tag:blogger.com,1999:blog-90523356081376256642024-03-22T00:56:45.290-04:00Blogging About The Web 2.0 Connected ClassroomA Blend Of Technology And EducationSteven W. Andersonhttp://www.blogger.com/profile/15094504771347267059noreply@blogger.comBlogger750125tag:blogger.com,1999:blog-9052335608137625664.post-68221398172346050762020-09-08T10:32:00.001-04:002020-09-08T10:32:32.236-04:00Formative Assessment During #RemoteLearning<p><i></i></p><div class="separator" style="clear: both; text-align: center;"><i><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiHD4I6dF5HZmWdFqTeB7u9aw0wJXtveRY6GifSYX5x2RtpYAcEbCigi7DJn7omzogSopkFwDpln4PrUA5jKiSsuWZSqeY5_3DfBZD92wz1-6MkQfIvuhzqgcEcaQ7SvEO5dIiQTtvYOiM/s1024/RemoteLearningFormativeAssessment.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="512" data-original-width="1024" height="250" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiHD4I6dF5HZmWdFqTeB7u9aw0wJXtveRY6GifSYX5x2RtpYAcEbCigi7DJn7omzogSopkFwDpln4PrUA5jKiSsuWZSqeY5_3DfBZD92wz1-6MkQfIvuhzqgcEcaQ7SvEO5dIiQTtvYOiM/w500-h250/RemoteLearningFormativeAssessment.png" width="500" /></a></i></div><i>In an ongoing effort to support Educators during the COVID-19 Pandemic <a href="https://shaelynnfarnsworth.com" target="_blank">Shaelynn Farnsworth</a> and I continue to look for ways to use research-based instruction during remote, hybrid or face-to-face instruction. This week we look at Formative Assessment, how it works and why it can be a powerful tool no matter what your teaching and learning looks like. </i><p></p><p>One of the challenges many educators face during learning is understanding where students are on their path to understanding and how teaching can adjust. Traditionally, teaching has been a one-way enterprise with the teacher dispelling knowledge for a period of time and then assessing what the students know either through a quiz or test. </p><p>Formative assessment changes all that by providing small opportunities throughout a lesson to gauge where students are in their learning and make those subtle adjustments in the moment. There is no doubt this is easier to do when in the classroom face-to-face. Body language can tell you a lot. But also the ability to quickly and easily change instruction is just easier to do when we are are all together. </p><p>However, now we are in the midists of a global pandemic that sees many students learning remotely and the passionate educators who teach them trying to ensure they are doing just that: learning. Formative assessment can be an incredibly powerful tool to use during this time and can become a foundation to change teaching and learning far beyond these unusual times. </p><p><b>What Is Formative Assessment-</b>There are many ways to describe formative assessment. Simply put, Formative Assessment is taking a pause in learning to ensure students are where they need to be for a particular lesson. The best formative assessments are subtle, giving teachers an overall picture of how students are learning and adapting to their immediate needs. Think of it as a GPS for the teacher—knowing where students are in their learning and where you should head in your teaching.</p><p>Formative Assessment could also look like “check-in” questions at the end of a lesson or class, offering valuable information on which direction to head next. Formative Assessments should not be graded assessments. At the end of the day, the goal is to get a pulse on what students know and how effectively the teacher is teaching the material.</p><p><b>But Why Formative Assessment-</b>From the ASCD Book <a href="http://www.ascd.org/publications/books/111005/chapters/Section-1@-What-Is-Formative-Assessment%C2%A2.aspx" target="_blank">Formative Assessment Strategies for Every Classroom: An ASCD Action Tool, 2nd Edition</a>, Susan Brookhart explains that:</p><p><i>Formative Assessment refers to the ongoing process students and teachers engage in when they:</i></p><p></p><ul style="text-align: left;"><li><i>Focus on learning goals.</i></li><li><i>Take stock of where current work is in relation to the goal.</i></li><li><i>Take action to move closer to the goal.</i></li></ul><p></p><p>Students and teachers who are engaged in the Formative Assessment process are constantly examining how teaching and learning work as one. If we look at <a href="https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/" target="_blank">Hattie’s Effect Size</a>, or practices that best move student learning forward, Providing Feedback, Providing Formative Evaluation, and Self-Questioning had anywhere from a 0.64 to 0.68 effect size. What do these results show us? These studies show us that students and teachers who engage in the Formative Assessment process learn and retain more information compared to take-home homework.</p><p><b>Low-Tech Formative Assessment, Remotely- </b>Technology can make the collection of data related to Formative Assessment easier, but it’s not necessary. Especially now that many students are learning from home, it may seem counterintuitive to not lean on technology but technology fatigue is a very real thing and we need to be aware of the low-fi ways to not only continue to engage students but also understand where they are in their learning.</p><p>We’ve seen a variety of different low-tech ways to gauge student understanding:</p><p style="text-align: left;"></p><ul style="text-align: left;"><li>Individual Student Check Ins-These can be great not only for formative assessment but also for the social-emotional wellbeing of students as well. </li><li>Breakout Rooms-Formative assessment can tell us a lot about what students understand the learning and which do. Now with breakout rooms in Zoom, Teams and Google Hangouts you can not only identify what students are in need but also provide more direct instruction to a smaller group. </li><li>Entry/Exit Tickets-Having a simple form that you can have students describe what they learned that day or what learning they are still having trouble with can be a valuable tool in remote learning. </li><ul><li>Entry Ticket Ideas</li><ul><li>Identify 3 points you remember from yesterday’s lesson</li><li>The thing that has interested me most about this topic so far is__</li><li>Right now I’m feeling __ about this lesson because I ___</li></ul></ul></ul><ul style="text-align: left;"><ul><li>Exit Ticket Ideas</li><ul><li>What 3 points are you taking away from today’s lesson?</li><li>What are 3 things you are still uncertain about?</li><li>What are you hoping to learn in our next lesson?</li></ul></ul></ul><p></p><p><b>Our Favorite Apps and Tools For Formative Assessment-</b>We’ve talked about how Formative Assessment can be done without tech. However, when we add that layer into our teaching and learning, we can do so much more. Now we can not only provide both synchronous and asynchronous types of formative assessment but we can look at mastery and data over time making it much easier to make those changes to instruction that may be needed. </p><p>There are many (free!) apps and tools out there that achieve this. These are just a few of our favorites:</p><p></p><ul style="text-align: left;"><li><a href="https://nearpod.com/" target="_blank">Nearpod</a>— Create lessons and sync them across devices in the classroom, with built in tools for questioning, drawing, audio and video responses.</li><li><a href="https://gosynth.com/" target="_blank">Synth</a>— One of our favorite tools built for Formative Assessment. Available on any device, students can record their thoughts and feelings on any given lesson. There’s also a questions tool where feedback can be posted.</li><li><a href="https://edpuzzle.com/" target="_blank">EdPuzzle</a>— Add an interactive layer to YouTube videos. Teachers can build in short questions at various points in the video to ensure students are getting what they need out of it. This is also great for data collection and seeing how students’ progress over time.</li><li><a href="https://flipgrid.com/" target="_blank">Flipgrid</a>— A very cool way to post video questions and gather responses. Videos can be shared so students can see where their peers are in their learning as well.</li><li><a href="https://padlet.com/" target="_blank">Padlet</a>—A virtual board for multimodal sticky notes. Great for tickets out the door or reflection activities.</li></ul><p></p><div class="ctc-tooltip"></div>Steven W. Andersonhttp://www.blogger.com/profile/15094504771347267059noreply@blogger.comtag:blogger.com,1999:blog-9052335608137625664.post-39633468684077178012020-08-18T12:33:00.000-04:002020-08-18T12:33:26.422-04:004 Focus Areas For Successful Remote Leading<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjuf4RfQWM505HN1akeKiSK8Hcz_D55yGCTza8UMOrGb2DuJvAH-YuVbbJOjfIdE8jd8Dee7nKtV0D1hq8CoZe0TAdEqc9Qxva9aoqHfBjACvXBoUGAuacLyDoYmN_TqjzhuamQv5CmId4/s1024/4+Focus+Areas+For+Successful+Remote+Learning+Leading.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="512" data-original-width="1024" height="205" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjuf4RfQWM505HN1akeKiSK8Hcz_D55yGCTza8UMOrGb2DuJvAH-YuVbbJOjfIdE8jd8Dee7nKtV0D1hq8CoZe0TAdEqc9Qxva9aoqHfBjACvXBoUGAuacLyDoYmN_TqjzhuamQv5CmId4/w410-h205/4+Focus+Areas+For+Successful+Remote+Learning+Leading.png" width="410" /></a></div>The whole reason we are even talking about remote learning is because science tells us the way we stay safe is to stay home. Some will disagree with that decision but ultimately it can (and will) save the lives of students and the passionate educators who have been working tirelessly to provide them an education in the middle of a pandemic. <p></p> <script async="" charset="utf-8" src="https://platform.twitter.com/widgets.js"></script><p></p><p>Sure the word of the year in education has been "remote learning." </p><p>But it's more than that. </p><p><b>It's really remote leading</b>. </p><p>Teachers are having to blaze new trails, figuring out how to teach in these remote circumstances. Principals, Curriculum Leaders, Superintendents, all leaders really, are attempting to do the same while keeping everyone safe and ensuring equity and access at the same time. </p><p>This is what leaders do. They are faced with what might seem like overwhelming circumstances that can not be overcome and yet somehow they find a way to be successful. </p><p>Here are 4 focus areas to ensure successful remote leading: </p><p><b><i>Focus on Empathy, Grace and Relationships</i></b>-The most important thing to do in times like these is focus on empathy, grace and relationships. Many of us are under great strain mentally and emotionally. Our parents and students are no different. I want my daughters to be back in the classroom with their teachers. I think many parents feel strongly about that as well. Equally so, I believe many teachers and leaders want to be back in their buildings. But the reality right now is that it's not safe for us to do so. So we play the hand we are dealt. </p><p>No one said remote learning or leading would be easy. If it was we'd be doing it, pandemic or not. Device access, internet connectivity issues, child care struggles, just generally staying healthy are all complications we have to handle with a tremendous amount of empathy, grace and understanding. </p><p><a href="http://blog.web20classroom.org/2020/03/buildingcommunity.html">Relationships</a> are the way we do this. These relationships with parents and students, other educators, leaders, community members can all be forged online. And the time we take at the beginning of the school year to focus on these vital relationships will help with empathy and grace as additional problems arise (because they will). And if we do get back in to school buildings that transition will be that much easier and quicker with the already established relationships in place. </p><p><b><i>Focus on Learning and Pedagogy</i></b>-Hopefully, the summer provided an, albeit brief, opportunity to catch our breath we can look forward to creating learning opportunities for students that focus on a new year of learning. Many educators and leaders have never had experience teaching or leading remotely let alone trying to plan and assess in this situation. The emergency learning done in the Spring was essentially building the airplane while trying to fly it. Now we have the chance to consider the types of learning opportunities we create for students and do it in a way that honors research, strong pedagogy and ways for students to "show what they know" in new and innovative ways.</p><p></p><ul style="text-align: left;"><li>Students don't need hours of face-to-face video instruction. The <a href="https://wakelet.com/wake/4dc5fdaf-0ddf-4020-83f0-f42450b5a38c" target="_blank">research is clear</a>, less is more. Expecting students to sit on video for hours will only cause fatigue and resentment to the learning process. Morning meetings, check-ins, and short videos are far more effective. </li><li>We want to change learning, now's the chance. For years we (myself included) have been calling for a focus on learning <a href="https://en.wikipedia.org/wiki/Soft_skills">soft skills</a>, rather than the rote memorization of facts and figures. Remote learning provides all sorts of opportunities to this and you <a href="http://blog.web20classroom.org/2020/04/remotelearningnoedtech.html">don't even need technology</a> to make it effective. </li><li><a href="http://blog.web20classroom.org/2017/09/everything-you-wanted-to-know-about.html">Formative Assessment</a> has always been important. Now it's essential. With students working remotely it will be vital that we understand where they are in their learning, the challenges they face and the gaps in our teaching. If we weren't doing formative assessment on a daily basis before, now is the time to change that. Using exit tickets, edtech or just a brief video chat can all be effective at ensuring students are progressing as we anticipate and how we can refine our teaching, even if its done remotely. </li></ul><p></p><p><b><i>Focus on Communication</i></b>-Another area that needs a great deal of attention and focus is communications. Remote learning is a complex and completely different situation than the majority of students and parents have dealt with before. Having clear and consistent lines of communication will be key to successful Remote Leading. </p><p></p><ul style="text-align: left;"><li><i>Pick A Platform And Stick With It</i>- Inform parents and students the methods you will be using to let everyone know what's going on. In the classroom it might be the LMS, email or another program. For the leadership team it might be the mass notifications product. Whatever it is, use it but don't change it unless you give plenty of warning and explanations as to why. </li><li><i>Consistency Is Key</i>-The worst mistake I've seen teachers and leaders make during these challenging times is thinking that "we've got nothing to say." Under communication is a fatal flaw in the overall building of positive relationships. Make these communications as consistent as possible. And even if there is nothing new to share, share something. Tips, tricks or maybe a meme can be a great way to keep everyone engaged. </li><li><i>Make It 2-Way</i>-Situations will arise and problems will happen that will need a conversation. Choose those methods that allow for 2-way conversations so that open lines of communications can be maintained. This will make lives easier for everyone. A free <a href="https://voice.google.com/">Google Voice</a> phone number is a great way to do this. You can give this to parents as an option to text or call and automatically forward the messages to wherever you like. And you can set up do not disturb hours as well. </li><li><i>Office Hours</i>-Both teachers and leadership teams need to set aside time to be available to answer questions, provide assistance or just to listen to students and parents. You don't have to provide time every day (unless you want to) but once a week for a hour or 2 can go a long way to building and maintaining positive relationships. </li></ul><p></p><p><b><i>Focus on Continuous Reflection</i></b>-One of the things we learned with the first round of remote learning and leading back in the spring was that there were many opportunities for improvement. It's not that any of it was a failure. Quite the contrary. Educators and leaders did the best they could with what they had. Now that we've had some time to think we can make improvements. However, this round in the Fall will still be filled with successes and failures we can build upon for both students and parents and teachers and leaders. </p><p>Focus efforts each day to reflect. Just as we would if we were face-to-face and not in the midst of a global pandemic we would meet with our PLC or grade level teams to discuss, digest and plan. And leaders would meet to do the same. And parents would attend conferences and we would all plan for improvement. </p><p>Remote learning and leading demands a greater emphasis on reflection. What's working? What's not? Where are we going? How are we preparing for situations unknown? Spending time reflecting, individually, as a group, with parents, students and other leaders will be critical to success. </p><div class="ctc-tooltip"></div>Steven W. Andersonhttp://www.blogger.com/profile/15094504771347267059noreply@blogger.comtag:blogger.com,1999:blog-9052335608137625664.post-6846387451395870632020-06-09T10:22:00.000-04:002020-06-09T10:22:59.234-04:003 Reflections and Considerations For Teaching and Learning In 2020<div dir="ltr" style="text-align: left;" trbidi="on">
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In March 2020 nearly the entire world’s education systems were thrown into the unknown when the COVID-19 Global Pandemic shuttered schools and teaching and learning moved to remote means. Still to this day in many parts of the world schools are shut down for the foreseeable future.<br />
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There is hope however.<br />
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In places like Canada, Denmark and Southeast Asia schools are opening back up and students heading back to the classroom. To call it a traditional space wouldn’t be accurate. Many new health and safety measures like physical distancing and mask are the order of the day.<br />
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What school will look like in locations around the US still remains to be seen. Some states are releasing guidance as to how to open safely while others aren’t taking any chances and will continue remote learning in the new school year.<br />
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There is much to reflect upon here at the end of School Year 2019-2020. And there is much to think about going into the Fall 2020. Here are 3 Reflections for the end of the school year and how we can take those as considerations into the next regardless if learning is face-to-face or remote or both.<br />
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3 Reflections and Considerations For Teaching and Learning In 2020<br />
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<b>Community</b><br />
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<ul style="text-align: left;">
<li>Reflection: <i>How was my classroom community prepared when the move to remote learning was done? How did I maintain a sense of community when we were forced to be separated? What did I learn? </i></li>
<li>Consideration: <i>How will what I learned in remote learning help me to build better communities and relationships both with my students and among my students? How does the current climate of social action shining a spotlight on social justice play a role in my community next year? </i></li>
</ul>
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As we look at all that we accomplished this year and begin to think about next it’s important to consider the communities we build in our classrooms. Many educators I’ve spoken to said the number one thing that helped them transition to remote learning wasn’t devices or apps. It was the fact they had strong relationships and communities already in place. There was already a sense that everyone could do this together.<br />
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Moving forward, it will be even more important to build these communities and connections not only among the students we teach but with the wider community as well. Students and teachers alike are hurting right now. And we can’t shy away from the injustices that plague our communities and school systems. Kids need spaces to talk about these events, their experiences and know that the adults in their lives will fight for them.<br />
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What kind of community will you create?<br />
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<b>Social-Emotional and Mental Health</b><br />
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<ul style="text-align: left;">
<li>Reflection: <i>The pandemic has caused much of the education system to finally consider the emotional, social and mental health of students. What did you do? What steps did you take to ensure students and parents were ok in forced isolation? How did you take care of your own self during this time?</i></li>
<li>Consideration: <i>Building off the need to create communities, how can you make classrooms safe places for students? What awareness can you raise with staff members and administration to focus on the mental well-being of all students and parents? How will you make time to ensure each student is well both emotionally and mentally but also make time for yourself? </i></li>
</ul>
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Let’s be honest. Quarantine isn’t fun. We might think that being at home for an extended period of time is like a vacation but after a few days it’s definitely not. And this upheaval in our lives and the lives of our students and parents put a great deal of stress on all of us. I saw it in my own daughters everyday. All they wanted to do was see their friends. They wanted a sense of normalcy. I am one of the lucky ones. Both my daughters' teachers put learning aside at the beginning and for 2 weeks at the start just called every day to talk to them. 30 mins to an hour in some cases. Just to see how they were doing. I got calls too from the school. Asking how I was holding up. It made the isolation feel less isolating.<br />
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This focus on social-emotional and mental well-being is a cornerstone of educating the Whole Child. An exclusive focus on content and standards only builds compliant, non-thinking adults. Social-Emotional and Mental wellbeing can go hand-in-hand with content. It’s not just important for our students but for our parents and ourselves as well. Regardless of what school looks like a near constant consideration of the social-emotional development and mental wellbeing of students, staff, parents, community members and ourselves is a must!<br />
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How will you keep your students, parents and yourself emotionally and mentally well?<br />
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<b>Teaching and Learning</b><br />
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<ul style="text-align: left;">
<li>Reflection: <i>While we may have been somewhat unprepared for the sudden move to remote learning we did our best to ensure students were learning. How did you know students were learning? What strategies did you use that worked well? What didn’t work so well? Are students prepared for next school year? </i></li>
