These apps and websites can help teachers boost their productivity, personalize learning, and create lesson content.
Over the past five years, I’ve explored ways to integrate AI into my teaching practice—even before ChatGPT and other generative AI became some of the most talked-about topics in education. Every educator needs to learn about AI and how we can leverage this technology to benefit our students and enhance our own work. To best provide for our students, we need to understand how this technology will impact them and us. What better way than to explore new tools via AI in our teaching practice?
Rachelle Dené is a Spanish and STEAM: What’s Next in Emerging Technology Teacher at Riverview High School in Oakmont, PA. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle is an ISTE-certified educator and community leader and served as president of the ISTE Teacher Education Network. She was named one of 30 12 IT Influencers to follow in 2021 and one of 150 Women Global EdTech Thought Leaders in 2022.
**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? Find these available at bit.ly/Pothbooks
************ Also check out my THRIVEinEDU PodcastHere!
Join my show on THRIVEinEDU on Facebook. Join the group here
Time and the capacity to use data and understand it are at the essence of making data-driven decisions in classrooms and schools (Rhoads, 2019; Mandinach 2012, U.S Department of Education, 2010). In my research focusing on data literacy for educators, time has always been the number one issue for educators to use data to make decisions as well as learn and practice data literacy skills. Yet, with what we are going to talk about today, I believe that this can change by leaps and bounds.
Ultimately, as the world of education becomes increasingly data-driven, teachers and school leaders face the daunting task of learning how to effectively analyze and apply this data. The role of technology software in gathering, transforming, and visualizing data is no longer optional—it’s a necessity as our classrooms and schools are collecting immense amounts of data that can be utilized to support student learning. But how can we bridge the gap between the data we have and the insights we need in a quick and efficient manner? Enter Code Interpreter, a revolutionary tool that’s changing the way we approach data in education. Let’s discuss how it can be utilized to support data-driven decision-making as I believe it can solve many of the time and capacity issues facing teachers and school leaders in using data to make important decisions for students and school systems.
Note: For information related to my research into data literacy, please check out my study and its summary found here.
Data is Everywhere in Classrooms and Schools
Data for teachers and school leaders can be drawn from various avenues such as the school’s Student Information System, Learning Management System, and EdTech tools. Many of these tools provide opportunities within themselves to review the data they collect in the form of visualizations and dashboards. Yet, these tools do not provide in-depth analysis that can help teachers and school leaders make data and evidence-informed decisions to the best of their abilities. As a result, the data will need to be extracted, and cleaned, and further analysis will need to take place to see deeper insights as to what the data is telling us as well as how it may relate to other strands of data we’ve collected. For example, take test scores, student SEL surveys, and attendance data from a period of time. What we can now do is easily place those data points onto a single Excel file to be analyzed by Code Interpreter to see if any relationships may exist. With this said the goal of this blog is to demonstrate how this can be done by teachers and school leaders as they begin harnessing this tool to support them in their data-driven decision-making.
Step-by-Step Process of Using Code Interpreter
Now, we will discuss its major features in supporting educators in making data-driven decisions. First, we will discuss the process of how it can be used. Secondly, we will outline how it can conduct important data preparation and analysis steps for us in order for the results to be computed in a way that is understandable during analysis as well as to stakeholders. Third, we will go into further applications of Code Interpreter that can be utilized by teachers and school leaders. Let’s get started!
Important Facets Code Interpreter Can Do Essential to the Data-Driven Process
Before discussing how to use Code Interpreter in a step-by-step process, we want to cover some important facets it can do in the data-driven process: Clean Data, Statistical Analysis, Visualizations, and Articulate Data Findings to Stakeholders. All of these facets are critical when utilizing Code Interpreter and conducting any form of data analysis.
Cleans Data
One of the major hurdles in data analysis is data cleaning, a time-consuming but critical process to ensure accurate results. Code Interpreter can automate this process, identifying errors, inconsistencies, and outliers in raw data. With its robust data cleansing capabilities, Code Interpreter can streamline this often laborious task, leaving more time for interpretation and decision-making.
Note: This video illustrates how Code Interpreter cleans data. Cleaning data is super important in order to have valid results from a data set you are working with.
Conducts Detailed Statistical Analysis with a High Degree of Accuracy
Beyond cleaning data, Code Interpreter shines in its ability to conduct detailed statistical analysis. It can handle a wide variety of statistical techniques and tests, delivering a high degree of accuracy. Even complex data practices, often daunting for non-expert users, become more accessible and understandable with GPT-4’s intelligent interpretation and simplification of statistical outputs.
Visualizes the Data Based On the Statistical Outputs You Desire
Visualizing data is a key element in understanding and communicating complex information. GPT-4 Code Interpreter can assist in creating visually engaging and informative graphs, charts, and dashboards based on the statistical outputs you need. This automated visual representation of data can support data-driven decision-making by making the findings more tangible and accessible.
Note: Below is an example of a visualization of data produced by Code Interpreter
Articulates the Data to be Presented to Stakeholders
Another challenge that Code Interpreter addresses is the communication of data insights. Often, complex statistical analyses can be difficult to convey to stakeholders in a clear, understandable manner. Code Interpreter can summarize complex findings, generate reports, and even make predictions based on the data, making it easier for stakeholders to understand and apply these insights in decision-making.
Example in Action – Using Code Interpreter for Educational Data Analysis
Let’s focus on the example we provided at the beginning of this blog post. It focuses on reviewing test scores, student SEL surveys, and attendance data. We will now walk you through the steps of how to use Code Interpreter to dive into this data and analyze it. This will be a four-step process, which can take between five and ten minutes to complete.
Step 1: Gathering the Data
Your first task involves gathering your data from various sources – this could be test scores, student Social-Emotional Learning (SEL) surveys, and attendance data. Let’s say for this example that the test scores, the SEL survey, and attendance data are for the entire 2022-2023 school year. The assessment scores for an elementary school are from the most recent state-wide summative assessment given. Data can be collected from the student information system, the state’s assessment database, and the survey provided to students on a local Google Form. This may be the most time-consuming step of the process as sometimes data extraction features are hard to find and selecting data to extract may also take time as well.
Note: Below is a video example demonstrating how to export data from I-Ready Onto an Excel File.
Step 2: Organizing the Data in an Excel File
Once collected, arrange all these data points on a single Excel spreadsheet. You might have columns for the grade levels, test scores, survey responses, and attendance records. Make sure your data is clean, accurate, and organized coherently for the best results. What an educator can do is copy and paste the columns from each of the extracted data sources onto a single spreadsheet. Then, they can prompt after uploading the data to Code Interpreter to clean the data (more on that later).
Note: This video demonstrates how to combine data from multiple data sets in four ways using Excel.
Step 3: Importing Your Data into Code Interpreter
Now it’s time to engage with the Code Interpreter. To do this, you’ll need to import your Excel file into the platform. In most cases, this is as simple as clicking the “Upload” button and selecting your file.
Step 4: Prompting the Code Interpreter to Conduct Descriptive Statistics
Start with some basic analysis. For descriptive statistics, you might instruct the Code Interpreter to compute measures such as the mean, median, or standard deviation for your various data columns.
Note: Before moving into statistical prompts to ask Code Interpreter, be sure to prompt Code Interpreter to Clean the Data. For example, prompt Code Interpreter to clean the data and organize it for analysis, which it will then conduct for you.
To do this, you could input something like:
“Compute the mean, median, and standard deviation for the ‘Test Scores’ column.”
The Code Interpreter will then return the requested statistical measures.
