0:00 Hello and thank you for listening to the teaching math teaching podcast. The teaching math teaching podcast is sponsored by the Association of mathematics teacher educators. Your hosts are Eva, Sennheiser dusty Jones and Joel Amidon. 0:15 Today we're going to follow up on last week's podcast that was titled rapidly moving instruction online. And we're going to reflect a little bit about what happened between last week and this week, the questions that we're going to tackle is talk a little bit about your experience. And what is something that went really well, what is something that might need to change? And anything else we want to add? So just like last time, we're gonna individually answer those and then have a conversation. So dusty, do you want to get started talking? sure your experience since last week? Yes, I'd be happy to. So all of my classes are asynchronous, I've got three different classes. And since last week, I'm really happy to say that all of my students, 100% of them, have been able to respond to me and in some sort of way. So everybody's still on the bus. And I'm really excited about that. It hasn't been completely smooth. But I guess those are some things we'll talk about in a little bit. But overall, I'm pretty excited about this. And I made a joke that if I'm teaching some of the same classes next year, and we do have conferences that exist at this time of year, then I'll be able to go to conferences and not have to plan anything. And my wife says, No, you can't go to all the conferences. We still have to. 1:40 But it's over. Yeah, nice try. But overall, I think things are things are still moving forward with me. What about you, Joel? Wow, I had a I mean, something that went really well, I mean, my experience this past week, I mean, just was eye opening, just with just all the different things that are going on, even though there was less going on. From a synchronous point, I had a 30 minute synchronous section. But it just feels like there's a lot and I'm just I think maybe there's some sort of like 2:12 something that's been going on with like just all the stuff going on in my house and everything, but it just it feels like it's adding up. But it was a pretty good teaching week. Last week, I mean, lots of different connections. So I was pretty, pretty happy about the way things are going with my with my classes. Okay, so I am finally also starting. We just started our turn this week. And I was really missing my students. And so I'm doing asynchronous, Google slide interactions. And it's been really fun to watch the slides like I have an introductory slide, and they're all filling it in. And 2:53 some students already done with the whole week packet, and some are still working through it. And yeah, I've just really enjoyed talking to my students again, and so far, it's going smoother than anticipated. But I'm having my first office hours tomorrow. So I'll see what happens then. Yeah. So what is something that went really well, for for me is that I was like I said, all of my students have been able to respond or log on or get things submitted. And I think what I've done that's that's gone really well is tried to look about a day before things are due. And see who's got something turned in or who hasn't got something turned in and send a I'll call it a personalized checkup email. It's really not too personalized. I'll just look at everybody who's in you know, Category A, that they've completed this and I'll send them an email says, You're right on track way to go. Let's, let's keep this up, keep up the good work. Or if somebody hasn't done something, hey, here's what's just so you know, if this is due at 10 o'clock tomorrow morning, 4:02 am and pm are tricky for some students right now. And the other thing that you know, I might have said, you know, you missed this assignment that was due on Tuesday. I'm willing to, you know, extend the deadline if you can get it in by Friday. 4:16 Those things have paid off, everybody's done what I've asked them to do, and that helps me even though I can't see my students face to face, Eva, like you said, I'm also missing my students, but at least they get something from me and based on how they're responding, I guess they're, they're enjoying that. 4:34 What about you guys? Yeah, for me, Jesse. I was thinking about these one on one conferences that we set up. So I'm in my undergraduate class, which is on unit design, lesson design. They're really designing a Understanding by Design unit. So pretty big deal for them. It's the first time doing it and you know, really starting from like backwards design sort of perspective and having set up after our 5:00 synchronous sessions basically filled up the rest of our class time with one on one sessions between myself and my grad assistant and having them set up every 15 minutes. So we set up a spreadsheet where they could go in and sign up for a 15 minute slot to come and talk to us, then there's also a link to the Google meat where you actually using Google meat and not zoom, it's been working out great, um, Google meat link, so they can jump into the room, and then a link to their, 5:29 their unit. So we had a template that we designed in Google Docs, and then they copied that template. So everything is all in one spot. So you know, I had, I can't imagine, I think, eight to 10 meetings like this yesterday, and they just rolled and just again, having that human connection, that face to face connection and be able to go through and you know, where they're sitting there with their unit, they're probably, you know, alone, they don't have many, maybe there's maybe they're talking to some of their classmates. I know, some of them are, but you know, it's sitting there. And they're, you know, trying