Providing Different Learning Tools

As educators, it is important that we find ways to provide more personalized learning experiences to meet the individual needs of our students. What this means is that beyond simply offering more choices in the types of assessments we offer students, we must do more by learning to understand the specific learning styles and interests of each of our students. We must differentiate our instruction and to do so requires that we develop a clear picture and gain a deeper understanding of the various learning styles of the students in our classrooms. When we do this, we can then design lessons that are focused on the specific student learning styles and offer more individualized choices for students. Whether that offers more options to work independently or in groups based on a specific topic, an area of interest or even based on the level of understanding of the content, we serve them best by having the right resources available for them.

Each of our students have specific needs and preferences for how they learn and we do the best for them when we help them to identify these preferences and then offer a variety of materials and resources for them to explore. It is not about always using a digital tool or shifting away from traditional methods, but rather being able to determine which of these options will work best for each of our students. It also means helping students to become more self-aware of their own interests. One change that has helped me to better identify these styles and guide students in my classroom is by using the station rotation model.

Through the use of stations, I am able to provide multiple activities that enable students to interact with the content in a variety of ways. There are tech and no-tech options, student and teacher-created materials, hands-on activities to choose from, and times where students decide on a focus for their group. By providing a variety of learning options for each student, giving them all the opportunity to explore, we empower students with more meaningful and personalized learning that will lead to more student engagement and content retention.

Learning Styles: The VARK Model

In 1987, Neil Fleming designed what has become known as the VARK model. Fleming developed this model as a way to help students learn more about their individual learning preferences. The VARK learning styles include: visual, auditory, read/write, and kinesthetic.

Personally, I have always been more of a visual and somewhat kinesthetic or “hands-on” learner. At varying points throughout my life, I can recall taking a test and being able to see specific notes that I had written in my notebook, but still being unable to respond to questions. I tended to create graphic organizers and had my system for making more visual connections with the content. Many of my students are visual learners and over the past two years, have often noticed that they have specific ways of processing the information in class as well as how they prepare and respond during assessments. We must be able to provide different options for our students where they can choose a format that will best suit their interests and needs in more authentic and personalized ways.

Visual Learners

Visual learners are more likely to use charts, icons, images and are able to more easily visualize information and as a result, can retain it longer. An estimate is that visual learners make up approximately 65% of the population, and remember 75% of what they read or see. Visuals learners prefer to do projects and presentations that involve creating visualizations of their learning. For visual learners, some good options include creating infographics, using Augmented and Virtual reality for creating immersive experiences, designing 3D objects, sketchnoting, or using digital tools such as Padlet or Wakelet to curate content in ways that promote better visualization of content. Visual learners would also benefit by creating a mindmap or making flashcards, which can also be done using a digital tool like Quizlet.

Auditory Learners

Auditory learners listen carefully and often focus on the tone or the rate of speech, and may also benefit more by having supplemental resources made available to them such as videos or audio recordings. Learners of this type can recall information such as song lyrics and conversations, and can often recreate a story more easily because of that auditory connection they have. There are many options to engage auditory learners more by selecting options that promote listening and speaking skills. Some ideas include using video response or podcasting tools to have students explain concepts or brainstorm ideas. Another option is by creating a more interactive presentation using a tool such as Voice Thread, students will connect with the sounds, dialogue, and tone used in a presentation such as this, where they can listen and respond.  Another idea is to use Flipgrid to post a question and have students also respond to classmates to further the discussion and promote higher-order thinking. Try using Synth to create a podcast for students to have the active listening component addressed, and invite students to listen and respond to the prompts by adding a thread to the podcast.

Read/Write Learners

Read/write learners prefer to have the text available to them in some written/tangible format. Whether students first take notes and then decide to rewrite their notes for additional practice, or read over their notes each day for review and class preparation, these learners benefit from sustained interactions with the text. The more they interact with written formats, the better equipped they are to understand the content. Beyond writing in pen or pencil, or creating a document, using some tools such as Kidblog, for writing a story and getting started with blogging is a good way to promote reading and writing opportunities. Another idea is to have students create a multimedia presentation with a tool like Buncee to tell a story, adding text and icons to make the content more meaningful. These options make the activities more authentic and aligned with the needs of learners of this type.

Kinesthetic Learners

Kinesthetic learners learn best through hands-on learning opportunities. Students spend a lot of time sitting in classrooms and perhaps more passively learning. We need to design ways for students to be more active in the classroom. Some choices would be through a STEAM curriculum, the use of makerspaces, place-based learning, game-based learning and creation, designing projects and having students engage in project-based learning (PBL).

Multimodal Learners

For some students, providing options that foster a multimodal learning style is most beneficial. A multi-modal learning style means that you benefit through multiple ways of processing the information which can be through images, sounds, movement, speech, audio, visuals and more.  When I have used stations in my classroom, providing the different options at each station was helpful for students who are multimodal learners, to be able to interact with the content in different ways. Some of the tools that I have used include NearpodKahootQuizlet, in addition to giving students options to create something based on their own choice, which lends itself to more hands-on learning. The use of infographics, hyperdocs, choice boards, and even digital breakouts can give students a variety of ways to engage with the content and provide activities that will meet each learning style.

All students benefit from multimodal learning options that support a Universal Design for Learning (UDL). Providing something for each student and offering a mix of learning tools will help students to master the content in more authentic and personalized ways.

Interested in learning more about your own learning style preferences? You can take the VARK questionnaire and find out what type of learner you are.

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

 

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

Find these available at bit.ly/Pothbooks  

 

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Math Mentoring: The Struggle is Real AND it’s an Asset!

Struggling in math has been my greatest asset as a math teacher.  Remembering the pain of negative self-talk while feeling like giving up was my only option…well, math trauma is not easily forgotten. It’s why so many adults, decades after high school graduation, will still tell you they are bad at math. For me, the silver lining to that trauma has always been the ability to relate to my students, and even my own children, when they have math struggles.  One of the greatest compliments students and former students have shared with me is that math finally made sense to them when they were in my class.

