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I think hybrid teaching has increased my adaptability. I definitely feel like I am spending more time on lesson planning with the hope that my lessons will be engaging and easy to follow (especially for those who aren't in the live session and looking over it later). Engagement looks like students attending live sessions, having their cameras on, participating by unmuting and sharing in the chat, and turning work in (more or less) on time. I am definitely being really flexible this year where possible. I am still trying to connect with my students and maintain relationships with them, and I am finding new ways to do that, especially with those who aren't hybrid.

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Hybrid teaching and today's learning reminded me that some of our greatest learning comes from our failures.  This is true for both students and teachers.  When students miss the mark, it is vital to support and encourage them before providing an actionable step to improve.  As an educator, offer yourself grace and then look for ONE thing to improve on while remembering to look for positives.

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It is important to me not to view hybrid learning as centered in whiteness or centered in traditional family construction. We have to decenter our expectations of what students can achieve of what our views of learning are. All bets are off, and I need to be better at meeting students where they are. Assess during class, teach during class, but know that students are being asked to do so much more than any 10 year old should ever be asked to do. Engagement feels successful when students feel comfortable and safe to share their stories, whether they are on-topic or off.

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Engagement in my classroom looks like a computer screen full of profile pics and students on video. It looks like kids typing answers in the chat , and sounds like kids unmuting and talking, discussing, and sharing. The level of engagement varies from class to class and day to day. I am trying to focus on the successes in order to carry on the positive energy to the next lesson.

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Hybrid learning has over emphasized my belief that it is best the have the majority of students in class to meet the variety of learning styles and needs of all students. As a result, I feel as if I need to become a wizard at finding ways to create a learning environment to meet these needs for students learning at home. As a result of part of my work needs to concentrate on speaking and listening, engagement in my class includes students talking with each other academically and socially as well. Then trying to have them take their thinking that they expressed and some how put it into a final product.

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Hybrid teaching has opened my eyes to technology and made me realize how much of my teaching style relies on relationships. Engagement should look like students working together, sharing ideas, discussing... laughing and having fun.

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Hybrid teaching has made me reconsider how I use time in my classes and rethink "what is most important?" and "what's the most engaging and efficient way" to reach learning targets.

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Hybrid teaching has made me reconsider how I use time in my classes and rethink "what is most important?" and "what's the most engaging and efficient way" to reach learning targets.

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Hybrid teaching has made clear to me how adaptive and resilient teachers can be when they are supported and reflective. Also how willing teachers are to make learning happen for students regardless of circumstances.

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The amazing things we saw and heard Roush do!

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The amazing things we saw and heard Roush do!

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- Roush was able to stand while teaching (likely more engaging for the hybrid students!) Also picked up sound better.
- Explained the 'why' behind the parts of the lesson and provided students with tips for how to teach their teammates in breakout rooms.
- Roush modeled the feedback she wanted to see from her students.
- Roush notes that she wants to focus on simplification.
- Lots of positive reminders about having cameras on.
- Saw frequent check-ins in different breakout rooms.
- Went over the instructions really thoroughly and had students 'repeat' them back with thumbs up/ multiple choice, etc.
- Different ways to meet students needs through learning styles (used different modalities). Example: directions were verbal and on the screen, breakout rooms for smaller groups, different ways to show learning.
- Cognitive load was on students, students figured out what to do together when they had questions.
- Students have clearly been taught perseverance and didn't give up when they got stuck.
- Built in supports such as sentence frames, optional for those students who wanted to take advantage.

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Collaboration-Feedback
Simplification
Different Modalities-Tech and in the lesson
Shifting Cognitive load to the students
Built in Supports and Sentence Frames

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-Needs to be a community of participation-everyone has something to do and feel important
-Accountable to the rest of their groups
-Assigning roles, choosing colors, "if you don't have a leader..." thoughtfulness to get the rooms moving
-Quick checks and use of timer all connect to "25 ways to engage learners"
-Various tools at the students' disposal-multiple entry points with sentence frames.
-Social environments help students wrestle with ideas

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Liked the sentence frames for everyone, and they were differentiated.

Try to do keep mini lessons shorter, and keeping the check ins light and silly.

Students had productive struggle, but you made sure they had meaning on the learning.

There were safety nets and supports for students, to be able to understand.

Have kids take ownership for those 90 minutes block. Give them activities and then come back to meet to help shift the cognitve load.

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How to get remote learners to come back to the main meet?
Roush says that break out rooms seem to be better with keeping kids engaged.
Bruder wondering should break out room groups be consistent with the same 4 kids in a group?
Roush keeps break out rooms the same - wants them to feel comfortable.
Sometimes she only does 2 break out rooms because she has just a few strong students and more students that need a lot of help
Math teachers have groups and they stay with that group for 6 weeks so they can truly get comfortable with each other.
Campbell - clarifying question: was it intentional how you put kids in groups?
Roush says grouping was very, very intentional
Valcarcel - wonder if students feel better in break out room because there are fewer people in the meet?
Also wondering - should we ask students who they want to be in a break out room with?