studentvoice

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

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

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

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

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

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

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

How can I get ALL staff members involved?

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

 

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

 

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

Find these available at bit.ly/Pothbooks  

 

Books available

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

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

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

Learning about students and pushing them to explore

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

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

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

How did it go?

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

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

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

 

 

 

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

 

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

Find these available at bit.ly/Pothbooks  

 

Books available

Buncee and Immersive Reader: A Winning Combination for Assistive Learning

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

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

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

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

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

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

How Does Immersive Reader Work in Buncee?

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

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

Navigating the Options

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

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

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

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

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

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

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

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

Buncee: More than just a presentation tool!

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

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

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

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

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

What is Social-emotional learning?

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

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

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

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

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

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

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

​​Storybird in the Foreign Language Classroom

 


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

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

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

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

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

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

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

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

 

Toward the end of the past school year, I noticed a decrease in student engagement, especially while I responded to the question of a student seated close to me, students around the room became distracted or stopped listening. Trying to get the students to refocus sometimes presented a challenge and the result was a loss of valuable instruction time. Another concern was how students had been treating one another. I  often overheard conversations in the hallways, or witnessed unkind interactions in the classroom, or had students who sought help in dealing with different situations.

There were two issues that I needed to resolve: regain the valuable instruction time that was being lost and help students to develop more positive, collaborative peer relationships. How could I connect students more to the content and to one another, so they could work together to foster a more positive classroom? After some brainstorming, and reaching out to my PLN,  I decided to first focus on ways to promote collaboration and to step out of my role of “leader” in the classroom by stepping aside.

The first changes:

My first realization was that I needed to shift roles in my classroom. I needed to get out of the way, and students needed to do more than simply sit for the entire class. To get started, look at your own classroom. Where are you and the students spending the class period? Think about how you can open up more space and create a collaborative setting for students. Think about how you can involve the students in more “active learning” that will lead to better student engagement.

One morning, I looked at the physical space of my classroom and decided to break apart the rows of desks. By doing this, it created more flexible spaces for students to interact, to create and lead, and do more than just sit and listen. Students need opportunities to work with their peers through lessons and engage in activities where they can master the content together, and that will provide opportunities to develop their interpersonal skills, self-awareness and social awareness of others.

 

Making these changes can feel uncomfortable because it means going against what likely has been the traditional classroom structure. However, many teachers have moved toward flexible learning spaces, creating a more student-centered and student-driven classroom. A classroom which moves away from simply lecturing, reviewing homework, passing out materials, assigning new homework, and repeating this same routine the very next day. While this process may promote the acquisition and application of knowledge, it does not effectively promote collaboration, invite student input, nor foster development of vital SEL (social-emotional learning) skills.

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

Practical ways to promote SEL:

  • Icebreakers: I started this school year with fun icebreakers, to get to know one another and to find out what students had in common. Why? It all starts with relationships, building a connection with peers and the teacher, and using this to connect with the content area. Returning after an extended holiday break, doing even one icebreaker can be a good way to welcome students back to the classroom, to ease into the daily routine and to start the year fresh by working on relationships. Perhaps have students share what they did over break, show a picture, talk about favorite foods for holidays even, and let students make connections on their own.
  • Games and activities: Providing opportunities for students to interact through the use of games and activities in the classroom promotes the development of social-emotional learning skills. There are many online tools available to help you get started. For elementary and middle school, Centervention provides free online games, activities, and printables for teaching students about SEL. Gaming helps students to learn to problem solve, collaborate, think critically, and develop empathy through scenarios within the game itself, or as a result of being part of a team. It creates a sense of community and belonging, which foster the social-emotional skills students need. Even by using Minecraft, educators have seen a connection between the benefits of gaming for learning and the development of SEL skills.
  • Learning Stations: Something that has really made a difference in my classroom has been using learning stations. I started the year with rows and decided one morning, that the rows had to go. I quickly set up clusters of desks or “stations” to accommodate three students each, with four extra desks grouped together in the center. At each station, students spend 10-14 minutes doing a hands-on activity like a worksheet, creating flashcards, watching a video, playing a game or simply coming up with their own ways to practice. Deciding upon the activities takes some planning, especially when trying this for the first time, but it is well worth it. Start by explaining the “stations”, involving students in the discussion and asking for feedback. When we explain our goals and share any fears we may have, we are modeling “self-awareness” and “self-management”. By using stations, we also have more time to interact with each student and group, work on relationships and foster a deeper understanding of the content as well as connecting with one another and creating a more positive classroom culture.

