studentengagement

Guest post by Sarah Kiefer, @kiefersj

 

I’ve shared several times that as a Technology Integration Specialist, I do not have my own classroom of students. Nor do I have any kind of regular teaching schedule. This allows me to work with any teacher and any group of students! My goal is that anything/everything I do supports classroom instruction and I love when teachers come to me and ask me to work with students. Sometimes, what we set out to do morphs into something else … and it’s always a good thing!

At the beginning of March, Mrs. Laura Counts approached me to help a group of her students. These 5 students had read several books by Sandra Markle (@Sandra_Markle) and had decided they wanted to write their own book, in her style. Laura asked if I would help. Wow! They wanted to do the research, writing, AND the designing of the book!

The overall task was → the students were inspired after reading a non-fiction book to write their own book. As a group, they decided to research bird feet and each selected a bird that interested them. They would use their research to write in the style of Sandra Markle. Meanwhile, I would work with them to take their writings and make it into a book.

We set to work. I met with the students a couple times a week to work on the actual book design and on the other days, they would do their research. I had such fun talking through the design process … we had a LOT of decisions to make! Which tool do we use? Book Creator? Google Slides? Something else? We settled on Slides. Then we poured over every detail … the dimensions of the book (we literally pulled out a ruler to measure!); making the wooden sign; which font(s) to use – this was a BIG conversation … do we all use the same? does each author use a different one?; whose page goes first? last? order?; gathering the credits for the images we used; and many more! I have to hand it to these 5 kiddos. They did an AMAZING job! They put forth their very best. It really shows!

A very interesting conversation we had very early on was whether or not Ms. Markle would be “mad” they were writing this. One of the boys was worried she would be angry. I asked him why, and basically he was worried she would think we were copying her. I assured him we weren’t going to profit off of this and we would be giving her the credit. Mrs. Counts added that she thought Ms. Markle would be thrilled we were doing this. I offered to reach out to her. I did so, via Twitter – our world really isn’t as big as one would think! – and she responded very quickly! It was awesome to be able to show them that the author was proud of them.

We used several digital tools to help us create our book. One of our favorites is a website “Build Your Wild Self” from the Bronx Zoo (unfortunately, it doesn’t seem to be available anymore). Then we also used a couple of “digital scissors” — https://online.photoscissors.com/ (to be able to take the “wild self” and attach their specific bird legs) and https://www.remove.bg/ (for our author pages – not shown in the preview below because of the age of the students). Showing the students the power of a Google Slide was incredible! I don’t know who enjoyed it more, them or me!

I am happy to share the final version of their book! The attention to detail and the excitement of these students showed through this whole project is heartwarming. I’m not sharing their author pages due to their age, but several of them have commented on wanting to be authors! ……. I believe they already are!

*** Link to a published Slides that shares the majority of the book the students created.

 

 

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

 

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

Find these available at bit.ly/Pothbooks  

 

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What an amazing week it was spending time with Buncee at BETT, the biggest edtech conference in the world held in London. I am so thankful to be a part of the Buncee family and to have had the opportunity to travel to London and share in this experience with Marie Arturi, Francesca Arturi, Eda Gimenez, and Bryan Gorman. It truly was an honor to be there. I love having an opportunity to share Buncee with educators from around  the world and to be able to talk about the impact it has made for students in my classroom and for me as an educator.

 

BETT was unlike any other conference that I have attended. It was definitely a unique experience to be in a space with around 34,000 people,  many educators who traveled from around the world to learn about trends in education, emerging technologies, best practices and to exchange perspectives with one another. There were so many exhibits and learning sessions happening, but for me, my favorite part of conferences are the connections that are made and the learning from the conversations that happen with those connections. 

 

Promoting Awareness

For me, being able to spend time learning about what the educational system is like in so many different countries and to better understand the challenges that are faced by educators around the world was eye opening. During my time at the conference, we had so many groups of educators come to the Buncee booth, eager to learn more about how to amplify student choice in learning, promote creativity, nurture a love of learning and support all students. We had conversations with educators from countries like Nigeria, India, the Netherlands, Pakistan, Belgium, France, Saudi Arabia, Portugal, and many others, almost all of whom had never heard of Buncee before coming by the booth and being drawn in by the “Unlock the Power of Creativity” and the beautiful booth display and many Buncee examples showing on the monitor. Educators and students were curious about what Buncee was and how it could be used.

ImageMarie, Eda, Bryan and Francesca

The booth set up was beautiful and everybody who passed by stopped as soon as they saw it and wanted to capture a picture of Unlock the power of creativity. It might have been the most photographed area of the conference if I were to guess, because there were so many pictures taken during those four days!

 

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Francesca had a whole team come together to learn about the power of Buncee

Working Together

There was so much activity in the Microsoft Education space, which highlighted themes focused on personalized learning, student voice and choice, accessibility and learning tools, unlocking the power of creativity, and collaboration, for a few. Educators moved throughout the Microsoft and partner spaces to learn about each of these topics and find out how to provide more for students using the tools available. It was interesting to see the collaboration of colleagues and teams from the same district or even government organizations showing up to learn about what Buncee has to offer students and educators.

