lessonplanning

Rachelle Dene Poth

One of my favorite things about teaching, besides working with my students, is finding new and engaging ways to have students create and show their learning. I remember when I first came across Buncee about two years ago, I really enjoyed creating different presentations and exploring all of the choices that were available. Coming up with new ways to use it in the classroom and even creating a Buncee for Open House, that could later be sent to families who could not attend. I was amazed at the many options to include my own images and even to record messages explaining what students would be doing in our class throughout the year. An added benefit was that by sharing one of the tools that students would be using in class, I hoped that it might become something that other members of the family could use as well, because Buncee works for everything!

Buncee is the one tool that educators and students need for creating a multimedia presentation that includes animations, a drawing feature, emojis, stickers, 360 images and even audio and video embedded within and a lot more. As teachers, we should strive to offer different choices for our students to be able to show what they are learning and to apply their knowledge in a way that provides opportunities for them to be creative, to have fun while creating, and that will engage students more in learning. Buncee has consistently provided a presentation tool that offers all of this and much more for our students and for everyone.

Newest options

There are new features and items added all of the time, but some of the other features that were a game changer for me was being able to set up classes, thousands of new items to choose from in the gallery, and even new ways to share the Buncee creations. We were thrilled when students realized that they could share their work seamlessly by sharing to Google Classroom. In my own classroom, I think it is so important to give students more choices and to provide a tool that offers more than just one format for students to create with. Using Buncee, students can find what they need to be creative, communicate ideas, and think critically about the work they are doing, while having fun during the creation process. It promotes student engagement because they can truly create something that is authentic and meaningful to them. And it enables educators to learn more about the students in the process.

BunceeAdventure.png

I love creating Buncees to share quotes!

Templates are here!

Finding enough time to get started with new tools is often a challenge, but with the new templates, creation just got even easier. Buncee enables the user to create something wonderful in a very short amount of time. Just this week, Buncee launched hundreds of new templates, divided into categories based on topic or type of media format. With these new templates, it now offers even more options to make creating more personal and fun.

With the new templates, it’s easy to get started creating right away. There are many different categories to choose from including: Awards, bookmarks, business cards, flyers and events, printable worksheets, scrapbook and photo albums, various social media formats and much more. The hard part is deciding which one to go with because there are so many awesome choices, and when you start looking at them, the ideas for how you can use them keep coming. Don’t be surprised if you start creating and then keep on going, there is so much to choose from that can truly enhance the learning and teaching process.

Select a Template and Go!

Once you select a template, it becomes yours to change and to really make it your own. Each template is different and when you select one, you can preview the different backgrounds that will be included within the template. You can easily change the font color and style, change the colors in the background and then add more items into your Buncee. Creating with a template is perfect for anyone who wants to get started quickly, but does not have a lot of time to search different backgrounds and add in text and other items. You can change anything within the template, it simply makes getting started easier and gives you more time to find fun animations, stickers, emojis and more to visually represent your learning. Using the templates is also perfect if you don’t have a lot of time in class, but want students to be able to create something unique and personal to them, giving a boost in confidence by having a great starting point that they can build upon.

Buncee has made it their mission to amplify student learning and provide a tool that enables each student, educator, anyone to visually communicate learning, thoughts, experiences and create something unique. It gives students a ton of options and a safe space to explore and find exactly what they need. Can’t wait to see what they create!

Bunceegoals

Make it your own, use the template then build!

BunceeCarnegis

Updated from the Original Post on Getting Smart, January 19, 2018

Looking for new ideas to try before the end of the school year? If you have not tried some of this, now is the time!

There are so many digital tools available today that offer opportunities for promoting student creativity, student voice, and expanding where and how students learn. I had my own list of the tools that I found made a big difference in my classroom, but decided to ask students for their input.

Here is a list of tools to try in 2018, (or to try before the end of the year, let’s keep learning!)

Each of these offer multiple ways for students to create, connect and engage in more authentic learning experiences.

Promoting Connected Learners

We were able to take our learning to a whole new level this year through Project Based Learning (PBL). Using these tools enabled us to connect with students from several Spanish speaking countries, which created tremendous possibilities for more authentic learning and broadening our cultural understanding.

1) Edmodo: Virtual learning space, where teachers can set up a digital classroom to connect students with the resources they need, in a safe learning environment. Edmodo can be used for assessments and integrates with Microsoft Office and Google, making it easy to share files with students. Students relied on Edmodo to connect with students in Argentina, Mexico and Spain for their PBL. One student said “these connections enabled me to sculpt my PBL, and learn in ways that books, videos and regular classroom lessons cannot provide.”

2) Flipgrid: Video response tool, which became one of the most talked about tools this past year after launching new features, making it even easier and more fun for students to share their ideas. Students can record up to a five minute response, add emojis to their photos and access the “grid” quickly through a grid code. It is a great tool for helping students to become more comfortable and confident in sharing their ideas and sparking curiosity with their peers.

3) Padlet: Padlet, a virtual wall, is a favorite in our classroom. Students can create a digital portfolio by uploading files and links to projects, curate resources for PBL, or have discussions with classrooms around the world. Other popular ways to use Padlet are to ask questions, post homework, or as a classroom website. Newer features include being able to “like”, “grade” or “upvote” a post and directly transfer posts to another Padlet wall.

4) Recap: Recap 2.0 is a free video response tool, which integrates with Edmodo, Canvas, Schoology, Google Classroom and Blackboard, making it easy to implement right away. It provides a comfortable way for teachers and students to ask questions by setting them up in a “Queue”. Students can submit questions and receive direct feedback, in a safe moderated environment.

Tools to Engage Students in Learning

5) Quizlet Live: Quizlet Live is a fun way to encourage student collaboration by playing a team game using a set of Quizlet study cards. Teachers select a set of study cards, launch a Live game by providing students with a join code, and students are divided into teams. To play, you need at least four players and a study set with at least 12 unique terms. Only one member of the team has the correct answer and answering incorrectly bounces the team score back to zero.