Challenges and solutions:

  • Groups: The first few class periods there were complaints. Students wanted to work with their friends and others wanted to work alone. It can be awkward if you are the only one who doesn’t find somebody to work with, but it can also be a challenge to work with a group when you may end up being the only one doing the work. Assigning random groups can help alleviate some of these uncomfortable feelings, even though in life and for the future, students may face the same challenges and uncomfortable moments, not having a choice in collaborative work. However, for the time being, the importance is to help students to develop interpersonal skills that will enable them to be successful in the future, to develop the social and emotional learning skills, especially in terms of relationships, decision-making and developing a self- awareness.
  • Timing: It can be a challenge at first to know how much time to provide for each station. I started by spending ten minutes reviewing material, asking questions, or doing an activity with the whole class, before starting stations. I tried giving 15 minutes for each, so students would work through two each day. Some students finished early and wanted to move on. To work through this, I would use the time to speak with each group or individual students, and then make adjustments during the next station rotation. There is always room to improve, but the important thing is remembering to be flexible and open to changes that will positively impact student learning and relationships.

Benefits:

  • Student engagement: Students have been more engaged in learning, and have come in to tell me how much they look forward to coming to class. Because of the different activities within the stations, students participate more because they are active and moving, and know that each station offers a new way to learn.
  • Student leaders: Students are offering to help one another, to explain concepts, and to cheer each other on. They keep each other on task and by working in these small groups, there are fewer distractions than working as a whole group. Each small group can ask questions, receive individualized feedback because I can freely move around the classroom and clear up any misunderstandings.
  • Teacher-student relationships: Students are getting timely, authentic and personal feedback. By using learning stations, more time is student-focused and those individual conversations can happen as needed, to help students to be successful and be more confident.
  • Student learning: In terms of academic achievement, the participation and results of recent assessments are the highest they have been. Students enjoy coming to class because they know they’re going to be leading and making decisions about their learning, in a way that is comfortable, flexible and fun. The learning experience is more authentic and meaningful for students. Research has shown the positive benefits of incorporating SEL into the curriculum.
  • Student behaviors: As for the class distractions and the negative interactions that existed before, both have decreased tremendously. It is not something that is going to change overnight but what matters is that we make constant progress. We are learning and becoming better together.

Updated from an original post on DefinedSTEM.

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

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

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

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

Improve Communication Through Effective Technology Use

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

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

 

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

Enhance Collaboration Through Digital Learning Spaces

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

Foster Active Discussions

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

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

 

This slideshow requires JavaScript.

Enhance Visualizations and Presentations

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

 

 

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

 

Screen Shot 2017-10-28 at 9.04.12 PM

Metaverse: Collections are here!

This post is sponsored by Metaverse. All opinions are my own.

Metaverse has become a favorite of my students for creating fun, interesting, interactive “experiences” for class. The best part about using a tool like Metaverse is that it enables educators to give students more control and an opportunity to create something that is more meaningful to them. With libraries full of thousands of choices, every student can find something that meets their interests and engages them more in the creative fun and process of learning. While sometimes it can take a little bit longer to figure out how to use different tools for creating in Augmented Reality, or problem solve to find out why something isn’t working during the creation process, with Metaverse, all students can find exactly what they need. Sometimes people wonder if there’s any bit of a learning curve or how much time it takes to get started with something, but in this case, it couldn’t be easier.

I have found that students really enjoy creating with Metaverse, especially because they have so many possibilities for what they can create. They can add in characters and 3D objects, portals, 360 videos, YouTube videos, audio, and much more. There has been an update to the way that the website looks and it is now even easier to find what you need in order to create your very own experience. Of course if you need help, you can send a message directly to the Metaverse team using the chat or check out some of their updated video tutorials on YouTube.

Other benefits

I find that another bonus of using Metaverse is that it is very user-friendly to get started with and it doesn’t take long for students to figure out how to design their experience on their own or for students to step in and help their peers. I’ve noticed when using tools like Metaverse in the classroom that there is this other component to what students are able to “experience” while learning. It really does a lot for helping peers work on their collaborative skills and even social-emotional learning skills. There are many ways to use this for students to create a representation of something they have learned, to tell a story, to create a scavenger hunt even. You can learn more about Metaverse and how it works from my prior post or check out a recent post about using Augmented Reality tools for blended learning here.

Eagerly anticipating the new features

I had a chance to preview the Collections with the Metaverse team about a month ago, and I was very excited when I learned about the changes that would be coming to the Metaverse platform. Not only would there be more items and awesome things to choose from, that students and teachers could create with, but there would also be a new dashboard with a better way for students and teachers to access the experiences that have been created.

