Here is why hybrid teachers have been hunched over computers planning & recording lessons without a break (beware your head will spin):

Each day, I teach 1 period of live remote instruction to approximately 80 Ss, and 4 periods of in-person instruction to pods of ~10 Ss. 1/

Theoretically, given that all hybrid students have live remote or live in-person instruction every day, I shouldn't also have to pre-record asynchronous lessons, right? WRONG.

2/

My colleagues and I agreed that the two in-person lessons students receive should be activities that are especially challenging to do remotely. For science teachers, this means experiments, discussions, debates, etc. 3/

Since I have a super-sized live remote period each day, some of the students will have received those hands-on in-person lessons already, while others will have not. Meaning, I can't possibly refer to "what we did yesterday" because what students did yesterday differs. 4/

My colleagues and I have worked hard to adapt lessons in a way that doesn't depend totally on sequence, but given that learning ultimately builds on prior knowledge, many of us have had no choice but to ALSO pre-record an entirely separate set of asynchronous lessons. 5/

I'm beyond ready to teach in-person again, but working through the hoops of a hybrid program have worked me to the bone. The uniquely in-person lessons I planned are now going to be taught remotely. It took me the last 4 hours to adapt them to the remote setting. 6/

My main concern at the moment? Not sure what I have left in me for tomorrow. Hoping a good meal and sleepwill restore me.

When I look at full remote programs, I can't help but feel that the overall consistency for both Ss and Ts will create a better learning experience. 7/

Gonna quote myself and @TheJLV here: "Our [MENTAL] health and safety sit at the base of the pyramid toward building a more just public school system, and society." 8/ https://aaww.org/the-trust-gap-why-we-wont-go-back/

We can't ignore the actual planning needed for quality instruction. Throwing Ts & Ss in a classroom doesn't mean quality. And when deciding what's "most equitable," we can't ignore QUALITY. 9/

Working through the nearly impossible logistics haven't stopped us from planning kick-a&% lessons.

And tomorrow, we muster every bit of energy to teach those lessons, while being fully present & responsive to the trauma, excitement, and diverse reality of our 120+Ss. 9/9