Tag education

MTSS Part Two: Essential Components of MTSS

Dr. Rachelle Dené Poth Leave a comment

Guest post by Bonnie Nieves, in collaboration with Class Composer

In the previous blog, I outlined the first step of initiating Multi-Tiered System of Supports (MTSS), a framework designed to meet the needs of each and every learner in a school district. When your school community has completed its inventory of instructional tools and supports for academic, behavioral, and social-emotional learning, it is time to move on to putting these resources into action. 

The next steps include planning for three essential components of MTSS: 

  • Instruction that includes academic, behavioral, and SEL learning opportunities for all students.
  • Assessment tools that measure the effectiveness of this instruction.
  • Ensuring that your master schedule has space for per diem support for students.

MTSS is typically represented as a pyramid with Tier 1 universal supports being the foundation. It can be accurately represented as a triangle or funnel. 

All students receive universal supports and transition between tiers 1, 2, and 3 based upon progress monitoring data monitored according to a reliable universal tool at predetermined intervals. These tools do not need to be school-wide standardized tests. According to the American Institutes of Research (2021), high-fidelity screening is universal, accurate, and conducted at least quarterly.

Most students will remain in tier 1, some will transition to tier 2, and fewer will move to tier 3. If a school community finds that a large number of students are in need of tier 2 support, it would be prudent to investigate the evaluation tools and quality of the universal curriculum being used.

Now, envision a system of three triangles, one for each indicator: academic, behavioral, and SEL. Students may be at any of the three tiers for each of the three instructional areas (academic, behavioral, social-emotional) at any one time. For example, a student may be receiving tier 1 instruction for academics, tier 2 targeted support for behavioral instruction, and tier 3 for social-emotional instruction.

When teachers work with all of this information, academic, behavioral, and social-emotional, it can require a great deal of time and organization. Providing for all students is essential and each of these represents important data points that teachers need to focus on in order to provide the best for students. However, there needs to be a more effective and efficient way to do this.

MTSS and Class Composer 

Class Composer provides everything that teachers need to be able to monitor student progress and is readily accessible to anyone, at any time. It enables all teachers to access the information they need about each individual student when they need it. Easy to track and record student growth toward individualized goals.  Simplify how you manage all the assessment data collected! With progress monitoring, teachers can easily track student progress and provide the right supports.

Having access to all this information in one space enables teachers to create a supportive learning community for students. These teacher-student connections lead to the development of the essential relationships that need to exist for all students to be successful.

Give Class Composer a try today using their sandbox. You will experience a simpler, more streamlined experience when in the easily accessible, data-driven platform that promotes student academic achievement and the development of essential SEL skills.

Head to Class Composer to learn more!

Coming up next:

The final part of my MTSS blog series will elaborate on two essential components: assessment tools and instructional resources. Assessment tools that can help your school community provide common experiences without impacting teachers’ ability to use Universal Designed for Learning (UDL) planning tools. Instructional resources for each of the three tiers for academic, behavioral, and social-emotional instruction.

About the Author

Bonnie Nieves is the author of “Be Awesome on Purpose” and has over a decade of experience as a high school science teacher. She has a Master’s Degree in Curriculum, Instruction, and Educational Leadership. Her passion for creating immersive and authentic experiences that fuel curiosity and creating student-centered, culturally responsive learning spaces that promote equity and inclusion has led her to establish Educate On Purpose Coaching.

In addition to being an award-winning educator, Bonnie works to ensure equitable and engaging education for all through her work as a copy editor at EdReports and Classroom Materials and Media reviewer for The American Biology Teacher journal. She serves on the MassCUE board of directors and enjoys connecting with educators through social media, professional organizations, conferences, Twitter chats, and edcamps. Bonnie is a member of the National Association of Biology Teachers, the Teacher Institute for Evolutionary Science, and the National Science Teaching Association. She encourages you to connect with her on Twitter @biologygoddess, Instagram @beawesomeonpurpose, Clubhouse @biologygoddess, and LinkedIn.

