Reflective Teaching and Powerful Professional Learning with LessonLoop

Reflective Teaching and Powerful Professional Learning with LessonLoop

Educators are always looking for new ideas to boost student engagement in the classroom. To do so, they need to understand student interests and needs and also be intentional about reflecting on their teaching practice. While teachers want to understand the impact of their instructional methods and tools on students’ learning, they often don’t have time to solicit feedback from individual students, and students are afraid to provide honest feedback when they feel saying the wrong thing could impact their grade. Yet students need to be part of the conversation, because not only is student voice a powerful tool that can be used to engage students in their learning, but student feedback surveys are better predictors of academic growth than principal observation and teacher self-ratings (Hanover Research 2013). 

As Alex Isaacs, an 8th-grade math teacher notes, “LessonLoop allows me to quickly conduct a survey with great questions built-in where I can quickly push this out to my students to better inform my practice.” 

LessonLoop instantly shows you how engaged your students are with a class lesson so you can gain immediate insights and adjust your instruction in real-time to help them learn better. As shown below, LessonLoop works through the four simple steps of:

1. Anonymously survey students, 

2. Review instant actionable lesson engagement reports, 

3. Receive personalized instructional recommendations, 

4. Discuss results with students so learners feel seen and heard. 

How LessonLoop Works

How do the surveys guide teachers about their practice?

LessonLoop measures student engagement in nine actionable categories (see below) that provide you with insight on how to calibrate your instruction to support active learning at each student’s just-right instructional level. With these categories, teachers have better ways to focus on the specific needs and interests of their students. Especially for social-emotional learning (SEL) and determining student progress in class, the categories and questions provide tremendous insight for teachers with information not easily accessible in any other way. 

With the information the surveys provide, teachers have many ways to evaluate, analyze and then act upon authentic student feedback to improve their practice. Working with LessonLoop’s instructional coaches/Tip Masters, they can explore new methods and tools to help address some of the areas indicated in the survey.

Sample Lesson Engagement Report

What can we learn about student engagement from using LessonLoop?

Through lesson embedded feedback, teachers better understand the impact of their instructional strategies and how students experience the learning environment. By reviewing the responses, especially the free responses, teachers receive feedback that promotes reflective practice. Using the survey results, Tip Masters work with each teacher to find strategies and tools that will increase active student learning.

Sample LessonLoop Student Free Responses

How does LessonLoop facilitate getting to know students? 

LessonLoop provides opportunities for every student to share their perspective on their immediate environment and how they are experiencing a lesson. Incorporating student voice allows students to experience a sense of respect and empowerment from their teacher. With LessonLoop, students can provide valuable feedback to their teacher and all feedback is provided through an anonymous survey, which promotes more honest feedback. Students feel comfortable responding to the survey, and because their opinions are heard, they feel more connected to and comfortable in their classroom community. When teachers circle back and discuss how to improve a lesson with students, students feel their voice is impactful and are empowered to take ownership of their learning. Students that feel seen and heard have greater motivation for and engagement in learning because they feel like an impactful member of the classroom community. 

How does the gamification aspect of LessonLoop lead to better and more authentic, honest feedback from students?  

LessonLoop incorporates gamification elements through our fun, animated surveys (see pictures below). According to Dr. Shawn Clybor, “These gamification elements keep students more alert, more active in engagement, and therefore more likely to read the questions and think about their answers.”  LessonLoop is designed to be a robust platform that informs instruction and involves students in their learning experiences. It is also meant to “encourage joyfulness, to be fun, to be funny,” says Clybor.  Using it becomes its own experience, building bonds between teachers and students.

LessonLoop Gamified Surveys

In addition to the gamified surveys, LessonLoop provides educators the ability to ask custom questions and generate two new games (humorous poll and secret word) with one click. These games focus on student engagement at the beginning of class, serve as a pick-me-up if attention is flagging mid-class, or are a fun way to end a student engagement survey.

What professional learning comes with LessonLoop?

LessonLoop provides personalized data-driven professional learning for teachers.  While all teachers have access to a knowledge base of free tips, with a paid tips subscription, every teacher is assigned an experienced Tip Master to help with reviewing their surveys and finding strategies and tools to try. The real-time lesson-embedded feedback helps educators better connect their instruction to students and be more reflective in their practice. Professional Learning Communities (PLCs) also benefit as all teachers receive instructional recommendations from subject-area specialists and coaches! PLCs can be organized around student-centered data for engagement and professional learning. Within the PLCs, teachers can share ideas and provide support to one another which then enhances the learning experience for all students. In addition, educators accumulate continuing education units (CEUs) based on minutes of use of the platform aligned with Learning Forward and/or Charlotte Danielson standards.

What to expect with LessonLoop

So many benefits!

Student Engagement Surveys: 

  • Amplify student voice through anonymous surveys
  • Strong predictor of academic outcomes 
  • Provide missing actionable data on why students aren’t learning 
  • Provide daily feedback on the delivery of the curriculum with a clear focus on social-emotional learning (SEL),  critical thinking and collaboration, and culturally responsive instruction.

We are offering free trials of LessonLoop to educators who provide feedback on our new gamified student surveys. Click here for a free trial!  And if you missed our webinar, here is the link!

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

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Scena 360 – The metaverse for education

Scena 360 – The metaverse for education

Sponsored post in collaboration with Danilo Joksimovic, Co-founder & CEO of Scena 360

Visit homepage: https://links.scena360.com/yo5zWN

Learn more about Scena 360 for Education: https://scena360.com/education/?ref=blog

view from within Scena 360

Just about when the pandemic hit, Scena 360 founders Danilo Joksimovic and Anshuman Banka realised that meeting up online is nowhere as immersive and natural as it could be. Because of their love for engineering, they decided to get their hands dirty and go on a mission to make meeting up online truly delightful for everyone.