Having used Metaverse for a few years, I have saved a lot of student-created experiences to use in my STEAM classes. In order to make these experiences available for all students to see and enjoy each year, I chose to create a Padlet and have students post their QR codes onto the Padlet. By doing this, it was easy to simply display the Padlet on the Smartboard and have students walk up and scan the QR code. Another benefit was that it gave students time to explore a variety of experiences created by their peers and make new connections while learning.

It’s very easy to manage the student work from your classroom once you create a collection from your Metaverse dashboard. With this new feature, you can see all of your students’ experiences, you can set them up by class or if it’s the same class, put all of the experiences together, that way students have even more to explore and learn from. As a teacher, you have the option to edit the student experiences and take a look at what they have created, and beyond that, once you have the collection created, you the projects for the entire class can be shared through just one link. So easy to connect student work in one space. Check out Collections here!

How to get Collections

So how do you get the Collections? For right now it is still a free feature, without the Collections add-on. Creating collections will become a paid add on for the Metaverse studio. To submit one of your experiences to a collection, there is no cost involved. Students from prior classes or who create experiences in other courses can still share their experiences to be used with the other students in my STEAM class.

The cost is going to be approximately $7 per month or you can sign up for a year at a discount rate of $64! And speaking of benefits, use the promo code ARforEDU and take advantage of a free month of Collections!

The result?

A much easier way to gather, explore and share student work. More convenient and better access to be able to explore the different experiences. One thing to keep in mind is to always check over the student experiences and keep providing reminders about digital citizenship and responsibilities as part of learning journey in Augmented Reality. Ready to get started with Metaverse in your classroom? Check out all of the great resources for teachers here.

Shapes 3D: AR Drawing App

An area of focus at FETC, TCEA, and PETE&C: Bringing Augmented Reality to Every Classroom

Rachelle Dene Poth

February 22, 2019

This is post is sponsored by Shapes 3D. All opinions expressed are my own.

Over the past few weeks, I have been fortunate to attend and present at several educational technology conferences. First was FETC (Future of Education Technology Conference) in Orlando, then TCEA (Texas Computer Education Association) in San Antonio, and the most recent, PETE&C (Pennsylvania Educational Technology Expo and Conference) held in Hershey, PA. A large part of my experience at each of these conferences involved presenting on and attending sessions about Augmented and Virtual Reality. There has been more discussion and a lot of excitement recently surrounding the AR/VR tools and exploring how these tools can be used for education. In my own classroom experiences with students, I have seen tremendous benefits for students by implementing some tools for augmented and virtual reality as part of their learning experience. The tools we have used give students an opportunity to engage in a completely different kind of learning which gives them more control in the classroom, and an immersive and authentic experience.

Learning Potential with Shapes 3D Augmented Reality

The terms “augmented and virtual reality,” might seem to be complex concepts that require a big investment of time or come with a steep learning curve. However, with tools like Shapes 3D, this is not the case at all. Shapes 3D provides the perfect opportunity for students and teachers to explore core concepts of geometry and help students to discover 2D and 3D shapes by engaging with these shapes in an augmented reality experience. Using a Merge cube, students can now examine 3D shapes in Augmented Reality. Imagine learning geometry by holding the solids in your hands, manipulating them and being able to more closely understand the core concepts of geometry. In personal experience, having this app available during my ninth grade year would have made a huge difference in how I was learning and the way that I could build on my knowledge! Preview it here!

Getting Started

Whether you have experimented with AR/VR or not, getting started with Shapes 3D is quite easy to do. If you prefer to have a tutorial, Shapes 3D has videos to help you get started. Often the number one answer given when educators are asked why they are not using technology or even a specific tool in the classroom is due to a lack of time. There are so many components to teaching today that can make it a challenge to find extra time to try new tools or implement new methods. Fortunately, Shapes 3D makes it easy to get started with the availability of bundles to use for instruction, access to lesson plans and tutorial videos that can help any educator get started quickly. You can gather a lot of ideas by searching through Twitter looking at tweets related to Shapes 3D, especially when it comes to edtech conferences, which can provide new ideas and new connections. There are also publications and other helpful resources shared and updated on the Shapes 3D site. You will love Shapes 3D applications, get started by grabbing a bundle at the price of $ 5.99, Shapes 3D Bundle!

