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Become a pro at remote teaching by watching 1 video a day over 5 days.
Each video is designed for fast viewing (run 1-6min) for virtual meetings.
Questions, contact: chiangwork at gmail.com
(link to the old version of this site)
Starting with a 2min reminder: We can do this!
Become a pro at remote teaching by watching 1 video a day over 5 days.
Each video is designed for fast viewing (run 1-6min) for virtual meetings.
Questions, contact: chiangwork at gmail.com
(link to the old version of this site)
Starting with a 2min reminder: We can do this!
DAY 1/STEP 1: 4-Minute Learning Management System (LMS) Refresher (Google Classroom or SeeSaw, if you don't use either, skip this step)
DAY 1/STEP 1: 4-Minute Learning Management System (LMS) Refresher (Google Classroom or SeeSaw, if you don't use either, skip this step)
DAY/STEP 2: 4-Minute Video Conferencing Tool Refresher (Google Meet or Zoom)
DAY/STEP 2: 4-Minute Video Conferencing Tool Refresher (Google Meet or Zoom)
RECOM BONUS: 1-3 Minute Creating Breakout Rooms (Google Meets or Zoom)
RECOM BONUS: 1-3 Minute Creating Breakout Rooms (Google Meets or Zoom)
DAY 3/STEP 3: 3-Minute HyperDoc/Virtual Classroom/Interactive Notebooks Refresher
DAY 3/STEP 3: 3-Minute HyperDoc/Virtual Classroom/Interactive Notebooks Refresher
Very useful tool to strip backgrounds (transparent PNGs) to create usable props: https://onlinepngtools.com/create-transparent-png
DAY 4/STEP 4: 2-Minute Student Homework Response Tools (EdPuzzle Video Annotation or Kami PDF Annotation)
DAY 4/STEP 4: 2-Minute Student Homework Response Tools (EdPuzzle Video Annotation or Kami PDF Annotation)
DAY 5/STEP 5: 2-6 Minute Non-Live Video Creation Tools (FlipGrid or Youtube)
DAY 5/STEP 5: 2-6 Minute Non-Live Video Creation Tools (FlipGrid or Youtube)
iOS Only Extra: Group of iOS iPad/iPhone Useful Classroom Tools
iOS Only Extra: Group of iOS iPad/iPhone Useful Classroom Tools
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REGARDING THE DIGITAL DIVIDE: Lead on Audio Use Over Video
For students with Internet challenges, we teachers don't utilize audio enough: phone-in to Meets+Zooms, delivering lesson instructions/feedback via audio recordings, playing audio of existing videos+podcast, and having students create their own podcasts with no-wifi tools (like standard phone rec apps). Audio projects maximize creativity all without requiring expensive resources, and no one's home is on background display (sample student podcast project). Here is a great online audio recording app.
REGARDING THE DIGITAL DIVIDE: Lead on Audio Use Over Video
For students with Internet challenges, we teachers don't utilize audio enough: phone-in to Meets+Zooms, delivering lesson instructions/feedback via audio recordings, playing audio of existing videos+podcast, and having students create their own podcasts with no-wifi tools (like standard phone rec apps). Audio projects maximize creativity all without requiring expensive resources, and no one's home is on background display (sample student podcast project). Here is a great online audio recording app.
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MISC FUN: 7 Ice Breaker Games/Community Builders
MISC FUN: 7 Ice Breaker Games/Community Builders
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How does MY MIDDLE SCHOOL HISTORY CLASSROOM LOOK fully remote? (There are infinite ways to do remote teaching, this is just one)
How does MY MIDDLE SCHOOL HISTORY CLASSROOM LOOK fully remote? (There are infinite ways to do remote teaching, this is just one)
Schedule: I record each Meet and share the auto-Google Drive video folder in case they can't attend live classes.
Notebook: Interactive Notebook on Google Docs (it's set narrow to fit Meet/Zoom on the screen).
Class Flow: My synchronous/live class is always only 30min, I have students type their name in the chat upon arriving and leaving, and I make it a point to say their name as they enter. I then share and discuss our Google Slides+videos, and present and answer questions on their independent work. We have some classes dedicated to simulations, where they must have their cameras on (sitting far enough from their computer to not be multi-tasking), like when doing virtual ModelUNs. Lastly, I post follow up reflections on FlipGrid where students watch and respond to each other asynchronously.
Projects: Students work create work to post on FlipGrid for an authentic audience to give feedback, example below of the last project done fully remotely. They had to design a memorial to enslaved people of the Dominican Republic (click for video student work example).
