Increasing Student Access to Each Other and Our Curriculum: Three Digital Tools that Can Help

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Ready or not, you are FINALLY going to meet your students in-person! And you can provide some of the engaging in-person learning that you did before! Or can you?

Social distance requirements will make small groups difficult, but here are three digital tools to easily enable small group work, be it in-person, in WebEx, or in Canvas.

THIS SIX-MINUTE VIDEO IS A BRIEF ‘HOW-TO’ FOR INCREASING DIGITAL STUDENT ACCESS TO YOUR COURSE CONTENT. Individual students, small groups, and whole classes will engage EASILY and VIBRANTLY, using these tools that are just as quick to learn as they are for students to use.

WHAT TO LEARN MORE? Here are some resources that might be useful:

JAMBOARD: 1. A flashy slide deck, meant to educate and ignite: https://docs.google.com/presentation/d/1taKkd0XM98UDJvd5H3Eb2VdB2zN629fc2omYXwtZuQg/preview?slide=id.ga0a586f102_0_501

2. Scroll down a bit for an Jamboard-orienting list of possible uses and activities: https://ditchthattextbook.com/jamboard/

3. If you like templates, here are a variety of games templates for a wide range of learning ages. Each link leads to a whole Jamboard deck of possibilities: https://docs.google.com/document/d/19YSKykpIamtW_Wj8RUgdyqzcRJ0Oic8cPeFnzPRR90s/edit

PADLET: For more information about any of the Padlet posting possibilities (audio, video, images, URL, drawing, articles), brief video tutorials abound on the internet!

1. Here is my favorite: this is an AMAZING collection, especially for us in the non-elementary set. You will find curated ideas for most every subject area group (including PE!) with an example of each board: https://medium.com/padlet-ink/55-padlet-examples-to-use-in-your-classroom-community-a306cc1da499

GOOGLE DOCS:

1. Here is a variety of information and suggestions – some will be familiar to you, but I will be surprised if you don’t find something you don’t know or have not thought of: https://pdst.ie/sites/default/files/36_Interesting_Ways_to_use_Google_Docs_in_the_classroom.pdf

2. For those of you that like tips, here are some options embedded in the standard Google Docs menu that you or your students may find helpful: https://www.weareteachers.com/awesome-and-surprising-ways-you-can-use-google-docs/

CHOOSE YOUR OWN ADVENTURE! Here’s how…

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Teaching is hard.  It is hard during usual times and it is really hard during this unusual time.  But you are not alone.  All of us are feeling like this is uncharted territory…because it is.

A way to feel less alone is to see how our peers are wrestling this the same issues.  In the world of CDL, and of Canvas, we have a unique opportunity to observe each other virtually.  Being able to participate in a class, just as a student does, will widen your view and support your instruction.

WHY DO YOU WANT TO MAKE TIME FOR THIS?

  • YOU CAN CHOOSE THE EXPERIENCE YOU WANT!
    1. Watch a department member’s WebEx? Yes!
    2. Watch a virtual session at a different site? Absolutely!
    3. Watch a colleague that is having success in a CDL or Canvas area you struggling with? Great idea!
    4. Watch an instructional method you want to try? (Graded discussions, high-level engagement, Jamboard, workshop or lab activities, ELL inclusion, etc.) Perfect idea!
    5. Read a Canvas unit that interests you? Engage fully with all available aspects (watch the videos, read the discussions, etc.) to see how the teacher is progressing through the content, what strategies are being utilized, how/when can the teacher see the students are engaged and learning?
    6. Is there are a content area or different level your are curious about? This is your chance to observe an elementary, middle, or high school teacher in our district! How are they navigating WebEx or delivering content in Canvas?
  • WE WILL PAY YOU!
    • You can observe the teaching or Canvas work of two teachers.
    • You will be paid for one hour, for each observation.
    • You must observe the duration of the class, or engage with the entire unit.
    • Follow-up conversations are optional.
    • Please submit the following items to [email protected].  

