Staff Newsletter
June 1st - 5th
Thanks for a Great Year
- Building a Blended Learning Class
- Canvas for Blended and Remote Learning
- Understanding Blended Learning for 20-21 School Year
- Using Flipgrid
- Flipped Classroom Ideas
- Asynchronous and Synchronous Learning
- Planning a PBL for 20-21
Thanks for all that you have done to help support our students and families,
Phil Cox, Principal
Chris Layton, Vice Principal
Jenifer Laurendine, Dean of Students
Setting Up for 2020-2021
Reminder: Final Grades are due in Skyward by June 2nd. Please complete in Skyward
We have learned a great deal in the past few months about education, our students and ourselves during this closure. As a school, we have made amazing strides to help support students and the learning process. We have had over 1 million page views in Canvas, we have held hundreds of Zoom Meetings, we have learned about terms we never conceived and in so many ways we have learned, we have collaborated and we have grown. We didn't plan for this global pandemic, but we have shown resolve to grow, innovate and design new ideas and opportunities. As we move into the summer, working to continue to learn, grow and prepare for 2020-2021. There are many uncertainties in education in the coming months and years. It's plausible that in many capacities education will forever be changed from this time.
Through this time we have seen the skills, lessons, strategies that work well for Remote Learning and we have also seen those same skills, lessons and strategies that need to happen at school. As we prepare for the 2020-2021 school year, we need to continue to learn, grow and prepare for the potential of a different type of school year that could have extended school closures. A way for us to consider and prepare for this new reality in education is to continue to learn and grow the tools for our toolbox including diving into ideas for Blended Learning, Using tools for Synchronous and Asynchronous, maximizing Canvas and the tools that go along with Canvas, Using FlipGrid and Flipped Classes etc. As we navigate through the summer and continue to prepare for the 2020-2021 year, we now know there is a new potential reality for extended closure and remote learning. Think about how you can continue to learn, share and grow so we can keep the learning process continuous by challenging and engaging students.
If we went to Remote Learning in the 2020-2021 school year:
What would that look like for your students?
How would you prepare them in class beforehand?
How much of an impact can Blended Learning have on making that a more seamless transition?
We feel confident that you are working to prepare and learn more about how we can work to help students next school year. A goal for our newsletter is to serve as a form of professional development and provide access to tools, strategies and ideas. We appreciate the feedback given in the Remote Learning Phase 2 survey. It has helped us see areas in which we can work to improve, provide more information and resources etc. Below are a few topics outlined in feedback including using tools like FlipGrid and Canvas or strategies for synchronous and asynchronous learning etc. The changes in education were not predicted, but your grace, professionalism, and lifelong learning attitude made Remote Learning a great success for so many students.
As we near the summer, we just want to make sure we continue to prepare our toolbox for the potential of another long term or multiple long term closures. We can't thank you enough for all of the engaging lessons, efforts, and learning you embarked upon during this phase of Remote Learning. We will work to continue to develop resources, strategies and get information to help support our teachers, students and parents for a potential long term closure. We appreciate your efforts and innovation! You guys have been absolutely amazing!
Canvas is your Class Online
A few things to consider:
1. Use Canvas to post information you teach in class each day:
Think of Canvas as a place to post your lessons, resources, and information students need to understand your lessons. For example, if you reviewed a PowerPoint in class today, think about posting it in Canvas after you have shared with students. This can be very helpful as some students may have missed information etc. or simply need to use this as a resource as they work on honing their skills outside of class.
2. Use Canvas to post videos to help students
During the time of Remote Learning so many of you have found that making a short video or providing students with a short video with content or helping them understand a concept can make a difference. Think about any resources and visuals that you may use in class and think about how you can post that in Canvas.
3. Use Time at the Beginning of the Year to Teach Canvas
As we prepare for 2020-2021, think about building in time at the beginning of the school year to walk students through your Canvas course. Spend time explaining "the norms" for your students so they understand how to navigate your course in Canvas.
4. Consider Modeling Remote Learning using Canvas in class
When we return to school and we return to our classrooms it would be worth your time to help model a "remote learning" lesson and Canvas would be a great location to launch that information and lesson. This would help make transition from traditional learning into a remote learning easier for both teacher and students.