What’s great is that it can provide easy-to-understand results. You can further review and question the results as well. Additionally, in this same instance, prompting it to visualize these results into graphs is another important feature, which can help in the data articulation piece for when it’s presented formally to other educators and stakeholders.
Step 5: Conducting Multivariate Analysis
For a more in-depth understanding, you can instruct the Code Interpreter to conduct multivariate statistical analyses. For example, you might want to find out if there’s a correlation between attendance and test scores.
To do this, you could input something like:
“Calculate the correlation between ‘Attendance’ and ‘Test Scores’ columns.”
The Code Interpreter will return the correlation coefficient, providing insight into the relationship between these variables.
Step 6: Interpreting the Results
Code Interpreter not only conducts the analysis but also provides a simplified interpretation of the results. This is a vital step to help you understand and apply the insights from the data to your decision-making process. As with descriptive statistics, you can further prompt it to dive deeper into the analysis or ask it to provide graphs to visualize the data.
Note: Below is a video demoing Code Interpreter a wide variety of ways that follow this protocol.
Further Applications
Code Interpreter isn’t limited to basic data analysis—it’s a versatile tool with a multitude of applications that can revolutionize the way we engage with data in education. Let’s explore some of the ways in which this advanced tool can assist teachers and school leaders beyond basic statistical analysis:
Facilitating Data Dialogues: The Code Interpreter can serve as a valuable assistant in data dialogues, aiding in both data cleaning and providing alternate perspectives in analysis. It can efficiently present various statistical outputs, offering multiple ways to interpret the data and stimulate insightful conversations among educators.
Developing Action Plans: With its ability to produce comprehensive reports and detailed analyses, the Code Interpreter can facilitate the development of data-driven action plans. By linking analyzed data to practical steps, it can help formulate action plans tailored to improve student outcomes.
Improving Instruction: The Interpreter’s analysis can uncover patterns and trends that are invaluable for informing instructional strategies. By linking data findings with recommendations for instruction, it allows educators to make data-informed decisions that directly impact classroom practices.
Enhancing Processes: Beyond the classroom, the Code Interpreter can also support the optimization of broader school processes. For instance, patterns in attendance data can inform changes in scheduling or student support services.
Predictive Analysis: The Code Interpreter’s predictive analysis capabilities can help forecast future trends, enabling proactive planning. For instance, it could predict future test scores based on current student performance and engagement metrics.
Personalized Learning: The Code Interpreter can help tailor educational experiences to individual student needs. By analyzing data at the student level, it can inform personalized learning plans to cater to each student’s unique strengths and areas for improvement.
Conclusion and Data Literacy Skills Needed to Be Effective Using Code Interpreter
We’ve embarked on a journey today, exploring the potential of the Code Interpreter in transforming educational practices through effective data analysis within classrooms and schools. By harnessing the power of this tool, we can redefine how we approach data, decision-making, and action in our educational spaces to improve our instruction and school systems for our students, faculty, and community.
However, as we navigate this digital landscape, it’s important to remember that tools like the Code Interpreter are most effective when coupled with our own data literacy skills. As teachers and school leaders, enhancing our understanding of data management and analysis will be instrumental in maximizing the benefits of these technological advancements.
This includes the ability to merge and transform data on spreadsheets, and the knowledge of single and multivariate statistical analysis. A strong foundation in these areas not only amplifies our ability to use tools like the Code Interpreter but also empowers us to question, interpret, and apply data insights in meaningful and impactful ways.
While this may seem like a daunting task, take heart in the knowledge that the digital age brings with it a wealth of resources to help build these skills. Online courses, webinars, workshops, and even integrated tutorials within tools like the Code Interpreter are at your fingertips, ready to help you embark on this exciting learning journey. For those who want to practice, Kaggle provides datasets from many different industries. It’s a great way to practice as the datasets come pre-packaged and are easy to work with as you get started with using Code Interpreter.
So, let’s take this as a hopeful invitation to embrace the future of data in education. The road ahead is full of opportunities for growth, innovation, and enhanced understanding, all aimed at one noble goal – the betterment of our educational environments. Together, equipped with our growing data literacy skills and the powerful Code Interpreter, let’s step forward into this exciting future.
**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? Find these available at bit.ly/Pothbooks
************ Also check out my THRIVEinEDU PodcastHere!
Join my show on THRIVEinEDU on Facebook. Join the group here
During the fall, educators may notice a decrease in student engagement and also, that students are not retaining the content as well. With a few ideas to explore that get students more involved, we can hopefully also spark interest and excitement for learning to help students value the process of learning itself.
I always say that the beginning of the school year and throughout the fall are great times to try something new. To best provide for all students, opportunities that empower them to set their pace for learning, to choose areas of interest or the “how” to show learning, and to collaborate with classmates, make a difference. They will invest more in learning and become more curious.
So what are some ways that educators can do this? By choosing versatile methods that are not specific to the content area whether through choice boards or class playlists, STEM-related learning opportunities, or diving into PBL, we can help students in many ways. With these options, we can build content knowledge while also developing SEL skills to prepare students for the future and boost engagement in learning.
Boosting Engagement and Curiosity
When we create learning experiences that will more meaningfully engage students with the content, while also aiming to move them from being simply consumers to creators, it increases their interest and amplifies student achievement.
When students have the opportunity to provide input into the lesson brainstorm ideas and plan with us will also boost engagement and build a learning community in our classrooms.
As educators, it is important to continue to reflect on our practice and make time to learn about student interests so that we can better provide for them. With a variety of ways for students to show what they have learned, we will foster student agency, boost engagement, and increase student motivation in learning. Here are some ideas to explore:
Choice boards are a great way to include a variety of options for students to explore and practice the content in a meaningful and authentic way. It also helps teachers to differentiate instruction by providing students with multiple ways to process information and build their knowledge. A choice board can be created on paper or digitally.
Creativity tools:Buncee is a great option for multimedia presentations and interactive lessons. Another benefit is it offers Immersive Reader which promotes language accessibility for students and there are so many options to choose from for creating a visually engaging presentation! Another choice is Book Creator is a multimedia creativity tool to create books that can include audio, video, text, and images, and more. It also has features such as captions, translation in 120+ languages, and improved screen readers. Students can also collaborate on a book with a partner or as part of a class. Genially is a versatile option that can be used to create presentations or even make a class website, choice boards, newsletters, escape rooms, storybooks, and more.
Game-based learning: Students enjoy playing a variety of games whether traditional games, ones they make up, or participating in the many digital options available. These are great for teachers to gather feedback and be able to provide additional support for students. Some of our favorites include Blooket, Gimkit, Kahoot!, Quizizz, and Quizlet Live!
Interactive lessons:Formative has been a great option in my classroom for many years. It has a variety of options for students to complete quick activities or assessments or do a self-paced lesson. It helps teachers to track student progress, better understand the questions that students might have, and use it as a way to reflect on their own teaching practice.
Fun activities:Skribbl.io is a fun drawing game that I used in my Spanish classes and added my own list of vocabulary words. Students then have a code to join the game and then try to guess the word as it is drawn. Gimkit has a similar feature. Another favorite is Bingo Baker where you can generate bingo cards and print unique cards or have students use their devices. Bingo is always a fun way to review vocabulary and content!
Student input: Learning from students about their interests and gathering feedback is important. I have used LessonLoop, which enables educators to share anonymous student engagement surveys to gather feedback from students. The students’ responses help educators guide their next steps and better plan for instruction by valuing the input of every student.
