Learning as I go: Experiences, reflections, lessons learned

Rachelle Dene Poth @rdene915 #FUTURE4EDU #QUOTES4EDU #THRIVEinEDU

presentations

Buncee: More than just a presentation tool!

There are a lot of great digital tools out there for educators to bring into their classrooms. When it comes to deciding on a specific tool to use, we must always think about our purpose and perhaps ask ourselves a few questions, such as: why are we looking for a digital tool, what are we hoping to accomplish by using it and how will it benefit students and learning? I’m often asked by colleagues either to recommend a new tool or direct them to something specific based on their requirements, such as video, audio, text and more. Because Buncee is such a versatile tool and offers so many options all-in-one, I find myself recommending it a lot. It is easy to get started with and full of choices for teachers and students.

Educators want to use tools that promote student choice and student voice and offer more than just one purpose. The reason I recommend Buncee is because it offers much more than simply being a way to create presentations. In addition to all of the wonderful things that can be created using Buncee, there are additional benefits for educators and students that might be overlooked or simply not thought of when getting started. For example, educators can meet the ISTE Standards for Students and Educators. By having students create with Buncee, students become empowered learners, creative communicators, innovative designers, knowledge constructors and engage in learning that meets each of the ISTE standards. With technology, we want to make sure that it is being used in a way that amplifies student voice and choice in learning.

However, Buncee does more than that. Beyond addressing the ISTE standards and providing students with more authentic and personalized learning experiences when creating with Buncee, there are other skills that are being addressed. In my own classroom, we have used Buncee for many different projects and even for project-based learning (PBL). My students created Buncees to share with their global peers in Argentina and Spain. Creating an “About Me” Buncee enabled all students to develop a more global understanding and become aware of cultural differences, as well as to develop empathy in the process.

Students enjoy creating with Buncee and even more than seeing their own creations, they really enjoy seeing what their classmates create. I have noticed that students become more comfortable with one another in class and start to build closer connections while working on their Buncees. Even the quietest students begin to ask questions, interact more and have been more engaged in creating when using Buncee than they had with other tools before. Students tell me that they enjoy teaching one another, learning about their classmates in unique ways, and feel like they are part of a classroom community.

Knowing that students are picking up on this has been a great way to foster the social-emotional skills (SEL) students need now and in the future. Buncee is so invested in providing a lot of options and opportunities for students and educators to enjoy learning, creating and growing together. Now Buncee has templates available to address SEL.

What is Social-emotional learning?

CASEL (The Collaborative for Academic, Social, and Emotional Learning), formed in 1994, is an organization which actively works toward promoting the importance of developing SEL skills in education. SEL is focused on five competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision making. The development of these skills can benefit the level of student engagement as well, leading to higher academic achievement and reduce discipline issues in the classroom.

Providing opportunities for students to interact through the use of digital tools and activities in the classroom promotes the development of social-emotional learning skills. Using some of the Buncee templates and emojis, students can comfortably express how they are feeling, provide a quick check-in based on their level of understanding, share personality characteristics or likes and dislikes, or respond to questions in class, for a few options. Buncee is “giving a voice to the voiceless.”

In my own experience, I have seen students who have preferred to not speak out in class or who voiced that they were not creative or would not be able to do a presentation, design amazing Buncees and be excited to share with their classmates. Students build confidence while creating and the benefit is that they become more engaged in and excited to share their learning and interact with classmates. It helps to foster the development of skills such as problem-solving, working with different layouts, visualizing and displaying student learning.

It is always a good idea to ask students for feedback. I want to know what their thoughts are, if the tool or strategy is making a difference for them and if so, how. Here are some student thoughts about Buncee.

“It helps me to express my ideas more easily and make presentations which are much more interactive for myself and for my classmates.”

It is made in a way that allows students to make it really personal and specific to what they need. If students are enjoying their work and are able to make it their own, then they will be more willing to learn and will improve because of using Buncee.”

Hearing from students is important and making sure that all students feel comfortable expressing themselves is even more important. With Buncee, students have many choices to find what interests them and to express themselves in a way that is authentic, meaningful and personalized.

Educators have busy schedules and one thing that I hear quite often is that there never seems to be enough time. We need time to plan for our classes, to complete different tasks required by our roles in education, and of course, most importantly is time to spend with our students. But in order to be at our best, we need to find time to take advantage of different learning opportunities to stay informed of best practices and emerging trends in education. We also need time to connect with other educators. It’s through these relationships and finding the right tools that we will grow personally and professionally, and bring our best selves into our classrooms each day. The challenge is not so much in finding resources, but rather in finding the most valuable ones that will fit into already busy schedules.

Personally, I stay involved in a lot of different ways so I can continue to build my professional knowledge and my connections with other educators around the world. Having chosen to spend many of my first years of teaching isolated, I missed a lot of opportunities to learn more, to do more, and to provide more for my students. A few years ago I made a shift to becoming a more connected educator by leveraging the technology available through social media. It has been an ongoing personal and professional transformation. Becoming connected has increased my awareness of the plethora of learning opportunities available for educators. I have changed my teaching methods, broadened my perspective of strategies and best practices in education and have more options for getting the support that I need to bring new ideas into my classroom.

Here are different ideas for ways to learn on any schedule. These options create a lot of possibilities for how, when, and where we can engage in professional development and become more connected educators. With the summer break coming for many educators, it can be the perfect time to explore new ideas.

Social Media

Over the past few years, there has definitely been an increase in the amount of social media used by educators for professional learning and networking. Depending on your level of comfort and how often you choose to interact, there are many ways to learn, crowdsource ideas and access different perspectives and people with different backgrounds and experiences.

  1. Twitter. Although I was hesitant for many years to create a Twitter account, once I did a few years ago, my Professional Learning Network (PLN) has continued to grow. Whether you have time to engage in a nightly or weekly Twitter chat or just follow one of the many hashtags related to education, there is something for everyone when it comes to Twitter. Do you have ideas and want to gather more? Create your own hashtag and use it to invite people to share their ideas with you. Post a poll to get quick feedback, find educators to follow and create a list to keep track of resources and ideas shared. In addition to hashtags, there are many chats and topics to follow. If you want to find educators to follow on Twitter, David Lockhart created a list of 100 educators to look into.
  2. Voxer. A walkie-talkie messaging app that promotes communication and collaboration. It’s easy to get started with and it provides a lot of different ways to add to your professional learning. Use it for somewhat asynchronous conversations with a colleague, create a small group to discuss specific topics such as blended learning, project-based learning or augmented and virtual reality. Using Voxer for a book study also works very well. It provides a great platform for talking about a book and sharing resources, without having to be in the same space at the same time. There are even groups on Voxer, you can search the list and join them. It’s nice to be able to listen to the messages on the way to or from school, perhaps during a lunch break, or while making time for a walk and self-care.
  3. Facebook. Initially used with friends and family as a way to share what’s happening in each other’s lives and maybe to reconnect to organize events like family or class reunions, Facebook is now used by a lot of educators. There are many educator accounts to follow as well as groups of educators to join.

