Preparing for the Future: Career and College Ready

Previously posted on Getting Smart

Over the past couple of months we have had to make many adjustments to our personal and professional lives. During this unprecedented time, educators and families have been trying to find balance in their days, to work together to keep learning going, and perhaps more importantly, to provide the academic, emotional, and mental support that our students need.

For many educators, finding the right resources that can be used to teach and mentor remotely, and which will also engage students in learning activities, can be difficult. The challenge is not so much in finding tools, but rather in knowing whether our students can access them, determining which will benefit them the most, and making sure that we can provide the support that students and families need. At this time of the year in particular, guidance counselors and educators who work with mentoring programs are quite busy as they help seniors prepare to graduate from high school or other students as they transition to a new grade level or school. In many school districts across the United States, students are required to complete a job shadow, explore careers, and develop a digital portfolio that will become part of their application for college or work. Integral to these requirements are school guidance counselors.

After speaking with a guidance counselor from my school and following conversations in different learning communities and on social media, I’ve noticed that guidance counselors are seeking resources that can help them to provide this same support for students during remote learning. Even when we are in school with access to guidance counselors and resources, it can be difficult for students as they prepare to transition to their next grade or the next phase of their educational or work journey after graduation. Trying to plan their next steps, whether entering the workforce or pursuing a college education, has not been easy during this time. Students have questions about jobs, college applications, and skills needed for the future and without being in the same space, providing that information can be a challenge. However, there are many resources available to educators, students, and parents that can help now while we are experiencing school closures and that will be beneficial throughout the year in addition to the programs already in place.

Here are seven options for guidance counselors to support students during their transitions between grades, schools, and education and career. These options provide ways for students to explore careers, find job shadow opportunities, create digital portfolios, and even visit college campuses.

Career Readiness. In Pennsylvania, the Lincoln Intermediate Unit has a website that provides many links related to career awareness and readiness that will be helpful to elementary, middle and high school educators and students everywhere. It also offers resources for secondary transitions for special educators, direct links to the PA Department of Education, opportunities for virtual college and job visits, and many other relevant materials for educators that are helping students to determine their career pathways.

Couragion. Provides work-based learning experiences for students. Some options include career shadowing for students in grades 4 through 8 and micro badging for career exploration for middle and high school students. There are four curricular models to explore including technology, engineering, manufacturing, and business. There is also information provided for doing remote externships during the summer months and students can also build career portfolios.

Ecampus Tours. Educators and students can choose from more than 1,300 tours to explore college campuses in 360-degree virtual tours. The website also offers additional resources for college planning as well as materials for guidance counselors such as documents and other handouts for students and parents to plan for college.

MyPlan. Through the Career Exploration section of their site, there are videos, salary calculators, and other resources that enable students to explore different careers at their own pace. Students can learn about different industries, find out about the top 10 careers, and even ask questions in the community to learn more about specific careers and skills needed.

Nepris. This site offers educators the opportunity to connect students with professionals working in many different careers and industries. Through their Career Explorer program, educators can request a speaker to join in a virtual discussion with students, provide students with an authentic audience as they present project-based learning, or even arrange a panel discussion. There are live virtual chats and more than 9,000 recordings available for students to explore different careers on their own time. The virtual industry chats and video library are available to everyone during this time.

Smart Futures. This Pittsburgh-based company has created SmartFutures.org, an online career planning platform for students, whether kids or young adults. Using Smart Futures, students take surveys and complete activities to learn more about their skills and interests, and are able to explore careers and create their digital portfolio. E-Mentors are also available through Smart Futures.

Xello. This resource provides a variety of options for students to learn more about careers and build future-ready skills as they transition through each level of school. Using Xello, students take an assessment and then can explore hundreds of career and college options that match their results. As they work through the activities, reading biographies and engaging with the resources provided, a portfolio of their work and explorations is created. Xello’s software also assists students with gathering documents needed as they prepare college applications.

Regardless of whether in the physical or virtual space, we need to support students and provide them with opportunities to explore their interests and prepare for the future, whether for careers or college. Using any one of these resources, students have opportunities to build self-awareness of their skills and interests and can engage in different learning experiences that prepare them for the future.

 

**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  

Tools for anywhere learning

Each year I like to take time and think back to the digital tools that we used in our classroom, what the benefits were, and how I might find new ways to use them. When I look to use technology in my classroom, I always start with the purpose behind it. What do I think it will help me to do better as a teacher? How can it help students to learn in more personalized or authentic ways? And what are the skills that students will build as a result that traditional non-technology methods might not afford?

There are tools that I continue to use each year because they have added new features or they have integrated with other tools that we are using in our classroom. Here are twelve tools that made a difference for my students and some even helped me to stretch professionally this year.

