differentiated instruction

Metaverse: Collections are here!

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

Metaverse has become a favorite of my students for creating fun, interesting, interactive “experiences” for class. The best part about using a tool like Metaverse is that it enables educators to give students more control and an opportunity to create something that is more meaningful to them. With libraries full of thousands of choices, every student can find something that meets their interests and engages them more in the creative fun and process of learning. While sometimes it can take a little bit longer to figure out how to use different tools for creating in Augmented Reality, or problem solve to find out why something isn’t working during the creation process, with Metaverse, all students can find exactly what they need. Sometimes people wonder if there’s any bit of a learning curve or how much time it takes to get started with something, but in this case, it couldn’t be easier.

I have found that students really enjoy creating with Metaverse, especially because they have so many possibilities for what they can create. They can add in characters and 3D objects, portals, 360 videos, YouTube videos, audio, and much more. There has been an update to the way that the website looks and it is now even easier to find what you need in order to create your very own experience. Of course if you need help, you can send a message directly to the Metaverse team using the chat or check out some of their updated video tutorials on YouTube.

Other benefits

I find that another bonus of using Metaverse is that it is very user-friendly to get started with and it doesn’t take long for students to figure out how to design their experience on their own or for students to step in and help their peers. I’ve noticed when using tools like Metaverse in the classroom that there is this other component to what students are able to “experience” while learning. It really does a lot for helping peers work on their collaborative skills and even social-emotional learning skills. There are many ways to use this for students to create a representation of something they have learned, to tell a story, to create a scavenger hunt even. You can learn more about Metaverse and how it works from my prior post or check out a recent post about using Augmented Reality tools for blended learning here.

Eagerly anticipating the new features

I had a chance to preview the Collections with the Metaverse team about a month ago, and I was very excited when I learned about the changes that would be coming to the Metaverse platform. Not only would there be more items and awesome things to choose from, that students and teachers could create with, but there would also be a new dashboard with a better way for students and teachers to access the experiences that have been created.

Having used Metaverse for a few years, I have saved a lot of student-created experiences to use in my STEAM classes. In order to make these experiences available for all students to see and enjoy each year, I chose to create a Padlet and have students post their QR codes onto the Padlet. By doing this, it was easy to simply display the Padlet on the Smartboard and have students walk up and scan the QR code. Another benefit was that it gave students time to explore a variety of experiences created by their peers and make new connections while learning.

It’s very easy to manage the student work from your classroom once you create a collection from your Metaverse dashboard. With this new feature, you can see all of your students’ experiences, you can set them up by class or if it’s the same class, put all of the experiences together, that way students have even more to explore and learn from. As a teacher, you have the option to edit the student experiences and take a look at what they have created, and beyond that, once you have the collection created, you the projects for the entire class can be shared through just one link. So easy to connect student work in one space. Check out Collections here!

How to get Collections

So how do you get the Collections? For right now it is still a free feature, without the Collections add-on. Creating collections will become a paid add on for the Metaverse studio. To submit one of your experiences to a collection, there is no cost involved. Students from prior classes or who create experiences in other courses can still share their experiences to be used with the other students in my STEAM class.

The cost is going to be approximately $7 per month or you can sign up for a year at a discount rate of $64! And speaking of benefits, use the promo code ARforEDU and take advantage of a free month of Collections!

The result?

A much easier way to gather, explore and share student work. More convenient and better access to be able to explore the different experiences. One thing to keep in mind is to always check over the student experiences and keep providing reminders about digital citizenship and responsibilities as part of learning journey in Augmented Reality. Ready to get started with Metaverse in your classroom? Check out all of the great resources for teachers here.

This post is sponsored by Screenleap. Opinions expressed are my own.

At the end of January, I attended the Future of Educational Technology Conference (FETC) in Orlando. FETC has become one of my favorite conferences to attend and each year I return to my school with a lot of new ideas and tools that I’m excited to try in my classroom and share with colleagues and educator friends. This year was no exception. After reading about the 31 start-up companies that would be participating in the “Pitch Fest” competition happening in the expo hall, I decided that I wanted to start there. These companies—the “best-of-the-best startups”—would be pitching their products and services to a panel of judges. I find this to be one of the “musts” for me each year to learn about the new ideas and products available to educators. I enjoy getting to talk with the companies to understand their tools and how it benefits educators and students.