Scena 360 is an online platform that intends to create more immersive online gatherings in 3D spaces, particularly focusing efforts on easy onboarding, realistic & professional avatars, and spatial audio. Scena 360 initially tested out their product with friends and coworkers in various settings, both professional and casual and eventually found a very appealing use case in online education. Right after their beta launch, they were approached by several professors and teachers from different grade levels around the world who wished to make online learning more engaging and productive. Danilo and Anshuman learned from these educators through dozens of interviews and collected their feedback to make Scena 360 what it is today.

How does it work?

To use Scena 360, you start by creating a private 3D space, which can be as simple as selecting one of the provided scene designs and optionally a custom name for your space. This generates a link that you can then send to invite attendees who can join your space from their desktop or mobile device.

While joining the space, attendees can either join with their video turned on or optionally create a realistic 3D avatar to appear as in the space. They can then interact with students or with other educators, somewhat similar to how they would in real-life gatherings – this includes walking around, making eye contact, forming huddles, and much more.

Solving online learning challenges with Scena 360

Through the course of the pandemic, educators have been forced to adopt various virtual meeting apps, often running into issues that have made online learning a rather dull experience; the most important issues being the following:

  • Lack of natural interactions, engagement, and co-presence
  • Forcing students into awkward breakout rooms, often making moderation and monitoring of said breakout sessions much more difficult
  • Difficulty tracking student engagement and attentiveness due to cameras being turned off

Scena 360 decidedly focuses its efforts to solve these key issues through their platform. For instance, students and teachers can face each other in 3D space, and walk in and out of different conversations by moving around the space – just as they would in real life. Educators can see everyone in the space, which allows them to monitor which students are participating in group activities/discussions – without having to jump between different breakout rooms.

Unlike most alternatives, Scena 360 provides a suite of built-in integrations available directly within spaces to help make online classes more engaging and effective, such as:

  • A more collaborative and powerful whiteboard that lets you write and draw on a whiteboard.
  • A guessing and drawing game that stimulates the imagination and agility of the brain
  • A shared instrument that lets students and educators make and play music together in real-time
  • And many more are underway!

Try Scena 360 Premium for $0 for 4 months using promo code: TEACHMETAVERSE at checkout: https://scena360.com/upgrade/?ref=education-blog

(no credit-card required, cancel at any time, offer expires in April, 2022).

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Providing for Different Learning Styles

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

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

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

Learning Styles: The VARK Model

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

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

Visual Learners

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

Auditory Learners

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

Read/Write Learners

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

Kinesthetic Learners

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

Multimodal Learners

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

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

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

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8 Virtual Reality Tools to Go Around the World

As a Spanish teacher, I am always interested in finding innovative ways to teach in my classroom and to create learning opportunities that do more than to engage students solely with the content material. Over the past few years, I have started to bring different tools for learning into my classroom, some of which pushed me outside of my comfort zone as a teacher. One area that has led to greater student engagement and has been well received by my students is the use of augmented and virtual reality.

For many teachers, the idea of using these types of tools in our classroom bring questions, such as how much time do I need to learn how to use them and what are the benefits? Fortunately, getting started with many of these tools is quite easy as there are resources available to use as tutorials. The tools offer ready-made lessons or examples to start with, and of course, our students learn so fast that we can quickly learn from them. I often say that we just need to know enough to make sure that we are aware of any issues with access, and of course, we have knowledge of the safety or security issues. We must also understand how we plan to use it, focusing on the why behind wanting to do so, but then we should leave it up to our students to take it beyond that point.

As for benefits, using tools for AR and VR helps educators create innovative learning spaces and transform “how” and “where” students are learning. With different AR/VR tools available, we give students the power to explore objects or places, control their learning and connect with the content in ways that textbooks and videos cannot provide. Students can now travel around the world, to another country, underwater or into outer space, using these tools and doing so right from their classroom.

8 Tools to Try

Here are eight different tools to explore that I think can be very beneficial for student learning and promote student engagement. Getting started with these will help educators implement some digital tools into the classroom without taking too much time to get started.

  1. Google Expeditions
    The app is free and can be downloaded from Google Play or the App Store. Google Expeditions offers more than 100 augmented reality and 800 virtual reality tours which students can use to explore careers, visit famous landmarks and locations. They can even use it to find out more about global initiatives. Through the roles of Guide and Explorer, teachers and students can engage with the content in a more immersive way that connects students more closely with the spaces they are viewing, which promotes curiosity. Another option is Tour Creator to create a tour specific to student interests or to have students create their own tour to share. Tours are easy to create and share and provide a more authentic way to connect students with places they are studying.
  2. Google Earth
    Google Earth enables teachers and students to explore places around the world and even zoom in for a closer look in 360 via Street View. For schools that have access to HTC Vive or Oculus Rift, Google Earth VR makes it possible to walk or even fly around the locations and explore more closely.
  3. Nearpod
    Nearpod offers a library full of lessons in VR and the ability to quickly create lessons that have 3D objects and VR field trips included. Tools like Nearpod help to engage students in a more active learning experience while also providing multiple ways for teachers to assess student learning. It is easier now to take students on trips around the world right from within the classroom at any time.
  4. 360 Cities
    360 Cities offers interactive panoramic photos and more than 2,400 videos to select from to use in the classroom.
  5. Unimersiv
    Through Unimersiv, educators can find VR experiences for students ranging from exploring space, human anatomy, or places like Stonehenge, Athens, the International Space Station and more. Unimersiv can be downloaded with lessons available for students. New lessons are added every few months.
  6. Sites in VR
    Sites in VR is an app available for download on Android and iOS devices. Locations can be searched based on type including nature, parks, museums, towers and more. Users can choose to explore through the device or with a headset.
  7. 360-Degree YouTube Videos
    YouTube offers 360-degree videos which can be a good way to hook students at the start of a lesson. There are so many choices available; one of the first ones that I watched was Lions 360. Videos that were filmed in 360 will provide a better experience.
  8. Curated X Kai
    Curated X Kai has featured VR field trips available for experiences such as hurricanes, looking at dinosaurs, the solar system, the human body and many others focused on locations or historical events or places. New field trips are added weekly.