6) Quizizz: Quizizz has launched some new features, including integrating with Edmodo and Google Classroom, which makes sharing or assigning games and reviewing results much easier. When playing live, students can see the class accuracy reflected as it updates the leaderboard live with each response. There are thousands of games available in the library, making it easy to get started or create your own.

7) Kahoot!: Some big changes to the layout and options of the platform make it easier to navigate and review questions in class. Teachers can now assign “challenges” to students as a fun way to practice by sharing a code. The new “Nickname Generator” creates fun and unique usernames such as “Mystery Panda” or “Fantastic Bat” to students. It definitely saves time rather than waiting for students try to come up with their own “creative” names.

8) Kidblog: Blogging has many benefits for helping students to express themselves and begin to develop their online presence. Teachers can provide students with a variety of writing prompts to not only assess student learning, but promote creativity, communication, collaboration and digital citizenship skills. With Kidblog, teachers can even AppSmash (use two or more apps or tools together to complete a task) by embedding other tech tools into the platform, such as Buncee, Flipgrid or by uploading images and documents directly from Google Drive.

Creativity, Assessments, Interactive Lessons and More

9) Buncee: Buncee, a versatile presentation and assessment tool, is great for creating multimedia projects full of animations, graphics, audio, and videos. Choose from thousands of templates, backgrounds, animations and other graphics to create invitations, classroom signs, and unique “Buncees” for any purpose. Buncee enables every student to find exactly what they need to add into their project and to bring out their creativity.

10) Formative: An interactive tool for creating formative assessments, for use in class or as student-paced practice. Students enjoy using Formative because they receive feedback quickly, they are able to “show” their work and when done as practice, move at their own pace. Teachers can create Formatives with different question types, content and even the ability to upload and transform files. Try having students create their own Formatives as a way to have more personalized and authentic practice.

Immersive Learning, Coding and Problem Solving

11) Nearpod: Nearpod continues to be a game changer in our classroom. It provides so many options for presenting material as well as assessing students through diverse activities. The chance to be immersed in the virtual field trips and explore places around the world is of tremendous value for students. Educators can quickly create interactive lessons which include multiple question formats, the ability to upload content, BBC lessons, PhET simulations, and even add in GIFS! Nearpod integrates with Google Classroom and Canvas, and most recently with Remind, making it even easier to share lessons. Nearpod also added 27 “College Tours”, available in VR, a great way to have students experience different schools by immersing in the campus, without having to travel the distance.

12) CoSpacesEDU: CoSpacesEDU provides students with a way to not only create their own “spaces”, but to be able to walk in the spaces created by their peers. To explore in VR (Virtual Reality) and problem solve by figuring out how to code using Blockly, offers students a truly authentic way to learn, create and problem solve. The Gallery is full of examples to get you started with ideas for your classroom. Use CoSpaces to have students represent a scientific concept, a book report, or create a scene representing something studied in any content area. Talk about creativity, imagination, innovation and critical thinking, and more all in one tool.

In the End

These are just 12 of the many tools out there for education. The most important thing to remember is the “Why”? behind using these in the classroom. While these 12 tools made a difference in my classroom, they may not have the same impact in yours, but I do recommend giving them a try. Think about the tools you are currently using to amplify or facilitate student learning. What is making a difference in how, what and where students learn? Could one of these be used in place of another, as a way to engage students more in learning, or even better, provide opportunities for students to move from consumers to creators?

My advice is to simply choose one of these 12 tools and give it a try. See how it goes, ask your students for some feedback, and then plan your next steps.

A Classroom’s Journey To Student-Led, Interactive Lessons

Written for the RUBICON SUMMIT

About two years ago, I found myself struggling to find ways to keep my students engaged in the lesson. I tried to get them involved more in class activities by offering more choices and providing opportunities for them to be part of the decisions made about what we were doing in the classroom. Why did I do this? Partially because I saw – and could feel – a decrease in student motivation and engagement. It was approaching the end of the school year, and the focus had shifted more to “when does summer begin?”

So I tried to do things a bit differently, think creatively, and take some risks. I wanted to keep us all moving, to finish strong at the end of the school year and begin summer vacation with a sense of accomplishment, to celebrate all that we had learned throughout the year and also what we had gained from these new experiences.

Educational Technology and Digital Tools with Purpose
Educational Technology provides so many resources that enable students to learn anywhere and at any time, and at a pace that is comfortable for each student. We can instruct from inside the traditional classroom, ​”​the brick-and-mortar​” ​as it is called, or from anywhere around the world. Using digital tools provides more differentiation and personalized learning, and provides opportunities for the students to move from consumers to creators. When students have choices in how to show what they have learned, they are more likely to be engaged and excited for learning. They will feel valued​,​ and the lesson and learning will be more meaningful because it has been made perso​n​al to them.

Creating Interactive Lessons
What did I change? I started by having my students create some interactive lessons using educational technology tools like Formative, Nearpod, and EDPuzzle, or even games with Kahoot! and Quizizz. It proved to be a very beneficial learning experience for all of us. By doing this, we had extra resources available that could be shared with students who might need some extra practice. I thought it went so well that I decided to take it a step further and start a “teacher for a day” activity during which the students create a lesson based on a grammar topic or vocabulary.

I stepped back and had the students lead our classroom. It was a really good way to learn a lot more about the students, to better understand what their needs were in terms of the content material, and for the students to learn about each other. Giving students the control and the opportunity to become the creators and leaders in the class has tremendous benefits and it has been something that we have enjoyed.

Giving Students the Control
At first when students created interactive lessons, I would launch the lesson and control it on the SmartBoard, but find ways to involve the student who created it during the presentation. I eventually decided to move aside, and took a seat in the back of the room, having the student lead the lesson, give explanations, answer questions, call upon students for answers, and provide feedback. Having the opportunity to sit back and experience this was tremendous. The students enjoyed the activity, supported each other, collaborated, and provided some positive feedback to each of their classmates. I was very impressed with how well they taught, led, and learned during each of the “teacher for a day” lessons.