to figure out how to design this unit, which is, it's creative, and it's technical at the same time, and having that face to face interaction where you can be like, Yeah, that looks really good. Have you thought about this? You're making it too hard, you know, like, giving, getting that intervention in the early parts? Like they're, they're really early parts of designing their units. And so getting them to set up? Well, it's like, one, I'm thinking like, why didn't I do this in the first place? Like, throughout all my classes, this would have been great, like when we didn't have a global pandemic going on. But also, just having that those face to face interactions, it's just been, I thought that would it would like, 6:41 I thought it would be hard like just having all that time like, because as dusty Neva knows, I'm sitting in my office, which is basically a converted closet. So sitting in my closet for two hours, just you know, talking in, in via Google meat would be, you know, just a kind of energy sapping, but it's actually given me energy. It's like, like, wow, getting all this interactions with students has been, like something I'm looking forward to now. And so I'm just really excited that we put that piece in. And we've got, again, two sets of one on one interactions with every student in our classes for the next four weeks. So I'm really enjoying that aspect. How about you, Eva. So I just want to follow up on something you said, I've been doing for years individual interviews with my students. And it's been I usually do them at the very beginning of the term. And it's a really a time suck. But it really does give you something that you can establish a relationship with. And I've always done it in person. And now I'm thinking, Hey, you know, maybe it's better to do it on zoom, then there's less travel. And it might be easier for people to show up. 7:57 Because Oh, yeah, add one thing to that even real quick, I had, it's like, what's cool in Google meet, which I really liked was there's like a waiting room kind of thing. And they could join in. So people are there's like, it happened automatically, where people were waiting outside in this like, waiting room, and they could see when one person left and the other person would come in. So it's almost like having like an office door. So like people could have a, it was kind of it was really a kind of a neat little thing. Like Where were you Oh, sitting in the waiting room area. Oh, so anyway, there you go. Alright, so I had a lot of things go really well. And I just took notes while dusty and Joel were talking so I I'm gonna follow up. Um, so I'm only on day three. But my online software we have desired to learn. But I think all of these allow you to see which students have logged on to the class and happened. And so yesterday, I went in and just looked at what are all my students had at least been to D to L and I there was like two or three that hadn't. And so I emailed them, just to check in and heard back from everybody. So I think that's something that otherwise, I could kind of like maybe somebody emailed me before the classes started, because I sent out an intro email. And they said, Oh, I didn't know we even had classes the spring. So I was like, okay, we need to follow up with everybody and make sure they know. And so that went well. I think everybody has either participated or heard from me. I have discussion boards, that I wasn't sure if that was gonna go cuz I decided to not put individual deadlines in to accommodate students schedules and just have one weekly deadline. But they have to post and then they have to respond to posts and they have to do a lot of interactive things. And that's been going great. I mean, some students have posted some have responded already. And the other thing that's been going great with that, I don't know if I mentioned last time that I have a blind student. And so I changed the way we're doing discussion. 10:00 Where instead of for problem solving, you can upload pictures, you now have to actually write in words what you did. And I wasn't exactly sure how that was going to go, but it's going fantastic. They still optionally can add pictures if they want. 10:17 But they also have to add the test text just so that everybody has access. And that's been going great. It's 10:24 something that we talked about last time. And I think Joel suggested that is that checklist. And so I created a checklist for each of my lessons that has in it a list of everything the student has to do to have done and completed participation for the week. And then I took a training for D to L last week, and learned about self grading quizzes. So I made this a true false quiz. And students can just go into this quiz and say true or false for completing each of them and then itself graded and automatically put into their gradebook. 11:01 It doesn't mean that I can't go in, I'm still gonna go in and make sure they actually did things, but it like offloads a little bit of my work. And the other things that have been going really well is the Google Slides that I learned from Teresa villas through the AMT webinar. And it's been really fun to see students work on it. And one of the best pieces of it is there is a common function that you can ask students to comment on a slide and then you get an email. So you know that they did that piece. Nice. And then 11:40 right now I'm starting to work on theirs eat. I want to start each week following this first week with summarizing what we've learned from the prior week. And so that's been really fun yesterday starting to think about what can I use from what the students did in week one to kind of put into my reflection, and I'm going to stop here, because otherwise I'm going to fill the