One thing I’ve never said, and will never say, to my children is that I was bad at math.  Even as a new teacher, I asked parents not to say that to their children. Telling your children or students you are bad at math is like encouraging them to quit before they even begin.

Now, I have always told my students and children that I struggled in math.  We all understand what struggle means, and the good news is that there is always the possibility of winning in a struggle!  Every year, I tell them how I had to stay in at recess in first grade because I could not understand the concept of subtraction.  Crazily enough, my teacher had no idea how to teach it in a new way that made sense to me. She tried to explain it repeatedly in the same way…and it didn’t make sense to me for the longest time.  I also tell them about how in first grade I received a C in math and it made me feel terrible. I never wanted another C on my report card and made sure I never did again. That desire to make the Honor Roll (I was a middle child and wanted to stand out in some way, and academically was my route) kept me from quitting.  Math was a struggle, but I found a way to understand. As early as seven years old, I realized that quitting was not an option. Finding math success was never easy for me, but through my school years, I found what worked for me. This is what I share with my students hoping it will help them, too.

Addressing the Struggle at the Beginning of the Year

First week of school when I say the word “math”I look around to see who dreads the very word itself. It’s not just about reading expressions, but I look for patterns of misbehavior and any kind of drama that might commence when that dreaded word is spoken.  I always begin the year assuring my students that if they stick with me and trust me, as their math teacher, I will not leave them behind. I have promised that to my students for years, and I mean it with every fiber of my being. I explain that when they don’t quit, math can be fun like a puzzle.

What does it take to help children dig into math when they want to check out? It takes patience and time to do it to do it to do it to do it right, child, I got my mind set on math, I got my mind, set on math…

All singing aside (remember He gave me a melody *wink wink*), in a whole group lesson, the ones who get the concept easily, I normally allow them to begin the assignment and do it at their pace.  The students who have questions stick with me and the ones who are lost become a small group.

Helping my own child, a fifth grader review geometry!

What does helping kids through math struggle look like?

Sitting next to a child who struggles is important.  That nearness factor makes a difference. They know I won’t ignore them or allow them to pretend to work when really they are just doodling or trying to look busy.  See, by the time they reach fifth grade, they’ve pretty much given up. They don’t want the attention! One of my students, who was desperately struggling, knew how to look busy, so sitting next to me kept him from trying to con me that he was actually trying to solve problems.  He definitely tried to trick me, but I called him out. A few more times like this, and he knew I meant business. He stopped trying to look busy and started attempting the problems before him. Just attempting…finding a starting place to solve is huge when you struggle in math.  I remember this from my own childhood.

When students have progressed to where they begin solving problems more easily, I still encourage them to ask for help, but I do not let them come to me unless they have attempted the problem.  I can ask them, “What do you think you are going to do here?” or “Where do you think you should start?” They are so used to struggling and the teacher just giving them an answer that they often ask before even thinking about how/where they should begin.  Getting them to dig in and try to understand the problem is foundational in developing grit and sticking with the problem. When solving math equations or word problems, it’s truly important to have a place to stick information to, so beginning the problem and attempting to solve it gives them something to add or learn from. If they don’t think through this first part, a teacher’s lesson is like throwing darts into the dark without any specific target that will reach their students.

I also coach my students while giving notes. At some point, they may stop understanding. I coach them to keep taking the notes I give them, but make a note to themselves that this is where they have stopped understanding.  Again, I learned this from my own struggles. In fact, in my Algebra one course when the teacher was finished with the lesson and asked for questions, I was able to ask my questions clearly. To do this well, I had to turn off my negative self-talk.  If I allowed my negative self-talk to take over, the only thing I heard from that point on was me telling me how stupid I was and how I was the only person not understanding. In place of negative self-talk, I encouraged myself to take a deep breath and remind myself that even though I didn’t understand the concept just then, I knew I would eventually if I didn’t shut down.  That allowed me to keep paying attention and sometimes even cleared my confusion. When I shut down, this wasn’t possible.

Something else that helps students is allowing them to talk about patterns they notice.  Whether they struggle or not, when they notice a math pattern, letting them talk it out with the rest of the class will help everyone!! Worst case, it’s also a way a  teacher can help clear up misconceptions early on. The best math teachers for me were my peers. Sometimes students identify specific items that make a world of difference for their peers. My son is in third grade and has a more natural way of understanding math than his older sister.  Whenever he notices a pattern, he stops and we have an entire conversation about it. He truly amazes me. We can, and should, help our students learn the patterns because often times when they figure it out for themselves, they feel more confident and the knowledge isn’t dumped after an assessment. My son talking about the patterns he sees also helps his older sister and younger sister think through that math pattern, too.  That’s a win!!

It’s a Journey

For students who struggle in math, it is an emotional journey.  When teachers stop and say, “I know you are struggling, and I’m here to help, and I won’t go on until you understand,” it’s a balm for our students’ insecure nerves. When they are fifth graders coming to me, they usually have three to four years of feeling left behind.  Hoping to help my struggling students, my mindset is firm that their struggles stop with me and I do all in my power to get them to grow and decrease any learning gaps.

Over time, I have developed the wisdom necessary to see when students quit before even trying or when they are totally overwhelmed.  It’s important to know the difference because both situations require different responses. The quit-before-trying-learner needs a firm reminder of not giving up and figuring out a place to start, while the overwhelmed learner needs to know they can take a break or use another method to help them.

Helping students dig into math struggles is such a beautiful way to help them learn perseverance and purpose.  When they decide to lean into the struggle, they form a mental confidence that can’t be stolen from them. Can you see how facing their insecurity in math can help them in other areas of life, too? Having a teacher who will go the whole distance means everything for these students, and many times, changes a negative academic course into a new path of learning and goal setting!  I have seen the glory! I have seen the joy of confidence from the same student who broke down and cried with me at one point. So yeah…when my students have told me that my fifth grade class was the first time math made sense to them, I feel like I’ve earned an Oscar!