Empowering Students in Learning
The use of these digital tools means ​that ​the “time and place for learning” is no​ longer​ confined to the ​traditional time and setting of the physical ​classroom​. It opens up the learning environment ​to​ anywhere​, at any time and at a pace that is comfortable for the students as well. Learning and having timely, purposeful and authentic feedback is critical ​for growth to happen. When we shift our focus to creating opportunities, giving students the control, leaving the decision making to students to choose ​how t​o show what they have learned, or ​letting them​ design their own assessments, they are more empowered in their learning.

What are the Next Steps?
Have a conversation with your students and ask for their honest feedback. What did they like? What did they not like? Which lesson or format seemed to help the most? What did it feel like to be in control, decide how to deliver the lesson, and experience being the teacher? You can have this as a face to face conversation, students can respond on paper, or use one of the many digital tools available for communication. No matter which way you choose, look to your students for the valuable feedback to decide your next steps. Be sure to ask yourself these same questions and continue to reflect on steps taken and progress made!

For more strategies about integrating technology into instruction, read Overcome

EdTech’s Problems With Blended Learning!

Published originally on Getting Smart December 15, 2017

Coding is one of the topics that has received greater attention in education over the past couple of years. With a greater emphasis on computer science and coding and the demand for knowledge in these areas, there has been an increase in the variety of resources available to encourage schools to provide opportunities for students to learn about coding. The “Hour of Code” takes place annually during “Computer Science Education Week”. The week is in recognition of the birthday of Admiral Grace Murray Hopper, a computing pioneer. To see some of the events and activities from this year’s “Hour of Code” week, go to the Code.org site or check out the hashtags on Twitter for #HourofCode and #CSweek.

The goal of participating in an “Hour of Code”, is to show that anyone can code and to highlight how vital computer science knowledge is for today’s students, as it helps them to develop the skills they need to be prepared for their future. Data provided on Code.Org provide statistics which support the growing need for students to have opportunities to learn about and develop skills in coding and computer science. According to the site, the majority of schools do not teach computer science, with only 40% reported as having courses available for students. For careers in STEM, 71% of the jobs available are in computing, however, only 8% of STEM graduates are in Computer Science. As for future employment, computing jobs are the #1 source of new wages in the United States, a number that is expected to increase. In addition to the future benefits for employment, what are the other benefits of coding for students?

Why should students learn to code?

Coding is something that each student can do and is a more engaging way for students to work on their collaboration, critical thinking and problem-solving skills. Coding can help to promote SEL (Social and Emotional Learning) skills as well. For example, in working through the various modules available on Code.org or through other coding programs, students develop their self-awareness as they work through the challenges of coding and they develop a greater understanding of their strengths and being able to set goals for oneself based on this self-awareness. Students will become more confident as they problem solve and experience success along the way and by helping peers as well. Students build relationship skills through the collaboration during activities, seeking and offering help when needed and learning to cooperate with one another to solve a coding challenge.

Students can also experience more inquiry-based learning, where they are exploring on their own, problem solving and discovering how to make a program work, where the steps fit in and then being able to share the experience with one another. Personally, I enjoy trying to work through the activities on my own, to experience the challenges and be better equipped to anticipate student questions, but also to be more familiar with areas of struggle.

Getting Started

The idea of coding can be a bit overwhelming, at least that is how I felt when I first started a few years ago with the game Hopscotch. It was challenging to create a game and it took a lot of patience to push through. However, back in the early 1980s, as a 7th-grade student, I had my first experience in writing lines of code with the Apple computers. Once you learn the basic structure and the commands, it is a gradual process that does not seem to take too long to master. Even nearly 35 years later, the concept of coding really is quite the same, except that we can create more visually engaging games and programs. There are so many resources and websites available to help educators and students get started, making it less intimidating than it may initially seem.

When trying some of the resources below, be sure to engage students in discussions about their experience with coding. Encourage students to share with their peers and talk about professions which require coding skills or to brainstorm areas where knowledge of coding will prove to be beneficial. Providing this time for students to interact will help them to develop their SEL skills, by building peer relationships and supporting the classroom culture.

Working with students

Be ready for students to express some frustrations when trying to work through the activities. Even if you don’t have experience coding, it’s a great opportunity to learn right along with the students and in many cases to learn from them. How do you prepare? I recommend trying each of the activities on your own, so you are familiar with the set-up and the types of tasks that the students will be completing. As a Star Wars fan, I started with the basics and did encounter some difficulty mid-way. As it turns out, a few of my students had the exact same problem with it and asked for help. Although I did figure out how to work through it, I wanted them to work through it on their own as well. We need to give students time and space to problem solve, to ask for peer support and to experience the frustration that comes with solving problems and the joy that replaces it when the solution is reached.

Seeing the students begin to collaborate and step in to help their peers, demonstrated the benefits beyond just learning to code, it promotes their SEL skills. A lot of what is involved in coding is critical thinking, problem-solving and definitely collaboration and with all this comes an amount of frustration perhaps when the code does not work as one expects. This is when we see the students start to connect and help one another and I have also seen students become very frustrated, understandably but it is what we do with that frustration, pushing through even in the face of challenges, knowing that there is support available amongst peers and the “teacher” in the room. There is always an identifiable teacher, but as we have learned in our classes, we all have something to learn and something to teach.