5. Consider Reviewing Ideas, Tools, and Resources
During the Remote Learning period we posted resources, and links to help with understanding how to use the tools in Canvas. Take some time to look over a few of the links, resources, and ideas posted below:
Rethinking Teaching with Canvas Tools
"Differentiating Assignments (k-12) in Canvas: Helping All Learners Be Successful"
When you check out many websites for educational companies, you will begin to see they have packaged a lot of information for "Covid-19" or for "Remote Learning" etc. Canvas has provided some resources as a way to help teachers and schools. Check out the following link:
https://www.instructure.com/canvas/tools-for-online-learning-when-the-classroom-closes . I have listed some of the other links attached on this page with a brief description for how they can provide assistance:
Blog updates from educators utilizing Canvas
Ideas on utilizing Mastery Connect
Video Tutorials on several tools in Canvas
Great resource for utilizing Videos in Canvas
Using Canvas to Promote a Growth Mindset
Please reach out to Mr. Fowler or Mr. Layton if you have any needs, concerns or questions. They will work to support you any way possible
Canvas for the End of The Year
Wondering what to expect as the end of the school year approaches? Have no fear! We have you covered! Students will have access to this year's courses until June 2nd. After that, their courses will be removed from their dashboards and they will have read only access. Teachers will have access to make edits, score assignments, and make changes to grades in courses until June 2nd. After that, you will have read only access. (Don't worry though, you will still have access to import that content into next year's courses so you won't need to start from scratch!)
Are you a go-getter, a planner, always two steps ahead? If you are planning on working on your Canvas Courses over the Summer to get a jump start on next year, you can Create a "Sandbox" Course https://community.canvaslms.com/docs/DOC-12819 . Since you won't have your course shells for next year's classes until closer to the fall, you can create a new course to begin preparing. Teach multiple preps/courses? You can create as many Sandbox Courses as your heart desires (just make sure to name appropriately to avoid confusion). I use my LASTName Course YEAR Summer, so my course would be called Fowler Test Course 2020 Summer.
Check out the video below or the Canvas link above for more information. As always, if you need help, please don’t hesitate to reach out to Ben Fowler bjfowler@ortn.edu
Understanding Blended Learning
Key Concepts:
How can you develop a model utilizing Canvas to support Blended Learning?
If we were to go on school closure within a day of previously being at school, what would your students understand about accessing information on Canvas?
How can you use Canvas more in your instruction to post materials, resources, videos etc. to help support student growth and learning?
Thought # 1 - Start from Day 1 and think of Blended Learning as the new foundation
Make your physical classroom and Canvas interchangeable. As a student, parent etc. think about how I can log on to Canvas and see exactly what happened today in class. What resources did you share in class today? Did you have a PowerPoint with notes? Post it to Canvas. Think about how you can work to develop that Blended Learning classroom, where students get information, opportunity for discussion, feedback, activities etc. with you in class during the "brick and mortar" building instruction. But how can you utilize tools like Canvas to host and post information to keep the learning going in your digital classroom. What does that look like?
The more you make this a norm with students and have this in place from day one the better you may see participation, continuity and more success from Remote Learning if we have to go to it in the wake of a future closure.
Thought # 2: What is Blended Learning? How can we continue to grow that model?
Blended Learning is the idea of combining brick and mortar education along with a digital learning opportunity for learning. When we return to school the brick and mortar instruction we will have a great idea as to how to engage students and generate student progress. The idea of being in the building with our students is what we know best. In the past few years, what you have worked to accomplish more and more for Blended Learning has come in your development of utilizing digital resources. As we have been shifted into Remote Learning, that growth of digital lessons and finding ways to connect through our Learning Management System has become vital.
Thought # 3: Learning can take place everywhere
One of the concepts of Blended Learning is the idea that learning can take place both in class and outside of class. For example, you can use Canvas as a place to post resources for students after a lesson has been taught. Think about it this way, tomorrow's lesson involves a PowerPoint, having a tool like Canvas you can post that PowerPoint to Canvas whenever you'd like. You can post the PowerPoint the night before and assign it as "homework" to help students front load information before coming to class or you can post it after you have used the resource in class, so students can go back and re-read and review.
The concept of Blended Learning is that with a tool like Canvas, you can open up your classroom to 24/7 access. Think about how you can post and update your Canvas page. If a student misses class, imagine what they can find on your Canvas page. If a parent reaches out and says, "my child didn't understand...." think about how you can drive your students and parents to Canvas as a One Stop Shop of information.
Thought # 4: Prepare for the idea of School Closure
We have said this multiple times over the past few weeks in our grade level meetings. We have expressed that give the uncertainty of this time we cannot guarantee that there will be no school closure next year like the one we have seen this spring. We don't want it to happen, but it is very possible.
