8 Things I Learned My First Year Of Teaching With Project-Based Learning

8 Things I Learned My First Year Of Teaching With Project-Based Learning

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8 Things I Learned My First Year Of Teaching With Project-Based Learning

by Rachelle Dene Poth

My first year of teaching with project-based learning provided as much learning for me as it did my students.

Each year when I head back to my classroom in the fall, I have many ideas of new methods, new tools, and some changes that I want to make in my classes. These changes and ideas are the result of attending summer conferences, reading new books, and maybe the most helpful, student feedback that I review over the summer.

The biggest change I wanted to make this year was to have my students really engage in Project-Based Learning.

Interested in PBL support? Contact TeachThought Professional Development today! 

1. It’s not ‘doing projects.”

My students have completed many projects over the years, and I honestly thought they were doing “PBL”, but after the summer I finally realized that it was not authentic PBL. I was simply having students learn by completing projects. Coming to this realization allowed me to find resources to learn how to implement authentic PBL into my classroom.

If you are feeling the same as I did, don’t worry. There are the resources, tools, and shifts in thinking that can help you on your way.

See also: The Difference Between Projects And Project-Based Learning

2. Students–and parents–need to understand the process.

To get started, I sought out resources that I had learned about over the summer.

I learned that there are several different methods of doing PBL. The theme can be something created by the teacher, independently chosen by the students, or a combination of something in between. Because I had decided to implement PBL with my Spanish 3 and 4, I decided to follow an independent method, enabling students to pursue something of personal interest. The opportunity for students to have choices through more independent learning, leads to a more meaningful experience, a few of the great benefits of PBL.

The opportunity for students to have choices through more independent learning, leads to a more meaningful experience,  a few of the great benefits of PBL. This is difficult without students–and parents!–understanding how PBL works so they can buy-in, support, and believe in this ‘long-tail’ approach to learning.

3. The right technology can make all the difference.

I started by explaining the purpose of doing PBL, what I hoped would be the benefits of doing this in Spanish 3 and 4, and using the resources I found, shared the PBL elements with the students. I wanted to make sure they understood the process, as much as possible, from the start. I knew it would be a learning experience for all of us, requiring ongoing reflection and feedback.

In our classes, we use a few digital tools which help open up opportunities for communication and collaboration. We use Edmodo for our classroom website, messaging apps (Celly and Voxer), and have also used tools such as Kidblog for blogging and writing reflections, and Recap and Flipgrid for video responses.

4. Developing quality Essential Questions takes practice.

I did my best to explain how to create an Essential Question (what TeachThought Professional Development calls ‘Driving Questions’), referring to resources I had found, as well as some books and educators for advice. I had struggled with crafting my own “Essential questions” in the past during curriculum writing and I knew this was an area that I also needed to work on.

What I learned is that Essential Questions are not answered with a yes or no, and answers are not easily found through a Google search. Essential questions will help students to become more curious, to seek more information, and in the process, develop their skills for problem-solving and critical thinking.

Essential questions drive the learning.

Last summer, I had read the book Pure Genius, by Don Wettrick, and had the opportunity to meet him during the Summer Spark Conference in Milwaukee. I also read a few other PBL books including  Reinventing Project-Based Learning: Your Field Guide, by Suzie Boss and Jane Krauss, and Dive Into Inquiry by Trevor MacKenzie.

Once we started, the students had many questions, and I answered as best as I could. However, because this was a new experience for me as well, I sought additional help.  Don Wettrick spoke to my students through a Skype call and later in the fall, Ross Cooper spoke with my students about crafting their Essential questions. Another great resource I consulted over was  Hacking Project-Based Learning book by Ross Cooper and Erin Murphy.

See also: Using The QFT To Drive Inquiry In Project-Based Learning

5. Project-based learning is a team-effort.

We have gone through this twice so far this year, and are now focused on one final PBL theme. It has been a tremendous learning experience for my students and I have learned so much from them. We have covered many new topics related to culture, language, sports, family and traditions.

The students enjoy having the chance to be in the lead, to drive their own learning, and have become more reflective on their work and on this PBL process. I did make mistakes and continue to work on improving each time we do this. The availability of these PBL resources to guide teachers and students and other educators who offer support along the way has made all of the difference.

The most powerful part of this has been the feedback from my students. I asked for the positives, the negatives, what could be different, how could I help more, and they were honest and offered such great information.

6. Project-based learning empowers students.

What I have learned is that it really does benefit students and the teachers to offer these project-based learning experiences for students, to find out about their passions and interests. We learn more about them and from them through their PBL. Having students take over the classroom and present their information opened up so many new learning opportunities for everyone. This is truly a great way to see students empowered in their learning.

Overall, the students are pleased about the work they have done, the progress they have taken and are excited about this next phase. We reviewed the feedback, did a little bit more research, and had some planning conversations.

7. Project-based learning forces students to see learning differently.

We need to create opportunities for students to pursue their interests when they learn. In order to prepare them for the real world, we should provide learning opportunities which connect them with other people, perspectives, and experiences.

The most difficult part for my students at the start of this was thinking about how they were going to present their information, and I kept telling them to work through the research part, gather their information first. I reminded them often to focus on the “what and why” part, and that the final product form would become more apparent as they progressed.

8. Patience is key.

I am pleased with having started PBL this year and I encourage other educators to consider implementing PBL in their classrooms. Yes, there can implementation dip. And without communication with students and parents and even our own colleagues, progress can be slow.

PBL is, however, a different approach to learning. It acknowledges that the school year is a marathon, not a series of sprints. It allows students to design and create and publish and reflect on and revise ideas, and this all takes time. Patience, then, is a critical characteristic of any successful–and sane!–project-based learning teacher! Given time, you’ll eventually help the students see the impact it has had on their learning.