Making the Choice

There are many benefits of using VR in the classroom. In my own experience, it provides students with space where they can take more ownership in learning and creates an opportunity for students to build global knowledge, and explore different ideas and perspectives. We can also use VR as a way to connect our students with classrooms and experts from around the world and build more than content and technology skills. We can also help students develop empathy as they learn about cultures and places different from their own.

There are a lot of options out there to choose from, it is about promoting student choice and helping students to do more than consume content, but to actively engage in learning and even become the creators.

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

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6 Must Haves for School Districts to be Successful in Remote and Hybrid Learning

Guest post by Stephanie Burroughs (@BurroughsEDk12)

For this school year to be successful, we have to take the 40,000 foot view and make sure we have the systems and structures in place to help all students, teachers, administrators, and community members work together to support student learning. 

Whether your district is beginning the school year fully in-person, remotely, or in a hybrid learning model, there were clear concerns over approaches to emergency learning in the spring that we should be fixing no matter what school will look like for your district. Below are six ideas that K-12 districts should be planning for: 

1. Train your students to LEARN online 

It’s not just about technology training. We should be prioritizing executive functioning in the same way that we are prioritizing learning padlet and flipgrid. What we got wrong in emergency learning is creating a massive tech learning curve for our students. Over-stimulating students with log-ins to platforms instead of focusing on student-centered discourse, consistent workflows, and modes of communication would be a mistake moving forward. 

Learning online requires more initiative and better time management. In a US News article for college students they discuss the need for improved communication and self-discipline in order for students to be successful in an online environment. K-12 schools are beginning to acknowledge their role in on-boarding students, with one district releasing plans that prioritize student training prior to shifting to fully remote.

Advice: Give students a learning coach, a teacher in the building that checks in with them each week to assist with managing their assignments and advise them on communication with their teachers.  

2. Have Open House early and virtually

​Supporting student on-boarding is only the first step in ensuring a smooth roll-out of learning expectations. We must remember that families are partners in learning and get them in the loop early. When emergency learning rolled out, parents were overwhelmed with taking on their child’s learning and it doesn’t have to be that way. 

Parents need to know how this is all going to work. Answering these questions for parents at an early open house will help parents act as allies in learning:

  • How can I prepare my child for an online class? 
  • How will teachers communicate expectations and how can I stay in the loop on my child’s learning?
  • When will I be able to check-in with teachers on my child’s progress?
  • What is a reasonable amount of time for asynchronous work?
  • What strategies can I support my child with in communicating with teachers and knowing when/how to get help?

Advice: Give parents a cheatsheet newsletter that clearly defines workflows and expectations for their child, including the technology students will need to be using and all the ways their child can get support. 

3. Train your teachers to teach online 

I earned a doctorate online at the University of Southern California and we used 3 tech tools: G-Suite, a Learner Management System, and Zoom. My classes were engaging, rich discussions with clear expectations for learning. There is no reason why we should be exhausting our teachers with learning every technology platform they can get their hands on. Instead, we should be focusing our professional learning time on modeling online pedagogy and creating workflows that maximize engagement while minimizing the technology learning curve. 

In my post on learning online, I highlight the need for student-friendly online learning and identify the following action items for teachers:

  • Front-load student learning – Let asynchronous work act as a springboard for live class discussions
  • Begin class with a quick check for understanding – Keep it simple and let students warm-up to engaging in an online environment
  • Prepare templates for group work ahead of time – It will help students focus and help teachers keep track of the progress of small group work
  • Share your slides, make your expectations clear – It helps your students focus and aids them in processing important information
  • Make caring a part of your routine – Let checking in on how your students are feeling be a routine in your classroom

​Advice: Give teachers permission to keep technology tools simple, support them with distance learning pedagogy first.  

​4. Embrace virtual parent conferences 

It was always bizarre to me that a common practice for parent-teacher conferences was a 15 minute time slot in the middle of your workday. Virtual parent teacher conferences will enable more families to engage in conferences, but it will also allow districts to schedule time for conferences with more flexibility. But let’s not stop there, let’s look for opportunities to engage with families and make sure that there are consistent feedback loops to support a successful school year for our students:

  • Open up PTA meetings to have consistent opportunities for parents to ask questions
  • Have time slots for parent-teacher conferences throughout the year so that teachers have the time set aside to support families
  • Hold coffee hours with families to offer support with technology and support with navigating their child’s learning experience

Advice: Plan for opportunities to engage with families and communicate them consistently so that every parent feels connected to their child’s school.

5. Focus on consistent communication

School districts all around me have communicated throughout the summer months on their plans for the fall, opened up family forums to ensure that all voices were heard and that districts could account for feedback, and truly spent a significant amount of time on developing out plans for opening school buildings in compliance with state guidelines. It’s been great, students and parents need to know what to expect and when to expect it.

As we kick off the school year, that same steady communication must happen within the classroom and within school buildings. As a parent, I hope to see the following:

  • A clear schedule of how and when assignments will be communicated
  • Consistent meeting times for each of my kid’s classes, communicated at the start of the year and consistent throughout
  • Consistent time for extra help and support for students so that we can plan for it in our day
  • Consistent communication on grades and progress in each of my kid’s classes

Advice: Parents should be added as viewers to google classrooms to help with communication and grade books should be kept open.

6. Embrace professional learning communities 

Teachers need time and they need us to honor that. Professional Learning Communities, or teachers meeting intentionally to co-plan curriculum, instruction, and assessment, must be a top priority for school districts developing their schedules for the upcoming year. PLC time is sacred and should be intentionally scheduled so that not a single one of our teachers feels isolated in their efforts to provide the best possible learning opportunities for their students. 

That being said, collaboration on building materials and resources must be a priority in PLC time and we all need to embrace teamwork over autonomy. That last bit is hard, but our students deserve a consistent learning experience in the upcoming year and we can only accomplish that by being intentionally collaborative in our creation of student learning experiences. 

