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I also find it harder to learn names of students wearing masks.  Today I made a new seating chart and I had to ask a lot of students their names.  I am embarassed about that.
Oh well... I knwo them better now.

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I find it harder to learn names this year, without a full face, and with the lack of passing back physical papers.  Having digital homework allows them to have instant feedback, but am struggling to learn names this year.

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During the 1st 9 weeks it was difficult to get the 3 major grades.  As a district team, we decided to give a project.

Also, individually I learned to use One Note more for my Clear Connections students.

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We didn't anticipate the high rate of students bringing their devices. Because so many other classes are using their devices, we are pleasantly surprised at the high rate of students bringing their devices

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A challenge that my ENG I team anticipated was running out of time for three major grades (all of our major grades are process-based) in a shortened Q1. We did some planning as a team and figured out a couple of ways to assess the same skills in a less-intensive process.

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As the team of individual programs that have no natural connections, we just make ourselves available to each other as a sounding board...answering the "how do you..." questions.

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We are rebuilding AP Lit instead of trying to force previous years to fit into this very different one. My teaching partner and I decided to do away with whole-class novels until at least next semester, instead letting students choose their own books (as usual, but this will be the whole semester instead of just the first quarter) and supplementing with short stories from diverse authors with many different challenging themes. We started with contemporary issues, and now we're working on older stories with more difficult language to build their confidence. This also takes away the need for students to use Sparknotes, and we can do a lot more interactive stuff online in a shorter amount of time.

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One of the major problems we have found as a team is the consistency across switching classes as well as the amount of grading we are having to do online. We found that giving 1 weekly grade instead of multiple like before is in the best interest of our students and our team. We have also integrated making some of our daily routines such as reading logs and etc. to work double duty as R/W grade as students are reading and responding to what they are reading (shout out to Zucha!). This is helping to reduce the amount of grading and work on the team.

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The project based aspect to our course was going to be harder in a virtual format. How would students communicate and share? I decided to start using OneNote in a Collaborative space with a virtual team space pre-assigned to all students. It included school issued email along with me creepily typing things like "why is no one typing? or get to work"

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we moved out team tests to aware and are liking the new testing features (seems more user friendly than creating tests in its) and are working on best way to share results with students after tests. Andrea is going to help us with exporting an excel spreadsheet that won't have names and wil be easy way to distribute results with kids.

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Workshops are very hands-on, but I made templates in discussion boards to actually make written critiques of stories easier for my kids (and socially distanced). They have gotten used to it quickly and I think it's something I might actually use in the future to make the process more streamlined. The students being critiqued also have their classmates' comments in the same place, instead of having to manage a bunch of papers in a separate folder.

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My team was using an old practice of working through a physical version of our unit assessments before team meetings. This wasn't working for our new team. We started using a "Comments" Test and made it available for all team members to comment on. We use this as the first line of communicating what we like, dislike, want to see changed, etc. on our tests so that conversations in PLC move more smoothly so that we could focus on instructional strategies for unit learning targets.

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My team was using an old practice of working through a physical version of our unit assessments before team meetings. This wasn't working for our new team. We started using a "Comments" Test and made it available for all team members to comment on. We use this as the first line of communicating what we like, dislike, want to see changed, etc. on our tests so that conversations in PLC move more smoothly so that we could focus on instructional strategies for unit learning targets.

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I find it very challenging to motivate them.  Because most everything is on the laptop, they say they are working, but usually are doing other things I cant see.

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We felt like student absences would be an issue so we wanted to ensure we had a way to keep students caught up. Our landing pages were edited and tweaked to meet that challenge.

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We have a good collaborative team. We are planning to do our Shark Tank Market Revolution sales pitch using FlipGrid- we are excited to see their 1800s sales pitch come through (fingers crossed).  Many of our students have been so quiet and almost shell-shocked that it is nice to see them opening up a bit more.

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We had no idea how CC would work with many of our students who are non-readers and need assistance with all tasks.  We have found things that work and ways to include all the students.  most of my CC students log in daily and participate in our TEAMS meetings so we can keep connected.

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Had a concern about getting feed back on warm-ups with CC students.  We started using Microsoft forms for warm-ups.  It is a quick way for us to gather data to help us drive our instruction.