 

Social Media: Oh goodness…Voxer: Did somebody just say 10-4?

This is the next post in my series about Social Media and the different tools available for learning and connecting. I was wrong about Facebook, Twitter and LinkedIn….and now Voxer. WOW!

I think that this might be one of my favorites, even though it is difficult for me to make any kind of decision when given more than 1 option. But the thing about Voxer is that it enables live communication between anyone and anywhere. It absolutely fascinates me and I am wowed each day by the many ways it can be used.

Why am I such a fan? Well honestly, maybe a part of this is because I had a real set of walkie talkies and was amazed that you could talk into it and somebody, somewhere else could hear and answer you right back.  When I was 13, I remember trying out the set in my parents’ car and talking to someone that ended up living a few streets away.  Michele and I became great friends and it amazes me to this day that I met someone by using the Walkie-Talkie,way back then in 1984. Who knew what the possibilities would be for today, using Voxer, is amazing.

I remember having a set of them sometime in the late 1990’s and using them at the mall, thinking it was the coolest thing ever. (I know, there were probably cell phones, I did not have one yet, they were still in the big bags or attached in cars).

Learning about Voxer

But my first experience with Voxer was becoming involved in a group preparing for ISTE in Denver last summer. How did I find out about this? Ironic moment. You might laugh but it was through a Facebook group. An interesting series of events. Sometimes we question what if? What if I had made a different choice? What if I didn’t go in that direction  and in this case what if I had never created a Facebook account? Still can’t believe that I am asking myself that question.

There are still many things between then and now that would be so different. I would have found less classmates for high school reunions, I wouldn’t know about friends who’ve moved away from or back into the area. Connecting with family and friends, seeing pictures and sharing news would happen a lot less often. So the crazy thing is that the one account I was so hesitant to get, led me to become involved with all of these different social media platforms and build my connections even more. So very wrong I was. 

Adding on Voxer: There was a Facebook group for people attending ISTE 2016, and someone (Rodney Turner, @techyturner) started a Voxer group. I had no clue what it was but I joined it and at the time I was on a basic account, but upgraded to the PRO account, which is nice because if you send a message and you want to recall it, you can. How many times do you wish you could say something over?  Once again, it did not take too long to see the tremendous value in this form of communication as well. Being able to ask a question and have someone answer you immediately, a person who may be on the other side of the world and talking to you live is tremendous. Seeing the green light up that indicates they are talking live is amazing.

Now people might think “well it’s not that much different than talking to somebody on the phone.”  And that is partially true, you are having a conversation or could have a conversation just as you would on the phone, however the difference is if you have a question and you make that phone call, that person may not answer right away, if at all. Being part of a Voxer group, there are many people available to answer instantly while we pose the question. Unlike a phone call, it goes out to many people, leading to many responses and perspectives immediately. 

Some uses

Voxer has been a great platform for leading and participating in a book study, which might sound a little bit different when you think about how traditional book studies occur. It is a great way to connect with others for a book talk. I have been able to connect with so many more educators through Voxer which  has led to more connecting on those other social media platforms, yes Facebook and Twitter and LinkedIn. The ability to listen and learn anywhere at anytime is unbelievable.

With my students, it has been a tremendous way to listen to their PBL ideas and help them brainstorm, for them to ask questions when needed and for them to form their own groups.  They love the capabilities of using Voxer for education and fun!

If you don’t yet have Voxer, try it out. There are so many groups full of conversation, inspiration and motivation and definitely fun! If you want some ideas, let me know.  There are groups for connecting Educators, learning about Snapchat!, Breakouts, LeadupChat and so many more.  Connect with me on Voxer, I am @rdene915

 

Thanks for reading!voxer

Social media: Wrong about the learning potential

This is the third part of a series on how I learned the value of social media platforms for becoming connected and professional development.  I was wrong.

LinkedIn

I have not been on the job search. I did not have an account with LinkedIn. If I were  seeking employment, I would go directly to classified ads or employment websites. As for LinkedIn, I had heard of it, but I had never used it. Last year I had several people ask me why I did not have an account, and honestly I really didn’t want another account with more notifications. I had not considered using it since I thought it was simply for people who were actively looking for employment or who were recruiters.

While all that is true and it is a platform and a means for people looking for and posting employment information. It is really quite a professional community similar to the other platforms for people to share information, to learn, grow and connect with one another. I think that depending on who you are, what you do and what you need, you could decide to have accounts with each of these platforms I have mentioned, or simply choose one of them and try it out for a period of time. You might really be surprised at what it adds to your personal and professional life. Constant stream of information available, learning potential and power for becoming more connected.

LinkedIn differs from the others in that even if you are not actively looking for employment, it is a way to display your professional appearance/ persona and show people what it is that you do, share your interests, highlight your skills, for a few uses. But beyond these “postings”, it is also a way for people to support you because they endorse you for these skills. I have been in conversations with mixed viewpoints on these features, but I guess the thing to remember is that not everyone will find the same value, benefit for these, the important thing is that there are choices available for people to make their own decisions about what works best for them .

To create an account or not….

Now some people have accounts with all three of these and the way they interact with each of them varies, depending on role/profession in society, you may be very active and share your information freely. Or you may be more private and use each one of these in a different manner. It’s just about choice and preferences. But what I like is that with any of these you can share with others who you are and what you are about. And maybe more importantly, you are available for supporting and adding to conversations, communities and more.

I enjoy having options available as a professional, finding the right balance between all of these can be tricky, but better to have choices than not. 🙂

 

Next up…Walkie Talkie??

voxer

Rachelle Dene Poth

Another social media “risk”: Wrong again

This is the second part of my posts sharing how I was wrong about the value of Social Media for professional learning

So enter Twitter, the “twitterverse”. I was really wrong about this one and as a very reflective person, if I am mistaken, I will readily admit when I am wrong. And I will also take a step back and think about why I was wrong. For Twitter, I had no idea what was out there in the Twitterverse. I really knew nothing about anything related to Twitter.

