# data[].attributes.body
To address this goal, I am reviewing assessment data with my students and having them to set goals of where they would like to be the next time we assess. I am currently looking for an online resource to track fluency assessments.

# data[].attributes.headline
I am looking at Zoom Break out rooms, NearPod, PearDeck, MindMeister, and even Padlet. AP

# data[].attributes.subject
I am looking at Zoom Break out rooms, NearPod, PearDeck, MindMeister, and even Padlet. AP

# data[].attributes.headline
To reach this goal I would like to create/use a digital calendar of some kind that both the students and I can access to set goals/track progress during a Genius Hour project.  I also intend to create a Microsoft Form which will help students with task persistence.  LT

# data[].attributes.subject
To reach this goal I would like to create/use a digital calendar of some kind that both the students and I can access to set goals/track progress during a Genius Hour project.  I also intend to create a Microsoft Form which will help students with task persistence.  LT

# data[].attributes.headline
For this goal I intend to help students utilize the results of diagnostic data from iReady.  From this I would like students to recognize their strengths and an area to improve through the Genius Hour project.  I am seeking ideas for how to help learners identify interests and preferences and also one to compile all this data in a way that is useful and not just another step to complete with no relevancy.  LT

# data[].attributes.subject
For this goal I intend to help students utilize the results of diagnostic data from iReady.  From this I would like students to recognize their strengths and an area to improve through the Genius Hour project.  I am seeking ideas for how to help learners identify interests and preferences and also one to compile all this data in a way that is useful and not just another step to complete with no relevancy.  LT

# data[].attributes.body
Earlier this year I requested a channel in both of my school's Microsoft Staff Teams.  One school provided me my own channel, which I post AIG related, best practices, etc for the staff.  In the other school I just post in in the General channel. :)  This will be one way I can share tech tools with my staffs.  LT

# data[].attributes.headline
This goal is important for students to take responsibility of their own education. What interactive formative assessment is there available for this goal?

# data[].attributes.subject
This goal is important for students to take responsibility of their own education. What interactive formative assessment is there available for this goal?

# data[].attributes.body
KH

# data[].attributes.headline
To engage the students in a fun way, I have been looking into Adventure Academy. Students make their own avitar that waunders through the game to earn coins when they complete a problem. More than one student can be on the same screen at the same time even if they are working on different types of problems. KH

# data[].attributes.subject
To engage the students in a fun way, I have been looking into Adventure Academy. Students make their own avitar that waunders through the game to earn coins when they complete a problem. More than one student can be on the same screen at the same time even if they are working on different types of problems. KH

# data[].attributes.body
I found this article by Jennifer Gonzales (I have been reading her blog for years-- she's amazing) to be helpful in aligning the tech tools I want to use with my goals to challenge creative thinking, critical thinking, communication, and collaboration. I think Nearpod and Thing Link could be really good for the anticipation guides she suggests, among so many other ideas to aid student discussion, collaboration, and engagement. -LAD

# data[].attributes.attachment_link.readable_text
Listen to an extended version of this post as a podcast (transcript):
Sponsored by Peergrade and mysimpleshow

I first became aware that there might be a problem a few years ago, when one of my kids was studying weather systems: high- and low-pressure systems, cold fronts and warm fronts. We were trying to help her prepare for a test and also do some sort of homework, and she didn't get it at all.

We were really frustrated, my husband and I, because all we really had as a reference was the top half of this worksheet that explained the concept. So we were having trouble explaining it to her, and at one point I finally said to her, "You know, in your class, didn't your teacher ever draw a diagram on the board?"

She said, "No."

I said, "Did you guys ever do anything like where the teacher would grab a small group of kids and say, 'OK, you three, you're going to be a cold front, and then you three, you're going to be a warm front. Come up to the front of the room, OK. And I want this group here, I want you to wiggle around really fast because you are, I don't know, high pressure. And this group, I want you to move really, really slowly.'"

I was trying to figure out if there had ever been some kind of physical demonstration of these concepts. It seemed like even a three-minute re-enactment of how these systems work would help the kids get it right away.

"Did your teacher ever do anything like that?" I asked.

She looked at me like I was crazy and said no.

