requests from readers on how to keep kids busy indoors.

Understanding that many may not have access to craft books, supplies or art materials, these 50 Easy Indoor Activities for Kids are cheap and easy to set up with most household materials you probably have on hand. Many of these are great ways to recycle and reuse packaging and materials from home.

What if I don't have the exact items at home to set up these indoor activities?

Don't fret! The last thing we want you to do is go out and buy stuff you'll need once or twice. Take stock of what is in your home and improvise! Also involve your kids and ask them, "how can we make this another way? Easier? Faster? Better?"

Test out different ideas - the experimentation in creating different variations of games is also fun!

Make sure to check out the full list below and watch the video in the post!

Easy Indoor Activities for Kids - Materials and Instructions

Create an Obstacle Course Using Crepe Paper

Take a roll of crepe paper and tape lines across a hallway wall. Zig the lines high and low. Encourage kids to walk through without breaking the crepe paper!

Ball Shaker Game

This was from our Minute to Win It Games. Take an empty tissue paper box and fill with ping pong balls. Take a sash, scarf or pantyhose and tie around your waste.

Encourage kids to shake out the balls in X number of seconds or minutes.

If you don't have ping pong balls you can stuff with large bells, or anything soft, round and not too heavy

Sensory Walk or Gross Motor Footprint Handprint Activity

Trace one handprint and one footprint. Use that as a template to make several pairs of footprints and handprints. Tape down to colored paper. Make a gross motor game by placing your hands and feet on on the paper.

Ping Pong Ball Toss

Use varying paper tubes in heights and use painter's tape to tape down the floor or you can even insert them on top of a cardboard box and hot glue down. Place foil over the opening and ping pong balls on top so they don't fall down.

Tip: If you have large colored plastic balls you don't need the foil. Use a ball or make your own (we crumpled a piece of leftover foil!) to knock down the balls. Or if you have a Nerf Gun, you can use that too.

Walk the Line

Create different lines on the floor and have kids follow the lines for a fun gross motor game.

Line the Cars on the Line

You can use the same line from above and line cars along the lines.

This can be any small item though! LEGO, Duplos, trains, dinosaurs, whatever your kid is into at the moment.

Ball Straw Blower Race

Take two paper tubes and tape to the floor. Give each kid a straw and do a ping pong ball race!

If the ping pong is too easy to blow, use a heavier ball or object. Test out different ones - the experimentation in creating different variations of games is also fun!

Paper Cup Stacking

Recycle and reuse paper cups into a fun stacking game. How high can you go?! Get the little ones to help bring and stack cups too!

Paper Plate Toss

Take a paper towel roll and tape to the floor. Cut out inner circles from various paper plate sizes. Do a paper plate toss.

How many can you get in in how many seconds/minutes? Make it more challenging by scooting further back!

Paper Pate Ring

Here's a variation of the above for toddlers, let them stack the plates inside the roll.

Variation - you could cut small to medium and use only white paper plates you can color in rainbow colors a fun color recognition learning activity!

Create a Reading Book Nook

Build a fort, we have this awesome Fort Builder, but you don't need to run out and get it if you don't have one.

We've build plenty of cushion and pillow/blanket forts before!

Add several books around and make a cozy indoor reading nook!

Car Ramp

Reuse a big paper tube and drop cars down. This may sounds simple, but trust me, it keeps my toddler engaged for a good chunk of time! Use trains, small toys, dinosaurs, whatever can drop down a ramp!

Variation, make it bigger! Connect a couple more tubes together!

More fun ways to keep the kids engaged and having fun at home.

MORE incredible Best, Cheap Easy Indoor Activities from our blogger friends across the world!

# data[].attributes.attachment_link.title
50+ Cheap FUN Indoor Activities for Kids

# data[].attributes.attachment_link.description
By using this site, you agree to our Terms of Use. This post may contain affiliate links. Read our disclosure policy. Scroll down to watch the video below to see some of these fun Easy Indoor Activities for Kids. Make sure to subscribe to our YouTube channel for more fun videos!

# data[].attributes.attachment_link.description
Stress-free science lessons for K-5 distance learning

# data[].attributes.attachment_link.readable_text
Full units of work are designed to develop skills in a specific text type for years 1⁠-⁠6

Writing Legends simplifies the teaching of writing by providing comprehensive units of work that seamlessly integrate into classroom instruction. Teachers can effectively model how texts work using these units, while students can engage in independent practice. Each unit consists of five lessons that progressively enhance skills at the word, sentence, grammar and text levels. Additionally, printable units are available to extend the learning experience beyond online activities.

