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Strategies for Remote Teaching & Learning

The professional development for online teaching and learning that you've been asking for

An unprecedented pandemic may change the definition of classroom, but it doesn't have to change your definition of good teaching. Jennifer Serravallo's Connecting with Students Online gives you concise, doable suggestions based on her own experiences and those of the teachers, administrators, and coaches she has communicated with during the pandemic.

Watch Jen's webinar about the book!

Special Offer: Save 30% off our list price automatically when you buy 15 or more.

The professional development for online teaching and learning that you've been asking for

An unprecedented pandemic may change the definition of classroom, but it doesn't have to change your definition of good teaching. Now that you're making the shift to online teaching, it's time to answer your biggest questions about remote, digitally based instruction:

How do I build and nurture relationships with students and their at-home adults from afar?

How do I adapt my best teaching to an online setting?

How do I keep a focus on students and their needs when they aren't in front of me?

Jennifer Serravallo's Connecting with Students Online gives you concise, doable answers based on her own experiences and those of the teachers, administrators, and coaches she has communicated with during the pandemic. Focusing on the vital importance of the teacher-student connection, Jen guides you to:

effectively prioritize what matters most during remote, online instruction

schedule your day and your students' to maximize teaching and learning (and avoid burnout)

streamline curricular units and roll them out digitally

record highly engaging short lessons that students will enjoy and learn from

confer, working with small groups, and drive learning through independent practice

partner with the adults in a student's home to support your work with their child.

Featuring simplified, commonsense suggestions, 55 step-by-step teaching strategies, and video examples of Jen conferring and working with small groups, Connecting with Students Online helps new teachers, teachers new to technology, or anyone who wants to better understand the essence of effective online instruction. Along the way Jen addresses crucial topics including assessment and progress monitoring, student engagement and accountability, using anchor charts and visuals, getting books into students' hands, teaching subject-area content, and avoiding teacher burnout.
During this pandemic crisis turn to one of education's most trusted teaching voices to help you restart or maintain students' progress. Jennifer Serravallo's Connecting with Students Online is of-the-moment, grounded in important research, informed by experience, and designed to get you teaching well-and confidently-as quickly as possible.

Jen will be donating a portion of the proceeds fromConnecting with Students Online to organizations that help children directly impacted by COVID-19.

(click any section below to continue reading)

Sneak Preview

Contents

Chapter 1: Holding True to Priorities as We Move Online

Connection and Relationships

Emotional Wellbeing

Engagement

Clear, Strategic, and Focused Direct Instruction

Guided Practice

Differentiated Instruction

Assessment

Balance

Chapter 2: Partnering with Adults at Home

Make a Video-or Host a Short Live Workshop-to Welcome Caregivers to Your Online Classroom

Survey Students and Families to Understand Needs

Share the Weekly Schedule

Share Notes on Students' Work and Progress

Record How-To Videos for Using Technology

Offer Advice About Setting up a Learning Space at Home

Encourage Caregivers to Develop a Schedule and Routines

Help Families Know What to Do When Things Get Frustrating

Chapter 3: Planning and Revising Curriculum Units for Online Instruction

Step 1: Identify Goals and Skill Progressions

Step 2: Find Anchor Texts

Step 3: Try Out What You'll Ask Students to Do

Step 4: Design Assessments

Step 5: Map Out Daily Reading Lessons with Goals and Strategies

Step 5: Map Out Daily Writing Lessons with Process and Strategies

Streamline and Simplify: Connect Goals Across Subject Areas

Choose Monthly and Unit Focuses: Genre, Content, Independent Projects, or a Mix

Organize Your Curriculum and Resources in a Learning Management System

Approach Your Teaching with Flexibility and Feedback

Chapter 4: Managing Your Time Across a Day, Across the Week
Chapter 5: Setting Up Students' Independent Practice at Home Chapter 6: Methods and Structures for Teaching Online