I said, "Well how did you learn this? How did you actually learn this for the first time?"

"Well," she said, "we just read the book."

"What do you mean 'we read the book'?" I asked. "Did everybody sit down quietly and read it and then the teacher talked to you?"

"No. We just opened it up to page 36, and then she would read a little bit to us, and then explain something, and then we would read a little bit more, and then she would say something else, and that was it."

"Is it like that all the time?" I asked, hoping for a no.

She shrugged and said, "Basically."

This was a couple of years ago, when my kids were all still in elementary school, but since that time, I've seen this pattern more and more as they've gotten older: Every day, for the most part, information is delivered to them in some really basic way-usually PowerPoint-and the kids copy down what the teacher tells them to from the slides. Then they have some sort of worksheet where they're basically regurgitating what was on those slides. After this cycle repeats four or five times, they have some kind of test. And that's it.

This is not good. If we want our students to actually learn the facts and concepts and ideas we're trying to teach them, they have to experience those things in some way that rises above abstract words on paper. They have to process them. Manipulate them.

To really learn in a way that will stick, they have to DO something.

I realize I'm probably preaching to the choir here-that people who read these posts are probably doing a lot more in class than this information-in, information-out model-and if that's true for you, then great. But I listen to teachers talk all the time: in schools, on social media, in private messages, and I know that things are not going well for you all of the time. I hear teachers talk about "covering" concepts in class and even reviewing them with games, only to end up with half the class failing an exam. This is incredibly frustrating; I know. But the truth is, just because you covered it, it doesn't mean they learned it.

And I know that this is going to upset some people, but if you have a lot of students failing your tests, and those students are in class and they're showing up, then the problem is not them. The problem is you. It's something you're doing, or maybe something you're not doing.

The Problem: A Gap in the Lesson Plan

First, let me say that authentic, project-based learning is probably the best way to have students experience meaningful learning. But many schools and classrooms aren't quite there yet: They deliver instruction in a more traditional way. That model can still result in solid learning, if it's implemented correctly. And that's where I'm seeing a problem. I think we're skipping over one of the most important steps in our lesson plans.

Let's consider the classic lesson plan format:

1. Anticipatory set: This is where we get students interested in the lesson and set objectives for the day.

2. Direct instruction: Facts, concepts, and skills are delivered via lecture, video, reading-some way of getting the information into students' heads.

3. Guided practice and application: With the support of the teacher, students apply what they have just been taught.

4. Independent practice and application: Students apply the learning on their own.

5. Assessment: The teacher measures how well students have met the objectives.

I think what's happening is that we're skipping over the third step. We're going right to independent practice (often at the lowest levels-basic regurgitation), but students aren't being given any kind of task to actually process or apply the material in a meaningful way. We go straight from direct instruction to independent practice to assessment.

In some cases, we may even be skipping both steps 3 and 4. Not too long ago I had to help another of my kids study for a social studies test. All we had to work with were notes copied from a PowerPoint. I didn't understand the meaning of half of them, because they were just bulleted phrases, so it was nearly impossible to review the material. When I pointed at individual items and asked my kid to tell me what they meant, that turned out to be too difficult. The teacher had just told them to write down that bullet point, but my kid left class that day not really knowing what it meant.

Because I was a teacher myself, I know there's got to be more to the story. I remember how students could misrepresent or oversimplify the things we did in class. I would bet that this teacher took time to explain these concepts before having students copy down bullet points. But it wasn't enough. My kid was in class, paying attention, writing down the notes, but still didn't learn a whole lot.

Apart from the poor quality learning, this gap in our teaching is a problem for two more reasons.

For one, it doesn't align with the standards. Look at any social studies standards for middle school, in pretty much any state. Do any of them say that kids need to be able to identify names of significant people in historical periods, or be able to regurgitate facts about certain cultures or regions?

No. They want students to be able to understand the relationships between social movements and changes and other influences. They want students to be able to explain and analyze things. I just randomly pulled up Wisconsin's standards for grade 7 social studies. Here's an example of what these students should be doing when they learn history (from page 10):

1. Use historical evidence for determining cause and effect.

2. Analyze, recognize, and evaluate patterns of continuity and change over time and contextualization of historical events.

