Adult SEL and Why it Matters

In Collaboration with Peekapak

Social-emotional learning (SEL) is an area that we need to intentionally focus on in our classrooms. As we reflect on the challenges experienced this past year, we must closely focus on our own well-being and make sure we can provide the right support for our students. For many educators, SEL has become a new addition to planning for each day. We need to be intentional in facilitating opportunities for our students to build their SEL skills each day and to do so, we need access to the right resources and support.

In our classrooms, it is crucial that we model SEL skills for our students. For example, the importance of building and maintaining positive relationships, developing self-awareness and social awareness are essential for everyone. And as we have experienced this year, being able to manage stress, making decisions and focusing on self-care practices are vital for us as educators and in our daily lives. Educators need access to the right professional development to know how to bring SEL curriculum into every classroom. With Peekapak, schools have access to structured and easy to use curriculum for students and SEL workshop resources for educators.

Research shows that teacher well-being has a substantial effect on school climate. If educators are experiencing burnout and elevated levels of stress and do not have the right strategies to push through, it will negatively impact students. To prevent this, we need to establish routines, work with colleagues and with students, and build trust with each other.

Building Our SEL competencies

To learn more about SEL, there are many resources and professional learning opportunities available. Peekapak offers the SEL Summit which has been providing informative webinars each month full of valuable ideas and resources for getting started. These webinars have been a great opportunity to not only learn about how to build holistic and school-wide strategies, but also ways that educators can practice SEL skills and feel more confident to bring it to life in our classrooms. During these live sessions, it is also a great opportunity to ask questions and connect with other educators.

During the most recent June 15th “SEL Starts with Adults” SEL Summit, the panelists discussed the latest research and shared some best practices and tips for supporting educator SEL. You can access the recording here to learn how the panelists have been supporting SEL in their schools and what their plans are for the coming school year.

Here are a few of my favorite tips from the event, given the importance of starting the year with a focus on SEL. There was a “Turn off the Noise” suggestion from Dr. Salvatore, encouraging us to limit distractions and give yourself mind breaks when possible. Additionally, I found Dr. Grant’s “Caller #10” activity to be an intriguing way to not only show appreciation for staff, but to get the students excited for their teachers to call and possibly win a well-deserved prize. Some other strategies included icebreakers during meetings, creating activities during PD days, trying out “half smiles,” and providing opportunities for staff collaboration. This emphasis on self-care and mental health is essential for teacher wellbeing, and more schools need to provide such resources for educators that promote SEL, and in doing so, help design meaningful experiences for students.

You can access the June 15th recording here to learn in greater detail the different ways the panelists have been supporting SEL in their schools and what their plans are for the coming school year. I think that if we all recognize and work toward improving SEL for all of us it is going to benefit us as educators and we can nurture all students through the upcoming recovery in the years ahead.

Sign up for your free trial with Peekpak today!

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Designing Authentic Project Based Learning

Guest Post by Stephanie Rothstein, @Steph_EdTech

I hear it often, “Oh yeah, I do projects.” But doing a project is very different from Project Based Learning. Chairing a Design Thinking PBL pathway has changed me as an educator. I now look at all situations through a project application lens. A few years ago at a leadership conference, I went to a session on Project Design. The speaker explained that there are three ways to approach project design. 

When designing projects, you can be inspired by your content, you can be inspired by a real need in your own community, you can be inspired by an issue that impacts the world. 

I have thought back to this approach often as I approach project design. I find when I work with educators, that most approach projects trying to figure out how to apply their content to a project that helps students showcase their learning. But Project Based Learning means revamping this idea and essentially inverting it. So instead of a project at the end after doing the learning, it is through the project that students learn the concepts. It might not be in the order we would have planned for them, but they will learn it and in my experience will go deeper because they developed questions and created meaningful connections. 

So, what does this actually look like in the classroom? How does it actually work? I will take you through one of my English 9 projects to walk you through.

I have done Service Learning for 18 years but it was only about 8 years ago that I finally felt like this really became Project Based Learning. Based on a general interest survey on service topics, I split the class and bring them to 6 different locations. We learn about that service organization and volunteer. These students then come back and present to the class about the organization. Students in the class are able to ask questions to the student experts. After, students then pick their topic to focus on for the unit. 

Students are then organized into shared topic groups and together these students pick a non-fiction book. I have a suggested book list that has been made by local and global non-profit groups, teachers, and students. Groups are also encouraged to propose a new book. While reading their book, students hold their own book chats, record them and use them to create their own podcasts to submit to the NPR student podcast challenge. This is not “the project” and is just one part of the project design. Students also select their own individual research topic and use articles, the interview of an expert at their non-profit, and reflection on their time volunteering to help inform their research paper. 

The last part of this unit came because students asked me a question. They said, “I’m glad we volunteered 20 hours, interviewed someone, read, researched, wrote a paper, but shouldn’t we be doing something more? Shouldn’t we apply our learning and give back in some way?” After that, the real Project Based Learning opportunity was born. Students create a Give Back Opportunity that helps spread awareness, collects items to donate, or fundraises and must be based on the needs of that organization. These projects have brought about real impact. This year, being virtual has broadened my perspective on how to make an impact with this project and we will use Solve In Time Cards to Design Think their Give Back Opportunity and The Global Goals for Sustainable Development to help students think both locally and globally. This unit takes 14 weeks and closes with group presentations to the class and an invited group of non-profit panelists. 