Understand the Pros and Cons of Synchronous and Asynchronous Teaching

Invite Your Students Online with You for Some Time Each Day

Plan and Record Short Whole Class Lessons

Host "Office Hours" For Student-Initiated Response Time and to Support Adults at Home Who Are Helping Children

Make a Schedule for Conferences and Small Groups

Preserve Space for Professional Learning and Collaboration

Map Out a Weekly Schedule and Set Boundaries

Virtual-Classroom Videos, Featuring Jen and Her Colleagues

Ask Students to Read Every Day

Give Students Access to Paper Books

Adapt Your Teaching to Support Students Who Are Reading E-Books

Adapt Your Teaching to Support Students Who Are Listening to Audiobooks

Create Short Text Packets for Shared Reading Experiences

Rethink What It Means to Match Readers with "Just Right" Texts

Ask Students to Write Every Day

Decide How Your Students Will Compose Their Writing

Give Students Access to Writing Materials and Tools

Set Up a System for Students to Share Some of Their Writing with You

Hold On (Tightly) to Writer's Notebooks

Ask Students to Do Math Every Day

Ask Students to Engage with Content Study Every Day

Develop Community Agreements and Norms for Participating Online

Set Yourself (And Your Students) Up for Videoconferencing

Convert Your Live Mini Lessons to Recorded Micro Lessons

Make Your Micro Lessons More Engaging

Monitor and Guide Independent Practice Time

Read Aloud (Live!) to Build Community

Record Read Aloud to Engage, Support Comprehension, and Collect Data

Study a Mentor Text Together for Writing Craft

Confer with Students Live

Confer with Students When Your Schedules Don't Align

Set Up and Support Reading and Writing Partnerships and Clubs

Engage Reading Partnerships and Clubs with Written "Conversation"

Engage Writing Partnerships and Clubs with Written Feedback

Engage Partnerships and Clubs with Asynchronous Video "Conversation"

Meet with a Small Group of Students with the Same Goal (Strategy Lessons)

Move Your Guided Reading Online

Apply the Tech Tools and Strategies You've Learned to Lead Any Type of Group Online

How to Join Google Meets: Raffaella orients students and their at-home adults to an online environment

How to Check Comments: Raffaella helps students and their at-home adults navigate comments in the online environment

Example Video Lesson: A three-minute writing minilesson video created by Barb on Loom

Example Video Lesson: A three-minute minilesson video about "Unpacking the Facts" created by Jen on Clips

Example Video Lesson: A two-minute minilesson video about setting created by Jen on Clips

Conferring Online with a Kindergartener: One-on-One Video Conference Utilizing Digital Texts and Screensharing

Conferring Online with a Sixth Grader: One-on-One Video Conference without Screensharing

Small Groups Online with Sixth Graders: Coming Up with Ideas

Small Groups Online with Eighth Graders: Mentor Text Study

Related PD Services

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The professional development for online teaching and learning that you've been asking for An unprecedented pandemic may change the definition of classroom, but it doesn't have to change your definition of good teaching. Jennifer Serravallo's Connecting with Students Online gives you concise, doable suggestions based on her own experiences and those of the teachers, administrators, and coaches she has communicated with during the pandemic.

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Carl Anderson

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Add your contact details so we can stay connected and continue to grow ideas & support one another!

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Add your contact details so we can stay connected and continue to grow ideas & support one another!

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Connect with educators around the world!

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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kmadrid@brent.edu.ph

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colleen@erinkentconsulting.com

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Your Research-based Guide to Developing Skilled Readers. 300+ strategies with learning progressions support 13 reading goals, with each strategy cross-linked to skills, teacher tips, prompts, research, and reading levels—everything from fluency to literary analysis.

