7 Tips to Get The Most Out of Blogging This Year

January 11, 2018January 11, 2018Dr. Rachelle Dené Poth Leave a comment

Originally Published on Kidblog,

Getting ready for the start of a new school year – new students, new curriculum, and new tools – means teachers have a lot of preparation ahead of them. Whether new to Kidblog or a veteran classroom blogger, these tips will help you get the most out of your class blog this year.1) There is no better way to start the year than by way of introductions. Blogging can be a great way to get your students comfortable with you as their new teacher, as well as, their new classmates. In my classroom, I also use this time to cover expectations in the classroom. This is all done in a “Welcome back to school” blog post. Choose a fun theme for the class, add some links and include helpful information. Share information about you, including some fun facts, and encourage students to then respond to your post. You can begin to develop those vital relationships for your classroom.

2) Get parents connected. Make the decision to use blogs as a way to keep parents informed about what is going on in the classroom. Set a goal to write a blog post with a weekly update and share what is going on in the classroom, give highlights of upcoming events and activities the students will be participating in. Also, use the blog as a way to share student work with parents, which will really connect the home and the classroom, and involve all members of the learning community.

3) Involve students in planning for blog posts. Encourage students to come up with their own ideas or to work with peers to brainstorm some writing prompts to use throughout the year. Gather their ideas and then draw from their prompts. Involving students in the decision making process in the classroom helps to provide more authentic and meaningful learning experiences. It promotes student voice and choice in the classroom and helps students feel more valued and empowered. By actively engaging them in classroom decisions, students will feel more connected to the content and their peers.

4) Create a bridge between content areas by doing some cross-curricular blog posts. Find time to talk with and encourage other teachers who may not be using blogs, to work with you to create some cross-curricular opportunities. The blog can be a way for students to complete some writing assignments or projects for communicating their ideas and showing their learning. Students create their own personal space to share ideas and really have an opportunity to practice their skills for multiple content areas in a comfortable manner.

5) Try adding some other tech tools to app smash with Kidblog or use Kidblog as the means to share student work! Implementing other tools will help students develop their technology skills and digital literacy. For example, have students create a Buncee and write about what they’ve created, or, they may share it with a peer to create a story. These apps can be easily embed into Kidblog for their classmates to comment.

6) Have a routine for sharing student blog posts and set aside time in class for the students to work together to share their blogs, offer feedback and learn to reflect on their work. Making time for students to work with peers will build those positive classroom relationships and help students to become more confident in their learning. Their confidence will increase through the writing process and also by communicating and collaborating in the classroom.

7) Be sure to have resources available for students so they understand how to use the blog, how to write a post and to properly cite any images or other information they add to their posts. A great way to do this is by screen-casting a tutorial available to students, as well as, creating a “guide post” that gives students pointers on how to publish a post, the required format, and other information related to your expectations. By providing all the information in a place which is accessible, the process will be much easier for students throughout the year to have the support they need when they need it.

Engaging Students: Movement through games and music

January 3, 2018January 2, 2018Dr. Rachelle Dené Poth Leave a comment

Published on Getting Smart, November 5, 2017

What image comes to mind when you think of classrooms today? Where is the teacher and where are the students? Who is leading the discussion and doing most of the talking and moving in the classroom? For many, the image that comes to mind is that of a room of students, lined up in rows, with their attention directed to the teacher at the front of the room or involved in some activity at their desks. In this scenario, students are passively learning. Their involvement in class, in some cases, has them seated for the entire class period, while the teacher does most of the talking and moving around the room.

In the past, this may represent the typical format of classroom instruction, however today, with a greater focus on flexible learning environments, and educators looking to promote student choice and voice, this image or perception of “what classrooms look like”, has changed and continues to evolve into a more active learning space, a place where students are empowered. A space in which students take a more active role, transform students from consumers to creators and the former teacher-centered classroom into a student-centered and student-driven space.

Because students have typically spent so much of their school day seated, taking information in and do not always have time to ask questions, interact with peers, or do more than consume, they may become more passive learners. I started to notice this in my own classes. There was a decrease in student engagement, and reflecting on my methods I realized that I was spending so much time talking, that it was me making the decisions and leading all of our activities. There were not many opportunities for the students to work with peers, to move around, to really take control of their learning.