Please visit www.educateonpurpose.com for information about her current projects.

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Take A Knee

Dr. Rachelle Dené Poth Leave a comment

 BY BRIAN-KULAK

I beat Colin Kaepernick to the knee by a cool twenty-six years. 

Before the former 49ers quarterback literally took a knee during the national anthem to raise awareness about police brutality and social injustice, I had already begun the practice, albeit for a far less political purpose. 

As a waiter at a local Pizza Hut, I started the unorthodox practice of taking a knee when I took orders. Regardless of who was in front of me, I just thought it was easier, and more comfortable, to take a knee and write the orders on my pad while leaning against the table. For me, it was about ergonomics because standing and writing were awkward, and because I have terrible handwriting, I needed to lean on something to ensure I would be able to understand what I wrote minutes later. 

At one point, my boss called me over and asked why I took a knee. I explained, and he just looked at me and said, “But it looks weird. I’d rather you stand up.” 

Now, at 19, I wasn’t about to make a stink. He was my boss, and I needed the part-time job. Still, as I look back on it, what difference did it make? I would argue my customers appreciated me meeting them on their level instead of making them look up at me like some deranged, pizza-wielding, megalomaniac. 

A few years later, as I started my teaching career, I took a knee all the time. When I would stop by a student’s desk to offer feedback, redirect, or check in, I would take a knee. Now, in year twenty-four, I still find myself on bent knee, despite one of them being ravaged by arthritis and a torn meniscus, and I make sure to start on day one. 

Whenever I meet our new kindergarteners during summer meet-and-greets, I always take a knee when I offer my hand to introduce myself. The action has become as involuntary as a sneeze; the reaction from kids invariably features disarmed smiles and enthusiastic high-fives.

As conversations in education continue to focus on equity and access, we need to be mindful that our students first associate equity with their access to us. Providing a model of those two complex concepts ensures kids can see and feel each Immediately. 

But it’s much more powerful than that when you consider that children are forced to look up to grown ups as a matter of course, their little necks perpetually craned to get our attention. Taking a knee flips that script in such a way that balances power, something children experience rarely. 

Ultimately, we are all just grown-up versions of the children who once had to look up to people all day. Some of us still do. But no one should have to. 

Take a knee. 

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Change Your Bat Angle

Dr. Rachelle Dené Poth Leave a comment

Guest post by Brian Kulak

K-5 Principal at Tatem Elementary School in NJ

@Bkulak11

Brian’s Book: Level Up Leadership: Advance Your EduGame

Read this blog long enough and you’ll realize how obsessed I am with baseball. Inevitably there will be posts devoted to baseball, anecdotes will center around baseball, and metaphors will be drawn from baseball.

Barguments often focus on which sport is the most difficult to play, the most demanding physically and mentally, the most failure heavy. As a lover of all sports, I can appreciate that an argument can be made for each of the four major sports: baseball, basketball, football, and hockey but, to me, there’s really only one answer.

Baseball.

Because of the physics (round ball, round bat), the variables (pitcher, weather), and the psychology (streaks, slumps), there is nothing more difficult than hitting a baseball consistently. A monster game at the plate can just as easily be followed by a soul-crushing slump of weeks, or months, the time in between at-bats seeming equal parts interminable and immediate as you perseverate on what went wrong.

As a 41-year-old weekend warrior, I only get a chance to play games on Sunday mornings. While my preparation for each game often dictates some midweek tee work or live batting practice, I’m still only playing once a week. Admittedly, I take baseball too seriously, but part of me doesn’t apologize for that because I don’t understand why folks would set out to do anything poorly, so I want to play as well as I can each week.

A few years ago I suffered through my worst season ever, and I’m including my high school playing days, during which I hit a paltry .179. During that summer, getting on base was such an anomaly that I could recall when I did reach base because it was only a handful of times. That ain’t good.

