Keeping What Matters Most

 

Our son, Nick, sees an occupational therapist each week who does amazing work with him to help strengthen his core, quicken his response time to questions, practice his social interactions, and work on his fine motor skills. The best part is that she does all of that while he rides a horse around an arena. The horse provides sensory input and forces him to focus his core on maintaining balance, which allows his brain more freedom to work. As Nick rides, he plays Pictionary with a whiteboard, sprays water guns at targets, moves cones from side to side, identifies letters, and has conversations with the therapist and the other assistants as they walk next to the horse to make sure he stays safe while riding around. At the end of each session, he takes responsibility to prepare a bowl and feed the horse a snack to thank him.

His skills have grown tremendously since we started this therapy. We have missed going while we have been home, so we were so relieved that he was able to return last week. They had all kinds of new safety rules that we had to follow. His therapist met us in the parking lot; he had his temperature taken and had to thoroughly wash his hands as soon as we walked in. We all wore masks. We stayed distanced from one another as best as possible. They shifted the options for therapy so there were fewer clients in the facility at one time. We didn’t do some of the classroom-based exercises before he got on the horse, and he couldn’t prepare the bowl of snacks on his own. The most significant shift was that I was suddenly the volunteer walking alongside the horse. It helped to limit the number of people in the arena, but also allowed me a new opportunity to understand more about what he is working on in therapy and how he responds to the staff and the horse. I am not convinced that I am the best guide as it was much harder to hold the materials, keep an eye on his safety, and not get distracted by the beauty of the horse than I thought it would be, but we made it work.

I didn’t realize how much I needed to do something that felt “normal” to our routine until I walked through the doors of the arena. It was so comforting to do something that we used to do even though the process of doing it was different. Nick was excited to see the therapist, and I had the chance to help him share a little more about himself as we did the exercises and walked around the arena that she wouldn’t have otherwise known even though she has a great relationship with him.

As we start planning for school to look different in the fall, the first week of therapy had me feeling hopeful about what we can maintain when the process and school system may look really new for a while. A big question for me has been how to explain the shifts to staff, learners, and families. I read a great article by the Harvard Business Review that helped me to start thinking about communicating what’s to come.

The first point in the article is to acknowledge your own anxiety. I am nervous, very nervous about how we will make the process of school work in the fall while following the safety guidelines and still meet the needs of our families that need childcare. I am nervous about the gaps in learning or experience that may be happening for our learners. I’m nervous that they will miss out when we can’t give the reassuring hugs and high-fives we are used to. What I am not nervous about is our ability to maintain our relationships with our learners and grow them in new ways. We’ve bonded during this time at home, which has deepened many of our relationships with learners and families. Those get to continue and get to keep growing no matter how we provide schooling.

Nick’s relationship with his occupational therapist was not different. His ability to complete the tasks and work on his skills was not different. We just did it differently. He was super quiet in the arena, which honestly surprised me and helped me to learn more about him in that setting. He still talked the whole way home about his horse and the experience just as he usually does. I know I will be anxious as we drive there and as we walk in again this week, but I am hoping that goes away with time.

“Listen for the need underneath the question” is something I have practiced a lot recently. When a parent, staff member, or school leader gets frustrated, it sometimes takes asking many additional questions to get at the root of the concern or the reason behind the issue, which is almost always a genuine fear about something. To help build our skills in understanding one another and ourselves, we are working on summer professional development options for our staff that include having critical conversations about challenges, trauma training, mindfulness, and compassion resiliency. We all need to be able to see one another through an empathetic lens more than ever and give each other grace. Our stress as a collective society is high, and our composure tends to fail us when we are stressed. We need to prepare as best as possible for strategies to reduce stress in our schools, for and with our staff, as well as learn how to have more open communication about what is happening so we can acknowledge our fears and build hope whenever we can.

