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Planning for the Future: Exploring Careers Through Real-World Learning

Dr. Rachelle Dené Poth Leave a comment

The world is constantly evolving and the skills that are in demand now may not be needed five years from now. Jobs are changing, technology is becoming even more advanced and careers that exist today may not be needed in the future. And on the other side, there are many jobs that don’t exist yet that will need to be filled by the students in our classrooms today. How do we prepare for what we can’t truly know and understand? We need to make sure that all students have opportunities to explore a variety of topics, careers and learn about their areas of interest and about themselves. We need to spark curiosity for learning and help to guide students to discovering what they might actually be interested in.

Students need to be active in learning and have time to explore the world around them. In some classrooms, students may experience passive learning and solely be consuming content, rather than creating. To amplify learning for students today, we need experiences that will potentially cause some chaos and shift from what has been the traditional classroom structure. Instead, we need to extend learning beyond our classroom space and embrace new learning models that promote student agency and spark curiosity for learning. We need methods and opportunities that foster the development of essential SEL skills and that will best prepare students for the future through real-world learning opportunities. Students need to understand the relevance of what they are learning in our classrooms and how that applies to the real world and careers that are available to them.

Finding methods and tools that will best meet student interests and needs is essential. In education, we have been focusing on the development of “21st-century skills” for many years. We can’t possibly know everything about what the future holds for students when it comes to careers and specific skills, so to prepare, we must help students build a variety of skills. With opportunities that support students as they learn how to adapt to changes and become flexible in learning and growing, will prepare them for whatever the world of work will look like five, ten, or more years from now. Defined Careers offers information that is applicable to all grade levels and has information for many different areas of work. It includes job descriptions, education requirements, and salary information. Recent webinars from Defined Learning have also focused on careers that are in demand and how to engage students in career-connected learning.

Here are three more ways to spark curiosity for careers of the future and engage students in career-focused learning:

  • CTE and Work-based learning: It is important for students to continue to learn about the career options that are available and how they may be changing. With CTE, work-based learning, and even job shadowing programs, students can gain practical and real-world insights into different fields. In the classroom, students can learn about careers and speak with people in their local community. However, being able to experience what it is like in the work environment, and interact with people who are working in careers of interest to students, will have a bigger impact. There are opportunities available locally and virtually that will greatly benefit students. By partnering with local businesses and professionals, inviting guest speakers, and involving students in real-world, hands-on projects, they will become more aware of the opportunities available to them. Through these experiences, they learn about what their interests are and how they can make an impact in the world. Diving into the Defined Careers resources can also help students learn more about specific careers and the types of work that may be involved. Career Course focuses on providing students with relevant career experiences and skills needed for a specific career. Each career course is a collection of projects that gives students hands-on learning opportunities.
  • Place-based learning: By shifting our focus from solely the content area, we can identify a geographical area or the culture of a place as a way to build content knowledge and help students develop SEL skills. Through place-based learning, we place students into the community to collaborate with local businesses, entrepreneurs, and other organizations. These experiences give students an opportunity to apply the content they are learning in the real world. They foster the development of student agency, boost student engagement, and enhance student awareness of the issues and perspectives of the world around them. To further engage students, we can organize field trips to relevant locations, invite guest speakers from the community, and encourage students to research and present on local challenges and solutions.
  • Project-based learning (PBL): With PBL, students take the lead in deciding what they want to learn and how they want to learn it. With PBL, students choose an area of interest, design their own learning journey and through the experience, see the process of learning rather than a finite end point. In our classroom, we explored a variety of student-chosen topics and also incorporated the United Nations Sustainable Development Goals (SDGs) into the projects. We can help students to become more globally aware and involved in finding solutions to challenges faced in the world. PBL helps students to become more independent in learning while developing essential SEL skills such as self-management and social awareness.
  • STEM-focused learning: We want to make sure that students take a break from technology, especially during the summer, however, there are some great resources available for students to explore on their own. With sites such as Defined Learning, Code.org, and Khan Academy, students can explore different STEM-focused courses and resources. With these tools, they can explore in-demand topics like data science, artificial intelligence, cybersecurity, and other STEM-related fields and be more involved through the interactive modules, videos, and other resources that are offered. Online platforms like these and many others like them enable students to explore areas of interest at their own pace and develop skills that may lead them toward a specific career. Find guest speakers who can provide some personal insight into careers in STEM-related fields and the importance of building skills that are applicable to these areas.

There are many options available to inform students of the possibilities for their future careers. While we may not know exactly which jobs will still exist, we do know that there are specific skills that will help students stay flexible and adapt to the changing landscape of learning and work. Through these real-world opportunities, students will make connections that will positively impact their learning and hopefully, spark curiosity or make them aware of areas they have an interest in for their future

About the Author:

Rachelle Dené is a Spanish and STEAM: What’s Next in Emerging Technology Teacher at Riverview High School in Oakmont, PA. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle is an ISTE Certified Educator and Community Leader and served as president of the ISTE Teacher Education Network. She was named one of 30 K-12 IT Influencers to follow in 2021.

She is the author of eight books including ‘In Other Words: Quotes That Push Our Thinking,” “Unconventional Ways to Thrive in EDU,” “The Future is Now: Looking Back to Move Ahead,” “Chart A New Course: A Guide to Teaching Essential Skills for Tomorrow’s World, “True Story: Lessons That One Kid Taught Us,” and her newest book “Things I Wish […] Knew” is now available at bit.ly/thingsiwishedu.

