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Recently I shared an online lesson template that Darryl Williams develop for schools. The idea was to build a model for what "typical" online lessons looked like and that included a balance of activities to ensure student engagement and focus and a variety of modes of interaction.

We've since updated and simplified it slightly for clarity.

I'd also like to share a great video that I think shows how a teach uses several of these lesson elements successfully in a single lesson.

The teacher is Arianna Chopp. She teaches 6th grade English at Libertas College Prep in Los Angeles. She's reading Eperanza Rising with her kiddos and you can see her use three of the four parts of the framework here.

Lesson Opening: Students write briefly about the main character, Esperanza, and how she's dynamic. They follow up with a discussion. Then they read a section of the text aloud together. I shared a brief piece of that. Note that Arianna keeps the text visible.

Then students do Independent Work for 3 minutes answering a set of questions in more depth. Some students are able to go on to more advanced 'starred' questions. Cameras stay on so she can help and assist them.

Interestingly, Arianna then jumps to Flex Time from there. She commits a lot of time to it and it's one of the best examples I've seen. Note that:

Some students have earned the right to log off and work on their own here!

Remaining students are split into two groups with a co-teacher so they can get more support and attention on their writing. They work independently and Arianna cycles through and simply reads students' work and gives feedback.

If they are attentive and manage time they earn a nice break before the next class.

Arianna does such a great job of balancing the types of learning students do and the ways they interact while making sure everyone is focused involved and engaged. And she does an incredible job of differentiating for her students in terms of the support and autonomy they get. Great stuff!!

arianna chopp, flex time, framework, libertas college prep, online learning

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Highlights from Arianna Chopp's Online Reading Lesson - Teach Like a Champion

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Recently I shared an online lesson template that Darryl Williams develop for schools. The idea was to build a model for what "typical" online lessons looked like and that included a balance of activities to ensure student engagement and focus and a variety of modes of interaction.

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One of the best things about my team's study of online learning techniques is that we get to 'live the learning.' As soon as we learn something we get to try it out in the workshops we do.

Here's a tiny little example. We talk in all of our workshops about dissolving the screen-connecting with students and building relationships from afar. One of the most important tools we have to do that is maintaining and valuing facial contact. It's important for us to see the students we teach so we can better understand their responses to the materials we teach. And it also helps keep them engaged.

But that can be challenging as a teacher because your slides are often up and on Zoom or a similar platform that means you can really only see three or four other students.

But we started to notice how some teachers when they went to discussion took their slides down very deliberately so they could see more faces during discussion. And of course not being expected to look at slides makes it easier for students to observe each other.

At a recent workshop, Erica put that into action with a little bit of meta and I thought I'd show you the video as she did such a nice job of it

You can see her set up her question, ask everyone to chat a response and review what their colleagues wrote and then, for the discussions she takes down the slide very deliberately (well, technically she asks me to do it since we were co-presenting). In fact she goes meta in a way you could just as easily go with students and with adults. Smiling warmly she says, "We've learned it's beneficial to minimize the power point so you can have those face to face connections."

And, really, even before Taylor kicks off the conversation it suddenly feels different. A tiny bit like we're more connected. That we can all see each other is visual reminder that we're transitioning to discussion.

Anyway, we're calling this idea of taking down your slides temporarily to reinforce peer-to-peer listening and improve your ability to read participants' reactions "Dissolve the Slide." Now that we've tried it out a few times we're sure we really like it.

dissolve the screen, dissolve the slide, online teaching

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To Help Dissolve the Screen, Dissolve the Slide - Teach Like a Champion

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One of the best things about my team's study of online learning techniques is that we get to 'live the learning.' As soon as we learn something we get to try it out in the workshops we do. Here's a tiny little example. We talk in all of our workshops about dissolving the screen-connecting with students...

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Denise Karratti's Online Classroom: Great Systems, Great Culture - Teach Like a Champion

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We've been working with Hawaii DOE and a group of ace teaches there to develop good models of online teaching and yesterday I got to see some of the early footage. It's pretty fantastic and I wanted to share a few exceptional moments from Denise Karratti's 6th grade math lesson at Chiefess Kamakahelei Middle School.

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My colleague Darryl Williams leads our partnership work, where we work directly with schools to help them achieve their vision of high-quality equitable instruction in every classroom.

Because he spends so much time working directly with schools as they implement, he's often the first to propose solutions to emerging challenges, and with COVID-mandated online learning on everyone's mind, his recent work with a group of our schools is no exception.

