Preparing for the new school year means paying more attention to your physical space and structures for student interaction than ever before. Each school has chosen a plan for physical distancing and now it’s your job to make that happen. All those great cooperative learning strategies you’ve been using will need some rethinking, too.
There are many options for schools to bring students back safely. The CDC’s recommendation is a plan called the Bubble Strategy. This strategy limits exposure to an isolated population reducing the risk of transmission to the rest of the school.
The same group of students would stay together all day in the same classroom with the same teacher(s). They would eat lunch in the classroom and would forgo specials, like library and PE. One iteration of the Bubble Strategy even calls for students to isolate with this group for recess.
We have an idea to take...
The creativity and accessibility of online tools and apps is stimulating, invigorating and downright addictive. The choices can sometimes be overwhelming!
During the past couple of months, we've been working with teachers in our online Next Steps with Project GLAD® Acceleration Community to brainstorm simple ways of connecting the apps you're already using for distance learning with the Project GLAD® strategies you know and love.
We’d like to share some of the ideas for apps other teachers use.
Have fun with this!
Perhaps you have other ideas and suggestions - let us know! We love to grow with you!
App / Features / Strategy
QR codes - Use phone camera to scan and open a website
Padlet - Embed, Post, Link, Collaborate
In our March Monthly Tips we talked about using the Interactive Journal as a way to connect with students and build relationships even when we’re apart. This month we’re focusing on connecting remotely with our ELs to integrate SEL into our language development lessons.
During the past several months, social emotional learning (SEL) has taken on greater importance. For some, interacting with our students and creating a feeling of safety and security has been the primary focus of our online interactions, before we can dive back into academic content.
Use this as an opportunity to put aside your regular curriculum and find out what your students are interested in knowing more about. Are they interested in sports, music, current events, fashion, or animals? This connection of relevance is a great launching pad for language lessons.
The Project GLAD® model advocates for a focus on strong oral language development to build...
During trainings when teachers ask about our stance on using GLAD® strategies electronically, we always reply that the sky is the limit. Use your imagination, current apps and available hardware when transitioning to electronic use of the strategies.
The caveat would be to make sure a language functional environment is intact. When the computer is turned off, where is the content and language scaffolding coming from if not on the walls?
In today’s world of virtual classrooms, we advocate for the use of recorded input charts for direct instruction of content and language.
Consider recording yourself doing a pictorial on an 81/2 x 11 paper. Include all the key steps in delivery that you would normally do in person:
We're thinking of you and want to support you any way we can as you support your students!
We're all under a tremendous amount of stress right now as we navigate this pandemic, professionally and personally. The families and students we serve are feeling the stress, too. Those of us entrusted with community leadership positions: first responders, health care professionals, religious leaders, and teachers share the responsibility of caring for others at the same time caring for our families and ourselves.
Interactive Journals can be a way to stay connected with your students and provide an outlet for them to share what's on their mind, even remotely.
Image by Jody Bader www.nextstepsprojectglad.com
“While we minimize our physical connections, it is essential that we maximize our emotional connections. We can all help our loved ones every day, electronically.” Gov. Jay Inslee
Consider setting up...
We love collaborating with language specialists during GLAD® trainings!
At the beginning of the week they consult with us on how to focus their energy and where to start.
By the end of the week they teach us new answers to the age old question:
The following are ideas we have gleaned from professionals in the field, like you.
Push-in to their classroom, or better yet, embark on co-teaching during your times with their students. Find ways to share the load and try new things.
For example, the classroom teacher does an Input chart and the language specialist leads the ELD review with a small group or a word card review with the whole class. Collaborate to find other ways to focus on the language demands of what is going on in the regular classroom through GLAD® strategies.
You are not alone. Every classroom is filled with internal and EXTERNAL processors.
How do we meet the needs of both?
How do we encourage a language rich environment where students are talking but not blurting?
First, resign yourself to the fact that a GLAD classroom is a noisy classroom. Scary sentence, we know. But it's language with purpose: guided, rich, surrounded with support and focused on the topic at hand.
GLAD classrooms have parameters in place to structure language and provide the internal processing and wait time other students need.
Consider these 4 TIPS to promote language acquisition while taming the blurting beast:
Language acquisition requires talking - LOTS of talking!
Either we provide structured time to talk or our external processors will incorporate it themselves. Consider going through your lesson plans for the...
The scent of hot laminate wafting through the workroom is a smell all educators are familiar with! The pile of items to be laminated at the beginning of the school year or when creating a GLAD® unit could rival the Eiffel tower and is somehow synonymous with productivity.
Laminate item that will be stored and used again so you only have to create them once:
That's pretty much it!
In order to take full advantage of the language functional environment you have created leave everything else as paper charts. This gives you and the students the freedom to interact with the charts on a daily basis. Add information, revise, sketch, highlight, post pictures.
Laminating black line charts, inputs, or chants and then using vis-a-vis or dry erase markers to process is an idea that many...
Mumble, grumble. Grumble, mumble... Tired of teams complaining about each other? November is a perfect time to kick complaining to the curb with an attitude of gratitude and appreciation among your teams.
Move Over Grumbling - Gratitude Coming Through
Showing appreciation through what we do and say to our teammates is learned skill that can be explicitly taught through the TGraph for Social Skills.
What might an appreciation TGraph look like? We're so glad you asked!
Here's a example to get you started…
In order for students to earn team points, what they say or do needs to be on the TGraph for Social Skills first. So if you see, or want to see, the specific skills underlying appreciation -- add it to the chart so students can start earning points for applying that skills within their teams.
What are the top Project GLAD® questions you'd like to see highlighted in your Next Steps Implementation Blog? Click here to vote on...