Contact Rachelle to schedule sessions for your school about Artificial Intelligence, Coding, AR/VR, and more!

Follow her on Twitter and Instagram at @Rdene915

**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? Find these available at bit.ly/Pothbooks

************ Also check out my THRIVEinEDU Podcast Here!

Join my show on THRIVEinEDU on Facebook. Join the group here

Empowering Students with Computer Science

Dr. Rachelle Dené Poth Leave a comment

Building skills in STEM-related fields especially in computer science is important for our students today. The World Economic Forum stated that approximately 1 billion jobs will be transformed by technology over the course of the next 10 years and the Bureau of Labor Statistics “predicts a 13% growth in computer and IT-related fields between 2020 and 2030. As educators, we must continue to find ways to best prepare all students for the rapidly evolving world we live in. A valuable skill that we can equip them with is computer science. By exploring the careers that are highlighted through Defined Careers, students become aware of the different fields that require skills in computer science the types of jobs that will exist in the future, and how to prepare.

Although not every teacher has a computer science background, it is important to find ways to bring related learning activities into our classrooms for the benefits they can offer students. There are many advantages of integrating computer science into different grade levels and content areas through activities and projects. Defined Learning offers many resources that can help educators to get started.

What are the benefits of computer science for students?

Computer science helps students to develop some of the essential skills that are required in the world of work and that will continue to be needed, even though we don’t necessarily know what types of jobs will exist. Computer science-related learning can help students to build the following skills:

  • Analytical Thinking: Students will need to learn how to analyze by examining data, identifying patterns, and making data-driven decisions as they learn. Provide students with some problems to solve and task them with analyzing various aspects of it and potential solutions.
  • Collaboration: Students can work together in teams to explore computer science topics or work through activities together. In these experiences, they not only develop skills related to the content but also other skills in collaboration, critical thinking, and problem-solving, they learn to work together as a team as they push through challenges that may come with learning. It will prepare them for future careers where collaboration is essential.
  • Creativity and Innovation: By allowing students to design their own projects, such as creating apps, designing websites, or even games, they learn about computer science in an engaging way. These experiences also empower them to bring their ideas to life and spark their creativity!
  • Problem-Solving Skills: Computer science encourages students to develop their critical thinking skills and be better able to solve complex problems in learning and in the future. Through lessons in coding and programming, students will learn to break down tasks into smaller, manageable steps. These skills are essential when thinking about SEL skills and developing resilience in learning and dealing with challenges.

Ideas for exploring computer science

  • Coding: There is an increase in need for people with coding skills and that need will continue to grow over the next five years. A predicted 58 million STEM-related jobs will exist, many of which will require coding skills. Some options include Code.org, Scratch, or Tynker which offer age-appropriate coding activities that make learning fun. Matatalab has several robots available for learners as young as 3 and which provide screen-free coding options too. For younger students, trying the KIBO robot from KinderLab Robotics is a great option. Code with Google is focused on closing equity gaps in computer science opportunities and it provides free resources for students.
  • Hour of Code: Even though the Hour of Code happens during December, it is something that should be a focus throughout the year. There are many websites that offer activities for all grade levels. Options to explore include Scratch and Scratch Jr. which are designed for kids and available for free. CS Unplugged is an option that does not require computers, which promotes accessibility for all students.
  • Game or App Development: Students can try MIT App inventor and other online tools to create their own game. It can be done as a project-based learning experience. Students can design and create their own video games, and focus on the process of learning. Students can design and build mobile apps using platforms such as App Inventor or Swift Playgrounds that offer beginner-friendly environments for app development. These will help to encourage students to take some risks and hopefully spark curiosity for coding and computer science.
  • ISTE Curriculum: ISTE offers free curriculum guides for computer science educators that also bring in Artificial intelligence learning into the classroom. These guides are full of standards, resources, activities, and lesson plans that make it easy to get started. The guides are focused on elementary, secondary, computer science, electives, and ethics.
  • Robotics: There are a lot of resources for students to learn about robotics and explore more about what a career in computer science might involve.

Regardless of whether computer science may not be our primary field of expertise, integrating it into our classrooms can be incredibly beneficial for our students. The advantages include the development of problem-solving skills, enhanced creativity, real-world learning experiences, fostering collaborative skills, and analytical thinking. By exploring coding challenges, robotics, game and web development, data analysis, and app development, students can gain valuable computer science skills.

About the Author

Rachelle Dené Poth is a Spanish and STEAM Educator at Riverview High School in Oakmont, PA. She is also an Attorney, Edtech Consultant, Speaker, and the Author of seven books about education and edtech. Rachelle is available to provide PD on Artificial Intelligence, Augmented and Virtual Reality, Coding, SEL and STEM. 

Contact Rachelle to schedule sessions for your school about Artificial Intelligence, Coding, AR/VR, and more!

Follow her on Twitter and Instagram at @Rdene915

**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? Find these available at bit.ly/Pothbooks

************ Also check out my THRIVEinEDU Podcast Here!

Join my show on THRIVEinEDU on Facebook. Join the group here

Essential Digital Literacy Skills

Dr. Rachelle Dené Poth Leave a comment

Rachelle Dené Poth

We have access to billions of resources in less than a second. With all of this power through technology, as educators, we must be able to sort through the information and develop our own digital literacy skills in our work. But more importantly, we must help our students learn to navigate all of the information that they are receiving.