  1. Gimkit, a game-based learning tool has continued to be a favorite with my students because of the potential for increased content retention through repetitive questions, and because of the different ways it can be played in the classroom. It enables students to develop strategies and have fun while learning. Some of the updated features in Gimkit 4.0, include being able to search and use pre-made kits, multiple ways to look at the student data, and now you can even make flashcards.
  2. Buncee is a versatile tool for creating multimedia and interactive presentations. It provides multiple ways for students to learn and to express themselves, promoting student choice and voice, offering many choices for creation in an all-in-one tool. Buncee has an Ideas lab, where teachers can explore lesson ideas and templates to use in the classroom. Two months ago, Immersive Reader was added, which increases accessibility for students and offers more robust ways to learn, especially for language learners.
  3. Synth provides an easy option for recording a podcast and building communication skills. It can be a great tool for speaking assessments and extending the time and space of classroom discussions. We use Synth with our project-based learning and students were able to ask questions, respond to discussion threads and communicate with students from Argentina and Spain. Synth includes options to record audio or video. It is a great way to encourage students to share their ideas and build some in speaking.
  4. Anchor, another tool for podcasting, is one that has helped me to finally create my own podcast to share my ideas with other educators. But it’s also a popular tool that can easily be used with students to create their own podcast, adding in transitions and even creating a hook to advertise a podcast they create. Using a tool like Anchor would be good for launching a school podcast to share what’s happening in the school with the greater school community.
  5. Wakelet is a content curation tool and so much more. It has gone from simply being a space where I would curate blogs, videos and other resources that I wanted to have access to quickly, to being a powerful tool for student learning.  With Wakelet, teachers can provide blended learning experiences, use it for station rotations, have students create a digital portfolio, post-class projects, create a scavenger hunt and many other possibilities. It even offers the capability to record a Flipgrid short video right within the Wakelet collection. Educators and students can collaborate in a Wakelet collection.
  6. Nearpod is a multimedia, interactive presentation tool that enables teachers to create engaging lessons which can include virtual trips and 3D objects. It offers lessons on topics such as digital citizenship, social-emotional learning, career exploration, English learner lessons, and professional development resources for teachers. Educators can create lessons with many options including quizzes, polls, drawings, matching pairs, audio, video, and content from PhET Simulations, Desmos, BBC, YouTube and more. Nearpod lessons can be done live in class or student-paced and there is also the option for use as sub plans.
  7. Adobe Spark is a presentation tool that can be used to create an infographic, a website or a video. Using the apps, it is easy to create with Spark Post, Spark Page, and Spark Video. This year my students chose Adobe Spark for a project about their family and narrating their childhood. It was not only a more authentic way to create with the content and build other vital skills for the future, but it led to the creation of something more meaningful, the students could share with family and friends.
  8. Voxer is a walkie-talkie app that can be used for educators to collaborate and avoid the isolation that can happen at times. It is a tool that I have used for four years, in many ways including connecting with educators to discuss a book, focused on specific topics, or for small groups as part of a Professional Learning Community (PLC). We have also used it for project-based learning as a way for students to share their ideas and reflect. Because time is something that teachers never have enough of, Voxer is a great tool for learning and finding professional support on any schedule.
  9. Flipgrid is a social learning platform where students and educators can record a video response and include additional content. It has helped with global collaboration by creating a way for students to connect with classrooms and experts around the world. With the summer updates, the addition of augmented reality with Flipgrid AR would be a fun way to have students record their thoughts or do a short presentation and then have a QR Code for others to scan and see their video pop up in AR! With Flipgrid, my students shared videos with students in Argentina and learned more about life and school, which took their learning to a whole new level.
  10. Remind is a messaging app that enables students and parents to stay connected with access to information and resources. Being able to send a quick reminder, to answer students’ questions, to inform parents of upcoming events, and to have a space where students can get the help they need when they need it, has made a difference in my classroom. It also helps with building digital citizenship skills as students learn to interact in a virtual space. Remind can also be used to share a lesson from Nearpod, or a game through tools like Quizizz or Quizlet.
  11. Quizlet is a learning tool that offers students many different ways to practice content. There are thousands of flashcard sets available for educators and students and with each set the activities include flashcards, learn, write, spell, test, match, gravity and Quizlet Live! When playing Quizlet Live, students are placed in teams and can collaborate as they play. Only one member of the team has the right answer. It is a good tool to get students moving in the classroom and building those peer relationships.
  12. CoSpaces EDU is a virtual reality platform that became a favorite for some of my eighth-grade students this year. Whether creating a space in 360, designing a game, an interactive story, or an experiment, students will enjoy creating in VR and developing coding skills too. Another benefit is the Merge Cube add-on, which enables students to hold the space they have created in their hands! Students can even collaborate by working on teams to create a space together. With MergeEDU, educators can use the cube as an interactive tool to further engage students in learning about the earth, dissecting a frog, exploring a volcano and more.

While this is how my students and I have used these tools in our classroom, there are definitely a lot more ways that these tools can be utilized. Think about some of the tasks that might be taking up a lot of your time, or consider some issues or challenges you might be having. A few years ago I noticed a decrease in student engagement and I was looking for opportunities to open up more choices for students to share their learning. Any of these tools can be good for addressing those concerns. My Advice? Start thinking about your own personal goals and start with one thing. Try it and see how it goes, ask students or colleagues for feedback, and then make adjustments as needed.

 

 

**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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5 Ways to Build Collaborative Learning Skills In and Out of the Classroom

Developing skills for collaboration is a critical component for our students for their future. It is so important that educators provide opportunities for students to work together in our classrooms so that they can develop the necessary skills for working on a team which will also enable students to build social-emotional learning (SEL) skills. As we think about the importance of social-emotional learning and its role not only in education but in the future, this is why we must be intentional about finding ways to engage our students more by learning from one another in their classroom and beyond.

There is so much potential for having students work in teams or in small groups in the classroom. Technology can be an important component of these collaborations by creating access to more resources. There are many great opportunities for students to use digital tools available that help to create extra time in the day and offer various ways for students to collaborate beyond the time and space of the classroom, by fostering connections with other students in classrooms around the world.