In an effort to encourage students to become more active learners as well as to be more involved in the types of activities and instruction in the classroom, I started to implement some teaching strategies involving music and games. There are many benefits to getting students more actively involved in learning and this can be done quite simply through a variety of teaching strategies. It can be a challenge to change over from the traditional classroom lecture model, however, there are some easy ways to change to a more active, engaging space.

How to design more active learning experiences:

1. Game-Based Learning (GBL): GBL is a great way to add fun into the classroom and help build student excitement for learning. The use of gaming offers different ways for students to practice and develop their skills in more active learning environments. Games encourage students to learn and master content by problem-solving, collaborating, creating and engaging in more authentic and meaningful learning. It is a way to promote independent learning as well as by offering students choices in games to play and the means to work toward individual goals.

2. Tech: Students can create a game as a way to help themselves and their peers practice concepts and gain mastery. It can be a game created using one of the many digital tools available like Kahoot, Quizlet or Quizizz. Students enjoy the opportunity to create a game, which leads to a more authentic learning experience when students select the specific vocabulary they need to practice, thus leading to more personalized learning opportunities. Students add to their skills by choosing how to leverage technology for the purpose of more self-directed learning.

3. No-tech: Students are very creative and offering them a chance to design a game to practice new content can lead to better retention and increase motivation. To get started, a few examples that can be used are to create a chart which includes 4 or 5 different categories or topics related to the content and grade level being taught. After deciding on categories, perhaps select 5 or 6 letters of the alphabet, or use numbers, which students must use to come up with a word, topic or date, that relates to each category. For example, in teaching Spanish, selecting categories such as classroom objects, verbs, colors, family and then deciding on the starting letter, students can brainstorm words and review in unique ways. Students can then randomly be assigned to small groups and then share the words their group came up with. An activity like this will promote communication between peers and provide an opportunity for collaboration and some fun as well. It can also be a good way to have students review, be creative and brainstorm new ideas. This creates time for teachers to assess student needs and decide the next steps in the lesson.

4. Music: Music livens up the classroom and is useful for helping students retain their learning. There are many ways to include music in learning, one just as simple as playing music when students enter the room, or while they work in small groups, to add to the culture of the classroom. As instructional materials, one idea is to have students create rhymes or a song using a vocabulary list, names of famous people, state or world capitals, monuments or anything related to the content area. Students can work in pairs or a small group and create a song which can be used as a mnemonic device, to help them retain the information in a more meaningful way. Students can then present live in class or use a tool like Flipgrid or Recap to record and share with classmates. These student creations add to the authentic classroom resources and engage students more in learning.

In trying one or all of these activities, students have an opportunity to be more active in the classroom, work together, build relationships, collaborate and engage in more authentic learning experiences. Placing students in the lead provides the teacher with an opportunity to step aside and become a facilitator and use time in class as an opportunity to not only assess student learning but to interact more and provide feedback for students.

There are many ways to build students skills in the classroom, and these are just a few of the ideas that we have been trying and they are a work in progress. Knowing that something works takes reflection and student input. With students creating more and working in small groups, I have more time to move around and work with every student and group and provide more individualized instruction.

Students are asking more questions like, “Can we…?, What if…?, Is it okay to…?” and adding their creativity into our activities. Students suggest improvements, “Maybe we could… It might be better if we and This has helped me to remember…can we keep doing these activities?” And my answer to all of these has been “Yes, I think we should try it. If it works, then great. And if not, we will try again!”

Students need to be moving in the classroom and have opportunities to learn in different formats using a variety of instructional strategies and tools, and it’s okay if they are not in the traditional format.

How I Connect Students Through Project-Based Learning

October 10, 2017October 8, 2017Dr. Rachelle Dené Poth Leave a comment

Posted on Teach Thought

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

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

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

The Tools Of Collaboration

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

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

Thinking Bigger

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

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

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

Executing The Project In The Classroom

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

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

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

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

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

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

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

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

Stepping Aside & Letting Students Work: The Outcome

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

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

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

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

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

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

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

June 30, 2017June 30, 2017Dr. Rachelle Dené Poth Leave a comment

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.

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.

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.

