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(This is Sam, I can't figure out to how to make myself not anonymous!) 1) I do not use the asynchronous time. 2) Teach less, teach deeply. For the juniors, I am not worried: we get through what we get through and we will make it work;  seniors are very overwhelmed right now so I am focusing on skill building, not necessarily giving them more and more content information.  If I assign homework, students have two weeks to do it; they usually just have to dive deeper into a resource they already saw in class.  Assessments are modified for 45 minute periods and students can use class time to correct these assessments with their peers. 3) We need to be able to use the breakout room feature to practice speaking and conversation.  I meant to talk to you about this but computers crash with multiple rooms open and most students do not have the bandwidth to have multiple rooms open.

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3. IAs - Since in Language B, their assessment is a speaking presentation followed by a conversation with another person (me eventually)... we have slowly been transitioning into Breakout Rooms in all Spanish.  I'm telling the students we are taking baby steps and will continue to build on that second semester and hopefully back in person in the fall to hit the ground running.  Communication and transparency is key!

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2.  External Assesments are "shorter" versions of the Paper 1 & 2.

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2.  I give the juniors biweekly homework from a choice board and encourage them to interact with Spanish daily... which could mean 20 minutes on Duolingo.

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1. I do not use asynchronous time.

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For the I.A. I will be allowing in-class time to research and investigate their topics as it will assist in demonstrating "grace and leniency" towards the students and their workload.

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Asynch time is designated for reading assignments in an effort for us to maximize our limited in-class allotment as well as prepare students for the collegiate expectations of meeting independent reading requirements.

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For the IA, I am chunking the assessment into manageable sections. They have been provided a due date calendar. I am working with the other history 1 teachers and we are producing video lessons that provide the students with information about different components of the IA. I am also providing the students with lots of resources- examples, so they have a clear picture of what the expectations are.

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Due to the lost class time, my counterparts and I at the other schools have removed a unit from our study. This way it allows to properly cover topics that frequently found on the exam. For assessments, they are completing Paper 3

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For the asynchronous time, I am having them complete readings or watch a video presentation from me. I assign it on Monday mornings and it is due Sunday @ 11:59

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CANCEL

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Students get some writing time and peer review time for IAs

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IA Math Club!

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Assessments are given live during class. Length and marks are adjusted for 45 min class periods.

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Students have designated Wednesday lessons that cover easier topics and spiral topics from year 1 and year 2

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Students can watch pre-recorded lesson videos.

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I think the main strategy right now is to have them use their Learner Portfolio to organize their work and reflections so that they have them readily available when it comes time to choose works and topics for their IAs.

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I was giving homework only to finish what we may not have finished in class.  I did have them read Frankenstein outside of class, so we shall see how that goes when we begin the novel study in class next week.  Often they will have reading to complete outside of class.

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I use the asynchronous time sparingly, if we get behind, or I feel that they need extra support to learn a concept.

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3. We have been using Flex, teacher office hours and classroom instructional time.  IA is focused on performance and technique which we work on in every class.  Students are also assigned projects as homework to begin practicing making video for their performance IA.

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2. My students tend to meet outside of class time with me during Flex and teacher office hours.  We have also been using email/google voice to communicate often.  My assessments are a combination of written and movement.  I have been trying to tailor my lessons to student's needs such as doing smaller choreography projects to prepare for the Dance composition due next year.

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1. We have been using the Asynchronous time completing lessons currently for the Dance Investigation (EA).  They are beginning their research for their EA.  

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Also, I have removed a great deal of material based on the Seniors new Assessment updates for May 2021. I have kept some of the material based on student interest.

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Homework is given at most one per week. I want to make sure that they have time to do what they need to do for their IA.

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Sorry I did not mean to be anonymous! I'm 9:12 - 9:17.

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I inherited the seniors this year and after knowing that they they have not identified a topic for their IA, used asynchronous time for students to work on the components of their IA. I do IA check in at least once or twice a week.

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3. I give time during class to work on Internal Assessments. Students can bounce ideas off of me and show me check-ins as a classwork grade. We use peer review as a means of keeping everyone on track for completion. Students also have journals to document their progress and learning. I've revamped all of my assessments to be either small exercises based on content knowledge (i.e. short answer style quizzes) or small versions of the IAs/EAs that are completed during class time.

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2. I DO NOT give homework. I am concentrating on meaningful, engaging assignments that are completed during class time. Students do not need homework outside of class right now - it's too much.

