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Students can adapt existing collaborative practices using a shared notes eBinder or shared google doc to present notes and concepts to utilize in socratic seminar, philosophical chairs, or another existing collaborative practice. Peer review and feedback is easy to facilitate with this sort of tech implementation

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For the online piece students would need to have access to a computer and a class jamboard/flipgrid.

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Looks like: focus on the small group in front of you

Sounds like: students engaging with you in your group and students engaging with each other in the online & offline stations.

Feels like: assuming students have been pre-taught how to work independently, should be nice to work with small groups and know that your other groups are doing what they should.

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We have re-entered a period of quarantine, and students will need to be fully engaged in online learning again. Our assignment is for students to make a dialectical journal, using quotes from an assigned text.

Example of scaffold: In small groups, assign roles to students such as 'timekeeper', 'expert researcher', 'collaboration captain', et cetera.

What does this look like for students:
- Students are (hopefully) able to work in a quiet space.

- Students are working in small group settings in a collaborative learning environment with assigned roles.

What does this look like for teachers:

-Teachers facilitate small group discussions, assign roles, bouncing between breakout rooms based upon student need.

-Sounds like teachers guiding instruction with scaffolded responses and resources at the ready.

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Looks like: Students are moving from station to station and completing a task at each. At the teacher stations students are listening, at the online station they are recording their thoughts on a flipgrid or a jamboard, at the offline station they are writing a summary of what they learned.

Sounds like: Students are working together to complete tasks.

Feels like: an opportunity to apply different kinds of learning.

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Online option that students can work on independently - webquest, specific links, etc.
1:1 devices for students
internet access
Could use something like a flipgrid, padlet, etc.
Use Google Classroom or some other learning management platform.

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https://www.desmos.com/

Google Slides
Youtube

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Desmos offers best-in-class calculators, digital math activities, and curriculum to help every student love math and love learning math.

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Looks Like: Teach has to train students to be able to follow this process and to be able differentiate
Sounds Like: Teacher talking more in the teacher led group questioning
Feels Like: a lot of prep for the teacher!

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Be familiar with content, creating & assigning students into breakout groups, establishing norms and expectations,

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For example if the task was "Explain the purpose of photosynthesis."
-Students would know how access videos, internet, and access to computers/technology
-Teacher would have pooled digital resources in a known location to all students i.e: Google Classroom, Canvas, etc.

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Student devices
Internet access
Publishing software
Collaborative tools
Resources and Materials

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Digital story board
movie editing
Google slide deck
chromebooks

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WiFi
Hotspots
Devices
Digital tools and student understanding of how to use said tools
Google Classroom
Microsoft Teams
Canvas
Established NORMS for digital classes

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Computer, charger, wifi, shared google documents, access and links to learning platform

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Sounds Like:

It's quiet for the teacher unless being asked clarifying questions.

Feels Like:

For the instructor, it feels rewarding as this is the final assessment.

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Teacher will select a standard they want to work on, such as a narrative. Teacher will model how to create a story board with close up shots or imovie. Teacher will create the scaffolded slide deck that students will work through. Teacher will monitor the slide decks as students complete the work. Feedback will be given as needed.

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Looks Like: Working in stations/groups: online (teacher gives the websites to use, like a webquest), offline (highlighting to identify examples & classify), or with a teacher (direct instruction, what are you not understanding - differentiation).
Sounds Like: Working quietly independently online (clickity clack), some questions with teacher
Feels Like: Feels more like a checklist, very guided, following instructions

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Looks like: video, stream music or record audio, may need a second person to video, how to videos, exemplars

Sounds like: music, bouncing balls

Feels like: challenge, accomplishment/frustration, learning curve

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In zoom class, actively participating, logging on, sitting & prepared in a productive space.

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Establish group norms, roles, and choice of platforms to use. Explicitly establish expectation of work time using a rubric. Monitor, redirect and support by going into each break out room.

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Looks Like: It's loud as students are interacting with each other. It is also quiet because they are also working by themselves.

Feels Like: Students are stressed out because of the time constraints but they're also excited.

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The student should understand the task, know how to complete the steps required and know how to appropriately use the technology required.

Students should have a basic understanding of photosynthesis that they can build on during this activity following teacher instruction and participation in group collaboration.

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What it looks like?
Teachers create successful criteria; they have predetermined what materials and tools students will use.  Teacher is monitoring and facilitating around the room and providing feedback to students.

What it sounds like?
Teachers are engaging with students, guiding their thinking to foster a deeper understanding, they are providing feedback.

What it feels like?
It feels energizing for the teacher, satisfaction for seeing the students engagement and taking ownership of the their learning. There has been a shift from teacher doing all of the teaching and learning to students. It feels motivating and refreshing.

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LOOKS LIKE/SOUNDS/FEELS LIKE FOR TEACHERS

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LOOKS LIKE/SOUNDS/FEELS LIKE FOR TEACHERS

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Common platform
Blank screens - did this go out to the students? Can they even see this?
Chat responses
Distractions
Unmuted mics
Feels slightly chaotic and unpredictable

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Students will design and build a physical  catapult, using the website Desmos to design it. Be sure to include the design for the catapult, the physical build, the horizontal distance and the vertex.

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Looks like: a menu of options, including movement options and/or music, teacher example (or previous student examples)

Sounds like: teacher modeling with music or including tutorial

Feels like: Risk-taker, Organized, Fun/funny, supportive,

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Teacher intentionally selects the problems/questions to be solved (considering student needs/abilities) and divides the task so that leadership is shared and selects appropriate technology.

Teacher selects a level 2 or 3 question: What is the relationship between deforestation and photosynthesis?

