MIddle School - Delivery of Instruction
LAL
In Language Arts classes the students are getting so much more assistance than being at school. Teachers have the time with no interruptions to give critique, suggestions, modifications, and all around review of the student’s work. They are able to have one on one meetings with students and talk/walk them through what they are having a hard time with. The one on one time is essential, while connections between student and teacher provides a sense of normalcy and security. Language Arts lessons are sent out very detailed in nature and easy to follow. Still differentiating instructional time during remote learning as a Language Arts teacher we make sure to organize assignments into categories that build upon each other. Time is allotted for vocabulary, reading, and writing. For example, students are studying vocabulary words that will help them better understand their assigned reading as well as construct thoughtful open-ended responses.
Although the work is completed independently, students have the opportunity to share ideas and respond to one another during virtual Zoom lessons. During these lessons, teachers provide students with feedback on their written responses and facilitate their discussions amongst each other. Therefore, student learning is gauged through both written and verbal expression, even outside of the classroom. Information regarding student learning is assessed by determining what standards were met by students and what skills must still be developed. Then this information is used to develop lesson plans for the weeks to come. Differentiated instructional time has been happening based on students' needs and their placements. Honors classes have been straightforward. All assignments are uploaded to Google Classroom. Students complete their assignments and the answers are reviewed together. If any student has questions and needs clarification, the teacher is emailed and provides individual guidance. Deadlines are met and Genesis is updated as work is submitted.
Standard Language Arts classes are a more in-depth discussion that takes place when work is reviewed. Some students do not fully grasp the literature so teachers go back into the text to locate the answers providing a more guided instruction approach. Google meets with small groups take place as needed. Reminder emails are sent for assignment reminders and to provide guided feedback. Parents appreciate being kept informed so teachers communicate with them and have added many to their Google classrooms. Having an open positive dialogue with students and parents has really helped the process of remote learning. Accommodating parents and students' needs has helped lessen the stress on all. Being flexible has been helpful in students’ academic growth. Having a set schedule of when to meet on Google Classroom has helped all stay organized. However, if any additional time is warranted teachers and students still meet. Students were taught to use a calendar to stay organized and on schedule.
MATH
Students are met with via zoom for 10-15 minutes to discuss the Google slides that have the examples. Teacher meets as often as it is deemed necessary depending on content. On the slides videos of teachers teaching are included for reinforcement and practice problems. Teachers review the answers and provide feedback/suggestions for students to check the errors, correct and return. For extra practice teachers also assign a small amount of problems on Big Ideas. On days not officially scheduled to meet with students, teachers offer the opportunity to go to a zoom meeting upon request. Teachers post the meeting and those who have questions can join.
Virtual instruction is being provided via Zoom where teachers utilize Smart Notebook software to develop notes for the designated topic and then present those notes to the class via Share Screen on Zoom. This is a strategy that was found to be most successful with Math Honors class as they are willing to ask questions and participate in the lessons in real time. In addition, teachers download students' Big Ideas assignment as a PDF prior to the session so they are able to easily transition to this document to address student questions on the independent work. Over the last three weeks this approach has proven less successful with my Standard classes. I was finding as the weeks went on less and less students were attending the sessions in real time (less than half the class). To address the different needs of this population teachers have adapted their approach and most recently started to tape themselves reviewing the content still through Zoom & Smart Notebook, but speaking and writing as they are recorded with no student participants since this population was more reluctant to ask questions and contribute when meeting in real time. These videos are then posted to Google Classroom so that students can access them at any time and to assist with independent work. This approach allows teachers to provide students with instruction directly related to the curriculum. This is an example of the weekly breakdown of the math class schedules of postings and directives for each class.
Honors:
Monday- Zoom Session – Section Notes/Questions
Tuesday – Big Ideas Assignment
Wednesday – Zoom Session – Section Notes/Questions
Thursday & Friday – Big Ideas Assignment
Standard:
Monday – Post Video of Notes
Tuesday – Big Ideas Assignment
Wednesday – Post Video of Notes
Thursday & Friday – Big Ideas Assignment
Both classes are currently covering content 8th grade teachers indicated as the basis for the framework of their curriculum and essential prerequisite skills. Teachers allow for maximization of student growth through direct feedback via email and Genesis comment postings.
Social Studies
During remote learning teachers differentiate instruction by assigning modified assignments to those students that need them. With Google classroom, teachers can easily assign students different assignments without them knowing that it is modified or that they may be getting a different assignment from their classmates. Google classroom offers many tools to keep track of student data. It also timestamps work, so that teachers can see when a student is working and what time their work was handed in. Google classroom also allows present time feedback. If a teacher sees that a student is stuck on a question, teachers offer up suggestions in the comments, or if they themselves can post a comment if they are struggling with something. The two co-teachers also help teachers to modify assignments and determine which students need what assignment modified. Students are also given a weekly work checklist, to help organize themselves and know what work is due what day each week. Teachers offer verbal and written instructions on assignments. A daily video message giving verbal and visual instructions on how to find and complete work and clarify directions for assignments. This also works as a reminder for what work was due. Teachers also offer a twice a week virtual meet for those students who may have extra questions and concerns about their work. Other assignments are links to educational videos, Tech Book assignments (that offer audio versions of the text).