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Before arriving, I had received a flyer from Screenleap. I took a quick look, but decided to set it aside and instead make time to meet with Tuyen Truong, the CEO and Founder of Screenleap, at the conference. We had a great conversation and I was immediately impressed with what I learned about Screenleap from Tuyen and from the reactions of other attendees who had stopped by the booth to learn more about Screenleap.

Not long after speaking with Tuyen, I presented my own poster session on designing “Creative, Personalized, and Productive Classrooms.” A common interest of the attendees was that they wanted to know options that would enable them to share lessons, to work with schedule changes that interrupted the normal class periods, and to provide access to learning opportunities for their students when their students needed them. Screenleap immediately popped into my mind and so I gave them a brief overview and pointed them in the direction of Screenleap’s booth in the EdTech Startup area.  

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Tools with Purpose: Getting Started Quickly

Common issues for teachers regarding education tools are knowing where to start and whether something will have a big learning curve. These are both important factors, but we should also consider the WHY behind adding the technology. Based on the interests of the educators that I spoke with, thinking through it and trying it out on my own, Screenleap definitely addresses these concerns by making it easy for teachers to set up and start using with students and by saving valuable time for teachers who use it.

So How Does It Work?

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Screenleap for Education allows teachers to share their screen with students and record it for later viewing. Whether the students are in the classroom or absent from class on a given day, they can watch the screen share live from wherever they are or access the lesson afterward when it is convenient for them. You can learn more about Screenleap for Education here. If you would like to try it out, you can start a free trial here!

Why Use Screenleap for Education?

When thinking about adding some new technology into the classroom, we really need to focus on the why behind choosing a specific tool or method. What difference will adding this tool make and how can it enhance the learning process and go beyond the traditional methods that are being used? What sets it apart from other tools you are currently using?

I think the benefits are clear with Screenleap for Education:

  1. Teachers can share from any device (including Chromebooks, iPads, Android, PCs, and Macs).
  2. Students don’t need to install any software to view their teacher’s screen, which makes it easily accessible to all students and saves time on IT administration.
  3. Everything is automatically recorded on the cloud for later playback. Teachers don’t need to manually upload the recording after the screen share.
  4. It saves teachers a lot of time because now they do not need to reteach lessons to students who miss a class since the recorded lessons are available for students to watch on their schedule. In addition, when it comes to re-teaching, you don’t always present the information the same way, so having a solid lesson that can quickly be shared with students to view and learn from is a real benefit for you.

Ideas for Using the Recording Feature

Depending on the content area you teach, or even if you have a different role than a classroom teacher, creating these recordings is easy and of great benefit. Having recordings available that you can share with colleagues, offer as extra instruction for students needing review, or even as a way to get feedback from colleagues about how you delivered a lesson, are just a few of the great ways to use the recording feature of Screenleap for Education. There are a lot of other possibilities for teachers, students, and administrators when the recording feature is used as part of a teacher’s daily instruction.

Getting Started

I found Screenleap for Education very intuitive and easy to get started with:

  1. After creating your account, there is an initial setup step where you can create your classes and add students to them.
  2. Once your classes are set up, it is easy to start sharing your screen with your students: all you need to do is click on the button for the class you want to share when your class starts. If it’s your first time sharing your screen, you will be walked through a one-time app installation before your screen share begins. null
  3. Once your screen share has started, your students can watch your screen share by signing into their accounts and clicking on the “View live class” button for your class.
  4. While you are sharing your screen, it is automatically recorded in the cloud.
  5. When you stop your screen share and have recording enabled, your recording will be processed and made available to you from the “Recordings” page. If you have automatic sharing configured, the recording will also be made available for your students to review.

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Additional Features That I Like

  • If you want to remove something from your class recording, you can do so and then upload the updated version.
  • You can share the same recording with multiple classes.
  • You can track student engagement in real-time by clicking on “engagement” or after the recording has been processed. You will see a snapshot of the engagement graph at the bottom of every recording.

Conclusion

Screenleap for Education offers a lot of benefits for teachers, students, and administrators: students can easily follow along in the classroom or from home, teachers do not have to reteach lessons that students miss, students can review lessons before tests, and administrators have resources available  that can help to improve test scores for their schools through better learning. In addition, being able to stay connected and keep up with class—even when not in the classroom—and having information available to share with other teachers and administrators really makes Screenleap stand out when it comes to tools that benefit student learning.

Let me know what you think of Screenleap for Education. Again, you can start a free trial here

Shapes 3D: AR Drawing App

An area of focus at FETC, TCEA and PETE&C: Bringing Augmented Reality to Every Classroom

Rachelle Dene Poth

February 22, 2019

This is a sponsored post, all opinions are my own.

