# data[].attributes.body
Synchronous (video communication) and asynchronous learning (whatwever platforms we use) needs to be focused on building human connection. We need to get to know our new communitity members be them new to ASFG or not.

# data[].attributes.headline
Reference Student Interests Whenever Possible

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Reference Student Interests Whenever Possible

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Even during in-person classes, getting to students interests is key to building relationships.  Now in eLearning however, when some of the subtle ways we usually build community are absent, purposefully referencing student interest in lessons will be key to make all students feel a sense of belonging.

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Making short videos where students can use instructions and readings for learning.

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Slido

# data[].attributes.body
Using learning "Pathways" so students are in charge of their own learning. My team is excited about trying this out this year!

There is a free course online.

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Making Learning Relevant (The idea of publishing instead of submitting work). 

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Making Learning Relevant (The idea of publishing instead of submitting work). 

# data[].attributes.body
Class Marker (instant feedback)
Edpuzzle (?s embedded in video)
Google Comments (feedback)
Voice Comments!

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Realizing that engagement is not a yes or no...there is a continuum of engagement.

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Realizing that engagement is not a yes or no...there is a continuum of engagement.

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Participation is the minimum for engagement.

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games to practice content - jamboard, google slides

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games to practice content - jamboard, google slides

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Try to say each kid's name at least once during your synchronous sessions. 

# data[].attributes.subject
Try to say each kid's name at least once during your synchronous sessions. 

# data[].attributes.headline
The predictable steps also give contention and peace of mind. It helps them feel comfortable so learning can happen

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The predictable steps also give contention and peace of mind. It helps them feel comfortable so learning can happen

# data[].attributes.body
using apps like Calendly to facilitate and streamline meeting scheduling with students....

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Provide Service Learning Online Opportunities 

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Provide Service Learning Online Opportunities 

# data[].attributes.body
Have students make create an Identity charts to help them 'be seen' as well to see how unique and similar students are.

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Use identity charts to help students consider the many factors that shape their own identity and that of groups, nations, and historical and literary figures.

Advisory

English & Language Arts

History

Social Studies

Using the strategies from Facing History is almost like an awakening.

- Claudia Bautista, Santa Monica, Calif

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Use identity charts to help students consider the many factors that shape their own identity and that of groups, nations, and historical and literary figures.

# data[].attributes.headline
Using Hyperdocs to increase engagement - We've discussed creating templates to save within Google Drive for ASFG so that people can share with one another

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Using Hyperdocs to increase engagement - We've discussed creating templates to save within Google Drive for ASFG so that people can share with one another

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appropriate time to use screencasts so that students can re-watch and study at their pace until they capture the information

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Student process portfolios are a great opportunity to promote learning

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Student process portfolios are a great opportunity to promote learning

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This allows students to have ownership of their work.

# data[].attributes.body
Using video to share with our students who we are....breaking the static format of our Zoom location. Going to the park, sharing spaces of your home.....within reason.

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Purposefully build connections with every live interaction.
Connect the personal and the academic to make learning more relevant and build connections!

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Great resource to build up converstions, team work. ... Students were very involved and loved it.

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Clearly stating and sharing objectives and goals for the quarter/projects/etc.  Checklist format. 

# data[].attributes.subject
Clearly stating and sharing objectives and goals for the quarter/projects/etc.  Checklist format. 

# data[].attributes.headline
Provide Service Learning Online Opportunities 

# data[].attributes.subject
Provide Service Learning Online Opportunities 

# data[].attributes.headline
Student of the week/day to be highlighted in class mtgs

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Student of the week/day to be highlighted in class mtgs

# data[].attributes.body
Screencastify especially useful for young students

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4th grade podcasts played in Flag Assembly

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4th grade podcasts played in Flag Assembly

# data[].attributes.body
use a strategy like EdPuzzle so students take notes on a video and carefully watch the whole video with checkpoints along the way

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Brain breaks, games, dancing parties, wearing costumes, can motivate students and build relationships with their teachers and peers.

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Brain breaks, games, dancing parties, wearing costumes, can motivate students and build relationships with their teachers and peers.