Advice: Teachers should talk as a team about what they can commit to building together and where they need breathing room to add their own personal touches. Asynchronous materials may be the best place to start for building common ground.

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

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

Find these available at bit.ly/Pothbooks  

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Versatile Tools for Blended Learning

Posted originally on DefinedSTEM: Ideas for some AR/VR for Blended Learning

Years ago when I started to use more technology in the classroom, I thought that by having students watch videos at home, rather than in class, I would be “flipping” the classroom. Fortunately, I learned quickly that I was not, and made some changes to implement blended learning instead. As part of my ongoing reflection, I continue to think about the many changes that I have made and the tools that have helped me to create a more authentic and engaging learning experience for my students. There are so many tools available, and we always want to first consider the “why” behind using them and also think about the purpose and how versatile the tools can be. Learning opportunities for students are everywhere and the best part of having so many choices is that it promotes student agency. Students can find something that meets their interests and needs, and that offer more meaningful ways to engage with the content. Choices will lead to purposeful learning experiences for students.

Sometimes it is fun and beneficial to try unconventional tools or methods, to immerse students more in learning and do things differently than what they have become accustomed to. Making a change to thttps://www.definedstem.com/blog/versatile-tools-for-blended-learning/he traditional style and structure of the classroom can feel uncomfortable at first, but giving students more control in designing their learning is worth it. The flexibility of these tools enables learning to happen anywhere and at any time, based on the student’s or school schedule, which help to foster a blended learning environment. Here are a few ideas to immerse students in learning.

Augmented/Virtual Reality

One of the biggest areas of growth in education has been the use of Augmented and Virtual Reality in the classroom. In  my own classroom we have used a variety of tools and students have enjoyed the time exploring new tools and definitely different ways to learn. The idea of teaching by using tools for AR or VR can  seem challenging, but it really can be quite simple to add it into the course and there are tons of resources available. I recommend exploring the resources shared by Jaime Donally on all things related to Augmented and Virtual Reality in education.

These tools can offer more powerful ways to immerse students in learning, to “travel” and “explore” places and things more closely. Students can create, problem solve, become more curious and experience something unique through the use of these tools, which enable learning to happen beyond the classroom walls and involve students in more collaborative experiences.

Tools to try:

  1. 3DBear: A newer platform that enables students to add objects into their space and then narrate a story in augmented reality. Teachers are able to create a class account and can choose from the lessons available for grades 1-6 and up, in content areas including ELA, Math, Social Studies, Science, and also STEAM-related topics. Each lesson includes links to reading materials, timelines, and also worksheets. Teachers can sign up for a free trial.
  2. CoSpaces:  A tool for creating “spaces” where students can tell a story, create a game to represent their learning in a more authentic and meaningful way. Students can work together on projects and design a more immersive story together. Working together helps students to develop their  digital citizenship skills as well as promote social emotional learning skills. An engaging way to reinforce content by having students design spaces they can then “walk” through in virtual reality.
  3. Metaverse: An augmented reality tool that teachers can use to create assessments with or have students design an interactive “experience” full of choices in characters, GIFS, 360 images, themed objects and more. There are “experiences” available and it is easy to get started by  watching the tutorial videos from Metaverse. Students can create their own experiences and share them with classmates and teachers can create more engaging review activities for students.
  4. Shapes 3D Geometry:  An app that gives students and teachers a more interactive way to explore core concepts of geometry and that can help students discover 2D and 3D shapes in an augmented reality experience. Using a Merge cube, students can examine 3D shapes by holding the solids in their hands, manipulating them and being able to more closely understand the core concepts of geometry.

Learning beyond  the classroom: Virtual Field Trips

It is important for students to experience learning and explore the world, beyond the limits of the classroom time and space. While we can’t easily take students to  faraway places,there are different tools that make these “trips” possible. The right tools bring in a world of learning for our students, enabling them to closely look at a location rather than by simply watching videos or looking at pictures in a book. We can even connect students with  other classrooms and experts around the world by using one of these options in our classes. Many of these tools are easy to get started with and some even have lessons available, which makes the lack of time factor, not an issue.

Tools to Try:

  1. Google Expeditions: By using Google Expeditions, teachers can “guide” students in faraway lands or have them closely view an object in Augmented reality. All that is required is the App, and then students need to be on the same wifi as teachers in order to “explore” in the classroom. Teachers can choose from more than 100 objects in augmented reality and 800 virtual tours to travel around the world. Each tour includes a script with guiding questions and enrichment activities, all easily accessible by downloading them to a device.
  2. Skype: Years ago, connecting with other classrooms took a lot of time to plan, working with different schedules and access to the right technology. Now through tools like Skype, students andteachers can connect with anyone in the world. By joining the Microsoft community, teachers can connect with other classrooms and create connections for students to communicate by using Skype or for more fun and pushing the critical thinking, collaboration and problem-solving skills, try using Mystery Skype.

Tools for anywhere learning

With blended learning, students have the online component as well as the traditional in-class instruction. One type of blended learning involves the use of stations. By using some of these tools, especially if access to devices is an issue, students can participate in station rotations and learn in multiple ways. The best part is that these tools are accessible when convenient for students as well.

