REMOTE / DISTANCE / ONLINE

LEARNING GRAPHICS FOR TEACHERS

based on the ideas of dawn kasal finley @ kasal_finley

TIPS FOR TEACHING ONLINE 9do not make students turn on their camera

do not comment on student surroundings

use the mute all feature ( if possible)

do not lecture / mini-lesson for more than 20 minutes

polls and forms are great

let students know what the end goal of the each session is

use the chat

put yourself in the shoes of your students

you don’t know what’s going on. there might be a reason why they want/need it off. you don’t know what their “normal”

looks like. focus on the content of the interaction, not the environment.

no need to call anyone out. just use your control as the leader to

remedy the situation.

create permanent breakout groups

if you create small groups - keep them together. give kids time to make

connections and learn from each other.

students are going to “check out” after too long. use those breakout groups to break up instruction and give them time

to reflect.these can be used to take attendance and/or quickly check for understanding.

this helps them focus and guides their attention. this helps them know what they are being asked to do and what they need to pay attention to. remember, they are at

home w/ distractions.

this can be used for more than questions and answers. students can

also share work, information, etc.

think about their needs and their situations. tailor your teaching and expectations accordingly.

FORMATIVE ASSESSMENT TOOLS

KAHOOT! MENTIMETER

PEAR DECK

QUIZIZZ

QUIZLET

GO CONQR SOCRATIVE

Fun. game based. run live multiple choice quizzes with your students.

POLL EVERYWHERE

for Distance Learning

WOOCLAP

Create interactive presentations. get real time input and feedback. quizzes,

polls, and so much more. Put questions, polls, and

interactive elements right into your google slides presentation.

Create and run live interactive presentations.

get real time feedback from participants.

Make learning interactive. create online assessments with

more than just your typical multiple choice questions. From flashcards to

interactive games, quizlet has a little bit of everything to engage students.

Create online assessments from resources you create or resources shared by other educators.

A formative assessment playground! create multiple choice, true/false, short answer questions and run them as a quiz, game, or exit ticket.

Interactive, fun quizzes! can be done in the moment or self-paced for students.

ENGAGING STUDENTS IN AN ONLINE CLASSROOM

PROVIDE STUDENTS WITH FEEDBACK

USE EXITS TICKETS (OR OTHER FORMS OF FORMATIVE ASSESSMENT)

OFFER CREATIVE (AND POSSIBLY FUN) MEANS OF ASSESSMENT

PROVIDE A SPACE FOR RELEVANT SIDE CONVERSATION

USE NON-ACADEMIC WARMUPS TO KEEP LEARNING ABOUT

YOUR STUDENTS

FOLLOW ALONG WHILE STUDENTS ARE WORKING ON PROJECTS

consistently working to get to know who your students are keeps the

class feeling like a safe, familiar, and comfortable space (online and offline).

the information students provide helps us better understand who they are as learners, how effective our lessons are, and how we can make improvements moving forward.

even in a content-driven environment, there is still a time and place for

appropriate humor and interaction. we can still find ways to keep this

going, even in a virtual environment.

creative projects can be used to individualize instruction and even give students a chance to productively socialize through virtual breakout groups. this can also be a great way for students to see each other’s work and give feedback.

sharing documents, presentations, and even your entire screen is fairly easy.

being able to check in on what students are working on, while they are working

on it, means we can provide immediate and purposeful feedback.

when work is turned in online, it’s easy to let students know we are involved in their learning. we can leave notes and comments. we can highlight sections of text, little things like this leave them feedback that is both permanent and private.

STUDENT FRIENDLY ONLINE LEARNING

FRONT-LOAD AS MUCH AS POSSIBLE

BEGIN WITH A CHECK FOR UNDERSTANDING

LET STUDENTS WORK IN GROUPSSHARE YOUR

SLIDES AND RESOURCES

INCLUDE A FOLLOW-UP DISCUSSION

PREPARE ASSIGNMENT TEMPLATES AHEAD OF TIME

MAKE YOUR EXPECTATIONS CLEAR

MAKE STUDENTS FEEL AT HOME

THE MORE WE PROVIDE STUDENTS UP FRONT, THE MORE PREPARED THEY

CAN BE TO ACTIVELY PARTICIPATE IN ACTIVITIES AND DISCUSSIONS.

IT DOESN’T HAVE TO BE COMPLEX. START WITH A WARM-UP QUESTION OR A POLL. JUST GET THEM INVOLVED RIGHT FROM THE START.

ONLINE CLASSROOMS CAN STILL BE GREAT SPACES / PLACES FOR CONVERSATION. ASK

OPEN-ENDED QUESTIONS. GET THEM SHARING THEIR THOUGHTS AND IDEAS.

LET THEM KNOW WHAT TO EXPECT. SHARE TIMELINES AND EXPECTATIONS. CLEAR AND CONSISTENT COMMUNICATION IS ESSENTIAL.

GIVE STUDENTS ACCESS TO LEARNING MATERIALS. LET THEM FOCUS ON

PROCESSING THE INFORMATION. LET THEM REFER BACK TO MATERIALS AS NEEDED.

COLLABORATION DOESN’T HAVE TO BE INTENSIVE. A LOT CAN HAPPEN WITH

JUST A BREAKOUT ROOM AND A GOOGLE DOC. LET THEM ENGAGE EACH OTHER.