Deflated but undaunted, I continued to work that offseason because I was not going to return to my team the same player. At one point, I sent a video of myself taking swings off the tee to a friend of mine who is a hitting tactician. In seconds, he responded with a diagnosis and, ultimately, saved my swing.

“Dude, look at how far you’re wrapping the bat around your head. Change the bat angle to 1 o’clock before you load, and you’ll be quicker to the ball.”

Change. Your. Bat. Angle.

No amount of work on my own would have led me to that conclusion because, though I would have been working hard, I would have been working incorrectly. There was no way for me to self-diagnose my own flaw, so I had to ask for help.

Now, I “change my bat angle” all the time.

When I’m struggling with a certain colleague, I change my bat angle.

When I’m trying to convince my five-year-old that he can, in fact, put on his own socks, I change my bat angle.

When my early morning writing process stalls, I change my bat angle.

As you approach the upcoming school year, I challenge you to change your bat angle. Reflect intentionally on that which you have done the same way each year and change it.

  • Experiment with flexible seating and let the kids help you design the classroom’s layout
  • Revolutionize your “Back to School Night” by asking parents to leave their kids a video via Flipgrid
  • Reframe your instructional walkthroughs to focus on the kids, even a specific kid, in each room, and then write those kids a note of appreciation
  • Flip and hang old posters and allow kids to recreate them using their own words and images
  • Print, laminate, and hang Tweets or blog post excerpts about which you want your staff and students to think
  • Use a mobile desk so you’re in the hallways more and in your office less
  • Take time for yourself each day, even if it’s five minutes of nothing but sitting and breathing

Baseball is a game of failure, and in many ways, so is education. In each, the best players make adjustments all the time in order to best help their team. In each, those who refuse to make adjustments all the time don’t often have teams for long.

Change your bat angle.

**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

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Reflective Teaching and Powerful Professional Learning with LessonLoop

Dr. Rachelle Dené Poth Leave a comment

Reflective Teaching and Powerful Professional Learning with LessonLoop

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

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

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

1. Anonymously survey students, 

2. Review instant actionable lesson engagement reports, 

3. Receive personalized instructional recommendations, 

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

How LessonLoop Works

How do the surveys guide teachers about their practice?

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

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

Sample Lesson Engagement Report

What can we learn about student engagement from using LessonLoop?

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

Sample LessonLoop Student Free Responses

How does LessonLoop facilitate getting to know students? 

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

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

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

LessonLoop Gamified Surveys

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

What professional learning comes with LessonLoop?

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

What to expect with LessonLoop

So many benefits!

Student Engagement Surveys: 

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

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

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

**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 Podcast Here!

Turning Towards Focus in Schools

Dr. Rachelle Dené Poth Leave a comment

Guest post in collaboration with Focusable @getfocusable

Engagement is a concept that really has a hold on us, and it’s not just educators. Social media and game designers obsess about maximizing it. Enterprise software companies espouse the value of it towards team performance. Heck, our banking app tracks our session duration and tries to increase it. 

It’s likely accurate to say that the majority of educators have chosen engagement as the goal of their work. Overall, this is a good thing. It has helped move teaching methods beyond compliance and remain relevant. Engaged students are an unequivocally good thing. 

But recently we started to ask ourselves some questions about engagement. What does it really mean to be engaged? Both from the teacher’s perspective, and from the students’. Further, does it matter how engagement gets created? Or is all engagement the same? And if every experience you have across society is also aiming to maximize engagement, is it the right thing for educators to be doing? Or should educators be taking a left-hand turn…

We dug into the education literature on the topic. There are countless informative and thoughtful sources. What was most interesting to us was what our research didn’t reveal – a clear definition. Frankly, the more we dug, the more confused we got. There is a huge range of definitions. And not all of them agree. Here’s just a sampling. Engagement is paying attention. It is purposeful learning. It’s curiosity. It’s interaction (or action). It’s immersion in a task. It’s flow. It’s exhibiting a passion for learning. It’s excitement. It’s just compliance but with another name. There are scaffolds trying to integrate and make sense of all the disparate definitions. 