3. Connect past events, people, and ideas to the present, use different perspectives to draw conclusions, and suggest current implications.

4. Evaluate a variety of primary and secondary sources to interpret the historical context, intended audience, purpose, and/or author's point of view.

These standards are GORGEOUS. If students are actually doing these things in Wisconsin middle schools, that would be amazing. But if Wisconsin is like a lot of other places, my guess is that students are sitting through PowerPoint lectures, copying notes from the PowerPoints, and transferring that information to worksheets and tests.

I know it seems like I'm picking on social studies here, but that's just because social studies is such an information-driven subject area. The same could be said for science, health, and other content-heavy classes. Even in English language arts, which really should be driven more by practicing reading and writing, there are some teachers who manage to run mostly lecture-worksheet-test-based classes.

The other problem with this kind of teaching is that it makes kids hate school. I already dealt with this extensively in this post about excessive use of worksheets, but it's worth repeating: When we do little more than have students copy down information or fill out worksheets, we are making school an awful place to be.

In a 2014 article, instructional coach Alexis Wiggins reported on her findings after shadowing two high school students through a typical school day. She was horrified by the amount of sitting and passive learning these students were subjected to. Friends of mine who work as instructional consultants and coaches, who visit hundreds of classrooms every year, say they see more low-level seatwork than anything else.

My own kids hate school more and more the older they get. And they rarely bring home anything lower than an A. The other parents I talk to-who live all around the country-report a similar pattern more often than not. This is not an isolated issue.

Why Is This Happening?

I think this epidemic of passive learning has come about for a couple of reasons:

High-Stakes Testing Mania

We're in an environment right now that is so driven by high-stakes testing and data that teachers have no choice but to only do things that produce data. Teachers say that they would like to be doing more engaging activities, but they end up in this cycle of information in, information out, assess, get a score, move to the next step again, repeat.

Death by Documentation

I'm hearing more and more from teachers who are required to document the crap out of their day -super detailed lesson plans, all the way down to having to indicate what font size they're using on something. When you have to do that much documentation, it squeezes teachers' time so much that they go to this default setting of get the content out there, cover it, test it, and move to the next thing.

Holes in Teacher Preparation

A friend who consults with schools tells me she believes teachers do not have sufficient tools in their toolbox for teaching. They literally don't know enough strategies for actively engaging students in the content, and that teacher prep programs may not be equipping teachers with enough strategies. Many teachers don't necessarily know how to go beyond direct instruction, worksheets, and tests, so they just go with the default. With teacher turnover at such a high rate and the number of emergency certifications growing in some states, it may be that teacher prep programs may not even be involved: There may not be much preparation at all.

The first two reasons need to be addressed at an administrative, policy level. But the last one we can deal with right now.

How Do We Fix It?

Now comes the good news. This problem can be solved in so many ways, and the solutions don't have to be complicated, time-consuming, or fancy. Simply add activities into your instruction that will help students build more pathways in their brains, see patterns, connect to previous knowledge, and experience some novelty so they remember the material better.

In between the direct instruction step and the assessment step of your planning, start adding in some of these activities:

1. Sorting

Organize the material by similarities and differences, categorize it, label it, do something that requires students to activate schema and create connections. An inductive learning lesson would be great for this.

2. Kinesthetic Work

Doing short role-plays and simulations can really help students visualize relationships and processes. This can also be done by creating models with Play-Doh or cardboard, or doing some kind of a maker project that connects to your standard.

3. Discussion

Even giving students a few minutes to discuss a topic-especially if they are taking some kind of a stance on the content and backing it up with evidence-can do so much to help them process and learn the content. But make sure all students are participating! Check out this big list of discussion strategies for tons of ideas.

4. Graphic Representations

Having students put the material into any kind of visual form will help them remember it better and understand how concepts are related. Graphic organizers and sketchnotes are two ways to accomplish this. Students can do these on their own or they can be constructed as a class with your support-for especially challenging concepts, this may be most effective.

5. Write to Learn

When students process ideas in writing, they are forced to synthesize the information that has only entered their brains passively, so stopping instruction every now and then to have students write short summaries or give their opinions on the things they're learning is a really effective, efficient way to cement their learning. This video from the Teaching Channel shows just how simple this can be to implement.