STEM activities and problem-solving: Engaging students in STEM activities doesn’t need to only happen in a STEM-specific course or grade level. My students used Hummingbird robots from Birdbrain Technologies to create design challenges. CoSpacesEDU is an augmented and virtual reality platform that can be used with any grade level or content area. There are some easy-to-try STEM challenges that help students to build many essential skills. I recommend trying the Cup Tower Challenge, and the Straw Challenge. I recently learned about ImaginGO which is an instructional software that spurs creative and imaginative thinking. It engages students to invest and incorporate their own innovative ideas to solve complex problems and gets students up and moving more!
As teachers wrap up the content material or look for ways to review, perhaps for final exams in some courses or simply to take a break and try something different, these ideas have worked well to boost engagement in my classroom. And because these tools are not specific to one area of focus or grade level, hopefully, they provide new ideas for the end of the year that will lead to more meaningful and engaging learning experiences for all students!
Another key part of these types of activities or leveraging these tools is that they also help students to develop social-emotional learning (SEL) skills and promote more active learning. Students will enjoy and become excited about the learning process.
Continue exploring ways to create unique, authentic, and meaningful opportunities for students. Start class with a fun hook, try a new method, do something completely unconventional from what you might normally do or just ask students for their ideas. By cultivating a learning environment where students feel valued, it will have a positive impact on student learning and foster the development of many essential skills.
Taking risks with new methods is a great model to set for students and will better equip students with the essential skills that they will need moving forward.
About the Author
Rachelle Dené Poth is a Spanish and STEAM Educator at Riverview High School in Oakmont, PA. She is also an Attorney, Edtech Consultant, Speaker, and the Author of eight books about education and edtech. Rachelle is available to provide PD on Artificial Intelligence, Augmented and Virtual Reality, Coding, SEL and STEM.
Contact Rachelle to schedule sessions for your school about Artificial Intelligence, Coding, AR/VR, and more!
**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? Find these available at bit.ly/Pothbooks
************ Also check out my THRIVEinEDU PodcastHere!
Join my show on THRIVEinEDU on Facebook. Join the group here
Imagine a classroom where every essay, every homework assignment springs from the well of individual thought and effort. This is the academic ideal, but as AI technologies become ubiquitous classroom companions, the lines defining academic integrity are being redrawn. How do we uphold the honor of independent scholarship when students have access to tools that can generate a polished essay in seconds?
As we navigate the era of digital transformation, AI emerges as both a beacon of innovation and a test of our educational principles. The White House’s executive order recognizes AI’s “extraordinary potential for both promise and peril” (Executive Office of the President, 2023, p. 1), while the Department of Education’s report cautions us at this “inflection point” where we must choose to either diminish or bridge educational disparities (Department of Education, 2023, p. 6). In this climate, the academic integrity of our classrooms hangs in the balance, necessitating a nuanced approach to integrating AI in education.
The Call for Ethical AI:
In a unified call for ethical AI, both the executive order and the Department of Education’s report emphasize the necessity of human oversight and equitable use of AI technologies. These documents compel us to create AI policies that not only comply with ethical standards but also reflect a shared vision for high-quality, equitable education (Executive Office of the President, 2023, p. 2; Department of Education, 2023, p. 10). We must forge policies that are adaptable to the rapid advancements in AI, ensuring they remain relevant and effective.
To navigate this terrain, the following steps can serve as a compass for schools:
Assessment of Current GenAI Usage:
Begin by evaluating how students and teachers are currently engaging with generative AI tools. Understand the ethical, academic integrity, and privacy concerns that arise with their usage.
AI Literacy and Understanding:
Invest in building a comprehensive AI literacy program. Ensure that every member of the school community, from students to educators, understands the capabilities and limitations of GenAI.
Designing Clear Guidelines:
Devise clear, actionable guidelines for how students and teachers can use GenAI tools responsibly. These guidelines should encourage the ethical use of AI while also fostering academic integrity.
Stakeholder Partnerships:
Collaborate with a broad range of stakeholders—including students, parents, teachers, and tech experts—to create a policy that is inclusive and representative of the community’s values and needs.
Policy as a Living Document:
Recognize that an AI policy is not set in stone but is a living document that will evolve as new multimodal technologies come, and where insights and challenges emerge.
Stakeholder-Specific Examples:
Provide concrete examples that resonate with various stakeholders, illustrating the appropriate use of AI in a way that is relevant and understandable to each group.
The policy should explicitly address:
Appropriate Use Cases: Clearly define scenarios where generative AI can be used to assist with assignments, ensuring that the use enhances learning without compromising on integrity.
Citation and Tracking of Generative AI Use: Establish norms for how students should cite and track their use of GenAI, promoting transparency and accountability.
Data Privacy and Security: Set firm boundaries to safeguard the data privacy and security of students and teachers, aligning with the best practices in digital safety.
By considering common issues such as generative AI grading challenges, the proliferation of misinformation, and the risks of overreliance on AI, policies can be designed to preempt and address these concerns effectively.
Introducing the Policy:
Implementing the policy can be done through varied educational strategies. Engage the school community in faculty meetings, workshops, debates, and peer learning sessions to foster a deep understanding of the policy. Also, include student voice in the process and find ways to creatively communicate to parents and community members. This multi-faceted approach ensures that as AI tools become more integrated into the educational fabric, they are used in a manner that is safe, secure, and aligned with the ethos of academic excellence.
Drawing from the four foundations suggested by the Department of Education—centering people, advancing equity, ensuring safety and effectiveness, and promoting transparency—we can outline strategies that educators can implement to develop AI policies that foster integrity and inclusivity (Department of Education, 2023, p. 10).
The Double-Edged Sword of AI in Academic Honesty:
AI can be a powerful ally in education, offering personalized learning experiences and support. However, it can also inadvertently encourage shortcuts. AI-powered platforms that complete math problems or auto-generate essays can detract from the learning process. Conversely, AI that supports students in research, data analysis, and the exploration of multiple perspectives can enhance critical thinking and original work.
AI holds the power to both enhance personalized learning and inadvertently encourage academic shortcuts. The Department of Education underscores the need to ensure safety and effectiveness of AI tools (Department of Education, 2023, p. 10), aligning with the executive order’s directive for rigorous evaluations of AI systems (Executive Office of the President, 2023, p. 2).
Balancing Act: Case Studies and Hypothetical Scenarios:
Consider the use case of a school district that implemented an AI tool designed to help students learn how to structure essays. The tool was effective, but teachers noticed an uptick in nearly identical essay outlines. The district responded by updating their policy to specify that while AI can be used for learning and practice, all submitted work must be uniquely crafted by the student, ensuring the final product demonstrates individual learning and critical thinking. This approach aligns with the administration’s emphasis on equity, as articulated in the executive order: “My Administration cannot — and will not — tolerate the use of AI to disadvantage those who are already too often denied equal opportunity and justice.” (Executive Office of the President, p. 3)
A district’s use of AI for essays can help lead to policy updates ensuring student work remains original, mirroring the White House’s stand on equitable AI use (Executive Office of the President, p. 3). AI in assessments should aid educators, not supplant them, providing a detailed look at student performance across various tasks. Feedback on drafts and support for authentic, real-world tasks are where AI shines, but human judgment remains the most important aspect of assessment, and is crucial to the student-teacher relationship. This balanced approach to AI leverages its strengths while upholding academic integrity and educational values.
Conclusion:
As we stand at the intersection of innovation and tradition, the path forward requires a delicate balance. We must embrace the tools that propel our students toward a bright future while instilling the timeless values of honesty and effort. It is not just about teaching students how to use AI responsibly; it’s about nurturing a mindset that values the learning journey as much as the destination. Ensuring AI systems “function as intended, are resilient against misuse or dangerous modifications” (Executive Office of the President, p. 3) is paramount in this endeavor.
