6 Digital Tools To Engage Students

 Original Post Published on Teach Thought May 22, 2017, few updates added

 

Are you looking for some new ways to get students engaged this school year?

Here are 6 tools that I had found to be quite helpful as this school year winds down. More importantly, these are also some of the student favorites, in no particular order.

 

Flipgrid

Flipgrid is another video response tool that offers ways for students and teachers to interact with a variety of discussion topics. You start by creating a “grid” and then adding a “topic.” There have been some major updates and new features added to Flipgrid this summer. Longer recording length, stickers, gifs, integrations and more. Be sure to check it out!

A grid in my case is one of my Spanish classes.  Students go to the grid to see new topics which are posted for discussion and then record a response and even reply to classmates.

I have used Flipgrid as a way for students to reflect on their project-based learning, and for basic speaking assessments with my Spanish 1 and 2 students, where I can listen to their pronunciation and provide feedback. Flipgrid is also a way to connect students with other classrooms or even professionals in different fields, to connect with real-world applications of the content material.

Some additional features include the ability to give a rating to the response, read the transcript, provide written feedback which can then be emailed to each respondent, as long as an email address has been provided.

When setting up the topic, there are options for recording a video prompt, adding additional details in writing, and then customizing the topic based on whether or not other people can see the responses. You can freeze a topic, so new responses cannot be recorded but all prior responses can be viewed.

There are other features such as tracking the number of views, likes, and comments. Flipgrid is available on Chromebooks, iOS and Android devices and can also be embedded into an LMS or other websites. It is another tool that is easy to set up and might just be what you are looking for, especially at the end of the year,  to have students provide feedback on the course, to offer some information to help with the summer reflection.

 

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Recap 2.0

Recap 2.0 is a Question and Answer platform available on Chromebooks, iPads, iPhones and Android devices, which can be implemented right away and is easy to use. Recap enables teachers and students to ask questions, share a reflection, and provides a comfortable way for students to communicate their thoughts. Recap also had many new updates this summer and is a great way to spark curiosity in students and to help students learn ways of asking questions and seeking more independent learning.

Students can submit questions and receive direct feedback from the teacher, parents can receive feedback by email through Recap, and there are many other features available for assessment and classroom management. Recently Recap added another feature to its platform by introducing ‘Journeys.’

In a Recap Journey, teachers create a multi-step path for students. It starts with a 60-second video and then the learning path, which leads to more independent learning and can also be a great way to differentiate instruction. As an end to the “Journey”, students can share their information or create a presentation.

In my experience with the Journeys, I had students explore Spanish-speaking countries and included different links for them to explore more based on their own interests.

It was very easy to create my own Journey and there are also many Journeys available to try through the Recap Discover.

2016 Pioneer Badge

Kahoot!

By now, you’ve likely heard of Kahoot! Especially last week when CHALLENGES came out after a period of Beta testing following discussions at ISTE in San Antonio. I was fortunate to be one of the testers and Challenges are great for having students practice the content and even for fun with family and friends.

Kahoot! is great for assessments and having a game based learning element added to your classroom. It can even be used for professional development or family fun. Kahoot! offers many quizzes in the public library which can be duplicated and then edited to make your own.

When playing, it also has added new features for auto advancing, playing in ” ghost mode ” which enables players to try and beat their first score. ‘Jumble,’ which is one of the most recent additions has proved to be a lot of fun and very beneficial for learning.

In Jumble, you create a question and each of the four colored tiles becomes part of the response. When the question appears on the board, the squares on the board are shown but the order is “jumbled.” Players must then slide the squares into the right order to either spell the word, properly form the sentence, or answer the question.

As a foreign language teacher, this has been quite beneficial for having students practice their spelling as well as for reinforcing proper word order for sentence structure in Spanish. Playing with Jumble mode has livened up the classroom because it is something different to try and the students are always excited about trying new things.

Setting up a game played in Jumble mode, or encouraging students to create games as a review, will add to classroom resources and be more authentic practice for the students.