<li>Consideration: <i>Learning in Fall 2020 will be different from the beginning of every other school year because of how the last one completed. How will you determine where students are? What methods will you use to meet the needs of each student regardless of where school is or what it looks like? </i></li>
</ul>
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2020 might go down as the year that teaching and learning changed at a fundamental level. Or it might not. That choice is up to us. Teaching remotely is vastly different from teaching in a traditional classroom. While they had good intentions many teachers and leaders made poor choices when it came to moving to remote learning in attempting to replicate the classroom in a virtual space. Requiring face-to-face video meetings every day or requiring teachers to be online for the same amount of time they would be at school each day. Again, good intentions, poor execution.<br />
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We are at a crossroads in education when it comes to teaching and learning. We can keep going down the traditional path, one that has served inequality and injustices since schooling began. Or we can chart a new course. One that puts students in the driver seat and allows them time and space to empathize, create authentically, and uses these pervasive technologies for good rather than regurgitation. One where differentiation is the norm. One where students have the flexibility to explore their world, examine the topics that are meaningful to them. One where teaching and learning finally looks like it should in the 21st century.<br />
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How will teaching and learning be different for you next year?<br />
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Steven W. Andersonhttp://www.blogger.com/profile/15094504771347267059noreply@blogger.comtag:blogger.com,1999:blog-9052335608137625664.post-45361174302223741472020-05-18T12:02:00.000-04:002020-05-18T12:02:32.653-04:005 End of the Year #RemoteLearning Celebration Ideas<div dir="ltr" style="text-align: left;" trbidi="on">
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This school year has been anything but normal.<br />
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Many educators have settled into a grove of creating the best learning experiences they can for their students while still providing some meaning during distance learning. But as the days turn longer and the weather turns warmer, it’s time to begin thinking about how to celebrate all that has been accomplished.<br />
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It might not seem like there is much to celebrate but there truly is. You and your students survived. You made it through what can only be described as the most challenging school year in decades. And while there were bumps in the road and challenges to overcome you did just that.<br />
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When schools met in person, the end of the year was filled with many activities to celebrate the accomplishments of our students. Any while we are at a distance there are still ways that we can celebrate and reflect, it might just look a little different.<br />
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Here are 5 ways to celebrate the end of the Distance Learning School Year.<br />
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<b>Write A Letter To Your Future Self</b>-While many have been sharing what life in lockdown and quarantine has been like through the use of social media, once we are a year or more down the road it can be hard to remember exactly what all this was like. Writing a letter to your future self can be a great way to capture what is happening right now and revisiting it later. (It’s also a great way to work on literacy and grammar skills too for our littlest learners.)<br />
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<a href="http://futureme.org/">Futureme.org</a> is a great and easy to use site that allows you to do just this and it doesn’t require a log in. Simply head over to the page and start writing. Then you tell it when you want the letter to return to you; 1 year, 3 years, or 5 years, or even a specific date. Drop in an email address. (If the kids don’t have one they could use their parents) and you’re done. It’s free to use, however there are paid plans for educators that give you a few more options and it’s only $20 bucks a year.<br />
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Want a no tech option? Pen and paper are still the way to go after all these centuries. Have the students write the letter and mail them to the school. Once you are back, stash them a way and send them next year. Or the students themselves could write them and hide them and leave a reminder on the fridge to check that special spot on a date of their choosing.<br />
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<b>Virtual Class Parties</b>-A lot of students and teachers have added video meetings to their daily routines. These can be a great way to connect with everyone if even only briefly. As the end of the year approaches, consider using the video for more than just teaching and learning.<br />
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Give everyone the opportunity to share. These are just ideas:<br />
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<ul style="text-align: left;">
<li>Sibling</li>
<li>Pet</li>
<li>Favorite Book</li>
<li>Favorite Toy</li>
<li>Something They Are Proud Of</li>
</ul>
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<b>Virtual Class Games</b>-Believe it or not you can play games over video. My friend <a href="http://thenerdyteacher.com/" target="_blank">Nick</a> has been doing virtual game days for his friends and families children for a few weeks now and it’s a blast! Make a theme. Questions all about disney, kid movies, sports, whatever it is. Then put those questions in a <a href="http://quizizz.com/" target="_blank">Quizizz</a>. Then get everyone together and play!<br />
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<b>Scavenger Hunt</b>-It might seem like a scavenger hunt can’t be done on video but guess what? It can! I got this idea from the <a href="https://youtu.be/CE3OutlMcfM" target="_blank">Bon Appetit YouTube Channel</a>. All their chefs are cooking from home and they went head to head to find weird and wacky items and ingredients in their kitchens.<br />
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Create a list ahead of time of some off the wall things you want the kids to find. (You don’t have to make it a race, although for older kids that could be fun to watch!)<br />
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<li>A CD, the older the better. Or a record (Do kids know what those are?)</li>
<li>The oldest thing in their home</li>
<li>Something you haven’t used in a year</li>
<li>Create a wacky outfit</li>
</ul>
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<b>End of Year Video</b>-A video compilation is another creative way to end the school year. You could use Flipgrid and give each student an opportunity to record a brief video on their thoughts and feelings about this school and share what they learned or what they hope for the future. I like Flipgrid for this because kids can choose if they want to use video or just audio.<br />
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You could also get parents involved. Send them a list of questions and have them briefly interview their student but secretly. Then share them with everyone.<br />
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No video? No problem. Use pictures. <a href="http://animoto.com/" target="_blank">Animoto</a> is great for this! Upload your photos, choose your transitions and sound track and you’ve got a professional video to share privately with just families or publicly on social media.<br />
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Steven W. Andersonhttp://www.blogger.com/profile/15094504771347267059noreply@blogger.comtag:blogger.com,1999:blog-9052335608137625664.post-85293542438836365352020-04-20T11:31:00.001-04:002020-04-20T12:20:02.666-04:0010 #RemoteLearning Ideas...No #Edtech Required<div dir="ltr" style="text-align: left;" trbidi="on">
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Remote Learning...<br />
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What the we as the the collective group of educators need to realize is that no matter how well we plan lessons and learning in virtual environments it just won't be enough for our most vulnerable learners. Nor will it meet the differentiated needs of our students with special needs.<br />
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Instead of focusing on the Edtech tools and ways to keep learning going (which is a valiant effort) let's instead look at the (perhaps more important) non-edtech ways to encourage learning and creativity during these times of isolation.<br />
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Here are 10 Remote Learning Ideas that require no technology. A few you might need to download instructions or a worksheet. But the vast majority only things you already have around your home, some space to move and time.<br />
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<b><i>10 Remote Learning Ideas, No Edtech Required</i></b><br />
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<b>Read-</b> Reading is foundational to all learning. At the top of any learning list should be taking time to read. Adults and kids should be reading daily. 15-30 mins is all you need to keep your brain flexible and moving. And it's a great family activity. It can be challenging if you don't have any books at home. See if your kids school is letting you check any out or look up where a <a href="https://littlefreelibrary.org/ourmap/" target="_blank">Little Free Library</a> is closest to you.<br />
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<b>Writing and Reflection-</b> Writing is reading too. Keeping a journal of what is happening every day during these times will be a fascinating way to look back upon. Sure, you might be sharing on social media every day but social media comes and goes. Paper will stick around for a long while after they are gone. Writing, like reading keeps the mind malleable. So keep a journal, record your thoughts, or even just write a story.<br />
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<b>Living History Project</b>- For many kids they may not realize they are living in a historic moment that is unfolding before their eyes. A great thing for kids to do that requires zero technology is to interview themselves and their family members in their home about what is happening. If possible you could take this a step further and interview family members in another location over the phone. This could be part of a larger project where kids interview family members about other times in their history and compare what it was like then to now. The Living History Project is a way for kids to understand where their family has been and make a deeper connection to those stories that might be lost forever if we don't capture them. If you need ideas <a href="https://storycorps.org/participate/" target="_blank">StoryCorp</a> can help.<br />
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<b>Learn an Offline Skill-</b> During this period of physical distancing I have been occupying my time learning to be a better cook. (<a href="https://www.youtube.com/bonappetit" target="_blank">Thanks BA!</a>) It was always something I wanted to do with my daughters but never had the time because of my traveling. Now is the perfect time to learn a new skill you always wanted.<br />
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<b>Learn To Code...Yep, Code</b>- Coding involves a great deal of mathematics, logical and algorithmic thinking. And you might think coding is an exclusively online activity. However, it doesn't have to be. Code.org has an awesome collection of <a href="https://code.org/curriculum/unplugged" target="_blank">coding fundamentals</a> that require no technology. (It does require internet access to get to the lessons, however). The basics learned, while fundamental to coding and can be used far beyond it.<br />
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<b>Explore Nature-</b> Being stuck inside can be a drag. (It is a good idea thought. We all need to stay healthy!) In the northern hemisphere we are undergoing a change into spring. And with it brings a whole host of changes. Get out in the backyard, front yard or where ever close to home to see what is changing. Record how many insects you find. Chart the growth of plants each day to see which ones grow the fastest. If you have a camera, take pictures of all the birds you see. Get out and explore nature around you!<br />
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<b>Practice Mindfulness- </b>It's important during these times when schools are closed and physical distancing is the norm that we keep mental health top of mind. Kids can feel the stress of the adults in their lives. Mindfulness can be a way to relieve some of that stress while building mental toughness. There are loads of apps that teach guided meditation but you don't really need any of those. Sitting quietly and comfortably for 10, even 5 mins a day while focusing on deep, rhythmic breathing can help bring focus to the mind while providing a center for the rest of the day.<br />
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<b>Become A Maker- </b>We traditionally think of makerspaces as places filled with lathes and 3D printers. Being a maker is exploring the edges of your creativity. But you don't need any fancy equipment to make. Have some LEGOs? The <a href="https://ideas.lego.com/" target="_blank">LEGO IDEAs</a> page has 1000's of community submitted projects. Have an old appliance just collecting dust? Take it apart and see if you can put it back together or make it into something new. Even using paper and a pair of scissors. See if you can cut a piece of paper to make a hole big enough you can walk through. Being a maker isn't about the space. It's about the problems you try to solve.<br />
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<b>Exercise-</b> Not only do we have to keep our mental health in check, our bodies need attention too. You don't need a home gym or any equipment to get into an exercise routine you can stick too. Jog in place, sit ups, push ups, stretch, Yoga, there are lots of ways to get your heart pumping. And you can incorporate math too by charting your progress over time. Challenge yourself to do more than you did the day before.<br />
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<b>Become A Scientist- </b>As a former science teacher I have been filling my daughters' time with lots of science activities we can do a home. All of the things we have been doing (that you can do as well) don't require any skills or knowledge of science and all you need are things you probably have in your cabinets. Kids can work on their predicting and observation skills while completing many of these activities. <a href="https://mommypoppins.com/kids/50-easy-science-experiments-for-kids-fun-educational-activities-using-household-stuff" target="_blank">This website</a> is one I use a lot and has loads of ideas. None require any technology!</div>
Steven W. Andersonhttp://www.blogger.com/profile/15094504771347267059noreply@blogger.comtag:blogger.com,1999:blog-9052335608137625664.post-64248299597474435452020-04-13T11:30:00.001-04:002020-04-13T11:30:45.748-04:004 Considerations For #RemoteLearning<div dir="ltr" style="text-align: left;" trbidi="on">
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Odds are your students (and if you are like me, your own children) are learning at home currently due to the outbreak of COVID-19 across the globe. Every state in the U.S. and countless other countries have closed schools to help flatten the curve of infection.<br />
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According to <a href="https://www.edweek.org/ew/section/multimedia/map-coronavirus-and-school-closures.html" target="_blank">Education Week</a>:<br />
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<i>21 states and 3 U.S. territories have ordered or recommended school building closures for the rest of the academic year. </i><i>School closures due to coronavirus have impacted at least 124,000 U.S. public and private schools and affected at least 55.1 million students. </i><i>There are at least 98,000 public schools and at least 34,000 private schools in the U.S., according to the National Center for Education Statistics. Those schools educate almost 50.8 million public school students and 5.8 million private school students.</i><br />
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These closures have put enormous pressure on leaders, educators, students and parents to take the traditional academic year and attempt to finish completely remotely, in many cases online.<br />
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In this rush to get devices to students, curriculums digitized and schedules adjusted there are wildly different practices in place for remote learning along with a plethora of ideas (good and not so good) circulating on social media.<br />
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Recently I spent looking at tweets, reading Facebook posts and blog posts and came to the conclusion that there is a great deal out there that tells educators what not to do. But very little in what to do that is based in sound pedagogy and decisions that serve the best interests of kids and teachers alike.<br />
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Take a breath. Everyone. Educators. Leaders. Teachers. Students. Parents. We all just need to remember this is new for all of us. This amount of remote learning hasn't been tried on this scale at all, perhaps ever. So many are doing the best can with what they have. There is no one singular way to ensure that kids are learning (sustainably) in a remote learning environment. Much of the research has been done at the HigherEd level and while comparisons can be made, there aren't a set of standards or rules that can guide K12 effectively.<br />
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That said there are some considerations that need to be made in these Remote Learning circumstances.<br />
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Here are 4 Considerations For Remote Learning<br />
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<b>1) Keep The Focus On Equity</b>-Many schools, including my own kids, rushed to get devices and hotspots into the hands of students as soon as they could because the plan is to use digital tools, online resources and LMS' to keep the learning going. While this is a valiant effort, the reality is that in many places this isn't possible. The move to remote learning has not erased decades of inequality issues that plague much of the U.S.<br />
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The first thing to recognize is that each one of us is living out this pandemic differently. Some are struggling with the disease itself while others are coping with unemployment, empty shelves of food or a lack of child care. The last thing we need to do is rush to replicate the school day online and punish students who can not meet there.<br />
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It's time to be creative with how student and parents are going to navigate this new reality of remote learning. It doesn't mean give up. It doesn't mean to pile on either. It means to be selective in the policies that are put in place and always keep equity at the top of the list.<br />
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<b>2) Remote Learning Doesn't Equal Online Learning</b>-With this push to try and "level the playing field" much of the content delivered today is being put online, or technology is being used to ease the burden of trying to create virtual or remote learning lessons. What is playing out in many parts of the U.S. is a an attempt to replicate the school day online.<br />
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Imagine sitting in a 6 hour virtual meeting with colleagues. (Just the thought gives me anxiety.) This is what is happening to some students. We have to be selective in the the learning that we give to students more than ever before. And the learning doesn't have to be all digitally based. Kids now have a great deal more time to explore their world. PBL and Design Thinking activities require very little, if any technology and can help students dig deeper into concepts than completing a digitized worksheet ever would.<br />
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<b>3) Flexibility-</b>With schedules thrown into chaos, and our understanding that we are all living this pandemic differently, flexibility needs to be the name of this game. As we've said before nothing is standard about this remote learning. With many parents working from home, and some households with more than one child and not enough technology to go around we have to be flexible in how remote learning takes place.<br />
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While attempts should be made to get students together for brief (no more than 15 minutes just to do check ins, not actual teaching) we have to realize some will be able to make it an others won't. This extends to the work that students do as well. Work can be assigned at the beginning of the week and due at the end of the week or the beginning of the next. The expectation that this non-traditional learning will suddenly make expectations realistic is ludicrous. Maintain flexibility in what students do and learn and educators themselves need to be flexible to adapt and change.<br />
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<b>4) Remote Learning Doesn't Mean Staying At A Distance-</b>If I never hear the term "social distancing" again it won't be too soon. In many places there are rules and regulations about how far people need to stay away from each other so we all don't spread the disease. It should be called physical distancing because we still need to remain social, and that goes for learning too.<br />
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There are so many tools that educators and kids can use to stay in touch. I laid out in <a href="http://blog.web20classroom.org/2020/04/communicationsremotelearning.html" target="_blank">previous post </a>about how to communicate and stay in touch during remote learning. The takeaway is, if you can do face-to-face time, do it. But don't use all of it for direct instruction. Use it for personal check ins and staying positive. If you can't do face-to-face time, use the phone, email, any other way and reach out and stay connected to students and other colleagues as well. </div>
Steven W. Andersonhttp://www.blogger.com/profile/15094504771347267059noreply@blogger.comtag:blogger.com,1999:blog-9052335608137625664.post-44650941595658028692020-04-06T10:17:00.002-04:002020-04-06T10:17:13.283-04:004 Communication Tips For #RemoteLearning Educators<div dir="ltr" style="text-align: left;" trbidi="on">
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<i style="background-color: white; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 14.3px;">This is the third in a series of posts I am doing while many of us are facing an unprecedented time of isolation. The first was about <a href="http://blog.web20classroom.org/2020/03/covid19anxiety.html" style="color: #0b5394; text-decoration-line: none;" target="_blank">reducing stress and anxiety</a> and the second about <a href="http://blog.web20classroom.org/2020/03/buildingcommunity.html" target="_blank">building community, even at a distance</a>. If you have an idea for something you want me to talk about, academic or not, let me know on Twitter, <a href="http://twitter.com/web20classroom" style="color: #0b5394; text-decoration-line: none;" target="_blank">@web20classroom</a>. </i><br />