If you establish your Canvas page as a place for students to continue their learning it will help out immensely in preparing for Remote Learning. Think about how you can treat Canvas as a virtual classroom. What resources would you post? How can you use video of yourself explaining concepts/ideas etc.? Don't wait to do these things if we go to Remote Learning. Think how you can make this normal practice for you and for your students. How can you start next school year with one or two digital lessons built in Canvas. Think of it like this, if you build it, promote it, share it and make a daily practice when you have students in your room it will only help for continuity if we move to Remote Learning.
Thought # 5: As a Bonus....
As a bonus by placing resources, information, videos etc. you can really help students in the following situations:
- The quiet student who may not be willing to raise their hand amid their classmates because they are confused. If they didn't understand and you have resources on Canvas, they can start their and if needed come see you individually.
- The student who may be absent on a given day can benefit and you may benefit as well from the questions of "what did I miss yesterday?"
- It helps to communicate to parents and cut off any type of miscommunication. It allows for resources shared in class to be accessible, it allows for parents to be involved and understand better how to support student needs etc.
Using Flipgrid
Another example is Flipgrid and how teachers can use it in their classroom. The article "9 New Ways to Us Flipgrid in the classroom" provides some ideas and thoughts including the following:
"Supporting absent students: Flipgrid can be a catch-up solution for students who are absent. The teacher creates a topic for work completed in class, and if a student is absent during a given class period, one of their peers can post a quick video about what assignments were completed in class so the absent students can quickly learn about what they missed."
Check out these articles for more information on great uses for Flipgrid that so many are already working on with their students across the nation and world:
Flipgrid Scavenger Hunt - fliphunt is a scavenger hunt using Flipgrid. It is a fun way of having your students get out of their seats, participate in the learning, and demonstrate their understanding and application.
Flipgrid and Remote Learning - As educators, learners and families are impacted by COVID-19, know that our entire team is always here for you. Inspired by the ways you foster community beyond the classroom, we have curated a collection of resources to help you and your peers.
Flipgrid - Official site from Microsoft
How Flipped Lessons can help with Transition to Remote Learning
We all want the 2020-2021 school year to kick off without a hitch, but we also know that it is imperative to be prepared for potential Remote Learning. If you are at all interested in Flipped Learning there are a few concepts to think about in preparing for 20/21 school year.
- Using Canvas as a place to host your classroom, lessons, and resources
- Working to set up possibly 1 Flipped Lesson per week to help get students used to the idea. You can walk them through expectations as to how to complete the lesson etc.
- Using a Flipped Lesson can help promote how Blended Learning works for your students to understand.
The resources below have been shared in past newsletters, but as you plan for 20/21 think about how you can use this strategy to help migrate students into a blended learning model in preparation for Remote Learning.
Thought # 1 - Create opportunities to Connect
Although posting a video is only one way connection it provides you with a great chance to connect with students. For example, an intro video simply asking students how they are and telling them we hope to see them again soon etc. That can have a very positive impact for students during this time of uncertainty. A simple daily "good morning and welcome to science! Today you will notice in Announcements we are going to do an activity on gravity. Please read the directions carefully and give it your best effort. Once you complete the activity go to Canvas discussion board and share your thoughts. You will find some guiding questions there to help you show the steps you used and how you thought like a scientist throughout the activity. I look forward to seeing all the amazing feedback and discoveries you made"
Thought # 2 - Videos don't always have to be you
If you think about it from this perspective, you may already show clips of videos in your class weekly or a few times a week. You do that because many learners are visual and it really helps them to see as well as hear. So you can provide links to videos that you think will help provide some direct instruction that you think may engage students into the topic. Using tools like EdPuzzle (mentioned below) you can actually embed questions into the video as "check points" for students to see if they comprehend.
Thought # 3 - Condense your direct instruction
Often what could be a 7 minute lecture or direct instruction in class can quickly become 15-20 because of interruptions, dealing with classroom management, "can I go to the restroom?", "I don't have a pencil" etc.
Think of this as an opportunity to deliver content via video to students as a support for the assignment/lesson you have prepared for them in Canvas Announcements. Another great reason for doing this is it allows students to absorb information in their own time and their own way. For example, they can rewind, re-watch, pause etc. If they don't get it in class, they may not raise their hand to let you know. If they don't understand a video of you explaining it, they can simply watch it again or just a segment again.
