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This week, I will begin teaching in a concurrent classroom and was concerned that I would have students steaming live all day. This article suggested some logical structures and possibilities for creating an in person and virtual environment that is still able to collaborate and  be differentiated. My only concern is the amount of time needed to plan for all of the different groups and learn new technologies required to make it successful. Also, I am hopeful that the student devices at home and my devices at school can handle the workload needed to create this type of learning environment.

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This is important. Teachers need to be sure that students who are in person and virtual remain connected. Engagement through a variety of platforms will allow students to communicate and participate and feel connected.

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I liked the concept of station rotation for students. It is important theta students have changes and breaks during the day with the current type of learning going on. I think the smaller groups can help provide differentiation and and support. I also like the concept of having F2F learners in groups with virtual learners. This helps to build more of a community.

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I liked the small group instruction idea.  I also thought the limited time was an imprtant point.

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I liked the small group instruction idea.  I also thought the limited time was an imprtant point.

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I liked all of the different suggestions for enabling students to participate in different ways and make a connection to each other.

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The article mentioned limiting synchronous time and keeping that time for special learning and activities. I know that synchronous time during fully remote instruction was a struggle, so I think this suggestion is helpful and makes me reflect on how I am intentionally using my time with students (and without) to ensure they are engaged and learning.

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How does this work with noise level and feedback? The one time I tried this, no one could concentrate nor really only hear their group or partner.

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I found this suggestion puzzeling.  Many of my students  durning sychronous time, turn thir cameras off and aren't infront of the chromebook.  Hopefully their volume is on and they are getting something.  ANd because "they are on the meet", they can't be marked absent even they they never respond.  During asycrhronous time, they do nothing.

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I like the flipped classroom model. I think it provides individualized learning time for all students.

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When reading the article, one of the suggestions that really stood out was limit the synchronous time. At first, I was a little surprised because I thought students might need to have the teacher live at all times, but the more I thought about it the more it made sense. Too much time as group doesn't really benefit the students, they need to have some time to work independently and have help as needed.

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I like the idea of grouping students together who are in person and at home. That way they can help each other out with questions they may have, but also form connections as if they were all in the classroom together.

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I like the idea of chunking the time and giving students more asynchronous activities. I do have a hard time doing this at the beginning of the year in a primary level classroom. Much of our day is whole group as we are learning how to be work independently. I hope to gradually introduce routine asynchronous activities so that virtually and in-person we have less synchronous than we do currently.

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I like the idea of building cohorts with in person students and students who may be learning virtually. I think by doing this it adds to classroom community and reemphasizes the notion of "we are all in this together." I also think it would make students who are virtual feel more apart of the class

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I like the idea of rotations rather than a playlist. I tried a playlist model during virtual and students often turned it into a round of "Beat the Clock" (showing my age!) to get to "Finished Early" activities, rather than turning in thoughtful and thorough work. I feel like I'll be able to touch base with them more effectively in rotations.

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While there were lots of great suggestions in this article, one that really stood out was the use of a choice board for when technology goes out. I've used a choice board for asynchronous activities, but if students are pre-taught the expectations for using this when there are technology issues, it would help put teachers at ease and would empower students to take ownership of their learning.

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Would love to try the lunch buddies idea. Giving time for virtual students to get to know each other and build community would be an amazing opportunity.

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I think it's important to note that while students are expected to do new things this year, we also have to give ourselves some grace while doing the same thing. I want to be intentional with my planning if I have to teach concurrent because this way I can do the best for students virtually and in-person.

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I like the idea of the playlist to give students more choice and motivate them.

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I think it is really interesting how the article suggested limiting synchronous time and activity -- I feel that this year I am doing more synchronous learning than in previous years and am working on adjusting small groups,etc to the virtual platform - thus allowing for less synchronous time and more intentional learning opportunities.

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Anxious to try this - for everyone involved. Not sure about limiting synchronous time when doing concurrent learning. Was planning on incorporating the virtual students into the normal class routine - they're "on" when we are "on." Will investigate further.

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There were lots of great suggestions in this article. So many great suggestions and models for how to better the situations we are now starting to face with concurrent teaching. We have so many platforms and ideas we could use but I think knowing where you stand with technology and finding what could benefit you position best is the most important part. All of these suggestions are meant to help, not to overwhelm. Utilizing what you are comfortable with and knowing that is enough is sometimes what we need to tell ourselves.

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I am going to try and take the platforms I know and use them in a few different, intentional ways in order to better build community and help concurrent learners feel a part of it.

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Limiting Synchronous Time is Important for Students Learning.

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Limiting Synchronous Time is Important for Students Learning.

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Teachers have been doing the best they can and have gone above and beyond while teaching virtually. I found myself trying to get a lot done in the limited synchronous time I had and, by the end, both the students and I were burnt out. Limiting synchronous time in an interesting idea. By doing this We can have meaningful lesson time and it will always have a purpose.

Also, creating students cohorts is an amazing idea so that students interact with each other and get to interact and think as a small group. I will try this in math class.

