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SPDG 3.0 K-12 Session A:
Note-taking Guide
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We will set all students on a path to success.
SPDG 3.0 K-12: Access to Instruction during COVID-19
Kate Martin and Alison Gauld | August 7, 2020
Session A: Virtual Engagement
Slide ACADEMICS
ALL TENNESSEE STUDENTS WILL HAVE ACCESS TO A HIGH-QUALITY EDUCATION, NO MATTER WHERE
THEY LIVE
EDUCATORSWHOLE CHILD
TENNESSEE PUBLIC SCHOOLS WILL BE EQUIPPED TO SERVE THE ACADEMIC AND NON-ACADEMIC
NEEDS OF ALL STUDENTS
TENNESSEE WILL SET A NEW PATH FOR THE EDUCATION PROFESSION
AND BE THE TOP STATE TO BECOME AND REMAIN A TEACHER
AND LEADER
We will set all students on a path to success.
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Slide SPDG 3.0 K-12 : Fall 2020
Synchronous Training Sessions via Zoom9 – 10:30 a.m. central/ 10 – 11:30 eastern
Session A: August 7 Virtual Engagement (extra 30 minutes)Session B: August 21 Virtual Instruction/Intervention
Session C: September 4 Virtual Assessments of Student Learning Session D: September 18 Revisiting Engagement
Session E: October 2 Connecting the IAIEPSession F: October 23 Collaborating: Stronger Together
Session G: November 13 Q&A and Debrief
Slide Objectives
This session is the first in a series of train-the-trainer trainings. Participants in this session will be able to:
1. Define the shared norms for the cohort’s work and synchronous training sessions.
2. Articulate the importance of two-way communication using interactions.
3. Link the interactive structures used in face-to-face instruction with those used virtually.
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Slide Norms
The following will be our norms:
1. Arrive on time.
2. Turn off distractions.
3. Listen to all voices.
4. Hold each other accountable.
Slide Opening Reflection
Enter your responses on the Padlet (link in chat):
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Slide Opening Reflection
1. Think of one experience as a “student” where the instruction was not engaging.
2. Think of one experience as a “student” where the instruction was engaging.
3. Describe one thing an instructor did to make you feel part of the community.
Enter your responses on the Padlet at https://padlet.com/katemartintdoe/iplxx17r78ruaevl
Slide
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Slide Engagement is…
Engagement is not:a virtual problem.
Ping Zhu
Top photo Credit: https://www.nytimes.com/201 9/04/01/learning/do-you-think-school-is-boring.html
Slide Looking Back and Looking Ahead
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Slide 4 Types of Interactions
Teacher interacting with
whole group/class
Teacher interaction with small group of
students
Teacher interaction with
individual student
Student interaction with
content
Slide Whole Class/Whole Group
Teacher-led whole class instruction is an effective strategy for ensuring all students receive the same instruction.
Benefits of whole class/group instruction used during distance learning:
• Students receive the same message in the same way
• Opportunities for collective voice
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Slide Whole Group/Whole Class
Face-to-Face Virtually
Slide Whole Class/ Whole Group
Considerations for whole class/group instruction within a virtual environment:
• Challenge to ensure all students voice is heard.
• Difficult to maintain engagement for an extended period of time.
Example Tools/Resources:
What are some of the tools you have seen or heard from your colleagues that support interactions, and increase opportunities for student voice during whole class virtual instruction?
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Slide Small Group
Small group instruction is an effective strategy for providing differentiated, skill-focused instruction based on formative data.
Benefits of small group instruction used during distance learning:
• Flexibility in the time of day and length of session
• Increased opportunity for student participation
Slide Small Group
Face-to-Face Virtually
• Working in your small groups, discuss the characteristics, benefits, and considerations for small group instruction and interactions.
• You may choose how to complete the chart using an online collaborative tool and we will combine the charts to share with everyone at a later date.
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Slide Small Group
Considerations for small group instruction within a virtual environment:
• Limits opportunity for individualized assistance
• Each group may receive different instruction
• Potential logistical challenge when a student switches groups
Example Tools/Resources:
What are some of the tools you have seen or heard from your colleagues that support interactions, and increase opportunities for student voice during small group virtual instruction?
Slide Individual (one-on-one)
One-on-one instruction is an effective strategy for providing personalized coaching, intervention, or reinforcement.
One-on-one instruction used during distance learning :
Benefits:
• Opportunity to develop rapport and monitor progress• Co-teacher or paraprofessional can provide the support
during instruction• Flexible
Considerations:
• Requires planning or time set aside for interaction
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Slide Individual (one-on-one)
Face-to-Face Virtually
In an effort to model one-on-one interactions, you will individually work on this chart.
Slide Independent Practice/Tasks
Independent practice or tasks are an effective strategy for developing automaticity, endurance, focus, and self-management skills.
Independent practice/tasks used during distance learning:
Benefits:
• Self-directed, flexible scheduling• Minimal technology needs
Considerations for independent practice/tasks within a virtual environment:
• No new learning• High risk of a student practicing an error or incorrect
application of skills
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Slide Independent Practice/Tasks
Face-to-Face VirtuallyIn an effort to model independent practice, you will complete this chart at a later time and submit it to create a single consolidated chart for reference, shared at a later date with all participants.
Slide Norms and Culture
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Slide Purposeful Norms
What is the purpose of norms?
• Write three words/short phrases on your
whiteboard and share with the group when
prompted.
Slide Norms and Culture
• Improving school/classroom culture begins with changing our expectations for each other.
• The norms developed by a group not only set expectations for behavior, but reflect the culture of the group.
• Like adults, students feel valued and respected when an experience challenges them, reflects their interests, and allows their voices to be heard.
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Slide Norms and Culture (continued)
What do these norms say about our
culture?
1. Arrive on time.
2. Turn off distractions.
3. Listen to all voices.
4. Hold each other accountable.
Slide Small Group Norm Revision
• In your breakout room, discuss your assigned norm and work together to revise it to be more collaborative, more purposeful, more reflective of valuing one another.
• Stay in breakouts until recalled to the main room. If you finish early, choose another norm to revise.
• Once you return, your group’s “recorder” will enter the norm number and your revised norm in the chat box.
• Assignments:
1. Arrive on time. (Groups A, B, C, D)
2. Turn off distractions. (Groups E, F, G, H)
3. Listen to all voices. (Groups I, J, K)
4. Hold each other accountable. (Groups L, M, N, O)
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Slide Norm Revision Sharing
As you return, each group’s “recorder” should enter the
group letter and norm number (i.e. A1, L4) and the
group’s revised norm in the chat box. Take a moment to
view the chat box to see the ideas of your colleagues.
1. Arrive on time. (Groups A, B, C, D)
2. Turn off distractions. (Groups E, F, G, H)
3. Listen to all voices. (Groups I, J, K)
4. Hold each other accountable. (Groups L, M, N, O)
Slide Next Steps
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Slide Questions
Slide A Story in Five Chapters
I walk down another street.
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