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"This Big Idea is all about time.  In a physical classroom, we might rely on assessments that we give over one whole period, or quizzes on specific days.  At a distance, asking that of students is hard.  Instead, you might focus on chunking up assessments into smaller tasks, or looking at the body of their work over a given time to assess progress.  Some additional ideas include:

Asking students to do 'student led conferences' to share what they think their progress is like

Developing ways for students to be 'meta' about their work, such as with self assessments

Creating longer timelines for students to complete tasks"

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"In Distance Learning, changing the types of assessments we use is also smart. Authentic assessment can include many of the following:

Representations such as InfoGraphics

Essays or Audio; Interviews or Podcasts

Performance tasks

Exhibitions and demonstrations via Video

Portfolios

Journals or Blogs

Teacher-created tests

Rubrics

Self- and peer-evaluation

Notice that in these, the student is at the center of the experience, and they are less about what students produce, than the actual process of putting them together"

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"My students check in with me during dedicated small group video calls throughout the week. Mondays is goal-setting video calls, Wednesday is Q+A or Press Conferences as we call it, and Friday's video call is assessment. They know Fridays are where I ask them questions to check their understanding, but they also know it is not a grade, and it is shared with the others in the small group" - Ms. Harris

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Listen to a coach's take below. Other ideas include:

Focus on the positive! Motivating and encouraging students is key

Asking students to complete a rubric as a self assessment when they hand it in

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"We use Seesaw to capture student work and give them a shared space. Their reading audio helps us to do fluency checks and give feedback, while taking a picture of their writing and sending it in makes it possible for even young students to write without typing" - Mr. Halvidier

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We worked with a teacher that wanted to use ThingLink to have students create InfoGraphics as a part of their synthesis of the learning they were doing on Google Docs and in Google Classroom. This fun, engaging activity was great for them to show her what they learned in a new way.

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After five years of traditional teaching, I broke away from direct instruction and moved into a self-paced, blended-gamified classroom. My students flexibly move through the curriculum while self-directing and managing their learning. This is done through the use of Classcraft, an online education gaming software, and our classroom game "Isle of Nosredna." The addition of game elements into my classroom has helped my students stay on track and motivated as they progress through the science curriculum.

Number of Students: ~20 students/period

Number of Adults: one teacher

Length of Class Period/Learning Time: 51 minutes

Digital Content/Ed Tech Tools Used on a Regular Basis: Haiku Learning (LMS); Classcraft; Google Classroom; Doctopus (Add-on in Google Sheets connected to Google Classroom); Educreations; Flipboard; Symbaloo; Kidblog; ThingLink; Socrative; Kahoot!

Hardware Used on a Regular Basis: iPads (1:1); SMARTboard; Apple TV

Key Features: competency-based; student agency; project-based; gamification; innovative use of space

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ThingLink for PBL in Science | Blended Video | BetterLesson

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After five years of traditional teaching, I broke away from direct instruction and moved into a self-paced, blended-gamified classroom. My students flexibly move through the curriculum while self-directing and managing their learning. This is done through the use of Classcraft, an online education gaming software, and our classroom game "Isle of Nosredna."

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"As coaches, we know that communication in distance learning   needs to feel safe and open for students to get feedback and give feedback on their learning progress.  Ensuring that in any task or check for understanding we give has a way for students to communicate with peers or teachers can help ensure that it feels like a safe space to grow and share. Other ideas include:

Leveraging peers as the people to give glows and grows on assignments

Celebrate examples of student work in videos or emails"

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"I started using ClassKick because we have touch screen Chromebooks, and we wanted to have something that would allow us to see student math work in real time. That way, instead of just right.wrong we can give feedback. On some questions, we make it open ended and allow students to see each other's thinking. The audio question types is nice too for explaining." -Mr. Sepak

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"We wanted to focus on more of a student centered-style approach rather than have to worry about grading 9th grade students, knowing that would stress them out and they would probably look up the answers.  I think we realized that students need different ways to show us what they know, some like traditional, others like video. We landed on a choice playlist, where students could pick at the end of the week how they wanted to be assessed. We used DeckToys to create pathways where they could choose routes and options over a 2 week period of time." - Ms. Delacruz

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Graphic Organizers and shared Google Docs can help students chunk their tasks into more manageable steps. Apps like Popplet can make this fun and collaborative as well.

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Flipgrid to Organize Digital "Science Fair" or "Research Project Fair"

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Flipgrid to Organize Digital "Science Fair" or "Research Project Fair"

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This teacher calendars out all expectations to give students time to complete tasks, but also is clear about how they will be checking progress.

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A great tool for instant feedback is Socrative. You can set answers as 'correct' and allow students to work through at their own pace, or in real time. You can even make quizzes into a collaborative game.

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These can be popular ways to promote ongoing learning and reflection, and a great way to incorporate a mix of academic and social emotional writing. Tools like EduBlog, Seesaw, and KidBlog can be great for this!

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portfolio of work over time!

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Listening to our students at a time they often feel voiceless

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Listening to our students at a time they often feel voiceless

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With Quizizz, students can engage on an interactive game at their own pace (unlike let's say Kahoot). As they play they get instant feedback on their answers. There are tons of free Quizizz to be found on the site

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Giving students more than one way to share what they know, and time and space to figure it out can be great!

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Individual Student's Flipgrid to Record Progress Over Time

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Individual Student's Flipgrid to Record Progress Over Time

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Students need to be comfortable in front of a camera and recording themselves so activities like FlipGrid are more successful!

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Leveraging Live Video Classes for Feedback

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Leveraging Live Video Classes for Feedback

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Try to breakout synchronous learning into smaller groups!

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Try to breakout synchronous learning into smaller groups!

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Students will have more of a voice, they will have a chance to collaborate, which is one of the things they miss the most right now! The two tutorials below can help with this idea in Zoom and with Google Meet

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Whiteboard.fi to give feedback live and see students' work on virtual whiteboards

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Whiteboard.fi to give feedback live and see students' work on virtual whiteboards

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Formative for live feedback with "show your work" option

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Formative for live feedback with "show your work" option

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Monitoring live students working in a Formative.webm

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Giving students choice about how they express their learning.

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How to Give Learner Breakout Room Choice in Zoom

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How to Give Learner Breakout Room Choice in Zoom

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1. Make everyone a co-host as they enter Zoom.
Do this in the participants window by clicking More by each name and choosing, "Make co-host." You will also have to click yes in the verification window that comes up.

2. Create your rooms manually, adding a room for Commons. This is because co-hosts can't move themselves into a room until they are already in a breakout room.
Click Breakout Rooms, choose the manual option and make the number of rooms you need, plus one extra.
Name the first or last room "Commons" and name the other rooms if you want specific topics.

3. Assign all learners to the Commons and open the breakout rooms.

4. Go into the Commons room and explain to them how/where to move.