Developing A Classroom Management Plan for Distance Learning (212)

Every teacher has a classroom management plan. A set of norms, routines, expectations. Every teacher also has a behavior management plan, rules, consequences, etc. One plan sets out to create a well-disciplined classroom, while the other is designed to create a classroom based on consistency and community. Distance learning may not seem like it will be a community- but it will be, especially if it is synchronous.

First year teachers, I know I did, tend to base their management plan on Don’t and No- rather than we will and I will. If you do this, then this will be the consequence. It is especially important nowadays, to frame our management plan on community norms and student-driven expectations. It is more important than ever, with distance learning to create

Positive learning norms:

·         I will be adaptable to new learning formats and strategies

·         I will transform my learning into action

·         I will understand that learning is an individual process and I will find patience with myself and other students

·         I will help create a safe place for learning

Positive behavior norms:

·         I will follow the person who is speaking with my eyes

·         I will listen with intent and purpose

·         I will post respectful thoughts to the chat

·         I will treat members of the class with the grace and kindness they deserve

I like the word agreements rather than rules. If we all agree on the community agreements and students help solidify the writing of and implementation of these norms- then they will be more likely to take ownership and follow them. At least in my classroom this is the case. I always spend the first three days working with students to develop our classroom expectations, calling cards (personal business cards for our community board) and modeling tone, mindfulness speak, and respect.

Agreements that evoke a collaborative nature, a community energy sets the framework for a student-driven, interactive nature. With distance learning, this process will take a little longer, but it is critical that it gets amplified and planted early. If you are on Zoom, you can write it on the board behind you, or draw a poster of the agreed upon norms. You can add it to the morning slide you share as students are entering the Zoom- daily reminders. It is important to bring them up into conversation, frequently- especially with distance learning.

I have always had mindfulness prompts. Mini-5-7-minute lessons at the beginning of each class period. I will continue to do so with distance learning. I will have Things to Think About on the morning slide with a quick writing or drawing prompt. This will help them get into learning mode and help tie the community agreements into daily practice. Zoom can seem daunting and scary at first, but there are a few things you can do to make sure that your classroom management plan alleviates any room for misjudgment.

·         Ask students to make sure to find a quiet place to learn

·         Ask students to dress for success, that they are not in their PJ’s (this helps with mindset)

·         Send a letter of introduction and put it on your main page on-line- Setting out your Zoom/Synchronous learning expectations. This needs to be expectations not agreements to set in place clear guidelines up front. Then as a class you can edit and alter as you see fit.

·         Ask students to mute if they are not asked to share

·         Turn off the chat function if you do not want them to interact- Turn it on when you do

·         Turn off private chat unless you want them to be communicating privately

·         Ask students to clear anything from view they might not want others to see

·         Create a ‘raising hands’ signal. Either the icons in Zoom or have students create signs they can hold up.

It is important to remember that having the camera on is important. Seeing their faces is a good way to build a community. But some students might not want to show the inside of their homes. Some students might prefer to not be visible. BUT, if you have maybe just a few minutes at the beginning, let them know it is coming, they can position themselves in a place where they feel safe in being on screen.

If students want to go off camera, have them have a school picture of themselves, not cartoons or silly pictures. This way it feels more formal. If you have these norms and expectations in place, clearly stated students will follow your lead. Model kind speech and mindful action and students will follow your lead. These norms and agreements if set up during distance learning will transition nicely when students return to their classrooms.

Lastly, students will have lots of questions about where to find assignments, how to turn assignments in, where to have discussions with classmates, where to find announcements from you. Here are a few things to keep in mind throughout your day if you are synchronous, live teaching on Zoom or another distance learning app:

·         At the begging of the on-line discussion review goals for the lesson, specific criteria and process students will follow on and off-line

·         Ask students clarifying questions to make sure they understand the criteria for the day

·         Ask students to listen carefully and ask good questions

·         Ask students to put their phones away if they are on a computer/lessen distractions

·         At the end of the meeting make sure you recap the goals and make sure you achieved them

·         At the end of the meeting leave time for direct questions and make sure students understand exact parameters for their lesson/activity

Before I start a lesson, synchronously- I will send a schedule or agenda. Let students read what they need to read before-hand, watch a video clip before-hand. Much like I do in my blended classroom. This way when we are online, they will be interacting with each other in breakout sessions or I will be giving quick clarification or helping them synthesize information through digital card sorts, demo’s, and interactives. A consistent posted weekly agenda will help students feel comfortable with the routine and pace of the class.

