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Breakdown material in smaller chunks. priority standards
Use resources out of our comfort zone, Kami and google classroom.
other: mote and jamboard

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Putting a personal twist on the curriculum rather than using the default characters.

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- Using Google Forms
- Finding audio versions of plays vs. teacher reading all the time
- Mote (voice feedback extension)
- Google Slides to present images/videos to inspire discussions
- Utilizing anonymous Quick Polls in Zoom
- "Wheel of Names" app for random cold calls
- Breakout rooms for one-on-one help are super effective
- Shared Google Sheet where students are assigned a number along the left column (keeps students engaged and anonymous)

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Shifting paper resources to digital ones, adopting new online tools

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Making videos for async learning

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Using CommonLit to assess learning and monitor thinking

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We are all learning and this is all new. but we can work together to make it work.
phone calls, zoom meetings.

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- Calling home
- Impromptu Zoom chats with parents of elementary and special education students (giving a five-minute timer at the start of each class designated for parents to chime in and ask questions, follow up, etc.)
- Remind (weekly updates for families who respond best via text)
- Notes home
- Emailing family
- Parents enrolling in students' Google Classrooms (inviting parents to join as well)

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Called home on students who weren't participating AS well as positive calls for every student/family

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Survey Students and Families to Understand needs

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Survey Students and Families to Understand needs

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what's the best way for me to communicate with you?
What language would you like communications to be in?
What time of day would be best for me to be available if you need to reach out for help?
What worked for your child last year during remote learning? what did not?
How comfortable are you with the following apps, websites, and learning platforms?
What else should I know?

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Success: relationship building, being more prepared. attendance and participation.
Still working on: Attendance, recall of lessons.

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understand the pros and cons of synchronous and asynchronous teaching
invite students online with you for some time each day
plan and record short whole class microlessons
host "office hours" for student and caregiver initiated response time
make a schedule for conferences and small groups
preserve space for professional learning and collaboration
map out a weekly schedule and set boundaries

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Planning time for logging in, checking GoogleClassroom, entry task, etc. and then moving on to the lesson

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- Struggle: For purely-online teaching, I have more new tasks to create/attend to than while being an in-person teacher, which takes so much more time with this online platform. I have not been able to manage my time. I'm working more hours now than I have since my first year of teaching (and this is year 16 for me).
- white board charts help teachers and kids in the classroom complete their tasks on time and in an organized way

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Managing time has become more about making sure everyone is in the same "place" as we move through the week/curriculum

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make sure work at home is routine and not requiring new skills.
minimizing hw load.

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--ask students to read every day
--give students access to paper books
--adapt strategies for students who are reading e-books
--adapt strategies for students who are listening to audiobooks and/or podcasts
--create short text packets for shared experiences
--Rethink what it means to match readers with "just right" text
--Ask students to write every day
--Decide how your students will compose their writing
--Give students access to writing materials and tools
--hold on (tightly) to writers notebooks
--Set up a system to share some of their writing with you.
-Ask students to do math everyday
--ask students to engage with content study everyday
--plan for students to create and move and play everyday

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- being flexible with assignment deadlines/giving extensions
- making clear, step-by-step instructions within GC
- making short how-to videos to help students navigate assignments/tasks
- record myself teaching and post daily for kids who are absent or who need to hear a lesson/part of a lesson again at their own pace
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Giving students a lot of advice on how to set up personal schedules, how to get prepared, finding a good study area that will help them be successful, minimizing work loads

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- Keeping an organized Google Classroom
- Five-minute time before instruction begins, review the class's agenda at the start of class so students know what's coming
- Giving students a chance to voice questions, concerns, problems (whether or not they're related to my class) at the start of class before instruction begins so they can concentrate later on the day's lesson

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--develop community agreement and norms for participating online
--set yourself and your students up for videoconferencing
--convert you live minilessons to recorded microlessons
--make your microlessons more engaging
--monitor and guide students' independent practice
--Read aloud (live!) to build community
--record read-aloud to engage, support comprehension, and collect data
--Student a mentor text for writing craft
--Confer with students live
--Confer with students when your schedules don't align
--set up and suport reading and writing partnerships and clubs
--engage reading partnerships and clubs with "written conversations"
--engage writing partnerships adn clubs with written feedback
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Use more active games/ learning strategies. Making videos for lessons and hybrid group.
incorporating more GLAD strategies.

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What I took away was that we're all pretty much on the same pace. no one is ahead or behind. it looks like we have all used similar strategies to get the students engaged.

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I'm seeing kids trying hard this year who weren't trying hard the previous year