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https://docs.google.com/spreadsheets/d/1_XfQI7brSVVPnRMmsmISObRxjnKuhYypD8mNq-mBUTQ/edit?usp=sharing

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#SISTRONGTOGETHER... shows a commitment to the "district"

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I see Chris engaging educators to share their voice in terms of SEL and math.  I notice that there are multiple groups of educators engaging in PL.

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I wonder how many people participate when Chris has interactive activities. In general, in my PLs, about 50% of participants do the math or SEL questions on google forms, Pear Deck or Jamboard. I wonder how I can better encourage participation and voice in sessions with 65-100 people

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I see many positive responses to the session

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I wonder (and hope) that participation in these endeavors translates to providing  students with their much needed voices.

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I see that Chris and SI has a plan setup and are reaching a wide array of eductors

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I wonder when these tools start loosing their premium features (Pear Deck) how do we plan for what remote learning looks like. The DOE only has so much purchasing power, so not everything will be at our fingertips

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I wonder if the sessions for the different cohorts are the same.

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This makes me wonder if the success of this structure can entice other schools to participate.

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There was nice support from a District Level. All of my trainings have been at specific administrator request--word of mouth has spread--but we could have arranged more to support more

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I notice at least  half of the responses mention student engagement as an immediate need

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I noticed on the survey that many people were talking about engaging students.

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Avg. response was 4.336633663 +-
0.8399669961.  :)

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It looks like based on the responses, participants are moving toward "strengthening instruction" instead of "triage mode" like we were only a few weeks ago.

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This makes me think about the expectations that were communicated to students in the early days of this crisis, and how do we shift that narrative?

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My personal now what is to deepen my understanding of how to facilitate more small group talk with educators/colleagues? I'm thinking like breakout rooms and showing what good remote learning look like--I thinking breakout rooms, with break-in or break-out games, SEL session, and math sessions--also, just a check-in on the human session.

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I'd like to try to be more deliberate in explaining my facilitation moves so teachers can use them with their students.  For example, HOW I would use the responses in a Google Form to launch a conversation (similar to flip teaching).

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How much of what we are building now will be incorporated when we return to physical schools?

How will we overcome the challenges if we don't?

Has the "temporary status" of Remote Learning set us up for "proficiency" instead of "mastery"?

(Accept my apologies and thank you for the space to have a digital  existential crisis)

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In all impending endeavors, I have to remain cognizant of student voice. I have to assure that it is a part of sessions in which I am involved, especially as this current pandemic continues. Lastly, it is important that understanding the importance of student voice and how it should/could be addressed is sustained throughout a given school year (and, as long as one facilitates professional learning sessions) and is not a one shot deal.

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Im thinking about the cognitive and emotional load all of this takes (especially trying o engage in math in this environment) and how to build routines that make engagement become easier  as time goes on.

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I made the connection that we as facilitators as struggling with our teachers in the same ways they are struggling with their students. I would like to name those moments of high (and low) participation with teachers and ask how I could have engaged them more effectively.

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We are exploring on different platforms how to capture student learning. We want teachers to think about, how do we know if students are learning and what do we do with students that are and are not learning.

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What tools are still going to be available? What does synchronous and asynchronous learning look like? how do we make asynchronous more "a-ha" and deeper

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Students, largely learning alone at home,  need a voice to advocate for themselves.  Maybe a consequence of remote learning will that more students will feel empowered to express their needs and how we can support them.