We made it through week three of distance learning, and are continuing to find our rhythm and manage expectations with our online classroom. The students are showing competence with logging in for classes, being able to navigate their assignments and due dates, and managing their workload. I continue to reiterate in class that any coursework that is causing excessive worry or stress is negotiable and to reach out to discuss workload concerns or clarification. I haven't heard from any students or parents about this, so I'm taking that to mean that we're working at a manageable level. If that is not the case for your child, please let me know.
The Cyber Civics content has been a timely subject for us to work with in our digital classroom. Last week, I began to weave in additional introductory computer science concepts as well to add to our "Digital Learning through Digital Learning" studies. Much of the early content for this course focuses on character and conduct. In many cases, the lessons are designed as exercises in contemplation and critical thinking about how we present ourselves online and the implications thereof. It is my intention that the lesson pages for this block function as an artistic mechanism to help deepen these ideas around citizenship. Our next unit explores the topic of "Digital Reputation."
Touch typing is going well from what I've gathered during our homework check-ins. Students should have completed the introductory lessons and be working on accuracy and speed when typing words. I have requested that they work on typing four times per week for 10-15 minutes. It sounds like most of them are exceeding at this out of enjoyment and a bit of competitive spirit! Our introductory coding project was well-received, and I will be coming up with new coding assignments to work on after the break.
We continue to work through our reader "Journey to the Center of the Earth." This classic adventure story is a predecessor and model for many of the modern adventure series that middle schoolers enjoy today as well as a fun historical look at how the science of geology has changed since the nineteenth century. I assigned a light, optional reading of a few additional chapters for them to complete over the break. If it fits within your family's media guidelines, students may be interested in watching the 2008 PG-rated feature film based on the novel once they finish the book. This media guide can help inform your decision: https://www.commonsensemedia.org/movie-reviews/journey-to-the-center-of-the-earth-2008 There is also a more highly rated 1959 film version of the book, but I doubt it will hold as much appeal as the modernized action movie.
We are moving along with our math goals for the year ahead of pace. It looks like we will have time to spiral back to pre-algebra concepts once we finish our final percents book over the next couple of weeks.
Lastly, I am filled with sadness at being unable to see the students in person again this school year. I have grown to love this group of children in ways I never could have imagined prior. Seeing their faces, hearing their stories, and witnessing their growth has been so nourishing for my spirit this year. Thankfully, we are able to stay connected with our online meetings, but I grieve that the magic of our togetherness has come to an end for now. I continue to work on ways to recapture the value that our in-class connections bring to us, and I welcome your input on how your student is managing in this new environment and any suggestions for ways to preserve the beauty of our constellation as a class.
Enjoy a happy, healthy spring break!
In service,
Ki Molly