On March 25, Wayne RESA will be hosting a FREE virtual Maker-STEM Summit for educators. Author/illustrator Kevin O’Malley will be the keynote speaker followed by three breakout sessions. To learn more or to sign up, go here: https://www.smore.com/zc3wn
SCECHs will be available.
February is Black History Month. Wayne RESA has put together several resources that teachers can use this month and throughout the school year to help infuse Black History in the curriculum.
Additionally, Flipgrid has curated several topics for students to engage with on their platform.
Wide Open School by Common Sense has linked several Black History and Culture lessons organized by grade, Preschool-12th grade. Google for Education has also released several new lessons in their Applied Digital Skills curriculum.
Now that P-CCS is bringing middle school and high school students back on-campus, teachers may wish to further adjust their instruction for optimized learning with the new schedule. The hybrid schedule feels very unique to the times we are living in. Fortunately, schools across the country have been using it and teachers have insights to share. For this post, I have borrowed mostly from the work of Jennifer Gonzalez (Cult of Pedagogy) and Catlin Tucker, an experienced, blended learning coach. Consider reading the original posts for more information.
Teachers can continue to use Canvas and other tech tools to manage and organize their courses. Reach out to a Tech Integration Specialist if you want a thought partner in this process. Submit a tech ticket and select the “Tech Integration” option.
If you are looking for more ideas, check out this collection of resources: https://wke.lt/w/s/N62hdh
Anyone with a year-long course (or 100+ modules), might be noticing that is takes quite a long time for all your modules to load. Students and families may also be experiencing this lag when they click the link for their daily work module. To help save time and frustration we recommend that you free up some space in one of two ways:
In order to get the most out of our Zoom experience, it is important to update the app. An out-of-date Zoom app may lead to sound or other technical issues. Additionally, Zoom has recently pushed out live captioning and the ability to allow co-hosts to set up breakout rooms. These features don’t appear unless you are running the latest version of the Zoom app. Chromebook users or any device that used the mobile app should be getting these updates automatically. If you are using the desktop client/software on a school-issued HP Probook, a Windows, or Mac device you will need to update manually.
Next Wednesday afternoon, February 10 17th (rescheduled to avoid any possible, but unlikely conflict due to it being Count Day), the district will activate a prompt so that when you open the Zoom app, if it can be updated to a newer version, you will be required to update it. Before any meeting you might have, please give yourself a few extra minutes to take care of that update by launching the app earlier than you might otherwise. And be advised that students may run a little late if they launch the app and find they are being prompted to update. To avoid any issues you can always check for updates at a time that is most convenient for you.
Helpful Tip: Zoom automatically signs you out of your account fairly often. If you notice your thumbnail picture is not showing or your virtual background is missing, you may want to relaunch the Zoom app and make sure that you are signed into the app and not just the Zoom website.
Sections allow you to subdivide students within a course. It allows you to set different due dates for assignments, quizzes, and discussions. This is ideal for managing the Blue and Green Cohorts in the hybrid schedule.
First go to Settings from the Course Navigation menu and you’ll find a tab entitled “Sections.” You can add and name your sections however you wish.
Here’s what you might have for your classes, the sections will be ordered alphabetically:
Click on “People” in the Course Navigation menu to add students to the proper section.
A pop-up will appear and you can start typing the name of the cohort and it will appear for you to select or you can click “browse” and the options will appear.
Do this for each user. When finished you’ll be able to see which cohort/section each user is in.
You can remove the section following the same grading process.
For the purpose of syncing with MiStar, it is very important you ensure one of the “Assign to” groups is listed as “Everyone”
or “Everyone Else.” Do not assign to Blue Cohort and Green Cohort, grading sync will not work.
Our email inboxes can become quite difficult to manage, creating a filter is a great way to clear the clutter without removing important messages that we may need to access later. For example, you may get LMS notifications that you want to filter to a specific place. Follow these steps to help your inbox manage itself using filter rules.
Suppose you get Exit Ticket response emails. You want to move them all to one folder (Gmail calls them labels) to view all at one time.
It is best to identify the sender and/or subject of these emails to type into the Search bar. You’ll do an advanced search, so click the drop-down arrow.
Add as much information as possible to ensure you get the right messages filtered. Then click, “Create Filter.”
Select any filter rules you see as appropriate for that kind of message. You should apply the appropriate Label (or Create one). You may also want to select “Skip the Inbox.” If the case, rest assured, archived emails in Gmail are not deleted permanently after 30 days. They are permanently stored in your email (and now labelled) until you delete/trash it.
You can always remove or edit your filter in Setting by clicking on the wrench icon in the upper-right corner.
When you are ready to view the filtered emails, access the Label on the left-side menu.
In the next few weeks we will be welcoming students back into our buildings. This will be a very exciting time and it will be important to help students feel at ease and games can be a great way to do that. If you are looking for fresh ideas for group activities and games, the Playmeo website is a great resource.
Many activities are free and you can search by learning theme, program outcome, or activity type. Additionally, you can sort by group size and how much time you have for the activity.
Closed captions are an essential accessibility tool for people who are deaf or hard of hearing (and for people with other conditions as well). Captioning is also a useful feature for many students as an additional representation of information in a virtual setting. Previously in Zoom, closed captioning was only available from third party providers or by assigning someone to type captions. Now automatic, live transcription of closed captions is an available feature in the Zoom desktop client (not the Chrome browser application). Once enabled, this automatically adds text to the bottom of the video with what the host and others are saying. Please note however, live transcription does not work in breakout rooms, only within the main session.
When closed captioning is enabled, as the host you will see the live-transcript below your video, but they DO NOT automatically appear for your participants. Instead, participants will receive a notification and must click the “Closed Caption” option in the menu bar (and usually click Show Subtitle) to start viewing the captions. Once they have done so, the size of the captions can be adjusted under “Accessibility” in the video settings.
Elaborating on the CC options:
Bear in mind:
If you are hosting a meeting with live-transcription, we recommend making a comment at the beginning of your meeting informing your meeting participants that live-transcription is available and a note about how to enable them. Encourage all your students to try turning the captions on to see if it has an impact on their comprehension or capacity to pay attention. Make it a best UDL (Universal Design for Learning) practice to enable closed captioning during all of your meetings.
For more information on UDL and closed captioning, please read this article.
With the start of the 2nd semester arriving soon, we’d like to again provide step by step directions (please see below) for those teachers interested in transferring content from one Canvas course to another. We shared similar directions covering the export/import process at the outset of our school year to assist teachers in migrating content out of courses they had created and built in to the MISTAR-rostered course shells that appeared in their accounts.
Bulk adjusting due dates and times:
*Please note that canvas exports do not include backups of student interactions and grades. Grades can be exported separately as CSV files.
**Year-long courses do not apply here. However, it is still good practice to make backups of your courses.
Below are some best practices when transferring content, this includes exporting your grades, settings, and downloading additional data.
Best Practice: Keep Sem 1 and Sem 2 clean and separate to have easier content management and processing. For those with a course that spans the year, consider just copying the last module or most recent content from your Semester 1 course into your Semester 2 course so that you are starting with an almost fresh course. (You can always have view access extended to the Semester 1 course so that students are able to review their past work at any time – unless you’d prefer to restrict access to that course content.)
You could also extend course dates in Semester 1 courses if you need students to have more time to participate/work in those courses, although you will need to bear in mind MISTAR grade submission deadlines.