Darryl put together a draft framework for what the structure of online lessons could look like across a school. He was building off one of our observations that the biggest challenge of both synchronous and asynchronous instruction is the same: fatigue, tuning out, exhaustion. We know students need face-to-face interactions. But even for adults, hours of Zoom time can be brutal. And asynchronous learning can also be exhausting and isolating. Thus the framework: a fairly brilliant bit of distillation on his part of how to balance the two types of instruction to make online learning both productive and sustainable.

First here's an overview of what he proposed:

I should note that the idea is that this model is not a mandate.... it would be adapted differently by each school and probably routinely adapted by teachers. But it sets a general structure that's productive and sustainable and brings some necessary predictability and consistency to what teaching could look like.

In the Lesson Opening, students and teacher are present synchronously. We want a lot of interaction so students feel connected and included and accountable. They should see a smiling face and be asked to do something active-respond to a question in the zoom chat, say-within the first three minutes. And there should be an 'orientation screen' near to the beginning so students know what's coming, and what materials they need to participate. And, as I discussed here, they should be able to see that things are planned and time is important. You might imagine a fusion of these two openings... The way Knikki gets started right away and involves everybody. How both she and Sean have a great Opening Screen with materials needed and activities described... And maybe you could mix in some of Sean's humor and connected-ness (even though his video is asynchronous):

After ten or fifteen minutes of all of us together, connected and accountable, then maybe it's time for some independent work. We love the idea of it being 'semi-asynchronous'... that is, with cameras still on so you can support and check in with kids as Eric does, brilliantly, here. (Notice how seen and supported his kids feel even though they're reading independently. And notice that the directions are up on his screen the whole time in case they forget.) Over time this could be fully asynchronous.

After a bit of independent work maybe it's time to come back to a synchronous setting to check for understanding, process the independent work, and make sure students were productive on their own. That might look at bit like this clip of Ben Esser's lesson, which again is highly interactive... there's a great writing prompt that everyone completes. There are loving Cold Calls. There are breakout rooms (and Ben drops in to one to see how it's going) etc.:

Then maybe the lesson shifts again to what we call Flex Time... students get some or all of their homework done. There's time for you to check in with individuals or small groups who need more support. Darryl notes it's a great time to offer targeted support for students who require accommodations or special education services... and the fact that the time is relatively predictable makes it easier for them to provide support. Kids might get to do a little reading. But you'd also want to be really clear: what work is due when? Submitted how?

When Darryl shared this I just thought it was tremendously useful as a tool to manage and sustain attention and focus, to balance formats in a relatively predictable way to get the most out of online lessons. Hope it's helpful to you as well.

ben esser, Darryl Williams, Eric Snider, knikki, online lesson template, online teaching, sean reap, template

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Darryl Williams' Framework for Online Lessons - Teach Like a Champion

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My colleague Darryl Williams leads our partnership work, where we work directly with schools to help them achieve their vision of high-quality equitable instruction in every classroom. Because he spends so much time working directly with schools as they implement, he's often the first to propose solutions to emerging challenges, and with COVID-mandated online learning on...

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Sometimes "sort of synchronous" is best...

I've been writing a lot here lately about the synergies between synchronous and asynchronous lessons- about how they balance each other out and how a good lesson could actually be a hybrid, moving back and forth between synchronous and asynchronous activities.... it needn't be one or the other.

After Darryl Williams put together an amazing lesson template ...

...I started watching footage of teachers transitioning from synchronous Lesson Openings to asynchronous Independent Work ...

And then suddenly I realized that I was wrong. That what we were looking at when teachers shifted to independent work it was not actually a transition from synchronous to asynchronous teaching but from synchronous to semi-synchronous teaching, where students did work on their own but with 'cameras on' and a sort of passive safety net in place.
What was working so well was in fact a third category all together.
I put together a video with two examples of what I'd call semi-synchronous lesson activities:

Eric Snider and Knikki Hernandez are the two teachers. Both lessons start synchronously and then transition to block of time where students are working on their own, but Eric and Knikki are still passively present to offer support and soft accountability... they help students to maintain their task concentration and can answer questions or gently encourage students as and if needed. Just knowing-and perhaps being reminded-that their teacher sees and caes how hard they work and whether they persist at the task makes it more likely that they will do so.

Some similarities:

Both Eric and Knikki give students a specific amount of time to work on the task for. Both teachers ask students if they need more time. Attending to time is critical. Too short and the task doesn't get completed. Too long and student attention fades.

Both teaches then bring students back from the independent work and review immediately.

The tasks require students to use paper and pencil (or to read a book) in other words they are not looking at a screen. This is hugely important. Massive doses of screen time are hard on the brain. These moments offer refreshing breaks.