WITH RESOURCES PREPARED AHEAD OF TIME, YOU CAN SPEND MORE TIME PROVIDING

SUPPORT WHILE LEARNING IS HAPPENING.

HAVE COMPASSION. MAKE CARING PART OF YOUR ROUTINE. DON’T WORRY ABOUT

THE TOOLS YOU USE - FOCUS ON SUPPORTING YOUR STUDENTS.

by dr. stephanie burroughs

@BurroughsEDk12

"I learned remotely for 3 years and my favorite classes did this…”

based on the blog post

SYNCHRONOUS LEARNING

ASYNCHRONOUS LEARNING

SYNCHRONOUS VS ASYNCHRONOUS

learning that happens in real time

you,your classmates, and your teacher in the same

place/space at the same time.

learning that happens on your schedule your teacher provides

materials, resources, and assignments that you work on within a flexible time frame.

an engaged classroom a dynamic

learning experienceinstructional

support

a flexible experience

self-paced learning

instructional supportlearning can take place just

about anywhere, anyhow, anytime. you access the materials and complete them on your own schedule.

active discussions, immediate feedback, and real-time interactions. engagement can happen online, just like it does in face-to-face environments.

engagement creates a more dynamic experience. you can get to deeper levels of understanding through q&a, discussion, and conversation.

you have access to teachers on a regular basis. ask

questions mid-lesson. get support while you are in the

process of learning.

learning might look like pre-recorded teacher videos, self guided learning modules, accesible notes, and discussion boards. you have access to teachers

for support, but it might not be instantaneous. send an email

or leave a message, your teacher will get back to you.

8 EFFECTIVE ROUTINES FOR ONLINE LEARNING

SHARE EXPECTATIONS

PUT RESOURCES IN ONE PLACE

BE CONSISTENTKEEP COMMUNICATION

SIMPLE

ORGANIZE YOUR INFORMATION

CREATE PROCEDURES SPECIFIC FOR

ONLINE SPACESUSE CONSISTENT

TOOLS AND RESOURCES

TEACH MORE THAN CONTENT

THERE’S NOT MUCH POINT IN HAVING ROUTINES AND

PROCEDURES IF THEY AREN’T EFFECTIVELY SHARED WITH

STUDENTS. CREATE DAILY AND/OR WEEKLY CHECKLISTS FOR TASK COMPLETION. HELP STUDENT KNOW WHAT THEY NEED TO ACCOMPLISH IN YOUR CLASS.

MAKE IT AS EASY AS POSSIBLE FOR STUDENTS TO ACCESS THE

MATERIALS THEY NEED. SEARCHING FOR RESOURCES CAN BE

FRUSTRATING. PUT THEM IN A CONSISTENT PLACE AND ENSURE

STUDENTS KNOW HOW TO ACCESS THEM.

PUT YOUR POSTS, DIRECTIONS, AND ANY OTHER COMMUNICATION

IN PLAN AND SIMPLE LANGUAGE. USE THE SAME WORDS AND

PHRASES CONSISTENTLY WHEN DESCRIBING THE SAME IDEA OR

CONCEPT. AVOID SLANG. JUST SAY WHAT YOU NEED TO SAY - SIMPLE

AS THAT.

IT’S NOT A ROUTINE IF IT’S NOT A CONSISTENT PART OF YOUR

CLASSROOM. WHEN KIDS KNOW WHAT TO EXPECT, THEY CAN SPEND

MORE TIME FOCUSING ON LEARNING. THEY DON’T TO WASTE

TIME TRYING TO FIGURE OUT WHAT THE EXPECTATIONS ARE. THE MORE

PREDICTABLE THINGS ARE FOR STUDENTS, THE MORE THEY CAN FOCUS ON THE RIGHT THINGS.

THE MORE ORDER AND STRUCTURE YOU CREATE AHEAD OF TIME, THE

LESS WORK STUDENTS HAVE TO DO. USE BULLETED LISTS. PUT THINGS IN

CHARTS AND TABLES. DO THINGS THAT MAKE INFORMATION EASY FOR

THE USER TO ACCESS AND UNDERSTAND. GUIDE THEIR

ATTENTION TO WHAT MATTERS.

WE ALL KNOW THE IMPORTANCE OF HAVING CLASSROOM RULES AND

PROCEDURES, BUT ONLINE LEARNING IS A LITTLE BIT DIFFERENT. SOME

THINGS MAY BE THE SAME, BUT SOME THINGS ARE NEW. REVISIT YOUR

RULES AND PROCEDURES AND SEE HOW THEY CAN BE ADAPTED TO FIT IN YOUR ONLINE LEARNING SPACE.

THERE ARE SO MANY TOOLS OUT THERE THAT CAN BE USED IN

ONLINE LEARNING. TOO MANY RESOURCES CAN BE

OVERWHELMING. FIND TOOLS THAT MEET YOUR NEEDS AND STICK TO

THEM. THE MORE FAMILIAR A TOOL OR PROGRAM IS, THE MORE

EFFICIENT OUR STUDENTS CAN BECOME WITH THEM.

WE ARE ALWAYS TEACHING MORE THAN MATH, SCIENCE, AND SOCIAL STUDIES. WE ARE TEACHING NON-

ACADEMIC SKILLS. WE ARE TEACHING THEM THAT THEY ARE

WANTED, VALUED, AND CARED FOR. EVEN ONLINE, WE CAN FIND WAYS

TO LET THEM KNOW THEIR THOUGHTS AND IDEAS MATTER.