Information Sharing

Sometimes it is easier to find the information that you need, especially information which is current and offers a lot of resources, by exploring the different digital forms of information such as books, blogs, and podcasts. Knowing that the information is credible, up-to-date, and provided by educators with experience, is what sets these options apart from other options.

1. Blogs are a quick way to get information from a variety of sources, especially when you look at different blogs available from publications such as Getting SmartEdSurgeTeachThoughtEdutopiaeSchoolNews and EdWeek to name a few. Searching the list of top education blogs to follow is helpful for finding specific topics, content areas, and grade levels, or even for opportunities to contribute to a blog.

Many educators have personal blogs which offer a lot of inspiration and share ideas and even struggles. You can browse through this list of educator blogs to follow. Some educators that I follow are Mandy FroehlichJennifer GonzalezEric SheningerKasey BellKristen NanMatt Miller, and David Lockhart.

2. Podcasts can be a great way to pass time when traveling to and from work, relaxing or even during exercise. Most podcasts are short enough that you can listen to an episode and pick up new ideas and inspiration. Over the past year, there has been an increase in the number of podcasts available to teachers, whether created by educational organizations or simply teachers wanting to share their experiences and inviting others to join in the conversation. Some that I regularly listen to and which have been recommended to me are: Edumatch Tweet and Talk, Jennifer Gonzalez (Cult of Pedagogy), Vicki Davis (Ten Minute Teacher), Will Deyamport (The Dr. Will Show, the Edupreneur), Barbara Bray (Rethink Learning), Brad Shreffler (Planning Period Podcast), Don Wettrick (StartEDUp),  Google Teacher TribeTeachers on Fire, Andrew Wheelock (Coffee with a Geek), Dan Kreiness (Leader of Learning), and Denis Sheeran (Instant Relevance Podcast).

3. Books. There are more educational books available for professional learning than ever before. It’s easy to find book recommendations by following specific hashtags on Twitter or looking at different curated lists of education books. For some book recommendations, I generally follow the hashtags #bookcampPD#PD4uandMe, and #Read4Fun, which are led by different educators. The Read4Fun group also shares books in a Voxer group. For a list of recommended books, ISTE crowdsourced recommendations last year and I also created a survey to gather ideas from educators. Some of the books mentioned on the list include: Teach Like a Pirate by Dave Burgess, The Innovator’s Mindset by George Couros, Courageous Edventures by Jennie Magiera, Culturize by Jimmy Casas, LAUNCH by A.J. Juliani and John Spencer, Lead Like a Pirate by Shelley Burgess and Beth Houf, Start with Why by Simon Sinek, Daring Greatly by Brené Brown, Take the L.E.A.P.  (Elisabeth Bostwick), and What School Could Be by Ted Dintersmith. Many publishers have books coming out on an almost weekly basis it seems. Check into DBC ConsultingEduMatch PublishingIMpress and ISTE to explore more books available.

Online Learning Opportunities

When we leverage technology in a way that opens up powerful learning opportunities and pushes back the limits based on time and location constraints, we find innovative ways that we can learn.

4. Online Learning Communities. There are different learning communities to join in for professional development. As a Common-Sense Certified Educator, you have access to the newest tools and resources. By becoming Google Certified or a Microsoft Innovative Educator Expert, educators can enroll in learning modules, training sessions, and receive a digital badge for completion of each different module. Besides building PLN, these opportunities offer yet another way to learn on your schedule, in a time and place that meet your own needs.

5. Summits and Webinars. There are organizations that provide webinars for educators, many of which are offered free of charge or a minimal fee or are subscription-based. For example, if you take advantage of providers like EdWeekSimple K12, or ASCD there are webinars available on a variety of different topics that work with your schedule. As a member of ISTE, joining in any of the PLNs gives you access to a series of weekly webinars and sometimes even more than once per week depending on the PLN. These webinars can be viewed live or as recordings when most convenient to you. The topics are always current and in some cases cutting edge or emerging trends, so you can keep informed of new ideas and teaching strategies, better than you ever could before.

Throughout the year there are even online conferences, or “Summits” which provide a series of speakers and sessions, sometimes held over a multi-day format. These are offered free and in my own experience, have always provided a wealth of knowledge and resources. Personal favorites include the Ditch Summit hosted by Matt Miller, Hive Summit hosted by Michael Matera and EdCamp Voice on Voxer, started by Sarah Thomas of EduMatch.

It’s clear there are many options and resources available to educators for professional development. It simply takes thinking about an area you would like to learn more about, exploring one of the choices and giving it a try.

Personalized Learning for Teachers

Earlier this year, I was seeking guest posts for the monthly ISTE Teacher Education Network newsletter. One of the emails that I received included a link to a platform called 2gnōMe. I had not heard of it, so before responding, I took time to explore the website to better understand how it was being used by educators. After looking over the website and watching the video on the landing page, I learned that 2gnōMe is a platform that enables school leaders to provide personalized professional development for educators. The benefit of 2gnōMe is that the platform helps educators to ideally avoid, or at least reduce, the one-size-fits-all approach to PD and break away from what has become known as the “sit and get” professional development. For administrators, it enables school districts to clarify what individual teachers might need from available resources and personalize their learning experience, at scale, to measure its usefulness and impact.

The background

I contacted Ilya Zeldin, the CEO of 2gnōMe, to learn more about the company’s background, the purpose of the platform and to watch its demo. During our conversation, Ilya shared his vision for the platform and his goals for moving forward and getting the platform into school districts and learning providers. When he began designing the 2gnōMe platform, he focused on human connection and empowerment. Ilya said:

“That was the reason I developed the 2gnōMe concept. I would like to re-imagine the learning process for all adults, but the stakes are just too high with teachers. While teachers are asked to differentiate learning for students in their classroom, they rarely get the same kind of personalized professional learning when it comes to their own needs.”