When and Where to Collaborate

I think that the most critical piece of this is realizing that learning is no longer confined to the instruction that happens in the classroom during class. Unlike years ago when I was a student, our learning took place in the classroom and then we took time at home whether in the evening or weekends to complete homework assignments and projects. But for having opportunities for collaboration, it was far more difficult to work with partners and find a common time to meet beyond the school day. Meeting required physically going to a place to work together and have discussions. With access to new digital tools which bring innovative and more interesting ways to collaborate, these constraints on how, when, and where learning can occur exist minimally today. The biggest factor is whether or not our students and schools have the right access to the resources that are needed.

Just as students need opportunities to collaborate, as educators, we also need to find ways to work with colleagues and members of our Professional Learning Network (PLN), often beyond the school day. We also need to build our own skills and share our skill-sets and methods with our colleagues and PLN. by actively engaging in this right along with our students. We must model lifelong learning and the importance of asking for and offering help to others. Our goal is to construct a supportive foundation where we can all grow from.

Five ways to collaborate wherever and whenever

Here are five ways to promote collaboration both in the physical classroom setting as well as the virtual learning space. With each of these ideas, teachers can have students working together using different digital tools or teaching strategies. Beyond the content involved, students will build their communication, collaboration, critical thinking, problem-solving skills and develop the SEL skills at the same time.

  1. Learning stations when used in the classroom open up more possibilities for personalized learning, for social interactions, and the building of relationships between students and between the teacher and students. Using between three and five stations in the classroom, depending on class size and grade level, teachers can have students work together through a series of learning activities. Selecting a mix of digital tools, hands-on learning activities, and teacher-directed instruction creates a good mix of ways for students to engage with the content. For some, giving students the option to collaborate and design their own way of practicing the content can lead to new ideas for the whole class. Encourage students to team teach and take more of a leadership role in the classroom.
  2. Cross-curricular collaboration: How about working with another curricular area or even grade level?  Find a connector between your class and that of a colleague. Create a task where the students in both of your classes must collaborate on the same project while you do the same. Maybe you use project-based learning (PBL) in your class and you want to share that framework with a colleague or it is something that you are hoping to learn from a colleague. Find a common bond between your courses and start collaborating. I connected with an eighth-grade science teacher and our students used Buncee to create their presentation. This past year, my students connected with students in Spain and shared backgrounds, interests and other facts about their lives by leveraging technology tools to exchange information. Working together with colleagues to create these opportunities for students and helping students to engage in more meaningful learning makes a
  3. Beyond Classroom Discussions: Have you had a great discussion going in class just to have it interrupted by the bell? Or have you tried to encourage students to share their ideas but have not been successful? How about getting students to share ideas on important topics, by using some of the digital tools available for curating material or gathering feedback. We have many tools available that when leveraged with purpose, can add great benefits for student learning and student confidence. Some of the options are using things like Padlet to create a wall for discussion where students can post comments and respond to classmates. Try Wakelet to post an idea or a theme and ask students to share and create resources. To get students speaking more, use Flipgrid to create short videos as a prompt for students to discuss. Or try having students create a podcast using tools like Anchor or Synth. Which enable students to create on their own, and using Synth, students can ask and answer questions asynchronously. These are just a few quick digital ways to promote collaboration.
  4.  Collaborative Creations: When it comes to having students do more creating in the classroom, we have a ton of resources and materials to choose from. Giving students the option of using traditional formats versus digital formats is something that I do a lot in my own classroom. I want my students to have choices, however I also want them to build some other skills like online collaboration and designing. There are many tools that are adding features for students to create together. Beyond the collaborative options within Microsoft and Google, students can now work with emerging technologies. Using tools like CoSpaces and 3DBear, students can work together to create augmented and virtual reality spaces for digital storytelling. With either of these options, students work together in ways that build collaborative skills while also connecting them with more authentic and meaningful learning experiences.
  5. Blogging and Website Design: Blogging offers so many benefits in addition to building literacy skills and helping students to share ideas in a more authentic way. It also offers an effective way to build relationships between students as they exchange ideas, offer peer feedback and engage in more conversations in the classroom and online. Teachers can learn more about students and their interests, and use these ideas to create additional opportunities for collaboration within the classroom and with global peers. Tools such as Kidblog or Edublogs are good options. Creating a group project can be done using many different presentation formats, but one which helps students to build skills transferable for the future is in designing a website. Students in my school created websites for History Day and had a great artifact of learning to share and developed skills which will benefit them in the future.

Beyond these ideas, reach out into your school community and find local organizations that are open to working with students. It would benefit our students by connecting with real-world learning experiences and building skills beyond those covered in the curriculum. It benefits the school community by learning about what education looks like for students today. Providing options through place-based and experiential learning opportunities will open new possibilities for student interests and future career explorations.

**Interested in writing a guest blog for my Rdene915 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  

5 Ideas for Building Communication Skills for the Future

My prior post on Getting Smart

Looking toward the future, as we consider how to best prepare our students for jobs that may not exist yet, what are the skills that will benefit them no matter what they decide to do? If we look at the research, trends over the past five or ten years of the top skills required by employees, there are a few that have stayed in place if not shifted toward the top because they are becoming increasingly more important. Looking at the shift from 2015 to the projections for 2020 and beyond, what do students need?

