Guest post by Melisa Hayes, 2nd grade teacher, @MrsHayesFam
It’s that time of year again when the biggest tech conference comes together to show off their tech toys; educators & consultants share amazing strategies, resources, and more! For many, it’s another year. For others, it’s the 1st time. In any case, It’s an exciting time! It’s like Black Friday. The anticipation or dread of packing, creating your schedule for the week, & preparing for your presentation gives many goosebumps. The suspense of getting on the plane or in a vehicle and taking off makes your heart race. Arriving in Philly & thinking about all your friends you’ve only spoken to virtually and getting to physically hug for the 1st time or friends you can’t wait to hug again!
The day is finally here and you have arrived, it’s official. Christmas has come early. The love you feel when you see your friends/family is such a rush of emotion. I remember last year at my first ISTE and seeing my family for the first time. It was a HIGH. A drug that I didn’t want to stop using! For me, these educators are my family. The rush of emotions I felt is hard to explain. Most people can’t understand, my husband being one of them (LOL) I have established a relationship with so many. We know each other even if we’ve never met. The impact each has had on not only me but my 2nd-grade family is just astronomical! These amazing educators have zoomed with my kids and some have Zoomed with them for years! I actually plan to use Microsoft Flip to showcase these family members to my kiddos!
The EXPO/North Pole is miles and miles of tech toys and rock stars showing off the latest and greatest resources. For teachers, It’s Christmas. The giveaways you’ll receive are astronomical! For me, It’s all about the PEOPLE. Get that camera ready and take LOTS of pics to capture those memories. You want to savor every moment! Also, make sure to have comfy shoes. Whether flip flops, crocs, tennis shoes, or any comfortable footwear you’ll need since the convention center is approximately 1.3 million square feet. That’s a lot of traveling so be prepared:)
Snacks are essential as well as chargers, camera/device to capture the memories, Advil for sore muscles or a headache, and a HUGE bag for all those giveaways from the expo:) It would be good to have labels with your name and address so you don’t have to fill out SO MANY slips for giveaways:) Have an open mind when hearing all theories, strategies, and resources. These amazing ideas can always be scaffolded or differentiated for our kids.
Last piece of advice, ENJOY EVERY MINUTE of Black FridayS… These days fly by and before you know it, you have to say goodbye to family/friends. Sign up for all the activities and enjoy all the amazing learning and tech toys that you may win:) Lastly, make memories. You never know what life has in store so savor every moment! #ISTELIVE
About the Author
Melisa Hayes
Melisa is a 2nd-grade teacher in Hilliard, Ohio, and has taught for 26 years. Melisa has a Master’s in Education degree and is passionate about inclusion, blending technology into the curriculum and creating experiences in the classroom, such experiences focus on creativity, Stem, coding, and more. She earned the recognition of Global Teacher of the Year in 2020. She is also a Microsoft Flipsider, Wakelet, Whiteboard Chat, Night Zookeeper, Teach Better Ambassador and an Apple Distinguished Educator.
Connect with me on Twitter @MrsHayesFam
Looking for some 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
In today’s digital era, educators are constantly seeking innovative ways to make learning more interactive and engaging for students. One such tool that has gained popularity among teachers is an interactive Video Quiz. This powerful educational technology combines the use of videos with interactive quizzes, fostering active participation and enhancing comprehension. There are a few tools you can use to create interactive question videos. Think about Edpuzzle or EducaPlay. An alternative to Edpuzzle you might have heard of is the BookWidgets Video Quiz with the possibility to pause a video and ask over 35 different question types!
In this blog post, we will explore the features and benefits of the BookWidgets Video Quiz and how it can revolutionize the learning experience for students.
BookWidgets, a teacher content creation and evaluation tool, simplifies content creation, feedback, and grading processes while enhancing student learning experiences. Its innovative resources empower educators to effortlessly create interactive content and promote personalized learning.
What is a Video Quiz Widget?
BookWidgets has various types of digital exercises template teachers can fill with their own lesson content. They are called “widgets”. The BookWidgets Video Quiz is one of the 40 widget types you can choose. It seamlessly integrates with YouTube and Vimeo platforms. Educators can choose from a wide range of question types including multiple-choice, true/false, fill-in-the-blanks, voice recording, and more, and insert them at specific stopping points or cue points in the video. There are great ideas for getting started with a Video Quiz.
Creating interactive lessons for students is so easy! Check out this Spanish I video quiz on the verb “gustar” and “las frutas. “Adding in a few questions to check for student understanding and giving them an opportunity to learn at their pace and review as needed is why I love using the video quizzes in BookWidgets. Simply choose a video from Vimeo, YouTube,or one of your own created videos for your students that you may show in class. Rather than use these alone, instead, create a video quiz in BookWidgets for them to extend their learning beyond the classroom and for you to be able to understand where they are in the learning process!
Engaging Students with Interactive Learning:
One of the key advantages of the BookWidgets Video Quiz is its ability to captivate students’ attention and keep them actively engaged throughout the learning process. There are more than 35 question types to choose from to add to the quiz which makes it easier to customize the quiz for any grade level or content area.
By embedding questions within videos, students are prompted to think critically, analyze content, and apply their knowledge in real-time. This interactive approach encourages active participation, leading to improved comprehension and retention of the subject matter. Video Quizzes are perfect for Flipped Learning. Learn more about the use of BookWidgets for flipping your classroom learning space!
Customization and Flexibility:
BookWidgets Video Quiz offers educators a high degree of customization and flexibility. Teachers can tailor the quiz to suit their specific instructional goals, selecting the video content and designing the questions accordingly. The interactive elements of the videos help to capture students’ attention and make the learning process more engaging for them.
Teachers also have the option to add hints, explanations, and feedback to guide students’ learning process. I like adding in a note at the beginning or end of the video quiz to remind students to jot down some notes or hints at grammar topics or specific vocabulary to focus on for example. This adaptability empowers teachers to create personalized assessments that cater to the diverse learning needs of their students.
One of the best things about BookWidgets is that it offers more than 40 interactive templates for teachers to use as they design activities to help students build their skills. The many templates and options available to create widgets enables educators to create activities that enable students to work at their own pace and experience more active learning which, as a result, becomes more meaningful. When learning is meaningful, it will also boost student engagement and create a more authentic experience for our students.