Sharing the Power of Buncee

Every time that I have the opportunity to introduce someone to Buncee, I love seeing their response as they observe all of the possibilities for creation that are available. During presentations, I always ask attendees about their familiarity with Buncee, whether they have heard of it or used it before, and I’m always very excited when a lot of hands  go up to say that it is new to them. Being able to share and show all of the options and ways that it can be used at any level, with any content, is always a good experience for everyone. And I always learn more from those attending because of the specific needs they have for their classroom or the ideas that they are looking for.

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Francesca and Bryan

Powerful learning

Something that I find to be so beneficial in conferences like BETT whether from presenting in the booth, doing demos, or even through poster sessions, is that you get to have those one-on-one conversations to find out exactly what educators are looking for and hoping to learn. You can really connect and work together to explore the tools and strategies out there and personalize it to exactly what each educator needs for their students and themselves. 

When you can make that direct contact and work with closely with them, they walk away with new ideas that they can put into practice right away, and with the reassurance that is sometimes necessary when it comes to technology, that it can be easy to get started, especially with tools like Buncee.

Sharing a love of learning and love of Buncee

nullI was honored to present a session with with Eda Gimenez, about using creativity to nurture a love of learning and the power of immersive reader for accessibility for all learners. We worked on the presentation for a while and I was excited and nervous of course, to present. But what always makes a difference is talking about something  that you are passionate about and believe in and also making a connection with the attendance.

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Ready for our presentation

What made this session special is that those in attendance had not experienced the wonder of creating with Buncee and were there to learn about it for the first time. Being able to share all of the potential it has for empowering our students with choices and creating opportunities for all students. I admire Eda and the work that she does, the message she shares about the power of Buncee and Immersive Reader for language  learners and for nurturing “a sense of participation, inclusivity, fun and creativity.”  

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We checked out our presentation room early.

An added bonus is that we were also able to try out the live captioning during our presentation. For attendees in our session, they could join with a code and then select their language of choice for captions during the presentation. Being able to communicate your message, tell a story, share learning between students and families is vital for educators and for student learning. With the power of technology, through tools like Buncee and Immersive Reader, we can make sure that families are involved and information is accessible for every student and their families. 

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Eda shared Christine Schlitt’s story during our presentation

There are some common questions when it comes to using technology: 

 

What are the ways you can use it? 

How much time does it take to get started? 

Is there a big learning curve? 

How does it benefit students?

I always anticipate these questions and appreciate the pushback that comes sometimes because that’s how we know we are truly looking at the tools and methods we want to bring into our classroom with the right lens. I enjoyed seeing attendees from our session head to the booth to learn more!  It was fun interacting with everyone, seeing their reactions to the Buncees on the screen, and many wondering how to unlock the power Several times there were requests to make sure that somebody would be available to explain Buncee, to do a demo, to answer questions later when they brought back the rest of their team.

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Image from Buncee

Highlights

One of my biggest takeaways from experiences like this is that regardless of if we are a teacher in the classroom or the one doing the presentation, we learn so much more from those who are participating in our session or the learners in our classroom. Without a doubt, I walked away with so many new ideas for my students and a greater understanding of how different educational systems are and the challenge that educators have when it comes to a lack of resources. 

It is definitely a joint effort where they want to have everybody involved and learning together with a theme of global collaboration, it surely was that. We made new connections, shared and learning experiences together and continue to learn and grow together.

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We got to meet Maria in person!

Meeting Buncee Ambassadors

Something else that made it wonderful experience was being able to connect with Buncee ambassadors from around the world. Meeting Maria in person for the first time was exciting and she even brought gifts for us from Argentina. She is a beautiful person and I’m so thankful to be connected with her! 

 

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Thank you Maria for the thoughtful gift from Argentina!

I am so thankful to be part of the Buncee team and Buncee family, who truly does join together to do what’s best for all students, and build a nurturing learning community fueled by a love of learning.

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Thank you Buncee for making a difference.

Guest post by 

Opinions expressed are those of the author.

I recently followed a chat that started from the claim that all a student needs to be is liked. That all they need is a connection or relationship or positive interaction with an adult. Initially I thought of course I agree, but after some time of that idea rattling around in my head I changed my mind. I don’t think I agree. I would still agree that connections can and do make a huge difference. I just don’t think they make THE difference.

20190517_123745702418090265244780.jpgI work in alternative education. I work with really challenging kids. THOSE KIDS. The ones who didn’t make it in other schools. The ones who know incarceration and the system. The ones who know trauma and abuse and pain and abandonment. The ones who know failure. These kids don’t like me when they enter my classroom. They don’t like anyone. They don’t care if I like them. They are quite used to no one liking them. They don’t care about grades and learning and futures. They don’t plan. They don’t have goals. They don’t dream. They don’t have hope.