Engagement Poll:
What is your biggest concern regarding AI and academic integrity? Share your thoughts and let’s address these challenges together.
U.S. Department of Education, Office of Educational Technology. (2023). Artificial intelligence and the future of teaching and learning: Insights and recommendations. https://tech.ed.gov/ai-future-of-teaching-and-learning/
About Micah
District Administrator Instructional Technology & Social Studies at Maywood, Melrose Park, Broadview School District 89, American Consortium for Equity in Education Contributing Writer, Times 10 Publications Author
**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? Find these available at bit.ly/Pothbooks
************ Also check out my THRIVEinEDU PodcastHere!
Join my show on THRIVEinEDU on Facebook. Join the group here
This post may seem primarily for those who teach writing, as opposed to my usual posts that work for most content areas or teaching in general. However, even if you don’t teach writing, you might get a nugget by looking into how the analogy of fishing, coupled with some brain science (dual coding) or researched-based strategy (graphic organizer) can aid you in a way to present your content that makes sense to students when traditional ways may be failing. While graphic organizers can tap into the power of dual-coding merely by having shapes to which students then add words or text, when teachers (or students) also add images or clipart, it boosts the power of the learning so that it has a better chance of going from a student’s working memory to their long-term memory. I approach most of my activity creations with that in mind when students need something new from me to help them master the content.
DON’T YOU KNOW I’M STILL STANDIN’ BETTER THAN I EVER DID?
Recently, my last-period class of freshmen was struggling with creating an introductory paragraph as we dove head-first into our blended essay writing unit. It’s still early in the school year, so students are still getting into the learning mode as opposed to summer mode. As we discussed the parts of an introductory paragraph, we reminded them of the hook sentence, the bridge sentences, and then the thesis. Students generally understand and remember the hook, and they know they have to have a thesis, but generally speaking, students in several grade levels struggle with those bridge sentences. As mine struggled, I mentioned to the class that I needed a better word for them than bridge. Something that we could use in class that made more sense. A student in the back of the class responded, “Well, you have a hook, what about fish? A hook needs fish.” Okay, in my 28 years of teaching, why didn’t I ever think of that? The rest of the class period, we successfully had students writing hooks, fish sentences, and thesis statements.
LOOKIN’ LIKE A TRUE SURVIVOR, FEELIN’ LIKE A LITTLE KID
During my prep period the next day, I considered the analogy and modified it a bit as I created a graphic organizer for writing introductory paragraphs. While we have used outlines in the past, and those are great too, this class needed the information chunked, and I wanted to use research-based graphic organizers along with the learning or brain science of dual coding. I created a Google Slide that could be printed or used digitally to help students write good introductory paragraphs.
AND I’M STILL STANDIN’ AFTER ALL THIS TIME
That worked so well that I decided to carry the analogy further and do the entire essay. A quick, but possibly not super thorough, turned up nothing like my Fishing strategy for essay writing, so here you go. I asked ChatGPT for help on the title page so that educators know they can use it for free but should not sell it or take credit for it, and ChatGPT not only told me how to word it, but that I should get a Creative Commons (CC) or other license for it too, so I did. (PESA-Public Educator Service Announcement: ChatGPT can help you with areas outside of lesson planning and grading papers.)
I’M STILL STANDIN’ (YEAH, YEAH, YEAH)
Adapt it to fit your student’s needs. Instructions are in the gray non-printing areas for students completing it digitally. If you are using sheet protectors as whiteboards like I am, then these are great to print as a class set and put inside your DIY whiteboards to practice different parts of the essay. It works hand in hand with having students read a variety of texts too, without having to grade a lot of essays, in part or in whole, constantly. The practice and repetition with the essay structure will help students write organized essays, and these can be used throughout the year with any reading material, as long as you have or can create a question or prompt from the text. Use them for write/pair/shares (like think/pair/share but writing the thinking on the whiteboards or printed graphic organizers) too, and just like that, you have a valuable formative tool.
Feel free to grab the Fishing Essay Graphic Organizer template below. Specific permissions on how you can use it is explained on the first slide of the presentation.
**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? Find these available at bit.ly/Pothbooks
************ Also check out my THRIVEinEDU PodcastHere!
Join my show on THRIVEinEDU on Facebook. Join the group here
As instructional leaders and coaches, we have the incredible opportunity to elevate the effectiveness of teaching and cultivate a culture of continual growth in our schools. Embracing the new school year, review an array of high-impact instructional strategies that can truly ignite learning experiences within our classrooms. Each strategy presented in this post is accompanied by a practical application that can readily inspire teachers through an example and how coaches can support teachers in implementing these research-based strategies in their classrooms. Our mission is to empower teachers to incorporate these strategies into their lessons while providing them with supportive coaching along the way to build their confidence and instructional toolkit.
As a coach, focus on three to five of these strategies to start. Then, when you are on a coaching cycle with a teacher, focus on ONE of these strategies during a single coaching cycle interval. Additionally, each of these strategies can be done with or without technology integrated. It will depend on whether the lesson requires technology or if a teacher deems that technology may provide more opportunities for students to take in the content and skills learned to then put them into action in demonstrating their learning in a formative manner and summatively.
As instructional leaders and coaches, we hold the power to transform teaching and learning in our schools along with our teachers. By embracing these high-impact research-based instructional strategies throughout our classrooms, we can ignite profound learning experiences and cultivate a culture of growth in our classrooms for our students. Explore each strategy, classroom example, and coaching example to inspire and empower your work as you move into this school year!
Definition:Providing students with immediate and regular feedback aimed at effort, improvement, and mastery rather than relative performance. It involves both teacher and peer assessments. It can be done throughout an entire class session with formative assessment. Note: Be sure to provide feedback in a way that requires students to use the feedback in action as feedback without deliberate action of implementing the feedback is not as effective.
Classroom Example:In a science class, a teacher addresses a student’s misunderstanding about a chemistry concept right away during guided practice as the teacher presents the content during an interactive Pear Deck presentation as it embeds formative assessment throughout the presentation, instead of waiting until the end of the lesson. Additionally, key items from the lesson can be assessed when a teacher uses exit tickets to assess students’ grasp of the concept, providing opportunities for reteaching where necessary for the next time they will be focused on the content from this lesson.
Coaching Tip:Coaches can assist teachers in creating effective feedback mechanisms such as templates of interactive presentations, rubrics, and exit tickets. They can model through co-teaching or teach a lesson sequence with the teacher observing how to provide immediate, growth-focused feedback and how to structure peer assessments effectively.
Strategy 2: Retrieval Practice Techniques to Support Memory Recall
Definition:These techniques involve regular use of recall-based activities that enhance the retention and application of previously learned information. This can look like flashcards, formative assessments, or even activating prior knowledge based on an image or video that was about what was learned in a previous lesson. Note: Retrieval practice, formative assessment, and facilitating feedback are strategies that can be sequenced together during lessons.
Classroom Example: An English teacher begins each class with warm-up questions from previous lessons – like matching vocabulary terms with their definitions. Also, concept checks are embedded throughout the lesson such as the use of formative assessment using either mini-whiteboards or interactive slides such as Pear Deck, Nearpod, or Canva whiteboard, prompting students to recall key ideas and providing necessary feedback, if needed, before proceeding.
Coaching Tip: Coaches can support teachers in creating recall-based activities such as quizzes, brain dumps, or concept checks. They can also advise on how to incorporate these into lessons and homework assignments effectively.