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<span style="font-family: Georgia, Utopia, Palatino Linotype, Palatino, serif;"><span style="background-color: white; font-size: 14.3px;">This is an incredibly difficult time. Most educators are being thrust into the world of remote teaching with little to no preparation or guidance. All are doing the best they can navigating these waters and attempting to provide learning in a meaningful and effective way. </span></span><br />
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<span style="font-family: Georgia, Utopia, Palatino Linotype, Palatino, serif;"><span style="background-color: white; font-size: 14.3px;">It doesn't mean there isn't room for improvement. </span></span><br />
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<span style="font-family: Georgia, Utopia, Palatino Linotype, Palatino, serif;"><span style="background-color: white; font-size: 14.3px;">With many educators teaching remotely it can be a challenge to keep lines of communication open with students and parents. While digital tools have brought us closer together than in any age in history this time can still feel isolating and communications disjointed and random because we simply do not know how to do well. </span></span><br />
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<span style="font-family: Georgia, Utopia, Palatino Linotype, Palatino, serif;"><span style="background-color: white; font-size: 14.3px;">The parents I talk to (myself included) are extremely frustrated at the nature of communication during this crisis. Some educators and districts are doing an exemplary job (and they should be applauded). However, many parents believe communication is haphazard at best and it leaves them confused and frustrated. </span></span><br />
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<span style="font-family: Georgia, Utopia, Palatino Linotype, Palatino, serif;"><span style="background-color: white; font-size: 14.3px;">Here are 4 easy things for Educators and Leaders to remember when communicating in this age of Remote Learning. </span></span><br />
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<span style="font-family: Georgia, Utopia, Palatino Linotype, Palatino, serif;"><span style="background-color: white;"><span style="font-size: 14.3px;"><b><i>Pick A Channel And Use It</i></b>-We have lots of technology at our disposal. From simple emails and LMS notifications to phone calls and video chats there are a plethora of channels to use to communicate with students. It's important that the messages get to the most recipients in the fastest way possible. Even when we were in the classroom it was a challenge for parents and students to know where information was coming from because it was coming from so many places. Now that we are in this unique situation of forced remote learning it's important that the communications coming from the teacher, school and district are in expected places. </span></span></span><br />
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<span style="font-family: Georgia, Utopia, Palatino Linotype, Palatino, serif;"><span style="background-color: white;"><span style="font-size: 14.3px;">Teachers need to be on the same page when it comes to communications. This is where Leadership really need to take charge. School Administrators need to pick a channel (email, social media, etc) and decide that is what everyone is going to do. Because of the nature of the work that is happening it may mean that a multichannel approach is used (such as an email and social media post like my daughters first grade teacher is doing), however it doesn't mean that the messaging has to be in one place for one teacher and another for others. In my own situation my daughters have to check no less that 5 places for all the information and in the end, something will be missed. </span></span></span><br />
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<span style="font-family: Georgia, Utopia, Palatino Linotype, Palatino, serif;"><span style="background-color: white;"><span style="font-size: 14.3px;"><b><i>Clear and Consistent Messaging</i></b>-Piggybacking off a single-channel approach it's important to have clear and consistent messaging. When no one is on the same page, messages are coming in using a variety of methods and those messages contradict each other it only frustrates students and parents. Educators and leaders have to ensure that the messages they are sending work together with each other. </span></span></span><br />
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<span style="font-family: Georgia, Utopia, Palatino Linotype, Palatino, serif;"><span style="background-color: white;"><span style="font-size: 14.3px;">One example I've had direct experience with is a colleague explained to me their grade levels and departments have set up a group chat and shared document to share what they are having their students do each week. They also have invited their elective teachers to be apart of the planning. These virtual PLC meetings are open ended but it allows them to all be on the same page with what they are telling their parents and students and the messages that ultimately go out are clear with expectations and everyone knows when to expect them. </span></span></span><br />
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<span style="font-family: Georgia, Utopia, Palatino Linotype, Palatino, serif;"><span style="background-color: white;"><span style="font-size: 14.3px;"><b><i>Regular Cadence</i></b>-Not only is the channel and the clarity of the messaging important, the cadence is as well. The greatest pain point for parents and students with communications is the inconsistency in when communications should be expected. The longer the wait, the more information has to be packed in and it's easy to miss something. Sending a daily or weekly note can be a great way to not only stay in touch but remind everyone what's happening or what's expected. </span></span></span><br />
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<span style="font-family: Georgia, Utopia, Palatino Linotype, Palatino, serif;"><span style="background-color: white; font-size: 14.3px;">Even if there is nothing new, these notes can serve as a reminder that while the situation isn't normal, we are all still connected an in this together. They can be little opportunities to continue to build community. </span></span><br />
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<span style="font-family: Georgia, Utopia, Palatino Linotype, Palatino, serif;"><span style="background-color: white; font-size: 14.3px;"><i style="font-weight: bold;">Set Aside Time For Non-Learning Communications-</i>If there is one thing I have been saying from the start of all this forced remote teaching is has been we have to put mental health first. Being in forced isolation when each student's (and teacher's) world has been turned upside down can be very hard on our mental stability. That is why it's important to set aside times for non-learning and non-administrative communications. </span></span><br />
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<span style="font-family: Georgia, Utopia, Palatino Linotype, Palatino, serif;"><span style="background-color: white;"><span style="font-size: 14.3px;">As I laid out in my </span><a href="http://blog.web20classroom.org/2020/03/buildingcommunity.html" style="font-size: 14.3px;" target="_blank">Building Community Even At A Distance</a><span style="font-size: 14.3px;"> post, not everything we do during this time can or should be "business as normal" because it isn't. Kids and adults alike need chances to laugh and talk and share together. Try to set aside time, on video if you can, to get everyone together just to share and reflect together. Tell stories, make jokes, but no work talk. No expectations for topics, no forced requirements to even be there. Just open office hours for sharing. </span></span></span><br />
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Steven W. Andersonhttp://www.blogger.com/profile/15094504771347267059noreply@blogger.comtag:blogger.com,1999:blog-9052335608137625664.post-70667335068849489092020-03-23T12:36:00.001-04:002020-04-06T08:54:41.058-04:006 Ways To Build Community...Even From A Distance<div dir="ltr" style="text-align: left;" trbidi="on">
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<i style="background-color: white; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 14.3px;">This is the second in a series of videos I want to do while many of us are facing an unprecedented time of isolation. The first was about <a href="http://blog.web20classroom.org/2020/03/covid19anxiety.html" target="_blank">reducing stress and anxiety</a>. If you have an idea for something you want me to talk about, academic or not, let me know on Twitter, <a href="http://twitter.com/web20classroom" style="color: #0b5394; text-decoration-line: none;" target="_blank">@web20classroom</a>. </i><br />
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<span style="font-family: "georgia" , "utopia" , "palatino linotype" , "palatino" , serif;"><span style="background-color: white; font-size: 14.3px;">Millions of students and teachers find themselves thrust into a world of unknowns. Just a few short weeks ago kids were waking up and heading to their classroom to learn and grow in a community of learners. Now many of them are isolated at home, far from their classmates and their teacher. </span></span><br />
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<span style="font-family: "georgia" , "utopia" , "palatino linotype" , "palatino" , serif;"><span style="background-color: white; font-size: 14.3px;">Building community is an important aspect of school culture not just now but overall. And while we may be behind computer screens trying to navigate this new world of distance and virtual learning, there are still things we can do to help kids feel a part of classroom and school community. </span></span><br />
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<span style="font-family: "georgia" , "utopia" , "palatino linotype" , "palatino" , serif;"><span style="background-color: white; font-size: 14.3px;">And now it's more important than ever. </span></span><br />
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<span style="font-family: "georgia" , "utopia" , "palatino linotype" , "palatino" , serif;"><span style="background-color: white; font-size: 14.3px;"><u>More Ideas To Build Community Even From A Distance</u></span></span><br />
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<span style="font-family: "georgia" , "utopia" , "palatino linotype" , "palatino" , serif;"><span style="background-color: white; font-size: 14.3px;"><b>Weekly School Email Blasts from the Principal and/or Teacher:</b> This helps keep everyone in the loop and informed. This can be just for parents and students and another for just staff as well. Even better, record a video and post it to a school Facebook page or Twitter account.</span></span><br />
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<span style="font-family: "georgia" , "utopia" , "palatino linotype" , "palatino" , serif;"><span style="background-color: white; font-size: 14.3px;"><b>Reflect and Share Together:</b> Especially now we might just need to talk it out. Provide a space for kids (and adults) to share their thoughts and feelings. And it doesn't have to be about the current situation. It can be about anything. Something new learned, a new app or website, or what the dog did that day. These conversations can be text based or through asynchronous video or live. Whatever way you do it provide a platform and set aside time to just reflect. </span></span><br />
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<span style="font-family: "georgia" , "utopia" , "palatino linotype" , "palatino" , serif;"><span style="background-color: white; font-size: 14.3px;"><b>School-Wide Virtual Meetings:</b> These can be done once a week and don't have to last long. And remember you can do them a few times that day to meet everyone's schedule or record them to post later. </span></span><br />
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<span style="font-family: "georgia" , "utopia" , "palatino linotype" , "palatino" , serif;"><span style="background-color: white; font-size: 14.3px;"><b>PLC Meetings: </b>Yes, PLC Meetings. Teachers need the chance to check in with each other. Set aside time to meet and plan, virtually or over the phone. And don't spend all the time talking about the pains of this new reality. Talk about how you are surviving and the fun things you are doing as well. </span></span><br />
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<span style="font-family: "georgia" , "utopia" , "palatino linotype" , "palatino" , serif;"><span style="background-color: white; font-size: 14.3px;"><b>Celebrations:</b> Just because many, many of us are stuck at home or in isolation, doesn't mean that life doesn't carry on. Make celebrations even more important now. Birthdays, especially with kids can be celebrated by having everyone record a video message on a Flipgrid or posted to the Google Classroom group. Staff too could do this for each other. </span></span><br />
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<span style="font-family: "georgia" , "utopia" , "palatino linotype" , "palatino" , serif;"><span style="background-color: white; font-size: 14.3px;">There are loads more ideas in the video, but what ideas do you have? How are you building community from a distance? </span></span><br />
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Steven W. Andersonhttp://www.blogger.com/profile/15094504771347267059noreply@blogger.comtag:blogger.com,1999:blog-9052335608137625664.post-65366173192638851382020-03-18T09:52:00.002-04:002020-04-02T10:22:06.702-04:006 Tips For Beating Stress During #Covid19<div dir="ltr" style="text-align: left;" trbidi="on">
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<i>This is the first in a series of videos I want to do while many of us are facing an unprecedented time of isolation. If you have an idea for something you want me to talk about, academic or not, let me know on Twitter, <a href="http://twitter.com/web20classroom" target="_blank">@web20classroom</a>. </i><br />
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Over the last the several days many adults and kids have had their world turned upside down with the closure of school and recommended social distancing to stop the spread of the Covid-19 virus. For myself, in just a matter of 3 days I went from a calendar full of travel and events to isolation in my home. Even my own daughters had school on a Friday to no school for 2 weeks to not knowing when they would return, all in the course of a few hours.<br />
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These changes can and are causing a great deal of stress and anxiety that I am hearing and feeling personally.<br />
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So I began to think, what can we do, together, to help ourselves and each other to reduce anxiety and stress during this time.<br />
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Here are some links to explore mentioned in the video.<br />
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<b><i>Journaling</i></b><br />
A journal could be a simple sheet of paper or an old notebook. It doesn't have to be anything special. If you are looking for some guided journaling here are some ideas.<br />
<a href="https://theimagineproject.org/the-7-step-journals/">https://theimagineproject.org/the-7-step-journals/</a><br />
<a href="https://www.journalbuddies.com/journaling-resources/self-esteem-confidence-journal-prompts-for-kids/">https://www.journalbuddies.com/journaling-resources/self-esteem-confidence-journal-prompts-for-kids/</a><br />
<a href="https://www.theodysseyonline.com/journal-prompts-anxiety">https://www.theodysseyonline.com/journal-prompts-anxiety</a><br />
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<b><i>Home Exercise Routines</i></b><br />
<a href="https://qalo.com/blogs/qalo-life/12-at-home-workouts-to-do-with-your-kids">https://qalo.com/blogs/qalo-life/12-at-home-workouts-to-do-with-your-kids</a><br />
<a href="https://www.parents.com/fun/sports/exercise/strength-training-exercises-for-kids/">https://www.parents.com/fun/sports/exercise/strength-training-exercises-for-kids/</a><br />
<a href="https://www.nerdfitness.com/blog/beginner-body-weight-workout-burn-fat-build-muscle/">https://www.nerdfitness.com/blog/beginner-body-weight-workout-burn-fat-build-muscle/</a><br />
<a href="https://www.healthline.com/health/fitness-exercises/10-best-exercises-everyday">https://www.healthline.com/health/fitness-exercises/10-best-exercises-everyday</a><br />
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<b><i>Meditation and Mindfulness</i></b><br />
<a href="https://www.calm.com/">https://www.calm.com/</a><br />
<a href="https://www.headspace.com/">https://www.headspace.com/</a><br />
<a href="https://www.mindful.org/meditation/mindfulness-getting-started/">https://www.mindful.org/meditation/mindfulness-getting-started/</a><br />
<a href="https://kidshealth.org/en/kids/mindfulness.html">https://kidshealth.org/en/kids/mindfulness.html</a><br />
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Steven W. Andersonhttp://www.blogger.com/profile/15094504771347267059noreply@blogger.comtag:blogger.com,1999:blog-9052335608137625664.post-49712393031091565412020-02-07T11:03:00.004-05:002020-02-07T11:03:53.784-05:003 Ways To Encourage Creativity<div dir="ltr" style="text-align: left;" trbidi="on">
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A while back I was having a conversation with a colleague about creativity in learning. We debated back and forth about what creativity looked like and could you really teach creativity. All this stemmed from a comment I made about me not being creative.<br />
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Sure, I’ve written books, I talk in front of teachers and leaders often and create professional development to deliver.<br />
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But does that mean I am creative?<br />
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As educators, when it comes to creativity in the classroom, we can take the path of least resistance and take creativity out of the learning process or we can create an environment that fosters creativity in learning and allow kids to explore their talents.<br />
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Fostering creativity in learning in the classroom doesn’t have to be complex or complicated. Here are 3 ways you can encourage creativity in your classroom this year.<br />
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<b>Encourage Choice-</b> Imagine being given a task and being told the product you are expected to produce. Everything related to that product is dictated to you. The colors, the font, the margins, the length, the steps you should take to get to that end result. Many of us would revolt. Yet this is what happens to students in classes each day. Projects are assigned and the expectations for the end product outlined. Instead of it being a project, it's more of a recipe.<br />
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The easiest way to encourage creativity in the classroom is through choice. Allowing students to discover their own paths to content and process and products helps invest them in their learning. While content may be set by standards or expected outcomes, students can get creative in how they learn that content, the methods by which they connect that content to already known knowledge and especially in how they demonstrate their understanding.<br />
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And the <a href="https://www.iste.org/standards/for-students" target="_blank">ISTE Standards for Students</a> are centered around choice. Here are just 2 examples:<br />
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<li><i>3c-Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.</i></li>
<li><i>6a-Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.</i></li>
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Choice can come in many forms. Everything from the devices students use, to the apps and software to the variable methods of demonstrating understanding with technology as an enabler, the ability for students to choose is at the heart of blossoming their creativity. It doesn't mean, however, that it has to be the wild wild west. Most classrooms fail at choice because they are too open ended. Kids are still learning. They still need guidance. Practice <b><i>Creativity In The Rails</i></b>. Give them a handful of curated choices so they can decide the best ways to demonstrate understanding. </div>
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<b>Encourage Failure</b>- Failure is only "fatal" when the learning stops at the failure. If we did everything perfectly the first time there would be no room for growth and understanding. Kids need opportunities to fail, sometimes spectacularly, in order to make those critical connections in their brains that help them learn and grow.<br />
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The <a href="https://www.ideou.com/blogs/inspiration/what-is-design-thinking" target="_blank">Design Thinking</a> method of problem solving, in my opinion, should replace Problem-Based Learning. In Design Thinking the first step is for students to empathize with a problem. (Normally in PBL the problem is chosen by the teacher which leaves little room for empathy.) As they work on their problem, in a real-world context, they ideate, prototype and test. They learn very quickly there are no easy solutions. They will fail. They will have to cope with ambiguity and the unknown. And it's in these struggles and failures they reach deep within and creativity shines.<br />
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<b>Encourage Audience</b>- One of the best ways to boost creativity in your classroom this year is to widen the audience of your students work. In the past much of the work students did lived between the teacher and the student. The student would write a paper and turn it in. The teacher would mark it up with the red pen and return it. And that’s where it ended. What if what students were creating, writing and making could have an impact on the lives of others. The only way we’ll know is by sharing.<br />
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We live in an age where sharing is as easy as creating a post, sending a tweet or making a video. You can boost the creativity on the projects and work you assign by tapping into our social side and get students sharing their work with peers, their community and the world. Posting videos to you YouTube, creating podcasts, writing a blog, and building a website are just a few examples of how students can share with the world what they know and help foster creativity. And when we know we are creating something for an audience other than ourselves think about how much harder we work to perfect it? To make it show not only the information we want to share but also who we are as a creative person.<br />