6. Mini-Projects

For learning to be active, it doesn't have to be a super complicated, long-term project. Students can do mini-projects that take just a day or two. This poster project, where students have to rank leaders of early America, then back up their choices with evidence, is a perfect example of a project that could be done in a short period of time.

7. Anticipation Guides

Anticipation guides are simple forms where students state their opinions on key statements before a learning activity. This primes them for the learning that is about to come. Once the direct instruction is done, they revisit the guides to see if their opinions have changed. This would be a really simple way to boost engagement and give students a bigger stake in a lesson.

8. Quality Note-taking

Although students seem to be taking a lot of "notes" in class, it's not clear that this is being done in a way that results in high-quality learning. If your classroom practices are aligned with the research on note-taking, this activity can be a powerful processing tool.

9. Retrieval Practice

Asking students to recall information is a great way to help them learn it better, but I'm not exactly talking about the kind of recall they do on worksheets. Whether it's stuff that just needs to be memorized or concepts that require more complex processing, building periods of retrieval practice into your instruction will boost learning.

Bonus: Collaboration

Most of these activities would be enhanced by some kind of collaboration: Have students share their write-to-learn responses with a partner. Do sorting tasks with small groups. Any time they work together, they're engaging with the content in a different way, which introduces more novelty and more opportunities to process it differently.

This is not an exact science, and no teacher designs instruction perfectly all the time. But if you're not getting the results you want, try to do more of this: When planning your lessons, ask yourself if students are doing anything with the material, or if you're just setting things up so it's information in, information out. If it's the latter, start adding in ways to have students engage with the stuff they're learning. There are a lot of different ways to do it. Even though it adds a little bit more time, you're going to see such big benefits. Not only are your students going to learn better, you will all-both your students and you-like coming to school a whole lot more. ♦

Come back for more.
Join my mailing list and get weekly tips, tools, and inspiration that will make your teaching more effective and fun. You'll get access to our members-only library of free downloads, including 20 Ways to Cut Your Grading Time in Half, the e-booklet that has helped thousands of teachers save time on grading. Over 50,000 teachers have already joined-come on in.

# data[].attributes.attachment_link.description
Listen to an extended version of this post as a podcast (transcript): Sponsored by Peergrade and mysimpleshow I first became aware that there might be a problem a few years ago, when one of my kids was studying weather systems: high- and low-pressure systems, cold fronts and warm fronts.

# data[].attributes.body
In the past, I have used Google Forms and had students complete a "Week in Review" to reflect on their learning and set goals for what to work on the following week(s) or areas that needed strengthening. I was really the only person monitoring the goals and there wasn't much managing going on from the student side, just reflecting. I'd like to find a way to build off of my Week in Review to make it a stronger, more interactive assessment tool. -LAD

# data[].attributes.headline
 I am planning to start with my classroom setup. Just as in any well-managed classroom, setup is essential. My plan includes a center with tablets available from children. I will establish, display, teach and repeat your classroom rules and procedures when using devices. Students should be clear on their expected behavior and how to handle arising technology use issues. To help create this structure, number (picture of the child)on each device. Students will have a sense of ownership, and the numbering assists with technology support communications. 

# data[].attributes.subject
 I am planning to start with my classroom setup. Just as in any well-managed classroom, setup is essential. My plan includes a center with tablets available from children. I will establish, display, teach and repeat your classroom rules and procedures when using devices. Students should be clear on their expected behavior and how to handle arising technology use issues. To help create this structure, number (picture of the child)on each device. Students will have a sense of ownership, and the numbering assists with technology support communications. 

# data[].attributes.body
I am planning to start with my classroom setup. Just as in any well-managed classroom, setup is essential. My plan includes a center with tablets available from children. I will establish, display, teach and repeat your classroom rules and procedures when using devices. Students should be clear on their expected behavior and how to handle arising technology use issues. To help create this structure, number (picture of the child)on each device. Students will have a sense of ownership, and the numbering assists with technology support communications.

# data[].attributes.headline
I have looked into PenPal Schools and also collaborating with other teachers who have done something similar with their classrooms. PenPal Schools seems to be the most user-friendly that I've looked at. 

