Tag teaching practices

The Truth About Learning Styles

Dr. Rachelle Dené Poth Leave a comment

Guest Post by Grace Coderre, Renee Graczyk, Lucy Vician

Opinions expressed are those of the authors

“Learning styles” is a concept that perpetuates the idea that certain individuals learn better when information is presented in their preferred style of learning (e.g., visual, auditory, kinesthetic). Diagnosing and presenting information according to learning styles has been a prominent practice in K-12 through higher education learning environments for years. There is also a thriving industry devoted to producing learning styles materials, including learning style tests, guidebooks, and workshops, all designed to assist educators in understanding and effectively teaching to students based on their specific style.

Upon copious research, we have concluded that learning styles lack credible validity and should not continue in educational settings. There are serious implications from accepting learning styles as fact. First of all, schools are wasting valuable and limited time and resources dedicating their practice to this misconception. Teachers spend precious time and effort catering to children’s learning styles when they could otherwise be implementing strategies scientifically proven to help students learn. The use of learning styles also limits student’s ability to overcome obstacles and develop a growth mindset, a crucial aspect of resilience. Students who are taught and believe that they can only learn through one style may reject instruction that does not reflect their chosen mode.

Learning styles are commonly chosen based on the individual’s perceived favorable mode of receiving information. However, this self-report may not be accurate and neglects to address the issue that one learning style may not be applicable to the multitude of modes needed to teach the variety of subjects mandated by the curriculum. The fact stands that the modes of teaching are dictated by the subject being taught. For example, students who are being taught geography will benefit from visually seeing a map in order to understand the content. Self-proclaimed “auditory learners” will not better understand geography based on an auditory explanation of the content (Marshik, 2015).

One of the main issues with the concept of learning styles is that it does not encourage students to struggle with learning in different ways. In reality, students need to be able to adapt to learning in different ways. Students will face a diverse set of lessons in their schooling that use different modes of learning. At some point, students will come face to face with lessons that need them to focus on being kinesthetic, auditory, visual, or tactile learners, either individually or all at the same time. The joy of learning and education is that you can do it in so many ways, which begs the question of why are we subjecting students to only focus on one type? Instead of spending so much time on having students figure out which learning style suits them best and altering lessons to fit those results, teachers should aim to help students embrace all styles while keeping an open mind.

Theresa LeBlanc from Texas University did a study on this subject and concluded that “teaching students the cognitive processes and skills involved in learning—those strategies that help learners think, solve problems, and create meaning—can similarly empower students, not with a false sense that one can learn only one or two ways, but with an understanding that learning is multifaceted, reflecting different combinations of learning abilities that make us effective in different ways” (LeBlanc, 2018, p. 39).

Students will be much more effective learners if they can adapt to any style of teaching and learning. Teachers can promote this idea of learning style flexibility while also celebrating student differences. While learning styles don’t have sufficient evidence, it is true that students learn best in different ways. Teachers can help students notice these differences and embrace them as a way to celebrate the uniqueness of learning. This is a much better use of time and resources in school than promoting an idea that has no adequate evidence to back it up.

But why has this educational myth persisted for so long, and more importantly, how can we, as future teachers, examine popular teaching approaches through a critical lens? Researchers, including Riener and Willingham (2010), believe that the confirmation bias has given us reason to believe that one learning style works best for everyone. Reiner and Willingham stated that “when evaluating our own beliefs, we tend to seek out information that confirms our beliefs and ignore contrary information, even when we encounter it repeatedly. When we see someone who professes to be a visual learner excel at geography and an auditory learner excel at music, we do not seek out the information which would disprove our interpretation of these events” (p. 35). These scholars believe that, in order to critically examine popular teaching approaches which might not be based in evidence, or even worse, might be harming our students’ learning, we need to be able to challenge our existing beliefs rather than accept what others say at face value.

Author Bios:

Grace Coderre is majoring in Early Childhood Education and minoring in Psychology at the University of Massachusetts Amherst.

Renee Graczyk is a third year student at the University of Massachusetts Amherst, majoring in Early Childhood Education and minoring in Psychology.

Lucy Vician is majoring in Early Childhood Education and minoring in Psychology at the University of Massachusetts Amherst.

About Rachelle’s blog

Contact Rachelle to schedule sessions about Artificial Intelligence, Coding, AR/VR, and more for your school or your event! Submit the Contact Form.

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References

LeBlanc, T. (2018). Learning styles: Academic fact or urban myth? A recent review of the literature. Journal of College Academic Support Programs, 1(1), 34–40. https://doi.org/10.36896/1.1fa4

Marshik, T. (2015). Learning styles and the importance of critical self-reflection [Video]. TEDxTalk. https://www.youtube.com/watch?v=855Now8h5Rs

Reiner, C. & Willingham, D. (2010). The myth of learning styles. Change,

42(5), 32–35. http://www.jstor.org/stable/25742629

Blogging to Counter False Knowledge

Dr. Rachelle Dené Poth Leave a comment

A Closer Look

Guest post by Miles DeMacedo, Kylie Gannon, and Pierre Ayer, Opinions expressed are those of the authors.

Schools across the United States have been grappling with how to improve student engagement, quality of work, and attitude toward learning. Administrators and teachers alike are blaming cell phones and their widespread use in schools for distracting students from what they should be focusing on – their learning. 

In a congressional press release, Senator Tom Cotton of Arkansas stated: “Widespread use of cellphones in schools are at best a distraction for young Americans; at worst, they expose schoolchildren to content that is harmful and addictive,” (as cited in Langreo, 2023, para. 6). Proponents contend that students are using cellphones in manners that hinder not just their own learning but also that of their peers (Ugur & Koc, 2015). As a result, schools across the U.S. and even other countries have implemented such bans. 

What are the results? A number of studies have found that there has been an increase in student test scores (Beland, 2021) and noticeable reductions of bullying incidence among teenagers (Beneito, Vincente-Chrivella, 2022).

That’s quite the claim! We’re inclined to believe it, too. It seems like common sense, and the claims are based on research. The writing is on the wall: Smartphones in schools are on their way out, as they should be! However, that might not be the whole story. The issue at hand requires a more nuanced look at schools, students, and their relationship with smartphones. Let’s dive deeper!

In the current climate, it is safe to say that smartphones and how they are utilized are criticized. Senator Tom Cotton will have you believe that they are nothing but insidious devices that demand the attention of your children. While there is some truth to this, Tom Cotton fails to consider the potential positives of smartphones and what they can bring to the table for students seeking to learn. While each new piece of technology produces a wave of skepticism, McKenna (2023) says that “banning a technology or behavior prematurely, based on its initial negative impacts, can prevent society from learning how to adapt to and effectively manage the technology” (para. 15).

One argument for allowing cellphones in schools is that they allow for students to practice control over their actions and responsible technology use, becoming more active learners in the classroom. Chris Davis, a teacher in Glendale Unified School District, noted that with clear expectations, “the classroom rewards outweigh the risks of a more open policy” (as cited in Walker, 2016, para. 3).  

