Virtual and Concurrent Instruction Videos

The videos below were filmed in virtual and concurrent classrooms across Texas and can be used to:

Reinforce what best practices look and sound like during professional learning
Calibrate your leadership team’s vision for good virtual instruction
Practice using a virtual observation tool
Practice coaching conversations about virtual instruction

All videos are aligned to the Prioritized T-TESS virtual instruction look-fors:

Handout 2. Prioritized T-TESS Virtual Look Fors_FINAL.pdf

Planning

1.1A: Lesson plans include aligned activities and materials that show how the objective(s) and student work success criteria will be referenced throughout the lesson (i.e., in all presentation documents, PowerPoints, videos, assignments, and rubrics).

1.1A_Setting Objectives + Success Criteria Reflection Questions.mp4

Setting Objectives | Concurrent Classroom | Math

In this video, you will see the planning domain in a 5th grade math classroom. This video was filmed in a class with concurrent instruction; some students are participating face-to-face, while others are online.

Teacher references objective and learning expectations for students
Student work success criteria are defined
Students connect objective to the real world

1.4A: Students do the majority of the cognitive lift through opportunities to explain their thinking, solve problems, make connections to their daily lives and previous learning experiences, and ask questions.

1.4A_ Connecting Objective to Real World.mp4

Connecting to Real-World | Concurrent | Math

In this video, you will see the planning domain in a 5th grade math classroom. This video was filmed in a class with concurrent instruction; some students are participating face-to-face, while others are online.

Teacher asks students to connect the day’s learning objective to their prior knowledge and the real world
Teacher has students think through volume in real world examples

1.4B: Students do the majority of the cognitive lift through opportunities to explain their thinking, solve problems, make connections to their daily lives and previous learning experiences, and ask questions.

1.4B_ Using Multiple Opportunities to Engage Students_Final.mp4

Multiple Opportunities to Engage Students | Virtual | Humanities

In this video, you will see active engagement in an elementary humanities classroom.

Students have multiple opportunities to actively engage
Teacher selects activities that allow for student-to-student interaction

1.4B_The Excitement of Competition_Final.mp4

The Excitement of Competition | Virtual | Humanities

In this video, you will see active engagement in an elementary humanities classroom.

Students use Pear Deck to actively engage
Teacher selects activities that allow for student-to-student interaction with some competition

1.4B_Making Student Thinking Visible.mp4

Making Student Thinking Visible | Virtual | Humanities

In this video, you will see active engagement in an elementary humanities classroom.

Students share verbally and have a chance to either draw or write their responses
Teacher plans to engage students in multiple ways

1.4B_Making Thinking Visible in Choir.mp4

Students Make Thinking Visible | Virtual | Choir

In this video, you will see active engagement in a secondary choir classroom.

Students demonstrate their thinking by labeling music notes and signing along
Teacher plans an activity that allows multiple students to show their thinking at once

1.4B_Stations in Concurrent Math.mp4

Stations | Concurrent | Math

In this video, you will see the planning domain in a 5th grade math classroom. This video was filmed in a class with concurrent instruction; some students are participating face-to-face, while others are online.

Stations include multiple engagement strategies (breakout rooms, menu of activities, student to student interaction (including virtual students in breakouts with in-person students)

1.4B_Students Make Their Thinking Visible in Jamboard.mp4

Students Make Thinking Visible in Jamboard |Virtual | Humanities

In this video, you will see active engagement in a secondary humanities classroom.

Students collaborate and show their thinking using an interactive whiteboard
Students are able to read one another's responses

Instruction

2.3A: Teacher utilizes pictures and visuals like shared documents or graphics embedded in slides to model his or her thinking process

2.3A_Getting Students to Make Their Thinking Visible.mp4

Students Make Thinking Visible| Virtual | Math

In this video, you will see communication in an elementary math classroom.

Teacher uses visuals to model his or her thinking process
Teacher monitors student thinking through checks for understanding

2.3A_Making Concepts Visual for Students.mp4

Making Concepts Visual for Students | Concurrent| Math

In this video, you will see communication in a secondary band classroom.

Teacher chunks the lesson into segments
Teacher utilizes shared visuals
Teacher uses the chat function and a virtual KWL chart to monitor student thinking

2.3A_Modeling Thinking in Concurrent Math.mp4

Modeling Thinking | Concurrent | Math

In this video, you will see instruction in a 5th grade math classroom. This video was filmed in a class with concurrent instruction; some students are participating face-to-face, while others are online.

Teacher utilizes model journal to show what students should do
Teacher uses shared slides and the annotation tool for virtual and in-person instruction

2.3B: Teacher chunks each lesson into short pieces, incorporating opportunities to monitor student thinking, check for understanding, and share feedback with students before each transition.