Ten resources to try

  1. Code Studio: A part of the Code.org, there are full courses available for learning different types of code, for different grade levels, as well as one-hour tutorials on themes such as Minecraft and Star Wars. Teachers can also use the “App Lab” and “Game Lab” to help students learn how to create using Javascript. Also available are more than 20 million projects created by students.
  2. Scratch: Created by MIT, Scratch is a website for more than just programming. Scratch provides an online community for sharing projects and for learning from the library of resources available on the site.
  3. Code Academy:  Through Code Academy, you can enroll in courses to learn how to program, or search the catalog to find a specific language to learn, such as Java, Javascript, HTML and CSS, for example.
  4. BrainPOP: Teachers can engage students in the “Creative Coding” module, in which students create stop-motion animation movies, memes and newscasts. Students follow the instructions to write their own lines of code and see how each line changes the program. Working through the module leads students to create their own codes and publish a movie or create a meme. The Creative Coding module is free for Teachers through the end of the year.  There are also lessons available which focus on Computer Science and Coding and offer a variety of activities for students to develop their skills.
  5. Hopscotch: an iPad app in which students can learn to make their own games and apps, available for students ages 8 and older. There are tutorials which include videos and lessons plans, making it easy to get started with this in class.
  6. Swift Playground: An iPad app that enables students to get started with coding quickly, without any coding knowledge. Students can start by solving puzzles in order to learn the basics, and then continue through challenges to do more advanced coding.
  7. Pencil Code: A collaborative programming site which provides resources for teachers, student project samples, and choices of creating games, playing music, drawing art, and working with mathematical equations and graphing.
  8. TeachersFirst: There is a rather extensive list of different types of websites for coding based on theme and grade level for getting students involved.
  9. Girls Who Code: A non-profit organization which focuses on closing the gender gap in technology. Girls Who Code offers information for creating after-school clubs for girls in grades six through 12 to learn about coding, as well as two-week-long summer courses and a seven-week-long specialized summer program for 10th and 11th grade girls to learn about coding and job opportunities.
  10. Khan Academy: A non-profit organization which offers free educational resources including practice activities and videos, which enable you to learn at your own pace. Khan Academy provides lessons on Computing, with options including computer animation, hour of code, computer programming and computer science. It is easy to get started by either choosing the basics and working through a whole lesson, or selecting a specific concept.

Coding is not just about learning to write a program, it’s about connecting with the learning and building relationships in the process. Learning to problem solve, collaborate and work together to build skills for the future. Developing our interpersonal skills and fostering the development of meaningful and supportive relationships in the classroom will empower students in learning.

I have really enjoyed getting to know the creators of Quizizz and being able to try some of the new features and learn about how they got started with this great learning tool. I am impressed with their dedication to creating a learning tool that will engage students in learning and offer more ways for students to engage in more authentic experiences. There is more to come from them, stay tuned!

Quizizz has continued to improve and add new features over the past two years,  especially with the option to assign games for practice, which students can do wherever they are, at any time. There is so much discussion and debate about the value of homework, and the “value” in having students complete the exact same assignment. Quizizz offers a better way to engage students in more authentic practice and be able to receive feedback available instantly. It is of great benefit for students to then be able to review their responses after completing the game. Learning opportunities like this are much more authentic than having students complete a traditional worksheet.

Joining a game of Quizizz simply requires sharing a join code with students, whether it be during a live session or assigned as a practice game. Teachers can set up a practice game for students and extend the time period that the game is open, for up to 15 days, and if students start the game, they can resume at a later time by using the same login information.

In addition to these ways of sharing the game, I was absolutely thrilled to find that I can assign the games directly to my students through Edmodo which is our base for our class.  I had been sharing games by posting the join code on our class pages in Edmodo, and I had no idea that this option existed until I created the game for practice, and it showed up as an option. Let me just say that my students in the room wondered what happened because I jumped up and yelled “YES!”  I really was excited to see this available. 

How does it work? When assigning a game for practice, you now have the option for sharing to Edmodo. When this is done, it creates an assignment where you can choose which class to assign it to, and you can also provide additional instructions. Once completed,  it posts the game directly to Edmodo for students to access. This addition makes it a lot easier to share games rather than having to remember the join code or going back to search through the reports to find it. Quizizz also integrates with Google Classroom.

Earlier this fall, Quizizz also launched their app, ZipQuiz, full of games to challenge friends in different content areas. Read about it in my prior post here.

 

Stay tuned for some new things coming from Quizizz, not going to give any details yet, but let’s just say, they’ve got some really great updates and features coming out very soon. Stay tuned!!

 

These are just a few of the newer updates to some very popular digital tools. If you have not tried them, choose one and start there. See what your students think, and see how adding just one of these in can increase student engagement and provide more meaningful practice for students.

Next up, taking a lot at the AR and VR tools available! Metaverse, Merge VR, CoSpaces, ARKit

IMG_20170628_111914745.jpg

Posted on Teach ThoughtPBLTT.jpg

One area that I’ve tried to focus on more in my teaching recently is collaboration, specifically how students collaborate with one another, and finding more ways to do this in class so that I can facilitate their learning.

I enjoy having students work together within the same class because I believe in the value of building relationships and establishing a positive classroom culture. I also know how effective it is to take advantage of the time in class for students to become more familiar with each other and to work together towards a common goal.

Understanding that not everything can be accomplished in a classroom is a big reason for this shift in my teaching–and this is where I believe that technology can be extraordinarily useful with a real sense of purpose.

The Tools Of Collaboration

I have been using various tools over the past few years which have really opened up the possibilities of how, when, and where students communicate and collaborate.

Our interactions are ​​no longer confined to being in the same classroom, let alone the same school. Collaboration can occur between students across the globe and does not have to be done synchronously. The nature of tools such as Padlet or Wikispaces for example allows students to collaborate on their own terms. Time and place don’t matter as much as purpose and connectivity.

Thinking Bigger

I recall driving home one day and trying to come up with innovative ways to have students create with the language.

I liked the idea of projects, but wanted something more than simply having every student completing an individual project on the same topic. Each of my Spanish courses were at a place where I thought it would be great for them to do a project and work through learning in their own authentic way, so I decided to go big and involve the students from levels 1 through 4 as part of a team project.