So I have to connect with them and I have to do it fast. I have found that I relate to these kids. I get them. Maybe it’s my own quirkiness or off-beat sense of humor or stubborn streak or willingness to do about anything to make that connection – smile, laugh, sing, dance, tell jokes, laugh at bad jokes, pat backs, give hugs, and just never stop trying. They push me away, but I come back. Again. And again. And again. Until finally they push back a little less, and if I’m lucky, they stop pushing back at all. That is connection and it is the absolute first step. No question. It will be the foundation for everything that comes next.

Next. That is the thing that I think has gotten lost. It’s not the connection that’s the most important thing. It’s the next. Jump into any education chat or conversation and you will hear the word connection and relationships, but it’s becoming this idea that if I make a connection with my student then that is all they need. If I care enough or like them enough or love them enough or if we talk enough or have enough in common then that will make a difference to my students. And it will. It will make A difference, but I don’t think it’s enough to make THE difference.

We need the next. They need the next. Think about the process of building a house. When carpenters build a house they build the foundation first. It is what supports everything. But once they have a foundation, they keep going. They build the walls and 20191218_180417-16324819778329009069.jpgthe roof and they put in duct work and plumbing and electrical. It’s finished off with paint and flooring and appliances and décor. There are so many steps that come after the foundation. There are so many steps to building a completed house. If they stopped after the foundation, then they don’t have a house. They just have a piece of concrete.

We, as educators, we need to build the house for our students. Let’s build a foundation. Let’s work hard and quickly to make connections and build relationships, but then let’s not stop there. Let’s do something with that foundation. Let’s give them walls and a roof – a framework to support them. We can teach social skills and coping skills. How to enter a classroom and take turns and ask for help. How to approach tasks independently and with their peers. How to adjust to different procedures and expectations. How to make mistakes. How to celebrate successes. How to work through problems. How to find an answer. How to ask for help. How to be a successful student but also a successful member of society. Let’s give them all the systems inside that house – let’s bring that house to life. We can teach them academics. We can fill in the gaps while giving opportunities for new growth. It may look different than how other students learn and they may need to express what they know differently, but they will learn. They will learn mistakes aren’t failures. They will learn to try again. They will experience success. Knowledge is a powerful thing. So is confidence. Let’s decorate their house. Personalize it. Make it belong to each individual student. Let them be creative. Think outside the box. Celebrate individuality. Find their own unique strengths and weaknesses. Let’s make that house their own.

20191218_1806315978855054264078087.jpgLet’s do something with the connections we work so hard to make. Let’s use those foundations we’ve built. Let’s push our students out of their comfort zone. Let’s move past easy and complacent and good enough. Let’s set high expectations. Let’s push them to struggle and even fail. But then let’s teach them to persevere and to adapt and to overcome. It will be hard for them and us. We will all get tired and experience frustrations, but it’s what they need. And they will be okay because we will there. We will support them and guide them and believe in them and teach them. We use that connection that we created in the beginning to be our foundation to support everything we do next.

 

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

 

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

Find these available at bit.ly/Pothbooks  

 

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A Powerful Learning Community and So Much More!

By Rachelle Dene Poth @Rdene915

Being an educator requires a lot. It requires a huge investment in time to make sure that we are providing everything that our students need and that we are making time for ourselves to grow professionally. Finding a way to balance the numerous responsibilities can be difficult sometimes and trying to do so can result in a lack of balance and a loss in time for personal and professional development. So what can educators do? Do we have to choose only one thing? How can we when it is all important to our students’ growth as well as our own?

We don’t have to choose. We have access to the support we need and more importantly, that our students need, through the ability to connect in the Buncee community. For several years I have been proud to be a part of this growing educator community and have learned so much from the connections that I have made and from the relationships that have formed with the Buncee team and Buncee Ambassadors. I am so proud to be a part of this Buncee family.

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Finding what we need

People often ask how to find resources and new ideas for their classes, how to become more connected, and where to find a supportive network of educators. Over the years I have been fortunate to become connected with a lot of different educators in various communities ranging from state and national educational organizations, to ambassador programs and a growing PLN from leveraging social media networks that enable me to learn and gather new ideas that will benefit my students and my practice.

There are a lot of communities out there to choose from, but one in particular has continued to make an impact in my life and for my students over the years, and in the lives of many students, educators and people from around the world. And that is Buncee.

Where to Begin

Whether you’re on Twitter or not, I would recommend checking out what educators have been sharing when it comes to Buncee. During the week there are many Twitter chats happening and discussion in online forums such as Facebook.

These are a few of the most common topics that educators have been exploring:

  • Finding resources and authentic ideas for assessment
  • Providing different types of learning experiences that are more student-driven and full of choices like project-based learning.
  • Building social emotional learning (SEL) or digital citizenship skills
  • Promoting global and cultural awareness
  • Engaging students in more authentic and meaningful work.
  • Differentiated instruction and how we can make sure that we are providing what each student needs in our classrooms.