We have used the bingo cards, crosswords, snowman games, jigsaw puzzles, video quizzes, and word searches in my classes. Each of these offers opportunities to differentiate the instruction and provide more choices for students as they practice the vocabulary and related content. In my own classroom as a language educator, I also want to be able to assess students’ speaking skills and within BookWidgets, having the option for students to record their voices is great for designing assessments and guiding students in the feedback process. Here are some additional examples that can be used in language classes!
Real-time Assessment and Feedback:
One of the most significant advantages of the BookWidgets Video Quiz is its ability to provide instant assessment and feedback to students. Teachers are able to view student progress using LIVE mode and immediately see where students may need support and encouragement or enrichment.
What is so great about BookWidgets is being able to have access to real-time data. Within the dashboard, I can quickly see the flashcards that my students have practiced, how much time they spent on them, and even how many times they flipped a specific card. Being able to see their work helps me to better plan my instruction and the activities that I design for them. Understanding our students’ needs is essential so we can provide additional resources and encouragement for them as they engage with and master the content.
As students complete the quiz, their responses are automatically graded, saving teachers valuable time. Immediate feedback allows students to gauge their understanding of the content, identify areas for improvement, and reinforce their learning. Such timely feedback fosters a continuous learning loop and helps students stay motivated. We know the importance of authentic, meaningful,and timely feedback and with BookWidgets, educators can respond to students’ needs right away and have a clear understanding of where students are in the learning process. Saving time with our assessments by using these tools enables us to then spend that time with students and engage in meaningful conversations about their progress.
Tracking Progress and Analytics:
Via the Reporting Dashboard, BookWidgets offers valuable insights into student progress and performance through its analytics feature. Teachers can easily track individual and class-wide progress, identify patterns, and assess the effectiveness of their instructional strategies. These analytics enable educators to make data-driven decisions, modify their teaching methods if necessary, and provide targeted support to students who may require additional assistance.
When we have this data, we can provide more timely responses to student needs in our classrooms. The Dashboard makes it easy to identify areas that we can focus more on with individual students or the class and also provides us with an opportunity to reflect on the activities and strategies we are using.
BookWidgets FREE in Google Classroom
We have some exciting news for schools using BookWidgets within Google Classroom! If your school has the Google Workspace Teaching & Learning Upgrade Edition or Google for Education Plus Edition, you can now use the BookWidgets add-on in Google Classroom for free until August 31st.
Every teacher can find the add-on in Google Classroom and start using it immediately. Just follow the steps below (and share them with your fellow teachers):
Fill in the details of your assignment. Then, click the BookWidgets add-on under the “add-ons” section in your assignment. If BookWidgets is unavailable, ask your Google Workspace administrator to add or allow the BookWidgets add-on;
After clicking the add-on, BookWidgets will pop up and you’re ready to go!
Make sure to watch this webinar to get started with the BookWidgets add-on in Google Classroom. New to BookWidgets and still figuring out the added value for your students? This blog post will get you inspired!
Why Video Quizzes Make A Difference
Incorporating the BookWidgets Video Quiz into educational practices opens up a world of interactive and engaging learning experiences. By combining videos with interactive quizzes, teachers can foster active learning, customize assessments, provide instant feedback, and track student progress effectively. This powerful tool not only enhances comprehension but also encourages critical thinking, collaboration, and self-directed learning. With the BookWidgets Video Quiz, educators have a versatile tool at their disposal to create dynamic and impactful learning experiences that prepare students for success in the digital age.
Get started today!
Create an account! It is easy to get started and create your own widgets to use in your classroom. Want 3 months to try it out? Sign up here!
Are you headed to ISTE 23 in Philadelphia? Don’t miss the chance to meet with the BookWidgets Team and join in sessions for opportunities to learn more about BookWidgets! Stop by the Chopped Playground to learn from Lucie Join Kate for “SCAMPERing into Human-Centered Design and Sheryl’s session on Creative Grading and Assessment at the Learning in Disguise Playground. Don’t miss the Lightning Talks and Kate’s session on Reimagine Education – Human-Centered and “Understanding Microsoft Teams The Digital Learning Hub in My Classroom and Yours with Kate, Sheryl, and Jeff Bradbury! Rachelle will be sharing about BookWidgets during her session “Chart A New Course” on Tuesday morning at 10:00 am!
Looking for some 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
The Case for Normalizing Accessibility Tools in Schools
Guest post by Paul Stisser,
The cornerstone of education is building pathways to success for all students. The right accessibility tools can often help, making it possible for students of all abilities to thrive. But when the same tools that provide assistance to students leave them vulnerable to stares, harassment, or bullying from classmates, they ultimately do as much harm as good. So how can we make sure students get the assistive technology they need while preventing them from feeling self-conscious? The answer is to make tools available to all students and normalize assistive technology.
In schools today, about one in seven children receive special education services. But some children never receive the proper diagnosis to qualify for the support they need. For other students, requests are tangled up in slow-moving processes. The result is there may be even more students than we realize who can benefit from assistive technology. At the same time, more classes are using digital content, especially after the pandemic ushered in a new wave of digital materials, educational apps, and tech-enabled curricula. While the move to higher degrees of digital education has led to big strides in personalization and accessibility of learning, the Office for Civil Rights is also receiving a growing number of complaints about digital accessibility in K-12 schools.
By prioritizing digital accessibility, we have the power to solve the challenges students with disabilities face and improve the learning experience for all students. It’s similar to the effect of curb cuts on sidewalks. While the initial intention of curb cuts was to help people in wheelchairs, they also benefit people with strollers, wheeled luggage, and bicycles. Similarly, when we take steps to enhance accessibility for all students, we foster a stronger sense of belonging in the classroom. Whether it involves making websites more accessible, enabling students of diverse learning styles to easily engage with content, or harnessing text-to-speech (TTS) tools to support those developing reading skills, English language learners, and auditory learners, the path to inclusivity and student success starts with normalizing accessibility. Below are just a few ideas schools and districts can adopt to introduce accessibility tools to more students.
Talk to students
Including the voices of students in conversations about tools and what they need can be very useful. Students can tell you what is working with the technology they have and what else they might need. When talking to students be sure to include diverse perspectives, with voices from students who need accommodations as well as those who don’t. The way you collect feedback can vary too, depending on the culture of your district or school. Many leaders have success with everything from student representatives on technology committees to conducting surveys and focus groups. Remember that candid, informal conversations can surface great ideas too!