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Introduction
A Very Brief Introduction to Principles, Research, and Theory, and How to Use This Book
The idea for a book of writing strategies exists many times over. This one is possible only because of the great books that have come before it. There are books suggesting writing strategies meant for professional writers and college students, such as those by Noah Lukeman, Roy Peter Clark, and Janet Burroway, among others. There are countless examples of excellent compilations of writing strategies in books written for teachers of writing, such as Fletcher and Portalupi's Craft Lessons Series, Barry Lane's After "The End" (1993), Carl Anderson's Strategic Writing Conferences series (2008-2009), Donald Graves' many books, Katie Wood Ray's Wondrous Words (1999) and other titles, Katherine Bomer's books, Georgia Heard's books, Nancie Atwell's In the Middle (2014) and other resources, Lucy Calkins' Units of Study series, and many more. My aim in this book is to offer my favorite, most useful collection of strategies that span all aspects of the writing process, all genres and modes of writing, and that will work well with students in grades K-8. I want to offer you a little bit of everything. I streamlined the language and examples, and I present the strategies in a format that is organized so that the busy teacher can find just the right strategy at just the right moment. Of course, you'll elaborate on the streamlined language and make it your own.

But wait-before you dive in, I'm so glad you're taking the time to spend a few moments with this "Getting Started" introduction. In this introduction, you'll gain a helpful overview of the thinking that undergirds this book's ideas as well as an overview of its organization. You'll learn about strategies and all the aspects that I chose to include to elaborate on them-mentor texts, prompts, lesson language, teaching tips, and more. You'll learn how to navigate the pages of the book so you can find what you're looking for quickly and easily, for this is not a read-every-single-page kind of book (unless you want it to be). You'll get a quick crash course on some important terminology and concepts that will help you use this book to its fullest- thoughts about writing as a process, and modes and genres of writing, for example. And finally, you'll learn how to adapt what's in the book to fit your students' writing time in the classroom, no matter what form that time takes.
Click here to download more of the introduction of this book.
Goal 1: Composing with Pictures

Strategy Go back to your picture(s). Point to the part or picture that teaches something important about your topic. Touch or turn to the next part. Tell what new fact about your topic this part of the picture or this page teaches.

Lesson Language If I wrote or drew to teach, then when I read my writing back I'm going to make it sound like a teaching book. I'm going to tell my reader the facts I wrote about. Let me show you. I drew a picture of a big T. rex. I know a lot about them so I added a lot of details in my picture. I'm going to touch one part and teach what that part says. "The T. rex had very large jaws with big sharp teeth." Now I'm going to touch a new part and teach what that part says. "The T. rex had very short arms. It would only run using its hind legs."

Goal 2: Engagement - Independence, Increasing Volume, and Developing a Writing Identity

Strategy First, identify the problem you're having. Then, check the spot in the room, a resource, or a friend that might help you solve the problem. Try a solution. If it doesn't work, try something else.

Teaching Tip This strategy, like "Use the Room" that appears earlier in this chapter, assumes that there are things in the room that can be helpful, and that you've taught children how to use them. For example, in a primary classroom a word wall may help a writer to spell high-frequency words. If you've introduced and used mentor texts, then having these available for children to reference on their own could help them. Sometimes the problem might be that they need to work in a new spot in the room because of the amount of distractions at their current spot. Brainstorm possible problems with your students, and come up with a list of resources and solutions. Or, this strategy can be like a culmination of past teaching from this and other chapters.

Goal 3: Generating and Collecting Ideas

Strategy Decide on a new place to visit. Go there with no more than a notebook and a set of listening ears and observing eyes. Let yourself pick up on conversation and details of the person. Jot down what you observe, and also what you imagine, about the people you see.

Teaching Tip This strategy will take you outside of the classroom, so it would work well as a whole-class lesson followed by a field trip, or as a suggestion to a student, group, or class for independent writing outside of the school day.

Goal 4: Focus/Meaning

Strategy Think about a memory and all the events that are part of that memory. Think about what's important about that memory, or the big idea the memory leaves you with. Identify the one part of the memory that feels the most important. Write some ideas about what's important about it, and why it's important. Try to write just that one smaller part of the larger moment. Tell it bit by bit.