For many years I kept myself kind of isolated and relied on my own experiences as a student and used only the materials that I had in my own classroom. Truthfully, I didn’t really know where to look to find support or other resources and didn’t feel like I had the time to do so. But today, all of that is so greatly changed, and it just takes looking outward to see what is happening in classrooms around the world. Finding the right connection and taking that first step.

Finding New ideas

Just in the last few weeks, I have learned how teachers are using Buncee for more than just creating a presentation. Educators are leveraging technology to help students to build confidence, facilitate global connections, foster social-emotional learning skills, and even for helping students to overcoming anxiety when it comes to doing presentations in class.

Recently a friend asked me if I had ideas for a different way to teach mythology. I posted my question in the Buncee community and it didn’t take long for someone to share a few project ideas and for many educators to offer more support.

There are so many unique ways to use Buncee and beyond just being a versatile tool for students and educators and anybody to use to create. Buncee has really brought people together in a welcoming community. A community that is focused on supporting one another so it can support all students.

If you are looking for a new idea, a different way to present information to your students, to have students create, to be engaged in learning, then I definitely recommend you check out Buncee.

If you are looking to become part of a supportive educator network, then I encourage you to become part of the Buncee Community. Engage in the conversations that happen each day, join in the monthly Twitter chats, take advantage of all the resources that they are so willing to give and to share. Explore some of the recent Twitter conversation and tremendous support in this community here.

Here are some of the most recent ideas shared that are definitely worth checking out:

Holiday Hugs Marie Arturi and Amy Storer Read about it here.

Tutorial Shared with Anyone Looking to Get Started: Dan Spada

Link to Video

Culturally Responsive Teaching: Submitted by Bonnie Foster to Buncee, this amazing board designed by Mary Gaynor & Colleen Corrigan.

Daily Reflective Thoughts by Don Sturm

Book recommendations: Rachelle Dene Poth

Hopes and Dreams: Laurie Guyon

Law Enforcement Appreciation Day: Barbie Monty

Welcome Back messages: Laura Steinbrink

Student Reminders: Barbie Monty

Student Focus for the year: Heather Preston

Barbie Monty

Student Business Cards and Goals: Loni Stein

Task Cards: Amy Nichols

Teacher PD: Barbie Monty

Student Projects: Todd Flory

Test Prep and Motivation: Amy Nichols

Video and Buncee with Greenscreen: Jennifer Conti

Guest  Post by Kim Murphree, Educational Technology Trainer, Mansfield, Texas @murphree_kim

With the increase in accessible, affordable and abundant Augmented and Virtual Reality apps and programs, education can now provide these types of learning experiences for students. We see it with the popularity of the Merge Cube and Merge Goggles, and with free programs like Google Expeditions and Tour Creator. Teachers, and more importantly their students, have the opportunity to participate in these types of learning experiences with little monetary investment and not a super high level of technical knowledge.

And that’s what augmented and virtual reality provides in education- an experience. Learning through AR/VR raises a learning activity from a passive task to an immersive experience- connecting the user to the content in a way that has not been reasonably possible in the classroom before. Implementing Augmented or Virtual Reality raises your level of engagement through a multi-sensory experience. The experience itself is as close as you can get to having “special effects” in the classroom- and here is where teachers can take advantage of this magic. Teachers don’t have to work quite so hard for the “wow”. Countless PD sessions and books expound on how to “hook” students in or ways to increase engagement with the content- with AR/VR the cool is already there. Kids are already hooked and engaged. This leaves the content connection. Teachers can now concentrate on what they are the experts in- the content. However, It is important to connect the cool with the content in order to ensure that integrating AR/VR is meaningful and purposeful.

Below are some tips for “connecting the cool”:

  • Extend and Enhance your Curriculum– make sure your AR/VR integration doesn’t turn into a “movie day” situation. It should not be used as a filler but as a value-added addition.
  • Ensure Active Learning– Augmented and Virtual reality in the classroom has an inherent physicality to it, make sure you adapt your room and lesson to guarantee student interaction with the materials and with each other
  • Significance– As the content area expert, and with the built-in wow factor, use your lesson planning time to bring the content purpose to the forefront. The AR/VR experience should solidify the significance of the content you are covering.
  • Reflective Summary– AR/VR activities, while special, still require follow-up and feedback. Build opportunities for reflection in your lesson, just like you would for any good learning activity.

Augmented and Virtual Reality bring learning to a personal level and engages learning styles and modalities in such an easy way. This type of technology has far-reaching and limitless potential for use and has come so far that students and teachers are now able to move from simply being consumers of this type of technology to the creators. There are so many applications and programs that can bring your content to life- engagement and interaction are built into these applications. Students who are using a Merge Cube to look at the Solar System can immediately see its “cool”, therefore teachers can concentrate on the content and curriculum connection. Immersive technologies create genuine and unique learning opportunities that meet the needs of diverse learners of today.

