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They need to have a firm idea of what their day will look like and know how to teach students how to move from one calendar event to the next.

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They need to have a firm idea of what their day will look like and know how to teach students how to move from one calendar event to the next.

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You'll have several different ways to join a meeting in Teams, depending on how you were invited.

If a meeting is being hosted in a team's channel, you can join that meeting from within that channel's conversation view.

1. Click the Teams icon on the App bar.

2. Select a team channel.

Even if the meeting hasn't started yet, you can still see the meeting in the channel conversation.

3. (Optional) Click a meeting to view its details.
Once anyone joins the meeting, a banner appears above it in the conversation. This banner shows how long it's been going on, and who's already joined.

4. Click the Join button.

After you click Join, you'll be prompted to configure your audio and video settings.

5. Configure your video and audio settings.
You can toggle both your camera and microphone. If you have multiple cameras or microphones, you can click the Settings icon to select which camera and microphone to use.

6. Click Join now.

When you join the meeting, you can see the other participants represented by either their video feed, or an icon if they're not sharing their video.

A row of controls will also appear along the bottom, where you can toggle your camera and microphone, as well as access other sharing and audio/video options.

Your schedule will display all of your meetings, both those in team channels and those you've been invited to directly. Any meetings and appointments made on your Outlook calendar will also appear. You can join a Teams meeting directly from your calendar.

1. Click the Calendar icon on the App bar.

2. Select a meeting.

That meeting's details appear, showing its scheduled time, location, and invited participants.

3. Click Join.

Next, you'll be given a chance to configure your A/V settings, toggling your camera and microphone.

4. Configure your video and audio settings.

5. Click Join now.

You join the meeting, seeing other participants represented by their video or user icon. You'll also see a row of controls near the bottom of the window.

When a meeting has concluded, you can leave it by hanging up.

Click the Hang Up button on the meeting controls bar.

You leave the meeting and return to the channel conversation.

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You'll have several different ways to join a meeting in Teams, depending on how you were invited. If a meeting is being hosted in a team's channel, you can join that meeting from within that channel's conversation view. Click the Teams icon on the App bar. Select a team channel.

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When planning, start with the tracked standards. Start small and give yourself grace in teaching and assessing. Then, when you have a handle on those standards, use the critical concept guides and choose additional standards for focus. You can’t do it all right from the beginning. 

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When planning, start with the tracked standards. Start small and give yourself grace in teaching and assessing. Then, when you have a handle on those standards, use the critical concept guides and choose additional standards for focus. You can’t do it all right from the beginning. 

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Don't expect to to keep the same pace as in person. Keep it simple. If you can do something on one app, stay with that app.  I believe we have a bunch of how to videos that can be shared. Practice with teams and let your kids play around with it as well. 

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Don't expect to to keep the same pace as in person. Keep it simple. If you can do something on one app, stay with that app.  I believe we have a bunch of how to videos that can be shared. Practice with teams and let your kids play around with it as well. 

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I would tell them to teach their students how to share their screen so you can walk them through troubleshooting and teaching how to navigate.

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I would tell them to teach their students how to share their screen so you can walk them through troubleshooting and teaching how to navigate.

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Remember to bring in some laughter...fun... a little each day will really help!

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Remember to bring in some laughter...fun... a little each day will really help!

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Try to have a total participation technique that you can use to keep students engaged in instruction.

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Try to have a total participation technique that you can use to keep students engaged in instruction.

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In every classroom, there are students who always have their hand raised to participate, and those who are hesitant to engage. Whether they're introverted, tend to think awhile before they contribute, or are just having a bad day, it can be hard to bring kids into discussions who are reluctant to add their voices.

The challenges of getting students to participate have intensified during remote learning, we've heard from many teachers. Digital platforms can create added communication barriers by making it hard to know when to talk, for example, or how to read subtle but important elements of discourse like a person's body language and facial expressions. Additionally, online discussions are often hindered by variability in students' access to technology and by privacy concerns, and consequently many teachers have had to rely on students' submitting work over isolated channels like email, which can leave back-and-forth between peers (and between students and the teacher) by the wayside.

Getting kids to contribute in virtual classrooms takes some work, it turns out. "We keep calling this generation digital natives as if they are simply whizzes at everything computerized. They aren't," wrote Tim O'Brien on Facebook. "They need personal support, scaffolding, and reassurance that technology does not provide. It is simply a tool, not a teacher."

To find out how to improve student discussions and participation in online learning, we culled through hundreds of comments on social media and followed up with more than 20 educators to see how they tackled the challenge last spring. Teachers offered a range of smart strategies, both synchronous and asynchronous, to integrate the values and the voices of all kids-even the quietest or those with disrupted schedules-into their classes this fall.

Synchronous Strategies

For synchronous learning, some teachers said they translated traditional discussion strategies from the classroom to live video chats, while others found that digital tools helped boost classroom participation.

1. Spider web discussion: During remote learning this spring, students in Shai Klima's high school class led their own discussions over Google Meet. Before the live class, students answered questions independently, and then shared their responses at the start of the meeting as a jumping-off point for a broader class discussion.

While students conversed on video, Klima listened and drew lines on a sheet of paper tracking the flow of the conversation, resulting in a spider web. At the end of the discussion, Klima shared the drawing over video, and then asked students to reflect on the experience and what they learned about who talked, who listened, and who built on the ideas of others.

"It has been successful as a means to get kids to credit their peers with helping them come up with new ideas, which helps build rapport," said Klima, who let students struggling with bandwidth call in to the meetings.

2. Using chat to check for understanding: After giving lessons last spring, Paul France had his third-grade students use the Google Chat feature to ask and answer questions or type in emojis, like a thumbs-up or thumbs-down, to show whether they understood a concept. To create structure around the responses, he guided his students in creating norms around using the chat feature-they decided as a group to use only one emoji at a time, for example. France said the practice helped him check for student understanding and pushed students to engage more with the content.

Kindergarten teacher Ruth Calkins, meanwhile, used Zoom chat when holding live lessons with her kindergarten students. She said they enjoyed typing "T" or "F" for true and false questions while answering math problems in the chat box, and some even attempted to write sentences in response to her questions. Typing responses also provided a lot of keyboard practice for her young students.

3. Flip your classroom to stimulate deeper discussion: Forrest Hinton, a high school math teacher, says he found that a blend of asynchronous and synchronous instruction worked well to stimulate student discussion during remote learning.

First, he taught new content asynchronously through recorded videos and online activities. At the start of his live class, students briefly summarized the concepts they had learned together and then divided into breakout rooms to solve related problems in small groups. Flipping his classroom allowed Hinton to spend less class time in direct instruction-and listening to students at the start of class and in small groups helped him identify, and then address, where his students were struggling. "This has allowed me to clarify concepts in a more targeted way and better assist students," said Hinton.

