hybrid classroom activity guide

Hybrid Classroom

Activity Guide

Hybrid Classroom

Activity Guide

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Table of Contents

Think, Chat, Share . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

KWL Shared Document . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Compare/Contrast Collaboration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Online Timeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Frayer Vocabulary Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27

Collaborative Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

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Think, Chat, Share

In this activity, students will examine a question or problem

individually, in a pair, and with the class . Use this collaborative

learning strategy in your online classroom to encourage

communication skills, critical thinking, and deeper understanding .

Why use it?

• Engage students in the material .

• Get students to think through a question .

• Teach students to express their ideas to others .

When to use it?

Use this techinique for solving a problem or answering a question

that requires critical thinking .

• Answer an inference or conclusion question about a reading .

• Find evidence to determine if something is true or false .

• Compare two ideas or two passages .

• Solve a problem, riddle, or puzzle related to the learning .

• Determine an approach to a math or science problem .

• Form a hypothesis or research question .

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Lesson Plan Template—Think, Chat, ShareLESSON PLAN TITLE DATE

OBJECTIVES/TARGETS

REQUIRED MATERIALS

ANTICIPATORY SET ( MINUTES)

INSTRUCTION ( MINUTES)

ACTIVITY ( MINUTES)

Question

Think — Have students consider the question

Chat — Have students use the “private chat” feature in your online meeting program to communicate individually with 1 other student . The students should discuss the question and be prepared to share their thoughts with the class .

Share — Bring the group together to list the key points from the chat time . To extend learning, break students up into pairs or have them work independently to prioritize key points from most to least relevant or important to the question .


GUIDED PRACTICE ( MINUTES)

INDEPENDENT PRACTICE ( MINUTES)

REFLECTION ( MINUTES)

ASSESSMENT ( MINUTES)


Name Date

Think, Chat, ShareQuestion or Topic

WHAT I THINK . . .

WHAT MY PARTNER THINKS . . . .

WHAT WE DECIDE . . .


Think, Chat, Share EvaluationClass Date

Student Name Participation Speaking Listening Reasoning


Name Date

Think, Chat, Share (Part 2)Question or Topic

KEY POINTS BROUGHT UP BY THE CLASS . . .

KEY POINTS ORDERED/ORGANIZED . . .


KWL Shared Document

In this activity, students will use the Know, Want to Know,

Learn technique to increase their knowledge from reading . This

active, collaborative version of KWL will help students develop

communication and cooperative skills .

Why use it?

• Connect to prior knowledge .

• Create comprehension through purpose-drive reading and self-

monitoring .

• Encourage cooperative learning .

• Increase technology use .

When to use it?

Use this techinique when students need to increase their

understanding from reading or absorb key concepts from text .

• Think critically about a science, technology, or history text .

• Expand knowledge beyond a text .

• Develop research skills .

• Absorb fundamental concepts of math applications .


Lesson Plan Template—KWL Shared DocumentLESSON PLAN TITLE DATE

OBJECTIVES/TARGETS

REQUIRED MATERIALS



ACTIVITY ( MINUTES)

Passage

Know — Share a document with a three-column table through an online word processor, or share the document on the screen and use annotation tools . Label the first column Know, and ask students to brainstorm what they know about the topic of the reading .

Want to Know — Label the second column Want to Know . In this column, ask students to contribute questions about what they want to know about the topic .

Learn — Label the third column Learn . Share the passage, and have students read independently and add answers to their questions or important points in the Learn column . After students complete the reading, review the Learn column . To extend learning, assign independent research to answer unanswered questions .


Name Date

KWL Shared DocumentPassage

WHAT I KNOW WHAT I WANT TO KNOW WHAT I LEARNED


KWL Shared Document EvaluationClass Date

Student Name Participation Speaking Listening Understanding


Name Date

KWL Shared Document (Part 2)Passage

ADDITIONAL AND UNANSWERED QUESTIONS RESEARCHED ANSWERS AND SOURCES


Compare/Contrast Collaboration

In this activity, students will compare and contrast concepts to

further understanding of two related ideas . Use this strategy in your

online classroom to develop detailed understanding of important

concepts .

Why use it?

• Develop students’ grasp of detail .

• Get students to grasp relationships between concepts .

• Relate ideas to students’ prior knowledge .

When to use it?

Use this techinique when introducing related ideas or complex

concepts .

• Define multiple characters’ traits in a literary work .

• Compare readings on a similar topic .

• Compare historic figures, perspectives, or events .

• Compare scientific studies of similar types with differing results .

• Evaluate different arguments or perspectives on a topic .


Lesson Plan Template—Compare/Contrast CollaborationLESSON PLAN TITLE DATE

OBJECTIVES/TARGETS

REQUIRED MATERIALS



ACTIVITY ( MINUTES)

Topics

Introduce — Introduce the topics to compare and contrast .

Compare and Contrast — Break students up into groups using the “private chat” or room feature in your online meeting program, and distribute a Venn diagram to each group . Have students brainstorm similarities and differences between the two topics .

