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Using the time of live instruction to focus on reading, literacy instruction, and speaking

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Emailing students on a daily basis and giving them a list of enumerated priorities to complete. The email also includes a link for students struggling with the task to join a video session.

Sometimes this can include a video from the previous lesson or something to look forward to the next synchronous meeting.

- Pilios

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Dividing instruction based on in-person and remote. Communicating about grouping and priorities

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Prepare for the next day's lesson by completing an assignment.
Also, work with students that struggle in previous classwork.

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Video instructions to remind students of prior lesson

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Video instructions to remind students of prior lesson

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Completing any activity from day before.

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I am struggling with synchronous learning.
- Attendance during these sessions has decreased
- Participation during these sessions has decreased
- Student assignment submission has decreased.

During many parent teacher conferences many parents responded that they were told by their student that they did not need to attend class at all.

Last week I saw the previously decreasing data increase a bit after I informed parents of the days we meet. So for best practices, I would say informing parents and asking for their support during these adapted school sessions.

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The use of peardeck has still been an effective tool for my synchronous instruction, as well as the breakout rooms while using peardeck.

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-Break down the lesson into 2 days (slow down the pacing)

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-Break down the lesson into 2 days (slow down the pacing)

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(Modeling on Day 1 and then check for understanding on Day 2.)
-Pause and reteach when you notice students are struggling on the concept
-Taking time to review for prior knowledge

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Going over PowerPoint to make sure all students understand what they have to do- Nellie

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Remind them what they learned
"In our previous lessons, you learned about..."
State what they are going to learn
"Today, we are going to learn about.."

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I work in small groups or one in one with the students who need support. I assign a group leader in the other group who can give instructions/translate/ help peers. Students work on assignments. 

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I work in small groups or one in one with the students who need support. I assign a group leader in the other group who can give instructions/translate/ help peers. Students work on assignments. 

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Ms. K

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Go over any lessons that students want and point them towards any missing work.

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Regents questions or extended learning opportunities for students who are done with the main activity- Gallenero

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My struggle is that not everyone is at the same place. Half of the students are advanced and half of them are way below proficiency level. What I try to do is use some of the advanced students help/ re-teach for lower students. I use longer units and fewer standards to reinforce skills and learning targets. 

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My struggle is that not everyone is at the same place. Half of the students are advanced and half of them are way below proficiency level. What I try to do is use some of the advanced students help/ re-teach for lower students. I use longer units and fewer standards to reinforce skills and learning targets. 

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I am still using DESMOS during my instruction where students can show their works and teacher can check their answers --- Chen

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Posting work and live classes
Using chat for student responses
Breakout rooms

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Preferably documents/work that Students are familiar with

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-Modeling the assignment for students.
-Giving them time to complete their assignments while in class. Monitoring them as they work and writing private feedback on their progress live.
-Pear Deck and Jamboard for increasing participation.

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Using the time to teach students one-on-one or in small groups, specially struggling students. Assigning challenging or missing work to independent learners.

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Using the time to teach students one-on-one or in small groups, specially struggling students. Assigning challenging or missing work to independent learners.

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-Moreno

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Immune system / allergies connection

In this lesson students were given the opportunity, after the content lesson on allergies, to think of how our face masks serve a purpose beyond covid and might protect against allergies as well. Based on this connection to the real world students could construct for themselves an idea of how the immune system works based on a rule of “in/out” and not based on specific pathogens. To me rigor means being able to draw a conclusion, to draw a “rule,” to carry meaning over and make a metaphor or inference for their own lives.

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In math classes, rigor often needs to happen towards the end of the lesson or after students have had practice with a concept or process. For students to create their own problem, for example, and explain / expand on the steps and reasoning that they have used. Before students can move to the "creating" step, we need to take the time for students to be able to verbalize their thinking and use mathematical language in their explanations. During remote learning, this might need to take place during the 2nd day of a lesson / concept and include opportunities for students to engage in error analysis to practice this.
-Chen, Lin, Batho

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Using academic language, defining key concepts, and applying precise specific content vocabulary

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I taught the past conditional tense... like "If I had done my homework yesterday, I would be able to go outside to play."
This sentence structure came up in our reading and I wanted to practice it with students. It's helping them construct complex sentences structures.

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In this lesson, students had been reading about the industrial revolution and were working on how to write the body of the essay for enduring issue. The specific question for this lesson was how relevant were the aspects of the 4th revolutionary rev relevant to their native country today. How would these aspects impact their societies.

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In this lesson, students had been reading about the industrial revolution and were working on how to write the body of the essay for enduring issue. The specific question for this lesson was how relevant were the aspects of the 4th revolutionary rev relevant to their native country today. How would these aspects impact their societies.

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In our group today we talked about how we continue to do argumentative work and support students to make claims and evaluate sources in the remote space. For example, in my AP English class we are working on a synthesis essay where students have to evaluate multiple sources and argue if college is worth the cost. The goal is that they analyze the sources and make their own thesis/claim.  In Ms. K's class, she is doing an argumentative unit on vaccine passports, having debates around this topic, and may introduce the argumentative essay as a Slides/presentation format first as a scaffold to writing on another topic later.