This is the premise concept of Flipped Instruction. You dictate how long direct instruction will last because you film yourself or PowerPoint slides etc. with narration of the instruction. Students watch the video as "the homework" and then come to class to show the skill via an assignment.
Thought # 4 - Video allows for Creativity
So many of you are so talented in so many ways. Utilizing video allows you to express creativity and design ideas to provide content. For example, film yourself doing a simple science lab and then as a lesson challenge students to do the same. They can set up their device, film themselves doing the lab and provide feedback as to the scientific process. Utilizing video opens up more opportunities and ways to stimulate learning for students. Through video you can use visuals to help tell your story whether it's a series of PowerPoint slides or even utilizing techniques like Paper Slide Videos.
Thought # 5 - If you build it, they will come! Or they will go elsewhere
Have you every watched YouTube to learn how to do something? More than likely you have or you know someone who has. If we provide instruction for something in class or in Canvas and students and parents don't understand it there are more than likely one of two outcomes to happen next.
- Outcome 1, this isn't required, I don't get it. I'm going to move on
- Outcome 2, I don't get it from what I read. I'm going to Google it! This will help provide links to Khan Academy, YouTube videos etc.
Creating Instructional Videos for Class
Thought # 1 - Practice, Practice, Practice!
This delivery of education is different for you the teacher and it is different for our students and parents. When we return to school, the normal may not be, look or feel so "normal". We don't know at this point what school may look like in the future. However, we do know that by preparing our students through a Blended Learning model, we can help them prepare for a better transition to Remote Learning. Think about using the first few weeks we return to school to lay out the following ideas:
- Help students understand where you will post information, resources and tools in Canvas
- Assign a practice lesson or a video etc. in Canvas and assign as "homework" for students to complete
- Think about how you can design an activity for the next day in class that could be replicated both in class and outside of class
- Use a lesson of this nature once per week to help set up students to understand how to use videos or online lessons with asynchronous learning
Thought # 2 - It helps Students to Watch/See/Hear Again
Think about your class for just a moment. You deliver information, concepts and new knowledge to students and sometimes they miss what was said. Think about how a video of your introducing a lesson or giving recap of a lesson etc. that a student and parent have access to on demand. They can watch, review and engage with the lesson and content multiple times. This also can be a huge help when students don't understand and you get the inevitable parent email of "we don't understand". Think of this as an opportunity and tool for students and parents both to be engaged and collaborate with one another about the skill you are teaching.
Thought # 3 - Think of time you will add to class
When you utilize your digital classroom via a platform like Canvas and you are able to help students by providing tools, resources and videos to help you can begin to create more time in class face to face. Consider that often we work to lecture, discuss and present to students for a considerable amount of class time. When you produce, share and use videos for class instruction you are dictating the amount of time dedicated to direct instruction. The concept of "Flipping" is that you produce 5-7 minutes of direct instruction with key questions, guided notes etc. and that students watch/review and pose questions for class from that video as "the homework". When they come to class you can work to set up lessons, activities etc. based on students understanding of the video lesson presented as homework. Through this practice you can create time for your students.
Thought # 4 - Students as producers
By starting with this idea as something that you do routinely or weekly etc. you can establish this as a part of your class expectations. If we go to remote learning this will only increase students understandings of your expectations. It doesn't have to be a daily thing if we are in session in a traditional manner, but it may become a daily thing in remote learning. If this becomes something you develop as a norm for your class you can get to a point where students become the producers.
Think about how students can take a concept you challenge them to understand, learn or review and how they can in turn teach that via video. They can record it on their device and submit via Canvas or Flipgrid etc. Below is a video about teachers assigning students to produce videos to assess, "do students understand this standard". This is a great reflection tool for both students and teachers.
Working to Build PBL and help Students Understand PBL
Below are a few thoughts and ideas to consider along with some resources for you as opportunities to learn more about PBL and even how to institute or sustain a PBL during Remote Learning:
Many teachers worked to evaluate designing a PBL during Remote Learning. There were mixed reviews on launching a PBL during Remote Learning and many thoughts, ideas, and resources expressed from staff feedback.
A few things to consider going into the 20-21 school year...
- How can I model/facilitate PBL when we are physically in school in order to help students understand the process to keep continuity in case we go on school closure?
- How can I use Canvas as a platform to provide students with resources to explore, design, innovate and create for a PBL both with blended learning and remote learning?