12 Tools That Made The Biggest Difference In My Teaching

April 28, 2017April 28, 2017Dr. Rachelle Dené Poth 2 Comments

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

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. Voxer

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. Padlet

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. Piktochart PIKTODash

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. Visme visual-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. Nearpod

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. Formative GoForm

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. Quizizz Quizizz1

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 That

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

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.

Post on Storyboard That

March 20, 2017Dr. Rachelle Dené Poth 1 Comment

Encouraging Creativity and Innovative Designs

Students Share Their Stories

By Rachelle Dene Poth

Thank you Storyboard That for the opportunity to share our story!

Find this and other great teacher resources in our Education Blog!

Storyboard That is a tool which offers many opportunities, not only for education, but for anyone looking to share information, tell a story, or produce a product in a more visually engaging way. It is a very authentic tool that promotes critical thinking, communication, and creativity. It fosters innovation in designing and empowers students in the learning process. Students take control of how they show what they have learned and can now do with the material, in their own personal way. Each of these opportunities help to promote the integration of the new ISTE Student Standards.

By using Storyboard That, students are able to select from so many templates with diverse options for themes, backgrounds, characters, text, props, and more. The tool applies to any level and any content area quite easily. It offers so much, that providing students with opportunities to express themselves and apply their learning in a unique way that is more meaningful, is easily done.

Some Options for Classroom Use of Storyboard That

There are so many possibilities for having students complete a project with Storyboard That. Teachers can use one of the many lesson plans available to implement with their classes. Whether you teach History, English, Foreign Languages and more, Storyboard That is a great option to provide to students, it will appeal to students because of the variety of options available to express creativity and promote student choice and voice.

Deciding how to best use digital tools can be challenging at times, but a good place to start is to hear directly from the students. Involving the students in the classroom decisions and then asking for reflections on their experience with using the tool helps educators to understand if and how technology is enhancing their learning process. Asking students to share the ease of creating with it, how it enhances or amplifies their learning and in general, what their perspective is about this particular tool, are important to include in teaching practice.

Students as Advocates

Several of my students have used and become advocates for the use of Storyboard That and share the impact it has had on providing more meaningful learning for them and their classmates. Celaine and Emma have created with it and produced visually engaging projects that have enhanced their learning.

Celaine has used this tool for many projects as well as for conference presentations over the past few years. She has become an advocate for its use, for teaching others how to use it at conferences and at school, and serving as a role model for other students with a positive message of the benefits of technology for learning. Here are her thoughts on why you should try Storyboard That and what you can expect from its for learning in your classroom:

Before I started using Storyboard That, my school assignments were rather dull. I tried to put my own personal touches into every slideshow presentation that I made, but after a while it got boring just typing text onto a slide, adding photos and animations etc. When I found Storyboard That, my educational mindset flipped 180 degrees. Now I could finally have some say in my assignments and showcase my personality by creating something that showed exactly what I pictured in my mind. Plus, I actually enjoyed doing my school work again because there were so many ways that I could personalize my assignment. I could choose characters and make them look any way I wanted them to. I could even choose from a variety of backgrounds that date from medieval times to mythical times to the present. That is what I love about Storyboard That: it allows anyone to create a visually appealing presentation in a unique format that will engage students in their learning and allow teachers to learn about/from their students.

In Spanish 3, students were to create a project using chapter vocabulary related to the medical field and had the task of telling a story, using any tool for their project creation. Emma has also participated in several technology showcases and is an advocate for having choices in project tools and how beneficial these tools can be for learning. Emma decided to use Storyboard That to create her medical story, selecting from the diverse backgrounds to really bring her story to life. Emma shares her thoughts on Storyboard That:

Chapter 5B Spanish Project: the kid who fell

Create a Copy View Larger

Chapter 5B Spanish Project: the kid who fell, pt.II

Create a Copy View Larger

Storyboard That has given me the opportunity to truly personalize and create projects exactly the way I would like. It has endless possibilities for creativity and imagination. I really enjoyed using Storyboard That because it enabled me to put so many different things into the medical project. I was able to type anything into the search box and get back some great options, that were exactly what I was looking for. For example, I searched the word “pumpkin” and I got back multiple pictures of pumpkins and jack-o-lanterns so I was able to have choices and find the perfect picture. I found Storyboard That to be the perfect choice for the medical project because, as with most of our projects, this one did not require too many specifics. The requirements were mostly just to be creative and have fun as long as we use the proper vocabulary and verb conjugations.