# data[].attributes.headline
Use Rubrics on Google Classroom for Feedback

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Use Rubrics on Google Classroom for Feedback

# data[].attributes.body
Use rubrics as a way of giving quick feedback continuously that they can maybe change after seeing what the teacher said in addition to private comments/screencasts form the teacher

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Such as a daily group meeting in the morning
Young children need routine & regularity

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For lower elementary this is where parent PD may be helpful . We need parents to be our co-teachers in a sense in order to help our littles "go deeper" and develop fluency and deep understanding. 

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For lower elementary this is where parent PD may be helpful . We need parents to be our co-teachers in a sense in order to help our littles "go deeper" and develop fluency and deep understanding. 

# data[].attributes.body
https://www.cultofpedagogy.com/single-point-rubric/
don''t have to be these necessarily- but rubrics that are simple and accessible for students rather than daunting

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Making time for listening no matter the list of "to dos" and the agendas. Checking in with students and teachers authentically. Giving them the feeling "I was listened to"...

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The most effective feedback is student to teacher

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The most effective feedback is student to teacher

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Explicitly teaching how to use the rubric to accomplish tasks.

# data[].attributes.body
To make lessons.

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Stress management techniques like doing mindfulness or stretching for a few minutes at the beginning, during or at the end of class

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Stress management techniques like doing mindfulness or stretching for a few minutes at the beginning, during or at the end of class

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https://www.stopbreathethink.com/meditations/

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focus on priority standards and learning targets

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Research shows that it is most effective when students are applying and extending skills and knowledge they already learned.

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Google forms to check for understanding after videos/slides/etc.

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Adding learning objectives to asynchronous activities

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Adding learning objectives to asynchronous activities

# data[].attributes.body
Clearly stating learning objective from the get go

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Taking advantage of our online environment to work on getting students to examine the needs of the community, people in our community, projects in our community. This could be an opportunity for us to examine systems and learning about service with our curriculum connections.

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Formative assessments need to through out your units so that students change their thinking and learning. The FA can lead your synchronous time.
Ex. Reflections, simple summary statements, quick google form quiz, polls etc...

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Morning meetings - with zoom & breakout rooms
Flipgrid - morning messages from kids/teachers/comments
Two stars & a wish
TAG
Podcasts
Flag Assembly - (all of above)

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Using audio recordings to give feedback to students and ask for follow up (to be sure they listened to it!) [still looking for best free options - ideas?]

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Using audio recordings to give feedback to students and ask for follow up (to be sure they listened to it!) [still looking for best free options - ideas?]

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Students creating screencasts of their understanding of materials....they can use the tools we use the communication instructions and content to show their learning.

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You need to convey three things in a student support email. 1) That you care about and believe in the student; 2) The deliverable: What is the action you require from the student? By when are you requesting it?; 3) What will happen next? (if that action is or isn’t taken). Practice being as concise as possible. Create an email template to save time!

(From GOA)

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When stating goals, focus on what students will be learning, not what they'll be doing

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When stating goals, focus on what students will be learning, not what they'll be doing

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Morning meetings
Sharing "All About Me" books to learn about 1 or 2 students each day
Initial in person meeting?

# data[].attributes.body
You need to convey three things in a student support email. 1) That you care about and believe in the student; 2) The deliverable: What is the action you require from the student? By when are you requesting it?; 3) What will happen next? (if that action is or isn’t taken). Practice being as concise as possible. Create an email template to save time!

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Use Google Slides to design clear lessons step-by-step.

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Discuss knowledge

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feedback works best when positive relationships are established 

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feedback works best when positive relationships are established 

# data[].attributes.headline
“Create proactive online communication routines that are meaningful and sustainable”

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“Create proactive online communication routines that are meaningful and sustainable”

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Contact with talking head (no more than two minutes) and keeping things consistent and engaging.

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Such as how to hold and use scissors;
State why of this skill;
Refer back to these videos consistently
Share as a section

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Instructions (effective and inspirational)

How do you anticipate rather than react to student needs?