Ask vendors about accessibility
When evaluating new edtech, ask vendors about accessibility. Districts and schools should lead the conversation and ensure that products were designed with accessibility as central to their design, not as an afterthought or add-in. By prioritizing accessible tools and features, you add to the voices calling on the edtech community to make inclusivity a key value.
Find tools that connect to your LMS
When students have to log out of one platform and into another to get the support they need, it creates unnecessary opportunities for distractions. That’s true for students who need accommodations as well as those who don’t. Support tools that are connected to your LMS create a seamless experience for all students, keeping them focused on what they need to do. Additionally, LMS-integrated tools reduce the risk of anyone noticing that students who need support are getting it. Familiarize yourself with the 1edtech standards for interoperability. Choose products that are vetted for interoperability or certified.
Emphasize quality
When it comes to accessibility there are often many choices that are low-cost or free. But these tools can come at a cost. For example, there’s a wide variety of voice quality and learner experiences in TTS solutions. Voices that don’t sound realistic or are simply poor quality can cause students to lose focus while learning and stop using the tool.
Paying for tools can also bring helpful features that go beyond the edtech’s core function. Some TTS tools do more than read text. They can be customized with colors and fonts, and the voice sped up or slowed down. They can mask the page and hide distracting ads to keep learners focused, highlight text as it is being read, give multiple language options, and include a speech-enabled dictionary.
When we give all students the chance to use accessibility tools we unlock new levels of classroom inclusivity. By making support tools available to all students, we reduce barriers to engaging with digital content, embrace all learning abilities and learning styles, and foster a stronger sense of belonging. So, let’s normalize accessibility tools so all students can not only succeed but soar.
Since joining ReadSpeaker in 2013, Paul Stisser has been a leader in ReadSpeaker’s TTS Education initiatives. Prior to ReadSpeaker, Paul worked at D2L and start-up Moblmedia. He also has 14 years of education and teaching experience in Rochester, NY, specializing in Special Education and At-Risk Students. Paul attended St. Bonaventure University with degrees in History and Literacy. Currently, he resides in Saint Augustine, Florida.
Blog of Rachelle Dené Poth
Looking for some 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
Guest post by Mike Teng, in collaboration with @SwingEDU
Teachers continue to experience high levels of burnout, at rates that are the highest of all industries. From lack of confidence to impacts on physical and mental health, we see signs of teachers at all stages of burnout in districts and schools across the country.
One acute challenge affecting teacher burnout is a limited pool of substitute teachers. With fewer people to relieve permanent teachers, K-12 leaders are left playing an increasingly challenging game of chess, moving students and staff around for continued coverage and learning.
The truth is that the same burnout teachers feel is hitting substitutes too. Being a substitute means living with unpredictability. They never know when an assignment will come, where it will be, or how long it will last. Then, when there is an opening they can fill, substitutes face more questions. Where do I park? Where can I keep my lunch? How long will it take me to get paid? Of course, many substitutes understand and accept the unknowns of their job. Quickly adapting to and learning in new environments is part of the package. But with the addition of stress from the COVID-19 pandemic, concerns about safety at school, and changes in students’ behaviors, among other factors, unpredictability is taking its toll.
The substitute shortage isn’t a new trend. Before the pandemic, districts struggled to find adequate coverage for absences. But according to a study from the Annenberg Institute, the problem has gotten worse. Today, 77 percent of districts have staffing problems because of unfilled substitute requests — up from about 20 percent pre-pandemic. Put those percentages in the context of nearly 600,000 substitute teachers covering 30 million teacher absences each year, and it’s easy to see the severity of the problem.
The challenge goes beyond the stress and anxiety of trying to find someone to fill a teacher’s spot for the day or week. Teachers remain one of the most important influences on student success, and unfilled absences can have a big impact on achievement. Schools may also be forced to have non-teaching staff to fill in, combine classrooms, or even group students in large spaces like the gym, cafeteria, or library with minimal supervision. In extreme cases, schools might have to close.
Better support for substitute teachers can help solve the problem. When substitutes are supported they are more likely to accept additional assignments, become quality placements, and stick with the profession over time offering more consistent relief to teachers. By adopting a few simple practices districts and schools can make their relationships with substitutes stronger.
Be welcoming
Substitute teachers are adept at stepping into new situations. Schools and districts often count on substitutes to be able to figure out information on their own, adapt on the fly, and keep their focus on providing students with quality instruction. But K-12 leaders can still meet substitutes halfway to create a more welcoming and supportive environment. A standard welcome packet can be something districts and schools make once and then use over and over with substitutes. Welcome packets could include information about parking, the teacher’s lounge, where to find lesson plans, contact information for key school staff, and timeframes for payments. Making digital PDF packets will make it easy to email the information as soon as a substitute accepts an assignment.
Provide peer connections
Most teachers and staff members in a building are friendly, but they’re also busy. If a substitute has a question during the day it can be hard to figure out who to ask. Assigning a peer to be a point of contact helps to eliminate the confusion. The point of contact’s role should not only be to answer questions but to make the substitute feel welcome. That could mean greeting the substitute when they arrive or checking in on them during the day. Creating peer connections for substitutes gives them a small dose of community support that can help them feel more confident during their assignment.
Show substitutes appreciation
It can be easy to see substitutes as only temporary staff members. But they are educators and important parts of students’ learning experiences. When we recognize substitute teachers and show them appreciation in ways we would for a permanent teacher it can build their confidence. One idea is to include a small note of appreciation in their welcome packet. Some leaders choose to follow up at the end of an assignment with a quick thank you email or give positive feedback during the day. For longer-term substitutes, including them in school-wide celebrations of educators and treating them the same as other staff members are effective steps.
Remove barriers to entry
Historically most substitutes were retired teachers or others in education who wanted to continue to give back. As fewer people choose the profession, we need different sources for substitutes. But the requirements to become a substitute teacher often create more barriers than doorways. We can make it easier for more people to become substitute teachers by building more pathways for people to enter the field. By finding better, more meaningful ways to assess instructional quality and classroom management skills, we can make substitute teaching more enticing to qualified people and simultaneously deepen the roster of available substitutes.
Caring for the well-being of substitute teachers is not only the right thing to do, but it also has a significant impact on the entire school community. When substitute teachers feel supported and valued, they are more likely to be reliable and committed, creating a more dependable pool of substitutes to draw on to fill absences. This, in turn, gives teachers the assurance that their class is in good hands and creates better retention of individual substitutes because they have confidence they’ll be welcome and supported at a school.