MANAGING YOUR ONLINE CLASSROOM

KEEP THEM ENGAGED

CREATE A CLASSROOM COMMUNITY

ADDRESS ISSUES IMMEDIATELY

PUT THINGS IN ONE PLACE

BE AVAILABLE

KNOW WHAT’S GOING ON

MEET PEOPLE WHERE THEY ARE

THIS IS TRUE IN THE PHYSICAL CLASSROOM AS WELL. IF KIDS ARE ENGAGED IN LEARNING, THEY HAVE LESS

TIME TO BE DISTRACTED AND/OR OFF TASK. SOMETIMES KIDS JUST NEED THINGS TO DO. SOMEONE TO TALK TO. SOMEONE TO INTERACT WITH. GIVE THEM OPPORTUNITIES THAT MAKE PARTICIPATING IN YOUR ONLINE CLASSROOM MEANINGFUL AND ENGAGING.

MANY OFF-TASK AND UNDESIRABLE BEHAVIORS COME OUT OF FRUSTRATION AND CONFUSION. WHEN WE PUT EVERYTHING WE NEED THEM TO

ACCESS (DIRECTIONS, ASSIGNMENTS, DUE DATES, ETC) IN ONE CENTRAL LOCATION WE

LESSEN THEIR STRESS AND MAKE IT EASIER FOR THEM TO FOCUS ON THE TASK AT HAND.

THIS DOES NOT MEAN DROPPING EVERYTHING TO IMMEDIATELY RESPOND TO EVERY STUDENT 24/7. THIS

SIMPLY MEANS YOU HAVE CLEARLY COMMUNICATED TO STUDENTS HOW TO ASK FOR HELP, WHERE THEY CAN REACH YOU, AND THEY KNOW WHERE THEY CAN

LEAVE THEIR QUESTIONS FOR TO YOU RESPOND WHEN YOU ARE AVAILABLE TO ASSIST.

DON’T WAIT FOR STUDENTS TO SUBMIT ASSIGNMENTS TO FIND OUT HOW THEY

ARE DOING. CHECK IN WITH THEM (ACADEMICALLY AND EMOTIONALLY).

GIVE THEM OPPORTUNITIES TO PARTICIPATE AND SHARE. ASK FOR THEIR FEEDBACK. MONITOR THEIR PROGRESS. ONLINE LEARNING ASKS KIDS TO TAKE RESPONSIBILITY FOR THEIR LEARNING,

BUT WE STILL HAVE TO PROVIDE SUPPORT WHILE THEY LEARN.

SOME KIDS CAN READ DIRECTIONS AND GET GOING. SOME KIDS NEED REMINDERS AND AND CHECKPOINTS ALONG THE WAY. SOME PARENTS

CHECK THEIR EMAIL, SOME DON’T USE EMAIL. IT’S TOUGH STARTING THE YEAR WITH

STUDENTS AND PARENTS YOU DON’T KNOW. BUT AS YOU LEARN YOUR NEW PEOPLE, FIND OUT WHAT WORKS FOR THEM. IF YOU WANT THEM TO ACCESS THINGS IN A CERTAIN WAY/

PLACE, MAKE SURE THEY KNOW HOW TO DO IT.

EVEN ONLINE, WE HAVE TO CREATE EXPECTATIONS, GUIDELINES, AND NORMS TO PROMOTE MEANINGFUL AND POSITIVE STUDENT

INTERACTION. HAVING COLLABORATIVE TASKS AND ASSIGNMENTS MEANS STUDENTS HAVE OPPORTUNITIES TO

LEARN AND GROW AS A PART OF A COHESIVE UNIT. WE HAVE TO PROVIDE NON-ACADEMIC LEARNING TOO IF WE EXPECT THEM TO

CARE FOR AND ABOUT EACH OTHER.

JUST LIKE IN THE PHYSICAL CLASSROOM, LITTLE ISSUES CAN TURN INTO BIG PROBLEMS. DON’T LET THESE THINGS SIMMER. REMIND

STUDENTS OF PROCEDURES AND EXPECTATIONS CONSISTENTLY AND CONTACT PARENTS WHEN NEEDED. THESE ARE CRAZY TIMES, BUT WE

ARE ALL IN THIS TOGETHER. WORK WITH YOUR STUDENTS AND PARENTS TO MAKE THIS YEAR THE BEST THAT IT CAN BE.

ANATOMY OF AN ASYNCHRONOUS LESSON

REFLECT. REFLECT. REFLECT.

put together an overview of the lesson

share your instructional resources

create instructions for student assignments

set a clearly defined learning objective

create channels for communication and

collaboration

share links and resources students can use for practice, application, and assessment

STUDENTS NEED TIME TO REFLECT ON THEIR LEARNING.

TEACHERS NEED TIME TO REFLECT ON STUDENT LEARNING AND CONSIDER MODIFICATIONS AND ADJUSTMENTS MOVING FORWARD.

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THINGS TO CONSIDER

A FEW QUICK AND EASY IDEAS

ONLINE LEARNING WARM-UPS

KEEP IT SHORT AND SIMPLE MAKE SURE IT HAS A PURPOSE ENSURE IT IS ACCESSIBLE

RAISE YOUR HAND! DRAW IT!

SHOW AND TELL!

WRITE IT!