# data[].attributes.attachment_link.title
Online Writing Program for Students in Years 1-6 | Writing Legends Marketing

# data[].attributes.attachment_link.description
Unlock students' writing confidence with a comprehensive and engaging program for students in years 1-6. Develop essential skills, receive instant feedback and see clear progress!

# data[].attributes.headline
Free reading material in Science, Social Studies etc

# data[].attributes.subject
Free reading material in Science, Social Studies etc

# data[].attributes.attachment_link.description
An award-winning online curriculum platform that drives deeper learning and engagement.

# data[].attributes.attachment_link.readable_text
Paris Musées, a collection of 14 museums in Paris have recently made high-res digital copies of 100,000 artworks freely available to the public on their collections website. Artists with works in the archive include Rembrandt, Monet, Picasso, Cézanne, and thousands of others. From Hyperallergic:

Paris Musées is a public entity that oversees the 14 municipal museums of Paris, including the Musée d'Art Moderne de la Ville de Paris, Petit Palais, and the Catacombs. Users can download a file that contains a high definition (300 DPI) image, a document with details about the selected work, and a guide of best practices for using and citing the sources of the image.

"Making this data available guarantees that our digital files can be freely accessed and reused by anyone or everyone, without any technical, legal or financial restraints, whether for commercial use or not," reads a press release shared by Paris Musées.

What a treasure trove this is. I was particularly happy to see a bunch of work in here from Eugène Atget, chronicler of Parisian streets, architecture, and residents and one of my favorite photographers.

(via @john_overholt)

# data[].attributes.attachment_link.title
Paris Museums Put 100,000 Images Online for Unrestricted Public Use

# data[].attributes.attachment_link.description
Paris Musées, a collection of 14 museums in Paris have recently made high-res digital copies of 100,000 artworks freely available to the public on their collections website. Artists with works in the archive include Rembrandt, Monet, Picasso, Cézanne, and thousands of others.

# data[].attributes.attachment_link.title
WIDA Global Community - Online Learning Ideas

# data[].attributes.attachment_link.description
Flipgrid is where social and emotional learning happens! The leading video discussion platform for millions of PreK to PhD educators, students, and families.

# data[].attributes.attachment_link.readable_text
Created by: Nick Kline, Aaron Hart, Rich Wiles, Brian Devore, Will Potter, Ross Chakrain, Michael Utz, Ben Pirillo, Christina Courtney, Shannon Maly, Ashely Sharp

Special Contributions: Deedi Brown, Jennifer Truong

# data[].attributes.attachment_link.description
Welcome to the Active Home resource center. There are 2 types of tools on this page. On the left you'll find games and calendars for parents and families to use to make their home an active home.

# data[].attributes.attachment_link.readable_text
Student-teacher discussions are a centerpiece of any learning experience, regardless of the environment. Seasoned educators are familiar with the basic expectations of in-person discussions, but what happens when conversations move from a classroom to video calls online? How does the new format affect how to design an effective discussion? What's important to remember and communicate to students as you establish expectations that keep everyone feeling connected, safe, and comfortable?

Below are GOA's five tips for making these conversations work for you and your students:

1. Know your goals.

Know why you are meeting on video. Just because most of your discussions in a brick-and-mortar class are synchronous does not mean that you should strive to replicate that same approach online. Video calls, whether one-on-one or in small groups, should be about connection.

As GOA's free course, Designing for Online Learning, recommends, educators should decide in advance which elements of each learning experience will be synchronous (happen in real time) and which will be asynchronous (happen at different times). Asynchronicity allows students time to work at their own pace, to take time to compose ideas, and to express themselves in ways that might not be possible in real time. In addition, asynchronous work allows students to absorb content, prepare assignments, and complete projects offline: it's a way to avoid hours of staring at screens.

The key questions to consider are these:

What types of learning experiences require synchronous connection?

Which synchronous experiences can be turned into asynchronous experiences?

