Mr. Jasinski

All right, Mr Jasinski.

And this is the practice run Slash what?

I'll probably send out if I need to.

Um, case things don't go well.

So the agenda we're gonna talk about how to get

help. And where do you go for that?

The fact that the courses air self paced.

And what does that mean?

Because they're kind of self paced.

Um, we'll talk about grades and kind of how we

go about that.

We're gonna do that this year.

And some expectations for the zoom ease on that.

Any specifics about course specifics will leave at the end.

Everything else is kind of true for every other course.

So first and foremost, how do we get help when

we're struggling with things?

And that has been the most difficult thing this year.

Because usually I can pick up on things more readily

because I see you more often, right?

So I can I see these students that I kind

of pick up on things and I can notice kind

of get the confused, confused face.

Um, but I only see them once a week in

person, so I don't get as much a chance toe

get the body language.

Um, even on zoom, I kind of get the zoom

face where you kind of see the forehead, and they're

kind of looking down like, uh okay.

All right.

I can't pick up a ZX.

Well, what's clicking?

What's not clicking?

So I'm asking for their help to reach out to

use the comments feature on Google classroom, because that is

going to push out notifications to me.

So if I'm in class working with the roomies and

they're at home working on something at home and want

to get a hold of me um, I have a

question for something, but don't know that yet, but dont

are not there they have.

I have my phone with me.

Yes, I'm in the class using my phone, but I'm

tryingto stay connected.

So, um, those comment notifications push out to my phone

so I can see that.

Oh, so until he's got a question about such and

such on dykan pop in there real quick and respond

on def not I have it Banks, So I know

I need to respond to them soon.

Eso comment feature is gonna be super helpful.

I'm also gonna use comments a lot as I'm going

through work and grading a lot of the stuff.

A lot of the times I would be able to

be here while they're working on something and could look

over her shoulder and say, Hey, Oh, did you think

about this?

So don't forget to get out of a I'm not

there now.

They're not doing it in front of me.

So I might add comments to an assignment that they've

already turned in and return it without a grade.

Justo, bounce it back to them and say, Hey, fix

the thing.

Because if you were here and I was doing this

near you, I would have told you to fix the

thing. And he would have fixed the thing s I

might bounce stuff back to you and using the comments

feature in that, um, lower the threshold that you would

email me something over because I wanna be able to

communicate with you and I check my email often.

Eso that's gonna be a great way to get a

hold of me, even if you're saying, Hey, I'm struggling

with this assignment.

I don't know where to start.

Here's a screenshot of where I AM right now.

I'm not even sure what question to ask, but like,

yeah, that's enough.

I can get the ball rolling and work with their.

That's That's where I can come in, make a buddy

in the class somebody to reach out to that, you

know? Okay, I'm struggling with this.

They're also doing the same thing.

Can we connect on this and talk about that as

we're doing this?

We kind of lose so much collaborative nature of what

we do by just the very format that we're in.

So we have teams that we use breakout rooms somewhere,

sometimes in class for stuff we're doing.

That's been kind of difficult to get rolling to get

comfortable with.

Um, but the sooner you could make a buddy, even

if they're in one of my other classes, they're still

doing the same physics.

Right? So find what you can connect thio on dhe.

There's always flex block that h block on Tuesdays and

Fridays that if you want to sign up for me,

I have a mix of people coming in here.

We do all kinds of physics and engineering and all

kinds of things.

So, um, that is always there available as well.

So I want to keep the course self paced to

appoint. Um, there are usually two deadlines either at the

end of the unit or about halfway through a quarter.

Kind of have to have caught up with all the

things. But I'm not going to surprise you with that.

I'll say Okay.

At the end of Week six, you should have finished

all the things up their week five.

So you kind of have a window of making sure

that's all cut up.

Just you have gone too far behind.

But the reality is you're here.

You're not here.

You're out a day.

I'm out a day and all of a sudden to

keep track of who was here when on what days

and what times.

I don't want to worry about that.

So the due dates, they're they're they're flexible.

They're they're form or pacing.

Here's the due dates.

There more for pacing.

Usually it's on a Friday or a Tuesday just to

kind of keep you moving along as to how quickly

we should be going through things.

But know that you could always go back and do

things I'm not processing any late penalties or any of

that. So it's worth going back and doing the work.

Um, if you are getting overwhelmed and just bogged down

by so many things, reach out.

We can kind of triage.

What's their set aside?

What's most important?

I could forgive stuff that's less important, like we can

work through that if you're getting buried right, um, they

won't leave you behind a couple of things to keep

track of the progress tracker on, um, that's linking the

classroom, which the It's basically a spreadsheet and parents if

you haven't seen this yet.

Um, it's every student and every assignment that we're doing

and keeps track of.

What are you done with?

Where are you?

Is it a complete or not complete?

There's no grades on their, um, no information like that,

but just kind of keeps track of progress.