Resources 

Have you heard of the book written by Alice Aspinall called Everyone Can Learn Math? Recently, I read it with my five children and it sparked great discussion.  My oldest, who is currently in fifth grade, found the main character, Amy, very “relatable.” Amy feels the math struggle deeply and so does her mom! I would recommend this book for every parent and educator to keep in their home or classroom library.  I know we will be pulling it out to reread a lot. It’s also a good way to combine your academics. Author, Alice Aspinall also recommends Adding Parents to the Equation by Hilary Kreisburg and Matthew Bayranevand.

Also, have you heard of Nearpod and Flocabulary? When I went back into teaching public school a few years ago, they were the first technologies that I implemented in my lessons.  My students and children love it. They can be personalized or differentiated for the different level of learning going on in your classroom. These resources are engaging and will definitely make a difference in small group learning.  The coolest part is now they are together!!!

Before Christmas, I went to the Anchorage Barnes & Noble and bought some new books by Jo Boaler in hopes of helping me grow in teaching and understanding the math struggle: What’s Math Got To Do With ItMathematical Mindsets, and Limitless Mind.  There is another book calledMath Recess: Playful Learning in an Age of Disruptionby Sunil Singh that I hope to purchase and read. All of these books, and both of these authors, are mentioned frequently when the topic of math struggles come up–and they do frequently! We can also Google their videos!

What are resources that have helped you? Let’s work together to help our students learn through the math struggle!

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

 

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

Find these available at bit.ly/Pothbooks  

 

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Buncee and Immersive Reader

Buncee and Immersive Reader: A Winning Combination for Assistive Learning

For several years, Buncee has been one of my favorite creation tools; both for personal creation needs and for classroom instruction. While there are many digital tools to choose from when it comes to teaching and having our students create, Buncee’s versatility, ease-of-use, and recent integration with Microsoft’s Immersive Reader make it a go-to tool for all creative needs and accessible for students of diverse ages and abilities to learn 21st-Century Skills and express themselves. What my students love the most is that Buncee offers something for everyone, and I love that they love it.

Always keeping their finger on the pulse of their community’s needs, Buncee listens to educators about the needs for our students and takes action to find solutions! Their integration with Immersive Reader is a perfect example of this.

Immersive Reader: It’s About Opportunities to for ALL Students

This summer, Buncee added Microsoft’s Immersive Reader to its platform, increasing accessibility for students and offering more robust ways to learn. Immersive Reader is full-screen accessibility tool, supporting the readability of text in a Buncee for students with dyslexia, visual impairments, and for language learners and their families. Any text added into a Buncee can be translated and read aloud in over 60 + languages.

There are many ways Immersive Reader can enhance the learning opportunities for all students, build their confidence, and create an inclusive classroom environment. The use of Immersive Reader in Buncee will enable students to do more than just create Buncees, it will help them improve reading and language learning skills, while engaging more with the content in authentic and meaningful ways.

Imagine the possibilities for reaching and engaging students and their families who are just learning to read, who may be struggling with identifying parts of speech or word recognition, or who may be coming from non-native English speaking homes. Educators can use Immersive Reader to create lessons, make interactive flashcards for students and also for communicating with families. Being able to provide for students and their families of different backgrounds and learning styles is something that the Buncee team is definitely passionate about and does well!

How Does Immersive Reader Work in Buncee?

There are several ways to help students to build their skills through the different options available within Buncee and using Immersive Reader.

Getting started with Immersive Reader in Buncee is easy. By clicking on the Immersive Reader icon when viewing a Buncee, options pop up that you can work with to help further personalize the learning experience for students. Immersive Reader can then access the text in a Buncee. For example, it is easy to adjust the reading speed and make changes to the font spacing to help students who might need some adjustments in the visual appearance. You can also choose to display the text in shorter lines, or break down the syllables, to help students process the information in ways that meet their needs.

Navigating the Options

I decided to create a Buncee using some of the new 3D objects and also explore the options available through Immersive Reader. When viewing my finished Buncee, clicking the Immersive Reader symbol takes me to a new screen where I have additional options to further personalize the appearance of the creation. For first time users, it is easy to figure out how to adjust the settings. In preview mode, I clicked on the speaker symbol to listen to the text. Students could use this as a way to practice their own pronunciation, especially when using it for language learning, by repeating after the speaker. Students can also build listening comprehension skills by focusing on the written words and making connections with the audio.

By clicking on text preferences, I can choose the text size, increase spacing, and select from three choices in font style. These are great options to help with readability for students. There are also 21 color choices for the background on the screen. I find this to be very useful, especially as someone who can be sensitive to certain colors when reading. I’ve also had students experience difficulty with reading on certain colored backgrounds, so this is a definite plus.

The grammar options enable you to turn the syllables on or off and also color code the different parts of speech. Being able to use the color codes to help with the identification of nouns, verbs, adjectives, and adverbs will help students to build their grammar skills. These labels can be turned on or off, which means that families can work with their children and use it as a teaching tool for review.

Just to experiment, I turned everything off except for the verbs. Displayed on the screen were the two verbs in the sentence both highlighted in red. I then selected a different color for each part of speech, I chose purple to identify nouns and green for the adjectives. I was amazed at how quickly this could be set up and the possibilities for helping students with reading comprehension and language skills. Using this as a way to further engage students with identifying parts of speech and making the visual connection is another option for more interactive learning.

Under reading preferences you can focus on one line or on the entire text.

When you focus on a line, it closes the screen down to that one specific sentence, which you can also make narrower or thicker depending on your choice.

There are more than 60 languages available for translation. I decided to try French first, and when I clicked on a word, it showed me the word in French and in English. I also explored other languages, including Spanish and was impressed with how much it offered to reinforce the content and to provide a more personalized learning experience for students. You can choose the voice and speed of reading, so it provides a great way to reinforce speaking skills as well as listening, reading and writing.

In his book, Digital Leadership, Eric Sheninger talks about the critical competencies needed by learners to be successful in today’s world. These competencies are in alignment with the ISTE standards for students and teachers, and can be addressed through the use of Buncee. Now with Immersive Reader integrated, the possibilities to address these standards is open to all learners. Beyond the potential for creativity, collaboration, critical thinking, and communication, using Buncee, students can build skills in digital media literacy, entrepreneurship, technological proficiency, and digital citizenship. Students have the opportunity to use technology as a tool for solving real-world problems or making real-world connections. We have to look beyond simply using digital tools to engage students in learning and instead, empower them through opportunities to apply what they have learned in unique ways.