Both teachers use the transition out of synchronous teaching to ensure that students understand the task. Eric posts the directions on his screen so students can refer to it throughout while they work. Knikki very deliberately checks for understanding of the task-what are we doing? where are we writing? She asks via Cold Call. It is the only time she uses English.

Students... no, people.. are inherently more distracted and distractable online. "Learning to concentrate is an essential but ever more difficult challenge in a culture where distraction is omnipresent," writes Maryanne Wolf. Both teachers here are socializing sustained periods of work that reinforce strong attention and they are able to hold students lovingly accountable for maintaining that attention.

asynchronous learning, Eric Snider, knikki hernandez, semi-synchronous, semisynchronous, synchronous learning

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'Semi-synchronous-ness' is our new favorite thing - Teach Like a Champion

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I've been writing a lot here lately about the synergies between synchronous and asynchronous lessons- about how they balance each other out and how a good lesson could actually be a hybrid, moving back and forth between synchronous and asynchronous activities.... it needn't be one or the other.

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Welcome to the University of Florida Literacy Institute (UFLI, pronounced "you fly"). UFLI is an ongoing effort by UF faculty, students, and staff to improve literacy outcomes for children learning to read.

The work of UFLI focuses on two main areas: teacher development and reader development. The place where those two overlap ... that is where the work of UFLI lives. Our programs and resources are designed to help teachers become more confident and more successful in their capacity to help kids learn to read. We do this through:

Academic programs for both pre-service and practicing educators to develop the skills and knowledge necessary to be effective reading teachers

Professional learning opportunities to help classroom reading teachers, instructional coaches, and school leaders expand their knowledge, enhance their teaching practices, and build capacity in their schools

Resources for teachers, parents, and teacher educators to use in their reading instruction

Much, much more!

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UF Literacy Institute | Where teacher development and reader development overlap

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Welcome to the University of Florida Literacy Institute (UFLI, pronounced "you fly"). UFLI is an ongoing effort by UF faculty, students, and staff to improve literacy outcomes for children learning to read. The work of UFLI focuses on two main areas: teacher development and reader development. The place where those two overlap ...

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You're still with the kids during independent work time (can see them working through video to answer questions/help when needed)

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I like how there is flexibility and not everyone has to do the same thing.

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I really like this framework because it allows for us to work similar to how we would if we were at school. I have a really hard time with how to implement something even close to this for my students because they don't like virtual at all.

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I like the idea of focusing more on the faces and less on the lesson slides- limited space!

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I like the idea of focusing more on the faces and less on the lesson slides- limited space!

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I Like Thumbs Up when work is completed.

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I Like Thumbs Up when work is completed.

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I think that the teacher did a great job of engaging her student virtually. I liked that she offered the incentive of Go Noodle. However, she was only teaching one student. So, I'm not sure if her management strategy of showing a chart, etc. would work if you have a whole group class of 20+ virtually.

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Love starting with questions, engaging students and then having them do independent work while camera is still going.

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Love starting with questions, engaging students and then having them do independent work while camera is still going.

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Can earn a break if they are attentive and manage time well.

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Can earn a break if they are attentive and manage time well.

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I like how students were able to still have the teacher online while they are actually completing the work. This gives the students a chance to ask questions or have the teacher explain something more.

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This is super helpful as a guide for time and engagement management!

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“Learning to concentrate is an essential but ever more difficult challenge in a culture where distraction is omnipresent,” writes Maryanne Wolf.

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“Learning to concentrate is an essential but ever more difficult challenge in a culture where distraction is omnipresent,” writes Maryanne Wolf.

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This is so important to consider and talk with families about as well. It is so hard to find a balance and talking about it is the first step to recognizing when and where to put on the brakes (Hodges)

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Important Takeaway: Students should be able to see that things are planned and time is important

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Important Takeaway: Students should be able to see that things are planned and time is important

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I love this as a guide for time management on sessions.

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I love this as a guide for time management on sessions.

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I like this approach since this is how I like to teach in the classroom:  discuss/teach a concept, then give students time to work/practice on their own as I go around and check, and then all come back together to discuss.

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I like this approach since this is how I like to teach in the classroom:  discuss/teach a concept, then give students time to work/practice on their own as I go around and check, and then all come back together to discuss.

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Wait Question, having students wait to send their response. Think Time

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Wait Question, having students wait to send their response. Think Time

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The face-to-face is so important with online learning!

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Making the connections with students right from the start gets them captured to what you are saying and instructing,

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Making the connections with students right from the start gets them captured to what you are saying and instructing,

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. Good information in the Tips for Management UF literacy and lesson Structure.