Years ago, we had to rely on methods of research using card catalogs, books, newspapers, and other periodicals, because we did not have the technology available that we do today. However, now, doing a quick Google search can yield up to billions of results within a fraction of a second. With instant access to resources like news articles, images, videos, and other formats, it is important for students to learn to sort the information, validate its reliability, and process it during learning. As educators, we must create opportunities and spaces for students to develop data and digital literacy skills.

Being able to process data is essential to our work as educators. We rely on data to better provide for our students, meet their individual needs and interests, and use it to determine our next steps. We rely on digital tools to provide us with information as well as in our observations in our classroom. Regardless of where the information comes from, we have to be able to process it and understand what it means for us, for our students, and for life. Data and digital literacy are essential skills for everyone and through learning experiences and the use of digital tools, we can continue to build these skills together in our classrooms.

Opportunities to build data and digital literacy skills

Data literacy is being able to take all of the information that we have available to us and process it. When we have data, there is a process that becomes somewhat automated, the more that we work with data and learn how to sort through the information. First, we consume the information and begin to analyze it. We can use the data to better understand something or use it to solve a problem and then we apply the data in other ways. Having the skill set to navigate and sort all of the information is important for our students to develop. Finding activities and tools for students that are more meaningful and connected to real-world experiences will help them to better understand how to use data.

In my STEAM course with eighth graders, we discuss digital citizenship and digital literacy. There are many resources available that give students the chance to look at news, headlines, photos, and more and evaluate the reliability of what they are viewing. One example, Checkology is a great resource to help students evaluate materials and then create opportunities for us to discuss their experiences and build our skills together. There are also headlines and news stories available for students to learn about information literacy at their own pace. We use these two resources as well as some teaching methods as a way to develop digital literacy skills as well as evaluating data and information that is provided within these spaces.

As a Spanish teacher, I want to provide meaningful learning opportunities that will help students to build their language skills while also becoming more globally aware as they develop the essential skills to prepare for the future. With methods like project-based learning (PBL), my students have the opportunity to build language skills while becoming curious for learning as they explore real-world issues. Choosing a topic to focus on, requires students to be independent in their work, conduct research, sort information, and evaluate how to best share what they have learned. PBL also promotes the development of essential SEL (social-emotional learning skills), in particular, social awareness as they learn about the United Nations Sustainable Development Goals.

As students become familiar with the process of PBL, at times they struggle with finding and then selecting the best resources to explore. It is also initially challenging to sort through the information and then determine how to share their learning. Students should take time to learn about and explore the 17 United Nations Global Goals and connect it with PBL and STEM learning.

Giving students the chance to learn through a STEM or STEAM curriculum, also helps students learn to experiment and better process data through authentic and unique learning experiences. Whether completing STEM challenges or learning about emerging technologies like augmented and virtual reality or artificial intelligence, students need to conduct research, experiment on their own, and process all of the information they receive. There are design challenges that we can bring into our classrooms that require students to prepare by conducting research, experimenting, evaluating, setting new goals, and processing all of the learning that happens.

Data literacy matters

As we prepare students for the future, becoming data literate helps them develop many essential 21st-century skills. Whether through PBL or STEM activities, or research done in class individually or with peers, students will develop their critical thinking and problem-solving skills, learn to communicate their ideas more effectively, and build essential SEL skills such as responsible decision-making.

About the Author:

About the Author

Rachelle Dené Poth is a Spanish and STEAM Educator at Riverview High School in Oakmont, PA. She is also an Attorney, Edtech Consultant, Speaker, and the Author of seven books about education and edtech. Rachelle is available to provide PD on Artificial Intelligence, Augmented and Virtual Reality, Coding, SEL and STEM. 

Contact Rachelle to schedule sessions for your school about Artificial Intelligence, Coding, AR/VR, and more!

Follow her on Twitter and Instagram at @Rdene915

**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? Find these available at bit.ly/Pothbooks

************ Also check out my THRIVEinEDU Podcast Here!

Join my show on THRIVEinEDU on Facebook. Join the group here

Is This For A Grade?

Dr. Rachelle Dené Poth Leave a comment

Guest post by laura steinbrink, posted in education

A NEW-OLD IDEA TO BUILD STUDENT INDEPENDENCE FROM GRADES

As a high school teacher closing in on thirty years of teaching, I have heard students daily ask “Is this for a grade?” any time we do activities in class that are on paper or digital. Of course, I want them to do the activity because I have designed it to help them master the skills our content requires, but I also don’t want to grade every single thing we do. The conditioning of our students to only do things for a reward, which includes grades, is a soapbox I will get on another time, but for now, I believe I have a solution that suits my personal beliefs on not grading everything I ask students to do, and will have students participating and engaged without asking, “Is this for a grade?”

I JUST CAN’T TAKE IT

Teachers have been using small student whiteboards in the classroom for years. In the middle of my teaching career, my dad bought a couple of shower boards from a building supply store and then cut the boards into smaller squares that were a bit bigger than a piece of paper for me. My school purchased the dry-erase markers and tiny whiteboard erasers, and I was in business. I was teaching 5 different subjects, but I really only saw use for the whiteboards in my Spanish class, where I could see if they were learning the vocabulary words, sentence structure, etc. in a quick scan of the room. As I moved to other districts and taught other things, I forgot about the whiteboards and did not consider other uses. Sometimes it is really easy to dismiss a tool from the toolbox if I have relegated it to only one use, one purpose, and then the need for that declines.

