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Writing postcards to my students is killing me! I agonize over them. I have a couple that can only read 1 syllable short vowel words independently. I used Google Translate and wrote in Spanish to a few! I've spent so much time trying to write something meaningful to all of them, it's not like writing to a peer or on grade level student. Thankfully, I have finished them. ❤

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The Pandemic Project allows for collaborative opportunities outside of our departments. In "real life" I also want to look for more collaborative opportunities between ELA and SS, but I always feel so pressed for time that I haven't tried it. I love creating instructional materials with SS. How can we take this back with us into the regular classroom?

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This week we tried to have a more casual approach to some of our team zooms and I think it made a difference! We had lunch with our students which was great and allowed natural conversation. I feel like many times when I reach out to kids its awkward to transition from checking on their basic needs to how their assignments are going. I want to try to have this more natural, conversational approach in my convos on Instagram and email with students!

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I had never "heard" A J Juliani speak, and so my first time listening to him, even though it was just a recorded webinar was neat. He seemed very down-to-earth and common sense. It was a comfort that he (a respected published educator) confirmed that "Emergency Remote Learning" is hard. I was also validated that we are already doing A LOT of what he suggested. I'm looking into some of his sites he linked, but I also went through the spreadsheet where people explained what they're using that is working. There were several that I had already investigated!! (Seesaw, Edpuzzle, Bookflix) That made me happy.

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I started reading a graphic novel for the first time :)

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I found it helpful when Mr. Juliani said, “The principles of learning and engagement are still the same.” When everything else has changed, and we are now sitting in the learners seat, it’s refreshing to remember the principles are the same, but our tools may look different.

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Listening to this recorded session was gratifying in that as a school/district, we are already incorporating the structure and using many of the strategies he suggested, i.e., office hours, equity in the student's ability to access devices due to everyday family life, using asynchronous learning where you provide the recorded lesson and they access on their own time.  Student choice was big which I have seen and used with our menus we have put out there.  I know my students are narrative-weary, but if you give them a different platform, i.e., Powtoon, Padlet,etc., they can still writie a cohesive paragraph in addressing the interview questions, fully detailed and elaborated.  My big take-away from this "Emergency Remote Learning," as Juliani calls it; we are 

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Listening to this recorded session was gratifying in that as a school/district, we are already incorporating the structure and using many of the strategies he suggested, i.e., office hours, equity in the student's ability to access devices due to everyday family life, using asynchronous learning where you provide the recorded lesson and they access on their own time.  Student choice was big which I have seen and used with our menus we have put out there.  I know my students are narrative-weary, but if you give them a different platform, i.e., Powtoon, Padlet,etc., they can still writie a cohesive paragraph in addressing the interview questions, fully detailed and elaborated.  My big take-away from this "Emergency Remote Learning," as Juliani calls it; we are 

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I've started using my  instagram more and posting pictures of my dry erase board or my using my paper pads to use examples. I have sent my lessons directly to my students. I am working on making sure that I am sending out my lessons directly to my students.

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This is the second time I have gotten to hear him speak (first was the conference call Ms. Ford invited us to). I really like his practical approach and how the focus is always on the whole child (emotional, physical, social, mental well-being along with the learning goals). This zoom affirmed for me that Springdale teachers are doing all the right things. I liked the difference he noted between worksheets and power sheets. Lastly, I am interested in continuing to explore resources mentioned such as OERcommons, NextLesson, and brainpopELL/Spanish.

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Today I asked Mr. Ybarra to join me during office hours to help a particular student in need. He is a fantastic teacher and truly loves helping us connect with kids. We may offer this as often as we can to help students feel comfortable and connected.

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Interesting article he wrote in response to the webinar.

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I was talking with a teacher at a school district I am working with yesterday who said, "I just don't know if I should even try this again with my students. It seems like lots of people online have already done it, and I read a few blog posts that really criticized it."

I asked her, "Well, how did it work for you and your students the first time?"

"It was great," she said. "The kids enjoyed it and want to do it again. But a lot of people think it's all fun and games, not necessarily any substance to it."

I asked again, "Well, what do you think? Did it have substance and purpose in your class?"

"Yes, the kids were engaged and excited to learn. It was fun, but also had a purpose."

I left the conversation happy we had talked it out, but also upset that others who were not in her class were trying to dissuade her from trying something new (and in her mind worthwhile) with her students. In fact, I was a bit angry.
At first, I was upset with the people telling her what would (and wouldn't) work. Then I was angry with myself, for casting that same judgment when comparing my own kids' remote learning experiences. It was so easy to complain, and it was much harder to try and empathize with the situation.
I've seen a lot of blog posts, articles, and videos where people are deciding what's working for everyone in our current situation. And while I respect the opinions of everyone sharing their thoughts online, I'm a bit tired of the judgment being placed on teachers and school leaders and people trying to do the work of emergency remote teaching/learning.

