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My colleague Darryl Williams leads our partnership work, where we work directly with schools to help them achieve their vision of high-quality equitable instruction in every classroom.

Because he spends so much time working directly with schools as they implement, he's often the first to propose solutions to emerging challenges, and with COVID-mandated online learning on everyone's mind, his recent work with a group of our schools is no exception.

Darryl put together a draft framework for what the structure of online lessons could look like across a school. He was building off one of our observations that the biggest challenge of both synchronous and asynchronous instruction is the same: fatigue, tuning out, exhaustion. We know students need face-to-face interactions. But even for adults, hours of Zoom time can be brutal. And asynchronous learning can also be exhausting and isolating. Thus the framework: a fairly brilliant bit of distillation on his part of how to balance the two types of instruction to make online learning both productive and sustainable.

First here's an overview of what he proposed:

I should note that the idea is that this model is not a mandate.... it would be adapted differently by each school and probably routinely adapted by teachers. But it sets a general structure that's productive and sustainable and brings some necessary predictability and consistency to what teaching could look like.

In the Lesson Opening, students and teacher are present synchronously. We want a lot of interaction so students feel connected and included and accountable. They should see a smiling face and be asked to do something active-respond to a question in the zoom chat, say-within the first three minutes. And there should be an 'orientation screen' near to the beginning so students know what's coming, and what materials they need to participate. And, as I discussed here, they should be able to see that things are planned and time is important. You might imagine a fusion of these two openings... The way Knikki gets started right away and involves everybody. How both she and Sean have a great Opening Screen with materials needed and activities described... And maybe you could mix in some of Sean's humor and connected-ness (even though his video is asynchronous):

After ten or fifteen minutes of all of us together, connected and accountable, then maybe it's time for some independent work. We love the idea of it being 'semi-asynchronous'... that is, with cameras still on so you can support and check in with kids as Eric does, brilliantly, here. (Notice how seen and supported his kids feel even though they're reading independently. And notice that the directions are up on his screen the whole time in case they forget.) Over time this could be fully asynchronous.

After a bit of independent work maybe it's time to come back to a synchronous setting to check for understanding, process the independent work, and make sure students were productive on their own. That might look at bit like this clip of Ben Esser's lesson, which again is highly interactive... there's a great writing prompt that everyone completes. There are loving Cold Calls. There are breakout rooms (and Ben drops in to one to see how it's going) etc.:

Then maybe the lesson shifts again to what we call Flex Time... students get some or all of their homework done. There's time for you to check in with individuals or small groups who need more support. Darryl notes it's a great time to offer targeted support for students who require accommodations or special education services... and the fact that the time is relatively predictable makes it easier for them to provide support. Kids might get to do a little reading. But you'd also want to be really clear: what work is due when? Submitted how?

When Darryl shared this I just thought it was tremendously useful as a tool to manage and sustain attention and focus, to balance formats in a relatively predictable way to get the most out of online lessons. Hope it's helpful to you as well.

ben esser, Darryl Williams, Eric Snider, knikki, online lesson template, online teaching, sean reap, template

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Darryl Williams' Framework for Online Lessons - Teach Like a Champion

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My colleague Darryl Williams leads our partnership work, where we work directly with schools to help them achieve their vision of high-quality equitable instruction in every classroom. Because he spends so much time working directly with schools as they implement, he's often the first to propose solutions to emerging challenges, and with COVID-mandated online learning on...

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Recently I shared an online lesson template that Darryl Williams develop for schools. The idea was to build a model for what "typical" online lessons looked like and that included a balance of activities to ensure student engagement and focus and a variety of modes of interaction.

We've since updated and simplified it slightly for clarity.

I'd also like to share a great video that I think shows how a teach uses several of these lesson elements successfully in a single lesson.

The teacher is Arianna Chopp. She teaches 6th grade English at Libertas College Prep in Los Angeles. She's reading Eperanza Rising with her kiddos and you can see her use three of the four parts of the framework here.

Lesson Opening: Students write briefly about the main character, Esperanza, and how she's dynamic. They follow up with a discussion. Then they read a section of the text aloud together. I shared a brief piece of that. Note that Arianna keeps the text visible.

Then students do Independent Work for 3 minutes answering a set of questions in more depth. Some students are able to go on to more advanced 'starred' questions. Cameras stay on so she can help and assist them.

Interestingly, Arianna then jumps to Flex Time from there. She commits a lot of time to it and it's one of the best examples I've seen. Note that:

Some students have earned the right to log off and work on their own here!