This project approaches from all three focus areas: content, local, and global. I always knew for this project that I wanted to connect with local non-profits and that I wanted students to better understand non-fiction resources. The other layer to consider when building the unit plan is which tech skills will students build upon during this project. 

Project Based Learning is complex and is rooted in questions. It must begin with an entry experience. My “workshops” are based on student needs that they create at the start of the unit. These workshops may be for small groups or the entire class. Students still have deadlines, they still have goals, but project based learning means that groups may be at different stages of the project. I use a shared SCRUM board to help students track project progress so that I know where they are and the team understands where they are in the process. Topics for this project vary based on year and interests. And this is real life. I have had students who focus on Foster Care, Women’s Rights, LGBTQI, the Environment, Black Lives Matter, Food Insecurity, Animal Rights, Homelessness and more. It is the variety of topics that helps me know that my students are connecting individually and are able to teach something to their classmates and to me. They are all learning the skill of researching using articles, non-fiction books, interviews, and personal experiences. 

It keeps me on my toes and no year is ever the same but I am proud of the learning experiences created through deep Project Based Learning.

**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  

Providing the Right Learning Spaces for Students to Explore and Create

 

When looking at the design and structure of classrooms today, they may look quite similar to the classroom setting that you experienced when you were a student. Structurally, students in most schools follow a set schedule each day and spend time in different classrooms throughout the building. Unlike years ago when I was a student and even as recently as five or 10 years ago, learning was still confined to the physical classroom space. However, through the capabilities we now have with technology, the opportunities to connect students with learning that takes them out of the classroom space are incredible.

For most students, learning took place in the classroom and on-the-job or real-world learning experience had to wait until the end of the school day or in some cases, after high school graduation. Of course, there were students enrolled in vo-tech or career and technical education programs outside of the school building, taking them to a new learning environment to interact and collaborate with students from other schools, learn from different teachers, explore ideas and strategies, and even different types of careers. These types of learning spaces helped students to better understand the skills they might need in the future. However, not all students had access. But today, we have the power to offer these opportunities to all students. With the resources that we now have, we owe it to our students to offer them learning experiences in as many different learning spaces as possible so that they have time to explore and build the skills that they will need when they leave our schools.

So where or how do we provide these different learning spaces for students? We start by making sure that we are connected in the right spaces ourselves. As educators, this means being connected in a space that goes beyond our school community. It means leveraging social media and different networks, attending conferences, reading blogs, listening to podcasts for ideas or picking up educational books on topics that we wish to learn more about. We must make sure that we have the right knowledge to stay current and relevant so that we can design the best learning experiences for our students. Not that we need to create everything for them; we just need to get them started so that they can take the initiative to design their learning path in the space they decide best fits their interests and needs.

How to Provide Space for Students to Explore

1. Project-based learning (PBL): By implementing PBL, we empower students to look for problems or challenges in their community and globally, try to find solutions, and focus more on learning as a process. Beyond just doing PBL in a class, there are schools opening which are PBL schools, like Gibson EK, a public high school located in Washington. The motto at Gibson EK is “Real World, Real Learning, Real Life.’” Students do not enroll in traditional courses, instead they “earn academic competencies through projects” and work with a mentor through internships two days per week. The school is designed on principles such as “Stop learning for school, start learning for life.” I truly believe that students need opportunities to explore their passions, design their own problems or challenges, and have the time to work through the learning process. To best prepare students for the future, whether college or career ready, they need to decide on their learning space, experience productive struggle, reflect, revise and continue on their path of learning.

 

2. Student Organizations: Schools that have student organizations like the Model United Nations empower students to build skills of advocacy, leadership, critical thinking, problem-solving, creativity, and self-confidence. In my school, I have seen remarkable growth in the students who have become involved in the Model UN under the leadership of Mr. Ken Kubistek, a history teacher, who has led this group through conferences and competitions for many years. Through work with the Model UN, students engage in authentic learning experiences that take them out of the classroom and connect them with real-world learning and global issues. Students develop their voice and build many vital skills for the future by exploring new learning spaces through organizations like the Model UN.

 

3. Media Creation. Students need opportunities to create their own space to show learning. Whether students create a YouTube channel and develop their own show, explore an emerging technology trend or prepare a solution to current event issues, there are many ways that students can create a different type of learning space for themselves and for others. Perhaps a student-created podcast using tools like Anchor or Synth, where they invite guests to discuss current issues, focus on themes for education or anything that interests them. A podcast designed with the goal to help educate not only classmates and members of their school community but the public at large. Opportunities like these promote more meaningful learning while also building digital literacy skills and empower students to find space that meets their interests.

 

4. School Community Connections: I recently gave a keynote about the future of education and how the look of school is changing.  I received a lot of great questions and comments and one suggestion that led me to think about the power of creating more community connections. The idea was to have students go to local senior care facilities where they can share some of the things they are learning in school, and engage in discussions with older adults to learn about each other’s experience in education, work, and life. I think this would have a great impact because of the connections that would form between students and members of the community. The learning space can be anywhere and it would be an authentic way to engage students with learning about the world around them. Build connections and greater understanding about what things used to be like, what things are like now, and make predictions for the future.

