My story with distance learning, so far, looks like this:
- You need a plan, and a conversation with Justin Reich helped me form one. Create assignments that kids can work on more-or-less independently, and then try to check in with as many as you can.
- I needed materials for that plan, so I put together assignments with examples, scaffolding and extension challenges. I wrote a post summarizing what I understood after three days of this plan, which was not much.
- After a week spent thinking about the kind of work kids could do in our distance learning set-up, it became clear that I was at risk of coming in contact with precious little mathematical thinking. And when I was getting kids to hand in work, it was often after they had completed an assignment, i.e. kind of late to help them with it.
- During my second week of distance learning, I focused on the workflow. A big goal was to figure out if I could get kids to upload photos of their work, something I deemed essential.
- After that week, I wrote a second post about how I was making sure kids were able to send their work to me. I mentioned three paths that were working OK — typing in the chatbox of Zoom (with all messages privately sent to me), typing in a google doc, or uploading images into a google doc.
And, now, at the end of Week 3, I need to largely retract that second post.
The main reason was because I was largely dismissive of tech tools in those first two weeks. I mean, everything we’re using is a tech tool. But I meant the apps, the endless stream of tech tools that people have been recommending over the past few weeks. Off the top of my head, those include: CueThink, FlipGrid, OneNote, Microsoft Whiteboard, GoFormative, Equatio, and so many more.
I ignored these tools at first for two reasons:
- Who’s got the time?
- I don’t want kids to have to learn a new tool.
But there are two tools that stand out, and those are Desmos and Classkick. Go on over to Rachel’s blog and read her on-target comparison of the pros and cons of each tool. She also has examples of materials she has adapted for Classkick, and she’s a great designer of Desmos custom activities.
My main purpose in writing this post is to apologize for the earlier mistake. At the end of this third week of distance teaching, I want to summarize what my classes currently look like.
Students log on to Google Classroom. Twice a week they have live classes on Zoom, and I post the meeting link there.
The other two days, I have a day-labeled assignment waiting for them.
Whole-group interactive lessons on Zoom are probably the smoothest part of this. I use slides, and I’ve become pretty adept at annotating them using Zoom’s tools. I pepper students with questions that they then respond to in the chat. When I set the chat to private, students get a direct channel for sharing their thinking with me. This is a wonderful picture into who is participating, what people are thinking. Teaching is basically a conversation, and the chat makes sure we’re able to have it.
Then, we move into practice. That’s when I have started to lean extremely heavily on Desmos and Classkick.
These tools are simple for students to use because, as Rachel notes in her post, kids can just click a link and go to the activity. They are simple for me to use, because I can take my existing resources and post them online.
Twice this week, I took activities I wanted my 4th Grade students to work on and brought them into Desmos activities. Nothing fancy. First, a decimals worksheet:
As students were working on these practice problems, I was able to watch what they were doing and find ways to have conversations with them. Desmos lets you test a new tool for typing little feedback comments (though kids frequently don’t see them). Most important is the big-picture view of where kids are, something that roughly stands in for those moments when you’re looking around at your students and just watching and figuring out what is going on, can they do this thing?
I next took one of my favorite puzzle pages from the Beast Academy books and ported it into a different Desmos activity:
The Desmos teacher dashboard is, once again, extremely helpful.
Because I have knee-jerk skepticism about tech tools, I was initially dismissive of Classkick. But once I saw it in action, I realized that, in the distance learning context, it is very similar to Desmos. It isn’t built for math (so no math type) but it is built for letting teachers import worksheets, have kids work on them through the computer, and enable kids to ask and receive help on specific problems.
This time I was going even more basic: I just wanted to post a review worksheet for students to work on independently this afternoon. I took a page out of my new favorite collection of worksheets and quickly turned it into a Classkick assignment. It looked like this:
This afternoon, while students were working, I was able to monitor their thinking as it came in. (I was “on call” for questions in Classkick, where kids can raise their hands and request help through a chat box. The chat is great — it feels like AOL Instant Messenger.)
Here was a sample of my view of things:
This is an individual student’s work:
I can leave comments through that chat function, or I can leave notes on the slide itself. A student raised her hand to ask for help, so I came in and left and note and an unfinished diagram on her slide:
And that’s it, basically. It avoids the awkward need for students to take pictures of their work with their web camera. I’m still open to students turning in their work that way, but I’m not currently encouraging it. These tools seem to do the trick better.
So, in sum, that’s where I’m at. I’m currently using these tech tools reluctantly but enthusiastically. We’re living in a world where you necessarily have to use a tech tool for your teaching. All I’ve done is realize that a web camera and Google Docs are often clumsier for math practice than these other tools.
So, in short, my teaching this week used chat to make whole-group lessons interactive. Then, for practice or assignments, I used Desmos or Classkick, both of which make student thinking more visible. Which enables me to then make informed decisions about how to respond.
None of which is nearly working as well as teaching in an actual classroom would. But it’s much better than when kids were working on their own, invisible to me, for the longest time. So this is a step forward, and where my teaching is at right now.