Learn with Socrates: Get started before the year ends!

This post is sponsored by Socrates. All opinions are my own.

When I think about trying some new tech tool, I first consider my purpose when deciding which tool to try. As educators, our goal should be to leverage technology in a way that helps to empower students, promote personalized and student-driven learning, and amplify their learning potential.

As the school year winds down, I think we have a great opportunity to provide some new, authentic learning experiences for our students. We can use these last few weeks of school to do some really cool things. If you notice that students are kind of drained or their motivation or engagement seems to be lacking, then I think it’s the perfect opportunity to try something that you’ve had on your mind but never quite found the time, or to try something new that you recently learned about. Either way, in my own experience, I have seen improvements in these areas by providing access to different digital tools for students to choose from and that meet their needs and interests. Of course, finding something that enables students to have fun while learning is never a bad thing. I recently found something that will definitely help: Socrates

Why Socrates?

Socrates provides a unique game-based learning platform that is focused on differentiating instruction for students. By using Socrates, teachers have access to a wealth of resources and ways to better engage students in learning, helping them to build their skills in content areas such as math and English through the use of games. Because the platform uses artificial intelligence, it is able to adjust to student needs by creating an individualized learning path in real-time, which makes Socrates stand out from other learning platforms. It is easy for teachers to track student progress and quickly identify where students might need some extra help or instruction. It enables students to progress at a pace that meets their individual needs and provides them with the right supplemental resources they need when they need them.

Getting started with Socrates is easy!

Finding time is always a challenge with so much to do in our school days and prepping throughout the week. However, with Socrates, teachers can quickly set up an account, add students to classes and start assigning free practice, homework, and tests in no time at all. The Teacher and School Command Center Modules in Socrates provide a powerful teacher assistant that informs teachers when and where each student needs help. Being able to act on that information quickly is key for teachers, and this is where the AI makes an impact on student learning and growth. Get started today! (link)

Worried about having devices that are compatible? Socrates can be used on a PC, Mac, Chromebooks, Android, and iOS devices. Students can complete their work in class or on their own schedule wherever they have access to a device.

How to get students started

To add new students, simply follow these steps:

1. Go to your teacher Dashboard and select “Manage.”

2. Click the student icon to add a new student.

3. Enter student first and last name.

4. Add a student ID (at least 4 digits).

5. Select the grade level for the student.

6. Click “Create a student account and add to the roster.”

Making changes to student account information is easy using the Command Center. Teachers can specify a grade level, an active area of study, learning style, and gameplay (ranging from High gameplay to No games). Assessing student progress and making changes to their learning profile is easy to do within the Command Center.

Free practice, homework, and tests

It is easy to find the right activities for students and to start a class or set up activities for students to work on at a later time.

To get started:

  1. On the dashboard, select “Assignments.”
  2. Once assignment opens, select the Area of Study (K through 5th) and the content area (Math or Language Arts)
  3. Select the topic, and continue making selections for the specific content material.
  4. On the Assignment details, change the name, the number of questions, add a start and end date if applicable.
  5. Choose to assign as Free Practice, Homework, or to Print.
  6. Once selected, the assignment is added to the student____________ and a box prompts you with “OK” to signify the assignment has been created.

First impressions

Before getting students logged in, we discussed artificial intelligence and how it was used in the Socrates platform. Students were excited to get started. I was impressed by how quickly I could create accounts for my students and get them logged in. They were able to navigate the platform without my assistance and enjoyed having so many choices in which games to try first. Being able to track their progress and make adjustments so quickly is definitely a benefit of the Socrates platform.

If you have not yet tried it, I recommend getting started here. Socrates offers a 30-day free trial. I encourage you to try it out for the rest of the school year and see what students think and reflect on how it benefits learning now and through the summer.

For more information, see the blog, be sure to share your feedback and also follow Socrates on Twitter: @learnwithsocra1

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Ideas for the end of the school year

With the summer break approaching, educators and students alike could use some fresh ideas to keep the energy high and finish the year strong. I have found that the end of the school year is a great time to try some new activities and tools and use it as an opportunity to try things that may have been on a list somewhere, but that you did not have the chance to do. Why not try some different methods and different tools to help students to review in preparation for final exams, create a project, or before moving on to the next level of a course. Also, depending on the course taught, some of these ideas can be carried into the summer, as a way to avoid the “summer slide.”

There are many options for getting students more engaged in learning, some rely on tech tools and others are simple hands-on activities that have the students deciding how to use the materials to learn. Regardless of the content area or level taught, technology can open up new possibilities that might just be the catalyst to spark curiosity in students or to help to engage them more in learning, and then their own motivation can take over.  I decided to try some different strategies, tools, student developed ideas, and more importantly, to step aside more in the classroom and let the students lead.

5 Ideas for Engaging Students

Here are five different ways that I found to bring about positive changes in the classroom, engage students more in learning, and also build relationships within our classroom. Hopefully, you will be able to try a few of these and push through strong until the end of the year!

