teachingmethods

Updated from the Original Post on Getting Smart, January 19, 2018

Looking for new ideas to try before the end of the school year? If you have not tried some of this, now is the time!

There are so many digital tools available today that offer opportunities for promoting student creativity, student voice, and expanding where and how students learn. I had my own list of the tools that I found made a big difference in my classroom, but decided to ask students for their input.

Here is a list of tools to try in 2018, (or to try before the end of the year, let’s keep learning!)

Each of these offer multiple ways for students to create, connect and engage in more authentic learning experiences.

Promoting Connected Learners

We were able to take our learning to a whole new level this year through Project Based Learning (PBL). Using these tools enabled us to connect with students from several Spanish speaking countries, which created tremendous possibilities for more authentic learning and broadening our cultural understanding.

1) Edmodo: Virtual learning space, where teachers can set up a digital classroom to connect students with the resources they need, in a safe learning environment. Edmodo can be used for assessments and integrates with Microsoft Office and Google, making it easy to share files with students. Students relied on Edmodo to connect with students in Argentina, Mexico and Spain for their PBL. One student said “these connections enabled me to sculpt my PBL, and learn in ways that books, videos and regular classroom lessons cannot provide.”

2) Flipgrid: Video response tool, which became one of the most talked about tools this past year after launching new features, making it even easier and more fun for students to share their ideas. Students can record up to a five minute response, add emojis to their photos and access the “grid” quickly through a grid code. It is a great tool for helping students to become more comfortable and confident in sharing their ideas and sparking curiosity with their peers.

3) Padlet: Padlet, a virtual wall, is a favorite in our classroom. Students can create a digital portfolio by uploading files and links to projects, curate resources for PBL, or have discussions with classrooms around the world. Other popular ways to use Padlet are to ask questions, post homework, or as a classroom website. Newer features include being able to “like”, “grade” or “upvote” a post and directly transfer posts to another Padlet wall.

4) Recap: Recap 2.0 is a free video response tool, which integrates with Edmodo, Canvas, Schoology, Google Classroom and Blackboard, making it easy to implement right away. It provides a comfortable way for teachers and students to ask questions by setting them up in a “Queue”. Students can submit questions and receive direct feedback, in a safe moderated environment.

Tools to Engage Students in Learning

5) Quizlet Live: Quizlet Live is a fun way to encourage student collaboration by playing a team game using a set of Quizlet study cards. Teachers select a set of study cards, launch a Live game by providing students with a join code, and students are divided into teams. To play, you need at least four players and a study set with at least 12 unique terms. Only one member of the team has the correct answer and answering incorrectly bounces the team score back to zero.

6) Quizizz: Quizizz has launched some new features, including integrating with Edmodo and Google Classroom, which makes sharing or assigning games and reviewing results much easier. When playing live, students can see the class accuracy reflected as it updates the leaderboard live with each response. There are thousands of games available in the library, making it easy to get started or create your own.

7) Kahoot!: Some big changes to the layout and options of the platform make it easier to navigate and review questions in class. Teachers can now assign “challenges” to students as a fun way to practice by sharing a code. The new “Nickname Generator” creates fun and unique usernames such as “Mystery Panda” or “Fantastic Bat” to students. It definitely saves time rather than waiting for students try to come up with their own “creative” names.

8) Kidblog: Blogging has many benefits for helping students to express themselves and begin to develop their online presence. Teachers can provide students with a variety of writing prompts to not only assess student learning, but promote creativity, communication, collaboration and digital citizenship skills. With Kidblog, teachers can even AppSmash (use two or more apps or tools together to complete a task) by embedding other tech tools into the platform, such as Buncee, Flipgrid or by uploading images and documents directly from Google Drive.

Creativity, Assessments, Interactive Lessons and More

9) Buncee: Buncee, a versatile presentation and assessment tool, is great for creating multimedia projects full of animations, graphics, audio, and videos. Choose from thousands of templates, backgrounds, animations and other graphics to create invitations, classroom signs, and unique “Buncees” for any purpose. Buncee enables every student to find exactly what they need to add into their project and to bring out their creativity.

10) Formative: An interactive tool for creating formative assessments, for use in class or as student-paced practice. Students enjoy using Formative because they receive feedback quickly, they are able to “show” their work and when done as practice, move at their own pace. Teachers can create Formatives with different question types, content and even the ability to upload and transform files. Try having students create their own Formatives as a way to have more personalized and authentic practice.

Immersive Learning, Coding and Problem Solving

11) Nearpod: Nearpod continues to be a game changer in our classroom. It provides so many options for presenting material as well as assessing students through diverse activities. The chance to be immersed in the virtual field trips and explore places around the world is of tremendous value for students. Educators can quickly create interactive lessons which include multiple question formats, the ability to upload content, BBC lessons, PhET simulations, and even add in GIFS! Nearpod integrates with Google Classroom and Canvas, and most recently with Remind, making it even easier to share lessons. Nearpod also added 27 “College Tours”, available in VR, a great way to have students experience different schools by immersing in the campus, without having to travel the distance.

