I’m really thinking a lot about the modeling and creating convincing arguments. These are so important and it takes time to nurture these skills in the classroom. Listening to this part of the webinar pushes my thinking to how this can be done in the virtual environment. I want to think about what resources are best and how to utilize resources students and teachers are already using and familiar with. The workflow for both students and teachers was so overwhelming in the spring. It took the focus off of the math. I am excited to start thinking about how to shift that and create engaging lessons like this virtually.
In fairness to you guys, I realize you had to put this course up in a hurry so it’s not very polished. But it’s kind of like doing the workshop all over again over Zoom and not as much how to do this online. The online pieces are pretty few and far between and especially the asynchronous ideas so it’s not giving me what I was looking for. I’d be really interested if over the summer y’all put together succinctly ideas specifically for doing this asynchronously online.
Hi Stephanie! We really appreciate your feedback and would love to dig deeper on this to help us best help as many Math Moment Makers as we can.
Can you be specific about which parts you’re struggling to implement asynchronously (and or synchronously)? We’d be happy to try to dive deeper, but before we do, we want to make sure we are hitting the right pain points.
I am getting a lot out of thinking through the process again and envisioning how it will look in this crazy environment. I am also getting a lot out of seeing technology options and being able to think BIG in order to whittle things down to the most valuable for my students.
I need to remember to limit the pre-teaching, but sometimes I forget this and it doesn’t help my lesson. I also like the, explain to a parent how it makes sense. I think explaining to a neighbor might be difficult on video teaching unless you do breakout rooms via Zoom.