  1. Games and Music: Earlier this year, I started to use more music and games in the classroom. The students became more involved in creating their own games and also writing some songs, to use as mnemonic devices. Why not have students create their own song using course related vocabulary, and set it to the music of a randomly selected song. It can be a really authentic way for them to create, have fun and remember the content in a more meaningful way. For my class, the most popular song was “Despacito” and students did a great job!
  2. Learning Stations: Try creating stations in your classroom by randomly dividing students into small groups, and have a different activity ready for each station. I like to mix the tech tools with traditional tools, so students can do some hands-on creating where students make flashcards or other visual which can be used as a resource, complete a worksheet or use dry erase boards and come up with a way to practice. For a few tech ideas, try setting up some iPads and giving students a game of Quizizz or Gimkit to play, or an interactive lesson using EDPuzzle or Playposit.  Using stations in class leads to more opportunities for student interaction and for the teacher to work directly with each group and each student. GImkitCreateGimkitLIbrary
  3. New Tech tools: Why not take the last couple of weeks of school as an opportunity to try out some of the newer tech tools or revisit some of the popular tech tools that may have some updates.  I try to learn as much as I can about new tools, but I am eager to have my students try them in class and to give me feedback on what they think. Here are a few of the most recent tools we have tried. Each tool makes it easy to get started either by having a library of ready-made games or by integrating with a tool like Quizlet, where study sets can be used to create a game. QuizalizeGimKit, and Flipquiz. Each of these is a game-based learning tool, and offer a new and exciting way to practice the course material, and also to help students continue to build peer relationships in the classroom. null
  4. Augmented and Virtual Reality: There is a lot of talk today about the benefit of using augmented and virtual reality tools in the classroom. There are so many different tools to choose from,  but I will recommend three tools to check out that can create more immersive learning experiences. Students can create using MetaverseAppCoSpacesEDUand also creating or joining lessons in Nearpod. Students are very creative and offering them a chance to design an augmented or virtual reality experience, in which they include the content material and also create additional learning resources for the classroom is so beneficial. Again, there are samples available in the library for each of these tools and creating with them is something that the students catch on to rather quickly. If you are looking for a different way to do a project, and to engage students more, then trying some AR/VR might be the way to go. Using Nearpod as a way to have students work through an interactive lesson, and then adding in 3D objects or Virtual Field Trips will really help students to better experience what they are studying. The next step would be to have the students create their own Nearpod lesson for class, multi-media, all in one tool. IMG_20170530_145553.jpgnull
  5. Podcast, Video Responses and More! Ever thought about having students create a podcast to discuss a topic, perhaps interview a “special guest”, maybe someone who takes on the role of a famous person being studied, or shares their thoughts about something covered in the class. It could be a good experience for students to practice interviewing someone, or even doing their own podcast, as a way to build some confidence and have fun while doing so. Maybe use Synth or Flipgrid and have students post responses to a question of the week, or have each student post a question for the classmates to respond to. It can be a different way to engage all students in a discussion, promote student voice and implement a new tech tool in the classroom.

In trying one or all of these activities, students have an opportunity to be more active in the classroom, work together, build relationships, collaborate and engage in more authentic learning experiences. If you need some ideas or would like to see some student examples, let me know. The best part of trying new things in the classroom is learning right along with the students, and sometimes, they learn before you. And this is one of the best parts!

Socrates: Engaging Students and Empowering Teachers

Learning at the Speed of You

In the spring, I like to explore new tools and ideas for use in my own classroom and for colleagues who want to try something new before the school year ends. Spring is the perfect time to try out teaching methods or tools that you perhaps did not have time for yet, or to find something that will keep students engaged through the end of the school year and maybe even to use to avoid the “summer slide.”

A few weeks ago, I came across Socrates, a learning platform also referred to as a “learning engine.” Socrates offers many valuable features for students and teachers, that make it a standout and I am looking forward to sharing its features, ideas to get started and tips over the next few weeks.

The story behind Socrates

I’m always interested in the people behind the product and learning about their motivation for designing something for educators and students. To learn more, I contacted Brian Rosenberg, the Co-Founder, and Chief Executive Officer, to gather some background information on the platform, to find out how it uses Artificial Intelligence, which is a key area of interest for me, and the types of resources available for students, teachers, parents and for homeschooling. The platform, created by Education Revolution, LLC has already received recognition several times this year. Socrates offers such distinct features, which makes it clear why it was endorsed by and received a grant from the National Science Foundation. Less than 5% of the companies are chosen, and Socrates, selected for its unique innovation and having a clear benefit to society was the first winner in Nevada in six years. More recently at the Magnet Schools Conference in Baltimore, Brian had a chance to share the vision of Socrates. He shared that the platform “was created to help provide equal access to students regardless of their socio-economic background.”

Impressive features

I scheduled a demo with Brian and was able to “experience” the platform from the perspective of a teacher and student. As Brian showed me the different components in the Teacher Dashboard, the analytics, and a variety of information available for teachers to use to guide instruction was impressive. One of the first things I consider is ease of navigating through the platform and whether the layout is visually engaging and rich in terms of content.

One aspect of Socrates that makes it unique is that it functions through the use of Artificial Intelligence and cloud computing, there is no IT setup and it can be used on any device. Socrates is fully automated and using the AI, it can quickly assess individual student or whole class needs, and then make adjustments in the learning path. While it the artificial intelligence allows it to automatically adjust for each student, it provides extensive tool for teachers to take over the learning experience and is designed to be a teacher assistant, not a teacher replacement According to Brian, there are 1300 categories of information with millions of questions, and it can adjust to particular topics as students progress, and goes question by question to make changes and create a unique learning path for each student.

Currently available content is Math and ELA (K-5) with Science about to release. During our recent conversation, Brian highlighted a “roadmap” for some updates and new features coming up in the platform over the next few months and at the beginning of 2020. There are plans to roll out activities for K-8 Science, grades 6-8 Math and Language Arts throughout the summer and early fall. Later this year and into early 2020, plans are in the works for Social Studies, ESL, high school Math, and even Test Prep. The number of resources currently available within Socrates is impressive, but with the additional features being added, it will provide an even more robust learning platform.

Socrates recently launched in Mexico, and therefore the teacher and student application is available in English or Spanish.

I will have the opportunity to explore the Socrates platform on my own and will take a closer look at each of the features, comparing it to other tools that have the same end goal as Socrates: providing students with a unique, individualized, learning path.

Experiencing the Power of Socrates

A few of the features that I will be looking at:

  • Dynamic Assessment: How the platform assesses students to find out the specific student needs.
  • Teacher Dashboard: Explore how to move students between classes, look at options available for each student, sorting of data
  • Weekly Reports: Look at the information available, ease of obtaining a snapshot of student progress
  • Command Center: Closer look at features and tools available.
  • Navigation of platform: Evaluate the learning curve for teachers and students, watch tutorial videos
  • Categories of Games: Explore the different categories, rewards, and badges available for students
  • Shop: Look at “cards” available to students, some examples are Greek Mythology, Presidents and more.

