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I feel that with community building that you start off small with a low risk share that isn't too personal or even anonymous (poll question) to a more personal nature when sharing can be more personal. Ideas of low risk are guessing each other's bitmojis, medium risk rose (good things)and thorns (no so great things) share out, to high risk which would give students a 60 second or less MTV version of share your crib or pets.

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Class Engagement is 2-fold. How to keep class engagement throughout the lesson and checking in to see who is not with you. When the teacher picks a method to integrate both at the same time it is a win-win. Such examples are: zoom polls, nearpod presentations, open ended question stems on zoom chat, emoji responses, etc.

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The Google platform is nice and easy way for collaboration. For science, I have found that classes like to create their own PowerPoint presentation that they have collectively worked on that the teacher presents. It also has a way of increasing class engagement since they like to show what their peers did and many like not having to present it themselves though I give that option if they would like.

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Immediate feedback for a digital synchronous learning environment is all about slowing down and taking a pulse. Some of the same resources you use for keeping class engagement can be used here. It could be as simple as a thumbs up/down to breakout rooms for more detailed instructions for those with questions and having a student share their screen so you can see where the struggle is. It is all about communication and creating a classroom environment that students feel comfortable with asking questions and getting quality feedback when needed. Successful immediate feedback will only be as beneficial as the relationship/community that you have with the student or class.

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It’s always a good idea to start with a game that is fun and light. Last year I was stuck on what to do virtually, but one of the other Spanish teachers in the district shared an activity with me called “This or That”

Instead of sharing my computer screen, I projected the slides on the screen behind me in the classroom so that we could all see each other as we held up one or two fingers to identify which one we liked better.

Students naturally started typing their reasons in the chat and it created some interesting conversations that allowed us to start getting to know each other.

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My favorite way to get the students engaged and track their participation is by using Pear Deck or Nearpod. The students seem to also enjoy these because they can both be used as interactive ways of taking notes and for practice.

With the Discovery Readings, I would like to try using the Jigsaw method. The challenge however, would be convincing the students to not just copy and paste the text into Google Translate.

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I found that using Google Slides was a great way for students to collaborate. You can pair them up to work on a specific slide. They can also add links to their work and include audio/video.

The Jigsaw method would also be great for collaborating.

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Creating practice quizzes in Canvas is a great way of giving immediate feedback. For quick feedback on writing and speaking assignments, you can build the rubric in Canvas, which makes it super quick. However, for detailed feedback it can be very time consuming.

This is when Flipgrid and the Canvas discussion board come in handy. With these tools, students can give feedback to each other in half the time it would take you to do by yourself. Not to mention, peer review can be so much more effective. Here’s a Peer Review I created if you want it.

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I like a slide presented as they enter the zoom with a quick and easy polling/get to know you question.  Having students respond in the chat as they enter the meeting.

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It is difficult to keep their attention for an entire class period in Algebra 2.  So I like demonstrating first and then giving them time to practice.  I have done that various ways using peardeck, nearpod and desmos which helps them stay engaged and give me the freedom to check on their progress.

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Honestly, I have not set up a way for students to collaborate much other than putting them in a break out room.  However, I do like the idea from SAMR where students are using social media, researching, getting peer reviews, and communicating with experts.  So I would be interested in any ideas of how I could set this up in a math classroom.

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The few things I have used are canvas quizzes and desmos for immediate feedback.  What I like about immediate feedback is that students have an idea of what they are doing well and it also pushes them to inquire more about their learning in areas they are not mastering.

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I love to start the year with ice breaker activities to get to know the students.  Then as the year progresses, I like to start class with relevant and current medical news relating to the subject we are learning that particular day.  This was super easy during COVID due to A LOT of news options to choose from.  Our little community is built slowly over time until we have an open discussion forum for the first 5 min or so 2-3 times per week!  It's fun and I learn some interesting things sometimes!

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I constantly try to tie what I am teaching to real world medicine and why you as a student need to know this material. I think students really like to hear that they are learning things that they will use later in their career or even adult life. They tend to like to "plug in" if they understand its importance. I also like to survey students and ask what they would like to know more about or what career they would like to know more about and tack that information on at the end of the lesson. This helps to keep them engaged til the very end.

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I do love using Padlet for collaboration. The students like to see other students' answers just like I do! I also used breakout rooms for them to just debrief and relieve some stress in addition to using them for a purpose. I always give students a question to answer during a breakout session. I found that if I just had them "discuss" a topic, I didn't get a lot of consistent participation so I shy away from this practice if possible.

