Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I teach upper level math and found that teaching and classes were not difficult. Creating the slides and doing problems out on the computer was really cumbersome.

How were creating the slides cumbersome? Didn't you already have the slides? I agree working out the problems on the computer is tricky.

I don't know anyone in math who has prepared slides to use from "before." We're all making them up. In math it is a little more cumbersome because of all the special characters, exponents, etc. Now there is an equation writer software to help write equations but there still are a lot of steps. For example, with the equation writer software you can fractions so you don't type 3/4 (slanted fraction bar is NOT good) anymore but it still takes 6 or 7 steps to type 3/4 correctly, without a slanted fraction bar.

the only acceptable way to write a fraction is using a horizontal fraction bar
3 not 3/4
4

Why wouldn’t anyone in math have slides to use from “before”?

That's not how my classroom runs. I don't have PowerPoint slides except for my objective, essential question and day's agenda. In F2F I usually have a discovery activity, and students use an activity sheet to record their discoveries, then for classwork either I am writing on the board or using the document camera. Students do independent work and that work is shown on the document camera. To translate that from F2F into DL, I am doing a guided release that involves PowerPoint to walk students through the discovery and act as a doublecheck, with videotapes of me interspersed throughout the lesson.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I teach upper level math and found that teaching and classes were not difficult. Creating the slides and doing problems out on the computer was really cumbersome.

How were creating the slides cumbersome? Didn't you already have the slides? I agree working out the problems on the computer is tricky.

I don't know anyone in math who has prepared slides to use from "before." We're all making them up. In math it is a little more cumbersome because of all the special characters, exponents, etc. Now there is an equation writer software to help write equations but there still are a lot of steps. For example, with the equation writer software you can fractions so you don't type 3/4 (slanted fraction bar is NOT good) anymore but it still takes 6 or 7 steps to type 3/4 correctly, without a slanted fraction bar.

the only acceptable way to write a fraction is using a horizontal fraction bar
3 not 3/4
4

+1

I teach calculus and do not have an iPad. So I had to type out all of the steps to the problems and then film myself going through the problems. It took a lot longer than I thought it would. There were also discovery activities I do in class that I had to convert to an online format, and it didn't just involve taking the Word document and sharing the screen with students.

Also my slides for class are pretty bare and basic because I try to teach using other methods. So I had to flesh out those bare bones slides because I had no efficient way to write on a screen.

Same! I am the 3rd poster with the 3/4 example. I teach middle school. I don't have an iPad and I had a brain fart on March 13th so I didn't grab my Chromebook when I packed up my laptop. This whole time I was typing it out in PowerPoint or I was handwriting it out with Sharpies and doing screen captures. It wasn't ideal but it got the job done.

Now I've gotten my Chromebook (last week of school, timing is everything!) and my new document camera from Amazon also just arrived (last week of school, timing again!). It is what it is.

I experienced the same issue with the lack of manipulatives and the discovery activities. It takes a lot of time to find a new way to do it that is compatible with the DL. I've been able to speed up the process as I've figured out what works and what doesn't, but it still takes way longer than it should or than I anticipated.

It was a frustrating experience and I was logging in at least 55-60 hours a week. Now I look back though and I see it wasn't all in vain as I put together my gradebook. My participation was much higher than it -felt- like while I was doing it. One class, my lowest class (!!!), had 90% participation. Others were lower but nothing less than 40-50%. If grades had counted I think those classes with the lower yields would have been up close to 100%.

I'm happy with the outcomes and I know the kids learned. The kids told me they appreciate the videos and they were helpful. The hardest part for them was figuring out how to use the resources I wanted them to use. I wasn't right there to cover their hand to help them "click here" or "open that box there" because you know how it is with new software, you can get flustered and not see what you need to do to make the apps work.

Anyway, OP, despite all this, math likely is the easiest to switch to an online format. It is heck on wheels for math teachers but for kids it probably is much easier to learn math online than something like ELA. I think History also adapts well to online. Spelling for the younger grades may be good online if they're doing word sorts and such.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I teach upper level math and found that teaching and classes were not difficult. Creating the slides and doing problems out on the computer was really cumbersome.

How were creating the slides cumbersome? Didn't you already have the slides? I agree working out the problems on the computer is tricky.

I don't know anyone in math who has prepared slides to use from "before." We're all making them up. In math it is a little more cumbersome because of all the special characters, exponents, etc. Now there is an equation writer software to help write equations but there still are a lot of steps. For example, with the equation writer software you can fractions so you don't type 3/4 (slanted fraction bar is NOT good) anymore but it still takes 6 or 7 steps to type 3/4 correctly, without a slanted fraction bar.

the only acceptable way to write a fraction is using a horizontal fraction bar
3 not 3/4
4

Why wouldn’t anyone in math have slides to use from “before”?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I teach upper level math and found that teaching and classes were not difficult. Creating the slides and doing problems out on the computer was really cumbersome.

How were creating the slides cumbersome? Didn't you already have the slides? I agree working out the problems on the computer is tricky.

I don't know anyone in math who has prepared slides to use from "before." We're all making them up. In math it is a little more cumbersome because of all the special characters, exponents, etc. Now there is an equation writer software to help write equations but there still are a lot of steps. For example, with the equation writer software you can fractions so you don't type 3/4 (slanted fraction bar is NOT good) anymore but it still takes 6 or 7 steps to type 3/4 correctly, without a slanted fraction bar.

the only acceptable way to write a fraction is using a horizontal fraction bar
3 not 3/4
4

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I teach upper level math and found that teaching and classes were not difficult. Creating the slides and doing problems out on the computer was really cumbersome.