Decides the best way to divy up the work so that leadership and responsibility is shared during collaboration.

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Students will receive a Google Slide Deck that's scaffolded for writing a story. Each slide will provide a story component/elements, which could include characters, plot, setting, conflict, resolution, themes, beginning-middle-end. Students will work through the slide deck to create story parts.

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Technology- Wi-Fi, devices, quiet space, understand how to use drives,docs, zoom, etc.. need a digital template. Set up and push out of platforms

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Put student groups in a break out room to research a topic using a shared google document. Students are assigned collaborative learning roles. Students are engaging in collaborative conversations. Students choose platform to show their learning once they return to the whole group.

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Individual responses and whole-group responses, group chats, etc.
Background interruptions & distractions

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What it looks like?
Students are working in small groups, collaboratively, actively involved, hands on, displaying their thinking/work.

What it sounds like?
Students are having collaborative conversations, discussing their ideas, brainstorming ideas, explaining concepts to each other.

What it feels like?
Students feel like they are held accountable and have some ownership over their work.

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Scenerio: Do a movement routine (like a dacne) that incorporates the movements taught in class.

looks like: A menu of movement options (basketball drills, dance, swimming, tutorial)
sounds like: Music, give directions
feels like: fun, silly, controlled chaos, heart rate up, energetic, enthusiastic

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Common platform (selected by teacher)

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Book Creator is the technology used in this learning activity.

Students will enter their sentence into Book Creator.

Partnerships will read the Book Creator pages together.

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Teacher determines the outcome based on the EQ, ex. what do you want to be when you grow up?  Students will write a sentence about what they want to do when they grow up.

Teacher creates the tasks:
-Student verbalizes what they want to be.
-Students discuss idea with a partner.
-Teacher confers with each student.
-Students write sentence on Book Creator.

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-Student verbalizes what they want to be when they grow up.
-Student is able to discuss with a partner about what they want to be.   Use of a sentence stem is a scaffold.
-Student meets with teacher to share idea.
-Student writes sentence on Book Creator.
-Student and partner read the Book Creator pages.

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Describe how an at-home learning opportunity could be transformed during the ADOPT phase.

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Describe how an at-home learning opportunity could be transformed during the ADOPT phase.

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The Station Rotation Model: Prioritize Differentiation, Student Agency & 4Cs of 21st-Century Learning - Dr. Catlin Tucker

# data[].attributes.attachment_link.description
I have a soft spot for the station rotation model. It was one of the first models, along with the flipped classroom, that I could employ in my low-tech classroom. In the early days of my transition to blended learning, I had one Chromebook, which I received after writing a Donor's Choose project.

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Describe how a station rotation learning opportunity could be transformed during the ACCELERATE phase.

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Describe how a station rotation learning opportunity could be transformed during the ACCELERATE phase.

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Read the situation at the top of your assigned column. Write a scenario that describes what that particular situation and level of 4 A's looks like, sounds like, and feels like. 

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Read the situation at the top of your assigned column. Write a scenario that describes what that particular situation and level of 4 A's looks like, sounds like, and feels like. 

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The Art of Self-Pacing: How to Build Playlists that Keep Students on Track - Dr. Catlin Tucker

# data[].attributes.attachment_link.description
The playlist, or individual rotation model, is a highly effective blended learning model that empowers students to take ownership of their learning by giving them control over the pace and path of their learning. This model presents a sequence of carefully curated learning activities tailored to each student's unique needs and abilities, allowing them to [...]

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Describe how the playlist model learning opportunity could be transformed during the ADAPT phase.

# data[].attributes.subject
Describe how the playlist model learning opportunity could be transformed during the ADAPT phase.

# data[].attributes.headline
Describe how a face-to-face learning opportunity could be transformed during the ADAPT phase.

# data[].attributes.subject
Describe how a face-to-face learning opportunity could be transformed during the ADAPT phase.

# data[].attributes.attachment_link.title
The Station Rotation Model: Prioritize Differentiation, Student Agency & 4Cs of 21st-Century Learning - Dr. Catlin Tucker

# data[].attributes.attachment_link.description
I have a soft spot for the station rotation model. It was one of the first models, along with the flipped classroom, that I could employ in my low-tech classroom. In the early days of my transition to blended learning, I had one Chromebook, which I received after writing a Donor's Choose project.

# data[].attributes.headline
Describe how a station rotation learning opportunity could be transformed during the ADOPT phase.

# data[].attributes.subject
Describe how a station rotation learning opportunity could be transformed during the ADOPT phase.

# data[].attributes.attachment_link.title
The Art of Self-Pacing: How to Build Playlists that Keep Students on Track - Dr. Catlin Tucker

# data[].attributes.attachment_link.description
The playlist, or individual rotation model, is a highly effective blended learning model that empowers students to take ownership of their learning by giving them control over the pace and path of their learning. This model presents a sequence of carefully curated learning activities tailored to each student's unique needs and abilities, allowing them to [...]

# data[].attributes.headline
Describe how the playlist model learning opportunity could be transformed during the ADVOCATE phase.

# data[].attributes.subject
Describe how the playlist model learning opportunity could be transformed during the ADVOCATE phase.

# data[].attributes.headline
Describe how an at-home learning opportunity could be transformed during the ACCELERATE phase. 

# data[].attributes.subject
Describe how an at-home learning opportunity could be transformed during the ACCELERATE phase. 

# data[].attributes.headline
Describe how a face-to-face learning opportunity could be transformed during the ADVOCATE phase.

# data[].attributes.subject
Describe how a face-to-face learning opportunity could be transformed during the ADVOCATE phase.