Strategy 3: Generative Learning Strategiesto Process and Reorganized Learning Information
Definition: These strategies involve students actively processing and reorganizing information. They can include tasks like explaining concepts in their own words, creating examples or diagrams, and making predictions. Note: Be sure students have quite a bit of background knowledge in the content you will want to utilize for this strategy before implementing it.
Classroom Example: A history teacher asks students to explain a historical event “as if I don’t know it.” The students create their own diagrams to represent their understanding and compare similar events. This can be done with or without tech. Sketchnoting, word webs, or even student-created videos or podcasts discussing the historical event could all be examples of how this is done by students.
Coaching Tip:Coaches can demonstrate how to incorporate generative tasks into lessons and can provide feedback on the quality of tasks teachers have created. They can also suggest ways to scaffold these tasks for students at different ability levels.
Strategy 5: Spacing and Interleaving Techniquesto Improve Practice of Concepts and Skills Taught In Class
Definition: These techniques involve distributing practice over multiple sessions and mixing different types of content or problems within a single session. This can be done through practice problems given during independent practice. Note: We do not need to give our students hundreds of practice problems for them to improve their skills.
Classroom Example: A math teacher spreads out practice on a particular concept over multiple short sessions and interleaves different types of problems within a practice set. An example would be five addition problems followed by two subtraction problems and one addition problem at the end of the problem set.
Coaching Tip:Coaches can help teachers design their curriculum to incorporate spacing and interleaving. They can also suggest how to balance the rotation of old and new content. Coaches can build a template or calendar of how practice problem sets should be built and then distributed throughout the week. Then, they can support teachers by monitoring the practice they give students and at what intervals the practice is happening to support teachers in building this as a routine in their classroom.
Strategy 6: Scaffolding
Definition: Scaffolding refers to providing temporary support to students as they learn new concepts. Teachers can gradually decrease this support as students develop the skills and understanding to work independently.
Classroom Example: In a writing class, a teacher may initially provide a detailed writing template as the mentor text. Over time, the teacher might reduce the level of detail in the template, eventually only providing a simple outline, and finally asking students to create their own outline from scratch.
Coaching Tip: Coaches can support teachers by sharing effective scaffolding methods and resources. They can also help in determining when and how to reduce scaffolding based on students’ progress. For example, a coach can support teachers in reviewing their assessment data to then determine what support they may need to provide students. Additionally, they can also support a teacher in evaluating when they can begin to gradually release support over time during a given lesson or unit.
Strategy 7:Gradual Release Model (I Do, We Do, You Do)
Definition: The Gradual Release Model is an effective method of instruction that moves from teacher-centered to student-centered learning. The process involves three stages: “I do” (teacher demonstrates), “We do” (teacher and students work together), and “You do” (students work independently). Note: Scaffolding and gradual release tend to go together in tandem during an instructional sequence.
Classroom Example: In a math lesson, the teacher first demonstrates a problem-solving method (I do). The class then works through several similar problems together (We do). Finally, students solve similar problems independently or in small groups (You do). In this sequence, using mini-whiteboards or an interactive digital slideshow is helpful as then a teacher can see student progress over the course of this instructional sequence.
Coaching Tip: Coaches can assist teachers in structuring their lessons around the Gradual Release Model. This might include providing guidance on how to effectively demonstrate new concepts and techniques, facilitate collaborative work, and support independent student work. Coaches can also model how this looks in a teacher’s class as well as then plan a lesson with a teacher and observe the teacher practicing this strategy in action and then provide feedback.
Strategy 8: Modeling Content or Skills During Direct Instruction
Definition: Modeling is an instructional strategy in which the teacher demonstrates a new concept or skill to students in a step-by-step process. The teacher models the thought process as well as the actions so that students can see the “how” and the “why” of what they’re learning. This strategy is part of the gradual release of responsibility model, where the responsibility for task completion shifts gradually from the teacher to the student.
Classroom Example: In a writing lesson, a teacher could use modeling to teach students how to craft a compelling introduction for an essay. The teacher might write an introduction on the board, explaining their thought process out loud—why they chose specific words, how they structured their sentences, what information they included to hook the reader, etc.
Coaching Tip: Instructional coaches can support teachers by providing examples of effective modeling and giving feedback on their modeling techniques. Coaches can also model the modeling process—for instance, they might model a mini-lesson or co-teaching alongside the teacher they are working with, demonstrating not just the content, but also their thought process during the modeling sequence. This meta-modeling can be a powerful way to help teachers understand and apply effective modeling techniques in their own classrooms depending on the content and skills they are teaching their students.
Strategy 9:Formative Assessmentthroughout Lessons
Definition: Formative assessment is a range of formal and informal assessment procedures conducted by teachers during the learning process to modify teaching and learning activities. These assessments aim to improve student attainment throughout a lesson sequence. They serve as practice for students, check-ins for both student and teacher and a guide for teachers in planning future instruction and interventions in real-time or for a lesson in the future. Note: Mini-whiteboards, interactive slides, and short multiple-choice assessments tend to be some of the easiest mechanisms to deliver formative assessments.
Classroom Example: A science teacher could conduct a formative assessment by giving a short quiz on the material covered in that week’s lessons at the beginning and at the end of the class period. This allows the teacher to see which concepts students have understood and which they might be struggling with. The teacher can then use this information to adjust their lesson plans, providing additional instruction or practice on difficult concepts.
Alternatively, formative assessment can be as informal as a class discussion or a “thumbs up, thumbs down” quick check for understanding. The key is that the information gathered is used to inform instruction.
Coaching Tip: Instructional coaches can guide teachers in using formative assessments effectively by helping them design assessments that are aligned with learning objectives, providing feedback on the use of assessment data, and suggesting modifications or additional supports based on assessment results.
Strategy 10: Reduce Cognitive Load
Definition: Cognitive Load Theory (CLT) is an instructional design theory that uses the science of how the human brain processes information to inform the design of learning materials so they are easy to comprehend and remember. In essence, it emphasizes the importance of understanding and optimizing the cognitive load — the total amount of mental effort used in the working memory — during learning. Note: Many of the strategies discussed can reduce cognitive load, such as modeling in chunks, scaffolding, and gradual release sequences.
Classroom Example: A teacher introducing a complex concept, like photosynthesis, might first present the overall process in a simplified way, then progressively introduce details about each part. They might also use diagrams and real-life examples to help illustrate each part by chunking the information. By doing this, the teacher is intentionally managing students’ cognitive load, ensuring they’re not overwhelmed with too much information at once. Other examples include using only pertinent information in all displays of information to students. Reducing any extraneous information is helpful in managing cognitive load.
Coaching Tip: Coaches can support teachers in managing cognitive load by helping them to break down complex topics into manageable chunks. They can also support teachers in developing a variety of engaging, multimodal resources and teaching strategies, such as using visuals, analogies, and real-world examples, to support students’ understanding and reduce cognitive overload. Additionally, coaches can provide teachers with feedback related to how much extraneous information they may need to be watchful during their lessons – such as cutting out irrelevant information related to the topic during direct instruction.
Conclusion – Think Less is More and Sustainability
As coaches, we need to model why less is more and what sustainable teaching looks like to the teachers we are coaching. As mentioned at the beginning of this post, we need to focus on only one major strategy at once. Then, during our coaching sessions with teachers, model how that strategy looks, and how it can be incorporated into lessons, and then provide co-teaching and feedback opportunities to the teacher to support them in practicing the strategy over time in their classrooms. Last, focus on how teachers can use these strategies in a sustainable manner. What this means is developing the classroom routines and workflow in planning that allow these strategies to be readily utilized and practiced. Additionally, ensure teachers that not every lesson needs to have each of these strategies – it’s a matter of having these strategies in their toolkit to be used throughout the week is what ultimately matters most.