Instructions should include the five W’s and the How

Use visuals

Link students to helpful links

Include rubrics from the beginning

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Take movement breaks during Zoom.
Switch posture, stretch, etc.
Make this a routine in EVERY class.
Set up flexible work spaces (think Zink's chair on a table)

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One of my favorite extensions in the Chrome Webstore to leave audio feedback for students.

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"As easy and accessible to understand as possible"

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"As easy and accessible to understand as possible"

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From GOA

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Have students document the process of learning and having them purposefully reflect on it!
Teach them how to learn!!!!
Process Portfolios!

# data[].attributes.headline
Use Flipgrid for Content Delivery not just student discussion

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Use Flipgrid for Content Delivery not just student discussion

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Giving students the opportunity to reflect on their work, your feedback, and the assignment/project/task and how they meet the goal.

Portfolio/Gallery Statements/etc.

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Providing Students Choice in how they meeting the learning objectives.

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Providing Students Choice in how they meeting the learning objectives.

# data[].attributes.headline
Communicate with precious year's teachers / grade level / subject area to identify things to CONTINUE doing 

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Communicate with precious year's teachers / grade level / subject area to identify things to CONTINUE doing 

# data[].attributes.body
AND
SIMPLIFY SIMPLIFY SIMPLIFY - too many tools may overwhelm students when they are coming from 7 different teachers (MS + HS)

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What are the communication routines for each class?

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What are the communication routines for each class?

# data[].attributes.body
Have students reflect and share about their experiences in school. Gets them sharing and connecting on how school is going.
As a teacher, try to really listen but also make it clear to students that not all student suggestions get implemented.

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Weekly learning objectives shared with parents

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Weekly learning objectives shared with parents

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A compilation of goals for the week was shared weekly with parents. It was a great tool for parents so that they not only understood why we were planning the activities but could also extend the goals to other opportunities in their child's week.

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Frequently comment, ask questions, move the discussion along, don't just read discussions/ student contributions.

# data[].attributes.body
Stop writing "Good work!" Tell the student what was specifically good and what needs more work.

# data[].attributes.body
I feel this needs to be specifically. Especially now that students are more in the driver seat of learning they need to learn how to think about their thinking.

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Use Edpuzzle and note taking strategies by hand with every video and/or Zoom session.

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http://www.pz.harvard.edu/projects/making-learning-visible

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USE PAPER AND PEN/CIL! (just because they are at home doesn't mean they shouldn't use old school teaching tools!)

# data[].attributes.subject
USE PAPER AND PEN/CIL! (just because they are at home doesn't mean they shouldn't use old school teaching tools!)

# data[].attributes.body
This course sounds good and I have heard good comments about it.

https://www.coursera.org/learn/the-science-of-well-being

# data[].attributes.body
Embed time for students to use their checklists to see if they are meeting learning goals, and decide next steps.

# data[].attributes.headline
Modern Classroom Free Course (for teachers)

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Modern Classroom Free Course (for teachers)

# data[].attributes.headline
Building Community - counselors will support the values being shared in Flag Assembly through their Hum Dev classes (pre teach or follow up)

# data[].attributes.subject
Building Community - counselors will support the values being shared in Flag Assembly through their Hum Dev classes (pre teach or follow up)

# data[].attributes.headline
Meet the Teachers - video intros/teacher flipgrids/small group and/or individual conferences/student inventories-surveys...

# data[].attributes.subject
Meet the Teachers - video intros/teacher flipgrids/small group and/or individual conferences/student inventories-surveys...

# data[].attributes.headline
Parent conferences - Welcome to Pre-first/Open House/informational meetings with Q and A. Workshops to teach parents- Everything They Need to Know to Be Ready for eLearning...

# data[].attributes.subject
Parent conferences - Welcome to Pre-first/Open House/informational meetings with Q and A. Workshops to teach parents- Everything They Need to Know to Be Ready for eLearning...