 

5. Brainstorming ideas: Push student thinking by asking them to brainstorm ideas for the top five or 10 challenges in a certain area of the world, maybe based on geography, a certain industry, or perhaps ask students to come up with a list of complaints or things they notice about the world around them. Give students space to develop plans for how to solve these challenges or how they could have solved them better. Another idea is to have students be part of project event management for planning. In my school, students can take an entrepreneurship course in which they design products, make sales pitches and plan large scale events. The course also takes students out into the Pittsburgh area to tour businesses and learn about different industries, where they can get that close view, ask questions and make connections. They begin in the classroom and then find the space to pursue new knowledge and explore.

 

There are many ways to expand where and how our students can learn. We have access to the world as our classroom and the more we can increase the learning space we provide the better prepared our students will be for the future.

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

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

Find these available at bit.ly/Pothbooks  

Educators: 10 Ways to Make Time for Self-Improvement

Originally published on Getting Smart
As educators, we need to make more time for self-care. In order to bring our best selves to our classrooms and our schools, we must make time for our needs each day. Over the holiday breaks, making time to do some normal things like catching up with family and friends, and sleep in late, are good ways to recharge over the summer break.

When we have these breaks, it is easy to get into a new daily routine, finding time for all of the things that we wanted to do but couldn’t fit into our schedules throughout the year. It may take a few days to adjust, but I find that in a short amount of time, I am well into my winter break routine of catching up on some work and enjoying the extra time with family. The days are still filled but on a more relaxed schedule. Many take advantage of the extra time and lack of a set schedule to engage in personal and professional development. Whether it is a time to travel with family and friends or something more professional like attending conferences or taking a class, we all find ways to fill all of that extra time. We get used to a new routine, and likely feel pretty good about our improvement and feel some balance until August arrives and educators return to their classrooms, hopefully, recharged and excited for the new school year.

This has been a challenging year and educators can quickly become burnt out trying to prepare everything and keep up with the changes. We can struggle with finding balance and making time to keep up our personal and professional growth during the school year . So how can we still do ‘all the things’ and stay balanced and find enough time for ourselves?

Here are ten ways to add in more time for you and to be more productive each day:

  1. Connect. We are surrounded by so many people each day in the midst of thousands of interactions. But how many of those interactions are truly meaningful and give us the needed time to pause, lean in and really listen? Are we able to connect with family, friends, students, and Professional Learning Networks (PLN)? Find a way to connect every day. Make time for family first. Share a meal together, go for ice cream, take a walk, watch TV, or play a game. Family time is critical; remember to make time for your ‘school family,’ too. Whether it’s by greeting students at the door, spending time in the hallways or the teachers’ lounge, or using social media to connect through messaging, make time for those moments. Find at least one person to connect with each day. It helps to keep us grounded and gives us access to a constant support system.
  2. Have a routine. Sometimes it comes down to just having a little bit of consistency in each day. Maybe this means setting aside a specific time to read in the morning, listen to music, respond to emails, or simply reviewing your schedule for the day. Personally, I find that having these activities during the day is one way to keep myself in balance. Knowing what my day holds or starting each day with a certain task like reading a blog keeps me accountable for taking time for myself.
  3. Choose one. There are so many choices we have for activities that are worthwhile for our mental and physical well-being. Our days become quite full, and the worst thing we can do is overwhelm ourselves by trying to do everything. Some good advice I received from a friend is to simply choose one thing. Get outside and walk, meet up with family and friends, whether once a week or as often as your schedule allows. Try to pick one activity per day that will be good for your well being.
  4. Disconnect. We all stay connected by a variety of devices. Technology is amazing because it enables us to communicate, collaborate and access information whenever we need to. However, it disconnects us from personal connections, takes away a lot of our time, and can decrease our productivity. It’s beneficial for us to make time to truly disconnect. Whether you leave your device at home during a vacation or simply mute notifications for a period of time during the day, it’s important to take a break. Pause to reflect, and be fully present with family and friends. Personally, I struggle in this area but have been more intentional about taking a break from technology.
  5. Exercise and movement. Think about the students in our classrooms and the learning experiences we create for them. Do we have them stay seated in rows each day or are there opportunities to move and be active? Finding time for exercise and movement is important to our well-being. Go for a walk, have a dance party, or use an on-demand or online exercise program. Get up and moving with your students, and take learning outside whenever you can. Exercise has so many benefits that even setting aside 10 minutes a day is a great way to boost energy and mental wellness. Invite a friend or colleague to join you and hold each other accountable.
  6. Time to rest. Just like exercise, it’s also important to get enough rest. How many times do educators stay up late grading papers or writing lesson plans, and get up extra early to prepare for the day?  We can’t bring our best selves to our classroom if we are tired. Lack of sleep and quality rest will negatively impact our mental and physical health. Our students and colleagues will notice our lack of energy and possibly even mental clarity, so we need to ensure time for sleep to receive the positive benefits!
  7. Reflection. It is important that we model lifelong learning and the development of self-awareness and metacognition for our students. This involves setting aside a period of time where we reflect on our day, the progress we made, the challenges we faced, and even epic fails that we might have experienced.  Finding a way to capture these reflections whether in a blog or journal or using an audio recording to listen to later, are all great ways to track our progress. Then we can revisit our reflections and ask ourselves, “Am I a little bit better today than I was yesterday?”
  8. Learning. Education is changing every day. There are new topics, trends, and tools that make keeping up with everything tough. There are so many ways that we can learn today that don’t take up too much time, however. While traditional professional development training and in-person sessions are useful—especially for the opportunity to connect with other people—the reality is that carving out availability to do this on a regular basis is a challenge. Instead, find something that meets your schedule. Whether it’s listening to a podcast or participating in a Twitter chat once or twice a week, watching a webinar, reading a few blog posts, or joining a group on Voxer to discuss what’s on your mind and ask questions about education. There are many ways to learn on the go!
  9. Celebrate. Make time every day to celebrate something. Whether it’s a positive event in one of your classes, something one of your students did, recognizing a colleague, validating your own efforts or just a random celebration, focusing on the positives will impact your well-being in the long run. No matter how big or small, the steps toward success and achieving goals and even some mistakes should be embraced and even celebrated. Modeling a celebration of the learning process, especially from failures, sends a positive message and is a good model for students.
  10.  The power of no. It’s amazing how difficult it can be to say no. Educators are often asked or volunteer to assume additional responsibilities like sponsoring a club, joining a committee, chaperoning an event, or participating in other school events. There are so many things that comprise our role as educators and with our passion for teaching, it can be difficult to say no, especially when it comes to education and our students. But as hard as it is, sometimes it’s the best choice. Think about what is most important to you and the limited time that you have. I focus on why and how my participation or acceptance of whatever it is can benefit my students and the school community. Saying no is tough, but it is more than reasonable to say no sometimes. We have to do what is best for ourselves, so we can do what is best for our students.