According to Ilya, 2gnōMe enhances individual skills awareness and uses data to provide teachers and school-level leaders with crucial information to support teachers’ efforts to improve their practice, implement innovative practices, and achieve better results for their students.

During the demo, I saw the example of the 2gnōMe approach and platform based on the ISTE Standards for Educators. As teachers first reflect on their classroom practice, the data is compiled to then provide a more personalized learning experience for them. There is enhanced skills awareness — (the missing piece) after the self-reflection about the teaching practice. The underlying purpose is to impact how teachers can upgrade their skills and to narrow the growing gap between teachers and students when it comes to the integration of technology. By leading teachers through the assessments and providing an easy to navigate the platform, it creates additional opportunities for teachers to build technology skills. More than just content, 2gnōMe has been referred to as a “learning experience platform.”

How does it work?

2gnōMe offers a unique teacher-centric approach and can simplify leadership’s efforts based on their specific PD framework or standards used with teachers. As an ISTE member, I was interested in learning more about its use with the ISTE Standards, which is one of the options available. Using the platform, teachers take assessments and the results help districts scale personalized learning for every teacher. By addressing their learning needs, the program enhances self-awareness about critical skills and behaviors of teachers.

In my experience using the platform, I worked through each of the ISTE Standards for Educators by completing each assessment. The assessments required me to respond to a series of statements by selecting an option based on my perceived skill or comfort level in various areas. The questions and ratings pushed me to really reflect on my practice and consider areas that I need to grow professionally.

What is impressive is how the platform then takes the responses and determines areas where teachers can work to improve. For teachers such as myself, using 2gnōMe enables me to better hone in on my level of skills in each of the different areas, in particular with the ISTE Standards for Educators. For example, once I completed the “Learner” standard, I received information related to the teaching competencies and results that include a summary of strengths and areas that I might need additional support. When the results are received, personalized learning recommendations are provided, which the teacher can view within the platform or click the link to view the webpage externally.

Navigating the platform is easy and the data is displayed in a way that enables you to process the information quickly and understand the next steps. Returning to the platform and finding your results, summary, and portfolio is easy. Being able to review the results, use the summary for further self-reflection and even add items to a portfolio will empower teachers to advocate for their own professional development and also foster peer collaborations through the platform.

Features

Areas that caught my attention were how quickly the additional learning resources are compiled and available immediately to the educator. Having these so readily accessible enables each individual to explore different tools and learning providers available for professional development without the need for teachers, already short on time, to locate resources for themselves.

The Dashboard includes Goal Setting, Professional Learning, and Lifelong Learning and within each focus area, a list of the results for each are provided. Along with the scale showing your individual rating, an average rating is included which shows how you compare with peers. These are great points to use for building your professional collaborations and even mentorships with colleagues.

Benefits for the Educator Community

As a teacher, what I appreciate most about the 2gnōMe platform is that it coordinates a more holistic and continuous learning experience for educators. Just as our students need personalized learning experiences, educators need the same opportunity to build their own skills in our practice. Through 2gnōMe, teachers are able to self-assess and gain access to the right resources that meet their needs, without having to do all of the work. It analyzes all of the data and provides/creates a more personalized experience by gathering from the resources that are built within or made accessible through the platform.

  • Customizable platform to rubrics for learning.
  • Establishes a baseline of skills
  • Enhances teacher self-awareness
  • Promotes teacher-agency
  • Identifies teacher readiness
  • Provides access to portfolios, credentials, and PLCs
  • Personalized learning for educators at scale
  • Recommends courses for professional learning

For school administrators responsible for making decisions about the types of professional development to provide for teachers, using the 2gnōMe platform helps to simplify the decision-making process. It empowers education leaders to support teachers with personalized learning at scale, across their professional development systems. Using the data, administrators can see the type of learning that each educator might need or benefit from, and it personalizes the learning experience for each educator as they work through the different assessments in the platform.

Administrators recognize that teachers have different skill sets and they need to be able to identify what teachers know and what they need, to be able to provide the best learning experiences for students. To do this, there needs to be a consistent method that can customize the personal and professional learning experience for teachers. With 2gnōMe this is possible through:

  • Needs Assessment
  • Personalized Professional Learning
  • Resource Allocation Insights
  • Teacher Induction & Retention
  • Custom PLCs
  • Digital Portfolios for Teachers

Using 2gnōMe, teachers will engage in authentic, meaningful and personalized professional development in a supportive learning space. Together, teachers and schools will improve their practice, implement innovative methods, and achieve better results.

Learn more about district benefits and sign up for a Pilot here.

Be sure to follow @2gnōMe and meet up while attending ISTE.

See the interview with Jeff Bradbury and Ilya, Teachercast interview  ISTE 2018

​​Storybird in the Foreign Language Classroom

 


I found Storybird a few years ago while completing graduate coursework, and was searching for a different way to present the information, that would be informative, engaging and memorable. I found Storybird and after creating my own book, have relied on it as a top choice for student projects in my classroom.

As a foreign language teacher, I have my students engage in diverse activities to help them learn the material and want the experiences to be meaningful, personal and fun. Because of technology today, I now have the opportunity to offer my students a variety of choices for completing projects and other assessments for class. With the increase in digital tools for classroom integration, there are options available to meet diverse student interests and needs. I want to know what they have learned and can do with the material and being able to provide choices for them, which enhance their ability to be creative, to enjoy the work and watch the learning that occurs because it is more meaningful. Giving students a choice in how to show what they have learned offers a lot of options today.

Storybird is very helpful in my Spanish class. It makes it easy to create colorful and informative projects. I like using Storybird because it is easy and straight-forward to use. It was also great to see my story come to life, and to have a book with my name on it. — Ricky, high school student

One of the favorites for my students is to create an illustrated book using Storybird. It really does not matter what the topic of our unit is, there are so many options available for students to find something that fits right in with the theme of what we are studying. For this reason, I love offering it as one of their choices because they can find something fun to work with while building their language skills. They can choose from so many templates to create an engaging, vibrant book, write their story in Spanish and see it come to life with the variety of images available to them. Storybird helps the students to build their skills and to create something that they can share with others and have made into a beautiful book as evidence of their learning.

