What we deny

Check out the Podcast too: “Just Conversations” with Melanie White and Amanda Potts. https://voiced.ca/project/just-conversations/

Only in our isolation and disconnectedness do we discover that everything and everyone is localized and connected. And, in this distancing, I am beginning to question what we deny.

Rebecca Solnit kept appearing in my daily consumption of media and I’m beginning to wonder if this is the work of a latent existential force drawing my attention to something I should have known or done long ago. I listened to her voice in an episode of On Being last week. She wrote, “When all the ordinary divides and patterns are shattered, people step up to become their brothers’ keepers…and that purposefulness and connectedness bring joy even amidst death, chaos, fear, and loss.” The unusual lilt of her voice and calm intellect still spin in my mind’s ear. And, this morning, I stopped scrolling my Twitter feed struck by this linguistic wisdom. She wrote,

“Inside the word ’emergency’ is ’emerge’; from an emergency new things come forth. The old certainties are crumbling fast, but danger and possibility are sisters.” #RebeccaSolnit

And then on Twitter, Gianpiero Petriglieri wrote that an “old therapist friend” told him why everyone was “so exhausted after video calls. It’s the plausible deniability of each other’s absence. Our minds tricked into the idea of being together when our bodies feel we’re not. Dissonance is exhausting. Our bodies process so much context…” I stopped to think about that wording, “plausible deniability”, and the more common legalistic use for one escaping criminal repercussions as a member of a corrupt organization or political power.

However, I couldn’t wrap my head around this experience of dissonance and the connotations of “plausible deniability” as something happening to us rather than something we choose to avoid like the truth or an injustice. According to Wikipedia“the expression was first used by the CIA” but the idea apparently has a longer history. I needed to understand the term, like Solnit explored “emergency”; it was an itch that pressed me, so I read further. “Plausible denial involves the creation of power structures and chains of command loose and informal enough to be denied if necessary”.

Then a thought struck me. What power structures are currently in place which I deny? What small almost imperceptible movements have made me complicit in this dance of distraction? Solnit reappeared during my longer moment of breakfast reading in The Guardian article entitled: “The impossible has already happened: what coronavirus can teach us about hope”. How marvelous and uplifting it is to read her vibrant words calling us to action and existence, to make the most of the worst.

While I cannot deny there is absence in my new-found isolation, I can also see that my thoughts attend a new experience. I am paying attention to moving about my house, to walking the dog, to gazing out the window with no real productivity pressure of this instant. And, yes, I am teaching remotely, but connecting, supporting personalized learning is my focus rather than a product on the line of academic factory life. This is where I cannot sense Petriglieri’s Tweet about “plausible deniability”. I am now working on processing the context of my daily life which I previously ignored in mind-numbing haste consumed by the blind goals of my own productivity or some socialized version of productivity.

My body is processing the context of my life in isolation and thinking about the actions needed for when we might connect again. I am trying not to deny my own physical interaction with and existence in the world.

 

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Looking for a new book to read? Many stories from educators, two student chapters, and a student-designed cover for In Other Words.

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Riding an edu-emotional roller coaster

 

Opinions expressed are those of the author.

 

Last week those of us in BC ed had no idea what this week would have in store for us. When I was a kid, “self-isolating” was humorously coined for those who rather not deal with the public, “social distancing” was something told to us by supervisors at teen dances, and “quarantining” was something learned in history units.

But like it or not, we have been hit in the face with a crisis of epic proportions. It’s been an emotional roller coaster navigating the slings and arrows of toilet paper hoarding, Bonnie Henry updates, and beachy trip cancellations.

And now, BC teachers are faced with uncertainty as to how we will continue teaching without students in our classrooms. Over the last few years, we’ve been besieged with a renewed curriculum and just started to understand how proficiency scales can be used in our classrooms. Some of us have been making waves by leading teachers on a gradeless mission. Since yesterday’s announcement, I cannot help but wonder if all the work we’ve done will now be undone. I could scream and cry at the same time.