4. Adapting think-pair-share to Zoom: Ryan Tahmaseb, director of library services, says he found that giving more project-based learning activities to his elementary and middle school students-and allowing them more autonomy over assignments-naturally encouraged richer discussions in virtual learning. "If we give students as much freedom as possible to experiment, research, and pursue interests within our content area, then they inevitably have a lot more to say," said Tahmaseb.

When it came to class discussions, Tahmaseb adapted think-pair-share to Zoom. Students were given a prompt, broken into groups, and then placed into breakout rooms to discuss and record their answers on a shared Google doc, which allowed students to share their thinking in writing or read aloud. Since Tahmaseb wasn't in each breakout room to listen to the conversations, the Google doc kept students accountable. Once they returned to the whole class, volunteers from each group shared their answers with everyone.

5. A new twist on show-and-tell: To get students comfortable with online participation, Brittany Collins, the teaching and learning coordinator at Write the World, a global online writing community for middle and high school students, converted the familiar show-and-tell activity into "think, write, share."

In one activity, Collins asked middle and high school students to find a photo, painting, or drawing that represented intergenerational connection and independently respond by writing to the following questions from the Making Thinking Visible Framework before discussing them over video as a class: What are we looking at? What makes you say that? What do you notice (see, feel, know)? What more can we uncover? What do you wonder? "It helps to break the ice in a virtual learning setting where unplanned participation can prove challenging for some students," said Collins.

Asynchronous Strategies

Although some teachers-and students-said that synchronous discussions were more engaging because they resembled a traditional classroom, many educators found that asynchronous discussions were more equitable because they opened up participation to students with low bandwidth, who had schedule limitations, or who were uncomfortable engaging with the full class.

6. Online forums create back-and-forth dialogue: Angelina Murphy, a high school English teacher, said she used Google Classroom's question feature to get her class to respond to readings and discussion prompts during remote learning this past spring. When each student commented, Murphy replied with clarifying questions to create a back-and-forth dialogue and also asked every student to respond to at least two of their peers' comments to create a broader base of discussion.

Fifth-grade teacher Raquel Linares said she used Nearpod Collaborate (Apple, Android), a virtual collaboration board, to get students to share images or write a response to show what they had learned about an article they read. To inspire connection and reflection among classmates, Linares also used Flipgrid (Apple, Android), so that students could hear their peers' voices even though they were remote.

7. Seeing and critiquing peer work through virtual gallery walks: Virtual "gallery walks" give students an opportunity to view their classmates' projects while learning from each other, according to Joe Marangell, a high school social studies teacher. After his students presented their own projects through five-minute screencasts, they were then required to give feedback to at least two other students on theirs.

Using Google Sheets, students provided feedback to their peers by answering the following prompts: What's something new I learned about this topic?; What's something that surprised me about this topic?; What's something I liked about this presentation? The online format gave every student the opportunity to see their peers' work and their assessment on theirs for deeper reflection, Marangell said.

8. Moving station brainstorming online: When carousel or station brainstorming activities are conducted in traditional classroom environments, small groups of students rotate around the room to different stations to answer prompts-and view and add to each groups' responses.

To translate this online, Marangell divided his students into groups online and created shared Google docs-or a series of Google slides-for the prompts/questions. Each group left their thoughts under the questions by the assigned date and then followed up by commenting on the other groups' responses the next day. "The strategy still allows them to maintain a sense of classroom community [in a virtual setting]," said Marangell.

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8 Strategies to Improve Participation in Your Virtual Classroom

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Educators share their best synchronous and asynchronous strategies to boost student participation during online learning.

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Teach students how to go from one calendar event to another.

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Teach students how to go from one calendar event to another.

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You'll have several different ways to join a meeting in Teams, depending on how you were invited.

If a meeting is being hosted in a team's channel, you can join that meeting from within that channel's conversation view.

1. Click the Teams icon on the App bar.

2. Select a team channel.

Even if the meeting hasn't started yet, you can still see the meeting in the channel conversation.

3. (Optional) Click a meeting to view its details.
Once anyone joins the meeting, a banner appears above it in the conversation. This banner shows how long it's been going on, and who's already joined.

4. Click the Join button.

After you click Join, you'll be prompted to configure your audio and video settings.

5. Configure your video and audio settings.
You can toggle both your camera and microphone. If you have multiple cameras or microphones, you can click the Settings icon to select which camera and microphone to use.

6. Click Join now.

When you join the meeting, you can see the other participants represented by either their video feed, or an icon if they're not sharing their video.

A row of controls will also appear along the bottom, where you can toggle your camera and microphone, as well as access other sharing and audio/video options.

Your schedule will display all of your meetings, both those in team channels and those you've been invited to directly. Any meetings and appointments made on your Outlook calendar will also appear. You can join a Teams meeting directly from your calendar.

1. Click the Calendar icon on the App bar.

2. Select a meeting.

That meeting's details appear, showing its scheduled time, location, and invited participants.

3. Click Join.

Next, you'll be given a chance to configure your A/V settings, toggling your camera and microphone.

4. Configure your video and audio settings.

5. Click Join now.

You join the meeting, seeing other participants represented by their video or user icon. You'll also see a row of controls near the bottom of the window.

When a meeting has concluded, you can leave it by hanging up.

Click the Hang Up button on the meeting controls bar.

You leave the meeting and return to the channel conversation.

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You'll have several different ways to join a meeting in Teams, depending on how you were invited. If a meeting is being hosted in a team's channel, you can join that meeting from within that channel's conversation view. Click the Teams icon on the App bar. Select a team channel.

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Make sure when you schedule your team mtgs that you go into the mtg options and double-check that you are the only presenter. Otherwise, students can mute you! You also have the option to have students wait in the lobby and you have to let them in or you can have them bypass the lobby.

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Make sure when you schedule your team mtgs that you go into the mtg options and double-check that you are the only presenter. Otherwise, students can mute you! You also have the option to have students wait in the lobby and you have to let them in or you can have them bypass the lobby.

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It will take a bit, teach them how to share their screen. It is different on a Chromebook than on a laptop. It has been invaluable when a student has said they can't do something to have them share their screen and I can walk them through exactly where to go and what to do. It has also helps when they can show their classmates how to do something.

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It will take a bit, teach them how to share their screen. It is different on a Chromebook than on a laptop. It has been invaluable when a student has said they can't do something to have them share their screen and I can walk them through exactly where to go and what to do. It has also helps when they can show their classmates how to do something.

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Make students presenters so they can share their screens and help each other out. It will also give you a break from speaking and repeating yourself 50 million times. You can also have someone monitor the chat. And I would strictly enforce Chat expectations, it really is a great tool. Don’t be afraid to use break out rooms. The sooner the better. Just remember there might be kids still waiting to be moved so you might have to ask them to join from the room you assigned them to. Again, another great feature that requires lots of structure. HAVE FUN!

