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This is another topic that can't be addressed in a "one size fits all" way. Certain subjects need more time in live sessions (Math, foreign language, AP); however, other subjects may benefit more from fewer CC's but have working sessions (raise your grade, complete an assignment, etc)

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I agree with Hailey about excluding students from live sessions.  Why can’t all students have the option to attend whatever sessions they want?  Maybe they need extra help with a certain topic that they just can’t grasp and will not be available to them in an enrichment session?

Also, many kids attend GCA because they can’t handle the pressure of being in a social situation so I agree with the post about cold calling and having kids participate unfair.

I do like my time with my students in live sessions.  I enjoy hearing their opinions and feedback about what we a learning.  Live sessions should focus on the main ideas and give students the opportunity to discuss what they are learning.

I agree with this, “I don't think we can set an "across the board" expectation for every CC session. A successful Math class will NOT look like a successful ELA class.”

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Live Sessions need to change as we improve the OHS

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Live Sessions need to change as we improve the OHS

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As the OHS becomes more differentiated and personalized, the live CC sessions should move from just getting content (found in OHS) and move to exploratory search and application or simulations with our students.  The low engaged that are not utilizing either the OHS or the live CC sessions, can be targeted strongly for those one on one learner conferences.

-jac

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Four years ago I had 50-100 kids in the one class that was held per week. Now there are not anywhere close to that many. I think the overscheduling has caused many to just not do anything--like the meme that says something about "I have so much to do I'm just going to nap." It's one thing for us to feel as if our work is never done, but another for kids to never have the satisfaction of completion at the end of a day or week because they can't possibly attend all sessions. Yes, I am all for having engaging sessions even if there aren't that many students there, but the cold calling and having each child participate was a bit unfair to both teachers and introverted kids.

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Four years ago I had 50-100 kids in the one class that was held per week. Now there are not anywhere close to that many. I think the overscheduling has caused many to just not do anything--like the meme that says something about "I have so much to do I'm just going to nap." It's one thing for us to feel as if our work is never done, but another for kids to never have the satisfaction of completion at the end of a day or week because they can't possibly attend all sessions. Yes, I am all for having engaging sessions even if there aren't that many students there, but the cold calling and having each child participate was a bit unfair to both teachers and introverted kids.

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I really enjoy interacting with students in the live CC sessions (whole group), but I admit that I spend too much time preparing for those sessions in order to make them more engaging (and increase attendance). I have more fun with a well-prepared lesson! However, since the live sessions are only reaching a small percentage of my students, I realize that some of the time I use to prepare the live sessions would be better spent focusing on the OHS. I'll need to readjust for next year!

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For starters, I agree with everything Kelley Ergle stated. Secondly, I don't like the idea of excluding students from invites unless it's a learner conference. I may have an advanced student who needs more help on a particular topic, and if that's the case, they need to be invited to the session. They shouldn't have to ask if they can come. That's where I think we could more strongly utilize the required/optional feature. Furthermore, I don't think it should be optional for advanced and proficient students to attend enrichment sessions. Just like a HERO session is specifically designed for my basic and below basic students, that enrichment session is specifically designed for them. And I will probably not be popular for saying this, but I wish I could give all of my students the option to attend enrichment if they want. Those sessions may be what a struggling student needs to get excited about the content. Regardless, I think teachers should have more autonomy with who they are inviting to CC sessions and what is required/optional. We know our kids, and we know what they need.
-Hailey Middlebrooks

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"If all students utilized the OHS as it is designed, and had successful results, there would be little need for sessions other than help (open office." AGREE!!! Students need the live sessions to come in and work with their teachers and get the help they need. They don't necessarily need to hear the teachers present the material again. The material is presented in the OHS and if we focus the majority of our time on what the majority of our students use most then we could spend the time really making the OHS incredibly engaging and useful to our students. But instead, we are required to spend most of our time on live CC classes that very few of our students even attend. It's inefficient.

Kelly Ergle, YES 100% spot on.

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The pressure is to still teach like we're in brick & mortar...engaging students in synchronous activities.  The big difference is that there are pre-set assignments in the OHS.  If a student is coming to class regularly & not working most of that time, it means a lot more hours for them than a traditional school day. I think it's unfortunate that all of our time is now devoted to preparing for & hosting live sessions, instead of focusing on the other 90% of our kids. We're left with very little time to focus on asynchronous learning, or communication.