I have had a Twitter account for probably 10 years, an account that was created only because a family member sent me a link, which required a Twitter account in order to see the post. I used my regular email address (original AOL by the way) and joined Twitter. I think I looked at it a few times for a week and then 5 years went by, never again looking at Twitter.

It wasn’t until the summer of 2014, when I was leading a session at a technology Summit, when someone tweeted about my session, to what they thought was my Twitter account. So I decided to create an account in that username and I have been actively involved in Twitter more or less ever since.

I had the misconception that it was only for celebrities. But I decided to look into it a bit more. I really didn’t know how it worked but I came across a Twitter chat one night and I started to connect with a few people from North Carolina and Tennessee. That was my start toward becoming a more connected educator and seeing the true value in Twitter. I added additional Twitter chats to my weekly activities and looked forward to the interactions with the new friends that I had made.

Shortly before ISTE 2015, I learned about “tweetdeck”. I had no idea what that meant, and I did not ask because I figured that it was something that I should know if I was using Twitter. I think I googled it. Before Tweetdeck, I used one window, with 1 chat and flipped back and forth between each chat window. To say it was a bit difficult at times is an understatement. I decided to try Tweetdeck, during my train ride to ISTE, multitasking by reading my Teach like a Pirate, involved in a Saturday chat with Tweetdeck and amazed at what was happening. It hit me. The power of communication and technology. In and of itself the fact of sitting on a train, reading a book with Wi-Fi access to enable me to use my computer, engage in multiple tasks, communicating with people around the country and world, at any point in the day during the travels. When you stop and think about it, it’s so amazing what we are capable of today. And with these two social media platforms alone, (ones which I adamantly avoided), the possibilities for learning, connecting, and so much more happen instantly anytime and anywhere. But that’s just my view of it and people may not see the value in having accounts with these or may prefer to stay away from social media. And it may not be for everyone, but I’ve learned that you can’t really say that you don’t like something or that you hate something, until you at least give it a try. And you certainly can’t go based on what somebody else says. While I greatly value the opinion of others, and can and have in the past been swayed because of someone else’s opinion, I really try to think about what is best for me. As an educator, I think about what is best for my students. I might love a certain digital tool but if it’s not going to benefit my students,  I won’t just throw it out there and say have fun with it. And that’s what I’m saying about Facebook and Twitter. As a start, either of these would be something that might surprise you in terms of the benefits personally and/or professionally. And again, I admit that I was wrong.  Lessons learned about Facebook and Twitter: Educational value is huge and learning to write concisely is an acquired skill.

I was wrong (really): How I became more involved through Social Media

 

***This is the first in a series of posts about the benefits of social media tools for education, and how I learned the value of them for becoming more connected.

I was not always into social media and cannot say that I truly saw the value of what each platform might have to offer. Part of this is my fault because I did not take time to learn about Twitter or Facebook and the others, and I had some misconceptions about what each social media platform was being used for. The other part is that I relied on the comments and experiences of others to judge the value and the benefit of trying any of these for my own use.

I love technology.  Ever since I was a child, I have been interested in trying new things, spending time learning and working with all things tech. I was fine with communicating through email, text messaging, and the occasional phone call.  I held off on creating a Facebook account because I thought that it was just a way to tell people what you were doing on a daily basis, “status updates”. I had the perception it was just about updating everyone on the  basic chores and daily life habits that we all take part in. I also did not consider using Twitter because I thought it was simply a way to keep up with what celebrities were doing and I had other ways to do that. Being an avid reader of publications like People magazine or US for many years, I kept up with what was going on in the celebrity world. Enough anyway.

So for me, I didn’t really think about or see any benefit personally, nor professionally, for having either of these social media accounts. So what led to the change? Class reunion planning. I had the task of locating classmates for an upcoming high school class reunion. I graduated with nearly six hundred people, and knew it would be a very tedious task. My options were to spend time looking online or flipping through the pages of a telephone book,  assuming that people still lived in the area or that I could easily locate their information using these methods. The possibility of Facebook had not entered my mind until a friend suggested it. So I gave in, created my Facebook account and little by little, sure enough, I began finding some of my classmates, friends from childhood and college and even making new connections.

Once I started using Facebook more,  I realized that I had been mostly wrong. I found out that not everyone used Facebook as I had thought. It really was a way to locate classmates, reconnect with friends and I started seeing that Facebook could be valuable and not at all what I had thought.

I found different learning communities and groups to join through Facebook. It became a great platform for sharing information, adding resources and amazingly, not that I thought this years ago, has the capability of being a tremendous tool for learning and professional growth. It is a way for people to connect instantly with anyone throughout the world, at any time and can be used as a system of support. You can keep up with friends, family, colleagues, and see how people live in other places of the world by sharing photos or going “live”.

So I discovered that I was wrong. I had this idea of Facebook and its uses in my mind and actively stayed away from it for years. So what is the lesson I learned? I learned that in order to really understand the benefit and use of something, you have to investigate it yourself. You have to take that chance, take a step, take a risk and look into something before making a judgment about its value. (A lesson for life as well). But the flip side is that you can’t just start using something because everybody else is, or you “heard” that it was the best way or best method of doing something. Everybody is different and everything affects people in different ways. I’ve always said that we can all read the same book but get a different story. And that’s the case with Facebook.

Thank you Facebook for being the means through which I have been able to reconnect with friends, join new learning communities and keep up with family and members of my PLN who I do not get to see very often.  It is a means to share good news and bad, but the main point is that it is a way to become connected and we all need to be connected to someone and something.