A large portion of teachers are already having students utilize their cellphones for learning. One study surveyed 79 teachers to determine their perceptions of using cellphones for classroom instruction, and “findings indicated that the majority (69%) of teachers support the use of cellphones in the classroom and were presently using them for school-related work” (Thomas et al., 2013, para. 1). 

Even in schools with strict cellphone ban policies, students are still using cellphones in the classroom as requested by teachers. At South Eugene High School, the policy is that students keep their cellphones off and out of sight during class unless instructed otherwise. One teacher working under this policy, Bobbie Willis, says she asks students to use their cellphones as documentation tools used to record or take photos. “The convenience makes her wonder if the phones are more valuable than the school-issued laptop” (Snelling, 2024, para. 19).

But what about the test score improvements cited in the Beland and Murphy study in Swedish secondary schools? Well, a study was done to replicate those claims, with an increase in the survey response rate of schools to approximately 75% (a bigger sample size than the original study), it was found that there was “no impact of mobile phone bans on student performance and [we] can reject even small-sized gains” (Kessel et al., 2020, Abstract).

Another important note to consider is the student’s perspective. After all, these are the people that cellphone ban policies affect most. Overall, these policies can be discouraging to students because they take away their ability to make their own choices when it comes to the use of technology. Teaching responsibility must include some level of trust, otherwise the school atmosphere can become hostile. The relationship between the students and the school can significantly affect a student’s learning (Singer, 2023).

So, are cell phone bans in schools the answer to the lack of engagement from students? Well, like we said previously, this issue requires a more nuanced view. At the very least, there is a need for school policymakers to align cell phone rules and restrictions accordingly (Keengwe, 2012, para. 1). Then it becomes a matter of using a variety of approaches, looking at the research, and adapting accordingly. 

Author Bios

Miles DeMacedo is majoring in Community Education and Social Change at the University of Massachusetts Amherst. He has also applied to the 4+1 masters program for higher education at UMass Amherst.

Kylie Gannon is majoring in Physics with minors in Mathematics and Education at the University of Massachusetts Amherst. Outside of the classroom, she is an instructor at an educational maker-space, teaching children and teens about robotics and coding.  

Pierre Ayer is majoring in Community Education and Social Change at the University of Massachusetts Amherst.

References

  1. Beland. (2021, March 25). Banning mobile phones in schools can improve students’ academic performance. This is how we know. World Leading Higher Education Information and Services. https://world.edu/banning-mobile-phones-in-schools-can-improve-students-academic-performance-this-is-how-we-know/ 
  2. Beneito, P. and Vicente-Chirivella, Ó. (2022). Banning mobile phones in schools: Evidence from regional-level policies in Spain. Applied Economic Analysis, 30(90), 153-175. https://doi.org/10.1108/AEA-05-2021-0112   
  3. Keengwe, J., Schnellert, G. & Jonas, D. (2014). Mobile phones in education: Challenges and opportunities for learning. Education and Information Technologies, 19, 441–450. https://doi.org/10.1007/s10639-012-9235-7  
  4. Kessel, D., Hardardottir, H. L., & Tyrefors, B. (2020). The impact of banning mobile phones in Swedish secondary schools. Economics of Education Review, 77, 102009. https://doi.org/10.1016/j.econedurev.2020.102009  
  5. Langreo, L. (2023, November 21). Should more schools ban cellphones? It’s a question U.S. lawmakers want answered. Education Week. https://www.edweek.org/technology/should-more-schools-ban-cellphones-its-a-question-u-s-lawmakers-want-answered/2023/11  
  6. McKenna, J. (2023, November 13). Navigating the digital tide: Balancing technology and engagement in modern education. Medium. https://medium.com/@McKennaJ/navigating-the-digital-tide-balancing-technology-and-engagement-in-modern-education-c5c60b40c9cc 
  7. Thomas, K., O’Bannon, B., & Bolton, N., (2013). Cell Phones in the Classroom: Teachers’ Perspectives of Inclusion, Benefits, and Barriers. Computers in the Schools, 30(4), 295-308, https://www.tandfonline.com/doi/full/10.1080/07380569.2013.844637
  8. Singer, N. (2023, October 31). This Florida school district banned cellphones. Here’s what happened. The New York Times. https://www.nytimes.com/2023/10/31/technology/florida-school-cellphone-tiktok-ban.html 
  9. Snelling, J. (2024, January 8). Do smartphones belong in schools? A look at different approaches. ISTE. https://iste.org/blog/do-smartphones-belong-in-schools-a-look-at-different-approaches 
  10. Uğur, N. G., & Koç, T. (2015, December 30). Mobile phones as distracting tools in the classroom: College students perspective. The Journal of Operations Research, Statistics, Econometrics and Management Information Systems. https://dergipark.org.tr/en/pub/alphanumeric/article/287550 
  11. Walker, T. (n.d.). By opening the door to cell phones, are schools also feeding an addiction? NEA. https://www.nea.org/nea-today/all-news-articles/opening-door-cell-phones-are-schools-also-feeding-addiction 
  12. Zalaznick, M. (2024, January 17). Want students to be more engaged? Don’t ban cellphones!, District Administration. https://districtadministration.com/want-students-to-be-more-engaged-dont-ban-cellphones// 

Contact Rachelle to schedule sessions about Artificial Intelligence, Coding, AR/VR, and more for your school or your event! Submit the Contact Form.

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Empowering Teachers with Conversational AI

Dr. Rachelle Dené Poth Leave a comment

In collaboration with Kyron Learning, All opinions are my own

As educators, we have access to a wide variety of digital tools to bring into our classrooms. We use these to enhance learning and provide new opportunities for students to build content knowledge, as well as help them to develop essential digital skills. With the right methods and tools, educators are able to achieve the goal of providing the most authentic, meaningful, and personalized learning experiences for all students. Leveraging these resources helps us to do this more efficiently and effectively and enables us to provide timely feedback and support to our students.

Now, with the power of generative AI, there are even more valuable resources available for educators to bring into their classrooms. We can use these tools to enhance the content being taught and also to support students so they learn how to interact with AI responsibly and safely.

Kyron Learning is a revolutionary interactive video learning platform that leverages conversational AI to transform the way educators can support their students. Kyron empowers teachers by saving them time, personalizing instruction, and providing valuable student data. With Kyron, students have access to a personal tutor who works with them as they build their skills in an engaging space. The power of AI helps teachers create interactive lessons that are student-paced and student-focused. As students work through a lesson, it truly feels like a one-on-one tutoring session with a real teacher. Students can ask and respond to questions, engage in further discussions, and receive immediate feedback, all made possible by Kyron’s AI assistant. The “conversational engine” listens to the student’s responses and selects the most appropriate pre-recorded video segment to play next. When you try a Kyron lesson for the first time, you will be amazed at how well it flows!