These are just a few ways I’ve tried to maintain more balance and be more effective and productive in my work. We have to start each day with a focus on self-care, because that is how we can make sure that we are bringing our best selves into our classrooms, into our schools, and home to our families each day.

**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  

Supporting Educators and Students

Guest post by Lee Ann Raikes, @mastereducator @MRS.RAIKES/MES

Teaching is difficult. Studies have shown that some teachers have taken on symptoms of PTSD because they become so engrossed in each of their students’ lives. If you are human, it is bound to happen. One of the reasons I chose to pursue this profession was to inspire and empower our future generations to be bold enough to follow their passions regardless of any obstacles that stand in the way. Easier said than done when most of our students come to us with some form of past trauma that can hinder their desire to learn and grow both as an individual and a student. The students who need us the most are the ones who never miss a day of school and the students who challenge us the most. While I still struggle some days in finding a way to maneuver through the behaviors my students may present, I have found ways to make my life, as well as my students’ lives, in and out of the classroom more bearable.

I am a huge proponent of whole child education and realizing the importance of building relationships with my students. I am also a very passionate and emotional human being. I made myself physically and mentally ill because I could not find a way to help the most challenging students understand their potential. They would fight me every step of the way. The harder I tried to support them, their behaviors would escalate. After many conversations and battles, it all became so clear. These students were so afraid that I would let them down and give up on them, as so many others have. An epiphany of sorts, but that didn’t make my job at hand any more comfortable. Sadly, there were days I wanted to give up. I knew I couldn’t go on this way, so I began researching what I could do to transform learning in the classroom and improve my mental state. I am known as a very energetic, happy, and positive individual. My students feel comfortable in my classroom and know they can come to be at any time, but I knew I needed to find strategies that would better prepare me for dealing with obstacles that would impede learning and growth over the school year.

Like it or not, I, as the adult in the room, set the tone. It all begins with a mindset. If I am saying to myself I am going to have an awful day, then I will. If I hold preconceived notions about my students, that is a disservice to them. I would sabotage my day the moment I woke up by putting thoughts in my head that possibly weren’t even going to occur. Not only was this unfair to myself, but my students as well. I would engage in negative self-talk, which led to having a terrible day. I would think during my first period about a student I wouldn’t see until 4th period and how awful he was going to be. When he would enter the classroom, and he was having a great day, I already had it in my mind he was going to misbehave, so I would react negatively instead of correctly praising him for engaging appropriately. How wrong is that? Trust me, students felt any vibes I was putting out there, whether positive or negative. If I wanted to continue to grow as an educator and connect with my struggling students, I had to change.

For about two years now, I have followed the strategies of a growth mindset, the power of positive self-talk, and writing daily affirmations. I have brought these strategies into my classroom as well. My 7th graders had no idea that challenges grow the brain. They didn’t realize that the more they said they hated math, the harder it would be for them. They felt they were labeled by grades or the services they received; therefore, they wouldn’t give their best efforts. By visualizing where they wanted to go, it made the process of achieving their goals more bearable. Now, we as a community of learners catch ourselves before letting negative words or thoughts come off our lips or enter our minds. Just by teaching the students about the brain and the power of a positive attitude and mindset, I have seen substantial growth in my students academically and as humans. Yes, I prepare my students for meeting academic goals, but more importantly, I want to prepare them for life. Life is hard, but understanding positive thinking’s benefits and power can make difficulties easier to handle.

Reflecting is a powerful tool. I knew I could do better and find ways to deal with the teaching profession’s emotional aspects. Ask yourself, are you sabotaging your day? Do you hinder your relationship with your students or colleagues based on preconceived notions? Do you limit yourself based on negative thinking or a bad attitude? It matters! I challenge you to wake up each morning and start the day with positive self-talk and carry that into the world. You will find a sense of inner peace, and the negativity you encounter won’t consume you. Research has shown that people who are positive thinkers add years to their lives. We are what we say we are. Who are you choosing to be?