- How can I work within my PLC to design a PBL that is standards rich and focused on teaching students skills?
Start with a Driving Question - Think about Skills that go with that question
For example, in our current crisis there have been many considerations, contingencies, plans etc. that have been launched, evaluated, and utilized predictive data measurements. How might our students work to research, analyze, and propose solutions. What math skills are in use by analysts? How do scientist look at data to make predictions for leaders to identify trends and curves?
How might a campaign for social/emotional health benefit your community during a time of stay at home? (reference to chalk walks, neighborhood teddy bear hunts, and 8 pm howl) Could students develop ideas to support the community and show understanding of ELA skills?
A Few thoughts and Examples from PBL Works for Remote Learning
A PBL doesn't have to be One Huge Assignment or Project. It can be chunked into small parts
A misconception often about building a PBL is that it has to be a large summative assignment that measures multiple outcomes, standards and skills all in one final resolution. While the final product may be a summative piece built to show all of the skills attained etc. you can build to that with small assignments, quizzes etc. to check for understanding. In the end, you want students to utilize their skills and foster creative ideas to response to your driving question or project idea.
A PBL does not have to be weeks long
A PBL is as long as you desire for it to be and can encompass as little as one standard and upwards to multiple standards. There is a lot of flexibility in teaching through a PBL model and the flexibility is up to the teacher to determine how to proceed. The goal is to keep students focused on the project/problem and an extended PBL can pay just as much dividend as a shorter version. It's about engagement and providing opportunities for feedback, reflection and student revision.
PBLs can increase student engagement and understanding
By providing students with a driving question, connected to a real world issue/problem you can really work to develop a PBL that keeps students engaged. As you develop the PBL, think about offering students with facilitation, but letting them explore ideas, opportunities and resolutions. This type of student ownership, while you supply the content and skills, can help pay off with PBL. The students may understand the content, they may have shown mastery of the skill through some quiz or test you have provided, and they may still present an idea that is not as supported as others. For example, think of remote learning. There are several schools in the midst of this pandemic that have many varied approaches to learning. In the end, there will more than likely be studies and theories proposed as to what was "the most effective". It will be a fascinating case study for education, sociology, economics, science etc. But there is not a uniform "right answer" to many approaches being made by districts aside from helping students and teachers.
Resources are listed below to help with PBL:
PBL Works (formerly the Buck Institute) database of pre-made PBLs shared by teachers
Edutopia's resources focused on PBL
A PBL Quick Start Guide for Teachers
Project Based Learning: Start Here
On Thursday May 21st, PBLK12 group hosted a series of online Professional Development focused on how to launch and facilitate a PBL through Remote Learning.
Session 1:
Erin Murphy
Assessing Authentic Learning
Creating a productive system to assess student learning in a project-based classroom can become overwhelming. This session will offer actionable approaches for feedback, assessment tools, and grading.
- The link for participants to access the Recorded Session: https://event.webinarjam.com/go/replay/12/27vm6s7foavuk
Session 2:
Ross Cooper and Joshua Culwell-Block
Project-Based Learning in a Virtual World
Let’s explore a concrete and practical framework for tackling PBL from a distance! We'll walk you through a tried and true process that can be adapted for all grade levels. More specifically, we'll take a look at: developing an idea for your project, ensuring sure your project is standards-based, how to assesses (and possibly grade) students based on these standards, how to filter in direct instruction, promoting self-assessment and peer assessment, giving students time and space to reflect and publish, and how to set up a digital hub that lends itself to project-based learning from a distance
- The link for participants to access the Recorded Session: https://event.webinarjam.com/go/replay/13/87o53s5hgslao
Session 3:
Shelly Sanchez Terrell
STEAM Up Your Project-Based Learning in the Elementary Classroom
STEAM education ignites innovation. Innovation thrives when students observe issues that impact them now, are allowed choices, collaborate with their peers, are allowed the time to implement and rework solutions, and reflect on how to carry out their ideas further in the future. How does all this work in the elementary classroom with limited time? In this session, Shelly Sanchez Terrell will share tips, activities, and tons of free resources to help you STEAM up the learning whether you are a novice or an expert.