# data[].attributes.subject
I have looked into PenPal Schools and also collaborating with other teachers who have done something similar with their classrooms. PenPal Schools seems to be the most user-friendly that I've looked at. 

# data[].attributes.body
AP

# data[].attributes.body
https://www.edutopia.org/blog/tech-based-formative-assessment-monica-burns

AP

# data[].attributes.body
I just stumbled across a resource called Mural and I really like it for planning projects (it's like Jamboard but more interactive, has more tools, bigger screen, etc.). Could be great for effective collaboration, communication of ideas, solving problems, etc. - LAD

# data[].attributes.attachment_link.title
AI-powered visual workspace for team collaboration | Mural

# data[].attributes.attachment_link.description
Boost team collaboration and innovation with Mural, the AI-powered visual workspace. Plan, strategize, and execute projects seamlessly on one intuitive tool.

# data[].attributes.body
I plan to try out Newsela to differentiate based on student needs and independent reading levels while also incorporating interests through real-world news articles. DG

# data[].attributes.body
I plan to share out at our next PLC/PD about Newsela so other teachers can check it out and utilize it. DG

# data[].attributes.body
I want my students to practice choosing the reading level that works for them on Newsela from the options provided. I want them to practice highlighting information in the article that they do not understand or that they want to know more about. And then I want to have individual conferences with them to discuss their highlights and their independent reading levels. DG

# data[].attributes.body
I am creating a list of resources that I can use to assign students activities based on their individual goals. I am adding these to my bitmoji classroom so that students can have somewhat of a choice board, as long as they are completing the required number of activities for reading/ math each week.

# data[].attributes.body
On top of exploring new sites and resources to use, I am exploring ways to create digital "data notebooks" that both I and the student can work on from school or home.

# data[].attributes.headline
To meet this goal, I have been looking through and playing with new technology. As others make suggestions or I come across new technology I add it to my list. Eventually I will narrow down and evaluate technology I think I may use for my final project. -BS

# data[].attributes.subject
To meet this goal, I have been looking through and playing with new technology. As others make suggestions or I come across new technology I add it to my list. Eventually I will narrow down and evaluate technology I think I may use for my final project. -BS

# data[].attributes.headline
I am adding to my technology list specific technology I think will promote exploring global awareness and diversity using technology. -BS

# data[].attributes.subject
I am adding to my technology list specific technology I think will promote exploring global awareness and diversity using technology. -BS

# data[].attributes.headline
I am adding to my technology list specific technology I think will promote exploring global awareness and diversity using technology. -BS

# data[].attributes.subject
I am adding to my technology list specific technology I think will promote exploring global awareness and diversity using technology. -BS

# data[].attributes.headline
I am adding to my technology list specific technology I think will promote exploring global awareness and diversity using technology. -BS

# data[].attributes.subject
I am adding to my technology list specific technology I think will promote exploring global awareness and diversity using technology. -BS

# data[].attributes.headline
I am adding to my technology list specific technology I think will promote exploring global awareness and diversity using technology. -BS

# data[].attributes.subject
I am adding to my technology list specific technology I think will promote exploring global awareness and diversity using technology. -BS

# data[].attributes.headline
I am adding to my technology list specific technology I think will promote exploring global awareness and diversity using technology. -BS

# data[].attributes.subject
I am adding to my technology list specific technology I think will promote exploring global awareness and diversity using technology. -BS

# data[].attributes.headline
I am adding to my technology list specific technology I think will promote exploring global awareness and diversity using technology. -BS

# data[].attributes.subject
I am adding to my technology list specific technology I think will promote exploring global awareness and diversity using technology. -BS

# data[].attributes.body
Laura recommended looking into ePals and collaborating with Universities who may have students studying aboard. I plan to utilize both of these good ideas!

# data[].attributes.body
I am continuing to search through a variety of extensions I can use on the Chromebook. Things that are time efficient is a very important aspect to this. I am going to begin creating some very basic modules for my students as well. Still haven't figured out a quality data collection component.

# data[].attributes.body
I had a conversation with a student about helping me try some of the tools we are learning about to measure her progress. This will be helpful since I don't have assigned students. The key was the communication about the purpose.