Mike Teng is the CEO and co-founder of Swing Education, a tech-enabled marketplace matching substitute teachers with schools in need. Before founding Swing, Mike was a software engineer in the private sector and then the tech director at a K-12 charter school network.
Learn more @SwingEDU
Blog of Rachelle Dené Poth
Looking for some 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 my books available at bit.ly/Pothbooks or via Amazon, Barnes and Noble, or EduMatch titles in bulk order.
With a prediction of a need for 3.5 million jobs related to STEM by 2025, we need to focus on finding ways to bring STEM learning opportunities to all students in every classroom. Doing so can be a challenge, depending on whether we have access to the right resources or if teachers feel that they don’t have enough knowledge or resources available to get started. As I have learned in my own experiences, we just need enough information and a few resources to start with. Once we dive in, we can make a shift to being a facilitator of learning in our classrooms. We need to embrace the opportunities to co-learn with our students so that we can best prepare them and ourselves with the skills needed in the future.
With many unknowns when it comes to jobs that will exist in the future, we need to create a variety of learning experiences such as those made possible through STEM-based activities. The skills that are necessary today may not be needed in a few years. Jobs in demand and skill sets needed are constantly changing. To stay informed, I recommend referring to the Job Skills Outlook created by the World Economic Forum. Some of the top ten in-demand skills are collaboration, communication, critical thinking, problem solving and ideation, and resilience. Each of these are areas that we can focus on in our classrooms. Being flexible enough to adapt to a changing landscape of learning and work is key.
When we choose methods or tools, we should focus on how we can make sure our instruction is relevant to the growing demands in the world of work. These in-demand skills can be fostered through STEM activities and learning experiences.
Why STEM skills impact future success
Many skills can be built through STEM such as creativity, critical thinking, innovation, problem-solving, and teamwork which will help students to be successful in the future. Through STEM, students also build social-emotional learning (SEL) skills, especially in the areas of self-awareness and self-management. By focusing on the five SEL competencies, research has shown that it increases student achievement and has a positive impact on student wellbeing. STEM promotes the development of SEL and empowers students with new ways to create, innovate, iterate, and reflect, which are directly related to the skills needed today. Students set goals, make decisions, collaborate, and build relationships that prepare them for the future and foster SEL.
Ideas for any classroom
First, there are many different STEM challenges that we can use in our classrooms that do not require many materials or the investment of a lot of time to get started. With some STEM challenges, asking students to find materials to design with or reaching out to the school and school community to ask for specific items to have on hand for a STEM/STEAM makerspace are helpful for creating more opportunities.
STEM challenges help students to build many skills which are essential in the workplace. A few examples are the Cup Tower Challenge, the Straw Challenge or the Parachute Challenge. There are even some free STEM challenges to do Around the Home to involve families in the learning!
An easy challenge without much prep is giving students a design challenge. Have students choose materials and design a structure representing their name, or a concept from class that meets a certain requirement such as height for example. Each of these can be used in all grade levels.
For all classrooms, connecting students with a guest speaker, whether in person or virtual, who works in one of the STEM fields can be highly beneficial. For students to explore careers and connect with real-world examples, it will spark curiosity and students may learn that they have a deep interest in pursuing a STEM-related career.
Project-based learning (PBL) is a method that can be used to focus on STEM. Connecting with another teacher and engaging students in a cross-curricular collaboration creates an authentic and purposeful way for them to build content knowledge in a relevant and meaningful way.
Resources to explore for STEM
Birdbrain Technologies. When I started to teach STEAM, my 8th-grade students learned to code by using the Hummingbird Robots from Birdbrain. We focused on French and Spanish culture and students created projects to represent something they learned. Birdbrain also has the Finch Robot, which can also be used in any content area. With the Finch, students can explore AI and robotics using Google Teachable Machine with the Finch. Teachers can sign up for a trial period with these resources.
CODE.org Offers many resources to help students of all ages learn about coding and STEM-related fields like computer science. According to statistics from the site, 67% of new STEM jobs are in computing, and as of today, only 54% of schools offer computer science courses to students.
CSFirst from Google: There are many resources to help educators get started with teaching computer science and that are aligned to the CSTA and ISTE Standards. Activities include focus areas of art and storytelling in addition to other free materials. Teachers can participate in distance training and download the lessons and other ready-to-use materials.
Defined Learning: They offer a variety of resources for educators to learn about STEM and topics such as PBL and SEL. Explore their blogs to find ideas for your classroom and check out their PBL solution that offers everything that teachers need to get started in the classroom.
Elementari: A platform that can be used for storytelling and coding together. Students can create a book and learn about coding by creating interactive stories. There are examples to explore that can be remixed. Teachers can incorporate STEM into any classroom by having students and have students
GoldieBlox: Offers materials for girls to become more involved in STEAM and also has activities and materials for use at home. They recently started the “Code Along” initiative with other STEM organizations including Black Girls CODE, with the goal of bridging the opportunity gap for underrepresented communities in STEM fields such as computer science.
Ozobot. A one-inch robot that can be used in any classroom and that has lessons and ideas available for subjects including English Language Arts, math, and more. There are also two different ways to code using Ozobots, screen-free by using markers and color codes and with the program on the computer. Some students have written a book summary and programmed the Ozobot to move around and stop at each point in the story timeline. There are many creative ways to use Ozobot in the classroom.
Marty the Robot. My students were thrilled when I brought Marty in for class. Marty is a humanoid that offers multiple ways to learn about coding. With infrared sensors on his feet, he responds to color cards, providing screen-free coding. The app has block- and text-based coding and students can quickly create a program to have Marty walk, dance and talk. Teachers can request a trial of Marty in their classroom.
Scratch and Scratch Jr. are free resources for students of ages 8 through 16. There are more than 70 languages available which help to promote accessibility and because Scratch is free, it also promotes equity in learning.
With STEM, we provide opportunities for students to drive their own learning. The knowledge gained and skills developed through STEM experiences will enable students to adapt to a changing world of education and work.
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
As educators, it is important that we provide a variety of options for students to develop their content area knowledge and skills in ways that meet their interests and needs. When choosing methods and tools to use, it is also important to create opportunities for students to develop social-emotional learning (SEL) skills as they are essential for personal and professional growth.
Our decisions need to focus on helping students by designing assessments and ways for students to show what they have learned while also promoting voice and choice in learning. Depending on the types of methods and tools we use for our assessments, they must help students to identify where they are on their learning journey and provide us with evidence of student learning that we can use to provide feedback and additional resources for our students.
