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So much of this remains new to me and while I’ve spent a lot of time over the  last couple of years working through programs in teacher’s college, I continue to find that exposure to these programs and how a class is set up in practice is so helpful to me as I plan out my first course this summer.  To that end, some of these programs are also new to me and I’m learning a lot. Another challenge that I have is trying to understand which technologies to invest my time into. There is so much available to use that I know I need to be thoughtful in my choices as I begin to learn about which software I want to rely on for my teaching.

One Note is not a program that I know. While I like the idea of a thoughtbook in One Note and the use of TEAMS, I suspect that I’ll try to capture some of these uses in other programs. The school I’m at uses the full Google Suite and as I work through how to implement something like Teams, I suspect that I can do something similar with Google, using Slides and Forms and controlling permissions to the various groups.

As I watched more and more about One Note, I became a little concerned about the size of the working space - with a lot of scrolling left and right. I will - again, likely because it is what I know - probably focus on a Google Site to capture all of this information. While I haven’t built my own site yet, it is what my colleagues are using and having worked as a student teacher at the school, I’ve been able to see some tremendous examples of Google Sites being used as a landing spot for all course interaction.

In the example we have watched, I appreciated how course expectations and learning goals were easily accessible if students wanted to see them and this is a component I will work to build in in the future. I’ve also learned from some of the comments that have been shared here and would like to use things like Exit Tickets, which I can also embed into a specific lesson on Google Sites.

Finally, I liked the visual of what goes into a unit. He mentioned in the sample the impact of visual cues for students and while this seems like such a simple concept, it is one that I hadn’t really considered in mapping out my course.

- Taylor

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Streamlined and very intuitive. Love how everything is all embedded and easy to access.
It seems there maybe a niche ready to fill that combines the straightforward all inclusive platform with something like Brightspace or Google classroom for the dynamic colourful organization.
I do wonder if all students will be able to navigate with all the written instructions.

He used the collaboration rooms really well, which I think is important in remote as it allows the students time to chat and interact without the teacher listening to everything.

I learned a lot from this sample and right now I am going to go and watch some MS one note videos to figure out how to incorporate some of these ideas into my class.

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I love the organization and clearly outlined course content. The learning goals and success criteria were clearly laid out for the students. Everything seemed to align beautifully towards the end project. I was very impressed by the opportunities for collaborations and student pus peer feedback.
I would love to see the rubric for the group project. How does he evaluate and assess the work of the individual students for his project?

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I like that the teacher, as much as possible, kept everything on the same page, so that there wasn't a lot of clicking back and forth between applications. He did a good job of catering to both F2F and online learners and also discussed how to do it even better. He provides lots of opportunity for collaboration, which is an important aspect of this course.

He talked about in-person vs online gallery walks. It wasn't clear to me whether one was for F2F learners and the other was for online learners, but given the tools available, wouldn't it be possible to have only online gallery walks? That way, there would be no differentiation between online and F2F students.

I couldn't tell if it was because he was in an editing mode, but I found that the width of the page, and the fact that you had to scroll from side to side to see the full content meant that some of the material was being lost on the page. Granted, it was mostly things that students were not required to access, but it would be easier to find if all of the content fit into the width of the window.
Vanessa

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There are lot of well done : the organization ,the list to do ,the explanation on how to use the different tools in the Home page,the videos,etc. all these are good ways to guide the students in both online and in person learning. The collaborative learning is also so beneficient in this course to make the students share their experiences and ideas together. For further development , a clear rubric for the personnal portofolio can be posted and discussed before the assignement so that the expectations be clear for the students.
I need to ask if there are differentiated instructions and strategies in this course for IEP students.

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The organizational function of the LMS gives really clear and consistent structure to the course, which is readily available on the landing page. Includes macro unit structure and micro to-do lists. Great for fostering self-regulation and providing opportunities for differentiation (breaking into manageable chunks.
I like how the most important digital platforms are also on the landing page, which minimizes students having to manage multiple applications and tabs.

Perhaps self assessment and reflections could be completed in a form. The teacher would have a bank of written or oral responses, which he mentioned were useful in evaluating their progress on visual products.

Was recording screencast presentations as duplicates to lessons a crisis response to having students on rotating home-school weekly schedule?Would this teacher still create screencast presentations if his students were all together but in blended learning?

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Done well:
- section on 'topics covered' and 'things to do'. I can appreciate how helpful and handy this would be in hybrid class.
- unit planning diagram. Provides a good visual representation of the what student are working towards in the course (might be better than a checklist, which I currently use)
- different feedback options and lots of collaborative work

Questions:
Are students always working on the same thing at the same time in a hybrid model? Are weeks and 'cohorts' divided into 'days' (day 1, day 2)? I've heard of this being the case at some schools. If so, are there different 'to do' lists? I'm not sure if I'm being clear here.

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Among the many strengths of this unit were the clear unit overview, the collaboration spaces, the built in opportunities for differentiated instruction, the checklists for success criteria and that everyone was easily accessible in OneNote.
There seems to be a lot of collaborative learning in this unit, and I liked that the students had opportunities to work in different groupings. I wondered if the students get an opportunity to reflect on what they learned about working in teams. For example, what worked well? What challenges did they encounter? What collaborative skills did they develop during the unit?
Two questions I have are:
One, what was the teacher's experience of planning this hybrid l unit? Was it more efficient planning for both F2F and elearning or was it twice the work? What worked better F2F and what worked better online?
Two, the unit offers a lot of formative assessment and student self-assessment. I was wondering if the teacher felt the balance was right or if they would adjust anything in terms of formative assessment for next time.
- Sandra