We have seen some absolutely inspiring efforts by our staff and learners that we continue to try and capture and share. It is hard to always stay focused on those positives, but they are also ways to find strength as we move into our next steps. I have seen teachers doing evening bake-offs with learners online, daily video announcements to celebrate birthdays and accomplishments, safely going to homes to drop off supplies or check-in, creating videos with shared books, songs, and poems, writing personal notes, sending “flat teachers” to each learner, and many, many more. We have worked to support our community and help our learners find their passions during this crazy time. I get to ask our leaders and staff about those moments to help them see all the positives and make sure we recognize the impact of those remarkable connections. The Harvard article said, “Asking, “What’s one of the worst things you’ve ever overcome or endured?” helps people tap into sources of hope and fortitude from their own stories.” Our stories of what our staff has done with learners and families during this time, as well as what our families have done on their own, are perfect sources of hope and fortitude to carry us forward through our next challenge.

As I start to find my way back to social events and daily activities, I think a lot about one of my favorite quotes from Maya Angelou, “I can be changed by what happens to me. But I refuse to be reduced by it.” I certainly feel changed by much of what has happened and what I know is coming. Some days it really gets to me, but it has not reduced my desire to do the work we get to do each day with learners and families as I know how much it matters no matter the setting or the format in which we do it.

 

 

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

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Distance Learning, the Good, the Bad, and the Ugly!

Words

Guest post by Dr. Kalum McKay (@DrKalumMcKay)

Opinions expressed are those of the guest contributor.

Words matter. 

Words aren’t just words, they are building blocks or a wrecking ball. Many things in life are made or destroyed by what we say. Sticks and stones may break my bones, but words will never hurt me. This is straight-up false! Words are powerful. Broken bones heal, I’m not sure emotional wounds ever do. This isn’t just a message for kids, although it is an important one for them as well. This is a message for us all. The words we use determine so much of the successes or failures in our lives. When rolling out a new initiative, the words you use to present the idea can go a long way to determining buy-in. The way you handle a “growth” opportunity with a teacher or student determines how the information is processed. If you correct in a positive manner, you promote growth, if you correct punitively, you promote resentment and have taken a sledgehammer to the relationship. Our words verbally, in written format, and digitally have the ability to change the world. They can aid in growth or demoralization.

In today’s digital, social media-driven culture, our words can reach farther than previous generations could have imagined. This can be amazing and powerful. It can also be dangerous and harmful. Before you send that email, tweet that tweet, write that Facebook post, we must determine the consequences of our words. In Spiderman, there is what is widely known as the “Peter Parker Principle” that states, “with great power comes great responsibility”. Our words have great power, this comes with great responsibility. This is verbally, digitally, and everything in between. All of our words have power. Everyone. From the CEO of a company all the way to the intern. From the Principal to the PreK student. Our words matter. The tone, the context, the content, all matter. It is important to be purposeful in our choice of words. How many times have you seen a “leader” come in and completely demoralize an entire organization? On the flip side, how many times have you seen one energize and uplift an organization? This includes teachers in their classrooms. The words and the tone they use shape the entire atmosphere of learning in their classroom. Is it going to be an environment of love, connection, and growth? Or is it going to be one of compliance, fear, and resentment?  It is our responsibility to use our words as building blocks, not as the proverbial wrecking ball.

The wisest thing we could learn to do is to watch our words. We can learn to speak when it’s helpful and needed and choose our words wisely. We must take seriously the impact of our words. The right words can mean the difference between misunderstanding and enlightenment. They can mean the difference between being hopeful and supportive or judgmental and condescending.

The words you use are a choice you make constantly, as always, Choose to be GREAT!

 

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

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Reaching out and Sciencing

As I am getting ready for STEAM Night at Lawton Chiles Elementary School, I am faced with a familiar conundrum: what do I wear that will make me look professional and scientist-like and also fun and approachable? Which begs the question-what DOES a scientist look like?