Some questions to consider when deciding on methods or tools can be:
How can we promote more interactive and collaborative experiences for students?
Which tools assist us by providing access to real-time feedback?
What are some ways to promote more student choice in learning?
As educators had to seek new ways to assess students and provide opportunities for students to share what they were learning, ask questions, interact, and feel connected to a classroom community, many sought digital tools. Technology has provided many options for learning and enables educators to find something that meets each student’s needs and interests and sometimes even their comfort level.
It is important to convey to students why we choose a certain method or digital tool for use in our classroom and doing this helps us to stay clearly focused on our purpose. Consider how the method or tool will enhance learning or provide more benefits for students beyond being a way to practice the content or take an assessment. The use of digital tools promotes collaboration, communication, creativity, and many more of the essential skills while also boosting student engagement in learning as they have the power of choice in how to share what they have learned.
Here are five ways for students to demonstrate learning.
Blogging: Blogging has been effective in my Spanish classes for years. With the digital tools available, it makes it easier for students to have a space to build their writing skills as they share ideas with their teacher and possibly their peers. Having students engage in blog writing also helps to promote the development of digital citizenship skills, especially if they have the opportunity to respond to classmates and provide feedback. One option that has been great to try with my students is Spaces. Using Spaces promotes communication and collaboration between teacher and student or it can be between students and include audio as well.
Data visualization: Being able to process information and create a representation of what has been learned helps students to better retain what they have learned. For visual learners, using tools to create a concept map or an infographic can help with processing a lot of information. With tools like Canva or Piktochart, students can choose from templates available to help them get started with designing an infographic. These tools and others like them to promote critical thinking skills and creativity as students decide how to best illustrate what they have learned. There are also options for students who prefer to not use technology such as drawing a concept map or creating a sketchnote to capture what has been learned.
Digital Storytelling: Whether at the beginning of a new unit or at the end, having students create something using one of the many digital tools available will help them to share their learning in authentic and meaningful ways. use of digital storytelling or making a video. My students enjoy using tools that offer multimedia options and libraries full of choices in characters, backgrounds, animations, and more to tell their story. Some of our favorites include Buncee, Book Creator, Genially, and Story Jumper. With several of these, students can even work together to create a presentation or a book to share with classmates.
Game-based assessments: Encourage practice and be able to provide feedback and more targeted lessons by using some of the digital tools available to do a pulse-check for where students are in the learning process. We can implement some hands-on games through flashcards, gestures, and conversations or leverage some of the game-based learning tools, such as Blooket, Gimkit, Kahoot!, Quizizz, and Quizlet Live! Each of these offers a variety of question types or modes of play that will connect students with the content and provide us with real-time data to help plan our next steps and give meaningful feedback to our students.
Interactive Lessons: Using tools that promote student engagement through the variety of content and activities that can be added to the lesson helps educators to better understand student progress and enables students to build self-awareness in learning. With tools like Edpuzzle, Formative, Nearpod, and Pear Deck, educators have many options for adding content and activities to help students to build their skills. What I really appreciate about tools like these is that we can provide students with a variety of ways to demonstrate their learning through open-ended responses, polls, multiple-choice questions, quizzes, and more, depending on the tool. Formative was a game changer in our classroom last year because I could use it to create lessons with videos and audio instructions that students could work through at their own pace. I could also use it in class for assessments which enabled me to provide timely feedback directly to students and adjust my lessons as needed. These options enable us to differentiate our instruction while promoting student choice in voice and learning.
These are just some of the many ways that we can have our students demonstrate what they are learning. Whether through technology and the many tools available that facilitate communication, collaboration, and creativity, or using traditional methods, it is important to offer choices to our students. When we can provide options that promote agency in learning, it leads to more meaningful experiences that promote the development of essential skills for the future and empower students through self-driven learning.
I am available for PD sessions in-person and virtually on a variety of topics. Key focus areas are AI, ChatGPT, AR and VR, SEL, and STEM.
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I am what most refer to as a “Techy teacher.” I love most things edtech and pursue a lot of edtech use in my classroom. I have been so driven by edtech that I pursued a master’s degree from Purdue University in Learning Design and Technology. The program has really helped me develop stronger edtech tools and designs for my classroom. When someone needs help with tech in our school, they usually come to ask me. I am not saying this in a bragging sense, it is merely to give the background that I love technology and see its benefits to our daily lives as human beings, especially as teachers.
All that said, I have some reservations about AI and the newly discovered ChatGPT (which I have only read about, and not used). Let’s first start with AI. For me, AI is an easier topic to discuss. I use Google Assistant on my phone to prioritize my daily life. I have even used IFTTT in conjunction with my Google Assistant to create a verbal command system that would award points to table groups similar to the house points in Harry Potter. So there are some great benefits of AI. My only reservation is something that I read about in EdTech Magazine. The title of this article is Empowering Teaching and Learning with Interoperability written by Douglas Konopelko. Interoperability was a new term to me but I have since embraced it. Interoperability in short is the ability of various programs and software to talk and work with each other seamlessly. My frustration with this topic and AI is how little companies are trying to accomplish this. The Google, Microsoft, and Apple battle are well known. None of those companies seem to want to work together and share their systems to work with each other. The same can be said for EdTech. If we are to fully be able to use the systems we have in education, we need them to have interoperability. The companies behind them need to embrace this. The question then turns to, can AI help us in accomplishing this? I am writing this post hoping to seek the answer to this question. There is so much overwhelming data in education and we need systems that can easily combine all the pieces we need into one system that makes it easy for teachers to use.
This brings me to the next tricky subject, ChatGPT. I have not used ChatGPT. It is blocked in my school and I have no desire to use it at home. I keep coming across Twitter posts with articles discussing the benefits of ChatGPT in education and for educators. I am extremely cautious to embrace this. The biggest issue I have with ChatGPT is originality and authenticity. In the article How CHATGPT is fast becoming the teacher’s pet from Forbes, a teacher is quoted saying that he lets the students use ChatGPT to write their first draft of code for them. But if ChatGPT is writing the first draft of code, then how is it “their” code or program? Other uses for ChatGPT in this article discussed are writing emails, comments for students, and creating tables and charts to name a few. And sure, automating these processes do seem like they would make my life as a teacher more efficient. The struggle I have is how can we confirm originality with these processes. How can we ensure there will not be mistakes? Yes, we all know “Skynet” is not taking over but when will ChatBot perceive the student, parent, or teacher as a threat and send the wrong message home? And maybe this is because I have some control and trust issues with the processes of my own classroom.