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Having transformational technology resources directly in the hands of students, not only helps foster creativity but now students have an easy to use way to publish to their own blog, a website or use something like Twitter or Facebook to share their ideas with the world.<br />
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Steven W. Andersonhttp://www.blogger.com/profile/15094504771347267059noreply@blogger.comtag:blogger.com,1999:blog-9052335608137625664.post-24875202286069670772020-01-08T11:50:00.001-05:002020-01-08T11:50:11.527-05:00Discovering (Again) The Awesomeness That Is #FETC!<div dir="ltr" style="text-align: left;" trbidi="on">
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<span style="background-color: white; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 14.3px;">January 14-17, 2020 brings us another awesome gathering of educators from all over the U.S. and beyond. Descending on sunny Miami, Florida the </span><a href="http://fetc.org/" style="background-color: white; color: #0b5394; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 14.3px; text-decoration-line: none;" target="_blank">FETC Conference</a><span style="background-color: white; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 14.3px;"> kicks off with tons of opportunities for all of us to learn, share and grow. I am honored to be a Featured Presenter again this year and will be there all week sharing and presenting along with countless other wonderful educators.</span><br />
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If you can't make it to Miami you can still be a part of the conference. FETC is one of my favorite conferences to attend because of the shear amount of sharing that takes place by presenters and attendees alike. By searching the hashtag #FETC on Twitter and Instagram you can already see what everyone is excited about, their thoughts going into the conference and more.<br />
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While nothing can replace the experience of being there in person you can use this hashtag throughout the conference (and the year for that matter) to see session resources, ideas, everything that everyone is sharing. Commit to taking time over the course of the next week to sit down and read tweets and posts for just a few minutes a day. You will probably learn something new, find someone new to follow and extend your learning in ways you didn't think possible!<br />
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Speaking of following there are<span style="background-color: white; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 14.3px;"> tons of great educators who will be there too that you can follow:</span><br />
<a href="https://twitter.com/web20classroom" style="background-color: white; color: #0b5394; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 14.3px; text-decoration-line: none;" target="_blank">@web20classroom</a><br style="background-color: white; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 14.3px;" /><a href="https://twitter.com/shfarnsworth" style="background-color: white; color: #0b5394; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 14.3px; text-decoration-line: none;" target="_blank">@shfarnsworth</a><br style="background-color: white; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 14.3px;" /><a href="https://twitter.com/adambellow" style="background-color: white; color: #0b5394; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 14.3px; text-decoration-line: none;" target="_blank">@adambellow</a><br style="background-color: white; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 14.3px;" /><a href="https://twitter.com/thenerdyteacher" target="_blank">@thenerdyteacher</a><br style="background-color: white; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 14.3px;" /><a href="https://twitter.com/8amber8" target="_blank">@8amber8</a><br style="background-color: white; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 14.3px;" /><a href="http://twitter.com/juliedavisEDU" style="background-color: white; color: #0b5394; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 14.3px; text-decoration-line: none;" target="_blank">@juliedavisEDU</a><br style="background-color: white; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 14.3px;" /><br />This is just a small, small group and certainly doesn't cover all the awesome folks that will be there. So check out the hashtag and follow along!<br style="background-color: white;" /><br style="background-color: white; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 14.3px;" /><span style="background-color: white; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 14.3px;">Are you going to be there? I will be presenting a lot with my good friend <a href="http://shaelynnfarnsworth.com/" target="_blank">Shaelynn Farnsworth</a>. Check out our Featured Sessions!</span><br style="background-color: white; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 14.3px;" /><br /><a href="https://s23.a2zinc.net/clients/lrp/fetc2020/Public/SessionDetails.aspx?FromPage=Speakers.aspx&SessionID=6585&nav=true&Role=U%27" target="_blank">Taking PBL To The Next Level With Design Thinking</a> (Paid Workshop): Room: 244-245-Tuesday, January 14, 2020: 10:30 AM - 12:30 PM: Current educational practices often produce students who are simply Problem Solvers, instead of Problem Seekers. Sound technology integration in the classroom provides opportunities for students to hone skills in Collaboration, Creativity, Communication, Choice, and Curiosity. Problem-Based Learning, done correctly, provides students with incredible opportunities to discover knowledge and share their findings with a global audience. But what if we could go further? Join us as we will examine what makes a good PBL lesson but also how the individual facets of Design Thinking can help students go deeper.<br />
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<a href="https://s23.a2zinc.net/clients/lrp/fetc2020/Public/SessionDetails.aspx?FromPage=Speakers.aspx&SessionID=6610&nav=true&Role=U%27" target="_blank">Developing Healthy Skeptics and Fact-Checkers in the Digital Age of Misinformation</a> (Paid Workshop): Room: 244-245, Tuesday, January 14, 2020: 4:00 PM - 6:00 PM: With ubiquitous access to information, why is it that we still have people who believe that the Earth is flat, 9/11 never happened, and vaccinations cause autism? Technology provides users with unprecedented amounts of information at the click of a button. From primary sources to catching up on the hottest celebrity gossip, readers are inundated with endless search results that are filled with truths, half-truths, fake news, bias, fallacies, and fictitious websites. To be literate in this information age, it is imperative educators develop healthy skepticism within their students. Teach students how to think, not what to think; by providing them with opportunities, strategies, and tools to hone skills to analyze, evaluate, and debunk the misinformation that they encounter daily.<br />
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<a href="https://s23.a2zinc.net/clients/lrp/fetc2020/Public/SessionDetails.aspx?FromPage=Speakers.aspx&SessionID=6899&nav=true&Role=U%27" target="_blank">Stop Drowning in Data: Four Uses to Maximize Learning</a> (Paid Workshop): Room: 203, Wednesday, January 15, 2020: 8:00 AM - 10:00 AM: Data. Admired by some. Loathed by others. Regardless of our feelings towards it, data gathering and analysis is an important part of the overall learning process. To be truly "data-driven," educators and leaders must understand what data is, what it looks like, how it is gathered effectively and used to implement change.<br />
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<a href="https://s23.a2zinc.net/clients/lrp/fetc2020/Public/SessionDetails.aspx?FromPage=Speakers.aspx&SessionID=7186&nav=true&Role=U%27" target="_blank">The Digitally Authentic Learning Classroom: Room</a>: 216-218, Wednesday, January 15, 2020: 1:00 PM - 1:40 PM: When we combine the ubiquitous use of technology and the near constant access to all-known knowledge, the classroom environment must change. authentic-based learning environments emphasize learning that has students identify and solve real-world problems.<br />
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<a href="https://s23.a2zinc.net/clients/lrp/fetc2020/Public/SessionDetails.aspx?FromPage=Speakers.aspx&SessionID=6917&nav=true&Role=U%27" target="_blank">Punctuating Feedback to Maximize Student Achievement</a>: Room: 205, Wednesday, January 15, 2020: 2:00 PM - 2:40 PM: Providing effective student feedback during the learning process increases student success but is variable in nature. Maximizing the impact on student achievement involves understanding the key components, developing a culture of feedback, and addressing inhibiting factors that may occur. Deep dive into the research by John Hattie to develop a culture of feedback, learn key components of effective feedback, and learn popular ways in which technology can support the belief that all students can improve.<br />
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<a href="https://s23.a2zinc.net/clients/lrp/fetc2020/Public/SessionDetails.aspx?FromPage=Speakers.aspx&SessionID=6586&nav=true&Role=U%27" target="_blank">What Is Effective Learning With Technology Anyway?</a> (MEGA Session) Room: Grand Ball Room C, Wednesday, January 15, 2020: 3:20 PM - 4:00 PM: Each day, students encounter learning designed with technology in mind. As educators and school leaders, how do we know if the lesson is highly effective? What does effective learning really mean anyway? Teachers and leaders need to not only know how to make learning fun and engaging but also know research-proven strategies to ensure learning is effective. When new technologies or instructional practices are introduced into classrooms, it can be a challenge for leaders to communicate how everything fits together to create a richer learning environment.<br />
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<a href="https://s23.a2zinc.net/clients/lrp/fetc2020/Public/SessionDetails.aspx?FromPage=Speakers.aspx&SessionID=7198&nav=true&Role=U%27" target="_blank">4 Ed Tech Ways To Differentiate in a Student-Centered Classroom</a>: Room: 216-218: Thursday, January 16, 2020, 11:00 AM - 11:40 AM: When moving from direct instruction to a more student-centered classroom, care and consideration must be taken to reach all learners. Through differentiated instruction, educators rely on several different methods and techniques to ensure students are successful. Differentiation of content, interest, process, and demonstration can all serve to increase engagement and challenge students at their level. Effective technology integration provides additional support to a differentiated classroom.<br />
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<a href="https://s23.a2zinc.net/clients/lrp/fetc2020/Public/SessionDetails.aspx?FromPage=Speakers.aspx&SessionID=6802&nav=true&Role=U%27" target="_blank">May The Infographics Be With You: Room</a>: 224-225, Thursday, January 16, 2020: 12:00 PM - 12:40 PM: In a Galaxy, Far Far Away ... had Darth Vader only used infographics the Empire might not be misunderstood. Infographics can help students (and aspiring Sith Lords) to understand data and use it to tell a story.<br />
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<a href="https://s23.a2zinc.net/clients/lrp/fetc2020/Public/SessionDetails.aspx?FromPage=Speakers.aspx&SessionID=6584&nav=true&Role=U%27" target="_blank">Evidence-Based Instructional Strategies To Use Right Now!</a> Room: 203, Thursday, January 16, 2020: 1:00 PM - 1:40 PM: There are hundreds, if not thousands of various types of instructional strategies and pedagogical approaches to teaching and learning. Yet how do we know which ones work and which ones don't? And, perhaps more importantly, which can be supported through the use of technology?<br />
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<span style="background-color: white; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 14.3px;">After all our sessions we will be posting all the resources to </span><a href="http://www.web20classroom.org/fetc" style="background-color: white; color: #0b5394; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 14.3px; text-decoration-line: none;" target="_blank">our website</a><span style="background-color: white; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 14.3px;"> and sharing them on social media as well as the </span><a href="https://twitter.com/search?q=%23fetc&src=typd" style="background-color: white; color: #0b5394; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 14.3px; text-decoration-line: none;" target="_blank">#FETC hashtag</a> and I<span style="background-color: white; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 14.3px;"> will be sharing more stuff on my Twitter, </span><a href="http://twitter.com/web20classroom" style="background-color: white; color: #0b5394; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 14.3px; text-decoration-line: none;" target="_blank">@web20classroom</a><span style="background-color: white; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 14.3px;">. You can also follow pictures on Instagram by searching for me (</span><a href="https://www.instagram.com/web20classroom/" style="background-color: white; color: #0b5394; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 14.3px; text-decoration-line: none;" target="_blank">web20classroom</a><span style="background-color: white; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 14.3px;">) or #FETC. </span><br />
<br style="background-color: white; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 14.3px;" /><span style="background-color: white; font-family: Georgia, Utopia, "Palatino Linotype", Palatino, serif; font-size: 14.3px;">FETC is one of my favorite conferences of the year. And whether you can in person or from a far there's lot of learning to be had!</span></div>
Steven W. Andersonhttp://www.blogger.com/profile/15094504771347267059noreply@blogger.comtag:blogger.com,1999:blog-9052335608137625664.post-24105089469455757412019-11-08T12:25:00.004-05:002019-11-08T12:25:36.696-05:00Improving School:Home Communications With @IFTTT<div dir="ltr" style="text-align: left;" trbidi="on">
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Recently, I was talking with a few school administrators on how they could better communicate with their parents and the community. One obstacle that many schools and districts face is figuring out the most effective ways to ensure all are well informed and have all the information. Traditionally, notes home in a Wednesday Packet or using a website have been used. However, it seems that life sometimes gets in the way of these traditionally methods being effective. Even with mass notifications, it can be tricky to determine if communications are actually working. In my conversation with these leaders we talked about the struggles they have and how non-traditional means could be used to reach larger parts of their communities.<br />
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Now we have to remember, communications is more than just information. Sure, the upcoming athletics schedule or after-school meeting times are important. But equally important are the stories that are told through the learning that happens everyday in every school building everywhere. There are usually many great things that deserve to be told each day. Those stories can be powerful and go a long way in building support with the community.<br />
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I've been an advocate for the <a href="http://blog.web20classroom.org/2013/02/the-administrator-pr-machine.html" target="_blank">school leaders to be a walking PR Machine</a> for their schools for a while now. Mobile devices we can carry in our pockets are powerful. They can take pictures, record video and audio. And combine that with access to the Internet, those can be shared across the globe in an instant. So during a walkthrough or just on a stroll through the building, it's easy to capture, tell and share those stories.<br />
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In my conversation with the school administrators one sticking point keeps coming up over and over again. While there are many great places to share these stories, it takes so much time to post them to all the various places. Sharing a tweet on Twitter, and a post on Facebook and a post on Instagram and a brief story on their blog and on and on and on, it can be overwhelming or too much to keep up with.<br />
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Enter <a href="https://ifttt.com/" target="_blank">IFTTT</a><br />
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If This, Then That.<br />
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If you've heard me before I've professed my love for all things IFTTT. The premiss is that when you do something (take a picture, post somewhere, etc.) then something else happens somewhere else. For example, a recipe I use all the time is if a picture of me that I am tagged in on Facebook is posted there, then that picture is automatically saved to a folder in my Dropbox. I set up the recipe one time and IFTTT does the heavy lifting for me after that. There are recipes for all sorts of things. Weather, data, blog posts, controlling your lights, if you can think of something you want to happen when you do something there is probably a recipe for it.<br />
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So my love of IFTTT got me thinking.<br />
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If the barrier to using social media is not being able to keep up with them all, then IFTTT could be the answer. You set things up one time and done.<br />
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Some recipes to try:<br />
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<ul style="text-align: left;">
<li><a href="https://ifttt.com/applets/5539p-rss-twitter" target="_blank">RSS to Twitter</a>-Automatically take blog posts or website updates and have them posted to Twitter.</li>
<li><a href="https://ifttt.com/applets/103249p-tweet-your-instagrams-as-native-photos-on-twitter" target="_blank">Post Instagram Photos to Twitter as Native Photos</a>-One of the problems with posting Instagram photos to Twitter is they appear at links. This recipe will turn those links in to full photos. </li>
<li><a href="https://ifttt.com/applets/1854p-post-facebook-status-to-twitter-automatically" target="_blank">Post Facebook Status To Twitter</a>-Update your Facebook status? This recipe will auto-post it to Twitter. </li>
<li><a href="https://ifttt.com/applets/261612p-send-an-email-digest-from-a-twitter-search-or-hashtag" target="_blank">Daily Email Digest Of Twitter Hashtags</a>-Got a school or district hashtag but are tired of constantly checking in on what's happening? Let IFTTT grab those tweets and deliver them to your inbox. </li>
<li><a href="https://ifttt.com/applets/tT9PWJgZ-automatically-share-your-new-videos-to-a-facebook-page-and-twitter" target="_blank">Automatically Share Youtube Videos To Facebook And Twitter</a>-This recipe will automatically take any videos you upload to your YouTube channel and automatically post them across your Twitter and Facebook pages. </li>
</ul>
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And now with their <a href="https://ifttt.com/do_button" target="_blank">DO Button</a>, it's even easier.<br />
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The <a href="https://ifttt.com/do_button" target="_blank">DO Button</a> automates the process even more by taking a lot of the guesswork out things. Designed for photos and notes, the DO will will make it that much easier and frankly remove any excuse you have for sharing.<br />
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School:Home Communications don't have be a burden, for Public Information Officers, Principals or anyone who just wants to share the great work happening in schools. Turn to IFTTT for help and you can automate it all!</div>
Steven W. Andersonhttp://www.blogger.com/profile/15094504771347267059noreply@blogger.comtag:blogger.com,1999:blog-9052335608137625664.post-31444195432114705632019-10-12T15:27:00.001-04:002019-10-12T15:27:10.184-04:00Rebuild The World With @Lego_Education<div dir="ltr" style="text-align: left;" trbidi="on">
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I recently returned from a trip to Billund, Denmark. To many, a trip to Denmark is one of a lifetime. For me it was especially so as Billund is the home of LEGO. From the time I was a kid I have been surrounded by legos. I could spend hours upon hours building my own utopian town, a scene from the old west, a spaceship or something else entirely. Even in my adult life I am still surrounded by these magical bricks. Both my daughters have every LEGO Friends set imaginable and I enjoy building the Star Wars sets and LEGO Architecture sets.<br />
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During my time visiting <a href="https://www.legohouse.com/en-gb" target="_blank">LEGO House </a>(their new headquarters/museum/shire to all things LEGO, the LEGO Idea House and a LEGO Factory I learned things I didn't know about the company.<br />
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Here are 5 things you might not know:<br />
<ol style="text-align: left;">
<li>LEGO started out as a wooden toy company in 1934. The founder, Ole Kirk, was a master carpenter turned toy maker who made all sorts of traditional wooden toys. </li>
<li>LEGO is derived from the Danish phrase <i>"leg got"</i> which means <i>"Play Well."</i> But did you also know that Lego also happens to mean <i>"I put together"</i> in Latin but it wasn't until years later that was realized. </li>
<li>The first LEGO bricks were made in 1949. Originally called "Automatic Binding Bricks" they were hollow inside which made it difficult to make more that just a few structures. It wasn't until 1958 that the bricks were redesigned and that same design is still used today creating an endless number of ways they can be used. In fact 6 bricks of 2x4 studs can be combined in 915,103,765 ways!</li>
<li>The molds used to make LEGO bricks are a closely guarded secret. So much so that old molds are melted down and used in the foundation of new buildings. </li>
<li>LEGO Education has an incredible progression of STEAM inspired sets for ages 3-4 all the way through High School!</li>
</ol>
And it's that last fact I personally find amazing. As a former Middle School Science teacher I was familiar with Mindstorms. And back in 2018 I was able to attend the <a href="http://blog.web20classroom.org/2018/05/what-15000-kids-taught-me-about.html" target="_blank">First LEGO League World Championships</a> where I could see creativity with LEGO first hand and how kids from around the world used them to solve authentic problems.<br />
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However, it wasn't until I went to Billund to see first hand all that LEGO Education has to offer that I realized it's much more than robots and bricks. There is so much potential for our youngest learners all the way to our oldest to truly Rebuild The World with LEGO.<br />
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Here are the four sets and where you can learn more about them.<br />
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<a href="https://education.lego.com/en-us/preschool/intro" target="_blank">LEGO Early Learning</a><br />
-Core Set- 234 LEGO DUPLO BRICKS (including Push & Go train with lights and sounds, motor, colour sensor, 5 colour-coded action bricks, 2 railroad switches, 3.8 meters of toy train track including crossings, stops and 5 traffic signs, Coding Express App<br />