There will be a lot to do to make sure that distance learning is productive, purposeful, and engaging. Your management plan will be the cement that holds everything together. Students will be fidgety and emotional. They will be anxious. This is new for them too. Share your anxiety and stories. Be genuine. Be yourself. Be real. Let them know this will be a process you will be developing and building together.

Let them know this is your classroom and together you can make it a community based on mindfulness and respect. This is a safe place. This is a learning environment. But it is also a neighborhood, like Mr. Rogers’ we need to enter by getting ready, preparing for our day, we need to interact with smiles and positivity, and we need to remain resilient and eager to grow and learn every day. If we do, our year will be great because we will adjust and pivot together. We will get through this together, as a team, as a class, as a community.

 

 

 

Starting the Year with Mindfulness Lessons (209)

The Why

Mindfulness still to some, sounds like a fad or buzz word. But it is more than that. It is awareness, empathy, positivity- all the forward-thinking, growth mindset vocabulary that comes to mind. It is about getting students into a healthy frame of mind. 

After being home, away from a school setting for months- it is about creating an atmosphere of support, camaraderie, and community in a virtual world or an in person one.

I have always incorporated mindfulness into my classroom- kindness, respect, trust. But, over the past few years the lessons have expanded, reflection and feedback have become more purposeful and productive. 

Talking about what mindfulness means has taken a front seat. If we truly step back and put students in the drivers’ seat, create student-centered classrooms- then we need to provide them with mindfulED.

We have to teach them to steer into adversity, curve around frustration by hugging the curb, and above all else- giving them a map- a booklet on the rules of the road. 

There will be fender-benders, there will be detours and yes, collisions (collidingwithscience is our class motto after all), and there will be some road rage. I have seen the frustration unfold. How students deal with it is the key to a happy classroom.

What we need to do is to give them a way to system check. Provide them with a maintenance guide. How to take deep breaths, I mean really breathe with awareness. How to stretch and relax their bodies- take breaks and just walk around. 

How to visualize their frustration- be still and recognize the moments that cause them stress- then address the situation with a calm mind.

Talking about anxiety is important. Talking about fear is important. Accepting the fact that anger and happiness live side by side, along with sadness, contentment, and uncertainty- is important. 

Having students share their concerns is critical to finding and living a mindful life. Having them share moments where they overreacted or shut down is important because they all have had them and by showing vulnerability, they strengthen trust.

The What

I use S.T.O.M.P. – I wrote about this in an earlier post- Practical Rebellion: Hocus Pocus it's Time to Focus: S.T.O.M.P. out Mis... https://practicalrebellion.blogspot.com/2019/10/hocus-pocus-its-time-to-focus-stomp-out.html?spref=tw

I also use videos to start conversations like those on You Tube by Happify. My favorite being the Angry Wolf one. I start every class period with a mindfulness warm-up. Virtually they will be in their Bulb portfolios, in class in a journal. 

Students draw, write poems, and just reflect on their day to day interactions. Then we discuss them as a class- the whole process takes 5-7 minutes.

We pause and breathe before we start an assessment or get up and move to stations or begin labs. I always say “Eyes closed minds focused- What is my goal? How do I get there successfully?” 

Then if they get too loud my reminder is “Turbulence is an energy not a sound- lets refocus the energy.” Or “We are colliding with science energy is our fuel so let’s use it wisely.”

Mindfulness lessons can include meditation- I call it being still. It can include Yoga or other calming exercises- I tend to go Zombie Musical Chairs or Find the Clue. Something more quietly active. Like a brain break or mood stabilizer. We all need those sometimes.

The most important thing about using mindfulness lessons is to find those that speak to you. There are a lot of choices- some fluffy, some time-consuming. Some juvenile for your grade level. 

But, if you find or write your own that you feel passionate about, like I did I wrote my own S.T.O.M.P. to meet my personality and need- it will be successful.

The How

Students really like the lessons. It makes them feel in control because it puts the responsibility on them. They choose their mindset they behave and act as they decide. They own it. As soon as they feel like the control is theirs, they start to believe. 

Yes, the first time or even up to the fourth or fifth time to introduce mindfulness, MindfulED- there will be snickers and nonbelievers. But, trust me they begin to listen and then utilize and then believe in the process.