WHAT’S THE GIF!

YOU’RE JUST SETTING THE STAGE FOR LEARNING, NOT TEACHING AN ENTIRE

LESSON. WARM-UPS ARE IMPORTANT BUT THEY SHOULDN’T TAKE UP TOO

MUCH ACADEMIC TIME.

DIFFERENT WARM-UPS HAVE DIFFERENT GOALS. SOME ARE A HOOK FOR THE

LESSON WHILE OTHERS BUILD COMMUNITY. JUST KNOW WHY YOU ARE DOING WHAT YOU ARE DOING.

EVERYONE IS CAPABLE OF HAVING FUN. JUST MAKE SURE WHAT YOU ARE ASKING STUDENTS TO DO IS SOMETHING THAT ALL

STUDENTS ARE CAPABLE OF DOING.

ASK A SERIES OF QUESTIONS AND HAVE STUDENTS RAISE

THEIR HAND (VIRTUALLY OR IN FRONT OF THE CAMERA) IF IT

APPLIES TO THEM. ASK FOLLOW-UP QUESTIONS OR LET STUDENTS SHARE AS NEEDED.

HAVE THEM GRAB A PIECE OF PAPER AND A WRITING UTENSIL

OR LINK THEM TO AN ONLINE SPACE WHERE THEY CAN DRAW. DRAWING TAPS INTO SEVERAL PARTS OF THE BRAIN AND IS A

GREAT WAY TO GET THOSE CREATIVE JUICES FLOWING.

ASK THEM TO FIND SOMETHING IN THEIR CURRENT SPACE. GIVE THEM TIME TO FIND THE OBJECT AND LET THEM

BRAINSTORM WHAT THEY WOULD LIKE TO SHARE ABOUT.

ASK QUESTIONS STUDENTS CAN EASILY RESPOND TO IN THE

CHAT BOX. GIVE THEM “THINK TIME” BEFORE SHARING. COULD BE AS SIMPLE AS SHARING AN EMOJI THAT REPRESENTS HOW

THEY ARE FEELING.

THIS MIGHT BE MORE APPLICABLE TO OLDER LEARNERS, BUT HAVE STUDENTS FIND (OR CREATE) A GIF THAT

DESCRIBES HOW THEY ARE FEELING OR IS A REPRESENTATION OF SOMETHING THEY HAVE LEARNED.

TEACHING WITH RIGOR ONLINE

MAKE BREAKOUT GROUPS

CREATE OPPORTUNITIES TO ENGAGE

USE HYPERDOCS

SHARED, COLLABORATIVE TOOLS AND SPACES

CLEAR EXPECTATIONS AND DIRECTIONS

PROVIDE THEM WITH STRUCTURE

FRONT-LOAD CONTENT

GET THEIR FEEDBACK WHILE LEARNING IS TAKING PLACE

LET THEM ASK QUESTIONS BEFORE THEY BEGIN

TELL THEM WHAT THEY ARE DOING, WHY THEY ARE DOING IT, AND WHAT IT SHOULD LOOK LIKE WHEN THEY ARE DONE - THEN, GET OUT OF THEIR WAY!

GIVE THEM WHAT THEY NEED TO KNOW. CREATE RESOURCES, SLIDE DECKS, AND

OTHER MATERIALS THEY CAN REFER BACK TO WHILE THEY ARE LEARNING.

FIND OUT WHAT THEY STILL NEED TO KNOW BEFORE THEY BEGIN. HELP THEM UNDERSTAND HOW THE MATERIALS AND RESOURCES YOU HAVE CREATED/COMPILED WILL GUIDE THEM.

COLLABORATION IS NECESSARY AND ESSENTIAL - ESPECIALLY WHEN THEY ARE LEARNING FROM HOME. PLAN FOR LEARNING EXPERIENCES THAT ALLOW THEM TO ENGAGE WITH THEIR PEERS.

SMALL GROUPS GIVE STUDENTS A SPACE TO PRACTICE ACADEMIC VOCABULARY, GET FEEDBACK ON THEIR IDEAS, AND FURTHER THEIR UNDERSTANDING THROUGH ENGAGEMENT.

MAKE SURE THEY KNOW WHAT TO DO WHEN THEY HIT ROADBLOCKS. LET THEM KNOW HOW

TO ASK FOR HELP. CREATE TEMPLATES THAT HELP GUIDE THEIR ACTIONS AND ThINKING.

DON’T MAKE THEM WASTE TIME LOOKING FOR THINGS - PUT IT ALL

IN ONE PLACE. DIRECTIONS / LINKS / TEMPLATES / RUBRICS / ETC

CAN ALL LIVE IN THE SAME ONE STOP SHOP - A HYPERDOC.

BE IN THEIR DOCS. BE IN THEIR BREAKOUT GROUPS. HAVING ACCESS

TO EVERYTHING MEANS YOU CAN GIVE FEEDBACK IN REAL-TIME, GUIDE

THEM TO RESOURCES, AND KEEP THEM FOCUSED ON THE TASK AT HAND.

GATHER FEEDBACK WHILE THE EXPERIENCE IS STILL FRESH IN THEIR MIND. EVER FORGET TO COMPLETE A SURVEY AFTER YOU ATTENDED A SESSION? ME TOO.

JUST MAKE GETTING FEEDBACK PART OF THE LESSON.