12) CoSpacesEDU: CoSpacesEDU provides students with a way to not only create their own “spaces”, but to be able to walk in the spaces created by their peers. To explore in VR (Virtual Reality) and problem solve by figuring out how to code using Blockly, offers students a truly authentic way to learn, create and problem solve. The Gallery is full of examples to get you started with ideas for your classroom. Use CoSpaces to have students represent a scientific concept, a book report, or create a scene representing something studied in any content area. Talk about creativity, imagination, innovation and critical thinking, and more all in one tool.

In the End

These are just 12 of the many tools out there for education. The most important thing to remember is the “Why”? behind using these in the classroom. While these 12 tools made a difference in my classroom, they may not have the same impact in yours, but I do recommend giving them a try. Think about the tools you are currently using to amplify or facilitate student learning. What is making a difference in how, what and where students learn? Could one of these be used in place of another, as a way to engage students more in learning, or even better, provide opportunities for students to move from consumers to creators?

My advice is to simply choose one of these 12 tools and give it a try. See how it goes, ask your students for some feedback, and then plan your next steps.

A Classroom’s Journey To Student-Led, Interactive Lessons

Written for the RUBICON SUMMIT

About two years ago, I found myself struggling to find ways to keep my students engaged in the lesson. I tried to get them involved more in class activities by offering more choices and providing opportunities for them to be part of the decisions made about what we were doing in the classroom. Why did I do this? Partially because I saw – and could feel – a decrease in student motivation and engagement. It was approaching the end of the school year, and the focus had shifted more to “when does summer begin?”

So I tried to do things a bit differently, think creatively, and take some risks. I wanted to keep us all moving, to finish strong at the end of the school year and begin summer vacation with a sense of accomplishment, to celebrate all that we had learned throughout the year and also what we had gained from these new experiences.

Educational Technology and Digital Tools with Purpose
Educational Technology provides so many resources that enable students to learn anywhere and at any time, and at a pace that is comfortable for each student. We can instruct from inside the traditional classroom, ​”​the brick-and-mortar​” ​as it is called, or from anywhere around the world. Using digital tools provides more differentiation and personalized learning, and provides opportunities for the students to move from consumers to creators. When students have choices in how to show what they have learned, they are more likely to be engaged and excited for learning. They will feel valued​,​ and the lesson and learning will be more meaningful because it has been made perso​n​al to them.

Creating Interactive Lessons
What did I change? I started by having my students create some interactive lessons using educational technology tools like Formative, Nearpod, and EDPuzzle, or even games with Kahoot! and Quizizz. It proved to be a very beneficial learning experience for all of us. By doing this, we had extra resources available that could be shared with students who might need some extra practice. I thought it went so well that I decided to take it a step further and start a “teacher for a day” activity during which the students create a lesson based on a grammar topic or vocabulary.

I stepped back and had the students lead our classroom. It was a really good way to learn a lot more about the students, to better understand what their needs were in terms of the content material, and for the students to learn about each other. Giving students the control and the opportunity to become the creators and leaders in the class has tremendous benefits and it has been something that we have enjoyed.

Giving Students the Control
At first when students created interactive lessons, I would launch the lesson and control it on the SmartBoard, but find ways to involve the student who created it during the presentation. I eventually decided to move aside, and took a seat in the back of the room, having the student lead the lesson, give explanations, answer questions, call upon students for answers, and provide feedback. Having the opportunity to sit back and experience this was tremendous. The students enjoyed the activity, supported each other, collaborated, and provided some positive feedback to each of their classmates. I was very impressed with how well they taught, led, and learned during each of the “teacher for a day” lessons.

Empowering Students in Learning
The use of these digital tools means ​that ​the “time and place for learning” is no​ longer​ confined to the ​traditional time and setting of the physical ​classroom​. It opens up the learning environment ​to​ anywhere​, at any time and at a pace that is comfortable for the students as well. Learning and having timely, purposeful and authentic feedback is critical ​for growth to happen. When we shift our focus to creating opportunities, giving students the control, leaving the decision making to students to choose ​how t​o show what they have learned, or ​letting them​ design their own assessments, they are more empowered in their learning.

What are the Next Steps?
Have a conversation with your students and ask for their honest feedback. What did they like? What did they not like? Which lesson or format seemed to help the most? What did it feel like to be in control, decide how to deliver the lesson, and experience being the teacher? You can have this as a face to face conversation, students can respond on paper, or use one of the many digital tools available for communication. No matter which way you choose, look to your students for the valuable feedback to decide your next steps. Be sure to ask yourself these same questions and continue to reflect on steps taken and progress made!