I didn’t have a clue how this would work, but it seemed worth figuring out. I hoped that something like this would bring students together and show them the power of technology for collaborating and putting a project like this together, so I gave it some thought and this is what I came up with: A cross-level, cross class team project.

Executing The Project In The Classroom

Here’s how it worked: Spanish IV students had been studying careers and planning for the future. Spanish III was focused on travel and preparing for a trip. Spanish II was learning vocabulary related to a community and and types of activities that one can do in a neighborhood. Spanish I was learning vocabulary for houses, chores and describing living arrangements.

Taking all of these themes into consideration, I decided that one student from Spanish IV would be the ‘Team leader,’ and their ‘mission’ would be finding a job to apply for in a Spanish speaking country with the idea of going to work abroad.

Their task was to create a collaborative space, whether that be by creating a Padlet or Google Slides or something else altogether, and share it with the other members of their ‘team.’

Team leaders also had to write a brief note to their Travel Agent, Community Specialist and Realtor (students from Spanish I, II, and III) to let them know their travel interests and needs they have for moving abroad. The team members would then take this information when creating their part of the project. Spanish III would then plan how their team leader was getting there.

To make it more fun, I included a requirement that each Team Leader wanted a chance to sightsee before starting work, so the Travel Agent’s task was to plan a two-day tour that would meet the interests of their client.

Spanish II would research the neighborhoods where the client would be living and let them know what types of services and businesses were available for their new community. Spanish I, with two members assigned to each team, had to prepare to real estate ads for the clients. Each group would take the information from the notes and try to cater to the needs of their client.

There was a tricky part to this which was that I had to be out of school for a period of time. I was not there to oversee the work, however I use messaging tools like Celly, Voxer, and edmodo to communicate. The biggest tool I used, though, was the concept of collaboration among students.

While I didn’t plan this wrinkle in the beginning, I started to see that I relied on them as much as they relied on me and one another.

Stepping Aside & Letting Students Work: The Outcome

I distributed list of teams to each student. I put the team list on the board and left a space for the team leaders to put their link and their notes or however they saw fit to share this information.

There were problems at first. Students said they did not have the link, or had the link but did not have access and a few other issues, all of which I had expected and told the students to send messages or leave a note on the board. Always plan for failure, and have a backup for your backup.

 

Ultimately, I wanted the students to practice the vocabulary in their respective Spanish classes, but I also wanted them to learn how to work towards a common goal and without having to be in the same physical space or during the same time. I wanted them to see what great resources are available through technology and how they can work as a team without being in the same place.

The team leaders had the opportunity to say whether or not they really liked what the group members had put together for them, and for me it gave me another opportunity to let the students be creative, independent, to decide whatever they wanted to in terms of this project and that’s very important.

Giving the students a choice in how they show what they know and can do with the material and being open to their ideas was crucial to the success of the project. When planning, keep in mind that even if things don’t turn out the way you had planned, if the critical objectives of the project are met (whether academic standard-based, soft-skill, or something else), then the project has to be considered successful.

While planning is important and leadership essential, the tighter you hold to your vision of things as a teacher, the less ownership students can take over their learning.

 Original Post Published on Teach Thought May 22, 2017, few updates added

 

Are you looking for some new ways to get students engaged this school year?

Here are 6 tools that I had found to be quite helpful as this school year winds down. More importantly, these are also some of the student favorites, in no particular order.

 

Flipgrid

Flipgrid is another video response tool that offers ways for students and teachers to interact with a variety of discussion topics. You start by creating a “grid” and then adding a “topic.” There have been some major updates and new features added to Flipgrid this summer. Longer recording length, stickers, gifs, integrations and more. Be sure to check it out!

A grid in my case is one of my Spanish classes.  Students go to the grid to see new topics which are posted for discussion and then record a response and even reply to classmates.

I have used Flipgrid as a way for students to reflect on their project-based learning, and for basic speaking assessments with my Spanish 1 and 2 students, where I can listen to their pronunciation and provide feedback. Flipgrid is also a way to connect students with other classrooms or even professionals in different fields, to connect with real-world applications of the content material.

Some additional features include the ability to give a rating to the response, read the transcript, provide written feedback which can then be emailed to each respondent, as long as an email address has been provided.

When setting up the topic, there are options for recording a video prompt, adding additional details in writing, and then customizing the topic based on whether or not other people can see the responses. You can freeze a topic, so new responses cannot be recorded but all prior responses can be viewed.

There are other features such as tracking the number of views, likes, and comments. Flipgrid is available on Chromebooks, iOS and Android devices and can also be embedded into an LMS or other websites. It is another tool that is easy to set up and might just be what you are looking for, especially at the end of the year,  to have students provide feedback on the course, to offer some information to help with the summer reflection.

 

This slideshow requires JavaScript.

Recap 2.0

Recap 2.0 is a Question and Answer platform available on Chromebooks, iPads, iPhones and Android devices, which can be implemented right away and is easy to use. Recap enables teachers and students to ask questions, share a reflection, and provides a comfortable way for students to communicate their thoughts. Recap also had many new updates this summer and is a great way to spark curiosity in students and to help students learn ways of asking questions and seeking more independent learning.

Students can submit questions and receive direct feedback from the teacher, parents can receive feedback by email through Recap, and there are many other features available for assessment and classroom management. Recently Recap added another feature to its platform by introducing ‘Journeys.’

In a Recap Journey, teachers create a multi-step path for students. It starts with a 60-second video and then the learning path, which leads to more independent learning and can also be a great way to differentiate instruction. As an end to the “Journey”, students can share their information or create a presentation.

In my experience with the Journeys, I had students explore Spanish-speaking countries and included different links for them to explore more based on their own interests.

It was very easy to create my own Journey and there are also many Journeys available to try through the Recap Discover.

2016 Pioneer Badge

Kahoot!

By now, you’ve likely heard of Kahoot! Especially last week when CHALLENGES came out after a period of Beta testing following discussions at ISTE in San Antonio. I was fortunate to be one of the testers and Challenges are great for having students practice the content and even for fun with family and friends.

