Author Archives: brian

Instructional routines for remote learning

Remote learning has sucked the life out of me this fall. With schools closing this week, there appears to be no end in sight. It’s been hard for me to find bright spots, but I have landed on a few instructional routines that I like. To help me cope and take my mind off everything else on this sinking ship, I want to write about them.

1.
Ungraded Student work
Since my curriculum problem-centered, I have my students scan their handwritten work to 1-3 problems per day and upload it to Google Classroom. The next day, I carefully select a few pieces of anonymous work and place them in our “Work Analysis” Google Doc that is shared with students. The bulk of our time together on Zoom is spent discussing the work from this doc in our breakouts. What’s cool is that the doc has correct (and incorrect) work from every problem we’ve ever discussed. As a running total of what we’ve learned, it’s a resource that kids are beginning to rely on more and more.

2. Feedback
When students scan and upload their handwritten solutions to Classroom, I give feedback on specific parts of their work using the comments feature. It creates a box around the area of the image that I need to provide feedback on and opens up a comment box. This effectively allows me to annotate student work like I would in-person. I have yet to see another solution for commenting of student work that is this efficient or precise. A screenshot:


3. Revisions and Resubmissions of Graded Work
Instead of administering traditional exams, which I’m struggling to see the point of in this context, I am assigning students 2-3 problems on Monday which are due Friday on Classroom. (These are the exact problems I would give on an exam. Students scan and upload their work, just like the daily problems.) Though they are due on Friday, if students submit their solutions before Thursday, I will give them feedback on their work with a grade and return it. If they didn’t earn full credit on the problems, they can revise their solutions and resubmit them as many times as they want for a higher grade. I like this because it builds in revision as a core component of our class that is far more meaningful than “test corrections.” It also opens up a line of communication between individual students and myself that is always buzzing. Plus, there is a steady stream of work I’m receiving throughout the week instead of one lump sum that can take forever to get through.

4. Self-Assessment
Instead of creating some complex system of accountability when it comes to participation and engagement, like tallying how many times a kids speaks, shares their screen, or even submits the daily homework problems, I let the kids do it. They decide their grade. I have a rubric that the kids use to assess themselves on Fridays based on how active they were in class that week. I glance through their self-reported grades, but I extend trust to them and find that the students are overwhelmingly honest.

5. Google Forms Self-Graded Quizzes
In the spring, I wrote about my love for this assessment tool and I appreciate them even more now.

6. DeltaMath
A priceless commodity even before remote learning. I post one assignment every Monday that aligns with the problems that we’ll be studying that week. It’s always due Friday.

7. Desmos
Desmos Activity Builder is an invaluable tool, but I don’t think I use it nearly as much as other math teachers I know. For many, they use it to format and structure all of their lessons and content. Even with it’s souped-up features, I’m more strategic when I opt for it. The Desmos grapher gets used all the time in class, but I prefer Activity Builder for only specific concepts.

8. Zoom Polls
Maybe it’s just me, but these have been getting far less attention than they should be from teachers. They’re built right into zoom, quick to set up, and provide me a quick, real-time check in whenever I need it. Sure, not every student responds to them, but I usually get enough data to pass judgement. All of the polls I set up are generic and designed for kids to respond to whatever question I have on the current slide, which often pertains to a piece of their scanned work.

9. Pre-assigned breakout rooms
In Zoom, there’s an ability to place students in breakout rooms before the session begins. When we were in person, I used to change my students’ seats every Monday. I loved doing this to inject fresh energy into discussions every week. With remote learning, because there’s so much missing, I think having consistent groups for long periods of time is important if I want students having meaningful interactions with each other. (I keep students in the same breakouts for six weeks.) It helps kids get comfortable with one another and establish informal roles — like who is going to screen share or annotate. In some cases, I strategically put friends together to help ease the awkwardness. Kids have to sign into Zoom for this feature to work seamlessly, but even when they don’t, I spend a few minutes at the start of class to put kids in their rooms. Many of my breakouts are still deathly silent, but I have noticed positive changes as a result of doing this.



bp

My Two Cents (Week of Nov 16, 2020)

For each school day of the 2020-21 school year, I will be writing two sentences to capture some of the impressions, feelings, experiences, or thoughts I had that day. This is the ninth post in the series.