MY TEACHERS ALL GAVE UP ON ME

While actual student-sized whiteboards are still in use, some creative people (I assume a teacher or teachers) realized that sheet protectors can be used with dry-erase markers. This, I thought (and still think), is an inexpensive way to tap into the formative power of using the whiteboards in class. By now I am teaching high school English and related subjects, so I didn’t see how that tool would be useful in my toolbox. Again, I was very shortsighted. I became “tool blind,” meaning I had blinders on where this tool was concerned, so if I wasn’t teaching vocabulary or easy concepts, the tool could not work in my room. I could only see the tool used in one specific way or with one particular type of content.

The sheet protector whiteboard & felt square were provided by John in his EDI Presentation.

NO MATTER WHAT THEY SAY, I DISAGREE

In a PD recently with Dataworks Education Research, the presenter and co-founder of the company, John Hollingsworth, spent the day teaching my colleagues and me how to use his Explicit Direct Instruction (EDI) daily in the classroom. John wasn’t the only presenter there, since we were split up into smaller groups than the 100 or so educators that I work with in my high school, but he is the one who worked with my group. As we walked in, he had us grab a folder, sheet protector whiteboard, and dry-erase marker. There was a white card stock or thin cardboard sheet inserted into the sheet protector, and also inside was a small square of felt to use as an eraser. Huh. why didn’t I think to put white cardstock or cardboard inside when I first heard of people using sheet protectors to write on with students? John also mentioned that we could slide a graphic organizer or other handouts inside the sheet protectors to use in class too. That for me, was a game-changer for how I now looked at this tool.

AND WHEN I NEED SOMETHING TO SOOTHE MY SOUL

Now let’s dive into the pedagogy and grades-based thinking on using this tool. John demonstrated how to have a question for each chunk of information (one question per slide of a presentation, one question every couple minutes of a lecture, etc.) that students then write down on their whiteboards. Students could write paragraphs, sentences, one word, a multiple choice letter, or whatever you need to quickly see if your students are learning the concepts or content. Now, here’s where the beauty lies for me. If students write their quick writes, quick check responses, or complete a graphic organizer on the whiteboard, the expectation of turning it in and receiving a grade diminishes almost instantly. Now, we could keep track of who participates consistently and who doesn’t for a participation grade, but this tool may very well eliminate even that as an expectation for every activity or as a daily score. Learning for its own sake could be freed from the bonds of grading.

I LISTEN TO TOO MUCH ROCK ‘N’ ROLL

However you choose to use (or not) this tool in your teaching, it is important to help re-orient students away from believing extrinsic rewards are a requirement for learning or completing work, and get their focus back on learning for the sake of learning. Curiosity, creativity, and more rely on intrinsic motivation. When students get extrinsic motivation (rewards) for doing what they are expected to do, or for learning what we expect them to learn, it erodes their intrinsic motivation, which eats away at their creativity and curiosity. So as you build your toolbox this year, remember that new and shiny aren’t always the best choices (sometimes they are, for sure), and we can always rethink how to use our old tools in new ways to elevate student learning.

HEADINGS ARE FROM PARTIAL LYRICS FROM THE SONG FOOLS BY VAN HALEN.

About Rachelle’s blog

Follow Rachelle on Twitter @Rdene915 and on Instagram @Rdene915. Rachelle has a podcast, ThriveinEDU available at https://anchor.fm/rdene915.

Looking for PD for your school? I provide in-person and virtual training on the following topics. If you want to learn more about and explore AI and ChatGPT, contact me to schedule! Rdene915@gmail.com

**Interested in writing a guest blog or submitting a sponsored post for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks

Navigating the Teacher Shortage: The Impact on Student Programs and the Solution for Civic Engagement

Dr. Rachelle Dené Poth Leave a comment
Blog + Social Headers (10)-1

Guest post in collaboration with @x2VOL

Civic engagement is of the utmost importance for students. Service and community engagement during formative high school years improve social-emotional growth, student outcomes, leadership skills, and more. But how are these programs being managed when educators are leaving schools in record numbers?

The current teacher shortage in the United States has far-reaching implications for education.

According to The Washington Post, the teacher shortage is impacting schools across the country. In a study done by Kansas State University, 37 states were surveyed to assess the extent of the current shortage: The teacher shortage increased by 35% in the past year alone in these states. Districts across the country are seeing teachers and other faculty leaving education citing stress, low pay, and safety concerns, among other reasons.

While classrooms are suffering due to fewer teachers and larger class sizes, how do the teacher shortages impact other student programs?

Being “Voluntold”

Because there are many vacancies in school positions, there’s a lack of staff to run student programs. Many teachers and student administrators are reporting they are being “voluntold” to take on new responsibilities. These include different clubs and organizations, service programs and requirements, work-based learning programs, and more – programs that can’t run without staff involvement.

Teachers and educators are passionate about student success and want to see their students flourish; they take on these responsibilities for the betterment of their students.