If you are like me and prefer to just get started without tutorials, start by exploring the tool and the options available, and then dive right in! Use Shapes 3D as a way to introduce a concept or shapes to students, to act as a “hook” for the lesson. Once students begin engaging with Shapes 3D, give them the opportunity to create and explore on their own and run with it. They will likely exceed your own knowledge of the possibilities that exist with Shapes 3D and that is okay. You will notice that students catch on rather quickly and will become immersed in more authentic and meaningful learning, right in their hands. It is a lot of fun to use the Merge cube and really look closely at the shapes!

Merge and Shapes 3D

Students can easily explore the object by using their device or a classroom iPad for example, if accessibility is an issue consider using stations in your classroom, where students can work in small groups. But if you want to take it to another level and really put the learning in the students’ hands, why not get a few Merge cubes to use with shapes 3D. What is so unique about this possibility is that students will be able to interact with the object and even draw lines and manipulate the shapes in their own ways, which will provide a more personalized learning experience for them.

Learning from others

Shapes 3D is great for teachers to use as a way to engage students, but also to provide opportunities for students to become the teachers in the classroom. Like presenting at conferences, getting to share what you are doing in the classroom, to brainstorm ideas with classmates, and maybe more importantly, have the opportunity to learn from one another builds more confidence in learning. The great thing about tools like Shapes 3D is that educators will not have to spend a lot of time trying to figure it out on their own or come up with ways to use it in the classroom. Leave it to our students. We need to push for more opportunities for our students to do more than consume, but instead, to create, to explore and to become curious for learning. Using technology in classes today should be focused more on creation rather than consumption.

So why use Shapes 3D?

As educators, our purpose is to help our students to develop a wide range of skills that will not only engage them in learning which is authentic and meaningful but also provide skills that will We want to put tools that can engage them and more authentic and meaningful learning in their hands. Students learn more by doing and having opportunities to engage in hands-on activities, where they control the direction their learning takes. We need for students to design their own problems, to ask more questions, and even at times to experience some struggles in learning. Preparing them for the future means giving time for them to problem solve, collaborate, communicate and even create on their own as they are preparing for the future and life in general.

Before adding technology into the classroom, be sure to focus on the “why” behind using a specific tool or method. What is it going to do differently for students, that will enhance learning and go beyond the traditional methods t being used in the classroom? What sets it apart from other options? I think the answer is clear. Tools like Shapes 3D will enable teachers to move students to a more active role in the classroom, become the creators and immerse themselves in a new learning environment. Students can do so much with Shapes 3D to really understand geometry concepts that might otherwise be difficult to understand, in a 1D format. Draw lines, rotate solids, check the properties of the solids and more. Hands-on learning takes math to a new level.

Options and getting started

By having a Shapes 3D bundle, students in grades K through 12 have access to a wide variety of ways to interact with different structures and to really understand math concepts at a deeper level. When we can place tools like this in the hands of our students, we amplify their potential for learning, because of the accessibility to explore on their own and build their skills as they manipulate the objects in the 3D space. It pushes student curiosity even more and leads them to ask questions and to develop their understanding at a deeper and more meaningful level.

As teachers, there are so many things that we are responsible for and need to keep up with, that it can be difficult to stay current and relevant with all of the emerging trends when it comes to technology. Fortunately, there are tools like Shapes 3D that make it easier to get started and that provide innovative ways for students to learn. It just takes a few minutes to get started and then encouraging the students to explore on their own and with peers. Join in the Geometry learning fun with Shapes 3D Geometry Drawing on iOs today! Enjoy the app (for free) on Google Play, there is a beta version of Shapes 3D Geometry Drawing, and it works with Merge cube!

Don’t wait, sign up today! Get started with Shapes 3D applications by grabbing a bundle at the promotional price of $ 5.99, bit.ly/Shapes3Dbundle !

 

Sponsored Content, All opinions are my own

February 18, 2019

Learning and sharing through the world of AR

When I started creating with Metaverse, an augmented reality tool, a few years ago, I was immediately impressed with the potential for learning and the many possibilities for engaging students more in authentic learning “experiences.” More ways to move students from consumers to being the creators which is what we should strive to do in our classrooms. The first “experience” that I created took a bit longer than most because I chose to not explore any of the tutorials or the helpful resources available and instead opted to dive right in. Why? I thought it was better to experience possible struggles with figuring out how to create with Metaverse, similar to what students might face when they got started. As a teacher, I wanted to prepare myself to help them if and when they needed. What I noticed is that students were more than ready to create!