Then with Home Thinking (I do not assign homework) they talk about mindfulness at the dinner table- they pause before they speak, they learn to respond not react. They find hacks and personal strategies that work for them. 

They as teachers say, “buy in” and when they have, they have read the manual, they have learned the rules of the road- classroom behavior is positive, reactions are more aware, and students smile more.

Mindfulness lessons can be virtual or in person, you just have to believe. You just have to own it and go with it. It will be worth it- I promise.

5 E Lessons and Why They Work (208)

What is 5E Model of Instruction?- The 5E learning cycle is an instructional design model that defines a learning sequence based on the on the experiential learning philosophy of John Dewey and the experiential learning cycle proposed by David Kolb. The 5E Model focuses on allowing students to understand a concept over time through a series of established steps, or phases. These phases include Engage, Explore, Explain, Elaborate, and Evaluate.

Why use the 5E for Lesson Planning? -The 5E Model of Instruction is a way to streamline the process of planning and implementing a student-led inquiry-based learning method. It is not necessarily in order. But it tends to be. You do not necessarily go one step per day. It is flexible. It also provides a template, a pattern for lesson planning, something that guides teachers in creating lessons both engaging and active.

What is Inquiry-Based Learning? -Inquiry-based learning is student-centered in nature. It puts students in the drivers’ seat. It leads students through a discovery process by investigation, experience, and research. The role of the students is to be the detective, to explore and let their curiosity be their map. The role teachers is to act as facilitator, providing encouragement and support. To ask questions and challenge their thinking about the subject.

Through experimentation and self-analysis, students learn at their own pace. They reflect and seek feedback they need to help them determine what is needed in order to find answers. Then teachers point them in the right direction to find the next steps, by providing hands-on experiences that engage the student’s mind, helping them examine the concepts from several angles.

Inquiry is all about independence and discovery- not lectures, specific directions and cookie cutter worksheets. So how can 5E lessons bring inquiry front and center into a classroom- both virtual and in person?

5E Lesson Building- There are five phases in a 5E lesson plan. Engagement, Exploration, Explanation, Elaboration and Evaluation. I also add Enrichment as a 6^th. These phases for me do not necessarily go in a certain order, at times I have flipped the order around a bit. But it always needs to start with engage. A hook. A discrepant event.

It can be a video clip, a lab demo or even just a graphic that makes them go hm.

If you explain before you engage- the lesson loses its umph. It falls flat because you have removed the curiosity phase. Elaborate needs to come after explaining, for obvious reasons.

But before any real analysis can occur, teachers need to let go of the reigns and let student explore and investigate. This can be a lab or nature walk. Stations or jigsaws with articles.

To me the explore phase needs to not be reading or a WebQuest. It needs to be active learning with manipulatives, makerspace supplies and designing, tinkering, building, engineering. The STEAM in the activity.

Articles for me are more of an explain not an explore but I no people who use articles for the explore. Or card sorts. But to me, they are games like Gizmos and scavenger hunts where they find examples of parts of a cell in their house etc.

After they explore, they will have questions, connections that will need to be made. This is when explanation, vocabulary and bridges appear- the smaller date should now start to begin to fit into the larger picture.

More dots added into the pointillism portrait of learning. Explanation can be a bit of conversation between peers or a quick discussion with the teacher. But keep it short and simple.

After they have added more depth to the portrait- then we add layers, more colors, and shades to the perspective. We elaborate with a video clip, debate, or Socratic Seminar. I like my own lesson elaboration to be collaborative and visual if possible.

A way to connect everything into a cohesive painting. This is when the frame gets added. This is when the questions are answered, and more questions are asked. Elaboration is review and assimilation of information.

If the lesson began with a hook of engagement, then an active, inquiry based activity, discussions with their peers, a burst of direct instruction, maybe a card sort or makerspace build- then when you organically reach the elaboration phase- all the dots become aligned. If they have not this is when we discover we need to add some more oils to their palettes

Why I use 5E?- For me, the elaboration can take a bit of time to make sure there is time for synthesis, analysis and understanding. I might add enrichment – a podcast or stop-motion video. A puppet show or graffiti wall vocabulary scramble. Then after I have had 1-minute check-ins with every student, I evaluate.

The 5E lesson template is a reminder to me to make sure I pause and allow the progression to be more natural and organic. When I rush, the portraits smear and drip. If I pause and wait for them to have time to collaborate and share ideas with one another- the portraits tend to dry to perfection.