For more strategies about integrating technology into instruction, read Overcome

EdTech’s Problems With Blended Learning!

Published on Getting Smart, February 3, 2018

The “gig economy” is fairly new to me, I was unaware of the terminology until recently. When I first heard “gig economy”, I could not figure out what it referred to, at least in the sense of both words used together. Separately, I can easily define “gig” and “economy.” The gig economy gets its name because each job or work assignment is similar to an individual “gig”. The gig economy was formerly known as the ‘sharing economy’, with one of the most popular examples being Airbnb. I recall first hearing “Airbnb” two years ago and not having a clue about what it meant then. I only knew that I had several friends who arranged travel as part of Airbnb.

So how does the gig economy work?

It is employment that is a temporary task, for example, delivery couriers, Uber (another term I did not understand when I first heard it three years ago), or Lyft, to name a few. A prior post in Getting Smart included some statistics related to the average income from providing these types of services. The numbers are fascinating. In 2015, 54 million people worked as freelancers earning an estimate of 17% more per hour than full-time employees. It is projected that 60% of companies plan to hire more freelancers rather than full-time employees in the future. In 2016, 35% of workers were freelancers and estimates are that by 2020, this number will increase to 43% in the United States. So it leads me to wonder: What will the number rise to in another 10 years, by the year 2030? In a quick estimate, perhaps it will rise to approximately 63% if following the previous increase as a trend.

Looking ahead, the students currently in kindergarten will be the graduating class of 2030. It seems a long way off, but we need to prepare them for their future, and if the future does involve less traditional educational paths and more “gig” jobs and freelancing, how do we start preparing them now? It is important to consider these statistics and trends when preparing your lessons each day, and it has led me to think about how I am instructing students in my class.

As a foreign language teacher, students often ask why they should learn a foreign language, or say that they won’t need a foreign language in their future. There are many benefits in learning a foreign language, but I think the gig economy presents a perfect example of how it could be of even greater benefit to students in the future. Having foreign language knowledge is a skill that can come in handy and benefit students later on in life. Some common examples that come to mind are sellers on sites like Etsy or even someone who works as an online tutor or an editor. These do not have to be full-time positions, but can be in addition to a more permanent job, and done as extra work on the side. It’s about having options available. And to best prepare students for the future of work in a gig economy, we need to give them options.

Prepping for the future

How do we prepare students for a future of freelance work or to become entrepreneurs? By offering more opportunities for them to explore and create, through opportunities to not only explore the types of jobs available but also job shadow to learn firsthand, the qualifications and skills that may be necessary.

So if this is the trend that will be coming in the future, then will schools continue to encourage students to seek a college degree, or an extended learning program or formal training? Or do students need to simply master a skill or have time to explore an interest they have, to become more marketable? Do schools have the responsibility to create different courses through which students can learn about a variety of professional options and afford time for students to explore on their own or by connecting with professionals in their community?

Many schools have started to offer more courses based on emerging trends, such as entrepreneurship, webpage design, sports and entertainment management, and other similar courses to help students develop skills necessary to create their own job opportunities. At my school, Patsy Kvortek, one of our business teachers, recognized a need for courses which would help students to develop some of these skills. She thought “we should provide students with opportunities to learn in more authentic ways that would prepare them for future success.” To do this, a few years ago she created a course in “Entrepreneurship” and  “Sports and Entertainment Management” in which students develop a wide variety of skills focused on project management, event planning and learning everything there is to know about being an entrepreneur. In her classes, students take on different roles, learn to collaborate and be part of a team that is entirely responsible for planning, organizing and executing large-scale school and community events. Some of the roles include: Project Manager, Committee Chairs, Social Media and Advertising. Students rotate through these roles so they develop the skills necessary to be successful in any of these areas in the future.

Through this course, students have developed skills to prepare them for many career options as well as better understand how to start a small business or plan major events. They also develop critical skills of communication, collaboration, problem-solving and as an added benefit, SEL (Social and Emotional Learning) skills as well. Observing the students involved in these courses has always impressed me, and seeing them come up with new products and start their own business, has shown the value behind providing these opportunities. These electives grew in popularity over the years because of the truly authentic and relevant learning experiences they provided.

Degree or no degree?

What difference does having a degree make? There are a lot of statistics that point to alternate forms of furthering one’s education, which do not involve the traditional undergraduate degree. There is more of an emphasis on building skills in diverse areas, to be flexible and explore alternate training options. There is a growing trend of students “crafting their own career” and not being dependent on an employer to do this, but rather create a professional path based more on personal interest. Several former students, ones whom I thought would pursue a college degree, instead opted to venture into unique areas of business. They have been successful and it is even more rewarding knowing they are doing what they love and control their schedules. Some of these entrepreneurial ventures include: a dog daycare, photo booth rentals, personal shopping service, resume writing, jewelry making, party planning and photography. These students chose these paths because they were able to pursue personal interests through electives, and develop skills and knowledge to get their business started. There will continue to be a demand for these services and these entrepreneurs will be in control of when, where and how often they provide these services in a gig economy.

