Anonymous wrote:For all of the teachers saying it was easy to transition online....I would just have to say that teaching is not the same thing as students learning. The big problem I have with online teaching is that it is much harder to assess students in zoom than in person, and to be tuned in to whether they are paying attention and understanding or not. Just pushing stuff out doesn't mean it's actually going anywhere.

I agree with you, but it wasn't very difficult to convert the delivery of my content area from live to distance learning. And in my district we were allowed to hold students accountable for work, learning, assessments, etc. so I don't have experience with assessing student learning.

For all of the teachers saying it was easy to transition online....I would just have to say that teaching is not the same thing as students learning. The big problem I have with online teaching is that it is much harder to assess students in zoom than in person, and to be tuned in to whether they are paying attention and understanding or not. Just pushing stuff out doesn't mean it's actually going anywhere.

Anonymous wrote:

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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.

Interesting. I don’t even have a whiteboard in my classroom. All I have is a smart board. I’m curious, how do your students get notes? Do you give your students handouts of notes or study guides? If your students receive some types of notes from you, don’t you have copies of these that you created for yourself as either a slide or document?

Maybe the students take their own notes.

I teach middle school. I don't have notes handouts. I have discovery or activity sheets, graphic organizers, warm-ups and exit tickets. Students are responsible for responding to the prompts, completing the discovery activity and documenting by writing on the discovery and/or activity sheets, and/or completing the graphic organizer as I demonstrate on the white board and/or the document camera. Obviously the warm-ups and exit tickets must be completely student work so no notes there.

Not to derail the thread, but if the students don't have notes, how do they study for tests? Unless the graphic organizers are basically a form of notes.

NP: Are you seriously saying the kids in your school don't take notes? The teacher gives them the notes they were supposed to take? I get that as an LD accommodation, but for all kids? They are so screwed for college.

The vast majority of middle school teachers I know give students guided notes. Even when I was in HS back in the 80s we didn’t take notes on our own, we copies the teachers’ notes verbatim from the board.

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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.

Interesting. I don’t even have a whiteboard in my classroom. All I have is a smart board. I’m curious, how do your students get notes? Do you give your students handouts of notes or study guides? If your students receive some types of notes from you, don’t you have copies of these that you created for yourself as either a slide or document?

Maybe the students take their own notes.

I teach middle school. I don't have notes handouts. I have discovery or activity sheets, graphic organizers, warm-ups and exit tickets. Students are responsible for responding to the prompts, completing the discovery activity and documenting by writing on the discovery and/or activity sheets, and/or completing the graphic organizer as I demonstrate on the white board and/or the document camera. Obviously the warm-ups and exit tickets must be completely student work so no notes there.

Not to derail the thread, but if the students don't have notes, how do they study for tests? Unless the graphic organizers are basically a form of notes.

NP: Are you seriously saying the kids in your school don't take notes? The teacher gives them the notes they were supposed to take? I get that as an LD accommodation, but for all kids? They are so screwed for college.

When I went to college, there was a textbook, or set of readings for every class. Studying based only on notes, is totally different from studying based on notes and a book.

Classes that don't have textbooks may need to send students notes of some sort.

Anonymous wrote:

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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.

Interesting. I don’t even have a whiteboard in my classroom. All I have is a smart board. I’m curious, how do your students get notes? Do you give your students handouts of notes or study guides? If your students receive some types of notes from you, don’t you have copies of these that you created for yourself as either a slide or document?

Maybe the students take their own notes.

I teach middle school. I don't have notes handouts. I have discovery or activity sheets, graphic organizers, warm-ups and exit tickets. Students are responsible for responding to the prompts, completing the discovery activity and documenting by writing on the discovery and/or activity sheets, and/or completing the graphic organizer as I demonstrate on the white board and/or the document camera. Obviously the warm-ups and exit tickets must be completely student work so no notes there.

Not to derail the thread, but if the students don't have notes, how do they study for tests? Unless the graphic organizers are basically a form of notes.

NP: Are you seriously saying the kids in your school don't take notes? The teacher gives them the notes they were supposed to take? I get that as an LD accommodation, but for all kids? They are so screwed for college.

Anonymous wrote:

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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.