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The pressure is to still teach like we're in brick & mortar...engaging students in synchronous activities.  The big difference is that there are pre-set assignments in the OHS.  If a student is coming to class regularly & not working most of that time, it means a lot more hours for them than a traditional school day. I think it's unfortunate that all of our time is now devoted to preparing for & hosting live sessions, instead of focusing on the other 90% of our kids. We're left with very little time to focus on asynchronous learning, or communication.

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If all students utilized the OHS as it is designed, and had successful results, there would be little need for sessions other than "help (open office)". The reality is that too many students struggle with content [math] and need more than just "help" on quizzes (too often they really want & expect answers) but rather opportunity to engage with a live teacher.

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If all students utilized the OHS as it is designed, and had successful results, there would be little need for sessions other than "help (open office)". The reality is that too many students struggle with content [math] and need more than just "help" on quizzes (too often they really want & expect answers) but rather opportunity to engage with a live teacher.

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Love all the ideas of LESS new content in LIVE CC times and more focus on hero/raise your grade sessions. I would rather spend time working through the OHS lessons with the students then spending so much time trying to recreate the OHS lesson in a ppt. Very few students come to the new content sessions, so I think our energy could be spent elsewhere. This could be an issue with math classes, but I think students need to learn to do the OHS lessons. There is no way we can teach all new content in the CC sessions so students need to do the OHS lessons. 

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Love all the ideas of LESS new content in LIVE CC times and more focus on hero/raise your grade sessions. I would rather spend time working through the OHS lessons with the students then spending so much time trying to recreate the OHS lesson in a ppt. Very few students come to the new content sessions, so I think our energy could be spent elsewhere. This could be an issue with math classes, but I think students need to learn to do the OHS lessons. There is no way we can teach all new content in the CC sessions so students need to do the OHS lessons. 

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I think expectations will vary by content, but generally we should expect classes to be more work/help oriented than us re-hashing what they read in OHS. This takes a change in our mindset of how we teach, but also expressing to students their expectations.

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I think expectations will vary by content, but generally we should expect classes to be more work/help oriented than us re-hashing what they read in OHS. This takes a change in our mindset of how we teach, but also expressing to students their expectations.

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I think a model where we give them time to do the day's assigned reading lesson and then practice/discuss what they've learned is far more effective. I also like the idea of having HEROs/WINs for graded work at least once a week. I also honestly feel that Learner Conferences should be something students volunteer for. Targeting one failing student is not as effective as targeting several failing students in a HERO/WIN session.

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I don't think whole group CC is nearly as effective as small group sessions. I think all our live time should be HERO or WIN or whatever we call them and Learner Confernces. I think having classes that focus on specific standards/assignments that need to be remediated AND fun times for the kids who just want to come to class a participate. I think Jes is right that CC should offer something they can't get from youtube. I think the expectation should be that kids come to class having watched the videos and practiced and in class we work on applying it to higher level and even project based activities. Not project based learning, but task to complete that aren't just practice test questions.

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To comment on what Jes says, while I agree somewhat, how do we have adequate time to create these fun and engaging sessions? How can it not be redundant with the amount of hours/days we are teaching? And I feel like saying this is their only social time of the day is a bit unfair considering 95% of their day is spent juggling which classes they are to attend.

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To comment on what Jes says, while I agree somewhat, how do we have adequate time to create these fun and engaging sessions? How can it not be redundant with the amount of hours/days we are teaching? And I feel like saying this is their only social time of the day is a bit unfair considering 95% of their day is spent juggling which classes they are to attend.

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I am torn here. I agree they need time to work and that they HAVE to be super engaging. However, Spanish grammar can be a bear and sometimes they need to hear it live and practice it live with a teacher. 

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I am torn here. I agree they need time to work and that they HAVE to be super engaging. However, Spanish grammar can be a bear and sometimes they need to hear it live and practice it live with a teacher. 

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I guess we could flip some of that and then just have live practice in CC sessions.

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Students need time to work.  Part of the reason they don't come to CC is they have to finish OHS work and assignments.  We really need to make sure teachers are trained on using breakout rooms and managing individual student needs during CC sessions instead of usually doing generic large group and generic work time.

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Students need time to work.  Part of the reason they don't come to CC is they have to finish OHS work and assignments.  We really need to make sure teachers are trained on using breakout rooms and managing individual student needs during CC sessions instead of usually doing generic large group and generic work time.

