Online Teaching Reflection: Day - 8

Per the schedule shared on Day -10  I will be teaching classes in 2 hour blocks. Rather than do any live synchronous direct instruction using Zoom, I have elected to stay committed to inquiry learning, and will be doing a structured form of asynchronous learning that occurs during a synchronous 2 hour time-frame, leveraging live conferencing and chat for assistance when needed.

I am hopeful that this structure will be more seamless with less tech mishaps, provide the opportunity for live communication/relationship building, and is also be organized with respect to time parameters to respect family time and time needed with other courses.

Below is the DAILY structure I am proposing for each class, along with associated pedagogy, technology and assessment format I am planning on integrating. Again, the goal is SIMPLICITY with respect to structure to leave room for DEPTH with respect to learning. As Jon Stewart said: "It is through intense structure that I find the safety to be creative."

Phase 1: Check In 

1. Time: First 10 minutes. 
2. Pedagogy: Curiosity spark and/or prior knowledge activation.
3. Technology: Google Form with embedded video and or images.
4. Assessment: Formative. Google form responses. 

Phase 2: Lesson 

1. Time: Next 100 minutes.
2. Pedagogy: Deeper exploration or Direct Instruction.
3. Technology: Branched Google Form with embedded screencast(s) 
4. Assessment: Formative. Google form responses. 

Step 3: Check Out

1. Time: Last 10 minutes. 
2. Pedagogy: Lower Blooms algorithmic question and conceptual, deeper application. 
3. Technology: Google Form.
4. Assessment: Summative. Google form responses (timed). 

LIVE HELP IF NEEDED

• Option #1: Q & A Google Doc (shared with all students as editable)
• Option #2: Video Conference using Zoom (common link shared for entire year).

​
Click here for the beginnings of the document I will push out to students in my Honors Chemistry class. I hypothesize each class will be similar.