Using Kyron, teachers can provide additional opportunities for students that give them more individualized learning experiences. It is easy to get started by simply choosing from the many lessons already available for students. Are you teaching math? Explore the lessons available such as “Base Ten,” “Place Value,” or “Comparing Fractions.” You will see the objectives, the number of lessons, and the languages available. You can even choose your tutor! With Kyron, teachers also have access to resources such as blogs and other materials to get them started!

Kyron Studio

Newly available in March, teachers can now create their own lessons for students using Kyron Studio! In addition to what Kyron already provides, with Kyron Studio, teachers can become AI tutors! Educators are also able to share and collaborate on lessons, leveraging the collective expertise of the teaching community. In Kyron Studio, teachers can design multi-modal AI-facilitated tutoring sessions for their students and make them even more personalized.

The sessions can be customized based on each teacher’s curriculum and include videos and visuals. It is a learning experience that engages and helps every learner to understand a concept in an authentic way and at their own pace.

Getting started with Kyron Studio is easy! You simply enter your objectives and provide relevant information about your learners, and a lesson outline with materials and questions will be generated. Once the lesson is generated, teachers can make any changes to the AI-generated content.

Learning with Kyron is fun!

As students work through lessons, they experience those “aha” moments when they finally understand something, and you can see their excitement! It is an engaging learning experience for students and one that also teaches them about purposeful and safe uses of AI. It benefits teachers because they can see students’ progress and support them right when they need it! While we all know technology can’t replicate the relationships between a teacher and a student, Kyron aims to also provide a supportive digital environment where students feel seen and valued.

I worked through several lessons and really enjoyed the experience. It was very different from other interactive lessons and platforms that place students in the lead. To start, I spent time selecting a lesson to dive into and then was surprised that I was able to choose my tutor! I enjoyed testing how my tutor would respond to my answers and questions. I told my tutor that I was confused, entered incorrect answers, and asked for help and more clarification. Each time it responded to me in such a personalized way that helped me to understand. If I got an answer wrong, my tutor provided me with an explanation or another example. It was amazing to see how well it responded to my questions and adjusted similarly to how a teacher would with students in the classroom.

Some of the great features of Kyron are:

Multimodal Learning: Lessons can incorporate videos, images, and text, catering to diverse learning preferences and creating a more engaging experience.

Easy Lesson Creation: Kyron Studio offers an automated and user-friendly interface for educators to build custom AI-powered tutoring sessions.

Educator Choice: Educators control lesson content, can upload their own visuals, and curate the questions and answers, which makes it more authentic for students.

Assessment and Misconception Detection: Kyron identifies student misconceptions during lessons, providing valuable insights for educators to personalize and target instruction.

Focus on Safety and Ethics: Kyron prioritizes student safety by implementing controls and moderation layers to prevent inappropriate interactions.

Commitment to Transparency: User data is anonymized and used ethically to enhance the platform.

Supporting Educators and Students

In an increasingly digital world, especially with the rapid advancements in AI, what I value about Kyron is its approach when it comes to the use of AI and the creation of this platform. The key principles are:

  • Connect, Engage, Encourage: When students complete a lesson, they are supported and receive encouraging feedback during their learning journey.
  • Teach Through Dialogue: The lessons are interactive and fun for students to complete because they are involved in a conversation. Through prompts that promote critical thinking and problem-solving, students can build their skills in ways that meet their pace and specific needs.
  • Work in Concert with Teachers: Kyron provides high-quality, differentiated curriculum and gives teachers access to real-time student progress data. It helps teachers to target instruction and personalize instruction for every student.

There are so many great lessons available to start with, or just dive in and create your own lesson in very little time. I definitely recommend that you try some lessons to experience how unique Kyron is.

Ready to transform your classroom and empower your students? Visit Kyron Learning today at http://app.kyronlearning.com and see how Kyron can help you create a personalized and engaging learning experience for all students!

And if you want to learn more and connect with other educators, Kyron just launched a community for educators called the Visionaries! Educators can join at www.kyronlearning.com/visionaries. Explore the great resources such as tutorials and more!

About the Author:

Rachelle Dené is a Spanish and STEAM: What’s Next in Emerging Technology Teacher at Riverview High School in Oakmont, PA. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle is currently finishing her doctorate with a focus on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event!

Rachelle is an ISTE-certified educator and community leader and served as president of the ISTE Teacher Education Network. She was named one of 30 12 IT Influencers to follow in 2021 and one of 150 Women Global EdTech Thought Leaders in 2022.

She is the author of eight books including ‘In Other Words: Quotes That Push Our Thinking,” “Unconventional Ways to Thrive in EDU,” “The Future is Now: Looking Back to Move Ahead,” “Chart A New Course: A Guide to Teaching Essential Skills for Tomorrow’s World, “True Story: Lessons That One Kid Taught Us,” and her newest book “Things I Wish […] Knew” is now available at bit.ly/thingsiwishedu.

Contact Rachelle to schedule sessions about Artificial Intelligence, Coding, AR/VR, and more for your school or your event! Submit the Contact Form.

Follow Rachelle on Twitter(X) and Instagram at @Rdene915

**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? Find these available at bit.ly/Pothbooks

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Facing the Fog

Dr. Rachelle Dené Poth Leave a comment

Guest post by Dr. Amy Mathews-Perez, a Director of Special Programs in a public school in Central Texas who also serves on the Board of Directors for the Texas Council of Administrators of Special Education (TCASE). Connect with Amy on X (formerly Twitter) at @drgrowtoknow and on Facebook at DrAmy MP.

Have you ever driven through fog? Depending on how dense it is, it can be eerie or ethereal. Sometimes the fog seems to just appear and other times, you can see it in the distance as you approach. When you are driving through dense fog, you tend to slow down because it can be hard to see what is right in front of you. Likewise, it can be difficult to know or see when the fog will end. There are times that it dissipates slowly, and other times when you drive right out of it sooner than expected.

Now, replace the image of fog with the challenges you are facing. “Challenges” can also be described as roadblocks, obstacles, or enigmas. There are many ways that fog and a challenge are similar. Perhaps if we consider those similarities both in CONTENT and APPROACH, we can improve our perspective and progress regarding challenges.

A key characteristic that fog and challenges have in common is that they are temporary…as long as you are moving through them. To stay stuck – or allow yourself to get stuck – in a challenge is like parking your car on the side of the road in the fog and just waiting until the fog goes away. What a waste of time and gas…plus you’ll be late to your destination! Face the fog with intention, cautious movement toward your goal and awareness of your surroundings.

Just like fog, sometimes challenges come out of nowhere – they blind you without warning, or they seem like “no big deal” until you get up close & personal. One potential response in that situation is to rush through and hope you get out of it soon, but that is a huge risk because you may not be able to see that vehicle coming toward you/up behind you until they are within 10 feet of you and then you have to REACT instead of respond. Same with challenges: if we rush through them without learning from them, without going slow enough to see the challenge in a different way, it can result in a crash between our goals and actions; that momentum of rushing can set us back instead of moving us forward.