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Teachers are putting too much pressure on themselves and this article really pinpoints what educators need to focus on at this time. We were taught in previous trainings to build a sense of community. But what I love about this article is the intentionality behind the time we spend with synchronous learning. Technology and our students play an important role with the process. We can provide more interactive learning through cohorts with our students. I do believe this does work much better for intermediate versus primary grade levels however. I would love to hear if this benefits primary grades with differentiated breakout rooms.

We have to really focus on what we want to teach and discuss during our live meetings and have the trust that students will be able to work independently or in small groups to work on activities.

We have to balance creating meaningful live discussions and meaningful interactive activities for students to work on together and independently.

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This strategy seems like a great way to provide everyone with an equal amount of time while keeping everyone engaged. This also provides the teacher with a way to differentiate and meet with individual students for check-ins like a sort of workshop model.

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This was an interesting suggestion! It totally makes sense I just feel that, at least for me in my time as a virtual teacher, I was doing the opposite. I was squeezing in everything I could across those 2.5 hours and the students were definitely burnt out by the time we were done.

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I found that creating student cohorts for math has really helped me differentiate more.  I felt like I wasn't meeting the needs of my students well at all.  I had some that were bored because we had to move slower for others and others frustrated that we needed to move on and they weren't ready.  I started teaching the lesson twice (yes, way more work for me...but hey it isn't about me!)  I have half my class independently working on differentiated activities like xtramath, successmaker and Freckle while I teach the lesson to the other half.  Then we switch.  I can move at a faster pace with one group and slower with the other group.  I have found with the slower paced group that their participation has increased because they have fewer people to answer for them.  Kids can join either group depending on they are doing with the topics. 

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I found that creating student cohorts for math has really helped me differentiate more.  I felt like I wasn't meeting the needs of my students well at all.  I had some that were bored because we had to move slower for others and others frustrated that we needed to move on and they weren't ready.  I started teaching the lesson twice (yes, way more work for me...but hey it isn't about me!)  I have half my class independently working on differentiated activities like xtramath, successmaker and Freckle while I teach the lesson to the other half.  Then we switch.  I can move at a faster pace with one group and slower with the other group.  I have found with the slower paced group that their participation has increased because they have fewer people to answer for them.  Kids can join either group depending on they are doing with the topics. 

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My biggest takeaway from the podcast was being mindful and intentional with how you are structuring your day. There are SO many ways to differentiate during this time and I am definitely reflecting on different ways to do so to ensure students are getting the most out of lessons without being stuck in a synchronous lesson for hours.

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After reading the article, it is important for both students and myself to limit the amount of synchronous learning. That time should be purposeful and meaningful, just like how it would be if they were in the classroom on a normal day. One way to achieve this would be to add more virtual partner and small group work!

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Synchronous time needs to be limited in order for the students to remain engaged in lessons.

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Practice what we preach about having a growth mindset and giving ourselves grace to learn and grow (along with any growing pains).

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Use Lunch and recess for socialization. 

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Use Lunch and recess for socialization. 

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This is something new that my class is working towards. After receiving a class reward or a certain amount of paws students are able to stay on with their friends during lunch/recess.

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The idea of providing a playlist for students to self-pace through a unit is intriguing. Many students would benefit form seeing the project as a whole, and then breaking it down into tasks for mini lessons.

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Students will be less engaged if you have students sit through too long of synchronous time. Chunk the time.

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I'm taking a lot of deep breaths this morning and trying to practice what I preach to students about growth mindset:) My takeaway from the article is making the most of synchronous time. I would like to brainstorm more about station rotations so that I can work more with small groups.

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I'm taking a lot of deep breaths this morning and trying to practice what I preach to students about growth mindset:) My takeaway from the article is making the most of synchronous time. I would like to brainstorm more about station rotations so that I can work more with small groups.

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Students need time to process too. At the beginning of the year, it felt like all I was doing was synchronous time. It is important to prepare and allow time for asynchronous time so that students can work at their own pace and allow time for the teacher to meet with smaller groups as needed.

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Creating short lessons which are taped so students can watch them repeatedly is a great way to support students during independent time. LOTS OF PLANNING ON THE TEACHER END. Hopefully, I can find some time today to get some of these done for next week.....

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Helps provide equity - leveling the playing field and make interaction easier.

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Having a longer chunk of time will benefit everyone.  Some times we need to let go and remember that we, as educators, are doing our best to meet the needs in a different way.  This instruction looks different, but benefits students.

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I thought that the station rotation model can work for my kids. I would need to do a lot of front loading with expectations for each rotation, but it would pay off in the long run.

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I thought the comments about limiting synchronous time were very important to digest.  I feel like it is very hard to get everything in for Kinders, but I just have to remind myself that they need limited live time.  I can build their independence by giving them some more asynchronous application tasks, after we have a synchronous session.

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As she described, breaking up a class period into chunks (sounds like a workshop type model to me) makes the most sense. I'm trying to wrap my head around how this will work in half day Kinder, but I know a lot will mimic when we were all virtual too. I also really want to do the flipped model more, as described in the second article! I have definitely done that more than ever this year already, but with any kids absent now being on meet or zoom, this could come even more into play.

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Chunking the time seems like the best possible way to give everyone an equal amount of time.

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I learned this the hard way with 1st graders. As I was trying to meet the needs of everyone - I feel like I met the needs of no one...and gave myself a huge headache in the process too.