 

 

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

 

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

Find these available at bit.ly/Pothbooks  

 

Books available

Guest post by Jason Clark, Innovation Specialist, Eagle Point School District 9, Eagle Point, Oregon     Twitter: @jpclark03    #Go3agles #epsd9 

 

Throughout my career as an educator and edtech enthusiast, one of my passions has been to use video to tell a story, or to deliver news. At every school that I have been at along my journey (elementary school), I have created a student news program. This started way back before digital video and personal devices, and that makes me feel like a fossil. I have created news programs that aired live through closed circuit cable every single day, and news programs that were pre-recorded and posted to our school webpage via youtube every day. It was always a huge hit with students and we found that it was a great way to reach our parents and community as well, once our shows were shared on youtube. That’s that magic of it, students reaching an audience to deliver a message in a fun creative way.

In my new role as an Innovation Specialist for my district, one of my goals is to begin student news programs in each school. Our district is a 1:1 iPad district which puts us in a very unique situation. Every single student from K-12 has a working studio in their hands, with the ability to reach a broad audience. That is powerful. Our high school just started a video production class this year and we’ve built a working studio that is based and focused on the iPad. We use Padcaster Studios along with our ipads to create two video news episodes a week that go out to students and the community. The episodes are fun and creative. However, it is very difficult for teachers to take time out of the day to watch the news with students. Time is always an issue.

One trend that I’ve noticed is that we aren’t generating the views that we had hoped to get.

How can we reach our high school students in a different way? The news and announcements are filled with important information that they need to know, but many are missing them because the don’t listen to the intercom announcements (I’m guilty as well) or get a chance, or the time to view our student video news (Eagle News) on youtube. Then it hit me.

There is a way to hit just about every student in our high school with the important news and information that they need to know. We are now taking a risk that many schools are not willing to take. We are using the platforms that the majority of high school aged students use regularly. We are pushing out our video news and announcements through Snapchat, Instagram, and Twitter. Our students are consumers of a constant bombardment of information, so watching a 3-4 minute news episode is unlikely to happen throughout their day. However, they check their Snap, Insta, and Twitter accounts between classes (never during class) and when they are away from school. We are meeting them where they are at. Our video students and leadership students are changing the way school news and announcements are sent and received. They are content creators of short bite-sized nuggets of news that will reach their peers and the community in multiple ways. We are evolving what school news can look like, and it’s exciting to see where it goes.

One thing to consider is building trust with students and the use of social media. They don’t necessarily want teachers to see what they are doing and posting on their social media accounts. The way that we build trust with our students is that our Eagle News accounts don’t follow anyone back. We are purely using the platforms to push out our content. All things said and done, our social media news does not replace our studio news. We still create our studio news episodes because even if we don’t have many viewers yet, the experience in a studio is vital to video production. What we have done is to mesh our created content together in multiple platforms to reach a greater audience.

Ask yourself this question: How do you get most of your news? Do you sit on your couch to watch the 6:00 pm news? Or do you get live updates from your local news station on Twitter or Facebook? As our world changes and technology changes, as educators, we need to pay careful attention to how our students view news so that we can adapt to meet them where they are. That place is usually one with a device close by.

 

 

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

 

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

Find these available at bit.ly/Pothbooks  

 

Books available

Guest Post by:

 Peg Grafwallner, Instructional Coach/Reading Specialist, Ronald Reagan IB High School, Erica Breitbarth, Music Teacher, Ronald Reagan IB High School

One of my favorite ways to spend the first block is to observe a music class. I am an
Instructional Coach and Reading Specialist at a large, urban high school. I collaborate with dozens of teachers by supporting them in embedding literacy into their classroom teaching with disrupting their learning objectives. This particular morning I observed Ms. B’s Beginning Chorus class. As students practiced their scales, Ms. B played the piano and offered instructions. She encouraged students to use Curwen hand signals to align to the notes. These hand signals offer a kinesthetic connection to the notes giving students the chance to, according to Ms. B, “visually and spatially represent the sound they are producing.”

As students were practicing their scales, I noticed explicit similarities between reading and music; and most notably, reading in music. Ms. B. prefaced the lesson’s song by offering background on the composer and the arranger. Frequently, the background of an artist can be directly related to the piece they create. Therefore, that background is often analyzed to make meaning from the piece. Likewise, when I introduce a short story, I always share with students the background of the author. Often, the author’s interesting life experiences is a hook to get students interested. As an example, the life of Edgar Allan Poe is as emotionally complex as his poem, “Annabelle Lee.” Therefore, it is beneficial to spend time on the connections between author and text and in this case, between the composer and the music.