Teaching Tip The amount a writer will be able to reflect on the overall significance of a small moment will depend on her maturity level and experience with writing. For younger children, you may want to suggest choosing a small moment that will make a good story, rather than one imbued with a deep or heavy significance, or simply encourage them to narrow down the window of time

Goal 5: Organization and Structure

Strategy Before beginning to draft, visualize the shape of what you're going to make. Create some sort of quick visual, in pictures or in words, to represent the overarching structure. As you write, check back to see where you are in your plan.

Teaching Tip This is going to be most helpful after students have learned a variety of ways to structure their pieces and have been introduced to a variety of graphic organizers that would help them to organize, or shape, the information into a structure.

Goal 6: Elaboration

Strategy Think about the subtopics for which you'll want to collect information. Write each of your subtopics as a heading on a notebook or booklet page. As you find new information for your topic, think, "What page in my notebook should this go on? Which subtopic does it provide details for?"

Lesson Language I just found this interesting fact: Ballerinas really wear out their shoes. Many go through as many as 2-3 pairs per week! I'm going to look across the pages of my booklet to see where this would best fit. Would it belong in the section called "Types of Ballet Positions?" No, that's not about the positions. Would it go in the section called "Famous Ballets?" No. "What Ballerinas Wear?" Well, I do talk about pointe shoes in this section, so it might be cool to add this fact about how many pairs of pointe shoes the average ballerina needs. I'll keep the fact here.

Goal 7: Word Choice

Strategy Find all the action verbs in your piece. Focus on any that you think aren't as clear, precise, or exact as they could be. List several options for what might replace that word (use a thesaurus if you need it!). Choose the word that best matches your meaning.

Teaching Tip For this strategy to work, children will need to understand what an action verb is, so identification of verbs is a first step in this strategy. Many teachers weave in some instruction during other balanced literacy components such as word study, read-aloud, and/or shared reading. You could also plan to teach direct minilessons to the class or small groups for those who do not understand parts of speech.

Goal 8: Conventions - Spelling and Letter Formation

Strategy When trying to spell a word, try to visualize where you've seen it written and how you've seen it written before. It may help to close your eyes. Then, in a margin or on a piece of scrap paper, write how you think it's spelled. Try it a second or maybe even third way. Look back at what you've written and ask yourself, "Which of these tries looks right to me?"

Prompts

Check off the parts that look right to you.

Write the word as you think you've seen it before.

Which parts look right? Which part looks off?

Do you think there are some letters missing?

What part of that word is tricky for you?

The part you're trying to spell is also in the word _______. Does that help?

Goal 9: Conventions - Grammar and Punctuation

Strategy Find two sentences that talk about the same topic. Think about the relationship between those sentences. Choose a connector word and try combining the sentences into one. Reread and decide if you like the combined way or original way better.

Lesson Language Here's one spot in my draft where I have two sentences that I
think go well together. I wrote: "A dog is something that can keep you company. A dog
can cheer you up." What's the relationship between those two sentences? They both have
to do with something that is positive about owning a dog, so I think they are related. I'm
adding more information on. I'll try using and to combine those sentences: "A dog can
keep you company and cheer you up." Here's another spot: "I would love to have a dog.
My mom won't let me have a dog." What's the relationship between those two sentences?
The second sentence gives more information that feels in contrast to the first. I'll combine
them with however: "I would like to have a dog, however my mom won't let me." The
new sentence I made seems clearer and more to the point.

Goal 10: Collaborating with Writing Partners and Clubs

Strategy Talk with your partner about your goals (for the writing period, for the week, and/or for writing work to take place at home, and so on). Discuss together how you might get that work done. Write the goal, and make the promise...then check in with your partner soon.

Teaching Tip Reflect on your own life and goals you've set out to accomplish. Now think about how successful you've been and whether or not you made your goals public ahead of time. I know that when I share my goals with my partner, my friends, my colleagues, my editor, I am more likely to get things done. The built-in accountability, the opportunity to celebrate together, the lifeline of support in case something does not go according to plan-these are invaluable.