TOOLS FOR ASYNCHRONOUS DISCUSSIONS

DISCUSSION BOARDS

FLIPGRID IS A SIMPLE, ACCESSIBLE, AND FREE VIDEO DISCUSSION EXPERIENCE.

TEACHERS CREATE CONVERSATION TOPICS AND SET A RESPONSE TIME LIMIT - STUDENTS SUBMIT VIDEO RESPONSES.

PADLET CREATES A DIGITAL WALL/BOARD WHERE STUDENTS CAN RESPOND WITH JUST A CLICK. THEY CAN WRITE, SHARE

LINKS, UPLOAD IMAGES, ETC. FREE, BUT HAS ADDITIONAL FEATURES WITH A

PREMIUM UPGRADE.

VERSO IS DESIGNED TO MAKE DISCUSSIONS COLLABORATIVE.

STUDENT COMMENTS ARE COMPLETELY ANONYMOUS (EXCEPT

TO THE TEACHER). THE ENTIRE FORMAT IS DESIGNED TO DRIVE

STUDENTS TO HIGHER LEVELS OF THINKING. FREE TO USE.

PARLAY LET’S YOU HOST ROUNDTABLE DISCUSSIONS ONLINE. OPTIONS FOR

SYNCHRONOUS AND ASYNCHRONOUS. INCLUDE LINKS/MULTIMEDIA FOR

STUDENTS TO REFERENCE AS WELL. VISUALIZES STUDENT INTERACTION

AFTERWARDS. FREE TO TRY, PREMIUM UPGRADE AVAILABLE.

GOOGLE CLASSROOM HAS A QUESTION FEATURE WHERE YOU CAN DO JUST THAT - ASK A QUESTION. STUDENTS RESPOND

TO THE QUESTION AND THE TEACHER CAN MONITOR RESPONSES. A SIMPLE

AND FREE MEANS OF LEADING A DISCUSSION ONLINE.

MOST LEARNING MANAGEMENT SYSTEMS (LMS) HAVE A DISCUSSION

BOARD FEATURE THAT CAN BE USED TO HOST CONVERSATIONS ONLINE. IF YOUR

SCHOOL/DISTRICT IS USING CANVAS, SCHOOLOGY, ETC, THERE’S PROBABLY A

DISCUSSION BOARD OPTION IN IT.

NEW MODERATOR FEATURES

END MEETINGS FOR ALL PARTICIPANTS WHEN

CLASS IS OVER

A SETTING THAT REQUIRES THE TEACHER

TO JOIN FIRSTDISABLE THE CHAT

FEATURESET RESTRICTIONS ON WHO CAN PRESENT DURING A MEETING

MANAGE JOIN REQUESTS IN BULK

BASED ON INFORMATION SHARED BY

LAUNCHING IN OCTOBERLAUNCHING IN SEPTEMBER

LAUNCHING LATER THIS YEAR

LARGER VIEW OPTIONS TO SEE UP TO 49

STUDENTS AT ONCE

A COLLABORATIVE WHITEBOARD TO SHARE

IDEAS AND WORK TOGETHER

A HAND RAISING FEATURE TO HELP YOU SEE WHO

HAS A QUESTION

* CUSTOM BACKGROUNDS CAN BE DISABLED

ATTENDANCE TRACKING TO SEE WHO ATTENDED

A VIRTUAL SESSION

BREAKOUT ROOMS TO SPLIT STUDENTS

INTO SMALL GROUPS

THE ABILITY TO BLUR OR REPLACE BACKGROUNDSQ&A FEATURES TO ALLOW

STUDENTS TO ASK QUESTIONS AND POLLING OPTIONS

00:00

COMING SOON IN GOOGLE MEET

MAKE ONLINE LEARNING ENGAGINGCREATE INTERACTIVE

PRESENTATIONSUSE HYPERDOCS DESIGN CHOICE BOARDS

PROJECT BASED LEARNING

FIND BALANCE

GET FEEDBACK

GIVE STUDENTS A CHANCE TO INTERACT WITH THE CONTENT (AND THEIR PEERS) WHILE THEY

ARE IN THE PROCESS OF LEARNING. NEARPOD AND PEAR DECK ARE TWO AWESOME TOOLS THAT LET

YOU CREATE FUN, ENGAGING, AND FULLY INTERACTIVE PRESENTATIONS.

HYPERDOCS CREATE A ONE-STOP SHOP FOR ALL THE RESOURCES STUDENTS WILL NEED DURING A LESSON OR ACTIVITY. THE LESS

TIME THEY HAVE TO SPEND LOCATING RESOURCES, THE MORE TIME THEY CAN SPEND

IN ENGAGED IN ACTUAL LEARNING. CHOICE IS A POWERFUL THING WHEN IT COMES TO ENGAGING STUDENTS. WHEN WE GIVE STUDENTS AUTONOMY, WE ALLOW THEM TO FOCUS THEIR

EFFORTS ON THE THINGS THEY FIND MOST INTERESTING AND ENGAGING. THEY DON’T NEED A PAGE FULL OF CHOICES - BUT GIVING THEM THE

ABILITY TO CHOOSE BETWEEN A FEW DIFFERENT OPTIONS CAN BE EMPOWERING.