Face the fog, don’t race the fog.

Just like challenges, fog can seem ubiquitous & consuming; it may blur our goals. But let’s think about it like this: What is fog made of? The condensation of water vapor; tiny liquid water droplets that hang in the air. What are challenges made of? The condensation of choices & opportunities that hang in your mental space. Embrace the mystery of progress, take the time you need to navigate your path and clarity to your goals as you face the fog.

About Amy

Texas-born & raised, Amy is in her 32nd year of serving public education. Her roles have included General Ed. Teacher, SLP, Diagnostician, SPED Supervisor, Assistant Principal, Principal and Director of Special Education.

She is the CEO of Making Education Special for All (M.E.S.A), an LLC dedicated to training, facilitation, consultation, and speaking engagements that revolve around information, motivation, and insights on why and how to make education special for all stakeholders. Her passions are communication, joy, authenticity, and empowerment.

“Life is short but our influence is never-ending,” and Amy is committed to connecting with others through service and smiles.

About Rachelle

Contact Rachelle to schedule sessions about Artificial Intelligence, Coding, AR/VR, and more for your school or your event! Submit the Contact Form.

Follow Rachelle on Twitter(X) and Instagram at @Rdene915

**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? Find these available at bit.ly/Pothbooks

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Innovation with PASCO in the Classroom

Dr. Rachelle Dené Poth Leave a comment

In collaboration with PASCO Scientific, All opinions are my own

As educators, our work extends beyond teaching our content. We are preparing our students for a rapidly evolving world that is experiencing changes in the world of work, especially because of the impact of technology. There is an increasing demand for STEM (Science, Technology, Engineering, and Mathematics) skills, with a continued growth in the number of STEM-related jobs available. Therefore, introducing STEM in all classrooms will best prepare students with the skills necessary to thrive as the world of work continues to change. Finding the right methods and tools is key. PASCO Scientific is a great option for educators looking to get started with STEM.

PASCO has developed tools and resources that make STEM learning engaging, interactive, and relevant for all students. My most recent exploration of their Coding with Vehicle Sensor Technologies Kit has been a great addition to my STEAM class and is easy to get started with!

Learning about sensors and more

The Coding Kit enables students to explore physical science by designing, testing, measuring, and coding with sensors that are similar to the technology used in modern vehicles. Because the kit provides students with a hands-on learning experience, it helps them to think about abstract and complex concepts and also sparks curiosity about how things work. It places them in the lead more with problem-solving, critical thinking, and collaboration with classmates and engages them in a variety of beneficial learning experiences. All of these are essential skills that are in demand and will lead to success for students.

What makes PASCO different

The way that PASCO provides the materials for educators and students makes it easy to get started. The kit includes everything that enables educators and students to start right away. The kit comes with the //code.Node is a wireless device that has six sensor inputs, a speaker, RGB light, and an LED array. It’s designed to make data collection and analysis more intuitive for students, encouraging them to explore and develop an understanding of various phenomena through block-based programming. Because the device is user-friendly, it requires minimal setup and supports students so they can dive right into experiments and have more time to explore and take on the learning challenges! The //code.Node Cart amplifies the learning by giving students the chance to engage in a more immersive exploration of vehicle sensing technology and it is a lot of fun for students to work with it in class and develop an understanding of what goes into programming vehicles and leads them to think about autonomous vehicles and all of the considerations that need to be made.

The Teacher guide is well-designed to help with setting up the code.Node. It helps with understanding the components of the kit and how to get students started. The student activities workbook provides a variety of lessons and learning opportunities for students to explore. I like how it explains concepts to students, gives them space to write and reflect, and various challenges to try to build their skills. The hands-on experiments are so valuable for students, and with everything provided in the kit, getting started was quite simple and not time-consuming.

Great resources for learning!

[Sample challenge in the student activities workbook]

There are activities like engineering turn signals and creating impact alert systems. These were exciting for students to learn about and enhanced their understanding of the science behind vehicle technology. Each activity is designed in alignment with science standards and helps to foster skills across different STEM disciplines, including data analysis, mathematics, and even language arts, as students share what they have learned and even present their findings to classmates.

[Sample pages in student activities workbook]

Taking the learning experience a step further, the //code.Node Cart transforms the //code.Node into a programmable vehicle sensing device. Students can replicate, program, and investigate automotive technology and learn about the work of engineers, which is a great way for students to explore potential careers and engage in authentic and meaningful learning!

Using the //code.Node Cart, students were able to simulate real-life engineering tasks, from programming turn signals to exploring the dynamics of crash tests. With the hands-on approach and the use of real-world scenarios, it also helps students to develop essential skills of problem-solving, creativity, collaboration and more while fostering a deeper understanding of both the technology and the engineering design process.

The Ease of Block-Based Coding with Blockly

Another great feature is its use of Blockly for coding. Coding can be scary for some, and getting started can be a challenge, depending on the type of coding program involved. However, with PASCO, the use of block-based programming language helps to simplify the coding process, which makes it more accessible for all students. By connecting visual blocks, students can build their skills in coding by first mastering programming basics without worrying about starting with something very complex. With this approach, students can shift their focus on the logic and problem-solving aspects of coding, which are crucial skills in demand in the world of work.

Engaging Activities and Real-world Applications

PASCO’s kit is full of activities that will boost student engagement as they learn about vehicle technology. Completing challenges such as engineering turn signals to designing crash test alert systems, each activity provides guidelines and support for students. The activities also promote cross-curricular connections, which is great for students to apply a variety of skill sets and knowledge in new ways. Also, the inclusion of video lessons, printed worksheets, and an interactive workbook or digital flipbook makes the learning process more student-led and accessible to all students.

What makes this unique is that students can work independently and collaboratively and have the activities book to guide their discoveries. It supports them as they work through each challenge and consider how to design their project, the coding needed, and the improvements that may need to be made, and then try again. It embraces the learning process rather than an end product. The students learn together how to improve and hopefully realize that there is always something different to try, a way to improve, and that making mistakes is fine because they are learning!

Preparing Students for the Future

Integrating activities like those in the Coding with Sensors Kit leads students to make real-world connections and understand automotive engineering and modern vehicle safety features. The code.Node kit not only educates but also hopefully sparks interest in students to consider exploring STEM-related careers, which are in demand. It makes the learning experience more relevant through real-world scenarios and applications, which shows students the impact they could make through skills in science and technology.

Learn more about the Coding with Sensors Kit and more great products from PASCO!

About the Author:

Rachelle Dené is a Spanish and STEAM: What’s Next in Emerging Technology Teacher at Riverview High School in Oakmont, PA. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle is currently finishing her doctorate with a focus on AI and Professional Development. In addition to teaching, she is a full-time consultant and works with companies and organizations to provide PD, speaking, and consulting services. Contact Rachelle for your event!