  1. Nearpod: A favorite because it is such a versatile tool that offers a lot of options for how to have students interact with the content, and even go on virtual reality tours and explore 3D shapes. Some of the activities you can include are polls, open-ended responses, matching pairs, for a few and also including content such as BBC videos, PhET simulations and more recently, a Desmos graphing calculator. A tool to enhance instruction whether in or out of the classroom, and one which students can use to create their own lessons to share.
  2. Buncee: Students can create multimedia presentations that include a variety of items such as animations, emojis, 360 images, and web content including videos that can be embedded into the presentation. Teachers can create a lesson using Buncee by adding videos, audio, including hyperlinks and sharing one link with students, that leads to multiple other activities.
  3. Quizizz: A game based learning tool that can be used for instruction, both in and out of class, or for students to create their own games as more authentic practice. Quizizz has thousands of games available in the library and recently added a student log-in that enables students to track their progress and gives them access to prior games played so they can always go back and review. Having this available to students makes it more personalized because students can get extra practice whenever they need it.
  4. Kahoot!: Challenges with Kahoot have become quite popular. Teachers can “challenge” students to participate in a game as a way to practice the content or review for an assessment. Students can even challenge each other by sharing games and codes, which makes it good for peer collaboration and building the social emotional learning skills.
  5. Synth: A podcasting  tool that can be used to have students respond to questions, participate in a conversation by responding to a prompt or a “thread.” A thread is a string of responses in a conversation. Creating with Synth is easy and simply by recording a prompt that can also include a video, teachers can promote communication and student discussion beyond the school day. Teachers can then listen to all student responses as a podcast.

Finding new tools to explore is  always fun, especially when we have students create with them and share their work with classmates. We learn more about their interests and needs and they have a more personalized experience.

These tools have made  an impact on my students this year and I have seen a lot of benefits by offering students a variety of tools to choose from. Creating a more interactive classroom experience and expanding the where, when and how students learn, leads to more of a blended learning  approach. It is important to show students that learning can happen anywhere and give them the tools to make that possible.

 

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

 

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

Find these available at bit.ly/Pothbooks  

Tools for anywhere learning

Each year I like to take time and think back to the digital tools that we used in our classroom, what the benefits were, and how I might find new ways to use them. When I look to use technology in my classroom, I always start with the purpose behind it. What do I think it will help me to do better as a teacher? How can it help students to learn in more personalized or authentic ways? And what are the skills that students will build as a result that traditional non-technology methods might not afford?

There are tools that I continue to use each year because they have added new features or they have integrated with other tools that we are using in our classroom. Here are twelve tools that made a difference for my students and some even helped me to stretch professionally this year.

  1. Gimkit, a game-based learning tool has continued to be a favorite with my students because of the potential for increased content retention through repetitive questions, and because of the different ways it can be played in the classroom. It enables students to develop strategies and have fun while learning. Some of the updated features in Gimkit 4.0, include being able to search and use pre-made kits, multiple ways to look at the student data, and now you can even make flashcards.
  2. Buncee is a versatile tool for creating multimedia and interactive presentations. It provides multiple ways for students to learn and to express themselves, promoting student choice and voice, offering many choices for creation in an all-in-one tool. Buncee has an Ideas lab, where teachers can explore lesson ideas and templates to use in the classroom. Two months ago, Immersive Reader was added, which increases accessibility for students and offers more robust ways to learn, especially for language learners.
  3. Synth provides an easy option for recording a podcast and building communication skills. It can be a great tool for speaking assessments and extending the time and space of classroom discussions. We use Synth with our project-based learning and students were able to ask questions, respond to discussion threads and communicate with students from Argentina and Spain. Synth includes options to record audio or video. It is a great way to encourage students to share their ideas and build some in speaking.
  4. Anchor, another tool for podcasting, is one that has helped me to finally create my own podcast to share my ideas with other educators. But it’s also a popular tool that can easily be used with students to create their own podcast, adding in transitions and even creating a hook to advertise a podcast they create. Using a tool like Anchor would be good for launching a school podcast to share what’s happening in the school with the greater school community.
  5. Wakelet is a content curation tool and so much more. It has gone from simply being a space where I would curate blogs, videos and other resources that I wanted to have access to quickly, to being a powerful tool for student learning.  With Wakelet, teachers can provide blended learning experiences, use it for station rotations, have students create a digital portfolio, post-class projects, create a scavenger hunt and many other possibilities. It even offers the capability to record a Flipgrid short video right within the Wakelet collection. Educators and students can collaborate in a Wakelet collection.
  6. Nearpod is a multimedia, interactive presentation tool that enables teachers to create engaging lessons which can include virtual trips and 3D objects. It offers lessons on topics such as digital citizenship, social-emotional learning, career exploration, English learner lessons, and professional development resources for teachers. Educators can create lessons with many options including quizzes, polls, drawings, matching pairs, audio, video, and content from PhET Simulations, Desmos, BBC, YouTube and more. Nearpod lessons can be done live in class or student-paced and there is also the option for use as sub plans.
  7. Adobe Spark is a presentation tool that can be used to create an infographic, a website or a video. Using the apps, it is easy to create with Spark Post, Spark Page, and Spark Video. This year my students chose Adobe Spark for a project about their family and narrating their childhood. It was not only a more authentic way to create with the content and build other vital skills for the future, but it led to the creation of something more meaningful, the students could share with family and friends.
  8. Voxer is a walkie-talkie app that can be used for educators to collaborate and avoid the isolation that can happen at times. It is a tool that I have used for four years, in many ways including connecting with educators to discuss a book, focused on specific topics, or for small groups as part of a Professional Learning Community (PLC). We have also used it for project-based learning as a way for students to share their ideas and reflect. Because time is something that teachers never have enough of, Voxer is a great tool for learning and finding professional support on any schedule.
  9. Flipgrid is a social learning platform where students and educators can record a video response and include additional content. It has helped with global collaboration by creating a way for students to connect with classrooms and experts around the world. With the summer updates, the addition of augmented reality with Flipgrid AR would be a fun way to have students record their thoughts or do a short presentation and then have a QR Code for others to scan and see their video pop up in AR! With Flipgrid, my students shared videos with students in Argentina and learned more about life and school, which took their learning to a whole new level.
  10. Remind is a messaging app that enables students and parents to stay connected with access to information and resources. Being able to send a quick reminder, to answer students’ questions, to inform parents of upcoming events, and to have a space where students can get the help they need when they need it, has made a difference in my classroom. It also helps with building digital citizenship skills as students learn to interact in a virtual space. Remind can also be used to share a lesson from Nearpod, or a game through tools like Quizizz or Quizlet.
  11. Quizlet is a learning tool that offers students many different ways to practice content. There are thousands of flashcard sets available for educators and students and with each set the activities include flashcards, learn, write, spell, test, match, gravity and Quizlet Live! When playing Quizlet Live, students are placed in teams and can collaborate as they play. Only one member of the team has the right answer. It is a good tool to get students moving in the classroom and building those peer relationships.
  12. CoSpaces EDU is a virtual reality platform that became a favorite for some of my eighth-grade students this year. Whether creating a space in 360, designing a game, an interactive story, or an experiment, students will enjoy creating in VR and developing coding skills too. Another benefit is the Merge Cube add-on, which enables students to hold the space they have created in their hands! Students can even collaborate by working on teams to create a space together. With MergeEDU, educators can use the cube as an interactive tool to further engage students in learning about the earth, dissecting a frog, exploring a volcano and more.