I know it might seem like an unrealistic conundrum to be contemplating the fate of gradeless at a time like this. Like many of you, I’m hanging on pins and needles waiting for our school board to announce how, specifically, we will meet the needs of our students after spring break. I have so many questions from communication to assessment. I’m worried about my at-risk students and how my colleagues will weather this storm. How will my student LEARN at home?

Learn. Hmmm…

Learning is the focus of gradeless teaching and assessment. You’ve heard me explain so many times over that when we remove grades and focus on the individual child and their growth, a child will develop a growth mindset. When we put the needs of each individual child instead of comparing them to each other or categorizing them by grades, we build a culture of learners, not grade grabbers.

Amid this edu-crisis, do we have to stop? Should we still consider gradeless? In fact, isn’t now, more than ever, the time to rethink what our goals are for our students? Is uncertainty and anxiousness a reason to revert to old habits, like handing over packages of content heavy worksheets, and abandoning single point rubrics? Or is this an opportunity to practice…really practice putting learning before grades? Isn’t this the time to think about the needs of the child? Shouldn’t our focus be on how the child will learn instead of how will I teach under these different circumstances? So many questions!

One thing I know is, now more than ever, students do not need grade pressures. They don’t need us to hover a “here’s what you need to pass” over their heads because we’re worried about getting through “the curriculum.” At home, students are juggling feelings of isolation, parents being laid off, themselves being laid off, lack of technology, too much technology, empty grocery store shelves and empty cupboards, never mind the questions: When will we return to school? Will there be a grad ceremony? Why can’t I see my friends?

In my opinion, if the government (or school board, or whomever makes these decisions) is smart, they’ll deemphasize grades. This will reduce the burden on educators. But like letter grades, even discussions over pass/fail, if that becomes the new norm, should not be considered or discussed with students until the end of the year. We can, instead, focus our energy on creative ways to meet students’ social emotional needs, develop a distance classroom community, and give voice and choice. Teachers will need to let go of being an eyewitness to learning in their rooms and we’ll really need to let go of content. If we hand over miles of notes, worksheets and google-able essay topics, we’re asking for trouble in the form of disinterest, cheating and plagiarism, and crushing failure. We’ll need lots of time to settle into a new routine. Students will need time to adjust.

Ultimately, before we start teaching, we need to figure out a balance between Maslow and Bloom….for all stakeholders: students, parents, and us. We need to lower our expectations and big dreams for the perfect online or distance education course. We need to take care of ourselves and our families first, connect with students and their families second, and collaborate with colleagues on implementing curriculum third.

When we implement the curriculum, we need to use the skills that are the focal point of the BC curriculum as a platform for meeting student’s social-emotional needs. If we give students some voice and choice as to what they want to learn and how they want to learn it, it will feel less like us pushing our agenda on them, and more like welcoming students into this new learning environment and building trust. For example, an English teacher (well duh…of course I’m going to use an English example) might begin by asking students to journal every day from a series of prompts but use prompts that are flexible and open to interpretation. This will give teachers some insight into students’ social-emotional levels/needs as well as meeting curriculum requirements to foster reflection and thinking. Information from those journals could springboard into a project-based learning assignment. Creative writers could write a story, critical thinkers could research a topic, and visual learners could create a collage or PowerPoint. Content pieces can be slipped into to individualized projects to try to meet curriculum requirements.

I understand the pressure that content heavy courses like science and math have on teachers. This dilemma has been systemically ingrained in school culture for years. Right now, a math teacher is reading this blog and thinking that there is no way they can do PBL when they have X number of chapters to get through in the textbook by June. My hope is that teachers incorporate a bit of hands on learning in order to make learning in seclusion enjoyable and fun. The reality is, the content students do not learn this year, can be incorporated into next year’s curriculum. Yup it can. But that’s next year.

I’ve made a point to vocally de-emphasize prepping over spring break, but I know that recommendation has fallen on deaf ears. I cast no blame, for if I were to, that would draw attention to me as a proverbial finger-wagger instead of me the genuine worrier for the well-being of my colleagues around the province. I confess, I’ve been thinking a lot about how I will handle my own new teaching situation, as, but I lost sleep thinking about how my colleagues are handling the pressure. I already see the formation of chats and groups with sole purpose of collaborating on resources and expertise. While these groups have good intentions, I hope teachers are using this time to focus on themselves and their families.