Buncee

Buncee is a multimedia presentation tool which can be used to create interactive presentations, cards, signs and other engaging visuals.  (see recent post on new Buncee features, and look into Buncee Classroom)

There are many new items added to their library and some additional features, including the ability to use it for assessment. I have enjoyed testing out Buncee with my students. It is easy to create with Buncee, you can add multiple items o n to the canvas and move them around very easily. Teachers can create lessons with assessments through the classroom edition.

But what is most exciting about Buncee is that it offers many ways for students to be creative and more engaged in learning by creating something authentic, as there are thousands of items that you can add to bring it to life and make it your own.

Students can design Buncees for any class and will have the opportunity to create more authentic work which represents what they can do with the language material we have covered. Creating will be a lot of fun for students and teachers. And great for doing a Twitter Chat too! Lots of great templates.

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Telegraph

Telegraph is a very easy site to publish a stand-alone web page, which can be used to create a sign, a newsletter, a journal entry, or anything as an alternative format to pen and paper or using a Word or Google Document.

It is simple to use: type in the website, add a title to it, your name and add some pictures or links to other websites and once you’re finished, you publish it and it provides you with a web address. You can easily share that link with anyone.

My students created a site to tell about a favorite trip, one to talk about sports and favorite athletes, and another some even made Mother’s Day pages and then printed them. If you’re looking for a way to have students practice simple writing skills and do so in a more digital way, I’d recommend trying Telegraph. No log-in is required and it’s very easy to use.

Quizizz

Quizziz is a fun assessment tool that continues to add more features, which makes obtaining feedback from students and providing feedback to them much easier. Some of the newer features include receiving a daily report of the Quizizz summary and being able to send parents the results of a student’s Quizizz game. (See new Quizizz features)

The daily summary report shows the number of Quizizz games used, number of responses, percentage correct as well as additional information. It’s nice to be able to have that data available so quickly. There is also the option to email the data directly to parents, which is great especially for communicating student progress and in a timely manner.

Quizizz is another tool which is easy to implement, you simply create your own by adding your own questions or search from the public Quizizz available and drag in the questions you want and then edit them according to your preferences.

Other benefits include the ability to either play it live or assign it as “practice” or homework. You can store your Quizizz games into Collections to find them easily, quickly build games and it has a much improved UI, and it was pretty good to begin with.

And if you create the Quizizz and do not have enough time for students to finish, no worries because when students use the same login and pin number, they can pick up right where they left off in the game.

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CoSpacesEdu

CoSpacesEdu: Opening up new learning worlds 

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I have always been a fan of technology and any time I learn about a new tool, I go straight to the computer if time allows, create an account and start trying to figure it out on my own.  Or if I don’t have time, I will add it to my seemingly never-ending list of tools that I want to check out. Last summer, I came across CoSpaces. I had no idea what to expect other than knowing that the purpose was for creating and experiencing a virtual learning environment. I created an account, looked at the gallery of what was available, and tried to figure out exactly how to create my own 3D space.

I am the type of learner who would rather struggle and figure things out on my own first. I think it is better as a teacher, to work through those struggles so that we can better help our students. If I’ve exhausted all of my efforts, then I will look for a help section or connect with other educators that I know have experience using the tool. Sometimes even simply posting a question on Twitter, or searching YouTube for helpful videos, will give the answers that I need. However with CoSpaces, I was determined to work through it on my own because as soon as I started trying it, I knew right away that it was something I would want to use in my new STEAM Emerging Technology course for the upcoming school year. And while I greatly enjoy  learning from the students, I also enjoy being there to watch the student responses as they begin to figure things out on their own and have those “aha” moments when they realize that they’ve uncovered exactly how to do something. Better yet is when they share this knowledge with their peers and also teach me new things to do with what we are working on.