Over the past few weeks, I have been fortunate to attend and present at several educational technology conferences. First was FETC (Future of Education Technology Conference) in Orlando, then TCEA (Texas Computer Education Association) in San Antonio, and the most recent, PETE&C (Pennsylvania Educational Technology Expo and Conference) held in Hershey, PA. A large part of my experience at each of these conferences involved presenting on and attending sessions about Augmented and Virtual Reality. There has been more discussion and a lot of excitement recently surrounding the AR/VR tools and exploring how these tools can be used for education. In my own classroom experiences with students, I have seen tremendous benefits for students by implementing some tools for augmented and virtual reality as part of their learning experience. The tools we have used give students an opportunity to engage in a completely different kind of learning which gives them more control in the classroom, and an immersive and authentic experience.

Learning Potential with Shapes 3D Augmented Reality

The terms “augmented and virtual reality,” might seem to be complex concepts that require a big investment of time or come with a steep learning curve. However, with tools like Shapes 3D this is not the case at all. Shapes 3D provides the perfect opportunity for students and teachers to explore core concepts of geometry and help students to discover 2D and 3D shapes by engaging with these shapes in an augmented reality experience. Using a Merge cube, students can now examine 3D shapes in Augmented Reality. Imagine learning geometry by holding the solids in your hands, manipulating them and being able to more closely understand the core concepts of geometry. In personal experience, having this app available during my ninth grade year would have made a huge difference in how I was learning and the way that I could build on my knowledge! Preview it here!

Getting Started

Whether you have experimented with AR/VR or not, getting started with Shapes 3D is quite easy to do. If you prefer to have a tutorial, Shapes 3D has videos to help you get started. Often the number one answer given when educators are asked why they are not using technology or even a specific tool in the classroom is due to a lack of time. There are so many components to teaching today that can make it a challenge to find extra time to try new tools or implement new methods. Fortunately, Shapes 3D makes it easy to get started with the availability of bundles to use for instruction, access to lesson plans and tutorial videos that can help any educator get started quickly. You can gather a lot of ideas by searching through Twitter looking at tweets related to Shapes 3D, especially when it comes to edtech conferences, which can provide new ideas and new connections. There are also publications and other helpful resources shared and updated on the Shapes 3D site. And now, until the end of February you can fall in love 😉 with Shapes 3D applications by grabbing a bundle at the promotional price of $ 5.99, bit.ly/Shapes3Dbundle !

If you are like me and prefer to just get started without tutorials, then start by exploring the tool and the options available, and then dive right in and use Shapes 3D as a way to introduce a concept or shapes to students, to act as a “hook” for the lesson. Once students begin engaging with Shapes 3D, give them the opportunity to create and explore on their own and run with it. They will likely exceed your own knowledge of the possibilities that exist with Shapes 3D and that is okay. You will notice that students catch on rather quickly and will become immersed in more authentic and meaningful learning, right in their hands. It is a lot of fun to use the Merge cube and really look closely at the shapes!

Merge and Shapes 3D

Students can easily explore the object by using their device or a classroom iPad for example, if accessibility is an issue consider using stations in your classroom, where students can work in small groups. But if you want to take it to another level and really put the learning in the students hands, why not get a few Merge cubes to use with shapes 3D. What is so unique about this possibility is that students will be able to interact with the object and even draw lines and manipulate the shapes in their own ways, which will provide a more personalized learning experience for them.

Learning from others

Shapes 3D is great for teachers to use as a way to engage students, but also to provide opportunities for students to become the teachers in the classroom. Like presenting at conferences, getting to share what you are doing in the classroom, to brainstorm ideas with classmates, and maybe more importantly, have the opportunity to learn from one another builds more confidence in learning. The great thing about tools like Shapes 3D is that educators will not have to spend a lot of time trying to figure it out on their own or come up with ways to use it in the classroom. Leave it to our students. We need to push for more opportunities for our students to do more than consume, but instead, to create, to explore and to become curious for learning. Using technology in classes today should be focused more on creation rather than consumption.

So why use Shapes 3D?

As educators, our purpose is to help our students to develop a wide range of skills that will not only engage them in learning which is authentic and meaningful, but also provide skills that will We want to put tools that can engage them and more authentic and meaningful learning in their hands. Students learn more by doing and having opportunities to engage in hands-on activities, where they control the direction their learning takes. We need for students to design their own problems, to ask more questions, and even at times to experience some struggles in learning. Preparing them for the future means giving time for them to problem solve, collaborate, communicate and even create on their own as they are preparing for the future and life in general.