If you have been using Socrates, I would love to hear from you. If you have not yet tried it, I recommend getting started here. Socrates offers a 30-day free trial, and Brian encouraged teachers to try it out for the rest of the school year and said that their students can use it over the summer at no charge if they sign up before the end of the school year.

The classroom version: http://withsocrates.com/classroom/

***Coupon code is THRIVEinEDU2019. It can be used for the classroom edition or for the summer edition ($39.99 for the summer for teachers with summer school classes)

Connect with them on Social Media to keep informed of the great new features coming. Twitter is learnwithsocra1Facebook is learnwithsocrates

In Other Words, my new book is now available! Click here for more information on how to get a signed copy.

 

Creating a School Community

This post is sponsored by ParentSquare. All opinions are my own.

Over the last few weeks, I have been exploring ParentSquare and considering how it can be used to promote family engagement, foster better communication and facilitate collaboration between home and school.

Choosing something that will give students, teachers, parents, and administrators equal access to the vital information, resources, school news, and alerts, in addition to many of the other communications that are exchanged on a daily basis is an important task. There are multiple tools that can be used, but this often requires remembering where to find specific information or parent and teacher preferences for communication. Having one platform that provides all of this and more makes sense. With ParentSquare, all of this is possible and it brings with it the potential for using it in different ways that meet the needs of school and home, making it highly beneficial.

What it offers

There are many features of ParentSquare that facilitate more consistent and reliable information sharing and access to resources. Consider the tools and methods you are currently using and then compare with ParentSquare to see how much easier it is to engage families in the education of our students. Think about a typical day and the ways you communicate, the tasks that you do, the information that you exchange and how much time is spent in the process. ParentSquare helps to streamline all of the necessary communications.

Here are 10 of the best features that I think make ParentSquare really stand out and why I recommend that school administrators and teachers take time to explore the platform.

10 features that make ParentSquare a standout

  1. Ease of navigation within the platform: A key feature of ParentSquare is in its simplicity. Available through the web or mobile devices, getting started and finding what you need is easy, without worry about a steep learning curve.
  2. Increases families engagement: Families choose their preferred methods of communication such as email, text, web portal, app notifications, voice calls, or mobile app. ParentSquare helps to create a closer home to school learning community full of ways to connect families.
  3. Facilitates timely and relevant communication between home and school: Messages can be sent immediately, with real-time interactions and reports to show the reach and deliverability, making it easy to identify who has or has not been contacted. Easier to share relevant updates of all school-related activities and groups within one platform.
  4. Promotes better two-way communication with parents: Keep the conversation going with multiple options for communicating in less time. Communicate through direct messages, create polls, and post comments all in one platform.
  5. Easier to plan and RSVP for upcoming events: With ParentSquare, creating events and tracking RSVPs is much easier. ParentSquare even sends reminders for you.
  6. Involves families through photo and file sharing: Share photos and files with families quickly and with private and secure access within the platform.
  7. Creates more opportunities for family involvement: Schools can create wish lists, manage volunteer sign-ups and launch fundraising campaigns, all in one platform.
  8. Language Features: ParentSquare offers direct language translation in real-time for two-way communication. Language translation can be specific to the school or based on family preferences.

 

9. “Pushes” vital information to families when needed: Immediate access to information such as emergency alerts, grades, absences, lunch balances, upcoming events, volunteer requests, parent-teacher conferences and more. Parents do not need to search for information, everything is easy to find.

10. Analytics: With the reports, it’s easy to determine who received messages, how they obtained the information and how many people still need to be contacted. Access to the “Overall Snapshot” makes it easy to see how the information is being received and areas that need to be improved.

 

 

 

 

 

School to home communication and collaboration is at the heart of ParentSquare

Find out how ParentSquare can make a difference in your school. I recommend that you schedule a demo to learn more about the features and possibilities with ParentSquare. Personally, I like to get started by exploring the website, learning about the team and the platform as much as I can before the demo. It is helpful to consider the different methods or tools you currently use for communicating and collaborating with students and families. Perhaps even make a list to compare. You will see how ParentSquare unifies so many time-consuming tasks and streamlines the exchange of forms and correspondence, into one tool that provides it all.

ParentSquare provides a consistent and reliable way to communicate within the school and school district, fostering and building the relationships that promote better communication, student success, and family engagement. Sign up for a demo today!

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Metaverse: Scavenger Hunts, Interactive Stories, Immersive Learning and now Collections

Sponsored Content, All opinions are my own

February 18, 2019

Learning and sharing through the world of AR

When I started creating with Metaverse, an augmented reality tool, a few years ago, I was immediately impressed with the potential for learning and the many possibilities for engaging students more in authentic learning “experiences.” More ways to move students from consumers to being the creators which is what we should strive to do in our classrooms. The first “experience” that I created took a bit longer than most because I chose to not explore any of the tutorials or the helpful resources available and instead opted to dive right in. Why? I thought it was better to experience possible struggles with figuring out how to create with Metaverse, similar to what students might face when they got started. As a teacher, I wanted to prepare myself to help them if and when they needed. What I noticed is that students were more than ready to create!

Over the past two years, students in my 8th grade STEAM classes have enjoyed creating with Metaverse and definitely figured it out much faster than I did. Being able to see their work, their creativity and then to enjoy testing their “experiences” has been very rewarding for several reasons. I have learned so much from them, it led to conversations about the importance of sharing struggles that we experience and to not be afraid to ask others (especially students) to help you. It even led to the addition of student tech assistants in my classes. There is so much to learn from students, and in addition to building technology skills and providing more immersive and engaging learning experiences for them, we empower students to become the leaders in our classroom. Developing their skills of problem solving, collaboration, critical thinking and pushing their curiosity will benefit them as they move through school and head into the future!

How does Metaverse promote student driven learning and choice?

It is important to offer students choices in learning and to step aside and encourage them to pursue knowledge on their own. With Metaverse, students can create fun experiences to share with their peers and have so many choices available to really make it an engaging way to learn. Regardless of content area or grade level, or even one’s role in education (why not create for teacher PD), there are thousands of new items to choose from and new features being added frequently. Students can spend a long time creating their storyboard or they can design an experience quickly, as Metaverse is user friendly, especially with the recent updates and addition of new features!