How does a teacher even know what engagement is and how to create it with this lack of definitional clarity? 

As we stated in our first post, our goal is to figure out how to set the conditions for an optimal learning experience, or flow, in education. We know this has the greatest potential for both academic performance and enjoyment of the experience for students. Our research into engagement was fueled by trying to understand how we can leverage the concept better towards this goal. But if we’ve learned anything about flow so far, the details matter in how you approach it. Deplete dopamine too much or avoid the struggle of balancing brain chemistry, and you simply never get there. 

The more we thought about it, the lack of clarity around engagement started to feel more like a hurdle than a concept for educators to leverage.

One early realization that we had was that engagement is an exhibited trait or behavior. This stands in contrast with flow, which speaks to inner experience. This introduces the potential for at least some disconnect. 

For example, do you look engaged when you are in flow? This must be true sometimes, but is it always true? And do the actions that set the conditions for flow look like engagement, too? Or do they look different? How do you know the difference between the two? And worse, what if what looks like engagement actually represents an internal state that interferes with flow (ie, overstimulation)? 

Our sense is that to strive for optimal, we need to work with terms that have more precise definitions, clearer look-fors, and less potential dualities. 

In our last post, we attempted to build a scaffold to help us seek this clarity. We already have some tweaks and improvements in mind based on the feedback we got that we’ll publish soon. 

In the meantime, we’ll turn our attention to the term focus. 

If you are interested in something, you will focus on it, and if you focus attention on anything, it is likely that you will become interested in it.MIHALY CSIKSZENTMIHALYI, AUTHOR OF FLOW, THE PSYCHOLOGY OF OPTIMAL EXPERIENCE

Focus is a term that we all know, or at least think we know. And it’s surely something that almost anyone would agree is essential to learning if you asked. But as we found in our last Twitter chat, it is not a hot topic with many educators (likely due to the emphasis of engagement). 

Focus is often equated with the words attention and concentration. In scientific circles, attention is the most clearly defined of this group. The neuroscientific definition of attention is a cognitive process of selectively concentrating on one thing while ignoring other things. Attention comes from a rather complicated interaction between several brain networks (the default mode and task-directed networks). Interestingly, ADHD and other attentional conditions are differences in how these two brain networks interact.

The definition of focus is more varied and less scientific. It is often described as the center of attention. But for educators, this definition isn’t as enabling as it could be. A more useful definition is to think of it as the control of attention. 

Why is control of attention a useful definition to educators? Most scientific findings support the idea that attention isn’t fixed. It varies. It varies between individuals and contexts. And importantly, it can change. You can improve it. Even those with ADHD can show progress with time, behavioral changes and yes, medication. It is both accurate and useful to think of it as a skill. Control of attention is a definition that captures this important fact. 

This means that not only is focus practically helpful towards things like managing classrooms, it is also a skill that you are developing through the learning experiences you create.

So what is the relationship between focus and flow? Flow can be defined succinctly as ordered consciousness. This is in contrast to normal consciousness which is usually disordered (distracted, out of our control, etc).  So it follows somewhat logically that control of attention is the very foundation. Some definitions for flow even use the words intense focus. But the two shouldn’t be directly conflated. Focus itself is not flow. Focus requires effort to get started. There is no loss of self, as there is with flow. Finding focus can provoke all sorts of reactions, often negative. Frankly, it’s a struggle. Flow is none of those things. Flow is what happens when your neurochemistry finds balance while struggling to focus and starts to feed further action more naturally. 

It is worth stating that you will never experience flow if you cannot control your attention.

It is also worth noting that focus is a useful skill beyond the purposes of finding flow. Most of the predictions about the future of jobs, and the skills educators should be aiming for in response, are misguided at this point. We can say this with confidence, because frankly, we have a horrible track record as a society of seeing the capabilities of technology in advance. 

But there is one aspect we are 100% confident in, and it is this: there will be more, and more sophisticated, experiences to control your attention with each passing year. It’s already a huge problem, as we all know. And it’s only going to get worse. Controlling your attention is just about the only ‘skill of the future’ we’d bet our life savings on. 