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Make students presenters so they can share their screens and help each other out. It will also give you a break from speaking and repeating yourself 50 million times. You can also have someone monitor the chat. And I would strictly enforce Chat expectations, it really is a great tool. Don’t be afraid to use break out rooms. The sooner the better. Just remember there might be kids still waiting to be moved so you might have to ask them to join from the room you assigned them to. Again, another great feature that requires lots of structure. HAVE FUN!

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Tech Update: Teacher Tech Tips - Top 5 Things to Do on the Fly in a Microsoft Teams Meeting by Lynn Mills | This newsletter was created with Smore, an online tool for creating beautiful newsletters for individual educators, schools and districts

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There are so many ideas out there, but you need to choose what works best for you.  Start gathering a list of tried and true engagement strategies from your MSR friends.

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There are so many ideas out there, but you need to choose what works best for you.  Start gathering a list of tried and true engagement strategies from your MSR friends.

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Keep yourself organized like you would if kids are in the classroom.  It will make things so much easier.

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Keep yourself organized like you would if kids are in the classroom.  It will make things so much easier.

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When getting started or if kids are still confused about their directions, provide them with a visual cue when giving directions.  The teacher holds up a card with a picture of the action she wishes for them to take.   There are several pictures of this - just click here:

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When getting started or if kids are still confused about their directions, provide them with a visual cue when giving directions.  The teacher holds up a card with a picture of the action she wishes for them to take.   There are several pictures of this - just click here:

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http://bit.ly/MSRSuccessTips

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To help the whole school start out as "one family", the coach records the daily announcements that way MSR kids are also part of them (birthdays, lunch, special announcements, pledge).  Click here to see a pic:

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To help the whole school start out as "one family", the coach records the daily announcements that way MSR kids are also part of them (birthdays, lunch, special announcements, pledge).  Click here to see a pic:

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http://bit.ly/MSRSuccessTips

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As kids are working and talking in class, try to collect unobtrusive data on a few students a day - start really small!

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As kids are working and talking in class, try to collect unobtrusive data on a few students a day - start really small!

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They need to be able to know how to share their screen and how to make it so students can hear the audio for the desktop for when they are sharing a video

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They need to be able to know how to share their screen and how to make it so students can hear the audio for the desktop for when they are sharing a video

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Tech Update: Teacher Tech Tips - Top 4 Teacher Hacks for Microsoft Teams Meetings by Lynn Mills | This newsletter was created with Smore, an online tool for creating beautiful newsletters for individual educators, schools and districts

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Put the assignment link for SeeSaw activities in the chat.

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Put the assignment link for SeeSaw activities in the chat.

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Really praise kids who are DOING THE RIGHT THING from home (camera on, answering questions, sharing their work with the camera, etc.).  Look for the positive and let it be known!  Other kids will pick up on it and start to join in. 

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Really praise kids who are DOING THE RIGHT THING from home (camera on, answering questions, sharing their work with the camera, etc.).  Look for the positive and let it be known!  Other kids will pick up on it and start to join in. 

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While students are on Lexia, meet with individual students or a group of students to check their understanding of the targets you are working on.

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While students are on Lexia, meet with individual students or a group of students to check their understanding of the targets you are working on.

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Amazingly Simple Graphic Design Software - Canva

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ALSO, think about how you will implement positive reinforcements? Kids still like to earn and be able to feel that praise!

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ALSO, think about how you will implement positive reinforcements? Kids still like to earn and be able to feel that praise!

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Be relentless with your classroom management... same expectations!  The kids CAN do great with it, don't doubt their abilities.

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Be relentless with your classroom management... same expectations!  The kids CAN do great with it, don't doubt their abilities.

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Don't take anything personally. This is hard. I had to change my mindset - there are students not showing up, parents aren't responding to numerous tries to communicate with them. My mindset had to change to recognize that I had no control, parents signed up for this, they need to be responsible as well.  

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Don't take anything personally. This is hard. I had to change my mindset - there are students not showing up, parents aren't responding to numerous tries to communicate with them. My mindset had to change to recognize that I had no control, parents signed up for this, they need to be responsible as well.  

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I would say that it is important to know the functions of teams such as how to hard mute quickly, and knowing how to turn it off quickly as well. Also how to set up meetings with students as attendees. 

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I would say that it is important to know the functions of teams such as how to hard mute quickly, and knowing how to turn it off quickly as well. Also how to set up meetings with students as attendees. 

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Be sure to assume the positive when it comes to student behavior. We really have no idea what goes on at home and need to assume the kids are doing what they can in order to salvage a remote relationship (even if we know they aren't).

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Be sure to assume the positive when it comes to student behavior. We really have no idea what goes on at home and need to assume the kids are doing what they can in order to salvage a remote relationship (even if we know they aren't).

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Setting for meetings, lobby , how to make students presenters

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Setting for meetings, lobby , how to make students presenters

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Ready to be Proactive with Classroom Management with Microsoft Teams Meetings? Here are 5 Tips!

Teachers can also switch a student's role from Presenter to Attendee during a meeting on the fly.

1. In the People Pane select More options (...) next to the student you want to make an attendee.

2. Select Make an attendee. You will get an warning first, select Change to switch the student role..

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Ready to be Proactive with Classroom Management with Microsoft Teams Meetings? Here are 5 Tips! Teachers can also switch a student's role from Presenter to Attendee during a meeting on the fly. In the People Pane select More options (...) next to the student you want to make an attendee.

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When I do a read aloud with them, I have everyone turn off their cameras so they can see the book a lot better.

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When I do a read aloud with them, I have everyone turn off their cameras so they can see the book a lot better.

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Training: Watch these videos to help your school, work, or organization use Microsoft Teams to video conference, work remotely, and become proficient using Teams.

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Really think through what you want your kids to do/show (targets) and be intentional about your "systems".

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Really think through what you want your kids to do/show (targets) and be intentional about your "systems".

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Use 2 or 3 screens (Surface Pro, extra monitor/extended, iPad, etc.) to teach.  Helps with keeping the flow of the day and if one of them crashes, you have a back up plan.

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Use 2 or 3 screens (Surface Pro, extra monitor/extended, iPad, etc.) to teach.  Helps with keeping the flow of the day and if one of them crashes, you have a back up plan.

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Also put the links to the assignments in the chat when they go into work time.

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Also put the links to the assignments in the chat when they go into work time.

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Learn how to use class notebook. Be patient, have routines, be proactive and show kids what to do in case of tech issues.

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Learn how to use class notebook. Be patient, have routines, be proactive and show kids what to do in case of tech issues.

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Make sure at the beginning of the day the kids have a firm idea what the day is going to look like.

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Make sure at the beginning of the day the kids have a firm idea what the day is going to look like.

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Have a back up to your lesson plans for when something doesn't work the way you want it to.