However, educators aren’t always given the proper compensation or resources to manage these additional responsibilities. These student programs are vital in student development, but what happens when they aren’t given proper attention?

Student engagement suffers without proper leadership over these programs. Community service, service learning, and work-based learning programs are important elements of a student’s education. There are a number of benefits such as:

  • Betterment of skills such as communication, teamwork, leadership, initiative, and more
  • Career discovery from experiencing new industries and positions
  • Social-emotional development and widened worldview leading to personal growth
  • Increased feelings of belonging from being engaged in one’s community

These benefits lead to well-rounded students. Students who participate in community service during their high school career learn valuable life skills that increase college acceptance, university success, job acquisition, and more.

The Solution

x2VOL Founder & CEO, Michele Pitman discussed this topic and solutions to support teachers on the ThriveInEdu Podcast with Rachelle & Mel. Check out the full podcast and discussion below.

Watch ThriveInEdu

In this podcast, Michele joins the ThriveInEdu team to share current trends in schools, why student programs are vital, and what districts can do to better support their educators.

x2VOL is a resource that steps in to make the management of these important student programs much easier, allowing educators to focus on student engagement and growth. x2VOL takes tracking and reporting for student programs online. Whether schools have a service hour requirement or a work-based learning program, x2VOL tracks hours and experiences for student programs online. Students are empowered with an activity log of their experiences and reflections and educators are relieved from the burden of managing these platforms.

Student service and WBL programs are an important piece in a young person’s education and managing these programs shouldn’t be a burden to educators.

Learn more in our one-minute demo below and reach out to our team to get started!

View x2VOL Demo

About Rachelle

Follow Rachelle on Twitter @Rdene915 and on Instagram @Rdene915. Rachelle has a podcast, ThriveinEDU available at https://anchor.fm/rdene915.

Looking for PD for your school or keynotes for your conference? I provide in-person and virtual training on the following topics. If you want to learn more about and explore AI and ChatGPT, contact me to schedule! Rdene915@gmail.com or use the Book Me form on my website.

**Interested in writing a guest blog or submitting a sponsored post for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly.pothbooks

Tonies Toniebox: A Game-Changer for Early Childhood Education

Dr. Rachelle Dené Poth Leave a comment

In collaboration with Drew Vernon

In a world where technology often competes with traditional learning methods, educators are always on the lookout for innovative tools that can genuinely impact children’s development. The Toniebox, a revolutionary audio device, has recently released the results of a study conducted between January and June 2023. The study explored how this creative tool can influence young learners’ comprehension, language skills, and attention.

Unlocking the Potential of the Toniebox

We should first understand what makes the Toniebox stand out. It’s an audio storytelling device that combines the magic of bedtime stories with captivating learning content. It makes it an excellent addition to the early childhood education toolkit and the best part is that kids are independent in their learning and can use it without much help at all.

A recent study

Imagine a learning tool that cultivates comprehension, language skills, and attention in young children. The recent study included 100 families from the UK and the United States, and involved children of ages 2 through 5. The research began with interviews to establish baseline measurements for each child’s development. Families were then provided with a Toniebox and bedtime Tonies, along with instructions to integrate them into their bedtime routines. After a period of 2-3 weeks, there were follow-up interviews that assessed the impact of Tonies on each child. Families were then provided with additional Tonies from the 4 Learning Centers: Discovery, Reading, Mindfulness, and Independent Play. After at least 12 weeks, there was another round of interviews which evaluated the effects of the Toniebox on children’s learning.

The Impact

1. Bedtime Routine Improvement:

– For parents who initially struggled with bedtime, using the Toniebox improved the situation for a remarkable 92% of them.

– Even if routines took longer, parents noted less resistance from their children, a welcome relief for many.

– Satisfaction scores increased significantly, from 6.6 to 7.4 out of 10, indicating happier bedtime experiences.

2. Comprehension and Language Skills:

– 60% of children’s comprehension scores increased

– Researcher-assessed comprehension levels improved by an impressive 6.3%.

– Reading comprehension scores saw a substantial increase of 12.6%.

– Verbal fluency jumped by over 10%, with 44% of children demonstrating improved verbal fluency.

– Vocabulary scores increased by 13.2%, with 66% of children scoring higher.

3. Enhanced Attention and Engagement:

– 53% of children’s general attention scores improved.

– For reading-specific attention, there was a 5.9% average increase.

– Engagement with stories increased by 7%, indicating greater interest.

Educators’ Takeaway: Tonies Toniebox

What makes the Toniebox an invaluable addition to early childhood education? It’s the perfect blend of entertainment and education. Here’s why educators should consider integrating it into their teaching strategies:

1. Promotes Literacy and Learning: The Toniebox enhances comprehension, language skills, and attention, crucial for early childhood education. The significant boost in reading comprehension is especially noteworthy.

2. Bedtime Routine Improvement: Better bedtime routines mean well-rested, alert learners in the classroom. Educators can appreciate the positive impact on children’s behavior and readiness to learn.

3. Screen-Free Learning: In a world dominated by screens, the Toniebox offers a refreshing screen-free alternative, promoting auditory learning and imaginative thinking.

4. Parent and Child Collaboration: The Toniebox encourages parent-child interaction, fostering a love for storytelling and learning from an early age.

Feedback from parents

The feedback offered by parents provides some valuable insights into the unique experiences they had with the Toniebox in their home.