Kahoot! is great for assessments and having a game based learning element added to your classroom. It can even be used for professional development or family fun. Kahoot! offers many quizzes in the public library which can be duplicated and then edited to make your own.

When playing, it also has added new features for auto advancing, playing in ” ghost mode ” which enables players to try and beat their first score. ‘Jumble,’ which is one of the most recent additions has proved to be a lot of fun and very beneficial for learning.

In Jumble, you create a question and each of the four colored tiles becomes part of the response. When the question appears on the board, the squares on the board are shown but the order is “jumbled.” Players must then slide the squares into the right order to either spell the word, properly form the sentence, or answer the question.

As a foreign language teacher, this has been quite beneficial for having students practice their spelling as well as for reinforcing proper word order for sentence structure in Spanish. Playing with Jumble mode has livened up the classroom because it is something different to try and the students are always excited about trying new things.

Setting up a game played in Jumble mode, or encouraging students to create games as a review, will add to classroom resources and be more authentic practice for the students.

Buncee

Buncee is a multimedia presentation tool which can be used to create interactive presentations, cards, signs and other engaging visuals.  (see recent post on new Buncee features, and look into Buncee Classroom)

There are many new items added to their library and some additional features, including the ability to use it for assessment. I have enjoyed testing out Buncee with my students. It is easy to create with Buncee, you can add multiple items o n to the canvas and move them around very easily. Teachers can create lessons with assessments through the classroom edition.

But what is most exciting about Buncee is that it offers many ways for students to be creative and more engaged in learning by creating something authentic, as there are thousands of items that you can add to bring it to life and make it your own.

Students can design Buncees for any class and will have the opportunity to create more authentic work which represents what they can do with the language material we have covered. Creating will be a lot of fun for students and teachers. And great for doing a Twitter Chat too! Lots of great templates.

full-1

Telegraph

Telegraph is a very easy site to publish a stand-alone web page, which can be used to create a sign, a newsletter, a journal entry, or anything as an alternative format to pen and paper or using a Word or Google Document.

It is simple to use: type in the website, add a title to it, your name and add some pictures or links to other websites and once you’re finished, you publish it and it provides you with a web address. You can easily share that link with anyone.

My students created a site to tell about a favorite trip, one to talk about sports and favorite athletes, and another some even made Mother’s Day pages and then printed them. If you’re looking for a way to have students practice simple writing skills and do so in a more digital way, I’d recommend trying Telegraph. No log-in is required and it’s very easy to use.

Quizizz

Quizziz is a fun assessment tool that continues to add more features, which makes obtaining feedback from students and providing feedback to them much easier. Some of the newer features include receiving a daily report of the Quizizz summary and being able to send parents the results of a student’s Quizizz game. (See new Quizizz features)

The daily summary report shows the number of Quizizz games used, number of responses, percentage correct as well as additional information. It’s nice to be able to have that data available so quickly. There is also the option to email the data directly to parents, which is great especially for communicating student progress and in a timely manner.

Quizizz is another tool which is easy to implement, you simply create your own by adding your own questions or search from the public Quizizz available and drag in the questions you want and then edit them according to your preferences.

Other benefits include the ability to either play it live or assign it as “practice” or homework. You can store your Quizizz games into Collections to find them easily, quickly build games and it has a much improved UI, and it was pretty good to begin with.

And if you create the Quizizz and do not have enough time for students to finish, no worries because when students use the same login and pin number, they can pick up right where they left off in the game.

This slideshow requires JavaScript.

Buncee

There are a lot of great digital tools that promote student creativity and choice and give students an opportunity to learn about each other in the process. Two tools that have worked well together for this purpose are Buncee and Padlet. Using these together promotes student creativity, provides more authentic and meaningful ways for students to share backgrounds and introduce themselves to classmates. It builds digital citizenship and technology skills by teaching students how to interact in a virtual space. It promotes communication and collaboration through the sharing of projects and opens the ability to engage in conversation through the commenting feature on Padlet.

 

When students start the school year, learning about classroom procedures and becoming familiar with their peers are important activities. Teachers go about these procedures in different ways, some even choosing to dive right into the content material and to open up opportunities for these typical procedures on a daily basis. The past few years I have tried to get students to interact more at the start of the year, share who they are, their experiences, their interests and have them set some goals as well. I try to do so with variety of icebreakers or other activities like surveys or classroom games to get the conversations started. However, this year I plan to have students share their information by creating a visual representation. Students will be able to choose from the library of thousands of images, props, icons, animations and more in Buncee to tell their story. The requirement will be that they use very little in terms of text and rather choose the images, animations and even videos to tell their story. I also hope that it creates a way for students to share some learning goals they may have or things they wish their teacher knew.

BunceeJenna

Before the advancements in technology and the increase in types and number of tools available, sharing these creations required either printing or sending through email or storing on a flash drive. But with collaborative tools such as Padlet, it has been very simple to not only share the information quickly but to embed a Buncee project right onto the Padlet so it is fully visible to everyone instantly. By doing this, students have gained new knowledge of technology, developed peer relationships, teachers learn about the students, the students will learn about each other, and it will start the conversations going. By using imagery rather than so many words, students will be able to see some commonalities in the classroom which will help to drive the development of a classroom culture.

Besides the learning potential in this, I think it is a lot of fun and highly engaging for students to create and to see what their classmates have created. I would not be setting a good example if I myself did not create a Buncee and add it into the group. Students need to learn about their teachers as much as the teachers need to learn about the students. I’ve heard the quote and read the quote of Teddy Roosevelt many times “Children do not care how much you know until they know how much you care.”  This couldn’t be truer, so we need to learn about our students and show that we care about them and their success.