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Have a back up to your lesson plans for when something doesn't work the way you want it to.

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If a student can't see your screen, unshare then reshare again.

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If a student can't see your screen, unshare then reshare again.

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Get a little creative with your engagement strategies (add an element of surprise every once and awhile, throw in a knock-knock joke, start class with a "hook", etc.) 

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Get a little creative with your engagement strategies (add an element of surprise every once and awhile, throw in a knock-knock joke, start class with a "hook", etc.) 

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Helpful Ways To Keep Your Remote Learners Engaged

COVID-19 has suddenly transitioned the whole world to remote collaboration. Education is no different. Schools, universities, and community colleges across the globe are already in different phases of moving online. At what level of preparedness they were when they started is a different story. But after the initial hustle, most educators have succumbed to the fact that this will be the new normal for quite some time and are now actively working on making their remote classes better.

Needless to say, remote learning needs to be delivered via an online tool. There are many options available-Google Classroom, Zoom, GoToMeeting are just a few names. But, before you get to choosing something, remember there is no one-size-fits-all solution here. What works for someone else might not work for you. So, use your own discretion, evaluate, and choose what fits you and your students best. And once you have chosen something, try and stick to it. Rotating tools frequently might just add to the already ongoing confusion and chaos around. Set aside some time to introduce your students to the tool you are planning to use and you should be good to go thereon.

And now, moving on to some quick and handy tips that could help engage remote learners well.

1. Open The Session In An Exciting Way

It is a good idea to open your virtual classroom with something fun and interesting. This is also useful to get the learners' attention during the first few seconds. Present attention-grabbing facts, fiction, or any other information that could interest learners. You could also throw a challenge that stimulates their thinking.

2. The 10:2 Method

For every 10 minutes of instruction, allocate 2 minutes to your students to process and respond to it. Have them ask any questions they may have or make them write what they have learned.

3. Use Interactivity

Interactivity and engagement go hand in hand. Since the classroom is online and you cannot observe your learners face-to-face, you need a mechanism to ensure that they interact with content and are not distracted. Don't turn off your learners with the static PowerPoint slides. Turn your content into an interactive parallax or use panning slides to present. Check their knowledge with a fun quiz like cheese quest. The key is to increase and enhance engagement with the use of interactivity. Use a new-age tool like Raptivity 2020 to build such interactive activities rapidly.

4. Enable Closed Captioning

Most presentation and online meeting tools have the option of enabling closed captioning for your session. This eases things in case students are not able to hear you clearly for some reason or not able to follow your accent. PowerPoint for Office 365, for instance, can transcribe your words as you present and display them on-screen as captions in the same language you are speaking or as subtitles translated in another language. This can help accommodate individuals in the audience who may be hard of hearing or are more familiar with another language, respectively.

5. Answer "What's In It For Me"

"What's in it for me?" "Why am I learning this?" These are some questions that every student has in the back of their mind. "Because it is in your syllabus," is not the best answer. Giving them examples of how they might apply a skill in real life makes it more relevant and engaging. If possible, show them videos of the skill or learning in use.

6. Encourage Collaboration

Let your learners collaborate with their peers for better learning. Form a group or an online discussion portal where your learners can get together to talk, share their understanding, or even provide feedback. Make use of breakout rooms to get students together for discussions.

7. Throw In A Surprise Element

Crack a joke, ask students to solve a puzzle, throw in random trivia-it is always a good idea to include a surprise element in your online class. It could be something as simple as asking students to get up and take two rounds of the room they are sitting in or having them jump on the spot for 30 seconds. The idea is to break the monotony and keep students engaged.

8. Provide Feedback

It is important to let students know how they are faring while learning remotely. Provide regular feedback to them. Also, encourage students to ask questions and share their insights during the class.

9. Keep In Touch

Since you are already using technology to interact with them during this unprecedented crisis, why not make use of it to know your students better? You may know them through school or college, but you might not know what they like to do when they are not studying. Ask them about their interests, their likes and dislikes. Send regular email notes to them, drop in a hello, check on their health or any challenges they are facing. Schedule one-on-one interactions if needed.

I hope you find the above tips useful as you plan your online classes. And before I wrap up, a closing thought. Determine a specific time for everything and stick to a set schedule. Keeping a schedule helps immensely. Not just for students, but also for you as educators in providing consistency and inculcating discipline. Let me know how you are coping up with remote learning. What tricks are you using to engage your learners? Comment below.

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9 Tried-And-Tested Tips To Engage Remote Learners - eLearning Industry

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COVID-19 has suddenly transitioned the whole world to remote collaboration. Education is no different. Schools, universities, and community colleges across the globe are already in different phases of moving online. At what level of preparedness they were when they started is a different story.

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When you are not in the large gallery, anything you show them will be backwards. Yes, sharing a screen. To always remember to turn the sound on first if you are sharing anything with audio. You have to turn it on every time.

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When you are not in the large gallery, anything you show them will be backwards. Yes, sharing a screen. To always remember to turn the sound on first if you are sharing anything with audio. You have to turn it on every time.

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I adore the breakout rooms when the upper kids can work on something harder. Then I can give them directions and have them go work. That way I can stay and help my lower ones separately.  

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I adore the breakout rooms when the upper kids can work on something harder. Then I can give them directions and have them go work. That way I can stay and help my lower ones separately.  

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Get in the habit of using a timer - especially for things that are meant to be less than 5 minutes long.  It is easy to go over time and lose time for other things that need to be done.   See pic of teacher:

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Get in the habit of using a timer - especially for things that are meant to be less than 5 minutes long.  It is easy to go over time and lose time for other things that need to be done.   See pic of teacher:

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http://bit.ly/MSRSuccessTips

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Decide the best way to share the scales/targets you are working on and keep it consistent for each content area.  Be sure to have the students revisit the target a few times in the lesson (beginning, middle, end) so they make the connection to the work they are doing.   Here is the link to the SRG website where the scales are located:

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Decide the best way to share the scales/targets you are working on and keep it consistent for each content area.  Be sure to have the students revisit the target a few times in the lesson (beginning, middle, end) so they make the connection to the work they are doing.   Here is the link to the SRG website where the scales are located:

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http://bit.ly/259SRG

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Students can use the top tabs of the Chromebook to open up Seesaw and still stay inside the Teams meeting. Students can still hear teacher directions and get support and can work on the Seesaw assignment.  Also, it is helpful to have a chromebook to use as a second computer.  When your Surface Pro crashes or malfunctions, you can quickly pivot to the Chromebook to continue the live lesson.  You can also use the chromebook to model or navigate so the teacher can see exactly what the students see and vice versa. 

