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For Your Hands: Toolbox Tip of the Week

Using Canvas to Help Manage Hybrid Classrooms

1. Post pre-recorded video lessons on Canvas that students can watch at different times, depending on your lesson plan for the day, freeing you up to direct or guide another activity with students in the room or with students on Zoom.

2. Use Canvas to provide and manage differentiated activities / assignments / assessments for students in your classes. You may include support videos / tutorials that students can view over and over again to clarify a task.

3. Set up a module on Canvas with supplementary materials (websites, videos, activities, guides) that allow students to extend & enhance their learning on topics you've addressed in the course.

For Your Head: Getting the Most from Small Groups

Explore a variety of grouping options: random grouping, achievement or ability grouping, social grouping, interest grouping, task grouping, knowledge of subject grouping, skill or strategy grouping, student choice grouping; consider a grouping system that is based on pre-determined color and number assignments so that you can change the rule for groups depending on what you need to accomplish. More information on these options .

Communicate clearly about process & expectations: minimize the verbal directions to an introduction & overview but provide access to detailed electronic directions, including visuals if necessary (try "1-2-3, then Me" - read individually for a minute, discuss with others / group for two minutes, plan approach to work for three minutes, then ask teacher for clarification); model process if it is likely to be new for students; try to anticipate potential questions or points for confusion; use a checklist format; record verbal or video directions for them to play and replay; develop & teach norms and expectations for small groups; provide or discuss examples of effective group work & behaviors, and ineffective group work & behaviors.

Identify the product groups must develop: especially as students are learning to be more effective in groups, avoiding the basic "discuss this..." task is best; focus on having students produce something together; the product may be shared, presented, or just submitted; products should require all members to participate (Google docs may require students to label their contributions, for example); tell groups you'll call on random group members to share their product / ideas so that they are more likely to remain engaged; hold students accountable for their individual contribution as well as the group product (move from group work into individual assessments; have students self-assess their contribution and assess the contributions of others, then give them an average or combination of those grades).

Provide supports to guide students during small groups: besides clear directions, there may be other tools you can provide students to guide them during collaborative work (sentence or question stems, norms & expectations, discussion guide, etc.); model behaviors & routines that may be necessary on a regular basis to move in and out of groups smoothly.

Monitor groups throughout process: check for on-task behaviors, whether they'll need more time, if they have questions, productive noise v off-task noise, etc.; use a timer to make sure you don't get distracted; give them less time then you think they'll need to start with; have the next step or another task ready for those who may finish early.

Build in opportunities to build a community: small group work will be most effective if students have the chance to get to know each other a little first; community building should be happening throughout the entire course, but intentional efforts to include quick chats in small groups can also be effective ("Before you start your task, share who your favorite movie character is..." or "To get you thinking about this topic, talk about how you've seen this idea played out in real life...").

For Your Heart: The Calling