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

• Review the spreadsheet of data (Link is only for Scott to use live)
• Watch Scott’s Session Goal Setting with Data YouTube Tutorial

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)

Play Bingo – sort of…

• SIMPLE TPEP Bingo Card – Danielson (above) (PDF)
• DETAILED TPEP Bingo Card – Danielson (has the State 8) (PDF)
• Playing bingo with standards is a great way to activate the gaming mentality in students/teachers – get them looking, searching in your curriculum – doing is learning!

Contribute to the 21st Century Skills Treasure Hunt

• Gather ideas for 21st Century Skills structure and process through students building and presenting presentations collaboratively
• Add your ideas to your TPEP Bingo Card or Our Session Padlet Parking Lot
• Research 21st Century Skills
  • battelleforkids.org/networks/p21/frameworks-resources
    • Framework for 21st Century Learning – brief and extended versions
  • prodigygame.com/blog/21st-century-skills
    • 21st Century Skills Sheet (Essentail 8 Skills) (PDF)
  • aeseducation.com/blog/what-are-21st-century-skills (12 Skills)
  • 21st Century Skills Rubrics (Doc)

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!

Infused with Bloom’s Taxonomy Verbs

• For a more detailed description of Bloom’s Taxonomy examine the Model Questions and Key Words PDF
• Examine 126 Bloom’s Taxonomy Verbs For Digital Learning
• Scott’s Rubric Builder (help Students Build Rubrics with Bloom’s Verbs)
  • scottleduc.org/education/rubric-builder

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

Contact Scott for Information, Resources, and Training

• sleduc@osd.wednet.edu (Olympia School District)
• scottleduc@gmail.com (Personal)
• Scott’s presentation social bookmarks at Diigo.com
• Scott’s Capital High School site
• Scott’s Capital High School Blog – CapitalComTech.info (Curriculum)
  • Sample presentation unit with resources

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?

• Let’s examine a real example: http://capitalcomtech.info/new-market/
• Built around the concepts of rooms and worksheets

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.
   • I need a signature from both a student and parent/guardian on the check out form.
   • If you cannot pick up the guitar during these hours please email me.  Some of you have.  Thank you!, Scott.LeDuc@tumwater.k12.wa.us
   • What to do with your new guitar? Why not review Scott Le Duc’s Summer School YouTube Playlist
2. Complete the personality card exercise (75 minutes):
   • http://capitalcomtech.info/2009/10/08/learning-about-ourselves/
   • Please complete by the evening of Saturday, July 4th
3. Create an account at Edublogs.org.  You will be using your blog to ‘turn in’ student work.
   • Here is a nice tutorial to help you: https://www.youtube.com/watch?v=fv0aKypLi4Q
   • Email your blog address to Scott.LeDuc@tumwater.k12.wa.us
4. Join our Summer School Group at Soundtrap.com
   • Join by clicking here: https://www.soundtrap.com/invite/YMN8YH2
   • Check out https://www.soundtrap.com/tutorials
5. Join our HookTheory.com online class
   • Click on this page: https://www.hooktheory.com/courses/signup
   • Enter this our class code: wadpzabd
   • Fill in your information on the course sign up page
   • Check out: https://www.hooktheory.com/videos
6. Join Remind.com to receive text messages about the class
   • Our class code is @nmrock
   • Learn how to join a class at Remind.com 
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

• Blog Post Outline – ‘Daily Worksheet’
  • mrleduc.edublogs.org/2020/07/06/school-of-rock-day-1-safety-and-tools/
  • Spend a total of 3 hours on this

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

• Film Teams (PDF)
• Game Teams (PDF)
• Rock Teams (PDF)
• Film Team Presentation Form (PDF)
• Game Team Presentation Form (PDF)
• Rock Team Presentation Form (PDF)
• Task Time Team Form (PDF)