-Unit Plans- Early Coding (sequencing, looping, and conditional statements), STEAM<br />
As children learn primarily through play at this age, teachers facilitate learning by creating fun and engaging experiences that awaken and open kids imaginations. The unique LEGO Education Early Learning solutions are built for this. Using LEGO DUPLO bricks and rich teaching resources developed based on national guidelines and standards, these solutions help preschool teachers to cultivate a strong foundation for their kids within key learning areas: early math and science, early language and literacy, and social and emotional learning.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgVUmUXzqvl9v7YK66vTe3veCyw6ly4tknfHbjnXDSkGbDqcXQr_6hYmlDUH_h2FzKqlo1NlxwucH7J-8xuKeiy7ntmkhjKKogFRvt9PEZbK3sgzJozUA2L07FwzUD7588wTT8-SU8GUWc/s1600/WeDo_4.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1067" data-original-width="1600" height="133" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgVUmUXzqvl9v7YK66vTe3veCyw6ly4tknfHbjnXDSkGbDqcXQr_6hYmlDUH_h2FzKqlo1NlxwucH7J-8xuKeiy7ntmkhjKKogFRvt9PEZbK3sgzJozUA2L07FwzUD7588wTT8-SU8GUWc/s200/WeDo_4.jpg" width="200" /></a></div>
<a href="https://education.lego.com/en-us/elementary/intro/wedo2" target="_blank">LEGO WeDo 2.0</a><br />
-Core Set-280 LEGO elements, WeDo 2.0 Smarthub, WeDo 2.0 Motor, WeDo 2.0 Motion and Tilt Sensor<br />
-Unit Plans-Science and Engineering, Computational Thinking, Maker<br />
LEGO Education WeDo 2.0 combines the intuitive LEGO brick system, classroom-friendly software, block-based coding, and standards-aligned lessons that you can easily integrate into your existing curricula. Designed with collaboration in mind, each core set supports two students, introducing them to science, computational thinking, and engineering principles in a fun and engaging way. Teachers are set up for success from the beginning with training, getting-started activities, a teacher guide, and easy-to-follow lessons. Evaluation is made easy with a documentation tool and an assessment rubric offered within the software<br />
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<a href="https://education.lego.com/en-us/products/lego-education-spike-prime-set-by-lego-education/45678#product" target="_blank">SPIKE Prime</a><br />
-Core Set-SPIKE Prime Set, LEGO Education SPIKE Prime App<br />
-Unit Plans-Invention Squad, Kickstart a Business, Life Hacks, Competition Ready<br />
The newest part of the LEGO Education Series (available in early 2020), LEGO Education SPIKE Prime is the go-to STEAM learning tool for grades 6-8 students. Combining colorful LEGO building elements, easy-to-use hardware and intuitive drag-and-drop coding language based on Scratch, SPIKE Prime continuously engages students through playful learning to think critically and solve complex problems, regardless of their learning level. From easy-entry projects to limitless creative design possibilities, SPIKE Prime helps students learn the essential STEAM and 21st century skills needed to become the innovative minds of tomorrow - while having fun!<br />
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<a href="https://education.lego.com/en-us/middle-school/intro/mindstorms-ev3" target="_blank">LEGO MINDSTORMS EV3</a><br />
-Core Set-Education EV3 Core Set, Visual Studio Code with EV3 Micropython Extension<br />
-Unit Plans-EV3 Computer-Integrated Manufacturing, EV3 Real-World Vehicles<br />
LEGO MINDSTORMS Education EV3 is a hands-on, cross-curricular solution that engages students and challenges them to practice STEM and robotics skills in a “near real-world” environment. It fosters the project-based learning that high school students thrive on. And it allows for in-depth study with the autonomy to define and reach individual goals, which is so important at this stage of education. The EV3 lessons are designed to prepare students for college and their future careers in our technology-infused world. Throughout the EV3 lessons, students design sophisticated and diverse robotics inventions for real-world prototyping using the advanced features and functionality of EV3 along with the text-based Python programming language. Programming with EV3 broadens high school students’ exposure to computer science, giving them more practical experience upon which to build job-specific skills in computer science, engineering, and areas of career and technical education(CTE), such as manufacturing, information technology, and pre-engineering.<br />
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Definitely check out these set and all that <a href="https://education.lego.com/en-us" target="_blank">LEGO Education</a> has to offer. Give kids the opportunity to Rebuild The World with LEGO!<br />
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Steven W. Andersonhttp://www.blogger.com/profile/15094504771347267059noreply@blogger.comtag:blogger.com,1999:blog-9052335608137625664.post-18275117468878902302019-09-16T22:31:00.003-04:002019-09-16T22:31:56.522-04:00Why Single-Point Rubrics Are Awesome And 4 Ways To Use Them<div dir="ltr" style="text-align: left;" trbidi="on">
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Feedback is one of the best ways to support student learning. According to <a href="http://www.visiblelearningmetax.com/" target="_blank">John Hattie</a>, Feedback has an effect size of .64 and is often considered as one of the top 5 influential factors on student learning, BUT… it is also the most <a href="https://shaelynnfarnsworth.com/2019/04/27/7-ways-to-maximize-hatties-effect-size-on-feedback/" target="_blank">variable</a>. Most of the time the feedback students receive consists of answers to the questions: Where am I going? How am I going? But neglect the third essential answer to the question, Where to next? Rubrics can support this need and provide the type of feedback, by self, peer, or teacher, to move all students forward, but not all rubrics are created equal.<br />
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Rubrics are a traditional part of most classrooms. <a href="http://web20classroom.org/" target="_blank">Web20Classroom</a> literacy expert, <a href="http://shaelynnfarnsworth.com/" target="_blank">Shaelynn Farnsworth</a> and I are big fans of a type of rubric you might not have heard of before, the single-point rubric. We believe the single-point rubric should be a part of every classroom and because of its flexibility, there are multiple ways educators can use them in the classroom or with colleagues.<br />
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Rubrics have been a part of the assessment toolbox since at least the mid-1990s. In fact, we would guess that many teachers reading this post have created quite a few over the years. Traditionally they have fallen into 2 categories, Holistic and Analytic<br />
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<b>Holistic –</b> Criterion is written as a paragraph. Assessed overall achievement on an activity or product<br />
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<i>Holistic Rubric Example</i><br />
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<b>Analytic –</b> Written with levels of achievement as columns and assessment criteria as rows. It allows you to assess participants' achievements based on multiple criteria using a single rubric.<br />
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<i>Analytic Rubric Example</i><br />
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But there is a more impactful and flexible rubric everyone should be aware of, the single-point rubric.<br />
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The single-point rubric was first created by Mary Dietz in 2000 and has been gaining popularity in recent years. Different than the Holistic and Analytic Rubric, Single-Point Rubrics identify one achievement level for a set of criteria. This single column based on proficiency for each identified area allows students and teachers the opportunity to provide targeted feedback instead of a circled number or grade. The clarity in success criteria (.88 effect size) not only supports self-efficacy within students but contributes to teacher clarity as well.<br />
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<b>Single Point Rubric –</b> Display a set of criteria written with a single level of achievement for each demonstrating quality work. No alternative levels included. Open space for feedback, goal-setting, or evidence.<br />
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On top of that, the Single-Point Rubric can be used for a variety of purposes across multiple grades and disciplines. The core content areas like math and language arts can certainly benefit from the use of the single-point rubric. But other content areas like physical education, art, music, and others can use and benefit from the single point rubric as well.<br />
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<i>Single-Point Rubric Example</i><br />
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Benefits for students<br />
<ul style="text-align: left;">
<li>Increased Analyzation skills to identify areas of strength and growth [Part of the process (self-assessment)]</li>
<li>Increased Achievement</li>
<li>Increased Motivation </li>
<li>Personalized Learning</li>
<li>Feedback before grades </li>
<li>Student truly own their learning</li>
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Here are 4 Ways to Use Single-Point Rubrics<br />
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<li>Self-Assessment–Part of what makes single-point rubrics so effective is the focus on metacognition. Whether students are proficient in a set of criteria or go above and beyond the proficiency marker, they have to explain their thinking and provide evidence that demonstrates understanding. These reflective activities are at the heart of how students grow and both outputs have high effect sizes, Self-Reported Grades 1.33 and Self-Efficacy .71). </li>
<li>Peer Feedback–As a student matures in age, peers play a more important role in academics, motivation, and self-esteem. Typically, peer feedback consists of single words such as “good” or “nice” which do little to increase understanding for either. Using a single-point rubric provides a perfect scaffold for giving meaningful feedback. Research shows that when students discuss their work with each other there can be opportunities for improvement and also this dialogic learning has been shown to help background deficiencies. When done effectively, peer feedback is powerful. </li>
<li>Teacher Feedback on Processes, Performance, and Product–Similar to peer feedback the conferring that takes place between the teacher and student can be opportunities for growth. Single point rubrics place the focus on success criteria and evidence that demonstrates meeting and exceeding the marker. When used during the process, single-point rubrics act more as a type of formative assessment and opportunities for direct instruction based on student needs typically arise.</li>
<li>PLC Analyzing Student Work Samples–Collective Teacher Efficacy and Teacher Clarity have the highest effect sizes when referring to Hattie’s research, but it makes sense. When teachers are crystal clear on what the learning target and success criteria are coupled with the belief that they, together as a team, can reach all students, achievement skyrockets. If you want to truly know your impact as a teacher and consistently refine your practice, all the proof you need is found in student work. Yes, there will always be outliers, but looking at student work that is consistently produced in your classroom is an effective way PLCs can work together. Student work samples provide information that allows individual educators and teams a tremendous amount of information, from instructional practices to directions given. When done as a PLC, examining student work allows educators to learn from each other, increases common expectations, and moves all teachers closer in range when assessing subjective disciplines. </li>
</ol>
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SIngle-Point Rubrics are quickly gaining popularity in today’s educational landscape. And while they can function as a traditional assessment tool, their versatility allows educators and students the ability to reimagine its use and adapt to multiple uses in the school.<br />
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Here is an example of the above Infographic Single-Point Rubric (online course released soon) in a <a href="https://forms.office.com/Pages/ResponsePage.aspx?id=DQSIkWdsW0yxEjajBLZtrQAAAAAAAAAAAANAARIRgDpUMVJORk02OURVUTFYQTgwQjdNSU1NWEtKRS4u" target="_blank">Microsoft Forms with Branching</a><br />
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<b><i>To Learn More</i></b><br />
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<a href="https://www.edutopia.org/article/6-reasons-try-single-point-rubric" target="_blank">6 Reasons To Try The Single Point Rubric-Edutopia</a><br />
<a href="http://journalofwritingassessment.org/article.php?article=126" target="_blank">Write Outside the Boxes: The Single Point Rubric in the Secondary ELA Classroom</a><br />
<a href="https://peer.asee.org/work-in-progress-developing-single-point-rubrics-for-formative-assessment.pdf" target="_blank">Developing Single Point Rubrics For Formative Assessment</a><br />
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Steven W. Andersonhttp://www.blogger.com/profile/15094504771347267059noreply@blogger.comtag:blogger.com,1999:blog-9052335608137625664.post-71758355418449837252019-08-26T09:36:00.000-04:002019-08-26T09:37:29.542-04:00Heading Back To School With @SpheroEDU!<div dir="ltr" style="text-align: left;" trbidi="on">
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This summer my oldest daughter, Reaghan, discovered a love for coding. After spending a week at a coding camp she has gobbled up every book, YouTube video and resource you can imagine teaching herself not only the fundamentals of coding but experimenting with what she can do. Her ability to try something, have it fail and then figure it out again is inspiring.<br />
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So when the folks at Sphero approached me about taking a look at what they are doing for Back To School 2019 I jumped at the chance because it gave me an opportunity to get Reaghan to experiment with code beyond the screen.<br />
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If you aren't familiar with Sphero (<a href="https://www.sphero.com/">https://www.sphero.com/</a><b>)</b> you should be. Sphero is the leading robot used in classrooms and has raised the standard for inspiring a new generation through hands-on, applied learning. They create some of the best robots and offer thousands of activities and resources to help kids, teachers and parents go #BeyondCode. These Robots come in all configurations, sizes, abilities and prices to fit any budget.<br />
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Often coding is stuck in a makerspace or STEM class. It might make its way out for Week of Code but often these limited opportunities are student's only exposure to code during the school year. Sphero changes all that. Educators have access to a community of activities for every grade level and curriculum level where Sphero can introduce or reinforce concepts. (Yep. Even English class. <a href="https://www.kqed.org/mindshift/45834/how-robots-in-english-class-can-spark-empathy-and-improve-writing">https://www.kqed.org/mindshift/45834/how-robots-in-english-class-can-spark-empathy-and-improve-writing</a>)<br />
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Every Sphero product is a blank canvas for kids to build and create. They are innovative and functional, yet simple and intuitive in design. Sphero’s tools get you coding in minutes, so you can skip the tedious set-up and get right to unlocking your creative potential!<br />
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Reaghan and I had a chance to try out a Sphero BOLT. And it's pretty incredible. The BOLT’s programmable 8x8 light matrix opens up an endless array of coding and gaming capabilities. Using advanced sensors we could track speed, acceleration, and direction, or even drive the BOLT without having to aim thanks to the compass. BOLT also features infrared communication, allowing it to “talk” with other BOLTs. It's perfect for all surfaces and is even water and mud proof. And you can paint with it!<br />
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So for Back to School Sphero has 2 great offers.<br />
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<b>Purchase a Sphero BOLT 15 Pack and get 50% off the Sphero Fundamentals Course</b> (<a href="https://www.sphero.com/bolt-15-pack-sphero-fundamentals">https://www.sphero.com/bolt-15-pack-sphero-fundamentals</a>)<br />
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<b>15 Pack:</b> The Sphero BOLT 15 pack contains everything you need to get started teaching robotics and the fundamentals of programming. This special pack of 15 BOLT robots is available exclusively to educators at a discount.<br />
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<b>Sphero Fundamentals:</b> This asynchronous Professional Learning course walks you through getting started with the Sphero Edu Program, the Sphero Edu app, and how to apply it all in your classroom. Created by the pros from the professional learning team, this course will take you into a deep dive into Draw, Block Based programming, and Javascript text programming. It wrap's up with suggested classroom applications for all grade levels, experience and content areas. In addition, you’ll get exclusive access to Sphero content that no one else has!<br />
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<b>Or Upgrade to a BOLT Power Pack and get 15% off the Sphero Code Mat and Activity Cards </b>(<a href="https://www.sphero.com/sphero-bolt-power-pack">https://www.sphero.com/sphero-bolt-power-pack</a>)<br />
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<b>Power Pack:</b> The BOLT Power Pack is the top of the line kit for educators using the Sphero Edu program in a classroom, robotics club, or in any maker environment you can dream up. Plus it’s loaded with Turbo Covers, Maze Tape, and Protractors, so the activities can get started anytime, anywhere. Tote it all like a boss in a sleek airline compliant carrying case on rollers with a retractable handle.<br />
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<b>Code Mat:</b> The Sphero Code Mat seamlessly pairs learning with play. This two-sided mat offers a simple, accessible way to learn block-based coding, basic math principles, and collaborative problem-solving with Sphero robots. The mat comes with 3 sets of Activity Cards, providing over 40 hours of coding and skill building. It's the perfect pairing for hands-on coding concepts.<br />
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Sphero is truly inspiring the creators of tomorrow. Reaghan and I will definitely be exploring more of what our Sphero can do. Head over to Sphero's website to learn more and take advantage of these offers!<br />
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<i><span style="font-size: x-small;">This post is part of a sponsored compensation package provided to me by Sphero. </span></i><br />
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Steven W. Andersonhttp://www.blogger.com/profile/15094504771347267059noreply@blogger.comtag:blogger.com,1999:blog-9052335608137625664.post-10622664393364017972019-08-12T10:49:00.000-04:002019-08-12T20:15:13.077-04:00Tweet, Snap and Gram Your Way To Better School Communications<div dir="ltr" style="text-align: left;" trbidi="on">
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My oldest daughter, Reaghan, is getting ready to be a 5th grader while my youngest, Chesney, will be a 1st grader this year. Heading back to school with them is one of the busiest times of year. There are lots of meetings, papers to read and fill out, and new things to learn about her school. As a parent, I rely heavily upon the communication efforts of the district and their school. Classes haven’t even started yet and they're getting many phone calls, letters from the school and the district and lots of other information.<br />
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We still have 2 weeks to go!<br />
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This is a great time of year for any school or district to look at how they are communicating; evaluate methods used, analyze effectiveness and longevity of communications, and assess audience reached. The ultimate purpose of these communications is to not only share information but to promote engagement within the school, the district, and the community.<br />
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Traditionally, schools and districts have used things like the notes home, weekly packets, phone calls and/or emails to communicate throughout the year. While many of these still are valuable and have their place there are new and not-so-new social media mediums that could be used to deepen the engagement with the community or do something entirely different. These mediums can be a quick and easy way to not only share timely information but moreover tell the wonderful stories that exist in your buildings.<br />
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Here are some ideas to build community, improve School:Home Communications and have a little fun with social media.<br />
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<b>Twitter:</b> You might not think that 280 characters provides adequate space to convey one’s message but Twitter can be a powerful medium to engage with parents and the community. In 280 characters one can share a powerful idea, reminders of upcoming events, and notes of encouragement. Twitter is continuing to grow as a popular place for parents and community members. Hashtags can also be powerful to increase a district’s or school’s reach. Today, many schools and districts are creating and using hashtags on Twitter as a means to unify conversations. Those hashtags can be used by parents, students and the community to share as well.<br />
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Ideas for Twitter:<br />
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<ul style="text-align: left;">
<li>Share a daily quote or message of encouragement. </li>
<li>Post links to resources or sites for parent engagement or curriculum resources. </li>
<li>Promote the use of the school or district hashtag to encourage parents, students and the community to share stories, pictures and video from their point of view. </li>
<li>Share links to any of the other ideas below. </li>
</ul>
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<b>Instagram:</b> Pictures can better help us tell a story or capture what’s happening in your building. Parents and the community like to see their students in the classroom or athletes on the field. Instagram has made it easy for anyone to become a professional photographer and the sharing of those images simple. Using Instagrm in schools or to tell the district’s story can be another way to get parents and the community involved providing a window into the school and showcasing the learning and accomplishments that take place.<br />
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Ideas for Instagram:<br />
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<ul style="text-align: left;">
<li>Share a student of the day or images of what’s happening in the classroom. </li>
<li>Images from athletic events, clubs, or concerts highlight the student involvement in the district.</li>