Why they work- it is a path that helps teachers stay focused on the goal- the standard, the TEK. It is a checklist of sorts. Reminding us to pause and let students move through these phases- as much as it is a template for us to use to plan them. It is a way to make sure your lessons are engaging and relevant. Purposeful and productive. Fun, student-led, and inquiry based.

I have included below a graphic (from nextgenerationscience,weebly.com) about the phases of 5E in case anyone needs more clarification. There are templates on Pinterest and most educator sights you can download for free. 5E works great for both virtual and in person lessons and as we move forward- as we are getting bogged down with designing lessons for both formats- let 5E be your guide, it will never lead you astray. 

Overloaded with New Technology, Me Too (207)

Like most educators, I too have been learning a lot of new strategies, tools, and applications. I just jumped into the deep end and took courses on every App or tech you can imagine. Then I read through my handy-dandy notebook (I am a fierce note-taker) and studied. This was even before we were told a few days a go of our three-week virtual beginning to our school year.

I am a err on the side of caution person. Even if I do not end up needing it- I investigate it. I take a quick glance, decide quickly it is not for me, or my interest gets peaked and I settle in for an hour or two in a course. I have done a lot of both since March, let me tell you. Then, I had overflowing pages and a bit of anxiety as I realized- I had so many options- where to go from here.

So, I prioritized, I wrote some 5E lessons incorporating some of the technology- I tweaked, adjusted, and reformatted. After that, I realized something. Not every App is for me. Some are clunky. Some do not integrate with Canvas LMS, our district on-line learning platform. Some are not purposeful, fun maybe a bit engaging, but not productive.

They started falling of my list one by one. I honed it down to those that met these requirements:

1- Easy for me to use

2-Easy for my students to use

3-Offered a free, useful version (or my district purchased)

4-Versatile

5-Allows students to create, display and share their work (video or audio)

6-Connects to science, mindfulness or SEL (curriculum)

7-Allows students to build folders, portfolios, or pages of their work

8-It did not merely replace an app/tool I already used- but its enhanced learning, it offered something creative and new that students could not find somewhere else

9-Integrates with Canvas LMS (or compliments it, if it doesn't)
10-If Canvas offered something similar (I chose Canvas, it is already built into student access)

So, I set out with this list and visited all of the apps and on-line tools I discovered and jotted down information about over the summer. I guess it all comes down to three main things:

1-Personal Comfort Level- choice

2- What you need from the app- purpose

3-Accessibility - ease of use and access

So, I set out with a list of tools and apps and started eliminating them. Some had great free versions but to go premium was expensive and well, not worth it. Many of the tools were similar in function and purpose. Some had free versions that were great but hard to maneuver through- you had to read a to do brochure before it made sense. I eliminated those easily.

I am a simple and sophisticated app lover. I love bells and whistles, if they are worthwhile and easy to use. I love options. Lots of ways to change and edit information. Add pictures, music, videos with ease. Share with my students easily. Once I find it hard to create within its borders- I tune out. I know my students will too. These days of virtual learning- simple is best.

Here are my favorites- the ones I will be incorporating into my virtual classroom and then into my classroom routine. Again, this is based on my preference: I am not a super tech savvy person. I prefer digits over digital- but technology is here to stay and thus- I must acquire and utilize it in my classroom. If you are an expert at all thing’s technology, I am sure your preferences are different from mine.

FlipGrid- Why I love FlipGrid? I love the ease of setting up classroom grids. I love that you can easily duplicate grids, so you can copy and paste them into other classes. I love that you can add podcasts, videos, selfies etc. It is easy to use and it feels comfortable. Nothing scary about it. 

I think the Mix Tapes creation is so cool- a fun way to share student work. I love the Disco Library of other FlipGrids you can import and edit. I know there are other apps/tools that do the same thing for the most part- but I tried them. I prefer FlipGrid for its ease; Get the link, share the link and students can work through your grid without confusion.

Bulb- There are many on-line portfolio creation apps. To minimize printing and folders in my classroom, I am converting to student virtual portfolios. Bulb has a lot of options, easy to use and easily accessible.

Why I love Bulb? I must admit having it integrated into Canvas LMS was the icing on the cake. But the design is awesome too. Easy to add files. Simple instructions and students can edit and make their portfolio very personal and unique. Plus, all of their courses will be present on one screen and as teachers we can see their portfolios for all of their classes.