Storybird is one of my go to tools when creating a project. It is fun and easy to use, with beautiful artwork that aids in the story writing process. I have used Storybird for several school projects and for fun. It is a well designed application that allows the author to choose exactly what they want.
— Dana, high school student

An added benefit is that in addition to displaying these on the Smartboard in the classroom for all students to see and learn from, we can have their books printed and displayed in the classroom. What could be better than seeing the books written by your students in Spanish on display in your classroom? The books can be used as learning materials for future classes and exemplify what personalized learning and having a choice can do to engage students and increase their learning potential. The students can be creative and have fun learning in the process.

Storybird is really fun. I love the groups of pictures you can choose from for creating your book. The website is really easy to use, and different from other programs I’ve used in the past. Being able to purchase a paper copy of your book is a really great feature. — Maddi, high school student

Some fun examples we have used in Spanish are projects to describe one’s family and create a family album and also to describe preparing for a special event and one’s daily routine. Students have fun selecting their pictures to represent the members of the family or activities in their daily routine, and as the teacher, I enjoy seeing their finished work and knowing that not only did they build their language skills, they had fun in the process and created something that they can share with others and author their own book.

Updated from an original post on DefinedSTEM.

Technology creates many opportunities for teachers to provide innovative learning experiences for students. An even greater benefit is that these learning experiences can take place regardless of the time and place, and offer students more personalized opportunities for interacting with their peers and the content. With so many choices now available, sometimes deciding on a specific digital tool or a type of tool can present a challenge.

I am often asked about where a teacher should start when either implementing technology for the first time or creating a blended learning environment. What I suggest is to first think about some of the learning activities that are already being used in the classroom. What has seemed to work the best and what are some that possibly either take a lot of time to create or that don’t offer students a lot in the way of choices.

Another consideration is focusing on your goals and what you are hoping to accomplish by using technology. Is it to create an access point where students can ask questions, obtain class resources or interact with their peers? Or is it to provide students with different methods to practice the content and also to apply their learning in more authentic ways?

Here are four strategies for helping students to communicate, collaborate and create in the traditional learning space as well as beyond the classroom setting. By trying some of these ideas, you will see some positive changes that promote student voice, create more time for you to interact with and support students in learning, and it will help students to build digital citizenship skills as they learn to leverage the technology and navigate in the digital world.

Improve Communication Through Effective Technology Use

One way that I have used technology that has had a big impact in my classroom is by using a messaging tool. A few years ago I noticed a disconnect with students and the class, either they were absent and could not get materials or they had questions after the school day had ended. By using messaging apps, I can send reminders, answer student questions and provide feedback when students need it. You can also use some of these apps to connect with families as an alternative to email. There are a lot of options available and your choices will depend on the level and area you teach and whether your goal is to set up communication between students and you or with parents. I use Remind with students and parents, and BloomzApp is another option for creating a space to interact with parents. Either of these is good for providing students and parents with live feedback. It is easy to sign up for either of these using any device, and privacy and security are provided.

However,  I was recently looking at communication tools and thinking about promoting family engagement and came across ParentSquare before attending FETC in January. ParentSquare is more than simply a one-way communication tool. It is a multi-purpose platform with capabilities to facilitate communication, collaboration and increase family engagement in schools. ParentSquare is for use in grades PreK-12, geared toward streamlining parent notifications, increasing participation and family engagement in the school community and more. It can be used by students, teachers, staff members, administrators, and parents, and it creates a virtual space where so many vital communications and interactions can be completed. 

 

ParentSquare provides a consistent and reliable way to communicate within the school and school district, fostering and building the relationships that promote better communication, student success, and family engagement.

Enhance Collaboration Through Digital Learning Spaces

By establishing a specific location for students to access class resources, find out about assignments, and to ask questions, we can provide the support that students need to be successful. Some of the ways that I have used Edmodo and Google Classroom are to curate and provide resources, post daily assignments or reminders, announce upcoming class events, and to be accessible for student questions. Depending on the platform you use, it is easy to update the site and it is also a good way to help parents stay informed of what is going on in the classroom. It can be a collaborative learning space for students to interact with their peers or to connect globally using additional digital tools that are all housed within one learning space.  Tools like Edmodo, a blogging site, Google Classroom or creating a standalone website will help to create a connection between you, the students, and their learning.

Foster Active Discussions

Sometimes you may want to have students brainstorm an idea, participate in a scavenger hunt, share a learning experience, or just respond to a question. While we can always use the traditional tools for this in class, sometimes we may want the discussion to go beyond the class time and space. I would recommend trying either Padlet or Synth. There are so many ways to use Padlet, that if you want students to post images, record audio, upload video, or simply respond to a question, it offers all of these options in one tool. Students have come up with some great ideas for using Padlet, such as building a digital portfolio, creating a multimedia presentation, or presenting their Project Based Learning. It is a versatile tool that many educators may already be using, but may not be aware of other innovative ways to use Padlet.

Also by using Synth, a tool for podcasting, educators can provide daily class updates, add links or resources to supplement what was done in class, and even interact with other students in classrooms around the world. It enables discussions to happen at any time and is an easy tool to use for promoting discussions and helping students to share ideas. There are many ways that these tools can also add to the organization in the classroom by providing written or verbal directions and ways to reinforce instruction.

 

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Enhance Visualizations and Presentations

Some students are visual learners and having tools which enable them to display different types of information and content, they will be able to retain the content in a more authentic and meaningful way as they create. Infographics are useful for so many class assignments and projects that are student created, but they are beneficial for teachers to create a course syllabus, make visuals for the classroom, or to create a flipped lesson and display all of the learning materials in one graphic. Beyond creating representations of learning, they are useful for sharing information and offering ways for students or parents to contact you or access class materials. Some of the options available are BunceeCanva, Piktochart, Smore, and Visme. It is always good practice to learn with and from the students, so try creating some new materials for your classroom as well. Perhaps create a class newsletter, or make some signs that will be useful for your learning space.

 

 

There are many ideas for how to expand the learning space and to set up different learning opportunities for students. These are just a few of the ideas that we have used and that have worked well in our classroom. Sometimes we just need to brainstorm a little or, if you want to find new ways to use some digital tools in your classroom, try asking your students. Students come up with really creative ideas and by involving them in some of the classroom decisions, they will feel more valued and have a more meaningful learning experience.

 

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A few of my favorites

Two conferences and time spent with the greatest friends who inspire me every day.

I have learned so much over the past two weeks by attending these conferences and every time I return I cannot wait to share my learning with my students. A large part of my learning happens by spending time with my closest educator friends. There are so many things that I want to learn, and I am fortunate to know a lot of educators who are working with different tools and technologies every day. We always have something to learn, even if we have been teaching for a long time or using a tool or implementing a strategy for years. For me, some of my best experiences have been attending sessions led by my friends and co-presenting, or from the many ideas that attendees share within sessions.