Control means you can direct, or redirect your attention at will. You can stop doing one thing, and start doing another. You are aware of where your attention is and where it isn’t. It is often a struggle, but in this case, visible struggle might be a positive sign. A sign that the skill of focus is being worked on. 

A lack of control, then, is distractibility. It is the inability to switch from one task to another. It is a lack of awareness of what you are doing. It could be a lack of struggle, or even just over-excitability. 

If you were to try to observe whether a student is focused, or not, these would be some of the things you would look for. 

While we recognize, again, that some definitions of engagement might match up – it’s really the ones that don’t that have us most concerned. They incent teachers to skip over the development of the skill of focus in the interest of more obvious interaction. And to us, this is a short-term gain for the long-term loss of the potential for flow, as well as interfering with the development of an essential skill. 

Perhaps moving away from engagement is the left-hand turn educators should consider.

**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

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Scena 360 – The metaverse for education

Dr. Rachelle Dené Poth Leave a comment

Scena 360 – The metaverse for education

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

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

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

view from within Scena 360

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

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

How does it work?

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

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

Solving online learning challenges with Scena 360

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

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

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

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

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

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

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

**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

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Poth: Building Digital Citizenship Skills with Book Creator

Dr. Rachelle Dené Poth Leave a comment

Sponsored post. All opinions are my own.

Each October, educators and students have opportunities to participate in events focused on digital citizenship. This year “digcit week” will be held from October 18-22. Learning about digital citizenship is important not only during October, but should be something that we focus on throughout the entire year. With such an increase in the use of technology, especially during the past school year, educators need to intentionally create opportunities for students to build digital citizenship skills in our classrooms by exploring the digital tools and learning experiences that we can provide with them.

Book Creator for DigCit!

Using Book Creator, we can create opportunities for students to become more digitally aware and literate and to be responsible in using and creating with technology. Helping students to learn to safely navigate through what has become a highly digital world is something that we are all responsible for. Students need to learn how to collaborate online, to access and share information, to create and manage accounts and protect their personal information, which are essential elements of digital citizenship.

With so many students interacting and having access to social media and digital tools, they need to develop the right skills to navigate in these spaces and be prepared to deal with any challenges or barriers that may arise. When students have the chance to collaborate and create a book together, there are many benefits. Some of the positive outcomes include building essential SEL skills like strengthening relationships, becoming more self-aware and developing a greater understanding of diverse perspectives and backgrounds.

Ideas for a digital citizenship book with Book Creator

  • Creating passwords and Internet safety
  • Using social media and responsible posting
  • Cyberbullying and how to respond
  • Finding balance on social media platforms and with technology
  • Communicating and collaborating in the online space
  • Create a book about an experience related to the theme of digital citizenship or one of the focus areas.

Getting started with Book Creator is easy!

Book Creator now has three books available to help educators get started with activities and experiences focused on digital citizenship. In June of this year, the new books were created in collaboration with Common Sense Education and are available for use in classrooms with students ages 5 through 11. In addition to using these books, Book Creator is a great choice for having students create their own books to share what they are learning about being a responsible digital citizen. Students are able to collaborate with their classmates in the digital space and learn how to post responsibly, access and use information, and build their own digital citizenship skills during the process.

Book Creator promotes more authentic and meaningful learning that helps students to build content knowledge and the essential skills they need now and for the future. All books can include audio, images, text, and video. Why not have students select a relevant topic or one of the nine elements of digital citizenship, to create a book to share with others in their school community or with global connections?

Templates!

The Book Creator team worked with the Hillsborough County Public School district in Florida to design special events for their entire district. Using the Digital Citizenship Week curriculum from Common Sense Education, they created templates to use for activities which will be part of a competition. There are many important topics to choose from including: Choosing the right words, avoiding drama in the online space, social presence on the social media platforms, this is also great for educators. There are options available to use with students in grades K through 12 as well as for teachers. Everyone can use their templates which makes it easy to get started today with some digcit activities using Book Creator!