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Students can use the top tabs of the Chromebook to open up Seesaw and still stay inside the Teams meeting. Students can still hear teacher directions and get support and can work on the Seesaw assignment.  Also, it is helpful to have a chromebook to use as a second computer.  When your Surface Pro crashes or malfunctions, you can quickly pivot to the Chromebook to continue the live lesson.  You can also use the chromebook to model or navigate so the teacher can see exactly what the students see and vice versa. 

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We use Flipgrid, Nearpod, Padlet, Google Classroom and Microsoft Forms nearly daily.

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We use Flipgrid, Nearpod, Padlet, Google Classroom and Microsoft Forms nearly daily.

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How to set up or organize the meeting so that you have the option of mute all, and students can't mute each other. I would also tell them about the lobby feature. That way students aren't logging in unattended. 

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How to set up or organize the meeting so that you have the option of mute all, and students can't mute each other. I would also tell them about the lobby feature. That way students aren't logging in unattended. 

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Mute students from commenting in class conversations. This means students will no longer be able to see an inappropriate comment and that the muted students can no longer post or reply in class conversations. You can un-mute students at any time.

Mute students in settings

1. Select More options on your team's tile.

2. Select Manage team.

3. Select the Members tab. You'll see your students listed. Select the checkmark box under Mute students to prevent students from commenting or select the top checkbox to mute all students at once.

Note: Un-mute students by returning to settings and de-selecting the checkbox next to their names.

Mute a student from a message

1. Navigate to the student message you want to mute.

2. Select More options next to the student's post, then Mute this person.

To un-mute the student, follow the instructions above in your class team settings.

Learn more

Manage settings in a class team

Manage settings for OneNote Class Notebook

Additional resources for educators

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Mute students from commenting in class conversations. This means students will no longer be able to see an inappropriate comment and that the muted students can no longer post or reply in class conversations. You can un-mute students at any time. Select More options on your team's tile. Select Manage team.

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Taking pictures with the windows 10 devices can be real wonky for elementary. It's best to have them use padlet or seesaw where they can take a photo and it puts it in automatically. Padlet is a lifesaver by the way. I also highly recommend Nearpod. My student teacher has been using the free version and it's pretty good but if you have subscription, definitely try it out. 

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Taking pictures with the windows 10 devices can be real wonky for elementary. It's best to have them use padlet or seesaw where they can take a photo and it puts it in automatically. Padlet is a lifesaver by the way. I also highly recommend Nearpod. My student teacher has been using the free version and it's pretty good but if you have subscription, definitely try it out. 

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When getting started whether in Seesaw, Flipgrip, making an audio recording, etc., have the first SEVERAL be about things that are just fun/non-academic OR… when you do your read-aloud, have them draw and label pictures.  Have them practice uploading those each day.  Once kids are more fluid with the process, then bring in math, ELA, SS and/or Science targets to then upload (Flipgrid, taking a pic, etc.).

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When getting started whether in Seesaw, Flipgrip, making an audio recording, etc., have the first SEVERAL be about things that are just fun/non-academic OR… when you do your read-aloud, have them draw and label pictures.  Have them practice uploading those each day.  Once kids are more fluid with the process, then bring in math, ELA, SS and/or Science targets to then upload (Flipgrid, taking a pic, etc.).

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I would say to choose three or four sites, and stick with those for the first couple of weeks. Once your students have those down solid, add in a new site every week or two, depending on their age. I would recommend introducing Journey's, Readworks and Epic for reading, and Khan Academy, Zearn and Prodigy for math. While I do use Dreambox and Lexia, I did not include them because those are sites that students should already be familiar with.

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I would say to choose three or four sites, and stick with those for the first couple of weeks. Once your students have those down solid, add in a new site every week or two, depending on their age. I would recommend introducing Journey's, Readworks and Epic for reading, and Khan Academy, Zearn and Prodigy for math. While I do use Dreambox and Lexia, I did not include them because those are sites that students should already be familiar with.

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One grade level color coded their subject areas (red = ELA, blue = math, yellow = SS/Science/SEL).  When you send home their binders,  make sure families know this system.  Also, say things like, “Okay it is time to go to the RED part of your binder to get out your story.” This system can also be used for putting materials back in the “right spots”.  “Okay...hold up your binder to show me you put the reader back in the RED pocket.” This could be a very smart thing to do school-wide.  Parents who have kids in multiple grade levels would benefit from keeping their kids organized at home by having the same system throughout multiple grades.  Win-win!  Click here to see pic(s):  

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One grade level color coded their subject areas (red = ELA, blue = math, yellow = SS/Science/SEL).  When you send home their binders,  make sure families know this system.  Also, say things like, “Okay it is time to go to the RED part of your binder to get out your story.” This system can also be used for putting materials back in the “right spots”.  “Okay...hold up your binder to show me you put the reader back in the RED pocket.” This could be a very smart thing to do school-wide.  Parents who have kids in multiple grade levels would benefit from keeping their kids organized at home by having the same system throughout multiple grades.  Win-win!  Click here to see pic(s):  

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http://bit.ly/MSRSuccessTips

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When new materials do go home, paperclip a small note to the top in the color that corresponds with the subject area so that when the parents see that color, they know which part of the binder to put the materials in.  Click here to see pic(s): 

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When new materials do go home, paperclip a small note to the top in the color that corresponds with the subject area so that when the parents see that color, they know which part of the binder to put the materials in.  Click here to see pic(s): 

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http://bit.ly/MSRSuccessTips

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Include a calendar as part of the binder that is at home.  It can have specific dates already on it for parents to come back to school and pick up the latest resources, etc.  See here for pic:

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Include a calendar as part of the binder that is at home.  It can have specific dates already on it for parents to come back to school and pick up the latest resources, etc.  See here for pic:

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http://bit.ly/MSRSuccessTips

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The thought ended almost before it started: "This is so overwhelming." It was all one teacher managed to type before she stopped short, vexed into silence, perhaps, by the sheer size of the problem. In the pregnant pause that followed, undoubtedly, every teacher tracking the unspooling thread-about the dizzying, rapidly escalating viral crisis that was closing schools across the country-recognized the chasm they were all facing as well, and took a deep breath.

In the next few hours, over 500 teachers joined two Facebook conversations about teaching during the coronavirus pandemic, spilling out their concerns and anxieties: What will we do if the schools close for months? How can I shift to online learning if we're closing tomorrow, or even in a few hours? How will special education students be cared for, and IEPs administered? What about children who have no internet access, or who will be required, as Keith Schoch thoughtfully noted, to "become de facto babysitters" for their brothers and sisters. "There is no digital divide, but there is a digital abyss, and America's rural poor are living at the bottom of it," said Anne Larsen, with devastating concision. What if, in the end, the school systems decide that online learning is working just fine, and never reopen?

The panic was all perfectly understandable.

But there were plenty of teachers in the mix who had weeks of crisis experience under their belts by that time-several in Hong Kong and Italy and the state of Washington, for example-and others who had long careers in online and distance learning. In the end, too, there were many fantastic, highly creative teachers providing strategies as fast as the obstacles appeared.