Another favorite of these conferences is time together with faraway friends.

Sometimes conferences can become so busy that we are often all pulled in different directions. Because this happens, and we know ahead of time that it will, we truly cherish the time we have together even if only for a brief moment, a quick meal or just enough time to give hugs, take a picture and then head off to where our schedule requires us to be. And even if all of us can’t be together in the same physical space, technology allows us to share our experiences by connecting through Voxer, or sharing videos or going live on Facebook.

By knowing how busy our schedules can be, it has helped us to become more proactive and intentional about setting aside that precious time to spend together, time that matters more than anything. So we, the 53s, set aside time to have dinner, have some fun taking selfies and then to go find a space to play some games. Yes, games. Trying out a new game where you have to create a pitch for a random company and then try to “sell” the idea to an investor, or playing other games that are based on spontaneity too, led to all sorts of laughter and stories to be told. Thankful for the opportunities we had to set aside a specific time to just relax during a nice dinner at Fogo de Chao or Paesano’s and know that we have a couple of hours just to spend together, in and around the other chaos that often is our schedule.

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Jennifer, Mandy, Jaime, Marialice, Stew

I love the random moments of adventure that appear as you’re walking down the street and you see a larger-than-life swing, and it occurs that it might be a fun idea to just go and take a ride on it. Not letting on that you might be a little bit afraid because after all, the swing stands at about 385 feet and spins you around somewhere between 50 and 60 miles per hour, way up at the top, flying through the air, at night. It’s not your average swing and finding people to brave it with you under normal circumstances might be a challenge. But when you find that you are left standing there staring up at the swing with big eyes and a daring spirit, you are lucky to find an unsuspecting friend, thank you Rodney, and you just decide to give it a go, buy the tickets, cross your fingers and hope for the best.

What happens? You bond over a slightly scary but super fun experience to think back upon for a long time to come. Sharing the pictures, and the video with others which leads them to ask you “what in the world would make you want to ride that?” Or “you couldn’t pay me enough to go on that ride!” And knowing that you did it, you conquered some fears and even kept your eyes open, while singing at the top of your lungs and just enjoying the experience, got you through it. And you shared the awesomeness with a good friend sitting beside you.

But when the time comes and you have to go your separate ways again to head back to your homes, often states away or even in another country, a bit of sadness is there. We get so used to being in that same space and enjoying that time together. But the more often that happens, I have started to notice that the distance may separate us but it cannot diminish the closeness that we feel, it is quite the opposite actually. I feel that it strengthens our bond each time that we get to spend together.

There were many laughs and even some tears because we laughed so hard, funny stories sometimes awkward “only could happen to us” moments, but it’s always the best part of every conference.

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Rodney Turner, Jaime Donally, Tisha  Richmond and I  presenting together  FETC

TCEA

My first time attending and presenting at TCEA, held in San Antonio this year and it is definitely one that I hope to make a part of my yearly conference plans. My only regret is not having more time to spend there learning and taking in all of the different professional development opportunities that were everywhere within and beyond that conference center. Whether in the sessions, the Keynotes, the learning stations, poster sessions, Innovator spotlights and mostly just in those times you have talking with members of your PLN and learning from each other. Fun time spent presenting together, and I’ve decided that I truly enjoy presenting with my friends like Jaime, Jennifer, Tisha, Evan, Mandy, Rodney, and Jarod. There is a dynamic between us and it just seems to really work. We have different backgrounds and roles in education and can learn a lot from each other. Presenting together was something we started at ISTE two years ago and has become part of each conference. And if not presenting together, we are there to support one another as tech support, food and drink delivery services, comedic relief or anything that might be needed. We somehow just know what we need to do and do it.

The other benefit is getting more time with people who you’ve known on Twitter or some other form of social media or even by interacting in a webinar and you just haven’t had the time to spend together in the “real world.” That is until you’re in the same space of the conference and you truly get to connect with these other people who you feel like you already know anyway.

There are a lot of words that I could use to highlight the experiences but I think at least for this post, I’d rather share some of the photos, and let the photos tell the story.

Fun  at MERGE HQ, Jaime, Joy, Jen, Marialice

The big cat pillow!

The “professional taste-tester” at Haagen Dazs

Mandy Froehich

On the Riverwalk with Jennifer Casa-Todd TCEA

Jaime, jon, Amy, Andi and Claudio – FETC

Tisha and I presenting on Infographics  FETC

Jaime and  Evan, arriving late to the presentation!

Mandy Froehlich session – thanks for the shout-outs!

Taking some risks with Rodney  Turner

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Bringing Augmented, Virtual and Mixed Reality to all Classrooms

Jaime Donally’s book “Learning Transported” is the resource to go to to learn how immersive technology can be used in education. For anyone looking to get started with bringing augmented, mixed or virtual reality and different learning experiences into the classroom but not sure of where to begin, Jaime provides a well laid out format which provides the reader with the all of the information and resources they need to feel comfortable in using AR and VR in the classroom.
For some readers, knowing the differences between augmented and virtual reality or knowing the different apps available for each of these may not be clear. However, the structure of the Learning Transported book enables the reader to progress from understanding how it is used, and even more importantly “why” it should be used education, to reminders of some things to consider before getting started and then how to have a successful implementation into the classroom.

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Beyond just having students as consumers of the content, Jaime offers ways for students to become the creators and design their own stories through augmented and virtual reality experiences.
Jamie is constantly looking for more tools and new ways to bring immersive learning experiences to educators and students, and has done nothing but share her wealth of knowledge and fully invest herself in making sure that educators feel comfortable with using the technology and knowing that she is available to help them in the process.
Learning Transported is a book that can be enjoyed by anyone, as the resources and experiences that she shares within this book definitely have application to other settings besides education.

Before Jaime even dives into the content of the book, she engages the reader with her message of “why” for using AR and VR. She shares the reasons why educators need to understand the possibilities of using immersive technology and the benefits that will happen as a result. She explains how to use the book, and guides the reader on how to navigate each of the chapters, explaining the process involved when starting to implement some of these augmented virtual and mixed reality tools, and encourages the reader to join in with other educators through social media using the #ARVRinEDU chat.