18 Resources to Get Students Coding This Year

Each year during December, there’s a focus on coding and computational thinking. Computer Science Education Week is happening December 7th-13th this year and there are a lot of great ways to get involved. A few years ago I first learned about the Hour of Code, and immediately referred to the Code.org website to find activities for my eighth grade STEAM class. Just getting started, I didn’t know much about the resources available and thought this was the best way to provide some activities for my students to join in during the week. It was fun to sign up to participate in the events of the day and see from where around the world other classrooms were joining in from. But beyond that one day, and actually, that one hour, we didn’t really do much more in my class. I asked colleagues and members of my PLN about their activities for the Hour of Code and coding throughout the year, and many stated that they didn’t know how to implement more in their classrooms. It was then that I recognized the need to provide more ways for students to learn about coding and computational thinking, and that as educators, we must actively look for opportunities for our students. We need to push past an Hour of Code and do more in our classrooms.

Preparing Ourselves

For some educators, topics like coding and computational thinking can seem challenging to bring into the classroom and for them to know enough to feel confident in teaching students about these topics. I was one of those educators. My comfort level changed when I had to create a game using Hopscotch for a master’s course and I struggled a lot. It was uncomfortable to not be able to fully understand the coding process, but it pushed me to keep learning and to start using Hopscotch with my eighth graders. I learned a lot from my students and it was a great opportunity to put myself in their place as they learn something new. Realizing that it is okay to not know all of the answers is a valuable lesson.

Another hurdle was to learn more about computational thinking, a topic that I had avoided because of a fear of not understanding it enough and thinking it did not apply to my role as a Spanish teacher. It was an area that intimidated me because I believed it to be so complex.

However, I recently took a Computational Thinking (CT) course provided by ISTE U, which definitely stretched me professionally and provided a solid foundation full of resources for doing more with these topics in my classroom. We need to find ways to give our students and ourselves an opportunity to learn about topics like coding and computational thinking and how they apply in our daily lives and how it could possibly benefit us in the future.

Where to Begin

There are so many resources out there that sometimes knowing exactly where to start presents the challenge. It is easy to get started by referring to the Code.org site or checking out CS First from Google and resources for educators. There are some apps and websites to get started with coding and computational thinking. Some of these can be used specifically with elementary students in grade bands pre-reader through two, three through five, and six plus, and others that are specific to middle school or high school. Several of these options offer ways to search based on topic, level or type of activity. What I like the most is that they are fun ways for educators to get started with coding and CT, with the ability to decide how to apply them to our own work.

Start with Code.org or CS First from Google, and then explore these 18 resources to check out what specifically to use during the Hour of Code and Computer Science Week, or take the time and try each of these out over the course of a couple of weeks. Have your students explore and continue learning right along with your students.

18 Sites to Explore

Artist. Use this as a way to have students begin coding with blocks to complete tasks to build their coding skills.

Code.org. Explore this link to find a list of resources and different activities and to sign up to participate in the Hour of Code. There are more than 500 one hour tutorials that are available in more than 45 languages.

Code Combat is a game based computer program for older students who want to learn about Javascript or Python. In Code Combat, students type in their code and see their characters respond in real-time.

Code Monster is an easy way to get younger students to learn more about code. Two boxes on the screen show the code and what the code does, with explanations popping up to show students what happens with each command.

CoSpacesEDU Robot Rattle. Students learn to operate a robot and the activity includes a tutorial video. Using blocks and drag and drops, students can write the instructions for the robot and then if devices are available, the robot can be seen performing the tasks as written in the code in virtual reality (VR).

Hopscotch is for use with iPads and has specific activities available for the Hour of Code but offers many options for students to create their own games or to remix games that are available.

Turtle Art. Students use block coding like Scratch but through the use of one turtle and mathematics to do the programming.  Students can create their own work of art or remix someone else’s painting.

Science

Explore Mars with Scratch. Students in grades three through eight can create a Mars exploration game using Scratch. Through this lesson, students work through activities and build their math, computational thinking, and problem-solving skills. There is also the option for an extension activity for students in grades K-12 to do an independent project.

Multi-topics

Code-it studio is for use with grades two and up and offers students the chance to program art and designs.

CodeSpark. Students up to grade five can design and code a video game using the self-paced activity available through this site.

Code an Unusual Discovery. Using Scratch and CS First from Google, students can work through on their own and create a story using code.

Khan Academy Code. For grades six and up students can watch an interactive talk-through, work through challenges or decide to do their own project. Everything that students need for coding is available directly through the website. Students can also learn to code by making a website in HTML tags and CSS.

Kodable. Activities for students in grades two through five, offering Javascript for students in upper elementary grades. There are activities for social studies, science, ELA, math and more with levels from beginning to advanced. Students can even choose their own adventure.

Minecraft Hour of Code. A free Hour of Code lesson was developed by Microsoft’s AI for Earth team. In the lesson, students in grades two and up use code to prevent forest fires. There is also a free online course for educators to learn how to run an Hour of Code lesson in their school.

Robo-Restaurant Decorator. Students in grade two and up can program a robot to paint a restaurant and the algorithms must be done correctly

Star Wars. The first activity we tried was working through the activities provided using the Star Wars theme. Activities are available for students in grades two and up. Learn to code with Blocks and Javascript.