We’ve been talking about 21st century skills for a long time, often referring to how we are addressing the four C’s: critical thinking, creativity, communication and collaboration within our respective content areas and/or our roles. I have even heard mention of the “5Cs” and “7Cs,” with the addition of character, computational thinking, and citizenship included in the “C’s” of 21st century learning. With the increased use of technology in our classrooms and  daily lives, we can leverage some of these digital tools to help our students build the vital skills that will benefit them in the future, regardless of where their learning journey or careers take them.

As a Spanish teacher, I am always interested in finding ways to help students communicate their ideas, to express themselves in the language of study. Beyond language skills, I also want to help them learn how to communicate and collaborate with one another in various settings and contexts and in different media formats.

What are some tools that we can use to help our students become better communicators and to build confidence and promote student voice in learning?

Here are five different platforms or ideas that I think can be very beneficial for student learning and will help educators to implement some digital tools into the classroom without taking too much time to get started.

Written Communication

Students need to do a lot of writing to build their skills although this does not necessarily need to involve technology. However, the benefit of using digital tools for written communication can enhance student learning by creating more meaningful connections and providing different formats for students to convey their thoughts. Blogging is an effective tool to promote writing skills and literacy, to build digital citizenship skills, and to help students create a digital portfolio where they can track their own growth and build self-awareness as a result. Using tools like KidblogBlogger, or Seesaw offers students a space where they can take more ownership in learning, track their progress and growth over time, and become more comfortable and confident as they express themselves in a space where they can truly develop their ideas. It also promotes collaboration and fosters relationship building and getting to know our students.

Video Response

We also want to promote oral communication and give students opportunities to engage in speaking, especially if students tend to be shy in the classroom and prefer not to speak in front of their peers. We can leverage the video tools available to give students a comfortable space to begin building their speaking skills. In the past, I used Recap (now Synth), and students expressed how much it helped them to feel more comfortable to share their ideas, to reflect on project-based learning, and to be able to record their thoughts wherever they were and in a way that was comfortable. Flipgrid with its updated features offers more than just recording videos, it also promotes the opportunity for students to become global collaborators, and explore different ideas and perspectives from students in their classes. We can also use these tools to more easily connect our students with classrooms and experts around the world.

Podcasting

There are a lot of educational podcasts and platforms for creating them, depending on the amount of time you have, the age of your students and access to these resources. One idea is to start one podcast for the class, post a question for discussion and have students respond by creating a thread of their own to each question. Perhaps students can create their own podcasts or listen to the podcasts of their classmates, to focus on listening comprehension skills and also use it as a way to further expand conversations in and out of the classroom. We can build relationships between our students as they begin to better understand their classmates and make connections with one another. Students could work together to create a podcast to share within the class or to create for the school community, which would be a great way to facilitate that home to school connection to share the work being done by students in our classrooms.

Infographics

Having students work on conveying information, communicating ideas, even advanced or complex concepts, is sometimes more difficult if limited to writing a report or sticking to solely traditional methods. However, by using infographics, students learn to break down information and sort and share the most important facts or the data and determine how to best convey it to someone else. We meet the ISTE (International Society for Technology in Education) Standards for Students by using activities like this because students are creative communicators, they develop computational thinking skills, problem-solving, and become empowered in their learning as they choose how to convey their information. We connect them more authentically with the content. Some digital tools to try are Adobe SparkBunceeCanva, or Piktochart. However, it does not have to involve technology.  It’s not about using tech, it’s about the activity itself and how that can benefit students. Giving students the choice to use a digital tool or simply use paper and do something like a sketchnote or other visual representation, will still develop their skills in this area.

Videos and Vlogging

If these options have been tried, educators may try out vlogging to take learning to a higher level or simply to just build upon each one of the other ideas. Even if these are simply created for use in the classroom and not shared publicly, having students create and experience the power of video for communicating and being able to create these products, will no doubt benefit them in the future. Whether students create a screencast or do a short talk about a topic of study, they are engaged in project-based learning, teaching a lesson and recording it so it can be used for other students in the class. Some digital tools to explore are WeVideo and Educreations.

There are many options out there; it just takes thinking about what we’re already doing in our classroom and making one slight change to do something a little bit differently. Or as I have done in my classroom, offer all of these possibilities for students. At times, this initially felt a little uncomfortable  because it was so open, but it had huge benefits for student learning and engagement. I want my students to build their skills with technology and connect with what we are learning in the classroom, but I also very much value the power of choice and making sure that students feel comfortable. For this, I sometimes start by offering choices and then letting students decide what will work best for them. When they do, I’m there to support and encourage them to take the next step.

 

**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  

When Schools Resume

Guest Post by Kathryn Starke (@KathrynStarke)

Opinions expressed are those of  the guest contributor.

 

Schools and districts across America have been closed for over a month now, and many schools are closed through the end of the year. It is sad and shocking for all of us. Teachers and children can’t wait to be back in their classrooms. Unfortunately, it will not be anytime soon. Therefore, teachers and parents across the country are sharing their passion and purpose in the teaching and learning process in a variety of creative ways. I have seen car parades through neighborhoods, teddy bear hunts in windows, nature scavenger bingo boards, and daily food delivery to bus stops. I have seen educational companies and some authors provide free access to their learning tool and NFL athletes help families Tackle Reading at home. This is an unprecedented event in our history.

The health and safety of others becomes the primary concern. Curriculum should not be a priority. Copyright should not be a priority. Digital learning is not accessible to every home. Not every child has a parent at home who is able to work with them. Just like in the classroom, differentiation is key. Teachers should feel empowered to create their own lessons and share their ideas with their students. Elementary school parents do not care about grades or attendance at this time. They want educational ideas and support, and most importantly, they want their children to be happy, healthy, and safe. Therefore, educators should focus on the new school year. So, what will happen when schools finally resume? Will every child be passed on to the next grade? Will every teacher receive the reading support they will need to effectively support these vast gaps while maintaining their designated grade level literacy objectives?

