[Marcia Hobart]

in reply to: 4.4 Fostering Student Relationships #18354

A first-day tradition during in person and online learning is to ask students to tell me five things.
1. Name (including preferred name)
2. Greatest strength in English classroom
3. Perceived weakest skill in the English classroom
4. Favorite book ever
5. Complete this sentence concerning one way students identify themselves: I am a ____________ _____________. The first blank should be an adjective.

I start and tend to make myself appear vulnerable in some way, which often is an initial invitation to build trust. I always find something in their answers to expand on to show them that what they say is important to me. Goes a long way.

[Marcia Hobart]

in reply to: 4.3 Remote Learning Matrix #18353

https://docs.google.com/document/d/1NhVOGzaKMVtt0IGiD7g4d4fylZUFTt2aYWedFABYaJA/edit?usp=sharing

I made modifications for secondary students.

[Marcia Hobart]

in reply to: 3.5 Your Hyperdoc #18352

Reply To: 3.5 Your Hyperdoc

Above is the link to my hyperdoc involving the correct use of bad vs. badly.

[Marcia Hobart]

in reply to: 2.9 Digital Lesson and Reflection #18350

Above is a link to an activity I used during COVID. My students were highly engaged with this activity because its content was in real time and widely publicized.

What went well? My students were definitely interested in the topic, so they were actively engaged with the resources. This allowed me to assess their skill development in the necessary AP Lang curriculum.

What could go better? I would like to implement so live checks for understand throughout the completion of the lesson.

Different? I would require some live teacher input to check for questions and reflections.

• This reply was modified 3 weeks, 1 day ago by Marcia Hobart.

[Marcia Hobart]

in reply to: 2.6 Tech Tool Tic-Tac-Toe #18349

Todd, I remember that you used a Blooket to check for understanding in the middle of instruction. I loved it, and the kids seemed not to mind at all. I thought that was a great idea.

[Marcia Hobart]

in reply to: 2.6 Tech Tool Tic-Tac-Toe #18348

I have never used Padlet before today. This makes online discussion super easy to present. To encourage participation, I think I would shut off the identification function that posts student names and require kids to use an assigned code to post their thoughts. This way, kids would be encouraged their thoughts with anonymity, yet I can see their input and provide feedback or scoring. The codes would satisfy one of the main issues with online work. Now, I need to find a way to ensure all students have charged devises ready to go!

Reply To: 5.6 Choice Board Peer Review

[Marcia Hobart]

in reply to: 2.4 Your Digital Home Base #18347

We also use Schoology as our LMS. Each course we teach has a separate page where I include folders with Opening Day/Essential Information, such as the syllabus, classroom rules and expectations, Plagiarism Policy, etc. Along with the weekly folders with key info and assignments, I maintain a Writing Resource Folder that includes key handouts with step-by-step writing guides, templates, and examples, along with links to helpful websites, such as Purdue OWL. With this information always available to students, they have access to course materials with detailed explanations to help if I am unavailable. Schoology also facilitates outside of class communication via messaging/emails and announcements or updates I post.

[Marcia Hobart]

in reply to: 1.8 Challenges of Teaching Online #18294

Active engagement would be my biggest obstacle with online learning. Discussion boards are somewhat helpful, but there will still be students who won’t engage in these. Participation points seem to encourage engagement, and I can see requiring individual contact during office hours as a way for reluctant students to earn said participation points. During these individual contact interactions, I can work to connect, encourage, and build the confidence of my quieter, less engaged students.

[Marcia Hobart]

in reply to: 1.6 Streamlining Your Digital Workspace #18293

This is probably pretty simplistic, but it works for me. Most, if not all, of my planning is done outside of school hours from home. Once I take care of everything I am able to from home, each evening I use the sticky note app to create a note to myself that I see first thing when I log in at school. My notes remind me of additional tasks that need to be completed from school. I refer to my sticky note throughout the day and often add to it as my day proceeds. I keep the sticky note until I have completed each task–sometimes much longer that I’d like!

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