Teachers wear their hearts on their sleeves. We want to do what is best for our students. We naturally lack patience when gaps of information are left without direction. We overthink. We care so much. We worry. We’re teachers. Heck, I’m writing a blog in order to manage my own stress. It’s how I roll. It’s how I cope.

It won’t be long and spring break will be over and we’ll return to school. It will look and feel different. We’ll have to collaborate virtually with our colleagues who work just next door. Staff meetings may very well take place in the theatre so that we can sit 2 meters away from each other. It will be weird. Nothing about this pandemic is familiar. It’s important that we don’t expect to recreate what was in our classrooms and in our buildings. It’s important to accept the feelings of uneasiness and frustration that will come. Pause. Breathe. Accept. Repeat.

Focus on yourself. When you are ready to focus on how you’ll teach your students in this new reality, make learning and the social emotionally well being of them the priority. They’ll be just fine. So will you. We are, after all, in this together.

#mygrowthmindset

 

 

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Looking for a new book to read? Many stories from educators, two student chapters, and a student-designed cover for In Other Words.

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10 Steps to Create Green-Screen Videos for Remote Learning

Guest Post by Allie Beldin @alliebeldin

I have always wondered how teachers on Youtube create videos that look so FANCY! I did some digging and found that several of these instructional videos use greenscreens. Green-screens are used to remove the background behind videos so you can replace it with another screen!

Why should you consider creating a green-screen video for your students?

If you want to show practice problems behind you, talk alongside a PowerPoint presentation, or add a picture of your classroom in the background to make students feel as if they are still learning in your school, consider trying the green-screen video method!
I recommend making your videos SHORT and ENGAGING. Try to shoot for making your video under 5 minutes long. Shorter videos will increase engagement and students will be more likely to watch all the way through.

10 Steps to Create a Green-Screen Video

Step 1: Buy a green screen. You can buy a fancy one online on Amazon OR you can do the cheap version like I did. I bought two yards of green, non-reflective fabric from JoAnn Fabrics craft store.
My grand total? A whopping $9.15.

Step 2: Tape or push pin the fabric in a well-lit room. Find some floor lamps or lights in your house to make sure there are no shadows behind you when you stand in front of the green screen. You do not want shadows because it will lower the quality of yourself on your video.

Step 3: Use your personal device, an iPad, or a video camera to take a test video to make sure your lighting is working. I did a test video just to see where the best place to stand was in the frame.
[Please excuse the dance party.]

Step 4: Figure out which lesson you want to teach. Teach your lesson in front of the green screen. Refer to examples from a PowerPoint that you have used in your classroom or create new examples. It is okay if you mess up! Don’t stop the video, just keep recording and start over.

Step 5: Decide what you want the background of your video to look like. Open up Google slides and put up notes or practice problems that you want to pop up behind you in the video. This is the important part. Use Screencastify or another screen recording app to record the presentation of your Google slides. This video will be the video that is played in the background while you are talking!

Notes created by 6th Grade SIMS Science team: John Goldberg, Kimberly Wahus, & Brook Andrews

Step 6: Open up a video editing app. I highly recommend using iMovie because it is extremely user-friendly for editing purposes. Drag both videos to the top of the screen.

Step 7: Drag down the background video first. This is important. Then, drag the green screen video and place it on top of the background clip.

Step 8: Click on the green screen clip. On the top right panel, click on the drop down menu that says “cutaway.” Select the “green/blue screen” option from the drop down menu.

Step 9: Edit the green screen clip during the parts that you may have misspoke or messed up. Add music at the beginning or end if you want to make your presentation more engaging.

Step 10: Watch the video and if you are happy with the final result, click the share button on the top right of the screen. Select “file,” “next,” and “save” to your desktop. It will take a little while to download. Once it has dowloaded, you can upload your video to Youtube and share the link with your students!

I hope this helps some of you during the remote learning process.
Please reach out to me here or on Twitter if you have any questions or ideas about creating green-screen videos for your content.