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I love using all the cool tools that allow me to do a practice run with real quiz or test questions relevant to our lesson for the day or perhaps what we learned earlier in the unit. I like programs that allow students to answer the questions anonymously so they are not afraid to be incorrect and can see what the correct answer is immediately. It also allows them to have a good idea of how they will do on a test/quiz if we took it right then and there. Additionally, if I go over the questions after the fact and review why the incorrect answers are incorrect and correct are correct, it helps them solidify and enhance their learning while also building much needed confidence for exams!!

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Empathetic treatment toward each other and expectations in the classroom go a long way toward community building. Sharing of stories and allowing one's personality to come through in different ways always helps to create a comfortable environment.

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Keeping the class engaged can look different throughout a class period. During instruction, I try to keep it short and keep a pulse on when they start to fidget or lose focus. When lessons have a good flow, it also makes it easier to maintain classroom engagement, so that there is a relevant purpose in the activities being asked of them.

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Google slides, Peardeck, Nearpod, and Discussion boards are a great way for students to collaborate with each other. By doing so, they can learn from each other, gauge their learning, and can benefit from immediate feedback.

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Discussion boards in Canvas is a great way for students to get feedback from other students and the teacher. Teacher feedback through comments and speedgrader is also very convenient and accessible for both teacher and student. If working in Google slides, feedback can be given live while students are working which helps to avoid misconceptions or learning gaps.

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To build and continue a sense of community, I would like to have a section or link for the Virtual Academy students to hear and see the daily announcements to help them stay in the loop

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Keeping students engaged involves knowing the students limits, how they learn and when to take a break. Having a variety of engaging interactive activities along with small and whole group discussions will help. The teacher lecture time should be broken up and not go on too long. Allowing a break every once in awhile to stretch or take a breather.

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My students love working on Google Slides together, even though they each have their own slide. It allows them to work, chat and view others' work at the same time.
I haven't used Jamboard as much but see now that it is a fun, interactive way to put brief notes, questions and topics up for interaction.

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The students in journalism appreciate immediate feedback from their google slide activity in which they write on a topic and design their own slide; I can view all of them and reach out to them as they are working to help guide them or answer questions. The chat feature also on zoom is a great way for a student to ask a question to just the teacher so they don't worry about what they are asking and the teacher can give feedback while class is going on.

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Community means togetherness and to build that without having face to face contact is a task that has to be intentional. I think we truly need to plan for that and dedicate a few minutes to get students to see a benefit - to make them want to be part of our learning community. Ideas: (1) preset small groups of two or three in the break-out rooms and have students respond to either a questions that isn't related to the discipline or a questions that connects to something they know or have experienced that is subject related. Changing it up and keeping it short and focused is important. That can happen right at the start of class, as a 60 sec relate break in the middle, or as an exit ticket. (2) have students record a fun fact about them in the beginning of the year and start some classes by sharing a video that was submitted - give students heads up that their video might be shared. (3) We're in this together - thermometer at the end of class - give feedback on how you feel about what we learned today (4) allow students to enroll into a private session group (small groups of students who would like additional explanations can be placed into a break-out room for a quick check in - by choice)

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* student choice
* student engagement by sharing in small group, whole class, or in a private chat - verbally or in writing
* connect to what is interesting to students
* connect to what is real to them
* smile and always care
* explain why what we are about to learn matters
* have students summarize what they have learned
* give students a chance to 'digest' what they have learned through reflection opportunities
* celebrate small achievements as well
* recognize student growth with struggling AND high achieving students
* use music
* use various backgrounds
* surprise them
* tell them a story - might be something you have experienced as a student
* read a 2 minute fable and ask what's the lesson
* have a routine within which you build in surprise elements - like a 60 sec relate break

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Collaboration start with collaborating with colleagues on our part - especially when teaching virtually one can't have enough ideas with the evolving options. Working on things together is fun and allows for a variety of ideas to take learning to new heights. Students will need to collaborate to learn with and from each other. I love the idea of having students post their work via discussions board option on canvas in video view (second google icon in the choice bar). That way they can see the work of all students as an easy video view or slide view without having to click on the link. Immediate easy feedback and all of it in one string per class. Leaving voice messages for each other via canvas is a great way to use voice over letters. On the part of the teacher... canvas can be used nicely to record directions to separate questions as a video or audio through the quiz feature. SAMR is real though. We certainly need to step things up when it comes to truly redefining the 'how' of transformation.