6E56F311-72C8-4FAC-83B5-79D1E9CCAF0ANext, Ms. B asked her students to listen to the introduction of the song and try to predict
what it was about. What mood did the piece evoke? How did it make them feel? These questions encouraged students to imagine what the composer or musician is saying within the music. What do they want us to know, to feel, to understand? In addition, students were encouraged to apply music terminology to their explanations. Utilizing that terminology supports their practice of music language and inspires them to communicate as a musician. In a similar way, when I teach a new piece of text, I often “tease” students with the first couple of lines from the story (“It was the best of times; it was the worst of times,” A Tale of Two Cities) or the name of the main character (“Bigger Thomas,” Native Son) or the location of the setting (“Starkfield,” Ethan Frome). I ask them to predict what they think the story is about, or to anticipate the attitude of the character or to foresee the importance of the place. That conversation helps students to imagine the theme, the characters and the setting.

Next, Ms. B distributed the sheet music and asked students to take a few minutes to
“read” it over. She asked them to sing the rhythms on counts and encouraged them to keep reading the music even if they mixed up a rhythm, but to continue working on it both visually and aurally. As a reading specialist, I encourage students to keep reading if they get stuck on a word. I remind them of various “fix it” strategies to make meaning. As an example, can the student determine meaning from the prefix, the root word or the suffix? Is the student able to understand the gist of the reading without the word?
When students finished reading, Ms. B asked them to highlight their individual line so
that it would “stick out of the musical texture as you read.” This type of close reading, or
“musical annotation” is a valuable skill in all content areas. When students begin a new piece of text, even a brief close reading supports their annotation skills. By doing a close reading, students are asking questions, making comments and deciphering unknown vocabulary. This engagement with the text helps students for the challenge of reading and making meaning of what could be an unfamiliar topic.

2F7ECCC0-891D-4DF0-AE40-86521386832BAs students read and highlighted, Ms. B prepared a video of the song being performed by
an authentic ensemble, so students could “feel” the style and the spirit of the piece. This visual is critical in making an auditory connection. By listening to the music and watching the singers’ body language, the student is hearing and seeing the relationship between the singers and the music. Similarly, I often show a video or play a recording of an author reading a portion of their short story, poem or novel. I want students to see the author’s demeanor when reading and hear the tone and inflection of the author’s voice.
Finally, after a visual and spatial warm-up, an introduction of the artist, a prediction of
the piece, a detailed close-reading with annotation, and lastly, a visual and auditory opportunity to hear the music, Ms. B’s students were ready to practice the piece themselves.

In closing, it is essential to create scaffolded reading opportunities in all classes, not just
the four “core” where one would most expect them. To support students in reading, explicit and useful strategies are necessary to make meaningful reading connections, which in turn, highlights the value of reading in every single subject. Applying those specific reading strategies in music and all classes demonstrates the value of that discipline and the ability to transfer those strategies from one content area to the next.

References
Dickens, C. (1859). A tale of two cities. London: Chapman Hall.
Wharton, E. (1860). Ethan Frome. New York, Charles Scribner’s Sons.
Wright, R. (1911). Native son. New York, Harper.

Peg Grafwallner is the author of Ready to Learn: The FRAME Model for Optimizing Student Success, available now through Solution Tree.

EB9E4BE1-B0CE-4383-9A1D-316C6DF1DB91  Ready to Learn

 

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Guest Post by Liz Janusz, Instructional Coach in SD113A in Lemont, IL. @mrs_janusz

I know the end of the school year is near, but I can’t seem to stop thinking about next year already! I have many goals for next school year: get into some coaching cycles with our amazing teachers, share more professional development books, but my number one goal for next year is to begin to build a culture of readers in our school.

Creating a reading culture in a school is essential if we want to encourage students to become engaged and motivated readers. Reading for fun should be celebrated and encouraged throughout the school day! Developing a strong culture of readers takes time and commitment from all involved, which is why I’ve already started planning for next year!

What do you need to begin to build a culture of readers?

  • Everyone should have a clear understanding of why building a culture of readers is so important. Reading for pleasure is the BEST way to develop and strengthen literacy skills and improve academic achievement.
  • A shared vision of what your school’s reading culture means in real words.
  • Full support of all staff in the building, including custodians, PE teachers, paraprofessionals, etc.
  • Books, books, and more books!

What are some things I can do to start building a culture of readers?

  • Encourage students to book talk the book they just finished reading to the rest of the class. Most of the time, they will be able to hook their peers on a book better that we could! Peer recommendations are one of the most powerful ways we can get more books into the hands of students!
  • Offer book clubs during the lunch periods. Pick a few books from an award list (Caudill, Newbery, Monarch, etc) and offer the chance for students to come in during their lunchtime to discuss the book that everyone is reading. Picking a book from an award list, will more than likely will leave them wanting to read the rest of on the list!
  • Set up an area in the school library where teachers can leave book recommendations for students.
  • As you are walking around the hallways, try simply carrying a book with you. I’m shocked at how many kids stop me in the hallway when I am carrying a book! They want to either tell me that they are reading it too or want me to tell them what they book is about.
  • Make your classroom library and sacred and inviting space. Don’t just throw random books in tubs and be done with it. Get your students involved and be thoughtful about how you arrange your library so it would be most accessible for your class.
  • Make books available all throughout the building! Put some shelves in the hallways and make displays based on what grade levels are teaching about or highlight a certain genre.