Science
Assigning hands on labs with easy supplies they would have at home, PHET labs, Gizmos labs (teachers signed up for a free 30 days trial), videos via Khan Academy and Science World, Science World articles, maximizing solar energy website and global footprint calculators online. To check for understanding, teachers provide two to five core topic questions that are answered by the students. Teachers then comment on every assignment and add corrections to an assignment if needed. During Zoom class meetings, teachers go over lessons, complete the simple at home labs or online labs while they are all on the Zoom by sharing their screen with the students. Teachers review the upcoming assignments to check for understanding and have completed 1:1 Zooms if further instruction is required. Once a week a science game is played to review science concepts between teachers and students.
Music/Chorus/Band
For ensembles, the teacher lets students work at their own pace as to not over stimulate them during this time. This also allows students who are skilled to move on at their convenience without making those students who struggle feel as though they are being left behind.Each student for each ensemble is to turn in a practice log every week on Friday with what they have practiced through the week. It is to be virtually signed by the parent or guardian of the student. Virtually the teacher provides, all of the music as well as the practice logs. Certain students struggle and are working a bit slower without the in school lessons, and they may email the teacher with any questions they have regarding their music (rhythm, dictation, dynamics, articulation, etc.). For choir there are also the questions on rhythm and pronunciation of words. Teacher is currently working on attempting to get an optional virtual class together (outside of class times so students are available) in which they could sit and discuss. Certain students have a higher level of skill with their instrument, and for these students, the teacher provides new more challenging music that they would not be normally working on. This allows them to practice pieces that will challenge them and will teach them new techniques. These students also email with questions regarding practicing as well as the music.
For further learning, the teacher posts videos to the Google Classrooms of the ensembles that are fun for the students as well as related to the ensemble (vocal music for the choir pages, and instrumental music for the bands). Teacher also encourages students to use the computer to email each other and to converse on their particular parts. To practice together virtually and to stay in communication to keep the band feeling alive.
PE and Health
Google classrooms for all PE classes, adapted PE class, as well as health classes. Every day teachers send messages to all students with instructions or messages for the day. Students are reminded to email teachers with any questions or concerns. Teachers send emails to any student who isn’t completing their health assignments. PE classes are assigned a variety of exercises to do each week. The students keep a daily log of their progress. Outdoor exercise is also accepted and students are encouraged to get exercise outdoors when possible. They are also encouraged to do other exercises that they would like to do, even if they’re not the ones assigned. All exercise counts. PE instruction is differentiated for adapted PE class even further. Those students are encouraged to do the same exercises they did every day in class. This is because they are familiar with the exercises and they know how to do them properly. Teachers encourage students to do jumping jacks tied to the day of the month. It forces them to attach the two concepts and it enables them to practice their counting skills. Further they are encouraged to try some different exercises and to get outdoors when they can to get their exercises in. Health classes are given the same units that are covered in class. Instead of giving students the information, they are asked to research the material using technology, books, and any other source they may have. They are given words and concepts to look up as well as links to view and answer questions that pertain to the specific unit. At the end of each unit, students are given an assessment covering the material they researched and completed. They are permitted to use their answers and information they completed to answer the questions on the assessment. Each week they are required to send teachers their completed work. Full credit is attained once teachers receive it. By having the students in health class research the topics, terminology, and concepts themselves, it helps encourage their growth as a student because it forces them to learn the material hands on.
Art
As a welcome to our Art Cycle students were sent a Welcome PowerPoint, narrated by the teacher. In this PowerPoint teacher explained remote classroom procedure, expectations, grading, syllabus, how to submit work and Google Meeting days. Students have been made aware that this PowerPoint is stored in the Google Classroom under the Helpful Information Topic. Students were emailed their Google classroom code and asked to join our classroom. Parents are emailed if a student did not join the classroom. Students are assigned projects to complete in a week's time. To keep the weekly assignments from becoming too overwhelming, activities have been space out throughout the week. On Monday the Project is assigned in Google Classroom. The purpose of each project is to review and reinforce an Element of Art and exploration of material students have at their homes. Each project has been modified and choice based. Meaning, students are given a project and then given 2 or more project variations in completing the project. Students have the ability to choose what way they complete the project based on what materials they have available on hand and what art skill they find most successful. If students still have questions about the project students are encouraged to attend Google Meet on the date assigned or if that is not an option students email the teacher with questions. On virtual meeting days, an invite is sent the morning of, students are asked to join. During their meet they work on drawing skills for a few minutes. Students are asked to look around their space and find something that they would like to draw. They draw together for 5 minutes and if the student chooses, shares what they have sketched. Teacher asks students how they have been doing and they talk for a little bit. This is also the time they discuss any issues with the project or to show their progress with the assignment. On Tuesday, Wednesday and Thursday, teachers post Daily check-in questions. Teacher posts a question inspired by a work of art, shares a photo of the work of art and a brief history of that piece for students to read. On Friday’s, teachers ask that students submit their artwork to Google Classroom. Teacher has created a Google Slide that requires students to Insert a photo of their work, and write a brief Artist Statement about the process/creation of their artwork. Some students are unable to send art through Google classroom so the teacher accepts work through email, if necessary. Assignments are graded with check marks. If a student hands in the assignment they receive a check, if not that box stays blank and I fill in the Notes section in Genesis, with a message to the parent that artwork was not received. Participation is graded with a check as well. If a student answers one daily prompt or attends a Google Meet, a student is assigned a check. If no contact has been made no check and a Note is written. Teacher expectation is clear, consistent and simple and the hope is that students will rely on this teachers Cycle Class as an enjoyable break in their work day, focusing on mindfulness and right-brain skills.