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I remember getting tests back 2 weeks later and I also remember not really looking at them again. Why? Because we had moved on and because there was no way to retest. Things have changed and teachers are now able to do a better job when it comes to providing timely feedback. The importance of that is huge. People learn from their mistakes unless they don't know they made a mistake. We owe the kids a chance to learn as quickly as possible and feedback is the number one tool in getting there. Mastery connect and canvas quizzes offer two optimal ways to provide instant feedback. The same is true for quizziz, desmos, nearpods, kahoots, etc. Our feedback is also our data that we have access to in order to drive instruction.

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Community Building, as I see it, is what happens as result of the other categories posted here if done with intention. The engagement and collaboration is obvious because students interact with each other and the feedback from both peers and teachers help students recognize their growth. The most important aspect of this, therefore playing into all other categories, is the dynamic of the atmosphere of the class such as feeling welcome, supported, being in the class with peers of similar knowledge that can grow together with their differences as well.

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There are a variety of ways I love to build class engagement. Zoom polls or even just zoom reactions are simple on-the-fly ways to get students to engage and get feedback. Posing questions of the day that are interesting and fun to get kids talking and feeling comfortable can set the right tone for a class that will involve whole or small group discussions. The more engaged and interactive, the more the students will get out of the lesson.

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Collaboration is an engaging way to get students to dive deeper, explore together, as well as giving and getting feedback. This can be done with a variety of methods: google docs and google slides, screen sharing in a zoom breakout room, Kami doc sharing, or Padlet. Collaboration gives students a team feel and helps hold them accountable by their peers.

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Immediate feedback gives students recognition of their growth and where they need to readdress problem areas. I have found that both peer and teacher feedback is important. Getting feedback from peers first before teacher lessens the pressure and helps to build community especially if done in groups of 2-3 in small breakout rooms. I also like using padlet for peer feedback so students can post their assignment products and a virtual gallery walk can be used for both learning and feedback at the same time.

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Community Building is something I like to put a lot of importance on every year. I like to try and find things that my students and I have in common. My two biggest interests, outside of work, are playing video games and sports. The students always love when I start talking about these things as it helps them to see me as a person and not just a teacher. My theory has always been that if the students get to see me for who I am, and not just a person on a screen, then they will be willing to work harder for me. From day one, my students get to see that we have common interests, and that continues throughout the year to help build a great classroom community.

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It can be very difficult to keep the class engaged during a math lesson. Most students do not naturally enjoy math, so it becomes important for us teachers to find a way to make the lessons kind of fun. One thing I like to do is play interactive games where the students can let their competitive side show. Activities like Quizizz, Blooket, or Kahoot can be great ways to give your lessons a "game" like feel. This can keep the class motivated to pay attention while you are going over the material beforehand.

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Collaboration in the classroom is something that I have had to work on throughout the years. I did not have much experience with collaboration as a student. So when I became a teacher, I would spend a lot of time just doing lectures. I realized very quickly that this was not the best way to teach math and have constantly been working on new ways to have effective collaboration since. Our Virtual classes during the 20-21 school year helped me with this a lot, as I loved using the breakout room feature to get the students talking with one another. Another collaboration tool I enjoy using is the discussion board on Canvas. I like that this gets the students reading and thinking about their classmates thought process, and it is helpful for me as their teacher to see them interact on the discussion board.

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Giving the students immediate feedback on their work looks a little different in a virtual environment. Usually, we are able to circulate through the room and help where needed while the students work. In a virtual environment, we have to be much more intentional about giving the students feedback. My favorite method to use is the chat feature on Zoom. Last school year, I set the chat to private so the other students couldn't see each others chat. Then I would ask questions to the class and have them answer to me in chat. This worked amazingly well in my classes. The students who did not like to unmute and talk were still about to get feedback on their classwork, and students who are more outgoing were still able to express themselves in the chat. During assessments, where the students are working more on their own, Kami is a great resource to give feedback. I can write messages on their assignment so they can see how they may have missed a question.

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Immediate feedback, though challenging, can be done in a number of ways in an online environment. The chat feature on Zoom and breakout rooms are a great way to give feedback. In a language class, it's important for students to be comfortable making mistakes and receiving quick, constructive feedback in front of others, because it helps others who may have misconceptions. For this reason, establishing community & trust is an important factor as often it will be necessary to give immediate feedback during class on Zoom. This was a regular practice we implemented last year.