Part of knowing your goals is also choosing the right tool. Start with what you know and what your school will support. In the Designing for Online Learning course, teachers mentioned Zoom, Google Meet, and Microsoft Teams, among others. If your whole school is moving to video, try to use the same tool across teachers and courses. You do not want students to have to master multiple tools just to learn. If you're on your own, find out which tools best support group conversation, have strong and stable technology, are accessible to all students, and are user-friendly.

2. Plan your pre-call and post-call logistics.

Setting up the call is the first step. If a designated time to meet has already been established, send students a calendar invite (with instructions for how to join the call) so they have a calendar notification on their devices as well. If you need to find a mutually available time, save yourself the back-and-forth of email and use a scheduling tool. GOA teachers and staff like Calend.ly and youcanbook.me for setting up one-on-one meetings (some GOA teachers use these tools with campus-based students for booking "extra help") and Whenisgood.net and Doodle for group meetings. If you and your students are in different timezones, make sure to investigate if the tool you use needs you to "enable different time zones."

If there are students who cannot attend a large group call, consider how they can learn from the experience afterwards. Will you record the full call to share with those not in attendance? If your school has a business account with a platform like Zoom, will you share a transcription of the call? Or, will you ask students in attendance to capture and share their key takeaways for others to review?

3. Review your school's communication policies.

You and your students are still in school even if your location for learning has changed.

Now is a good time to review your school's policies on student-teacher communication practices regarding social media, texting, and calling. Assume your school's policies have not changed and check with an administrator if you're unsure. Be aware that there may be gaps in your school's communication policies because distance learning was an unanticipated scenario for your school. For example, if your school has a policy that there are no closed-door private conversations with students on campus, it would be best to ask students to attend video calls in a communal space where others are present.

4. Be intentional about environment and conduct.

Being mindful of one's environment and conduct are key to establishing a comfortable and safe environment. Remind students that, just as we do at school, we aim to bring our best selves to video calls and all online learning environments. All video call participants should be considerate of what their environment is communicating to others.

Before the call, ask students to:

Be punctual and prepared. Keeping on a schedule can be difficult. Do your best to keep track of your meeting times.

Be focused. While it may not always be possible to find a completely quiet place to have your meeting, try to find a place that will be least distracting to you and other attendees.

Be seen and heard. Position yourself near strong wifi, in a front-lit space so everyone can see your face, and stay in one place for the conversation. Movement can compromise your connection with others on the call as well as your wifi!

Be respectful. Wear clothes that adhere to your school's dress code, sit or stand at a table rather than lounging on a couch or bed, find a neutral background, and remember that everything in your camera frame is visible to those in your meeting, so be mindful of what you're communicating.

5. Name it.

Video calls can feel awkward at first. You and your students may be used to using video for calls in social settings, but using video calls in a professional, academic context might be new. Expect that the beginning of the call may feel a bit strange, expect that people will fumble with the audio and video settings the first few calls, expect that your first conversations will include some co-navigating of the features your chosen tool offers (ie. screen sharing, text chats, break-out rooms, etc.). Being a bit vulnerable and naming the fact that everyone is figuring this out together goes a long way in mitigating awkwardness.

Finally, remember that having a video meeting means you've identified connection as a top priority. Take a few minutes at the beginning of the call to check in with students the way you normally do when they trickle into your classroom. Don't underestimate the value of this time to connect; it establishes the tone for the whole conversation and the learning that follows. Most importantly, it's what you've done naturally at school all along. Keeping that routine (whether it was intentionally designed or not) is a comfort for students and aids the goal of maintaining strong relationships. Skipping this step and immediately "getting down to business" can actually undermine your efforts to connect.

Finally, remember that everything you've read here aligns with guidelines you have followed as an educator your entire career. While the format and location for student-teacher discussion may be new, the skills to design and facilitate meaningful, relationship-based conversations are ones you already possess.
How are you approaching video calls? Tell us on Twitter. For more resources on online learning, visit our COVID-19 resource page, where we have collected articles, infographics, and online courses for educators and students related to remote learning.

# data[].attributes.attachment_link.title
Five Tips for Designing Excellent Video Calls

# data[].attributes.attachment_link.description
Student-teacher discussions are a centerpiece of any learning experience, regardless of the environment. Seasoned educators are familiar with the basic expectations of in-person discussions, but what happens when conversations move from a classroom to video calls online? How does the new format affect how to design an effective discussion?