The preparation that all students need

What are the skills that all students should develop regardless of what the future holds in terms of education? We need to help students learn how to communicate, to collaborate, to problem-solve and to find out what they are passionate about. There should be opportunities for students to engage in more real-world experiences, where they can assess needs in their community and brainstorm ways to offer services that will be beneficial for others. Project-based learning is a great way to help prepare students for working with others and to have more of an authentic and meaningful learning experience.

The Buck Institute of Education is working to develop a High-Quality Project Based Learning framework (to be published in March), with six criteria that students should experience through PBL. One of these six is “project management”. The focus of this is more on how to support students with goal setting, time management and self-assessment. These skills will prove beneficial regardless of what the future “job” may be for students.

When we support students in setting goals, learning to self-assess, engaging in more independent work and developing time management skills, we help them to develop the skills that they will need to be successful in the future regardless of what they ultimately decide to do. Whether they pursue full-time employment or explore options in a “gig economy”, they will be ready to face any challenges that arise in a constantly changing workplace.

 

Posted on TeachThought, August 29th, 2017  (Thank you Terry Heick)

It started with a cross-class collaboration idea.

I was not sure the idea would work, but was willing to give it a try and it had captured the interest of students. I connected four levels of Spanish and created a team project using Google and Padlet so students could collaborate and share their work.

The experience went so well that it led me to think about other ways to engage students more in a collaborative online learning space. Students need to be connected with authentic learning experiences and develop digital citizenship skills, and to be given choices in learning. Trying to build on the prior project collaboration, I wanted to explore possibilities of using Google slides to have students work simultaneously on a whole-class project.

I asked the students if they had done any type of collaboration online like this before, and I was surprised that they had not. Knowing this pushed me more to decide that I should definitely create this learning experience with them.

Connecting students

I decided to try something more collaborative by using Google Slides. We are a Microsoft Office school, but many students use Google Drive on their own. I also use Edmodo in my classes and like the students to have experience with different kinds of tools. I like that students can work on a document or a presentation at the same time, as this substantively changes the methods and frequency with with students share ideas.

By having students create a class presentation simultaneously, the teacher can then take that extra time to facilitate their learning and interact with students to do something more specific, like assessing their content knowledge. Giving students the opportunity to work as a team toward one whole class project rather than completing individual projects opens up new and more engaging ways for the students to learn not only content or technology skills, or even ‘soft skills’ like collaboration, but also get to know one another more as well.

Connecting students with their peers promotes a friendlier and more cohesive class culture, and I think makes learning more authentic and meaningful for students. To be able to see what they are each working on and to be part of the whole class presentation in real-time requires constant interfacing of different personalities and skill levels.

The divergent interests, backgrounds, and experiences of the students in each class are emphasized in whole-class projects like this, which both strengthens the learning experience while also being more demanding of the technology.

When doing individual projects, it’s not always the case that each student has the opportunity to see the work of the other students. Doing this can be quite time-consuming and feel ‘wasteful,’ but the long-term momentum of successful projects that are as highly-visible as a whole-class collaboration are worth the time taken, and hiccups along the way, especially early in the year.

Our Presentation

To have the students practice the new chapter material on clothing and shopping preferences, I created a Google Slides template for a Fashion Show.

I set up a presentation for each class and shared it with the students. I provided instructions for what was expected for their slide, and reminded them to only work on their slide and respect the work of the other students.

For the fashion show, they were to choose a celebrity, find a picture and write a description in Spanish of the clothing that the person was wearing. They also had to write a few statements about where the clothing could be purchased as well as the cost for the items.

In doing this I thought it would be a great reference because the students could refer back to each slide, read the descriptions, and reinforce and review their content knowledge. Plus, depending on the types of clothing pictures the students chose, it could be a lot more fun–definitely more engaging and an interesting experience for all students than individual study.

This ‘real-world topic meets real-world technology meets whole-class collaboration’ ended up being a more authentic way to practice the content than even I had hoped, increasing the language and content retention for the students as well as teaching them new technology skills.

The students really liked seeing the Fashion Show displayed on the Smartboard, which was another opportunity to reinforce the vocabulary by asking students questions about each slide, reviewing the verb forms, and more.

For the most part, they did respect the work of their classmates. A few students enjoyed adding pictures of some celebrities onto the slides of their peers, which resulted in peers responding instantly and removing them–I didn’t even have to say anything!

A risk in giving open access to the editing of the presentation ended up being worth the risk taken, and was a way to teach lessons about digital citizenship as well.

Next Time

Always thinking of the next thing, I decided that perhaps another opportunity to work collaboratively would be to create a class review presentation for final exams. This might take more planning, but I think the long-term effect will be worth it.