# data[].attributes.body
Maybe having a "Distance Learning Expectation Guide" per section so appropriate behavior and consequences are clear to the students, staff and parents

# data[].attributes.headline
Student Engagement Strategies (some ideas)

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Student Engagement Strategies (some ideas)

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-for presentation: multisensory tools, telling stories, inquiry-based learning, simulations
-for teaching: active learning (lots of participation), flip the classroom
-for curriculum: copperative learning, authentic learning experiences, social media
-for assessment: problem-based and/or project-based learning, formative assesment

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Be proactive and begin with the end in mind.

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Be proactive and begin with the end in mind.

# data[].attributes.body
by Stephen Covey

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Hattie points to research that says, "direct instruction involves seven steps: clear learning intentions; success criteria of performance; engagement of students’ attention and interest; presentation of lesson using input, modeling, and CFUs; guided practice; closure to review and clarify; and independent practice to reinforce the skill or content in a real-life or different but relevant context."

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In this podcast, blended learning expert suggests that summative assessments be focused on creation.

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Sponsored by PowerSchool and ISTE U

It's a pretty safe bet that most teachers will be doing some form of online teaching in the coming year. Maybe you'll do it full-time, maybe it will be some kind of hybrid model, but one thing is for sure: This time around you won't be dropped into it without warning.

So with this chance to take a breath and do more thoughtful, intentional planning, the next question is What do we do differently? What shifts do we need to make in our face-to-face teaching practices to make the most of online learning?

To find out, I sought the help of Melanie Kitchen, a Coordinator of Instructional Technology and Staff Development serving 19 school districts in Western New York state. Melanie has years of experience working with teachers on developing blended learning and has now shifted to helping teachers develop best practices for remote learning.

Melanie Kitchen

I asked Melanie to share some ways online teaching should be different from face-to-face teaching. She came up with nine: three that are specific to community building and communication, and six that focus on instructional design. Along with these differences, she also shared a few things that should stay exactly the same.

Community Building & Communication

1. The first weeks of school should be devoted to community building and digital competency.

Resist the temptation to dive right into curriculum at the start of the school year. Things will go more smoothly if you devote the early weeks to building community so students feel connected. Social emotional skills can be woven in during this time. On top of that, students need practice with whatever digital tools you'll be using. So focus your lessons on those things, intertwining the two when possible.

"If you are explicitly teaching persistence," Kitchen says, "maybe I'm going to give you a challenge that's not content-related, but something that you might have to kind of grapple with. But when I assign that, if I'm using Google Classroom, then I'm going to assign that through Google Classroom and teach you how you're going to open an assignment, how you're going to submit it, how you'll be receiving feedback. So you are teaching these skills all at once, and it's not something separate or extra. It's just all done together."

Other good resources that can guide and inform the conversations you have in these early weeks are:

2. Communication with parents needs to be more thorough, streamlined, and predictable.

Parents are also adjusting to this new way of doing school. Because they are sometimes expected to play an even more prominent role in supporting student learning, they need more support from you. "We really need parents to be our partners in this learning community," Kitchen says.

Here are some guidelines:

Establish a consistent location and predictable schedule for sharing information. When parents know where and when to look for information from you, they'll do a better job of keeping up with it and following through on their end. Weekly updates are a good way to keep everyone informed about what's going on in your class. And rather than toggling around between emails, text alerts, blog posts, website announcements, and newsletters, choose one platform for outgoing information and stick to it; if your whole school can do the same you'll see even better results.

Set clear expectations and boundaries for communication. When can students and parents expect to hear from you? How and when can they get in touch with you when needed? If you don't set boundaries you'll end up feeling like you have to be available 24/7, which will quickly lead to burnout. Establish regular office hours and advertise them in an easy-to-find place so parents know when you'll be most accessible.

Create a backup plan for off-hours and tech support. If parents or students need help outside of your regular office hours or they need help with technology, who can they contact? Make this information clearly available.

Make communication multimodal. Although it's important to consistently post through one platform, it's also helpful to provide the information in more than one mode. For example, you might offer written announcements and record the same announcements in a short video each week so students and parents can choose the format that works best for them.

Provide parent tech training. Parents will be better able to support students if they understand how to use the technology, so provide them with tutorials on the tech you use, including whatever platform you use to disseminate information.