This allows me to see if any challenges a student might be having in my class, are similar to those they are facing in other classes. Just another way to help make sure I can help my students succeed.

Remind- Yes, Canvas LMS had announcements. Yes, there is email, phone calls. But I have been using REMIND for years. I absolutely rely on it for Quiz Bowl as well as my classes. There were three things I hated about the previous version though:

1-Uploading documents

2-Word count

3-Class size allowed

Uploading documents did not always work. Plus, it counted into your word allotment and so I was constantly having to send multiple messages. It is annoying to hear multiple pings. I know, every time someone responds I heard a ping. You can mute the ping, but often I was waiting for a quick response.

The word count was low, and I never could quite get what I wanted to say out in one post. Now it is extended, and I am not sure I could ever fill it. Plus, its easy to upload pictures and documents attached to the post. Plus, now I am not limited to just 100 students total. I can have multiple classes, with 30 + in each.

I use REMIND because parents sign up as well as students. It is on their phones, so they do not have to check email, voicemail, or Canvas for messages. Parents love to get a quick reminder as much as students do. I keep it purposeful and productive. But, for Quiz Bowl I use it to check in with teams and let parents know schedule changes etc. It is a fantastic tool.

Zoom- We all know Zoom. I did not used to love Zoom. In fact, in March when all of our virtual learning began, I refused to use it. It felt unwieldy, complicated in the sense of too many faces (Brady Bunch style) and too many ways for kids to get off task. Not until I taught an Elementary STEM and a Junior High STEM camp over the summer- did I learn to appreciate its versatility.

Why I love Zoom now? Now I know how to use it. Share screen, mute voices, use it with other apps. I am so familiar with it now, as most students are- it makes sense to use what they know. Use it for quick lessons, then let them venture off to Canvas for FlipGrid and Bulb. A face-to-face aspect of learning. I will use it for 1-minute check-ins and mindfulness lessons.

Having said that….

Canvas LMS has a conference option much like Zoom. I may be using that more often because it signs students in with their school ID and name so there is better tracking capabilities. But if that is not working for some reason. Zoom will be my go-to group meeting place.

My favorite Science apps: Amoeba Sisters, Newsela, Gizmos, HHMI Interactive

My favorite mindfulness apps: Happify and Positive Psychology

I only have a few that I will be using in my classroom because, it is important to keep it consistent from day one- keep it simple and stream-lined, purposeful, and easy to use. These on-line tools: FlipGrid, Bulb, Remind and Zoom are the ones I find to match most of my criteria. You might prefer others. I just wanted to share; in case you needed some ideas.

The Sharp Tip of Point-of-View, The Mark of Change (205)

Points of view have sharp tips. They, being the cap of an idea. Its surface the cusp of several opinions, fine tuned into a vertex. It leaves a mark, like leaking ink at the bottom of a backpack, or the graphite smudge of a #2. We have them for a reason.

If we did not have precision thinking, we would never focus, be driven towards a goal, or make the fundamental choices we do in everyday life. Decisions are constant, left, right, up, down, forward, backward- all with pin-point accuracy. Our views being sharpened and honed.

Laser accuracy at times. Guiding us. We rely on them to be truthful, honest, and collaborative. We trust them to communicate with other parts of our brain- reasoning, problem-solving, memory, and empathy. However sometimes they betray us- our brains are machines after all and even the most sophisticated of instruments needs repair.

These human brains are pretty sophisticated- they are marvelous at keeping us alive, but they are also surprisingly good at misfiring and miscalculating. Misjudging, miscommunicating, and misinterpreting.

We do it all the time. In life, in science, in our personal day-to-day experiences.

Science helps us discover these challenges. It helps us overcome the misses we encounter. Fact is only fact until we prove it wrong. Science actually looks for the misses. It knows of our mechanical challenges, our psychological omissions, inaccuracies, and overestimation.

We rely on it to do just that. To compare and contrast data, research, findings, and conclusions. To find the delusions and illusions we fine tune into a point of view. It is constantly looking for answers. Sometimes to questions we have not figured out yet.

Scientific inquiry has changed the world and will continue to do so- it is not merely one point of view, but a combining of marks- ink and graphite- that will transform, progress, and illuminate all things undiscovered and unseen.

Viewpoints are personal. Opinions are unique, until they are not.

That is the purpose of science, to unite thinking towards a common problem. Not isolation, but participation and partnership. When individuals seek out adverse opinions, opposition, and discordant points of view- progress happens. Conversations and contradictions lead to questions, observations, and discoveries.