Rachelle is an ISTE-certified educator and community leader and served as president of the ISTE Teacher Education Network. She was named one of 30 12 IT Influencers to follow in 2021 and one of 150 Women Global EdTech Thought Leaders in 2022.

She is the author of eight books including ‘In Other Words: Quotes That Push Our Thinking,” “Unconventional Ways to Thrive in EDU,” “The Future is Now: Looking Back to Move Ahead,” “Chart A New Course: A Guide to Teaching Essential Skills for Tomorrow’s World, “True Story: Lessons That One Kid Taught Us,” and her newest book “Things I Wish […] Knew” is now available at bit.ly/thingsiwishedu.

Contact Rachelle to schedule sessions about Artificial Intelligence, Coding, AR/VR, and more for your school or your event! Submit the Contact Form.

Follow Rachelle on Twitter(X) and Instagram at @Rdene915

**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? Find these available at bit.ly/Pothbooks

************ Also check out my THRIVEinEDU Podcast Here!

Join my show on THRIVEinEDU on Facebook. Join the group here

Diving Into Tomorrow: AI’s Role in Revolutionizing Writing Education

Dr. Rachelle Dené Poth Leave a comment

Guest post by Micah Miner @MinerClass

As GenAI tools increasingly shape the spaces where we teach and learn, it’s time to reimagine how we assess student writing. By embracing distributed assessment, we can harness the power of AI to foster growth, safeguard integrity, and center the student experience in a dynamic and exciting way. This shift aims to ensure students get the necessary support and guidance to thrive. Enter distributed assessment, a game-changing strategy that marries the strengths of AI with the irreplaceable insight of human teachers, nurturing student growth, fostering integrity, and sparking engagement in writing.

Unlocking the Potential of Distributed Assessment

Imagine breaking down the essay writing process into smaller, more manageable pieces. With each step, students receive specific feedback, guiding their journey. Picture the structure of a typical 5-paragraph essay. By harnessing AI tools in collaboration with educators, students are enveloped in a tailored support system, one that adjusts to their personal needs and aspirations through every phase of writing. From the initial AI starter that helps students generate a table of contents or starting sentence, to the multiple checkpoints where both AI and human teachers provide feedback and record grades, this distributed approach ensures that students receive timely and tailored support throughout the writing journey.

The Synergy of AI and Educators

What makes distributed assessment stand out is its inherent collaborative spirit. AI excels in offering immediate, precise feedback on the technicalities of writing, and identifying areas for enhancement such as clarity and coherence. Teachers, on the other hand, bring a human touch that AI cannot replicate. They provide in-depth, personalized advice, exploring the reasons behind writing decisions and fostering creativity and analytical thinking. This powerful combination ensures students receive well-rounded feedback throughout the writing journey.

Navigating Through Checkpoints

Gone are the days of assessing an essay only at its conclusion. Distributed assessment introduces a paradigm shift—feedback is integrated at pivotal moments throughout the writing journey. This approach allows students to refine their work continuously, ensuring a polished final piece. It empowers students, offering them the chance to improve with the guidance of both AI and their teachers at crucial intervals, like after drafting their first version or during peer reviews. This method not only bolsters learners but it ensures students receive well-rounded human and AI feedback throughout the writing journey.

Championing Academic Integrity

The rise of AI in writing education brings up valid concerns about academic honesty. Distributed assessment addresses these head-on. By engaging students in a process where drafts are reviewed, and feedback is given regularly, educators can closely follow each student’s writing evolution, identifying any discrepancies early. This ongoing dialogue between students, teachers, and AI tools creates a culture of transparency and accountability that is essential in an era where the lines between human and machine-generated writing are increasingly blurred.

Empowering Learners Every Step of the Way

Perhaps the most significant impact of distributed assessment lies in its ability to transform writing education into a student-centric experience. With ongoing support and feedback, students are better positioned to grasp new concepts, set achievable goals, and actively participate in their learning journey. This shift from focusing solely on grades to fostering growth and introspection encourages students to view writing as an evolving, continual process.

Looking Forward

As AI starts playing a bigger part in how we learn and teach, it’s clear that distributed assessment is becoming a game-changer. It’s all about using this tech to its fullest while keeping things personal and focused on the students. This means teachers can do more than just beef up writing skills; they can help students think more deeply and reflect on their learning, skills that are gold in today’s world. So, let’s dive in, eager to try new things, shift gears when needed, and put our hearts into guiding our students forward.

It is important to note that the U.S. Department of Education’s guidelines advocate for a human-centric, equitable, and transparent application of AI in classrooms where humans are in the loop. It is true that we should always remind ourselves as educators of the importance of keeping human relationships, reasoning skills, and ethics at the forefront of educational AI use. AI holds incredible potential to automate mundane tasks, enabling a deeper focus on fostering student relationships and growth. By moving forward with equity and collaboration at the core, we can collectively harness AI’s power to enrich education like never before.

About the Author

Micah Miner – District Administrator Instructional Technology & Social Studies at Maywood, Melrose Park, Broadview School District 89, American Consortium for Equity in Education Contributing Writer, Times 10 Publications Author

Contact Rachelle to schedule sessions about Artificial Intelligence, Coding, AR/VR, and more for your school or your event! Submit the Contact Form.

Follow Rachelle on Twitter(X) and Instagram at @Rdene915

**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? Find these available at bit.ly/Pothbooks

************ Also check out my THRIVEinEDU Podcast Here!

Join my show on THRIVEinEDU on Facebook. Join the group here

Junior Technology Leaders….

Dr. Rachelle Dené Poth Leave a comment

Guest blog by Dr. Susan Kandianis, Supervisor of Educational Technology, Colonial Intermediate Unit 20

Twitter: @IU20EdTech

Leading the Way with Student-Led Professional Development

Need some assistance with integrating a new technology resource into your lesson design? Curious about the free resources to teach digital citizenship skills? Call in the Junior Technology Leaders to assist and lead your professional learning session!

What is a Junior Technology Leader?

A Junior Technology Leader is a student in Grades 4-7 within the Colonial Intermediate Unit 20 region. Colonial Intermediate Unit 20 (CIU 20) is one of 29 intermediate units throughout Pennsylvania. CIU20 provides services and programs to schools, educators, families and students within Northampton, Pike and Monroe counties, and one of these programs includes the Junior Technology Leaders!

The creation of the Junior Technology Leader program was a joint effort of the CIU 20 technology and professional learning departments. The program was born out of a passion for delivering quality teaching and learning experiences with technology as well as a strategy to help break down barriers to technology tools/resources and professional learning. Today’s learners are growing up with digital tools, so why not have them provide learning sessions for the classmates as well as for their teachers? The educational technology team planned the curriculum for the first year of the program, basing lessons on current resources available to member school districts within the CIU 20 catchment…..and we were ready to roll!