Tynker offers a lot of activities for students to participate and learn about coding, specially curated for the Hour of Code. Activities are grouped for students in the ranges of K-two, three-five and six plus. Options available include text coding, STEM activities, and the new UN+ which is focused on ecological issues such as life on land, responsible consumption and affordable and clean energy.

VidCode is an online platform that offers opportunities for teachers to explore computer science curriculum or individual lessons related to coding. For the Hour of Code, explore the Climate Science coding activity.

Another option is to have students learn about the Hour of Code, its origin and different terms related to coding and then use some of the game-based learning tools out there like Kahoot! To help students develop a better understanding of the basics of coding. Try one of these ideas out for some fun ways to get students involved with coding and use the game as a starting point for class discussion.

3 Ways to Unleash the Most Creative Students Ever (Part I)

Guest post by @Chris_Chappotin

Assistant Superintendent of Curriculum and Instruction

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I am certain to be way late to the party, but consider me asking for a friend:

What is the point of Minecraft?

Through a first-person view, the player mines resources to craft a whole new world. That’s it.

No score.

No clock.

No competitors.

No levels to beat. No game to win. No way to throw the game controller across the room while flossing as confetti explodes all around and ESPN Jock Jams push unhealthy decibel levels, because you have just become the ultimate Minecraft champion.

Instead, you mine and you craft. You mine, and you craft. You gather resources and apply those resources with no clear victory to be achieved.

Except, if you have ever watched kids mine and craft, you know that the experience unlocks creativities that you never knew were there. Swimming pools. Gardens. Dining rooms. Roller coasters. Towers. And more and more and more.

So much so, that it causes me to ask follow-up questions: Could it be that creativity was present all along? Could it be that Minecraft contains the code to release the creativity that kids naturally possess? In short, are kids wired with creativity? If so, what learner experiences can we mine and craft in order to unleash the most creative students ever?

Facilitate Intrigue

Facilitate intrigue to develop the most creative students ever. I believe that most students come to school each day saying, “Fascinate me. Captivate me. Show me why it is good for me to devote most of my day to this.” For educators, if this is the case, we should eagerly anticipate and embrace such opportunities every day. How? By intentionally designing learner experiences that tap into the natural curiosity tendencies of our students. Teachers that embrace this challenge…that respond with: “Just wait until you experience the learning planned for today. I’ll show you!” These are the teachers, classes, and experiences students run toward.

Therefore, how can we mine intrigue to craft irresistible learner experiences for students? First, ensure that students walk into an experience that is already occurring. Intrigue levels are typically high when we feel as if what we are about to participate in is already happening. This could be as extravagant as transforming a classroom into a hospital or restaurant or courtroom. It could also be as simple as playing music, appealing to the sense of smell, or having a design challenge ready for students as they enter the learning environment. I imagine students running into your learner experience in order to determine just what in the world the teacher is going to do today!

Second, launch learner experiences with questions that force students to take a side or argue a point. In other words, “Here’s the scenario. What side are you on and why? What are you going to do about this? What do you think about the way this person or people-group handled the situation?” By inviting students into a situation, intrigue develops as they forget they are participating in a class; but instead, take on the character roles of the people in the scenarios. Educators can deepen this reality by reorienting learners with questions such as: “Why do you think we are investigating this scenario? Why do you think I forced you to choose a side and defend your choice? How do you feel about the lesson so far, and where do you think we are headed?” Maybe, at this point, you offer students voice and choice as to where to proceed next. Regardless, they should be charged up with intrigue and buy-in while eagerly anticipating whatever is coming next.

Third, in order to facilitate intrigue in a learner experience, change the meeting location for class. If the class comes together in a location that is unusual, intrigue is a natural result. Why? Because you are going to get a myriad of questions that all begin with: “Why are we having class here?” Whether you are outside, in the hallway, in the cafeteria, in the gym, or in an online learning environment, if the location is atypical, intrigue will result. Intentionally leverage that to your advantage, and take students on a learning journey they will never forget. Consistent intrigue builds anticipation that becomes excitement, and excitement is fuel for learning.

**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  

Creating Culturally Responsive Environments

Guest post by Eva Cwynar

I want you to think about the last time you watched a movie where the main character looked like you, lived in a community like yours, or came from a similar background/culture. How often do you come across stories or texts where one or more of these characteristics are present? For some, the answers to these questions are that it happens all the time. For others, the answer may be rarely, if ever. Now imagine that you are a student in a school where the history that you learn is not the history of the culture that your family comes from, the scientists and mathematicians that you learn about don’t look like you or come from similar backgrounds, the literature that you read, music you hear in band, or sports that you play in PE don’t reflect your experiences or heritage. How do you think this would make you feel? This is a reality for many students that walk our halls and form our school community and this is why culturally responsive teaching is so important!