Having access to great topics and ready-to-use templates saves a ton of time! All you need to do is add the books to your library and with the “remix” feature, students and educators can really make the books their own.

Also check out the book by Dr. Monica Burns which is based on the 6 themes of the Digital Citizenship curriculum from Common Sense Education.

Join some of the events happening during #digcitweek through Common Sense Education and @BookCreatorApp. Be sure to sign up for some of the upcoming Book Creator webinars to learn more!

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 serves as the past president of the ISTE Teacher Education Network. She was named one of 30 K-12 IT Influencers to follow in 2021.

She is the author of six books including ‘In Other Words: Quotes That Push Our Thinking,” “Unconventional Ways to Thrive in EDU” “The Future is Now: Looking Back to Move Ahead,” “Chart A New Course: A Guide to Teaching Essential Skills for Tomorrow’s World, “True Story: Lessons That One Kid Taught Us” and her newest book “Your World Language Classroom: Strategies for In-person and Digital Instruction” is now available.

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

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Adult SEL and Why it Matters

Dr. Rachelle Dené Poth Leave a comment

In Collaboration with Peekapak

Social-emotional learning (SEL) is an area that we need to intentionally focus on in our classrooms. As we reflect on the challenges experienced this past year, we must closely focus on our own well-being and make sure we can provide the right support for our students. For many educators, SEL has become a new addition to planning for each day. We need to be intentional in facilitating opportunities for our students to build their SEL skills each day and to do so, we need access to the right resources and support.

In our classrooms, it is crucial that we model SEL skills for our students. For example, the importance of building and maintaining positive relationships, developing self-awareness and social awareness are essential for everyone. And as we have experienced this year, being able to manage stress, making decisions and focusing on self-care practices are vital for us as educators and in our daily lives. Educators need access to the right professional development to know how to bring SEL curriculum into every classroom. With Peekapak, schools have access to structured and easy to use curriculum for students and SEL workshop resources for educators.

Research shows that teacher well-being has a substantial effect on school climate. If educators are experiencing burnout and elevated levels of stress and do not have the right strategies to push through, it will negatively impact students. To prevent this, we need to establish routines, work with colleagues and with students, and build trust with each other.

Building Our SEL competencies

To learn more about SEL, there are many resources and professional learning opportunities available. Peekapak offers the SEL Summit which has been providing informative webinars each month full of valuable ideas and resources for getting started. These webinars have been a great opportunity to not only learn about how to build holistic and school-wide strategies, but also ways that educators can practice SEL skills and feel more confident to bring it to life in our classrooms. During these live sessions, it is also a great opportunity to ask questions and connect with other educators.

During the most recent June 15th “SEL Starts with Adults” SEL Summit, the panelists discussed the latest research and shared some best practices and tips for supporting educator SEL. You can access the recording here to learn how the panelists have been supporting SEL in their schools and what their plans are for the coming school year.

Here are a few of my favorite tips from the event, given the importance of starting the year with a focus on SEL. There was a “Turn off the Noise” suggestion from Dr. Salvatore, encouraging us to limit distractions and give yourself mind breaks when possible. Additionally, I found Dr. Grant’s “Caller #10” activity to be an intriguing way to not only show appreciation for staff, but to get the students excited for their teachers to call and possibly win a well-deserved prize. Some other strategies included icebreakers during meetings, creating activities during PD days, trying out “half smiles,” and providing opportunities for staff collaboration. This emphasis on self-care and mental health is essential for teacher wellbeing, and more schools need to provide such resources for educators that promote SEL, and in doing so, help design meaningful experiences for students.

You can access the June 15th recording here to learn in greater detail the different ways the panelists have been supporting SEL in their schools and what their plans are for the coming school year. I think that if we all recognize and work toward improving SEL for all of us it is going to benefit us as educators and we can nurture all students through the upcoming recovery in the years ahead.