Over the past two years, students in my 8th grade STEAM classes have enjoyed creating with Metaverse and definitely figured it out much faster than I did. Being able to see their work, their creativity and then to enjoy testing their “experiences” has been very rewarding for several reasons. I have learned so much from them, it led to conversations about the importance of sharing struggles that we experience and to not be afraid to ask others (especially students) to help you. It even led to the addition of student tech assistants in my classes. There is so much to learn from students, and in addition to building technology skills and providing more immersive and engaging learning experiences for them, we empower students to become the leaders in our classroom. Developing their skills of problem solving, collaboration, critical thinking and pushing their curiosity will benefit them as they move through school and head into the future!

How does Metaverse promote student driven learning and choice?

It is important to offer students choices in learning and to step aside and encourage them to pursue knowledge on their own. With Metaverse, students can create fun experiences to share with their peers and have so many choices available to really make it an engaging way to learn. Regardless of content area or grade level, or even one’s role in education (why not create for teacher PD), there are thousands of new items to choose from and new features being added frequently. Students can spend a long time creating their storyboard or they can design an experience quickly, as Metaverse is user friendly, especially with the recent updates and addition of new features!

So many possibilities!

Students can find exactly what they need, create something meaningful and share their work with students in their class and even connect globally with other peers. Testing their experiences in class by scanning a QR code is quick, but what about if you want to keep all of the student projects in one space? Or even collaborate with other classrooms, either as part of project based learning or to connect globally? Students need to create for a purpose and sharing their work with others is very important. Sharing experiences can be overwhelming if you have the number of experiences being created like I do.(Students were so excited that they created extras on the weekends and sent them to me, to keep me from being bored while away from school! This is when you know that the tool is making a difference).

An important of student work is the ability to share it with others, to learn about one’s peers and enjoy learning together. Access to student work can be an issue, which is where Padlet helped initially, as a way to have students post their projects. But even this took time. I wanted to keep track of their work and have it accessible by students and teachers, as we collaborate by using Metaverse to engage all students in learning. Creating experiences with videos, 360 images and even portals, to immerse students in a world of learning right in their hands.

Explore the new Collections, now in beta release!

Wanting to be able to share and display the experiences created by students was very important and now, it is easier than ever for teachers to do. With the new “Collections,” now released in beta, teachers can manage student experiences, edit student work and easily share all of the experiences created in class! Why? Because it is easier to manage student work and save the experiences to use with other classes and even collaborate beyond your school.

To get started, simply create a “Collection” for your class and you can share the join code with students, or quickly add them from the experiences you have in your account.

Metaverse has so much potential as an instructional tool for teachers.

Why use Augmented Reality?

A popular topic at both FETC and TCEA was Augmented and Virtual Reality. Tools like Metaverse have tremendous potential to immerse students in a more authentic and purposeful learning adventure, by giving them more control in how they show learning and a hands-on experience. It is a fun platform to use in the classroom and benefits students by promoting student agency and increasing engagement in learning.

Collections create more opportunities for Interactive Learning Adventures

As educators, we want our students to have a learning “experience,” more than what the traditional methods of classroom instruction might offer. Finding time to create and explore can be a factor in deciding where to begin, but with Metaverse, it is easy to get started, especially when we let students take more control. We need to help students to embrace an opportunity to drive their learning. In doing this, we guide them toward a learning journey that will attach more meaning to the content, in a personalized and exciting way to learn, and above all, a more authentic experience. Teachers have access to collections where they can see, edit and share student work, track progress and help students as they create. Creating a collection is easy. Check it out here!

Many students learn more by doing, and when they have opportunities to engage in hands-on activities, it leads to more personalized experiences and student-driven learning. A world of learning that they create is right in their hands.

Some ideas to create with Metaverse

  1. A tour and a survey: Have students create an experience to introduce visitors to a town, retell a part of history, ask for input and preferences for travel. With all of the choices in items to add into Metaverse, thousands of unique possibilities exist.
  2. Just for fun: Sometimes the best way to get students involved is by only offering a few guidelines. Provide a number of scenes, type of questions to include, different features including GIFS, Google vision, polls and more. Each student can create something unique and meaningful to them, and then using collections, share it with the class. If access to devices is an issue, set up learning stations in the room.
  3. Book review and tales: Why not have students explain key parts of a book, or make up a story, and include images, videos, portals and more as part of the experience. Share it with other students, maybe even add in a poll, and then use the results to brainstorm new ideas and keep the discussion going. I

Technology tools for education provide enhanced ways to learn, to engage students and to empower them in learning. As teachers, we always want to focus on the “why” when making our decisions, and with Metaverse, the “why” is clear: student driven learning and the power of creating. Start your collections today and share student work!