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I would prefer us going back to last year's CC schedule.  Also, regarding the flipped format, this is better for some levels of students and some subjects more than others.  For example, I don't feel flipped recordings in place of a teaching new content session is best for low level math students.  They don't tend to watch the recordings and they need our lessons to interpret the OHS. :) 

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I would prefer us going back to last year's CC schedule.  Also, regarding the flipped format, this is better for some levels of students and some subjects more than others.  For example, I don't feel flipped recordings in place of a teaching new content session is best for low level math students.  They don't tend to watch the recordings and they need our lessons to interpret the OHS. :) 

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I agree with many of the statements here. CC classes should be about support and helping students to mastery. We all really want to teach like BAM teachers, but the reality  is that we are virtual teachers and more focus should go to OHS (where we are reaching more kids!!!)

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I agree with many of the statements here. CC classes should be about support and helping students to mastery. We all really want to teach like BAM teachers, but the reality  is that we are virtual teachers and more focus should go to OHS (where we are reaching more kids!!!)

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Too much focus on live ccs.  We are focusing 80% of or time on less than 20% of the student population.  

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Too much focus on live ccs.  We are focusing 80% of or time on less than 20% of the student population.  

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CC in math should involve teacher modeling how to work a problem and students practicing.  They need to be there to see it.  They should not, for the most part, get a learner conference when they haven't taken advantage of the 8 hours of CC/Hero time I already offer

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CC in math should involve teacher modeling how to work a problem and students practicing.  They need to be there to see it.  They should not, for the most part, get a learner conference when they haven't taken advantage of the 8 hours of CC/Hero time I already offer

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Hours needs to be reduced.  The kids CC schedules are CRAZY.  They are making choices about which classes to attend, parents are super confused, and it's not always easy to help them understand where they should be.  Teachers also don't follow the naming guidelines exactly- so it gets extra confusing.

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Hours needs to be reduced.  The kids CC schedules are CRAZY.  They are making choices about which classes to attend, parents are super confused, and it's not always easy to help them understand where they should be.  Teachers also don't follow the naming guidelines exactly- so it gets extra confusing.

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If we're being evaluated by our CC attendance, then I we should at least be inviting kids as required to classes.  We all know they aren't actually required- but more kids attend and participate when they see the "required" by the session.

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If we're being evaluated by our CC attendance, then I we should at least be inviting kids as required to classes.  We all know they aren't actually required- but more kids attend and participate when they see the "required" by the session.

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Individual learner conferences has really crippled the students. WIN sessions worked so well last year when we focused on standards mastery through assignments. Given teachers the opportunity to invite who actually needs the material, rather than some grouping mandated by K12 demonstrates that we KNOW our students and are trying to INDIVIDUALIZE their education. 

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Individual learner conferences has really crippled the students. WIN sessions worked so well last year when we focused on standards mastery through assignments. Given teachers the opportunity to invite who actually needs the material, rather than some grouping mandated by K12 demonstrates that we KNOW our students and are trying to INDIVIDUALIZE their education. 

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Across the board expectations aren't reasonable content to content

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Across the board expectations aren't reasonable content to content

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Going back to Halton's point made in the Asynch post, the CC sessions should be more task based- help sessions that align directly with what the students are working on in the OHS

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Going back to Halton's point made in the Asynch post, the CC sessions should be more task based- help sessions that align directly with what the students are working on in the OHS

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As a math teacher they need more than just a flipped recording. They need to see problems worked. They need to be able to ask a question..."where did the 2 come from"...

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As a math teacher they need more than just a flipped recording. They need to see problems worked. They need to be able to ask a question..."where did the 2 come from"...

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I don't think we can set an "across the board" expectation for every CC session.  A successful Math class will NOT look like a successful ELA class.

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I don't think we can set an "across the board" expectation for every CC session.  A successful Math class will NOT look like a successful ELA class.

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There is too much emphasis on CC sessions because students are not required to attend them.  It's not the best use of teachers' time to spend there when the OHS so desperately needs that attention.  Class times could be reduced to 30 minutes and supplemented with flipped recordings in the OHS that go over content.
Chambliss

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Hours need to be reduced. 15 hours of live time has crippled the teachers this year.
By reducing the amount of time spent sitting in a classroom, the live time will then have more meaning to the student. Also, teachers will be able to create good sessions with good techniques to engage the students. Right now we are just playing a catch up game and don't get to utilize many new strategies.

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The expectation for live sessions needs to be that kids are getting only instruction and experiences that they absolutely can't get in the OHS. They need to be highly engaging and interactive. This is the only social part of the day.