Dyad 63

Alton Autrey and Bridget Doogan

Provide a brief description of the context in which you work and your learners to help readers better understand the unique work that evolves from your collaboration.

THE PURPOSE OF OUR INQUIRY: The purpose is to create a series of introductory activities using digital resources and tools to better determine Social-Emotional Learning (SEL) needs of my students and parents as school begins in an after/outside school setting (virtual for 1st 9-weeks). To introduce myself and build relationships with students, parents, and staff members while embedding current technology in our daily and weekly work routines.

LESSON SUMMARY: Students will answer "What is 2020?" utilizing an image. (Click the link or Embed below)

Anytime elements will be the interaction with the "Haak'U Community Academy Grade Level" Google Site for communication and access to the grade level Google Classroom for "21st Century After School Program"

Real-time (or Anytime) elements will be when we initiate "What is 2020?" unit or lesson.

Real-time elements will be teacher and student participation opportunities for modeling and working through the projects at a set day(s) and time(s) of the week for each grade level or grade level band.

How does your 2020 image connect to your history? (New Image; Repeat/Adjust Real-time/Anytime elements; Deepen Digital Learning Experiences, Collaboration, Experiences)

How does your 2020 connect to your future? (New Image; Repeat/Adjust Real-time/Anytime elements; Deepen Digital Learning Experiences, Collaboration, Experiences)

Combine for a completed Product (Story) and Present to an "Audience of Significance" (Present to the person/group/entity the student chooses to make sure that their story is heard?)

Write a 1 - 2 sentence overview of your planned learning experience, including both anytime and real-time elements.

TEACHING GOALS: Managing anytime and real-time meeting expectations; navigating between anytime and real-time digital tools; how digital resources can help tell our stories.

What anytime and/or real-time digital teaching practices will you aim to accomplish in this lesson/project/work?

LEARNING OUTCOMES: Students will be expected to know how to join and communicate in a virtual space in anytime and real-time opportunities. Using images (photos, screen captures, gif's, memes, etc.) to communicate personal history with a social-emotional learning perspective. To build a digital community of learners through personal history sharing and relationships.

What will learners be expected to know, understand, and be able to do during and after they engage with the sequence of tasks in this lesson/project/work?

TEXTS/TOOLS/TECHNOLOGIES AND RATIONALE: Google Site, Google Classroom, "Zoom" or virtual space classroom, meme generation, photo sharing, screen capture, Flipgrids, wakelet, imgflip. Searches...

Identify the digital texts, tools and/or technologies that will be used in this lesson. Explain why you have selected these digital resources for this lesson.

THE PURPOSE OF OUR INQUIRY:

Renewing Self and Community: The purpose is to craft the foundational context for the individuals and for the team for their ongoing work of renewing self and community.

LESSON SUMMARY:

Process individual and collective experience of the pandemic through the lens of transition

Before / Any time:

• Priming and preparation

During / Real time:

• 90 min webinar

After/ Any time

• Sharing and response

• Onsite individual and group engagement activities

TEACHING GOALS: What anytime and/or real-time digital teaching practices will you aim to accomplish in this lesson/project/work?

Individuals and teams will be engaged in interactive opportunities to process and grow from the recent past, and adapt and thrive through ongoing change. Individual and collective identity, wellbeing and efficacy will be the focus.

• ??

LEARNING OUTCOMES: What will learners be expected to know, understand, and be able to do during and after they engage with the sequence of tasks in this lesson/project/work?

Know and understand

• The impact of loss and navigating adaptive change -

• The stages and experiences of transition

• Principles of emotional resilience and cognitive reframing

Be able to

• Develop a psychological reorientation to change and transition

• Use temporary structures tools to process and navigate emotions

• Apply lenses, mental models to assess and reframe personal and collective identity

• Practice empathic listening and meditative dialogue

Feel

• Witnessed as an individual

• Empowered to support their school community

• Focused on learning and growth

TEXTS/TOOLS/TECHNOLOGIES AND RATIONALE: Identify the digital texts, tools and/or technologies that will be used in this lesson. Explain why you have selected these digital resources for this lesson.

This Inquiry Plan Template documents our planning and learning this week.

[You may decide to outline key elements of your work below, or you can simply delete the next text box and point readers directly to your inquiry plan. Once your homeroom leader knows how you will work with your partner, they can help create separate inquiry plan templates for each person if needed.]

Digital Product 2:

In 1-2 sentences, describe the sample LEARNING artifact(s) that you created this week and explain how it will be used in the lesson/project...

Learning Artifact: INSERT/EMBED/LINK HERE

Alton's "MY 2020" IMAGE for modeling images to tell a story, ice breaker, meme production, and sharing.

Bridget's Google Slides - Our Shared Story

Toward the end of the week, you'll insert a video here that introduces your work (and your compelling inquiry question) to others and summarizes your collaborative reflection of your learning this week. On Friday, you can move this section toward the beginning of your dyad page.