3. Community and connection need to be a priority for teachers, too.

"Teachers need to connect with each other now more than ever," Kitchen says. Your school leadership should be building in regular opportunities for you to stay connected to your colleagues during this time. If they are not, create those opportunities for yourself.

Staff meetings should still be held regularly-even if it's through a videoconferencing platform-to keep staff connected.

During these meetings, some time and attention should be given to teacher well-being and emotional health.

Smaller groups like teaching teams or content-area PLCs can offer even more support.

If you're not getting the support you need, seek it out through platforms like Twitter.

This article offers a more in-depth look at teacher well-being: How to Support Teachers' Emotional Needs Right Now.

Instructional Design

4. Teacher collaboration is even more important.

Meeting the challenges of online learning gets easier when we work together. "As we're all trying to get to know these students better," Kitchen says, "we need to be working together to do that." That means working more closely with specialists to make sure our lessons and materials meet the needs of all students, partnering with others in our content area to plan instruction, working together on cross-curricular projects, and dividing up the things all students need (like technology instruction) among teachers on a team or grade level so students aren't doing the same lessons over and over and our work isn't duplicated.

Fortunately, collaborating online can be even easier than trying to do it when we all teach in the same physical building. "This virtual environment has provided us the opportunity to break down those walls, to break down those silos," Kitchen says. "Our schedules and time constraints that we may have had before will come down. We may have more opportunity to partner with people that we didn't have the time or the space to be able to do that before."

5. "Face-to-face" time should be used for active learning.

Online instruction is made up largely of asynchronous instruction, which students can access at any time. This is ideal, because requiring attendance for synchronous instruction puts some students at an immediate disadvantage if they don't have the same access to technology, reliable internet, or a flexible home schedule.

But you're likely to offer "face-to-face" or synchronous opportunities at some point, and one way to make them happen more easily is to have students meet in small groups. While it's nearly impossible to arrange for 30 students to attend a meeting at once, assigning four students to meet is much more manageable. Kitchen likes "campfire groups," which are permanent groups of about four that stay together for long periods of time. This arrangement allows students to get to know each other better and establish more trust. Students might be rearranged for other activities to provide some variety, but the campfire groups would provide a stable base throughout the school term.

So what kind of instructional activities should be used for these different formats?

What works best, Kitchen says, is to keep direct instruction-things like brief video lectures and readings-in asynchronous form, using checks for understanding like embedded questions or exit slips.

You can then use synchronous meetings for more interactive, engaging work. "If we want students showing up, if we want them to know that this is worth their time," Kitchen explains, "it really needs to be something active and engaging for them. Any time they can work with the material, categorize it, organize it, share further thoughts on it, have a discussion, all of those are great things to do in small groups."

Small group strategies she strongly recommends:

6. Content needs to be simplified and slowed down.

Online instruction is not conducive to covering large amounts of content, so you have to choose wisely, teaching the most important things at a slower pace. To make those choices, Kitchen recommends asking some key questions:

What really holds leverage for the students? What has endurance? What knowledge is essential?

What knowledge and skills do students need to have before they move to the next grade level or the next class?

What practices can be emphasized that transfer across many content areas? Skills like analyzing, constructing arguments, building a strong knowledge base through texts, and speaking can all be taught through many different subjects.

What tools can serve multiple purposes? Teaching students to use something like Padlet gives them opportunities to use audio, drawing, writing, and video. Non-digital tools can also work: Students can use things they find around the house, like toilet paper rolls, to fulfill other assignments, and then submit their work with a photo.

7. Instructions should be easy to find, explicit, and multimodal.

Because you are not in the same room with students, your instructions have to work a lot harder than they do in a brick-and-mortar setting.

Provide instructions in a consistent location and at a consistent time. This advice was already given for parents, but it's worth repeating here through the lens of instructional design: Set up lessons so that students know where to find instructions every time.

Make instructions explicit. Read and re-read to make sure these are as clear as possible. Make dogfooding your lessons a regular practice to root out problem areas.

Offer multimodal instructions. If possible, provide both written and video instructions for assignments, so students can choose the format that works best for them. You might also offer a synchronous weekly or daily meeting; what's great about doing these online is that even if you teach several sections of the same class per day, students are no longer restricted to class times and can attend whatever meeting works best for them.