So I was wrong about the power of social media….and that’s okay, because I know the possibilities now and learned the lesson of keeping an open mind, judging for myself, and then reflecting.

 

Next up….Twitter!

12 Tools That Made The Biggest Difference In My Teaching

Posted on TeachThought, January 5, 2017

12 Tools That Made The Biggest Difference In My Teaching This YearRachelle Dene Poth

There are so many digital tools available today to promote student learning in the classroom. The task is in figuring out what you need for your classroom. What could benefit your students the most?

Over the past year, I took as many opportunities to learn as I could, spending time gathering information from reading books and blogs, staying active through social media in Twitter chats, Voxer groups, and by attending many conferences, both physically and virtually. I created long lists of new ideas, new tools, and created new accounts for many digital tools and tried as many as I could.

12 Tools That Made The Biggest Difference In My Teaching This Year

Communication, Collaboration

Technology can help give students a voice, where otherwise they may not be willing to or want to respond, especially within the traditional classroom space.  Here are the tools that changed our classroom this year and why.

1. Recap recap pioneer badge 2017 (1)

A video response tool that can be used for many purposes including formative assessments, student reflections and for sharing student work with parents. One of the biggest benefits of using Recap is that it provides a comfortable way for students to connect with their teachers, to share their ideas, thoughts or reflections, in a way which promotes student voice.

After using Recap with students for assessments, for providing their feedback to me about what they liked and did not like about class, and more, I could see that they were comfortable being able to speak freely, in their own space. I like being able to ask questions, provide different prompts, give feedback, and receive the daily reel that Recap compiles, to make reviewing it an easy process.

2. Voxervoxer

I found out about Voxer after being invited into a group created for ISTE Denver 2016. It started with a group on Facebook, and led to the implementation of Voxer as a means to connect everyone, build excitement for the conference and much more. I was amazed with the diverse uses of Voxer, ranging from individual conversations, a specific topic focused chat focused, a book study and much more.

Becoming more familiar with the different uses  got me to thinking how I could use it as a way to be accessible to students when they needed help with assignments. I had already been using various platforms including a messaging app and an LMS, but thought I would try Voxer out with a small group of students. The students loved it and used it for a few Spanish projects and even on a personal communication basis. After some time reflecting, I thought it could probably be a good tool to use for speaking assessments and to get the students involved in having conversations in Spanish with each other.

There are many uses for Voxer in general, but as an educator, it can be a good way to become more connected, receive and provide support for colleagues and students.

3. PadletPadletBlended

Padlet, which is equated to being a virtual wall, kind of like writing on a bunch of post it notes, has emerged as quite the multi-purpose tool in my classroom. What initially began as a way to have back-channel discussions, emerged as a means to communicate with other classrooms on Digital Learning Day, to have students quickly research and post pictures for a fun class activity, to curate student projects for easy display in the classroom, and even for students to use to create a project which included activities and multimedia links.

The uses keep emerging and I’ve found that sometimes it’s best to turn to the students for some extra ideas of how you can use some of these tools in your classroom.

4. PiktochartPIKTODash

A tool for creating infographics, social media flyers, presentations and more, Piktochart has become one of the tools that my students enjoy because they find that it is easy to use and enjoy the options which enable them to really personalize and make their project authentic. I have used it to create visuals such as birthday cards, classroom signs, Twitter chat graphics, and also for creating presentations for conferences. Regardless of what your needs may be, if you want to give students an option to create something visually engaging, personal to their interests and which enhances their creativity, according to my students this is something that you should try.

5. Vismevisual-storytelling-in-the-classroom-1024x590

Several of my students who have been very hesitant to use anything other than traditional presentation tools through Google or Microsoft Office, have found Visme to be a tool which encouraged them to take some risks and try new things this year. Students had to create a timeline about their summer, or basically anything they wanted, as a back to school project. At first, several asked to use something different, but they quickly found how easy it was to create something and have fun in the process.

Several students enjoyed it so much that they contributed to two blogs about the use of audio and the benefits of it for education as well as other areas. (hearing from the student’s perspective, and seeing them featured for their work was a great experience). So if you want to try something more engaging that promotes creativity, helps to build those vital technology skills and also lets students have fun in the process, then this could be a tool to try in the new year.

You can create infographics, reports, presentations, social media flyers and more. It is an easy drag and drop tool, that encouraged those “hesitant” students to take some risks and try new things. Check out Visme’s video series for “how-to” information!

6. Nearpodnearpod4

This is one of the game changers in my classroom this year. After many years of using the same Spanish reader in Spanish III, I wanted to add to the learning experience of students by enabling them to see some of the locations described in the book. I had found many videos and magazines, but I found Nearpod to be a much better way to really engage students in the lesson. Not only did students enjoy the lessons because of the interactive nature of it, they were overwhelmed by the ability to become immersed in the virtual field trips and feel like they were in the places they read about in the book.

I knew it was working when those students who were constantly watching the clock move were the last to leave the classroom. The only thing that made this better was when students created their own lessons and took over the classroom, becoming the teachers and giving me the opportunity to become the student and experience it from their perspective. There are many uses for this in the classroom: interactive lessons, multiple question formats, ability to upload content, assigning a lesson for practice and more.

It is definitely worth taking some time to try out, even looking over some of the lessons available in the Nearpod library, and asking your students what they think. And the Nearpod for Subs is AMAZING!

7. FormativeGoForm

A tool that can be used for having students complete formative assessments either live in class or as practice outside of the classroom, and a great way for teachers to get students more involved and be able to provide real-time feedback so that they can continue their learning process. Formative is a tool that has gone through many tremendous changes and improvements throughout the course of this year which make it a great tool for teachers to use for assessing students.

