I found the eight tasks of scaffolding in the online learning environment interesting. Some are easily crossed-over from in-person classroom instruction but others are more challenging to recreate in Google Classroom. As I plan the last few lessons of emergency e-learning for my students, I will be more mindful of these tasks: reduce uncertainty and disappointment and create momentum.

Using consistent nomenclature, i.e., learing objects, in identifying resources for use and reuse may help students locate and use said objects.

Reply to Lisa Herrera's post:This is something I think about often while teaching 9-12 students. I have 140 students total, and have not committed to daily, individualized contacts. I do offer office hours, Google Meets, 1:1 chat sessions, and reply to emails in a timely manner. 

Establishing a relationship with students is important in the physical classroom but even more important in an online course. Sharing s short introduction video and asking students to do the same could be useful when working with children and young adults.

Just curious how others address this issue.

Emergency e-learning and module-based instruction look wholly different from one another. I plan to look at other school's models of ELA instruction using Canvas or another CMS to better grasp how my classroom could look in the fall.

I'm curious how Google Classroom could be used as a Course Management System as it lacks several elements suggestion for inclusion in a module-based course.