Virtual Tours



Preparing Teachers for Tomorrow’s Classrooms:Resources for Remote Teaching and Guidelines for Remote SupervisionHow is our EPP helping teacher candidates use innovative practices that promote high student engagement for all students in P-12 classrooms through virtual and in-person environments? One way is to share resources we, as faculty, can use in our work. In that spirit, we offer the list of resources and guidelines below. It is meant to serve as a springboard for us, as Educator Preparation Program Faculty, to use as they guide and support teacher candidates as they prepare to lead tomorrow’s classrooms – classrooms that will likely be very different from those in the past. These resources can help us think about different ways to provide instruction virtually through collaboration with school and community partners as together we find ways to promote high student engagement. The list includes links to websites, publications as well as guidelines for remote teaching and supervision. We hope it will prove helpful, complement resources faculty use to meet the needs of their specific programs and spark ideas about ideas to share as we move forward in the semester. This is by no means an exhaustive list. It is merely a launching pad. We hope you will find it helpful and that you will contribute ideas as they come to mind.Resources for Teaching and Supervising RemotelyVideo libraries for analyzing teaching practiceATLAS Case Library of Accomplished Teaching: Curriculum Resources, Pedagogies, Coached Rehearsals Guidelines: Leverage Practices through TeachingWorks library from Kera Ackerman: offers free videos at various levels and subjects (e.g., lesson plans, activities, games):Note: Video libraries also offered through SPA’s (e.g., ) For Simulation ideas, check out on the Mursion for Educators website: Department of Education (KDE):COVID-19 Online Professional Learning and Instructional Resources?(July 24, 2020) Considerations for Reopening Schools Academic Re-entry, Stage Two: Meeting Learners’ Academic Needs (July 13, 2020) Considerations for Reopening Schools Evaluating Students’ Academic Readiness (June 1, 2020) – Supporting the Continuation of Teaching and Learning during COVID-19: Television resources such as NBC Lester Holt’s Nightly News with Kids: Justice:Book club possibility from Cindy Jong: from Cindy Jong regarding student teachers: make choices; Choices Make History from Ellie Holliday: and Emotional Wellbeing:To address and support the social and emotional needs of teacher candidates so they can, in turn, help their future students maintain mental and physical wellbeing:Discuss stress-management strategies and campus resources (e.g., Counseling Center)Encourage participation in office hours; “set times for social hours”Share links like the ones below.Zen Den Yoga?is a YouTube channel that offers a way to help students in P-12 environments (and maybe all of us to center themselves through yoga, meditation and breathing exercises: are you Peeling is a great book to help kids find which emotions they are feeling or what makes them feel that way through journaling. It can be found at: How are you peeling? The Beanstalk: Short Meditations for Kids fun, interactive tool to help with focusing: The Beanstalk: Short Meditations for Kids Meditations for Kids has activities that teaches children about mindfulness: Meditations for Kids (Headspace)Mayo Clinic Meditation provides general information about different types of meditation: Mayo Clinic: Meditation Mindworks Meditation provides suggestions for those new to meditation: Mindworks: Meditations for Beginners Mindfulness Exercises: 10 Minute Meditation is a collection of short meditations ranging from two to twenty minutes: Mindfulness Exercises: 10 Minute Meditation UK Campus Resource Center/CELT and TLAI:Center for the Enhancement of Learning and Teaching (CELT): , Learning and Academic Innovation (TLAI): CELT/TLAI website offers a great array of teaching tools and resources to support our work. Some examples are included below.CELTs Smart Campus Studio course offers a variety resources for multimodal technologies to help design some unique ways to enhance teaching and learning.Open Culture Resources for Teaching Anywhere:This resource is organized into five categories based on the type of digital experience available: Virtual Tours, Live Performances, Digitized Media/Film, Historical Archives & Collections, Journals & eBooks. Virtual ToursMany museums, historical sites, natural parks, and famous landforms have teamed with Google to present 360° view, street view, or video tours. Students can click though information cards and interactive elements to discover in-depth. This is merely a selection! To find even more virtual tours, explore Google Arts and Culture, Google Voyager, or twitter hashtags #VirtualTour, #OpenCulture and #MuseumFromHomeMuseum ExperiencesExplore landmarks, geographic phenomena, art, literature, and history through interactive portals!National Cowboy and Western Heritage Museum, Oklahoma City, OKGuggenheim Museum, NYCPace Gallery, NYCThe British Museum Interactive History Timeline, LondonNational Gallery of Art, Washington, D.C.de