Remaining students are split into two groups with a co-teacher so they can get more support and attention on their writing. They work independently and Arianna cycles through and simply reads students' work and gives feedback.

If they are attentive and manage time they earn a nice break before the next class.

Arianna does such a great job of balancing the types of learning students do and the ways they interact while making sure everyone is focused involved and engaged. And she does an incredible job of differentiating for her students in terms of the support and autonomy they get. Great stuff!!

arianna chopp, flex time, framework, libertas college prep, online learning

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Highlights from Arianna Chopp's Online Reading Lesson - Teach Like a Champion

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Recently I shared an online lesson template that Darryl Williams develop for schools. The idea was to build a model for what "typical" online lessons looked like and that included a balance of activities to ensure student engagement and focus and a variety of modes of interaction.

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One of the best things about my team's study of online learning techniques is that we get to 'live the learning.' As soon as we learn something we get to try it out in the workshops we do.

Here's a tiny little example. We talk in all of our workshops about dissolving the screen-connecting with students and building relationships from afar. One of the most important tools we have to do that is maintaining and valuing facial contact. It's important for us to see the students we teach so we can better understand their responses to the materials we teach. And it also helps keep them engaged.

But that can be challenging as a teacher because your slides are often up and on Zoom or a similar platform that means you can really only see three or four other students.

But we started to notice how some teachers when they went to discussion took their slides down very deliberately so they could see more faces during discussion. And of course not being expected to look at slides makes it easier for students to observe each other.

At a recent workshop, Erica put that into action with a little bit of meta and I thought I'd show you the video as she did such a nice job of it

You can see her set up her question, ask everyone to chat a response and review what their colleagues wrote and then, for the discussions she takes down the slide very deliberately (well, technically she asks me to do it since we were co-presenting). In fact she goes meta in a way you could just as easily go with students and with adults. Smiling warmly she says, "We've learned it's beneficial to minimize the power point so you can have those face to face connections."

And, really, even before Taylor kicks off the conversation it suddenly feels different. A tiny bit like we're more connected. That we can all see each other is visual reminder that we're transitioning to discussion.

Anyway, we're calling this idea of taking down your slides temporarily to reinforce peer-to-peer listening and improve your ability to read participants' reactions "Dissolve the Slide." Now that we've tried it out a few times we're sure we really like it.

dissolve the screen, dissolve the slide, online teaching

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To Help Dissolve the Screen, Dissolve the Slide - Teach Like a Champion

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One of the best things about my team's study of online learning techniques is that we get to 'live the learning.' As soon as we learn something we get to try it out in the workshops we do. Here's a tiny little example. We talk in all of our workshops about dissolving the screen-connecting with students...

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Denise Karratti's Online Classroom: Great Systems, Great Culture - Teach Like a Champion

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We've been working with Hawaii DOE and a group of ace teaches there to develop good models of online teaching and yesterday I got to see some of the early footage. It's pretty fantastic and I wanted to share a few exceptional moments from Denise Karratti's 6th grade math lesson at Chiefess Kamakahelei Middle School.

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Sometimes "sort of synchronous" is best...

I've been writing a lot here lately about the synergies between synchronous and asynchronous lessons- about how they balance each other out and how a good lesson could actually be a hybrid, moving back and forth between synchronous and asynchronous activities.... it needn't be one or the other.

After Darryl Williams put together an amazing lesson template ...

...I started watching footage of teachers transitioning from synchronous Lesson Openings to asynchronous Independent Work ...

And then suddenly I realized that I was wrong. That what we were looking at when teachers shifted to independent work it was not actually a transition from synchronous to asynchronous teaching but from synchronous to semi-synchronous teaching, where students did work on their own but with 'cameras on' and a sort of passive safety net in place.
What was working so well was in fact a third category all together.
I put together a video with two examples of what I'd call semi-synchronous lesson activities:

Eric Snider and Knikki Hernandez are the two teachers. Both lessons start synchronously and then transition to block of time where students are working on their own, but Eric and Knikki are still passively present to offer support and soft accountability... they help students to maintain their task concentration and can answer questions or gently encourage students as and if needed. Just knowing-and perhaps being reminded-that their teacher sees and caes how hard they work and whether they persist at the task makes it more likely that they will do so.

Some similarities:

Both Eric and Knikki give students a specific amount of time to work on the task for. Both teachers ask students if they need more time. Attending to time is critical. Too short and the task doesn't get completed. Too long and student attention fades.

