Distance Learning Done Right – It’s About Sessions and ‘Rooms’, Baby!

Presentation Summary

Students need community, time management, and consistency. People are patterns. Help students build a creative, collaborative community from a distance. Use a 4-week session cycle with a week each of pre-production, production, post-production, and evaluation and reflection. Set standards. Determine outcomes. Host collaborative session feedback with advisory and peer review. Examine a working model in this presentation.

Contribute to the Pre-session and TPEP Survey

  • Take the Presentation / Session TPEP Prioritization Agenda Survey
    • This is a standards-based presentation/session
    • Gathering data from students/teachers can help you prioritize the most engaging content
  • Scott placed the TPEP standards which are based on the Danielson Model in a Google Form
    1. What would you like to learn from this session?
    2. What domains and components (Standards) would you like highlighted through this session?
    3. Data gathering is essential for tracking growth, help Scott differentiate the experience to your needs

Review Participant Data To Set Session Goals

Top TPEP Requested Component…

  • #1 is… 3c Engaging Student Learners (Danielson description PDF), example student behaviors below:
    • Students take the initiative to improve the lesson by (1) modifying a learning task to make it more meaningful or relevant to their needs, (2) suggesting modifications to the grouping patterns used, and/or (3) suggesting modifications or additions to the materials being used.
    • Students have an opportunity for reflection and closure on the lesson to consolidate their understanding.
    • Students are asked to write an essay in the style of Hemmingway and to describe which aspects of his style they have incorporated.
    • Students determine which of several tools—e.g., a protractor, spreadsheet, or graphing calculator—would be most suitable to solve a math problem.
    • A student asks whether they might remain in their small groups to complete another section of the activity, rather than work independently.
    • Students identify or create their own learning materials.
    • Students summarize their learning from the lesson.

Post to Our Session Parking Lot

  • A Padlet parking lot is a great place for students/teachers to post ideas asynchronously
  • This Workshop’s Parking Lot link: https://bit.ly/PadletParkingLot
  • This Workshop’s Parking Lot QR Code: (Padlet generates one automatically)
Padlet QR Code
Session Padlet Parkinglot QR Code

Play Bingo – sort of…

Creative Commons TPEP Bingo Card created by Scott Le Duc

Contribute to the 21st Century Skills Treasure Hunt

Endure Scott Le Duc’s Introduction

  • Decide whether he is credible, or not
    • Started teaching CTE Arts and Technology in 1996 at Capital High School in Olympia, WA
    • Achieved National Board Certification in CTE (2014)
    • Selected as one of the top presenters at numerous CTE conferences
      • He stuffed the ballot box! – shhh…
    • Can moonwalk and touch his tongue to his nose
    • Known to be a nice guy, occasionally

Contemplate Scott’s Presentation Goal

Designed with Andragogy for the ADULT Mind

  1. Need to know: Adults need to know the reason for learning something.
  2. Foundation: Experience (including error) provides the basis for learning activities.
  3. Self-concept: Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction.
  4. Readiness: Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives.
  5. Orientation: Adult learning is problem-centered rather than content-oriented.
  6. Motivation: Adults respond better to internal versus external motivators.

Remember, Andragogy can be for Young ADULT Mind’s, too!

CC image Student girl by verkeorg at Flickr

Infused with Bloom’s Taxonomy Verbs

CC Image from https://www.fractuslearning.com/blooms-taxonomy-verbs-free-chart/
  1. REDO – No evidence of standard
  2. LIST the stages and procedures used in the recording process. APPROACHING STANDARD
  3. DESCRIBE the stages and procedures used in the recording process. MEETS STANDARD
  4. DEMONSTRATE the stages and procedures used in the recording process. EXCEEDS STANDARD

Example of a Bloom verbs-based rubric where the ‘standard verb’ was ‘describe’ with the lower level verb was ‘list’ and higher level verb was ‘demonstrate’

Contemplate That The Brain Can Only Absorb What The Butt Can Endure

CC image by Scott Le Duc

Contact Scott for Information, Resources, and Training

Get On With It!

Why?

We want students to thrive. What does this mean? Students managing their mental health, their stress, their time, and their school work. From a CTE perspective; work-life balance.

What?

1c Setting Instructional Outcomes
2a Creating an Environment of Respect and Rapport
2b Establishing a Culture for Learning
2d Managing Student Behavior
3a Communicating With Students
3b Using Questioning and Discussion Techniques
3c Engaging Students in Learning
3d Using Assessment in Instruction
3e Demonstrating Flexibility and a Responsiveness
4e Growing and Developing Professionally

How?