Every situation right now is different. Sharing what is working is effective. Telling folks there is only one right way to teach/learn right now is not effective. Share more. Judge less.

There seems to be a big misconception, that if something was done before and it didn't work in one classroom then it's not going to work. Or if something has been done for five years in-person only and it hasn't been tried "online" then it's not effective.

If you're a teacher, school leader, or parent who is trying something new to help your kids and your students learn better that's awesome! Don't let anyone tell you that it's not going to work, and you shouldn't try it, and it's already been done before.

We seem to forget that there's this giant continuum we are all on. Some of us jump on at different points, and some of us experiment with different things, and some of us don't know everything that's been done before in other schools.

There is also a huge continuum of where schools, families, and students are at right now when it comes to the pandemic. Some parents may want their kids online all day with their teachers, not realizing that this causes huge equity issues for families that can't make that happen or teachers whose lives are upended right now.
We have to reach out and ask questions. We have to be empathetic and start with a listening focus.
Similarly, there are some parents who are saying that they don't want their kids doing any "online" schooling right now, not understanding that some kids need this structure and connections with their classmates and teachers.

We need to understand that this is impacting us all in very different ways, and there is no one way/thing/tool/strategy/structure that will work for every situation.
(Note: There was never one right way that would work for every situation).
There's not some governing board that gets to decide what's working and what's not working. There's not some expert out there that gets to say "well that won't work in your classroom" because they don't know your classroom. They don't know your kids. They don't know your circumstances.
I wish we would spend less time debating what's is the best way to do things and more time sharing and celebrating what's happening in our schools right now this very moment.
Because there is so much good happening, in the midst of a desperate situation.

Don't let others sway you from trying something new in your class or school. Don't let the opinions of people who know better stop you from doing things that might work.
If it's a new idea to you and your students and it works with your class then it's worth trying.
The only people who get to decide what's working are the people who are actually doing the work. Those that are teaching, leading, creating, sharing, and learning.

Thanks For Sharing

Last week hundreds of teachers, leaders, and parents filled out a simple Google Form sharing what was working in their current emergency remote learning situation. We crowdsourced all of this information and shared out the structures, strategies, and tools that many of you had shared were working right now.

Then we shared them out on a series of free webinars (linked below).

It is not a perfect list. It is definitely not the only structures/strategies/tools that are working right now. But, it is a start. Let's continue sharing with each other!
K-2: Pandemic Pedagogy - What is working right now in emergency remote learning (as shared by teachers, leaders, and parents around the world) 3-5: Pandemic Pedagogy - What is working right now in emergency remote learning (as shared by teachers, leaders, and parents around the world) 6-8: Pandemic Pedagogy - What is working right now in emergency remote learning (as shared by teachers, leaders, and parents around the world) 9-12: Pandemic Pedagogy - What is working right now in emergency remote learning (as shared by teachers, leaders, and parents around the world)

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Sharing more (and judging less) during emergency remote learning

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I was talking with a teacher at a school district I am working with yesterday who said, "I just don't know if I should even try this again with my students. It seems like lots of people online have already done it, and I read a few blog posts that really criticized it."

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A.J. provided such great information.  He asked teachers what is working during this time and curated those various tools.  One thing I plan on incorporating in my own classroom is to create a survey for my students.  I want to find out what is working and not working for them and how I can improve the emergency remote learning.

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I love A. J. Juliani's supportive, empathetic approach. What a great idea to curate the numerous resources teachers across the world are utilizing as part of our "Pandemic Pedagogy." It was really affirming to see that at J.O. Kelly is using best practices ( example: asynchronous learning + office hours/ check-ins for SEL/ having a master schedule for the day).              In the chat someone suggested calling office hours "help time" since many of our students might not mean what "office hours" means...                            I liked his distinction between busysheets and powersheets. I really am impressed by the quality of work the Sdale packets are asking students to do.  I don't think much of it is busywork.  

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I love A. J. Juliani's supportive, empathetic approach. What a great idea to curate the numerous resources teachers across the world are utilizing as part of our "Pandemic Pedagogy." It was really affirming to see that at J.O. Kelly is using best practices ( example: asynchronous learning + office hours/ check-ins for SEL/ having a master schedule for the day).              In the chat someone suggested calling office hours "help time" since many of our students might not mean what "office hours" means...                            I liked his distinction between busysheets and powersheets. I really am impressed by the quality of work the Sdale packets are asking students to do.  I don't think much of it is busywork.  

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If this does continue into next year maybe we can survey our families and ask them what worked as we monitor and adjust and make changes.