Before adding technology into the classroom, be sure to focus on the “why” behind using a specific tool or method. What is it going to do differently for students, that will enhance learning and go beyond the traditional methods t being used in the classroom? What sets it apart from other options? I think the answer is clear. Tools like Shapes 3D will enable teachers to move students to a more active role in the classroom, become the creators and immerse themselves in a new learning environment. Students can do so much with Shapes 3D to really understand geometry concepts that might otherwise be difficult to understand, in a 1D format. Draw lines, rotate solids, check the properties of the solids and more. Hands-on learning takes math to a new level.

Options and getting started

By having a Shapes 3D bundle, students in grades K through 12 have access to a wide variety of ways to interact with different structures and to really understand math concepts at a deeper level. When we can place tools like this in the hands of our students, we amplify their potential for learning, because of the accessibility to explore on their own and build their skills as they manipulate the objects in the 3D space. It pushes student curiosity even more, leads them to ask questions and to develop their understanding at a deeper and more meaningful level.

As teachers, there are so many things that we are responsible for and need to keep up with, that it can be difficult to stay current and relevant with all of the emerging trends when it comes to technology. Fortunately, there are tools like Shapes 3D that make it easier to get started and that provide innovative ways for students to learn. It just takes a few minutes to get started and then encouraging the students to explore on their own and with peers. Join in the Geometry learning fun with Shapes 3D Geometry Drawing on iOs today! Enjoy the app (for free) on Google Play, there is a beta version of Shapes 3D Geometry Drawing, and it works with Merge cube!

Don’t wait, sign up today and until the end of February you can fall in love with Shapes 3D applications by grabbing a bundle at the promotional price of $ 5.99, bit.ly/Shapes3Dbundle !

 

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!

Sponsored Content, All opinions are my own

Sign up for your free one month trial! https://3dbear.io/freetrial

Exploring the world in AR: 3DBear brings your environment to life

Ever since learning about 3DBear a few months ago, I have continued to be impressed with the platform and the company’s focus on meeting the needs and interests of educators and students. At both FETC and TCEA, I had the opportunity to spend time speaking with the 3DBear team and was able to get a better understanding of their vision for 3DBear and learn more about the newer features and ways to use it in the classroom. Even when I first started creating with 3DBear, I immediately saw a lot of benefits for classroom use regardless of content area or grade level, or even one’s role in education. With a library full of icons to choose from, animations, music, options for changing colors and sizes, moving object positions, and other functions like adding audio and student voice, it is possible to engage students in truly unique ways to learn. It did not take long to see the potential for using 3DBear not only as a tool for students as the creators but also as an instructional tool for teachers as a way to engage students more in learning by “hooking” them in with the use of augmented reality. 3DBear can be a game changer for students, acting as a catalyst to draw students in and let them go on a creative adventure. Get started today with a free teacher trial here!

Why use Augmented Reality?

A popular topic at both FETC and TCEA was Augmented and Virtual Reality. Often questions are asked whether the use of AR and VR has sustainability in education and I believe that there is. Each day I receive numerous email alerts sharing news from around the world about how teachers are using augmented and virtual reality to amplify student learning. Tools like 3DBear have tremendous potential to immerse students in a meaningful learning adventure, giving them more control of how, when and where they learn. Besides being fun to use, it offers students time to build their skills in critical thinking, problem-solving, collaboration and fosters creativity. It lets students make decisions and leads to a more student-driven classroom. This is what we want for our students, choices, agency, and engagement.

(photo credit to Mitch Weisburgh)

Walking among or narrowly escaping the dinosaurs

While presenting several sessions at both of these conferences this month, I noticed a lot of people starting to use 3DBear in unique ways. During sessions, attendees chose to be more active, and rather than simply listening in to how these augmented reality tools can be used, instead began quickly creating with them and even sharing them out socially. Completely unaware of the danger that I was in until seeing the tweet, I was surprised and thankful that I escaped the dinosaur lurking behind me as I presented at FETC! But I was concerned about the attendees when I saw the dinosaur that was lurking in the front of the room near Jaime. The excitement behind using these tools is evident when people begin creating and sharing them during your session, just minutes after you’ve introduced and only minimally demonstrated the tool. The learning curve of 3DBear? Not much at all! It’s very easy to navigate and dive right in to create your own world in your physical environment. Get started today!

