Implementation Overview Video Transcription
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Welcome to my Google Classroom. I am Katelyn O'Quin and I teach dyslexia therapy to kids in grades 2nd through 6th grade. This is going to be like a supplemental course online thing that runs alongside our dyslexia therapy. So I want to answer a few questions as an intro before I show you around. This is going to be obviously a blended course because students get most of their instruction in person. It will be both student centered and teacher led as the instruction is very teacher led. However, there are going to be some projects where the students are at the center and we'll see that. The instructor role will be a facilitator and then also kind of move to that coaching role as they do some of these more creative projects.
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The ratio of synchronous to asynchronous activities, it'll be about 75%, maybe 80% synchronous just due to the nature of the curriculum and the nature of dyslexia therapy. And then the asynchronous activities to kind of support that will be about 20-25%.
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So okay, let's get started. So here in my Google Classroom, it will tell them right here what to do. You'll see I've got a newsletter and a homework calendar linked. I'll show you the newsletter real quick. This is mainly for parents. This Google Classroom is going to be for both parents and students. So they are directed to go to classwork. And the start here comes right here at the top. It contains resources for students to use all year long as well as explanations for the requirements of the activities in the Google Classroom. And there's also that parent welcome piece right here that you just saw.
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The must-do, may-do approach is listed here. And then we have two year-long resources, Learning Ally and Typing Club.
Let's talk about goals and outcomes real quick. So those goals and outcomes are also listed in the start here. So I took those GT program goals that you saw in the newsletter that are written in adult language and I wrote them in kid-friendly language. And then we have a nine-week roadmap for the nine weeks that shows the anticipated lessons, when we think we might be teaching them. It's fluid with those lessons, but this is what, you know, it could be adjusted if we got way off course. What they will be covering and then the SEL comprehension concept that we will be hitting also. And then our homework calendar, which is more just for parents to sign off on things and know like there's no school or whatever.
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So I'm going to head over to my three-column table really quick. It was suggested that maybe this needs to be rewritten a little bit, but these are all the foundational things that come up in our curriculum. And so I'm going to leave that there unless I get further feedback on that for the final. And then these are things that we would probably do in class to support. And then down here, these are the foundational skills that lead to these application activities. And then these application activities lead to strong readers. So if they can apply these skills, then they are awesome readers. And then these are the activities that support those. And then a little bit more down here, again, you know, talked about that SEL component.
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So this is what I have planned out by week are the Friday comprehension lessons. But the first week is a little special because we're not doing lessons yet. I'm progress monitoring. And so the students will have like a week-long project that they'll be working on. And this is a great choice activity. And then that first check-in, which is done via Google Forms. And they again have that choice right here and they can upload a file if they choose to do it that way. And this is what like the lesson support modules will look like. These will be pushed out as we hit that point in the lesson. So right now they're not in draft, but they will be ideally. So like if we only get throughletter L, which is possible that first week for one day, I would just push that out and then things that are supported like. are supported, like the Alpha Arc and the decks. By the end of the lesson, all of the things would be pushed out. I'll show you what those look like. This is an activity that I created, so there's a video that shows them how to do it, and then the activity. Same for these. I've got a video demonstrating the sounds, how they're said. That's great for parents too. And then the actual digital deck that they can practice with. And it's got multiple options within those flashcards. This website's like Quizlet. It's just free.
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And then the second week, this lesson would be happening during the second week of school. That second week, so these would be on the same week. We've got our week two check-in. So we would have had that lesson, and then once we finish that, we would start this. And I would be doing goal checks while they're working on this project down here. So that check-in, it's kind of like an exit ticket. Again, we've got that choice down here. And then here we go. And then another student-driven choice activity. We build community just by being in small groups and discussing those social-emotional needs and just talking about, you know, how those fit into the classroom.
And then I'm also hoping to use this stream to teach them, you know, this is how you can interact on the internet appropriately. You know, that'll just depend on the group of kids and how that goes. But that is something I'm hoping to try.
Infrastructure needs:
Getting feedback from the kids and watching how things are going, kind of trial and error almost.
Learning what their internet life is like at home.
If their Chromebook needs to go home, working on that if that's possible.
Also providing a space where they can come in maybe before school to do these activities if they need to type things.
So that is that. And thank you so much.