This approach is a great way for the students to prepare for final exams and have a reference to review the material covered in the level 1 Spanish course. The idea is that each student will be assigned a slide and given a verb or grammar topic as well as some vocabulary to include.

For their slide, the goal is to teach a mini-lesson, provide references, include a video or link to a game and some sample sentences. Though I’m taking this approach to teach a foreign language, it could be used to teach, learn, or review almost anything, from math definitions and historical trends to literacy devices, phonics, word parts, and more.

I also hope that it will end up being a good way for students to have some personal instruction as well as a choice in what they are creating–and another opportunity for students to collaborate with their peers as the teacher shifts roles from leader to facilitator of learning.

PBLTT

Originally Published on Kidblog,

Getting ready for the start of a new school year – new students, new curriculum, and new tools – means teachers have a lot of preparation ahead of them. Whether new to Kidblog or a veteran classroom blogger, these tips will help you get the most out of your class blog this year.1) There is no better way to start the year than by way of introductions. Blogging can be a great way to get your students comfortable with you as their new teacher, as well as, their new classmates. In my classroom, I also use this time to cover expectations in the classroom. This is all done in a “Welcome back to school” blog post. Choose a fun theme for the class, add some links and include helpful information. Share information about you, including some fun facts, and encourage students to then respond to your post. You can begin to develop those vital relationships for your classroom.

2) Get parents connected. Make the decision to use blogs as a way to keep parents informed about what is going on in the classroom. Set a goal to write a blog post with a weekly update and share what is going on in the classroom, give highlights of upcoming events and activities the students will be participating in. Also, use the blog as a way to share student work with parents, which will really connect the home and the classroom, and involve all members of the learning community.

3) Involve students in planning for blog posts. Encourage students to come up with their own ideas or to work with peers to brainstorm some writing prompts to use throughout the year. Gather their ideas and then draw from their prompts. Involving students in the decision making process in the classroom helps to provide more authentic and meaningful learning experiences. It promotes student voice and choice in the classroom and helps students feel more valued and empowered. By actively engaging them in classroom decisions, students will feel more connected to the content and their peers.

4) Create a bridge between content areas by doing some cross-curricular blog posts. Find time to talk with and encourage other teachers who may not be using blogs, to work with you to create some cross-curricular opportunities. The blog can be a way for students to complete some writing assignments or projects for communicating their ideas and showing their learning. Students create their own personal space to share ideas and really have an opportunity to practice their skills for multiple content areas in a comfortable manner.

5) Try adding some other tech tools to app smash with Kidblog or use Kidblog as the means to share student work! Implementing other tools will help students develop their technology skills and digital literacy. For example, have students create a Buncee and write about what they’ve created, or, they may share it with a peer to create a story. These apps can be easily embed into Kidblog for their classmates to comment.

6) Have a routine for sharing student blog posts and set aside time in class for the students to work together to share their blogs, offer feedback and learn to reflect on their work. Making time for students to work with peers will build those positive classroom relationships and help students to become more confident in their learning. Their confidence will increase through the writing process and also by communicating and collaborating in the classroom.

7) Be sure to have resources available for students so they understand how to use the blog, how to write a post and to properly cite any images or other information they add to their posts. A great way to do this is by screen-casting a tutorial available to students, as well as, creating a “guide post” that gives students pointers on how to publish a post, the required format, and other information related to your expectations. By providing all the information in a place which is accessible, the process will be much easier for students throughout the year to have the support they need when they need it.

Published on Getting Smart, November 5, 2017

What image comes to mind when you think of classrooms today? Where is the teacher and where are the students? Who is leading the discussion and doing most of the talking and moving in the classroom? For many, the image that comes to mind is that of a room of students, lined up in rows, with their attention directed to the teacher at the front of the room or involved in some activity at their desks. In this scenario, students are passively learning. Their involvement in class, in some cases, has them seated for the entire class period, while the teacher does most of the talking and moving around the room.

In the past, this may represent the typical format of classroom instruction, however today, with a greater focus on flexible learning environments, and educators looking to promote student choice and voice, this image or perception of “what classrooms look like”, has changed and continues to evolve into a more active learning space, a place where students are empowered. A space in which students take a more active role, transform students from consumers to creators and the former teacher-centered classroom into a student-centered and student-driven space.

Because students have typically spent so much of their school day seated, taking information in and do not always have time to ask questions, interact with peers, or do more than consume, they may become more passive learners. I started to notice this in my own classes. There was a decrease in student engagement, and reflecting on my methods I realized that I was spending so much time talking, that it was me making the decisions and leading all of our activities. There were not many opportunities for the students to work with peers, to move around, to really take control of their learning.

