The SPHS Learning Experience/Task Design Checklist originated as a result of classroom visits, departmental meetings, and task analyses. Our administrators and teachers realized that we were losing some of our planning practices from our brick-and-mortar setting, but we also knew that we had to make shifts in our planning to accommodate students during remote learning. During our department check-ins, SPHS department facilitators and admin analyzed high-quality tasks that were resulting in high engagement and completion and compared them to tasks that were not being completed. We selected the highest-leverage areas and compiled an easy-to-use checklist that teachers could use as a blueprint when creating tasks and activities. The checklist also provides administrators a focused list of items to look for during class visits and task analyses, making feedback clear, low-inference, and impactful. Take a look at these two tasks from the ELA department on interviews and activism.
Ms. Lauren Schulman, science teacher at Eximius Academy High School, demonstrates how she uses Peardeck to engage with her students during remote learning. Teachers of all subject mattes -- and especially science -- will appreciate her helpful modeling of how she uses this add-on to Google Slides to engage with her students in a seamless manner.
Science teachers at the HS for Energy and Technology began adopting Project Based Learning (PBL) as a teaching method to continue teaching to the standards without losing the students’interest for the class after Regents were waived. To exemplify the work of the science teachers at HSET utilizing PBL, this biotechnology project was developed by Ms. Ochiagha, a ninth grade Living Environment teacher. Featured here are project guidelines and samples of the student work. Thanks to Principal Guillaume for her unconditional support.
This resource uses Google Form, Google DOC, Edpuzzle, Math applets to engage scholars with an introduction lesson to Cavalieri Principle. In this lesson, scholars were to identify the cross-sections of 3D figures parallel to the base, perpendicular to the base, and at a different angle which then will lead to the Cavalieri Principle. Teachers were able to gather data using Google Form about the scholar's prior knowledge about this topic in order to determine the next steps and address scholars' misconceptions. Lastly, the use of the Math applets made a big difference in scholars' understanding of the concept - scholars who struggled with visualizing the cross-section of 3D figures were able to complete this activity with the aid of the math applets.
In their presentation, "Bringing Virtual Teaching Alive", math co teachers Cynthia Lopez and Vonkonah Barnes-Hibbert demonstrate how they use Flipgrid, Google Slides, and JamBoard to support student engagement and interactivity. Their video at left is a great model for teachers in all subject areas to learn from!
During this time of remote learning, it has been our goal to keep our instruction relevant and consistent. Co-teachers Ms. Martinez and Mrs. Lighty utilize regular live classroom instruction via Google Meet for their U.S. History class. They use a variety of virtual tools, such as Nearpod, to make the content accessible to SWDs and ELLs. These virtual sessions have kept our students engaged and they have fun while learning
Mr. Christopher Boyd uses routinely uses Google Forms to create unique learning paths for his math students. Students who answer initial questions correctly are sent on to more challenging tasks, while students who struggle are routed to scaffolded tasks and instruction to build their understanding. Watch the video at left of Mr. Boyd demonstrating the process. No need to start from scratch, Mr Boyd has offered template for you to use in this folder.
In light of the need to keep students intrinsically engaged in the work of history, and in an effort to keep their classwork tethered to our current historical moment, U.S. History teachers constructed a project that would allow students to both analyze their place in our current global crisis, as well as detect patterns across the crises of the past. To keep students engaged and inquisitive about the city they inhabit and the world that they live in, ELA teachers created a project in which students can analyze the history of NYC’s neighborhoods, policies that have shaped NYC, and propose policies that will shape the future of the city. In keeping with the need for student-centered and student-driven work, these projects will allow learners to present their findings in whatever form suits them best.
As FLA transitioned to remote learning, we noticed an immediate need to shift our focus to deeper mastery. We met in departments to discuss how we could move to more cohesive and purposeful learning of content and standards. We dug into how to continue to go deeper rather than wider and pinpointed these standards that should be used in reading and writing to master the skills of a historian.
Critical Analysis students at Metropolitan High School receive personalized video feedback on their assignments. Video feedback to individual students and small groups is one way to address the variety of language and learning needs that students have. In a period of time that can be isolating and disorienting, personalized video feedback gives the teacher and student an opportunity to connect and collaborate over academic work while building and deepening the student-teacher relationships that are essential to success in the remote learning context. In the accompanying video, teacher Matt Messmer gives oral feedback to a multilingual learner, supporting the student with visual aids and purposeful use of the home language.
The VPA community knew the transition to remote learning would not be easy for their scholars. They produced an inspirational video and dedicate the week of April 20th as Spirit Week -- a favorite annual events for many reasons. The goal was multi-faceted: Lift our Scholar’s spirits, show them that the school heard their concerns about the challenges they were facing, and demonstrate our appreciation for all they do. Additionally, the school wanted to thank our Scholars for hanging in there, connecting with their teachers, getting their work done, and for reaching out whenever they felt the need. This video was meant to remind them that they are here for them, especially during these difficult times.
The SPHS Feedback and Check-in Checklist encourages teachers to reflect upon their feedback practices, task design, and accessibility to students during remote learning. We believe our teachers are reflective practitioners, and tools such as the Checklist allow them to discover the ways in which they can improve their current planning and feedback practices in order to boost student engagement and performance. As a result of this ongoing reflection, teachers and administrators are having data-rooted conversations around the quality of their assignments, whether students are receiving ongoing and high-leverage feedback, and how often they are making themselves available to students who need support.
Teachers at HS for Language and Innovation have begun using screencast to feature teacher videos, as opposed to talking over a PowerPoint. With the use of screencast, teachers have seen an increase in remote student engagement and participation across contents. Even the Physical Education teacher has seen a student completion and engagement percentage jump to 80% in comparison to the previous week’s use of PE youtube videos. Here is a sample ENL/English lesson for 11th and 12th grades where teachers are using screencast to provide students with explicit instructions and modeling. There are many online resources for creating screencasts including Screencastify (featured on this website) and Screencast-o-matic, which is what HSLI teachers used for this video
LPA is reimagining how they engage in professional development by having teachers lead mini tutorials on educational apps to adapt instruction. Check out this example on how to use various recording apps for modeling created by their 10th Grade ELA/ENL co-teaching pair, Ms. Feliciano and Ms. Sutterlin.
Dreamyard Prep posts daily videos to the entire school community to support and maintain connections. These videos are mix of both information and inspirational messages to support each other. All teachers and students are on an email distribution list to get the daily video. The videos are also posted to a private Youtube channel for subsequent viewing. Principal Alicia Wargo makes Monday and Friday's video. A different teacher posts every Tuesday, a student on Wednesdays, and a support staff member on Thursdays. Participants use Screencastify to make the videos. Check out the sample video above!