The program began in 2017 with a small group; five teams and 15 students. Initially, there was a registration fee for the program as we worked to get the program off the ground. A team consisted of the school district advisor and three students. With school district administrative support for the program, advisors attended each session at CIU 20 with their students, and provided support for students back at their home school to complete the lessons and/or facilitation of a professional learning session.

Valuable feedback was key during our first year. Feedback was provided by program advisors and students via surveys at the end of each season. The lessons for the program were tailored to meet the needs of our attending teams.

What Does Student-Led Professional Development Look Like?

Junior Technology Leaders return to their schools with the provided lessons and resources to provide professional learning experiences at their home school. The professional learning experiences may be delivered to their classmates, teachers, and administrators (depending on the school.)

Student-led professional development is not a new concept, but it seems to be one that is challenging to bring into the school schedule. As shared in Unconventional (Poth, 2019), “creating an opportunity for students to provide feedback to teachers about what strategies and tools help them learn best, and add their different ideas into the classroom, will help students to

feel more valued in the classroom and create a more meaningful experience” (p.97.) (Reading this section in Unconventional was actually the inspiration to write this blog. More on how students provide student-led professional development in my next blog. I only have 900 words!)

How Does the Program Help Break Down the Digital Design Divide?
Student technology leaders can also make an impact on their schools by helping bridge the Digital Use Divide. As shared in the newly released 2024 National Educational Technology Plan, the Digital Design Divide, is an “inequitable implementation of instructional tasks supported by technology. On one side of this divide are students who are asked to actively use technology in
their learning to analyze, build, produce, and create using digital tools, and on the other, students  encountering instructional tasks where they are asked  to use technology for passive assignment completion” (U.S. Department of Education, 2024, p.9.)

The work of the Junior Technology Leaders addresses the Digital Design Divide. Their work helps break down barriers by sharing lessons and resources they obtain through the face-to-face sessions and taking them back to their school to provide engaging learning experiences. In doing so, the schools within our catchment can work to ensure that “all students have transformative, active, creative, critically thoughtful experiences supported by technology” (U.S. Department of Education, 2024, p.10).

What’s Next for the Junior Technology Leaders Program?

We continue to grow our Junior Technology Program. With the support of grants, we have been able to purchase enough resources to support our lessons, and we now offer the program at no cost to our member districts. Our Junior Technology Leaders have presented at faculty meetings in their schools, at the annual Junior Technology Leader Showcase at CIU 20 Central Office, at the Pennsylvania Educational Technology Conference & Expo (PETE &C) and twice at the International Society of Technology Conference (ISTE).

We continue to grow the program, and who knows where you will see our Junior Technology Leaders presenting next!

Resources:

Poth, R. (2019). Unconventional. EduMatch. Alexandria, VA.

U.S. Department of Education, Office of Educational Technology, National Educational Technology Plan, Washington, DC, 2024. https://tech.ed.gov

Colonial Intermediate Unit 20. Educational Technology. http://www.ciu20.org

About Rachelle

Follow Rachelle on Twitter (X) @Rdene915 and on Instagram @Rdene915. Rachelle has a podcast, ThriveinEDU, available at https://anchor.fm/rdene915.

Looking for PD for your school or keynotes for your conference? I provide in-person and virtual training on the following topics. If you want to learn more about and explore AI and ChatGPT, contact me to schedule! Rdene915@gmail.com or use the Book Me form on my website. bit.ly/thriveineduPD

**Interested in writing a guest blog or submitting a sponsored post for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks

Build Research Skills with Learnics

Dr. Rachelle Dené Poth Leave a comment

Sponsored post in collaboration with Learnics. All opinions are my own

Digital literacy is a critical skill, and with access to so many resources, it is essential that educators work with students in all classrooms to help them develop their research skills. Especially with the rapidly advancing technology available to everyone, such as ChatGPT, we want to provide students with opportunities as crucial as reading and writing. Teachers are constantly seeking innovative tools to enhance their students’ research skills. Learnics offers a digital space for students to conduct their research and track time spent and resources found!

What is Learnics?

Learnics is a free Chrome Extension that helps students to streamline the research process. Through its robust platform, students conduct research, and Learnics will track the websites visited and the amount of time spent on each site, take notes, create tags, and even generate bibliographies automatically. It can assist with the process, but the main focus is on enhancing the quality of work and also helping students to focus on academic integrity as they work. By using Learnics, students are able to organize their research more effectively and also see a detailed overview of their research process. Learnics provides a space for nurturing responsible research practices and critical thinking skills among students.

Standout Features of Learnics

  • Website Capture and Time Tracking: Learnics automatically logs sites visited and the time spent on each, providing invaluable insights into students’ research habits.
  • Notes and Tags: Students are able to keep everything in one space. They can take notes and use tags to help them keep their research organized. Students can also download the record of their research.
  • Auto-generated Bibliography: Students learn how to properly cite resources used with the auto-generated bibliographies created in Learnics. Bibliographies based on students’ research history are created in alignment with APA, MLA, and Chicago formats.
  • Snapshot Report: One of my favorite features of Learnics is the snapshot report. When doing research, it is helpful to see the process, and with Snapshot, students have an overview of their entire research journey. The Snapshot report helps to promote reflection and critical thinking skills among students.

Learnics Classroom Pro

Diving into Classroom Pro, I immediately thought it was a game-changer. For educators, it is important to support students as they develop and refine their research skills. Teaching students how to conduct research and properly cite sources is key. With Learnics Classroom Pro, teachers can create a lesson for students and then review their students’ research process in real time. Teachers can monitor class progress, view sites visited, check search terms used, and assess notes, tags, and annotations made by students. Having access to this information also helps educators to better understand student needs during research and provide additional resources to help them with each task. Classroom Pro is an invaluable tool for ensuring the authenticity of student work and fostering a focused, engaged research environment.

Benefits of Using Learnics

For students, Learnics helps them to streamline the research process. With all of their research in one space, it eliminates the need to use multiple tools or toggle between different tabs. Learnics helps students develop better organization skills through the use of notes and tags, which makes their writing process more efficient.

And when it comes to citations, having assistance to learn from is quite helpful. With the auto-generated bibliography feature, students understand the importance of properly citing their sources and can further develop their skills.

For teachers, gaining insight into student research practices helps to provide better support. Through Classroom Pro, teachers can view each student’s research process and then use this to provide more targeted instruction and authentic and meaningful feedback. Understanding students’ research habits enables teachers to observe how and where students spend their time or if they are struggling to find reliable sources. With this insight, teachers can better provide targeted instruction to address individual and class-wide learning needs.

With the features of Learnics, teachers can check the originality of student work while also tracking the potential use of AI. Learnics also helps students to engage in peer review and collaboration and share resources and feedback, which better prepares them for future success in the workplace.