<li>Images or video to help parents better understand curriculum, standards, or where to go for help. </li>
<li>Give students a voice and let them take over the account once a week or month and let them decide on the story they want to tell through images. </li>
</ul>
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<b>Snapchat/Instagram Stories:</b> You might not think that Snapchat or Instagram Stories have a place in the classroom or school but they can be very exciting and an easy way to broaden your audience. The premise for both is the same. You add images and short videos to your story. They stay a part of your story for 24 hours and after that they are gone.<br />
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Ideas For Using Stories:<br />
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<ul style="text-align: left;">
<li>A Day In The Life of A Student or Staff Member</li>
<li>A Day In The Class. What are different classes in your building like on a typical day?</li>
<li>Share images and video from a specific event like a Career Fair or assembly. </li>
<li>Create a story around the big game, concert or arts event. </li>
</ul>
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<b>Periscope/Facebook Live/IGTV:</b> Video can be a great way to engage the community when the community can’t get to the school. In the past, broadcasting videos and events from within the school was a difficult process that used expensive equipment and needed a high level of expertise. No longer! The phone you carry or the tablet you’re using to read this post can all be used to help you broadcast video in real-time.<br />
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Periscope, Facebook Live and IGTV are three easy ways to do this, no special equipment needed. With Periscope, videos are archived and can be shared via a link, posted to your Twitter account or published to platforms like YouTube. Facebook Live requires the use of a Facebook account but the video is instantly archived and shared in your News Feed. IGTV is an app you download and the videos go straight to your Instagram feed. All services include ways for commenting and sharing as the video as it’s being broadcast live.<br />
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Ideas For Using Live Video:<br />
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<ul style="text-align: left;">
<li>Broadcast Back-To-School Meetings or other meetings throughout the school year for parents and community members who can’t attend. </li>
<li>Weekly message from the Supt. or other leadership team members about what’s happening in the district. </li>
<li>Broadcast sporting events or have students provide commentary from events. </li>
<li>Doing a science fair, geography fair or other student celebration of work? Broadcast it and have students provide the commentary. </li>
</ul>
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<b>Finally Use Your Website:</b> I know this post is supposed to be about innovative ways to improve School:Home Communications but let’s be real. The school website is still a vital and valuable tool to communicate to your parents and the community. Many still visit your school website to find information, contact numbers, and resources for helping their student at home.<br />
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Increase the duration of a viewer’s stay by blending educational news with posts that share a story. Posting pictures, video and news stories that capture what it’s like to be a student or a staff member in your school or district can be a great way to let the community to know what’s happening there. Your website becomes less about the static information that’s posted there and more about the stories. And remember, many of the tools we’ve listed here can be embedded on your site. So you can put your Twitter feed or Instagram feed right there where everyone can see.<br />
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Ideas For Your Website:<br />
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<ul style="text-align: left;">
<li>Post the morning announcements via a video or if you’re using YouTube Live you can embed the video archive. </li>
<li>Recognize a Student/Staff/Volunteer Of The Week. Give them a short questionnaire that you can post the responses to. </li>
<li>Have a contest where you post baby pictures of students/staff have in the comments have folks guess who they are building school culture and community.</li>
<li>For high schools, run stories in the Fall of where staff members went to college to get Juniors and Seniors thinking about where to apply</li>
</ul>
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The key takeaway with any of these is that communications are ever changing. There is this dynamic ebb and flow of communication with stakeholders that needs to always be considered. What works for one may not work for another. Therefore it is vital to keep evaluating the methods and tools used and measure their effectiveness. Analyzing metrics and surveying parents and the community can give you valuable insight into how effective you are engaging and perhaps also, provide a new path to take when it comes to improving your School:Home Communications.<br />
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Steven W. Andersonhttp://www.blogger.com/profile/15094504771347267059noreply@blogger.comtag:blogger.com,1999:blog-9052335608137625664.post-10360953836789793092019-08-05T11:08:00.001-04:002019-08-05T11:08:28.546-04:00Discovering The Learning (And Magic) Of #DisneyYouthPrograms<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizBu5FC91tBnj-6XwJMx1mO32KUx8fUj54OhaUcQIGb7qKo4wOPr64FOt5nwzLnFhyphenhyphengg0PH_1QWEoj-AL_09_E_IqQeRS8D8tVtLGsx8iDIezSq0eu5famOVFlVec1-z4dGMEFNgHOL20/s1600/DisneyYouthPrograms_png.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1080" data-original-width="1080" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizBu5FC91tBnj-6XwJMx1mO32KUx8fUj54OhaUcQIGb7qKo4wOPr64FOt5nwzLnFhyphenhyphengg0PH_1QWEoj-AL_09_E_IqQeRS8D8tVtLGsx8iDIezSq0eu5famOVFlVec1-z4dGMEFNgHOL20/s200/DisneyYouthPrograms_png.png" width="200" /></a></div>
Ever since I was a little kid I have enjoyed anything Disney. Even with my own daughters I have enjoyed seeing their faces light up when they walk down Main Street at the Magic Kingdom and they see Cinderella's Castle, even though they've seen it several times. We've visited all the parks and done a cruise. So when the team at Disney Youth Programs reached out to me to come down and check out all they have to offer I jumped at the opportunity.<br />
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For 3 days in late July I was able to discover the awesomeness that is <a href="https://www.disneyyouth.com/" target="_blank">Disney Youth Programs</a>, something I didn't even know existed! Along with a handful of other educators we got a behind-the-scenes tour of a few of the Disney YES programs and learned how they tie what students are learning in the classroom to the rides and experiences at Disney Parks.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiksqrI-okrz07vUIlbcpr4xQN0LKY-I6PIJaVNC6iMZ5JpM8sbO8c6EGC4c1A7cVgLtVUSiAGm-72szWwKK_Z3p4FltS-XLxOnJER-CR0W-zehHppt3PMQu3zLYrkxZc5TB_5LhxEhHxM/s1600/IMG_1679.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiksqrI-okrz07vUIlbcpr4xQN0LKY-I6PIJaVNC6iMZ5JpM8sbO8c6EGC4c1A7cVgLtVUSiAGm-72szWwKK_Z3p4FltS-XLxOnJER-CR0W-zehHppt3PMQu3zLYrkxZc5TB_5LhxEhHxM/s200/IMG_1679.JPG" width="150" /></a></div>
Take for example <a href="https://disneyworld.disney.go.com/attractions/magic-kingdom/space-mountain/" target="_blank">Space Mountain</a>. One of the most popular attractions at The Magic Kingdom, many don't think about the physics and math involved in making a roller coaster work indoors. Before the park opened for the day we had the incredible opportunity to ride it both with the lights on and then again with the lights off. During the program students are first challenged to hypothesize how high the ride is, the average speed, height of the tallest drop and more. They then take a ride with the lights on to make a second guess. Then once more with the lights off to see if the darkness manipulates their perception. Students also get the chance to experiment with different tracks to determine how much energy is needed to power a coaster to accomplish different maneuvers like loops, dips and more. Students discuss the physics and work as teams to problem solve.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEht3IePG9bOawYPeGYV4QiFWAE5lVk7cJh7WMYgtx5K4EFxqwgRZsqoTCnfnUBk7o-AqyZ09mhHlbFNHEmS0LkE0I27hTvf2PZOMGfZg7YOboHhL1po5HmTTt-9kygWjjd5esbSqiy4_aA/s1600/IMG_1689.JPG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1600" data-original-width="905" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEht3IePG9bOawYPeGYV4QiFWAE5lVk7cJh7WMYgtx5K4EFxqwgRZsqoTCnfnUBk7o-AqyZ09mhHlbFNHEmS0LkE0I27hTvf2PZOMGfZg7YOboHhL1po5HmTTt-9kygWjjd5esbSqiy4_aA/s200/IMG_1689.JPG" width="113" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Learning How Disney YES<br />Programs Support STEAM.</td></tr>
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In another program we were able to experience we examined how light and sound are used to trick the brain into seeing what really isn't there. Using <a href="https://disneyworld.disney.go.com/attractions/magic-kingdom/haunted-mansion/" target="_blank">Haunted Mansion</a> as a backdrop we rode the ride and discussed what we saw and how Disney uses different effects to create illusions like the floating head, or ghostly dance party. Then in a once-in-a-lifetime opportunity we went under the ride as it was running (with regular park guests mind you) to see how the dance party scene is created. Students discuss a light manipulation called <a href="https://en.wikipedia.org/wiki/Pepper%27s_ghost" target="_blank">Pepper's Ghost</a> that has been around for over 125 years.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgrP5YcZAz7LeZ_fm-rREz-wzJkAFyBAjNf6fnON-EyLX1z8qIDjQFrSs_YqYR0azAMeZg_xk3ZnNxxAbcK4zQ0gb-Dbl2oBq2-5g5BxCy_VjiRCT3IiBaI0csy2xzbA6r3HG35xgSpz2E/s1600/IMG_3215.JPG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgrP5YcZAz7LeZ_fm-rREz-wzJkAFyBAjNf6fnON-EyLX1z8qIDjQFrSs_YqYR0azAMeZg_xk3ZnNxxAbcK4zQ0gb-Dbl2oBq2-5g5BxCy_VjiRCT3IiBaI0csy2xzbA6r3HG35xgSpz2E/s320/IMG_3215.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Prepping for our big performance!</td></tr>
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We also learned what it was like to be a Disney performer by heading over to the Saratoga Springs Concert Hall to work with one of the most incredible performers I've ever encountered. Steve took us through a scene in Mary Poppins where we learned a song, some choreography and acted. After just an hour I had a deeper respect for the talent it takes to do one of those, let alone 3 in an entire performance. We also heard from the <a href="https://www.disneyyouth.com/programs/performing-arts/performance/" target="_blank">Disney Arts program</a> on how they give student bands and choral groups from across the globe an opportunity to showcase their talents on a Disney stage.<br />
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Disney Youth Programs couple the magic of Disney with STEAM, the arts, animation, photography and more at Disney World and Disneyland. The programs are designed for groups of 10 or more and students spend the early part the morning (usually before the parks even open) participating for 3 hours and then have the rest of the day to be a kid in a Disney park. Many groups do 2 or more programs in a visit so they can experience all there is to offer. Programs can be combined and come in all age ranges from Upper Elementary through College. (Though the average group is a Middle School or High School Group.)<br />
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Prices vary but do include tickets to the park and the Disney folks can work with groups on special pricing and funding sources. (I know, it can be expensive but they do have lots of suggestions on grants and out of the box thinking on funding sources.)<br />
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The programs are aligned to national standards and the team works with groups on specific goals and how to extend the learning in the parks beyond the program. They have loads of resources before, during and after the visit so it is certainly comprehensive.<br />
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I was so impressed at the quality of the content and how they used the park, rides and more to connect students to the content they were learning in the classroom. The program is run by educators and all the program leaders are experts in their curriculum area. That makes all the difference.<br />
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So if you are looking for an incredible and memorable experience for your students that also gets them connecting to the content they are learning, the performance they are doing and more, check out <a href="https://www.disneyyouth.com/programs/education/youth-education-series/" target="_blank">Disney Youth Programs</a>!<br />
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<span style="font-size: xx-small;">This post is part of a Sponsored opportunity I received from Disney. </span><br />
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Steven W. Andersonhttp://www.blogger.com/profile/15094504771347267059noreply@blogger.comtag:blogger.com,1999:blog-9052335608137625664.post-302745505114643632019-07-22T11:19:00.001-04:002019-07-22T11:19:12.230-04:00Managing And Protecting Digital Identities<div dir="ltr" style="text-align: left;" trbidi="on">
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It started with some tweets.<br />
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"You are a vile human being!"<br />
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"I can't believe you are allowed to say the things you do."<br />
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"I want you dead."<br />
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I was hurt, confused and shocked. What had I said or done to make people say these things to me? And they came in a flood. Over and over for several days, several years ago.<br />
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Then I started doing some searching of my name. To my surprise there was a person who had the same name as me who holds many hateful and racist beliefs. These tweets were the result of some press coverage he was getting being denied entry to several countries. Many people were coming to Twitter, searching for his name and my feed was coming up because of the same name, of follower count and engagement levels. Even though I had a clearly written bio and links to my websites it didn't matter.<br />
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(I am not linking to this person because he is terrible and doesn't deserve the traffic and I am not including the tweets because the people that sent them made a mistake. Many apologized to me privately and deleted the original tweets. Since then Twitter reached out to me to have me Verified so my profile is more prominent in search so this doesn't happen again. This is why I use my middle initial in everything I do. If you search my name with my middle initial the first few pages of search results are of me. And its why I use my personal brand in everything I do as well.)<br />
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Our digital identities are fast becoming, if they haven't already, how we are identified in this 24/7, internet-connected world. For many people that we encounter, both online and off, our digital identity is how we are seen and known. Much of it is within our control but some of it is beyond. Therefore, we have to do all that is possible to take control of our digital identity and manage it constantly.<br />
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The same is true for the students we teach. For the vast majority of them their digital identities began with the first photo of them shared at their birth and has and will continue for several years to come. As parents we are in control of not only our digital identities but those of our kids as well. As educators we have an obligation to talk and teach our students how to put their best foot forward in this evolving digital world.<br />
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<b>4 Ways To Manage Your Digital Identity</b><br />
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<b>What Can You Find About Yourself Right Now?</b> Have you ever Googled yourself? What do you think you will find? You've read my story and I've heard from countless people similar stories. You never know what is out there, either generated by you or by others. Blog posts, social media posts, images from conferences, articles, videos, you might be surprised at what you will find.<br />
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So Google yourself. But don't just stop at the first page of results. Look at the images, videos and news. Also use different variations of your name. Different spellings, middle initials, even narrowing results by location. This can give you a good sense of what is out there already. And if there is nothing you have a clean slate to start from.<br />
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And you have to do this often. But why not put the power of search to your advantage. I love <a href="http://google.com/alerts" target="_blank">Google Alerts</a> for this. I can set up tons of different searches for my name, brand, books, anything really and the results are delivered to my inbox each day.<br />
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<b>Take Control Of Yourself!</b> Now that you have googled yourself and seen just what is out there it's time to take control. Some simple things you can do:<br />
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<ul style="text-align: left;">
<li><b>Write a bio</b>-If you don't have one, write one! You never know when you'll need it. And write several different variations. 50/75/100 words are perfect for conference session proposals and social media. Over 100 for anything else you want to use it for. Then you want to use that same bio anywhere there is a place for it. </li>
<li><b>Get a headshot</b>-Don't waste your money on professional headshots (unless you have a photog friend). Your mobile device will take images at high enough resolutions you can get great images. You just need a friend to take the photos for you. And you don't have to make them cheesy. Yes we know you like to climb trees but we just care what you look like. In fact my current headshot I use everywhere is one taken by a dear friend that wasn't even set up as headshot. It just worked out that way. </li>
<li><b>Get a landing page</b>- Set up a personal website or single landing page. <a href="http://about.me/">About.me</a> is great for this. It's a simple webpage that you can customize with your bio, image and links to anything you want anyone to know about you. </li>
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Now you can use all these across the apps and sites you use like Twitter, your blog, your website, resume, anywhere you want people to find out who you are. And the more you use them, the more they will show up in search. The key is consistency.<br />
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<b>Privacy, Privacy, Privacy!</b> Now that you are using these apps and sites you will want to spend time with the privacy settings of each. It's important to know how much of the information you share can be seen and what that service does with your information. Take Twitter for example. You can choose to show or not show your birthday, location or be found by your mobile number. Many of these services also allow third party apps to access your information (Facebook is a great example of this.) You will want to check what apps have access to your profiles and how much. (Maybe its time to revoke access of Farmville from your Facebook page.)<br />
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Privacy policies are full of legal jargon but you should know what is happening to your (and students) data, your images and your information before you use anything. (Perhaps we could all learn from a <a href="https://www.gq.com/story/faceapp-privacy-policy" target="_blank">recent app</a> that, if you used it, now has the rights to use your image any time, anywhere, forever, just by loading an image into it.) Review these policies and talk to kids about them too. They need to know how their data, images and information are used both in the classroom and outside.<br />
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<b>Share, Share, Share! </b>A great way for you to get going is to not only set up bios and headshots and landing pages but also contribute to the wider body of knowledge. Start a blog and share what you are doing in your classroom, what you are learning and reading or ideas you have. Participating in Twitter chats or anything you post on social media with hashtags can also be a great way to build your digital identity. Did you present at a conference? Post the presentation and/or notes to your website and blog about it! Any thing you create you want to share with the world post it.<br />
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The same goes for our students. They need to have the same opportunities as adults to build their digital identities. Those classroom blog posts and comments, make them public. Those digital portfolios, make them public too. Creating a website takes just a few minutes and has become as easy as sending email. Some districts are even purchasing domain names for their students and transferring ownership after they graduate. Several more are giving them their drives and directories as well. All this can be a part of a comprehensive digital citizenship program that teaches students how live the best digital life possible.<br />
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Whether we like it or not, the internet is forever. What we post and what we comment on lives on long after we are gone. So while we are here and in control lets do all we can to manage and protect our digital identities. And help our students do the same!<br />
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Steven W. Andersonhttp://www.blogger.com/profile/15094504771347267059noreply@blogger.comtag:blogger.com,1999:blog-9052335608137625664.post-91741631927247798982019-07-02T11:21:00.002-04:002019-07-02T11:21:49.556-04:00Taking The Stigma Out Of Learning With Immersive Reader<div dir="ltr" style="text-align: left;" trbidi="on">
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I love to read. If I am not working or spending time with my daughters I am reading. But when I was in elementary school reading was what I dreaded the most. In my classes we had the "blue birds" and "red birds" reading groups. I was a blue bird. A weak reader. Stuck in a group with the other weak readers. Thinking back on that time as an adult it was a deflating time as a kid. I know the teacher did it so she could work with us in a small group but the rest of the class knew we were the weak readers.<br />
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Whether students need help in reading or other aspects of learning the subtle differences some teachers do to provide more accessible learning, while unintentional, can have devastating effects on students. Different color handouts for various reading levels or pulling students out to get extra attention all can stigmatize, cause anxiety and push students away.