 

My plans for using CoSpacesEdu were uncertain at the time, because I knew virtual reality was a topic that I wanted to cover in my class. My course is focused on STEAM and Emerging Tech. I had plans to help students develop some vital technology skills, starting with learning about digital citizenship and then adding on new tech skills as we progressed.  I knew that many students did not have much experience creating with anything other than Microsoft Word or PowerPoint, if even these two. I also wanted to know the different possibilities for using CoSpaces in the classroom, so I spent some time looking at the gallery, I joined the community on Facebook and reached out to the CoSpaces team to see what additional information I could find. But while doing all of this I did manage to create my own project in which I added many random items and had a lot of fun creating. I was truly amazed at what I was able to do within my own “space”. The ideas started flowing for how I could use this in my STEAM course and also with my foreign language classes. I could foresee students who had to create items such as biomes or do a book report, or a science project using CoSpaces as a way to represent these by building their own space and environment to represent the story they were trying to recreate or to tell. Talk about creativity, imagination, innovation and critical thinking, and more all in one tool.

 

As with my other projects this year with my STEAM course, I wanted to find a way to connect using this tool for our class with a learning target or project for another class. There are so many possibilities. While waiting for some feedback, I decided to offer a few different options for students to choose from after looking through the gallery. Consulting a friend of mine who is outstanding in the field of AR/VR, Jaime Donally, (@JaimeDonally) who gave me some really fantastic ideas for creating with CoSpaces. I was also fortunate to have a conversation with Manuela, who provided a lot of insight into the new features that CoSpaces would be offering. There are updates sent regularly with details about the new features and links to sample projects and helpful videos.  

So if you have not yet checked out CoSpacesEdu, I recommend that you do because I guarantee that you will find it has applicability for something in your classroom. And it is a tool that will further engage students in their learning. Once they have created their own project, they can then immerse themselves in their own environment with the use of the app on the iPad or installing it on their phone and having a headset to walk through their own environment. How cool is that!

 

So for our first project in STEAM, I asked students to create three scenes in which they either told a story about a TV show, a movie or a book that they had read, or create a different type of a living space, or come up with their own focus, as long as they included the required number of elements into their project. Once they were finished, I had them share their link on a Padlet, so that all projects could be accessible and that students could take turns walking through each other’s environment. The students were excited and amazed at what they were doing. While looking at the gallery and playing some of the games were fun, being able to create their own space, walk through it and explore on their own was way better, according to several of my students.

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There are some new features with CoSpaces and I’m sure the changes will continue to come. I recommend that you check it out and think about something that you may be teaching in your class or a project coming up in which students could create a virtual space. Using CoSpaces will really open up your learning environment and immerse students in authentic experiences, increase student engagement and I believe add to motivation the students have for learning and taking some risks and being up to the challenge of figuring out exactly how things work. And hopefully the next time they have project rather than wanting to create in PowerPoint or with Google Slides, they will think of CoSpaces Edu as the perfect way to represent what they know and can do with the material

Building Skills with App Smashing: Buncee, Padlet and now new Buncee Boards!!

Buncee

There are a lot of great digital tools that promote student creativity and choice and give students an opportunity to learn about each other in the process. Two tools that have worked well together for this purpose are Buncee and Padlet. Using these together promotes student creativity, provides more authentic and meaningful ways for students to share backgrounds and introduce themselves to classmates. It builds digital citizenship and technology skills by teaching students how to interact in a virtual space. It promotes communication and collaboration through the sharing of projects and opens the ability to engage in conversation through the commenting feature on Padlet.

 

When students start the school year, learning about classroom procedures and becoming familiar with their peers are important activities. Teachers go about these procedures in different ways, some even choosing to dive right into the content material and to open up opportunities for these typical procedures on a daily basis. The past few years I have tried to get students to interact more at the start of the year, share who they are, their experiences, their interests and have them set some goals as well. I try to do so with variety of icebreakers or other activities like surveys or classroom games to get the conversations started. However, this year I plan to have students share their information by creating a visual representation. Students will be able to choose from the library of thousands of images, props, icons, animations and more in Buncee to tell their story. The requirement will be that they use very little in terms of text and rather choose the images, animations and even videos to tell their story. I also hope that it creates a way for students to share some learning goals they may have or things they wish their teacher knew.