whole time. 12:03 So things have been going generally well for me, but there's a few things that I've noticed that I need to change. And so after that first week, one, one of the main things I guess, is that I need to make sure that I'm previewing 12:20 what is going out to my students from like the students perspective. And what I mean is in the LMS, that I'm using, we have Blackboard, I'm sorry, LMS learning management system. And in Blackboard, I'm able to put things up and say, let this display on a certain date, or, you know, take this away at a certain date, or if students have completed x, then they're able to view something. And so I set some things up, but in, I guess I'll just blame the onslaught of trying to get everything set up. 12:53 On Monday, I expected that students would have a set of videos that they could watch for this week. And on Monday evening, I got an email from a really conscientious student that said, Dr. Jones, are there any videos for us to watch for this week, and I realized that I just had them marked unavailable. And so I went in and fix that. And then just a couple of hours ago, I had a student from my geometry class, and she said that I had graded their assignments and and return them to them yesterday. And so she said, I went on to chapter seven, to look at the solutions that you had posted. And I noticed that the chapter eight solutions are also available. And I'm not sure I'm supposed to be able to see those and in 13:40 chapter eight are supposed to be available next week. So I just I need to make sure I'm previewing that and making sure maybe this is like a next level sort of thing that yes, I have content. At least it's there. But I I I am not being careful enough in trying to get everything stated 14:00 that you have content, you're just not making it available. Yeah. 14:06 That should be on my student evaluations. You know, he has all the content. It's just not available. Or too available. Yeah. 14:14 I got everything right. In my chapter time. Yeah, that's right. Yeah. If there's a window of about 12 hours, where if people downloaded the chapter eight solutions, then then they're gold. So yeah. 14:27 So for me, it was thinking about what might need to change, you know, so my content again, like I said, last time, I'm using a Google Doc, that's like my main source for everything. So they're uploading questions, and I'm putting those questions into the google doc and answering them typing them out. Some of them are about what we're trying to do with like logistics. And some of them were just about general questions within teaching and, and just that document has been nice, because, again, a simple thing. And I know some of my students, they're operating off of a phone. So that's, it's really, you know, two 15:00 Go into a Blackboard or something more complicated than like Google Classroom is, is like asking a lot to see on a little device. And so one thing that I've thought of or that came about this past week is after, you know, our class sessions, and after seeing the questions, and after having all these one on one conferences, like, I have a discussion with my ga about, okay, what kept coming up, right? What are some things and so we decided to add in one more like little brief video before the weekend, because even if it's, you know, it seems like every day is kind of a, maybe a slightly more structured weekend, but every day kind of feels like they're running into each other right now. And so before, you know, there's like this sustained amount of kind of silence from us, hey, let's send out a little five minute video where we're going to call it five questions answered five reminders. And just one little extra thing before the weekend. So we would post that in order to kind of capture here's everything, here's all the questions that we know that people are asking in these one on one sessions, that we want to make sure everyone hears it, we want to make sure everyone has these reminders, we want to make sure everyone is and like this past week, we talked about talking about your students from an asset based perspective. And it was just something that came together because even though the stuff we were saying was in the content, it was in there, it was like, like dusty, I'm making good content. But it's just, it can get lost, right, with all the clicks and all the different areas. Even in one Google Doc that Google Doc is getting kind of sizable, or even the other videos that we have, it's, there's a lot there. So hey, for this week, here are the main things to remember. And so it comes out in a again, like in a 16:39 five minute YouTube video that's really easy to watch. And so they don't have to sort through a, you know, a 30 minute classroom video or anything like that's right there. So that's something that we've added, just from a need base. Cool. I love that. I'm gonna add that to gonna be a Friday thing as if I've always planned that because my students don't know better yet. They have no idea. It's great. I have no idea. All right, listen to the podcast. Yeah. 17:07 So um, one of the real things that I struggled with too, was making things available. So I had introduction videos. 