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Inclusion means that learning together is a better way that benefits everyone. Inclusive learning is about embracing all. It's making a promise to each student to do all we can to help them belong to the community of learners.<br />
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This is where #Edtech can help.<br />
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Keep in mind, our focus is to create environments where every student can succeed. It's not on a singular app or website or tool. It's how these tools support learning and strong pedagogy.<br />
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<a href="https://www.onenote.com/learningtools" target="_blank">Immersive Reader from Microsoft</a> is one of the strongest pedagogically focused edtech resources out there. It is a powerful tool that can help all students become stronger readers and writers while letting them do it when and how they need it. Students can turn it on when they need it and use any of the features they want any time.<br />
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What makes it great?<br />
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<span style="white-space: pre;"> </span>• Breaking down sentences in to individual word parts like syllables and parts of speech.<br />
<span style="white-space: pre;"> </span>• Line focus<br />
<span style="white-space: pre;"> </span>• Changing fonts and colors for students who are dyslectic or have vision impairment<br />
<span style="white-space: pre;"> </span>• Read aloud<br />
<span style="white-space: pre;"> </span>• Translation in to multiple different languages, with read aloud<br />
<span style="white-space: pre;"> </span>• Picture dictionary<br />
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This is just a sample. There is so much more that it can do! Immersive Reader <b>WORKS ON ANY DEVICE </b>and can be found in a multitude of products both from Microsoft and others. And its FREE!<br />
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Immersive Reader is just one tool that you can use to create more inclusive spaces. <a href="http://blog.web20classroom.org/2019/04/language-should-never-be-barrier.html" target="_blank">Microsoft Translator</a> and <a href="https://educationblog.microsoft.com/en-us/tag/office-lens/" target="_blank">Office Lens</a> (both, you guessed it, free!) are others. Check out the learning paths in the <a href="https://education.microsoft.com/courses-and-resources/courses" target="_blank">Microsoft Educator Community</a> for any time professional development (yep, free) to learn how all these Learning Tools can support you and your students!</div>
Steven W. Andersonhttp://www.blogger.com/profile/15094504771347267059noreply@blogger.comtag:blogger.com,1999:blog-9052335608137625664.post-70334348471881637062019-06-19T20:01:00.000-04:002019-06-20T09:26:11.671-04:003 Things To Remember For Every Conference<div dir="ltr" style="text-align: left;" trbidi="on">
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<i>Written with my friend <a href="https://shaelynnfarnsworth.com/" target="_blank">Shaelynn Farnsworth</a> we break down the simple things any learner can do to make the most of their conference experience. </i><br />
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The end of June means, for many education technology enthusiasts, one thing - the annual <a href="http://www.iste.org/" target="_blank">ISTE (International Society for Technology In Education) Conference</a> is just around the corner. ISTE is one of our favorite conferences because we get to reconnect, face-to-face with those "edufriends" we haven't seen in the past year, connect with new friends, learn with some incredible minds in the field, and we get a sense of what schools and districts are thinking about as they look to the future of learning.<br />
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If you are a social media user or a blog reader you may have seen several posts related to getting more out of ISTE. Many veteran attendees have extensive lists of ways to maximize the impact and learning of all who attend. And prior to many conferences, people share advice on how to follow the conference hashtag or whose feed to bookmark to make sure you won’t miss a thing. Still, others connect with educators not able to attend (#NotAtISTE) or explain where you can find resources after the conference. Much of the advice you hear is great and definitely worth considering, so of course, we wanted to add our own into the mix.<br />
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When Shaelynn and I attend conferences, either as presenters or as participants, we challenge ourselves and our audiences each day to dig deeper, move beyond the surface-level flash, and get the most out of the conference experience. Many will save all year long to attend or travel a great distance, so how can we make the most of conference experience while still remembering our purpose and the need to share what we learn?<br />
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We believe there are 3 Important Points to remember, not only for ISTE but for any conference or learning event you attend.<br />
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<b>Be a Boundary Pusher</b><br />
It is easy to attend conferences like ISTE and only go to the sessions led by a perceived “Edtech Guru” or ones where we already know a lot about a specific topic. While there isn't anything wrong with that, ask yourself are you doing the most with your conference experience? There are so many hidden gems by presenters who may not have a huge Twitter following or award-winning blog that offer incredible insight and ideas. <br />
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<i>Push yourself. You are in charge of YOU. </i><br />
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Steven is still a skeptic of flipped classrooms and AR/VR. So he makes a point to attend at least one session where either of these is discussed to widen his perspective. Try to find sessions that you might just be walking away from thanking yourself for attending. Make a point to attend at least one session where you disagree with or are a skeptical about the topic. Go in with an open mind and make the most of your experience.<br />
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<b>Reflect. Learning in the Pause</b><br />
Sometimes the best learning or most lasting impact happens after the session is done, or in the hallway, a corner tucked away from the group, or through my favorite, Learning in the Pause. The thing that holds true for all of these examples is that they are the ones that you remember and talk about long after the event is over, those moments are ones that cause us to stop and reflect. Reflection, <a href="http://blog.web20classroom.org/2016/03/reflection-makes-us-all-better.html" target="_blank">as we have pointed out previously</a>, is an instrumental part of the learning process. Because you are going to challenge yourself and your thinking, it will be important for you to reflect on your learning. The process of reflection doesn’t have to be formal. It’s an opportunity to think about your learning, your thinking, and where you want to go next with both.<br />
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Review your notes at the end of each day and write down your thoughts. We love OneNote for this. We can compile everything there (notes, drawings, pictures, and handouts) and have it on all our devices. Many conferences are also creating shared Google Docs so that anyone can add in their thoughts and reflections collectively. Check out the conference hashtags as well to see what presenters and participants have posted. It’s also a good idea at the end of the day, when you are exhausted and walking back to your hotel to just take some time and think:<br />
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<ul style="text-align: left;">
<li>What did you see that challenged you? </li>
<li>What do you still have questions about? </li>
<li>How can you take what you learned and apply it to your students?</li>
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<b>Don't Be A Hoarder, Share Your Learning</b><br />
Think about if you shared what you learned with 5 people and those 5 people shared with 5 others and so on. The learning becomes so much more valuable. Find ways to share both at the conference (social media is great for that) and when you get back to your school/district. Did you attend as a member of a team? Have your team take 5 mins and share all the resources with those that couldn't attend during a staff meeting. Flying solo? Post your notes to Twitter or on your blog. However you decide to share, just be sure to share!<br />
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Conferences are a cornucopia of people, ideas, and inspiration at your fingertips. Rarely, is one surrounded by tens of thousands of professionals learning and sharing around a common goal other than at large conferences. And what an awesome mission and common goal our profession shares, improving teaching and learning for our students!<br />
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<i>Enjoy your learning this summer and if you happen to be at ISTE19 be sure to stop by and say hello!</i><br />
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Steven W. Andersonhttp://www.blogger.com/profile/15094504771347267059noreply@blogger.comtag:blogger.com,1999:blog-9052335608137625664.post-3137332669137880352019-05-19T16:45:00.002-04:002019-05-19T16:45:58.066-04:004 Easy Ways To Improve Professional Learning<div dir="ltr" style="text-align: left;" trbidi="on">
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Professional learning for educators comes in many flavors:<br />
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<li>Face-to-face, blended, online</li>
<li>Content-driven, instructional practices, Edtech focused</li>
<li>Faculty meeting, half-day, conference session</li>
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If we were all to think long enough we could come up with a list of the best professional learning we've participated in and what made it great. For me it was learning where I connected to the presenter and the presentation immediately. And where the presenter helped me make connections to what I was learning and why it was important.<br />
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We could probably make a much longer list of the professional learning that wasn't so great and why that was. For me it was the times where I was forced to sit in a room with other educators who didn't want to be there, learning something that was of little value, wasn't aligned to anything we were aware of and where our experience wasn't taken into consideration.<br />
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What separates good from great professional learning isn't particular to one type of learning or one style of presenting. To improve professional learning I believe there are only four considerations anyone who delivers professional learning needs to focus on to improve.<br />
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<b>Create Communities of Practice</b>-Perhaps one of the strongest and most rewarding ways to improve professional learning is to move from the one-off, disjointed learning events and move towards creating communities of practice (CoP). CoP's are formed when educators engage in a process of collective learning to improve their overall practice together. The purpose is to bring all voices to the table to learn and grow together. Everyone from educators to leaders to coaches should be participating as a collective unit. CoP's align directly with <a href="https://visible-learning.org/2018/03/collective-teacher-efficacy-hattie/" target="_blank">collective teacher efficacy</a>, which research and evidence shows is one of the best things educators can do to help students improve. Within the CoP members share and learn and grow together, defined by a shared outcome. Everything from identifying the goals of the CoP to the steps taken to meet those goals, to the evaluation of where to go next is done within the CoP.<br />
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<b>Examine Relevancy</b>-Thinking back to all the professional learning I did as a classroom teacher there were many times I sat in a room for hours on end wondering what I was doing there. The learning may have been valuable to some in the room but it was not obvious to me. What is often lacking with professional learning is clear relevance to the participants. Our minds crave understanding, especially when we are learning. What may be obvious to the presenter may not be to those in the room. And even more critical is the alignment of the learning to things like walkthroughs, school improvement plans, the goals of the Communities of Practice or other measurable outcomes. Therefore, not only should relevancy be driven by the needs of the participants but also the overall needs of the group.<br />
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<b>Andragogy Isn't Pedagogy</b>-Modeling is an important aspect of professional learning. Certainly, if we are learning a new instructional practice or an enhanced way to teach specialized content, then engaging in modeling can be beneficial. However, much of the way that professional learning is taught is done so using skills rooted in pedagogy. And it makes sense, right? Much of professional learning is lead by educators. Pedagogy makes up the foundation of our skills. However, the teaching of adults, Andragogy, looks much different. Adult learning is rooted in the synthesis of knowledge rather than memorization of skills. Admittingly, there is overlap in pedagogy and andragogy. When we look at the <a href="https://web.archive.org/web/20140217103828/http:/www.literacy.ca/professionals/professional-development-2/principles-of-adult-learning/" target="_blank">7 Principles of Adult Learning</a>, there are some differences, such as learning is best in informal situations or how previous experiences shape our learning now. The takeaway is that understanding adult learning theory (andragogy) by those that delivery and participate in professional learning is as important as understanding student learning theory (pedagogy).<br />
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<b>Reflection Is How We Grow</b>-It's easy to participate in professional learning and leave it behind when it's over for both the participants and the presenter. When we do that we miss an opportunity to not only improve but to put into practice what we learn. Time for reflection must be built into professional learning, both guided an open-ended. These opportunities for reflection do two things. The first, reflection acts as a formative assessment for the presenter. Understanding where learners are in their learning and where we are in our teaching is just as important with students as it is as with adults. The second, when the presenter engages in deep reflection about what they have presented we discover, what worked, where we have been with our teaching and what areas are ripe for growth. What are we doing well and how will that lead us to improvement the next time around?<br />
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Professional Learning is an important part of our growth as educators, yet it is often overlooked for improvement. By focusing on building Communities of Practice, improving relevancy, understanding the needs of adult learners and building in deep reflection, those that deliver professional learning can create a culture that craves these opportunities for improvement.<br />
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Steven W. Andersonhttp://www.blogger.com/profile/15094504771347267059noreply@blogger.comtag:blogger.com,1999:blog-9052335608137625664.post-27107672681803856582019-04-19T11:08:00.001-04:002019-04-19T11:08:48.356-04:00Cultivating Empathy In Learning<div dir="ltr" style="text-align: left;" trbidi="on">
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<i>Empathy: the action of understanding, being aware of, being sensitive to, and vicariously experiencing the feelings, thoughts, and experience of another of either the past or present without having the feelings, thoughts, and experience fully communicated in an objectively explicit manner. (<a href="https://www.merriam-webster.com/dictionary/empathy" target="_blank">Merriam-Webster Dictionary</a>)</i><br />
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As a father and an educator, an important aspect of learning that is difficult to teach is empathy. I taught middle school for my entire classroom career. Pre-teens and teens are often consumed with themselves and their immediate circle of friends. It's just how they are wired. With my own daughters, the lessons of understanding the challenges and struggles of others, especially those different from them or located halfway around the globe are difficult for them to grasp.<br />
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When I talk to teachers about social-emotional development I am consistently told that one of the hardest things for students to see and understand is empathy. With the focus on curriculum and content, little time is left for students to explore the world beyond their desk and understand what is happening around them. Yet showing empathy for others is a skill that will take students far in life.<br />
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And perhaps, more importantly, students could hold the solutions to many of these problems if schools and classrooms were places where they could explore and ideate.<br />
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Kids not only need to understand the challenges of daily life in their local community and other parts of the world, but they also need the chance to see the world through the eyes of others. Learn their stories, their triumphs, and struggles to better understand how they can help even though they might be a world away. They need to see the impact they can have in the lives of others.<br />
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Kids are incredible. Just because they are kids doesn't mean they can't change the world.<br />
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Teaching empathy and giving students the opportunity to cultivate empathy doesn't have to be something extra or a way to fill empty time at the end of the school year. There are plenty of ways to weave empathy into the everyday curriculum while showing students the impact they can have on their local and global communities.<br />
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<a href="https://www.un.org/sustainabledevelopment/sustainable-development-goals/" target="_blank">United Nations Sustainable Development Goals</a>-One of the best ways to have students understand empathy is to know what the major issues facing our globe are. That’s where the United Nations Sustainable Development Goals can help. Made up of 30 pressing issues facing every society and culture, the SDGs are a "blueprint to achieve a better and more sustainable future for all."<br />
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The SDGs address the global challenges we face, including those related to poverty, inequality, climate, environmental degradation, prosperity, and peace and justice. The Goals interconnect and in order to leave no one behind, it is important that each Goal and target is met by 2030. You can learn more about the SDGs through a free course offered by <a href="https://app.participate.com/products/transform-our-world-the-global-goals/5f414992-fe06-4518-8ffd-3fcc40591ed4" target="_blank">Participate</a>. <a href="https://education.microsoft.com/teachsdgs" target="_blank">Microsoft</a> also has a free course and tons more resources to explore like Skype in the Classroom Events, Virtual Field Trips and more.<br />
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<a href="https://www.we.org/we-schools/" target="_blank">WE Schools</a>-I learned about WE Schools during a recent trip to Paris where I saw several teachers who were participating in their classrooms. One project had students in the US learning the Spanish language writing books for emerging readers in South America and 3D print toys to go along with them. WE Schools aims to connect classrooms around the world which "challenges young people to identify the local and global issues that spark their passion and empowers them with the tools to take action."<br />
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The WE Schools program provides educators and students with curriculum, educational resources and a full calendar of action campaign ideas. Through WE Schools, students gain an understanding of the root causes of pressing issues like hunger, poverty, and access to education, as they explore how they can make positive impacts. They also plan and carry out at least one local and one global action to improve their communities and the world. Joining is free and they offer a <a href="https://www.we.org/we-schools/kit/" target="_blank">free OneNote notebook</a> that has everything you need to get started.<br />
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<a href="https://empatico.org/" target="_blank">Empatico</a>-Aimed at our youngest learners, Empatico is a free platform that gives "teachers of students ages 6-11 everything needed to build meaningful connections through video exchanges: a partner classroom, activity plans, and built-in video, messaging, and scheduling tools." Empatico empowers teachers and students to explore the world through experiences that spark curiosity, kindness, and empathy. The activities align with standards and can easily fit into the existing curriculum. Topics include weather, energy use, folktales, and festivals.<br />
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<a href="https://littlefreelibrary.org/" target="_blank">Little Free Library</a>-A project I have been a supporter of for a very long time, Little Free Library is a local movement to provide more access to books. The idea is simple. You provide a space for books and make them available to the local community. Typically they are housed in a "book nook" that is built but could just be a space set aside anywhere. Anyone can come and take a book or two and leave a book or a few. Ultimately these become self-sustainable.<br />
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My daughters built one for our neighborhood that houses just children's and YA books since our neighborhood is populated with young people. Many schools have built them to encourage literacy and accessibility to books, as well as organizations like Girl Scouts. This could be a great project for kids; not only is it hands-on through the <a href="https://www.blogger.com/"><span id="goog_1935036562"></span>building of the library<span id="goog_1935036563"></span></a> (put that makerspace to use!) but also helps spread the love of reading.</div>