THE ‘DO’ LIST

  • IF YOU ARE THE OBSERVER:
    1. DO arrange your observation ahead of time.
    2. DO participate in the virtual classroom as the observed teacher wishes (silent, participate as student, ask the student questions, camera on/camera off etc.) or DO read and consider the entire unit.
    3.  DO have a purpose or “look-fors” in mind before you attend the course.  You will be asked for it in the reflection.
    4. DO watch the entire lesson.
    5. DO make follow-up contact with the teacher you observed. (optional)
  • IF YOU ARE BEING OBSERVED:  
    1. DO agree to have an observer in your class.
    2. DO communicate what you want the observer to do, and if there is anything in particular you’d like them to pay attention for. If your observer is reading a Canvas unit, DO provide some orientation about the class, your teaching goals, and how you are attending to the specific areas of struggle or success so far.
    3. DO teach your class as if the observer is not there. This is a chance for them to experience being a student, so let them have the full experience.

Can we Live without Zeros?

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Yes, the decision has been made. You have made the changes in Canvas, and have probably entered your first 50% for work not turned in. It may have been painful.

Here’s a short list of resources you may find useful, in helping to inform thinking as your own grading practices are challenged, and continue to evolve during Covid.

1. Mountain View High School English teacher, ICCL leader, and BEA rep Joel Clements hosted two staff sessions, to explain his own long-standing choice of a no-zero policy. Here is an abridged version of his presentation. Feel free to reach out to him with questions or comments. (12:30)

2. Eight sample students are illustrated in the attached SPREADSHEET. Each student earns ten grades in a course, but fails to complete either one or two assignments. The impact of earning a 0 for the missing work is compared with the impact of earning 50%. Comparison of Zeros vs ‘F’s

3. “Solving the Problems of Zeros in Grading” – Thomas Gursky has authored several books investigating grading practices. In this BLOG post, he argues for an integer system which is another version of the district’s current thinking. Thomas Gursky is considered to be a principled and reasoned expert in this field. You may find his perspective interesting. http://tguskey.com/solving-problems-zeros-grading/

4. “Taking the Stress out of Grading” – Veteran educator and principal Joe Feldman published this ARTICLE in Educational Leadership, in September of this year. It discusses the pandemic and anticipates the heroic, compassionate, and unconventional teaching you are being called on to deliver this year. Educational Leadership, September 2020

5. This Education Week article may surprise you. Also, it may be comforting to know how many districts are facing similar percentages of failing students during Covid, and how many other districts have made similar decisions to our own: “Should Schools be Giving So Many Zeros?”

6. And, finally, in the event that you missed it when we first posted on this topic in November, here is a quick clip that explains the case against zeros really well: Harvard Distinguished Author Dr. Doug Reeves, the founder of Creative Leadership Solutions, a non-profit dedicated to improving educational opportunities for students, explains why traditional zeros are mathematically inaccurate. (2:53)

CAN WE LIVE WITHOUT ZEROS? IT’S A GREAT QUESTION.

Guest Post: Graded Discussions Virtually – What Works?

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MANY THANKS to Bend Senior High’s Jim Bright and his intern teacher Jordan Weinstein for sharing their protocol for graded, virtual classroom discussions. They’ve had great success with it, not only as a stand-alone activity, but have seen its positive impacts in overall, increased classroom engagement with all levels of learners.

To Begin: I start the class with a warm-up activity to activate students’ background knowledge.  I have found great success with the “Waterfall chat” format shown below.

After a stated amount of time, the instructor says, “SEND,” and students submit their responses all at once.  I have gotten high engagement using this strategy (23/27 participants in the lesson above), and I believe it is because it takes the pressure off of individual students to “put themselves out there” on the chat where everyone can read and scrutinize their answer.

After introducing two short primary source texts and some background information, I send students into breakout rooms for 10 minutes with a set of guiding questions to prepare for the graded discussion.  It is helpful to show students the slide below before sending them into breakout rooms, so that they understand what they will be asked to do and can maximize their time.

Once students return from breakout rooms, I hand off the reins to them.  I share my screen to display the slide above so students could refer to it as needed.  I take data by recording on a class roster each time a student spoke and the nature of their comment.  I divide my roster into four columns using the guidelines above: “Respectfully disagrees,” “Builds on a classmate’s comment,” “Connects to the text/supports with evidence,” and “Other.”  Students often fall into the “other” category when they make substantive comments that rely on background knowledge rather than the primary source texts we looked at in class.  Again, I make use of the chat function to give real-time feedback to students, which is a feature of virtual learning that is superior to in-person instruction.

The discussion lasts about 20 minutes.  I resist intruding on the conversation and find that when I am about to make a comment to guide the discussion forward, a student jumps in before me and takes the words out of my mouth.