8. Traditional grading practices should take a backseat to feedback.

"We saw a transition during emergency remote teaching where each of us had different requirements about grades or no grades, pass and fail," Kitchen says. "This whole environment really needs to be supported by communication and connection. If I'm to receive an A or a 95 or a 65, that doesn't necessarily tell me as much as verbal feedback or print feedback to what I'm doing right, what I can improve on."

So when teaching remotely, put the emphasis on formative feedback as students work through assignments and tasks, rather than simply grading them at the end.

Most learning management platforms, like Google Classroom, have built-in features for giving feedback. Use these as your primary method.

Tools like Floop offer other ways to provide on-the-spot feedback and can be especially good for math.

Feedback should be frequent and specific. Consider some of the methods shared by Matthew Johnson in Flash Feedback.

Provide a pathway for students and parents to give YOU feedback on assignments as well.

9. Summative assessment should focus on creation.

In online learning, Kitchen says, "There are so many ways that students can cheat, so if we're giving them just the traditional quiz or test, it's really easy for them to be able to just look up that information."

A great solution to this problem is to have students create things. These can be videos, podcasts, digital or physical art, writing pieces, comics, and so on. "It's a lot more difficult to cheat when you have to make something or do something. And it also integrates all of the areas and it builds up, all of that learning builds up into this creation that they will do."

For assessment, use a detailed rubric that highlights the learning goals the end product will demonstrate. A single-point rubric works well for this.

To help students discover tools to work with, this list of tools is organized by the type of product each one creates. Another great source of ideas is the Teacher's Guide to Tech.

When developing the assignment, rather than focusing on the end product, start by getting clear on what you want students to DO with that product. This list from Bill Ferriter explores the difference:

Image Credit: Bill Ferriter (CC BY-NC-ND)

What Stays the Same

Not everything in online teaching is different. Some aspects of good teaching should definitely stay the same.

Clear and consistent communication

Creating explicit and consistent rituals and routines

Using research-based instructional strategies

Determining whether to use digital or non-digital tools for an assignment

A focus on authentic learning, where authentic products are created and students have voice and choice in assignments

The teaching environment may not be the same as we're used to, but it's important to remember that good teaching is still good teaching. "All of those things that we know are really good practices can still be done virtually," Kitchen says. "It just might look a little bit different."

You can find Melanie on her website, creativecuriosity.org, or on Twitter at @MelKitchenEDU.

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9 Ways Online Teaching Should be Different from Face-to-Face

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What shifts do we need to make in our face-to-face teaching practices to make the most of online learning? What can stay exactly the same?

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As schools around the country move their classes online, millions of teachers are exploring how to engage students and build classroom communities through a computer screen. Try one of these 40 activities for your next online class and bring your students together for a unique experience together.

One of the most important pieces of school is the classroom culture that is fostered in those opening days of school. As we gather together online this fall, make your online classes playful and inviting. Get to know one another through games and conversations, and invite members of the school community to join your class.

Host a storytime or invite a mystery reader.

Invite a guest speaker, musician, scientist, or author.

Gather for snack time or a meal together.

Throw a costume party with a fun theme, such as superheroes, color of the day, decades, or fancy dress-up.

Have a tea party where students bring their own mini-sandwiches.

Play a group game, such as charades, pictionary (play online with Drawasaurus), crossword puzzle, bingo, or trivia.

Screenshare an online game, such as Kahoot, Heads up, Quick Draw, Boggle, or Jackbox.

Have a talent show or karaoke.

Play pass the cup - can your students pass the cup to their neighbor in Zoom grid view? It takes some practice!

Host a book club.

Go on a virtual field trip to museum, planetarium, zoo, historical place, or other cultural locations. Nearpod has some fun VR lessons ready to use!

Show and Tell.

Prepare for space travel! Everyone must pick 5 things from their homes to take on a spaceship.

Good news! Each student shares good news from their week.

Play zoom out! Share your screen with an image zoomed in very close and slowly zoom out until students guess what the picture is.