Sign up for your free trial with Peekpak today!

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Designing Authentic Project Based Learning

Dr. Rachelle Dené Poth Leave a comment

Guest Post by Stephanie Rothstein, @Steph_EdTech

I hear it often, “Oh yeah, I do projects.” But doing a project is very different from Project Based Learning. Chairing a Design Thinking PBL pathway has changed me as an educator. I now look at all situations through a project application lens. A few years ago at a leadership conference, I went to a session on Project Design. The speaker explained that there are three ways to approach project design. 

When designing projects, you can be inspired by your content, you can be inspired by a real need in your own community, you can be inspired by an issue that impacts the world. 

I have thought back to this approach often as I approach project design. I find when I work with educators, that most approach projects trying to figure out how to apply their content to a project that helps students showcase their learning. But Project Based Learning means revamping this idea and essentially inverting it. So instead of a project at the end after doing the learning, it is through the project that students learn the concepts. It might not be in the order we would have planned for them, but they will learn it and in my experience will go deeper because they developed questions and created meaningful connections. 

So, what does this actually look like in the classroom? How does it actually work? I will take you through one of my English 9 projects to walk you through.

I have done Service Learning for 18 years but it was only about 8 years ago that I finally felt like this really became Project Based Learning. Based on a general interest survey on service topics, I split the class and bring them to 6 different locations. We learn about that service organization and volunteer. These students then come back and present to the class about the organization. Students in the class are able to ask questions to the student experts. After, students then pick their topic to focus on for the unit. 

Students are then organized into shared topic groups and together these students pick a non-fiction book. I have a suggested book list that has been made by local and global non-profit groups, teachers, and students. Groups are also encouraged to propose a new book. While reading their book, students hold their own book chats, record them and use them to create their own podcasts to submit to the NPR student podcast challenge. This is not “the project” and is just one part of the project design. Students also select their own individual research topic and use articles, the interview of an expert at their non-profit, and reflection on their time volunteering to help inform their research paper. 

The last part of this unit came because students asked me a question. They said, “I’m glad we volunteered 20 hours, interviewed someone, read, researched, wrote a paper, but shouldn’t we be doing something more? Shouldn’t we apply our learning and give back in some way?” After that, the real Project Based Learning opportunity was born. Students create a Give Back Opportunity that helps spread awareness, collects items to donate, or fundraises and must be based on the needs of that organization. These projects have brought about real impact. This year, being virtual has broadened my perspective on how to make an impact with this project and we will use Solve In Time Cards to Design Think their Give Back Opportunity and The Global Goals for Sustainable Development to help students think both locally and globally. This unit takes 14 weeks and closes with group presentations to the class and an invited group of non-profit panelists. 

This project approaches from all three focus areas: content, local, and global. I always knew for this project that I wanted to connect with local non-profits and that I wanted students to better understand non-fiction resources. The other layer to consider when building the unit plan is which tech skills will students build upon during this project. 

Project Based Learning is complex and is rooted in questions. It must begin with an entry experience. My “workshops” are based on student needs that they create at the start of the unit. These workshops may be for small groups or the entire class. Students still have deadlines, they still have goals, but project based learning means that groups may be at different stages of the project. I use a shared SCRUM board to help students track project progress so that I know where they are and the team understands where they are in the process. Topics for this project vary based on year and interests. And this is real life. I have had students who focus on Foster Care, Women’s Rights, LGBTQI, the Environment, Black Lives Matter, Food Insecurity, Animal Rights, Homelessness and more. It is the variety of topics that helps me know that my students are connecting individually and are able to teach something to their classmates and to me. They are all learning the skill of researching using articles, non-fiction books, interviews, and personal experiences. 

It keeps me on my toes and no year is ever the same but I am proud of the learning experiences created through deep Project Based Learning.