(photo credit Mitch Weisburgh)

Why 3DBear

Students can use it to create 3D objects in different spaces and can then record a story to go along with it. The potential and power of storytelling in AR is awesome. What better way to have students represent their learning than to design their own world, decide what 3D objects to place in their environment and then create a narration to go along with it. Students can even upload items from their device or from Thingiverse. Student-driven learning and possible for students in grades K and up. More than just listening to teachers and how it benefits students, ask students for feedback. (See a video from a school in Medford and how students responded to 3DBear). Also seek feedback from educators, whether on social media or in my experience from attendees in the different sessions presented at FETC and TCEA.

Potential for Storytelling and Adventure

As educators, we want our students to have a learning “experience,” more than the traditional methods of learning and classroom instruction can offer. We need to empower students to become more than consumers of content, and instead help them to embrace the opportunity to become the creators and driving their own learning. By doing this, we start them on a learning journey that will serve to attach more meaning to the content, in a personalized and exciting way to learn, and above all, a more authentic experience.

There are many possibilities for using 3DBear and because time can be a deciding factor when it comes to exploring new tools and methods for classroom use, this is where 3DBear offers a lot for educators. Teachers have access to a teacher dashboard where they can see student work, track progress and explore the worlds that students are creating. There are lesson plans for Coding, Design Thinking, ELA, Math, Science, Social Studies, STEM, and STEAM-related themes available for different grade levels which include pacing guidelines. While the lessons are drafted for certain grade levels or range of grades, slight adjustments in the content enables teachers to implement these lessons into their classroom.

One of the best things about 3DBear is that teachers won’t have to spend a lot of time trying to figure out how to get started using it in the classroom. We can learn just enough and then put it in the hands of our students and let them run with it. 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.

When thinking about adding some new technology into the classroom, we really need to focus on the why behind choosing a specific tool or method. Ask ourselves what makes it different and what can it do differently for students that can enhance the learning process and go beyond the traditional methods that are already being used in the classroom. What sets it apart from other options or methods you have been using? I think the answer is clear. Students are the designers.

A Few Ideas to Try

  1. My town: Sharing where we live, describing a location or any lesson where students need to narrate a story, they can create an environment using 3DBear and add characters and more into their project. Once created, students can tell a story about the scene or even narrate in a foreign language. Why not have students create a “welcome to our town” project, adding in 3D objects and telling a story that can be shared with the community? A good way to share student work and give more meaning to the work they are doing.

(Alamo photo credit Jaime Donally)

  1. A book summary: One idea is to have students review a book, summarize something they read in class by bringing it to life with 3DBear. If the number of devices is an issue, use stations and have students work in pairs or small groups, each adding to the story.
  2. Let me teach you: Give students an opportunity to be the teacher. Choose a theme or have students select a topic and then come up with a way to use 3DBear to explain it to classmates. There are many options available for students to choose from, and it will reinforce their problem-solving, critical thinking, and collaboration skills, as well as boost creativity as they decide how to best visualize their lesson for others.
  3. Actors in a scene: Give students the chance to interact with a 3D character and maybe even sing together or dance together (who doesn’t love doing the floss with a 3D character?).
  4. Random objects: To really push their thinking, why not create a scene with a variety of characters, objects and more, and then ask students to write a story about it. A task like this can be applied to so many content areas, and grade levels and will definitely be a more authentic way to practice and learn. For students in Spanish classes, it is fun to add random objects into the classroom and have students write a story to describe it. Or, another possibility is to provide students with a narration in the target language and have them create a scene to represent the story.

So many ways for students to leverage technology for learning. They need our guidance to find a starting point sometimes, but then we need to just let them go with it and explore and create on their own. Besides building technology skills and learning about emerging trends, they will engage in powerful learning that not only reinforces the content area but also promotes the development of social emotional learning skills in the process. Augmented Reality has many benefits, the key is staying focused on your “why” for wanting to use it, and then finding the right task to get started. And remember, let the students take charge and learn from and teach one another, including you. Sign up for your teacher trial at 3DBear!

And share how you are using 3DBear in your classroom! @Rdene915

 

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.

 

Bringing Augmented, Virtual and Mixed Reality to all Classrooms

Jaime Donally’s book “Learning Transported” is the resource to go to to learn how immersive technology can be used in education. For anyone looking to get started with bringing augmented, mixed or virtual reality and different learning experiences into the classroom but not sure of where to begin, Jaime provides a well laid out format which provides the reader with the all of the information and resources they need to feel comfortable in using AR and VR in the classroom.
For some readers, knowing the differences between augmented and virtual reality or knowing the different apps available for each of these may not be clear. However, the structure of the Learning Transported book enables the reader to progress from understanding how it is used, and even more importantly “why” it should be used education, to reminders of some things to consider before getting started and then how to have a successful implementation into the classroom.