1. Vocabulary Development and Screen-Free Engagement: A parent highlighted how Tonies significantly contributed to her child’s vocabulary development while serving as a screen-free alternative. The child’s enthusiasm for their Toniebox was so profound that he even listened to them for extended periods during road trips, showcasing the potential of this audio-based medium.

2. Design and Quality: Parents appreciated the figurine design of Tonies, which differentiated it from other devices. Many found Tonies ideal for storytelling, while other devices were preferred for music. The Toniebox engaged a child’s mind safely and offered high-quality manufacturing.

3. Innovative Possibilities: Parents associated reduced screen time with improved behavior in their children, emphasizing Tonies’ role in promoting a healthy balance.

The Toniebox is a valuable addition to childhood The feedback from parents underscores the versatility and potential of the Toniebox. While the study’s quantitative findings reveal its substantial impact on bedtime routines, comprehension, language skills, and attention, the individual comments paint a more comprehensive picture of its role in children’s lives. The Toniebox offers not only educational benefits but also a unique opportunity for children to engage with audio-based content in a screen-free and imaginative manner.

Toniebox is more than just a device; it’s a tool that empowers educators and parents to inspire young minds while nurturing positive habits and fostering a lifelong love for learning. As we navigate the ever-changing landscape of early education, the Toniebox supports the development of young learners in a dynamic and enriching way.

It is more than just a storytelling device; it’s a game-changer for early childhood education. Its potential to transform bedtime routines, enhance comprehension, language skills, and attention makes it a tool that educators should bring to their classroom. This innovative approach to learning is not only effective but also a whole lot of fun for young learners.

Contact Rachelle to schedule sessions for your school or keynotes for your conference about Artificial Intelligence, Coding, AR/VR, SEL, STEM and more!

Follow her on Twitter and Instagram at @Rdene915

**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? Find these available at bit.ly/Pothbooks

************ Also check out my THRIVEinEDU Podcast Here!

Join my show on THRIVEinEDU on Facebook. Join the group here

Addressing Teacher Shortages: The Role of Substitute Teachers and Swing Education

Dr. Rachelle Dené Poth Leave a comment

In Collaboration with Swing Education

Over the past few years, teacher shortages have become a challenge in schools across the United States. There has been a shortage in filling full-time teaching positions as well as finding substitute teachers to fill in on a day-to-day basis. The shortages add to the pressure on all teachers as they take on additional responsibilities to cover classes and other duties. As a result, teachers lose time that can be spent working with students and also valuable planning time.

Earlier this year, I learned about Swing Education, which is a centralized platform that connects substitute teachers with schools and school districts. They serve as a recruiter of substitute teachers in support of school districts. Swing Education helps schools to streamline the process of hiring, expanding their pool of substitute teachers, easing payroll and onboarding. Swing’s value for substitute teachers is that they have more jobs to choose from because Swing lists all the openings in their area. They also get paid each week (instead of each month) and becoming a sub is much faster because Swing helps with onboarding. I had the opportunity to speak with Mike Teng, Co-Founder of Swing Education and enjoyed the conversation and also gained insight into how large of a problem schools in the United States are facing.

The teacher shortage is affecting schools in every state. According to a report by the nonprofit Learning Policy Institute, there is currently a shortage of approximately 314,000 teachers in the U.S. school system. That means they need subs, but when there aren’t enough, it negatively impacts the learning experience for students and can also lead to teacher burnout. Substitute teachers play a vital role in addressing teacher shortages. They can step in when full-time teachers are absent, ensuring that students receive consistent instruction. Furthermore, substitute teachers can also bring fresh perspectives and diverse experiences to the classroom, enriching students’ learning experiences. I have experienced this in my own classroom when I needed a substitute teacher.

Swing Education’s Initiative

Swing Education launched a campaign to recruit substitute teachers throughout California and in Texas, in the Dallas/Fort Worth area. These are the areas of biggest need at this exact moment for the Swing schools. However, schools all over the nation are facing a shortage, and substitute teachers are needed everywhere. Because Swing Education has a centralized platform, it is easier for schools to find and manage substitutes. The platform handles recruiting, onboarding, and payroll, giving schools more control over their substitute pool. Substitute teachers can find teaching assignments that fit their schedules and have the resources they need to be classroom-ready from day one.

The Benefits of Swing Education

The Swing Education platform offers numerous benefits, such as:

Streamlined Recruitment: Swing simplifies the recruitment process, making it easier for schools to find qualified substitutes quickly.

Improved Management: Schools can efficiently manage their substitute pool, ensuring they have adequate coverage for teacher vacancies.

Support for Substitutes: Substitutes have access to resources via the Swing Education site to help them get started.

Community Engagement: Swing encourages college students, prospective teachers, retirees, and others to sign up as substitutes, fostering community involvement.

Recruiting substitute teachers not only helps with immediate staffing needs but also helps to bring in opportunities for people who may not have considered teaching. There are substitute teachers that are college students, prospective teachers, or even retirees who decide to pursue teaching as a long-term career after having some experience in classrooms. By actively recruiting and supporting substitutes, schools can bring in prospective future educators and work toward eliminating or at least, reducing the teacher shortage crisis.