I settle on a blue dress with zebras and look outside my window. Ah, Rainesville! As I sit in traffic, my friends/fellow scientists frantically text me about the traffic conditions. “Step 1 to doing outreach: Show up early.” I’m surprised when I am greeted by a full parking lot. Gosh, those kids must be ready to learn about science!

Alberto Lopez, the School Outreach Coordinator, has everything set up and introduces me to my volunteers who will help me out tonight. Turns out, I’m a bat biologist and will show people how to make flashlights using popsicle sticks, copper wire, batteries and bulbs. Because flashlights are important. Especially in the field. (Always carry three headlamps-one on your head, one around your neck and one in your pocket because you never know when the batteries will run out in a deep, dark cave but that’s a story for another day).

Station 4. Make a flashlight-Tools used in science.

As I arranged the brightly colored bulbs on my table, nothing could have prepared me for the number of people who showed up at Station 4. The kids could barely contain their excitement with popsicle sticks in hand, ready to make a flashlight. It’s a truly humbling experience when you try to interact with several little humans all at once, while trying to make each one enjoy their time at your station.

This brings me to “Step 2 for doing outreach: Learn how to improvise.” The school band seemed to match the tempo of the people showing up as they played a fast tune. Due to the sheer number of people that showed up (350+), Alberto helped us modify the flashlights so that we could make them a tad faster.

Towards the end of the evening, we headed up to the stage to have a panel discussion. Alberto introduced us to the audience who quietly lined up with their questions. Kids will ask you anything under the sun and they clearly keep up with current events. They ask hard hitting questions and it’s okay to not know all the answers. “Step 3: I don’t know all the answers.” It’s why I love doing science.

Alberto Lopez, Molly Selba, Aditi Jayarajan, Allison Bordini, Eve Rowland and Sarah McGrath-Blaser.

“Step 4: Love what you do.” My favorite question came from a little boy who asked why we got into science. I love that I get to work in the collections at the museum. I like the fact that each specimen holds a special story and that I get to share it with people.

Cabinets full of interesting specimens in the Mammalogy Division at the Florida Museum.

This brings me to “Step 5: Have fun.” I appreciate the fact that so many parents brought their kids to an after school program on a Tuesday night. You need that support to fall in love with science. I have so much fun doing outreach events, it is truly what keeps me going!

**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.

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When you feel like you’re not getting anywhere

Sometimes it’s difficult to figure out what the problem is or where to start when you feel like you’re not getting anywhere. What I mean is that as teachers, we may have days when we might feel like we’re just not connecting with the students. Sometimes when trying to create a lesson or some new experience for students, we are met with less enthusiasm than we had hoped for, and sometimes, it might even be nonexistent.

About two years ago, I really struggled with finding ways to engage my students in learning. I reached out to my PLN to ask for advice, I tried Twitter, pretty much anywhere that I could think of to gather ideas from other educators who might be experiencing the same thing. That’s probably the most important point if anything out of my thought process, is that had it not been for those connections and knowing where to look to find help that I greatly needed, I would have been working through it on my own in isolation, as I had been for many years of my teaching career.

It’s not easy to ask for help especially when as teachers, we feel like we are supposed to be the experts when it comes to students and learning and teaching. There may or may not be assumptions about our abilities to manage our classroom, deal with student behaviors, to be flexible in our instruction, and to balance so many different things every day. But without having a way of connecting with others, we would be stuck doing the same things we’ve always done. While in some cases that might be good if the experiences went well, often times it might not be that great. And that is how it was for me.

Last year is what I considered to be probably my best year in teaching and it came to be because of relationships I had formed over the years and also because I got away from doing some of the same traditional things I had always done and pushed the limits a little bit and tried some different things in my classroom. There were some things I just didn’t appreciate any more like standing in the front of the room and talking at my students. It was exhausting trying to think of ways to spend 42 minutes leading the class and keeping the students “busy.”

