[sfedro]

in reply to: 4.3 Remote Learning Matrix #18231

Here is my Remote Learning Matrix. I only modified a few boxes to reflect our PACE program and will probably keep it a living document.

[sfedro]

in reply to: 3.5 Your Hyperdoc #18227

Here is a hyperdoc I’ve created as a general overview of comma usage using resources I’ve utilized before. IXL is a great resource for grammar, offering an expansive collection of skills differentiated across all grade levels, excellent data collection and analysis, and resources to remediate and extend learning.

[sfedro]

in reply to: 2.9 Digital Lesson and Reflection #18226

Here is a lesson I used early on during Covid with an 8th grade Honors class.

What part of your live lesson went well? Why?
I remember it mostly went fine. I think the interactive bits of Nearpod were still fairly new to students, so they spent a lot of time on the VR slide in particular. The discussion question built some momentum from the get-go.

What part of your live lesson could go better? Why?
I wish I had an audio version of the story, but it was an edited version of the story that my colleagues and I created. Nowadays, we would probably be able to plug in the PDF into an AI program and have it spit out a decent reading, but that wasn’t possible then, so students had to listen to my voice.

Identify 1–2 areas where you think you can improve. What would you do differently next time?
I think I would have some guided reading slides for students to complete as we read the story. Depending on the students, I might also try a flipped version of the lesson where students read before class and just do discussion activities in class.

[sfedro]

in reply to: 2.6 Tech Tool Tic-Tac-Toe #18225

I’ve had the same struggle making my own Kahoots. I bet there’s an AI tool out there that can make it easier!

[sfedro]

in reply to: 2.6 Tech Tool Tic-Tac-Toe #18224

The nice thing about Blooket is that it does keep logs of the data, so you can see the level of student participation long after the session is over. If you pay, you can see all of their responses to each question. For free you can still see the number of questions they answered and overall accuracy.

[sfedro]

in reply to: 2.6 Tech Tool Tic-Tac-Toe #18223

I decided to try out Mentimeter because I hadn’t heard of it before, and it seemed very engaging. I made a bellringer activity that I could imagine using to help introduce The Things They Carried (a novel about soldiers during the Vietnam War).

Two challenges that I face with regard to online tools are keeping up with them (I do try to be proactive about finding new tools but still) and being able to fully utilize them without spending money. There are too many apps and websites that have useful features, but since they’re not in one place I have to decide what I absolutely want to use for a prolonged period of time if I’m going to spend money on it.

[sfedro]

in reply to: 2.4 Your Digital Home Base #18221

My district uses Schoology as our LMS. My course page starts with my class syllabus, quarterly schedule (a day-by-day breakdown of planned topics, assignments, and quizzes), a list of academic vocab for the quarter, daily agendas (which is a Google Drive folder containing every daily slide I put on the board in class), and an explanation of one of our major projects each quarter. I also use folders to organize the page so that it doesn’t become too intense to scroll through. Overall, the page contains pretty much every resource I use, so any students who are not physically present in class can not only see what we are doing but also get it done from home if possible.

• This reply was modified 1 week ago by sfedro.

[sfedro]

in reply to: 1.8 Challenges of Teaching Online #18220

Student engagement was the hardest part during full virtual instruction. Even when all students attended class, I could tell they were distracted by whatever was going on at home. Much of this wasn’t their fault, of course, but I think some of the tips about creating an evironment suited for digital learning would be great for students. That’s not entirely in my control, but I think I can still offer suggestions for students wanting to succeed. I think creating lessons that provide students ownership of their learning also helps, especially when personalized.

[sfedro]

in reply to: 1.6 Streamlining Your Digital Workspace #18219

The organizational system I use the most would have to be my email account. The input generated daily from students, admin, colleagues, etc. never stops. At the same time, I have a hard time leaving any messages unread. As soon as I get an email, I open it and decide if it’s something I need to respond to and when. If it’s urgent, I usually respond immediately. If it’s not urgent, I set a 24-hour turnaround during the week. If it’s in regard to an action I need to complete (for example, filling out a form and delivering it to the office), I click the star button so that I have a to-do list in my email. There are several more procedures I’ve created for myself, but the point is I have a streamlined process for dealing with the many emails I get which saves me time, saves my mental energy, and prevents things from getting lost in the shuffle.

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