At the highest level, a shift in mindset would be required-even the most optimistic educators conceded the point. There are plenty of strategies and tactics we're covering at Edutopia-and we'll continue to-but here are the crucial emotional and psychological scaffolds that our audience agreed would be needed to teach in this new paradigm.

Expect Trial... and Plenty of Error

Start by being reasonable with yourself. It is, in fact, impossible to shift to distance learning overnight without lots of trial and error. Expect it, plan for it, and do your best to make peace with it.

"I can tell you, now that we're in week 7 of online learning, that much of what you will do will be trial and error," wrote Stacy Rausch Keevan, who was teaching in Hong Kong. "Don't stress about that-it won't do you any good. For my middle school English and humanities classes, I'm offering the same lessons I would normally do live, but in smaller doses."

Acknowledge the Extraordinary

Reset your baseline. We're all operating in the shadow of a global pandemic, and it is disorienting and limiting. Business as usual is unrealistic.

The real "points to consider" are not "the strict adherence to 'regular' conditions and norms," wrote Amy Rheault-Heafield in a reply to a question about how to structure distance learning like more typical learning experiences, "but how to provide a rich experience to all learners who are now without 'traditional' teachers standing beside them in classes."

So while you should try to provide "meaningful activities," cautioned elementary teacher John Thomas, "we should remember that on short notice-and because many of us have limited PD utilizing these tools-we can't tackle everything immediately. In other words, we should give ourselves the time and the permission to figure this out."

Reduce the Workload (for Yourself and Your Students)

If your district allows it, you should plan to do less. Students won't be able to work as productively, anyway-so if you can't scale back you'll be sending them work they cannot do-and your own life and family need added care.

"Feedback from students and families over the last 10 days in Italy is 'less is more,'" commented Jo Gillespie. "Consider that parents are trying to work from home, and siblings are vying for computer and Wi-Fi time. Try Google quizzes using Forms, a reading log, some short live sessions with teachers and classmates, maybe vocabulary extension, maths and geometry problems (but not too many). And that's probably enough."

And Keevan, the teacher in Hong Kong with weeks of experience, confirmed that time and distance play funny games during a crisis: "What would normally take you one class period to teach in the classroom will probably take you twice as long."

No Person Is an Island

Humans are social animals. Working from home, or worse, from quarantine, is isolating and often depressing for both teachers and students.

Make a concerted effort to speak to other colleagues and trusted professionals to provide emotional and psychological context to your work. Teaching at this moment is extraordinarily hard, and you'll need the virtual company of people who are experiencing what you are.

And don't forget to "reach out to students as often as you can," said Keevan, who still teaches classes live despite a (slightly inconvenient!) 13-hour time difference. Or you can facilitate peer-to-peer communication. John Thomas assigns pen pals in his first- and second-grade classes, so that kids with no internet can feel like they belong.

Everyone Thinks They Can't-Before They Can

Some degree of pessimism and self-doubt comes with the territory. Teachers in the Facebook thread advised more perspective-taking and being more patient with yourself: You know how to teach, and you will figure this out in time.

"We are in week 7 and I have three children of my own at home," wrote Salecia Host, a teacher in Tianjin, China, reflecting on the arc of her emotional response to the crisis. "Just take it day by day. It gets less overwhelming and more routine."

Try to remain calm-though you'll have a few moments where that goes out the window-and keep plugging away: "Being open-minded and flexible is key," said Kaz Wilson, who also works in China. "Everyone thinks you can't until you pause, talk it out with folks who are doing it, and know that you'll get through it."

Mind the Gap

Your work will be hard, but there are students facing more severe challenges. Students with no internet or no computer will need support, as will those with learning differences or other circumstances that make distance learning especially difficult. Supporting these students was on almost everyone's mind-it came up dozens of times in the Facebook thread.

"I'm in Italy. Our schools closed a few weeks ago without any previous warning. We shifted to online immediately. It is hard and exhausting," admitted Eleonora Borromeo, before providing a ray of hope. "Equity is an issue. Assessment is an issue. But the students are doing their best and giving us the strength to go on."

Solutions from our audience of teachers focused on the old analog approaches: paper-and-pencil tasks, workbooks and activity packets that can be mailed home, and updating parents and students via phone calls daily.

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Teaching Through a Pandemic: A Mindset for This Moment

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The thought ended almost before it started: "This is so overwhelming." It was all one teacher managed to type before she stopped short, vexed into silence, perhaps, by the sheer size of the problem.

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I have also found Class Dojo has really changed and figured that out yesterday. It seems to be very user friendly - it's worth checking out.

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I have also found Class Dojo has really changed and figured that out yesterday. It seems to be very user friendly - it's worth checking out.

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Teachers Schools and Districts Families

Remote Learning on ClassDojo

Classrooms and schools are communities. With more schools closing, we know keeping your community connected is more important than ever.

ClassDojo helps you instantly communicate and engage with all families and students, so you can keep building relationships while school is closed.

It is 100% free, and you can get set up in minutes.

Sign up Watch video (4 mins)

Teachers

Everything you need to stay connected with students and families, wherever they are ❤️

Watch our remote learning webinar

Join Caitlin, a former teacher now on the ClassDojo team, as she shares how to transition your in-person classroom community into a remote learning community on ClassDojo.

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Schools and Districts

Keep your whole school community connected, engaged and learning remotely, wherever they are 🙌🏼

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We'll help you make sure that every school leader, teacher, student, and family in your district can stay connected and keep learning in the event of closure.
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Help your child stay connected to their classroom and keep learning at home 🏠

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Teachers Schools and Districts Families Classrooms and schools are communities. With more schools closing, we know keeping your community connected is more important than ever. ClassDojo helps you instantly communicate and engage with all families and students, so you can keep building relationships while school is closed.

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UPDATED NOVEMBER 2020

Please note: Literacy Resources gives permission for Heggerty Phonemic Awareness lessons to be recorded for remote learning instruction for students in your own school or school district. In order to preserve the fidelity of the curriculum and protect our copyright, we kindly request that all videos are shared privately with students, and they are not shared in public forums (i.e. public YouTube channels, Facebook, etc.).

During the 2020-2021 school year, administrators, educators and parents are planning for multiple scenarios for providing instruction each day. Will students attend school in-person? Will all learning take place remotely? Will instruction be a hybrid model with both in-person and remote learning? The only thing we do know is this school year will bring new learning opportunities for us all.

However, as uncertain as we may be, we know we must be prepared to provide students with the best possible education - no matter what the platform. Phonemic awareness is a foundational reading skill and a critical component of literacy instruction. While it would be ideal to implement the Heggerty Phonemic Awareness lessons in person, we realize that there is a very real possibility remote learning will be a part of classroom instruction next school year.