I have noticed that other web tools do not offer the same amount of options that Storyboard That does for project and presentation making. Some other web tools seem to be limited in the offerings for backgrounds and templates that you can use. Also, I have noticed that it can be a little confusing and difficult to understand some of these other tools. With Storyboard That, it is very easy and simple to figure out how to put in your own backgrounds, characters, images, animations, etc. Storyboard That has made project making a lot more fun.

Flipping Roles: Students Move From Edtech Learners To Leader

January 10, 2017January 10, 2017Dr. Rachelle Dené Poth Leave a comment

Student reflections

Published on November 30, 2016

By Formative Educator Rachelle Dene Poth

Technology has created so many ways for teachers to provide choices for students, enable learning to occur anytime and anywhere, and to also be able to further differentiate instruction for the students. In addition to teachers being able to take advantage of the resources available to deliver instruction and assess students, these digital tools also create the possibility for students to take more ownership in their learning and become empowered learners.

Rachelle and her edtech leaders!

We need to offer diverse learning opportunities for students and to provide the support needed to encourage them to take more ownership in their learning and to become the leaders in the classroom. Students have to be more than just consumers, they need the chance to create, to experience learning from different perspectives and take this new knowledge and apply it in different ways to meet their needs.

How do teachers know what is working in the classroom? Teachers can use assessment tools and monitor student progress, but it is far more valuable and important to classroom culture and growth, to work on relationships and build collaboration by asking students to be a part of the conversation and creation of class materials. When teachers do this, they understand what helps students to learn better, be more engaged, and have a more authentic learning experience. It also becomes a way to build student confidence and transform them into classroom leaders and advocates, who can then share their knowledge and experience with others in their class and then the community.

Give Them Choices And Let Them Lead

At the end of last year, I wanted to see what students thought about creating these assessments using tools which were traditionally used by teachers to deliver instruction. Cassy shared her experience in the prior post and emphasized the importance of including students in the decisions of when and how to integrate technology. Because reflection is key, I took this information and thought about the logical next step. How could I share the message about Formative, or even more importantly, how could the students share their input with others, especially educators?

Students Take Over

Last month, Cassy had the opportunity to take the lead and present to a group of educators at a technology conference in Pittsburgh, and show how Formative can be used in their classrooms. Cassy had become the teacher, she created a lesson with Formative and offered her perspective on the use of edtech. This time, I asked several students to participate in an edtech conference, and to present the session. Cassy taught the attendees about Formative. Here are her thoughts on the experience…

Student Perspective On Edtech: Cassy Becomes The Teacher

9th grader Cassy presenting Formative to teachers!

Cassy: “On November 8th, 2016, I participated with two other students in TRETC (Three Rivers Educational Technology Conference) where educators and technology directors from the Pittsburgh area presented sessions on uses of technology. I am extremely grateful that I had this opportunity to share what I learned about and what I have created with technology. Formative was the perfect choice of a tool to share with the group of educators. I feel Formative is a wonderful, interactive and creative way to teach, complete assessments and increase engagement in teaching environments. I was very excited that I was able to inform others about this web tool because it means other students can have the same great opportunity I have been given, which is to use technology to learn and be creative.

Cassy had teachers respond to a Show Your Work question and draw their own flowers!

For the presentation, I created my own Formativewhich included a video, a true/false question, a multiple choice question, a short answer question, and a draw your response question. I included all of these so the group could see how many different options and aspects there are to Formative. I also explained the other possibilites with Formative, how to assign the Formative and answered any questions from educators or technology directors. One teacher asked if we (meaning my Spanish 3 class) have used Formative in the classroom. I told her that we have used it very often and I enjoyed it every time. I also explained how it is possible to see all of the responses of those participating in the Formative. While I talked about all of these great aspects of Formative and more, the group participated in the Formative I created and were able to see all of each other’s’ responses.

The dynamic teacher-student duo showing educators how to act on live responses!

I was very pleased with how the group reacted. I felt I had explained Formative well enough that everyone had a general, if not advanced understanding of how Formative worked and the advantages of using it. Seeing the smiles and hearing the laughter of everyone in the room meant that I had accomplished my goal of informing and sharing what I was so passionate about and making an impact with technology.