In an effort to encourage students to become more active learners as well as to be more involved in the types of activities and instruction in the classroom, I started to implement some teaching strategies involving music and games. There are many benefits to getting students more actively involved in learning and this can be done quite simply through a variety of teaching strategies. It can be a challenge to change over from the traditional classroom lecture model, however, there are some easy ways to change to a more active, engaging space.

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How to design more active learning experiences:

1. Game-Based Learning (GBL): GBL is a great way to add fun into the classroom and help build student excitement for learning. The use of gaming offers different ways for students to practice and develop their skills in more active learning environments. Games encourage students to learn and master content by problem-solving, collaborating, creating and engaging in more authentic and meaningful learning. It is a way to promote independent learning as well as by offering students choices in games to play and the means to work toward individual goals.

2. Tech: Students can create a game as a way to help themselves and their peers practice concepts and gain mastery. It can be a game created using one of the many digital tools available like KahootQuizlet or Quizizz. Students enjoy the opportunity to create a game, which leads to a more authentic learning experience when students select the specific vocabulary they need to practice, thus leading to more personalized learning opportunities. Students add to their skills by choosing how to leverage technology for the purpose of more self-directed learning.

3. No-tech: Students are very creative and offering them a chance to design a game to practice new content can lead to better retention and increase motivation. To get started, a few examples that can be used are to create a chart which includes 4 or 5 different categories or topics related to the content and grade level being taught. After deciding on categories, perhaps select 5 or 6 letters of the alphabet, or use numbers, which students must use to come up with a word, topic or date, that relates to each category. For example, in teaching Spanish, selecting categories such as classroom objects, verbs, colors, family and then deciding on the starting letter, students can brainstorm words and review in unique ways. Students can then randomly be assigned to small groups and then share the words their group came up with. An activity like this will promote communication between peers and provide an opportunity for collaboration and some fun as well. It can also be a good way to have students review, be creative and brainstorm new ideas. This creates time for teachers to assess student needs and decide the next steps in the lesson.

4. Music: Music livens up the classroom and is useful for helping students retain their learning. There are many ways to include music in learning, one just as simple as playing music when students enter the room, or while they work in small groups, to add to the culture of the classroom. As instructional materials, one idea is to have students create rhymes or a song using a vocabulary list, names of famous people, state or world capitals, monuments or anything related to the content area. Students can work in pairs or a small group and create a song which can be used as a mnemonic device, to help them retain the information in a more meaningful way. Students can then present live in class or use a tool like Flipgrid or Recap to record and share with classmates. These student creations add to the authentic classroom resources and engage students more in learning.

In trying one or all of these activities, students have an opportunity to be more active in the classroom, work together, build relationships, collaborate and engage in more authentic learning experiences. Placing students in the lead provides the teacher with an opportunity to step aside and become a facilitator and use time in class as an opportunity to not only assess student learning but to interact more and provide feedback for students.

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There are many ways to build students skills in the classroom, and these are just a few of the ideas that we have been trying and they are a work in progress. Knowing that something works takes reflection and student input. With students creating more and working in small groups, I have more time to move around and work with every student and group and provide more individualized instruction.

Students are asking more questions like, “Can we…?, What if…?, Is it okay to…?” and adding their creativity into our activities. Students suggest improvements, “Maybe we could… It might be better if we and This has helped me to remember…can we keep doing these activities?” And my answer to all of these has been “Yes, I think we should try it. If it works, then great. And if not, we will try again!”

Students need to be moving in the classroom and have opportunities to learn in different formats using a variety of instructional strategies and tools, and it’s okay if they are not in the traditional format.

I have really enjoyed getting to know the creators of Quizizz and being able to try some of the new features and learn about how they got started with this great learning tool. I am impressed with their dedication to creating a learning tool that will engage students in learning and offer more ways for students to engage in more authentic experiences. There is more to come from them, stay tuned!

Quizizz has continued to improve and add new features over the past two years,  especially with the option to assign games for practice, which students can do wherever they are, at any time. There is so much discussion and debate about the value of homework, and the “value” in having students complete the exact same assignment. Quizizz offers a better way to engage students in more authentic practice and be able to receive feedback available instantly. It is of great benefit for students to then be able to review their responses after completing the game. Learning opportunities like this are much more authentic than having students complete a traditional worksheet.

Joining a game of Quizizz simply requires sharing a join code with students, whether it be during a live session or assigned as a practice game. Teachers can set up a practice game for students and extend the time period that the game is open, for up to 15 days, and if students start the game, they can resume at a later time by using the same login information.

In addition to these ways of sharing the game, I was absolutely thrilled to find that I can assign the games directly to my students through Edmodo which is our base for our class.  I had been sharing games by posting the join code on our class pages in Edmodo, and I had no idea that this option existed until I created the game for practice, and it showed up as an option. Let me just say that my students in the room wondered what happened because I jumped up and yelled “YES!”  I really was excited to see this available. 