BunceeSpain

Combining Buncee and Padlet

Throughout this app smashing (when two tools are used in conjunction to create and present a product), students enhance their skills in many areas. In terms of the ISTE Student Standards, all seven are addressed in completing these activities. The main one addressed is 6, Creative Communicator. Students have a choice and their voice is represented in creating their Buncee. But in the process of creating, they become Global Collaborators because by posting it on Padlet, others can view their work and comment. They are Empowered Learners because they have choice and voice in their learning experiences. Computational Thinkers because they are deciding how to present the information in the Buncee, Innovative designers choosing from the thousands of features available in the library to put into their own creation. Digital Citizens because they are learning to respect others’ work and to publish and post responsibly. For some students, this will be the first time they are really interacting with digital tools and so it will be perhaps a big learning curve. However, everyone will be doing the same thing and there will be comfort in this which will help student confidence to increase. I promote student empowerment and it will be a good way to set up the classroom culture and to help students gain some new skills moving forward.

FETCpresentation

New Buncee Boards! Announced today!

Today is an exciting day for Buncee and the many users of Buncee. The newest feature, Buncee boards, provide a great way to gather resources in one place, open up communication and collaboration, and share ideas with others in and out of the classroom. There are a lot of great ideas for using #BunceeBoards in the classroom, so be sure to check out this post: 10 ways to use Buncee Boards to see some of the ways Buncee Boards can be used in the classroom. There are a lof of great ways to use these in the classroom, and even better, students can have fun sharing, commenting and posting reactions to the boards.

There are many possibilities for using Buncee in the classroom and the nice thing about it, the best thing about it, is that it promotes choice and authentic creations for students and teachers and anyone. It is a skill that students can learn and can share with their families which will open up more learning opportunities beyond the school setting and move it into the community and beyond.

 

Thank you Getting Smart for the opportunity to be a Guest Author for this post.

10 EdTech Tools for Encouraging Classroom Collaboration

By Rachelle Dene Poth

Today’s technology offers so many options for educators and students that deciding on where to begin can be overwhelming. To get started, think about one new approach that could be the catalyst for positive change in your classroom. In looking at your learning environment, what could benefit your students the most?

How do you find tools to help meet your needs? Resources are everywhere: books, blogs, social media like Twitter chats, Voxer groups, your PLN, or even conferences, EdCamps and similar professional development opportunities. But even with all of these resources available, it still comes down to taking a risk and trying something new.

Here are some helpful and versatile technology tools to easily and quickly integrate into your classroom and help meet your needs.

Discussion Tools: Get Them Talking

Teachers need to hear from students, and we know that asking questions or calling on students to discuss a topic can often make them nervous. When students, or anyone, develop that feeling of “being on the spot”, it can become more difficult to encourage students to share what they are thinking, what they are feeling and what their true opinions are. This is where digital tools can provide security and opportunities for students to express themselves. Technology has a true purpose. Students still need to develop an ability and gain confidence to speak in class, but these tools can help by providing a comfortable way for students to develop their voice and express themselves.

Depending on the type of question or discussion format you want for your classroom, there are many tools available that can help.

  1. SurveyMonkey is a good way to ask a variety of questions, find out what students are thinking, use it for a quick formative assessment, and many other possibilities. I have used it to find out how students prepared for tests, what areas they need help with, and even for voting for club officers and planning trips. You have the results quickly and can provide feedback instantly, to plan your next steps in class. It can be a different way to find out about your students and their needs.
  2. TodaysMeet is a backchannel tool that can be used in or out of class, as a way for students to contribute to a discussion or ask questions. It can also be used to provide “office hours” online, for students to ask questions beyond the school day. There are many possible uses for this tool, and setting it up is easy.
  3. GoSoapBox is a response tool that can be used to ask a variety of questions without students having to create accounts. Students simply need an “event code” provided by the teacher to access the activities available. GoSoapBox can be used for polls, discussion questions, quizzes and more, and provides a fast way to assess students or to simply learn more about them and their thoughts.
  4. Recap is a video response tool, where students can respond to a prompt and all responses are compiled into a “daily reel” for teachers to view and provide feedback. Students can respond from anywhere and feel comfortable in sharing their thoughts using this tool.

These are just four of the many options—sometimes it just takes a bit of research. Asking the students for new ways to use the tools you have already been using in class can also be helpful.

Communication Through Collaboration

There are many options which promote student collaboration and enhance writing skills and student voice.

5) Blogging: Through blogging, teachers can provide support for students and help them to gain confidence in writing and speaking. We have used Kidblog to complete many writing tasks and creative writing assignments.

6) Wikispaces: A Wiki has worked really well in our classes for having students collaborate on a topic, create a discussion page, and set it up to inform on a topic, to list just a few examples. We created a wiki on Spanish art and also created our own travel agency.

7) Padlet: Padlet is a “virtual wall” which promotes collaboration, communication, creativity and more because of its versatility. Students can write a response to a discussion question, add resources for a collaborative class project, work in small groups, use it for brainstorming or connect with other students and classrooms throughout the world.

Using digital tools in this way is great because the discussions don’t have to end when class does. These tools give ways to get students talking, share their ideas, so that we can help them grow.

Creating presentations and telling a story

A few options for having students present information in a visual way with options for multimedia include the following:

8) Buncee is a web based tool that can be used for creating presentations, interactive lessons and more, with many options for including different characters, fonts, animations, video and more.

9) Piktochart is a tool for creating infographics, social media flyers, engaging presentations and more. Students have created menus, self-descriptions, movie and tv advertisements, recipe presentations and much more.

10) Visme is a “drag and drop” tool that is easy to use for creating infographics, reports, different presentations and more. It has a library full of images, charts and more, making it easy for users to create exactly what they need.

What are the benefits of these tools?

Each of these tools promote more personalized and meaningful learning for students. These tools can be used to enhance, amplify and facilitate deeper and more authentic learning . Using technology just for the sake of using it doesn’t make sense. But using it to help students find their voice, learn what they want to do, what they can do and what they need help with, does makes sense. Purpose.