GIVING TRADITIONAL TESTS DURING TIMES OF REMOTE LEARNING IS PRETTY MUCH POINTLESS. PROVIDE THEM WITH FORMS OF ASSESSMENT

WHERE THEY CAN’T SIMPLY GOOGLE THE ANSWER. PROJECT BASED LEARNING ALLOWS

STUDENTS TO ENGAGE IN REAL-WORLD PROBLEMS AND SOLUTIONS. THESE PROJECTS CAN BE DONE OVER THE COURSE OF SEVERAL

UNITS OR SIMPLY AS AN EXTENSION OF A SINGLE LESSON. IF YOU WANT STUDENTS TO ENGAGE,

YOU HAVE TO LET THEM EXPLORE.

REMOTE, ONLINE LEARNING NEEDS TO BE A BALANCE OF SYNCHRONOUS AND ASYNCHRONOUS

INSTRUCTION. STUDENTS NEED TIME TO BE CONNECTED TO THEIR PEERS AND THEY NEED TIME TO WORK INDEPENDENTLY. IF YOU WANT TO KEEP

THEM ENGAGED, FIND A HEALTHY BALANCE BETWEEN THESE TWO WORLDS. IF WE WANT TO

KEEP THEM ENGAGED, THEN WE HAVE TO KEEP THINGS FEELING FRESH. MIX IT UP BETWEEN THESE

TWO TYPES OF ONLINE LEARNING.

IF YOU WANT TO KNOW IF WHAT YOU’RE DOING IS WORKING, ASK YOUR STUDENTS. KIDS TEND TO GIVE US BRUTALLY HONEST FEEDBACK. WE ARE TRYING

TO DESIGN MEANINGFUL, ENGAGING LEARNING EXPERIENCES FOR THEM, SO GET THEIR INPUT ON

WHAT WORKS AND WHAT DOESN’T WORK. IT WILL BE HELPFUL IN THE LONG RUN.

HOW CAN PARENTS HELP WITH ONLINE LEARNING?

DESIGNATE A LEARNING SPACE

CREATE A SCHEDULE

CHECK-IN WITH YOUR CHILD

DON’T FORGET TO EXERCISE

DON’T BE A “HELICOPTER” TAKE CARE OF YOURSELF

COMMUNICATE WITH THEIR TEACHER

LIMIT DISTRACTIONS

HELP YOUR CHILD FIND A SPACE WHERE THEY CAN BE PRODUCTIVE. SURE IT WOULD BE NICE TO

HANG OUT IN THE BEDROOM ALL DAY, BUT THEY NEED TO “GET UP AND GO TO WORK” TOO.

KIDS ARE USED TO ROUTINES WHEN IT COMES TO LEARNING. HELP CREATE CONSISTENT

ROUTINES AT HOME AS WELL. THINGS MAY THROW OFF THE SCHEDULE NOW AND THEN,

BUT DO YOUR BEST TO STICK TO IT.

PLAN AHEAD. THINK ABOUT WHAT THINGS AT HOME MAY DISTRACT YOUR CHILD AND SET

PARAMETERS /GUIDELINES TO HELP LIMIT THOSE DISTRACTIONS. YOU MAY NEED TO MONITOR

AND ADJUST AS NEEDED FROM TIME TO TIME.

MAKE IT A POINT TO CHECK-IN WITH YOUR CHILD. SEE HOW THEY ARE DOING -

ACADEMICALLY AND EMOTIONALLY. THESE ARE UNIQUE TIMES, MAKE SURE THEY KNOW

YOU ARE A SOURCE OF SUPPORT.

WE ARE ALL IN THIS TOGETHER. IF YOU AREN’T SURE ABOUT ASSIGNMENTS OR DUE DATES - ASK. IF YOU HAVE CONCERNS - LET’S TALK. THIS IS NEW TO US AS WELL, BUT WE CARE ABOUT YOUR CHILD TOO.

THEY ARE LEARNING MORE THAN MATH AND SCIENCE, THEY ARE ALSO LEARNING TO BE INDEPENDENT AND RESPONSIBLE. CHECK-IN WITH THEM, BUT DON’T HOVER. IF THERE’S A PROBLEM - FOLLOW

UP, BUT LET THEM LEARN TO TAKE INITIATIVE ON THINGS.

THIS IS A TOUGH TIME FOR ALL OF US, YOU INCLUDED. MAKE A LITTLE TIME FOR YOU EACH DAY. DON’T LET STRESS ZAP YOUR ENERGY AND PATIENCE. WE NEED YOU.

YOUR CHILD NEEDS YOU.

LEARNING ONLINE MEANS SITTING IN FRONT OF A COMPUTER FOR SEVERAL HOURS A DAY. BUILD SOME BREAKS INTO YOUR SCHEDULE.

MAKE TIME FOR THEM TO GET UP AND MOVE. GOOGLE A FEW EXERCISES FOR THEM!

¿COMO PUEDEN AYUDAR LOS PADRES CON EL APRENDIZAJE EN LINEA?

DESIGNAR UN ESPACIO DE APRENDIZAJE

CREAR HORARIO

ESTE PENDIENTE DE SU HIJO

NO OLVIDE HACER EJERCICIO

NO SEA UN "PADRE HELICoPTERO” CUIDESE

COMUNICARSE CON SU PROFESOR

LIMITAR LAS DISTRACCIONES

AYUDE A SU HIJO A ENCONTRAR UN ESPACIO DONDE PUEDA SER PRODUCTIVO. SEGURAMENTE SERiA AGRADABLE PASAR TODO EL DIA EN EL

DORMITORIO, PERO TAMBIEN NECESITAN "LEVANTARSE E IR A TRABAJAR".