This is science. Overcoming the limitations of our personal bubbles. Recognizing we are all the same on this vast planet. Our illnesses, struggles, heartbreaks. They might vary in scale, circumstance, and social value (Yes, I said it, its appalling, but true) BUT science tends to see a problem free of social constraints. It wants to solve.

Now we know that this is not always the case. Science has been used for some heinous things indeed. But science is (for the most part) designed to fight disease, bring us insight into an atomic, molecular, microscopic space we know little about.

Science is the language of life- mathematics. Now this is not to say that points of view do not find their way into science. Some use it for personal gain, financial gain and yes, notoriety.

But these are not the majority. The majority of scientists are laboring away finding cures, solutions, vaccines. They are theorizing and analyzing. They are researching and collaborating. They will get us to Mars. They will find a vaccine to Covid and future pandemics. They will cure Cancer, MS, Parkinson’s.

They would not do these miraculous feats of science if they did not have a point of view.

Points of view are critical, in order for us to manipulate our surroundings, be curious, be innovative, use our ingenuity. Speak about our misgivings. Go against the grain because progress happened not in a one-directional flow of imagination- but a web of thoughts and ideas. Of visionaries and those who were thought unstable or insane. We fear what we do not understand. We accept what we can see. We trust what works.

Science works. Our instincts work. They tell us to trust- believe-listen. They show us glimpses of hope and grace. They can get clouded; they may even halt our forward momentum. Leave us in a temporary state of confusion, distraction, and uncertainty. But point-of-view is strong. However, at times we need to check the oil, grease the cogs, and work out the kinks.

These days our machine is lagging a bit, trying desperately to fix itself. To stay on target, to adjust to the backlog. But we need to slow down the pace. We need to process. We need to believe. Trust our instincts.

We need to allow science to provide some answers. Trust in the process. Listen to other opinions and collaborate with others. For we all share the same biology, we all have the same capacity for positivity, and mindfulness.

We all want is best, we all want to be better, we all want to bring positive change- it all starts with individual points-of-view and a communication of ideas and solutions. Even those we might see as evil or unfeeling have a point-of-view. They believe in what they are doing. It is a slippery slope- point-of-view- it often leads us to only see our own.

But we have to stay open to all points-of-view, in order to find our place in the momentum- its building and we all have a role to play in the progress and transformation unfolding.

We all need to be scientists and observe, listen. We need to be open to new information, new data, new insight. We need to assemble, unite, and focus our energy on positive, productive, meaningful change- because change is inevitable.

The Importance of Accepting Critique and Yes, Criticism (204)

We all prefer to get positive feedback. Praise and accolades. We want to feel accepted, proud and appreciated. Yet, when we get critiqued, feedback and criticism (even if its productive and necessary)- we feel defensive. We feel like we are being judged. We are being judged in fact, but when the message we get is helpful, if it is thought-provoking- we tend to feel less slighted.

So I guess the delivery has a lot to do with it. As educators we provide a lot of feedback. Hopefully, it tends to be on the productive, purposeful scale. Students do not like criticism. Most adults don't. But, its a necessary part of growth and progress. If we are not given feedback to show us our sharp edges, we will not be able to sand them down and fit the learning (jigsaw pieces) into our schemata- our giant puzzle of knowledge.

I have been attending so much on-line PD these last few weeks, my mind is buzz buzz buzzing with information. I have to look over my notes, I have to decide which information, app, software, strategy is going to work for me and which ones will need some tweaking to be so. So I am in the gathering stage. But, after each PD- they ask for feedback. I know many people, as I have done in the past, just click all 5's and are done with it. But, I have made a goal of giving constructive feedback in the hopes I receive it in return.

Today I had a great back and forth in DM on Twitter with Matt Weiman- @MrWeiman about my recent post. I received very good feedback and it really got me thinking. I had to go back and look at my wording, my phrasing to make sure I was clear on my point-of-view. I wouldn't have known I needed to rethink my word choice unless he actually took the time to respond. AND, he did so in a constructive, positive way. Thank you Matt.

This all ties together yesterday's and today's posts- be kind. Share your ideas, be vocal and always be honest with a lot of grace and hope.

Soundbite over Soundnibble: Distance Learning Design is Key (202)

George Orwell said, "Never use a long word, where a short one will do."  This I can relate too, especially as a teacher. Sometimes it is important to start with the soundbite. Then you can elaborate with the soundnibble after you 'hook' em. This is what they are used to on social media. Quick bursts of high-octane speech- luring them in. A nice graphic and bazinga! You got em.