@MrsBeldin

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here.

 

Looking for a new book to read? Many stories from educators, two student chapters, and a student-designed cover for In Other Words.

Find these available at bit.ly/Pothbooks  

Connecting Students through Buncee

Leveraging  the right tools for remote learning

By Rachelle Dene Poth, Spanish and STEAM Teacher, @Rdene915

One of the things that I love the most about ​Buncee is that it can be used in so many different ways, not only for instruction in our classrooms but also in life. I have used Buncee to create cards for family and friends, personal business cards, graphics for Twitter chats and webinars, quote graphics for my books, invitations, and more. When I decide to use digital tools in my classroom, I want students to practice the content in a more authentic and engaging way, while developing skills such as collaboration, critical thinking, problem-solving, and creativity that can be transferred to their future. In using digital tools like Buncee, my hope is that they will also use them in other classes, for personal use, and will share them with family too.

 

Buncee is more than just a creation tool, it is a supportive educator network that is invested in fostering connections, expressing kindness and gratitude. There have been  many initiatives for classrooms and families around the world to join in, most recently Hugs for Heroes. This is an amazing project worked on by Kristina Holzweiss, Barbie Monty and Amy Storer. Learn more about itand create your own!

Why Buncee?

Now with the shift to remote learning and educators looking for ways to connect with students and provide authentic and meaningful learning opportunities, I have been recommending Buncee more. As a multimedia creation tool, it offers so many possibilities for educators of any  content area or grade level, and provides resources for students, families and educators to get started right away. For ideas, check out some of the  Coffee Talks!

Finding time to explore new resources can be a challenge because our lives as educators become quite busy and we may find ourselves lacking in time to really explore a variety of options for use in our classroom. With the sudden transition to remote instruction, this is another one of the reasons that I recommend and choose Buncee and appreciate the team’s investment in providing exactly what educators, students and their families need. It truly has become a go to multi-purpose platform that can do so much, that I feel pretty comfortable in saying that the possibilities really are endless when it comes to creation with Buncee.

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Fostering the SEL skills and making connections

At the start of each school year and throughout the year, I focus my efforts on student relationships, learning about my students and also providing opportunities for them to learn about one another. In the past I have done this by using activities in our classroom such as ice breakers or having students work together on different review games and other in class collaborations like that. Earlier this year I created a project for students to learn about the Spanish language and culture and also to engage more in learning about one another. I came up with a project focused on using the “About Me” template in Buncee. I wanted students to share who they were and create one slide to show this using words, animations, stickers, and other add-ins. My hope was that by looking at each student’s slide, we would understand one another better and relate to each other based on similarities and differences.

I also thought this would be a good opportunity for them to choose and learn a little about a place where Spanish is spoken and create an “About_(​country​)_____” to share that information with the rest of the class. But I also realize that there are many students who are visual learners like me and I wanted to encourage students to be able to quickly look at and process information and represent it in a different way. Rather than simply restating the same content, push them to apply it at a higher level or find a different way to demonstrate an understanding of a concept.

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I also wanted students to choose a Spanish speaking country and I placed a limit on the number of actual words they could use because I wanted them to represent what they had learned about the place that had chosen using the Buncee features. The topics they had to include were: languages spoken, school subjects, foods, activities, and other information like that that they could display using Buncee.

How did it go?

It was a fun activity and I learned so much about them and they learned about each other and what life is like in countries where Spanish is spoken. We shared them on a Buncee board ​which made it easy to access and created a colorful display of students and their creativity. Students shared their slides and gave a brief description in Spanish about themselves and made connections with their classmates. We had good conversations exchanging our likes, dislikes, and learning about our backgrounds.

For the second slide, students were able to get a quick glimpse of different Spanish-speaking countries and begin to understand the culture of some of the places they would be studying. It was fun that they could only include 3D objects, animations, stickers or emojis, to represent the information for each country. So for visual learners, being able to choose the right object to use to share this information made the learning stick a little bit more. Students who enjoy creating but not drawing really enjoyed the activity.