Formative is another tool that my students enjoy using because of the individual benefits of having feedback sent instantly and directly to them, being able to “show” their work or have their answers corrected immediately. It has been a way to create a more interactive classroom and also another tool which I have used to flip roles with students so that I could also learn from their perspective. It is something which students ask to use and which they are excited to tell others about, which is why I know that it is having a positive effect in my classroom.

Join #formativechat on Monday nights

8. QuizizzQuizizz1

A way to involve students in game-based learning in the classroom and also to provide more personalized instruction, based on the feedback you receive when students participate in a live lesson, or when you assign it as a homework practice assignment. I have enjoyed seeing students create their own Quizizz games, which I have found provides more focused practice for the students because they choose the material they need to practice.

Another benefit is that it also enables me to share these resources with the class and with individual students who may need some extra practice There are many features offered by Quizizz, and if time is lacking for creating your own Quizizz, you can gather questions and edit from all the public ones available. Try the game with your students and see what they think, and use their input to help plan the next game!

9. Buncee

The first time I created my own Buncee, I was amazed by the number of choices available for adding elements into my creation. I found myself thinking about how much the students would enjoy creating using it and having so many choices available. I have some students who like to “dab” every time they get an answer correct and so I quickly realized they would really love the fact that they could add a dabbing dancer into their presentation.

I created a Buncee for our annual Open House and was able to record my voice and add extra elements in from the diverse library of choices.  Being able to create a Buncee like this, is a great way to share the information with parents who may not be able to attend. I had students create projects with themes ranging fr9. om a medical chapter to a lesson on teaching verbs and more. Students love the choices and the ideas for how we can use this tool keep growing. But the best part of it is that it enables every student to find something to add into their project and to bring out their creativity. And it definitely builds confidence with a lot of fun in the process.

10. Blendspace TES Teach

A few years ago I found “Blendspace” and it was exactly what I was looking for. I wanted an easier, more reliable way to share some websites with students to use for practice during and outside of the classroom. I had been doing this, by typing the links on paper, but the problem was that deciphering the link (between i’s, l’s, for example) sometimes made it a bit challenging. So when I started using Blendspace, now “TES Teach,”  it was simply as a way to put activities and resources into a lesson and share one link which would open an entire page full of possibilities for enhanced learning.

But over this past year I have found many more uses for it, ranging from providing an asynchronous lesson, curating professional resources, storing student projects for easy presentation in class, and mostly for the simplicity of building a digital lesson full of multimedia resources, from scratch to share with students and colleagues. Creating a lesson is easy to do and can be done quickly when using the TES resources or when adding your own content.

Students can also use it to create their own presentations and this is a great way for them to incorporate a variety of media and to have everything available in one “lesson” using one tool. Accounts are free and you can have students join your class through a “pin” or Google Classroom or through a link. Teachers can also look at the lessons available through TES Teach and try some in the classroom.

11. Storyboard ThatSToryboardCH

Storyboard That is an online tool that is used to create storyboard and provide a way for students or anyone to tell a story in a comic strip presentation Style. You can create by choosing from so many different characters props background scenes comma speak Bubbles and so much more. It is easy for students to create as this work as a drag and drop tool. It is a lot of fun for students to be able to really personalize the characters and create a very authentic and meaningful representation of the story they are trying to tell.

There are many characters and backgrounds related to specific times in history, you can change the color of the characters, their clothing, adjust their movement and more. It’s really nice for the students because they can customize so much according to their personal needs which really enables them to be creative and have fun and be more engaged in their learning.

Another benefit is that by having an account with school, there are lesson plans and examples available that can really help to see how to integrate StoryboardThat into your classroom, or really into any type of setting, to communicate information in a more visual, creative and innovative way. Another nice feature is that students can use it to present in class and have it presented similar to a power point.

12. BloomzApp bloomz1

Bloomz is a tool which I began using at the end of the past school year, to see how it could enhance my classroom and open up more communication with parents. Bloomz offers a lot of great features, integrates the features of a messaging app, LMS, an event planner and more. It even provides translation capabilities with translation into 84 languages. Teachers can quickly create an event, share permission slips, create a sign-up sheet, track RSVPs, send reminders, and share photos and videos with parents.

Bloomz also enables teachers and parents to communicate instantly, privately, and as often as needed each day throughout the year. It recently added the features of a student timeline for building a digital portfolio to share with parents, as well as a behavior tracking program, for communicating about student behavior and providing positive reinforcement.

Conclusion

Even with all of the great digital tools available, we have to make some decision about what will work the best for our classrooms. What is the purpose for the implementation of technology? In looking over this list, are there any that you think might help to enhance, amplify or facilitate student learning in a more beneficial way than what you are currently doing in your classroom? Determining the answer is the first step, as we know that using technology just to use it doesn’t make sense. However, when we use technology in a way that enables us to help students find their voice, discover more about what they want to do, what they can do and what they need help with, makes sense. These are some of the tools which helped my students and had a positive impact on our classroom and learning experiences this year. To get started with the new year and some of these tools, my advice is to simply choose one of these tools and try it out.  See how it goes and be sure to ask your students for their feedback as well.

Kidblog: Don’t Let the Learning Stop: How to keep students engaged over extended breaks

Don’t Let the Learning Stop: How to keep students engaged over extended breaks

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The “Slide”

Throughout the school year, extended breaks provide both teachers and students the opportunity to give their mind a chance to reboot. However, learning opportunities do not have to stop while we take a break from the classroom to devote time to family, friends, and relaxation. Without opportunities for active learning during these extended breaks, some loss of knowledge is inevitable.  Similar to what has been termed the “summer slide”, this phenomenon also occurs during shorter breaks throughout the course of the school year.