Soundbite- The pace can slow, the energy can not. Catch phrases, motto's and gif's are a great way to keep distance learning groups interactive and collaborative.

Soundnibble- Let them discover. Let them go outside for an adventure. Let them create podcasts, videos and portfolios- it is about them. Quick lectures, not long teacher led instruction is what they need, even more these days.

Distance learning on Zoom or district LMS is going to require a lot of savvy language and colorful graphics. It is just how you play the game. A droning lecture is not going to keep them focused. Jumping from website to website is only going to distract them. What they need from us on our LMS- integrating everything into easy to follow modules. Simplicity of design so the process and unfolding of knowledge can be more intricate and challenging.

If you do not have an LMS- then setting up a Google Classroom is going to be essential. There needs to be a meeting place, a centralized spot where they can turn in assignments, get instructions, and hopefully collaborate with their peers. I am lucky that my district uses Canvas as our LMS and it allows us to integrate in many different apps and programs from Bulb, Nearpod, Flip Grid, and Stemscopes, just to name a few.

Having some bells and whistles is great. But using them all is not. I know for my classes only some of them will be purposeful tools. Only some of them will work well for my classroom design. Using too many outside apps- even if they link to your LMS, means a lot of things students need to become familiar with. It is important not to overload them- and give them options to turn things in.

Google Documents, PDF, Word or directly in Bulb. The more options the more at ease they will feel. I know I do not want them to freak out about the submission process- I want them to focus on the learning, the assignment, the process. All assignments will go into Canvas- it is their choice of submission that is personal: whether to send a document upload, link, or picture.

Distance learning is no longer an emergency fix. It will need some attention. Some preparation. Some best practices. Choice is good, but instructions and rubrics need to be specific. Engaging apps are integral to engagement but too many can be a burden as students are also navigating the LMS, learning at home and emotionally coping with the situation of Covid and social distancing.

Big words for students are a distraction. That is not to say challenging dialogue is not useful and productive. But we need to find a balance. Students need to be challenged; they need to take ownership of their learning. They also need to feel that what they are being asked to do is purposeful and relevant. Meaningful and interesting. 

Content can get dry, but presentation does not need to be. Again, it is going to take forethought to make sure distance learning is full of soundbites, a few soundnibbles, interactive activities, collaborative chats, and challenging, engaging opportunities to connect with their ‘real world’ curiosity and imagination.

Differentiation, Design and Best Practices for Classroom Learning (199)

There are many ways as teachers that we differentiate in our classrooms. But, now that many of us are continuing or venturing out for the first time in a digital learning environment- there are a few things we need to consider. We need to continue to differentiate, even more so. We need to provide strong, engaging, balanced learning environments where students can excel and grow as if they were in a brick and mortar arena.

This sounds almost impossible and in many ways, it will be extremely difficult: students need to be with their peers, they need the socialization of face-to-face interaction. Students need eye contact, and physical proximity of a teacher: this keeps them focused, able to have the comfort of a facilitator and the pressure of staying on task. How can we do this virtually?

As we are all trying to plan and design these next few weeks before we start the school year, here are a few strategies I have been using to guide best practice and help me set the foundation of any virtual learning that might take place. They are good practices for both virtual and brick and mortar classrooms.

1.    To get to know my students quickly I will -Pre-assess students at the outset of the year to begin understanding their interests, preferred ways of learning, and fundamental skills. The more they share, the better I can design lessons. How will I do this: teacher-made surveys on interest, learning preferences, reading comprehension checks, 1-minute check ins and morning meetings.

2.    To determine the pace and if I need to compact for certain students, I will pre-assess at the outset of each unit to determine what students know and understand. If they show a deep understanding, maybe I will want to compact them out and let them do a design project instead.

3.    On Zoom or in the classroom- meeting with small groups in class is a powerful strategy. This way students will not get lost in the larger group. Zoom can be intimidating. Also, it is the number one way I build relationships with students. Individual and small group interactions. 1 minute check ins.

4.   I need to use multiple presentation/teaching modes. Especially with distance learning. I have to find new ways of engaging, but also remain familiar and comfortable for students. Too much new technology will be overwhelming, but knowing my students will let me know when I need to introduce new routines and new modes of teaching.