Both teaches then bring students back from the independent work and review immediately.

The tasks require students to use paper and pencil (or to read a book) in other words they are not looking at a screen. This is hugely important. Massive doses of screen time are hard on the brain. These moments offer refreshing breaks.

Both teachers use the transition out of synchronous teaching to ensure that students understand the task. Eric posts the directions on his screen so students can refer to it throughout while they work. Knikki very deliberately checks for understanding of the task-what are we doing? where are we writing? She asks via Cold Call. It is the only time she uses English.

Students... no, people.. are inherently more distracted and distractable online. "Learning to concentrate is an essential but ever more difficult challenge in a culture where distraction is omnipresent," writes Maryanne Wolf. Both teachers here are socializing sustained periods of work that reinforce strong attention and they are able to hold students lovingly accountable for maintaining that attention.

asynchronous learning, Eric Snider, knikki hernandez, semi-synchronous, semisynchronous, synchronous learning

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'Semi-synchronous-ness' is our new favorite thing - Teach Like a Champion

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I've been writing a lot here lately about the synergies between synchronous and asynchronous lessons- about how they balance each other out and how a good lesson could actually be a hybrid, moving back and forth between synchronous and asynchronous activities.... it needn't be one or the other.

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Welcome to the University of Florida Literacy Institute (UFLI, pronounced "you fly"). UFLI is an ongoing effort by UF faculty, students, and staff to improve literacy outcomes for children learning to read.

The work of UFLI focuses on two main areas: teacher development and reader development. The place where those two overlap ... that is where the work of UFLI lives. Our programs and resources are designed to help teachers become more confident and more successful in their capacity to help kids learn to read. We do this through:

Academic programs for both pre-service and practicing educators to develop the skills and knowledge necessary to be effective reading teachers

Professional learning opportunities to help classroom reading teachers, instructional coaches, and school leaders expand their knowledge, enhance their teaching practices, and build capacity in their schools

Resources for teachers, parents, and teacher educators to use in their reading instruction

Much, much more!

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UF Literacy Institute | Where teacher development and reader development overlap

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Welcome to the University of Florida Literacy Institute (UFLI, pronounced "you fly"). UFLI is an ongoing effort by UF faculty, students, and staff to improve literacy outcomes for children learning to read. The work of UFLI focuses on two main areas: teacher development and reader development. The place where those two overlap ...

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"semi-asynchronous’… that is, with cameras still on so you can support and check in with kids"... as they work independently. 

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"semi-asynchronous’… that is, with cameras still on so you can support and check in with kids"... as they work independently. 

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Make sure to always start with a face to face discussion in the lesson for connection and accountability; Make sure to go over the assignment with the students through video, keeping the same routine will help students with predictability.

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-I like the flow, it seems like the students would be more engaged, following this guide

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-I like the flow, it seems like the students would be more engaged, following this guide

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It's okay to have them work independently while in a virtual session.

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to engage teacher to student and student to student interaction, teachers deliberately take down slides frequently.

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to engage teacher to student and student to student interaction, teachers deliberately take down slides frequently.

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The lesson opening is extremely important and sets the tone and expectations for the entire lesson.

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Allowing for students to work independently while you remain available can bring opportunities for students to both ask questions and take risks, knowing a teacher is there to support them.

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" It’s important for us to see the students we teach so we can better understand their responses to the materials we teach. And it also helps keep them engaged." I found this quote to be very important. We want to be able to see our students, because although they might not say out loud their thoughts, we are able to read their facial expressions and monitor their learning as well as react to their needs. This practice also helps keep all students as well as the teacher engaged in the learning process.

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With chat being disabled for students, we could have a live Google Doc with students to type answers so students can see what others are thinking while the teacher has the screen up and then when the teacher drops the screen, students are ready to share out and also ask other students questions in the lesson.

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"You can see her set up her question, ask everyone to chat a response and review what their colleagues wrote and then, for the discussions she takes down the slide very deliberately"...

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"You can see her set up her question, ask everyone to chat a response and review what their colleagues wrote and then, for the discussions she takes down the slide very deliberately"...

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A variety of things going on during these lessons in a short amount of time.  All very structured, intentional.

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A variety of things going on during these lessons in a short amount of time.  All very structured, intentional.

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I love ask for questions, but when possible minimize presentations to see each face to create connection.

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I love ask for questions, but when possible minimize presentations to see each face to create connection.

