Rigor in an online contextDISTANCE LEARNING IN SS

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Find the chat window on your Zoom interface.

• If you can see me, type, “I see you!” in the chat.

• If you can hear the music or my voice, type, “I hear you!” In the chat.

If you are reading this and you CANNOT see or hear me type, “HELP PLEASE!”

This is a simple way to conduct an audio/video test as well as practice using the chat feature.

First Things First: Tech Check

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Online Forum Asking How Distant Learning is going :)

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Delineate between asynchronous versus synchronous Set up distance learning expectations Explore an asynchronous lesson Discuss how to assess distance learning student work

Workshop Question:

Workshop Objectives:

How do we maintain the rigor and engagement of a physical classroom in a distance learning environment?

This Photo by Unknown Author is licensed under CC BY-SA

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Simple, Simple, Simple

Clear roles for teachers, students, parents

Consistent feedback to and from students

To start, do less, but do it well. This will not only help you feeling overwhelmed, but also help some students, too. You can add more elements and ideas as you go!

Guiding questions: Are my students learning? How do I know?

James' Guiding Principles

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Delineate between asynchronous versus synchronous Set up distance learning expectations Explore an asynchronous lesson Discuss how to assess distance learning student work

Workshop Question:

Workshop Objectives:

How do we maintain the rigor and engagement of a physical classroom in a distance learning environment?

This Photo by Unknown Author is licensed under CC BY-SA

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Types of Distance Learning

Asynchronous Synchronous

Anita will share link to a shared doc to populate

Using this google link which Rebekah is pasting in the chat boxIf your last name starts A – F: List characteristics of Asynchronous learningIf your last name starts G – L: List characteristics of Synchronous learningIf your last name starts M – R: List strengths or challenges of asynchronistic learningIf your last name starts S – Z: List strengths or challenges of synchronistic learning

Keep this document open, it will serve as a workspace for us during our session

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Delineate between asynchronous versus synchronous Set up distance learning expectations Explore an asynchronous lesson Discuss how to assess distance learning student work

Workshop Question:

Workshop Objectives:

How do we maintain the rigor and engagement of a physical classroom in a distance learning environment?

This Photo by Unknown Author is licensed under CC BY-SA

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The goal is for learners to communicate their understanding

• Share your thoughts on the teaching,

identified form, or platform

• Edit or delete your work

• Use the comment features of a form

to provide student or peer feedback

on their work.

Distant Learners Expectations (Asynchronous)

This Photo by Unknown Author is licensed under CC BY-SA-NC

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The goal is to spark inquiry

• Engaging literary pieces students want to continue reading

• Thought provoking informational texts which spark further inquiry

• Focused, clear directions that encourage effort

Engaging Distant Learners

Share a success!

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Delineate between asynchronous versus synchronous Set up distance learning expectations Explore an asynchronous lesson Discuss how to assess distance learning student work

Workshop Question:

Workshop Objectives:

How do we maintain the rigor and engagement of a physical classroom in a distance learning environment?

This Photo by Unknown Author is licensed under CC BY-SA

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Traditional Social Science Lesson: Standard: RH9-10.2 Determine the central ideas or information of a primary

or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text

Objective: Analyze the arguments for and against President Truman’s decision to drop the atomic bombs on Hiroshima and Nagasaki.

Agenda: • 5 min: Do Now: Do you believe in the phrase “the ends justify the means?”

• 20 min: Read and annotate arguments for dropping the atomic bombs as a whole class

• 15 min: Read annotate arguments against dropping the atomic bombs in pairs

• 7 min: Whole group discussion/mini Socratic Seminar with TDQs

• 8 min: Constructed Responses:

1. In your own words, summarize two arguments supporting the dropping of the atomic bombs.

2. In your own words, summarize two arguments against the dropping of the atomic bombs.

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Traditional Social Science Lesson: Standard: RH 6-8.2 - Determine the central ideas or information of a primary or

secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

Objective: Analyze the arguments for and against President Truman’s decision to drop the atomic bombs on Hiroshima and Nagasaki.

Agenda: • 5 min: Do Now: Do you believe in the phrase “the ends justify the means?”

• 20 min: Read and annotate arguments for dropping the atomic bombs as a whole class

• 15 min: Read annotate arguments against dropping the atomic bombs in pairs

• 7 min: Whole group discussion/mini Socratic Seminar with TDQs

• 8 min: Constructed Responses:

1. In your own words, summarize two arguments supporting the dropping of the atomic bombs.

2. In your own words, summarize two arguments against the dropping of the atomic bombs.

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Scholars will submit the following by 4PM 4/30/2020

Warmup response

Screen captures of annotations

Answers to comprehension questions

ACE’d responses to assessment questions

***All of these will be submitted through Google Form

Asynchronous Lesson Checklist

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We will look at student work after this section so please hold questions about how to access student work/assess student work until after that section

Please type any questions or comments about the LESSON elements in the chat box!

Questions and Comments about the Lesson

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Look at Google Form results

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Sample feedback

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Warm up: My favorite mistake: Identify an issue with this response and improve it (this response received a 7/10):

The author slowly introduces the plot and the characters which accomplishes both orienting the reader and building mystery. He describes Dante "with black eyes, and hair as dark as a raven's wing". The author is not just introducing the physical features of the character but also alluding to what could be his character traits or how his life is going.

Next Day

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Think of a question your colleagues might have and respond to any questions you have insight on.

Write your responses in the chat box.

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Resource JigsawRecording Options:

Zoom

YouTube

Quicktime

Screencastify

Edpuzzle

Presentation Options:

NearPod

Pear Deck

PPT

Google Slides

Submission Options:

Google Forms

Email

Turnitin.com

Collaboration Options:

Flip Grid

Google Docs/Sheets

Google Hangout

1. Pick a resource you want to learn more about OR add a resource you want to share with the group

2. Chart information on shared Google Doc

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Select a resource from the Google Doc you did not research Think of a way you might use it based on the

information your colleagues providedWrite your application on the row with your name

• If you do not see your name: add your name to a row at the bottom of the table

Analyze a Resource

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Write your responses in the chat box.

Give a thank you to someone in this session. Give them the reason why you thank you.

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Delineate between asynchronous versus synchronous Set up distance learning expectations Explore an asynchronous lesson Discuss how to assess distance learning student work

Workshop Question:

Workshop Objectives:

How do we maintain the rigor and engagement of a physical classroom in a distance learning environment?

This Photo by Unknown Author is licensed under CC BY-SA

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What successes have you found assessing?

What challenges have you encountered assessing?

What strategies to you use to limit copying/cheating?

Return to Google Doc

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School children under coronavirus quarantine in Wuhan, China have spammed a homework app with one-star reviews in the hope it will be removed from the App Store.

Tens of thousands of one-star reviews for the Alibaba-owned app DingTalk were submitted to the App Store in the hope of knocking it offline.

The coordinated campaign, which was first spotted by the London Review of Books, saw the rating for DingTalk fall from 4.9 to just 1.4 stars. Despite the effort, the free remote working app remains online and available for download.

Kids are Resilient

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Write your responses in the chat box.

Reflect on today’s activities:What did you like? What didn’t you like?

What was easy? What was hard?

What do you want to focus on next time?

Add this to the Google doc!

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Thank you for participating. Please help us improve:

www.tinyurl.com/PDSessionEval

APR 24 Session ID: 2564