A recent feature is the ability for students to comment and give feedback on the boards. This is a great way to encourage online student interaction whether through comments or emojis!

nullOne other feature that I thought was important to share with students was the new Immersive Reader and how it works. We enjoyed looking at all of the capabilities with it and using Buncee for learning!  Check out the video to learn more here!

Check out  the information from Buncee for Remote Learning and everything you need to get started here.  Want to learn more about  Buncee? Sign up for their live webinars happening each day, Monday through Friday  at 12:00 and 3:00 pm EST. Sign up here.

 

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here.

 

Looking for a new book to read? Many stories from educators, two student chapters, and a student-designed cover for In Other Words.

Find these available at bit.ly/Pothbooks  

How I Created a Podcast PD for Teachers

Guest post by Laura Cahill @engageducate

I’m always looking for ways to innovate professional development. Teachers are busy people and sometimes those after-school, face-to-face sessions just aren’t doable. I actually prefer PD that comes to me…webinars, Twitter chats, blog posts, podcasts…so I ran with that and created a podcast PD for the teachers in my district. Think book club, only with podcast episodes and online discussions. This was really simple to set up, especially because we are a G Suite for Education district but this could be done in other platforms as well. To get this running, I:

  1. Posted a sign-up to my district (this could be done at any level; district/school/grade-level/etc.)
  2. Created a Google Form with links to 20 episodes for participants to vote on (I chose all Cult of Pedagogy episodes for this initial session because I am familiar with the high quality of them but episodes could be from any/many podcasts.)
  3. Chose the top five episodes and created a Google Classroom with the link to one episode per “assignment”.
  4. Added open-ended discussion questions (What resonates for you? What do you agree/disagree with? How can you see this working in your own setting?)
  5. Set two-week “due dates” for each episode.
  6. Sat back and watched amazing conversation unfold…I didn’t really sit back, I participated, BUT I was shocked at how rich and thoughtful the conversation was!

Some logistics:

  • I offered 2 professional development hours for each week (10 total), assuming that listening takes about an hour and posting/commenting takes another hour.
  • We require that our PD participants demonstrate learning through some type of product, so we are going to create reflection videos at the end.

The participants are already asking for additional sessions and I’m thinking that participants could make suggestions for podcast episodes in the future! Such a simple solution to creating accessible and relevant PD for educators!

 

************ Check out my THRIVEinEDU PodcastHere!

Looking for a new book to read? Many stories from educators, two student chapters, and a student-designed cover for In Other Words.

Find these available at bit.ly/Pothbooks  

An In-Home Learning Strategy for Busy Quarantine Families

Guest post byAndrew Easton: teacher, edu-blogger, podcaster, and future author for Dave Burgess Consulting Inc. Follow him on Twitter @EastonA1, on Instagram @andrew.d.easton, or at andrewdeaston.com/

 

In our household there are two teachers and two primary-age students, and during our first week staying at home, we had a problem. As adults, we still have work responsibilities, and at ages 5 and 8, the kids need help navigating the five subjects of schoolwork they receive each day.

Our first thought was to set a schedule so that routines would be established. In that way, designated times would kick-start certain subjects and tasks. 

Fail. 

What we quickly realized was that sometimes the kids needed support with certain tasks, and if there happened to be a Zoom staff meeting or any other commitment that prevented us from supporting them in that immediate moment, the structure fell apart. The schedule needed more flexibility.

Then, we tried a checklist.

Fail.

Next, we tried using a checklist. I mean, who doesn’t love the feeling of crossing things off your to-do list?!? Well, the answer to that is my children. Even though a checklist does not have to be done in a specific order, don’t try telling that to them. The checklist was frustrating, and stopping a task to take a break routinely killed all their motivation to continue on with their work.

 

Finally, an answer.

Recognizing the shortcomings of our initial attempts, we felt optimistic about using a “To-Do, Doing, Done” board. The idea was that each day we would write down each item on their to-do list on a separate post-it note. Those post-its get placed in their “To-Do” column, and then as they start a task, the post-it moves to the “Doing” column. Once complete, it gets moved to “Done” and five completed tasks earns a sticker that is worth 30 minutes of free time.

