Module Mayhem

What is TRUE about Synchronous Learning...

• everyone engages in learning at the same time

• student- centered learning using online resources

• live chats, video conferencing, live learning

• interacting with learning management systems and post in discussions forums

What is TRUE about asynchronous learning?

• learning in a specific time and place

• learning where students receive immediate feedback and support

• learning that includes modules and self- paced investigations

• students have access to learn when they choose

If a family does NOT have access to wifi- what are their OPTIONS?

• Comcast 2 months FREE

• Use a hotspot

• Apply for a TEF grant

• Access TSD wifi in one of 5 school parking lots around the district

All of these are TSD Remote Learning Compass Points EXCEPT:

• conditions for learning

• learning design

• learning delivery

• evaluation of learning

• attendance and accountability

Culturally responsive teachers:

• provide equitable opportunities to learning

• know about the lives of students inside and outside of school

• use what we know about student to build learning opportunities

• are conscious that students view the world in multiple ways

• believe all students can learn

High attention and high commitment (by students and teachers) in the classroom EQUALS:

• high retention

• high focus

• high engagement

• high test scores

Which is an EXAMPLE of equity?

• "Who is in the room?"

• "Who is trying to get into the room but cannot?"

• "Have we heard the voices of everyone in the room?"

• "Whose ideas won't be taken seriously because they aren't in the majority?"

Higher impact family partnering strategies include:

• home visits

• back to school night

• positive calls home

• grade level newsletters

• personalized communication

The GREATEST concern from families after spring remote learning in TSD was:

• live teaching

• accountability

• too easy

• grades

• lack of clarity

Teachers can work to dismantle racism in our classrooms and schools by...

• examining school- wide expectations for bias

• build restorative practices when students break expectations

• identify our privilege and biases

• examine academic and behavioral data

• ask for the opinions of Black and Brown families and students