Stucture of the Class

  • Quality is a product of an effective structure
  • Continuous improvement is designed into a quality system
  • Data about the system is needed to make decisions to improve the system
  • Students and teacher decided on goals and ways to measure progress toward these goals
    • Have fun
    • Manageable work (time management and balance workload)
    • Learn new things
    • Feedback on progress
    • Freedom to explore interests
    • Work with other students
  • Data is gathered and discussed daily
  • Improvements are implemented

Things For You to Accomplish Before Class

Here is our pre-class to-do list:

  1. Pick up a guitar at New Market between 8 AM and noon at the main office.
  2. Complete the personality card exercise (75 minutes):
  3. Create an account at Edublogs.org.  You will be using your blog to ‘turn in’ student work.
  4. Join our Summer School Group at Soundtrap.com
  5. Join our HookTheory.com online class
  6. Join Remind.com to receive text messages about the class
  7. Test a computer or device to have ready for our 1st class day zoom meeting
    • This all class session Monday at 9 AM will cover the basics of the class and I will answer questions then.  The meeting will last 30 minutes.
    • Meeting Link: https://osd111.zoom.us/j/4298013205,  Meeting ID: 429 801 3205

School of Rock Summer School Outline

Time Commitment by ‘Room’ = 3 Hours

  • 3 hour baseline estimate to help students manage workload
  • PRACTICE ROOM (GUITAR LESSONS)
    • 15 minutes
  • CLASSROOM (THEORY & ANALYSIS)
    • 60 minutes
  • LAB (THEORY PRACTICED)
    • 15 minutes
  • OUTSIDE (CREATIVITY & THE BRAIN)
    • 15 minutes
  • STUDIO (SONGWRITING)
    • 30 minutes
  • CONTROL ROOM (RECORDING & MIXING)
    • 30 minutes

Morning Meeting (15 minutes)

Daily Time on Task Student Data Reporting

  • MORNING MEETING 15 Minutes
  • Meetings are for making meaning – only!
    • Attendance is taken
    • The teacher presents via Google Slides
    • The teacher presents a theme for the week
    • Teacher reviews the theme from the previous week
    • Teacher celebrates student work from the previous week 
    • Teacher problem solves issues from the previous week
    • The teacher introduces course improvements  based on student daily performance and feedback
    • Kahoot after the presentation to measure engagement and understanding
    • Student self-reported data of time-on-task in gathered in the Zoom chat
    • Student self-reported issues are gathered in class Parking Lot Padlet board

Blog ‘Worksheet’ Example and Student Sample

View the Complete Day 10 ‘Worksheet’ Blog Post

Online Collaboration Tools

Trello.com

Soundtrap.com

Hookpad and HookTheory.com

‘Rooms’ Concept for Time Management

  • ‘ROOMS’  practice time and stress management, intention, focus, skills, and documenting time spent
    • PRACTICE ‘ROOM‘ (GUITAR LESSONS) 15 Minutes
    • CLASSROOM‘ (THEORY & ANALYSIS) 60 Minutes
    • LAB‘ (THEORY PRACTICED) 15 Minutes
    • OUTSIDE (CREATIVITY & THE BRAIN) 15 Minutes
    • STUDIO’ (SONGWRITING) 30 Minutes
    • CONTROL ROOM‘ (RECORDING & MIXING) 30 Minutes

Daily Data for Quality Improvement and Time Management

  • REFLECTION & DATA
    • WHAT STUDENTS LEARNED and PROBLEMS THEY SOLVED
    • TODAY’s ACTIVITY EVALUATION
    • Content (The WHAT)
      • Rating: OK  – 1 – 2 – 3 – 4 – 5  – HIGHLY ENGAGED
      • Rating:?
      • What interested you about the material?
    • Process (The HOW)
      • Rating: OK  – 1 – 2 – 3 – 4 – 5  – HIGHLY ENGAGED
      • Rating:?
      • Which activities engaged you most? Why?
    • STUDENT SAMPLE: Day 10 Example of Student Work

Mid-course Survey

  • MID-COURSE STUDENT SURVEY to establish goals and opportunity for engagement
    • Find out what is sacred to students

Leadership Project

Final Course Evaluation

Monthly Teams Project Sessions

Published by scottleduc

I am the Educational Ninja!

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