Let’s circle back to our topic of interoperability. What role does AI or even ChatGPT play in this term? If ChatGPT can create charts and tables, can it then provide interoperability for the systems that we use in schools? Can it gather all of the data from all the sources we use and make reports for schools to use? I for one am tired of chasing down data, copying it from one source to another. Could ChatGPT and AI automate and streamline this process for me? There are systems out there like Class Composer which let us take all of our data and put it into one place. I am a teacher so I am not on the backend of the data dump but I do know, I have had to enter my student data into Class Composer. So what can be done to make this process easier and eliminate my need to enter the data? We all know how much time this will save. Can ChatGPT solve this issue for us?
In this evolving world, I am more than happy to embrace change and technology. There are great benefits to using technology in our lives, especially in the classroom. And we can forget to take the time to measure the value of technology in the classroom. Our efforts should be on interoperability. How are we going to push all these systems to work together? How can ChatGPT help with that? How can I be assured of trust in ChatGPT’s originality or authenticity? I am just a techy teacher trying to navigate this evolving world and embrace the new tech.
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As we continue to seek ways to best prepare students for the skills that they need to be successful in the future, it’s important that we are not afraid to take risks in our classroom by bringing new methods and different digital tools for our students. In looking at resources from the World Economic Forum and the Job Skills Outlook for 2025, for example, many of the skills that we’ve been talking about for years are still in demand and predicted to be even more essential in the future. Some of those skills include critical thinking and problem-solving, creativity, collaboration and communication, flexibility, resilience, leadership skills, and digital literacy. Deciding on methods to use or which digital tool to use in our classrooms can be a challenge sometimes, however, there are some easy ways to get started with STEM learning activities that provide many benefits for students.
Regardless of the grade level or content area, all teachers can bring in STEM-focused activities for students in a variety of ways. There may be concerns about a lack of teacher training, however, it just takes a little bit of time to become familiar with the technology or the concepts and then let students dive in and take the lead in learning. It is great when students teach us as well. It does not require us to be experts in all of these areas. We just need to find a few ideas and get started.
Why STEM Matters
Helping students to learn about STEM is important for their future success as many of the in-demand careers are in STEM-related fields. These careers will increase in demand and it is important that all students have opportunities to explore their interests in these areas. There are many benefits of learning about STEM including that it helps students to develop problem-solving skills, which is a valuable skill for any type of career. Students build collaboration skills when working with classmates to solve STEM challenges for example. These opportunities also spark curiosity as students become more engaged in learning, not just the content area but also learning more about the fields of science, technology, engineering, and math. Providing STEM-related learning opportunities helps students to become more comfortable with taking some risks in learning and also shifts students from being consumers to creators and even innovators.
STEM also helps students to build social-emotional learning (SEL) skills. As students work through a learning activity, they build self-awareness in regard to their skills and their interests, self-management as they work through challenges, and develop persistence and resilience as they may face obstacles in learning. They also become better with time management as they plan their project-based learning (PBL) or need to meet a specific deadline for their work, depending on the methods used. Students build relationships as they collaborate with classmates and develop social awareness as they learn about one another or by exploring the United Nations’ Sustainable Development Goals (SDGs) and learning about places and challenges being faced around the world. Decision-making skills are developed as they focus on their learning journey and make decisions and take greater ownership of their learning. Providing STEM activities helps students to become quite flexible in their learning as they have to continue to iterate and reflect on where they are in the learning journey.
Getting Started and Ideas to Explore
Finding the time to get started with STEM may present another challenge for teachers, especially with benchmarks that need to be met and specific curricula that must be followed. However, there are some different ways to bring STEM in even if it’s for a short term or as a class activity.
Start with a discussion about the various subjects of STEM and then encourage students to explore something related to their interests and share it with classmates. There are many online resources available and even educational programs and courses that can help students to learn about STEM subjects. It could be that they enroll in an online course or follow a tutorial and then create something to share in class. Hands-on learning is a great way to get students involved in STEM and that can require very little if any funding.
Think about the content that you are teaching and identify a real-world problem for students to solve or apply a STEM concept to it for a solution. Students can work individually or in small groups to come up with different solutions and then provide feedback to each other.
Design hands-on learning activities for students. Depending on the course you teach, it could be having students conduct an experiment in a science class, they could design a prototype for something, reconstruct a famous landmark from history or another course of study, and try to improve upon it using STEM concepts. Use the STEM challenges to connect students in the classroom and boost student engagement in learning.
Bring in some digital tools and STEM materials. There are many digital tools available that not only provide students with opportunities to learn about STEM but also involve emerging technologies like artificial intelligence for example. We have been working with Marty the Robot, a humanoid that can be coded screen-free with color cards or using the app with text-based and block-based coding. This is another great opportunity to bring in STEM, PBL, and SEL and understand how AI is programmed. Also with the great choices focused on STEM and SDGs and more with iBlocks, students engage in learning that is authentic, meaningful, and personalized for them. Teachers have all of the materials they need to get started. Another option is Ozobot, a one-inch robot for teaching students about coding that is a favorite in my STEAM class. It can be used as a screen-free coding resource too!
Think about cross-curricular collaboration. Finding time to bring in STEM activities can be done when collaborating with colleagues through cross-curricular collaborations. Find a common focus and have students apply their knowledge from these courses to design a project or work together with classmates to develop STEM and essential SEL skills.
Finding the Funding
Some of the challenges with bringing STEM into classrooms may include a lack of funding, depending on the type of resource that a school may want. Applying for grants or connecting with a local school or organization that offers a lending program or a library of resources that they share can be a great way to get started. Another suggestion is to obtain a few items and have students work in learning stations. Giving students a chance to explore multiple resources and then exchange ideas and reflect on their learning experience is also beneficial. When it comes to technology, not all schools may have access to the right devices, so finding a variety of resources to use that provide students with the opportunity to learn and engage with these tools is important. Also connecting subjects with other areas of the curriculum so that they see the real-world connection makes it more meaningful for students.
Another idea is to find guest speakers who can talk to students about STEM fields and the importance of these areas. In my school, we have access to a cohort that helps us find local organizations, technology companies, and local universities that offer resources or STEM-related learning opportunities for students.