References
Agarwal, P. K. (2019). Powerful teaching: Unleash the science of learning. John Wiley & Sons. (Retrieval Practice Techniques)
Archer, A. L., & Hughes, C. A. (2011). Explicit instruction: Effective and efficient teaching. Guilford Press. (Modeling Strategy)
Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74. (Formative Assessment Strategy)
Brookhart, S. M. (2017). How to give effective feedback to your students. ASCD. (Strategies for Facilitating Feedback)
Brown, P. C., Roediger III, H. L., & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Belknap Press. (Retrieval Practice Techniques)
Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354. (Spacing and Interleaving Techniques)
Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. ASCD. (Gradual Release Strategy)
Fisher, D., & Frey, N. (2014). Better learning through structured teaching: A framework for the gradual release of responsibility. ASCD. (Gradual Release Strategy)
Fiorella, L., & Mayer, R. E. (2015). Learning as a generative activity: Eight learning strategies that promote understanding. Cambridge University Press. (Generative Learning Strategies)
Gibbons, P. (2014). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Heinemann. (Scaffolding Strategy)
Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112. (Strategies for Facilitating Feedback)
Kirschner, P. A., & Hendrick, C. (2020). How learning happens: Seminal works in educational psychology and what they mean in practice. Routledge.
Kirschner, P. A., & Hendrick, C. (2023). How teaching happens: Applying the science of learning in the classroom. Routledge.
Mayer, R. E. (2011). Applying the science of learning. Pearson. (Generative Learning Strategies)
OpenAI’s GPT-4 (2023, July 25). Personal communication. Instructional Coaching and Instructional Strategies.
Pearson, P. D., & Gallagher, M. C. (1983). The instruction of reading comprehension. Contemporary Educational Psychology, 8(3), 317-344. (Gradual Release Strategy)
Rohrer, D., Dedrick, R. F., & Stershic, S. (2015). Interleaved practice improves mathematics learning. Journal of Educational Psychology, 107(3), 900. (Spacing and Interleaving Techniques)
Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249-255. (Retrieval Practice Techniques)
Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory (Explorations in the learning sciences, instructional systems and performance technologies). New York, NY: Springer.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. (Scaffolding Strategy)
Wittrock, M. C. (1974). A Generative Model of Mathematics Learning. Journal for Research in Mathematics Education, 5(4), 181. (Generative Learning Strategies)
Wong, H. K., & Wong, R. T. (2009). The first days of school: How to be an effective teacher. Harry K. Wong Publications. (I Do, We Do, You Do Strategy)
Interested in guest blogging or learning more about Rachelle’s work?
Contact Rachelle to schedule sessions for your school about Artificial Intelligence, Coding, AR/VR, and more! Follow her on Twitter and Instagram at @Rdene915
**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? Find these available at bit.ly/Pothbooks
************ Also check out my THRIVEinEDU PodcastHere!
Join my show on THRIVEinEDU on Facebook. Join the group here
The world is constantly evolving and the skills that are in demand now may not be needed five years from now. Jobs are changing, technology is becoming even more advanced and careers that exist today may not be needed in the future. And on the other side, there are many jobs that don’t exist yet that will need to be filled by the students in our classrooms today. How do we prepare for what we can’t truly know and understand? We need to make sure that all students have opportunities to explore a variety of topics, careers and learn about their areas of interest and about themselves. We need to spark curiosity for learning and help to guide students to discovering what they might actually be interested in.
Students need to be active in learning and have time to explore the world around them. In some classrooms, students may experience passive learning and solely be consuming content, rather than creating. To amplify learning for students today, we need experiences that will potentially cause some chaos and shift from what has been the traditional classroom structure. Instead, we need to extend learning beyond our classroom space and embrace new learning models that promote student agency and spark curiosity for learning. We need methods and opportunities that foster the development of essential SEL skills and that will best prepare students for the future through real-world learning opportunities. Students need to understand the relevance of what they are learning in our classrooms and how that applies to the real world and careers that are available to them.
Finding methods and tools that will best meet student interests and needs is essential. In education, we have been focusing on the development of “21st-century skills” for many years. We can’t possibly know everything about what the future holds for students when it comes to careers and specific skills, so to prepare, we must help students build a variety of skills. With opportunities that support students as they learn how to adapt to changes and become flexible in learning and growing, will prepare them for whatever the world of work will look like five, ten, or more years from now. Defined Careers offers information that is applicable to all grade levels and has information for many different areas of work. It includes job descriptions, education requirements, and salary information. Recent webinars from Defined Learning have also focused on careers that are in demand and how to engage students in career-connected learning.
Here are three more ways to spark curiosity for careers of the future and engage students in career-focused learning:
CTE and Work-based learning: It is important for students to continue to learn about the career options that are available and how they may be changing. With CTE, work-based learning, and even job shadowing programs, students can gain practical and real-world insights into different fields. In the classroom, students can learn about careers and speak with people in their local community. However, being able to experience what it is like in the work environment, and interact with people who are working in careers of interest to students, will have a bigger impact. There are opportunities available locally and virtually that will greatly benefit students. By partnering with local businesses and professionals, inviting guest speakers, and involving students in real-world, hands-on projects, they will become more aware of the opportunities available to them. Through these experiences, they learn about what their interests are and how they can make an impact in the world. Diving into the Defined Careers resources can also help students learn more about specific careers and the types of work that may be involved. Career Course focuses on providing students with relevant career experiences and skills needed for a specific career. Each career course is a collection of projects that gives students hands-on learning opportunities.
Place-based learning: By shifting our focus from solely the content area, we can identify a geographical area or the culture of a place as a way to build content knowledge and help students develop SEL skills. Through place-based learning, we place students into the community to collaborate with local businesses, entrepreneurs, and other organizations. These experiences give students an opportunity to apply the content they are learning in the real world. They foster the development of student agency, boost student engagement, and enhance student awareness of the issues and perspectives of the world around them. To further engage students, we can organize field trips to relevant locations, invite guest speakers from the community, and encourage students to research and present on local challenges and solutions.
Project-based learning (PBL): With PBL, students take the lead in deciding what they want to learn and how they want to learn it. With PBL, students choose an area of interest, design their own learning journey and through the experience, see the process of learning rather than a finite end point. In our classroom, we explored a variety of student-chosen topics and also incorporated the United Nations Sustainable Development Goals (SDGs) into the projects. We can help students to become more globally aware and involved in finding solutions to challenges faced in the world. PBL helps students to become more independent in learning while developing essential SEL skills such as self-management and social awareness.
STEM-focused learning: We want to make sure that students take a break from technology, especially during the summer, however, there are some great resources available for students to explore on their own. With sites such as Defined Learning, Code.org, and Khan Academy, students can explore different STEM-focused courses and resources. With these tools, they can explore in-demand topics like data science, artificial intelligence, cybersecurity, and other STEM-related fields and be more involved through the interactive modules, videos, and other resources that are offered. Online platforms like these and many others like them enable students to explore areas of interest at their own pace and develop skills that may lead them toward a specific career. Find guest speakers who can provide some personal insight into careers in STEM-related fields and the importance of building skills that are applicable to these areas.