There are many opportunities available to avoid this “slide”; teachers can help students engage in learning in fun ways that do not feel like “learning” at all. For my students, this means  blogging. Thanks to the availability of technology and platforms like Kidblog, students can stay connected, while still working on building skills over the break.

From “assignment” to “activity”

So, what turns a blog post from “an assignment by the teacher” over break to a fun student activity? It’s all about the content. For example, students may be asked to write a blog surrounding their time over break. Perhaps they describe what activities they participated in; writing a review of a book or movie they experienced, sharing how they spent time with friends or family, or even posting a new recipe they learned over break. These open-ended prompts enable students to work on their writing and literacy skills in a low-key and fun way. Additionally, it gives teachers the chance to stay connected with their students and provide any necessary feedback.

For more reflection, students may be given prompts which ask them to take a look back at some of the work that they have done prior to the break. They can focus on a few specific skills they have gained as well as their strengths or weaknesses throughout the year. Using blogging as a journal, they may then write a personal blog to themselves addressing these areas.  The blog can be shared with the teacher as a reflection, to explain how they perceive their progress in class and offer some ideas for personal goals or describe areas where improvement can be made. This prompt can be a great way for students to prepare for the year ahead of them.

It’s about staying connected

Blogging enables the students and teachers to communicate through a comfortable medium. It gives students an opportunity to write, read, and practice any critical skills they have learned leading up to the break as well as some reflective writing.  Students are encouraged to be creative while they are engaged in the practice of reflection, setting them up for future growth and helping you as the teacher develop a better understanding of student needs.

Project Based Learning: Essential questions and Many Uses of Recap

Posted on December 7, 2016

Posted in Guest Post, User Stories, Why Recap

Excited for the upcoming school year, I decided to start with some new ideas, teaching methods and digital tools. I wanted to continue using some digital tools from last year, but hoped to find different and more creative ways to implement them into the classroom. My motivation for this developed as a combination of time spent over the summer reflecting on the previous year, learning new things at summer conferences and through webinars, and engaging with groups on Voxer. But possibly the most impactful for me, was by obtaining feedback directly from my students. I used Recap over the summer to ask them what they enjoyed in class, what helped or didn’t help, and what they were looking forward to in the new school year. Student voice matters.

A New Experience

The biggest change for my classes this year, was starting PBL (Project Based Learning) with my Spanish 3 and 4 students. When taking on PBL, educators need to have some guidelines set as to how to begin and what the process entails. Students will be taking on a challenging new experience, one which provides opportunities for choices, independent and inquiry based learning. It is a different experience, because the students are in charge of their learning. They are studying something of a personal interest, or a passion to themselves. It is quite liberating and can lead to tremendous, authentic, meaningful learning opportunities, which will be highly beneficial for the students. It can also be a bit scary, because of the amount of independence involved in this method. So there are guidelines and resources available to educators that can help with implementing PBL in the classroom, and guiding students to develop their “Essential Questions.”

Getting Started

There are many great resources available for educators to learn more about and implement PBL (Project based learning) in the classroom. To begin this with my students, I first did some research to prepare myself for this new learning experience. I started with the Bucks Institute for Education (BIE, http://www.bie.org) for guidance before implementing it in my classes. I wanted to be prepared so that I could help to guide the students, even though I knew that I would also need some support along the way.

I carefully read over and took notes from the “8 Essentials for PBL” from BIE and also referred to several publications from ISTE for PBL. Other helpful resources were the weekly blog posts by Ross Cooper and Erin Murphy, offering advice focused on #HackingPBL, to be included in their upcoming publication, “Hacking Project Based Learning”, which will be published this month.

Another helpful book was “Dive Into Inquiry” by Trevor MacKenzie, through which I enjoyed hearing his experience and sharing the helpful images of rubrics with my students. During this process, I was also fortunate to have conversations with these educators, and early on, Don Wettrick, author of “Pure Genius”  spoke to my students about PBL and how to get started, giving them great information and asking thought-provoking questions to challenge them. We had a Skype call with Ross Cooper, who listened to and offered advice to several of my students on crafting their Essential Questions. The students even later got to meet Ross and Erin and talk about the Hacking PBL book.

Next Steps

Taking all of this information in, I guided my students through each step in the process, with focus on the beginning stages of PBL. The first step is to decide upon the Essential Question. What is an Essential Question? From my research, I have learned that it is not something that can easily be answered by conducting a quick Google search or with a Yes or a No. An essential question requires more. It leads students to research and critical thinking, problem solving, independent learning, progress checks and reflection along the way. When focusing on the Essential Question, it is not readily apparent what the end result of the student learning experience will be. My students initially struggled with not knowing where their research would lead. An essential question requires more, leads to more student inquiry and should be something that will sustain student interest along the way.

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Using Recap to focus on the Essential Question and PBL

Rather than have students write their Essential Questions, I asked them to think about what they wanted to study and to share their responses through Recap. I found this was beneficial because they could think through and explain their thoughts, and I could provide feedback directly to them. Having the opportunity to see and listen to the students as they shared their interests enabled me to understand the motivation behind their Essential Question. This method was very beneficial for me.

When we started our PBL, we decided to set aside Fridays as their “PBL” day, and they worked on it independently for the first 9 weeks. We had regular check-ins for updates and at the end, each student shared the product of their PBL experience, which could have taken any form, depending on where their research led them.