Class Collaboration — Show a Venn diagram for the topics on your screen and use annotation to add ideas from the groups’ brainstorming to a collaborative document . To extend learning, have students write a paragraph or more comparison of the two topics .


Name Date

Compare/Contrast CollaborationTopic 1 Topic 2


Compare/Contrast Collaboration EvaluationClass Date



Name Date

Compare/Contrast Collaboration (Part 2)Topic 1 Topic 2

COMPARISON OF TOPICS


Online Timeline

In this activity, students will deeply study one portion of a process

or a series of events . This strategy will involve the whole class in

learning an ordered series of events .

Why use it?

• Encourage deep learning .

• Enforce memory of order and organization .

When to use it?

Use this technique for a process that involves ordered steps or a

series of events that happen in sequence .

• Understand the order of events in a fictional or historical reading .

• Understand the order of steps in a process .

• Understand a complicated math, science, or technology

procedure .


Lesson Plan Template—Online TimelineLESSON PLAN TITLE DATE

OBJECTIVES/TARGETS

REQUIRED MATERIALS



ACTIVITY ( MINUTES)

Topic

Prepare — Put a blank timeline diagram on your screen, customized to your process or topic with a space for each section .

Discuss — Break students up into one group for each section of your timeline, and have the groups use the “private chat” or room feature in your online meeting to identify important elements of their section of the timeline . Each group should have a leader .

Share & Build — In order from first to last, have the group leaders present information about their section of the timeline or process and annotate the timeline diagram . Extend learning by having each student organize their individual notes into a full timeline diagram .


Name Date

Online TimelineTopic

MY SECTION OF THE TIMELINE IS . . .

WHERE IT BELONGS IN THE TIMELINE IS . . . .

IMPORTANT DETAILS ABOUT THIS SECTION ARE . . .


Online Timeline EvaluationClass Date



Name Date

Online Timeline Notes


Frayer Vocabulary Connections

In this activity, students will investigate and expand the meanings

of important vocabulary words . Use this learning strategy in your

online classroom to develop comprehension of critical concepts .

Why use it?

• Cement understanding of important terms and vocabulary words .

• Develop critical thinking and collaboration tools .

When to use it?

Use this techinique for developing vocabulary that defines important

concepts in the learning .

• Geometry terms

• Terms for elements of mathematical expressions

• Science terms

• Civics and government terms

• Vocabulary words for reading passages


Lesson Plan Template—Frayer Vocabulary ConnectionsLESSON PLAN TITLE DATE

OBJECTIVES/TARGETS

REQUIRED MATERIALS



ACTIVITY ( MINUTES)

Terms

Group Chat — Introduce students to the list of vocabulary terms, and break students up into groups or pairs using the “private chat” or room feature in your online meeting program . Assign each group 1 to 2 vocabulary terms . Have the students complete a Frayer model vocabulary sheet on each term .

Classroom Review — Have students present their Frayer model vocabulary sheets to the class . For extended learning, have each student write a definition and example sentence for each vocabulary word .


Name Date

Frayer Vocabulary ConnectionsDEFINITION CHARACTERISTICS OR DETAILS

EXAMPLES NON-EXAMPLES

WORD


Frayer Vocabulary Connections EvaluationClass Date

Student Name Participation Speaking Listening Definitions


Name Date

Frayer Vocabulary Connections (Part 2)

Word Definition Sentence


Collaborative Summary

In this activity, your class will work in groups to build summaries

of important learning tests . In addition to building important

collaboration skills, this activity will help your students understand

and retain the details and main idea of a text .

Why use it?

• Build a deeper understanding of an important text .

• Enforce reading, writing, and communication skills .

• Develop cooperative learning skills .

When to use it?

Use this technique to either develop reading skills revolving around

main ideas and details, or to assure understanding of an important

classroom text .

• Summarize or restate a process or procedure in math or science .

• Understand a critical historical text in social studies .

• Understand a difficult passage from literature .

• Summarize a a passage before answering comprehension or

inference questions about it .


Lesson Plan Template—Collaborative SummaryLESSON PLAN TITLE DATE

OBJECTIVES/TARGETS

REQUIRED MATERIALS



ACTIVITY ( MINUTES)

Passage

Main Ideas and Details — Read the passage to the class, and have the students list the main idea and important details individually

Summary — Break students up into groups, using the “private chat” or room feature in your online meeting program . Have each group compare their individual main ideas and details, and jointly write a summary of the passage .

Classroom Collaboration — Have each group present their summary, using multiple screensharing if available . Compare the summaries to develop a class-wide summary incorporating the most important points using screen annotation .


Name Date

Collaborative SummaryPassage

MAIN IDEA

DETAILS

SUMMARY


Collaborative Summary EvaluationClass Date

Student Name Participation Speaking & Listening

Reading & Writing Reasoning


Collaborative Summary—Classwide SummaryPassage

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