I had reached a breaking point early in September two years ago when I just decided to get rid of the rows in my classroom and see what would happen. The combination of these actions and everything in between is what I believe led me to have the best year yet. I felt connected with the students, I could see them learning and that they were more engaged. Students would come in throughout the day and say how much they liked class better than the prior-year. I just felt that there was a different vibe, I sensed a more of an excitement about being in the class and while at times it was uncomfortable worrying about if my class was too noisy or if students were off task on occasion, I really felt good about it

So I decided to keep the same kind of methods and habits in the new school year, making changes here and there, but I was not seeing the same results. I had different students than I had in the past and so it kind of led me to go back and rethink what I had been doing. What had worked so well last year was not working as well this year. I did not expect that because I was assuming that things would be the same as they were the year before. Thinking like this, the “way we’ve always done it” is what gave me some trouble in the first place. I taught the way I had been taught using methods that worked for me as a student and even as an adult, but these methods did not work for all of my students. So by doing that I was doing them a disservice. Flash forward to this school year, trying to use the same methods and strategies should not work because I had different students than the year before.

There have been days that I left school feeling frustrated and overwhelmed, a bit uneasy because like I said, last year I had a great year. And I had not experienced that type of struggle in several years. so trying to figure out what the problem was and how to work through it has been something I’ve been working ever since. I felt some moments of success and other times I thought I just couldn’t do it anymore. Sometimes I became so frustrated at the behaviors, whether it be lack of respect or lack of wanting to work or negative attitudes that instead of trying to better understand the students and focus on having conversations, I responded to their behaviors and the reactions. I lost my “cool,” I lost my composure, my eyes filled with tears of frustration and I didn’t like it. I even told them that it was something that would bother me the rest of the day and for days to come, because that was not like me but I had “had it.” I had been doing everything that I thought I could to help them and I was getting nothing or the bare minimum in return. I just wanted them to hear me and to understand that their behavior matters. Being respectful matters, and that it doesn’t matter how great your grades are or what you have in life if you are not a nice person. If you do not show respect and you don’t take time to listen to others and give them their attention when they ask for it or when they deserve it, that makes it very uncomfortable.

I thought it was just me, I had convinced myself that it was something that I was not doing. There was something wrong with me that I needed to fix within myself. But the more that I talked to people I was connected with locally, nationally and even around the world, I soon realized it was not just a problem that I was facing. Again, if I was still in isolation staying in my room and not connecting anywhere in my school building, I would feel exactly like I did. It’s just me, I’m the problem. Because I had those connections, I was able to recognize that it isn’t just me it’s a struggle other educators face and there are different ways that they deal with it that may or may not work for me.

I had lots of recommendations, great ideas, stories of how changes in different classrooms made a big difference for different friends of mine and for every suggestion they offered I felt terrible telling them that know it just would not work for me. While I may not have all the answers, I know my students well enough to be able to figure out what might and might not work for them. So while I did not come up with a magic solution to any of the challenges that I feel like I’m facing, which in the scheme of things in the rest of the world they’re not that big at all. But there are bumps in the road, a road which prior to this year had finally been mostly well paved with occasional potholes along the way.

But a new year, new challenges changes just to show why we can’t teach every year the same way that we were taught. You can’t do things the way you’ve always done them and as Don Wettrick’s dad said: “Don’t teach the same year 20 times.”

I guess I felt that because my methods worked so well last year, that I should just do the same thing again this year. I was wrong. New year, new beginnings, some changes, a bit of discomfort, challenges, through all of it. Yes, please. That’s what keeps us moving, what keeps us active and engaged and although sometimes you feel like you’re becoming disengaged from the profession when you sit back at the end of the day or in the middle of the day or whenever it is that you reflect, you must stay focused on your why. The why is your purpose, your passion for what you do and why you’ve gotten up early every morning and worked through weekends, holidays and even summer vacations. It is when you come full circle and realize that you’re there to make it work to find an answer and a solution because it might be that you are the problem

And sometimes you might be the problem creator, it’s never the same. It’s always changing, it’s uncomfortable but it’s how we grow. And if you don’t share your experiences with others then you are going to be limited to only growing in your own space. To put yourself out there, be vulnerable and ask for help when you need it, that is not a sign of weakness it’s a sign of tremendous strength. When you can identify that you have a need, a weakness, an area of struggle, you show that you are vulnerable and that is more than okay. Because as many times as I’ve said it, I will continue to say it twice as much:

I’m not an expert.