Get Started with Learnics

It is easy to get started with Learnics. Simply download the Chrome Extension from the Chrome Web Store and begin exploring the resources available. Students choose to enable the Chrome extension on their browser as they engage in research.

For teachers, check out the demo to learn more about Classroom Pro. The ability to conduct effective, efficient, and responsible research is essential. Learnics provides a space for students to enhance their academic skills and become digitally literate.

About the Author:

Rachelle Dené is a Spanish and STEAM: What’s Next in Emerging Technology Teacher at Riverview High School in Oakmont, PA. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle is an ISTE Certified Educator and Community Leader and served as president of the ISTE Teacher Education Network. She was named one of 30 K-12 IT Influencers to follow in 2021.

She is the author of eight books including ‘In Other Words: Quotes That Push Our Thinking,” “Unconventional Ways to Thrive in EDU,” “The Future is Now: Looking Back to Move Ahead,” “Chart A New Course: A Guide to Teaching Essential Skills for Tomorrow’s World, “True Story: Lessons That One Kid Taught Us,” and her newest book “Things I Wish […] Knew” is now available at bit.ly/thingsiwishedu.

Follow Rachelle on Twitter @Rdene915 and on Instagram @Rdene915. Rachelle has a podcast, ThriveinEDU available at https://anchor.fm/rdene915.

Looking for PD for your school or keynotes for your conference? I provide in-person and virtual training on the following topics. If you want to learn more about and explore AI and ChatGPT, contact me to schedule! Rdene915@gmail.com or use the Book Me form on my website. bit.ly/thriveineduPD

**Interested in writing a guest blog or submitting a sponsored post for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks

College and Career Readiness for Middle School Students

Dr. Rachelle Dené Poth Leave a comment

Regardless of our role in education or the grade levels that we work with, we all have a responsibility to bring in a variety of learning opportunities to prepare our students for successful careers. They need to engage in learning that will equip them with essential skills and the right knowledge so they can thrive after they leave our classrooms and our schools. Helping students to learn about potential future careers or options for continuing their education should not be limited to the high school years. By starting to focus on career and college readiness at the middle school level, we can help students learn about the many options available to them and spark their curiosity for learning.

There are many ways to get started, and there are a lot of benefits to creating college and career readiness opportunities for middle school students. Finding methods and tools or comprehensive resources will have a positive impact on student academic success, increase engagement in learning, and foster the development of essential future skills. Educators can offer an innovative and engaging approach to introduce students to various professions, ignite their passion, and empower them to shape their future.

In this post, I will share the benefits of focusing on career exploration with middle school and even younger students.

Early Exposure to Career Options

Introducing college and career readiness in middle school helps to inform students about a wide range of career options. Through career exploration activities and resources, students can explore job roles in various industries and professions. Defined Learning, offers comprehensive career exploration tools that provide K through 12 students with insights into different careers. With the K-5 program, this early exposure helps students gain a clearer understanding of their interests, passions, and the skills required for 16 different career clusters. For middle and high school students, interactive modules and videos give students the chance to explore diverse career options, such as engineering, entrepreneurship, healthcare, or even art. By learning more about a variety of careers, we can help students to discover their interests and passions, allowing them to make informed decisions about their educational and career paths.

Defined Learning Careers offers resources to help students develop these skills through career courses. Each Career Course focuses on providing students with relevant career experiences and skills needed for a specific career. Once students explore a career, schools can then invite guest speakers from various professions to share their experiences and insights can inspire students to explore different career options and set meaningful goals. By incorporating technology and interactive learning, students can access these materials at any time and experience a dynamic and engaging learning environment. Students learn about careers they may not have ever heard of and it might just be something that really piques their interest!

Hands-On Learning:

There are a lot of opportunities available in STEM-related careers. When it comes to STEM, we have many ways to implement STEM activities, even through PBL. By exploring the careers that are highlighted through Defined Careers, students become aware of the different fields that require STEM-related skills. By connecting this learning with hands-on activities that simulate real-world scenarios, we can spark curiosity and help students to think about where their interests may lie. For example, with grades K through 5, students can learn about a specific career and then engage in PBL experiences that mimic tasks typically performed by professionals in different fields. These experiences provide a glimpse into various careers’ daily responsibilities and challenges, helping students develop a deeper understanding of their interests and potential career paths.

Mentorship and Networking Opportunities

It is important for students to learn about different types of work and what might be expected of them in a potential career of interest. With the options available through place-based learning or project-based learning (PBL), students can connect with professionals in related fields. With the Defined Careers, students can explore careers of interest and then work with teachers and the community to find a mentorship program or seek opportunities to connect with and learn from professionals in different industries. In my experience, we have taken students on field trips to job sites to see firsthand the type of work that is done in a factory or a corporation, for example.

Building these connections early, primarily through opportunities at the middle-school level, helps students gain valuable insights, learn the importance of expanding their learning network, and offers them a connection to receive valuable advice for their future endeavors. Educators can also offer their own guidance by providing one-on-one meetings with students to discuss their career goals and help them create a plan for achieving those goals. Another excellent option is bringing in community members to talk to students as part of a career day. When students explore some of the careers in the Defined Careers resources, we can find local community members to create a real-world learning experience for them.

Online career learning programs offer a transformative educational experience that prepares all students for the challenges and opportunities of the future. By exploring diverse professions, engaging in hands-on activities, connecting with mentors, developing future skills, and through the flexibility of personalized learning, students become excited and motivated about their future careers.

Building a knowledge base early on will help students to think about their interests, reflect on their growth and set goals. We want students to see learning as a process and to be aware of the many opportunities that exist for them in the future.

About the Author:

Rachelle Dené is a Spanish and STEAM: What’s Next in Emerging Technology Teacher at Riverview High School in Oakmont, PA. Rachelle is also an attorney with a Juris Doctor degree from Duquesne University School of Law and a Master’s in Instructional Technology. Rachelle is an ISTE Certified Educator and Community Leader and served as president of the ISTE Teacher Education Network. She was named one of 30 K-12 IT Influencers to follow in 2021.

She is the author of eight books including ‘In Other Words: Quotes That Push Our Thinking,” “Unconventional Ways to Thrive in EDU,” “The Future is Now: Looking Back to Move Ahead,” “Chart A New Course: A Guide to Teaching Essential Skills for Tomorrow’s World, “True Story: Lessons That One Kid Taught Us,” and her newest book “Things I Wish […] Knew” is now available at bit.ly/thingsiwishedu.

Follow Rachelle on Twitter @Rdene915 and on Instagram @Rdene915. Rachelle has a podcast, ThriveinEDU available at https://anchor.fm/rdene915.

