Learning chunks

LEARNING CHUNKS

FOR PHYSICALLY DISTANCED CLASSROOM, HYBRID & ONLINE LEARNING

MIX & MATCH

CHECK-IN

ENERGIZER

CO-CREATING ASSESSMENT

CHOICE TIME

TEACHER TALK

CHALLENGE TIME

Q & A TIME

FORMATIVEASSESSMENT

GRADING

REFLECTTIME

KUDO TIME

SOCIALIZING

OFFICE HOURS

TEAM TIME

THINK TIME

FEEDBACK REVIEW

LEARN

AB

TALK TIME

CREATE TIME

SHOW TIME

PEER TEACH TIME

Check-in – How are you feeling (at the beginning of the lesson) How are you doing (during the lesson)

Check-in – How are you feeling (at the beginning of the lesson) How are you doing (during the lesson)

Check-in – How are you feeling (at the beginning of the lesson) How are you doing (during the lesson)

Check-in – How are you feeling (at the beginning of the lesson) How are you doing (during the lesson)

Check-in – How are you feeling (at the beginning of the lesson) How are you doing (during the lesson)

Check-in – How are you feeling (at the beginning of the lesson) How are you doing (during the lesson)

Check-in – How are you feeling (at the beginning of the lesson) How are you doing (during the lesson)

Check-in – How are you feeling (at the beginning of the lesson) How are you doing (during the lesson)

Check-in – How are you feeling (at the beginning of the lesson) How are you doing (during the lesson)

Check-in – How are you feeling (at the beginning of the lesson) How are you doing (during the lesson)

Teacher talk Teachers can use instruction time to introduce a new topic, explain a task or clarify a difficult concept. This can be done face-2-face in the classroom or during a virtual conference, but also in the form of pre-recorded videos (flipped classroom).

Ice-breaker Ice-breakers or energizers are used to ease students into the lesson as a warm-up or as an introduction to the topic. Check out 21 free fun ice-breakers for online teaching, students and virtual and remote teams.

Q&A time Students are encouraged not only to ask questions, but also to provide answers to their peers. Q&A time can be used for peer teaching - explanations and clarifications are given by students rather than by the teacher. Discussions and debates are also encouraged.

Check-in Check in on students more frequently during the lesson to keep them more engaged, to show them you care about their well-being and to help them feel less isolated. Here are two checks that you can quickly perform at the beginning or during the lesson. How are you feeling (at the beginning of the lesson) How are you doing (during the lesson)Check out this emotional wellness platform for children and young adults: Closegap

Challenge time Introduce competitive tasks, games or escape rooms to make learning fun, engaging and more appealing to students.

Kudo time Praise time – appreciate the good work of students. This simple tool Kudobox can come in handy.

Check-in – How are you feeling (at the beginning of the lesson) How are you doing (during the lesson)

Check-in – How are you feeling (at the beginning of the lesson) How are you doing (during the lesson)

Check-in – How are you feeling (at the beginning of the lesson) How are you doing (during the lesson)

Check-in on students How are you feeling (at the beginning of the lesson) How are you doing (during the lesson)

Break time Find time for small talk with your students in the classroom and online. Create a space for virtual water cooler talk. Instead of talking you can also use this time to stretch together or listen to music.

Check-in on students How are you feeling (at the beginning of the lesson) How are you doing (during the lesson)

Consultations Students have the opportunity to meet with the teacher to discuss course-related materials or to get help with problems and difficulties they might be facing,

Check-in on students How are you feeling (at the beginning of the lesson) How are you doing (during the lesson)

Check-in on students How are you feeling (at the beginning of the lesson) How are you doing (during the lesson)

Team time Students work together in breakout room, on shared documents or on digital whiteboards.

Formative assessmentFormative assessment is an integral part of the learning process. It helps students improve their learning. It helps teachers to adapt their instruction. It can be done in various formats, such as checklists, rubrics, exit tickets, admit slips, graphic organizers and many others.

Summative assessment Student learning is graded at the end of an instructional unit or at the end of an instructional period.

Co-creating assessment Students are actively involved in the creation of rubrics and checklists that will be used for the assessment as, for and of learning.

Check-in – How are you feeling (at the beginning of the lesson) How are you doing (during the lesson)

Reviewing feedback Students reflect on the feedback they have received from the teacher and their classmates and use it to improve their work.

Student voice and choice Providing students with the opportunity to choose the task, the final product or the working method boosts their motivation and engagement and helps them develop their self-regulation skills.

Reflection time Students reflect on their work either individually or as a group.

Think time Students use this time to extend and deepen their thinking, either individually (me-time) or with a partner (pair-time) or to brainstorm a concept with peers.

Check-in – How are you feeling (at the beginning of the lesson) How are you doing (during the lesson)

Talk time Students are encouraged to participate in discussions and debates. Discussions can be organized for the whole classroom, small groups or for pairs of students.

Create time Students are given the opportunity to be innovative and creative. They create new products, design prototypes, make and tinker, mash and combine ideas.Students can create different types of products:

Show what you know Students show what they have learned by presenting to peers, teachers or an authentic audience.

Peer teaching Engage students in peer teaching activities: Jigsaw In a jigsaw format the teacher assigns parts of a text or a task to different students in the group. In the first round the learner meets other students with the same text and role. In the next round, the actual task round, each student acts as an expert in his part and contributes to the task with his expertise.More info: Jigsaw Classroom Think - Pair - Share: Think: all the students reflect individually about a question, problem, concept given by the teacher. Pair: the students work in pairs and after each sharing their individual reflections from round 1, they try to come to a consensus.Share: All the outcomes of round 2 are shared and discussed in plenary.You can use Google Jamboard for TPS Concept test Concept tests, developed by Eric Mazur, are multiple choice questions that focus on one concept. Students answer the question individually, then discuss their answers with peers in a group, then answer the same question again individually.