How can I get ALL staff members involved?

  • Over the summer have students and staff take pictures of themselves reading and post them with a school hashtag. When school begins in the fall create a slidedeck with all the all different pictures so we can celebrate all of the summer reading!
  • Create “What I’m Currently Reading” signs for EVERY SINGLE staff member in your building. These can hang outside their classroom, office, lunchroom, gym etc. Staff members can update these every time they read a new book. Students can see that all staff members value reading for fun and will hopefully get them excited about their own reading.
  • Set up a book swap! Have all teachers look through their classroom libraries and select books that they would put in the swap. Other teachers and students could then come look through the books and decide which “new” books they would like in their library. Everyone gets “new” books for their library, without spending money!
  • Make sure your school has a wide variety of books! For example, there are a lot of great math books out there. Buy some for your math teachers to have in the classroom that they can read aloud or reference while teaching.

 

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

Find these available at bit.ly/Pothbooks  

 

Books available

One of the things that I love the most about Buncee is that it can be used in so many different ways, not only for instruction in our classrooms but also in life. I have used Buncee to create cards for family and friends, personal business cards, graphics for Twitter chats and webinars, quote graphics for my books, invitations, and more. When I decide to use digital tools in my classroom, I want students to practice the content in a more authentic and engaging way, while developing skills such as collaboration, critical thinking, problem-solving, and creativity that can be transferred to their future. In using digital tools like Buncee, my hope is that they will also use them in other classes, for personal use, and will share them with family too.

Each year, I continue to explore new ideas to have students create with the content, rather than doing the exact same project or using traditional worksheets or other assessment methods. For years, I assigned students to complete very rigid projects in the same format and left little up to student choice. Now, after seeing the benefits of being more flexible with my instructional methods, I’d rather open it up more to student choice and see what students come up with.

Finding time to explore new resources can be a challenge because our lives as educators becomes quite busy and we may find ourselves lacking in time to really explore a variety of options for use in our classroom. This is another one of the reasons that I choose Buncee and appreciate the team’s investment in offering more than just one way for students to create. It truly has become a go to multi-purpose platform that can do so much, that I feel pretty comfortable in saying that the possibilities really are endless when it comes to creation with Buncee.

Learning about students and pushing them to explore

At the start of each school year, I focus my efforts on student relationships, learning about my students and also providing opportunities for them to learn about one another. In the past I have done this by using activities in our classroom such as ice breakers or having students work together on different review games and other in class collaborations like that. But this year I decided to do something a little bit differently to not only engage students in learning about the Spanish language and culture but to engage more in learning about one another. I came up with a project focused on using the “About Me” template in Buncee. I wanted students to share who they were and create one slide to show this using words, animations, stickers, and other add-ins. My hope was that by looking at each student’s slide, we would understand one another better and relate to each other based on similarities and differences.

I also thought this would be a good opportunity for them to choose and learn a little about a place where Spanish is spoken and create an “About_(country)_____” to share that information with the rest of the class. But I also realize that there are many students who are visual learners like me and I wanted to encourage students to be able to quickly look at and process information and represent it in a different way. Rather than simply restating the same content, push them to apply it at a higher level or find a different way to demonstrate an understanding of a concept.

I also wanted students to choose a Spanish speaking country and I placed a limit on the number of actual words they could use because I wanted them to represent what they had learned about the place that had chosen using the Buncee features. The topics they had to include were: languages spoken, school subjects, foods, activities, and other information like that that they could display using Buncee.

How did it go?

It was a fun activity and I learned so much about them and they learned about each other and what life is like in countries where Spanish is spoken. We shared them on a Buncee board which made it easy to access and created a colorful display of students and their creativity. Students shared their slides and gave a brief description in Spanish about themselves and made connections with their classmates. We had good conversations exchanging our likes, dislikes, and learning about our backgrounds. For the second slide, students

were able to get a quick glimpse of different Spanish-speaking countries and begin to understand the culture of some of the places they would be studying. It was fun that they could only include 3D objects, animations, stickers or emojis, to represent the information for each country. So for visual learners, being able to choose the right object to use to share this information made the learning stick a little bit more. Students who enjoy creating but not drawing really enjoyed the activity.

One other feature that I thought was important to share with students was the new Immersive Reader and how it works. We enjoyed looking at all of the capabilities with it and using Buncee for learning!