Looking for PD for your school or keynotes for your conference? I provide in-person and virtual training on the following topics. If you want to learn more about and explore AI and ChatGPT, contact me to schedule! Rdene915@gmail.com or use the Book Me form on my website. bit.ly/thriveineduPD

**Interested in writing a guest blog or submitting a sponsored post for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks

Guest blog: Think Pair GROUP Share

Dr. Rachelle Dené Poth Leave a comment

 by laura steinbrink, posted in education

Getting students to talk about your content and share their thinking Is often a struggle, and having lots of strategies in your tool belt is a must. Overusing a strategy can diminish its effectiveness, so having a variety that you can use with planning or on the fly is a must. Many of you have probably heard of or have used the researched-based think pair share strategy, so my addition to that to create “Think Pair Group Share” will be easy to adopt, adapt, and apply to your teaching repertoire.

Key Takeaways:
* Collaborative learning is essential and has many benefits.
* Students need to discuss and share their learning.
* New addition to the Think Pair Share activity helps students in many ways and is easy to implement.

IF YOU EVER FIND YOURSELF STUCK IN THE MIDDLE OF THE SEA

There are several things I like about this activity. After reading Frank Smith’s book, Learning and Forgetting, I became more conscientious about adding collaboration to the activities I use. As Smith points out repeatedly, paraphrased in summary here by Goodreads, learning is a social process that can occur naturally, effortlessly, and continually through collaborative activities (Goodreads 2024). Students do love to talk with each other, generally speaking, and Smith also points out that “Anything that stimulates our imagination and promotes our enjoyment of an activity is a green light for learning” (Smith 89). While talking to each other is enjoyable, students aren’t as eager for academic discussion, so that is where activities like this, when done thoughtfully, can be so successful for student learning.

I’LL SAIL THE WORLD TO FIND YOU

Anytime I plan lesson activities, I consider ways to add collaboration. Knowing what I do about how we learn is the most natural way to help students move my content from their working memory to their long-term memory. Whatever question, problem, hypothesis, etc., that I want students to think about and discuss during the class period, they can greatly benefit from this activity. Often students aren’t excited about sharing their thinking with the class and teacher seconds after being presented with the question/problem.

IF YOU EVER FIND YOURSELF LOST IN THE DARK AND YOU CAN’T SEE

After the students have independent thinking/solving/writing time, they still might need some collaboration with a peer and/or peers before sharing their thinking with the teacher and class for various reasons. This allows them to refine their thinking, receive validation, or help them come closer to the right answer if all students are struggling. The beauty of this activity is that you also have the flexibility to structure it so that the share-out time is in the small group instead of the whole class if that suits your needs or the needs of a particular student or students.

I’LL BE THE LIGHT TO GUIDE YOU

Here’s how I run this activity (adjust as needed for your age level and students):

1️⃣ THINK: Give students a question, prompt, or problem that covers what you are working on that day or in that lesson. Allow a set amount of time for students to complete the task on their own. It is important to time it. Time is an effective and creative constraint to motivate students. While students process content at different rates, those students who are slower at processing will still have time during the pair and group time to refine their thinking on the content before sharing it with the whole class.

2️⃣ PAIR: Time this as well. Assign students to work in pairs or allow them to select a partner. Instruct them that they first need to decide who will be Partner A and Partner B. Tell the class that your partner (A or B, you pick) will share first, and then the other partner will share. TIP: It is important to monitor that both partners are actually sharing their thinking. After both students have shared, they can adjust their own responses based on their partner’s suggestions or responses. If we are honest with each other and ourselves, this is how much of the assigned homework gets done, or some version of “I got this for number 12. What did you get?” By incorporating this into the activity, it becomes a natural flow for students, but it does need monitoring, so make your rounds through the pairs to ensure the sharing is actually by both and is your content, not what event they are attending after school, what video game they’re currently playing, etc.

WE’LL FIND OUT WHAT WE’RE MADE OF

3️⃣ GROUP: Next, put students into triads or a group of four. It’s like a repeat of the process from step 2, but now you add in Partner C and or D. It is important to remember that students cannot be with their original partner. Changing up the partnerships into new and slightly larger groups adds an additional layer of benefits, too. All students will need to share individually. If you keep partners together, then one of them will end up not talking or sharing during the group round, and that leads to the opportunity for off-task behavior. This addition to the Think, Pair, Share activity also adds a buffer for students who aren’t sure that either their partner, themselves, or both understood the content or problem/prompt, so this is their chance to find out if they are on the right track or have gone off the rails in the wrong direction.

4️⃣ SHARE: At this stage, you can have each group volunteer to have one student share their responses. I use a blend of the following:

  • Randomly call on non-volunteers (I use an online spinning name wheel, popsicle sticks, or shuffled index cards with student names).
  • Allow individuals to share a classmate’s response that they liked better from their discussions, etc.
  • Call on individuals to share their partner’s or a classmate’s response.
  • Call on individuals randomly to share their own responses.

To save time or achieve better results, have students share directly with you (and the group, but not the whole class) as you circulate with the small groups, using the same options from #4.

5️⃣ ASSESS: I don’t generally enter grades for this because I use it as formative assessments to adjust my teaching or to see what misconceptions need to be corrected. However, if you need to enter a grade, have an exit ticket reflection prompt ready in your LMS or preferred platform.

WHEN WE ARE CALLED TO HELP OUR FRIENDS IN NEED

I have used this strategy with all levels of high schoolers, but since Think Pair Share works at all levels, this variation will too. We know the benefits of students having academic conversations, discussing the content, and working independently and collaboratively. Adding the Group activity to the Think Pair Share strategy also breaks up the normal routine, which makes it interesting. By layering the conversations from pairs to small groups to potentially the whole class, student anxiety levels are lowered as well. Adjust this strategy as needed and prepare for engaged learners who will grow better at sharing their learning.

WORKS CITED

“The Book of Learning and Forgetting.” Goodreads, Goodreads, http://www.goodreads.com/book/show/236318.The_Book_of_Learning_and_Forgetting?ac=1&from_search=true&qid=bvd2JnqHYl&rank=3. Accessed 9 Jan. 2024.

Smith, Frank. The Book of Learning and Forgetting. Teachers College Press, 1999.

RECOMMENDED INSTRUCTIONAL STRATEGIES:
HEADING TITLES ARE PARTIAL LYRICS FROM COUNT ON ME BY BRUNO MARS.

Be sure to follow Laura on twitter (X) @SteinbrinkLaura

About Rachelle

Follow Rachelle on Twitter @Rdene915 and on Instagram @Rdene915. Rachelle has a podcast, ThriveinEDU available at https://anchor.fm/rdene915.

Looking for PD for your school or keynotes for your conference? I provide in-person and virtual training on the following topics. If you want to learn more about and explore AI and ChatGPT, contact me to schedule! Rdene915@gmail.com or use the Book Me form on my website. bit.ly/thriveineduPD

**Interested in writing a guest blog or submitting a sponsored post for my site? Would love to share your ideas! Submit your post here. Looking for a new book to read? Find these available at bit.ly/Pothbooks