Steven W. Andersonhttp://www.blogger.com/profile/15094504771347267059noreply@blogger.comtag:blogger.com,1999:blog-9052335608137625664.post-45350921205369847532019-04-08T14:23:00.001-04:002019-04-09T12:31:17.150-04:00Language Should Never Be A Barrier<div dir="ltr" style="text-align: left;" trbidi="on">
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I recently returned from a trip to Paris, France where I attended a gathering with over 250 educators from across the world. In their respective countries, these educators were the best of the best; innovative, creative and focused on creating student-centered learning for everyone.<br />
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While I have traveled internationally before (Qatar and the UAE most recently) this was my first trip to France where I would be immersed in the French language. Growing up I took multiple years of Spanish in high school, even continuing that learning into college. However, the most contact I've had with the French language has been through hearing my daughters learn how to count to 10 in pre-school.<br />
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The anxiety I felt before my trip is similar to the anxiety that many parents feel when they encounter our schools. According to the <a href="https://www.census.gov/newsroom/press-releases/2015/cb15-185.html" target="_blank">United States Census Bureau </a>there are over 350 distinctive languages spoken within US states and territories. In many of the districts I work with they have anywhere from a few to over 100 different languages spoken. This can make the most basics of communications tricky to impossible. Some larger, urban districts have special offices that offer translation services but for the vast majority of schools, districts and faculty, translation and language communication are left to just figuring it out.<br />
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While there are a number of apps and services (some inexpensive to very costly) available, they all seem to fall short. Many of the most popular text based translation services rely on wonky machine learning to provide translations and they are far from perfect. Even less of them offer real-time translation services or are only available through apps. And even less of those allow for images to be taken of text to be translated on screen.<br />
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Not only does <a href="https://translator.microsoft.com/" target="_blank">Microsoft Translator</a> do all this, there is so much more it can do, and all for free!<br />
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Available as a customizable web-based room, app and built into Windows 10, Microsoft Translator offers the most languages and features in one, free package than any other service out there. I decided to try it out on my trip to Paris to see if it was really as robust as advertised.<br />
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I was not disappointed.<br />
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I loaded the app on my iPhone and as soon as I landed I felt comfortable with the language. The app has 4 features I found myself using all the time.<br />
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<ul style="text-align: left;">
<li>Real-Time Translation-Using the built in mic on my phone I could speak a phrase in English and have it translated to any of a number of different languages, along with the text translation in seconds. This allowed me to get a taxi, buy a metro ticket and order meals with wait staff with ease. The Real-Time Translation can listen for any of <a href="https://translator.microsoft.com/help/languages/" target="_blank">22 languages and translate in to over 60 languages</a>, again as text and audio. </li>
<li>Type To Translate-Using the same languages as Real-Time translation you can use your keyboard to type words or phrases and see the translation. This was handy for quick words I wanted to know the meaning of or phrases I needed to remember. </li>
<li>Image Translation-By far the most useful feature was the picture translation. Simply point your camera at a piece of text and the app will translate the words it sees to your chosen language. This was great for museums, menus or other signs I encountered. Also, when working with the global educators I could take pictures of projects and lesson plans simply and easily to read. Even after you take the picture and translate the text you can re-translate to another language without having to take a new picture. This was extremely helpful for the projects presented as many of them where not in my native language. </li>
<li>Conversations-The app also has the ability to create a private room where you can carry out a real-time conversation with others using both text and audio. Create the room, share the code or scan the QR code and you're talking in no time. When I was talking with some educators from Indonesia, Japan and Brazil we quickly fired up a room and talked for a while in our native languages. This made things much smoother and more comfortable for everyone. And users don't have to be in the same place. The virtual rooms work anywhere there is an Internet connection. </li>
</ul>
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The app has other features as well like a phrasebook giving you quick access to the most common phrases in multiple languages. Directions, Dinning, Time and Numbers, Health and Emergency are just a few of the categories. Mark your favorites for quick access. Via the web the same virtual conversation room can be used to do real-time text and audio translations for presentations or meetings.<br />
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I made sure to ask everyone I used the app with how the translations were. All agreed they were very good. With any machine-learned translation service there were some gaps, more so with text based translations but all said the audio or spoken translations were flawless.<br />
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But what about for schools? This could be huge for regular interactions, meetings or conferences. There is no reason why everyone in a school couldn't have the Microsoft Translator app on their mobile device and use it whenever someone comes into the school and doesn't speak English. Creating an inclusive environment is key for parental involvement and engagement. From the day-to-day interactions with the front office to parent meetings to conferences the real-time, non-invasive translations can truly bridge the communications gap. It doesn't have to stop there. Students who are new to a language don't have to feel withdrawn or anxious when in a new environment because they don't speak the language and teachers can make them feel welcome from day one by using the app as well.<br />
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Want to learn more? Check out the <a href="https://translator.microsoft.com/" target="_blank">Microsoft Translator</a> website. Also be sure to visit the <a href="https://translator.microsoft.com/help/education/" target="_blank">Translator for Education</a> page to read some amazing stories about how the app is helping schools and districts reach more parents and students and <a href="https://www.freetech4teachers.com/" target="_blank">Free Technology For Teachers</a> blogger <a href="https://twitter.com/rmbyrne" target="_blank">Richard Byrne</a> has a great <a href="https://www.youtube.com/watch?v=82xE02F5QnE" target="_blank">video</a> to help you get started.<br />
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Steven W. Andersonhttp://www.blogger.com/profile/15094504771347267059noreply@blogger.comtag:blogger.com,1999:blog-9052335608137625664.post-74589828730602618392019-03-04T14:38:00.000-05:002019-03-04T14:39:12.323-05:00Wanna Know If Students Are Learning? Ask Them These 4 Questions<div dir="ltr" style="text-align: left;" trbidi="on">
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It can be a struggle to best help students understand what they are learning or for students to articulate their learning in meaningful ways. This was especially difficult for me starting out in on my teaching journey. Based on how I had been taught to be an educator the best ways to know if students are learning was to give them a test. If they failed, it was their fault and they needed to do better next time. It took me a long time to learn that in the process of learning the teacher and the student need to be partners.<br />
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Research backs this up.<br />
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Much of the research around determining the best instructional strategies to use in the classroom center around learning processes and metacognition. It isn't the tools or technology that students use in learning that have the most profound impact. What really makes a difference is how well students understand what they are learning that day, how they can put that learning into their own words and how they can make connections to previous and next learning events.<br />
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Understanding if students are learning isn't difficult and doesn't take away time from actual instruction. In fact there are 4 simple questions students can ask (and the teacher to understand) to know if learning is actually taking place.<br />
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<b><u>What am I learning?</u> </b>Before the lesson even starts students need to know what they are learning, but more importantly, how what they learn connects to something they’ve already learned. It is common practice in many classrooms to write objectives or standards on the board. When I was in the classroom it was an expectation handed down from district leadership that the objectives to be covered that day were to be on the board. If they weren't you could be reprimanded.<br />
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There's one problem with this approach. Standards and objectives are written for educators, not students. Their wording is often confusing and it can be difficult for students to make the necessary connections when reading them. Students should be able to understand and distill what they are learning in their own words and make their own meaning. Teachers have to drive this understanding through clarity.<br />
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<a href="https://us.corwin.com/en-us/nam/what-is-teacher-clarity">Teacher clarity</a> aims to narrow the focus of learning. By focusing on the most critical parts of instruction (learning intentions, success criteria and learning progressions) students can better understand what they are learning and more importantly, why. The research into Teacher Clarity shows that, when used consistently and accurately it can have an effect size of 0.75, nearly doubling the rates of student achievement.<br />
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<b><u>How will I know I've been successful?</u> </b>Often it is a mystery to students to know how they will be successful in their current learning endeavor. Typically, they’ve seen pop quizzes or even know there will be a test at the end of the week. Success criteria goes deeper. It isn't just students knowing what they will learn and how they know they have learned it. It's also the processes by which students will get there. Therefore Success Criteria has both a product focus but also a process focus as well.<br />
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<a href="https://www.shirleyclarke-education.org/">Shirley Clark</a>, an expert in formative assessment says that <a href="https://www.nwea.org/blog/2018/what-you-need-to-know-when-establishing-success-criteria-in-the-classroom/">defining process success</a> does six things for students:<br />
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<ul style="text-align: left;">
<li>Ensure appropriate focus</li>
<li>Provide opportunity to clarify their understanding</li>
<li>Identify success for themselves</li>
<li>Begin to identify where the difficulties lie</li>
<li>Discuss how they will improve</li>
<li>Monitor their own progress</li>
</ul>
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For maximum impact Clark explains that Success Criteria:<br />
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<ul style="text-align: left;">
<li>Need to be known and shared</li>
<li>Should be the same for all learners (differentiation happens with the activity, rather than the success criteria)</li>
<li>Can be used across the curriculum</li>
<li>Need to be referred to constantly by students</li>
</ul>
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<u><b>What is my next learning step?</b></u><b> </b>As part of the overall lesson, we need to not only focus on the before and during but the after as well. Students should know where on their overall learning path they are and where they are going next. This gives them the opportunity to foreshadow and draw conclusions as to where they are in this learning moment and how that will lead them to the next. This is a critical step for them to make the necessary connections to content to make learning visible.<br />
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<b><u>How would I communicate what I've learned to others?</u></b> Often times the communication of what we have learned is not even a part of the overall learning journey or is only a part of a special project or unit. But take a step back. How do we learn anything? Before the invention of the printing press learning was shared through stories and spoken word. Books were only for the wealthy. Therefore learning was very limited. After the printing press books became more widespread. Now we have even faster, more far reaching means of communication, such as social media to learn and grow.<br />
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Students need to not only understand but to participate in communicating their learning with others, beyond their desk and the walls of their classroom. That communication can come in a variety of forms like blog posts, websites, podcasts, videos, etc. The medium is dependent on what students are sharing. The bottom line is that one of the most powerful ways for the teacher and the students solidify what they know and how they know it is to be able to communicate that learning to someone else. Quizzes or exams are great for snapshots but to truly be able to distill their learning, students need to communicate that learning to others.<br />
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Steven W. Andersonhttp://www.blogger.com/profile/15094504771347267059noreply@blogger.comtag:blogger.com,1999:blog-9052335608137625664.post-72320645424018509622019-02-18T08:06:00.001-05:002019-02-18T08:08:28.978-05:00Visible Learning in Literacy: 3 Takeaways from John Hattie and Nancy Frey <div dir="ltr" style="text-align: left;" trbidi="on">
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<i>Opportunity to learn with renowned education researchers and practitioners rejuvenates the mind and reignites the passion in many educators. In the second of our two-part series, <a href="http://shaelynnfarnsworth.com/">Shaelynn Farnsworth</a> and I share what we learned from the Visible Learning Institute in San Diego, this time with a focus on literacy. Head over to <a href="http://blog.web20classroom.org/2019/02/visiblelearningday1.html">part one</a> to see our initial thoughts and shares. </i><br />
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The second day at the Visible Learning Institute in San Diego provided attendees choice in one of two paths in which to learn; literacy and math. Shaelynn and I jumped at the chance to learn from <a href="https://www.fisherandfrey.com/">Nancy Frey</a> and chose literacy learning to continue to grow our knowledge in this area for supporting educators around the globe. Frey and <a href="http://www.ascd.org/Publications/ascd-authors/doug-fisher.aspx">Doug Fisher</a> (her colleague) have worked extensively with <a href="https://visible-learning.org/">John Hattie</a> in the realm of literacy practices and transferring his research into practice. They have multiple books with Hattie, two of our favorites being <a href="http://us.corwin.com/en-us/nam/visible-learning-for-literacy-in-the-classroom-grades-k-12/book249339">Visible Learning for Literacy Grades K-12</a> and <a href="http://us.corwin.com/en-us/nam/teaching-literacy-in-the-visible-learning-classroom-grades-6-12/book249341">Teaching Literacy in the Visible Learning Classroom, Grades 6-12</a>.<br />
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Frey consistently delivers high-quality and classroom applicable learning during her workshops and this experience was much the same. During Day 2, she used a combination of research, theory, and classroom application to deepen our understanding of high-impact instruction during each phase of learning.<br />
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3 Takeaways:<br />
<b>Constrained and Unconstrained Skills</b> - Constrained skills are those that have boundaries and edges to them and are acquired at concrete stages of development. These include phonemic awareness and phonics. Unconstrained skills are boundless, limitless and continue to grow throughout life. These include vocabulary and comprehension. While no argument can be made against the direct instruction and learning of constrained skills, Frey reminded us all that they are important but not sufficient. Leveled texts are great for learning constrained skills, but unconstrained skills are not developed through these types of texts. Both constrained and unconstrained skills develop independently; it is important for all educators in all subject areas to pay attention to both.<br />
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<b>Reading Volume</b> - The amount one reads is important, but do you know how important it is for our students? Frey offered statistics to drive home the point about reading volume. Reading 20 minutes a day = 1,800,000 words per year & 90th percentile on standardized tests. Reading 5 minutes a day = 282,000 words per year & 50th percentile on standardized tests. Finally, a student who reads only 1 minute a day = 8,000 words per year & 10th percentile on standardized tests. Assumptions that all kids have access and time at home to read will not increase reading volume; instead, make time for students to read in your classroom.<br />
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In addition, as Frey reinforced, students need both content-specific readings but also need the exploration of texts beyond the content. If a student enjoys to pleasure read graphic novels we should not dissuade that student from choosing them. Rather we should support them while still exposing them to content specific passages and texts.<br />
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<b>Surface, Deep, Transfer Learning</b> - Hattie, Fisher, and Frey discuss a scale for learning and divide it up into 3 parts of a triangle. Surface, Deep, and Transfer Learning make up this scale representing learning as a process, not an event. Along with the description of each, Frey offered high-impact instructional strategies to support learning.<br />
<span style="white-space: pre;"> </span><br />
Surface - Surface Learning, the base of the triangle, is learning that takes place during the acquisition of skills and understanding of concepts. Learners often recognize patterns and start to build foundational knowledge to support the next level of the triangle, Deep Learning.<br />
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<i>High-Impact Instructional Strategies to support Surface Learning and the effect size:</i><br />
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<ul style="text-align: left;">
<li>Repeated Reading (.67)</li>
<li>Feedback (.75)</li>
<li>Collaborative Learning with Peers (.59)</li>
</ul>
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Deep - Deep Learning builds off of the Surface Learning students acquire. As Frey states, you have to know something before you are able to do something with that knowledge. Deep Learning consists of consolidation through connections, relationships, and schema to organize skills and concepts. Deep learning is also used to consolidate constrained and unconstrained skills. Students need more complex tasks to deepen their own learning.<br />
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<i>High-Impact Instructional Strategies to support Deep Learning and the effect size: </i><br />
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<ul style="text-align: left;">
<li>Concept Mapping (.60)</li>
<li>Class Discussions (.82)</li>
<li>Metacognitive Strategies (.69)</li>
<li>Reciprocal Teaching (.74)</li>
</ul>
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Transfer - Finally, learning and school should not stop with just Surface and Deep Learning. Transfer Learning is self-regulation to continue learning skills and content independent of the teacher. Frey admits, not everything we teach or learn is worthy of Transfer Learning. Transfer Learning places more responsibility on the learner to question, investigate, and organize to propel their learning.<br />
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<i>High-Impact Instructional Strategies to support Transfer Learning and the effect size:</i><br />
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<ul style="text-align: left;">
<li>Reading Across Documents to conceptually organize (.85)</li>
<li>Formal Discussions, Debates, Socratic Seminars (.82)</li>
<li>Problem Solving (.61)</li>
<li>Extended Writing (.43)</li>
<li>PBL - Problem-based Learning - effect size is low at surface level learning (.15) but significantly higher at Transfer level learning (.61) </li>
</ul>
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As Day 2 came to a close, our minds were spinning with information and ideas. Nancy Frey not only shared Visible Learning in Literacy but invited us to consider what approaches work best at the right time for the right learning, never to hold an instructional strategy in higher esteem than a student, and our favorite, “Every student deserves a great teacher, not by chance, but by design.”<br />
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<i>Do you need help understanding how Visible Learning can impact your classrooms? Or maybe you want to see if the programs you are using are working? Shaelynn and I can help. <a href="https://www.web20classroom.org/workwithus">Visit our website</a> to learn how you can partner with us to help all educators do more and how all students can achieve!</i><br />
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Steven W. Andersonhttp://www.blogger.com/profile/15094504771347267059noreply@blogger.com