Interesting. I don’t even have a whiteboard in my classroom. All I have is a smart board. I’m curious, how do your students get notes? Do you give your students handouts of notes or study guides? If your students receive some types of notes from you, don’t you have copies of these that you created for yourself as either a slide or document?

Maybe the students take their own notes.

I teach middle school. I don't have notes handouts. I have discovery or activity sheets, graphic organizers, warm-ups and exit tickets. Students are responsible for responding to the prompts, completing the discovery activity and documenting by writing on the discovery and/or activity sheets, and/or completing the graphic organizer as I demonstrate on the white board and/or the document camera. Obviously the warm-ups and exit tickets must be completely student work so no notes there.

Not to derail the thread, but if the students don't have notes, how do they study for tests? Unless the graphic organizers are basically a form of notes.

??? I'm not sure I understand the question. They use their activity sheets, warm-ups, graphic organizers and exit tickets when they study for tests. And obviously they don't do a graphic organizer (think KWL, Venn Diagram or Frayer Model) every day, maybe once a week or once every two weeks.

I'm sorry, I don't mean for it to sound as if I am criticizing your techniques. I'm just honestly curious to see differences in how other teachers do things. I'm guessing you teach a higher grade than I do. I teach 7th grade, and with my kids it seems as if they need the material really laid out for them in order to prepare for the tests. Trying to get them to keep their binders organized is a huge challenge, most of the time they don't even hold on to their warm ups, worksheets, etc. I also teach Title 1, so that could be a factor as well.

I don’t know how she handles the “teacher’s notes” accommodation for students with a 504 or IEP.

My child has neither, but is an excellent note taker who has been in above grade level math classes. The teachers had students take notes on how to solve problems. Students with special needs were given “teacher’s notes” to supplement or replace their own note-taking. Sometimes these were created by the teacher, but often she just scanned my DD’s with her cell phone and sent those to the student with the accommodation.

I am Title I, too. I have my students keep notebooks/folder/binder (their choice) with a Table of Contents for all papers. Generally two or three of the teachers on my team will do the same thing.

Anyway, I grade the "notebooks" once every 1-2 weeks. I start the year at once a week, slowly move to twice a week and then go back to once a week when I have to retrain after things like Winter Break or Spring Break. When I "grade" the notebooks, I check that the Table of Contents is completed and that each item is in the notebook ordered by page. If it isn't then on our planned Make-up day, the student gets a blank page and must complete the work, which can then be checked against my Answer Key. After that happens once or twice, the students who were lax about it suddenly become much, much better at maintaining their notebooks. The trick is that you have to be very strict (different than mean) about it.

This technique takes time but it is worth it. I was resistant when I joined my team and didn't do it the first year or two. Eventually I saw the light and now I'm a convert.

Re the tests. For my review, students receive a review sheet with questions, and they need to refer to the original doc by page number when giving an answer. If I have for some reason collected work then I go back to double-check that the collected work is placed in the right spot in the notebook so it isn't misplaced.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

Interesting. I don’t even have a whiteboard in my classroom. All I have is a smart board. I’m curious, how do your students get notes? Do you give your students handouts of notes or study guides? If your students receive some types of notes from you, don’t you have copies of these that you created for yourself as either a slide or document?

Maybe the students take their own notes.

I teach middle school. I don't have notes handouts. I have discovery or activity sheets, graphic organizers, warm-ups and exit tickets. Students are responsible for responding to the prompts, completing the discovery activity and documenting by writing on the discovery and/or activity sheets, and/or completing the graphic organizer as I demonstrate on the white board and/or the document camera. Obviously the warm-ups and exit tickets must be completely student work so no notes there.

Not to derail the thread, but if the students don't have notes, how do they study for tests? Unless the graphic organizers are basically a form of notes.

??? I'm not sure I understand the question. They use their activity sheets, warm-ups, graphic organizers and exit tickets when they study for tests. And obviously they don't do a graphic organizer (think KWL, Venn Diagram or Frayer Model) every day, maybe once a week or once every two weeks.