According to the most recent report by the National association for Educational Progress, sixty- four percent of all fourth-grade students in America are unable to read proficiently. The number increases to seventy-eight percent of fourth-grade students in low-income areas. When schools finally open, which may not be until August or September, the focus on learning will be a priority and it is going to need to change. Children will return to schools without six months of formal reading instruction. Some of our children will be significantly behind. The teaching and learning process will have to adjust. One hour of reading instruction will not be enough. It is in times like this when innovation and creativity in school communities will make the greatest impact and should be encouraged.

Teachers will need to feel supported and empowered to make decisions to match the needs of their students. They will be tasked with having to conduct remediation, intervention, reteaching, and teaching. One solution may be to incorporate transitional grades in the fall. For example, a first-grade teacher may be reviewing kindergarten standards while introducing new first grade standards. Another idea would be to group children by reading and math abilities multiple times throughout the day. One to two hours of daily language arts instruction will not be enough in the fall. Literacy needs to be at the forefront of instruction through all content from pre-K to fifth grade. This means we need to incorporate the five pillars of reading instruction or the “science of reading” in every lesson including math, science, and social studies. Team teaching across grade levels is another option. We have to think outside of the box.

Kathryn Starke is a national urban literacy consultant, reading specialist, author of Amy’s Travels and Tackle Reading, and founder of Creative Minds Publications, LLC, an educational publishing company. She created the annual Tackle Reading initiative supported by the NFL and NFL Alumni.

 

 

**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  

 

 

 

 

Keeping the Learning Going

Over the past couple of weeks, there have been a lot of conversations about what educators will do if schools need to experience school closures or move to a hybrid model in the upcoming school year. With so many uncertainties when it comes to the pandemic, it has definitely been a challenge to figure out how to provide the best learning experiences for our students and to keep them engaged and motivated during this time. I miss being in my classroom and the interactions with my students, greeting them at the door, working with them on activities and projects in that classroom” space” although the time we had never seemed to be enough!

Finding ways to extend the “space” of learning for our students has been a popular topic of discussion for many years, and something that I have worked on, so it is not entirely something new. However, with our current global situation, educators and schools are seeking to find the right resources that can be put into action right away and that will work for transitioning back into the classrooms too. I love that I can create a message to share with students, to check in and  for them to connect with each other.

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We must look for ways to provide rich learning experiences through versatile tools that students can access and work on independently wherever they are and regardless of time. What I have suggested to many educators is finding one or two tools that enable them to do many of the same things they would do in the classroom and even more. With Buncee, we can work remotely and provide meaningful learning experiences that engage students in the digital space as well as our physical classroom spaces. As students create, they can work from school, at home, or anywhere, and be able to share their work with classmates and teachers, even globally.

Endless Possibilities with Buncee

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 tell the story often that I have used Buncee personally to create cards for family and friends, personal business cards, design engaging graphics for Twitter chats and presentations for webinars, or to make quote graphics for my books. There are so many ways to use it and for me, it always comes down to the why, or the purpose for choosing a specific digital tool. What can I use it for? What are the benefits? How does it help students to learn, to be more engaged in learning and to build skills?

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 also developing essential skills such as collaboration, critical thinking, problem-solving, and creativity that will benefit them in the future but that are necessary now too.

Having a specific platform or digital tool in place that all educators can use and making sure that all students will have access is very important. As teachers, we have so many choices for how we can use Buncee in our classrooms and we can share ideas for families to use it for activities too. It is a versatile tool that provides multiple ways for people to learn and to express themselves.We’ve tried a lot of different ways for using Buncee in the classroom, many of which have been a result of the creativity and out-of-the-box thinking of the students.

Unlock the Power of Creativity

It just takes logging into Buncee to unlock the power of creativity once you see a library of more than 31,000 graphics with new assets added every day that connect with what is happening in the world. Regardless of what you want to create, there are more than enough choices for what to add into your multimedia presentation. Students (and anyone) can quickly create a multimedia presentation full of animations, drawings, stickers, emojis, 3D objects, Buncee messages, 360 images, audio and video embedded and even student artwork!

Beyond the potential for creativity, collaboration, critical thinking, and communication, using Buncee, students can build skills in digital media literacy, 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.

Buncee is so invested in providing a lot of options and opportunities for students and educators to enjoy learning, creating and growing together. 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 looked for some examples and asked for some feedback from ambassadors and Buncee educators.

Buncee has been a wonderful asset during this time of remote teaching/learning.  I used Buncee every week to create my lesson plans.  I would make a copy and adjust my template to what I needed for that week. I also used Buncee to create flyers for our school-wide virtual spirit days.  
Buncee provided templates that I was able to use both for paper packets as well as digital templates for the students who were able to connect digitally (even if that number is small).
One big way that Buncee was a help was the sense of community and support that it provided during this time.”   Jessica Chandler 

 

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“It is such a special time for my students and for me as we look back.” Barbie Monty.

Barbie worked on the Hugs4Heroes initiative with Kristina Holzweiss and Amy Storer and there was also the #WithHeartWhileApart.

Check out this Buncee Board with more than 10,000 views!

