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I can speak in Portuguese the names of the materials used to make a toy of indigenous origin.

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The natural beauty of the pampa by Sophia Milk, G5

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The natural beauty of the pampa by Sophia Milk, G5

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Atividade de criação de fantoche e elaboração de fala. Como ocorreu o 1º contato entre indígenas e portugueses.

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Trabalhando a coordenação motora.

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Criando uma linha do tempo do descobrimento do Brasil.

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Grade 2 Zoom Meeting--Catching up--South America, North America and Europe

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Grade 2 Zoom Meeting--Catching up--South America, North America and Europe

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Eu consigo explicar o que é uma Capitania hereditária.

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They are shining with light and using so much meaning as they apply the strategies and learning from Unit 4, grade 2 Poetry Writing!

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Mr Caio's brain break activity for Grade 1

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Mr Caio's brain break activity for Grade 1

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Writing in K5 (Special message from Eliza Jones)

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Writing in K5 (Special message from Eliza Jones)

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to use the annotate function to allow students to identify and highlight the different religious and ethnic groups in the Middle East.  It was a fun way to collaborate and led to a great discussion about the relationship between nations and states.  The guiding question was, "To what extent do political maps lie." The screenshot of their annotation is below.  I could see teachers using the same function to allow kids to annotate and analyse texts etc.

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Pictures of things that start with the letter "H".

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One thing that has worked well with my MS Int Tech and HS Digital Media classes is actually doing the tasks along with them. To be honest, I initially did this so that I could know what time commitment I was asking the kids to do, and what expectations I should have, given the technological limitations (under the assumption that they would only have their phones to record with).

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MS/HS Art--some simple ideas with things kids have at home

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MS/HS Art--some simple ideas with things kids have at home

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These are 3 activities students did at home with basic materials, pencils, paper, and rulers and of course their phones for iPhoneography.

These are a mix of MS and HS

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In PLL 3 we have been learning Portuguese through the Brazilian news with Jornal Joca, a platform specifically for teenagers that the Brazilian Department provided us with the subscription. Once a week we start our teaching conference discussing what is going on in Brazil and in the world. Last time we read some testimonials from Brazilian teenagers sharing how they are spending their time during the quarantine period! It is a good way to improve not only their vocabulary in Portuguese, but also an amazing way to share some ideas among the students!

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BSS/Gracinha -  Breakout  room, automatically,  (not manually), using a kahoot for a review.

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BSS/Gracinha -  Breakout  room, automatically,  (not manually), using a kahoot for a review.

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The ninth year classes created a diary and a blog where they can share the experiences lived in this peculiar moment, the COVID-19 quarantine. They talk about what they have done, read, discovered, reflected. At least twice a week, they are invited to post on their blog or diary. The space serves for both reflections and entertainment; there is even space for memes related to the topics covered.

Port. 9 E - Diário de Quarentena
https://bit.ly/2Rg4aW4

Port. 9 F - Covidiário https://covidiario9f.blogspot.com/

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"For the War Unit project, you are going to take on the role of virtual teacher/instructor, choosing a case study of a 20th century war (see the attached list for some possibilities) about which you will research and then craft a video and/or visual presentation to teach other students who might be stuck at home during this time of distance learning. While you will need to provide a brief overview of the war, the focus will be on the causes and effects of that war."

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K3 making things out of play-dough, after making that first.

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K3 making things out of play-dough, after making that first.

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Bean planting and then explaining what is happening

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Bean planting and then explaining what is happening

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Ellot explaining what he could observe about the beans he planted

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K4 - Celebrating Ricardo's birthday during our morning Zoom meeting

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Bruna's notes from Natalie's PD Clinic--Zoom break out groups

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Bruna's notes from Natalie's PD Clinic--Zoom break out groups

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Break out rooms tips:

- Assign roles for the students, such as scribe or captain of the team. This makes the group more dynamic, kids may get more engaged.

- Set assorted groups each class so the students can work with different people all the time.

- Screencastify is a google extension that can be used to record discussions. Natalie keeps them for later and is able to check if the discussions are relevant.

Maybe they can also be used during summatives.

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One thing I've done that's worked well is breaking my class into discussion groups. I've broken up my classes into groups of 3 or 4, and you can do this with breakout rooms, but in some cases I've scheduled them for 30-minute discussions with me so that I can engage with them for the full half hour. (In a breakout room, as a teacher, you have to bounce from one to the next.) I've used office hour time slots to make sure I have enough time for these discussion groups (e.g., 2 discussion groups during class, 2 during office hours). I send the students a document with questions and ideas that they can make notes on ahead of time. Then we all arrive to the discussion group with ideas already shared and have a 30-minute discussion. For a humanities class, this is a strategy that can work really well.