(In hindsight, I would give students more time for the discussion, as we get feedback from some students that it is hard for them to get a word in edgewise.  Even so, we had 15/27 participants make at least one substantive contribution to the discussion.)

At the end of class, I share the data of who had spoken so students would know if they got credit or if they needed to submit a written response.  We also use the chat to have students rate the usefulness of the discussion on a scale of 1-10.  (Our lowest score was a 5 and we averaged between a 7-8.)

We have found since doing this lesson that our students are quicker in live classes to speak on the microphone or in chat, which was an unforeseen lasting benefit of this lesson.

SUPPLEMENTAL RESOURCES:

http://blog.online.colostate.edu/blog/online-teaching/5-discussion-ground-rules-for-the-online-classroom/ – BLOG POST – Originated at Colorado Statue University, here are some tips for facilitating asynchronous discussions. According to the post, asynchronous discussions fall into unhelpful or inappropriate routines quickly, as students generally have markedly different views of appropriate text comments. It is worth a teacher’s time to lay some netiquette ground rules and to monitor the first few closely.

https://www.facultyfocus.com/articles/online-education/how-to-make-your-virtual-discussions-engaging-effective-and-equitable-in-eight-steps/ – BLOG POST – Written for higher education faculty, this post provides a solid, thoughtful list of preparation items to attend to when preparing and executing virtual discussions effectively.

An ‘F’ is an ‘F’ is an ‘F’. Or is it?

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We know many of you may feel confused or concerned about the district’s Covid-response move towards a no-zero grading policy. Though the move feels sudden here in Bend-La Pine, no-zero policies are ones that have gained increasing traction in schools both inside and outside of this country.

We thought it would be helpful for you to see some no-zero resources so you can be better informed about the rationale that many schools and districts have embraced.

1. Harvard Distinguished Author Dr. Doug Reeves, the founder of Creative Leadership Solution, a non-profit dedicated to improving educational opportunities for students explains why traditional zeros are mathematically inaccurate. (2:53)

2. 2017 New Jersey Superintendent of the Year Ross Kasun authors this blog post for Education Elements. He lays out the case for moving away from zeros as getting us closer to the education we all want to provide. The Misconception of Zeros

3. Liz Dunham, middle school principal in Germany, discusses the reasons zero are better for students in the short-term, but teach exactly the lessons we don’t want them to learn: Why Zeros Should Not Be Permitted

4. Fair isn’t Always Equal: Assessing and Grading in the Differentiated Classroom author Rick Wormeli discusses zeros and why they don’t work for us as teachers. Specifically, he addresses our fears around making such a shift. (8:42)

Making Videos, Building Opportunities for Success

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We know.

When you read the title of this week’s post, you may have felt adamant, immediate disagreement. If you are not making already making videos, it is probably because it seems like another too-difficult technology to learn, or because you don’t think it comes with enough advantages to you and your students to make the learning curve worth it.

Here’s why we’re asking you to consider recording your direct instruction if you are not already doing so: it’s better for your students.

If a video exists, students can:

a. Pause. Rewind. Play back confusing parts. They can watch entire lessons again. An aide or parent can help them learn from it. They can interact with the content in a variety of ways, on a variety of timelines. This means more ability levels have more access to your lessons.

b. Avoid being left behind. If the internet blinked out during your lesson, or a major disruption happened at home, your students have an easy way to catch up. And they don’t have to feel embarrassed about missing out.

Videos also come with benefits for you. If videos exist, you can

a. Direct absent students to the videos to catch up instead of finding ways to re-create the missed content.

b. If students are failing, you can direct them to the video, even if they are missing assignments from several weeks ago. Students have a way to access the missing content that is easier for you to manage, and that builds a stronger pathway forward.

Also, and finally, videos are EASY to make. You already have your lecture notes and your PowerPoints. Now just hit record. But remember one key tip: don’t try to make them perfect. You are not a filmmaker – you’re a teacher. Forgive yourself the mistakes; don’t even re-watch. Make videos because it will make your students’ lives easier and, by doing that, yours might get a little better too. That’s what we’re hoping for.

Have we convinced you to give it a try? WE HOPE SO! To show you how possible this can be, Joel Clements (MVHS) recorded two guide videos to help: part 1 is for beginners; part 2 for those wanting to learn more.