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Writing Strategies Book by Jennifer Serravallo.

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Collection of strategies that span all aspects of the writing process, all genres and modes of writing, and that will work well with students in grades K-8. Organized so the busy teacher can find just the right strategy at just the right moment.

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What's one action you're planning to take based on today's session? What's a wondering you have?

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What's one action you're planning to take based on today's session? What's a wondering you have?

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What's one action you're planning to take based on today's session? What's a wondering you have?

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What's one action you're planning to take based on today's session? What's a wondering you have?

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A couple of years ago, and I wrote a collection of guided reading books to go with the Who's Doing the Work? K-2 Lesson Sets (Stenhouse, 2018). Carnegie Learning has graciously agreed to let me share the fiction titles from this collection with you, here on this site.

There are 15 titles ranging from Level A to Level J. I have built flipbooks with each title, and embedded them here on the site. The text below, one of my favorite in the collection, is an example of the set-up for each book, and will show you how the flipbooks in the collection work. Missing Socks, like all the books in the collection, includes illustrations designed to engage students and deepen the story.
​

Mindfulness:
​There are three titles in the collection that relate to mindfulness. Happy (Level C) is about a little girl who is exploring different kinds of happiness, such as the calm happiness of a breeze vs. the palpable happiness of a surprise birthday party. Hurry Up, Slow Down (Level D) is about a little girl who is walking to school with her father and is caught up in the simple beauty around her. Finally, Everyday Beautiful (Level H) is about two boys who have been asked to find something beautiful. One boy overlooks the natural beauty around him while another shows him how simple things can be beautiful.

There are five titles in the collection that use science related to light and shadows to tell a story. They range in levels from C-J. We wrote these to align with science standards. If you teach light and shadows, you may find these texts a nice way to integrate your science content into your reading instruction.

The books are all in flipbook format and are free to use and share with children, but they require a password to access them. To get the password, complete the form below. When you hit submit, a password will pop up on the screen. Use that password in step 2 (below) to access the books.

If you already have the these digital versions of some of the books should be helpful. Although you don't need the lessons to use the books, if you are interested in the lessons that go with the books, they are available from .

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Free Virtual Guided Reading Book Collection

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A couple of years ago, and I wrote a collection of guided reading books to go with the Who's Doing the Work? K-2 Lesson Sets (Stenhouse, 2018). Carnegie Learning has graciously agreed to let me share the fiction titles from this collection with you, here on this site.

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Flyleaf Publishing - Online Materials Portal

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For Students - Flyleaf Publishing - Online Materials Portal

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Cultivating Belonging through Reading & Writing

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Cultivating Belonging through Reading & Writing

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Cultivating Belonging R/W Workshop Online

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Penny Kittle

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Stephanie Harvey & Annie Ward

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Building a Playlist for Self Directed Learning

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Building a Playlist for Self Directed Learning

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Blended Learning: Building a Playlist - Dr. Catlin Tucker

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A playlist presents a strategy teachers can use to structure learning experiences that are more personalized to specific learners' needs.

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Self-directed, Interactive Revision Menu Aligned to Writing Checklist

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Self-directed, Interactive Revision Menu Aligned to Writing Checklist

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Click on the highlighted links to watch strategy videos

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G5 Research-Based Opinion Writing Revising Menu 

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Inspired from the work of Jennifer Serravallo

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Post an action artifact below (e.g. your schedule, a microlesson, a choice board, a playlist to support learning, a small group planner, a conferring tool!)

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Choice Board & Self-Directed Learning Examples

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Choice Board & Self-Directed Learning Examples

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Cult of Pedagogy

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Listen to my interview with Tracy Enos or read the transcript here.

In our never-ending quest to find better ways to differentiate and personalize instruction for students, we have plenty of options. I covered a lot of the basics in my Differentiation Starter Kit. Then last year we learned how math teacher Natalie McCutchen manages a self-paced classroom. And for ESL students, there are the Can-Do Descriptors.