# data[].attributes.body
We are being intentional in reviewing CANVAS courses that teachers are developing and presenting to students. We developed a checklist of items we are looking for. We recently provided coaching to to teachers who need extra support to meet the requirements but also made it a point to provide shout-outs to those that went above and beyond in their CANVAS classrooms. This recognizes effort but also supports those that need to keep moving forward.

# data[].attributes.headline
I have been keeping track of many of tools that were suggested in all of our suggestions. I have also had more in-depth with my school technology departments about tools that could be used to monitor students' progress between teachers.

# data[].attributes.subject
I have been keeping track of many of tools that were suggested in all of our suggestions. I have also had more in-depth with my school technology departments about tools that could be used to monitor students' progress between teachers.

# data[].attributes.body
CW

# data[].attributes.body
I have connected with a family member in Anguilla, that is a teacher. We plan to have a designated time every week to video chat with our penpal class to learn from each other and together.

# data[].attributes.body
I have been reading over my classmates post and looking at resources they are using in their classrooms. This is helping me because I know that these are tools that are working for others and I am not in a rabbit hole of tools like I would be if I was to just do a google search. I am also trying to figure out how to add time to my schedule to research different tools and comparing them to the tech rubric we created in an earlier module.

# data[].attributes.body
Since I'm looking for ways to incorporate tech into previously created lessons, I need to first evaluate appropriate tech sources using the SAMR method and then integrate them into my lessons. By using this method I can increase quality of lessons and provide students with different modes of collaboration, communication, and creativity. AF

# data[].attributes.body
I like the SAMR method of evaluating tech tools. My goal is to evaluate multiple resources so I can see which ones will best serve me and my students. I'm looking to refine and expand my lessons so I need lots of ideas to try out. So far, I've found IXL, GoFormative, and FlipGrid to be useful. I've also found a resource called Floop that allows for students to get help on work during remote instruction. AF

# data[].attributes.body
I'm also interested in this idea for future use. I'm looking for resources that I can use in a high school English setting. I know of a lot of elementary resources such as IXL and GoFormative that might work for others. AF

# data[].attributes.body
This is also something I need to incorporate as it is part of our CCSS. I've been looking around TeachersPayTeachers for a lesson or mini unit on technological responsibility, but I may have to make one from scratch. AF

# data[].attributes.body
I've struggled with this over the years. I'm asking my fellow teacher friends to give me advice and tips for gathering and using data, but it's a little harder for me to understand since I'm not in a traditional classroom right now. I'm hoping to find some resources on interpreting student data. AF

# data[].attributes.headline
New Idea for Gifted Tech Outside of Classroom

# data[].attributes.subject
New Idea for Gifted Tech Outside of Classroom

# data[].attributes.body
In the readings we discussed the benefits of gifted students being able to access tech outside the classroom to pursue passions. I'm thinking about creating a project where students use technology to help solve a problem they see in their community/real world. It combines PBL and tech tools. What are some other ideas I can use to achieve this goal of technology beyond the classroom? AF

# data[].attributes.body
Edutopia has a good checklist for when you want to teach digital citizenship. I'm still looking for better resources, but this is a good start https://www.edutopia.org/blog/digital-citizenship-need-to-know-vicki-davis
AF

# data[].attributes.body
Newsela and TedEd are two simple ways to include relevant topics in your students' research and discussions. CommonLit is also amazing, it's just been a few years since I've been on. I'm going to refresh myself on it because I remember it being a lifesaver for me. AF

# data[].attributes.body
For this goal I am researching ways to house student data that I could share with classroom teachers, students, and parents. I am currently running a weekly report on MobyMax but not all assessments are computer based assessments. I am also having conversations with students about their assessment data and having them set goals for where they would like to be by the end of the grading period and/or end of year.