I am so lucky to have had the opportunity to present at TRETC with my fellow students and my extremely talented and intelligent teacher. Mrs. Poth has opened so many doors for me and has taught me so much. Learning about tools, like Formative, has made me realize how useful technology is for learning. It was wonderful to hear what Mrs. Poth had to say about Formative on top of what I had to share about it. The group was able to see two perspectives on how Formative has impacted the classroom, which I felt made a very big impact. I admire her opinions and her comments. I am very appreciative that I could hear and see my fellow students and teacher talk about what they love so much about technology.

Being able to present with Mrs. Poth, was a great opportunity. I am very pleased I could share what I love so much about technology. Formative encompasses everything I love about technology: maximum creativity, endless possibilities and strong usefulness. I can’t think of a better tool I would have wanted to present than one that shows and encompasses my passion for technology: Formative.”

Want to learn more about giving your students ownership over edtech and opportunities to present tools to teachers? Tweet to @Rdene915 or @goformative !

How Students Can Use Timeline Templates in the Classroom

November 29, 2016Dr. Rachelle Dené Poth Leave a comment

Written by: Rachelle Dene Poth

Published on November 11, 2016

How Students Can Use Timeline Templates in the Classroom

Mastering Infographics

As a foreign language teacher, I am always looking for innovative ways to allow my students to demonstrate what they have learned.

I want students to be able to choose a tool that brings out their creative side and, as a result, leads to a more authentic and meaningful learning experience.

Because learning a language can be difficult, I try to design a variety of activities and projects that will provide students with practice and unique opportunities to develop their language skills through the creation of their projects.

Using a Timeline Template as a Learning Tool

using-a-timeline-template-as-a-learning-tool

As a student, I recall having to create a timeline in a history or science class to display events or processes. Timelines are a great way to help students organize thoughts and can be very beneficial for meeting the needs of different learning styles.

Creating timelines on paper or poster board are still great options, especially when availability and accessibility of technology and resources is an issue. However, through the use of digital tools, it is much easier to create a timeline that is more visually engaging and provides additional interactive features.

With a tool like Visme, students can select their preferred timeline template and add icons, search for images within the platform or upload their own. With such a wide selection of fonts and other graphic assets, they are able to enhance their visual thinking skills and create a personalized learning product.

How to Use Timelines in the Classroom

types of timelines for classroom and education

In each level, we discuss topics like childhood, recipes, travel plans, school schedules, future plans and more. It had not occurred to me before that I could have students create a timeline to narrate these events.

A timeline could be just as effective as the traditional narrative format, so I decided to go with it and have students choose a timeline template for one of the summer assignments, which entailed narrating a sequence of ten events.

I looked forward to seeing what students created with Visme. Some used the timeline templates available and others decided to design their own timelines from scratch.

Ideas for Timeline Projects

ideas-for-timeline-projects for students

In an educational setting, the use of an infographic timeline can serve many purposes. Students can use it to narrate a personal experience or illustrate something they have learned in class. Teachers can use one to show students the steps they should follow in a process, rather than a traditional word document or other worksheet.

For example, here are just a few ideas of how teachers and educators in general can use timeline templates in the classroom:

In a physics or chemistry lab, a teacher could easily create an infographic timeline to tell students how to complete the lab assignment.
In an elementary setting, teachers could create a timeline to help students learn how to count to 10, learn the alphabet, or even show the steps to tying one’s shoe.
In a cooking class, a timeline template can be customized with your own information to explain the sequence of food preparation, steps in a recipe or procedures for cleaning up the classroom space.

There really are a lot of options available to teachers and students in an educational setting, or to anyone who wants to highlight events or the chronology of something.

And even if the subject matter at hand does not seem like it could involve the creation of a timeline, this is a great opportunity to let students devise their own way of thinking about a topic.

Why Choose Visme?

visme timeline template

Creating a timeline with Visme is a simple and engaging process. The timeline templates available can help teachers and students create something very visual and clearly labeled that can be quickly customized to their needs because of Visme’s easy-to-use drag-and-drop tool.