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Beyond just having students as consumers of the content, Jaime offers ways for students to become the creators and design their own stories through augmented and virtual reality experiences.
Jamie is constantly looking for more tools and new ways to bring immersive learning experiences to educators and students, and has done nothing but share her wealth of knowledge and fully invest herself in making sure that educators feel comfortable with using the technology and knowing that she is available to help them in the process.
Learning Transported is a book that can be enjoyed by anyone, as the resources and experiences that she shares within this book definitely have application to other settings besides education.

Before Jaime even dives into the content of the book, she engages the reader with her message of “why” for using AR and VR. She shares the reasons why educators need to understand the possibilities of using immersive technology and the benefits that will happen as a result. She explains how to use the book, and guides the reader on how to navigate each of the chapters, explaining the process involved when starting to implement some of these augmented virtual and mixed reality tools, and encourages the reader to join in with other educators through social media using the #ARVRinEDU chat.

Learning Transported is geared toward anyone looking to try immersive technologies in the classroom and Donally provides all of the resources and many examples, especially through the lesson plans written by Jaime and how they were facilitated in different classrooms.

Another key features of Learning Transported is in Jaime’s message about why educators should use AR, VR and MR in education. The largest benefit is for students being able to engage and explore in the content in a different and more authentic way. It also facilitates building skills of communication and collaboration as well as social-emotional learning, when students connect with their peers and learn more about places and life outside of their own community. Jaime also explains exactly how the use of these tools can meet the ISTE Standards for Students, and encourages the reader to think about how these tools can benefit the students in their own classrooms.

Each chapter provides a wealth of examples and images for reference, explanations of each tool shared and ways that it can be used, and ends with a “Learning Transported” challenge for the reader. Jaime provides clears definitions and more detailed explanations throughout each chapter, and continues to encourage educators to challenge themselves to implement some of these different tools into their classroom and to share their experiences using the #ARVRinedu hashtag.

Some of the best features of the book are the way that Jaime conveys the information, reassuring educators that it is okay to take some chances with trying these in the classroom and involve students in the process. Chapters 5 through 8 include so many different examples of augmented and virtual reality tools, including ideas for creating with the tools, brief descriptions of how the tool works and for using it, as well as including some sample lesson plans that educators can try within their own classrooms.

The last chapter focuses on preparing for the future of mixed reality and Donally reminds us to keep moving forward as these tools are constantly evolving, and having an impact on the learning environment and educational market. In the conclusion, Jaime ends by stating “Teachers will facilitate a class of explorers, developers and designers as they experience, build and present their own immersive technology resources.”
Donally reminds us that “authentic learning experiences and opportunities that have never been accessible in the classroom are now possible with virtual field trips, interactive stories, and tools that can allow students to explore the world, the solar system and beyond.”

The book concludes with an appendix listing all of the apps shared within the book as well as the websites to find the apps and a brief description of what the after does. The standards for students are also included

She encourages the reader to share whatever they create after completing some of the learning transported challenges

Learning Transported makes a topic that can be overwhelming to anyone just starting with augmented and virtual reality, become something that is digestible and helps the reader to build confidence in learning more throughout the book. Donally provides answers to the questions that educators all have to consider when starting to implement these tools, and gathered everything into one well laid out guide for learning.

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.

Rachelle Dene Poth

While it’s true, that most teachers do have their summers “off.”, I know that the reality is quite the opposite. Being involved in a few different PLNs,( #4OCFPLN , #EDUGLADIATORS, #EDUMATCH) the talk has been about our ongoing pursuit of learning, with the benefit being that we have the extra time to spend on personal and professional growth. As for myself, I had a tremendously busy but awesome June, several conferences and so many opportunities to make new connections and learn.  I know many educators who participate in some form of professional development or get involved in teaching summer classes, working at camps, or find other temporary employment. Summer is a great time to learn, explore and seek out new opportunities. It’s also an excellent time to continue to build PLN!

 

It is the end of July, (I cannot believe it!), but there is still plenty of time for PD, and the best part is that so much of the PD is available any time, through Twitter, Voxer, learning communities through ISTE, Google Communities, as well as the different edtech companies that offer webinars and podcasts for educators.   We all need a break, time to relax, reflect and recharge, but it is really nice to be able to learn over the summer and create our own schedule for learning and growing as educators. And also to come up with a few new ideas to get the year started.