How does it work? When assigning a game for practice, you now have the option for sharing to Edmodo. When this is done, it creates an assignment where you can choose which class to assign it to, and you can also provide additional instructions. Once completed,  it posts the game directly to Edmodo for students to access. This addition makes it a lot easier to share games rather than having to remember the join code or going back to search through the reports to find it. Quizizz also integrates with Google Classroom.

Earlier this fall, Quizizz also launched their app, ZipQuiz, full of games to challenge friends in different content areas. Read about it in my prior post here.

 

Stay tuned for some new things coming from Quizizz, not going to give any details yet, but let’s just say, they’ve got some really great updates and features coming out very soon. Stay tuned!!

 

These are just a few of the newer updates to some very popular digital tools. If you have not tried them, choose one and start there. See what your students think, and see how adding just one of these in can increase student engagement and provide more meaningful practice for students.

Next up, taking a lot at the AR and VR tools available! Metaverse, Merge VR, CoSpaces, ARKit

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Teacher to Teacher: Does technology in the classroom help? Ask the students.

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This post was written by Rachelle Dene Poth and Sean, a student in one of her Spanish classes. Rachelle teaches French, Spanish, and STEAM at Riverview Junior-Senior High School in Pennsylvania. 

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Quizlet Live: An instant hit in my classroom

The availability of technology, and especially of digital tools like Quizlet, have opened up tremendous possibilities for classrooms today. Because of the diverse tools available, teachers now have new ways to deliver content both in and out of the classroom, and students have more engaging and personalized ways to learn.

Quizlet is something I have used in my classroom for the past few years in many different ways. I have used it in class to play Quizlet Live, to give students time to use the activities to review while I work with them individually, and to play games like Gravity on the Smartboard. Toward the end of last school year, I was able to beta test Quizlet Live, their newest collaborative in-class game, with my Spanish II class. It was an instant hit. Once we figured out how to play the game (which was easy), it became a great way to practice the vocabulary and verbs. It also created more opportunities for students to work with and learn from their peers, and build those vital classroom relationships that form a positive classroom culture. (To learn more about how to play Quizlet Live, check out my previous post on this topic.)

How to know when the technology has a purpose: Ask the students

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Sean, an 11th grader in my Spanish courses, has been an advocate for the use of technology at school. He recently led a presentation for an edtech conference, TRETC (Three Rivers Education and Technology Conference) and chose to present on Quizlet Live. He explained the purpose of the game, highlighted how to play, and led a game with those present — many of whom were playing for the first time. Sean had great, first-hand information to share and, coming from a student, the benefit of using Quizlet Live in the classroom was clear to everyone.

In Sean’s own words

Quizlet has a purpose when it comes to studying or just having fun. For example, in my Spanish II class, we used Quizlet for studying outside of class or to create cards for homework, and then when we met again as a class, we would play Quizlet Live and it would be fun for everyone. It is a tool that can be used multiple ways for school and work. An example of using it outside of school is when we were coming home from the PAECT student technology showcase. We were bored during the bus ride, so Mrs. Poth asked us if we wanted to play and we said sure.

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At the time we didn’t know any topics that could be played on Quizlet Live except for school topics, but we were introduced to some of the other topics that could played. We struggled with some of the TV trivia, which dated back to the 1950s, but we worked as a team and won the game. This activity showed our group that there were a variety of things that could be done using Quizlet Live.

This school year, I have already created a Quizlet Live that my class has played and everyone loved it. I will continue to create more Quizlets to use and help out the class, and to also have a fun time at home. We will be presenting a session during our state technology conference, PETE&C, and in addition to the student showcase, we will take over a full session and teach teachers about these tools. The students will once again be the leaders and engage the attendees with Quizlet Live.

Buncee

There are a lot of great digital tools that promote student creativity and choice and give students an opportunity to learn about each other in the process. Two tools that have worked well together for this purpose are Buncee and Padlet. Using these together promotes student creativity, provides more authentic and meaningful ways for students to share backgrounds and introduce themselves to classmates. It builds digital citizenship and technology skills by teaching students how to interact in a virtual space. It promotes communication and collaboration through the sharing of projects and opens the ability to engage in conversation through the commenting feature on Padlet.

 

When students start the school year, learning about classroom procedures and becoming familiar with their peers are important activities. Teachers go about these procedures in different ways, some even choosing to dive right into the content material and to open up opportunities for these typical procedures on a daily basis. The past few years I have tried to get students to interact more at the start of the year, share who they are, their experiences, their interests and have them set some goals as well. I try to do so with variety of icebreakers or other activities like surveys or classroom games to get the conversations started. However, this year I plan to have students share their information by creating a visual representation. Students will be able to choose from the library of thousands of images, props, icons, animations and more in Buncee to tell their story. The requirement will be that they use very little in terms of text and rather choose the images, animations and even videos to tell their story. I also hope that it creates a way for students to share some learning goals they may have or things they wish their teacher knew.

