Written by Kristen Harms// posted by Elegan Kramer
If there is an activity or assessment that you would like to view again with your child, but that course is archived, you can find the materials by following the directions below.
Students can view course assignments and managed assessments in archived courses but they cannot make submissions. Students may still view existing submissions in archived courses if permission to view submissions is enabled in the assessment settings.
How do you rename something in Google Drive? Do you right-click and select rename or do you select the file/folder and type ‘n’? Check out these tips and tricks for organizing your Google Drive. While the search feature in Google Drive is helpful and amazing, sometimes it may feel as if you are searching in a black hole. Time spent creating an organized structure for your Drive in the summer means having more time and energy during the school year for teaching. Depending on the state of your Drive, this could be a lot of work. Don’t overwhelm yourself. Take pride in even the smallest accomplishments!
Each of the short (under 2 min) videos below has a tip about different ways to engage students.
Tip #1 - Station Rotation (submitted by Ashley Wiedman at Central Middle)
Tip #2 - Using the 3E model in Schoology (submitted by Monica Dickens at South High)
written by Kristen Harms// posted by Elegan
Team Building? Virtual CLT? Curriculum Writing?
Taskade is the all-in-one collaboration platform for remote teams. Unleash your team productivity with task lists, mindmaps, and video chat.
Start by creating a workspace and add your team members. From there, you can work together, assign tasks to team members, and chat live alongside your projects. You can assign tasks to someone else and set due dates.
The free version of Taskade includes unlimited tasks, projects, teams, workspace members, and all the essential features unlocked. You can use Taskade for weekly agendas, team meetings, project outlines, product roadmaps, and much more. For inspirations, please visit our templates gallery and try out over 300 free templates.
There is also an app for Android or IOS.
What will you do this summer? Play this Mad Libs to find out!
Keep you and your family's digital skills sharp with Google’s Applied Digital Skills courses. The Applied Digital Skills curriculum consists of free resources designed to build digital literacy in education and for jobs. For example, you can have fun with digital arts and games by making Mad Libs such as the one above and making pixel art with Google Sheets. Or take virtual field trips and explore art from home by going on a scavenger hunt through Italy or exploring the History of Humankind in Kenya. Model positive digital citizenship by evaluating the credibility of online sources or understanding your digital footprint.
What digital skills will you learn this summer?
The new 2 Tips From Teachers has tips for goal setting and formatives. The first tip is about helping students self-assess by tracking goals using Kami. The second tip is about using Google Forms for daily checks. Check them out!
Tip #1 -Tracking student goals using Kami (submitted by Christine Keating at Bellerive)
Want to go on an adventure with your child? Want to have a fun and educational experience that is different than everyday learning on the Chromebook?
Goosechase is an interesting scavenger hunt app that is interactive.
Build your game on the website, giving it a name, picture and description to mark it as yours. Set how long the game will run and whether there’s a password to join.
Each GooseChase game has a list of missions for participants to complete. You can create your mission list using the bank of 100+ tested missions or by designing your own from scratch.
Missions have a name, description, point value and an optional link or photo to provide extra information. For text & gps missions, the answer and target destination must also be provided.
Many of us are familiar with and use the 3-2-1 instructional strategy. Mix it up with A-E-I-O-U! This AEIOU slide gets students to summarize big ideas, think about how they feel, decide what was interesting and be curious about the reading or media. If you’re interested in using this template, please go to File and Make a Copy.
Spice it up with the videoconferencing waterfall chat strategy. Have one group of students type in their AEI (adjective, emoticon, and interesting fact) and the other group type in their OU (Oh!’s and Umm…?’s) Remind students to wait before sending their answer so that all students can participate and not feel pressured to follow-up with the latest comment in the Zoom Chat.
Providing students and parents/guardians with a checklist allows families to manage their own time and space efficiently. We see and hear how Parkway teachers are staying organized with checklists. For ideas on staying organized in a virtual classroom for students, check out this shared Checklist Bank folder. It has examples of checklists from K12 virtual teachers. Make a copy of these checklists to use from the Templates folder.
The new 2 Tips From Teachers has tips for using Zoom.
Tip #1 -Sharing a portion of your screen in Zoom (submitted by Samantha Stout at Wren Hollow)
Tip #2- Breakout Rooms- Talk & Type strategy (submitted by Monica Dickens at South High) - help provides equity with participation
written by Amy Johnson// posted by Elegan
Thinking about how to meet our students individual needs in an online environment can be tricky. There are some elements you can keep in mind as you design your online class that will make it more accessible to all students and their unique needs. Check out this "Accessibility" folder in the Schoology Training course which gives some tips on ADA design for online learning, some directions for tools available in Schoology and Google, as well as tools students can use to improve their experience.
Choose a topic or focus on all of the rooms.
Design activities for each room.
teacher led
outside websites
quiet working room
Introduce the stations and review the procedures:
What is expected? How many students can be at a station at any one time? What does a student do when s/he completes a station?
Remind students periodically of remaining time. Close activities with small group discussions. Try two broad guiding questions for the discussions: what did you learn and how does it connect to the broad topic? This is where we start to make connections to the big ideas. The discussion time is also an opportunity for students to discover other rooms. Students share what they did and learned with each other.
