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Students can share a FlipGrid video with you to prove mastery after exploring the concept through a flipgrid partner.

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Yes, This is posted again. Why? Students need deliberately chunked learning with pre-planned process points. Well written asynchronous plans adapt well to synchronous plans.

Also, Find yourself talking for 15 minutes straight? Students might not understand what you said in minute 2. Don't want to be interrupted for every question (or statement) students might have? Be clear that they will get a chance to chew in a few minutes...

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1. Attend to the Language of the Standards. What output is required of the standard(s) you are teaching in a future lesson? Pay attention to the cognitive specificity of your SE's.
2. Pre-Assess before finalizing the lesson. Create an option for those that need you to scaffold to their potential (whether that is access or extension).
3. Accommodate to ensure content is comprehensible.
4. Plan bite-sized chunks that are aligned to the standards.
5. Plan to measure who got "it?" and establish next steps.
6. Tech is a tool. Not the goal.

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This is an example of how educators could structure a lesson.

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Modifications for Common Teaching Practices

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Modifications for Common Teaching Practices

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from Code.org

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Modifications for Common Teaching Practices

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Of course we need to know if they have learned "it," but how do we know if they are learning it? What do we do for students who have already learned "it?"

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Of course we need to know if they have learned "it," but how do we know if they are learning it? What do we do for students who have already learned "it?"

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8.24B - Evaluate the impact of reform movements, including educational reform, temperance, the women's rights movement, prison reform, the labor reform movement, and care of the disabled.

Cognitive Expectations: Evaluate...

Content Expectations: ...the impact of...

What do we often do with this standard?

Match the group/person with the movement.

The first step is attending to the language of the standards. We need to define student output beyond what we want students to learn.

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Again, ATTEND TO THE LANGUAGE OF THE STANDARDS BEFORE PLANNING!

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Again, ATTEND TO THE LANGUAGE OF THE STANDARDS BEFORE PLANNING!

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Students can share a FlipGrid video with you to prove new learning after exploring the concept through a flipgrid partner.

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Check out Wonderopolis Topic templates and use them in your classroom.

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1. If students can answer your questions without watching the video of you, they are not learning anything new. Embed questions during the video, and ask deeper level questions that require students to depend on the video or text to defend their answers.
2. In fact, always give students something to do during the video.  This can be a note-catcher, graphic-organizer, or anything else that might push students to process throughout.
3. Teach students and parents how to use the immersive reader.
4. Ask open-ended questions. Require "becauses."
5. Use EdPuzzle.
6. Brevity in communication across your team decreases the frequency of missed messages.
7. Use lots of visuals...and brevity (again).
8. Explicitly state and have written is needed prior to a learning experience. Give options. For example, "if you have ____ then ____."
9. Explain how and when students can get help.
10. Make your systems clear and consistent (nomenclature, processes, etc...)
11. 1 Point Rubrics are easy to create and use!

Finally, if you plan your face-to-face lessons and then videotape asynchronous lessons, remote learners are more likely to fall behind. Plan your asynchronous lessons first.

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After the teaching is done...

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1. Be patient and cheerful.
2. Be explicit on how and when students will get support and be consistent (tech or content related).
3. Explicitly state and write what will be needed up front and give options. Some of us parents have multiple kids and know that our children need some additional support. For options, let students know that "if you have ____ then ____."
4. 2-3 shares, or else show me all at once. Waiting for 20+ kids to share kills a lesson.
5. Note some of the asynchronous suggestions that apply to synchronous. Also, brevity and visuals are good for all.
6. Some remote learners are learning despite at-home distractions (my boys have a 3 year old brother). Give students permission and encourage them to write in the chat a request that directions be repeated. Students are trying to learn, and assume the best!
7. Get a facilitator and establish a feedback loop with another pro.

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AND ATTEND TO THE LANGUAGE OF THE STANDARDS FIRST!

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Icons for Everything!

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Noun Project: Free Icons & Stock Photos for Everything

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Noun Project has the most diverse collection of free icons and stock photos. Download SVG and PNG. Over 5 million art-quality icons and free photos.

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Pre-Assess the day before the lesson (or earlier)

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Pre-Assess the day before the lesson (or earlier)

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This will give you time to plan...

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1. Give students something to do throughout.
2. Have a rubric
3. Keep checklists simple and clear
4. Facilitator?

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Analyze the causes and effects of economic differences among different regions of the United States at selected times.

Cognitive Specificity:

Analyze

Content Specificity:

the causes and effects of economic differences among different regions of the United States at selected times.

How is this usually taught?

Fill out the Graphic Organizer. Region - features - products

Analyze = examine methodically and in detail the constitution or structure of (something, especially information), typically for purposes of explanation and interpretation.

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8.12c - Analyze the causes and effects of economic differences among different regions of the United States at selected times.