Learning Transported is geared toward anyone looking to try immersive technologies in the classroom and Donally provides all of the resources and many examples, especially through the lesson plans written by Jaime and how they were facilitated in different classrooms.

Another key features of Learning Transported is in Jaime’s message about why educators should use AR, VR and MR in education. The largest benefit is for students being able to engage and explore in the content in a different and more authentic way. It also facilitates building skills of communication and collaboration as well as social-emotional learning, when students connect with their peers and learn more about places and life outside of their own community. Jaime also explains exactly how the use of these tools can meet the ISTE Standards for Students, and encourages the reader to think about how these tools can benefit the students in their own classrooms.

Each chapter provides a wealth of examples and images for reference, explanations of each tool shared and ways that it can be used, and ends with a “Learning Transported” challenge for the reader. Jaime provides clears definitions and more detailed explanations throughout each chapter, and continues to encourage educators to challenge themselves to implement some of these different tools into their classroom and to share their experiences using the #ARVRinedu hashtag.

Some of the best features of the book are the way that Jaime conveys the information, reassuring educators that it is okay to take some chances with trying these in the classroom and involve students in the process. Chapters 5 through 8 include so many different examples of augmented and virtual reality tools, including ideas for creating with the tools, brief descriptions of how the tool works and for using it, as well as including some sample lesson plans that educators can try within their own classrooms.

The last chapter focuses on preparing for the future of mixed reality and Donally reminds us to keep moving forward as these tools are constantly evolving, and having an impact on the learning environment and educational market. In the conclusion, Jaime ends by stating “Teachers will facilitate a class of explorers, developers and designers as they experience, build and present their own immersive technology resources.”
Donally reminds us that “authentic learning experiences and opportunities that have never been accessible in the classroom are now possible with virtual field trips, interactive stories, and tools that can allow students to explore the world, the solar system and beyond.”

The book concludes with an appendix listing all of the apps shared within the book as well as the websites to find the apps and a brief description of what the after does. The standards for students are also included

She encourages the reader to share whatever they create after completing some of the learning transported challenges

Learning Transported makes a topic that can be overwhelming to anyone just starting with augmented and virtual reality, become something that is digestible and helps the reader to build confidence in learning more throughout the book. Donally provides answers to the questions that educators all have to consider when starting to implement these tools, and gathered everything into one well laid out guide for learning.

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

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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.

 

Posted on TeachThought, January 5, 2017

12 Tools That Made The Biggest Difference In My Teaching This YearRachelle Dene Poth

There are so many digital tools available today to promote student learning in the classroom. The task is in figuring out what you need for your classroom. What could benefit your students the most?

Over the past year, I took as many opportunities to learn as I could, spending time gathering information from reading books and blogs, staying active through social media in Twitter chats, Voxer groups, and by attending many conferences, both physically and virtually. I created long lists of new ideas, new tools, and created new accounts for many digital tools and tried as many as I could.

12 Tools That Made The Biggest Difference In My Teaching This Year

Communication, Collaboration

Technology can help give students a voice, where otherwise they may not be willing to or want to respond, especially within the traditional classroom space.  Here are the tools that changed our classroom this year and why.

1. Recap recap pioneer badge 2017 (1)

A video response tool that can be used for many purposes including formative assessments, student reflections and for sharing student work with parents. One of the biggest benefits of using Recap is that it provides a comfortable way for students to connect with their teachers, to share their ideas, thoughts or reflections, in a way which promotes student voice.

After using Recap with students for assessments, for providing their feedback to me about what they liked and did not like about class, and more, I could see that they were comfortable being able to speak freely, in their own space. I like being able to ask questions, provide different prompts, give feedback, and receive the daily reel that Recap compiles, to make reviewing it an easy process.

2. Voxervoxer

I found out about Voxer after being invited into a group created for ISTE Denver 2016. It started with a group on Facebook, and led to the implementation of Voxer as a means to connect everyone, build excitement for the conference and much more. I was amazed with the diverse uses of Voxer, ranging from individual conversations, a specific topic focused chat focused, a book study and much more.

Becoming more familiar with the different uses  got me to thinking how I could use it as a way to be accessible to students when they needed help with assignments. I had already been using various platforms including a messaging app and an LMS, but thought I would try Voxer out with a small group of students. The students loved it and used it for a few Spanish projects and even on a personal communication basis. After some time reflecting, I thought it could probably be a good tool to use for speaking assessments and to get the students involved in having conversations in Spanish with each other.

There are many uses for Voxer in general, but as an educator, it can be a good way to become more connected, receive and provide support for colleagues and students.

3. PadletPadletBlended

Padlet, which is equated to being a virtual wall, kind of like writing on a bunch of post it notes, has emerged as quite the multi-purpose tool in my classroom. What initially began as a way to have back-channel discussions, emerged as a means to communicate with other classrooms on Digital Learning Day, to have students quickly research and post pictures for a fun class activity, to curate student projects for easy display in the classroom, and even for students to use to create a project which included activities and multimedia links.

The uses keep emerging and I’ve found that sometimes it’s best to turn to the students for some extra ideas of how you can use some of these tools in your classroom.

4. PiktochartPIKTODash

A tool for creating infographics, social media flyers, presentations and more, Piktochart has become one of the tools that my students enjoy because they find that it is easy to use and enjoy the options which enable them to really personalize and make their project authentic. I have used it to create visuals such as birthday cards, classroom signs, Twitter chat graphics, and also for creating presentations for conferences. Regardless of what your needs may be, if you want to give students an option to create something visually engaging, personal to their interests and which enhances their creativity, according to my students this is something that you should try.

5. Vismevisual-storytelling-in-the-classroom-1024x590

Several of my students who have been very hesitant to use anything other than traditional presentation tools through Google or Microsoft Office, have found Visme to be a tool which encouraged them to take some risks and try new things this year. Students had to create a timeline about their summer, or basically anything they wanted, as a back to school project. At first, several asked to use something different, but they quickly found how easy it was to create something and have fun in the process.

Several students enjoyed it so much that they contributed to two blogs about the use of audio and the benefits of it for education as well as other areas. (hearing from the student’s perspective, and seeing them featured for their work was a great experience). So if you want to try something more engaging that promotes creativity, helps to build those vital technology skills and also lets students have fun in the process, then this could be a tool to try in the new year.

You can create infographics, reports, presentations, social media flyers and more. It is an easy drag and drop tool, that encouraged those “hesitant” students to take some risks and try new things. Check out Visme’s video series for “how-to” information!