Now, Rhode Island teacher Tracy Enos shares her system for customizing instruction to meet the needs of every student. She calls it a playlist, an individualized digital assignment chart that students work through at their own pace.

First, consider what we usually do: When planning a typical unit of instruction, teachers map out a series of lessons to deliver, assignments for students to complete, and some kind of final assessment at the end. They might share this plan with students, but then the execution is done by the teacher: The teacher delivers the lessons, tells students when to do the assignments, and guides students toward the final assessment.

With playlists, the responsibility for executing the learning plan shifts: Students are given the unit plan, including access to all the lessons (in text or video form), ahead of time. With the learning plan in hand, students work through the lessons and assignments at their own pace. And because each student has her own digital copy of the playlist (delivered through a system like Google Classroom), the teacher can customize the list to meet each student's needs.

"A playlist is basically like a road map," Enos explains. "I started using them in my classroom when I looked at my room full of 26 students and I saw the variety in their abilities. I knew I needed something different so that I could meet the needs of each one of those kids. Instead of just saying, 'OK, everybody, we're going to work on this lesson today,' I needed to individualize it so that different kids are working on things that they needed."

The term playlist, by the way, was coined by one of Enos' colleagues, math teacher Jason Appel.

Here are screenshots of three sample playlists from Enos's class. If you click on each one, you'll be taken to the full version to view in Google Docs. Although these examples come from a language arts class, Enos feels strongly that the playlist concept could be used in any content area.

Argument Writing Playlist

The first playlist is for a unit on argument writing. What you see here is just the first few tasks; there are 19 on the full playlist.

In the first column, Enos simply names the task. The second column provides specific instructions for the task. The third column is set up for students to record any notes they have about the task, and the fourth is where students record the date they completed the task.

Although much of the playlist will be exactly the same for each student, especially for the first few tasks, individual tasks can be customized to meet individual needs. Because the playlist is stored in digital form, the teacher can go into each student's playlist at any time and make adjustments as needed.

In addition to adjusting certain tasks, Enos also builds space in each playlist for purely individualized tasks. If we look further down her playlist, we see that tasks #14 and #15 have been left open for individualized focus revision activities, to be determined after the student has written her draft:

Enos does place occasional hard deadlines into her playlists; item 13 above has a date assigned to it. Although students are allowed to complete the work before the deadline, having this task pinned to a specific date helps prevent students from getting too far off track from each other.

Parts of Speech Playlist

This next one is from a unit designed to review the parts of speech. Notice that some of the tasks are quite simple and quick: Students just need to log on to a certain platform, create an account, or join an online group. This makes the playlist a practical tool as well as a good instructional vehicle: One place to keep learning tasks AND the kinds of housekeeping items that accompany most units. And breaking units into smaller tasks gives students a feeling of accomplishment as they move through each item.

To see the full version of this playlist, click the image below:

Again, the "Directions" column allows for maximum flexibility. The teacher can add tech tips, reminders, or any other information that might help student complete the task more smoothly. And if this is done in digital form, the teacher can easily add tips, links, or other comments at any time, making the playlist a living document.

Book Club Playlist

The final example is a playlist created for a unit on dystopian fiction, in which students participated in book clubs.

Notice that the playlist also includes checkpoints, where students must touch base with their teacher before moving on. These can be built in at any point for any reason, such as making sure students have completed key housekeeping tasks (like in the example above) or having the teacher review a draft for quality.

Many of the tasks in the playlist will ultimately result in the student submitting work through Google Classroom, or they might require a paper submission in a class that hasn't gone quite so digital. In fact, the whole system could be done on paper-one look at how student learning is managed in a Montessori classroom and you'll see how that can work. What's key is that students work through the list on their own, which frees the teacher up to spend more time working one-on-one with students.

