This is going to be bad…
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Anonymous
Oh God no. All my stuff is on Google Classroom. I am incredibly pissed off about Schoology… Zoom, too, but only a little bit less so. I teach high school English. I ended up only teaching texts that I could find pdfs for so as not to deprive the virtual kids.. Also, class debates and socratic seminars went out the window with concurrent. I am just wondering how much I can plan in person projects and assessments if there always needs to be a virtul corollary for kids who might be in quarantine. |
Anonymous
Right, that’s why she hasn’t learned a completely new application and organized a complete course on it. You have no idea how much bullshit we have to do the first week, most of it is listening to our administrative team and department heads informing us of all the new policies, rules, expectations that are in play. We have to pick up equipment and supplies at various places all over the building. Some of us have to move classrooms. You have no idea. |
Anonymous
Good for him. Your point? |
Anonymous
Hmmmm. I’m just thinking about our elementary school day and there really isn’t much I could just upload to Schoology. A lot of the first few weeks will be setting expectations and procedures such as modeling how to move on and out of Morning Meeting, how to greet during MM, setting up math workshop, etc. Even later in the year I’m not sure how small group lessons, centers, number sense routines and the like will be conveyed through Schoology. |
Anonymous
It is easier to use digital coursework with high school materials. I, too, am focusing on community building exercises and familiarizing students with procedures and expectations the first two weeks. However, after that, there will be parental and administrative pressure to regularly record grades on SIS. If we expect kids to be in and out of quarantine, assignments and assessments that cannot be completed remotely will be considered “inequitable.” |
Anonymous
| Guys you just excuse kids from the stuff they can’t do virtual and make sure there’s plenty they can do virtual. If the class summative is a Socratic, they do a written response if they are out. It isn’t that hard. |
Anonymous
You don’t teach second grade, do you? |
Anonymous
That’s another interesting point. Quarterly aren’t an average so would recording grades always give an accurate picture of progress? So much of grade determination is based on notes that are anecdotal from observing discourse and performance in small groups. |
Anonymous
| * Quarterly grades |
Anonymous
It depends on the class, the student, and how the assessment is constructed and scored. An individual written response doesn’t gauge the student’s ability to build on or modify other people’s points, nor does it allow the student to write a critique and evaluation of other groups’ seminars. |
Anonymous
Well they’re out. You can’t have them participate and you can’t make other kids go back and do it with them later. So you modify. They can demonstrate mastery of those skills on another task later once they’ve returned. |
Anonymous
No. If I taught second grade this wouldn’t be an issue at all. There’s no grades. They can log into SeeSaw, do their reading on RAZ kids , math in IXL or whatever the math app is this year, etc. High school is when they might miss actual content but you just excuse where you can, modify and adapt for them to independently show mastery on a task that’s appropriate. we do not have to reinvent the wheel here, y’all are gonna drive yourselves crazy. |
Anonymous
Note that when referencing elementary school, a PP states, “…there will be parental and administrative pressure to regularly record grades on SIS“. |
Anonymous
Yes! I have explained this to parents before. |
Anonymous
DP, but I teach second. There will be very little put in Schoology. Whatever is in there will be asynchronous. |