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A lot of email.  I always have the Zoom open, but they don't want to do that.  They either ask their questions by email or through comments in Google Classroom.  On one occasion, I just asked the student if I could call them because email was too cumbersome.  They said, yes, and we got the problem solved.  For APEX, we had them fill out a contact form that Doug Boule provided that asked for their personal phone number.  I've called a few of them to find out why they aren't working.  They are surprised to hear from me. Cathy

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I've done this with Hangout Video Chat with one student at a time.  This allows both of us to screen share so I can see what they are struggling with, and they can see as I walk them through an explanation.

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I've done this with Hangout Video Chat with one student at a time.  This allows both of us to screen share so I can see what they are struggling with, and they can see as I walk them through an explanation.

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Cathy

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I used Zoom for our orientation meetings.  Other than that, we don't do class meetings in APEX.  I figured out I could send an invite through calendar after they added it for us, and that was a big help.  I told them they had to unmute themselves and talk to me.  They did . . .  reluctantly.

Cathy

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I have gotten quite a few Hangouts and emails. I use the Mote extension to provide feedback on their assignments, and that seems to be helping quite a bit. Most of the students don't want to hear from me anyway...

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This has been more of a struggle than I thought it would be. Too much silence. I get a few questions from them, then a few answers when I ask questions, but crickets for the most part.

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I have been able to meet with some students individually after I have allowed the rest of the class to leave to Zoom call. Also, I have created enough breakout rooms for each student to work alone, then I have visited them individually.

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I have been able to meet with some students individually after I have allowed the rest of the class to leave to Zoom call. Also, I have created enough breakout rooms for each student to work alone, then I have visited them individually.

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I am teaching ELL this year. Realistically, most of these kids are not going to reach out to me during office hours. I HAVE had success, though, by scheduling with them ahead of time for a 1-on-1 video call.

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Some of my 10th grade classes have a good rapport and help each other out in the Chat or with mics on. The larger classes are tough.

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Some of my 10th grade classes have a good rapport and help each other out in the Chat or with mics on. The larger classes are tough.

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Breakout rooms work in AP because kids are used to each other. They like to talk. In 10th - not so much!

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Breakout rooms work in AP because kids are used to each other. They like to talk. In 10th - not so much!

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I have had luck with students coming to my office hours zooms. This is a great time to spend with kids who have missed class or want to ask questions w/o judgment from others.

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I have had luck with students coming to my office hours zooms. This is a great time to spend with kids who have missed class or want to ask questions w/o judgment from others.

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My best zooms have been where we discuss a good text. Otherwise? Meh.

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My best zooms have been where we discuss a good text. Otherwise? Meh.

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Hangouts are great--I love how many more students are reaching out, and that I have time to help them 1-on-1 now. My one worry is... well. I kept hangouts on my phone and answer even in the evening because that's when they are up and working and I want them to reach out and get help in real time if I can help. BUT. Then this weekend I had a student with an urgent situation arise at 9 pm on Sunday night. Am I glad she felt she had someone to turn to? Of course. But.... also. Ugh. This could take over your life. They can see if you read a message in hangouts, unlike email where they can't.

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Hangouts are great--I love how many more students are reaching out, and that I have time to help them 1-on-1 now. My one worry is... well. I kept hangouts on my phone and answer even in the evening because that's when they are up and working and I want them to reach out and get help in real time if I can help. BUT. Then this weekend I had a student with an urgent situation arise at 9 pm on Sunday night. Am I glad she felt she had someone to turn to? Of course. But.... also. Ugh. This could take over your life. They can see if you read a message in hangouts, unlike email where they can't.

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Nothing great here besides hangouts, TOO MANY EMAILS, and a few personal zoom meetings.

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Breakouts have been a struggle but assigning a specific way to start e.g., birthday month does help to get it going.

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I've had success with Padlet this week and leading to deepen the discussion.

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I am getting a few individual hangouts or emails, but having a hard time finding a way to connect face to face.

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My students have said that they enjoy hearing teachers' explain the assignments in real time over Zoom/Hangouts. It also allows them to ask questions or seek clarifications.

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Students used their diagnostic results to choose a learning path. I plan to offer an optional Google Meets on Wednesday for each Module. The link is visible to all students, so my kids who want a challenge can pop into other learning groups along with their own.

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I've taken polls for both relational "stuff" and skill based "stuff". I shared my screen so students could see the trend. Then I gave them a sentence frame in the chats to help them make sense of the trends and then we did a share out.

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Students need to have something to do during these meetings. Sitting and talking doesn't work... you just get blank stares and snapchat selfies. I'm having a hard time in this category and trying to find ways to make Zoom meaningful but not cover new info.

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Breakout rooms are rough because it's hard to see what students are doing. One thing that I have done is have them be working on something or tracking their conversation while in the rooms. I put all of those records on the same doc/slide and I can see who is working, who is stuck, and who is day dreaming. It has worked well so far.

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Students love that if they are stuck they can reach out and get an answer right away. I have had students working on writing assignments and message me their confusion, we can then pop on video and I can give them instant feedback. I see this being really useful when it comes time for essays.

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I have done some very small groups (2-3) with students that have similar questions.

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I have done some very small groups (2-3) with students that have similar questions.

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Teaching Apex is really stretching me this year.  This is not AT ALL what my normal classroom looks like.  Google Hangouts with my students is my best friend.  I have seniors that feel independent and don't want to need to talk to their teacher... so my zooms are almost nonexistent.  I offer them....but they are pretty lonely.  I am "All by Myself" a lot.

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Teaching Apex is really stretching me this year.  This is not AT ALL what my normal classroom looks like.  Google Hangouts with my students is my best friend.  I have seniors that feel independent and don't want to need to talk to their teacher... so my zooms are almost nonexistent.  I offer them....but they are pretty lonely.  I am "All by Myself" a lot.

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My most successful zooms seemed to have been when students were moving between tasks that kept them engaged and accountable.

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The only small group learning I have engaged in with my students  so far has been within breakout rooms where I have popped in and facilitated discussions when they were stalled.

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Responding immediately to hangouts during this time to take advantage of a back and forth dialogue in real time with students, trying to maximize the conversation and use it as a way to not only answer questions and solidify understanding, but to invite conversation to build relationships.