One very unique way that one of my students decided to share the information was by using Recap. Recap is a great tool for having students respond or reflect and gives them a comfortable method for sharing information with their teacher and also peers if they choose. One particular student suggesting using Recap to record separate videos of the results of her PBL study on Argentina and the tango. Using Recap for this purpose was a really great way for her to not only share her information and the reasoning of how she crafted her Essential Question, but also her thoughts and steps taken along the way.  Using Recap made  it very obvious to the audience how excited and engaged she was as a result of having the choice to pursue learning  about an area of interest and passion. Even without the video component, the audio itself was enough to inform and engage the listeners in her topic. I could tell that she had chosen an Essential Question which led her through a tremendous learning experience,with sustained inquiry and engagement, and had truly gone through the Project Based Learning process. Selecting this as the “public product” was a great idea, and it also provided her with something to reflect upon as well.

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Using Recap to share the results of PBL

Marina: For my recent Spanish PBL project I decided to use Recap! PBL stands for Project Based Learning which means we come up with a topic that we are interested in learning more about. The first step is to state our essential question, the focus of our research and then being to explore and expand our knowledge. Along the way we might have more questions come up that we may not know how to answer, so we keep searching, learning and expanding our knowledge to find answers  to them. At the end of the PBL project we are basically an “expert” and we can share our findings with our class, in any way that we choose.

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For my presentation, I decided to use Recap. Recap is like no other tool we have ever used in our classroom and it is by far one of my favorites. Recap is a tool that allows you to record a two minute long video, to answer a prompt, share information, or anything you want. It allows you, as the student, to answer questions that your teacher or professor sends you and you can record yourself, with as many tries as you want and then send it right to your teacher. As a teacher you can create questions and send them through Recap to your students, allowing them to respond in the comfort of their home or anywhere to answer your questions and have a continuous chat with feedback. Or like I did with my PBL, you can just make videos by yourself,  you don’t even need a question to be sent to you to be able to make one.

I love using Recap because I feel comfortable at my house recording my thoughts and then having them on my account to show and share with my whole class.

For my Spanish PBL product, I used Recap and recorded myself at home. I spent the time studying the Argentine tango and I was able to research my topic and prepare to make a couple of two minute videos to talk about and share what I had learned during our PBL. I didn’t have to worry about having to talk in front of the whole class and forget what I was going to say. With Recap it was stress free to present in front of my class because I pre-recorded it.

My class absolutely loved it because it was so different than just using Powerpoint or some other web tool that they had seen before. So not only did they learn about the Argentine Tango, they saw they could use Recap in a different way.

Recap is an amazing tool that can bring a whole new element to classrooms everywhere, at any time, because it is so simple and easy and not to mention a lot of fun! I really suggest it to students and teachers because trust me, they will love it!


Check out Rachelle’s Pioneer Page

Nearpod and Peardeck – A Comparison

 

Nearpod and Pear Deck: What is the difference?

When presenting at different edtech conferences, or in conversations at edcamps, I am often asked what makes Nearpod different than PearDeck. We know there are many great digital tools available that open up the spaces and time for students to learn. Lessons become more interactive, students can work on them in or out of class, blended learning is facilitated easier with tools like these. So what are the similarities and differences between them? Both offer many options, that it truly can come down to a personal preference or comfort level.

Features

  Both Nearpod and Pear Deck offer a variety of question types and activities as ways to assess students, but more importantly, these tools help to increase student engagement and expand where and when students learn. Both tools offer free as well as paid versions. Through Nearpod, all question types are available in the free version (Open Ended, Polls, Quiz, Draw, and Collaborate), as well the ability to add an activity “on the fly”, whereas in Pear Deck, only three types of questions are available in the free version (Multiple Choice, Numbers and Text). For reports, all are accessible through the free version of Nearpod, however with Pear Deck, the “session review” is only available with the paid version. Some of the additional features available through Nearpod make it distinct in comparison with Pear Deck.

Nearpod enables students to experience Virtual Reality (VR), by interacting with 3D shapes or going on a Virtual Field Trip,powered by 360 cities, right from the classroom. This immersive capability promotes global knowledge, expanding student comprehension of different perspectives and allows students to become immersed in new environments. Nearpod continues to add new features, most recently, “Collaborate” an interactive brainstorming tool where teachers and students can share posts and images, such as a quick reflection or a more engaging way to have a discussion during a live session. The posts can be “liked” by students and are sortable by the teacher. In Nearpod student notes, students can annotate the Nearpod lesson and have their notes and responses saved to a Google document or a PDF, in the Nearpod School and District subscriptions.

Pear Deck has some distinct features as well (available in the premium accounts) that can be added when creating a deck, as part of the “slides.” Through a unique question type named “DraggableTM ” students can place dots onto images for various purposes. For example, using “thumbs up” and “thumbs down” students can place a dot as to whether they understand the material, draw dots on a map or a graph, and then the teacher can cast all responses on the screen, without showing the name of each student. Individual responses can be highlighted separately when projected on the screen, still without showing student names. Another feature in Pear Deck is the ability to lock student screens, so that a student cannot change an answer. In terms of assessments, this is a nice feature to have, to help in the area of academic integrity. Some of the “add-ons” available in the premium account are the “takeaways”  from sessions, with student responses, which can then be published to a Google Document, students can then review, and the document goes to the Google Drive.

Usability

Creating a lesson and presenting it “live” in class, assigning it for homework or a “student paced session”, can be done with both of these tools, although the manner of creating the lessons differs in how you add slides and the types of content. Both tools work with Google Classroom, Nearpod also integrates with Schoology and Canvas. Both platforms can be accessed on any device from the web, and Nearpod has native apps for iOS and Android operating systems. With Nearpod, links can be shared to have students access the lesson as well.  With Pear Deck, students log in using a Join Code or directly through Google Classroom and access it through Chromebooks or the Chrome add on through the web. It is available for use on all devices. Teachers can facilitate lessons in class or as student paced rather easily with either tool, but there are more options available within Nearpod at the free level.