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Before the advancements in technology and the increase in types and number of tools available, sharing these creations required either printing or sending through email or storing on a flash drive. But with collaborative tools such as Padlet, it has been very simple to not only share the information quickly but to embed a Buncee project right onto the Padlet so it is fully visible to everyone instantly. By doing this, students have gained new knowledge of technology, developed peer relationships, teachers learn about the students, the students will learn about each other, and it will start the conversations going. By using imagery rather than so many words, students will be able to see some commonalities in the classroom which will help to drive the development of a classroom culture.

Besides the learning potential in this, I think it is a lot of fun and highly engaging for students to create and to see what their classmates have created. I would not be setting a good example if I myself did not create a Buncee and add it into the group. Students need to learn about their teachers as much as the teachers need to learn about the students. I’ve heard the quote and read the quote of Teddy Roosevelt many times “Children do not care how much you know until they know how much you care.”  This couldn’t be truer, so we need to learn about our students and show that we care about them and their success.

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Combining Buncee and Padlet

Throughout this app smashing (when two tools are used in conjunction to create and present a product), students enhance their skills in many areas. In terms of the ISTE Student Standards, all seven are addressed in completing these activities. The main one addressed is 6, Creative Communicator. Students have a choice and their voice is represented in creating their Buncee. But in the process of creating, they become Global Collaborators because by posting it on Padlet, others can view their work and comment. They are Empowered Learners because they have choice and voice in their learning experiences. Computational Thinkers because they are deciding how to present the information in the Buncee, Innovative designers choosing from the thousands of features available in the library to put into their own creation. Digital Citizens because they are learning to respect others’ work and to publish and post responsibly. For some students, this will be the first time they are really interacting with digital tools and so it will be perhaps a big learning curve. However, everyone will be doing the same thing and there will be comfort in this which will help student confidence to increase. I promote student empowerment and it will be a good way to set up the classroom culture and to help students gain some new skills moving forward.

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New Buncee Boards! Announced today!

Today is an exciting day for Buncee and the many users of Buncee. The newest feature, Buncee boards, provide a great way to gather resources in one place, open up communication and collaboration, and share ideas with others in and out of the classroom. There are a lot of great ideas for using #BunceeBoards in the classroom, so be sure to check out this post: 10 ways to use Buncee Boards to see some of the ways Buncee Boards can be used in the classroom. There are a lof of great ways to use these in the classroom, and even better, students can have fun sharing, commenting and posting reactions to the boards.

There are many possibilities for using Buncee in the classroom and the nice thing about it, the best thing about it, is that it promotes choice and authentic creations for students and teachers and anyone. It is a skill that students can learn and can share with their families which will open up more learning opportunities beyond the school setting and move it into the community and beyond.

 

3 Ways to Implement Blended Learning In The Classroom

 

3 Quick Ways to Implement Blended Learning In The Classroom

Best practices for blending or flipping your classroom continue to be topics of discussion in education today. Much of the discussion focuses on finding clear definitions of what these terms mean and the benefit to classrooms.

There are many resources and ways to educate yourself on this topic available including a diverse selection of books and blogs (such as the book Blended by Michael B. Horn and Heather Staker, and of course the Getting Smart blog) related to the topic, reaching out to colleagues or members of your PLN or attending conferences such as FETC, ISTE, state edtech conferences, edcamps and other professional development experiences.

All of these are great for finding examples, vignettes, templates, suggested tools and ideas. But even with all of these options, sometimes it is more valuable to take a risk and try something out on your own. The outcomes will not always be the same for each teacher, classroom or student, but it’s at least worth a try.

There are different models for implementing blended learning, and the method used will vary depending on your classroom. I recommend starting with one method–if you see positive effects, that you have more time to collaborate in class and your students are more engaged then continue. If not, then use this opportunity as a way to learn more about your students and their needs. As teachers, we need to constantly reflect on our methods and encourage self-assessment with our students, all part of learning and growing together. Getting started can take some risk and exploration, and definitely time.