While this is how my students and I have used these tools in our classroom, there are definitely a lot more ways that these tools can be utilized. Think about some of the tasks that might be taking up a lot of your time, or consider some issues or challenges you might be having. A few years ago I noticed a decrease in student engagement and I was looking for opportunities to open up more choices for students to share their learning. Any of these tools can be good for addressing those concerns. My Advice? Start thinking about your own personal goals and start with one thing. Try it and see how it goes, ask students or colleagues for feedback, and then make adjustments as needed.

 

 

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

 

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

Find these available at bit.ly/Pothbooks  

 

3  books.png

What skills will students need

 

I’ve been thinking about the world of education and work right now. We are experiencing so many changes, uncertainties and yet have to determine how to plan for the upcoming school year and what types of learning experiences to design for our students. For myself, something that keeps coming to mind is providing ways for students to have more choices, to become flexible with learning and new ideas, and to consider strategies or tools that enable us to transition between our physical and virtual learning spaces.  I thought back to some research that I started a few years ago and how that can help us now as we consider options in the new school year.

About two years ago, I read about something called the “gig economy.” Not knowing what that meant, I turned to Google to do a search and within .30 seconds, I had over 35 million results. After a more advanced search and filter, I learned that the term refers to jobs or work assignments that are the equivalent to a “gig.” Short-termed, specific types of tasks. Common applications of this are jobs that employ freelancers or independent contractors. When searching for the top “gig economy” jobs, a few common themes of the top 10 list include Deep Learning (think AI and machine learning), Bitcoin, Blockchain and Social Media Marketing.

Employment in a gig economy is on the rise, which means that our students need to develop a variety of skills that will prepare them to adapt to the changing landscape of work since we cannot predict what jobs will exist in the future. With statistics such as:

  • In 2015, 54 million people worked as freelancers and on average earned an estimate of 17% more per hour than full-time employees.
  • A projected 60% of companies plan to hire more freelancers rather than full-time employees. In 2016, 35% of workers were freelancers and it leads me to wonder what the number will rise to in another 10 years?

We need to prepare students for their future by offering innovative and challenging learning experiences. Experiences that will push their problem solving, critical thinking, creativity and collaboration skills and that involve real-world experiences.

As a Spanish and STEAM teacher, I am commonly asked why students need to learn a foreign language, or why I have them create different projects using emerging technologies rather than traditional document or powerpoint style presentations. My response is always that students need to develop a variety of skills that will enable them to adapt and be marketable to multiple job possibilities in the future. The ability to communicate in another language can benefit students in many ways and it is always a marketable skill to have.

Students also need the opportunity to explore their interests, whether in the arts, music, technology, through entrepreneurial courses, as a few examples. Learning how to establish oneself as an independent contractor, to be self-employed and to understand the traditional components of working in business, but yet preparing for non-traditional forms of business and work.

What experiences will help?

Entrepreneurial Courses: How can educators best prepare students for a gig economy workforce or to possibly become entrepreneurs? By designing learning experiences where students have an opportunity to explore, create, and innovate and have choices in the how, what and where they learn, we will offer more possibilities for inquiry-based learning and foster a growth mindset. Some schools offer programs and courses which lend themselves to these types of possibilities for students.

In my own school, we have a course on entrepreneurship, sports and entertainment management, and a variety of STEAM courses where students design problems to solve and explore emerging technologies. Patsy Kvortek, one of our business teachers, recognized a need for more relevant courses that provide students with opportunities to learn in more authentic ways. She believed that these courses “would prepare students for future success.” She created a course in “Entrepreneurship” and “Sports and Entertainment Management”  a few years ago and has continued to build more real-world experiences and project-based learning into the curriculum. In her classes, students learn about project management, business management, social media, finances and how to plan large events. In courses like this and others like it offered across the country, students are not only developing skills that will prepare them for many career options, they are also building critical skills of communication, collaboration, problem-solving and as an added benefit, SEL (Social and Emotional Learning) skills as well.

Project-based learning: Alan November, international keynote speaker, and author, said we have to “teach students ​how to learn.​”​ During his keynote, November stated: “I think we should begin to move more and more toward the skill side, because if we teach you to memorize and regurgitate content and your job is wiped out by technology, you’re not well prepared to reinvent yourself if you didn’t learn how to learn.”

November’s message reinforces the importance for students to learn to communicate, collaborate, problem-solve, and think critically. These are key skills that will benefit students whether they choose to enroll in college, get a job, pursue specialized training, or possibly take a gap year to explore the world and different learning experiences before deciding.

Project-based learning (PBL) helps students to create their own learning path by looking for an answer to a question they come up with and not having a specific direction to go, nor one right answer to find. With PBL, students ​engage in sustained inquiry and the skills of critical thinking, creativity, and problem-solving become part of the learning process. Students need more real-world experiences, especially those like in place-based learning where they can assess needs that exist in their own community or look globally, and then brainstorm possible solutions. Learning beyond the classroom walls with a more authentic purpose will benefit all students.