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The Artful Read-Aloud by Rebecca Bellingham

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The Artful Read-Aloud by Rebecca Bellingham

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Yesterday, I started listening to this audiobook.  My goal was to listen and write postcards to my students.  Lofty goal.  I have found I cannot multitask when listening to a professional text... I could listen  to the text and take notes or I could  craft notes to my students.  So I was trying to write personal notes to kids that can't read beyond a single syllable word or I had my Google translate open and trying to write to my ELL students. After trying to listen to the first chapter,  I paused the text, and crafted some postcards to my students.😎  Then I got back to my audiobook.  I have learned that the author was first a performing artist- an actress and then she became a teacher- a reading specialist. She is blending her crafts together to help your learn how to create a read-aloud that not only entertains and draws the listener in but also teaches the listener what good readers do. I have got to the point in the book where she is going to discuss the ten principles of an artful read aloud. I am on principle one today. Good stuff so far!!!

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“The bigger the issue the smaller and more personal we write”

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1. Our platforms need to be  consistently updated and predictable.
2. Blend new learning with old learning.  Ex: In the beginning fill google classroom etc. with familiar anchor charts then slowly begin introducing new learning.
3. Students will come back to places they feel successful.  Look for ways to give shout outs and feedback. Even if it's unrelated to academics.
4. Look for ways to help students build relationships within their community. Ex: Find public spaces to safely, responsibly post their writing. EX: DMV, Little Free Pantries, doctor/dentist office

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I have used Libby in the past and I felt like it was kinda quirky. I learned some new search features when I watched Padgett's video. I will for sure use this app going forward. BTW - I taught my grandmother about it and she LOVES it too!

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I have always been a fan of audible books but haven't ever listened to a professional text. I am a fan!

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I learned some ways to use google classroom to increase peer interactions, ways to give feedback, and how it is compatible with other platforms

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His webinar was full of good information.  He had teachers who signed up for the webinar submit what was working, then he curated all of the resources and presented them.  There were people from all over the world participating!  Over 300 participants.  When Charlene shares the video it'll be worth the watch.  It's short, too he  kept it to around 45 minutes.  As Charlene said we were like squirrels trying to Google his apps, etc. Hopefully, I was successful in putting his link down below to his resources. I checked the link, it works even though it looks like a weird gray rectangle with more shapes within....

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I found it a bit intimidating that Lucy foresees this going into the next school year.  The information and ideas discussed in the chat were very informative.  I picked up where one district is using a Houseparty App for bookclubs.
My best/fav takeaway was when Lucy said when conferring with students, "the reader/writer leaves the conference wanting to read/write"  I loved that line.

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I like the idea of borrowing across grades.  I am curious about that second grade poetry unit.

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FROM ALEXA WHEN SHE WATCHED it LIVE Need to find more of the resources. 

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FROM ALEXA WHEN SHE WATCHED it LIVE Need to find more of the resources. 

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I found a lot of the conference options from zoom to google hangout to a few others enlightening. I don't think I was able to find as many of the resources online, maybe I'm not looking in the right places, on the units of study website. I would be interested to see what all they are offering during this time.

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From Scott when he watched it LIVE I loved the idea of supporting students' executive functions  by encouraging them to be independent in their scheduling and planning of school work  (Dunn)

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From Scott when he watched it LIVE I loved the idea of supporting students' executive functions  by encouraging them to be independent in their scheduling and planning of school work  (Dunn)

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Similar to AJ's message this morning + what looks like the Lucy Calkins ADMIN meeting, she discussed focusing on engagement and conversation rather than running records/assessments (at this time). They also are really focused on conference style communication that is individualized. They discussed phone calls/face time. I would be interested in discussing as a group different ways we can plan for that type of learning and contact.

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Advice to schools on how to structure time for teachers, stuents, and families

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Advice to schools on how to structure time for teachers, stuents, and families

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From Dede Last Week: Resources he mentioned but didn't list on his resource page:

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From Dede Last Week: Resources he mentioned but didn't list on his resource page:

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1. Noredink is a writing app
2. Edpuzzle-you can stop a video and embed questions in it for your students.
3. Rubrics instead of grades that track their progress towards a goal. He mentioned: cultofpedagogy.com and GRIT which is for the students to self-assess their progress.
4. OER Commons for teaching ideas.

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Heinemann is offering an entire catalog of audiobooks for free all month through most audiobook providers. I downloaded,  The Artful Read-Aloud by Rebecca Bellingham

Click Here: FREE Professional Texts - Audio Book from Heinemann

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The information from this webinar was very helpful. Hareem recommended engaging ELL students through active read alouds, asking questions, using pauses, facial expressions through Zoom or Facetime. Making sure that if using Zoom, be mindful of which groups to place them in during break out sessions. Additional activities would be book clubs, writing journals, making plays, engaging in rich literate lives. One app that was mentioned was Loom, not sure about that one yet. The big take away was not to worry about running records, focus on teaching and engaging first. Getting the kids to read, interacting, and discussing. Conversations provide real feedback.