Teaching and Learning: Online

Elementary, K-5

Drafted by Sylvie Fields, March 20, 2020

A few key points about online learning

From Global Online Academy (GOA)

First, online learning is all about connecting with others and fostering the relationships we have with our students and colleagues. You can create strong, healthy communities online. This becomes vital when students and teachers feel isolated or disconnected.

Second, you will not get through all the content you might in an on-campus environment. Online learning is not about replication of what you are doing in on-campus settings. Rather, there is an opportunity to reimagine learning in new spaces.

Third, assessments look different online. Instead of having students take a test or a quiz (although those can be used effectively as formative assessments and check-ins), have students demonstrate their learning in a way that requires real application of the material.

Finally, teachers need to balance synchronous and asynchronous connections and collaboration, and students need to do some of this on their own.

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15 strategies for Online Learning

GOA, February 20, 2020

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• Know your studentsʻ technological capabilities and what support is available to them.
• Designate an online learning hub.
• Communicate often, clearly, and consistently.
• If possible, gather students for synchronous meetings.
• Create opportunities for asynchronous connection.
• When it comes to content, be a curator, not a dumper
• Support student connection
• Think creatively and strategically about assessment

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• Be intentional and explicit about timing and pacing.
• Ask students for feedback.
• Create opportunities for personalization.
• Recognize the importance of student support
• Keep parents informed.
• Reflect on your role as a teacher in a virtual spaces
• Connect with colleagues and share strategies that work.

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Table of Contents

1. Structuring your day
2. Seesaw
1. Home Learning Guide (links)
2. Learning by Subject & Grade Level examples (links)
3. Structuring digital lessons
4. Student-centered activities
• Choice boards
• Learning menus
5. Assessment

Structuring your Day

Stream Section

• Post a daily greeting to your haumāna and a question that provides them with an opportunity to comment to your post. Look for opportunities to interact with your haumāna.
• Create a short video of yourself greeting your students daily and sharing the assignments for the day.

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Classwork Section

1. Use of Topics

• Set up a Resource Topic to house general resources that haumāna frequently access
• Create Topics by Unit + Lessons and add all assignments / materials to each Topic

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2. Whether using Topics or Assignments only, title Day 1 - April 6, Day 2 - April 7, etc. so that haumāna have an easy time keeping track of what they need to do each day.

3. Since kumu may not be immediately accessible as they are in the classroom, itʻs important to provide very explicit, (but simple) instructions.

SeeSaw

Home Learning Guide

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3 Key Levers:

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1) Include family members

2) Include physical items

3) Include open-ended questions

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• Home learning routines for critical content areas is key.
• The goal is NOT to entirely replicate classroom learning at home. This is not realistic.

Learning Activities

by Subject & Grade examples

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Daily Structure:

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• What I’m Curious About (Voice & Choice)
• Reading/Oral Language
• Social Emotional Skills
• Writing/Drawing
• Math

Structuring Digital Lessons

1. Kumu provides subject matter content
1. Teacher created content: videos, slides, etc.
2. Readings: textbook or other sources
3. Additional Resources: websites, non-teacher created videos, etc.
2. Haumāna review content material
3. Use an online discussion forum to engage haumāna in content
• Padlet, Flipgrid, MS Teams Zoom
• Kumu and haumana co-create guidelines for appropriate use and sharing when using synchronous tools before implementing use, Tips & Tricks: Teachers Education on Zoom
4. Haumāna demonstrate their learning and thinking in a variety of ways
• Provide activities based on delivered content and learning target
• Choice boards, learning menus, projects, etc.
• Post products to Seesaw

Choice Boards

• Teacher posts to Seesaw
• Can be based on a content standard/process/unit of study
• Should include more open-ended activities
• Can be written so student at any ability level can complete it
• Integrates digital as well as vintage tools so that students can create and show their learning and thinking
• Students can post video, links to Google docs, pictures of their work to Seesaw

Choice Board

(continued)

• Integrating digital tools
• Aligned to learning goals
• Designed so that it gives flexible learning paths
• Takes advantage of large chunks of time at home to do longer projects

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What it’s NOT:

• Not just an easy completion “grade”
• Not a digital version of a workbook

Assessment

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• Feedback given through Seesaw
• Products /projects posted in Seesaw
• Formative assessment tools that can be integrated with Seesaw. Kumu can contact their friendly ITS for help with using these tools

Best Practices and Instructional Resources:

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Steps to Develop Authentic Assessment

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1. Identify target learning objective/standard
2. Select/ offer choices of task(s) for haumāna to complete
3. Identify/co-create criteria for tasks
4. Co-create rubric for evaluation

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Authentic Assessment Examples:

• Peer review (not an option in Seesaw but can be done with other tools like Google Docs for grades 4-6)
• Self-assessment
• Problem-based project
• Discussion
• Reflection journal

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