- The link for participants to access the Recorded Session: https://event.webinarjam.com/go/replay/15/475z2svcnuzf6
Session 4:
Monica Burns
Igniting Creativity in the Classroom: Planning, Capturing and Sharing Learning
Students can create an authentic product that shares what they’ve learned, and open-ended creation tools are powerful ways to capture and share student learning. In this session you’ll learn how designing opportunities for creation in the classroom empowers students to plan with a purpose, capture their new knowledge in any subject and ultimately share their learning with the world. When thinking of the ways This session will introduce Spark Video movie-making tool, Spark Page website builder tool, and Spark Post image creator tool. Attendees will see student work samples and find inspiration for learning activities across the content areas.
- The link for participants to access the Recorded Session: https://event.webinarjam.com/go/replay/14/m14wpbxu7f7tg
Panel Discussion
Join all of the presenters for a panel discussion about project-based learning. We'll talk about current topics (such as how to do PBL in an emergency remote learning environment), and share ideas and practices for all K-12 levels and subject areas.
- The link for participants to access the Recorded Session: https://event.webinarjam.com/go/replay/16/g3p0zf9a44aou6
Session 5:
A.J. Juliani
How to Turn Any Unit into A Project-Based Learning Experience:
We all have curriculum, standards, and scope and sequence that often limits what we can do in the classroom (whether in-person or a remote learning environment). However, we can do PBL that connects to standards, supports the curriculum, and outpaces our current scope and sequence. In this session, we'll break down the myths of PBL and how to actually do it with your students.
- The link for participants to access the Recorded Session: https://event.webinarjam.com/go/replay/17/97859s5bzns3qc7
Session 6:
John Spencer
Empowered PBL: Building Self-Direction in Distance Learning PBL
Student engagement can be a real challenge in distance learning classes. But often a lack of engagement is actually a lack of self-direction and ownership. In this session, we explore practical ways to build student ownership into distance learning PBL units.
- The link for participants to access the Recorded Session: https://event.webinarjam.com/go/replay/18/174m6svs8qiwpb4
Developing Synchronous and Asynchronous Learning
However, if you take a moment to reflect you will see in many ways we have been operating in both manners for a few years. The premise behind "Blended Learning" is to have both synchronous time (time spent in the school with face to face instruction) and asynchronous time (time outside of school utilizing a learning management system). So we wanted to provide some thoughts as you work to transition your class into Remote Extended Learning Opportunities.
Thought # 1 - Keep it Simple and Easy to Navigate
It is important to focus on getting things started off in a positive and simple direction. On Monday April 6th, there are many factors beyond our control when it comes to student participation. How many students will check for lessons? When will they check in? How will I know if anyone checked in?
Start with a simple, positive message for your students. As different as the world seems to be to us as adults, it assuredly has changed for them in many ways including different ways maybe from our own thoughts and ideas. Provide a message that helps them understand that we are going to work through this to the best of our ability and then helps them understand "how to go about the learning processes and expectations in your remote learning platform"
Thought # 2 - Provide instructions students and parents can understand
Keep in mind it won't be just students looking for assignments. With millions of students going to remote learning in households with millions of parents expected to do remote work, it is important to have clear directions. Thinking back to thought # 1, keep it simple. Since students do not have to attend and there are no grades, it is important to focus on learning opportunities and developing plans that can easily be followed by students and parents.
Thought # 3 - Designing lessons via Asynchronous Video
There are more details below on this topic, but this is a great way to connect, provide clarity and any pertinent information for students. One major advantage with providing video is that students may get more from audio plus potential visuals. Another great aspect is that you may be able to produce some direct instruction "how to" that can help support students as they navigate your lessons. Another resource below for helping teachers with "direct instruction" via video is to learn more about EdPuzzle, which is listed below. It is a really neat tool that helps provide interactive direct instruction. If you use and prefer Nearpod, it could be a great asynchronous tool for assignments.
Thought # 4 - Think about high success lessons
In an asynchronous model that has been thrust upon teachers and students it is important to start with high success lessons. In addition to engaging students into the lesson and content, it may be beneficial to begin with review of ideas/concepts that have yielded great success in the past. Since attendance is not mandatory and there are no grades to be collected, it may be an important factor for students to see success early in the remote learning plan.
Thought # 5 - Make the learning fun and engaging
There are more details, resources, and ideas as to how to make remote learning more engaging and fun, but think about it from a student perspective. We are teaching in an unprecedented time to a generation that has been consumed by media and visuals their entire life. They see their world and the future of their world very connected to engagement. Even in a remote learning plan, we may see some students disengage who may not normally within the walls of the classroom. Think about ways to take the skills you are teaching and incorporate them into things students can do. Think about having students take on challenges that stretch their mind, make them think critically, creatively, and even be able to promote dialogue, communication and collaboration. This is a different time for education and working to engage students can be critical to remote learning success.
