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A load of templates of Jamboard which can be done for in-class collaboartaion: https://wakelet.com/wake/IvYG3p-OAGQN2w11MM5D4

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The Ultimate Collection of Jamboard Templates

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If you have a template I can share on this list tweet me @HollyClarkEdu or FB Group facebook.com/groups/infusedclassroom 👉🏼Please click on three dots and then Make a Copy to get a copy for yourself.👈🏼 🚀More ideas like this in The Chromebook Infused Classroom on amazon.

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Prep them with expectations the class before so they know to clean room, brush hair, find quiet space.  Or tell them how long you will want camera on.

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I've been using Google forms to record short answers, and then I use those to call on students to talk about those answers. It works well, although I don't do it very often.

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We’ve struggled with this as well. Recently we had grade level assemblies and talked about what an In person classroom looks like (seeing each other, how we use nonverbal cues to check for understanding). And that we still need to do that when fully online. The “why” helps.

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@PearDeck is wonderful for student interaction with you / your lesson content as it records their responses. It's a really practical tool for SEL check-ins as well as formative assessment.

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Using Google Meet "Stations" for differentiation

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Using Google Meet "Stations" for differentiation

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Creating differentiated "rooms" for differentiation of tasks or topics. Also could be used for jigsaw activities. I like this because they can pop in and out or move to the next 'room' when they are ready to. More fluid.

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PollEverywhere allows you to see answers to a poll in real time in your google slides...with a bit of a lag.

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Host interactive online meetings | Poll Everywhere

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i lavishly praise the first few kids who turn their cameras on by name and see if the others get jealous (it does work sometimes) and as other said already, asking everyone to put a short answer in the chat at least shows they're still alive

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@nearpod is great for getting everyone involved at least through drawing, or polling etc.  Works with all ages!

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Earlier this week I was thrilled to be invited by Doug Lemov to take part in one of the online workshops run by his brilliant Uncommon Schools organisation. ( You can find out more about the workshops here. ) It was such a great experience to engage with training that completely walked the talk: a workshop about excellent remote instruction, delivered via excellent remote instruction. The webinar was superb in every respect, with thanks to the enthusiastic, knowledgeable trainers Hannah Solomon and Brittany Hargrove and the great material.

The session was set up with a class-sized cohort of attendees so that trainers could model securing full participation and engagement. I enjoyed meeting Destiny from Texas, Melissa from Chicago and Marzia from Bangladesh in our break-out sessions. The use of video examples - a Teach Like A Champion trademark - certainly brought the whole scenario alive. The whole approach made no reference to specific platforms or tech - so the ideas would apply in nearly any situation. It's a course ideally designed to benefit the participating teacher but would certainly support whole-school training if one person were to enrol and then cascade the key ideas. Alternatively, schools can contact the organisers and discuss bespoke school-level training. I'd recommend it without reservation.

So, what did I learn? I took tons of notes and, having sorted them into some categories, this is a summary of my main takeaways. ( I've also been linking ideas to our Walkthrus - as shown in this slide series I've been preparing for one the schools I support. )

1. Dissolve The Screen

The key here is to make students feel welcome and involved right form the start. Lively almost exaggerated up-beat delivery peppering all the interactions with student names is amazingly effective.

Take-away 1: Use names relentlessly to signal individual engagement amid the mass of faces onscreen or in a list on a chat. Great to see you Michael, and Jess; Jamila, welcome! Thanks for your responses Mo, Melissa, James; great job Alice. Thank you Abdul.

Take-away 2: Involve them in a task straight-away signalling that they are in a lesson, it counts, they matter, they can't sit back. It could be as simple as: Ok, everyone see the first question - in the chat (or on your whiteboards) list three main points we covered last lesson. Go. You don't just ask ' can anyone give me three points from lesson? '. The first task involves everyone.

2. Organise the Learning

The key is to make it really clear what students need to do in the lesson immediately ahead, to help them keep track, to develop their agency with remote learning and help them link each lesson to the wider scheme.

Take-away 3: Use a regular Orientation Screen - a familiar slide at the start of a live or remote lesson that tells students what they need for the lesson (workbooks, pencil, documents etc) and what the key learning intentions are. Reinforce verbally - to double-up on ways students can engage.

Take-away 4. Use some kind of tracking tool- that show you when students have done the work eg google forms, live shared documents or even a simple register checklist - so students know you notice if they've done the work.

3. Check for Understanding

It's so important to strengthen all practice around checking for understanding and cold-calling so that all students feel involved and engaged and so that there is maximum two-way feedback about key aspects of the material - telling the teacher as much as possible about which students are struggling and why. Re-teaching the key misconceptions is super important but you need to find out where they're struggling first.

Take-away 5: There are lots of types of Cold Calling. The variety of methods adds to the dynamics of a lesson and gives lots of different ways of students feeling connected

Verbal, using names on the screen

In the chat - inviting named students to add to the chat stream

Pre-Call: e.g "We're going to watch this clip and then, Michael, I'd like you to summarise"

Batched: e.g. "So, we've read that passage. What's the key message? Let's hear from Jess, then Mo, then Daisy"

Take-away 6: MCQ for answer; chat to explain. Get all students to give their multiple choice answer (best done with good detractors that flag misconceptions) and then invite them all or named students to explain their answer in chat. This gives a good balance of whole-class correctness feedback and more subtle information about depth of understanding.

Take-away 7: Wait Questions: Get students to prepare answers in the chat (or on google forms) but not to send or submit until asked. This allows all students to think for themselves without seeing others' answers until after they are all sent.