Check out Buncee’s posts on Ideas for the end of the year and Summer Fun!

10 activities for a productive summer

Here are some of the latest ideas that have been shared.

Explore virtual classrooms.The Merrills shared a template and I created several virtual classrooms for my students!

Check out Marie’s virtual classroom where she lost her Bunceemen!

Explore Summer fun for early learners

A new habit in 21 days activity

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My Spanish I virtual classroom

Art Classroom by Colette

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Kristen Regan’s Classroom!

Check out Parent Newsletters from Laurie Guyon

Barbie Monty said, “My favorite is having my students create a Buncee end of the year reflection.

Bonnie Foster created a Covid-19 Survivor certificate

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Ide Koulbanis is having students plan a trip! Bunceeman Adventure

Daily Reflective Thoughts by Don Sturm

Test Prep and Motivation: Amy Nichols

Self-care suggestions

End of the year celebrations and certificates or make a Buncee Card! 

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Virtual Camps!

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To learn more, join in the daily live webinars with Buncee at 12 and 3pm eastern. I also have webinars on Tuesdays at 4pm!

Check out the Ideas Lab!

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Fun badges and learning opportunities!

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Guest Post: 5 Ways to Empower Your Students with OneNote

Guest Post by: Jeni Long & Sallee Clark, @salleeclark @Jlo731 @Jenallee1

Instructional Technologists from Eagle Mountain Saginaw ISD, Ft Worth, TX

#Jenallee #MIEExpert #MicrosoftEDU #Onederful

https://linktr.ee/thejenalleeshow

As you probably know by now, #Jenallee LOVES OneNote! We feel it is one of the best educational technology applications for our students for many reasons. (Check out the original post here).

  1. When we look at using technology, we do not look at the technology first and then decide what to teach… We look at what our learning objective is and then we select an application to fit our goals. Because OneNote offers a vast amount of educational benefits, we like suggesting it for teachers to utilize. Through using OneNote, teachers can help their students master their learning objectives first, while also utilizing one application versus a new app each week.
  2. One phrase we use a lot with teachers is to “Select an educational technology application and own it”. Meaning, don’t get overwhelmed with all of the different applications available, yet select one and learn how to use it in your classroom well. Own that one app and then move on to another when you are ready.
  3. With OneNote, students have the opportunity to learn through research based strategies including the ability to:
    • Justify their work both verbally and through writing
    • See worked examples in action
    • Listen to direct instruction or videos of instruction
    • Collaborate with their peers
    • Receive timely feedback from their teachers
    • And so much more

All of this is great but the real question is how? Here are 5 ways we use OneNote to empower our students.

#1 Student Portfolios

Student portfolios offer students the ability to create products, evaluate their creations, revise their products, and curate their best work throughout the year. It allows the students time to reflect upon their growth, set goals and truly see the evidence, purpose, & benefit of their learning. Read this blog post to see step by step directions on how to create and implement student portfolios in the K-3 classroom.

#2 Worked Examples

Recently we ran across a great article online written by Shaun Killian, “8 Strategies Robert Marzano & John Hattie Agree On” We really enjoyed reading this article because it showed the strategies both researchers found in their study of how students learn. One of the strategies both agreed upon was utilizing direct instruction.

Robert Marzano claims, “It is important to explicitly teach your students,” while Hattie says, “Direct Instruction involves explicitly teaching a carefully sequenced curriculum. And, it has built-in cumulative practice.” Hattie also highlighted the power of giving students worked examples.

OneNote makes it easy for teachers to implement this strategy into their daily instruction.

Here’s How:

  • Teachers can directly teach their students specific content from OneNote. It is an infinite white board! It goes on and on and on. The draw feature offers teachers ease in writing content (space pen is our favorite), highlighting content to be learned, and it automatically saves and updates in student notebooks or shared OneNotes! Boom! You just provided your students with class notes so that they can refer back to your content at any time.
  • We love the replay feature. Work out a math problem, label a diagram, fill in the blanks, and students can “replay” those steps at a later time. Once class is over and students want to review the content taught, they can simply click on View > Replay and see the steps replayed as many times as needed!! Did you catch that? As many times as needed! This is powerful and empowering for students! Check it out in action below

Replay ink strokes in OneNote for Windows 10

  • Don’t want to write? No problem! OneNote allows you to insert a printout of any PDF, Word, or image into OneNote. Why is this beneficial? Well, now students can follow along and make their own notes, highlight, and learn as you directly tell them the content to be learned with examples of what to do and what not to do.
  • According to Sebastian Waack and his Visible Learning chart of Hattie’s strategies, video review of lessons has a .88 effect size! Wow! This is also a way to provide examples for students that explicitly teach the content. OneNote makes it easy to embed YouTube videos into your pages! Simply copy the link and paste it in the page. All students can view the video in your OneNote.

#3 OneNote Breakouts

Looking for a way to help your students engage in problem solving and bring a slightly competitive gaming aspect into learning? Try using a OneNote Breakout! In the same article mentioned above by Shaun Killian, “8 Strategies Robert Marzano & John Hattie Agree On” It is also mentioned that both Marzano and Hattie both agree that problem solving and collaboration are high yield strategies. OneNote Breakouts offer students the ability to engage in solving relative problems in a collaborative way. This allows students to apply their knowledge of concepts to solve problems. “They also agree that inter-group competition can increase the effect of cooperative learning even more.” Breakouts are the way to go!

How does it work?