If students are truly working at their own pace, wouldn't that mean some are way ahead, even finished with a unit, while others drag way behind? Setting a few hard deadlines (as shown in the argument writing playlist) can help keep the pacing from spiraling too far out of whack, but if our goal is true individualization, then we shouldn't want everyone to be too closely aligned.

This can be managed on a day-to-day basis. Students who are taking longer to master key tasks will likely get more one-on-one assistance from the teacher or be placed in groups to help them. Those who finish the required material quickly can be given enrichment tasks that take the learning to more advanced levels.

Homework also takes on a different role in a class that uses playlists: Because students work through the playlists on their own, they decide whether they get homework or not. If a student is moving through a playlist quickly, they may not have a need to spend extra time on the work at home. Conversely, if a student finds he needs extra help in class, he may decide to catch up on a few videos at home.

For a more in-depth exploration of playlists, listen to my podcast interview with Tracy Enos using the player above or by listening on iTunes or Stitcher (for Android). If you have questions, ask them in the comments below and I'll have Tracy come over and answer them. And if you have used a system that's similar to playlists, please share your experiences in the comments so we can all learn together.♦

There's a lot more where this came from.
Join the Cult of Pedagogy mailing list and get weekly tips, tools, and inspiration-in quick, bite-sized packages-all geared toward making your teaching more effective and fun. You'll get access to my members-only library of free downloadable resources, including my e-booklet, 20 Ways to Cut Your Grading Time in Half, which has helped thousands of teachers spend less time grading. If you are already a subscriber and want this resource, just check your most recent email for a link to the Members-Only Library-it's in there!

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Using Playlists to Differentiate Instruction

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Want better differentiation? Learn how to use this simple method for providing students with customized plans for working through a unit of study.

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I want to try recording more videos to make more time for small group work.

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When (inevitably) we are fully online again to move to more synchronous teaching, 

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When (inevitably) we are fully online again to move to more synchronous teaching, 

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Finding a way to implement more turn and talk during reading!

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Finding a way to implement more turn and talk during reading!

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Specifically, using choice boards for early finishers during writing.

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Will try a microlesson + padlet to simulate an anchor chart.

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Connecting with others more often to share resources!  We are all in this together!

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Connecting with others more often to share resources!  We are all in this together!

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It's hard to build community online, but it's vitally important. I want to invest more time in and out of workshop to get students talking to one another and sharing.

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I'd like to use flipgrid video's to talk about the books we wrote in class.

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My students have become even more techy this year and I think they are ready to try flip-grid for interaction. One way we can try would be for reading. They can share special literary language they found in their book. They can do this during independent reading time.  - Liz G2 Brent Subic

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My students have become even more techy this year and I think they are ready to try flip-grid for interaction. One way we can try would be for reading. They can share special literary language they found in their book. They can do this during independent reading time.  - Liz G2 Brent Subic

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I would like to do more read-aloud, small group work, book talks, and explore shared/collaborative reading and writing.  I am wondering if I assign kids to create short teaching videos, will it be more effective for their learning?   And will it be helpful for their peers as well?

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I would like to do more read-aloud, small group work, book talks, and explore shared/collaborative reading and writing.  I am wondering if I assign kids to create short teaching videos, will it be more effective for their learning?   And will it be helpful for their peers as well?

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Joanne Li's email (Seoul Foreign School)

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Joanne Li's email (Seoul Foreign School)

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joanne.li@seoulforeign.org

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Article summarizing feedback study. (Original Study embedded)

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Every teacher or coach worth their salt knows that there's no moment more important than the moment feedback is delivered. Do it correctly, and the learner takes a step forward. Do it poorly, and the reverse happens.

The deeper question is, what's the secret of great feedback? We instinctively think that effective feedback is about the quality of the information - telling the learner to do this and not that. But is this true, or is there something else going on?

A team of psychologists from Stanford, Yale, Columbia, and elsewhere recently set out to explore that question. They had middle-school teachers assign an essay-writing assignment to their students, after which students were given different types of teacher feedback.