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TECH TRAINING OPPORTUNITY: WEDNESDAY, NOVEMBER 18:

2:00-2:30: There’s No Place Like Home! Best Practice for your Canvas Home Page – Learn how to build a home page that is consistent and easily navigable for students. Location: Christie McCormick’s WebEx room

2:30-3:00: Tech Tuesday (The Wednesday Edition) – Come with your questions! We can help! Please consider using this form if you have something specific you would like to discuss with the group. Location: Scott McDonald’s WebEx room

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WebEx: High-Leverage Reminders

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This week’s content is quick, especially valuable to those of you who are comfortable with the basics of WebEx, but would appreciate a reminder about some of the other teacher moves you can make using the WebEx platform.

http://Teaching in WebEx: High-Leverage Reminders (4:34)

At this point, you’ve taught more live WebEx classes than you ever thought possible. And you have made it this far. Are there aspects of WebEx instruction that continue to be troublesome? Are there rough edges that you’d like to minimize? A few tips or reminders might help.

In this video we’ll discuss: 1) the quickest (and easiest!) way to toggle back and forth during screen share; 2) setting up your virtual instruction space to give yourself a real-time canvas; 3) how to mirror your space so the computer’s perspective is the same as your own, and 4) a couple of reminders to keep your WebEx environment as safe and distraction-free as possible.

Additional Resource: Tips and Tricks for Cisco WebEx (10:03) – This is not a slick video, but she had me with her first tip:  how to turn off the “beep beep” whenever someone comes in late.  She starts with a preview of her content:  see if there’s anything here for you.

Let’s Chat! Using the Chat Bar to Maximize Engagement and Innovate Assessment

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The WebEx chat bar may be the most under-utilized tool in your virtual classroom. Few tools are easier for you to use, while also increasing the engagement of your students.

Every time students type in the chat, they are more engaged in your classroom. Every. Single. Time. Asking them to type in the chat a few times per WebEx session is good strategy because these will be more likely to be present and engaged with your content.

However, asking them to type in the chat bar is also good strategy for you because it provides you such an easy way to see if they are learning what you want them to be learning. Creating some routines and expectations around student use of the chat bar – if you do not already do this – has the power to transform your virtual classroom.

Please watch the attached video for chat bar engagement strategies learned from Columbia’s Teacher College. Let’s Chat:  Your Simplest Tool to Maximize Engagement and Innovate Assessment, 7:05.

Links in the “Let’s Chat!” Video: Baylor University,  Polls in WebEx 2:15; Edutech, Six Questions to Improve your Virtual Classroom (2:08)

Standards of Practice: How They Can Help Us and How They Can Help Bend-La Pine Families

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WE HEAR YOU.

Whether teacher or administrator, we hear that you are putting more time into this new version of a school year than you thought possible.  Whether you’re in your first five years, or your first twenty-five, this is HARD.

As much as we wish – for ALL our sakes – that we had a clear freeway exit coming up, we all know we must continue forward.  We must continue to deliver the best education we can teach ourselves to deliver in this new medium.

To support your efforts to guide and create, we’re committed to providing a small, but creative, variety of strategies each week.  We’ll anchor our work in the Secondary Standards of Practice, which were thoughtfully and conscientiously created by myriad district voices, to be a kind of operating manual for the demands of this year.  Sometimes we’ll build the content you’ll find here, sometimes other district teachers will; sometimes it will come from the Canvas support team, sometimes it will come from the internet.

We’re committed to continuing to listen to you, and trying to provide ideas you’re looking for.  And trying to build a ladder through this year, one rung at a time.

INCREASING FAMILY ENGAGEMENT

  1. Standards of Practice #1: Intro and Family Engagement  (5:25). Written by our district, this video introduces the Standards of Practice for Virtual Instruction and provides motivation and rationale for reaching out to families with more frequency than in traditional school years.  Also provided is a brainstorm of many possibilities for doing this efficiently

    1. Standards of Practice #1: Intro and Family Engagement – Slideshow  Here is the PowerPoint that lines up with the video.  Administrators or ICCL leaders, you may want to present this yourself and then discuss with your staff accordingly.

  2. 5 Ways to Build Connections with Students Online This article, written by a high school English teacher, gives 5 quick things he does to stay connected with students in remote learning environments.  

  3. How Teachers Can Maintain Positive Parent Relationships During School Closure  The article proves several simple, yet clear ideas about how to keep parents in the loop during CDL. 

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