# data[].attributes.attachment_link.readable_text
Beast Academy is the elementary division of Art of Problem Solving-an independent publisher and online school geared towards advanced, eager, and curious learners who need more challenge than many standard curricula can offer.

In the Beast Academy curriculum, we encourage students to play, experiment, fail and persevere-building flexibility, creativity, and determination. Integrated into our curriculum are hundreds of puzzles that not only provide entertaining way to drill specific skills, but also help students build spatial awareness, pattern recognition, and other problem-solving skills that repetitive practice problems can never provide.

HONORS/AWARDS/SHINING TEACHER MOMENT

Beast Academy is the elementary division of Art of Problem Solving (AoPS), where we train the nation's best students in mathematics, physics, and computer science. Our alumni include all twelve of this year's USA Math Olympiad team that has been dominant at the International Math Olympiad in recent years.

MY OWN EDUCATIONAL HISTORY

The materials you'll find here were created by the Beast Academy team at AoPS.com. We are a small group of math and puzzle enthusiasts. Our team includes:

Palmer Mebane-US Puzzle Champion in 2011, 2013, 2014, and 2015, and World Puzzle Champion in 2011,

Jason Batterson-lead author of the 32 books in the Beast Academy series and 2010 recipient of the Edyth May Sliffe Award for Distinguished Mathematics Teaching in Middle School, and

Chris Page-developer and expansion designer for the early years of the card game, Magic: The Gathering.

ADDITIONAL BIOGRAPHICAL INFORMATION

The puzzles that we offer here are part of the complete Beast Academy curriculum for ages 8-13. Learn all about us at BeastAcademy.com.

# data[].attributes.attachment_link.description
Beast Academy is the elementary division of Art of Problem Solving-an independent publisher and online school geared towards advanced, eager, and curious learners who need more challenge than many standard curricula can offer. In the Beast Academy curriculum, we encourage students to play, experiment, fail and persevere-building flexibility, creativity, and determination.

# data[].attributes.attachment_link.readable_text
VocabularySpellingCity was initially created to save teachers time by automating spelling practice tests and to empower students to study independently through engaging game-based learning activities. Now part of the LearningCity® family of education technology products, nearly a decade later, VocabularySpellingCity has expanded to include a wide variety of study tools for developing strong vocabulary skills and best practices for effective vocabulary word instruction. Research has proven that these are key factors in improved reading fluency and comprehension.

The VocabularySpellingCity Story

VocabularySpellingCity's website and app provide K-12 cross-curricular word study with online vocabulary, writing, phonics, and spelling programs that give students immediate feedback and record their progress on any device. In allowing students to read, hear, speak, write, break down, and play with words, our online programs are effective in vocabulary building and retention, which are so important to ongoing academic success.

Our vocabulary practice website for kids and teachers provides Premium Members with a wide variety of easy student and class data reporting options, and offers professional development and account implementation to schools and districts.

The VocabularySpellingCity team has developed Science4Us.com , which provides K-2 with an elementary core science curriculum. Science4Us supports teachers and provides student activities both online and offline using the 5E instructional model.

The newest addition to the LearningCity® family is WritingCity - a K-5 standards-aligned writing and grammar curriculum built on best practices. It offers daily offline and online writing lessons through a user-friendly digital platform. This is a great supplement to the vocabulary word and spelling practice VocabularySpellingCity provides

We're grateful to all the teachers who have shared their best classroom practices using VocabularySpellingCity's online spelling programs, and to parents who have introduced VocabularySpellingCity to their children's teachers and, in some cases, purchased it for the whole class. We also appreciate the valuable feedback provided by our homeschool families that help us keep our spelling help resources at the top of the industry.

We work closely with our members to continually refine our offerings and welcome feedback and suggestions. We look forward to a continued partnership in learning and helping with spelling instruction!

# data[].attributes.attachment_link.description
VocabularySpellingCity was initially created to save teachers time by automating spelling practice tests and to empower students to study independently through engaging game-based learning activities. Now part of the LearningCity® family of education technology products, nearly a decade later, VocabularySpellingCity has expanded to include a wide variety of study tools for developing strong vocabulary skills and best practices for effective vocabulary word instruction.

# data[].attributes.attachment_link.readable_text
Thank you to all of the incredible teachers who are educating and inspiring children everywhere!

We are offering a FREE FIRST YEAR of Vooks exclusively to all school teachers and homeschool educators! Simply fill out the form below.

