Issue link: http://educator.cta.org/i/1278320
O R GA N I Z E C O N T E N T Keep in mind that your online learning environment should support your face-to-face instruction — and vice versa. When they complement each other, both are stronger. Guidelines for instruction: 1. Organize content into chunks: units, modules, or weeks. 2. Create structure inside these chunks. 3. Keep the structure consistent. 4. Include all elements of instruction inside a chunk (pre- assessment, inquiry, instruction, practice, assessment). Once your online content is organized, think about how you can combine online chunks with face-to-face instruction. In The Perfect Blend, Michele Eaton provides excellent daily and weekly checklists that work to keep students and teach- ers organized and bolster learning in both spaces. C O N S TA N T LY E VA L UAT E YO U R T O O L B OX After completing a chunk, reflect on the digital tools you used. Ask yourself: Did I have the right tools for the task? Were students able to meet instructional objectives? When we use the wrong tool, we know immediately: The objective falls flat. When we use the right tool, the tool is invisible. It's easy and intuitive, and it enhances instruction. Review your toolbox, deleting tools that don't work well for you and your students. Keep in mind that a tool that may be right for your colleague may not be right for you or your classroom — and that's OK. P L A N AC T IV I T I E S T O B U I L D R E L AT I O N S H I P S I N A N Y S PAC E To help students build peer relationships online, give them a real reason to be present. Build a positive classroom community by integrating dig- ital citizenship lessons, and rework your online meetings to offer authentic learning experiences that build relationships. Assign team roles to engender a sense of purpose, and bring in guests to help students make real-world connections. The best relational activities are ones that allow students to shine as individuals. You might have students build an "All About Me" Pinterest board or Google slide and/or create a class scavenger hunt, and then review the results as a group. D E S I G N D I S C OV E RY AC T IV I T I E S F O R K E Y T E C H N O L O GY T O O L S A discovery activity allows students to learn how to use a tool before tackling content learning and also allows teach- ers to have conversations about expectations from the start. A discovery includes three parts: a teacher-led tutorial on how to use the tool, an outline of expectations for both students and instructors, and a low-stakes task in which stu- dents can practice using the tool. Inside a discovery, make sure you allow room for con- versation; in this process of students talking to each other and to you, you can preemptively solve any problems before deploying the tool. If you don't know where to start, begin by listing the top three tools you use in your classroom. Next, plan a discovery for each tool. Then think about where you can embed your discoveries into your instruction. C R E AT E R O U T I N E S T HAT A R E C O N S I S T E N T AC R O S S A L L S PAC E S Whether online or face-to-face, build a consistent routine for students with opportunities for choice and self-pacing. Here's a routine for any environment: 1. Check announcements. 2. Complete morning check-in. 3. Open module and begin first task. Once built, illustrate these processes with graphic orga- nizers like process maps. Post these inside your learning management system (LMS) and physical classroom and attach them to announcements. Most important, minimize change as much as possible — students need consistency now more than ever. This story originally appeared on Edutopia.com. "A discovery activity allows students to learn how to use a tech tool before tackling content learning and lets teachers set expectations from the start." Process maps (example below by Creately) help with scheduling or learning and establish consistency for you and students. Text services such as Remind (right) help you connect with families. 25 A U G U S T / S E P T E M B E R 2 0 2 0