Monday (Nov 16)
An impromptu change of plans found me teaching from my bedroom again today — something I never expected when I started my day. Ironically, my lessons were nothing like I expected; somehow all of my kids ended up on Whiteboard.fi showing their work to some trig problems.

Tuesday (Nov 17)
I feel guilty that I’m hoarding my time and wishing that I didn’t have to attend so many meetings. I officially sent away from students’ first mathematical penpal letters; I never thought I was going to pull that off.

Wednesday (Nov 18)
I somberly learned today that, because the city’s 7-day infection rate rose about 3%, the schools were closing. I get why, but I can’t deny how disheartening and demoralizing it is to be ripped from the comforting arms of my classroom yet again — even when there are no students present.

Thursday (Nov 19)
Apple…Earpods! It was a long over due, but today all of the Tokens of Appreciation were passed for the first time this year (happening via mail).

Friday (Nov 20)
Remembering that I couldn’t go into the building, I woke up feeling distant and empty. Did I say how much I hate remote learning?



bp

My two cents (Week of Nov 9, 2020)

For each school day of the 2020-21 school year, I will be writing two sentences to capture some of the impressions, feelings, experiences, or thoughts I had that day. This is the eighth post in the series.

Monday
I found myself unnecessarily frustrated with first period today; I need to chill. The beautiful weather enticed me to teach three of my classes from a bench near my apartment building; having leaves fall on my face as we discussed the unit circle was refreshing, but wiping bird poop off my keyboard was not.

Tuesday
After a student said “Happy 50th Birthday” to me, I ran into his room (which was across the hall) to give him a playful piece of my mind; you deserved it A! Ninth period absolutely made my day when they sang happy birthday to me.

Wednesday
No classes — Veteran’s Day

Thursday
Stumbled over introducing mathematical penpals today; I’m excited, but also secretly worried about how it plays out this year — thank you Sarah. On day 1 of virtual parent-teacher conferences, I found myself daydreaming of those from the past.

Friday
Tired today, but so excited to have prepped and finalized my students’ first letters with their math penpals from upstate Michigan. I watched a webinar from CUNY’s Urban Education Phd program (here and here); maybe someday.

bp

Future Educator Club

For years I’ve wanted to start an after-school club for students who are thinking about being teachers. Because I love it so much, I have always low-key promoted teaching while I’m actually teaching…so why not do it in a more formal setting? I was part of Future Educators of America when I was in high school, and while I don’t recall us doing a whole lot as part of the club, I do remember feeling affirmed because of it. Most of my friends thought that wanting to be a teacher was crazy. Being part of that club gave me an early sense belonging within the field of education.

Well, in the midst of a pandemic, I finally got a “Future Educator Club” off the ground at my school. We met this week for the first time. We were a small but mighty group which I hope will grow in both vigor and in numbers. I can’t deny the strangeness of a virtual after-school club, though. It’s weird. But everything is weird these days, so meh.

What pushed me over the edge? What finally helped me create a space for students to explore teaching as a viable and important career path? I think internalizing over the last several months how overwhelmingly White teachers are in the U.S. played a big role. Practically all of my students are Black or Brown and I’ve had more than a few through the years tell me that they thinking about perusing teaching. When that happens, I want to do more than smile and encourage them — I want to provide institutional support. And then follow up. It’s a humble dream, but I believe this club could help plant the seeds to get more Black and Brown teachers into the classroom. At least that’s what I keep telling myself.

We have to recruit heavily, but exactly what do I do when students come to the club? Outside of surveying this kids who came this week, I don’t have any good ideas right now. We’ll see. I’ve really only found Educators Rising, which is promising, but communicating with them and navigating their site has been wonky and slow.

I could be looking in all the wrong places, but there doesn’t seem to be a ton of resources out there for structuring a space like this for high school students. Part of me finds this odd. And problematic. I also wonder if it contributes to the low status that teaching has in our country. As part of a field whose mission is to educate, shouldn’t we be doing more to produce folks who do the educating?



bp