My hope is that on there for keeping track of

that, you can see that.

Okay, this person is also kind at the same point

I am.

That may be a person I can collaborate with and

reach out to and say, Hey, how is this going?

Are you working on this?

Can I have some help with this, um, as we

go there.

Plus, if you just want a list of things to

do, that is the list of things to Dio, um,

also in Google Classroom.

If you haven't tested this out already, the to do

feature eyes super helpful because then that you can filter

by class.

But it gives you just the assignments that's left to

do or is missing or is coming up.

Um, might be a nicer format.

For there.

You can find that click the little three lines up

on the top, and I believe there's a to do

there and also in the classroom page.

There's a few all on the left hand side.

You can see a list that way that will become

super handy grades.

How do we approach grading?

Um, from my perspective, I always think of it in

three steps.

When we first start something, you're learning it.

It's brand new.

I'm not going to throw a number grade at you

when we're just learning things right.

So those are very low stakes items as we try

to kind of go through and wrap your head around

stuff. Then we move into some practice, usually hopefully with

somebody else whenever we can, because the more you can

talk about these concepts, the better off it is for

you. But we'll practice the material through some activities or

something we're doing.

And then, at the end, demonstrating that you know the

thing, that you can do the skill or you know

the information.

Um, that's when the you'll have stuff that all grades

so typically in the engineering courses, that's 20% for activities,

80% for the skills that we're doing.

So it that be projects or our quizzes that come

along the way.

There's not usually a lot of tests, not really not

testing the engineering courses.

If we're in physics, I break that down a little

further, 10% for the little daily activities that we do,

The things that we're doing and all those things are

completion. Have you done the thing?

That's the learning phase.

Three quizzes and labs.

Okay, We should know a little bit by now, so

there's a little bit higher stakes for that on About

60% of it is Theus s mints at the ends.

Okay. We should know the things you should be able

to demonstrate the skill.

At that point.

That's where the assessment kicks in.

That's worth a little bit more.

Um, these points, these percentages are approximate.

So I usually go by total points.

We may do a little more of one, but I'm

shooting for thes numbers at the end of the quarter.

Have that breakdown okay for the zoom ease.

Um, what do I expect of you?

Definitely almost.

Thus far, we've been checking in the beginning of class,

we have a zoom together.

We might go into breakout rooms.

There might be a do now activity.

It might be a para deck.

It might be a form.

It might be something that we're doing together.

Um, there might be a piece where I say a

spiel of what you're doing, where you're going after that,

Um, ask questions.

The silence is deafening.

But I need you to ask some questions.

Eso encourage students to do that.

That's gonna make a big help.

Throw him in the chat if you don't want to

say them out loud.

But I questions that would normally get asked if you

were here.

I don't think you're getting asked.

I'm leaving the zoom open for the rest of class.

You don't have to stay on for the rest of

class, but I'm leaving it open so that you can

come back and ask a question like you would normally

raise your hand in class.

You have an opportunity to do that s oh, no

one has yet taken advantage of it.

So what?

I'm hoping that will happen soon as people get comfortable

with that, knowing that they can come back and when

they're working on something and they get stuck somewhere and

scratching their head, this is an opportunity for that.

So I'm hoping we can get some more interaction going,

usually at the beginning of the year.

Inevitably, it takes time for people to get comfortable and

classes air quiet for the first two weeks.

And then people start chatting once we kind of know

each other, and it's a safe space and we're good

to go.

The problem is longer now because we don't see each

other as much.

So we're kind of a month in and still kind

of feeling each other out like, is it OK to

ask questions?

It okay to put raise my hand to put myself

out there on dhe.

That's just gonna take time.

I just want you to know that the mawr you

ask, the better I can help you.

I can't read your mind.

I totally would want to be able to.

Maybe I wouldn't want to be able to I don't

know, at times it would make my job easier, but

I can't.

So help me help you, all right?

I guess you being students kind of bounced around being

talking to students talking to parents, but I imagine we'll

put this out to anybody.

Anyway, on dhe, that is the end of my spiel.

So that's, um, hit me with any questions you need.

I'm gonna be putting out of form on a fake

page. As I gather in questions from people frequently asked

questions. I'll put that on a document and put that

both on classroom page of my website.

But, um, please email Lee reach out to me with

anything I can help with Any questions that you're struggling

with and encourage your students.

Parents just encourage students.

Just you ask the question and I'm not sure what

question to ask.

Ask that, Mr.

J. I'm not sure what question to ask, but I'm

struggling with this.

Cool. I'll help you get started.

I'll help you get it rolling.

Get the ball rolling.

But Okay, that's 10 minutes.

50 seconds.

I got to wrap this up, but thank you very

much for watching this.

If you couldn't make it tonight, hope we'll touch base

soon and take care.

Take care of each other and I'll see you later.

Mr. Jasinski

Audio TranscriptAuto-generated