17:17 And similar to dusty, I had three of them. And the first one I made available, but the second and third, I didn't, until I get got emails from students that said, Oh, this just won't load. And I was like, Huh. And I realized that I had to go in and flipper thing. And the other thing that didn't go so well is I had one student who I believe, is new to our university and has never worked with 17:45 Google Slides and things. So they struggled a little bit, 17:51 especially since our email is a.edu email. But we are in the Google suite. And that was really hard for students to figure out Oh, for this one student to figure out how to log into 18:06 the Google suite to access the Google Slides. So those are things that I'm trying to think about how to avoid next time. And then the other thing that I was thinking about, as you guys were talking is, I happen to have two college aged daughters. So as they were getting ready for this term, I was looking at having them show me how their professors are doing classes. And literally, they pulled out their phone and showed me and so now I was trying to also on my own phone, look at my own. 18:42 What did you say dusty learning management? system? Yes. dumping. 18:48 And just seeing like, how, what does it look like? And how do I organize it? So it looks decent on a phone? So I think that's that's a good piece of advice as well. Yeah. 18:59 Just to sum up some, some final thoughts for me, I, I've had virtual office hours. Last week, I think when we talked the last one, I had two students show up out of about 15 or 16. The next day, I had virtual office hours, I had zero students show up. Today, I've had to tomorrow, we'll see. So I'm really thinking of 19:21 I'm trying to think of ways to encourage more participation in these virtual office hours. I I know that if I was having a face to face class, that's, that's where some learning would happen. And I'm just, I don't want to require my students to meet me at a certain time. But 19:41 I also want them to know that it's really good for you if you do show up or login. So that's something I'm working on. Yeah. Yeah. I guess from my perspective, too. I'm trying to encourage those, again, those face to face interactions because I think, you know, maybe as much as we can get now you know, 20:00 Like I'm in a house with four other people. And as much as we can see other faces, do it. I think that's helpful. And so when there's something that could happen through an email, like trying to explain something like, Hey, would you mind jumping on to a, you know, in a Google meet, and let's, let's have a face to face conversation about this, it'll be a lot easier. And you know, what's nice now is a lot of people have some open time to do that. And so even for my other class, where it's primarily online, and I don't have a lot of face to face interaction with them before all of this, I'm doing a lot of that as well, and trying to set up as many Hey, I noticed something I'm trying to be proactive. And I'm looking at this assignment that you did, I think there's some things I could, you know, explain it in an email or explain it in some, but I'd rather, why don't we just get jump on and do something face to face. And so trying to do that as much as possible. And also to just trying to be, as you know, thinking about others that are out there, like we're doing this podcast for other folks that are trying to deal with some of these same issues. And so one thing that I've done is just tried to put as much information that I have, that I can share out on my website. So I put it on Amazon planet.com, forward slash, co v id 19. So just trying to share like, different these podcast episodes, and like my initial video that I use to launch my online modules, it's out there if people want that, but you know, just again, trying to put some faces out there to, I think we need to, we need, we need as much human interaction as possible that we can get it from a socially distant, appropriate way. So I agree, I also I'm like you, Joel, have a website a with anheuser@wordpress.com that I have, I put all my lessons up and my videos and podcasts. And 21:44 I would just wanted to say I have my first office hour tomorrow, and I'm sure all my students are gonna show up. So I'll let you guys know, next week out of that lens. 21:55 All right, let's do one more round of Is there anything else you want to add? And then we can wrap up the podcast for today. I have just looked at both of your websites, I think they're great. I really appreciate what you're doing. I'm not putting a website together right now because I got enough going on. But but these are wonderful. Thanks so much for offering those to people. So it's Amidon, planet.com slash, co v. Id, 19. And Davis anhyzer.wordpress.com. Yeah, I guess for me, it's just again, trying to, 22:30 I think, trying to use what I've already saw with what's working. So trying to create more human interactions. Like, for example, we do a portfolio system here at the University of Mississippi School of Education. So all of our seniors are putting together portfolios and trying to offer a face to face interaction in case they want some help with that. I mean, we've got a lot of online videos where they don't need it. But in case, they're doing that returning off for that as well. So just again, trying to, if we got the time if we've got the technology, and it would offer some value to put some, like some other office hours, some that can offer some help in other areas, and that are in my department at least. Alright, and I just want to add that we have heard from several of you about our podcast and what you find useful and people have reached out with follow up questions and we are happy to interact with you guys. I think learning we can learn from each other. So please continue to reach out to any and all of us if you have any questions or suggestions, and I am hoping that for next week, we can invite somebody other than the three of us to talk about online teaching, and we'll let you know. So thanks again for listening to the teaching math teaching podcast. Be sure to subscribe to the podcast, we hope that you are able to implement something you just heard and you talk to us about it. And and you know take an opportunity to interact with other math teacher educators.