#Thread:

This is real.

My @LangstonLeague workload is already quite heavy, but I just want to be transparent about the breakdown for my #Decolonized series, to give some perspective.

One episode is 8 minutes long, but it takes DAYS to make. https://twitter.com/clintsmithiii/status/1285573455019155456

Mostly, I am taking a 45-minute classroom block and turning into an 8-10 minute engaging video, instructional materials, and additional tidbits (i.e. field trip).

Here’s an episode:

For the video, I have to transfer methods—that are best used in a classroom—to a digital space.

-Hook
-Anticipatory pausing
-Check for understanding
-Repition, for students that didn’t quite catch it the first time

And so much more. That has to be written into a script.

Now, I have to internalize that script. Kids know when you’re bluffing. They know when you don’t have it all together.

Engagement and interest is key.

I gotta be on point.

I have to modify those clips, after SEVERAL takes. This is how the process looks. It’s awkward. It’s uncomfortable. But I have to get it right. It’s for children, and as I record, every type of learner is entering my mind.

I ask:
“Would I understand this if I were____?”

And don’t get me started on EDITING. I’m an educator. I JUST learned how to use Final Cut Pro on a fundamental level. (I know. I know. Adobe is better.)

I also create instructional materials to go with these videos. Here are some of the things I have to consider...

Many historical texts, are written by scholars that keep scholars in mind. They’re not accessible for most. There are clout/$ politics aligned w/ this that I won’t get into, but...

I have to ensure the text can be read by “every child,” in that age/grade range.

And then I have to create lesson activities that are accessible through a screen, the most basic screen you can think of.

Many of our edTech creators are launching tech that aligns with specific products. Who says that family has that product in their home?

Joy is always at the forefront of my mind. I’m also thinking about how I can take my students “outside” without them going OUTSIDE.

Last week, I had an IG virtual field trip.
(It’s in my highlights.) I walked through a park, with a mask, book bag, and my phone...

And I taped sites, talked in between, and made it interactive.

That’s almost a week’s worth of work.

FOR ONE LESSON.

I had the “privilege” of being a tech kid. My dad placed me in front of the comp at 3 and I’ve been go-go-go, ever since. I have the liberty to join webinars and PDs because I have no children or partner living with me. I work for myself.

Here’s what I want you to imagine...

Imagine hearing that you’d be going back to your classroom and then being told at the last minute that you need to design lessons for a virtual space.

Imagine having to do all of what I described, for 45 minutes to an hour....LIVE.

Imagine different generations doing this....

Imagine having to differentiate for students that need small group, one-on-one instruction, an extra and individualized nudge...

Imagine doing that with a child of your own...multiple children...neices and nephews....godchildren...cousins...

Imagine your school providing...

...no training on how to do this...

...or mandating that you come to training, but unpaid training.

Imagine doing this with a chronic illness. (I have an invisible chronic illness.)

Imagine doing this while watching the world crumble around you....

Imagine still not knowing if you'll be virtual or in person, so you're dual planning....

Imagine having to read about your joy and pain in truncated tweets filled with assumption....

Imagine all kinds of context.

I
DON’T
HAVE
TO
IMAGINE
IT

We’re living it.