To their surprise, researchers discovered that there was one particular type of teacher feedback that improved student effort and performance so much that they deemed it "magical." Students who received this feedback chose to revise their paper far more often that students who did not (a 40 percent increase among white students; 320 percent boost among black students) and improved their performance significantly. (See the study here.)

What was the magical feedback?

Just one phrase:
I'm giving you these comments because I have very high expectations and I know that you can reach them.
That's it. Just 19 words. But they're powerful because they are not really feedback. They're a signal that creates something more powerful: a sense of belonging and connection.

Looking closer, the phrase contains several distinct signals:

1) You are part of this group.

2) This group is special; we have higher standards here.

3) I believe you can reach those standards.

The key is to understand that this feedback isn't just feedback - it's a vital cue about the relationship. The reason this works so well has to do with the way our brains are built. Evolution has built us to be cagey with our efforts; after all, engagement is expensive from a biological standpoint. But when we receive an authentic, crystal-clear signal of social trust, belonging, and high expectations, the floodgates click open.

I think the lessons for teachers and coaches are pretty simple:

First, connect: like John Wooden said, they can't care how much you know until they know how much you care.

Highlight the group: seek ways (traditions, mantras, fun little rituals) to show what it means to belong in your crew.

Don't soft-pedal high standards. Don't pretend that it's easy - do the opposite. Emphasize the toughness of the task, and your belief that they have what it takes.

If you have any ideas, stories, or examples to share about how coaches and teachers achieve this kind of connection, I'd love to hear them.

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The Simple Phrase that Increases Effort 40% - Daniel Coyle

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Every teacher or coach worth their salt knows that there's no moment more important than the moment feedback is delivered. Do it correctly, and the learner takes a step forward. Do it poorly, and the reverse happens. The deeper question is, what's the secret of great feedback?

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What's one action you're planning to take based on today's session? What's a wondering you have?

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What's one action you're planning to take based on today's session? What's a wondering you have?

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Supporting Readers Online through Conferences and Small Groups

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How might Guided Reading Go in a Virtual Setting?

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How might Guided Reading Go in a Virtual Setting?

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Got: some clarity about how to best do online conferences

want: nothing!

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Got some ideas about how to nudge a writer forward through more coaching

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I want to take some time to figure out how I can get common books into kids' hands to facilitate book clubs.

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Exploring more into creating a solid structure for my book clubs. This way my students will be comfortable and confident with the role that they have been given.

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I want to leverage Padlet by using it as a tool for students to record their reading and reflect on their growth. I also want to use it to be a digital storehouse for my personalized coaching to them, including anchor charts and other visual support.

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I can't wait to dive in and try all the resources shared with us today.  It's like a buffet and I am getting a bunch of servings.  Thank you.

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I'm hoping to use something like the Book Club Progression rubric to establish clearer expectations during breakout rooms for our Book Club unit.

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bstapley@brent.edu.ph

or

bmpstapley@gmail.com

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Information Writing Digital Toolkit 2022

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Start at 1.53 & Stop at 14.00
1.What student learning are you noticing? 2. How did the architecture support learning? What moves moved writers forward?

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1.What student learning are you noticing?
2. How did the architecture support learning? What moves moved writers forward?
3. How might this look in your current context?

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Assessing Endings to Persuasive Essays in Order to Clarify Expectations and Inform Essay Revisions (5-8)

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What might we compliment? What might we teach?

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What might we compliment? What might we teach?

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I love the notebook share!  Thank you!  I find I need more resources for the anchor charts and conferencing!

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I love the notebook share!  Thank you!  I find I need more resources for the anchor charts and conferencing!

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elizabeth.jones@brentsubic.edu.ph
elizabeth.jones816@gmail.com

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mmaravilla@brentsubic.edu.ph

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edelacruz@brent.edu.ph

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guadarrama@tis.ac.jp

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rleatherman@brent.edu.ph

or

rt.leatherman@gmail.com

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Camille Mariano(Nursery Brent Manila)
cmariano@brent.edu.ph