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Megan: I noticed differing examples of students rotating through their day or week, from teacher led small group, to watching a flip classroom video, to working in a small group project collaboration, to doing their on-line math or independent learning. I can imagine a schedule like this would provide the flexibility we need for if students have to stay home unexpectedly.

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Judy - in one of the articles for blended learning, a key was that students needed to feel supported and safe first before  academics came on so I  hope that we have time at the beginning of the year to do this.  Not sure how we would do this.  

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Judy - in one of the articles for blended learning, a key was that students needed to feel supported and safe first before  academics came on so I  hope that we have time at the beginning of the year to do this.  Not sure how we would do this.  

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Kalei - Block scheduling - 2-3 weeks on campus / 2-3 weeks distance learning

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Kalei - Block scheduling - 2-3 weeks on campus / 2-3 weeks distance learning

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This would be most effective for isolating for viral spread, you would know who was on campus during that time period much better than a few days on or off here and there.

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Useful to communicate with students and parents via email

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Judy - One of the thoughts was that we should not assess at the beginning of the year and that we need to get past the notion of falling behind because the students were in distance learning for one quarter.  Question - how important is Standardized testing a the start of school?

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Judy - One of the thoughts was that we should not assess at the beginning of the year and that we need to get past the notion of falling behind because the students were in distance learning for one quarter.  Question - how important is Standardized testing a the start of school?

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Karen-Google Classroom notifications very helpful - just need to find way to not allow for students to "turn in" when they really haven't completed the assignment.

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Karen-Google Classroom notifications very helpful - just need to find way to not allow for students to "turn in" when they really haven't completed the assignment.

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Megan: Email and Google classroom worked really well. Communication with students and teachers was usually immediate and in real time.

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Megan: Email and Google classroom worked really well. Communication with students and teachers was usually immediate and in real time.

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sheryl - this worked well for me because we started using GC 1st quarter and students did not need lessons on using the platform; for those needing a refresher for uploading videos and work, Screencastify helped me "show" them what to do and they could keep watching the video over and over to get it

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Iʻm interested to learn and be able to do more to motivate students to focus on their learning rather than grades/assessments. Some kids who already "have good grades" tuned out instead of continuing to learn. Those who were excited about continuing to learn and grow regardless of summative evaluations stayed engaged,.

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naomi - dialogue between grade levels on the essential standards that may need to be revisited by the next grade level. Grade levels setting 3 - 4 essential standards for common assessments and I/E (less is more). 

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naomi - dialogue between grade levels on the essential standards that may need to be revisited by the next grade level. Grade levels setting 3 - 4 essential standards for common assessments and I/E (less is more). 

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sheryl - i created a Google Sheet and did a checklist for missing work (no evaluation or feedback, just a checklist) and shared the link with parents and students; this kept them accountable and I didn't have to keep sending missing work notifications; told parents if they did not receive notification of missing work from Classroom but the assignment was checked as "NOT DONE", they should ask child to see assignment because some figured out that they could turn in blank assignment and it counted as "Turned In"

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Given the health risks, however, on-site school attendance has generally been voluntary for all students in the first wave of reopening. By Denmark’s second week of reopening school, 80–90% of primary school students and half of children in preschool and kindergarten had returned to school.

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Given the health risks, however, on-site school attendance has generally been voluntary for all students in the first wave of reopening. By Denmark’s second week of reopening school, 80–90% of primary school students and half of children in preschool and kindergarten had returned to school.

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Karen-in blended learning for our school, where kids come from all over the island, what would that look like and how would the bus system etc affect this scheduling?

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Karen-in blended learning for our school, where kids come from all over the island, what would that look like and how would the bus system etc affect this scheduling?

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If we can extend the subscription it would prove very useful. I have heard that we are in the process.

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Reducing group size to 10 or 11 students. Staff are limited to working with one or two classes, and support staff help teachers cover the split classes. Also use of outdoor space

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We are testing this in order to see the students' screens which will allow kumu much more access to see if students' are on task.

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Judy - I looked at the different blended learning models and found that we are doing some of this with our small group instruction.  All of the models had some good things about it and it seems to me that each was geared toward a certain kind of student.  So I guess I am saying that we need a blended model of the blended model.  

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Judy - I looked at the different blended learning models and found that we are doing some of this with our small group instruction.  All of the models had some good things about it and it seems to me that each was geared toward a certain kind of student.  So I guess I am saying that we need a blended model of the blended model.  

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Megan: Challenge of Balancing Essential Standards vs passion learning & student choice

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Megan: Challenge of Balancing Essential Standards vs passion learning & student choice

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I noticed that when we moved sort of lock step in DL to address our chosen essential curriculum, it squeezed out all my studentsʻ passion projects. Their passion and curiosity is often the key to motivation. When Iʻm looking at the high kids who disengaged because they already had their grades, the passion and curiosity is a vital connection to maintain engagement. In the hybrid model, there does need to be room for student choice for projects and learning, not just from a teacher created menu. Iʻm worried about time to build those choices in even as we are eliminating "fluff" from what we usually teach.

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Judy - one of the interesting comments about distance learning models and best practices, was  that the distance learning student must have at least the same level of support as the students that would be on campus so if we have the split classroom where some students are working from home while others are in school (for social distancing) maybe the idea of two teachers for each class, one who is supporting the students that are not there and one that is for the ones that are there may be a thought that bears exploring

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Judy - one of the interesting comments about distance learning models and best practices, was  that the distance learning student must have at least the same level of support as the students that would be on campus so if we have the split classroom where some students are working from home while others are in school (for social distancing) maybe the idea of two teachers for each class, one who is supporting the students that are not there and one that is for the ones that are there may be a thought that bears exploring

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Noticed schools brought back younger ones first

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Noticed schools brought back younger ones first

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sheryl - synchronous and asynchronous need to work together to be an integrated course rather than repeat of each other