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Ask a check in question during attendance. As the students are writing their responses and reading each other's responses, take attendance. 

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Ask a check in question during attendance. As the students are writing their responses and reading each other's responses, take attendance. 

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Offering Liberating Structures training to all faculty. 

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Offering Liberating Structures training to all faculty. 

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Students submit their attendance before joining Zoom by answering a question in Google Classroom as follows. This really saves time.

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I record in Explain everything  when I take notes on the iPad screen. Recording and sharing short videos makes it easier for students to follow.

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I record in Explain everything  when I take notes on the iPad screen. Recording and sharing short videos makes it easier for students to follow.

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Asking students to send their answers privately helps me see what they understand.

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Asking students to send their answers privately helps me see what they understand.

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Asking all students to share answers in chat helps them to check with each other and compare.
I usually start by giving a task, group work or a Desmos activity in order to engage them.
I give statements and ask students to state correct or false from Zoom reactions,  then start class discussions.

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When there is a group work, asking one student to share screen to increase the discussion in break our rooms.

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When there is a group work, asking one student to share screen to increase the discussion in break our rooms.

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The attendance procedure  should be continued in zoom classes as in face to face education along with MEB rules. It is important to find easier way to take attendance in  hybrid education  (differentiating "at home" "at school" students are so time-taking for the teacher)

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The attendance procedure  should be continued in zoom classes as in face to face education along with MEB rules. It is important to find easier way to take attendance in  hybrid education  (differentiating "at home" "at school" students are so time-taking for the teacher)

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Asynchronous lessons are not so effective for social studies, increasing asynchronous lessons create difficulties for curriculum management and metacognitive aspects 

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Asynchronous lessons are not so effective for social studies, increasing asynchronous lessons create difficulties for curriculum management and metacognitive aspects 

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In general social studies classes are interactive courses, the discussion part is the most important aspect of our classes. Recording is not applicable for our Harkness methodology. Also students did not feel comfortable during the discussion while we try to record some courses. (For informative courses there are lots of platforms to recall the main information such as khan academy) 

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In general social studies classes are interactive courses, the discussion part is the most important aspect of our classes. Recording is not applicable for our Harkness methodology. Also students did not feel comfortable during the discussion while we try to record some courses. (For informative courses there are lots of platforms to recall the main information such as khan academy) 

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Breakout rooms are not efficient as the in class group activities. The best practice we use is integrating jamboard / google doc / google slides with breakout rooms by assigning each student small tasks within group. 

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Breakout rooms are not efficient as the in class group activities. The best practice we use is integrating jamboard / google doc / google slides with breakout rooms by assigning each student small tasks within group. 

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Peer discussions, group discussion and class discussions are very efficient for zoom engagement. As teachers we are moderators in social science classes, in zoom we are also moderating the discussion, posing questions and asking comments from each student. Opening chat is also very useful for class discussion. We are using jamboard, padlet, etc. for sharing ideas during the discussion. Also google search increases the active participation. 

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Peer discussions, group discussion and class discussions are very efficient for zoom engagement. As teachers we are moderators in social science classes, in zoom we are also moderating the discussion, posing questions and asking comments from each student. Opening chat is also very useful for class discussion. We are using jamboard, padlet, etc. for sharing ideas during the discussion. Also google search increases the active participation. 

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If it is necessary for a student to take notes, we are using Google Classroom assignments in social science courses. 

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If it is necessary for a student to take notes, we are using Google Classroom assignments in social science courses. 

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I found it helpful to take attendance on a separate device, such as an iPad, to avoid flipping between screens on my computer.
Only with one group did I find that students were logged on to Zoom, but were both invisible and unable to answer questions... thus, they were essentially "absent" despite being "in class".

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The asynchronous idea came into effect at a time where, for personal reasons, I needed some flexibility in my schedule. I didn't use it every week, but it was nice to know it was there.
However, some students certainly did not meet the expectations to work independently.

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I rarely recorded lessons or breakout activities, and only if an activity or discussion needed feedback or evaluation. It seemed to be a time-consuming task to go through the lesson time over again.

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In one class, it was quite normal to find students with cameras off or communicating in Turkish (English class) or not talking at all, and some groups had a hard time getting work done. However, on the whole, I was pleased with how students adapted to the platform and collaborated through tools like Jamboard.

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There were many electronic opportunities to make and share notes. I did want students to use pen and paper for certain tasks, but it was hard to encourage it and to share examples. I occasionally asked for photos of their notebooks to show evidence of work.