6. Nearpodnearpod4

This is one of the game changers in my classroom this year. After many years of using the same Spanish reader in Spanish III, I wanted to add to the learning experience of students by enabling them to see some of the locations described in the book. I had found many videos and magazines, but I found Nearpod to be a much better way to really engage students in the lesson. Not only did students enjoy the lessons because of the interactive nature of it, they were overwhelmed by the ability to become immersed in the virtual field trips and feel like they were in the places they read about in the book.

I knew it was working when those students who were constantly watching the clock move were the last to leave the classroom. The only thing that made this better was when students created their own lessons and took over the classroom, becoming the teachers and giving me the opportunity to become the student and experience it from their perspective. There are many uses for this in the classroom: interactive lessons, multiple question formats, ability to upload content, assigning a lesson for practice and more.

It is definitely worth taking some time to try out, even looking over some of the lessons available in the Nearpod library, and asking your students what they think. And the Nearpod for Subs is AMAZING!

7. FormativeGoForm

A tool that can be used for having students complete formative assessments either live in class or as practice outside of the classroom, and a great way for teachers to get students more involved and be able to provide real-time feedback so that they can continue their learning process. Formative is a tool that has gone through many tremendous changes and improvements throughout the course of this year which make it a great tool for teachers to use for assessing students.

Formative is another tool that my students enjoy using because of the individual benefits of having feedback sent instantly and directly to them, being able to “show” their work or have their answers corrected immediately. It has been a way to create a more interactive classroom and also another tool which I have used to flip roles with students so that I could also learn from their perspective. It is something which students ask to use and which they are excited to tell others about, which is why I know that it is having a positive effect in my classroom.

Join #formativechat on Monday nights

8. QuizizzQuizizz1

A way to involve students in game-based learning in the classroom and also to provide more personalized instruction, based on the feedback you receive when students participate in a live lesson, or when you assign it as a homework practice assignment. I have enjoyed seeing students create their own Quizizz games, which I have found provides more focused practice for the students because they choose the material they need to practice.

Another benefit is that it also enables me to share these resources with the class and with individual students who may need some extra practice There are many features offered by Quizizz, and if time is lacking for creating your own Quizizz, you can gather questions and edit from all the public ones available. Try the game with your students and see what they think, and use their input to help plan the next game!

9. Buncee

The first time I created my own Buncee, I was amazed by the number of choices available for adding elements into my creation. I found myself thinking about how much the students would enjoy creating using it and having so many choices available. I have some students who like to “dab” every time they get an answer correct and so I quickly realized they would really love the fact that they could add a dabbing dancer into their presentation.

I created a Buncee for our annual Open House and was able to record my voice and add extra elements in from the diverse library of choices.  Being able to create a Buncee like this, is a great way to share the information with parents who may not be able to attend. I had students create projects with themes ranging fr9. om a medical chapter to a lesson on teaching verbs and more. Students love the choices and the ideas for how we can use this tool keep growing. But the best part of it is that it enables every student to find something to add into their project and to bring out their creativity. And it definitely builds confidence with a lot of fun in the process.

10. Blendspace TES Teach

A few years ago I found “Blendspace” and it was exactly what I was looking for. I wanted an easier, more reliable way to share some websites with students to use for practice during and outside of the classroom. I had been doing this, by typing the links on paper, but the problem was that deciphering the link (between i’s, l’s, for example) sometimes made it a bit challenging. So when I started using Blendspace, now “TES Teach,”  it was simply as a way to put activities and resources into a lesson and share one link which would open an entire page full of possibilities for enhanced learning.

But over this past year I have found many more uses for it, ranging from providing an asynchronous lesson, curating professional resources, storing student projects for easy presentation in class, and mostly for the simplicity of building a digital lesson full of multimedia resources, from scratch to share with students and colleagues. Creating a lesson is easy to do and can be done quickly when using the TES resources or when adding your own content.

Students can also use it to create their own presentations and this is a great way for them to incorporate a variety of media and to have everything available in one “lesson” using one tool. Accounts are free and you can have students join your class through a “pin” or Google Classroom or through a link. Teachers can also look at the lessons available through TES Teach and try some in the classroom.

11. Storyboard ThatSToryboardCH

Storyboard That is an online tool that is used to create storyboard and provide a way for students or anyone to tell a story in a comic strip presentation Style. You can create by choosing from so many different characters props background scenes comma speak Bubbles and so much more. It is easy for students to create as this work as a drag and drop tool. It is a lot of fun for students to be able to really personalize the characters and create a very authentic and meaningful representation of the story they are trying to tell.

There are many characters and backgrounds related to specific times in history, you can change the color of the characters, their clothing, adjust their movement and more. It’s really nice for the students because they can customize so much according to their personal needs which really enables them to be creative and have fun and be more engaged in their learning.

Another benefit is that by having an account with school, there are lesson plans and examples available that can really help to see how to integrate StoryboardThat into your classroom, or really into any type of setting, to communicate information in a more visual, creative and innovative way. Another nice feature is that students can use it to present in class and have it presented similar to a power point.

12. BloomzApp bloomz1

Bloomz is a tool which I began using at the end of the past school year, to see how it could enhance my classroom and open up more communication with parents. Bloomz offers a lot of great features, integrates the features of a messaging app, LMS, an event planner and more. It even provides translation capabilities with translation into 84 languages. Teachers can quickly create an event, share permission slips, create a sign-up sheet, track RSVPs, send reminders, and share photos and videos with parents.

Bloomz also enables teachers and parents to communicate instantly, privately, and as often as needed each day throughout the year. It recently added the features of a student timeline for building a digital portfolio to share with parents, as well as a behavior tracking program, for communicating about student behavior and providing positive reinforcement.

Conclusion

Even with all of the great digital tools available, we have to make some decision about what will work the best for our classrooms. What is the purpose for the implementation of technology? In looking over this list, are there any that you think might help to enhance, amplify or facilitate student learning in a more beneficial way than what you are currently doing in your classroom? Determining the answer is the first step, as we know that using technology just to use it doesn’t make sense. However, when we use technology in a way that enables us to help students find their voice, discover more about what they want to do, what they can do and what they need help with, makes sense. These are some of the tools which helped my students and had a positive impact on our classroom and learning experiences this year. To get started with the new year and some of these tools, my advice is to simply choose one of these tools and try it out.  See how it goes and be sure to ask your students for their feedback as well.