I decided that the “back to school” summer assignment for some of my Spanish classes this year would be to create a timeline that included at least ten events. Some options included sharing summer experiences, creating a top ten list of favorite activities, talking about a special summer trip–no topic was off limits as long as it included the required grammar topics.

Part of their task was to also choose whether they wanted to create a horizontal or vertical timeline.

Questions to Consider

Any time I try something new, I ask students about their learning experiences. Was it something beneficial? Did it help them learn the material better?

Student feedback is so vital to what we do as teachers, so I took this as an opportunity to try something new with them and let them decide how they wanted to complete this task and then to gather information and reflect on their feedback.

The students were excited to work with the new timeline templates and happy to share their experiences and opinions:

What Students Had to Say

examples of student timeline projects

Christoph

“To start, I absolutely love Visme. I have used it for two Spanish Projects so far, and it is a very easy tool to use. The presentation style makes it very easy to present information in a way that is pleasing to the eye and engaging. Along with this, it makes it possible to share large amounts of information for completing projects of any size, in a much cleaner and clearer format.

I can picture myself using Visme in the future to create mini-presentations as well as large scale projects that I could use notecards with as well. In addition, Visme offers an option to switch things up from a normal presentation.

In class, after ten people have shared Powerpoint presentations, a teacher finds it nice to have another well-made project shown that stands out and is different from all the others.

quote Visme timeline templates

Finally, Visme allows the user to create things with more detail than any other project-creating website or tool. There are a plethora of tools that can be utilized to enhance the project such as icons, shapes, pictures, audio, and a ton of themes. I would recommend this to other students and will continue using Visme in the future for more classes!”

Marina

“Visme was such an amazing tool to work with for our Spanish timeline project! I absolutely loved being able to create my own template while also being able to choose from a lot of different timeline templates.

Visme is a very easy tool to use. Everything is set up and labeled so if a person would have not read the directions about how to use the site to create, they still would have been able to use it. It is an amazing tool for presentations and is unlike any other presentation tools we have ever used. They give you so many options with how to make your project really unique.

quote Visme timeline templates

Visme allows you to insert audio, pictures, shapes and many other wonderful details to customize and really make it your own. I would recommend Visme to a lot of the people in my class because it is unlike any tool we have used before!”

Cassy

“Visme is a great tool to use for projects, presentations, infographics and more. My favorite thing about Visme is how easy it is to use. The timeline templates create an outline that allow you to organize your information in a way that is attractive to the eye. I enjoyed using Visme because it also enabled me to be creative with my project.

Visme has so many options and variations in creating my project. I could insert photos, text, graphics, backgrounds and add audio to enhance my project.

quote Visme timeline templates

I can complete a project in a variety of different ways to fit my needs for what is best for my assignment. It is also very easy to share the work that I have created using Visme. I can publish my work to social media and websites or just present my project to my class.

I am appreciative that I am able to use Visme in class. Web tools like Visme can enhance my learning and understanding of many topics while also letting me be creative and use my imagination. You can create with Visme in an easy and organized fashion.”

Your Turn

What types of infographic projects have you tried with your students or in a classroom setting? If you have any specific projects or ideas you’d like to share, don’t hesitate to drop us a line in the comments section below.

And if you haven’t already taken Visme for a test run, you can sign up here and use it for free for as long as you like.

90% of all information transmitted to our brains is visual.
People remember…

Become a more effective visual communicator.With Visme, you can create, share or download your visuals with no design training.It’s free! Take a tour.

About the Author

Rachelle Poth is a Spanish Teacher at Riverview Junior Senior High School in Oakmont, PA. She is also an attorney and earned her Juris Doctor Degree from Duquesne University School of Law and recently received the Master’s Degree in Instructional Technology from Duquesne.

She enjoys presenting at conferences on technology and learning more ways to advance student learning. Connect with her on Twitter @rdene915.

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How Students Can Use Timeline Templates in the Classroom

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4 Simple Ideas To Use Technology To Engage Students

November 1, 2016Dr. Rachelle Dené Poth 1 Comment

Thank you Terry Heick and TeachThought for this opportunity to share ideas for some tech tools to engage students. Published Monday, September 26, 2016.

4 Simple Ideas To Use Technology To Engage Students

by Rachelle Dene Poth

Fall is an exciting time of the year.