Culturally responsive teaching validates and affirms the culture of students in our schools/classrooms and incorporates that culture in meaningful ways in both the learning and the environment. It’s not enough to simply make mention of a race or culture or to change the names in a word problem so that they’re “ethnically diverse”, CRT is about leveraging and growing students’ existing funds of knowledge by connecting to diverse personal experiences. The following examples are simple ways to develop culturally responsive environments in your classroom:

  1. Connect learning to background knowledge – Take the time to learn more about your students’ homes, community, and interests. Parent & family surveys are a perfect way to learn about your students and their backgrounds. Think about providing the survey in multiple languages and in multiple formats so that it is accessible in multiple formats. Once you have this information, USE IT! Don’t just file it away in their student folder…incorporate these gems into the learning environment.
    • Create a library of non-fiction texts that focus on student interests and make them available in different languages that represent the home languages of your students.
    • Create a “Netflix” playlist full of documentaries showcasing diverse people, cultures, and countries, historical events from around the world, nature shows that highlight plants, animals, and natural phenomenon in different continents.
    • Bring the community into the classroom – connect social studies concepts to neighborhood events and/or landmarks, explore science concepts taking place in their backyards or local parks, engage in learning walks to identify geometric shapes in architecture.
    • Play music during transition periods that reflects students’ heritage or favorite genres.
  2. Encourage cognitive routines that foster critical conversations- Ask students to think critically about the relationships and connections between concepts or phenomenon.
    • Have your students engage in word play that’s both cognitively demanding yet fun. Taboo and Scrabble are great ways to build vocabulary about concepts students are learning while simultaneously repositioning the student as a leader in the learning by developing student agency. You may choose to have students do this by sharing the vocabulary terms in different languages, by having them define the term used in their own words, or by connecting the terms to something that they have experienced in their life.
    • Engage students in literature analysis by comparing the central idea of traditional texts in ELA and Social Studies to popular music and poetry (there is a library of songs as well as other resources that can support this type of learning at Get Free Hip Hop Civics Ed).
    • Provide texts that share diverse viewpoints and experiences to spur discussion about socially relevant topics that effect our community. These texts should provide avenues for students to think critically about current and past events in a classroom environment that provides a safe forum to share sensitive and thought-provoking concepts.

A critically important aspect of culturally responsive teaching is that these experiences, methods, and strategies do not become a single activity that you check off a to-do list once a trimester…these practices should become routine and be practiced over and over again throughout the school year and across the campus. A culturally responsive environment acknowledges that everyone brings something to the learning table and that everyone’s voice and experiences are incredibly valuable.

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**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  

360 degree inclusive feedback for learning through storying

Guest post by Virna Rossi @VirnaRossi

Inclusive feedback for learning is like a flower. A flower is both fragile and resilient. To thrive it needs good conditions, such as good soil.

Who is the learner in the feedback process? It is the student. But it is also the teacher. Both students and teachers can thrive with inclusive feedback for learning.

The roots

The roots of the feedback flower are the inclusive principles and values that underpin inclusive feedback practices such as:

  • Accessible
  • Dialogic
  • Iterative
  • Respectful
  • Timely
  • Personalised
  • Developmental

The Petals

To be multidimensional, feedback should come from a variety of sources. In the flower analogy, these are the four petals which form the 360° wide-angle view.

Self

Inner feedback is very valuable to develop self-efficacy. We ‘talk to ourselves’ about our learning, during the learning experience as well as once it is completed. If we journal or blog – articulating our inner feedback – our ongoing inner narrative becomes more explicit and is more easily shareable.

Others

This is to enhance peer-learning. For students ‘others’ can be fellow students; for teachers, these can be colleagues and the students themselves.

Top-down

For students, this is feedback from teachers and other educators such as librarians. For teachers this is feedback from line-managers, principals or anyone ‘above’ them in their institution.

Research/literature

For the students, this the body of research of the discipline that they are studying: learning what the ‘experts’ in the field say – and discovering the present boundaries of the discipline – helps the students situate themselves within their field of study.

For teachers, engaging with current educational literature (generic or subject specific) provides indirect feedback on their own professional practice and expands their pedagogical horizon.

The Leaves

How, in practice, can we educators receive and give this type of inclusive feedback?

One very effective way in which the feedback flower can thrive, fed by inclusivity values, is through the use of journaling, storying and blogs (one of the leaves at the base of the flower). This applies to all disciplines.

Learning feedback activities such as these promote pausing and reflecting; they constitute a personal, safe space; they are context rich; they help learners re-focus, articulate and share their learning experience.

Journaling can effectively be integrated into the course. Teachers can plan a dedicated journaling time towards the end of every lesson: everyone is invited to blog or journal for about 15 minutes. Each student’s inner feedback written in the form of blog/journal can then be shared, discussed and used for ‘comparative’ learning. It can be used for formative and summative assessment submissions; it can also be part of an ongoing, life-long learning portfolio. And it constitutes very rich feedback for the teachers.

To build trust and truly model a learning mind-set, teachers should also journal at that same time: to articulate, record and share their inner feedback on the lesson, the cohort, their own learning, successes or missed opportunities in the learning that just took place. This enhances teachers’ feedback literacies.

The pandemic has accelerated and emphasised the need to review assessment and feedback processes. Teachers must design learning experiences that enable and enhance feedback literacies through inclusive, learner-driven processes. Feedback literacies are situated. The emphasis is now on engaging and learning from feedback – rather than simply about teachers giving ‘good’ feedback. For all these reasons, storying, journaling and blogging are powerful, effective ways to encourage 360° inclusive feedback for learning.