A world of animated storybooks in your classroom!

Vooks brings children's books to life with animated illustrations, read-a-long text and narrated story. The ad-free platform features a variety of titles that have been engaging students all across the world. Whether being used as part of the lesson or to wind class down, Vooks is a fun and versatile tool for the classroom.

Check out some of the most popular titles on Vooks

They All Saw A Cat

The cat walked through the world, with its whiskers, ears, and paws... In this glorious celebration of observation, curiosity, and imagination, we see the many lives of one cat, and how perspective shapes what we see. Narrated by John Lithgow, this best selling and Caldecott Medal winning book will delight all ages.

Where Are You?

Meet Iz and Norb. They're cute, they're fun, and they're best buds! These silly friends love to play and go on adventures. But, sometimes play is more than just fun and games. Where Are You? helps children understand concepts like overcomming fear, and chasing your dreams.

Colors On The Farm

This Vook is perfect for the little ones. The appealing illustrations and playful use of color engages little minds to promote learning and development. Young children will love to visit Farmer John's farm and look for colors in this adorable story. And, playful rhymes make recognizing colors tons of fun.

1. This worldwide offer is exclusive to teachers and homeschool educators. Each account is limited to 3 personal devices and up to 30 devices used for classroom and in-school purposes. No purchase necessary. Pre-existing accounts are ineligible. Only new accounts are valid. You will receive an email confirmation once the form is submitted. No credit card required. Must be at least 18 years of age to be eligible for this offer. You will receive 365 days of free access to Vooks from date of registration. After your free access ends you may continue by purchasing a subscription. Vooks, Inc. | support@vooks.com | 25 NW 23rd Place, Suite 6 PMB #122, Portland, OR 97210

# data[].attributes.attachment_link.description
Thank you to all of the incredible teachers who are educating and inspiring children everywhere! We are offering a FREE FIRST YEAR of Vooks exclusively to all school teachers and homeschool educators! Simply fill out the form below. Vooks brings children's books to life with animated illustrations, read-a-long text and narrated story.

# data[].attributes.attachment_link.readable_text
Even when schools are closed, you can keep the learning going with these special cross-curricular journeys. Every day includes four separate learning experiences, each built around a thrilling, meaningful story or video. Kids can do them on their own, with their families, or with their teachers. Just find your grade level and let the learning begin!
-The Editors of Scholastic Classroom Magazines. For Families | For Administrators | For Teachers

# data[].attributes.attachment_link.title
Teaching Remotely for Grades K - 12 | Free Resources and Strategies

# data[].attributes.attachment_link.description
Even when schools are closed, you can keep the learning going with these special cross-curricular journeys. Every day includes four separate learning experiences, each built around a thrilling, meaningful story or video. Kids can do them on their own, with their families, or with their teachers.

# data[].attributes.attachment_link.description
Get students learning about science with engaging and accessible texts that inspire each student to see the science in their world.

# data[].attributes.attachment_link.title
Social Studies resources & materials for schools | Newsela

# data[].attributes.attachment_link.description
Take the pain out of finding, differentiating, and matching content to social studies standards with engaging and vetted texts.

# data[].attributes.headline
Educator Temporary School Closure FB page

# data[].attributes.subject
Educator Temporary School Closure FB page

# data[].attributes.attachment_link.description
Global Educator Collective has 128,257 members. Welcome to our Educator Collective. We are a group of educators from all over the world sharing our expertise and supporting one another. We seek to...

# data[].attributes.attachment_link.title
Copy of Math Video Lessons for Remote Teaching Edpuzzle - Math

# data[].attributes.attachment_link.title
Kahoot! | Learning games | Make learning awesome!

# data[].attributes.attachment_link.description
Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

# data[].attributes.body
via SeeSaw

# data[].attributes.attachment_link.description
1. Push play to watch our second mini lesson for the week. 2. Independently read for 20 - 30 minutes. 3. :add:, then click on the :photo: button and take a picture of a different text structure you noticed in your book. Place this photo next to the poster on 'Text Structures'.

# data[].attributes.body
with Mr Gadbury

# data[].attributes.attachment_link.readable_text
Here are some examples of work that the Y4, Y5's and Y6's have been doing this year.

This is the final Year 6 Art Project. Each student has created a packet of stickers by first drawing them out, then tracing them digitally using an Ipad app called ProCreate. The students chose one sticker that we reproduced to stick onto their class skateboard.

