Here’s the introduction to what I’m fumbling through today:
First, I want to start with two resources that have reinforced or shaped the thinking that is going on here. Start by going to the Global Online Academy to explore their resources. Then, check out The Emergency Online Blog. Caufield’s video “How I would approach the fall semester” is a much watch, and has helped with the models I’m conceptualizing here. While he’s writing to a university audience, his structure has merits for the K-12 population.
Continuing to build routines and procedures
At the start of any school year, setting up the organization of the classroom is an important part of classroom management. The organization of the course in our LMS is essential. Below is a mock-up of what my Schoology course will look like in the opening week:
In this mock-up, I’ve included essential items that will always be present within my course: a link to “office hours,” a “Help Desk” folder with How-to videos on technology related items, and a dedicated parent folder with the course syllabus and FAQ document or page. The entire course can be viewed on the screen. There’s no scrolling down to see items on the page.
There’s also a folder for the content of the week. The folder is dated, and the items within the folder have specific names and due dates included in the titles. Notice that there’s no links to PDFs or other documents. In the “Take the Quiz on the Syllabus,” I would embed a link to the syllabus within the quiz. While every grade level is different, I do very little reading of documents and review of documents and directions to students. With something like a syllabus, I would expect students to read it on their own, come to class with questions for clarification, and then take a quiz to show that they had read the document. This kind of move is even more important in the coming year where I’ll have little time in a face-to-face setting.
As I move week to week, I will either unpublished old folders or put older materials in to “Previous Weeks” so students can access.
This organization and design will be present and it’ll be maintain consistently. From the first day, students see the organization, it can be reviewed with them in those first classes. In this way, I’m setting a routine for them and how they access materials. I also build credibility with them–I’m organized, I’m taking care of you, and I have the forethought to put this together in a way you can easily consume. It’s another foothold for our relationship building when we get to the academic part.
What I’ve described above is one way in which Schoology can be used in a streamlined way that’s easy for students to consume. I have some other suggestions that I’ll get to in future blog posts.
Two Approaches to the Hybrid:
In my introduction, I summarized the current plan the district has to bring students back into the buildings through a hybrid schedule. Some students two days of the week and other students on opposite days. In the graphic below, I puzzle on how this might look:
Reflection on these models:
- Once I decide which of these to pursue, I would stick to the plan for the first quarter, and then assess through self-reflection and discussion with families and students.
- In-depth formative assessment is essential. The need to know where students are at when they are coming to a class session helps to give the best chance at developing a lesson plan to address those needs. Sure, quizzes and other objective measure are one part of this. But, I also see email, discussions, Flipgrids, and video chats being important to collect the “What do you need me to talk about in class today?” This is making me think that I need to model these student input pieces and make some procedures for them in those first weeks. I’m totally leaning towards Flipgrid as the go to tool for this, as students don’t necessarily need to be in their video.
- What is the best use of class time? In the above diagram, I use the phrase “Essential Direction Instruction.” While I’m an advocate for video lessons and students learning through watching video, there are times when I have a piece of content that I want a live audience for because there are always immediate clarifying questions or my need to check for understanding.
- As a writing teacher, the workshop model is valuable. In this model, the teacher provides some instruction at the beginning of the class, and then the students spend the rest of the time working on applying that concept into the writing they are working on. When students work, the teacher then is free to circulate to check on the application of the material, work 1:1 with the students, or conduct writing conferences. Is this the best use of class time in the cohort model? It seems less so in the “Zoomflex,” and perhaps even problematic.
- In his video, Caufield speaks to the use of breakout rooms as part of a class meeting, so that students can collaborate and connect. Additionally, if there are students in the physical room, they could socially distance by each joining a different breakout room. This will take some work to fully conceptualize and to figure out how to manage productively with high school students. However, I do see the application in a literature classroom for discussion, for peer conferencing, multimedia project planning. I also like the idea that in the “Zoomflex” we build an attitude of “together, apart.”
- My takeaway from items four and five above, is that class time should really focus on student interaction. Discussion, collaborative activities, and stuff that can’t be done through a screen. Like many, by April of last spring, I felt burned on virtual meetings. Given what we’re facing in the coming year, there will be lots of virtual and lots of video. If possible, can we use class time to reduce digital technology use, and be a bit analog in our work and in our relationship building.
- Does the cohort model essentially double the preparation load? I don’t think so, but I certainly will be grading each day to make sure I can be on top of where students are at. This works fine for me. I’m not someone who can sit for hours to grade all the students I’m responsible for in one sitting. Also, some of the “grading” is really assessment checks to guide lessons, and may not necessarily need the clerk-work of grade assigning or recording. This is another reason I like video responses from students in Flipgrid.
This is a good start at capturing the two models as I see them currently and at starting to evaluate their effectiveness. Sorry, no outro video today, but maybe next time. Do you have other ideas for how it might look in the hybrid model or what other models for the school year have you heard about there. Leave a comment or DM me.