Young Museum of Fine Art, San Francisco, CAMuseé d'Orsay, ParisNational Museum of Modern and Contemporary Art, KoreaRijksmuseum, AmsterdamUffizi Gallery, FlorenceAll City Canvas, Street Art in Mexico City and beyondThe Lourve, ParisScience Museums/AquariumsGeorgia Aquarium Live CamHistorical SitesFind more sites through Google "Open Heritage" ProjectWestminister Abbey, LondonThe Catacombes, ParisThe Sistine Chapel, Vatican CityFrank Lloyd Wright sites (Multiple)Natural Parks, LandformsNote: Click on the street view icon to explore 360° views and info cards.Google Earth: National Parks of the United StatesMount Everest Base Camp TrekNorthernmost City in the World: Spitsbergen IslandMysteries of Loch Ness (Underwater Views included!)Live PerformancesDistinguished venues and performing groups around the world have begun streaming live performances while large gatherings are postponed. FYI, Many of these streams are only available at certain times! Here we’ve listed a few that will be consistently streaming content, but we’d recommend you search YouTube, Instagram, and Facebook if you are interested in a specific venue or performing group not listed here.TheatreHamstead Theatre, London, performances on IGTVGeffen Playhouse, Los Angeles, has content available if you join their email listNational Theatre, Streaming Thursday afternoons, LondonOnTheBoards, free streaming of experimental performance through the end of April DanceNew York Live Arts (Modern Dance) streaming past performancesRoyal Danish Ballet streaming past performancesBallet Hispanico Instagram SeriesOpera National de Paris (opera, symphony, ballet) Opera/MusicThe Metropolitan Opera (Nightly performances, streaming music all day)Met Opera On Demand+UK LibrariesOpera National de Paris (opera, symphony, ballet)Berliner Philharmoniker streaming current performances for free within a Digital Concert HallNew York PhilharmonicLincoln CenterMontreaux Jazz Fest +Stingray StreamingThe Shows Must Go On! (Weekly streams of stage productions of Broadway musicals)Examples of Resources within the state of Kentucky:Bernheim Forest: Museum: Whitney Museum: History Center: Arts & Science Center: Art Museum: Art Museum: Strategy Resources:The Association of Colleges and University Educators (ACUE) online teaching toolkit: Stem ideas: for Students Teaching RemotelyPrepared by Joni Meade, University of KentuckyTreat virtual class time just the same as face-to-face; be fully present and avoid distractions (e.g., reading emails, texting, shopping).Do not accept any responsibilities other than those related to student teaching during the school day(e.g., babysitting).Use remote meeting tools (e.g., Zoom) appropriately for all activities related to teaching and learning. Do not post any remote sessions on any social media or other online sources. You do not have permission to do that! Do not eat during remote sessions; schedule meals, snacks accordingly.Adhere to conventions for professional attire and language at all times.Let family and friends know ahead of time when you are fulfilling student teaching requirements (e.g. teaching, conferring with supervisors, participating in seminars) to eliminate noise and potential exposure of private conversations.Pick a quiet space to participate in remote sessions.Position your device (e.g., computer, IPad) on a solid surface to avoid extraneous movement. Be mindful of possible bandwidth/internet strain problems especially if multiple family members/roommates need to be online and make provisions. Use remote meeting tools (e.g., Zoom) appropriately for all activities related to teaching and learning.Keep school materials handy (e.g., paper, pencil, highlighters). Mute your microphone to eliminate background noise whenever you are not speaking and advise students to do the same when you are teaching. Note possible questions, concerns etc. in writing as a reminder during remote sessions.Leave your video on unless bandwidth becomes a problem.?If the video is a problem, inform your instructor privately.When participating in discussions, keep comments/questions concise and to the point.Give all participants “space” to contribute; if you have shared several times, give others a chance to participate.Guidelines for Remote Supervision of Teacher CandidatesEstablish procedures for synchronous and asynchronous remote supervision (e.g., live observations, reviews of recorded lessons including) at the beginning of the semester.Create assignments for teacher candidates to complete requiring them to focus observations on student engagement (e.g., off task behavior).Determine whether and how conferences will be held before and/or after lessons are taught.Establish procedures for video recording submissions of lessons for review and feedback including:securing permission from cooperating teacher and district;providing how they should be submitted, how and when they should be deleted.During live observations, be sure to:mute your microphone.use various data collection methods (e.g., student engagement with seating chart)record observed teaching practices using the program observation form. ................
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