Enhancing Student Engagement and Feedback in Distance Learning

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CLARITY AND
FEEDBACK
 
Engaging with students while learning from a distance
Recorded 4/7/2020
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SESSION
RECORDING:
CLICK HERE
 
Chat box  - 
click here
 
4/7/2020
 
2
Agenda
 
Quick review
Teacher clarity – from
article??
Objectives for learning Q4
Text-dependent questions
Planning is key
Ability to engage
Capacity
Purpose
scope
4/7/2020
3
Focus, Purpose
and Letting Go
 
Begin with purpose – how
has our purpose changed?
No new learning
No grading
Don’t collect work
Review and Practice
Take attendance
Collect work
Grade for credit
4/7/2020
4
Focus, Purpose and
Letting Go
 
Focus  - what are the big goals?
What is possible?
Consider the context
Consider the tools available
What is necessary?
Foundations for next year?
Credits?
Other requirements?
What is not possible?
Cannot be done in this environment
4/7/2020
5
4/7/2020
Focus,
Purpose and
Letting Go
 
How to let go:
Grieve
Commiserate
Acknowledge
priorities
Do what is best
for students
 
6
 
Text-Dependent
Questions
 
Critical for this
environment
Best for students -
explain
 
4/7/2020
 
7
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TEXT-DEPENDENT
QUESTIONS AND THE
BIG OBJECTIVES
 
Planning for the next steps
 
4/7/2020
 
8
Objectives and Learning Intentions
 
OBJECTIVE: DEVELOP EVIDENCE-BASED RESPONSES
Learning intentions:
Analyze appropriately complex text
Summarize whole or parts
Analyze for style, purpose, effect
Prioritize value of evidence provided
Determine what may be missing or unstated
Synthesize information from multiple texts
Summarize across texts
Analyze for purpose, bias, style, effect
Account for conflicting information
4/7/2020
9
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HOW IS THIS
CONTEXT DIFFERENT
FROM YOUR
CLASSROOM
APPROACH?
 
What are you
letting go?
 
What can you
not do?
 
4/7/2020
 
10
Summarize
 
This is hard – and becomes hard again with more complex text!
Annotating text – digital format or paper copy
Can you color code?
Main topic or theme
Claims or big ideas
Crucial details or supporting evidence
Key vocabulary or terms/phrases
Highly charged language
Irrelevant or unnecessary information
4/7/2020
11
 
Summarize and get feedback
 
Feedback to advance learning should focus on the learning
intention and success criteria.
Focus on the elements of the text
Did you notice that the text . . . ?
Why did the author . . . ?
What do these words mean . . . ?
What might be another way of saying . . .? How would that effect
the text?
 
4/7/2020
 
12
Summarize – a simple strategy
 
Create a 5 word summary
Represent the text in only 5 words. This does not have to be a
sentence or phrases, just 5 words.
Work with 2 partners
Share your 5 words then agree on just 5 words to represent the
text from the whole group
Describe the process of agreeing on 5 words
Now write a summary of the text using the 5 words as a guide
What is the added value? – when/how do students get and give
feedback?
4/7/2020
13
Summarize & Synthesize
 
Look across multiple texts
What is the same, what is different?
Information
Style – structure, format
Language  - passive, impassioned?
Summary reflects analysis more than bare content
Summary also reflects best evidence
4/7/2020
14
 
Can students reflect on their own
learning? (feedback to self)
 
4/7/2020
 
15
 
4/7/2020
 
16
 
4/7/2020
 
17
 
4/7/2020
 
18
Objectives and Learning Intentions
 
OBJECTIVE: DEVELOP EVIDENCE-BASED RESPONSES
Learning intentions:
Analyze appropriately complex text
Summarize whole or parts
Analyze for style, purpose, effect
Prioritize value of evidence provided
Determine what may be missing or unstated
Synthesize information from multiple texts
Summarize across texts
Analyze for purpose, bias, style, effect
Account for conflicting information
4/7/2020
19
Prompts
 
1.
Explain how the author uses precise language to
accomplish the purpose of the text.
2.
Compare the information from the three sources and
determine why some information may be conflicting.
3.
Determine the essential characteristics of the author’s
style. Describe how a reader would recognize a work
by this author.
4/7/2020
20
 
Focus, Purpose,
Letting Go
 
What are we letting
go in this approach?
How are we
focusing with this
approach?
What else might we
do?
 
4/7/2020
 
21
 
What, why, how
 
Know what you want to teach and assess
Know why this is what you want to teach and assess
Consider how –
what are the tools you currently use
What tools are exclusive to context (i.e. classroom or
virtual)
What tools might help you and your students move
between the two
 
4/7/2020
 
22
 
For further exploration
 
https://fordhaminstitute.org/covid-19-home-learning
 
https://fordhaminstitute.org/national/commentary/planning-
ela-age-remote-learning
 
https://www.cultofpedagogy.com/distance-learning/
 
 
 
4/7/2020
 
23
 
4/7/2020
 
24
 
4/7/2020
 
25
 
Next
 
To get certificate of one contact hour for today, complete the “quiz” and answer “yes”
to the last question.
 
https://forms.gle/aPatGkDV5Nqq9A7q7
 
Take care of yourself.
Take care of your family.
Come back Thursday.
 
4/7/2020
 
26
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Explore the strategies and objectives for engaging with students effectively in a distance learning environment. Focus on clarity, feedback, purpose, and learning intentions while adapting to the challenges of remote teaching. Emphasize the importance of clear communication, setting objectives, and letting go of traditional grading practices. Consider the use of text-dependent questions and critical thinking skills to support student learning and development.