4. Synchronous Lessons

The TLAC team suggest that key focus in live, synchronous lessons is the personal engagement - using the time to check for understanding and build confidence, sustaining the relationships that secure commitment to the learning.

Take-away 8: Positive Narration is key. It's so important to keep reinforcing positive learning behaviours. Michael, Jess, thanks for those full answers in the chat; Daisy, thanks for being ready to answer. Even a request for 'thumbs up' on screen or in the chat in response to 'Can you all see the Slide 7 in your notes' - creates a sense of people being with you, engaged.

Take-Away 9: Establish a process for Everybody Writes so that you can set short responsive tasks where all students write an answer that they can then share. This could be via shared slides or simply in student's own documents that they then paste into the chat stream or form. This creates a sense of students feeling involved and that their work is noticed.

5. Asynchronous Lessons

The TLAC message is to treat the asynchronous or offline learning as the key driver or depth and rigour -where tasks are more extended and demanding than they can be live; allowing students time to complete tasks in depth and, of course, catch up if they cannot participate with synchronous lessons for any reason.

Take-away 10: Highlight pause points - in any video presentation which you know students will watch later. If you guide students when to pause and replay they learn to use the videos in a more interactive manner linked to the related tasks. This builds their agency; they learn to take control.

Take-away 11: Remind students of the key tasks using simple lists in the slides, in the videos or shared documents so that students know what to do and and self-evaluate their progress through the material.

6. Semi-synchronous Lessons

This is popular hybrid approach I know a lot of teachers use so it was good to see this explored here explicitly. The idea is to begin with a live intro; then set students to work independently whilst being available for support in the background and then to return to a live recap after a set period of time - say 30 minutes.

Take-away 12. This blended approach may represent the optimal use of time , combining the features of sync and a-sync lessons. It helps to build relationships and engagement (live contributions) and student agency (offline task completion) and buys time for teachers to address individual issues during the independent asynchronous phase of a lesson. It can also help to fold in the students with less access to live lessons for reasons beyond their control.

Immense thanks to Doug, Hannah and Brittany - congratulations on putting together such an excellent programme.

Related Posts:

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Principles for Remote Instruction: Notes from a #TLAC Masterclass.

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Earlier this week I was thrilled to be invited by Doug Lemov to take part in one of the online workshops run by his brilliant Uncommon Schools organisation. (You can find out more about the workshops here. ) It was such a great experience to engage with training that completely walked the talk: a workshop...

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I meet them in the middle and they have their cameras on at the start to just say hello and check in and then cameras are off (if they want) when working asynchronously. We use the chat box at various times in a lesson. Also giving them a Qs in advance.

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Caitlin Tucker - Designing Station Rotations: 

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Caitlin Tucker - Designing Station Rotations: 

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https://catlintucker.com/2021/01/inspiration-station-rotation-lessons/

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Need Inspiration Designing Station Rotation Lessons for your Math, English, History, or Science Class? - Dr. Catlin Tucker

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The station rotation model is a series of stations that students rotate through with at least one online, offline, and teacher-led station.

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I've been using 'mote' a lot, which is an extension that allows you to give voice feedback on documents. They get to hear your voice, it's quick, and kind of matches the real life feedback you might give to kids in the classroom. -Krista

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If you're teaching middle school or maybe you're teaching high school like Jon, then you know that teaching through Zoom, or Google Meet, or MS Teams, or some other synchronous platform is https://preventinjury.pediatrics.iu.edu/highschool/anne-carson-essay/14/go to site https://www.cen.edu/notice/i-have-a-dream-speech-full-text/24/go math grade 4 homework help l'effet du viagra sur les femmes essay on my favourite colour blue cialis ipoacusia http://jeromechamber.com/event/mla-research-paper-outline-format/23/enter viagra uk tesco buyresearchpaper info how to choose a dissertation topic for masters sonography sample resume cancer research essay cialis commercial british click https://cadasb.org/pharmacy/can-you-mix-oxycontin-and-viagra/13/help write paper indicazioni terapeutiche del viagra cialis eccipienti act essay checklist drugworldcanada free algebra help front desk night auditor resume economics thesis list https://sugarpinedrivein.com/treatment/prednisone-effect-on-glucose-level/10/case study method in economics https://eventorum.puc.edu/usarx/buy-viagra-100mg/82/watch online pharmacy viagra review ideas for how to essays https://blacklivesmatter.ca/chemist/nexium-and-lower-abdominal-pain/18/ NOT the same as teaching in your classroom!

Where are the students faces? Where are their voices?

It seems that high schoolers and some middle school classes have just lost that necessary part of math class - their voice - math dialogue!

Regardless of your grade, teaching remotely is hard!

Teaching on video often feels like you're talking into the wind. You wonder if anyone is out there? Are you there? Anyone with me? These are common phrases we yell into our computer microphones hoping to receive some sort of acknowledgement that our students are still there!

The video above shares three strategies that engage students in the classroom, promote and drive mathematical discourse, and build a positive safe learning environment. They've worked while we were face to face and they work while teaching remotely!

If you use one or all three strategies in your remote class then you're sure to avoid those awkward silences and spark discussions that allow you to listen to your students thinking!

Read about each strategy and how they are used in a face-to-face class.
Strategy #1: Game of War Strategy #2: Appointment Clock Strategy #3: Truths & Lies

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3 Math Strategies To Engage Students While Teaching Remotely - Make Math Moments

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Learn three strategies that engage students in the classroom, promote and drive mathematical discourse, and build a positive safe learning environment. Three strategies that have worked while we were face to face and they now work while teaching remotely!

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From https://www.shiftingschools.com/

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Kami and edpuzzle