For more, see:

Rachelle Dene Poth is a Foreign Language and STEAM Teacher at Riverview Junior Senior High in Oakmont, PA. Follow her on Twitter at @rdene915.

8 Things I Learned My First Year Of Teaching With Project-Based Learning

 3.5k

8 Things I Learned My First Year Of Teaching With Project-Based Learning

by Rachelle Dene Poth

My first year of teaching with project-based learning provided as much learning for me as it did my students.

Each year when I head back to my classroom in the fall, I have many ideas of new methods, new tools, and some changes that I want to make in my classes. These changes and ideas are the result of attending summer conferences, reading new books, and maybe the most helpful, student feedback that I review over the summer.

The biggest change I wanted to make this year was to have my students really engage in Project-Based Learning.

Interested in PBL support? Contact TeachThought Professional Development today! 

1. It’s not ‘doing projects.”

My students have completed many projects over the years, and I honestly thought they were doing “PBL”, but after the summer I finally realized that it was not authentic PBL. I was simply having students learn by completing projects. Coming to this realization allowed me to find resources to learn how to implement authentic PBL into my classroom.

If you are feeling the same as I did, don’t worry. There are the resources, tools, and shifts in thinking that can help you on your way.

See also: The Difference Between Projects And Project-Based Learning

2. Students–and parents–need to understand the process.

To get started, I sought out resources that I had learned about over the summer.

I learned that there are several different methods of doing PBL. The theme can be something created by the teacher, independently chosen by the students, or a combination of something in between. Because I had decided to implement PBL with my Spanish 3 and 4, I decided to follow an independent method, enabling students to pursue something of personal interest. The opportunity for students to have choices through more independent learning, leads to a more meaningful experience, a few of the great benefits of PBL.

The opportunity for students to have choices through more independent learning, leads to a more meaningful experience,  a few of the great benefits of PBL. This is difficult without students–and parents!–understanding how PBL works so they can buy-in, support, and believe in this ‘long-tail’ approach to learning.

3. The right technology can make all the difference.

I started by explaining the purpose of doing PBL, what I hoped would be the benefits of doing this in Spanish 3 and 4, and using the resources I found, shared the PBL elements with the students. I wanted to make sure they understood the process, as much as possible, from the start. I knew it would be a learning experience for all of us, requiring ongoing reflection and feedback.

In our classes, we use a few digital tools which help open up opportunities for communication and collaboration. We use Edmodo for our classroom website, messaging apps (Celly and Voxer), and have also used tools such as Kidblog for blogging and writing reflections, and Recap and Flipgrid for video responses.

4. Developing quality Essential Questions takes practice.

I did my best to explain how to create an Essential Question (what TeachThought Professional Development calls ‘Driving Questions’), referring to resources I had found, as well as some books and educators for advice. I had struggled with crafting my own “Essential questions” in the past during curriculum writing and I knew this was an area that I also needed to work on.

What I learned is that Essential Questions are not answered with a yes or no, and answers are not easily found through a Google search. Essential questions will help students to become more curious, to seek more information, and in the process, develop their skills for problem-solving and critical thinking.

Essential questions drive the learning.

Last summer, I had read the book Pure Genius, by Don Wettrick, and had the opportunity to meet him during the Summer Spark Conference in Milwaukee. I also read a few other PBL books including  Reinventing Project-Based Learning: Your Field Guide, by Suzie Boss and Jane Krauss, and Dive Into Inquiry by Trevor MacKenzie.

Once we started, the students had many questions, and I answered as best as I could. However, because this was a new experience for me as well, I sought additional help.  Don Wettrick spoke to my students through a Skype call and later in the fall, Ross Cooper spoke with my students about crafting their Essential questions. Another great resource I consulted over was  Hacking Project-Based Learning book by Ross Cooper and Erin Murphy.

See also: Using The QFT To Drive Inquiry In Project-Based Learning

5. Project-based learning is a team-effort.

We have gone through this twice so far this year, and are now focused on one final PBL theme. It has been a tremendous learning experience for my students and I have learned so much from them. We have covered many new topics related to culture, language, sports, family and traditions.

The students enjoy having the chance to be in the lead, to drive their own learning, and have become more reflective on their work and on this PBL process. I did make mistakes and continue to work on improving each time we do this. The availability of these PBL resources to guide teachers and students and other educators who offer support along the way has made all of the difference.

The most powerful part of this has been the feedback from my students. I asked for the positives, the negatives, what could be different, how could I help more, and they were honest and offered such great information.

6. Project-based learning empowers students.

What I have learned is that it really does benefit students and the teachers to offer these project-based learning experiences for students, to find out about their passions and interests. We learn more about them and from them through their PBL. Having students take over the classroom and present their information opened up so many new learning opportunities for everyone. This is truly a great way to see students empowered in their learning.

Overall, the students are pleased about the work they have done, the progress they have taken and are excited about this next phase. We reviewed the feedback, did a little bit more research, and had some planning conversations.

7. Project-based learning forces students to see learning differently.

We need to create opportunities for students to pursue their interests when they learn. In order to prepare them for the real world, we should provide learning opportunities which connect them with other people, perspectives, and experiences.

The most difficult part for my students at the start of this was thinking about how they were going to present their information, and I kept telling them to work through the research part, gather their information first. I reminded them often to focus on the “what and why” part, and that the final product form would become more apparent as they progressed.

8. Patience is key.

I am pleased with having started PBL this year and I encourage other educators to consider implementing PBL in their classrooms. Yes, there can implementation dip. And without communication with students and parents and even our own colleagues, progress can be slow.

PBL is, however, a different approach to learning. It acknowledges that the school year is a marathon, not a series of sprints. It allows students to design and create and publish and reflect on and revise ideas, and this all takes time. Patience, then, is a critical characteristic of any successful–and sane!–project-based learning teacher! Given time, you’ll eventually help the students see the impact it has had on their learning.