5.    Use differentiated homework as well as differentiated classwork. Differentiated homework can provide a great opportunity for students to "work backwards" to revisit skills they found challenging, to extend content to challenge my advanced learners, and to make connections of cross-curricular content to meet my student interests. I do not want my students to have busy work- but 'business' work. Work that is both purposeful and productive.

6.    Encourage learning and demonstration of knowledge in varied ways. Some students demonstrate learning better if they can make oral presentations of what they have learned. Like podcasts. Others prefer it if they can use visual modes of presentation. Like stop motion videos or quick video clips of themselves performing a task or lab activity. Some will work better alone, some are happier when they work with peers. They need to collaborate at some point -but options for going solo really helps a lot of students feel like they are in control of their learning and in a virtual classroom- this will be key.

As I am navigating our district platform, our school design, and my requirements for school this fall, there are some things I know I need to consider, as I put pen to paper, or keystroke to screen. But, I personally prefer to hand-write out my lesson plans, this makes it more tangible, tactile, visual for me. I have a pencil and a template and erase, write, erase. This makes it feel like a process to me, it is the Dyslexia/ADD in me. I need to see my words unfold on paper.

So, as I am writing my lesson plan templates out- my outlines, I noticed that the six strategies above were in my mind. They are guiding me as I flesh out my unit and weekly plans. 

I hope they spark an idea in your head, that they are gentle reminders of the scope of complexity coming our way, but that they will also be sign posts on your journey to create fantastic lessons for your students. As well as keeping you sane in this uncertain vortex of education.

Three mantras I repeat everyday as I lesson plan and get my mindset into the upcoming school year-

1-    Differentiate and Contemplate, how do I like to learn on-line? What do I find tedious and boring in on-line courses? How can I be better?

2-    Find something new to read, listen to, participate in about education every day. Small or extensive- commit to the growth.

3-    Integrate mindfulness into every lesson. If you keep that in mind, stay aware of the purpose, design, outcome/goal- the lessons will unfold naturally and they will be great.

Classrooms Do Not Need Bread and Circuses (197)

Lessons have purpose. Good lessons have purpose and meaning. Great lessons have purposeful, meaningful, engaging aspects- inquiry, discovery, and hands-on components. In a classroom these are much easier to design. For the watchful eye and non-idle hands, a sculptor makes. What will we do when a hybrid or full virtual classroom emerges? 

We cannot rely on the uneventful. The tedious. The worksheet or article and organizer. We have to get creative. We have to find new ways for students to investigate and report on their learning. They need to not be bread and circuses- mere distractions. They need to be maps, X marks the spot, treasure chests and yes- treasure. Students need a shovel and a pickax. 

You ever notice in treasure seeking movies, everything is cryptic? There are puzzles and syphers. Hidden messages and cryptology. Code breaking and plenty of spy like gadgets. Learning online- needs to be that. Not a loaf and a giant tent with animals. Students need the unknown, the solution seeking, quandary driven lessons that will inspire them to engage.

A bread and circus lesson goes like: Here is a WebQuest, a card sort, a quick video, an article. Watch, read, sort, explore. Then tell me what you learned. Now there are cool videos and articles but just giving them the X, no puzzles, no cryptic problems to analyze- that is a fleeting moment, based on look and think.

A treasure hunt lesson goes like: See this odd picture it has something to do with our topic – what is it? If you were to make an analogy between this and that- how does this apply to something in your life. Something that matters to you. You are a spy, what tools would you use to solve this type of problem? Record a message (podcast) to your superiors giving them the lowdown on your case.

It is much more interesting to think like a spy, solve a ‘crime’ than have all the evidence provided to you- no mystery. The best crime novels lead you slowly through the case, give you red herrings along the way. This is how students learn best. Give them a loaf and popcorn, having them watch a trapeze show might be interesting for a bit.

But, give them puzzles, codes to solve and cryptic information- this will keep their attention. This is when learning- is secondary to thinking- for them, analyzing new information and problem-solving, takes the drivers seat. I know, as a learner, I do not want distractions, time fillers and card sorts- I want syphers, clues that lead to more clues. A process, an investigation- rather than an explanation. Don’t you?

More mysteries to come. Students deserve a good mystery. They deserve to own their process and solve their curiosity. As we re-enter the learning arena, students need our attention to detail. They need our creativity so they can use theirs. Let's do this. Let's redesign, rethink, recreate the learning process. Our students will thank us.