We also talked about character analysis. Ms. Macaluso and myself (Mccoy) both have used the STEAL graphif organizer to help students  identify qualities about characters through indirect characterization. To make that even more rigorous, we can ask students to infer about characters' personalities and infer or make predictions about actions they will take.

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Students are reading case studies about the US relationship with foreign countries
- They choose and justify 1 foreign policy that is evident in the reading.
- They analyze how that foreign policy impacted a specific group of people.

Pilios

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Discussion  for Engagement
Mountain climbers (mountaineers)  climbing high mountains wear oxygen masks to minimize the chance of health hazards or even death. Athletes wear special masks when they train to compete at high altitudes. Read the possible reasons for this below and choose which one you agree with most.
Be sure to explain your thinking.

a) The air at high altitudes is heavier and harder to breathe.
b) The air at high altitude are less dense, so it’s harder to breathe.
c) The air at high altitudes is really cold, so it’s harder to breathe.
d) Cold air sinks, so it is harder to breathe at high altitudes.

Which statement do you agree with most? Explain your thinking.

Why do athletes struggle to breathe at high altitudes?
Why do mountain climbers use oxygen?

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Students learn the structure of a traditional blues verse and are asked to write a their own song using this structure.

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Peer led school tour / example freshman perspective

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"Club fair" - can be an interactive set of stations - both for existing clubs and having a suggestion box / process of starting a club that doesn't exist yet -
- Each "station" with an activity and maybe a student leader
(chess, art, robotics, LGBTQ... )
- interactive gallery walk portion for those not available in person for the activity
- Include PSAL activities to introduce options and sports team outlines
- re-connecting to past CBOs?
- Volunteer club - in-school leadership positions, translation, etc
- community activism options / resource station
- peer mentorship (?) - sign up station (could be divided by grade or topic)
- band?? / recording / audio editing

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I feel that students will return with abundant technology skills including tech. vocabulary. I found that while administering the NYSESLAT, students used tech vocab when responding to questions concerning technology. 

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I feel that students will return with abundant technology skills including tech. vocabulary. I found that while administering the NYSESLAT, students used tech vocab when responding to questions concerning technology. 

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Macaluso

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Students will obviously have gaps in traditional standards like reading, writing and thinking. There will be underlying deficiencies in previous gains we have made in terms of social skills and speaking ability. Communicating 1 on 1 is already being hindered by technology but we are already patching a giant gap.

Another issue that gives me concern is more learned helplessness. The ability to turn off your screen when something is too hard has been all too common. We need to reinforce some skills of persistence and toughness. I think this was enflamed by some softness in accountability and understanding with students in tramatic situaitons. We need to return to being flexible but stern in our expectations.

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Social/emotional needs will be greater. Social learning (group work, processes, following protocol) 

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Social/emotional needs will be greater. Social learning (group work, processes, following protocol) 

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Will require review and patience

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We will need to start with those skills that theyh 

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We will need to start with those skills that theyh 

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those skills that they have that are solid and build from there.

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Socio emotional needs, time to socialize /connect with peers, collaborate
Literacy skills, extended readings, support writing longer pieces
Speaking English

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I think we will have to cover the basics again, or give them a test to find out at what level they are.

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Students will probably have acquired some computer literacy that they didn't have before but might be lacking on content or language skills. They will also need time to adjust to the transition. 

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Students will probably have acquired some computer literacy that they didn't have before but might be lacking on content or language skills. They will also need time to adjust to the transition. 

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We will definitely need to carefully assess.

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I think that there will be a big adjustment period and that we should build from the skills they have .

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Students will likely experience regression in academic learning and social-emotional development

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We will need to think of different ways/choices channels for students to learn so they are motivated.

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Remote learning is mostly work completed in isolation. Participation and group learning will allow more student to flourish in September.  Having their teachers/peers there to directly support them will increase their skills.

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Remote learning is mostly work completed in isolation. Participation and group learning will allow more student to flourish in September.  Having their teachers/peers there to directly support them will increase their skills.

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reading and writing skills
keep remote virtual activities to improve their skills
hands-on activities that help students during the science classes and labs

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I think students could benefit from sharing with each other "what worked" for them in terms of time management / executive function skills while remote/hybrid, and which of those strategies they will need to lean on & maintain when we are all in-person.

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(Pilios) Objective: We will establish forms of inquiry and communication between (School or each "department") and families. 

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(Pilios) Objective: We will establish forms of inquiry and communication between (School or each "department") and families. 