Students work together to “Breakout or escape” a series of challenges all housed in a OneNote. We complete this by locking pages in a OneNote and students reveal the lock combinations through completing various challenges utilizing their knowledge of concepts. Find out more about how we create and use breakouts with our students in this blog post.

#4 Feedback

We also know from Visible Learning that offering feedback has .70 effect size! Wow! OneNote offers teachers a powerful and meaningful way to give feedback to students. While students are working on content, teachers can access and see their progress. We want to offer our students feedback during the entirety of their work, not just at the end of a project. OneNote allows teachers to see student progress in real time, leave feedback throughout the process, and truly impact learning.

#5 Differentiation

OneNote offers teachers ease in differentiating content and providing accommodations for students. With the ability to distribute pages, teachers can distribute specific content to specific students, groups, or the entire class. That means you can distribute articles to groups of students according to reading level, or chunk assignments for certain students, or provide graphic organizers to specific students, etc. This allows the teacher the ability to scaffold instruction for their students strategically and with ease.

Not only can I send out individualized assignments, I can also empower my students with access to content. Students that may struggle with reading, writing, have dyslexia or ADHD, etc. are empowered by the learning tools that are built in to OneNote! According to Visible Learning, we see that when students with learning needs utilize technology, the effect size is 0.57. Utilizing OneNote with these students is a great way to empower them to be able to access content on their own, read on their own, and to write on their own. Let’s just say… they own their learning. We think Mike Tholfsen, Microsoft Product Manager, says it best!

OneNote Learning Tools are non-stigmatizing, mainstream, built in, and free.

So what are Learning Tools? These are tools built into Microsoft OneNote, Word, Forms, and many other partner companies. See the list of partner companies below

These tools include:

Immersive Reader – Reads any typed text, PDF, or word documents to the students!

Features include:

  • Human like recorded voices in both male and female
  • Reading speed settings
  • Customization for background color
  • Font options
  • Grammar options
  • Line focus
  • Picture dictionary
  • Translates a word or the entire document into over 80 different languages (yes, it still reads many of these languages!)
  • https://youtu.be/3n5emMEm3

Check out these click by click tutorials by MicrosoftEDU!

Want to see how we use Microsoft OneNote to offer our students audio tests? Check out this Jenallee blog post.

Recently we shared all of these ways and more on an episode of Ditch That Textbook with Matt Miller and Holly Clark. Watch the episode to learn more.

https://youtu.be/HopiR25ZlH8

 

**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  

 

Guest post: Teachers have earned the benefit of the doubt

Be patient during the COVID-19 pandemic

As schools throughout the nation close for the remainder of the year, take a minute to consider what this will mean for thousands of teachers who are doing their best to educate our children. School leaders and local officials are scrambling to “flatten the curve” of the COVID-19 pandemic. This is our top priority, and as we retrofit our education system on the fly to meet the needs of millions of students, we ask for your patience and understanding.

Schools are not designed to adapt quickly

Be kind to teachers who are on the front lines navigating school closures in an education system that is, like so many institutions, incapable of meeting the demands placed upon it by the outbreak. At best, the expectations for most teachers right now are loosely defined by school leaders. Many teachers are trying to patch together inadequate distance learning programs without guidance. This is not the time for parents to use social media platforms to compare teachers or to publicly complain about a teacher who is slow to adapt. Our nation’s teachers have earned the benefit of the doubt, so please show some grace if you are irritated.
During normal times, school districts take several months, even years, to institute changes in curriculum and instructional methods. Expecting teachers to do this at a high level, with no time to prepare, during a national emergency is ridiculous. If you feel the need to share feedback with an educator, consider what would be helpful before you hit send. Negativity toward a teacher at this time will bruise deeply and could limit the creativity of teachers trying their best to meet student needs. A measured tone is imperative if you feel discouraged as a parent and wish to share your frustration. Trust me, teachers wish they could meet the needs of every student and family they serve.

More than the internet

Connecting and teaching students in a distance-learning environment is not akin to a teacher simply jumping online and presenting academic material to students. Conducting meaningful virtual instruction requires dedicated professional coaching for staff, and it also requires significant training and practice for students and families. Most teachers have never been expected to integrate remote learning into their curriculum. The instinctive knowledge teachers have spent their respective careers amassing has a vastly different application online, and most educators have never been trained to deliver robust instruction in that format. In addition, the inequity of student access to technology and broadband internet service is woven into the challenge of teaching students remotely.

Teachers are pros at building relationships

Teachers are well versed in building relationships with students so be grateful for the teachers who are trying to maintain their connection to students. This connection — virtual or in-person — is critical for academic and social-emotional growth. Our best educators specialize in making those human connections and they are experts at molding positive relationships, devoting their talent to create a culture of learning, and contributing to the school culture. Those indelible skills for expressing care and demonstrating a commanding presence may translate online for some teachers, but it is unfair to expect it to happen naturally.

Teachers are stuck waiting

Many of our teachers can’t share with you that they are at the whim of school leaders and state mandates that are not always communicated to them effectively. While teachers are on the front lines of most communication with parents and students, they are not always armed with the information parents seek. Your child’s teacher understands your concerns about assessments and grades, your child falling behind and your desire to have access to more resources. Teachers are trying to be flexible and they do not want to throw their school leaders under the bus by voicing their misgivings to you and fueling the anxiety parents are feeling.

