Julie’s Family Learning Program

Julie's Family Learning Program

TAGS: #InstructionalRoutine #Survey #GoogleForms #JFLP

WHAT: Survey administration software is flexible and can accommodate multiple question types. Therefore, learners can practice a variety of skills outside of class. With pre-made resources available for the learners, they are able to browse through teacher-filtered materials. Teachers provide the practice questions, and the students can receive immediate feedback. 

WHY: Using survey administration software is simple to use and can be done on any electronic device. Because it is easily accessible, learners are able to learn independently and develop regular study habits.  It provides an opportunity for review and reinforcement of skills that have been mastered and encourages practicing skills that are not through video or extra practice.

Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:

• Error Analysis

• Immediate Feedback

• Spaced learning

HOW | Google Forms

Learners access the additional exercises on a Google form to complete outside of class.  The questions will be based on material and skills learned in class.  The questions could be multiple-choice, short answer, or paragraph writing.  Multiple-choice questions will have answers that provide immediate feedback for the learners, while the open-ended responses will require teacher feedback.

DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):

• IS.4: Self-assess Your Skills: Wordwall games and activities promote independent practice. Students get instant feedback on their comprehension. When they repeat the activity or try a new template, they can see their progress and identify which areas require further study.

• LL.2: Adapt to New Technology: Wordwall games and activities are an easy on-ramp to self-directed and independent learning. The games are simple and intuitive, building students’ confidence to use technology independently. Wordwall requires very little onboarding. Students can even play through the activities without typing their names. Mastering Wordwall can help students build confidence for mastering more difficult digital skills down the road.

• EF.3: Use Basic Browser Tools

Julie's Family Learning Program

TAGS: #InstructionalRoutine VideoConferencing #Polls  #Zoom #Peardeck #JFLP

WHAT: The learners will join their hybrid class as normal and see an agenda and a warm-up question on the screen as soon as they join. Students will answer the question on a poll app and submit it to the teacher. This will get them thinking about the materials and focusing on a class even before direct instruction begins. They will start to engage with class material right away in the same way that in-person students do. At the end of class, the teacher will be able to tell what students learned from the lesson and keep high expectations for the whole class period.

WHY:  Encouraging active participation, clear instruction, and regular activities will enhance engagement and create a safe learning environment. Distance learners will have the opportunity to engage and become committed to the lesson from the start of class. In-person students will have an opportunity to engage with the work distance learners are doing as well as the opportunity to work with technology. By giving them structured time to settle into learning, they will feel more connected to the whole class and the material being taught. The instructor will be able to tell if both their distance and in-person learners are engaged throughout the whole class from start to finish through warm-up work and guided practice/homework.  

Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:

• Clear structure & presentation

• Multiple Methods of Assessment

HOW | Zoom Screen Sharing and Peardeck

Zoom Screen Sharing: Using screen sharing tools to project the agenda and a warm-up question for distance learning students. Instructors use screen-sharing tools to set up the start of class materials so as students join, they are immediately moving into ‘school mode’ and know what to expect from the lesson. Students will be more engaged and have more opportunities to interact with the materials and the instructor. 

Peardeck: Peardeck allows for the same materials to be projected on personal devices for both in-person and distance learners. Students will see the content or question being discussed, and can respond through writing on Peardeck or verbally. The instructor sees what the students are seeing and sees every response they provide.

DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):

• CO.3: Make Voice & Video Calls: Make Internet-based voice and video calls (using Skype, FaceTime, etc.)

• CO.7: Share Information with Others: Understanding ways to share information with others (E)

• EF.3: Use Basic Browser Tools: Browser skills [e.g. address bar, web navigation, favorites/bookmarks, forward/back, etc.]

Julie's Family Learning Program

TAGS: #InstructionalRoutine #Collaborative #Jamboard #JFLP

WHAT |The learners type and post topic sentences on the bulletin board in response to different prompts for synchronous class work in a hybrid learning environment. Learners, both in-person and at home, are simultaneously learning about essay writing.  They can see and edit each other’s work on the bulletin board.   For example, students are given a prompt and asked to create topic sentences in response and post them publicly. Then, the class can synchronously review the topic sentences to see if they effectively introduce the topic and preview three main points.

WHY: Working with a digital whiteboard fosters familiarity and comfort with technology as learners navigate the online platform, interact with the interface, and utilize its features to contribute their topic sentences. This experience prepares learners for future digital collaborations. Additionally, this activity requires students to produce small pieces of written work (which are less intimidating).

Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:

• Guided Practice

• Chunking 

• Peer feedback/peer review

HOW | Jamboard

1. Open a new Jamboard.  Post the LINK to the Jamboard in your Google Classroom with editing enabled.

2. PREP- Create a few Jamboard slides that explain what a topic sentence is and its function (i.e. to introduce the topic and preview 3 main points). Create several copies of the practice slide and add an essay prompt to each one.

3. PRACTICE- Use the first few slides with the essay prompts to model using the Jamboard sticky notes to type up a topic sentence.  Demonstrate how to turn the question into a statement and brainstorm (think aloud) 3 main points to preview.  Also, show students how they can edit their sticky notes as they proofread their writing and change the color. Students should write their names on their stickies for feedback.  After modeling this procedure, the next couple of slides can be used for guided practice, independent practice and assessment.  Students can try writing a topic sentence on a sticky note.  Then we can read over each one and edit them together.

DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):

• CO.2: Collaborate with Technology: Through Jamboard, students can share their ideas with one another. This allows for creativity and student choice as they explore a new topic or engage with a prompt in new ways. They can build upon their classmates’ ideas. This strengthens confidence for students who might be shy, adding to an in-person group discussion off the cuff.

• LL.2: Adapt to New Technology: Jamboard requires very little onboarding. Students with a wide range of digital literacy skills (and language skills) can use Jamboard after only a few minutes of instruction. Mastering Jamboard can help students build confidence for mastering more difficult digital skills down the road. It is a beginner-friendly foray into sharing information and collaboration.

Julie's Family Learning Program

TAGS: #InstructionalRoutine #LearningSoftware #IXL #JFLP

WHAT: The learners will log in to learning software recommended by the instructors and pick a skill based on the assessment data provided. Students will then practice the skill by completing the exercises provided by the learning software. This can be used/practiced as part of a synchronous class or supplementally for students to practice math, language arts, social studies, and science.

WHY: Access to online learning software supports individualized instruction and independent learning; while expanding access anytime- anywhere. Students will know how to access the learning from learning software at any time and place. Learners have access to this platform both on their phones as an app and on the computer and can access content in a location and time that is convenient for them. 

Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:

• Multimodal Instruction

• Immediate feedback

• Spaced Learning

HOW | IXL

Using IXL, an interactive learning program that supports success for every learner. It included a comprehensive curriculum of over 9,000 skills covering 5 subjects. Teachers can assign skills, or students can pick the ones they need help with. The program provides detailed information for the teachers about the student's progress. IXL is an app that can be played on any device. It requires minimal digital literacy skills. Even if learners are not able to attend synchronous classes, students can learn new skills on IXL. They can also review skills taught in class when it is convenient. 

DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):

• EF.3: Use Basic Browser Tools: Browser skills [e.g., address bar, web navigation, favorites/bookmarks, forward/back, etc.]

• IS.4: Self-assess Your Skills: Identify info needs and competence/knowledge gaps

• LL.1: Find Learning Resources: Access and use of educational resources

• LL.2: Adapt to New Technology: Adaptability [e.g., open to learning new tech, reapply/build on tech experiences]

Julie's Family Learning Program

TAGS: #InstructionalRoutine #Survey #GooglePoll #JFLP

WHAT: Have learners do a quick check-in at the start of class.  At the start of class, learners open Google Classroom to answer the check-in question. They briefly reflect and then type their response. Sometimes they are asked to respond to other answers, and then it becomes a class warm up.

WHY:  Online polls are short and informal tasks that equip teachers with feedback from students so they can adjust their teaching. The online poll automates the data collection. The results can be seen by the classroom community, therefore, providing a springboard for class discussion.

Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:

• Learner Choice

• Peer discussion

HOW | Google Classroom Polls

Create a poll within Google Classroom with a question that asks them to reflect on their level of understanding and their background knowledge on a topic that will be discussed. Post the question on Classroom. The form is automatically sent to each student's email when it is posted. Then share the results of the poll with the class, and ask clarifying questions. 

DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):

• IS.4: Self-assess Your Skills: Identify info needs and competence/knowledge gaps

• EF.9: Send & Receive Email: Sending and receiving an email, including using attachments

• EF.3: Use Basic Browser Tools: Browser skills [e.g. address bar, web navigation, favorites/bookmarks, forward/back, etc.]

• LL.3: Set Goals & Reflect: Self-reflection/lifelong learning