LOS NINOS SE ACOSTUMBRAN A LAS RUTINAS, CUANDO SE TRATA DE APRENDER. AYUDE A CREAR

RUTINAS CONSISTENTES EN CASA TAMBIEN. ALGUNAS COSAS PUEDEN CAMBIAR EL HORARIO DE VEZ EN CUANDO, PERO HAGA SU MEJOR ESFUERZO

PARA CUMPLIRLO.

PLANIFIQUE CON ANTICIPACION. PIENSE EN QUE COSAS EN CASA PUEDEN DISTRAER A SU HIJO Y ESTABLEZCA PARAMETROS / DIRECTRICES PARA AYUDAR A LIMITAR ESAS DISTRACCIONES. PUEDE NECESITAR MONITOREAR Y AJUSTAR SEGUN SEA

NECESARIO DE VEZ EN CUANDO.

CREE EL HABITO DE REVISAR LO QUE ESTA HACIENDO SU HIJO. VEA COMO LO ESTAN HACIENDO -

ACADEMICAMENTE Y EMOCIONALMENTE. ESTOS SON TIEMPOS UNICOS, ASEGURESE DE QUE USTED SEAN

UNA FUENTE DE APOYO.

ESTAMOS TODOS JUNTOS EN ESTO. SI NO ESTA SEGURO DE LAS ASIGNACIONES O LAS FECHAS DE VENCIMIENTO, PREGUNTE. SI TIENE PREOCUPACIONES, HABLEMOS. ESTO ES NUEVO PARA NOSOTROS TAMBIEN, PERO TAMBIEN

NOS PREOCUPAMOS POR SU HIJO.

ESTAN APRENDIENDO MAS QUE MATEMATICAS Y CIENCIAS, TAMBIEN ESTAN APRENDIENDO A SER INDEPENDIENTES Y

RESPONSABLES. REVISE LO QUE HACEN, PERO NO SE ESTANQUE. SI HAY UN PROBLEMA, HAGA SEGUIMIENTO, PERO DEJE QUE

APRENDAN A TOMAR INICIATIVAS EN LAS COSAS.

ESTE ES UN MOMENTO DIFICIL PARA TODOS NOSOTROS, USTED INCLUIDO. HAGA UN POCO DE TIEMPO PARA USTED CADA DIA. NO DEJE QUE EL ESTRES APAGUE SU ENERGIA Y PACIENCIA. LO

NECESITAMOS. SU HIJO LO NECESITA.

APRENDER EN LINEA SIGNIFICA SENTARSE FRENTE A UNA COMPUTADORA DURANTE VARIAS HORAS AL DIA.

ESTABLEZCA ALGUNOS ESPACIOS EN SU HORARIO. TOmese el tiempo para que se levanten y se

muevan. ¡GOOGLE ALGUNOS EJERCICIOS PARA ELLOS!

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MAKE ONLINE LEARNING FEEL “NORMAL”

BE PRESENT

ESTABLISH ROUTINES

KEEP RESOURCES IN ONE PLACESHOW, DON’T TELL

STAY INFORMED

FIND BALANCEOUR CURRENT SITUATION IS CONFUSING AND UNCLEAR AT TIMES, SO ANYTHING WE CAN DO TO BRING A SENSE OF NORMALCY AND A LITTLE CONSISTENCY WILL CERTAINLY BE HELPFUL TO OUR STUDENTS. OUR ONLINE SPACES SHOULD ALLOW STUDENTS TO CONTINUE TO LEARN AND DEVELOP SKILLS EVEN IN THESE CHALLENGING AND CHANGING TIMES.

THERE’S NO RIGHT ANSWER TO WHAT WORKS BEST FOR ONLINE LEARNING - SYNCHRONOUS OR ASYNCHRONOUS. DEPENDING ON THE CONTENT AND SITUATION, THERE ARE TIMES THAT ONE METHOD MAY BE MORE BENEFICIAL THAN THE OTHER. THE TRICK IS TO FIND A BALANCE BETWEEN THE TWO SO OUR STUDENTS FEEL COMFORTABLE IN ENGAGING IN WHICHEVER FORMAT WE ARE USING.

SOMETIMES IT HARD TO RELY SOLELY ON WRITTEN/VERBAL INSTRUCTIONS, DIRECTIONS, AND EXAMPLES. WITH THE TECHNOLOGY TOOLS AVAILABLE, IT’S PRETTY EASY FOR US TO SHOW STUDENTS EXACTLY WHAT WE MEAN. WHETHER THINGS ARE SHARED LIVE OR THROUGH PRE-RECORDED VIDEOS, STUDENTS WILL BENEFIT FROM ACTUALLY SEE WHAT IS GOING ON.

CONSISTENT ACCESS TO HIGH-QUALITY RESOURCES IS ESSENTIAL. WHEN STUDENTS KNOW EXACTLY WHERE TO FIND EVERYTHING THEY NEED, THEY CAN SPEND MORE TIME FOCUSING ON WHAT REALLY MATTERS - LEARNING. ACCESSING LEARNING MATERIALS SHOULDN’T BE A SCAVENGER HUNT. FIND GOOD STUFF AND PUT IT WHERE KIDS CAN ACCESS IT.