Some ideas for summer learning

As has been the case the past few years, this has been a summer full of conferences (Superior Tech 4 Teachers, Summer Spark and ISTE), as well as virtual events including EdChange Global and EdCamp Voice on Voxer. There are ongoing book studies, Twitter Chats, Voxer groups, Google Hangouts, Podcasts, Webinars and more. There are also some great blogs to read, see the side of my page for those that I follow).  So many choices, but where to begin? My advice?  At least what has worked for me, is to think about an area that you would like to improve upon or something maybe you have been wanting to try, and make that a goal in the upcoming school year.  

 

Twitter chats and Voxer Groups

There are so many chats going on, some nights are difficult to keep up with Tweetdeck because you don’t want to miss the conversation. But the nice thing is that you can always go back and read through, see the resources shared and add to your PLN. If you are not on Voxer, I highly recommend that you give it a try. You can read about it in my prior post linked above, but it is so helpful for engaging in conversations with educators from around the world. Groups are available based on interest areas such as Blended Learning, ARVRinEDU, BreakoutEDU, PasstheScopeEDU, and there are some for PLN/PLFs such as Edugladiators, Edumatch and the #4OCFPLN !! Interested in a book study? There are those too. I have been in an Innovators Mindset, Four O’Clock Faculty, What School Could Be, Let Them Speak, LAUNCH and a few more. Let me know if you want to join any that I belong to, or I can share a link of groups as well.

4OCFPLN

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Matt, two Spanish Teachers!

FOUR awesome opportunities! (online and on your schedule!)

Going on now is the Ditch Summit, hosted by Matt Miller! Different speakers each day from July 25-29, awesome way to learn. Sign up here  You will receive an email each morning and you have until August 10th to watch the videos, so plenty of time. Don’t forget to get your Badges!

Coming up next week, there will be a few virtual learning events that might be of interest. Quizlet will be holding an “unconference” on August 1st and 2nd. Join in to see what the new topics are and the ideas for using Quizlet. Register here .quizletlive

The Hive Summit kicks off on August 1st and goes for 14 days of learning, great speakers and promises to be a fantastic opportunity for adding to our toolkits. And there are live chats each day as well #HiveSummit,  lots of ways to learn and connect. More information here. 

The following week is EdmodoCon, a two-day virtual event held on August 6th and 7th. I was fortunate to speak at EdmodoCon last summer and brought back so many new ideas, so I definitely recommend checking it out.

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Celebrating our time speaking at Edmodocon 2017

Last few weeks of summer

Sign up for one of those virtual learning events, jump into a Twitter chat, or read a book (See BookCampPD) for some recommendations or join in the chat on Saturday mornings, 9:00 a.m. EST. Meredith Johnson has a great lineup of authors.

Lots of ways to learn, on a relaxed summer schedule, and have a little extra time for the PD that you need. You don’t have to leave the comfort of your home, move away from the pool, or be anywhere specific. Find something that you are curious about and make some time for it now, before the school year arrives and time starts to disappear quickly. You might find that these experiences will get you excited to return to school and feeling refreshed! 

And if you have extra time, check out the upcoming conferences(EdSurge 60+) and see where your PLN might be headed! Let me know if you will be attending iNACOL, FETC or ASCD Empower

 

 

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Photo by Artem Bali on Pexels.com

Being a teacher is easy.

It must be nice to have your summers off.

You’re so lucky, you don’t have to work on the weekends.

You have such long holiday breaks!

If you are a teacher, you likely have heard at least one of these statements before, perhaps from friends and family, or from people you just meet, that respond with similar statements when they find out that you are a teacher. Are these statements accurate? Well, I guess to an extent, but there are some ways to counter these comments.

 

It can be easy to be a teacher, if you love what you do, it does not feel like” work.” I enjoy  working with students, learning with and from them, and having the opportunity to start fresh each day and create experiences to engage students in learning. Having the summer off is nice too, but most teachers I know either work in the summer, attend conferences, or pursue some professional development. The “summer off” is nice for providing a more flexible schedule, and a time to reflect, explore new things and prepare for the new school year.

And as for weekends, I am fairly certain that most teachers look forward to the weekend for many reasons. Of course, time with family and time to relax are important. But it is also a time to catch up on some grading, emails, or exploring new methods to bring into the classroom. So weekends without work, I don’t think they happen too much.

