Teaching virtually?
We've got you covered!

First, know that there are some great click-and-go resources including:

• A curriculum guide, specifically developed for virtual teaching. It is similar to the original guide, but offers very helpful information in the introduction AND includes revised Foundation Level word lists that better fit online teaching.
• A webinar, recorded in the summer of 2020,  on shifting to virtual teaching.
• Three sample teaching videos. These will give you an idea of how virtual teaching might play out with your learners. They demonstrate:​ Foundational Level 1 & Level 2, as well as Rosh Hashanah & Yom Kippur (the latter offer great examples of holiday teaching on Zoom)

Secondly, as Linda notes in the video above, there are five "considerations" for teaching HTM virtually:

• Consider revising your word choices (note: not all vocabulary used with in-person teaching is as easy to work with online)
  • It is helpful to ask the children to bring a doll or stuffed animal to the virtual lesson, then teach בּוּבָּה as one of your words. With a בּוּבָּה  the children have something to run or jump to, to give things to (“put the candle on the head of the doll” - .עַל ראשׁ הַבּוּבָּה), etc.
  • You can choose vocabulary that is easier to teach on Zoom, like colors or upper body parts. You can reinforce previous vocabulary like “in place” (run in place), “fast” or “slow.” Check the revised word lists in the HTM virtual curriculum guide. 

 

• Consider how you will set up space - yours and that of the learners
  • Not all children have the same items in the room they are in, for example, some have windows, some do not. -  Think about commands that all can do, or offer ways to create “authentic props” (e.g., for children in a windowless room, give them a moment to draw a picture of a window to put on the wall).
  • Children might move off camera either by accident or on purpose -  Perhaps spend a moment before a lesson having them see where their boundaries are in the camera so they can stay in a space you can see. 
  • Learners might have unanticipated distractions (e.g., beds, toys). -  What might you ask of parents prior to the first lesson in regard to their child’s Zoom space?
  • Your own teaching space can be a challenge, for example, it may be hard for children to see parts of your body or not see the props. -  Spend a bit of time before the lesson seeing where your space boundaries are. Consider where you want the props to be set up; check them in the camera. Decide when in a lesson you don’t need kids to see all of you (or you of the kids), For example, if you ask them to jump, you don’t need to see their feet.
  • The space might not be as conducive to some words as it is for others.  Running might not work, but “running in place” or “jumping” does. You may want to emphasize pointing, lifting, touching verbs more than full movement ones.

 

• Consider how you will promote social learning.  We want children to still see each other and catch clues from each other during the lesson.
  • Before starting, ask children to set up Zoom in Gallery view, then spotlight yourself when introducing new vocabulary.
  • Screensharing on your end may not be the best option since children will not be able to see each other.
  • If children are ready to do “role reversal” (i.e., you’ve heard them speaking spontaneously) you could ask one or two of them to give some commands during the final part of the lesson.
  • Watch your timing. There’s often a slight delay on Zoom and some children may receive instructions a second or two later than others. Allow for pauses so learners can truly hear the instructions and look at others, if needed.

 

• Consider props (if in-person, teachers more easily have access to what is needed, as well as can provide duplicates for the children; when they are at home, it’s more challenging)
  • Before a session begins, feel free to use English to ask children to search for props in their home. For example: go find 2 pieces of fruit OR find an item that is all blue, one that is all red and one that is all yellow OR find a candle and a candlestick.
  • Children can quickly draw an item to use (if they can’t find a candlestick, have them draw it).
  • Ask parents to give their children prior to the lesson items you suspect they have at home (fruit, candlestick, candle, etc).
  • Send a PDF of pictures children can cut out and use; these can be pointed to or held up in a lesson. They can also be placed by the children somewhere in their room and then they jump to it, run, etc.. 
    • Many of the HTM holiday and prayer/blessing lessons have these already developed and posted to the page on the Hebrewthroughmovement.org website. 
    • Not all homes have printers so some educational programs are happy to print the pages you need in color and mail them to the children in advance of the lesson. Talk to your director well in advance.

 

• Consider when and how you will communicate global and safety instructions to children
  • The first time teaching online, it is helpful to spend a few minutes talking in English about the things that would help create success - room set-up, gallery view, access to props, and especially behavior expectations.
  • It is fine to use English during this introduction, as well as in other weeks  you might be teaching. However, once you start your actual lesson, stick to Hebrew.