Summer provides an opportunity to relax, but is also a time to explore new ideas and reflect on the previous year. We have to ask ourselves what worked and what did not. With the start of each school year, teachers begin by establishing classroom procedures, getting to know the students, and then starting their instruction.

Even with the best plans thought out in advance, things can come up that limit our time to try something new. There is nothing wrong with sticking to some of the same instructional strategies and using some of the same tools that were used last year. We all have methods and tools we use that are beneficial to our students. But summer does offer an opportunity to think about some new things to bring to our classroom and our students at the start of the new school year.

Because time is a factor, it can seem overwhelming to try too many new things at once. It is helpful to think about maybe just slightly altering how we used a certain tool or presented a topic in the prior year. Start by focusing on one thing at a time and see how it goes. The most important part is to remember that we want to implement something that will positively benefit our students. It should be something that has a true purpose and will amplify the learning experiences and potential for our students.

Below are a few ideas that I have used in my classroom which have been fun for the students and had positive effects on their learning.

4 Simple Ideas To Use Technology To Engage Students

Idea: Use infographics to create an engaging syllabus

Instead of creating your course syllabus on paper and handing it out to your students, try creating an infographic to post online through your class website or LMS if you have one. It will be easier to read, model a sense of enthusiasm for your own craft, and separate your classroom from others in the eyes of students/parents/admin.

With a graphic, you can also print and laminate the infographic to keep it accessible in your classroom. There are many tools to choose from for creating one and many options for implementing them into your course. In order to create one you simply take the information from your document and paste it into the infographic.

There are many choices available for templates, icons, fonts and much more. As an alternative to having your students complete assignments or projects which traditionally are done on paper or using a Word document, have them create something creative and visual using one of the infographic tools available. It will be a more engaging, visual way to share information, have a more authentic learning experience, and they can be created rather quickly.

Some recommendations of tools to create infographics are Canva, Piktochart, Smore and Visme.

Idea: Create interactive lessons

Students need to be actively involved in the classroom and in learning. A good way to do this is through interactive video lessons. There are many digital tools available which enable a teacher to choose a video from YouTube or other video source, and use it to create a quick interactive lesson with questions or other activities for the students to complete. The nice thing about the tools available for interactive video lessons is that there are some lessons available for public use allowing you to try them out with your class first before creating your own.

Trying one of these out first is a good way to see what the students think, and use their feedback to help guide the next steps, whether to create one and which tool to use. Offering lessons like this is great for having students complete assignments outside of the traditional “brick and mortar” classroom as part of an asynchronous lesson or in a blended or flipped learning environment. You can quickly assess students, track their progress, and hold them accountable for having watched the videos.

A few suggestions of some of the tools available are EDpuzzle, Playposit, Vizia, and even a Google document could be used with questions added in for students to complete. My suggestion is that you choose one of these options, see what is available, and then be very clear how you can use it to benefit your class. There are tutorials available on the websites which offer guidance to help you to create your first video.

Simply select a video that you would typically show in class or assign for students to watch outside of class and think about the questions you could or would ask to check their understanding. It is easy to add your video into the lesson editor, add in different question styles including true and false, multiple choice or short answer, in addition to other formats. There are also options for quizzes to be self-graded, making the data available right away.

Each tool offers different features which add extra benefits to learning. For example, you can also see how long it took the student to view the video and if they tried to skip through it, depending on which tool you choose.

Idea: Student Created Lessons

Instead of the teacher creating the lessons, you could also have the students create lessons to share with the class. When I did this with my students, they sent their completed video lessons to me and I completed the lesson. It gave them an opportunity to see what teachers see and an opportunity to provide feedback to their “student.” By doing this, the students learned in a more authentic way because they decided which video to use, created the questions and as a result, it reinforced the material; it was more personal for them.

Teachers learn by seeing the type of content the students choose and can use this information to guide the next steps in the lesson. The class as a whole learns and benefits by having more resources available for practice and students can become more proficient in the content. One other great thing besides improved learning is that it can be fun for students to create these videos as well.

And fun is good, yes?

Idea: Use engaging digital quizzes & tools

There are a variety of tools to use for creating quizzes and lessons for students to complete in and outside of class.