Success.

Here’s what’s happened since we started. The kids now wake up each morning and run to their board to search through their list for the day. We intentionally scatter the post-its so that there is no implied order, and we like to put a fun, surprise activity on a post-it and hide it in the mix. 

Oh, and in case you are wondering, yes, chores also go on post-its.

The “Doing” column has also been a godsend. There are times throughout the day when our responsibilities as adults make us momentarily unavailable to lead them through a portion of their work. The kids now know that they can leave a task in the “Doing” column and start something else if an adult is busy.

The “Doing” column has also been great for motivation. When the kids choose to stop mid-activity, we ask them to reflect on how close they are to finishing and to move that post-it to the place between the start/finish lines in the “Doing” column that reflects just how close they are to completing that task. Last week, my daughter had stopped her writing earlier in the day, but she was bent on moving the post-it to done. Seeing just how close she was to finishing, she, unprompted, wrote for an additional 30 minutes later that night.

 

Overall, this board has made our household happier and more productive. It’s helped us to maintain a more positive learning dynamic during these stressful times, which is why I wanted to share our story. I hope this strategy can help you! 

 

So from our family to yours, please know that we are thinking about you all and are sending our best wishes your way.

 

 

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here.

 

Looking for a new book to read? Many stories from educators, two student chapters, and a student-designed cover for In Other Words.

Find these available at bit.ly/Pothbooks  

Teaching HardDoes Not Always Equate to Teaching Well

Opinions expressed are those of Guest Blogger

Guest Post by Kwame Sarfo-Mensah, Founder of Identity Talk Consulting, LLC. (www.identitytalk4educators.com

Math Educator & Teacher Development Specialist, @identityshaper

 

I have been in many situations throughout my teaching career where I spent countless hours planning, what I thought, was the greatest lesson ever!   I then delivered the lesson plan with the expectation that all of my students will be successful. Over the course of the unit, I provided classwork & homework assignments, conducted small group instruction for students in need of additional support, sacrificed my lunch periods to tutor struggling students, and pretty much did everything in my power to reach all of my scholars.  After weeks of teaching my heart out, I gave my students an end-of-unit test with the confidence that all my efforts would translate to passing test scores. To my dismay, the converse of that expectation happened and that left me totally dumbfounded and wondering where it all went wrong.  

 

For too many of us, we’re quick to place all the blame on our students for their failures and stand on the notion that we did everything we needed to do to fully prepare our students for success.  As I write this piece, I’m not questioning the effort and energy that I exerted into our lessons nor am I questioning my dedication and love for them. The paramount question I had to ask was whether I taught the lesson well enough for my students to demonstrate mastery of the academic standard.   Given my past failures, I surmised that my students had gaps in their understanding because I had gaps in my own understanding of the academic standard. That being said, I had to ask myself the following questions:

 

Did I unpack the language of the academic standard? It is one thing to identify the academic standard but it’s another thing to decipher its language and develop a complete understanding of what it actually means.  I visited the Common Core Standards website to identify the standard of focus and read it carefully to identify the verbs (i.e. what students need to do), as well as the nouns (i.e. what students need to know) within it.  Some standards require students to perform multiple skills so I needed to make sure to highlight each individual skill.        

 

Did I identify the prerequisites of the academic standard?  To determine the starting point for my lesson, I had to figure out what prior knowledge students should already have in order to master the standard.  As I’ve taught previous lessons, I realized that I didn’t give some students a fair shot at having success because I never addressed the gaps in their basic skills foundation.  By identifying the prerequisites of the standard, I was able to determine if I needed to reteach previous grade-level concepts before formally introducing the new standard to the students.

 

Did I closely monitor and assess my students’ progress throughout the unit? Throughout any lesson or unit we teach, we should be actively assessing our students’ understanding of the content.  The assessment of student progress towards academic standards should be daily and ongoing. Regardless of whether the assessment is formative or summative, we should be gathering data and analyzing what type of errors they are making in their thinking.  Are there specific concepts within the unit where students are demonstrating a level of mastery? When students are sharing their thinking verbally or through writing, are we solely focusing on their response or going the extra mile by asking them clarifying questions to investigate the thought process they underwent to arrive at their response?  The bottom line is this…….if we are proactively assessing how our students are progressing throughout the unit, then we should have an accurate gauge of how well they will perform when given a final assessment.