I'm sorry, I don't mean for it to sound as if I am criticizing your techniques. I'm just honestly curious to see differences in how other teachers do things. I'm guessing you teach a higher grade than I do. I teach 7th grade, and with my kids it seems as if they need the material really laid out for them in order to prepare for the tests. Trying to get them to keep their binders organized is a huge challenge, most of the time they don't even hold on to their warm ups, worksheets, etc. I also teach Title 1, so that could be a factor as well.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

Interesting. I don’t even have a whiteboard in my classroom. All I have is a smart board. I’m curious, how do your students get notes? Do you give your students handouts of notes or study guides? If your students receive some types of notes from you, don’t you have copies of these that you created for yourself as either a slide or document?

Maybe the students take their own notes.

I teach middle school. I don't have notes handouts. I have discovery or activity sheets, graphic organizers, warm-ups and exit tickets. Students are responsible for responding to the prompts, completing the discovery activity and documenting by writing on the discovery and/or activity sheets, and/or completing the graphic organizer as I demonstrate on the white board and/or the document camera. Obviously the warm-ups and exit tickets must be completely student work so no notes there.

Not to derail the thread, but if the students don't have notes, how do they study for tests? Unless the graphic organizers are basically a form of notes.

??? I'm not sure I understand the question. They use their activity sheets, warm-ups, graphic organizers and exit tickets when they study for tests. And obviously they don't do a graphic organizer (think KWL, Venn Diagram or Frayer Model) every day, maybe once a week or once every two weeks.

If the students don't have notes? My students TAKE notes in class. My colleagues allow students to either type their notes on their laptops in class or handwrite them but if they type them, part of their homework is to handwrite them. Some study showed handwriting notes leads to better retention. If my students choose to handwrite their notes, they have to go home and create recall questions to go along with their notes.

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.

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

Does he write on the whiteboard instead? I thought all teachers used slides now.

He uses a document camera and projector. His objective is on the board. His Do Now is on the doc camera when students enter the room. They do this in their notebooks. They review homework by having some students do their work on the whiteboard and review it. He teaches using the doc camera while students take notes. He has an exit ticket on slips of paper.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

Interesting. I don’t even have a whiteboard in my classroom. All I have is a smart board. I’m curious, how do your students get notes? Do you give your students handouts of notes or study guides? If your students receive some types of notes from you, don’t you have copies of these that you created for yourself as either a slide or document?

Maybe the students take their own notes.

I teach middle school. I don't have notes handouts. I have discovery or activity sheets, graphic organizers, warm-ups and exit tickets. Students are responsible for responding to the prompts, completing the discovery activity and documenting by writing on the discovery and/or activity sheets, and/or completing the graphic organizer as I demonstrate on the white board and/or the document camera. Obviously the warm-ups and exit tickets must be completely student work so no notes there.

Not to derail the thread, but if the students don't have notes, how do they study for tests? Unless the graphic organizers are basically a form of notes.

Anonymous wrote:

Anonymous wrote:

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.

Interesting. I don’t even have a whiteboard in my classroom. All I have is a smart board. I’m curious, how do your students get notes? Do you give your students handouts of notes or study guides? If your students receive some types of notes from you, don’t you have copies of these that you created for yourself as either a slide or document?

Maybe the students take their own notes.

I teach middle school. I don't have notes handouts. I have discovery or activity sheets, graphic organizers, warm-ups and exit tickets. Students are responsible for responding to the prompts, completing the discovery activity and documenting by writing on the discovery and/or activity sheets, and/or completing the graphic organizer as I demonstrate on the white board and/or the document camera. Obviously the warm-ups and exit tickets must be completely student work so no notes there.

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.




Interesting. I don’t even have a whiteboard in my classroom. All I have is a smart board. I’m curious, how do your students get notes? Do you give your students handouts of notes or study guides? If your students receive some types of notes from you, don’t you have copies of these that you created for yourself as either a slide or document?



Maybe the students take their own notes.

Wow! There might actually be another way to teach something than the way I teach it! Shocking!

Anonymous wrote:

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.

Interesting. I don’t even have a whiteboard in my classroom. All I have is a smart board. I’m curious, how do your students get notes? Do you give your students handouts of notes or study guides? If your students receive some types of notes from you, don’t you have copies of these that you created for yourself as either a slide or document?

Maybe the students take their own notes.