In many cases, you can upload your own documents or PowerPoint presentations into the lesson, and keep everything organized in one place. Using some formative assessment tools like Formative, Kahoot, Nearpod, Quizizz, and Quizlet to name a few, are ways to have some fun with the students and add to the learning resources available for your classes.

Students enjoy creating their own quizzes and lessons, having a choice in the tool and types of questions included, and being able to further develop their technology skills in the process. These activities are all highly beneficial to student growth. By giving students more choices, we empower them in the classroom.

Conclusion

When used with a purpose, there a lot of ways that technology helps teachers and students. Using technology saves time, makes feedback available immediately, and gives students the chance to be creators and have a choice. It also promotes learning outside of the traditional classroom setting, which reserves the time in class to do other activities, to clear up any misunderstandings and to spend time getting to know the students and giving individual feedback.

Once you decide on one of these ideas, give it some time, see how it goes, and then think about taking the next step. Be sure to involve the students in the conversation because their input is vital and it matters. When students feel valued, learning is more meaningful and this leads to many positive results. Teachers and students working together, creating lessons, providing feedback, will add to a positive classroom culture.

Perhaps one of these areas is the next step that you could take, try and see how your students respond. It was a nice change in my classroom, my students were creative, engaged, and really enjoyed the chance to lead. The learning that occurred was more meaningful and they recalled the content information much more when they created their own product or recalled the work of one of their classmates.

Either way, it was a much more meaningful experience, and something that I will continue to do this school year to grow my classroom.

4 Simple Ideas To Use Technology To Engage Students; image attribution flickr user flickeringbrad

Nearpod – Increasing cultural awareness and student engagement through interactive lessons and virtual field trips

September 19, 2016Dr. Rachelle Dené Poth Leave a comment

By The Nearpod Team – In Latest News – On August 30, 2016 This is a guest post by Rachelle Dene Poth, Foreign Language teacher and Nearpod PioNear.

Using Nearpod in class

I have used Nearpod many times, but during the past few months, I had an opportunity to dive in and see what it can provide for student-led learning. As part of conference presentations, graduate coursework and lessons for my Spanish classes, I have a much greater understanding of its capabilities for instruction and the tremendous features it offers for education. At the end of the school year, after noticing a decrease in student engagement and motivation, I wanted to try some innovative, different methods of instruction.

Technology in our classroom: It has a purpose

Students work with many digital tools and choose how to showcase their learning. Using technology to provide authentic and meaningful learning experiences leads to an increase in student engagement, motivation, and content mastery. I am invested in providing diverse learning opportunities and look for innovative ways to introduce content and promote student choice. Students need to do more than just be receptors of information, they need to be creators! After reflecting on my practice and thinking about student needs, I had my students create a project using digital tools typically used by teachers to facilitate a lesson.

The Project

I first used Nearpod to review South American culture and verb tenses. The virtual field trips were fantastic and the students were much more engaged in the lesson. I then wondered how students would like creating a Nearpod lesson and taking control in the classroom, so I put them up to the challenge! After my students created and facilitated their Nearpod lessons, they had some fantastic feedback about using Nearpod as a tool for both teaching AND learning.

So what did the students say?

“I used Nearpod for a class project about South America, and the amazing virtual tours took my presentation to another level. I consider myself tech-savvy, but I’ve never seen anything like this; I’d recommend Nearpod to anyone wanting a real step-up from Powerpoints, Prezis, or Google Slides!” – Sydney

“As someone who finds technology unnecessary at times, I often do not enjoy using some of the tools I have in the past. Nearpod has really gotten me excited about the possibilities of technology in the classroom! Being able to take an adventure on virtual tours and experience culture first hand is something I have never been able to do before. Nearpod is a great tool for every classroom!” -Patrick

“Having so many choices for activities to use were educational and fun. Choices make learning more enjoyable for students. It provides more than just listening to a presentation, or watching a video, and not really being held accountable. I recommend Nearpod for other educators and anyone looking for a new way to present information. -Izabel

Learners to leaders

Using Nearpod means that learning is no longer confined to the traditional classroom setting, nor that the “teacher” is the only person providing instruction. Students were empowered in their learning. Seeing their transformation from learners to leaders was tremendous. The choice was theirs.

Students teaching a Nearpod lesson 1