 

Did I make the tasks challenging enough and accessible to each and every student in my class?  With any new standard, teachers have to thoroughly assess the scope of it and determine the appropriate tasks or assignments that our students need to complete in order to build their knowledge of the standard.  Every student enters the lesson at a specific developmental level so using a uniform instructional method probably won’t yield the best results. Some students may be further along the learning curve than their peers so teachers need to differentiate their instructional approach and create tasks that will meet the diverse academic needs of their students. To assess the difficulty level of the task, I used Bloom’s Taxonomy as a reference point.  If I’m only giving my students “easy” tasks so they can feel good about themselves, I’m doing them a huge disservice.

 

Teaching is a hard enough job as it is.  With the overemphasis of standardized testing, we sometimes find ourselves in a position where we don’t always have the time allotted to thoroughly assess how well we are teaching.  However, our students cannot excel academically if we don’t develop the habit of asking the aforementioned questions and take the time to evaluate our performance as facilitators. If we are bold enough to point the finger at our students when they fail, then we must be equally bold enough to point it back at ourselves when we fall short.

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**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here.

 

Looking for a new book to read? Many stories from educators, two student chapters, and a student-designed cover for In Other Words.

Find these available at bit.ly/Pothbooks  

Immersive HyperDocs in Minecraft Education Edition

Guest Post by Matthew Nickerson, Instructional Technology Specialist, AACPS

Professional Learning Specialist, i2e, @dadxeight

Author: All the Microsoft Tools You Need To Transform Your Classroom

 

 

Are you familiar with HyperDocs?  You can learn more about them on their website, but essentially it is using one document (They specifically say a Google Doc, but it works the same with a document in Word Online.) that contains all the elements of your highly engaging lesson.   Although the “hyper” refers to hyperlinks, it is not just a bunch of urls pasted on a page. HyperDocs should have a blend of multiple ways to access content as well as a variety of activities for students to engage with the content in addition to alternatives for assessment os learning.  In short, a good HyperDoc addresses all of UDL– multiple means of engagement, multiple means of representation and multiple means of action and expression.

If a HyperDocs are supposed to be “visually engaging and packaged learning experiences as it says on their site, how much more visually engaging can you get than being fully immersed into a Minecraft world?

 

Let’s take a look at applying the principles of a HyperDoc within Minecraft Education Edition.  First, there is an immersive world to build a story in.  Any way we can build a story is a great way to get students engaged.  This has been widely known in business, particularly marketing, but as usual, education is a little bit behind.  (You’d think this is one trend education wouldn’t  be behind on!  The Minecraft platform has multiple ways to distribute content, but it can also be a portal to other content platforms.  Likewise, there are several ways of encouraging students to create or engage with lesson content, as well as ways to assess student learning.  Once again, it can also be the doorway to other tools that accomplish these tasks.

 

First, let’s build a story.  You can start from scratch with an infinite world in Minecraft and build what you need.  Well, maybe you don’t even need to actually build it. I recently had a request for a specific lesson topic, and I found a lesson plan on Education.Microsoft.com that addressed that topic, as a murder mystery.  It used some Word documents to deliver the lesson material.  I adopted the murder mystery idea, but used the /locate command in Minecraft to find an existing mansion, teleported my character there and turned the mansion into a hotel.  I then filled the hotel with NPC characters, and took each of the puzzles from the Word document, each of which was a clue, and “distributed” those to students through the NPCs.

 

Because there are multiple biomes to choose from in the Minecraft:EE library, it’s easy to select a custom setting for your story.  Another way I like to start is by taking an existing lesson from the Minecraft Lesson library and just replace the academic content.  Some of the lessons have great bones- the world’s have already been created for you, and you can swap out the questions and prompts with your own topics. 