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Love the wait question. Not sure how much 2nd graders would be able to type...

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Love the wait question. Not sure how much 2nd graders would be able to type...

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It sounds like we aren't able to use the chat window with students live but we could do this same thing with paper/pencil or white boards and then show them.

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Nice framework, and I like the visual examples!

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Nice framework, and I like the visual examples!

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I love the structure.  Am curious to see how this would work with Open Court since it is very teacher directed.

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I love the structure.  Am curious to see how this would work with Open Court since it is very teacher directed.

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I feel like this would help a lot with keeping students focused, especially younger students.

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I like how the structure is setup.  Curious how well this would work with 1st graders doing OC.

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I like how the structure is setup.  Curious how well this would work with 1st graders doing OC.

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I appreciate how the lesson is broken down into 15 minute sections to allow it to keep moving.

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I appreciate how the lesson is broken down into 15 minute sections to allow it to keep moving.

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This is a great way to get lessons organized to minimize distractions during teaching time.

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The modeling video with white boards and the video with getting materials is helpful as i start to think about this year. Beginning  with expectations and materials will be important with our students. In addition, the visual schedule and template is a great resource.

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It’s important for us to see the students we teach so we can better understand their responses to the materials we teach. And it also helps keep them engaged.

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I think this is especially important with the little people!

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I think this is especially important with the little people!

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I like the templates this site offers for virtual learning. Some would be beneficial, I could also see myself creating something similar for my own students depending on specific needs. 

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I like the templates this site offers for virtual learning. Some would be beneficial, I could also see myself creating something similar for my own students depending on specific needs. 

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Facial contact is important! Increases engagement and accountability! 

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Facial contact is important! Increases engagement and accountability! 

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I like the small sections and the importance of regular timing for students.

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I like the small sections and the importance of regular timing for students.

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I really think that making sure to focus on faces and not just on slides will help improve relationships and that classroom culture

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I like how she is reminding them constantly of her expectations...same thing we do in the classroom.  

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I like how she is reminding them constantly of her expectations...same thing we do in the classroom.  

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love the interaction between students and the wait question

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love the interaction between students and the wait question

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This is a good reference for any grade level

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The teacher did well trying to keep her student engaged. I like that she added go noodle for a break. I would have loved to see how she manages and keeps her students engaged when there are more students in the live session.

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Stay in my area, follow directions the first time, have fun! Love the norms.

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Stay in my area, follow directions the first time, have fun! Love the norms.

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Love the materials check in before even starting the work.

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Love the materials check in before even starting the work.

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Making sure we are reviewing expectations often. Practicing different ways to respond to questions (thumbs up, calling by name, counting to 3, etc...) Giving the students a fun activity to work for. Giving them a checklist so the students can see what they are accomplishing. Using student interest in lessons to keep them engaged. 

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Making sure we are reviewing expectations often. Practicing different ways to respond to questions (thumbs up, calling by name, counting to 3, etc...) Giving the students a fun activity to work for. Giving them a checklist so the students can see what they are accomplishing. Using student interest in lessons to keep them engaged. 

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Beneficial!

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How could this be implemented by the SPED teacher without it causing a "negative" feeling for the student receiving the service? (Hodges)

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Directions are clear and teacher has set procedures and expectations for students.

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Directions are clear and teacher has set procedures and expectations for students.

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Lots of practice and giving explicit directions is a must

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Lots of practice and giving explicit directions is a must

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This sets great expectations for students.

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Very helpful to see how she organized the lesson.

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I like the wait questions!

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I watched her video and appreciate the examples of showing how to keep the students engaged and giving them some rules for online learning.

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I watched her video and appreciate the examples of showing how to keep the students engaged and giving them some rules for online learning.

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It was nice to see an example of a time frame of live teaching

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It was nice to see an example of a time frame of live teaching

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I love how this intentionally engages the students

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I like how the directions are clear for students and expectations are clear as well

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I like how the directions are clear for students and expectations are clear as well

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Watching this teacher struggle was helpful.  She showed creative problem solving.

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Have a visual schedule helps kids a goal to move towards.

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Have a visual schedule helps kids a goal to move towards.

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I love how she made sure the student could see her and made sure to touch base with her each time as they did new things

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I love how she made sure the student could see her and made sure to touch base with her each time as they did new things

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I liked her use of the wait questions as well as her use of the whiteboard. I would like to learn how to use that feature with kindergarten!

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I liked her use of the wait questions as well as her use of the whiteboard. I would like to learn how to use that feature with kindergarten!