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would love to have use of breakout rooms

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would love to have use of breakout rooms

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It's important to keep a schedule that goes back and forth from modeling/teaching to independent work to answering questions. This mimics in person learning so the kids aren't bored.

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Very Meta!  I dig how dissolving the slide shows our connection to others in the most visceral and safest way possible during the pandemic.    

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Very Meta!  I dig how dissolving the slide shows our connection to others in the most visceral and safest way possible during the pandemic.    

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Pretend that I'm walking around checking work, kids still used thumbs up when ready, lots of face time, much like regular class, gave good direction and positive praise.

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The opening is important because it sets the tone for the entire lesson. It allows the students to have face to face interaction while also reviewing expectations.

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The opening is important because it sets the tone for the entire lesson. It allows the students to have face to face interaction while also reviewing expectations.

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Seeing faces as much as possible during the lesson makes our connection stronger.

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Seeing faces as much as possible during the lesson makes our connection stronger.

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I am realizing the importance of using checklists to keep on track-important for teacher and students.

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I am realizing the importance of using checklists to keep on track-important for teacher and students.

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When working independently or with a partner, it is important for the teacher to be able to check in, just like you would walking around in the classroom (clarifying, encouraging, pushing students)

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When working independently or with a partner, it is important for the teacher to be able to check in, just like you would walking around in the classroom (clarifying, encouraging, pushing students)

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Can we do this through additional channels in our Class Teams?

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Create a positive classroom culture, and make sure to use appropriate wait time when asking for student feedback. Be consistent.

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I love how the teachers are bouncing back and forth and making sure that the students are engaged and on task. When incorporating this, it is important to make sure that the students stay online with the teacher while working so if questions were to arise, the teacher can help. When using Google Classroom, teacher can pop into the assignment to help the student needing it.

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Keep students moving through the lesson by allowing enough, but not too much work time

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This lesson was engaging and the pace was great. All students knew the expectations. She used the use of cold call to reiterate directions as well as breakout rooms for small group instruction/independent flex time.

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establish procedures that are consistent and familiar.

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establish procedures that are consistent and familiar.

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In the drop down under teaching and schools, watch Sarah Wright's Vimeo. I love that she asks the other students to "track" a particular student who has a great comment to share with his class! 

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In the drop down under teaching and schools, watch Sarah Wright's Vimeo. I love that she asks the other students to "track" a particular student who has a great comment to share with his class! 

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Includes samples lessons for one-on-one instruction and small group. (Examples are done via Zoom. Is there a function on Teams that can allow the student to "work" on our screensharing?)

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Includes samples lessons for one-on-one instruction and small group. (Examples are done via Zoom. Is there a function on Teams that can allow the student to "work" on our screensharing?)

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I liked how she had the students engaged and focused. "Pretend I am walking around checking your work" kept them focus as she went through checking their work

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I liked how she had the students engaged and focused. "Pretend I am walking around checking your work" kept them focus as she went through checking their work

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Be consistent in using wait time. It is important to remember even when you may feel like you are on a time crunch. When doing this make sure to keep the climate positive and welcoming.

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Be consistent in using wait time. It is important to remember even when you may feel like you are on a time crunch. When doing this make sure to keep the climate positive and welcoming.

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Both teachers here are socializing sustained periods of work that reinforce strong attention and they are able to hold students lovingly accountable for maintaining that attention.

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Make sure to have a way to have students who you their work so you can guide along the way.  I love how positive the teacher was and make sure to model expectations.

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get students active
right away

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Wait Question- Could be used to have students wrote on paper and share out ideas instead of using the chat. This requires students to instantly start engaging in the lesson and get their brains active.

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The students seeing faces of the students and teachers can make them feel more connected

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The students seeing faces of the students and teachers can make them feel more connected

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If you can only see 9 people at a time on the screen AND you want to see different people, you can ask different groups to turn off cameras briefly and then different kids will show up on screen (example--Boys turn off then on, gold team turn off then on, etc.).  This would be helpful if you are asking kids to SHOW something (white board/paper/etc) without having to have people talk to get themselves on screen.

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If you can only see 9 people at a time on the screen AND you want to see different people, you can ask different groups to turn off cameras briefly and then different kids will show up on screen (example--Boys turn off then on, gold team turn off then on, etc.).  This would be helpful if you are asking kids to SHOW something (white board/paper/etc) without having to have people talk to get themselves on screen.

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After you get new faces, yuo can then prompt everyone to turn back on their camera.