And the extended holiday breaks are nice as well. But again, many teachers use this time to reflect, recharge and prepare for the return to school.

So, What is the reality?

The reality of being a teacher is that teaching today can be quite challenging. Maybe in the past, the life of the teacher was perceived to be a pretty comfortable and easy profession. The typical school day of 7:00 to 3:00 or some variation, with weekends and holidays off and of course, that summer break. With those hours and that schedule who wouldn’t want to be a teacher? From the outside looking in, it might seem like each day is the same, right? Each passing year the same as the year prior. How could it be that difficult? Once you make a worksheet or a test you have them to use forever, right?  Lesson plans are the same, projects are the same, and folders full of worksheets and activities pulled from the file cabinet, simply copy it, teach it and then move on to the next day. Same. (hopefully not).

There may be some truth to this, as I’m sure there are some teachers who are teaching the same way that they were taught and/or are using the same materials each day with each class and then doing it all over again the next year. No judgments made.

To an extent, I myself was this type of teacher for a long time. Not because I was trying to take the easy way out or save time. Rather I was using some of the methods that worked for me when I was a student. I thought this was the right way to prepare. And sometimes I used some of the same materials each year because I thought there was value to them for student learning. I know that when I was a student, some of the same issues that exist today existed then (copying homework, cheating on tests), but we didn’t have the technology, which creates tremendous learning opportunities but it also takes away some opportunities as well.

Foreign Language Teacher vs. Online Translators

I thought that being a foreign language teacher meant that I was a member of a group that had a distinct battle not experienced by any other content area.  It took some time for me to notice some bothersome trends in student work. The copying of assignments, the use of online language translators, and even copying information directly from websites. So the struggle was to find a way for students to have authentic practice that would not encourage student copying or trying to take a shortcut with learning. But each year it becomes more and more challenging to stay ahead of technology in this sense. I don’t know the answer as to how to get students to stop copying homework other than to not assign homework. And this has been a very strong discussion as to the value of homework, the type of homework, and whether or not homework should even be given at all. #ditchthehomework (follow the hashtag)

 

I will not make a decision either way, other than to say that for me, I do assign some “practice” tasks for the students to do, but they typically don’t come in the form of a worksheet. And sometimes when we are working in stations in class, if students do not finish something, I do ask that they work on it until complete. But I do add, “at their pace.”  Instead, I encourage students to practice the content by playing a game of review using the Quizlet cards, sharing a Quizizz game or provide prompts for writing a blog post. And these are ongoing practice tasks that are due on a weekly basis or that I have students create to use in the class. Why? Because in doing this rather than assigning the same worksheet to each student to complete,  I know that it is more authentic, will provide students with personalized practice and it is not something that can readily be copied.

But recently I was rather surprised when I saw some students switching between screens on their computer while working in their practice workbook. (As a side note, I stopped assigning practice from the workbook for homework because of copying).

I thought that by having students work on the pages in class, during stations, that I could interact more and provide more one on one feedback and  give time for students to collaborate with their peers. I did not anticipate this “new” form of copying, until one day a few weeks ago, I caught a glimpse of a student switching screens on his laptop and then writing in the workbook. The process repeated and continued for a few minutes. From across the room I had an idea of what they were doing, but I gave it some time before I walked over. Hoping that I was wrong, and that it was not the website that provides answers to so many books and workbooks. (Still cannot believe what is available).

 

It was exactly as I had thought, one of the students was using that website, to look up and copy the answers for the workbook. While I understand that there can be comfort in having a resource to look at, especially when a student may be struggling with a concept, it is helpful to learn that you were on the right track. But I do have a problem when the answers to all questions in every book are so easily accessible and available to students. I know when I was in school, often our math teachers would assign questions opposite to the answers that were available in the back of the book. It was nice to have an option to look at some answers to do practice problems and see if we were working on them correctly, and there were times when I did wish that all of the answers were available. But it forced us to push through the challenges and solve the problems. There were struggles in the learning but that’s how we improved and kept going forward.

Simple lesson learned. In these experiences, and on a personal basis, you cannot or should not assign students the exact same thing if you can avoid it. Especially when teaching a higher level course or one in which students have the possibility to create, rather than simply consume. We need to give them more authentic opportunities to practice what they are learning. They need to create, not consume, be active, not passive, and have the opportunity to set their learning path and be curious in their pursuit of knowledge. This is how we prepare them for the future.

DEWEY