Issue link: http://educator.cta.org/i/1278320
COREY COBLE Dry Creek Teachers Association Seventh grade science, history and STEM teacher at Creekview Ranch School in Roseville. " On social media and in your professional networks, don't be afraid to ask questions or see if someone else has done the research." • Embrace spreadsheets. It sounds geeky, but it is a very powerful way to keep track of information quickly and easily. You can use one spreadsheet to track participation, enter formative and summative data, and see where you need to focus your atten- tion as a teacher. For me, it's a one-stop shop to put all my information in one place. It doesn't have to be fancy. Think of it as a checklist to keep track of your students and everything else. • Seek feedback from students. I use Google Classroom and Google Forms to collect information from students and connect with them. First, I ask them how they have been and what they have been doing. Then I ask if they have been "getting it" when it comes to what I've been teaching. This feedback is very powerful, and you can target students to see if they need resources or extra help. With student feedback, you can evaluate your teaching and deliv- ery of instruction. • Reach out to your network, whether it's on Twitter, social media or your professional network at school. Don't be afraid to ask questions or see if someone else has done the research. Listen to podcasts. Sign up for short 45-minute workshops with CUE (cue.org). Attend a virtual ed camp. But don't just listen and learn. Share, share, share. If you have an idea, put it out there! MY NGUYEN Upland Teachers Association Science teacher and technology lead at Upland High School. " If students can't be there in real time, I record myself so they can watch me teaching. The goal is fostering learning and understanding." • Offer flexibility. Some students work and take care of younger siblings. Some share a computer, Wi-Fi and internet. So teachers need more flexibility in distance learning than when students are in school full time. That might mean having Zoom time in the afternoon because older students sleep in. Or allowing students to take a picture with their phone of work they have completed with pencil and paper and sending it in. Or making sure that all of the things you post can be accessed on their phone, because not all kids have computers and printers. • Offer choices. I use synchronous learning for direct instruction on Zoom, and asynchronous learning when I post assignments on Google Classroom, and students do it within a certain amount of time. If they can't be there in real time, I record myself so they can watch me teaching. The goal is fostering learning and understanding. You don't want to penalize students who can't attend. For asynchro- nous learning, I suggest making resources available for students to review and assess their understand- ing, such as videos, tutorials, self-assessing games (Kahoot!, Quizlet, Quizizz), virtual simulations, labs and readings. • Create a routine. First, I check in with them and send positive messages. Then I play a short video where I taped myself or show them another video that applies to what we are learning. Then some reading. Then there's an application piece they can practice. I find a simulation or game or lab that allows practice. I host games on Kahoot! that are competitive and fun, to test their understanding. Kids need a routine for online learning just like in the classroom. 29 A U G U S T / S E P T E M B E R 2 0 2 0