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Before the advancements in technology and the increase in types and number of tools available, sharing these creations required either printing or sending through email or storing on a flash drive. But with collaborative tools such as Padlet, it has been very simple to not only share the information quickly but to embed a Buncee project right onto the Padlet so it is fully visible to everyone instantly. By doing this, students have gained new knowledge of technology, developed peer relationships, teachers learn about the students, the students will learn about each other, and it will start the conversations going. By using imagery rather than so many words, students will be able to see some commonalities in the classroom which will help to drive the development of a classroom culture.

Besides the learning potential in this, I think it is a lot of fun and highly engaging for students to create and to see what their classmates have created. I would not be setting a good example if I myself did not create a Buncee and add it into the group. Students need to learn about their teachers as much as the teachers need to learn about the students. I’ve heard the quote and read the quote of Teddy Roosevelt many times “Children do not care how much you know until they know how much you care.”  This couldn’t be truer, so we need to learn about our students and show that we care about them and their success.

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Combining Buncee and Padlet

Throughout this app smashing (when two tools are used in conjunction to create and present a product), students enhance their skills in many areas. In terms of the ISTE Student Standards, all seven are addressed in completing these activities. The main one addressed is 6, Creative Communicator. Students have a choice and their voice is represented in creating their Buncee. But in the process of creating, they become Global Collaborators because by posting it on Padlet, others can view their work and comment. They are Empowered Learners because they have choice and voice in their learning experiences. Computational Thinkers because they are deciding how to present the information in the Buncee, Innovative designers choosing from the thousands of features available in the library to put into their own creation. Digital Citizens because they are learning to respect others’ work and to publish and post responsibly. For some students, this will be the first time they are really interacting with digital tools and so it will be perhaps a big learning curve. However, everyone will be doing the same thing and there will be comfort in this which will help student confidence to increase. I promote student empowerment and it will be a good way to set up the classroom culture and to help students gain some new skills moving forward.

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New Buncee Boards! Announced today!

Today is an exciting day for Buncee and the many users of Buncee. The newest feature, Buncee boards, provide a great way to gather resources in one place, open up communication and collaboration, and share ideas with others in and out of the classroom. There are a lot of great ideas for using #BunceeBoards in the classroom, so be sure to check out this post: 10 ways to use Buncee Boards to see some of the ways Buncee Boards can be used in the classroom. There are a lof of great ways to use these in the classroom, and even better, students can have fun sharing, commenting and posting reactions to the boards.

There are many possibilities for using Buncee in the classroom and the nice thing about it, the best thing about it, is that it promotes choice and authentic creations for students and teachers and anyone. It is a skill that students can learn and can share with their families which will open up more learning opportunities beyond the school setting and move it into the community and beyond.

 

Don’t Let the Learning Stop: How to keep students engaged over extended breaks

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The “Slide”

Throughout the school year, extended breaks provide both teachers and students the opportunity to give their mind a chance to reboot. However, learning opportunities do not have to stop while we take a break from the classroom to devote time to family, friends, and relaxation. Without opportunities for active learning during these extended breaks, some loss of knowledge is inevitable.  Similar to what has been termed the “summer slide”, this phenomenon also occurs during shorter breaks throughout the course of the school year.

There are many opportunities available to avoid this “slide”; teachers can help students engage in learning in fun ways that do not feel like “learning” at all. For my students, this means  blogging. Thanks to the availability of technology and platforms like Kidblog, students can stay connected, while still working on building skills over the break.

From “assignment” to “activity”

So, what turns a blog post from “an assignment by the teacher” over break to a fun student activity? It’s all about the content. For example, students may be asked to write a blog surrounding their time over break. Perhaps they describe what activities they participated in; writing a review of a book or movie they experienced, sharing how they spent time with friends or family, or even posting a new recipe they learned over break. These open-ended prompts enable students to work on their writing and literacy skills in a low-key and fun way. Additionally, it gives teachers the chance to stay connected with their students and provide any necessary feedback.

For more reflection, students may be given prompts which ask them to take a look back at some of the work that they have done prior to the break. They can focus on a few specific skills they have gained as well as their strengths or weaknesses throughout the year. Using blogging as a journal, they may then write a personal blog to themselves addressing these areas.  The blog can be shared with the teacher as a reflection, to explain how they perceive their progress in class and offer some ideas for personal goals or describe areas where improvement can be made. This prompt can be a great way for students to prepare for the year ahead of them.

It’s about staying connected

Blogging enables the students and teachers to communicate through a comfortable medium. It gives students an opportunity to write, read, and practice any critical skills they have learned leading up to the break as well as some reflective writing.  Students are encouraged to be creative while they are engaged in the practice of reflection, setting them up for future growth and helping you as the teacher develop a better understanding of student needs.