Heggerty YouTube Playlists

During the school closures of this past spring, we provided online resources for teachers and parents. The list below provides an outline of the different levels of our curriculum and the week of lesson demonstrations available. These can be accessed through our YouTube channel . The playlist includes at-home learning videos to be shared with parents in both English and Spanish, lesson demonstrations for English PreK, Kindergarten and Primary and two full weeks of recorded lessons. The channel also includes Spanish sample lessons and one full week of Spanish PreK, Kindergarten and Primary recorded lessons.

PreK - Weeks 12 and 26

Kindergarten - Weeks 21 and 26

Primary - Weeks 21 and 25

PreK (Spanish) - Week 15

Kindergarten (Spanish) - Week 15

Primary (Spanish) - Week 13

In addition to the resources already provided, we are also sharing some additional resources, tips, and considerations should you need to plan for remote learning this upcoming school year.

Heggerty Lesson Videos

In an effort to support teachers and students, the Heggerty literacy specialists created daily, recorded lesson videos for all 35 weeks of the curriculum and they are available in our online store. We understand that this year classroom instruction may include recorded lessons, engaging in virtual class meetings and possibly even small group or 1-1 meetings. This resource was created to lighten the load for teachers while still ensuring students receive effective instruction in phonemic awareness. Teachers may choose to incorporate the daily videos during live teaching when the teacher is wearing a mask or added to remote learning lesson plans for asynchronous learning each day.

Available for Pre-K, Kindergarten and Primary curricula in English and Kindergarten curriculum in Spanish

Available by subscription only and lasts for the full academic year, expiring August 31, 2021

Weekly video lessons can be shared in your remote learning lessons plans by copying and pasting each link so that students can participate in the activities provided while at home

Subscriptions are per teacher

Recording Lessons for Asynchronous Instruction

Another option is to record the Heggerty Phonemic Awareness lessons for your students, so they can engage in the lesson during asynchronous instruction. We know students love to see and hear their teacher when they are away from the classroom and the phonemic awareness lessons can be part of those connection opportunities with your students. If you will be recording videos for your students ( yes, we give you permission to record and publish videos privately for the purpose remote learning) we have provided tips for recording below:

1. Setting up your recording

Lesson videos on our YouTube channel provide an example of how a lesson would be taught in a recorded video. When preparing to record your Heggerty Phonemic Awareness lessons, be in close proximity to your screen. This will allow students to hear you clearly and provide a visual model for the way we articulate sounds.

Additionally, you will want to make sure your hand motions are seen by your learners in a left to right progression. We want students to see the sounds in the same manner they will map print. This may require you to adjust settings on your virtual platform recording device.

2. Lesson format

After you hit record, begin teaching the lesson as if you were in your classroom with your learners.

Use the same language and teach every component of the daily lesson plan.

When providing instruction, provide the correct answer for students. This will allow them to confirm they were correct or, if they were incorrect, hear the correct answer.

Teacher says word/word part/sounds, pauses for 2-3 seconds, and then provides the correct answer.

Example for blending sounds:
T: m - ee- t; ask students to repeat the sounds; pause 2-3 seconds
T: m - ee - t, meet

Provide error correction for tasks that may be challenging for students.

Example for error correction:
When segmenting words with consonant blends, students often keep the two sounds of the blend together. They may segment the word flip into only 3 sounds: /fl - i - p/. When recording, provide automatic error correction for some of these more difficult tasks. After pausing and providing the correct answer, the teacher can say:

"That was a tricky word. Watch me segment the word flip , /f - l - i - p/. Flip has 4 sounds, /f - l - i - p/. You try it: flip, (segment and say the sounds so students can say it with the recording). When we segment phonemes, we want to listen for all of the sounds we hear in the word."

3. Teacher modeling for new skills or concepts

The Heggerty Phonemic Awareness lessons follow the phonological awareness continuum. All of our lessons begin with compound words, then move to syllables, onset-rime and then phonemes. If you encounter one of these transitions during remote learning, we suggest providing a model for students first following an format. Explicitly tell students the units of language you will be working with and model the tasks for the first lesson of the week.

For example:
"We have been blending 2 small words to make compound words. Today, we are going to blend syllables. A syllable is a part of a word that has a vowel sound in it. We are going to blend syllables together to make words. Watch me. When I blend the 2 syllables nap - kin, the word is napkin."

A challenge with recording lessons is that students are not going to receive live interaction and feedback. It is best to keep recorded lessons short, around 8-10 minutes in length. A shorter time frame will help keep students focused and engaged. To keep the pace quick and the lesson short, consider using only 5 words for each of the PA skills, rather than the 8-10 words listed for many of the skills in the Kindergarten and Primary curricula.
Teaching Virtual Classroom Lessons for Synchronous Instruction

If you plan to use the lessons during your live teaching in a virtual classroom, you will find many of the tips listed above can also apply to this type of instruction. A few additional helpful tips are listed below:

Utilize small groups when possible. If you have the option to use breakout rooms (available in Zoom), this can provide the opportunity for individual or partner responses within the lesson instruction.

When teaching to a whole class or large group of students, we recommend muting all but 2-3 students each day. To ensure you get to hear all student responses throughout the weeks, we suggest creating a weekly/monthly schedule in which you rotate the students you are listening to each day.
While many students will be muted, you will still be able to see their responses by watching their mouth and observing hand-motions if they are using them.

If listening to 2-3 students at a time presents a challenge, you may choose to assign one child to be a leader for the day for a whole skill or the whole lesson. Please note, that this option may not work for some students, due to ability or personality. If you choose to use the leader option, we recommend using it with students that have a firm grasp of the PA lessons and are comfortable responding to a whole group. For students that need more support, we recommend scheduling them to be unmuted for responses with 1-2 other students.

Ask for visual responses: Phonemic awareness lessons are oral and auditory, and in a virtual classroom, students can use colored tiles, paper, or chips to represent the sounds they hear.

Teachers can send Elkonin boxes home with students and students can point to the place they hear the sound. This is "phoneme location" and can be used when working with Onset Fluency and Isolating Final or Medial sounds in words.

Ask students to use their fingers to show the number of parts or sounds they hear when segmenting words

Students show thumbs up and thumbs down for rhyme recognition activities or when listening to a series of words that have the same or different initial, medial, or final sounds.

Teach the 2 Early Literacy Skills separate from the PA lesson for asynchronous instruction:

Record a video that shows letter cards and practices the letter names and sounds separately. Share this video with students for use during asynchronous instruction.

Share a video for the nursery rhyme (for Pre-K and Kindergarten friends) Check out the Mother Goose Club on YouTube !

As teachers meet the new learning methods of this new school year, we are honored to be part of your classroom instruction. Phonemic awareness lessons are engaging and fun, and, no matter how the lessons are delivered, they continue to have a powerful impact on your students' development as readers.