Swing Education’s initiative to recruit substitute teachers is a significant step toward addressing this challenge. By leveraging platforms like Swing, schools can ensure that classrooms are adequately staffed, and students continue to receive quality instruction. Furthermore, by the support offered for substitute teachers, schools can contribute to building a stronger and more sustainable teaching workforce for the future. Click here to learn how to become a sub. For schools and districts, click here to learn more about Swing.

About Rachelle

Follow Rachelle on Twitter @Rdene915 and on Instagram @Rdene915. Rachelle has a podcast, ThriveinEDU available at https://anchor.fm/rdene915.

Looking for PD for your school? I provide in-person and virtual training on the following topics. If you want to learn more about and explore AI and ChatGPT, contact me to schedule! Rdene915@gmail.com

**Interested in writing a guest blog or submitting a sponsored post for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks

YouMatter

Dr. Rachelle Dené Poth Leave a comment

Teaching Tips

Guest post by Jerry Blumengarten @cybraryman1

From day one it is very important that your students know that you care about them. This was especially important for me as I worked in a very high crime area and many of my students came from broken homes. (East New York – Brooklyn https://cybraryman.com/eny.html )

At the beginning of the school year, I had each student complete an information sheet. I wanted to know what skills or abilities they possessed. This information came in handy when I had: to do bulletin boards as I used their artistic ability or plan auditorium programs like class plays where I was able to use their dancing, singing, and musical talents. I felt it was good to know their passions and help them achieve them especially when it came to choosing high schools to attend.

When I served as Attendance & Lateness Coordinator I would stand at the front door as students entered the building. I greeted each student with a smile and a kind word. It was rare for many of them to be acknowledged with a kind word. For my track team members when they came to school I would hand them a recap of the previous day’s meet making sure each runner was mentioned.

I made sure during passing between periods to greet all the students who came up to our floor. The Assistant Principal loved this and she also joined me with the welcomes. I also made sure to greet each student as they entered my classroom. I told my classes that I was not a mind reader. I wanted them to notify me either by speaking to me or giving me a note if they were having a problem or did not feel well before our class started.

It is wise to build community in the classroom and have your students help you design the expectations for your classroom. Classroom and Behavior Management

https://cybraryman.com/classroom.html

During my first year of teaching, I decided to give students who did their work, handed in their homework, and tried their best letters to take home to their parent/guardian before the December holidays. I wanted to acknowledge the work of the good students as usually, I would contact the parent/guardian of the students who were either acting out or not doing their work. The day after I had given out those letters a student came back to me and told me she told her mother she had a letter from her teacher and the mother hit her. She had never gotten a good letter about her child before. In future years I told the students to say they had a good letter from their teacher.

Students are very perceptive and know from the start if you really care about them. Make sure to let them know that they matter to you.

Have an awesome year of learning.

Jerry Blumengarten

@cybraryman1

Contact Rachelle to schedule sessions for your school about Artificial Intelligence, Coding, AR/VR, and more!

Follow her on Twitter and Instagram at @Rdene915

**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? Find these available at bit.ly/Pothbooks

************ Also check out my THRIVEinEDU Podcast Here!

Join my show on THRIVEinEDU on Facebook. Join the group here

Professional Learning Networks for Teachers

Dr. Rachelle Dené Poth Leave a comment

Teachers need ways to connect with peers, exchange ideas, collaborate and share resources, and engage in meaningful discussions.

Finding time throughout the school year to engage in professional learning can be a challenge for educators. Being part of a learning community can help. Learning communities and professional learning networks (PLNs) can be a catalyst not only for professional growth, but for our personal growth as well.

Read the full article on Edutopia.

About Rachelle

Follow Rachelle on Twitter @Rdene915 and on Instagram @Rdene915. Rachelle has a podcast, ThriveinEDU available at https://anchor.fm/rdene915.

Looking for PD for your school? Contact me for more information here.

I provide in-person and virtual training on the following topics. If you want to learn more about and explore AI and ChatGPT, contact me to schedule! Rdene915@gmail.com

**Interested in writing a guest blog or submitting a sponsored post for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks

Learning about Civics and Government: The Ethics of AI in Political Campaigns

Dr. Rachelle Dené Poth Leave a comment

Guest post by: Torrey Trust and Robert W. Maloy, University of Massachusetts Amherst

“The Ethicist” – Kwane Anthony Appiah’s column in the New York Times Magazine – offers philosophical advice about how to respond to the dilemmas and complexities of everyday life. People submit questions they want answered, and the rights and wrongs or ethics of what to do are not immediately clear or self-evident. Questions posed include: “Is it ever acceptable to visit a Confederate historical site?” “My salary is too high. Is it wrong to stay in my job?” “Can I sell my Taylor Swift tickets for thousands of dollars?” and “Can I use ChatGPT for the tedious parts of my job?” In July 2023, the Ethicist responded to this last question about ChatGPT, which was written by the chair of the English department at a small college. The reply was “yes,” as long as “you exercise proper vigilance and can stand by what you submit” (para. 4). 

Utilizing “The Ethicist” as the starting point for instructional ideas, we envision giving elementary, middle, and high school students ongoing opportunities to develop their own ethical responses to authentic questions and issues they are facing in their lives, schools, and communities – especially those related to the use of GenAI tools and large language models (LLMs) – as a means of helping them develop their civic engagement skills and knowledge. Ideally, students engage in discussions about how they and others should act in the different situations and settings of everyday life. By stating their views and restating and understanding the views of others, students will become more socially conscious and civically engaged as members of our diverse society. 