The Benefits are Long-Lasting
Providing access to resources that equip students with the right information and opportunities to work at their own pace and explore based on their specific interests and needs is essential. Providing students with opportunities to engage in more student-driven learning through STEM-related activities will offer many benefits beyond just the content knowledge. It will prepare them for whatever the future holds and equip them with a variety of skills that will be adaptable to many areas of work and life.
About the Author:
Rachelle Dené Poth is an ed-tech consultant, presenter, attorney, author, and teacher. Rachelle teaches Spanish and STEAM: What’s nExT in Emerging Technology at Riverview Junior-Senior High School in Oakmont, PA. Rachelle has a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. She is a Consultant and Speaker, owner of ThriveinEDU LLC Consulting. She is an ISTE Certified Educator and currently serves as the past -president of the ISTE Teacher Education Network and on the Leadership team of the Mobile Learning Network. At ISTE19, she received the Making IT Happen Award and a Presidential Gold Award for volunteer service to education. She is also a Buncee Ambassador, Nearpod PioNear, and Microsoft Innovative Educator Expert.
Rachelle is the author of seven books and is a blogger for Getting Smart, Defined Learning, and NEO LMS. Follow Rachelle on Twitter @Rdene915 and Instagram @Rdene915. Rachelle has a podcast, ThriveinEDU https://anchor.fm/rdene915.
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Over the last couple of months, it’s unbelievable how much has changed in the world of artificial intelligence (AI). For the last couple of years, I have spent time researching, writing about, presenting on, and teaching about AI in my classroom and continuing to learn as much as I possibly can each year. When ChatGPT became available to the public in December, I didn’t hesitate to dive in and explore exactly what it was capable of doing. I even co-wrote an article about its potential impact on not just education but other areas of work.
After about 3 hours, I was pretty impressed with what I was seeing. I was also a little bit concerned about what it could be used for, whether by educators, students, or anybody for that matter. ChatGPT and the evolving AI technologies are not something that will impact educators and students, it is something that will impact many areas of the workforce and jobs that are out there. A big concern that has come up during this ChatGPT exploration is plagiarism. How will educators be able to tell when students may be using ChatGPT to complete their assignments especially with something evolving as fast as this technology? Will students begin to rely on this technology and as a result, lose the opportunity to develop essential skills on their own? What policies may need to be in place? Is it plagiarism if it is not citing a specific source? These are some of the many questions on the minds of educators and parents.
Plagiarism detection
There have been plagiarism checkers available for years and many educators and educational institutions use them. In my own experience as a doctoral student now, and when I worked on my Master’s degree five years ago, assignment submissions go through a plagiarism checker instantly. Turnitin is one that has been used. Honestly, there have been times when I’ve been shocked to see the percentage that comes back stating the likelihood of plagiarism, knowing that I did not plagiarize. I work hard to cite my sources but apparently, something that I did was not completely accurate and I used it as a way to evaluate my writing and improve my citations. Now enter ChatGPT.
Three years ago, I helped to do some research for a blog post about GPT-3 and I was impressed with what it was capable of back in 2020. Fast forward to early December 2022, working with and exploring ChatGPT, I was amazed at how much it had evolved since 2020 and the number of ways that you could use it. It didn’t take long for educators and lots of people to express concern about what the impact of this type of powerful technology would have on student learning.
Would it lead students to lose learning opportunities?
Would they rely on everything that they found by using this, and lack skills that they need to be prepared for the future?
What should educators do when it comes to teaching about these technologies in the classroom?
How can you tell whether or not a student has used ChatGPT to complete an assignment or project and how do you handle it?
Learning opportunities
AI writing and the use of ChatGPT and other AI writing tools are increasingly common not only in business. Students are using it and know about it. There are high schools banning its use. Educators are worried it will erode writing skills. But is banning it the solution? Detecting the presence of artificial intelligence in a student’s writing is helpful, but I hope that it is focused not on catching them doing something wrong but rather to use it to improve writing. We should use it to start conversations with students.
Turnitin has been developing writing and feedback tools for educators for 25 years and has continued to refine the ways that teachers give feedback to students. Turnitin commissioned Atomik Research to conduct an online survey of 1,011 parents and/or guardians of high school students in the United States to understand their perceptions of AI writing tools like ChatGPT and Google Bard. Interestingly, 81% of respondents believe that teachers should use technology tools to detect when something has been written by AI to check homework or test answers to cut down on cheating.
On Tuesday, Turnitin released a new AI detection feature that has the ability to detect AI with 98% accuracy. They are also continuing to monitor the detection settings to watch for false positives. The new AI detection feature works like similarity checking. If something is noted, then teachers can look at the writing and provide feedback to students. It becomes a conversation and a learning opportunity for teachers and students about how to evaluate information and also for properly citing sources that have been used. The software should not be viewed as something that is set to accuse students of plagiarizing.
[image via Turnitin]
Also helpful is the sidebar with resources for educators to explore.
[Similarity report via the AI writing feature]
As educators, we have a responsibility to help our students to develop skills to navigate all of these changes that are happening in the world of education, and that may impact them in their future line of work.
Lessons to learn
I see this new feature as a way to provide information for teachers so they have data for analyzing student writing and providing further instruction and feedback, not as a tool for accusing students of misconduct. We want students to understand the importance of academic integrity while also learning about the tools available, including ChatGPT and other AI technologies. It is a way to also build literacy skills and stress the importance of evaluating our sources and checking information for accuracy.
Now what?
I recommend following the conversation about ChatGPT in the variety of educator spaces and communities. As for tools that detect plagiarism, explore the resources available to assist educators in integrating this new technology into their classrooms. The Turnitin page features a glossary of AI terms, which provides a useful reference guide for educators who are not yet familiar with the technical vocabulary associated with this technology. Additionally, there is a guide on updating an academic integrity policy in the age of AI, which is essential for ensuring that educators have a clear understanding of the ethical considerations surrounding AI-generated text.
And the best advice I can offer is to dive into trying out ChatGPT. Think about questions that you ask your students, projects that you have assigned, assessments that you’ve created, and lesson plans that you’ve written, and put all of those in as prompts. See what it generates and then regenerate the response a few times and look for commonalities. I test this out to see how similar the answers are and also check it for accuracy. I have explored this with my students as well because we know that not everything that we find on the Internet is accurate, which is why we have to embrace this and help students to learn to be digitally literate and model this practice for them.
This post was in collaboration with Pando PR. Opinions expressed are my own.