Please reach out to our literacy specialists with any questions at pd@heggerty.org

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UPDATED NOVEMBER 2020 Please note: Literacy Resources gives permission for Heggerty Phonemic Awareness lessons to be recorded for remote learning instruction for students in your...

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In math, there are sheets created for you to collect unobtrusive data (by student or class).  These sheets offer you the chance to jot down information by target and you can decide what you want into Synergy later.  Go into your grade level folder and look for the PDF:

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In math, there are sheets created for you to collect unobtrusive data (by student or class).  These sheets offer you the chance to jot down information by target and you can decide what you want into Synergy later.  Go into your grade level folder and look for the PDF:

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https://sites.google.com/usd259.net/standardsreferencedgrading/proficiency-scales#h.p_cGJy6TaxHqjD

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I have been having students submit their assignments using the Class notebook or email. One thing that has helped me with math, is on class notebook, they insert a new page and title the lesson. When I go to grade it; I put it next to the title of the lesson so they get their feedback there.

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While students are on Dreambox, meet with individual students or a few students at a time to check their understanding of the targets you are working on.

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While students are on Dreambox, meet with individual students or a few students at a time to check their understanding of the targets you are working on.

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Be sure to send home a container/bag/etc. with some print resources and manipulatives for math.  Click here for pic(s):

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Be sure to send home a container/bag/etc. with some print resources and manipulatives for math.  Click here for pic(s):

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http://bit.ly/MSRSuccessTips

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Math is hard! I do smaller groups, and just focus on skill. I have them take pictures of their whiteboard and put them in a slide for me to grade...the math journal is too hard to see. Also, don't feel like they have to be working all day long. Shorter chunks work well.

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Math is hard! I do smaller groups, and just focus on skill. I have them take pictures of their whiteboard and put them in a slide for me to grade...the math journal is too hard to see. Also, don't feel like they have to be working all day long. Shorter chunks work well.

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It is helpful to label the seesaw activities with the date and time so the students know exactly what they should be doing during asynchronous learning.  For example, I label mine,  Reading Monday 11-2 9:30-10:00. 

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It is helpful to label the seesaw activities with the date and time so the students know exactly what they should be doing during asynchronous learning.  For example, I label mine,  Reading Monday 11-2 9:30-10:00. 

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We use Seesaw a lot, so knowing how to navigate and use the tools is important. When having students record their voice, they can click the mute button with a megaphone so the teacher’s voice isn’t in the background. Splitting the screen by holding down the windows and arrow keys is helpful when modeling how to do Seesaw activities. To split the screen on a Chromebook, the students have to press the alt and two bracket keys ([ ]) at the same time.

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We use Seesaw a lot, so knowing how to navigate and use the tools is important. When having students record their voice, they can click the mute button with a megaphone so the teacher’s voice isn’t in the background. Splitting the screen by holding down the windows and arrow keys is helpful when modeling how to do Seesaw activities. To split the screen on a Chromebook, the students have to press the alt and two bracket keys ([ ]) at the same time.

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When assignments are uploaded to Seesaw, students should use the green, rectangular button to add their response, not the green circular plus sign button. This will save a lot of headache. It needs to be demonstrated often!

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I would want them to know how to create meetings and manage all the settings within the meetings to prevent potential problems. Also, I would want them to know that when kids go to Seesaw, they have to click on their name to toggle to the correct class to find their assignments. Some of mine always open up to art class and I have had to teach them to find our homeroom class.

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I would want them to know how to create meetings and manage all the settings within the meetings to prevent potential problems. Also, I would want them to know that when kids go to Seesaw, they have to click on their name to toggle to the correct class to find their assignments. Some of mine always open up to art class and I have had to teach them to find our homeroom class.

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By scheduling and conducting meetings right within Teams, you can easily work with remote colleagues online, or, meet with co-located colleagues without needing to find an available meeting room.

Meetings in Teams can be scheduled from the Calendar view.

1. Click the Calendar icon on the App bar.
The Calendar view displays a timeline of your work week, with any meetings that may be scheduled.

2. Click New meeting.

The New meeting dialog box opens, where you can add meeting details, such as a title, location, start and end time, and additional details.

3. Enter the meeting's details.

4. Select a team channel or select invitees individually.
If you choose to host the meeting in a team channel, everyone in that team will be able to join. If you instead invite people directly, it won't appear for the rest of the team.

5. Click Schedule.

The meeting is scheduled. It will appear on your calendar and, if it's a team channel meeting, in that channel's conversation as well.

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By scheduling and conducting meetings right within Teams, you can easily work with remote colleagues online, or, meet with co-located colleagues without needing to find an available meeting room. Meetings in Teams can be scheduled from the Calendar view.

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One way to consider collecting grades or assessing students is to do it unobtrusively.  There are ideas on how to do this on our SRG Website (same sheets are in the ELA and math folders): 

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One way to consider collecting grades or assessing students is to do it unobtrusively.  There are ideas on how to do this on our SRG Website (same sheets are in the ELA and math folders): 

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https://sites.google.com/usd259.net/standardsreferencedgrading/proficiency-scales#h.p_cGJy6TaxHqjD

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Have students rate themselves on their participation each day (think behavior scales).  Do it with faces, colors, numbers, etc.  Every once in awhile, have them go to breakout rooms and explain why they gave themselves that rating.  If they rated themselves low, as a small group, brainstorm ways to improve for later in the day or for tomorrow!

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Have students rate themselves on their participation each day (think behavior scales).  Do it with faces, colors, numbers, etc.  Every once in awhile, have them go to breakout rooms and explain why they gave themselves that rating.  If they rated themselves low, as a small group, brainstorm ways to improve for later in the day or for tomorrow!

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Be selective on what you wish to grade.  Don’t feel it is necessary to collect everything they do each day.  Look at the targets when you lesson plan, pick a few pieces of work or specific activities that you wish to grade.

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Be selective on what you wish to grade.  Don’t feel it is necessary to collect everything they do each day.  Look at the targets when you lesson plan, pick a few pieces of work or specific activities that you wish to grade.

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Shadow a current MSR teacher when you can to get a feel for it.  Ask questions, take some notes on how to get started, best tech ideas, instructional strategies that have worked well, etc.

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Shadow a current MSR teacher when you can to get a feel for it.  Ask questions, take some notes on how to get started, best tech ideas, instructional strategies that have worked well, etc.

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When getting started or if kids are still confused about their directions, provide them with a visual cue when giving directions.  The teacher holds up a card with a picture of the action she wishes for them to take.   There are several pictures of this - just click here:

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When getting started or if kids are still confused about their directions, provide them with a visual cue when giving directions.  The teacher holds up a card with a picture of the action she wishes for them to take.   There are several pictures of this - just click here:

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http://bit.ly/MSRSuccessTips