Play Esti-mysteries, a collection of math-based guessing games.

Play "Name that Book or Movie" using emojis only.

Start each online class with a joke or riddle of the day.

As students miss their makerspaces, technology labs, and art studios, bring creativity and design thinking to your online classroom with some of these fun activities and challenges!

MakerHome - Give students a list of common household supplies to bring to your next online class. Then see what everyone can create before the video call ends! (Suggested materials: cereal box, cardboard, straws, popsicle sticks, toilet paper tubes, tape, glue, string, markers, colored pencils, paint.)

Read a book and have students engage in a Novel Engineering project to engineer a solution for a character.

Host a painting party.

Collaborate on a social story. Start with "Once upon a time..." and each person adds a sentence.

Play mad libs using one of Woo! Kids Activities blog printables, which are free during spring school closures.

Building challenge. Email a building challenge to your students and schedule a Zoom for everyone to share their creations.

"Allow me to introduce...." Have participants bring a family photo or introduce their family members or pets in person.

Play Alphabet Soup. Each child is assigned a letter, then they draw a picture or bring an object that starts with that letter.

Student-led video call. Let your students take charge and lead the class for the day.

Create your own podcast. Format your video class like a Podcast and interview an author, expert, or a student pretending to be a character from a book.

Prepare and host a debate.

Create your own (school-appropriate) virtual backgrounds. The most creative background must be used by the teacher for a week!

Each student grabs a pan and spoon and the class makes a group song using rhythms and sounds.

Prepare and host a puppet show.

Host a Student Art Show.

Run a Reader's Theater. Check out these sample scripts from the Classroom Nook blog.

Online class doesn't mean students need to sit and stare at a screen. Have your students get up and moving with some of these fun and interactive games!

Group yoga, mindfulness.

Run a Zumba or aerobics class.

Create a group playlist and have a dance party.

Play Simon Says.

Host a scavenger hunt. Give students a list of categories and five minutes to go find the items in their home. Fun categories like colors, shapes, or textures mean students can participate no matter what they have at home.

Play freeze dance.

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40 Activities for Your Next Online Class

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As schools around the country move their classes online, millions of teachers are exploring how to engage students and build classroom communities through a computer screen. Try one of these 40 activities for your next online class and bring your students together for a unique experience together.

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Bitmojis are all the rage during COVID-19. Teachers are making virtual Bitmoji classrooms that include interactive elements so students can click through to assignments, documents, and websites. But the latest trend is easier and (we think) even more fun. A Bitmoji virtual locker! This is a perfect icebreaker for any middle school or high school teacher.

Check out the sample Bitmoji lockers from our WeAreTeachers HELPLINE Facebook group and Instagram. And if you don't know how to get started ... we've included a tutorial below.

Sewing and Animal Crossing love from Mr. Harbeson

Yoga mat and Starbucks from Ms. Vining

PE Teacher's FTW

Source: @coachwootenpe

Avengers fan

Source: @creativeundertakings

Packers fan

Source: @missmilosmiles

Netflix and Target love!

Source: @learningwithlisamarie

Never give up!

Source: @mrs.funsocks

Science teacher love

Source: @lake.breeze.reads

The X-Files fan

Source: @middleschoolisahoot

Create Your Own!

Ready to create your own virtual locker assignment to share with your students?

Start with this Google Doc template created by Lauen Vining with Teach the World. Add your own details. Then, share a blank copy with your students. They can edit the document and present their locker so their classmates can get to know them better. And you will too!

For further details, check out this video tutorial:
Have your own virtual Bitmoji locker to share? Come join us in our WeAreTeachers HELPLINE group on Facebook!

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Bitmoji Lockers Are the New Bitmoji Classrooms-and a Great Icebreaker for Students!

# data[].attributes.attachment_link.description
Bitmojis are all the rage during COVID-19. Teachers are making virtual Bitmoji classrooms that include interactive elements so students can click through to assignments, documents, and websites. But the latest trend is easier and (we think) even more fun. A Bitmoji virtual locker! This is a perfect icebreaker for any middle school or high school teacher.