SOME STUDENTS ARE GOING TO NEED MORE SUPPORT THAN OTHERS WHEN IT COMES TO STAYING ENGAGED AND MOTIVATED. THIS IS TRUE IN THE CLASSROOM AND OFTEN EXACERBATED ONLINE.. THIS IS NOT A 24/7 OBLIGATION. IT JUST MEANS YOU HAVE CREATED A MEANS BY WHICH STUDENTS CAN LET YOU KNOW WHEN THEY NEED HELP AND YOU HAVE THE ABILITY TO CHECK ON YOUR STUDENTS AS NEEDED.

THINGS ARE ALWAYS CHANGING. METHODS, TOOLS, TECHNOLOGY, ETC. YOU DON’T HAVE TO BE AN EXPERT AT EVERYTHING, BUT KEEP POSTED ABOUT WHAT’S GOING ON. THERE MIGHT A NEW TOOL OR IDEA THAT IS EXACTLY WHAT YOU NEED. YOU DON’T HAVE TO IMPLEMENT EVERY NEW THING THAT COMES ALONG, BUT BE OPEN MINDED ABOUT NEW POSSIBILITIES.

MAKE COLLABORATION PART OF ONLINE LEARNING

INTERESTING AND ENGAGING ONLINE DISCUSSIONS

PLAN WITH COLLABORATION IN MIND

LET THEM LEARN FROM EACH OTHER

ACTIVE PARTICIPANTS, NOT PASSIVE STUDENTS

MAKE TEAMWORK PART OF THE FEEDBACK CYCLE

REFERENCE IDEAS SHARED BY STUDENTS

IF WE WANT STUDENTS TO SHARE IDEAS AND WORK TOGETHER, WE HAVE TO PROVIDE THEM WITH TASKS THAT MAKE THEM WANT TO THINK, PARTICIPATE, AND SHARE. A GOOD “HOOK” OR AN INTERESTING PROMPT IS SOMETIMES ALL IT

TAKES TO GET KIDS EXCITED AND READY TO DIVE INTO A DISCUSSION OR AN ACTIVITY.

ONE OF THE MOST POWERFUL THINGS WE CAN DO TO KEEP KIDS PARTICIPATING AND SHARING (IN CLASS OR ONLINE) IS TO ACKNOWLEDGE

THEIR THINKING. MENTIONING OR REFERENCING SOMETHING A STUDENT SHARED IN ONE OF OUR LESSONS LETS THEM KNOW THEIR IDEAS MATTER.

WE HAVE THE POWER TO PROVIDE POSITIVE REINFORCEMENT FOR STUDENT PARTICIPATION.

TEACHERS DON’T HAVE TO HOLD ALL THE KNOWLEDGE. LET THEM HOST

SMALL GROUP DISCUSSIONS. LET THEM GIVE EACH OTHER FEEDBACK BEFORE TURNING IN AN ASSIGNMENT. FIND WAYS FOR THEM TO ENGAGE AND

LEARN FROM ONE ANOTHER.

INTERACTION AND COLLABORATION SHOULDN’T BE SOMETHING SPECIAL. IT SHOULD JUST BE WHAT STUDENTS

DO. A NORMAL ROUTINE. POST RUNNING DISCUSSION QUESTIONS.

HAVE WAYS THEY CAN REACH OUT TO EACH OTHER FOR SUPPORT. LET THEM ANSWER EACH OTHER’S QUESTIONS IF/WHEN POSSIBLE. DO WHATEVER IT TAKES TO KEEP THEM ENGAGED AND

INTERACTING WITH EACH OTHER.

THINK ABOUT COLLABORATION AS YOU PLAN. DEVELOP LESSON AND ACTIVITIES THAT LEND THEMSELVES TO COLLABORATION AND INTERACTION. RELY ON TOOLS, PROGRAMS, AND APPS THAT MAKE THE COLLABORATIVE SHARING OF IDEAS AND RESOURCES POSSIBLE. USE BREAKOUT GROUPS ON A CONSISTENT BASIS SO THEY GET USED TO SHARING IDEAS, BRAINSTORMING, AND ENGAGING WITH OTHERS. BE MINDFUL OF WHAT YOU WANT LEARNING TO LOOK LIKE IN YOUR (ONLINE OR PHYSICAL) CLASSROOM AND DESIGN EXPERIENCES TO MATCH YOUR INTENTIONS.

IT’S DIFFICULT TO GRADE COLLABORATIVE PROJECTS. BUT HONESTLY, SHOULD WE REALLY TRY TO PUT A NUMERICAL GRADE ON COLLABORATION? PROBABLY NOT. COLLABORATION AND TEAM WORK ARE SKILLS WE ARE TRYING TO HELP

THEM DEVELOP WHILE THEY ARE LEARNING. INSTEAD OF GRADING THEIR ABILITY TO WORK TOGETHER, LET’S HELP THEM LEARN HOW TO REFLECT UPON

THEIR EXPERIENCES. EVEN IN A VIRTUAL SETTING, THEY CAN STILL UNDERSTAND WHAT IT MEANS TO BE A GOOD TEAM MEMBER AND THEY CAN GIVE EACH

OTHER FEEDBACK THAT HELPS EVERYONE GROW AND BENEFIT FROM PARTICIPATING IN COLLABORATIVE LEARNING EXPERIENCES.

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LEARNINGSYNCHRONOUS

LEARNINGASYNCHRONOUS ON-DEMAND