Hybrid Classrooms

Weekly Plan

Second Semester Schedule

Weekly Schedule

On the first day of Hybrid

The first day of hybrid will likely be like the first day of school for some of our students and teachers since it may be the first time they have stepped foot on campus at all or in a really long time.
Please prepare seating charts for your classes to ensure that students are sitting in the same seat each time they are in the classroom. This will support us with contact tracing, if needed. (See Stacy's seating chart template-attached below)
There will likely be delays and frustration as the students login into the SRVUSD BYOD with their personal devices.
If students haven’t changed their password as instructed in January they will NOT be able to log onto our WiFi.
Any students using a personal hot spot will interfere with your classroom WiFi.
Troubleshooting and password instructions will be on your desk. These are also on our website under the Quick Links for Students tab.

Looking for time to come in and practice Videoconferencing with colleagues?

March 5th is a floating workday.
March 15, 23, and 24 are asynchronous days due to CAASPP.

What should I do first?

Before the first day of hybrid

Please schedule a trip into your classroom to ensure you are ready to go. Classrooms have been arranged to ensure social distancing, however, there are a few things that will still need to be setup. If you are unable to check your classroom during the week, you can come on a weekend day instead. Coming in early will give you time to request help, supplies, and/or equipment if needed.

Here is a list of the district-issued equipment you may need in order to teach in person (hybrid) and/or videoconference:

(1) District-issued laptop

(You should already have your district device - laptop)

(2) iPad

(This can be picked up from the office if you have not yet received one)

(3) iPad stand

(This is in a box in your classroom)

(4) Classroom microphones

(This is in your mailbox in the office)

(5) Classroom speakers

(You should already have these)

(6) Projector

(You should already have one)

(7) Charging station

(These are in your classroom – see image below for set-up)

(8) Plexiglass

(This is in your classroom. Don’t make the Chris Watson mistake – remove the protective film on both sides BEFORE attaching the feet. Let Chris Watson know if you need help with assembly.

(9) Hand Sanitizer

(10) Wipes

(11) Classroom care packages (including PPE).

(These are being distributed to classrooms starting tomorrow.)

(12) USB adapters

(We have 3 different types of adaptors for those who requested an additional monitor to attach to your device. Please reach out to Chris Watson or me if you need one.)

*See the attached Technical Guide to Videoconferening (attached) for setup.

Missing Equipment?

Please let Chris or I know if you are missing any equipment that you may need.

Tech Help?

*If you need support from an IT Technician to get your tech set up, please put in an IT Help Desk ticket as soon as possible.

*If your classroom speakers or projector are not working, please put in an IT Help Desk ticket as soon as possible.

I've found it helpful to watch what they are working on as they work. For example, when we write an essay, I create the doc for their rough draft and have GC make them all a copy. That way, I can access the doc while they work on it, and make sure that they are working, offer comments for feedback, etc. I've done this with group slides as well, and it's worked great. I've also encouraged and explained to them the importance of having their camera on when working together in small breakout groups. It's also been helpful to let them sign off, and then let them call back in if they have questions (I keep the call open and just turn my camera off until someone shows up so I'm available).

-Alison Siggard

Having students read a physical book offline and then take notes on the author's style on paper. This helps them to think like a writer and apply authorial techniques to an original short story they're currently writing.

-Brendan Nelson

I like to think about asynchronous as 1. A way to end class, allowing students some choice in how/when they work, OR 2. A way to allow kids who "get it" to leave class and work independently while I work with kids who need more support, OR 3. A way to allow me to meet with small groups for presentations while the rest of the class does something independent. For me, thinking about what asynchronous frees me up to do is part of the equation.

-Heather Giovanola

I have recorded all of my lessons for both Algebra and Geometry, so the students can watch the lessons at their own pace. Many students watch the lessons prior to hearing it LIVE, but others use the video lessons as a supplement after they learn it LIVE. And still others use the video lessons to study for assessments or the Quarter Final.

-Cara Varon

Asynchrony

Here are some apps or programs that might help your planning

How about asking them to wrestle with current events or controversy?

What does asynchrony currently look like at MV?

The activity that immediately comes to mind for asynchronous learning is pre-recording lessons and posting them for the students at home to watch (I actually have already been doing this). I use my iPad, an Apple pencil, and Notability to record the screen as I talk to and fill in the set of guided notes for each lesson.

-Marilena Lamp

I have been doing DESMOS activities. Here is a link to one that you can try and see what kind of data the students collected and used https://student.desmos.com/join/9473dz

-Jen Hall

I like Desmos a lot because it can add more than just a Worksheet or practice problems. You can include activities that relate to the real world!

-Maureen Duddy

Edpuzzle is huge because you can force a kid to watch the whole video without them being able to skip ahead. Also, you can insert pop up questions to check for understanding as they watch. It issues the kids points for successfully completing the lesson which is like participation. And it shows me if a kid stopped watching, how far they got before they stopped. Super great accountability piece. I use edpuzzle for my video lessons whenever I have a sub - sometimes also on days I need the class period to catch up on grading instead of teaching live the whole time.

Another good one is goformative. I can make them complete a review worksheet on go formative and because it updates in real time as they key in their answers I can see which kids have logged in and done it and which haven't. So during class, if a kid isn't answering any questions in goformative I can message them in the zoom chat and say "hey brian why haven't you started" and kinda nudge them that way.

-Danielle Alm

Weekly Plan Ideas - MV Style!!

Marilena Lamp

I post "blank" guided notes and the answer key to the guided notes in my Google Classroom. When I teach, I verbally explain and manually fill in the guided notes using Notability/OneNote and an Apple Pencil/Stylus. Currently, I am sharing my screen via Zoom. I plan to maintain his teaching style (by projecting my screen) for students who are physically in my classroom. For students at home, I will be pre-recording my lessons: I upload my lessons to Notability on my tablet, and record the screen as I talk to and fill in the notes; I post these lessons (as movie files) to Google Classroom, so they're accessible to ALL students in my class. With this plan, I hope that the "in-person" and "at home" lessons are similar in both content and style since I do find it beneficial to keep consistent expectations for and from my students.

All of my homework assignments are currently done online through Big Ideas Math (our textbook) and Formative. I plan to continue to use these two platforms for all students. This, of course, would mean that "in person" students would need to bring their personal device to class.

As for assessing, I plan on proctoring mini quizzes on Mondays, when all students are remote. My intent with this is allowing for consistency and equitability. (I'm not naive to the fact that students are using "resources" when they assess remotely, and I want to make sure it's an even playing field.)

Magali Le Bouder

While I haven't figured the answers to ALL your questions, I have one for the Asynchronous days. I will not reinvent the wheel and give my classes a copy of the hyperdocs created last year. Each class will have to go through the assignments listed on the hyperdocs (going clockwise) which are links to google classroom. They will have due dates for the following asynchronous days. I think that this will free my time in the classroom to go deeper into important related topics, focus on the speaking and listening skills or give me more time for more intense class projects. Assessments will take place in class for the most part. I will still assign some flipgrids or other smaller projects where I know they can't cheat or take shortcuts.

As a result I do plan to use videoconferencing so that I don't duplicate my lessons. On synchronous days, they all follow the same lesson and projects. On asynchronous days, they work on the hyperdocs. By the end of the week, they have all completed the same amount of information/work.

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