This is going to be bad…

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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.

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.

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.

But there might not be another chance before the grading period ends unless you scrap another assignment everyone was supposed to do, just so you can catch up the ones that were quarantined at some point?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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.

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.

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.

But there might not be another chance before the grading period ends unless you scrap another assignment everyone was supposed to do, just so you can catch up the ones that were quarantined at some point?

Yes you will scrap some and sub in another. If they are out you just modify a bit. They can’t make up everything they miss when they’re out so they make up what matters most and do some alternative assessment if needed.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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.

You don’t teach second grade, do you?

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.

Note that when referencing elementary school, a PP states, “…there will be parental and administrative pressure to regularly record grades on SIS“.

“Grades” are imaginary in 2nd. It’s completion. S,U or missing.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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.

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.

Yes! I have explained this to parents before.

Yes we all know this. I teach, I’m not stupid. But if they are out they can’t respond to their peers’ comments either way. They can’t evaluate a seminar they aren’t there for. So you can have them write a written analysis, or transcribe peers’ responses to have them respond to in writing, or never do seminars. But acting like a Socratic seminar they aren’t there for is the ONLY way they can show mastery of those skills is just going to make you inflexible and your grading very difficult. Multiple kids might be in and out at any given time. You will have to adapt assessments for that.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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.

You don’t teach second grade, do you?

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.

Note that when referencing elementary school, a PP states, “…there will be parental and administrative pressure to regularly record grades on SIS“.

“Grades” are imaginary in 2nd. It’s completion. S,U or missing.

?
It’s 4, 3, 2, 1.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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.

You don’t teach second grade, do you?

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.

Note that when referencing elementary school, a PP states, “…there will be parental and administrative pressure to regularly record grades on SIS“.

“Grades” are imaginary in 2nd. It’s completion. S,U or missing.

?
It’s 4, 3, 2, 1.

Yeah, and my high school is moving to the 4, 3, 2, 1 system this year, so don’t tell me it’s a meaningless ES scale.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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.

You don’t teach second grade, do you?

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.

Note that when referencing elementary school, a PP states, “…there will be parental and administrative pressure to regularly record grades on SIS“.

“Grades” are imaginary in 2nd. It’s completion. S,U or missing.

?
It’s 4, 3, 2, 1.

I don’t know why parents say the grades don’t matter in ES, because plenty of them email me when their kids get a 3.

[Anonymous]

I’m teaching kindergarten and I’m not uploading one single thing to schoology. We are learning routines and lines and how to use a crayon for crying out loud. How kindergarten should be.

I really don’t understand teachers hoping for virtual.

[Anonymous]

Anonymous wrote:I’m teaching kindergarten and I’m not uploading one single thing to schoology. We are learning routines and lines and how to use a crayon for crying out loud. How kindergarten should be.

I really don’t understand teachers hoping for virtual.

Pretty much the same. Third grade. Plus, work done in class isn’t really Schoology type of work.

Secondly, OMG. Do you really know teachers hoping to go virtual ?

[Anonymous]

Anonymous wrote:

Anonymous wrote:I’m teaching kindergarten and I’m not uploading one single thing to schoology. We are learning routines and lines and how to use a crayon for crying out loud. How kindergarten should be.

I really don’t understand teachers hoping for virtual.

Pretty much the same. Third grade. Plus, work done in class isn’t really Schoology type of work.

Secondly, OMG. Do you really know teachers hoping to go virtual ?

Parent here. Thank you both for this! My kids desperately could use as close to normal as possible.

[Anonymous]

Anonymous wrote:I’m teaching kindergarten and I’m not uploading one single thing to schoology. We are learning routines and lines and how to use a crayon for crying out loud. How kindergarten should be.

I really don’t understand teachers hoping for virtual.

I wouldn’t mind virtual but I teach HS. Virtual doesn’t seem like less work to me at all, but I like having ready access to a bathroom and kitchen. What i like most of all is that I don’t have to be a bloody bathroom or hall monitor during my planning periods. In virtual mode, I can actually use them to plan.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I’m teaching kindergarten and I’m not uploading one single thing to schoology. We are learning routines and lines and how to use a crayon for crying out loud. How kindergarten should be.

I really don’t understand teachers hoping for virtual.

I wouldn’t mind virtual but I teach HS. Virtual doesn’t seem like less work to me at all, but I like having ready access to a bathroom and kitchen. What i like most of all is that I don’t have to be a bloody bathroom or hall monitor during my planning periods. In virtual mode, I can actually use them to plan.

Oh and i haven’t the faintest idea how you would teach ES virtually. It sounds awful.

[Anonymous]

Anonymous wrote:I’m teaching kindergarten and I’m not uploading one single thing to schoology. We are learning routines and lines and how to use a crayon for crying out loud. How kindergarten should be.

I really don’t understand teachers hoping for virtual.

Good for you! My high school, unfortunately, is making it a strict non-negotiable weekly requirement.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m teaching kindergarten and I’m not uploading one single thing to schoology. We are learning routines and lines and how to use a crayon for crying out loud. How kindergarten should be.

I really don’t understand teachers hoping for virtual.

I wouldn’t mind virtual but I teach HS. Virtual doesn’t seem like less work to me at all, but I like having ready access to a bathroom and kitchen. What i like most of all is that I don’t have to be a bloody bathroom or hall monitor during my planning periods. In virtual mode, I can actually use them to plan.

Oh and i haven’t the faintest idea how you would teach ES virtually. It sounds awful.

Yeah, we (both ES teachers) can't think of any colleague that wants to go virtual. It's usually:

* Please, let us stay in person.
* I'll do all virtual if we have to, but hopefully it doesn't last long.
* Concurrent, no way in he**.

[Anonymous]

*eyes* *walks away*