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This strategy is based on Liz Lerman’s Critical Response Process, which has amazing potential even outside of its intended use. After reading her book on this process, I have been pondering ways to use this model with students of all ages, and with some restructuring according to the age or grade level of the student, I believe it is possible. To use this, students must be creating, writing, or have a product that is in progress or not complete, or maybe even a rough draft. Then, as students are in the process of creating, whether it be writing, artwork, research, project-based learning (PBL), presentation, etc., this process can help students refine their work with controlled peer feedback. There are three roles for this process, and if you have a small class, then you can do this whole group. For larger classes, you may need to conduct the process with the whole group as a model, and then break it up into smaller groups if necessary.
JUST LIKE EVERY NIGHT HAS ITS DAWN
The purpose of this strategy is not to “fix” the student’s work, but to provide questions to clarify areas that need more work and statements to point out strengths of the work in progress. This is actually the hardest part for me, as I am generally in “fix it” mode. This is also the part that needs to be addressed up front with the students the first time you do this with them. They are not to offer ways to fix any part that the creator is struggling with but to come up with questions to ask the creator about those issues that will help them come up with their own solution. In step 5 below, you could allow an opinion to contain a “here’s what I would do,” but the creator is still the one deciding whether or not to accept or act on those ideas.
JUST LIKE EVERY COWBOY SINGS HIS SAD, SAD SONG
What is particularly striking about this process or strategy is the potential for students to truly see that the process of creating is important, there’s usually more than one right way to do something, the class can truly be a learning community, and that revising work is a natural part of the creating process. Students often get into the rut of the “one and done” mode. We write a paper, create a product, paint a picture, and then turn it in and move on. This occurs even when we use our beloved rubrics. I have conducted workshops on how to effectively use rubrics, like the single-point rubric, and teachers have complained that they hand back a rubric and the student looks at it and tosses it in the trash. My question to all who have experienced this is, “Was there a grade on it?” If so, that’s the feedback the student wanted. No need to reflect. A teacher in my previous district pointed out that she handed back the rubrics and a student looked at it and crumpled it up, and that the student was my son. I asked him about it later, and he said, “It had a 100% on it. What did I need to look at or do with the rubric?” Right. No need to reflect at that point is a common student reaction. I encourage not putting grades on rubrics, instead, it is better to use them to guide instruction and feedback in the process of creating the work.
EVERY ROSE HAS ITS THORN
The Unfinished Business strategy can help students see that revising as we go is a common and productive practice. Research shows us that reflecting is a powerful learning strategy, so what better way to teach it than to have students reflect on feedback to find ways to improve and revise the work in progress? According to John Hattie and Helen Timperly, feedback is the “consequence of performance.” So to elicit strong feedback to help learners value the creation and revision process, try the strategy below and adjust as needed to fit your learners.
Role 1: Artist/Maker
Offers a work-in-progress for review and is prepared to examine the work critically in conversation with other people.
Role 2: Responder
Commits to the artist/maker’s intent to make excellent work. They question and respond to questions. They want the artist/maker to do their best work.
Role 3: Facilitator
Initiates each step, keeps the process and students on track, and works to help the artist/maker and responders frame useful questions and responses. The project rubric, if you have one, would be helpful here. Students can either form questions based on the criteria or you can have premade questions from the criteria that students can ask. Giving students a question to ask when first trying this or each time it is tried can really help get a productive conversation going. Those questions would be scaffolds for the responders. Most questions they will need to generate independently and need to be useful to the artist/maker.
Step 1: Artist/Maker shares the work in progress or a part of the work that they are struggling with or aren’t sure of at that moment in the creation process, or even after a draft or prototype has been completed.
Step 2: Responders then respond to what was meaningful, surprising, interesting, exciting, and/or striking in the work they have just witnessed, heard, read, etc. Each responder verbally or on a sticky note writes one positive response to the work. They cannot use “I like” or “I love” in the statement. Instead of saying/writing “I like the way you…” students write or say things like “Your thesis statement is strong and engaging” or “The color choice really complements the piece,” depending on the type of work being reviewed.
Step 3: The artist/maker then asks any questions they may have about the work. In answering, responders must stay on topic with the question and may only express opinions in direct response to the artist’s questions. This might be tricky, so after a practice round or two, determining a limit on the questions the artist/maker may ask might help with the facilitation. Time constraints in general mean that having the artist ask 1-3 questions would prevent the process from dragging on, which is important for the engagement of the responders. All responders should write down a response and the artist/maker can choose one or two to call on verbally. The artist receives all written responses also. On the same sticky note, (Use one or two per student responder for each session.)
Step 4: Responders write out neutral questions about the work on the same sticky note, and the artist chooses 1-3 students to ask their questions and then they respond to those questions.
Questions are neutral when they do not have an opinion added to them. This step is one of the most fundamental, challenging, and misunderstood steps of the Critical Response Process as noted by Liz Lerman. The questions are focused on anything unclear, confusing, complicated, or too simplistic about the work and should promote critical thinking among the responders. This part of the process is meant to provide the artist/maker with areas to consider for improving the work. The artist/maker has ultimate control over the end product, and responders are not there to “fix” the work, so they should not include solutions. The “fixers” in your classroom may struggle with this, so be prepared to help them suppress that instinct.
Step 5: (Optional-if time permits) Responders state opinions about the work in progress, given permission from the artist; the artist/maker considers the opinions but has the option to say no. Here is where you could include “fix it” ideas from those students who are your “fixers.” This round may be best if it is oral and not written down. The artist/maker calls on one or two responders, and again, the decisions lie with the artist/maker to accept one, some, all, or none of the proffered suggestions.
YEAH IT DOES
Students who are in the role of responder will still get a lot out of this process. The artist/maker will as well. This will provide the motivation to reflect on the work and then revise it. This is the beauty in this strategy for me, as there are times when getting students to review, edit, or revise their work is like Sisyphus rolling his rock up the hill each day. Again, revise this as needed for younger learners. This strategy can also promote an inclusive and safe learning environment when done properly (manage unhelpful criticisms), which can lead to students taking academic risks. Set up time in your pacing guide for this in place or in addition to any peer review feedback activities that are already built-in, and then do the strategy. It could work as a one-day weekly activity or as needed. The goal is for students to manage their own learning, and you will know you have achieved that goal when students start requesting the strategy to receive help with their work. Good luck, and tag me on Twitter or comment below if you find it useful.
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Learning as I go: Reflections & lessons learned 