Here are some different ways to use technology to “blend” or “flip” learning that in my experience have worked well. These tools can offer innovative or creative learning methods in your classroom, opening up the time and space for where and when the learning occurs.

1. Flipping and Blending with Videos

In the past when I heard “flipped classroom” I thought that meant simply assigning a video for students to watch. It can be, as it was originally considered the traditional way of flipping the classroom, but there has to be follow-up, accountability and more than just simply assigning a video. How will we know what the students gained from the experience?

The benefit of having students watch a video outside of class is that it reserves the class time for discussion and peer collaboration, and moves the teacher to more of a facilitator in the classroom. There are video tools such as EDpuzzle and PlayPosit, through which students interact with the video.

By responding to questions throughout, they are held accountable for the material and can show what they are learning. The teacher has instant feedback and can better understand how the students are learning and provide more personalized instruction. Either of these tools are great for the teacher to create lessons, but also provide the opportunity for students to create lessons that can be shared with other students.

In my experience, these tools have both provided a lot of authentic learning, problem-solving, critical thinking and collaboration. More importantly, they create an opportunity for students to move from learners to leaders, and from consumers to creators in the classroom. This is one of our main goals as teachers–to provide opportunities which empower students to take more control and drive their own learning. These leadership opportunities also help the students to feel valued because of the work that they are doing. There are sample lessons or “bulbs” available, so try one of from the library, and see how it works in your classroom.

2. Game Based Learning and “Practice” as Homework Alternatives

Perhaps you want students to simply play a game or have some practice beyond the school day. There are lots of options available, some of which enable students to create and share their games as well.

A few of these that you are probably familiar with are Kahoot, Quizizz and Quizlet. Creating a game with any of these three apps is simple. There are many public games and Quizlet flashcards available to choose from, and it is simple to create your own or for students to create something to share with the class. You can use these to differentiate homework and have students create something more personalized and beneficial for their own learning, and then share these new resources with other students and classes.

It’s another great opportunity to understand student needs because of the types of questions they design and the vocabulary they choose to include. Another bonus is that using something like Quizizz means students can complete it anywhere. Have you tried these  three? Give Gimkit a go. Created by a high school student, this is a game that students enjoy, especially because they can level up, use multipliers and really practice the content with the repetitive questions that help them to build their skills.

3. Discussion Beyond the School Day and Space

There are tools available for having students brainstorm, discuss topics or write reflections which can be accessed at any time and from any place.  For example, Padlet is a “virtual wall” where teachers can post discussion questions, ask students to brainstorm, post project links and more. It is a quick and easy way to connect students and expand where and when learning occurs. Take the posts and use them as discussion starters in the next class.

Synth is great for having students create or respond to a podcast. The idea is that students can do some of these activities outside of the classroom period, and teachers can create prompts which provide opportunities to engage students with their peers in a more comfortable way.

Even though all of these involve technology at some level, they are interactive tools to engage students, to expand and “flatten the walls” of the classroom and offer students an opportunity to do more than just sit and learn; to become more actively involved, giving them a voice and choice, through more authentic learning.

By giving the students a chance to do more than absorb information, but instead to create, design and think critically, we not only give them the knowledge to be successful, we encourage them to create their own path to success. And hopefully, in the process, they learn to better self-assess and reflect, both of which are critical skills they’ll need for success in school and in their careers.

 

Quizizz and ZipQuiz: Fun ways to learn!

 

Ever since I had the opportunity to talk to the creators of Quizizz in January of 2016, I have been fascinated by how hard they work and appreciate how active they are in continuing to seek feedback from educators.
Quizizz began in 2015, the idea of Ankit and Deepak, who wanted to create a learning tool that would help students and teachers in the classroom. I remember that first conversation. Hearing their story was so inspiring, knowing how hard they worked to achieve success, not giving up, really emphasizes the importance of working through challenges, setting goals, reflecting and to keep moving forward when you believe in something like they did. They did not give up but rather worked harder. 