Engagement is Key to Success in Remote Learning
Be Creative and Design Engaging Learning Challenges
Put yourself in the shoes of our students. How can you design lessons that will work to engage students? A goal could be to find standards/skills that students may need to work on and finding ways to build lessons centered around real world application. Design lessons that will promote curiosity, critical thinking, creativity etc. This is a great time to work on standards that have been previously taught by challenging students to exhibit mastery in other ways aside from a test.
Design Videos of Yourself
Have you heard of Flipped Lessons? If so, this would be an opportune time to make one. It doesn't have to be complicated, complex etc. in fact it's great if it's just simple. You can access your camera on your laptop, record a quick video and post it to Canvas. If you want to get into more details as to how to design, produce etc. a more elaborate video contact Mr. Fowler or Mr. Layton.
Build Connections to the Real World
Often a major need for students is to see connection and authenticity. As you map out the skills you intend to teach in the first week and moving into the second week and beyond how can you connect it to the world outside of school. This may be where using other resources, videos etc. cans be useful because you can utilize those as tools to help promote student learning.
Keep it simple to start, establish some Norms and high success rates
Online tools are not new to our students, but remote learning is. Just like our concerns and questions our students and parents will have similar questions and thoughts. Start simple and keep directions very specific and clear. Remember, you will have parents working with students and the learning outcome and goals for this extended learning opportunity should be clear.
Make it fun!
In these challenging and unprecedented times, we want to continue to help support our students. Work to find ways entice students to return each and every day with this learning journey. How can we increase engagement? How can we support the learning process while building connections for student understanding? As you start, think about how you can make the first lessons fun and engaging.
We ALL Work Better Together - Building a PLN
What is a PLN?
What are some great ways to connect?
How can a PLN help improve the art and science of education?
Have you heard about PLNs and ever wondered? There has been an ongoing concept in education to connect with people outside of your school, perhaps outside of your district via social media in a Professional Learning Network and sometimes known as a Personal Learning Network. Thanks to the power of the internet and technology we can now connect with other teachers around the world to learn. There are several articles you can find on both the reasons to connect to a PLN and also how to connect. Check out the links below to learn more:
Social Media in Education Resources
Counselors Corner
Good Evening from JMS Counseling Office! We hope that you had a great week and you were able to drop off your laptop, pick up personal items from your lockers and purchase a yearbook if you were not able to come the week of May 18-22, 2020. If you still need to drop items off and pick items please call the JMS main line at 865-425-9301. This week we will leave you with some resources to prevent your child from falling behind their peers this summer even with the pandemic.
Academics and Literacy
TIME for Kids – Authentic journalism to motivate curious minds (K-6th grade)
Daily Learning Activities for Kids (Pre-K – High School) – WideOpenSchool
Random House: Resources for Educators, Librarians, and Parents
Arts
Wellness
STEM
Khan Academy: Weekly learning plans in math for grade 3 through Algebra 2
National Geographic Learn at Home Courses (K-12th grade)
Teachers In the Parks Live! Live, 15 minute Reading and Math lessons
MLB baseball-themed online learning course for at-home students
General/Parents
BellXcel Remote – BellXcelremoteprovides all of the tools and resources to design, organize, implement, and assess a remote classroom environment with a strong social-emotional learning approach.
COVID-19 Resources for Parents – American Camp Association (ACA)
PBS KIDS Video App – Stream the PBS KIDS 24/7 channel for FREE
Comcast Internet Essentials: Free Internet During Public Health Crisis
4 practices for anyone parenting quarantined kids – greatschools.org
JMS Enrollment and Withdraw
If you have a family member or a friend that needs to enroll their child for the 2020-2021 school year at JMS please follow link below.
Enrollment: Please be sure to read the entire document and fill out everything that is required. The top of the document is an extensive check list of documents you will need when you go to enroll your student. Be sure to save often to your device to prevent losing the whole document.
If you have moved or plan to move out of the Oak Ridge City District please follow the link below.
Withdrawal: Please be sure to read the entire document and fill out everything that is required. Please remember that a student will not be fully withdrawn from Oak Ridge Schools until we have received a request for records from the new school.
