# data[].attributes.body
Hybrid teaching has rock my teaching world. It has forced me to focus on how students engage best, what makes them stay engaged, and how can they be more willing to take risks when there are other distractors around them? I have had to more creative around feedback, self-assessing, and connecting students to the content. I know students are carrying the cognitive load and engagement when I see well thought out responses with mistakes and misconceptions.

# data[].attributes.body
Hybrid teaching has most definitely challenged my teaching practices. While my beliefs have not changed, everything about how I teach has. I've had to be significantly more thoughtful about engagement for all students, especially those students that aren't in the room. I've had to consider various ways for students to communicate with me and with each other.

# data[].attributes.body
Hybrid teaching has been a steep learning curve.  I can no longer look out at my students and "see" engagement nearly as easily.  Every week there has been something new I have tried to encourage student engagement (ie. warm-up get to know you questions, peardeck, break out rooms, chat discussions, etc.). I currently feel that engagement looks more behavioral and emotional right now and I would like to work on getting to those higher levels of cognitive engagement. Lessons like Sund's and continuing breakout rooms I think will help me to enhance engagement!

# data[].attributes.headline
Hybrid learning is not my favorite thing to say the least.

# data[].attributes.subject
Hybrid learning is not my favorite thing to say the least.

# data[].attributes.body
Last spring Dan Meyers said - we all know this isn't the best way to teach, get yourself through the next couple of months, but don't stress to learn all of this.
But here we are. We have to engage and his platform has helped me the most. But I agree this is NOT the best way to teach. I feel like I'm spending 3 times as much time doing work and getting 1/5 the work back.

# data[].attributes.headline
Hybrid teaching has made it easier for students to be disengaged and for me to know it. It has forced me to be more creative about teaching, because it is really easy to get stuck on one tool once you find one that works. It's forcing us all to redefine engagement, and I'm hoping that it will ultimately be in a good way...

# data[].attributes.subject
Hybrid teaching has made it easier for students to be disengaged and for me to know it. It has forced me to be more creative about teaching, because it is really easy to get stuck on one tool once you find one that works. It's forcing us all to redefine engagement, and I'm hoping that it will ultimately be in a good way...

# data[].attributes.headline
Hybrid teaching has been tough. It is incredibly time consuming and has showed me that there are a lot of students who can slip through the cracks.  Engagement is big in my classroom. I try my best to build solid relationships with students through peardeck, live meet (camera on), breakout rooms, study groups, etc. I also really try and just get to know my students by random questions, especially because there are a lot less opportunities for them to interact with their peers and myself

# data[].attributes.subject
Hybrid teaching has been tough. It is incredibly time consuming and has showed me that there are a lot of students who can slip through the cracks.  Engagement is big in my classroom. I try my best to build solid relationships with students through peardeck, live meet (camera on), breakout rooms, study groups, etc. I also really try and just get to know my students by random questions, especially because there are a lot less opportunities for them to interact with their peers and myself

# data[].attributes.body
I've learned that my work to build relationships is more critical now than ever before!

# data[].attributes.headline
Sund connected what they were doing back to what they had been doing in Geometry. 

# data[].attributes.subject
Sund connected what they were doing back to what they had been doing in Geometry. 

# data[].attributes.body
So even in hybrid, even though I'm not fully happy with the results, I love these lessons. I had the highest level of engagement so far in Geometry this year. These lessons hook the kids.

# data[].attributes.body
Active use of MP3 - actively critiquing of others thinking and reasoning! Students challenging each others thinking when they disagreed.

# data[].attributes.body
I really liked how right from the very beginning the student voices were heard and valued.

# data[].attributes.body
This matters because it was a "why" for what they were doing. She was giving the learning purpose and connection to a bigger picture.

# data[].attributes.body
I heard student voices in both whole group and small groups. Students were asked to "verbalize what they wrote in the pear deck."

# data[].attributes.headline
I saw students working together and problem solving together first. Then asking the teacher when they couldn't agree 

# data[].attributes.subject
I saw students working together and problem solving together first. Then asking the teacher when they couldn't agree 

# data[].attributes.body
Mini-lesson, student work time, closure: Students were carrying the cognitive load and in charge of their learning.

# data[].attributes.body
In today's environment, building a sense of community is critical, and it is important for the students to hear each other as they become more comfortable with participating in the learning community.

# data[].attributes.body
1) I noticed that students were doing collective work on a jamboard

# data[].attributes.body
I think if I had to pick one thing I've heard most in my program it's "Connect the learning to students' lives." It was great to see this in action, and in a simple way. Sometimes when I think about connecting to student lives, it always has to be something "big" or impactful... but Sund's connection was as simple as, "this will help us with the geometry we are doing and learning" and I think that was still relevant and important to the students' lives.

# data[].attributes.body
Through the use of breakout rooms, engagement for students was increased and all student voices were apparent and "heard" (even if only in the chat). This matters to student learning because student agency and accountability was apparent.

# data[].attributes.body
Students engaged in dialogue through chat and verbally. Student collaborated/ used jamboard to show learning, Teacher modeled learning and discussed misconceptions.

# data[].attributes.body
So most were engaged. This matters because engagement has been hard this year - engagement not complience - everyone does better when they're interested and engaged.

# data[].attributes.body
1) The jamboard gave an opportunity to work together towards a common goal, gives students a chance to connect, process misconceptions together. The video that I watched showed that the more students get the chance to work with each other, the higher their engagements

# data[].attributes.body
In 25 tips for remote learning they talk about "empowering students" and emphasizing autonomy and engagement. Students were cognitively engaged and struggling through challenging problems with their peers. They left class wanting to continue thinking about math and excited! Don't know that you can empower students more!! :)

# data[].attributes.body
I look forward to utilizing breakout rooms more in my instruction!

# data[].attributes.body
So, I'm thinking of moving to my old curriculum with geometry. I can remember the engagement there and the algebra will be more prevelent. I go back and forth on this decision.

# data[].attributes.body
I want to continue to refine the use of breakout rooms. The times we've already done it, students have raved about those lessons. So continuing to find ways for students to connect and interact with each other while striving to solve math together will be important to student learning, agency, accountability, etc.

# data[].attributes.body
Why the student would not share her camera when working in a breakout room? Didn't seem fair to the partner.

# data[].attributes.body
I noticed that Sund started the lesson with “what are you wondering about today’s lesson” and then she read and addressed every student’s questions/comments (even silly/insincere ones).

# data[].attributes.headline
This is getting them to engage with one another and in the article they talked about doing breakout rooms, etc. This is really important for those students to interact with one another during these times. Sund also did a great job of assigning roles for the students and I think that is powerful

# data[].attributes.subject
This is getting them to engage with one another and in the article they talked about doing breakout rooms, etc. This is really important for those students to interact with one another during these times. Sund also did a great job of assigning roles for the students and I think that is powerful

# data[].attributes.body
I also would like to continue to improve breakout rooms and start using them for not just review and reteach days but learning days where students are discovering math with their peers!

# data[].attributes.headline
On the "what are you wondering about today's lesson" piece...

# data[].attributes.subject
On the "what are you wondering about today's lesson" piece...

# data[].attributes.body
I can definitely think of potential benefits of this practice, but I would love to hear from Sund about why she does this and the benefits she has seen from doing it.

# data[].attributes.body
1) I will continue to use breakout rooms for students, but I will try new ways for activities that they can collaborate together (like jamboard)

# data[].attributes.body
1) I also noticed there were jobs during the breakouts and jamboard, did you feel like they utilized those roles well and was this established a long time ago?