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Working with everyone else's changing schedule to create a brand new schedule for myself

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Having 100% student attendance.  Most of the time I only had 30-50% students come to the online sessions.

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My biggest challenge during distance learning was students sharing their assignments prior to turning them in or reading other student responses and mimicking them with different vocabulary. How do we ensure that students are doing the reading when prompted to do so on an individual basis?

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One of the biggest challenges was keeping the students accountable for their own learning--in the sense of making sure they didn't share answers, that their videos were on and they were present during online times, and that they were attending office hours and meetings when they needed extra help. Parent support was a great key factor in helping to keep some students accountable and the Sped team also did a great job, but, hopefully, we can combat some of those issues this fall since we are more prepared.

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My biggest challenge was attendance. I noticed that the vast majority of my class was not present for live class times and it was discouraging when trying to instruct a class. The new norms and attendance policies will undoubtedly change that!

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My biggest challenge during DL was to balance teaching online which was new to me with also helping my own kids stay on top of everything online in their own classes. 

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My biggest challenge during DL was to balance teaching online which was new to me with also helping my own kids stay on top of everything online in their own classes. 

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My biggest challenge during remote learning was getting students to log on at specific times. While I opted to do most things asynchronously, there's a lot of benefits to meeting each class. I did not properly give opportunities for students to log in all together and I don't think I properly set that expectation, thus, I did not get a lot of engagement through synchronous opportunities.

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Attendance and participation, the grade forgiveness policy resulted in a lot of no shows, no participation, or minimal attendance and participation. Also, students were not reading or replying to emails and would turn things in late or not at all.

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Attendance and participation, the grade forgiveness policy resulted in a lot of no shows, no participation, or minimal attendance and participation. Also, students were not reading or replying to emails and would turn things in late or not at all.

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The students enjoyed the Edpuzzle tasks for video and question response.

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Online games (spinners, etc.) incorporated into activities

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Converting content into a digital format that was engaging to deliver to the students. Participation was a problem also.

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Kids seemed to love anything that required interaction or collaboration. 

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Kids seemed to love anything that required interaction or collaboration. 

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I learned how to incorporate more tech into my lessons.  Also the students are highly capable of more independent learning.

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How much I can actually utilize technology into my daily lessons and for my students benefit

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There were so many online resources like Flip grid, padlet, break out rooms etc. that I knew about but didn't use as much as I needed to during DL

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There were so many online resources like Flip grid, padlet, break out rooms etc. that I knew about but didn't use as much as I needed to during DL

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The kids seemed to enjoy learning how to do self-tapes and the correct ways to video tape themselves for great videos

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The kids seemed to enjoy learning how to do self-tapes and the correct ways to video tape themselves for great videos

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It was hard that many of the kids didn't show up

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Students really loved literature. They were 100% engaged when we were reading a novel vs. not really interested when reading the provided Amplify curriculum (i.e. about Historical subjects). They also LOVED having a choice aspect in how to present their understanding.

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Anything fun or silly

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The teacher needs to be supportive to the EXTREME, it eases the students' anxieties and students need emotional support a lot

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The teacher needs to be supportive to the EXTREME, it eases the students' anxieties and students need emotional support a lot

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Our 6th history team was able to collaborate to create the lessons and work with our studies weekly curriculum. We also held student meetings to help get kids caught up. We were able to coordinate our final project of the year and had some students work together, but definitely missed the in person and student group times.

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Despite the challenges of assigning collaborative work during distance learning, I do think that these are some of the most engaging assignments. Students usually enjoy working with others and enjoyed making videos (Flipgrids, etc.) and Prezis, Slideshows, virtual museums. Some students were able to do extra credit assignments, which included cooking/baking tasks or science experiments.

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Students engaged when they were offering recorded presentations. Whether this was through live (zoom) opportunities or Flipgrid, often times--the best practices were when students could speak out through rigorous prepared work.

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Students would not read directions thoroughly. Even with things explained in zoom and posted with clear and concise instructions on Google Classroom, students would email asking questions that were clearly laid out already

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Students would not read directions thoroughly. Even with things explained in zoom and posted with clear and concise instructions on Google Classroom, students would email asking questions that were clearly laid out already

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The students enjoyed live fitness workouts through zoom as well as completing fitness logs throughout the week. I want to incorporate some kind if reward/recognition system for students who are consistently engaging in physical activity.

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I felt more involved in the planning process with having to know what was going on with general education instruction and how to support my students during office hours with those assignments. I definitely had more time to talk with teachers

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A new skill or discovery I had during DL was just solidifying my technology usage without the need to physically print papers or the need to have a physical book.

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It made collaboration more challenging because it required the kids to coordinate among themselves when to meet online and work on things together. Norms and guidance would help with that. 

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It made collaboration more challenging because it required the kids to coordinate among themselves when to meet online and work on things together. Norms and guidance would help with that. 

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Still learning the art of making videos.

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For drama, it was just very difficult to set up times to communicate with others and have attendance or follow through. It doesn't feel that way with this team which relieves a lot of my anxiety about team work

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For drama, it was just very difficult to set up times to communicate with others and have attendance or follow through. It doesn't feel that way with this team which relieves a lot of my anxiety about team work

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I could see a loss in collaboration on the digital platform.

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Break-out rooms through zoom, google classroom for student video submission, youtube for video sharing, etc.

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There was a ton of reinforcement of a lot of DL practices I've had opportunities to use during live sessions, but really getting comfortable with seeing myself on the screen and having a set production schedule was something new (and challenging) to get used to.

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The main negative effect that DL had on grade-level collaboration was that it just stopped (at least with my subject). We just did our own thing with the exception being the bean growing activity between math and science (which was awesome!).

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Also the kids really enjoyed playing quizlet online! 

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Also the kids really enjoyed playing quizlet online! 

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One of the greatest things about distance learning was being able to discreetly assign different tasks to different students (based on IEP modifications/accommodations, etc.). It was more discreet to do this digitally on Google Classroom than to give students different physical copies in class. One-on-one time was also a bonus, although it wasn't in person like it was during normal school office hours, I think the one-on-one time was still valuable over Zoom. Using different technology/apps is also a bonus and I think I became more digitally fluent.

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I feel like because we didn't have a set schedule or real guidance to collaborate, we were definitely isolated in most cases. We had no clear structure--which I think is what happens intrinsically when you're meeting in a physical space in a set time. We had meeting times but I think the DL time in the spring highlighted that we weren't hitting our PLC protocols.

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As a whole, I think it resulted in less collaboration because of lack of attendance. This will obviously change for the better this school year.
I believe collaboration increased among the pockets of students who consistently attended to class.

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I agree that attendance was difficult and then I would have kids ask for 1-1 after not attending the whole group instruction. 

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I agree that attendance was difficult and then I would have kids ask for 1-1 after not attending the whole group instruction. 

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Our team was able to collaborate well, but I think it was harder for students to collaborate with one another as not every student put in the same effort and showed up during online collaboration times.