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1. I do not use asynchronous time.

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How much has the removal of certain IB assessments helped your instruction?  Explain.

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I am using asynchronous time to continue working on spreads for Process Portfolio and art projects for Exhibition

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1) I am using my asynchronous time to review (25%) old info and to supplement the information from their textbook with video lectures (75%). 2) My homework is entirely readings from the textbook and test reviews. 3) I am giving shortened versions of IB History assessments, Paper 1s and 2s. I am also using document-based discussions as assessments, which help students with both their analytical and document skills.

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zhang: Recently, I use the authentic videos to improve students language skills. In the meantime, we discuss the Chinese culture, compare it with American culture, and encourage them to read more, speak more and talk more.

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A due date calendar for each component of the IA has given them a good idea of how the process will play out through March. I have also provided a wealth of IA resources in Google Classroom (IB updates, science databases, videos, samples, checklists, etc.) to guide them as they navigate in adjusting their previous ideas involving a lab setting to an at-home/database/simulation version of the IA. We have gone through all details of the marking rubric, looked at sample IAs and marks, analyzed each of the five criteria required, and also involved Ms. Boyd-Miller for research guidance. We discuss the IA a little during each class to check in, and this week, I have started meeting with students individually in flex "appointments" to nail down research questions.

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Because class time consists of covering an extensive amount of material, students do often have homework in the form of practice problems in addition to the IA expectations. Deadlines may not always be met, but I have allowed students to consider due dates somewhat flexible, and for the most part, they are all doing their best to maintain a reasonable level of progress. Assessments are given during class, but they do have access to the resources (notes, work, etc.) in Google Classroom to use. Students often go over their class time, but I allow them until 4 that day to get their test submitted.

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Recently, asynchronous work has varied between IB 1 and IB 2 students. In IB 2, it is often an assignment related to the an individual component of their IA that aligns with the calendar of due dates I have provided. For IB 1 students, the asynchronous assignment supports the weekly in-class material as either an extension or additional practice when necessary. The assignments are given the first class day of the week and are due the first class day of the following week.

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We did a mock IA.  (about 40% did not turn it in)  We have been doing lots of skills during asynchronous time.

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I am compensating for lost instructional time by using the asynchronous time to teach the skills they need for the IA.  It is a big struggle.  I am giving homework.  It is mostly the asynchronous lesson and then classwork.  They are not doing all of it.  I am accepting everything late.  Assessments have been started during class and then finished outside except for the last one which was completely during class.  This has been very difficult because we still have 2 papers as usual and there are no multiple choice sections.

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I am using Asynchronous time to teach skills needed for their IA.

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3) I have a "notes & vocabulary" section where I post applicable content that they need (vocabulary, grammar points, rubrics, etc).  Every class period has time for collaborative learning opportunities, pair-partner work, small group, whole group.  Additionally, students speak every class (since that is our IA).  I also post in the stream what the next class will look like...how they can prepare, what we will cover and what vocabulary they should be familiar with.

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2) I use the time I have to "teach less, teach deeply."  I do not assign homework...I have time in class for students to complete assignments.  Only if they do not finish during class, then they must use outside of class time. (they normally are given a week to complete.)  My assessments are IB type assessments with a creative twist.  They used FLIPGRID to make a promotional video about a cultural "route" of their choice based on their own research after completing a Paper 2 reading on the same topic.  Their paper 1 allowed them to creatively express their knowledge of content from our travel/tourism unit by picking one of 5 text type options and tasks.

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1) I don't use the asynchronous time at all.  They are encouraged to review vocabulary when they have a few moments of time.

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Strategies I am using  for IA - Trying to post as many resources as possible to GC for students to review on their own time. I am creating mini lessons to help them during class (listening and scoring an oral commentary). I am also having students sign up for Flex and office hours to ask for help etc.

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The asynchronous is how I am compensating for loss time. I am not giving much homework but students have an IA to prepare for outside of class and they also have texts to read for class.

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I use asynchronous time by giving a 3rd assignment each week (typically assigned on a Weds. and due the following Weds.). Right now, students have had a few weeks to brainstorm ideas for an IA and to revise an IB assessment.

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What strategies are you using to help students develop and complete their Internal Assessments? What time are you using with students to support this assessment?

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How are you compensating for lost instructional time? Ex. How much homework are you giving? What do your assessments look like?

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How are you using your Asynchronous time?