I don’t know everything.

I make tons of mistakes every single day.

I’m willing to try and I’m willing to grow.

I’m willing to get up no matter how many times I’m knocked down and go for it again.

I am a work in progress and I am learning as I go. 

 

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

Find these available at bit.ly/Pothbooks  

 

Finding Peace and Balance

 

Guest post by Karl O’Leary, @KarlOLeary4, High School Principal

The new normal has looked very different for all of us. From work, to family, to personal lifestyles, so much has changed to acclimate to what we need to do for our society. The old manner of taking time to have space, sit down dinners to review your children’s day at school, and the weekend at sporting events looks drastically different. But does it have to?

Peace and Balance

What does is mean? Peace has been connected to the long-haired hippie days of Woodstock and tie dye colored shirts. This is a misconception of perception. Finding Peace within yourself enables you to:

  • Look inwardly and reflect about how you live your life.
  • Be true to yourself.
  • Maintain a positive mental attitude (PMA).
  • Do good toward others.

This can be in mediation, or reflection, or journaling. Taking the time to look in the mirror to assess yourself and what you do can provide opportunities to reconnect with your passions. Start with the question: Am I being what I wish to be?

Balance is connected to daily routines and activities. Like any pie chart, listing what activities are done each day provides a visual to understand where time is spent. Finding Balance entails making the necessary goals for living life how you wish.

What is different now is everything! But there are opportunities with how change exists.

  • Find time to take the morning walk
  • Incorporate routine
  • Have fun with family in a different manner
  • Leave work for work hours
  • Be realistic with expectations

The new Balance does require for some phone calls outside the old hours, but there is also opportunity to not send information late to others. By flipping the conversation, would you wish to have your child’s teacher email you during dinner, or family time? That time can be used for reflection and relaxation. Balance the need to send assignments outside of school hours; the email will still be there in the morning!

The new normal of Peace and Balance are what we make it to be. There are so many great opportunities to connect, at a low or free cost, to try what we have always wanted to. Look inwardly to reassess our daily activities and press the reset for moving forward.

 

 

**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  

Metacognition and Why it Matters in Education

Some of my thoughts during this remote learning time.  Image created by Kitty Tripp for my book In  Other Words: Quotes That Push Our Thinking.

An important part of learning and teaching is the art of reflection. As teachers, we need to be reflective in our practice so that we can continue to grow, be prepared to meet our students’ needs, and evaluate our own skills and growth. It is important that we model this same practice for our students so that they can develop their own reflective practices and build skills of metacognition in preparation for their future. Metacognition enables students to reflect on who they are, what they know, what they want to know, and how they can get to that point. I’m not an expert but this is a topic that I’ve become more interested in so I started to look into multiple resources to learn more.

What is metacognition?

Metacognition, a term that was first defined by John H. Flavell in 1979, is basically thinking about thinking. With metacognition, we become aware of our own learning experiences and the activities we involve ourselves in our paths toward personal and professional growth. We are better able to understand ourselves in the whole process of learning and can develop skills to think about, connect with, and evaluate our learning and interactions each day. But how and why is metacognition important in education?

It has been identified as an essential skill for learner success. Therefore, do we need to design specific lessons focused on metacognition for use in our classrooms each day? And if so, how can we make this happen?