 

Now let’s consider ways to distribute content to students.  The most time intensive way might be to build structures. For example, you can create the setting for a novel or short story.  If I need to do that, I pay my 9-year-old. He works for cheap, since, well, I’m paying him to play Minecraft. In the absence of a 9-year-old coworker, don’t fear.  Within Minecraft there are signs, slates, posters and boards 

that you can write on if you want to deliver instructions, guidance or questions via written text.  You can also grab a book and quill and write things there, and leave them for students to pick up.  Each of those items (except the “sign”) can also be edited so students can write their responses in or on those tools. 

All of them also have Microsoft’s Immersive Reader, an entire suite of reading accessibility tools, built in.  All text inside of Minecraft Education Edition has these accessibility features.

 

However, what makes Minecraft amenable to the HyperDocs model, is that NPC’s (non-player characters) can be easily programmed to send students to websites.  

You can essentially insert a Quizlet set of vocabulary in your world, or even an entire self-paced Nearpod lesson.  Looking for more collaboration? Remember that every Word document, Google Doc, PowerPoint or Google Slides slideshow have a unique URL.  You can give that url to an NPC so when a student clicks on that button, that document opens online. When multiple players, each playing in their own copy of the Minecraft world (or in the same copy if the teacher is hosting it), they can all collaborate in that same document or slideshow.

 

The same holds true for student work and assessment.  Within Minecraft students can build, then take a picture with the camera.  Pictures are saved in a portfolio, where students can type in a caption.  Or, they can choose pictures to insert into a book and quill, where they have far more space to write, or simply write without pictures.  They can also take pictures of any signs, slates, posters or boards they write on. Both portfolios and books can be exported as a PDF and shared with the teacher through Microsoft Teams, Google Classroom, OneDrive or Google Drive.  However, you can also use an NPC to send students to FlipGrid to record a video response, Padlet to brainstorm together, link to a quiz in Microsoft Forms or Google Forms, or an assignment in Teams, OneNote Class Notebook or Google Classroom, among many other options.

 

The idea of a HyperDoc is solid pedagogy in an engaging format that provides variety and student choice.  They can include a story component or not. They are usually visually compelling. By taking these same principles into Minecraft, it’s like a far more immersive HyperDoc, a Hyper-HyperDoc!

 

 

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here.

 

Looking for a new book to read? Many stories from educators, two student chapters, and a student-designed cover for In Other Words.

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Reflection

Guest Post by April McKnight (@rilmcknight)

Reflection is concerned with consciously looking at and thinking about our experiences, actions, feelings, and responses, and then interpreting or analyzing them in order to learn from them. That is a big statement and a hard topic for our students. So how are we as educators supposed to work towards helping our students reflect on their thinking / learning and that of others.

So first I ask, as teachers and educators do we spend time on self reflection. Do we have the time to look back at our day of learning and “reflect on the information we receive through observation, experience, and other forms of communication to solve problems, design products, understand events, and address issues.” Yes that quote is straight out of our core competencies for critical and reflective thinking.

Yes I know every teacher is doing their self reflection in some way whenever they can but ho do we help students learn this process and see the benefits of reflection.

As a high school STEM educator, I always had reflection as part of my labs. We use our three go to questions for every lab:

What worked the best?

What needs to be tweaked?

What could we do to make it better?

This became common place in my classes and extended to all our work. Students would reflect on their own learning and ask each other to assess their work based on these questions.

As the new BC curriculum came around, I started to look at the self reflection during our projects. We have always looked at the process as more important. Photo journals or design changed diagrams or written reports were used to show their journey. But now we wanted to add in more self reflection along the way. After classroom discussions, it was decided that we would do weekly self reflection on large projects as a journal, blog or vlog. Students used the 3 questions to show their progress. The learning became very evident and assessment of their learning process was easier too.

I feel we need to all use reflection as part of our classroom routines and it wont feel so daunting in the end. It will make our assessment for, of and as learning much easier.

**Interested in writing a guest blog for my site? Would love to share your ideas! Submit your post here.

 

Looking for a new book to read? Many stories from educators, two student chapters, and a student-designed cover for In Other Words.

Find these available at bit.ly/Pothbooks  

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