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Engagement
Building routines
Brain Breaks
TURN CAMERAS ON!!!!!!!!!!!!!!
TPR using PowerPoint
Community Building
Morning Check in
SMALL GROUP INSTRUCTION!!!!!!

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*Teacher-made small groups
*Using channels
*Small group instruction
*Use chat function
*Cameras on? Blur background
*Who are we talking to?
*In small-group/camera on & mic on (expectations)
*Add channels vs. break-out rooms
*Where do students go when we are in breakout rooms?
*Assign student roles to get students back into meeting
*Collaborative conversations- accountability for talk (Dojo randomizer)
*Call on students who has camera off
*Call students ahead of time

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Talking, before/ after lesson
Repeated lessons

Powerpoints: w/ success criteria
Before after: nearpod lesson

classroom screen digital anchor charts

repeat instruction
retyping directions in chat
On Friday go back to success criteria

Check on student success throughout the week

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Talking, before/ after lesson
Repeated lessons

Powerpoints: w/ success criteria
Before after: nearpod lesson

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Providing Meaningful Feedback
-provide next steps based on students' work.
-provide the standard that is related to the work that student are doing.
-meet students in small groups by needs and provide oral feedback.
-providing feedback to students on following directions, turning in work, identifying students' strengths and areas of need
-provide feedback to parents about incomplete assignments and follow-up about assignments with students.
-feedback during office hours to individual students or groups using student work
-using student work to illicit group feedback (strengths and needs)

Wonderings:
-How authentic is student work that are being presented to the teachers? Who is the feedback for, the parents or students?
-How much are we following up on the feedback that we give?
-What platform is available for students to have the opportunity to provide feedback to each other (peer feedback).

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-engaging topics/texts
-chat conversations, sharing out (3rd grade)
-break out rooms, sentence frames in the chat box as a visual (2nd grade)
-break out room norms, hand signals, engage with one another (1st grade)
-mute/unmute, participating
*it's a progression

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Checking for Understanding
We are successfully facilitating checking for understanding in distance learning by...
Blaylock- Shares a video and asks for oral responses using  sentence frames
Diaz-thumbs up, whiteboard, two fingers understand one if you don't, silent signals I agree ,I disagree (cameras on)
Jackson- type a short answer in the check can check for more responses this way
Felix- different apps: padlet, nearpod, flipgrid, forms, have them be a presenter, Also-white boards, silent signals and the chat

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**Exit tickets through google docs (younger grades have pictures with music in the background)
**Math- nightly math homework shows me if they do/do not understand concepts- then pin them while doing reteaching
**In the moment- ask them questions in the meeting and they answer through Team chats- great for individual chats/ accountability (helpful with older students because it's private for them)
**Check data regularly throughout the week (forms/ I-ready/ achieve/ assignments, etc)
**Forms/ padlet- check for understanding to see quickly if they are/ are not getting it (plus they can see each other's responses for support)
**Nearpod- collaborative board/ quizzes are great- can be tailored to subject

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Engagement Strategies
Jessica, Marlys, Dan, Mary Margret

-Setting up appropriate channels throughout the day as "break-out" rooms
-Utilizing Padlet to record student work and holding students accountable
-Hands on science and utilizing digital notebooks
-Good 'ol fashion whiteboards and hold it up to the screen!
-Class Dojo to encourage participation. Specifically points and random feature to call on students. Acts as a quick and efficient way to communicate student participation to parents.
-CHOICE MENUS!!!!!

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Consistency across groups and times based on BOY scores and assessments.
Organization, planned, and front loading for students and parents is key.
Mitigating technology errors and problems while teacher is in small groups.
Small group instruction times are very short for primary grades. This can interfere with whole group lessons versus contracted/designated times on schedule.
LI
1. Open with learning intentions.
2. White board informal assessments.
3. Closing with exit ticket, record reading, and self-evaluation.

Small groups yield high results but equate to the highest number of technical issues.