Questions of ethics and ethical behavior are central to how individuals and groups conduct political campaigns. In the run-up to the 2024 election, political candidates, parties, and action and advocacy groups have been using GenAI tools to generate campaign speeches, policy proposals, and even fundraising emails. In one example, the Democratic Party used AI to write fundraising emails and found that AI-generated fundraising requests performed as well as or better than human-generated requests in generating financial responses from donors (Goldmacher, 2023). However, not all uses of GenAI in political campaigns have been done with honorable intentions. University of Georgia journalism professor David E. Clementson (2023) identified multiple ways that GenAI tools could make political campaigns more deceptive than ever, including using these tools to design customized bogus campaign promises, write outright lies presented as truthful statements, convince voters to reevaluate their choice of candidates, and craft manipulated photos of candidates.

Following the model of “The Ethicist,” students could be asked: “Is it ethical to use GenAI tools to craft political campaign materials and media?” To begin this activity, students could be encouraged to use the Teacher and Student Guide to Analyzing AI Writing Tools to critically investigate popular GenAI tools, including ChatGPT, Bard, Stable Diffusion, and DALL-E. This guide provides a series of prompts that motivate students to examine the design and production of AI tools (questioning things like “Who designed this tool and why? “How does this tool make money?” “What data was used to train this tool?” “What biases are represented in the data?” and “What privacy protections are in place for users’ data?”) and the output of AI tools (questioning things like “Who or what is included in the output and who or what is left out?” and “How does the AI-generated output compare to human-generated text or media?”). Through this type of critical investigation, students might uncover that GenAI tools are trained on data that has embedded biases and consider what that might mean if political campaign staff use these tools, for example, to write fundraising campaigns based on demographic data. 

Next, students could work on designing their own political campaign to run for a local or statewide political office (see the “Online Campaigning for Political Office” activity). Students could start this activity without any assistance from GenAI tools and then mid-way through the activity have the opportunity to use AI to help with or improve their campaign materials. For example, students might ask ChatGPT to generate a series of social media posts related to their campaign promises, write a script for a podcast or video that will be embedded into their campaign website, improve the quality of the text for their campaign website, or devise a strategy for increasing voter engagement with their campaign. Or, they could use image generators, like Microsoft Bing Image Creator powered by DALL-E, to produce visuals for their campaign websites or social media posts. 

After designing their own political campaigns with and without the assistance of GenAI tools, students could engage in a discussion or debate about whether they think it is ethical for politicians and their campaign staff to use GenAI tools to craft political campaign materials and media. Integrating an ethical question about the use of AI in political campaigns as students design their own run for political office gives students an opportunity to investigate what AI can and cannot do and what AI should and should not do as a tool. The cognitive scientist Fei-Fei Li said nearly a decade ago: “AI is a machine that can make a perfect chess move while the room is on fire” (quoted in Knight, 2017, para. 4). Her point is AI can generate content, but not critical thought or socially and morally ethical plans for action. Through this activity, students consider what role AI should play in politics, and then they should be able to form their own opinion to the prompt: “Is it ethical to use GenAI tools to craft political campaign materials and media?”

Author Bios

Torrey Trust, Ph.D. is a Professor of Learning Technology in the Department of Teacher Education and Curriculum Studies in the College of Education at the University of Massachusetts Amherst. Her scholarship and teaching focus on how technology shapes educator and student learning. Specifically, Dr. Trust studies how educators engage with digitally enhanced professional learning networks (PLNs), how emerging pedagogical tools (e.g., HyperDocs), practices (e.g., Making), and technologies (e.g., 3D printers, augmented reality) facilitate new learning experiences, and how to design and use open educational resources (OERs). Dr. Trust served as a professional learning network leader for the International Society for Technology in Education (ISTE) for five years, including a two-year term as the President of the Teacher Education Network from 2016 to 2018. In 2018, Dr. Trust was selected as a recipient of the ISTE Making IT Happen Award, which “honors outstanding educators and leaders who demonstrate extraordinary commitment, leadership, courage, and persistence in improving digital learning opportunities for students.” www.torreytrust.com

Robert W. Maloy is a senior lecturer in the College of Education at the University of Massachusetts Amherst where he coordinates the history teacher education program and co-directs the TEAMS Tutoring Project, a community engagement/service learning initiative through which university students provide academic tutoring to culturally and linguistically diverse students in public schools throughout the Connecticut River Valley region of western Massachusetts. His research focuses on technology and educational change, teacher education, democratic teaching, and student learning. He is co-author of Transforming Learning with New Technologies (4th edition); Kids Have All the Write Stuff:  Revised and Updated for a Digital Age; Wiki Works: Teaching Web Research and Digital Literacy in History and Humanities Classrooms; We, the Students and Teachers: Teaching Democratically in the History and Social Studies Classroom; Ways of Writing with Young Kids: Teaching Creativity and Conventions Unconventionally; Kids Have All the Write Stuff: Inspiring Your Child to Put Pencil to Paper; The Essential Career Guide to Becoming a Middle and High School Teacher; Schools for an Information Age; and Partnerships for Improving Schools. 

**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? Find these available at bit.ly/Pothbooks

************ Also check out my THRIVEinEDU Podcast Here!

Join my show on THRIVEinEDU on Facebook. Join the group here