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- School could send out a monthly newsletter to all families. School building members could add on what is happening in their department class etc. This could even be done on the department level with designated "TIME" to create and send.
- "Welcome Surveys" at the beginning of each semester to inquire about needs or preferences before curriculum rollout.
- Make electronic outreach and ask for emails as well as phone # to issue faster communication to parents.
- Events for cultural celebration
- Use PTA meetings for presentations
- Integrate parents into grading website (Jumprope, Skedula etc.)
- Use Parent Coordinator to help with communication. Set up meetings. Have PC help post or summarize department meeting agendas to see what initiatives are taking place.
- Use GC to get weekly updates on students (travel, tech issues, attendance etc.)

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Engage families directly in curriculum & content (connect to careers / events; oral histories...)
- Student-organized events or performances, inviting parents for 'culminating' projects

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Objective -  Implement Relevant and Rigors 

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Objective -  Implement Relevant and Rigors 

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- Find real life examples to connect the math concepts to their prior knowledge
- Provide multiple entry points to engage ALL students.
- Provide multiple opportunities for students share their reasoning in written and verbally through group work, peer analysis, whole class discussion,  etc.
- Integrate different forms of assessment (formal/informal) to check for understanding: exit ticket, mid-lesson assessment, Q&A, error analysis, homework, next day do now problem, etc.
- Ask higher level questions (DOK 3 and 4) to reinforce students critical thinking: explain, create, justify, prove, analyze, formulate, etc.

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Objective: Provide opportunities in curriculum for students to apply learning across disciplines and in real-world contexts

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Objective: Provide opportunities in curriculum for students to apply learning across disciplines and in real-world contexts

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- Emphasize universal design and multiple modes / access points to learning
- Reinforce student collaboration and meaningful problem solving, peer review and interaction
- Give students with IEPs reinforceable plans that encourage independence and utilization of resources; scaffold away from "crutches" or falling back on 1:1
- Systems for peer support - protocols for student to student challenge, critical thinking & speaking

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Emphasize external reinforcement to engage students' cooperation or group work.

Assess students with formative evaluations to  become aware of "crucial features"of concepts if the student is unable to master all of the objectives.

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We will improve student outcomes by identifying specific student needs that inform instructional planning.

Action steps:
---Teachers will work in grade teams, curriculum teams, and cross-content teams to make tasks relevant, rigorous, and differentiated
--Assess students to support students with mastery of learning targets and skills.
--Teachers will share our strategies and practices to put community building, socio-emotional needs, and wellness at the forefront of instruction.
--Make classroom community, socio-emotional, and wellness embedded in lesson plan.
--Teachers who are teaching advisory will be in communication and give feedback to content teachers about students, and vice versa-teachers will be in communication with advisory teachers about students needs to address socio-emotional issues.
--Because advisory is part of each students schedule, advisory will target students socio-emotional needs; teachers and advisory teachers will be in communication with each other and this will strengthen daily instruction.

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Criticality - in student voice and their understanding, taking part in demanding their own equitable access to rigorous curriculum

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- Create useable feedback structures (anonymous / digital 'parking lots', in addition to feedback to other adults) for students to share struggles, comments, methods that aren't working
- Incorporate above in class conversations & create ways to communicate, evaluate, and incorporate student input

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Students write sentences about themselves on a card. And the class has to figure out who it is

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Scavenger hunt: Getting to know MAAL teachers and their rooms
Ex. "There is teacher with short black hair that was cashier at Target when they were a teen. Find that teacher"
Teachers would share information about themselves for students to get to know them better.

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Scavenger hunt for math and science: Find a space with 3 right angles, perimeter,  etc,....

Escape room for math.

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English/ESL Bingo. Students have questions on a Bingo Card. They had to ask each other questions on the bingo card, when someone answers yes they can cross it off. keep going until you get a bingo.

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English/ESL Bingo. Students have questions on a Bingo Card. They had to ask each other questions on the bingo card, when someone answers yes they can cross it off. keep going until you get a bingo.

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poetry- write phrases or verses from a poem and break it into chunks to put on chairs, scatter the chairs, and students have to put the chairs in order. Move the chairs. Then work together as a class to re-write the poem on the board.

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poetry- write phrases or verses from a poem and break it into chunks to put on chairs, scatter the chairs, and students have to put the chairs in order. Move the chairs. Then work together as a class to re-write the poem on the board.

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copies vs computers in the class for daily work.
what do we do about the transition time it takes for students to get out a laptop from the cart and log in

Keep the current platforms (students can find all assignments there). Expectation is that if you are absent you would see the content/work.

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Starting the process of a science experiment.

Finding location by following a school map. Students will find a clue. In the end, they have to meet in the same place.

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student leaders to translate and facilitate rooms

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student leaders to translate and facilitate rooms

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- Give hints about different places in the world

- Have students guess

- Explore that location culture, food, history.

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Watch news segments from last night.
Explore conflict and both sides
Think about media literacy

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- Show a quote
- Discuss feelings
- Continue the conversation

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Use spaghetti, tape and string to build a tallest 3d object with a marshmallow on the top. We will select a winner with a tallest object with a marshmallow on the top that does not fall down.