There are many options available to inform students of the possibilities for their future careers. While we may not know exactly which jobs will still exist, we do know that there are specific skills that will help students stay flexible and adapt to the changing landscape of learning and work. Through these real-world opportunities, students will make connections that will positively impact their learning and hopefully, spark curiosity or make them aware of areas they have an interest in for their future
About the Author:
Rachelle Dené is a Spanish and STEAM: What’s Next in Emerging Technology Teacher at Riverview High School in Oakmont, PA. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle is an ISTE Certified Educator and Community Leader and served as president of the ISTE Teacher Education Network. She was named one of 30 K-12 IT Influencers to follow in 2021.
**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? Find these available at bit.ly/Pothbooks
************ Also check out my THRIVEinEDU PodcastHere!
Join my show on THRIVEinEDU on Facebook. Join the group here
Building skills in STEM-related fields especially in computer science is important for our students today. The World Economic Forum stated that approximately 1 billion jobs will be transformed by technology over the course of the next 10 years and the Bureau of Labor Statistics “predicts a 13% growth in computer and IT-related fields between 2020 and 2030. As educators, we must continue to find ways to best prepare all students for the rapidly evolving world we live in. A valuable skill that we can equip them with is computer science. By exploring the careers that are highlighted through Defined Careers, students become aware of the different fields that require skills in computer science the types of jobs that will exist in the future, and how to prepare.
Although not every teacher has a computer science background, it is important to find ways to bring related learning activities into our classrooms for the benefits they can offer students. There are many advantages of integrating computer science into different grade levels and content areas through activities and projects. Defined Learning offers many resources that can help educators to get started.
What are the benefits of computer science for students?
Computer science helps students to develop some of the essential skills that are required in the world of work and that will continue to be needed, even though we don’t necessarily know what types of jobs will exist. Computer science-related learning can help students to build the following skills:
Analytical Thinking: Students will need to learn how to analyze by examining data, identifying patterns, and making data-driven decisions as they learn. Provide students with some problems to solve and task them with analyzing various aspects of it and potential solutions.
Collaboration: Students can work together in teams to explore computer science topics or work through activities together. In these experiences, they not only develop skills related to the content but also other skills in collaboration, critical thinking, and problem-solving, they learn to work together as a team as they push through challenges that may come with learning. It will prepare them for future careers where collaboration is essential.
Creativity and Innovation: By allowing students to design their own projects, such as creating apps, designing websites, or even games, they learn about computer science in an engaging way. These experiences also empower them to bring their ideas to life and spark their creativity!
Problem-Solving Skills: Computer science encourages students to develop their critical thinking skills and be better able to solve complex problems in learning and in the future. Through lessons in coding and programming, students will learn to break down tasks into smaller, manageable steps. These skills are essential when thinking about SEL skills and developing resilience in learning and dealing with challenges.
Ideas for exploring computer science
Coding: There is an increase in need for people with coding skills and that need will continue to grow over the next five years. A predicted 58 million STEM-related jobs will exist, many of which will require coding skills. Some options include Code.org, Scratch, or Tynker which offer age-appropriate coding activities that make learning fun. Matatalab has several robots available for learners as young as 3 and which provide screen-free coding options too. For younger students, trying the KIBO robot from KinderLab Robotics is a great option. Code with Google is focused on closing equity gaps in computer science opportunities and it provides free resources for students.
Hour of Code: Even though the Hour of Code happens during December, it is something that should be a focus throughout the year. There are many websites that offer activities for all grade levels. Options to explore include Scratch and Scratch Jr. which are designed for kids and available for free. CS Unplugged is an option that does not require computers, which promotes accessibility for all students.
Game or App Development: Students can try MIT App inventor and other online tools to create their own game. It can be done as a project-based learning experience. Students can design and create their own video games, and focus on the process of learning. Students can design and build mobile apps using platforms such as App Inventor or Swift Playgrounds that offer beginner-friendly environments for app development. These will help to encourage students to take some risks and hopefully spark curiosity for coding and computer science.
ISTE Curriculum: ISTE offers free curriculum guides for computer science educators that also bring in Artificial intelligence learning into the classroom. These guides are full of standards, resources, activities, and lesson plans that make it easy to get started. The guides are focused on elementary, secondary, computer science, electives, and ethics.
Robotics:There are a lot of resources for students to learn about robotics and explore more about what a career in computer science might involve.
Regardless of whether computer science may not be our primary field of expertise, integrating it into our classrooms can be incredibly beneficial for our students. The advantages include the development of problem-solving skills, enhanced creativity, real-world learning experiences, fostering collaborative skills, and analytical thinking. By exploring coding challenges, robotics, game and web development, data analysis, and app development, students can gain valuable computer science skills.
About the Author
Rachelle Dené Poth is a Spanish and STEAM Educator at Riverview High School in Oakmont, PA. She is also an Attorney, Edtech Consultant, Speaker, and the Author of seven books about education and edtech. Rachelle is available to provide PD on Artificial Intelligence, Augmented and Virtual Reality, Coding, SEL and STEM.
Contact Rachelle to schedule sessions for your school about Artificial Intelligence, Coding, AR/VR, and more!
**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? Find these available at bit.ly/Pothbooks
************ Also check out my THRIVEinEDU PodcastHere!
Join my show on THRIVEinEDU on Facebook. Join the group here
In a world where technology often competes with traditional learning methods, educators are always on the lookout for innovative tools that can genuinely impact children’s development. The Toniebox, a revolutionary audio device, has recently released the results of a study conducted between January and June 2023. The study explored how this creative tool can influence young learners’ comprehension, language skills, and attention.
Unlocking the Potential of the Toniebox
We should first understand what makes the Toniebox stand out. It’s an audio storytelling device that combines the magic of bedtime stories with captivating learning content. It makes it an excellent addition to the early childhood education toolkit and the best part is that kids are independent in their learning and can use it without much help at all.
A recent study
Imagine a learning tool that cultivates comprehension, language skills, and attention in young children. The recent study included 100 families from the UK and the United States, and involved children of ages 2 through 5. The research began with interviews to establish baseline measurements for each child’s development. Families were then provided with a Toniebox and bedtime Tonies, along with instructions to integrate them into their bedtime routines. After a period of 2-3 weeks, there were follow-up interviews that assessed the impact of Tonies on each child. Families were then provided with additional Tonies from the 4 Learning Centers: Discovery, Reading, Mindfulness, and Independent Play. After at least 12 weeks, there was another round of interviews which evaluated the effects of the Toniebox on children’s learning.
The Impact
1. Bedtime Routine Improvement:
– For parents who initially struggled with bedtime, using the Toniebox improved the situation for a remarkable 92% of them.
– Even if routines took longer, parents noted less resistance from their children, a welcome relief for many.
– Satisfaction scores increased significantly, from 6.6 to 7.4 out of 10, indicating happier bedtime experiences.
2. Comprehension and Language Skills:
– 60% of children’s comprehension scores increased
– Researcher-assessed comprehension levels improved by an impressive 6.3%.
– Reading comprehension scores saw a substantial increase of 12.6%.
– Verbal fluency jumped by over 10%, with 44% of children demonstrating improved verbal fluency.
– Vocabulary scores increased by 13.2%, with 66% of children scoring higher.
3. Enhanced Attention and Engagement:
– 53% of children’s general attention scores improved.
– For reading-specific attention, there was a 5.9% average increase.
– Engagement with stories increased by 7%, indicating greater interest.
Educators’ Takeaway: Tonies Toniebox
What makes the Toniebox an invaluable addition to early childhood education? It’s the perfect blend of entertainment and education. Here’s why educators should consider integrating it into their teaching strategies:
1. Promotes Literacy and Learning: The Toniebox enhances comprehension, language skills, and attention, crucial for early childhood education. The significant boost in reading comprehension is especially noteworthy.