# data[].attributes.body
Today I presented at the North Carolina Association for Gifted and Talented on how I used Pear Deck in Microsoft Powerpoint to keep lessons engaging while my students are remote. I think this is an example of how I have demonstrated leadership for technology innovation beyond my classroom. Horn. Toot. Toot. LT

# data[].attributes.headline
I have been asking my peers at work of new sites I could use for my students, most are sites that I have been given can be used for review after a lesson has been taught- like review games. I am trying to find different ways in which students can explore a new topic using technology. LMH

# data[].attributes.subject
I have been asking my peers at work of new sites I could use for my students, most are sites that I have been given can be used for review after a lesson has been taught- like review games. I am trying to find different ways in which students can explore a new topic using technology. LMH

# data[].attributes.headline
I stumbled onto this website, in which you can create review games for your students. I like it because you can change the game you create to different templates the site provides. Here is one I played around with- https://wordwall.net/resource/11544458       LMH

# data[].attributes.subject
I stumbled onto this website, in which you can create review games for your students. I like it because you can change the game you create to different templates the site provides. Here is one I played around with- https://wordwall.net/resource/11544458       LMH

# data[].attributes.headline
I have been working with students and taking inventory of their interest.  This includes learning style preferences, tech favorites, and ways they would like to incorporate learning with their favorite tech tools. I feel like incorporating them in the process will have better outcomes. -KN

# data[].attributes.subject
I have been working with students and taking inventory of their interest.  This includes learning style preferences, tech favorites, and ways they would like to incorporate learning with their favorite tech tools. I feel like incorporating them in the process will have better outcomes. -KN

# data[].attributes.headline
As I learn new things from this class other PD I am involved in, I present it to my team of 4 EC teachers at my school.  It helps me to feel like I am contributing to the greater good of helping everyone access new and different types of tech. - KN

# data[].attributes.subject
As I learn new things from this class other PD I am involved in, I present it to my team of 4 EC teachers at my school.  It helps me to feel like I am contributing to the greater good of helping everyone access new and different types of tech. - KN

# data[].attributes.headline
I have been diving into Everfi and their social emotional lessons with my 6th graders.  Everfi has some really targeted lessons on social media and responsible digital citizenship.  -KN

# data[].attributes.subject
I have been diving into Everfi and their social emotional lessons with my 6th graders.  Everfi has some really targeted lessons on social media and responsible digital citizenship.  -KN

# data[].attributes.body
I am one of the staff advisors for our Student Leadership Group. I set up and sent out a Parlay roundtable related to their first service project which is a food drive. Students are participating in the discussion and I was able to share a new tool with one of our best Social Studies teachers. She loves discussion so this is a tool that she can see in action prior to giving it to her students. AC

# data[].attributes.body
Our administrative team has each been assigned students to provide additional support for as we begin preparing for the EOGs. I will be working with 6th Grade Math. My first step was to ask students what their areas of strength were and what areas did they feel they could grow in with some support or practice. My thought is have them track their progress in these areas using a Google Form or Sheet. This will help them see their growth. AC

# data[].attributes.body
I have started this same idea as part of my preparation for the course challenge. I created a Google Sheet with a link to each resource, a short description, and some pros and cons of each. This gives me once place to keep my resources and to easily determine which ones may be useful for a certain subject or task rather than looking through bookmarks Google Chrome. AC

# data[].attributes.body
In part of my work as an instructional coach, we are are focusing on lesson plans. Does the lesson body match the objectives and essential questions? For teachers interested in implementing more technology, this provides an opportunity to match their objectives and essential questions with different tech tools. AC

# data[].attributes.body
Here's an article about using tech for formative assessments. Just a fun little way to get started thinking about technological assessments https://www.edutopia.org/blog/tech-based-formative-assessment-monica-burns    AF

# data[].attributes.body
For this category, I was looking for app recommendations for  young children, to highlight a few unique categories that have become important in the field of education recently, such as social-emotional learning.  I tested out some of the apps to become familiar with their features, while doing it I was using a SAMR model to evaluate those apps.

# data[].attributes.headline
At the present moment of the pandemic, when we are closed, and excluded "from the real world" we cannot experience field trips, nature walks etc. Technology, digital tools and resources are our saviors in achieving this goal.

# data[].attributes.subject
At the present moment of the pandemic, when we are closed, and excluded "from the real world" we cannot experience field trips, nature walks etc. Technology, digital tools and resources are our saviors in achieving this goal.