STEM and Emerging Technologies: Artificial Intelligence is a growing area in education and in the world. It is estimated that 40% of the jobs will be replaced by AI, so how can we prepare students to be competitive? We create opportunities for students to become the creators of AI, to learn how to code, to design new technologies that will make an impact on not only their learning experience but for the future. Even using AI for learning, students have access to virtual tutors and can enroll in online courses that are taught by AI, which expand the how, when and where they can learn. Knowing how to code becomes a skill that is marketable to many areas. Students can become app designers, create new innovations, and develop the critical “21st-century” skills that they need to be successful in whatever their goals may be.

Educators can facilitate greater, more personalized learning experiences for students by fostering a “STEM mindset” in students. As Dr. Jacie Maslyk states, “The way we engage with our students can build confidence and fuel curiosity.” In a world where the future of learning and work are uncertain, the best way we can provide for our students is to push their curiosity, promote risk-taking and challenge them to explore emerging technologies and different STEM concepts and be there to support them along the way.

 

 

 

**Interested in writing a guest blog for my Rdene915 site? Would love to share your ideas! Submit your post here.

 

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

Find these available at bit.ly/Pothbooks  

5 Ways to Build Collaborative Learning Skills In and Out of the Classroom

Developing skills for collaboration is a critical component for our students for their future. It is so important that educators provide opportunities for students to work together in our classrooms so that they can develop the necessary skills for working on a team which will also enable students to build social-emotional learning (SEL) skills. As we think about the importance of social-emotional learning and its role not only in education but in the future, this is why we must be intentional about finding ways to engage our students more by learning from one another in their classroom and beyond.

There is so much potential for having students work in teams or in small groups in the classroom. Technology can be an important component of these collaborations by creating access to more resources. There are many great opportunities for students to use digital tools available that help to create extra time in the day and offer various ways for students to collaborate beyond the time and space of the classroom, by fostering connections with other students in classrooms around the world.

When and Where to Collaborate

I think that the most critical piece of this is realizing that learning is no longer confined to the instruction that happens in the classroom during class. Unlike years ago when I was a student, our learning took place in the classroom and then we took time at home whether in the evening or weekends to complete homework assignments and projects. But for having opportunities for collaboration, it was far more difficult to work with partners and find a common time to meet beyond the school day. Meeting required physically going to a place to work together and have discussions. With access to new digital tools which bring innovative and more interesting ways to collaborate, these constraints on how, when, and where learning can occur exist minimally today. The biggest factor is whether or not our students and schools have the right access to the resources that are needed.

Just as students need opportunities to collaborate, as educators, we also need to find ways to work with colleagues and members of our Professional Learning Network (PLN), often beyond the school day. We also need to build our own skills and share our skill-sets and methods with our colleagues and PLN. by actively engaging in this right along with our students. We must model lifelong learning and the importance of asking for and offering help to others. Our goal is to construct a supportive foundation where we can all grow from.

Five ways to collaborate wherever and whenever

Here are five ways to promote collaboration both in the physical classroom setting as well as the virtual learning space. With each of these ideas, teachers can have students working together using different digital tools or teaching strategies. Beyond the content involved, students will build their communication, collaboration, critical thinking, problem-solving skills and develop the SEL skills at the same time.

  1. Learning stations when used in the classroom open up more possibilities for personalized learning, for social interactions, and the building of relationships between students and between the teacher and students. Using between three and five stations in the classroom, depending on class size and grade level, teachers can have students work together through a series of learning activities. Selecting a mix of digital tools, hands-on learning activities, and teacher-directed instruction creates a good mix of ways for students to engage with the content. For some, giving students the option to collaborate and design their own way of practicing the content can lead to new ideas for the whole class. Encourage students to team teach and take more of a leadership role in the classroom.
  2. Cross-curricular collaboration: How about working with another curricular area or even grade level?  Find a connector between your class and that of a colleague. Create a task where the students in both of your classes must collaborate on the same project while you do the same. Maybe you use project-based learning (PBL) in your class and you want to share that framework with a colleague or it is something that you are hoping to learn from a colleague. Find a common bond between your courses and start collaborating. I connected with an eighth-grade science teacher and our students used Buncee to create their presentation. This past year, my students connected with students in Spain and shared backgrounds, interests and other facts about their lives by leveraging technology tools to exchange information. Working together with colleagues to create these opportunities for students and helping students to engage in more meaningful learning makes a
  3. Beyond Classroom Discussions: Have you had a great discussion going in class just to have it interrupted by the bell? Or have you tried to encourage students to share their ideas but have not been successful? How about getting students to share ideas on important topics, by using some of the digital tools available for curating material or gathering feedback. We have many tools available that when leveraged with purpose, can add great benefits for student learning and student confidence. Some of the options are using things like Padlet to create a wall for discussion where students can post comments and respond to classmates. Try Wakelet to post an idea or a theme and ask students to share and create resources. To get students speaking more, use Flipgrid to create short videos as a prompt for students to discuss. Or try having students create a podcast using tools like Anchor or Synth. Which enable students to create on their own, and using Synth, students can ask and answer questions asynchronously. These are just a few quick digital ways to promote collaboration.
  4.  Collaborative Creations: When it comes to having students do more creating in the classroom, we have a ton of resources and materials to choose from. Giving students the option of using traditional formats versus digital formats is something that I do a lot in my own classroom. I want my students to have choices, however I also want them to build some other skills like online collaboration and designing. There are many tools that are adding features for students to create together. Beyond the collaborative options within Microsoft and Google, students can now work with emerging technologies. Using tools like CoSpaces and 3DBear, students can work together to create augmented and virtual reality spaces for digital storytelling. With either of these options, students work together in ways that build collaborative skills while also connecting them with more authentic and meaningful learning experiences.
  5. Blogging and Website Design: Blogging offers so many benefits in addition to building literacy skills and helping students to share ideas in a more authentic way. It also offers an effective way to build relationships between students as they exchange ideas, offer peer feedback and engage in more conversations in the classroom and online. Teachers can learn more about students and their interests, and use these ideas to create additional opportunities for collaboration within the classroom and with global peers. Tools such as Kidblog or Edublogs are good options. Creating a group project can be done using many different presentation formats, but one which helps students to build skills transferable for the future is in designing a website. Students in my school created websites for History Day and had a great artifact of learning to share and developed skills which will benefit them in the future.