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

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

Find these available at bit.ly/Pothbooks  

Spreading ideas and empowering student voice

Dr. Rachelle Dené Poth Leave a comment

Communication and Collaboration: Podcasts for Empowering Student Voice

 

There’s no shortage of digital tools available for use in classrooms today. No matter what category of tool you are looking for, there are so many options to choose from. While this is great to have so many choices, at the same time it can be challenging to filter through them to find exactly what you’re looking for. Fortunately many of these tools offer multiple uses, beyond the traditional purpose for which they were created. Sometimes it comes down to being innovative and creative and trying some of the tools yourself, and possibly even asking students for their ideas. We always need to be purposeful when choosing technology for our students. Think first about the “why” behind wanting to include a new tool into your class. What will it enable the students to do differently and how will it promote student learning?

 

One area that I like to focus on each year is finding new ways to build communication and collaboration skills with students. Using different digital tools has has led to more authentic and meaningful ways for students to learn, more ways to share their ideas, and in some cases, has served as a catalyst for increasing student engagement and empowering student voice. With the new tool Synth, we can create more opportunities for students to share their learning using a platform that goes beyond a simple podcasting tool. And it is a free service for teachers to use!

 

Communication is key

I have long been a fan of the tool Flipgrid. After finding it a few years ago, it quickly became one of our favorites for sharing ideas, doing Spanish speaking assessments and even for reflecting on progress with project based learning. It was also used for students to give me feedback about our class and share their ideas for what we could learn about. The best part about using Flipgrid was how it positively impacted students in my classroom. I had students who rarely spoke up in class, sometimes afraid of being wrong and others just not feeling comfortable speaking in front of their peers. I noticed almost immediately that students felt much more comfortable and built their confidence as they used it more frequently. When they became more comfortable speaking using Flipgrid, the confidence that they developed transferred over into our physical classroom space as well. We have an even better way to communicate and keep building on the conversations that we’re having in the classroom as well as out of the classroom. Everyone can be involved in the discussion on their own schedule.

 

We hear a lot about student choice and student voice and wanting students to develop confidence when sharing their ideas and learning to interact in both the physical and the virtual learning spaces. Students who may be shy, and less likely to speak out in class, somehow developed a comfort to share their ideas when using one of these voice or video response type tools. There’s something to be said for being able to offer a simple tool, that leads to such positive and more personalized learning experiences for students.

There never seems to be enough time in the class to involve all students in the discussions or to even cover everything that we want to. Sometimes we have to stop a great discussion because the bell rings, and have to wait until the next day. This is where Flipgrid really stands out. It enables educators to open up more time for students to share their thoughts and to work independently beyond the school day. One of the best features is that you can listen wherever you are, and whenever it is most convenient for your schedule. Learning on the go!

 

Let’s get them talking, thinking and learning from one another

Another tool that I love using in the classroom is Synth. There are so many ways that Synth can help students and teachers. Think about some lessons that you teach where students would benefit from additional instruction to listen to at their convenience. You can create a series of Synths which give students a different explanation or offer some tips for students to follow as they are completing an assignment or working on a project. Create one for each topic and then continue to add more depending on the questions that you receive, it’s a great way to have an interactive discussion that everyone can listen to.

 

How about having students share an idea or teach something by creating their own Synth. This can be a great way for students to collaborate and brainstorm ideas for a topic for independent study. They could ask their peers to respond to their Synth and brainstorm ideas together. A great way to help students feel more comfortable talking through technology that will lead to more comfort in the classroom as well.

 

How great would it be to have your own class podcast? Where there’s not only one person leading the podcast and interviewing guests, but rather the whole class can be involved. Why not create a podcast that can be shared within and beyond the school? Set up interviews with different student groups or teachers and share the story of what’s going on in your classroom and the school community.

 

Synth is powerful for sharing student voice, for generating new ideas and really helping students to learn in a more authentic and meaningful way. And it is so easy to get started, I was able to create a podcast within minutes. It evens generates a transcript of your Synth.

If you are looking for an idea to use with your students, then explore Synth. Enjoy listening to the responses wherever you are and on your own schedule.

 

 

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

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

Find these available at bit.ly/Pothbooks