Transitioning each course to an online version that is meaningful, effective, and leverages the online learning medium is proving to be a very daunting task.
I am going to be transitioning all of my class websites from traditional Google Sites to simple Google Documents.
Students keep track of their own progress on standards, while I keep track of progress on a paper sheet, and update quarterly.
This school year I have decided to streamline the process, adding instructions, embedded video, and rubrics to the slide template students will work in.
By finding a visualization, downloading it, removing specific information (titles, legends, keys, etc.) and displaying it to students, questions emerge.
I have written to annoying lengths about my love for the connection between the 5E Inquiry Learning Cycle and Joseph Campbell's Hero's Journey.
My final "stack of papers" to grade was a shared folder full with our final lab practical reports: a group experiment where students determined the optimal H2-O2 ratio to fill a 2L bottle fo for maximum product upon ignition.
It reminded me how explaining a difficult concept to a novice and expert audience simultaneously requires deep conceptual knowledge, and how listening to such an explanation helps to build simultaneous conceptual and mechanical knowledge of a concept.
Often times a powerful video can simultaneously engage AND demotivate students by "inducing" curiosity, while also explaining the content that underlies the phenomena.
The Google Science Fair designed in such a way that students are inspired to turn their thoughts and ideas into a format that address a gap in the world, and thus, change it!