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Strategy is important when it comes to collaboration in a virtual environment. We all know Zoom breakout rooms are great to get students together for a collaborative effort, but the use of the right tools and instructions will help take students from discussing to co-laboring. I've used the Google Suite to ensure each partner is doing their part (I have been known to check the editing history).

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Class engagement is difficult in the virtual world when kids have access to their phones and other distractors during a lesson. I made class time engaging with stories and games such as Gimkit (they loved the Among Us version) and I was intentional about keeping my lessons short and leaving time for tutorials and extra help at the end of our lesson. This gave the students freedom to complete their assignments in the way that served them best.

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Community building is our chance to start the year off right and continue that through the year. It helps the students develop trust and get to know their peers. I've started the year with learning numbers in Spanish, introductions, and with scavenger hunts. This year I started it with only speaking Spanish and doing activities that required the students to help one another. Speaking only Spanish on the first day on a Zoom, may not yield the desired outcome, but it would be awesome to do a virtual scavenger hunt in their breakout rooms.

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I love using breakout rooms for discussions on fun topics not necessarily just lesson material; Giving them a chance to just chat with each other on topics about them. Then coming back whole class and allowing them to share something that another person in their breakout room shared. This ensures that they had a discussion and actually listened and they learn about their fellow classmates.

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I really liked the "Formative" app for keeping them on track and being able to track their progress and see results in real time. I also think this keeps them engaged in the lesson rather than them just "doing it for homework" like they always try to do.

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I like to use Padlet, Nearpod, and other apps to create collaborative assignments; again, I use breakout rooms often to allow small group discussions and then bring them back for whole class discussions/wrap-up. I also love whiteboard for group projects.

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For this, I once again go to "Formative." I am really excited to try to this out with my students. I also really liked Mentimeter for live, immediate results. In the past, I created polls on Zoom that did the same thing but I like the Mentimeter presentation better.

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I believe that the breakout rooms offer a unique opportunity to give students the chance to discuss and learn content in a very low-stakes environment, while encouraging them to make risks as well as practice using content that they were recently exposed ot.

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I think student engagement is one of the most important things to be mindful of when both implementing and executing a lesson plan. One digital tool that I think would be very useful is the mentemeter poll. Self-reflection and flexibility are some of the most important characteristics for a teacher to possess. Being able to quickly asses and make adjustments mid lesson would be extremely important in gauging class engagement!

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Nearpod and similar sites can be very useful in creating collaborative environments. Specifically, Nearpod has a tool called "Time to Climb" that creates a fun and competitive environment for both students and educators to assess where there students are in the curriculum. Utilizing gamification in the classroom can create many opportunities for learning.

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Formative assessments can be used to quickly provide immediate feedback to both educators and students. Utilizing exit tickets through a medium such as quizlet can give students quick and concise feedback on the days lesson, and can allow us as educators to self-reflect and make any needed changes in the content.

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When creating our virtual dance curriculum during the summer of 2020, the other writers and I decided it would be crucial to start each day with a little community building. We spent the first few minutes of class getting to know one another, and by the end of the first couple weeks, we could see a real community among our hybrid classrooms. I am now forever sold on setting aside some time each day to get to know my students and spend some time outside our typical subject matter.

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One benefit of teaching an elective is that the majority of my students signed up to take my course and therefore have at least a slight interest in what I'm teaching them. However, even the most exciting subject can be hard to teach if you don't know how to keep your students engaged. I love trying new strategies, but I also think it's important to get student feedback. Finding out how they learn best, which pieces of technology are their favorite, and what doesn't work for them can be extremely helpful in keeping them interested.

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My favorite collaboration tool is Google. Students are familiar with the platform, there are tons of choices for how they can work, and it is very user friendly.

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Almost everything in today's world is immediate. We don't wait for much anymore, so it's important that we continue this trend in the classroom. I love assigning things to students that I can comment on or grade quickly so that they can grow in the moment. I've also come to accept that everything does not have to be graded, and valuable learning can come from those activities that are purely educational and not entered into the gradebook.

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Community building for me will always be the one of the top priorities in developing a safe and inclusive classroom. Students take much more away from a class and a teacher who seems invested in who they are as people. I like the idea of students using Fligrid to introduce themselves and their interests. Finding out who students are as human beings is the best way to set the tone for the year. It can also be something we go back to at various points. Breakout rooms can also be an excellent place to build community. Especially since it gives them a low-stakes environment to share out about their beliefs or ideas. I used these in relation to specific topics or issues in texts we read during virtual learning last year, and it worked great.