Find out more

Watch my 5 minute video below about the why/what/when/who/how of inclusive feedback: What best practice in feedback can I embed in e-learning?https://player.vimeo.com/video/408054242?dnt=1&app_id=122963

References

Baughan, P., (2020) On Your Marks: Learner-Focused Feedback Practices and Feedback Literacy. [ebook] AdvanceHE. Available at: click here [Accessed 17 September 2020]

Nicol, D. (2019). Reconceptualising feedback as an internal not an external process. Italian Journal of Educational research, 71-84. Available at: click here [Accessed 17 September 2020]

Winstone, N. and Careless, D. (2019) Designing effective feedback processes in Higher Education, London: Routledge

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**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  

How to Find the Right Space to Create and Engage

Earlier this school year, I thought about how I could be more consistent in my classroom. When I say classroom, I mean all aspects of where I engage in my work and not simply my physical classroom space. Some areas that I wanted to focus on were the building of relationships, making better and more consistent connections with families, and designing a comfortable and welcoming classroom space for my students.

I think about each of these, I see them as “spaces” where we interact and exist together. I recognize that as educators, there are a lot of different spaces that we need to create and stay connected within. Being able to find the best ways to stay engaged in each of these spaces is important, especially with busy schedules and demands of the work that we do. Having the benefit of digital tools that can assist us also makes it easier to provide more for our students and their families, both in and out of our classroom space. So what are the spaces that educators need to create and engage in?

A Professional Learning Space

For educators, it is important that we really look at our professional learning space differently today than we may have in the past. For myself, having been an educator for many years, I did spend the first 15 years of my career mostly in isolation. While I engaged in opportunities for professional development within my school or attended a local conference periodically, those were the only types of professional learning spaces that existed for me—because I limited myself. What is worse, is that I also placed limits on my students by not putting myself out there to connect, to learn new ideas and methods to bring back to my classroom. Years ago, finding learning spaces and making time to engage in them was more time consuming with fewer choices available. Today, we have access to so many different and more accessible professional learning spaces. We can find something that meets our interests and our needs especially when it comes to time and place. What are some options?

ISTE offers Professional Learning Networks (PLNs) focused on specific topics related to technology and roles in education. It is a great space to become connected and to share ideas and connect classrooms.

LinkedIn is a social media platform for professional connections and professional learning. Educators are using LinkedIn to connect, gather resources and even help students develop their professional identities in this space.

Twitter offers many ways for educators to connect and learn via Twitter chats happening on a daily basis, and by following specific hashtags related to education. It is a great space to ask questions, to crowdsource ideas and to build a PLN.

Voxer is a walkie-talkie messaging app that promotes instant conversation with people from all around the world. Educators use Voxer for creating small groups for a PLC, having a space to share ideas and collaborate with educators from around the world, and even for participating in book studies and virtual learning events.

A Classroom Space, Both Physical and Virtual

The look of classrooms and learning today is so different from what it was when I was a student and quite different than even five years ago. We have the potential to learn from anywhere around the world and at a time that meets our needs. We truly have the capability to provide more for our students than we’ve ever been able to before. Through the use of digital tools and purposefully leveraging technology, we can provide the support our students need exactly when they need it. The world becomes our classroom when we include some of these tools and ideas in our practice.

The physical space can look quite different when we use station rotations in our classrooms, provide more flexible learning spaces for students to learn in, and also connect our students with learning that happens in our school community. We redefine the “space” of the classroom and can provide something to meet every student’s interests and needs. We can also explore different digital tools that help us create a more accessible connection with our students and provide ongoing support when they need it. Here are some of the tools that we have used to stay connected in our learning space.

Edmodo is a digital space for students and teachers to interact in a safe learning network. It provides access to resources, has helped us facilitate global collaboration and build digital citizenship skills.

Padlet allows us to create a wall of discussion and share audio, video, music, photos and text. It has helped us to connect with classrooms from around the world in real-time interactions.

Flipgrid is great for extending classroom discussions and providing students with a comfortable way to express their thoughts through video responses. Students build comfort that transfers into the physical classroom space by being able to connect with their peers in the digital space.

Kidblog provides many ways for students to build literacy and digital citizenship skills, as well as create their online presence. It promotes class discussion and collaboration and gives students a space to share their ideas and track their personal growth in the process.

A Space for Promoting Student and Family Engagement

Being able to connect with the families of our students is critically important. In order to provide the best for our students, we need to make sure that we are building and fostering true family engagement. To do so, we must rely on the traditional methods we have used such as exchanging emails, making phone calls home or holding meetings in the school, but now we have access to doing even more. Being able to bring families in to see and experience what learning looks like for their students, to share in the learning that happens in the classroom or to participate in a student’s in-class presentation is possible through digital spaces we set up. Events held at schools such as Open Houses, or STEAM showcase events, for example, are great for showing families the amazing things happening in our schools. However, not all families can participate due to time constraints which is why having digital tools available that enable us to share these events can make a difference.

Remind is helpful for messaging and sharing photos and files with families to include them in the school events.

ParentSquare facilitates better communication and collaboration and helps to build a solid connection between the home and the school community.

Buncee is a multimedia presentation tool that can be used to design a class newsletter with audio and video, or for students to share their work with families and include it in a Buncee presentation. Using a tool like this is helpful for families that cannot attend events such as Open House.

Seesaw is a platform that enables teachers to share what is happening in the classroom with parents. Teachers can record and directly share each child’s progress.

These are just some of the spaces that we need to consider as educators today. There are many options available for creating these spaces and the best part is that we can find something to meet the needs of our students, their families and ourselves.

**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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