# data[].attributes.attachment_link.description
Here are some examples of work that the Y4, Y5's and Y6's have been doing this year. This is the final Year 6 Art Project. Each student has created a packet of stickers by first drawing them out, then tracing them digitally using an Ipad app called ProCreate.

# data[].attributes.headline
Resources for teaching online--Kathleen Morris (blog)

# data[].attributes.subject
Resources for teaching online--Kathleen Morris (blog)

# data[].attributes.body
some great ideas

# data[].attributes.attachment_link.readable_text
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.

Online learning is fast becoming a reality for hundreds of millions 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 recently announced,

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

Perhaps your school is already closed or planning to close. Maybe there are no signs of school closures but no one has a crystal ball to predict the future. It's never too soon to calmly plan and prepare.

Think there's no chance your school will close? In mid-February, China was the only country mandating school closures. By March 13, 61 countries have implemented school closures. 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. Here's a sneak peek of some:

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. 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)

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.

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

On-demand video conferencing - students can sign up 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.

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:

30 minutes reading

30 minutes writing

30 minutes science

30 minutes math

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.

9am - 9:45am reading

10am - 10.45am writing

10.45am - 11.30am recess

11.30am - 12.15pm science

12.30pm - 1.15pm math

1.30pm - 2.15pm lunch

2.30pm - 3.30pm catch up/specialist subjects

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.

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).

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'd 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.

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? We 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.

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. Of course, you could just email out assignments to students but 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, Slack, 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.

A blog is a free, basic, and flexible tool to choose.

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 an orderly 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.

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.

The Student Blogging Challenge Begins March 15

Since 2008, the Student Blogging Challenge has run twice a year. It's a way for students around the world to learn about blogging while connecting with a global audience.

The challenge is like an online course that you can assign to students (minimal work for teachers!). It runs for 8 weeks and is free, flexible, and fun.

If you have students aged between about 8 and 16 and you're interested in finding out more about the challenge, check out this post.

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.

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 these videos are 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.

Three 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

They are all simply ways to have a video conference 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 Zoom, Microsoft Teams, and Google Hangouts Meet:

Notes on Live Video Tools:

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.

One teacher mentioned that they find Google Hangouts Meet offers students too much freedom, for example, students could mute or remove other participants from the room. Apparently, the workaround is to invite your students to join using the invitation link instead of directly adding them to the meeting.

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

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

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 a previous post 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!

Example Videos from Teachers

Here is a short video from a dedicated kindergarten teacher in Tokyo, Japan.

@ThePedAgog demonstrating to Kindergarten 2 learners that Coronavirus and online learning won't interfere with promoting student agency and nurturing teacher student relationships @TISlearns @ibpyp pic.twitter.com/kmjO5uJQ0P
- Christopher Frost (@FrostChrissy) March 5, 2020

This year 1 teacher also 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). There's also a collaborative classroom game called Quizlet Live but it requires participants to physically see each others screens. 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 graphics (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 questions, 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 For Schools free for schools affected by COVID-19. Learn more.

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 Google Sheets spreadsheet that lists the tools that are being offered free due to school closures but be warned, it has been unavailable at times due to heavy traffic!

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!

1) Encourage Fun, Play, and Activity

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

A New York Times report on school closures explained,

At least one school in Hong Kong requires students - in gym uniform - to follow along as an instructor demonstrates push-ups onscreen. Each student's webcam provides proof.

Using a more engaging approach, 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

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

Depending on quarantine situations and family circumstances, some students may be able to go out in the community. In this case, you might suggest trips to the library, museums, play dates, study groups, or exploring nature.

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.

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.

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.

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.

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.

There is a Facebook Group set up by Kirsten Durward that is very supportive and helpful. It's a new group but its growing in popularity and already has thousands of members.

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

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!

A number of teachers are creating Wakelets that curate useful information. Here is another useful Wakelet from Justin Ouellette.

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.

Maybe you can hold a virtual assembly 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?

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?

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?

What will the transition back to online schooling look like?

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:

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 who 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!

# data[].attributes.attachment_link.title
Resources For Teaching Online Due To School Closures

# data[].attributes.attachment_link.description
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.

# data[].attributes.attachment_link.description
iCommons with any inquiries or information needs.

# data[].attributes.body
-a free video discussion platform