# data[].attributes.body
I have started to search for some small activities or mini lessons for creative ways to teach the laws. I am considering creating a small google forms or nearpod slides with videos and questionnaires to make it more interactive. -BS

# data[].attributes.body
I am working to create a lesson plan where students will directly come up with and address personal goals. I am currently exploring some portfolio systems where students will address these situations. - BS

# data[].attributes.body
https://www.commonsense.org/education/digital-citizenship#digcit-program

After overhearing some casual conversation between my students about meeting people online, I was looking for resources for having conversations about online relationships and sharing information.  Commonsense.org has some great resources for many different areas of digital citizenship!

CC

# data[].attributes.body
This year I've really focused on goal setting and executive functioning skills with several of my students.

I' created QR codes that link to google forms so my students can track their progress towards goal.  I printed the QR code on their daily tracking sheet so it can be accessed easily.
CC

# data[].attributes.headline
I'm creating a list of different technology resources that I want to use in design technology enriched learning experience. I have read about a lot of new resources that I added to my list from reading the discussion board posts from the previous modules that I'm going to try and figure out which ones will be best to use. MM

# data[].attributes.subject
I'm creating a list of different technology resources that I want to use in design technology enriched learning experience. I have read about a lot of new resources that I added to my list from reading the discussion board posts from the previous modules that I'm going to try and figure out which ones will be best to use. MM

# data[].attributes.headline
I have made a list of different resources that I'm going to try and see which ones will work best with the U.P. students when creating the math and reading lessons. I will look to see which ones will work best for each of the students. MM

# data[].attributes.subject
I have made a list of different resources that I'm going to try and see which ones will work best with the U.P. students when creating the math and reading lessons. I will look to see which ones will work best for each of the students. MM

# data[].attributes.body
For this goal, I am meeting weekly one-on-one with my EC students and reviewing progress over the week. Student's are creating their own personal goals, and we are discussing ways to achieve them before the next one-on-one meeting. I am still researching trying to find an online format to help students track their progress data. SM

# data[].attributes.body
I am currently creating a list of all recommendations from others, trying to find the best fit for my students in my classroom. This goal I want to incorporate my other goal - using digital tools to set goals. With the weekly one-on-one meetings with students, after they set goals, discuss ways to self-monitor their progress along the way. I have tried a Google form for their own self-assessment in terms or progress, but looking for something more here.

# data[].attributes.body
For this goal, I have been working on making and using Boom cards for my students. I have also tried to find cards that are related to their interests . I have noticed that some of my students that were not engaged before, have become more motivated to complete their work. CH

# data[].attributes.body
Currently, I am overwhelmed by the number of tech resources available to me. I would like to go through my ELA curriculum and authentically add tech resources that focus on higher level of Bloom's Tech Matrix and also evaluate technology using the SAMR model with the goal of using technology to modify or redesign. TB

# data[].attributes.body
For this goal I am taking daily data to monitor daily behaviors, progress, regression bot socially and academically. I currently use catalyst on an iPad to efficiently keep track of different check points throughout the day. It is helpful in seeing changes both big and small throughout the school year and times of completing progress reports/ parent teacher conferences etc. JA

# data[].attributes.body
For this goal, I am constantly trying to find new activities that everyone can participate in. Our school is based off of stimulating learning through social interactions ad play, therefore we encourage social interactions in every single group activity: emphasizing eye contact, addressing a peer by their name, asking them questions of interest. I like doing this through interactive activities on the smartboard and incorporating turn taking in the process. JA

# data[].attributes.body
In increasing my effectiveness of this goal, I am constantly looking for insight, tips and resources from my colleagues. To mix things up, try something new or needing critiquing in an area of interest, I eagerly look for direction and am very receptive to guidance. JA

# data[].attributes.body
In my class, we are practicing finding evidence and citing our sources. This has let to conversations about why we can't copy other people's work. AE

# data[].attributes.headline
Digital Content and Instruction: Teachers will know and use appropriate digital tools and resources for instruction. 

# data[].attributes.subject
Digital Content and Instruction: Teachers will know and use appropriate digital tools and resources for instruction. 

# data[].attributes.body
Recently I have been using this website called Factile to play jeopardy for sight word and spelling review. You can make your own or you can look up a pre-made one. LL

# data[].attributes.body
I am working on some Lumio lessons (smartboard) that students can collaborate in teams or whole group on a lesson. -SR