From the beginning of the school year, I noticed some responses from students when it came to learning, the struggle of learning, and making mistakes. I also noticed that many times students were okay with avoiding an answer or accepting that the answer given was incorrect and did not push themselves to understand why or how to improve. It made me wonder if we need to be more intentional about working with our students on metacognition each day and how can we include it in our teaching practice.  My initial reaction is that it does and while I feel as though it is something that I have been doing, I need to be more intentional and consistent about doing more to promote metacognition with my students.

It starts with us

As educators, we need to be able to identify personal strengths and weaknesses in our teaching practice and think about them so that we can best provide for our students. We need to guide students to develop these same skills by modeling it for them and then by supporting them as they build their own metacognitive practices. With an increased focus on the importance of developing skills in social-emotional learning (SEL), metacognition plays an important part in the SEL framework. Through resources such as CASEL, which sets forth the five areas of focus for social-emotional learning, we can now learn more about how to find the right resources and the best strategies for helping our students develop these essential skills.

For our students to be successful in the future, they need opportunities to develop skills that are transferable beyond high school to do whatever it is that they ultimately decide to do once they graduate. They need to be able to self assess their needs in learning, areas of potential weaknesses and identify their strengths. Students then need to know how to use this information to plan their next steps. While the world of work will continue to change, some of the essential skills that students will need the most will stay the same. Skills like the ability to set one’s own goals, to problem solve, to analyze the tasks that they have before them, and to evaluate any challenges that might come along the way. These skills are in alignment with the three phases of metacognition: planning, monitoring, evaluating. Each of these is essential in the learning process and students need to learn how to reflect and to self-direct to the next steps.

What does it look like in the classroom?

In my classroom, something that I have noticed more each year is that students often possess self-doubt and lack of confidence in responding in class. When called upon to respond, students try to avoid answering by saying “I don’t know, I won’t get it, I can’t do it.” Any of these statements are often followed by “please call on someone else.” By avoiding the chance of being wrong, or extending the conversation, it does not help students to understand exactly what it is they don’t know, why they don’t know it, and how to push through to figure it out. I’ve been there. Even as an adult and educator, I struggle with this at times. But the difference is that I can push through it because I think back to my own experiences and try to relate to my own students that it is in our control to take the steps we need to go beyond the “I don’t know.” We have to say “I don’t know…yet.”

Following the “Power of Not Yet,” by  Carol Dweck, we need to place emphasis on adding that one word to the end of those statements and helping students to self-assess and determine how they can get there.

Strategies to promote metacognition

  1. Relationships: I believe that it starts with building relationships that are supportive and which promote two-way conversations in the classrooms. Creating a space where students feel comfortable answering and making a mistake, where failures are expected and welcomed as a boost to the learning experience, and where teachers model the same for students.
  2. Think aloud: Sometimes I have just talked one-to-one with the student and asked them to share what they know. Giving students the chance to think through it with you, or by rephrasing the question, can be a simple way to help them push through that productive struggle and develop their own strategies for when they feel that same sense of doubt.
  3. Share ideas: I try to share learning strategies and ways to help students question their learning process, figure out how they learn best, try different strategies and then take time to think through how a particular one worked for them or didn’t. Sometimes helping students to identify their learning style will lead to a quick boost in confidence and build self-confidence in learning.
  4. Resources: There are many strategies for metacognition. Catlin Tucker shared four strategies for metacognitive thinking and how to get students to think about their learning. These are easy to get started with and provide a way for students to build comfort in sharing their learning and help us identify some areas they might need some help with. Ideas include SMART goal setting (Specific, Measurable, Attainable, Relevant, and Timely), weekly exit slips, video response or reflection tools, and ongoing self-assessment documents. For these, I think of using things like Google Forms, FlipgridSynth, or a tool like Kidblog for student reflections. There are many strategies available for educators to get started.
  5. Visible thinking: Help students to make thinking visible. Whether using an outline with questions or prompts and having students fill in their thoughts or trying a strategy like sketchnoting, where students can jot down ideas and make connections to learning, these can be beneficial for all learners. Some other strategies like Think, Pair, Share, or “I used to think…but now I think…” and others that have students interact with peers and also build on prior knowledge are helpful for students to build metacognitive skills.