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  1. CLARITY AND FEEDBACK Engaging with students while learning from a distance Recorded 4/7/2020

  2. 4/7/2020 SESSION RECORDING: CLICK HERE Chat box - click here 2

  3. Agenda Quick review Teacher clarity from article?? Objectives for learning Q4 Text-dependent questions Planning is key Ability to engage Capacity Purpose scope 4/7/2020 3

  4. Focus, Purpose and Letting Go Begin with purpose how has our purpose changed? No new learning No grading Don t collect work Review and Practice Take attendance Collect work Grade for credit 4/7/2020 4

  5. Focus, Purpose and Letting Go Focus - what are the big goals? What is possible? Consider the context Consider the tools available What is necessary? Foundations for next year? Credits? Other requirements? What is not possible? Cannot be done in this environment 4/7/2020 5

  6. Focus, Purpose and Letting Go How to let go: Grieve Commiserate Acknowledge priorities Do what is best for students 4/7/2020 6

  7. Text-Dependent Questions Critical for this environment Best for students - explain 4/7/2020 7

  8. 4/7/2020 TEXT-DEPENDENT QUESTIONS AND THE BIG OBJECTIVES Planning for the next steps 8

  9. Objectives and Learning Intentions OBJECTIVE: DEVELOP EVIDENCE-BASED RESPONSES Learning intentions: Analyze appropriately complex text Summarize whole or parts Analyze for style, purpose, effect Prioritize value of evidence provided Determine what may be missing or unstated Synthesize information from multiple texts Summarize across texts Analyze for purpose, bias, style, effect Account for conflicting information 4/7/2020 9

  10. HOW IS THIS CONTEXT DIFFERENT FROM YOUR CLASSROOM APPROACH? What are you letting go? What can you not do? 4/7/2020 10

  11. Summarize This is hard and becomes hard again with more complex text! Annotating text digital format or paper copy Can you color code? Main topic or theme Claims or big ideas Crucial details or supporting evidence Key vocabulary or terms/phrases Highly charged language Irrelevant or unnecessary information 4/7/2020 11

  12. Summarize and get feedback Feedback to advance learning should focus on the learning intention and success criteria. Focus on the elements of the text Did you notice that the text . . . ? Why did the author . . . ? What do these words mean . . . ? What might be another way of saying . . .? How would that effect the text? 4/7/2020 12

  13. Summarize a simple strategy Create a 5 word summary Represent the text in only 5 words. This does not have to be a sentence or phrases, just 5 words. Work with 2 partners Share your 5 words then agree on just 5 words to represent the text from the whole group Describe the process of agreeing on 5 words Now write a summary of the text using the 5 words as a guide What is the added value? when/how do students get and give feedback? 4/7/2020 13

  14. Summarize & Synthesize Look across multiple texts What is the same, what is different? Information Style structure, format Language - passive, impassioned? Summary reflects analysis more than bare content Summary also reflects best evidence 4/7/2020 14

  15. Can students reflect on their own learning? (feedback to self) TO MAKE IT BETTER SUCCESS CRITERIA DONE WITH DISTINCTION Shows an understanding of the text s central idea(s) and of most important details and how they interrelate, demonstrating a comprehensive understanding of the text. Is free of errors of fact or interpretation with regard to the text. Offers an insightful analysis of the source text and demonstrates a sophisticated understanding of the analytical task. Offers a thorough, well-considered evaluation of the author s use of evidence, reasoning, and/or stylistic and persuasive elements, and/or other feature(s). Focuses consistently on those features of the text that are most relevant to addressing the task. 4/7/2020 15

  16. TO MAKE IT BETTER SUCCESS CRITERIA DONE WITH DISTINCTION Shows an understanding of the text s central idea(s) and of most important details and how they interrelate, demonstrating a comprehensive understanding of the text. 4/7/2020 16

  17. TO MAKE IT BETTER SUCCESS CRITERIA DONE WITH DISTINCTION Is free of errors of fact or interpretation with regard to the text(s). 4/7/2020 17

  18. TO MAKE IT BETTER SUCCESS CRITERIA DONE WITH DISTINCTION Offers a thorough, well-considered evaluation of the author s use of evidence, reasoning, and/or stylistic and persuasive elements, and/or other feature(s). 4/7/2020 18

  19. Objectives and Learning Intentions OBJECTIVE: DEVELOP EVIDENCE-BASED RESPONSES Learning intentions: Analyze appropriately complex text Summarize whole or parts Analyze for style, purpose, effect Prioritize value of evidence provided Determine what may be missing or unstated Synthesize information from multiple texts Summarize across texts Analyze for purpose, bias, style, effect Account for conflicting information 4/7/2020 19

  20. Prompts 1. Explain how the author uses precise language to accomplish the purpose of the text. 2. Compare the information from the three sources and determine why some information may be conflicting. 3. Determine the essential characteristics of the author s style. Describe how a reader would recognize a work by this author. 4/7/2020 20

  21. Focus, Purpose, Letting Go What are we letting go in this approach? How are we focusing with this approach? What else might we do? 4/7/2020 21

  22. What, why, how Know what you want to teach and assess Know why this is what you want to teach and assess Consider how what are the tools you currently use What tools are exclusive to context (i.e. classroom or virtual) What tools might help you and your students move between the two 4/7/2020 22

  23. For further exploration https://fordhaminstitute.org/covid-19-home-learning https://fordhaminstitute.org/national/commentary/planning- ela-age-remote-learning https://www.cultofpedagogy.com/distance-learning/ 4/7/2020 23

  24. 4/7/2020 24

  25. 4/7/2020 25

  26. Next To get certificate of one contact hour for today, complete the quiz and answer yes to the last question. https://forms.gle/aPatGkDV5Nqq9A7q7 Take care of yourself. Take care of your family. Come back Thursday. 4/7/2020 26

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