How were creating the slides cumbersome? Didn't you already have the slides? I agree working out the problems on the computer is tricky.

My DH teaches HS math and he also had to create all of the slides. He doesn't use slides to teach in class.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I teach upper level math and found that teaching and classes were not difficult. Creating the slides and doing problems out on the computer was really cumbersome.

How were creating the slides cumbersome? Didn't you already have the slides? I agree working out the problems on the computer is tricky.

I don't know anyone in math who has prepared slides to use from "before." We're all making them up. In math it is a little more cumbersome because of all the special characters, exponents, etc. Now there is an equation writer software to help write equations but there still are a lot of steps. For example, with the equation writer software you can fractions so you don't type 3/4 (slanted fraction bar is NOT good) anymore but it still takes 6 or 7 steps to type 3/4 correctly, without a slanted fraction bar.

the only acceptable way to write a fraction is using a horizontal fraction bar
3 not 3/4
4

+1

I teach calculus and do not have an iPad. So I had to type out all of the steps to the problems and then film myself going through the problems. It took a lot longer than I thought it would. There were also discovery activities I do in class that I had to convert to an online format, and it didn't just involve taking the Word document and sharing the screen with students.

Also my slides for class are pretty bare and basic because I try to teach using other methods. So I had to flesh out those bare bones slides because I had no efficient way to write on a screen.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I teach upper level math and found that teaching and classes were not difficult. Creating the slides and doing problems out on the computer was really cumbersome.

How were creating the slides cumbersome? Didn't you already have the slides? I agree working out the problems on the computer is tricky.

I don't know anyone in math who has prepared slides to use from "before." We're all making them up. In math it is a little more cumbersome because of all the special characters, exponents, etc. Now there is an equation writer software to help write equations but there still are a lot of steps. For example, with the equation writer software you can fractions so you don't type 3/4 (slanted fraction bar is NOT good) anymore but it still takes 6 or 7 steps to type 3/4 correctly, without a slanted fraction bar.

the only acceptable way to write a fraction is using a horizontal fraction bar
3 not 3/4
4

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I teach upper level math and found that teaching and classes were not difficult. Creating the slides and doing problems out on the computer was really cumbersome.

How were creating the slides cumbersome? Didn't you already have the slides? I agree working out the problems on the computer is tricky.

I don't know anyone in math who has prepared slides to use from "before." We're all making them up. In math it is a little more cumbersome because of all the special characters, exponents, etc. Now there is an equation writer software to help write equations but there still are a lot of steps. For example, with the equation writer software you can fractions so you don't type 3/4 (slanted fraction bar is NOT good) anymore but it still takes 6 or 7 steps to type 3/4 correctly, without a slanted fraction bar.

the only acceptable way to write a fraction is using a horizontal fraction bar
3 not 3/4
4

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Any grade where the students can’t yet read. I teach 1st grade in a Title One school and DL has been pretty useless. We had to use Google Classroom even though it is for older students. Most of my students are ESOL students whose parents don’t speak English and do my colleagues and I would post work in English and Spanish. We quickly discovered that most of the parents couldn’t read in Spanish. So we had students who could barely read and parents who couldn’t read. Sigh. It’s been a very long 3 months.

Are you answering the question in the title, or the opposite? I'm the special educator who teachers both English and math, and I'd say that my kids who don't read are much harder to help online.

Yes I am answering it. Using reasoning, all grades with students who are able to read are easiest to teach online.

Anonymous wrote:

Anonymous wrote:I teach upper level math and found that teaching and classes were not difficult. Creating the slides and doing problems out on the computer was really cumbersome.

How were creating the slides cumbersome? Didn't you already have the slides? I agree working out the problems on the computer is tricky.

Anonymous wrote:

Anonymous wrote:I teach upper level math and found that teaching and classes were not difficult. Creating the slides and doing problems out on the computer was really cumbersome.

How were creating the slides cumbersome? [/b] Didn't you already have the slides?[b] I agree working out the problems on the computer is tricky.

Anonymous wrote:

Anonymous wrote:I teach upper level math and found that teaching and classes were not difficult. Creating the slides and doing problems out on the computer was really cumbersome.

How were creating the slides cumbersome? Didn't you already have the slides? I agree working out the problems on the computer is tricky.

Anonymous wrote:I teach upper level math and found that teaching and classes were not difficult. Creating the slides and doing problems out on the computer was really cumbersome.

Anonymous wrote:It sounds sad that you can all put your classes "online" and take the human element out of education.

Anonymous wrote:

Anonymous wrote:Any grade where the students can’t yet read. I teach 1st grade in a Title One school and DL has been pretty useless. We had to use Google Classroom even though it is for older students. Most of my students are ESOL students whose parents don’t speak English and do my colleagues and I would post work in English and Spanish. We quickly discovered that most of the parents couldn’t read in Spanish. So we had students who could barely read and parents who couldn’t read. Sigh. It’s been a very long 3 months.

Are you answering the question in the title, or the opposite? I'm the special educator who teachers both English and math, and I'd say that my kids who don't read are much harder to help online.