2. Bedtime Routine Improvement: Better bedtime routines mean well-rested, alert learners in the classroom. Educators can appreciate the positive impact on children’s behavior and readiness to learn.
3. Screen-Free Learning: In a world dominated by screens, the Toniebox offers a refreshing screen-free alternative, promoting auditory learning and imaginative thinking.
4. Parent and Child Collaboration: The Toniebox encourages parent-child interaction, fostering a love for storytelling and learning from an early age.
Feedback from parents
The feedback offered by parents provides some valuable insights into the unique experiences they had with the Toniebox in their home.
1. Vocabulary Development and Screen-Free Engagement: A parent highlighted how Tonies significantly contributed to her child’s vocabulary development while serving as a screen-free alternative. The child’s enthusiasm for their Toniebox was so profound that he even listened to them for extended periods during road trips, showcasing the potential of this audio-based medium.
2. Design and Quality: Parents appreciated the figurine design of Tonies, which differentiated it from other devices. Many found Tonies ideal for storytelling, while other devices were preferred for music. The Toniebox engaged a child’s mind safely and offered high-quality manufacturing.
3. Innovative Possibilities: Parents associated reduced screen time with improved behavior in their children, emphasizing Tonies’ role in promoting a healthy balance.
The Toniebox is a valuable addition to childhood The feedback from parents underscores the versatility and potential of the Toniebox. While the study’s quantitative findings reveal its substantial impact on bedtime routines, comprehension, language skills, and attention, the individual comments paint a more comprehensive picture of its role in children’s lives. The Toniebox offers not only educational benefits but also a unique opportunity for children to engage with audio-based content in a screen-free and imaginative manner.
Toniebox is more than just a device; it’s a tool that empowers educators and parents to inspire young minds while nurturing positive habits and fostering a lifelong love for learning. As we navigate the ever-changing landscape of early education, the Toniebox supports the development of young learners in a dynamic and enriching way.
It is more than just a storytelling device; it’s a game-changer for early childhood education. Its potential to transform bedtime routines, enhance comprehension, language skills, and attention makes it a tool that educators should bring to their classroom. This innovative approach to learning is not only effective but also a whole lot of fun for young learners.
Contact Rachelle to schedule sessions for your school or keynotes for your conference about Artificial Intelligence, Coding, AR/VR, SEL, STEM and more!
**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? Find these available at bit.ly/Pothbooks
************ Also check out my THRIVEinEDU PodcastHere!
Join my show on THRIVEinEDU on Facebook. Join the group here
I have been speaking and teaching about AI in my classroom for more than five years. I was curious to understand where we see it in the world and how to teach about it in our schools. I was also fascinated by the capabilities of AI for learning and in the world.
I reached out to several educators and some students to find out what they thought about the changes we are experiencing in education, especially with these emerging technologies. There are, of course, concerns, ongoing conversations, and definitely excitement, although sometimes hesitant excitement, about what these technologies might bring to the world of education and work.
Educator predictions
Nicole Biscotti @BiscottiNicole, Educator
“AI has exploded on the scene and everyone is trying to figure it out at the same time which is exciting. A lot of educators are afraid that kids will use technologies like ChatGPT to cheat and have even banned its use. The reality is that kids have been cheating since the beginning of school and we have an exciting opportunity as educators to shape the narrative around this new technology. Biscotti plans to continue to learn as much as she can about how to use AI to better support her students. She says as an educator, “I feel that I am obligated to prepare my students for their future, not my past. These tools will only improve and they are here to stay. It’s imperative that kids are familiar with them and know how to use them or we risk sending graduates out into the workforce at a competitive disadvantage.”
Dr. Michael Harvey @doctor_harves, Pedagogical Prognosticator from Blenheim New Zealand
“AI/emerging tech has yet to really shape this past school year. Questions are being asked of what learning is and the role of assessment, but the actions to this change are yet to be realized.” He is thinking about /planning how to transition assessment tasks to a process rather than a product model. As for the future, Harvey thinks that “the next school year will bring pushback from the establishment and for those who want to progress in education a movement away from assessment of learning to assessment for learning and the role of AI to support student independence in learning.”
Alex Isaacs @mr_isaacs_math, Edtech Specialist from Long Branch Public Schools
“Emerging tech has helped teachers gain time while assisting with lesson planning, quick questions, and providing feedback to students in real-time. It has also helped increase data analytic capabilities by providing insights into student performance trends and instructional practice.” He plans to delve more into emerging technologies and how they can benefit the teachers and students in his school district. By participating in multiple coaching cohorts, including GoGuardian and Pear Deck, he hopes to gain more insight into helping his colleagues with these platforms. As for the future, “the discussions surrounding the ethical use of emerging tech will continue next school year.” He believes that more edtech platforms will increase their integrations of AI-related tech to provide differentiated instruction and personalized pathways to every learner.” Check out his AI-themed Wakelet collection that he and colleague Lois Alston created.
Vicki Van Matre @MsVanMatreArtRm, Teacher at Bluffton High School and ISTE Certified Instructor
Next year, Vicki will be teaching a class called the” 3rd class” for their new Education Professions pathway. One basis for this class is introducing technology’s role in the modern classroom. She was planning on discussing AI and how it could help the teacher but also discuss how to use it appropriately as a student. Her plans focus on involving students more in learning about ChatGPT by writing a lesson for them and having them make modifications where necessary. She also wants her students to experiment with a variety of technology to see “what THEY think would work best in the classroom.” While she uses technology in her art room, she has not yet experimented a lot with DALL E to see if I want to use AI for any of my art classes. However, she believes that if she does choose to use it, most likely it would be with the senior independent study students to have them experiment with it.
Student reflections
Holden, grade 10
“As soon as I was introduced to AI, I knew that it would change the world. The more I interacted with it, the more I understood its vast potential.” He shared that he “may or may not have used it to complete a few small assignments (Never in Spanish).” His uses were more as a study tool, in particular for reviewing for Chemistry. He would ask it to give a simple definition and an example and it worked perfectly to help him process the information and content better. He believes that “AI by itself is mediocre at best. However, when collaborating with humans, it can do amazing things.” As for benefits, he has an interest in starting an online store but has never really had the time and he hopes that with the help of AI to get a jumpstart this summer. “The school will look right through all the great things that AI is capable of and try to prevent it from being used completely.”
Lola, grade 11
“I believe that emerging technology has provided and created new opportunities for students. The new ideas and aspects of technology accessible to students now provide new experiences and can help to improve a student’s capabilities and knowledge about the subject they are studying.” Looking ahead, “I believe that by next school year, technology will continue to grow and emerge in new ways that will allow students to continue to have opportunities that will enhance their learning environment.”
Dimitri, grade 8
“AI and a lot of new tech has helped me with coming up with ideas for projects or providing me with a summary of a book, if I forgot something that I had read or I didn’t understand it.” As for the next school year, “I hope we will be allowed to use ChatGPT in class to help us understand books and literature more.”
With the rapid advancements in AI and emerging technologies, there are now incredible opportunities available to us and as we reflect on the past year, it becomes evident that AI and emerging tech have revolutionized education in ways we never imagined.
Looking for PD for your school? I provide in-person and virtual training on the following topics. If you want to learn more about and explore AI and ChatGPT, contact me to schedule! Rdene915@gmail.com
**Interested in writing a guest blog or submitting a sponsored post for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks
Learning as I go: Reflections & lessons learned 