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I believe that finding a good balance between routine and surprise is a good way to to create class engagement, that could be online or in person. Procedures are great, but even the most engaged students get bored as the weeks go on. Kahoot can be a great way to break that up.

A more "bread-and butter" way I like to use is by providing frequent low-stakes opportunity (weather being out-loud or through the chat) to share out. Students feel like they are given a voice when their opinions are validated by their teachers and classmates listening to them talk without a grade hinging on it.

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Breakout rooms seem to be the way to go when encouraging collaboration between students in an online scenario. Especially when discussing texts we read in class. I also like to use Jamboard and Padlet to build a collaborative learning expeirence.

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The chat feature on Zoom is a way to replace walking around the classroom and giving verbal feedback based on what you hear and see. It is much more private, and easier for students to digest because it is written and no one else in the room is listening. I like to end most days with a Google Form as an exit ticket so I can see where students are at, and address it early in the next class as well. Feedback is a such an important part of the time we have in class, and the online world gives us so many ways to implement it.

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Before putting students in small groups in breakout rooms to do an assigned task, I give them to task of "interviewing" each other in the group and asking silly questions and questions that help them get to know each other. I've seen this really grow their sense of community online with each other.

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To keep students engaged in the English lesson, I usually chunk each task/mini lesson for 10-15 minutes. In between each chunk, I've done a polls, given reflection time, had them play "show and tell" with a random object around them, or had them answer a goofy/random question in the chat box.

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I tend to stick to what I know and what I've taught students, so that they aren't overwhelmed with too many tools. Google Apps, Kami, and Padlet are always my go-to's. They are easy to use and free!

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I've really found that feedback is easier to be given virtual through Google Docs or Canvas because as the students are writing, I can comment in real time. It lessons the embarrassment of me addressing them out loud in class or feeling called out. I've REALLY liked that part of writing virtually.

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It's a great idea to start the school year on a great note. Somethings that come to mind when building a community is finding ways to reach out to students. For example, creating a check in question that is not content based to start an engaging conversation with students.

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I like to engage students in the virtual setting by doing interactive lessons such as pear deck and learning games such as Legends of learning and Gimkit. These games have been successful in getting students to put in effort so that I am able to assist with lesson design.

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My students love to collaborate in breakout rooms. They enjoy breaking up tasks while still working on one google document. Alot of times they are working on major projects or labs where I often see the collaborate during advisory time if they are not finished during class time.

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I provide immediate feedback to students in Canvas on the comment section of the grading tab. My students often look for this feedback and make corrections as needed.

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I believe that even in virtual learning, students can have a sense of community with others. If this sense of community is established early on, students will be more willing to come to class to "see" their teachers and other students. They need to know that the teacher is there for them. After all, this is their new school community, especially for students who are in virtual full time. It is up to the teacher to make it feel like a family so to speak so that the students can really get excited about the class and be positive with one another.

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Class engagement can be difficult for any teacher, virtual or brick and mortar. However, during the pandemic it seemed to be a struggle for many teachers who were thrown into virtual schooling. Class engagement, no matter the setting is an expectation set in the beginning, in my opinion. It is reinforceable. If the teacher commits to making the lessons exciting for the students, then engagement is less likely to dwindle. Likewise, if the students know that it is expected of them to be engaged and norm/structure is set, we are going to be more likely to keep the students engaged. I also think it goes back to the community building as well. If the teacher has established the rapport with the students, they are likely to be more engaged naturally. The best thing for engagement in virtual is variety so that the students dont get bored with the same activities or lecture.

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I find that collaboration between students has been productive on google slides or google docs. When students are put into small groups to collaborate on their assignments on these two platforms, it is easy to see who makes comments, etc. I also love the jamboard and padlet platforms because that gets the students engaged whether whole or small group is happening.

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Access to immediate feedback is one of the greatest things that I have found from the use of technology. Even if it is just a quick @studentname and a quick comment from the teacher on an assignment submitted, it is way more efficient than printing and writing on every assignment submitted. I find that immediate feedback helps give the students the ability to make revision in real time so that they are still focused on what they are working on. Even using padlet or jamboard is something that teachers can make posts to clarify as well. Google suit is great at letting teachers give quick feedback to the teachers.