So many possibilities!

Students can find exactly what they need, create something meaningful and share their work with students in their class and even connect globally with other peers. Testing their experiences in class by scanning a QR code is quick, but what about if you want to keep all of the student projects in one space? Or even collaborate with other classrooms, either as part of project based learning or to connect globally? Students need to create for a purpose and sharing their work with others is very important. Sharing experiences can be overwhelming if you have the number of experiences being created like I do.(Students were so excited that they created extras on the weekends and sent them to me, to keep me from being bored while away from school! This is when you know that the tool is making a difference).

An important of student work is the ability to share it with others, to learn about one’s peers and enjoy learning together. Access to student work can be an issue, which is where Padlet helped initially, as a way to have students post their projects. But even this took time. I wanted to keep track of their work and have it accessible by students and teachers, as we collaborate by using Metaverse to engage all students in learning. Creating experiences with videos, 360 images and even portals, to immerse students in a world of learning right in their hands.

Explore the new Collections, now in beta release!

Wanting to be able to share and display the experiences created by students was very important and now, it is easier than ever for teachers to do. With the new “Collections,” now released in beta, teachers can manage student experiences, edit student work and easily share all of the experiences created in class! Why? Because it is easier to manage student work and save the experiences to use with other classes and even collaborate beyond your school.

To get started, simply create a “Collection” for your class and you can share the join code with students, or quickly add them from the experiences you have in your account.

Metaverse has so much potential as an instructional tool for teachers.

Why use Augmented Reality?

A popular topic at both FETC and TCEA was Augmented and Virtual Reality. Tools like Metaverse have tremendous potential to immerse students in a more authentic and purposeful learning adventure, by giving them more control in how they show learning and a hands-on experience. It is a fun platform to use in the classroom and benefits students by promoting student agency and increasing engagement in learning.

Collections create more opportunities for Interactive Learning Adventures

As educators, we want our students to have a learning “experience,” more than what the traditional methods of classroom instruction might offer. Finding time to create and explore can be a factor in deciding where to begin, but with Metaverse, it is easy to get started, especially when we let students take more control. We need to help students to embrace an opportunity to drive their learning. In doing this, we guide them toward a learning journey that will attach more meaning to the content, in a personalized and exciting way to learn, and above all, a more authentic experience. Teachers have access to collections where they can see, edit and share student work, track progress and help students as they create. Creating a collection is easy. Check it out here!

Many students learn more by doing, and when they have opportunities to engage in hands-on activities, it leads to more personalized experiences and student-driven learning. A world of learning that they create is right in their hands.

Some ideas to create with Metaverse

  1. A tour and a survey: Have students create an experience to introduce visitors to a town, retell a part of history, ask for input and preferences for travel. With all of the choices in items to add into Metaverse, thousands of unique possibilities exist.
  2. Just for fun: Sometimes the best way to get students involved is by only offering a few guidelines. Provide a number of scenes, type of questions to include, different features including GIFS, Google vision, polls and more. Each student can create something unique and meaningful to them, and then using collections, share it with the class. If access to devices is an issue, set up learning stations in the room.
  3. Book review and tales: Why not have students explain key parts of a book, or make up a story, and include images, videos, portals and more as part of the experience. Share it with other students, maybe even add in a poll, and then use the results to brainstorm new ideas and keep the discussion going. I

Technology tools for education provide enhanced ways to learn, to engage students and to empower them in learning. As teachers, we always want to focus on the “why” when making our decisions, and with Metaverse, the “why” is clear: student driven learning and the power of creating. Start your collections today and share student work!

The deal with homework

What Is Homework, Anyway?

There are so many conversations happening every day that focus on homework. The benefits, the purpose, the best way to give homework and if it should be given at all. I used to assign homework almost every night in almost every class.  For years, a big part of my practice involved assigning, grading and going over homework assignments. But then I started to think about how much time was being used in class going over the work, how many times it was not completed or only partially completed, and sometimes copied as well. So I shifted my focus to evaluate the types and the frequency of assignments I was giving.  Over the past few years, I changed my thinking and moved away from a “one size fits all” assignment and moved toward a more personalized, authentic form of practice, that students can choose and that is kept open for them.

Talking with other educators at conferences and through Twitter chats, gathering feedback from my students, and because I am a foreign language teacher, I also had to find ways to eliminate student use of translators for their assignments. A combination of these experiences and even a little frustration from homework not being completed, led me to try some new methods in this area.

I first considered the types of assessments I use in my classroom. Looking at the needs and interests of my students, the overall frequency of homework completion, the type of homework, and even more closely, a look at the individuals within each group of students that I taught.  I thought that I had to assign homework and it had to be the same. But after reflecting and trying new ideas, I now ask myself one question: Why? Why do I need to assign something, what is the purpose and what are the benefits for student learning? Will the task help the students to build their skills, in a meaningful and authentic way? Or is it just busy work.

Why I Decided To Do Something Different

I recognized a pattern when teaching a concept and I get that feeling like I just taught the exact same thing, in the same way, the day before. My “déjà vu” experience leads me to then consider the progress I am making with the curriculum in the current school year, and how I have paced my instruction based on covering the curriculum throughout the year. I emphasize the word “curriculum” because it was driving my instruction for a long time. But what I have come to realize is that I need to focus on the students, their needs and providing the best learning opportunities for them. The goal should not be to be at the same point at the same time each year, because students are not the same, and the daily class progress is not the same either.

I have had people tell me that being a teacher is easy after the first few years because the same plans are used, the lessons are taught at the same pace with the same assignments and tests each year. If that was true, then teaching would seem to be a rather easy and predictable profession. However, we all know that is not an accurate description of life as a teacher.

One of the times that I had this conversation with someone inspired me to closely examine my own teaching practice.  What kind of materials was I using in class? How was I providing instruction for each of my students and did I use the same resources each year with each class? I wondered if I truly had been doing the same thing in my classroom every year for 20 years?  Had I simply pulled out the folder and make copies of what I had used during each of the 19 years prior to that one?