 

 

 

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

 

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

Find these available at bit.ly/Pothbooks  

 

Books available

Buncee and Immersive Reader: A Winning Combination for Assistive Learning

For several years, Buncee has been one of my favorite creation tools; both for personal creation needs and for classroom instruction. While there are many digital tools to choose from when it comes to teaching and having our students create, Buncee’s versatility, ease-of-use, and recent integration with Microsoft’s Immersive Reader make it a go-to tool for all creative needs and accessible for students of diverse ages and abilities to learn 21st-Century Skills and express themselves. What my students love the most is that Buncee offers something for everyone, and I love that they love it.

Always keeping their finger on the pulse of their community’s needs, Buncee listens to educators about the needs for our students and takes action to find solutions! Their integration with Immersive Reader is a perfect example of this.

Immersive Reader: It’s About Opportunities to for ALL Students

This summer, Buncee added Microsoft’s Immersive Reader to its platform, increasing accessibility for students and offering more robust ways to learn. Immersive Reader is full-screen accessibility tool, supporting the readability of text in a Buncee for students with dyslexia, visual impairments, and for language learners and their families. Any text added into a Buncee can be translated and read aloud in over 60 + languages.

There are many ways Immersive Reader can enhance the learning opportunities for all students, build their confidence, and create an inclusive classroom environment. The use of Immersive Reader in Buncee will enable students to do more than just create Buncees, it will help them improve reading and language learning skills, while engaging more with the content in authentic and meaningful ways.

Imagine the possibilities for reaching and engaging students and their families who are just learning to read, who may be struggling with identifying parts of speech or word recognition, or who may be coming from non-native English speaking homes. Educators can use Immersive Reader to create lessons, make interactive flashcards for students and also for communicating with families. Being able to provide for students and their families of different backgrounds and learning styles is something that the Buncee team is definitely passionate about and does well!

How Does Immersive Reader Work in Buncee?

There are several ways to help students to build their skills through the different options available within Buncee and using Immersive Reader.

Getting started with Immersive Reader in Buncee is easy. By clicking on the Immersive Reader icon when viewing a Buncee, options pop up that you can work with to help further personalize the learning experience for students. Immersive Reader can then access the text in a Buncee. For example, it is easy to adjust the reading speed and make changes to the font spacing to help students who might need some adjustments in the visual appearance. You can also choose to display the text in shorter lines, or break down the syllables, to help students process the information in ways that meet their needs.

Navigating the Options

I decided to create a Buncee using some of the new 3D objects and also explore the options available through Immersive Reader. When viewing my finished Buncee, clicking the Immersive Reader symbol takes me to a new screen where I have additional options to further personalize the appearance of the creation. For first time users, it is easy to figure out how to adjust the settings. In preview mode, I clicked on the speaker symbol to listen to the text. Students could use this as a way to practice their own pronunciation, especially when using it for language learning, by repeating after the speaker. Students can also build listening comprehension skills by focusing on the written words and making connections with the audio.

By clicking on text preferences, I can choose the text size, increase spacing, and select from three choices in font style. These are great options to help with readability for students. There are also 21 color choices for the background on the screen. I find this to be very useful, especially as someone who can be sensitive to certain colors when reading. I’ve also had students experience difficulty with reading on certain colored backgrounds, so this is a definite plus.

The grammar options enable you to turn the syllables on or off and also color code the different parts of speech. Being able to use the color codes to help with the identification of nouns, verbs, adjectives, and adverbs will help students to build their grammar skills. These labels can be turned on or off, which means that families can work with their children and use it as a teaching tool for review.

Just to experiment, I turned everything off except for the verbs. Displayed on the screen were the two verbs in the sentence both highlighted in red. I then selected a different color for each part of speech, I chose purple to identify nouns and green for the adjectives. I was amazed at how quickly this could be set up and the possibilities for helping students with reading comprehension and language skills. Using this as a way to further engage students with identifying parts of speech and making the visual connection is another option for more interactive learning.

Under reading preferences you can focus on one line or on the entire text.

When you focus on a line, it closes the screen down to that one specific sentence, which you can also make narrower or thicker depending on your choice.

There are more than 60 languages available for translation. I decided to try French first, and when I clicked on a word, it showed me the word in French and in English. I also explored other languages, including Spanish and was impressed with how much it offered to reinforce the content and to provide a more personalized learning experience for students. You can choose the voice and speed of reading, so it provides a great way to reinforce speaking skills as well as listening, reading and writing.

In his book, Digital Leadership, Eric Sheninger talks about the critical competencies needed by learners to be successful in today’s world. These competencies are in alignment with the ISTE standards for students and teachers, and can be addressed through the use of Buncee. Now with Immersive Reader integrated, the possibilities to address these standards is open to all learners. Beyond the potential for creativity, collaboration, critical thinking, and communication, using Buncee, students can build skills in digital media literacy, entrepreneurship, technological proficiency, and digital citizenship. Students have the opportunity to use technology as a tool for solving real-world problems or making real-world connections. We have to look beyond simply using digital tools to engage students in learning and instead, empower them through opportunities to apply what they have learned in unique ways.