Uncertainty and sadness

Educators lament the loss of the celebrations, getting that last high five, hug or final word of encouragement to students. Teachers have been working hard to get your child to the finish line, and in a career that has always included clear beginnings and ends each school year, this new reality is bewildering. Many educators are helping their own children cope with the loss of a traditional school year while they also cope with the same reality as a professional. Not being able to grieve the loss of the school year together is tough on the children and the adults who serve them. Teachers wonder if their current efforts are making much of an impact on students. In some cases, only a handful of students are still connected to school and that is disheartening. Teachers are used to receiving regular feedback from students and adjusting their teaching strategies accordingly.

Moving forward

The best thing you can do to help teachers is to unite with them and let them know you appreciate them. If you feel the need to share your concerns about school district policies and local programs, reach out to school leaders. Our educators are committed to serving all children and we know that we’re in this together. Teachers and school leaders throughout the country care deeply about the health, safety, and engagement of their students. Right now our teachers need your support.

**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  

What we deny

Check out the Podcast too: “Just Conversations” with Melanie White and Amanda Potts. https://voiced.ca/project/just-conversations/

Only in our isolation and disconnectedness do we discover that everything and everyone is localized and connected. And, in this distancing, I am beginning to question what we deny.

Rebecca Solnit kept appearing in my daily consumption of media and I’m beginning to wonder if this is the work of a latent existential force drawing my attention to something I should have known or done long ago. I listened to her voice in an episode of On Being last week. She wrote, “When all the ordinary divides and patterns are shattered, people step up to become their brothers’ keepers…and that purposefulness and connectedness bring joy even amidst death, chaos, fear, and loss.” The unusual lilt of her voice and calm intellect still spin in my mind’s ear. And, this morning, I stopped scrolling my Twitter feed struck by this linguistic wisdom. She wrote,

“Inside the word ’emergency’ is ’emerge’; from an emergency new things come forth. The old certainties are crumbling fast, but danger and possibility are sisters.” #RebeccaSolnit

And then on Twitter, Gianpiero Petriglieri wrote that an “old therapist friend” told him why everyone was “so exhausted after video calls. It’s the plausible deniability of each other’s absence. Our minds tricked into the idea of being together when our bodies feel we’re not. Dissonance is exhausting. Our bodies process so much context…” I stopped to think about that wording, “plausible deniability”, and the more common legalistic use for one escaping criminal repercussions as a member of a corrupt organization or political power.

However, I couldn’t wrap my head around this experience of dissonance and the connotations of “plausible deniability” as something happening to us rather than something we choose to avoid like the truth or an injustice. According to Wikipedia“the expression was first used by the CIA” but the idea apparently has a longer history. I needed to understand the term, like Solnit explored “emergency”; it was an itch that pressed me, so I read further. “Plausible denial involves the creation of power structures and chains of command loose and informal enough to be denied if necessary”.

Then a thought struck me. What power structures are currently in place which I deny? What small almost imperceptible movements have made me complicit in this dance of distraction? Solnit reappeared during my longer moment of breakfast reading in The Guardian article entitled: “The impossible has already happened: what coronavirus can teach us about hope”. How marvelous and uplifting it is to read her vibrant words calling us to action and existence, to make the most of the worst.

While I cannot deny there is absence in my new-found isolation, I can also see that my thoughts attend a new experience. I am paying attention to moving about my house, to walking the dog, to gazing out the window with no real productivity pressure of this instant. And, yes, I am teaching remotely, but connecting, supporting personalized learning is my focus rather than a product on the line of academic factory life. This is where I cannot sense Petriglieri’s Tweet about “plausible deniability”. I am now working on processing the context of my daily life which I previously ignored in mind-numbing haste consumed by the blind goals of my own productivity or some socialized version of productivity.

My body is processing the context of my life in isolation and thinking about the actions needed for when we might connect again. I am trying not to deny my own physical interaction with and existence in the world.

 

**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  

Connecting Students through Buncee

Leveraging  the right tools for remote learning

By Rachelle Dene Poth, Spanish and STEAM Teacher, @Rdene915

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.

 

Buncee is more than just a creation tool, it is a supportive educator network that is invested in fostering connections, expressing kindness and gratitude. There have been  many initiatives for classrooms and families around the world to join in, most recently Hugs for Heroes. This is an amazing project worked on by Kristina Holzweiss, Barbie Monty and Amy Storer. Learn more about itand create your own!

Why Buncee?

Now with the shift to remote learning and educators looking for ways to connect with students and provide authentic and meaningful learning opportunities, I have been recommending Buncee more. As a multimedia creation tool, it offers so many possibilities for educators of any  content area or grade level, and provides resources for students, families and educators to get started right away. For ideas, check out some of the  Coffee Talks!

Finding time to explore new resources can be a challenge because our lives as educators become quite busy and we may find ourselves lacking in time to really explore a variety of options for use in our classroom. With the sudden transition to remote instruction, this is another one of the reasons that I recommend and choose Buncee and appreciate the team’s investment in providing exactly what educators, students and their families need. 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.

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Fostering the SEL skills and making connections

At the start of each school year and throughout the 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. Earlier this year I created a project for students to learn about the Spanish language and culture and also 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.

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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.

A recent feature is the ability for students to comment and give feedback on the boards. This is a great way to encourage online student interaction whether through comments or emojis!

nullOne 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!  Check out the video to learn more here!

Check out  the information from Buncee for Remote Learning and everything you need to get started here.  Want to learn more about  Buncee? Sign up for their live webinars happening each day, Monday through Friday  at 12:00 and 3:00 pm EST. Sign up here.

 

**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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