Honestly and unfortunately, sometimes yes. I had. I used the same worksheet, or a similar part of a test in my classes over the years.  Not because I was too lazy to create something new.  Sometimes it was to provide a quick activity or assessment, and others it because I thought the materials were valuable for student learning.

Think About Homework In Your Classroom

Are you wondering about your own practice? If so, ask yourself the same questions and then reflect on your responses.  If you have been doing the same thing, then it is time to make a few changes.  What would work best for and help your students?  We need to do more than just look at each individual class, we need to really look closely at the needs of each individual student.  And this means that we must get to know our students and that comes from building relationships. We must understand where they’re coming from and what their individual needs are.

Do a homework experiment

I took a chance and did an experiment. We know that students often have a lot of homework.  It is the way teachers have helped students to practice and figure out what they know and what they don’t know. It is only one of the many ways that teachers can assess students, provide instruction and valuable feedback.  But do they all need homework every day?  I used to think that I had to give students the exact same homework every day.  My methods were a result of the experience I had as a student.

My experiment was to give students an opportunity to create a lesson, using their material, and become the teacher for a class period.   One example was having the students decide on a  verb tense to review and to simply come to class the next day with a way to teach the verbs.  I said it could be something tangible like a written activity, or an activity that they found on a website, a video, a game, or another resource. I believed that with choices, the students would learn more and develop collaborative learning skills in the process.

What did they think?

While the students taught their lesson or led the activity, I interacted with each group to see what they had prepared. Some were using worksheets they had found online and added more vocabulary to it, there were some worksheets that students had created, handwritten pages of notes, sets of flashcards, a few had found websites with games or videos. The next time, a few students chose to create a game of  Kahoot or Quizizz game, which was really helpful when it came to the vocabulary words and verb forms. They felt that the learning experience was personalized and they enjoyed the change.

Of course, I was nervous about doing this.  It felt uncomfortable to not specify a particular format. It was a risk, but it was well worth it. Based on their feedback, the input I received was that they enjoyed being the teachers, the learning was more personal, they felt valued, and it was a more meaningful learning experience.

I have not given nightly homework in over a year. Instead we practice in class, work in stations, and students write a blog post once per week. They choose the topic and I simply read and give feedback and try to incorporate some of their work into our class activities. When they have time outside of class, I suggest some different learning tools or activities. I would rather that they spend time doing something that meets their needs and time, rather than everyone doing the exact same thing.

Take a chance

Don’t worry about now having the whole plan thought out. Sometimes we just need to take a risk and go with it.  Giving up some control in the classroom is not always easy, but it is necessary. We need to step out of the way more and be okay with students taking the lead. It creates more opportunities for us to be the facilitators of learning, and we can provide more individualized instruction to our students. Step one is building relationships which are the foundation of education. When we have a solid foundation for learning in place, amazing things can happen.

 

What are your thoughts on homework? Please share!

A better way to track growth and promote reflection

Assessments used to track student progress are certainly not new to teachers. However, it is important to consider that if you consistently use the same tool for assessment, these materials should be curated and referred to throughout the year. This ensures a conversation can happen between teachers, students, and guardians, reviewing  progress and growth.

Kidblog offers extended options for promoting student choice, giving students ownership in learning, and facilitating communication between home and school (family engagement in learning is critical for student success).  Over the years, I have tried to encourage students to keep prior assessments or writing assignments as artifacts of their work to share with families. It wasn’t long before these papers were misplaced and the opportunities for review, reflection and growth disappeared. Using Kidblog’s built-in digital portfolios empower students to self-regulate learning and develop their metacognitive skills. It also allows a conversation between student, teacher, and families happen.

Tracking growth in a more accessible way

There are many benefits of using safe student publishing that go beyond simply blogging and improving communication skills. Through Kidblog, students gain the tools necessary to prepare for their future with the skills they need to be successful.

  • Promotes digital literacy and citizenship: Blogging engages students in building their writing skills whether it be basic English grammar, practicing foreign language skills, or learning to write in a specific format such as a persuasive text or narrative. Students can share their posts with classmates and provide feedback to one another. Peer assessment builds student collaboration skills and promotes digital citizenship and the responsible use of digital tools.
  • Track their growth: Students build their online presence and create their own space unique to their needs. They develop confidence as they become more creative in their expression and learn to self-assess with each blog post they write. Because Kidblog offers a safe learning space, students can get started by writing posts that are private, visible by the teacher, and then continue to grow their audience, sharing their work with classmates, connections, and beyond. Using Kidblog across multiple courses provides students with an even greater opportunity to track their progress across the course of a semester, school year, or even year-over-year.

 

  • Build relationships and become confident learners: Receiving feedback throughout the learning journey is critical to student growth. However, some students may be hesitant in sharing their thoughts with their peers in the classroom. Through blogging, when students create their own online space, they can comfortably begin to develop their voice, express their thoughts in a personal space, and become more confident learners. The relationships that form by sharing their work at first with their teacher and then by publishing it to a larger community have a tremendous impact on student growth. Publishing work to a wider audience benefits the student through the additional feedback that can be provided. Students know their work is having an impact on readers.
  • Goal setting: When students consistently create through blogging, they can use their history (in digital portfolios) as a guide to push forward with goals. Each student can use Kidblog as a space to set personal learning goals. By publishing their goals in the class, they are held accountable and, in turn, will be motivated to hit those goals. Preparing students for their future requires that we provide opportunities for them to learn responsibility, to work within a schedule with different tasks and timelines.

 

  • Personal expression and growth mindset: Kidblog provides a space for students to explore their passions, be creative, and reflective. Students have the opportunity to share these passions with the world, and hopefully, make a connection with another student based off of these passions.

 

Consider adopting Kidblog as your tool for promoting student growth and formative assessment. Teacher premium memberships are a great way for an individual teacher to pilot Kidblog in all their classes, with benefits like automatic digital portfolio curation for your students, a class page, moderation tools to customize your audience levels per post, and so much more.

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