In order to create smooth transitions in the lesson I created one document that embedded each resource right where I needed it throughout the lesson. I used the master lesson plan template created in Google Document from our class resources. I hyperlinked each digital instructional resource needed for the lesson into the lesson plan template. This included the links to my Epic Book selections, A-Z Reading books, and the online word sorts in Google Drawing. This allowed me to see all of my notes in the lesson and easily pull up resources. You can look at my example by clicking this link. Contributed by future teacher Jatelyn Taylor OSU 2021
I'm trying to keep things simple for online tutoring and being judicious about app use. I only want a handful to keep the focus on relationship building, working on personalized learning goals, and making things clear and easy for families. Now that I can finally get a google classroom account with my gmail, I thought that's what I would use. But, I'm not up to speed on that yet, so I finally decided to go even simpler with a hyperlinked Google Doc. I have a simple learning goal (in green) for each session's learning goals and then the materials are hyperlinked, if needed, in the row below in blue. I've used it for three sessions now, and it's working well. I'm going to meet with Michelle's mom over the weekend to check in with her on how it's working for her. I think the success of our virtual tutoring adventure is going to hinge on the organization of this work. This is not the lesson plan format for my undergrads and graduate students; it's what I'm calling the container. This is a work in progress, and you can peek in on this link. I was inspired by one of my future teachers from our COVID pivot, Jatelyn Taylor, who will guest blog about her hyperlinked lesson plans.
My 2nd grade mentor, Michelle (the name she's chosen for my blog posts), teaches me something new each time we meet on zoom.us. I'm trying out different tools as I explore online tutoring, Last week when we met, I tried out the free Record of Read app developed at Clemson University by C.C. Bates and colleagues paired with epic books, which is free until June 30, 2020. I shared my screen with a selection I thought she might like and that would give me some more info about her reading strengths and needs. She started reading and then a few pages in abruptly stopped and said the pictures were covering up the words. Even though we were sharing the same screen, I thought she meant from her side the illustrations had somehow folded over on the text or had trailed off the screen. I said, "I'll try to make the book smaller, and we'll try again." (She is quite patient with me.). At the same point in the book she said, "I know the word is 'monster', but our pictures are covering it up." Then I got it! I gave her directions about how to click on the line above our pictures and we were able to continue. I continue to be grateful for her lessons for me.
We use Lucy Calkin's mini lesson structure for direct teaching during reading and writing tutoring. When we pivoted to online tutoring, we were fortunate that Kristin Ziemke and Katie Muhtaris created a just-in-time resource to support teachers in moving their instruction online that supported the mini lesson structure in a clear, thoughtful and risk-free way. Their site, Read the World Distance Learning Support, was a gift to teachers around the globe. Because this was a familiar structure, it gave my future teachers confidence that they could do their tutoring online. Kristin has some great video demos and recommends one-take videos and releases us from trying to be perfect. This was also relieved the stress on all of us. We just decided to do our best. I invite you to explore this site and do the same.
As we moved our master's program online, I have studied and practiced online teaching and engaging adult learners. As COVID19 moved our reading tutoring practicum online, I supported my teacher candidates with tools to support the learning frameworks we were using (mini lessons and word sorts) to the online space. With a spirit of adventure, we joined teachers around the world learning to teach young children to tweens online, and we learned LOTS! Many of them became classroom experts in using new resources in virtual space sharing with each other. I've invited them to share their successes and tips on this blog so together we can join the spirit of generosity shown by so many to support each other trying the same work. We would love others to share their successes for this work to support teachers, reading specialists, university faculty and students working through university reading and literacy centers and clinics. I will also blog about my start in online tutoring with a patient and generous a 2nd grader who has agreed to help me learn how to do this work. I'll share our work from the beginning- building a relationship, assessing, teaching, and learning. Inspired by one of my literacy heroines, Lucy Calkins, I'm planning frequent updates on my learning with #digitallessonsfromachild. Hoping to hear from lots of you!
When you find a tool that offers something previously impossible and that fits with your teaching/learning philosophy, it's easy to get super excited a hyper-focused on the app. One such app is Hypothes.is. I found that it offers the possibility of exemplifying social-constructivist learning theory in terms of people sharing knowledge and perspectives that help create new knowledge. If you join the Marginal Syllabus project, you will see it at it's best. Working with web-based texts, readers can share their thoughts and additional in the digital margins, thus supporting everyone's understanding and broadening perspectives.