With the shift to online learning, students and teachers are learning an entirely new skillset. Classroom norms and expectations are changing.
On a recent video chat with some of my students, one student asked “do we have to get dressed for school?” Much to their enjoyment, I explained the beauty of the Video Chat Mullet: business on the top, party on the bottom. And, if they do not want us to see their kitty cat jammy bottoms, they can always turn off their video!
Even though we were laughing and joking, I also wanted my students to know that there are real expectations for when we interact for school, both synchronously and asynchronously. At the beginning of the year in science, we spend a lot of time building community and practicing teamwork through activities like Saving Sam and our paper airplane lab. We also begin to reflect on the teamwork process.
The transition to online learning has forced me to consider how I will set expectations and norms together. I wanted to keep the expectations simple, concise, and clear. Finally, I settled on these community expectations:
Additionally, I created a mini Digital Citizenship for Distance Learning lesson using one of my favorite tools: Pear Deck! This lesson briefly defines digital citizenship (according to Common Sense Media), introduces the norms, and asks students to digitally “sign” that they agree to our community video chat norms. You can view this self-paced lesson on Pear Deck (or make a copy of the Slides and customize it for yourself). I also created a short quiz (make a copy) for the end of the lesson.
My students are completing this lesson asynchronously; I am posting the link to the student paced Pear Deck on Google Classroom. We will have optional weekly video chats for each class period; and, I will offer additional drop-in office hours (really, called “Ollie Hours” because my dog, Ollie, is my co-teacher) in the afternoons.
How are you teaching and modeling digital citizenship for your students during video chats?