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Learning ModalityIn our classroom: Full size classesIn our classroom: Smaller size classes or staggered groups On a cart: Full size classesOn a cart: Small group classesVirtual Teaching: Teaching from music room via Zoom "broadcasting" into homerooms virtuallyOnline: Regular Load
Online: Partial Load
Blended Learning: In-person mixed with onlineFamily chooses the modality for the student: in-person or online, mixed groupsTeam Teaching"Electives Style" GroupingsRotating and/or Block-Style Scheduling"Alternate" Work Week
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IN-CLASS GUIDELINES -- p. 15 APPENDIX B: Review course sizes, structure, and classrooms to decrease infection
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CharacteristicsMinimal viral threat. Life is mostly normal, facilities are not a problem with social distancing guidelines in place. Depends on facilities and supervision needs. Sanitize hands on the way in and out. Passing periods lengthened or staggered for quick cleanings between classes.Similar to teaching full classes in the music room, but students would be stationary in most cases. Students stay at desks. Music teacher has no control over the cleanliness. Similar to teaching small group in music room but students would most likely stay at desks. No singing. Music teacher teaches from the music room or classroom and “beams” into the homeroom via Zoom or other platforms on screen. Supervision?Like we did Spring 2020In-Person and On-Line instruction may take place. Could flip-flop with other groups of same grade level. Teacher could be "broadcasting" from their rooms for some groups, teaching in-person for other groupsFamilies decide the modality -- all on-line or all in-person instruction. Could be Local District or Virtual on-line schoolingSpecial Area or Music Teachers divide student load either in-person, online, or a combination. Could be divisions by grade level, disciplineA rotation of content area classes, one of which is music. Could be mixed age groupings, specific electives (ukelele, dance, piano, ceramics, etc) Multiple days or weeks in a row with the same groups/classes (ie: see classes every school day for two or three weeks of Music, then switching to PE, Art etc. Concert Prep wouldn't necessarily be an issue. Can resume the schedule in lockdown and in person. Four Days On, Ten Days Off -- or some variation of this......proposed on this website, could be modified for school use:https://www.fastcompany.com/90503568/this-twist-on-the-four-day-work-week-could-get-people-back-to-work-without-causing-new-outbreaks
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Ideas
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LOTS of cleaning would be taking place. Limiting of shared materials and most likely no singing. Staggering passing periods to minimize the number of students in hallways traveling from place to place. Teachers play recordings and students don’t sing. “Flipped” classroom concepts. Movement at a six feet apart distance. Sit Spots. “Safe” perimeter with painter’s tape to delineate safe space. Stagger passing periods for fewer kids in the hallway at a time. Limit shared materials. No singing Large group games, etc. Music teacher exposed to each class. Would teachers also be bringing potential exposure with them into the classroom as they see other homerooms? No singing, no shared mateerials. Body percussion activities, SmartBoardThe teacher being exposed to the homeroom. Music teacher has no control over the cleanliness. Would teachers be bringing potential exposure with them into the classroom as they see other homerooms? Smartboard activities, etc. Lessons could be also delivered at home, groups change in and out. Responses coiuld be recorded at home, such as singing. Students could learn a lesson and do the follow-up (performance piece) at home like with Flipgrid. Special projects, compositionStudents could learn a lesson and do the follow-ups @ home. Special projects, composition units, etcSpecific teachers direct the particular modality. Specific teachers could be in-person or online designees. Could be utilized if staff members have risk factors/pre-existing conditions. Groups may be mixed homeroom. Teachers collaborate as groups rotate, perhaps on a three week basis to keep cohort consistent. Music and Movement with PE Teachers, Art and Music combine for projects. Computers or Library coudl also be integrated. Mixed grouping of homerooms where students sign up for different music electives. Rotate groups as conditions allow. Duneland (Chesterton) schools have utilized this model for years -- seeing the same classes every day of the week for three weeks and then rotating. [Question: How will classroom teachers get adequate prep time, in schools where "specials" time is when classroom teachers receive prep time? Idea: Introduce "Specials Day" to the schedule--One day a week when students attend only specials (music, art, P.E., library, etc.), whether it be online or in person. This is the classroom teachers' designated prep day.]
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IN-CLASS GUIDELINES
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SEE FULL DOCUMENT HERE
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P. 14 Exchange of Resources to and From School
Every effort should be made to reduce the amount of materials, supplies, and personal belongings going to and from school. The same consideration should be given to reducing student exposure to high-touch, shared resources at school.
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p. 15 APPENDIX B: Review course sizes, structure, and classrooms to decrease infection
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p. 18 APPENDIX C: Indiana’s Extra-Curricular and Co-Curricular Re-entry Considerations
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