I had the chance to meet them face to face at ISTE in Denver last summer. I really enjoyed the conversation and seeing people learning about Quizizz for the first time. We have kept in touch, they send updates and announcements about new features on a regular basis and I have been fortunate enough to be included in some of the testing and conversations. My students even had some fun creating their own memes to be used in our games, imagine their surprise when I added some of theirs into our game the first time. 

ISTE 2017

Photo from #ISTE17 Twitter feed


If you have not yet tried Quizizz, I recommend giving it a try for some additional ways to engage your students in learning and provide more opportunities for practicing the material. In addition to reinforcing the content material, students will definitely have a lot of fun in the process. The benefits of Quizizz are that not only can you play it live in class, it can be assigned for practice and students can redo the Quizizz game for extra practice and preparation whenever they want. Students can start a game and continue later as long as they use the same join code and user name, which makes it really beneficial for having the opportunity to learn anywhere and anytime, regardless of their schedule.

I caught up with the Quizizz team again this year at ISTE in San Antonio, before the conference officially kicked off and I was excited to learn about their newest app which is called ZipQuiz. I definitely enjoyed playing it, although I did not do so well and felt really bad when I was told at what grade level the questions were. I will not share that information now. But you can’t always remember everything, can you? Or maybe there is a way. This is what ZipQuiz can help you do!

So here is how ZipQuiz works:


Quizizz itself is a great way to review in the classroom and even use the games as an assessment for quick feedback for the students and for you to plan your next steps. And now, with the new app ZipQuiz, students are able to continue practicing and even compete against friends and others, on various school subjects whenever and wherever they want.


ZipQuiz is easy to use. Once students have the app, they simply need to select their appropriate grade level from 1st through 12th grade and choose one of the subjects that are currently available: math, science, English, history, geography, or even select the “fun” subject.​ A​ll​ of​ the content ​in ZipQuiz​  is created by teachers  and curated by editors at Quizizz.
Once the subject is selected, a quiz will be generated with a 60 second timer that the students can then start to play. Once the game ends, they have an option to challenge someone to try the same quiz and beat their score.​ Students can play these “s​olo” games and then​ share the​ games​ as challenges to friends​ ​or​ they can play​ in a ​ “Versus” mode where ​they will be pair​ed​ with other students from around the world.​ As for safety, I have been told there is no​t a ​way for students to communicate with each other through the app​ and so it is safe to play.
They showed me a few of the games and some of the features of ZipQuiz. I had a lot of fun playing it and trying to figure out the correct answers was not always easy, as the subjects were ones that I had studied many years ago. I look forward to trying this with my students and sharing it with colleagues and who knows maybe even challenging a few friends myself. But I think I should probably practice first to see if I need to practice on my subject knowledge

Currently it is available as an app for the iOS systems and they are of course working on the Android app, which I am sure will come out soon.

ZipQuiz

​As for Quizizz, some of the other great features ​are that Quizizz integrates with Google classroom, it has great ​d​ata ​t​racking​,​ teachers can look at reports ​and quickly understand which questions were answered incorrectly by all ​students and they can also look at each student’s response​, question by ​question. ​Reports are saved, making it easy to go back in and check the ​results. There is also the option to ​s​end an email to parents with the student’s’ ​results from the ​Quizizz, which is a great way to keep that communication open with parents and share the assessment data.

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Another fun meme, thanks Quizizz 🙂



For added fun, Quizizz also offers memes​,​ question timers, ​music and the ​option of including a l​eaderboard​,​ all of which can be turn​ed​ on or off by the teacher, depending on their preferences.
Not a lot of time to create a game?  No worries. There are thousands of public Quizizz games available, and creating a game is quite easy with the “search” feature. You can quickly create a game by gathering questions and adapting them to your specific content or changing the choices by using the search and pulling questions from the various public games available.

 

If you are looking for a new tool to start the school year with that provides some different options for learning and fun, try Quizizz. And if you have some fun ways to play or ideas to share, let me know, or contact Quizizz directly. They will be happy to hear from you!

Thanks Quizizz for making the meme for me!

Thanks Quizizz for making the meme for me!

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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.

 

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

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.