2.3B_Using Piano to Check for Understanding.mp4

Using Piano to Check for Understanding | Virtual | Math

In this video, you will see communication in a secondary band classroom.

Teacher monitors student thinking through checks for understanding
Teacher shares feedback

2.3B_Using Jamboard to Provide Feedback to Students.mp4

Using Jamboard to Provide Feedback to Students | Virtual | Humanities

In this video, you will see communication in a secondary humanities classroom.

Teacher uses a shared document for all students to add commas and uses a "Check" or an "X" to provide real-time feedback

2.3B_Using Real-tme CFU and Providing Immediate Feedback.mp4

Using Real-Time Checks for Understanding and Feedback | Concurrent | Humanities

In this video, you will see communication in an elementary humanities classroom.

Teacher provides feedback on the Do Now, encouraging students to raise the roof
Teacher has a student explain her thinking to clarify the concept and process for all students

2.3B_ Independent Practice in Concurrent Math.mp4

Independent Practice | Concurrent | Math

In this video, you will see instruction in a 5th grade math classroom. This video was filmed in a class with concurrent instruction; some students are participating face-to-face, while others are online.

Teacher circulates the room and looks at what students are writing on their own, while students private chat her their answer
Teacher shares feedback on completion

2.3B_Providing Feedback to Students_Final.mp4

Providing Feedback to Students | Virtual | Math

In this video, you will see communication in an elementary math classroom.

Teacher chunks the lesson into segments
Teacher monitors student thinking through checks for understanding
Teacher shares feedback

2.3B_Checking for Thinking in Concurrent Class.mp4

Checking for Thinking | Concurrent | Math

In this video, you will see instruction in a 5th grade math classroom. This video was filmed in a class with concurrent instruction; some students are participating face-to-face, while others are online.

Teacher chunks the lesson to give her time to monitor student responses during independent practice.
Teacher shares feedback at the end of independent practice, and right before they transition to stations, to ensure that mistake is clarified before the transition.

2.4C: Students respond to various types of questions (e.g., DOK levels) with multiple means of response (e.g. polls, surveys, forms, verbally, use of predetermined “quick response” icons, such as thumbs up).

2.4C_ Multiple Means of Response in Concurrent Math.mp4

Multiple Responses | Concurrent | Math

In this video, you will see instruction in a 5th grade math classroom. This video was filmed in a class with concurrent instruction; some students are participating face-to-face, while others are online.

Students respond to various types of questions
Students respond verbally, in chat, sometimes they raise hands, other times they are able to call out freely. Sometimes they are asked to explain their thinking verbally, other times they write it in their journals, as they work out the problems

2.4C_Responding in multiple ways in concurrent math.mp4

Multiple Responses | Concurrent | Math

In this video, you will see instruction in a 5th grade math classroom. This video was filmed in a class with concurrent instruction; some students are participating face-to-face, while others are online.

Students respond to the independent questions in multiple ways (typing in private chat, raising hands, poll)

Learning Environment

3.1A: Students have regular opportunities to self-reflect on their learning (e.g., using a rubric or exemplar to self-evaluate work, engaging in self-reflection question or poll, annotating work with questions and reflections.)

3.1A_Student Reflection.mp4

Student Reflection | Concurrent | Math

In this video, you will see the environment in a 5th grade math classroom. This video was filmed in a class with concurrent instruction; some students are participating face-to-face, while others are online.

Students engage in self reflection at the end of a lesson on volume.
Teacher has established routines and procedures (journal, voice level) for students to reflect.

3.1B: Teacher communicates expectations for virtual routines and procedures for how to engage in learning (e.g., hand signals for when to mute or unmute) ensuring students understand their role and responsibility during each segment of the lesson.

3.1B_Routines + Procedures for Starting the Do Now.mp4

Do Now Routines + Procedures | Virtual | Math

In this video, you will see the environment in an elementary humanities classroom.

Teacher communicates procedures and virtual routines
Students utilize procedures to participate responsibly

3.1B_ Student ownership of Routines.mp4

Student Ownership of Routines | Concurrent | Math

In this video, you will see the environment in a 5th grade math classroom. This video was filmed in a class with concurrent instruction; some students are participating face-to-face, while others are online.

Efficient transition from one station to the next (10 seconds)
In-person students direct virtual students, telling them what station they are on and getting right to work

3.1B_ Routines for Checking for Understanding.mp4

Routines for Checking for Understanding | Concurrent | Math

In this video, you will see the environment in a 5th grade classroom.

Students utilize procedures to participate responsibly
Teacher facilitates learning in a concurrent instructional model

3.1B_Morning Meeting During Concurrent Instruction.mp4

Morning Meeting | Concurrent | Self-Contained

In this video, you will see the environment in a Kindergarten classroom. This video was filmed in a small LEA.

Teacher communicates procedures and virtual routines
Students in class connect with their virtual peers and begin their learning together for the day