Content

Nearpod has the edge with its library of thousands of lessons for different content areas and grade levels, ready for free download and customization. In Pear Deck’s “Orchard”, there are a few free sample decks available to download and copy to your Drive, and introductory decks are available to learn how to create your own lessons. The Pear Deck Orchard does not appear to offer as many lessons as does Nearpod’s library.

Integrations

Both Nearpod and Pear Deck integrate with Google Classroom. Nearpod also integrates with Canvas and Schoology, and offers the ability to “upload files” from OneDrive, Dropbox, Box, Google Drive and the computer. Pear Deck offers the ability to import class rosters directly from Google Classroom. Powerpoints can be uploaded for free with Nearpod, whereas this capability is a paid featured with Pear Deck.

Conclusion

Each tool offers many options for enhancing student learning and provides diverse methods of assessing students and delivering content. They each offer websites full of information to help educators get started creating lessons. There are a range of features within each tool, however for someone looking for more interactive lessons in and out of the classroom, or ready-made digital lessons, Nearpod has the edge with its library full of lessons on different content areas and levels.And for opportunities to engage students in learning, promote  active learning and exploration, and assess students through multiple methods, Nearpod also edges Pear Deck in this, as there are more  options available in the free version. Pear Deck offers some distinct features especially if you are in a Google Classroom. The session takeaways and reviews with comments are a great way to involve students in self-assessments.

When it comes down to it, the decision has to be made based on what’s best for your students and your classroom. Either way, offering new ways for students to be engaged in learning is win-win.

 

Post on Storyboard That

Encouraging Creativity and Innovative Designs

Students Share Their Stories

By Rachelle Dene Poth

 

Thank you Storyboard That for the opportunity to share our story!
Find this and other great teacher resources in our Education Blog!

Storyboard That is a tool which offers many opportunities, not only for education, but for anyone looking to share information, tell a story, or produce a product in a more visually engaging way. It is a very authentic tool that promotes critical thinking, communication, and creativity. It fosters innovation in designing and empowers students in the learning process. Students take control of how they show what they have learned and can now do with the material, in their own personal way. Each of these opportunities help to promote the integration of the new ISTE Student Standards.

By using Storyboard That, students are able to select from so many templates with diverse options for themes, backgrounds, characters, text, props, and more. The tool applies to any level and any content area quite easily. It offers so much, that providing students with opportunities to express themselves and apply their learning in a unique way that is more meaningful, is easily done.

Some Options for Classroom Use of Storyboard That

There are so many possibilities for having students complete a project with Storyboard That. Teachers can use one of the many lesson plans available to implement with their classes. Whether you teach History, English, Foreign Languages and more, Storyboard That is a great option to provide to students, it will appeal to students because of the variety of options available to express creativity and promote student choice and voice.

Deciding how to best use digital tools can be challenging at times, but a good place to start is to hear directly from the students. Involving the students in the classroom decisions and then asking for reflections on their experience with using the tool helps educators to understand if and how technology is enhancing their learning process. Asking students to share the ease of creating with it, how it enhances or amplifies their learning and in general, what their perspective is about this particular tool, are important to include in teaching practice.

Students as Advocates

Several of my students have used and become advocates for the use of Storyboard That and share the impact it has had on providing more meaningful learning for them and their classmates. Celaine and Emma have created with it and produced visually engaging projects that have enhanced their learning.

Celaine has used this tool for many projects as well as for conference presentations over the past few years. She has become an advocate for its use, for teaching others how to use it at conferences and at school, and serving as a role model for other students with a positive message of the benefits of technology for learning. Here are her thoughts on why you should try Storyboard That and what you can expect from its for learning in your classroom:

Before I started using Storyboard That, my school assignments were rather dull. I tried to put my own personal touches into every slideshow presentation that I made, but after a while it got boring just typing text onto a slide, adding photos and animations etc. When I found Storyboard That, my educational mindset flipped 180 degrees. Now I could finally have some say in my assignments and showcase my personality by creating something that showed exactly what I pictured in my mind. Plus, I actually enjoyed doing my school work again because there were so many ways that I could personalize my assignment. I could choose characters and make them look any way I wanted them to. I could even choose from a variety of backgrounds that date from medieval times to mythical times to the present. That is what I love about Storyboard That: it allows anyone to create a visually appealing presentation in a unique format that will engage students in their learning and allow teachers to learn about/from their students.

In Spanish 3, students were to create a project using chapter vocabulary related to the medical field and had the task of telling a story, using any tool for their project creation. Emma has also participated in several technology showcases and is an advocate for having choices in project tools and how beneficial these tools can be for learning. Emma decided to use Storyboard That to create her medical story, selecting from the diverse backgrounds to really bring her story to life. Emma shares her thoughts on Storyboard That:

Storyboard That has given me the opportunity to truly personalize and create projects exactly the way I would like. It has endless possibilities for creativity and imagination. I really enjoyed using Storyboard That because it enabled me to put so many different things into the medical project. I was able to type anything into the search box and get back some great options, that were exactly what I was looking for. For example, I searched the word “pumpkin” and I got back multiple pictures of pumpkins and jack-o-lanterns so I was able to have choices and find the perfect picture. I found Storyboard That to be the perfect choice for the medical project because, as with most of our projects, this one did not require too many specifics. The requirements were mostly just to be creative and have fun as long as we use the proper vocabulary and verb conjugations.

I have noticed that other web tools do not offer the same amount of options that Storyboard That does for project and presentation making. Some other web tools seem to be limited in the offerings for backgrounds and templates that you can use. Also, I have noticed that it can be a little confusing and difficult to understand some of these other tools. With Storyboard That, it is very easy and simple to figure out how to put in your own backgrounds, characters, images, animations, etc. Storyboard That has made project making a lot more fun.