Posted on December 7, 2016

Posted in Guest Post, User Stories, Why Recap

Excited for the upcoming school year, I decided to start with some new ideas, teaching methods and digital tools. I wanted to continue using some digital tools from last year, but hoped to find different and more creative ways to implement them into the classroom. My motivation for this developed as a combination of time spent over the summer reflecting on the previous year, learning new things at summer conferences and through webinars, and engaging with groups on Voxer. But possibly the most impactful for me, was by obtaining feedback directly from my students. I used Recap over the summer to ask them what they enjoyed in class, what helped or didn’t help, and what they were looking forward to in the new school year. Student voice matters.

A New Experience

The biggest change for my classes this year, was starting PBL (Project Based Learning) with my Spanish 3 and 4 students. When taking on PBL, educators need to have some guidelines set as to how to begin and what the process entails. Students will be taking on a challenging new experience, one which provides opportunities for choices, independent and inquiry based learning. It is a different experience, because the students are in charge of their learning. They are studying something of a personal interest, or a passion to themselves. It is quite liberating and can lead to tremendous, authentic, meaningful learning opportunities, which will be highly beneficial for the students. It can also be a bit scary, because of the amount of independence involved in this method. So there are guidelines and resources available to educators that can help with implementing PBL in the classroom, and guiding students to develop their “Essential Questions.”

Getting Started

There are many great resources available for educators to learn more about and implement PBL (Project based learning) in the classroom. To begin this with my students, I first did some research to prepare myself for this new learning experience. I started with the Bucks Institute for Education (BIE, http://www.bie.org) for guidance before implementing it in my classes. I wanted to be prepared so that I could help to guide the students, even though I knew that I would also need some support along the way.

I carefully read over and took notes from the “8 Essentials for PBL” from BIE and also referred to several publications from ISTE for PBL. Other helpful resources were the weekly blog posts by Ross Cooper and Erin Murphy, offering advice focused on #HackingPBL, to be included in their upcoming publication, “Hacking Project Based Learning”, which will be published this month.

Another helpful book was “Dive Into Inquiry” by Trevor MacKenzie, through which I enjoyed hearing his experience and sharing the helpful images of rubrics with my students. During this process, I was also fortunate to have conversations with these educators, and early on, Don Wettrick, author of “Pure Genius”  spoke to my students about PBL and how to get started, giving them great information and asking thought-provoking questions to challenge them. We had a Skype call with Ross Cooper, who listened to and offered advice to several of my students on crafting their Essential Questions. The students even later got to meet Ross and Erin and talk about the Hacking PBL book.

Next Steps

Taking all of this information in, I guided my students through each step in the process, with focus on the beginning stages of PBL. The first step is to decide upon the Essential Question. What is an Essential Question? From my research, I have learned that it is not something that can easily be answered by conducting a quick Google search or with a Yes or a No. An essential question requires more. It leads students to research and critical thinking, problem solving, independent learning, progress checks and reflection along the way. When focusing on the Essential Question, it is not readily apparent what the end result of the student learning experience will be. My students initially struggled with not knowing where their research would lead. An essential question requires more, leads to more student inquiry and should be something that will sustain student interest along the way.

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Using Recap to focus on the Essential Question and PBL

Rather than have students write their Essential Questions, I asked them to think about what they wanted to study and to share their responses through Recap. I found this was beneficial because they could think through and explain their thoughts, and I could provide feedback directly to them. Having the opportunity to see and listen to the students as they shared their interests enabled me to understand the motivation behind their Essential Question. This method was very beneficial for me.

When we started our PBL, we decided to set aside Fridays as their “PBL” day, and they worked on it independently for the first 9 weeks. We had regular check-ins for updates and at the end, each student shared the product of their PBL experience, which could have taken any form, depending on where their research led them.

One very unique way that one of my students decided to share the information was by using Recap. Recap is a great tool for having students respond or reflect and gives them a comfortable method for sharing information with their teacher and also peers if they choose. One particular student suggesting using Recap to record separate videos of the results of her PBL study on Argentina and the tango. Using Recap for this purpose was a really great way for her to not only share her information and the reasoning of how she crafted her Essential Question, but also her thoughts and steps taken along the way.  Using Recap made  it very obvious to the audience how excited and engaged she was as a result of having the choice to pursue learning  about an area of interest and passion. Even without the video component, the audio itself was enough to inform and engage the listeners in her topic. I could tell that she had chosen an Essential Question which led her through a tremendous learning experience,with sustained inquiry and engagement, and had truly gone through the Project Based Learning process. Selecting this as the “public product” was a great idea, and it also provided her with something to reflect upon as well.

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Using Recap to share the results of PBL

Marina: For my recent Spanish PBL project I decided to use Recap! PBL stands for Project Based Learning which means we come up with a topic that we are interested in learning more about. The first step is to state our essential question, the focus of our research and then being to explore and expand our knowledge. Along the way we might have more questions come up that we may not know how to answer, so we keep searching, learning and expanding our knowledge to find answers  to them. At the end of the PBL project we are basically an “expert” and we can share our findings with our class, in any way that we choose.

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For my presentation, I decided to use Recap. Recap is like no other tool we have ever used in our classroom and it is by far one of my favorites. Recap is a tool that allows you to record a two minute long video, to answer a prompt, share information, or anything you want. It allows you, as the student, to answer questions that your teacher or professor sends you and you can record yourself, with as many tries as you want and then send it right to your teacher. As a teacher you can create questions and send them through Recap to your students, allowing them to respond in the comfort of their home or anywhere to answer your questions and have a continuous chat with feedback. Or like I did with my PBL, you can just make videos by yourself,  you don’t even need a question to be sent to you to be able to make one.

I love using Recap because I feel comfortable at my house recording my thoughts and then having them on my account to show and share with my whole class.

For my Spanish PBL product, I used Recap and recorded myself at home. I spent the time studying the Argentine tango and I was able to research my topic and prepare to make a couple of two minute videos to talk about and share what I had learned during our PBL. I didn’t have to worry about having to talk in front of the whole class and forget what I was going to say. With Recap it was stress free to present in front of my class because I pre-recorded it.

My class absolutely loved it because it was so different than just using Powerpoint or some other web tool that they had seen before. So not only did they learn about the Argentine Tango, they saw they could use Recap in a different way.

Recap is an amazing tool that can bring a whole new element to classrooms everywhere, at any time, because it is so simple and easy and not to mention a lot of fun! I really suggest it to students and teachers because trust me, they will love it!


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