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We were concerned with online testing through aware, but so far it has gone really well. The kids do miss paper tests, but they have adapted well to the online environment.

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Band has a hard time engaging all students that are on CC. We have some students who are very advanced, and other who are 3  or 4 years behind them in the same online class. Either way we approach the class, someone ends up either confused or bored.

In regards to our team, we are in "bandtober" and schedules do not always allow for as much communication as I would like. Someone always seems to be missing for one reason or another.

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Allows me to upload a picture (snip) of my warmup or even multiple slides with image or text. I can see their responses in real time. I can download all to a pdf to grade later.

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Some of our team was very uncomfortable with giving out paper to our students. Instead we starting utilizing Wizer me as a source to keep kids engaged, created fun interactive activities, upload videos to ask questions, and provide super quick feedback to the kids. It grades it for them instantly and you can open in up many times for them to fix and learn from the potential misconceptions you see. You can also comment on the questions and answers privately for the students.

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Our team has found that for our hybrid classes, it has helped to utilize the chat feature in TEAMS to communicate class info with students. We were frustrated having to restate instructions for students that are absent or late to the meetings. Now, we start each meeting by posting the daily agenda/instructions, if you were absent do this, etc. This is helped eliminate the amount of times we have to repeat the SAME information during the SAME period. We do already post this on itsLearning, etc. but this has been helpful! Students know they need to go straight to the chat and see the info we post, rather than continually ask us the same questions their peers have already asked us.

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The AP SS vertical team met prior to the start of school and discussed common writing problems, but last LAD the Contebnts met instaed of the AP SS Team.

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The AP SS vertical team met prior to the start of school and discussed common writing problems, but last LAD the Contebnts met instaed of the AP SS Team.

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We had lots of concerns about SPED kids online in Clear Connections, The district solution was to have the case manager contact the student every week (15min consult). This then brought its own concerns.  15min x 20 kids per week = hours.  In practice, it is not that overwhelming and actually easier to get ahold of my CC kids than the BM kids.

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We found that the method we were using for free response was taking a really long time to grade when we were giving students the choice of problems to create out of a list. We have now changed to a set of problems everyone has to complete that encompasses all of the learning targets in the lesson and we are going to see if that helps with the time it takes us to give feedback.

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A very much anticipated issue is completing the large amount of grading required, especially since we've had less time between progress reports and less time to teach.

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Our team anticipated issues with giving exams to students at home that we could feel comfortable in knowing that the results were valid, and we also wanted to be sure that students at home did not have an "advantage" over students in brick and morter. We have started designing all assessments under the assumption that they will be open note, which has forced us to look at our question design in a different way. I think we have been successful in designing questions that demonstrate student's understanding even while they have access to materials that they would not normally be allowed to use.

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Our team was using an old practice of working through a physical copy of the test before team meetings. This wasn't a practice that worked well with our new team. We started using a "Comments" Test that we would each go through and comment on. We comment about which questions we like, dislike, what we'd like to see change, etc so that conversations in PLC can be more focused on instructional strategies vs. assessment building.

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As a team, we were concerned that going paperless - 100% online, would reduce students learning in math. We have found that we can go paperless and the students are still very good at doing the pencil and paper work on their own. We have been consistent and it has made a positive contribution to our course

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Our world geography  department did not anticipate the high failure rates of CC students.  Contacting parents with the help of administration hopefully will decrease the failure rate. 

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Our world geography  department did not anticipate the high failure rates of CC students.  Contacting parents with the help of administration hopefully will decrease the failure rate. 

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My team anticipated a difficulty that enforcing mask wearing in class would be a problem. We decided to set clear expectations right from the start.  We have shared some strategies with one another (such as consistently modeling mask wearing in class, give the whole class a reminder, and deal with individual issues as gently as possible.)  While we are still addressing some obstinate students, reaching out to parents and admin for support has helped resolve our concerns.

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My team anticipated a difficulty that enforcing mask wearing in class would be a problem. We decided to set clear expectations right from the start.  We have shared some strategies with one another (such as consistently modeling mask wearing in class, give the whole class a reminder, and deal with individual issues as gently as possible.)  While we are still addressing some obstinate students, reaching out to parents and admin for support has helped resolve our concerns.