Schedule: I record each Meet and share the auto-Google Drive video folder in case they can't attend live classes.
Notebook: Interactive Notebook on Google Docs (it's set narrow to fit Meet/Zoom on the screen).
Class Flow: My synchronous/live class is always only 30min, I have students type their name in the chat upon arriving and leaving, and I make it a point to say their name as they enter. I then share and discuss our Google Slides+videos, and present and answer questions on their independent work. We have some classes dedicated to simulations, where they must have their cameras on (sitting far enough from their computer to not be multi-tasking), like when doing virtual ModelUNs. Lastly, I post follow up reflections on FlipGrid where students watch and respond to each other asynchronously.
Projects: Students work create work to post on FlipGrid for an authentic audience to give feedback, example below of the last project done fully remotely. They had to design a memorial to enslaved people of the Dominican Republic (click for video student work example).
My 7th Gr. History Virtual Class Daily Schedule:
1) Watch brief video I record to orientate their day (I use DoInk Green Screen + Post to Google Classroom)
2) Read & annotate PDF (Google Classroom) + Take Reading quiz (Quiz Forms in Google Classroom) OR watch the 2nd video (lesson video) on EdPuzzle (that lets me embed questions in Youtube or personal videos and track which students haven't watched).
3) Live class 9:00 on Google Meet or watch the archive rec for today (Meet Rec > Upload to Google Classroom).
4) Students film their closing reflections on Flipgrid.
Week by Week Structure:
1) 2 Weeks of Research
(Virtual Meeting Direct Instruction & Discussion)
2) Unit Project Independent Work Week
(Virtual Meeting for Project Feedback via Google Meet via independent work time live on the air on Google Meet (no lecture)
3) Virtual Exhibition on FlipGrid
PBL Tip: Students upload their final unit project to FlipGrid for real community virtual feedback. Inviting outside experts is easy to do on FlipGrid.
My Google Meet Live Routine (30min session)
1) Pre-Meeting: I login a 2nd computer/phone (on mute) to plug in my earphone to listen & read the chat window. I turn off speaker volume on the primary computer (you can login to multi-device w. same account).
2) 2min: I give students a 2min notice that the class will start, so they can get talk in before muting, & I do 1-1 checkins. I click the record button so students can view the shared class video folder if they missed class.
3) 3min: I tell class to mute, and to post their name in the chat box (upon entry and departure). I later copy & save the chat log so that I can track participation & attendance. I try to say everyone's name as they enter and answer any initial chat questions.
4) 20min: I move over to share screen mode to show my slide deck. I encourage text chat to continue, and facilitate discussions for unmute/mute & chat responses. Any videos/music from my slides, I turn up presenting computer volume. I paste lesson links+text to the chat log.
5) 3min: I take any last questions and review independent work.
6) 2min: As they get last socializing in, before exiting, I turn off meeting recording and copy & save the chat log. I tally chat for participation.
Meet Tip: If kids mute each other/annotate inappropriately, it shows up on the bottom left briefly, I address that specific student ASAP, and I do ask some students to take a break to rejoin chats when ready for class.
Notes: If I am having them watch a video on YouTube, I’ll place those on EdPuzzle, where I trim and add questions to them. I place my own self-made lesson videos for students as unlisted on Youtube, so I can take advantage of embedding EdPuzzle questions in the content I create too. If I am having them mark up a reading or handout, I’ll have them use Kami or if iPads, Google Classroom's built in annotator. Follow up virtual HW discussion is hosted asynchronous (non-live) on FlipGrid. I teach a project based course, so their final projects will be exhibited also on FlipGrid, where I'll invite judges to give virtual feedback.
Who created this site?
Who created this site?
Chris Chiang has taught students from kinder to high school over the past 16 years and currently teaches middle school . He has over a decade of experience as a national Google Apps school trainer as a member of one of the first Google Certified Teacher cohorts in 2007. If you plan to make a lot of tutorial videos for students, you deserve a pro-tool, TechSmith Camtasia is what I use. My most valuable home purchase for remote teaching is a green cloth from the fabric store for green screen work. Contact: chiangwork at gmail.com
Chris Chiang has taught students from kinder to high school over the past 16 years and currently teaches middle school . He has over a decade of experience as a national Google Apps school trainer as a member of one of the first Google Certified Teacher cohorts in 2007. If you plan to make a lot of tutorial videos for students, you deserve a pro-tool, TechSmith Camtasia is what I use. My most valuable home purchase for remote teaching is a green cloth from the fabric store for green screen work. Contact: chiangwork at gmail.com
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