Beyond these ideas, reach out into your school community and find local organizations that are open to working with students. It would benefit our students by connecting with real-world learning experiences and building skills beyond those covered in the curriculum. It benefits the school community by learning about what education looks like for students today. Providing options through place-based and experiential learning opportunities will open new possibilities for student interests and future career explorations.

**Interested in writing a guest blog for my Rdene915 site? Would love to share your ideas! Submit your post here.

 

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

Find these available at bit.ly/Pothbooks  

5 Ideas for Building Communication Skills for the Future

My prior post on Getting Smart

Looking toward the future, as we consider how to best prepare our students for jobs that may not exist yet, what are the skills that will benefit them no matter what they decide to do? If we look at the research, trends over the past five or ten years of the top skills required by employees, there are a few that have stayed in place if not shifted toward the top because they are becoming increasingly more important. Looking at the shift from 2015 to the projections for 2020 and beyond, what do students need?

We’ve been talking about 21st century skills for a long time, often referring to how we are addressing the four C’s: critical thinking, creativity, communication and collaboration within our respective content areas and/or our roles. I have even heard mention of the “5Cs” and “7Cs,” with the addition of character, computational thinking, and citizenship included in the “C’s” of 21st century learning. With the increased use of technology in our classrooms and  daily lives, we can leverage some of these digital tools to help our students build the vital skills that will benefit them in the future, regardless of where their learning journey or careers take them.

As a Spanish teacher, I am always interested in finding ways to help students communicate their ideas, to express themselves in the language of study. Beyond language skills, I also want to help them learn how to communicate and collaborate with one another in various settings and contexts and in different media formats.

What are some tools that we can use to help our students become better communicators and to build confidence and promote student voice in learning?

Here are five different platforms or ideas that I think can be very beneficial for student learning and will help educators to implement some digital tools into the classroom without taking too much time to get started.

Written Communication

Students need to do a lot of writing to build their skills although this does not necessarily need to involve technology. However, the benefit of using digital tools for written communication can enhance student learning by creating more meaningful connections and providing different formats for students to convey their thoughts. Blogging is an effective tool to promote writing skills and literacy, to build digital citizenship skills, and to help students create a digital portfolio where they can track their own growth and build self-awareness as a result. Using tools like KidblogBlogger, or Seesaw offers students a space where they can take more ownership in learning, track their progress and growth over time, and become more comfortable and confident as they express themselves in a space where they can truly develop their ideas. It also promotes collaboration and fosters relationship building and getting to know our students.

Video Response

We also want to promote oral communication and give students opportunities to engage in speaking, especially if students tend to be shy in the classroom and prefer not to speak in front of their peers. We can leverage the video tools available to give students a comfortable space to begin building their speaking skills. In the past, I used Recap (now Synth), and students expressed how much it helped them to feel more comfortable to share their ideas, to reflect on project-based learning, and to be able to record their thoughts wherever they were and in a way that was comfortable. Flipgrid with its updated features offers more than just recording videos, it also promotes the opportunity for students to become global collaborators, and explore different ideas and perspectives from students in their classes. We can also use these tools to more easily connect our students with classrooms and experts around the world.

Podcasting

There are a lot of educational podcasts and platforms for creating them, depending on the amount of time you have, the age of your students and access to these resources. One idea is to start one podcast for the class, post a question for discussion and have students respond by creating a thread of their own to each question. Perhaps students can create their own podcasts or listen to the podcasts of their classmates, to focus on listening comprehension skills and also use it as a way to further expand conversations in and out of the classroom. We can build relationships between our students as they begin to better understand their classmates and make connections with one another. Students could work together to create a podcast to share within the class or to create for the school community, which would be a great way to facilitate that home to school connection to share the work being done by students in our classrooms.

Infographics

Having students work on conveying information, communicating ideas, even advanced or complex concepts, is sometimes more difficult if limited to writing a report or sticking to solely traditional methods. However, by using infographics, students learn to break down information and sort and share the most important facts or the data and determine how to best convey it to someone else. We meet the ISTE (International Society for Technology in Education) Standards for Students by using activities like this because students are creative communicators, they develop computational thinking skills, problem-solving, and become empowered in their learning as they choose how to convey their information. We connect them more authentically with the content. Some digital tools to try are Adobe SparkBunceeCanva, or Piktochart. However, it does not have to involve technology.  It’s not about using tech, it’s about the activity itself and how that can benefit students. Giving students the choice to use a digital tool or simply use paper and do something like a sketchnote or other visual representation, will still develop their skills in this area.

Videos and Vlogging

If these options have been tried, educators may try out vlogging to take learning to a higher level or simply to just build upon each one of the other ideas. Even if these are simply created for use in the classroom and not shared publicly, having students create and experience the power of video for communicating and being able to create these products, will no doubt benefit them in the future. Whether students create a screencast or do a short talk about a topic of study, they are engaged in project-based learning, teaching a lesson and recording it so it can be used for other students in the class. Some digital tools to explore are WeVideo and Educreations.

There are many options out there; it just takes thinking about what we’re already doing in our classroom and making one slight change to do something a little bit differently. Or as I have done in my classroom, offer all of these possibilities for students. At times, this initially felt a little uncomfortable  because it was so open, but it had huge benefits for student learning and engagement. I want my students to build their skills with technology and connect with what we are learning in the classroom, but I also very much value the power of choice and making sure that students feel comfortable. For this, I sometimes start by offering choices and then letting students decide what will work best for them. When they do, I’m there to support and encourage them to take the next step.

 

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

 

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

Find these available at bit.ly/Pothbooks  

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