Read on Twitter
Somehow, 75% of my 7th gr beginner bilingual math students have been consistently tuning in to a daily online synchronous check-in. I noticed most weren’t watching the pre-recorded video lessons, so I started doing live mini-lessons (and recording those, w Ss and Ps permission).
My latest hack is “joining” Microsoft Teams w/ both my laptop + iPad, then muting + screensharing the iPad for live notes. Ss opt for audio only until check-ins & the end, when they show me their work. Lots of “answer on the count of 3” call and response, or type it in the chat.
It feels a bit like we are climbing our own hills a football field away from one another, with heavy blocks on our feet. We have to repeat ourselves a lot and expend tremendous energy, but we are *learning*. #quaranteaching
There are multiple opportunities for low-risk practice and feedback ( @MisterMinor). And we always start with a good short picture book read aloud / check-in “circle”. Maybe that’s what keeps them coming back. #quaranteaching
*30 min is about the max we can manage. 45 is pushing it.
**I don’t think this would work w/out 3/4 of a year of in-person community ...or 1-1 devices...or relentless work by support staff to get all kids access to WiFi.
***And I know there are still 2-3 kids who can’t tune in, so I feel torn about just offering them the recording. I have not hounded them to show up. (I want to make space for those who are just trying to survive to not feel shamed for that, for all that’s beyond their control).