Regardless of the method we choose, the end goal is the same: to empower students to drive their learning, build student agency, and foster a growth mindset in learning. We start by providing the right support, share our own experiences whether we struggled or we’ve had success, and showing our authentic selves to our students.

There are resources available like Benchmark Education, or posts which share example prompts we can use to get started. It is important that we help students understand that who they are now does not define them for the future; meaning that mistakes or areas of weakness in learning are just starting points for our learning journey.  Metacognition is critical for helping students work through these challenges and when we model and integrate self-assessment,  look at prior knowledge, and then evaluate what we need to know and determine our next steps, we build those metacognitive skills.

 

**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: 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  

Dealing with Child Anxiety Stemming from Coronavirus Crisis

Guest post by Simon Choi, a mental health advocate and small business founder. He foundedStandout Bands which supports Beyond Blue and allows him to write for his mental health blog, Healthy Minds. Simon is particularly passionate about supporting those experiencing depression. Currently, Simon is supporting those struggling as a result of COVID-19 related mental health issues. He lives in Melbourne, Australia.

*Opinions expressed are those of the guest author.

Times of Uncertainty

 

The Global Coronavirus Pandemic has been ongoing for months now and there is a great deal of uncertainty among government and society. Adults are dealing with loss of work, changes to daily routines and possibly even sick relatives. However, the uncertainty is not only limited to adults.  

The Effects on Children

Children are not immune to the fears that this global pandemic has produced. Their lives have been greatly affected as well. Children are not only out of school, but they are not able to visit their friends and family as well. For example, fear of the health of the elderly means most grandparents are not advised to see grandkids in the present environment. Parents and educators can try to help and reduce some of this anxiety. In the following article, we will discuss seven ways that any educator or parent may be able to help those they care for and teach:

#1 Keep Their Usual Schedule

For a child, it can be difficult to experience many external changes. Since they have no control over being out of school and not seeing their friends and family, it is best to stabilize the things that can be stabilized. In order to give your children stability, do not change their sleep time, their school hours or other regular activities. Even if your child has to practice their sport in their own front yard or get violin lessons over Zoom, try to keep up with their previous schedule and activities as much as possible.  

#2 Don’t Let Kids Watch Too Much News

The news can be informative, but it can also be full of unwanted scenery and troublesome for younger viewers in particular. Since that is the case, you do not want to let your kids watch too much news.

#3 Talk to Kids Openly

Kids need to feel like they can openly express themselves with adults. You want to ask your kids questions about their feelings and give them age appropriate answers. Children are inquisitive by nature, so this process could require some patience, but it will help to dispel some of their fears.

#4 Watch Their Associates

If your children are spending a lot of time talking to virtual friends, make sure that you are aware of the other kids who they are talking to. Other children can have a big influence on your children’s feelings, so you want to monitor or at least be familiar with their friends.

#5 Play with Your Kids

Make sure that your kids are getting exercise. Each day, make it a practice to add an exercise routine to your kids daily work. Just like gym class at school, exercise should be a healthy part of their at home learning journey. Try to play sports with kids as well; this is especially true if your kids are involved in any extracurricular sports. That way, they can keep up with their skills and get out some extra energy as well.

#6 Talk to A Professional

If you think that your child is having an extra hard time dealing with the stress of COVID19 and you notice that the stress is interfering with his or her daily activities, you may have to contact a professional who can give your child a consultation over the phone and provide professional advice.

Make the Best of a Difficult Situation

It can be stressful to deal with an unknown situation, but this stress can also build resilience in a child. Even in a global pandemic, you can help your child to make the best of the opportunities that staying at home can present or as an educator if over teleconference. When a child is taught to deal with difficulties in a healthy manner, he or she will be well prepared for whatever life throws at them. With the right support from you children can build resilience as a result of this time.  

 

**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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