Contact Amy Myers-Counseling Registrar for more information or questions at amyers@ortn.edu
Summer Reading
Rising 5th and 6th Grade
We encourage you to read 20 minutes a day in increase reading fluency and comprehension. Questions contact mfox@ortn.edu or njcorrigan@ortn.edu (5th grade) or skwilson@ortn.edu (6th grade)
Rising 7th Grade
This summer we are encouraging rising 7th graders to read one of four novels listed below. We realize these times are different and that accessing any of these books might be difficult. That is why we are suggesting students read but not requiring it. These are all books we have used for summer reading in years prior, and students tend to enjoy them. Of course, we are thrilled that students participate in any reading, so if there are other books students would like to read, that is wonderful.
Island of the Blue Dolphins by Scott O’Dell
Where the Red Fern Grows by Wilson Rawls
The Lightning Thief by Rick Riordan, or
Okay for Now by Gary Schmidt
To encourage careful reading of any book a student might read, we will have a day of voluntary reporting on what students read over the summer. The student can bring in his/her book(s) and give a verbal synopsis of it. We hope this will give other students ideas on what they might like to read through the school year.
If you have any questions, please contact Ms. Humphrey at jhumphrey@ortn.edu or Ms. Sears at crsears@ortn.edu.
Rising 8th Grade
Welcome to the 8th Grade! Due to the crazy end of the school years, we will not be doing the traditional summer reading. Instead, we’ve compiled a book of recommended reading. Ms. McMahon and Mr. Sprouse would love for you to pick at least one book off of this list to read over the summer. Though it is not required, it can help you avoid losing all the skills you’ve gained over the last year. When we return, Mr. Sprouse and Ms. McMahon will provide a project, quiz, or writing assignment to earn extra credit on your first midterm for completing summer reading.
Stay safe and healthy...and read!
If you have any additional questions feel free to contact us by email at: Ms. McMahon jamcmahon@ortn.edu or Mr. Sprouse cjsprouse@ortn.edu.
Action/Adventure
*Call of the Wild - Jack London
The Hunger Games -Suzanne Collins
Non-Fiction
Lion: a long way home -Saroo Brierly
The Boy Who Harnessed the Wind -William Kamkwamba and Bryan Mealer
Mystery
The Westing Game -Ellen Raskin
When You Reach Me –Rebecca Stead
*The Moonstone –Wilkie Collins
*The Hound of the Baskervilles –Sir Conan Doyle
Sci-Fi
Uglies -Scott Westerfeld
The Giver – Lowis Lowery
Fantasy
Harry Potter and the Sorcerer’s Stone (if you haven’t read it already) -JK Rowling
The Lost Hero –Rick Riordan
Magnus Chase: the sword of summer –Rick Riordan
*The Hobbit –JRR Tolkien
Realistic Fiction
Freak the Mighty
Okay, For Now -Gary Schmidt
Ghost –Jason Reynolds
Historical Fiction
The Mighty Ms. Malone - Christopher Paul Hunt
Across Five Aprils -Irene Hunt
Classic Literature
*Little Women _Louisa May Alcott
*Treasure Island -Robert Louis Stevenson
Other
Crossover -Kwame Alexander (poetry)
Leviathan –Scott Westerfeld (steam punk)
The Marvels -Brian Selznick (graphic novel, of a sort)
*More advanced literature, but open for anyone to read
Rising Freshman
Oak Ridge High School will not be requiring students to complete a traditional summer reading assignment for the upcoming summer break. We feel under the present conditions the task would be too burdensome and the logistics too difficult to overcome. Instead, this year, we are posting to the school’s website a list of recommended readings for students in order to provide options for continued learning and to mitigate potential losses in reading skills over the summer. The list includes selected works from different disciplines and departments at the high school for students who might be interested in science, math, technology, history, social science, and classic literature. There is a mix of all nonfiction and fiction genres, and the selections range from high-interest contemporary works to traditional, canonical texts. Although we have made every effort to consider content and subject matter in order to avoid sensitive topics, controversial issues, or mature subject matter, parents or guardians are ultimately the best judges of what is suitable for their students. Therefore, we strongly suggest that parents or guardians evaluate each selected text to determine whether a work is appropriate for their students. The list also identifies if and where a text may be available online in a free eBook or audiobook format.
https://www.ortn.edu/ORHS/summerreading2020.pdf
We hope that students enjoy the works we have selected, and if there are any questions, please contact Michael Feuer, Oak Ridge High School Department of English Coordinator: mfeuer@ortn.edu
Have a great summer and reach out if we can help in anyway this summer!
Mrs. Castle mccastle@ortn.edu