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one bullet point said that students don't know what to do when they go into breakout rooms because they weren't listening to the directions. This is easily remedied by putting the directions in the chat before sending students to breakout rooms or setting them off on a task. It is helpful for all students.

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This was already said by someone in the Breakout rooms column, but I want to add that students can engage in critical thinking tasks in breakout rooms if the teacher provides the right challenge, platforms for engagement (mural, miro, etc) and climate for safety.

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I'm not sure why this is a whole column to itself, as there is literally only ONE response on the form that relates to note taking. There are more, however, that deal with the climate of the classroom as it is created by both teachers and peers. Before we can get students engaged in the lesson on Zoom, we have to make them feel comfortable engaging.

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Or camera optional days. Giving students a "day off" of having their camera on can be liberating and go a long way to establish trust. Let them show they are engaged even when their camera is off - give them that chance. They will not disappoint you.

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This is also not a column, but I saw a lot of feedback about choices: how to take notes, what to talk about in breakout rooms, whether or not to turn a camera on, synchronous or asynchronous engagement. Students are people, and people like to maintain a certain semblance of control in their lives - it starts early, as my parenting blogs talk about giving toddlers choice (do you want to wear this shirt or that shirt) when addressing bad behavior.

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There seems to be a trust problem in the results. Students are concerned that their peers will mock them in the breakout rooms, that teachers will not believe that they are listening with their camera's off, that students are being "guilt tripped" into turning their cameras on, that students are taking photos of each other without permission, etc.

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Teachers need help understanding what synchronous lessons are and how to plan for them.

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I set my class link to record automatically when someone enters. This way I have a recording of every class, even if I forget to press record.

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Team work/Collaboration as a School Culture 

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Team work/Collaboration as a School Culture 

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Majority of our students are very competitive among themselves. As a side effect of this, Collaboration is not very strong in 9th or 10 grades. We need to work on to teach to each of our students collaboration and/or cooperation with the classmates or any member of RC society. Then we can step forward in using Breakout Rooms efficiently. At the moment, I have significant number of hard working student in L9 and 10 classes who prefer to do the given assignment all alone in the Breakout rooms rather than working/discussing with team members.

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I start my lessons with an attendance check-in in Desmos. On the Desmos attendance page, students can check in about their mental well being, check answers to homework, mark questions they have, or even start an activity. This way the students are not idle while I take attendance on ERP and it makes the process more productive.

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For active engagement, Desmos is great since it is easy to create interactive material and to see in real time what a student is doing.  It is designed for the math classroom.   However, I have seen that other groups, particularly language teachers are using it as well.

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Jamboards can be very effective especially when marking up diagrams or other graphics.

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I check attendance after I start the lesson...assign them a question to solve and taking attendance..I m not living on campus so allowing faculty taking the att without VPN is much easier, I think that should stay.

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I check attendance after I start the lesson...assign them a question to solve and taking attendance..I m not living on campus so allowing faculty taking the att without VPN is much easier, I think that should stay.

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I dont use it but I know all students and teachers are overloaded and it takes the load a bit but the meaning of asynchronous should be explained to both students and faculty clearly 

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I dont use it but I know all students and teachers are overloaded and it takes the load a bit but the meaning of asynchronous should be explained to both students and faculty clearly 

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I did not record any of my lessons but I recorded some question solving videos for my students and they generally liked it. I think we can have lesson library for some main lessons .

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I did not record any of my lessons but I recorded some question solving videos for my students and they generally liked it. I think we can have lesson library for some main lessons .

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Thats one of the best features of Zoom I guess. Especially when the lessons were 80 min, its a pause for the teacher and students can discuss questions within each other...discussing different ideas gives them another perspective for the solution ways

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Thats one of the best features of Zoom I guess. Especially when the lessons were 80 min, its a pause for the teacher and students can discuss questions within each other...discussing different ideas gives them another perspective for the solution ways

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to be honest, I feel most of my students were active during the class, I kind of call everyones name during the lesson, I dont let some students to dominate the lesson

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to be honest, I feel most of my students were active during the class, I kind of call everyones name during the lesson, I dont let some students to dominate the lesson

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When it comes to engagement its a bit more difficult to catch the classroom (f2f) atmosphere. if the lessons are more 40 min I try to find different things to pull their attention...

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For math lessons its difficult for them to write something and share with class...sometimes we are using desmos that they can annotate...or I check their work via Google class when they upload their work.

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For math lessons its difficult for them to write something and share with class...sometimes we are using desmos that they can annotate...or I check their work via Google class when they upload their work.