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All the sources I feel help me be a better educator. Learning Doesn't ever stop for students, so why should it stop for teachers?

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All the sources I feel help me be a better educator. Learning Doesn't ever stop for students, so why should it stop for teachers?

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VIDEOS that help

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Share your videos with friends, family, and the world

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Reimagining Classrooms: Teachers as Learners and Students as Leaders | Kayla Delzer | TEDxFargo

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Learning Methods:
SAMR
TPACK
Blooms
Blended
Flipped
ASSURE

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4C's of learning

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As a middle or high school career readiness teacher, you likely need to teach 21st century skills as part of your curriculum.

While all twelve of those skills are necessary to teach, the "four C's" are often considered to be the most important.
The four C's of 21st Century skills are:

1. Critical thinking

2. Creativity

3. Collaboration

4. Communication

These four skills are essential for modern students to succeed in school and the workplace.

They often make the biggest impact in terms of setting your students apart when applying for and starting their careers.
In this article, you'll discover what each skill entails and why they are so important to teach.
You'll also be able to download a free guide on how you can teach the 4 C's of 21st Century skills in middle or high school courses.

1. Critical Thinking
Critical thinking is the practice of solving problems, among other qualities.
In addition to working through problems, solving puzzles, and similar activities, critical thinking also includes an element of skepticism.

This is important in the 21st Century because it's harder than ever to verify accurate information (mostly thanks to the Internet).

Critical thinking empowers students to discover the truth in assertions, especially when it comes to separating fact from opinion.

Free Critical Thinking Lesson Download Related Resource:

With critical thinking, students don't just learn a set of facts or figures. Instead, they learn how to discover the facts and figures for themselves.

They ask questions. They become engaged in the world around them. They help others think critically, too.

That might be the most important part of critical thinking. Once one student has it mastered, it quickly spreads to their peers.

Whether they learn how to think critically from spending time online or simply asking "Why?" in everyday life, this skill prepares students for a life of independence and purposeful thought.

Still, critical thinking is just one of the four C's in 21st Century skills.

It works just fine when students use it alone. But when students combine it with the next skill, the sky is the limit to what they can achieve.

2. Creativity
Creativity is the practice of thinking outside the box.
While creativity is often treated like a you-have-it-or-you-don't quality, students can learn how to be creative by solving problems, creating systems, or just trying something they haven't tried before.

That doesn't mean every student will become an artist or a writer.

Instead, it means they'll be able to look at a problem from multiple perspectives - including those that others may not see.

Creativity allows students to embrace their inner strengths from big-picture planning to meticulous organization.

As a student learns about their creativity, they also learn how to express it in healthy and productive ways.

More importantly, they also become motivated to share that creativity with others.

Just like with critical thinking, that makes creativity contagious.

One student creates an interesting or innovative solution to a problem. Then, when they share it, the next student can become inspired to try something similar.

That's not to say every single creative endeavor will be a ringing success. Students will fail at some point, and some of their ideas simply won't work.

But that's okay. The point of creativity is to encourage students to think differently than convention demands.

They don't have to do things the way they've always been done.

Instead, they can figure out a better way.

Students don't have to embrace their creativity alone, either.

In fact, creativity works best when combined with the next 21st Century skill.

3. Collaboration
Collaboration is the practice of working together to achieve a common goal.
Collaboration is important because whether students realize it or not, they'll probably work with other people for the rest of their lives.

Virtually every job requires someone to work with another person at some point, even if it's for something as simple as what to get for lunch.

Practicing collaboration and teamwork helps students understand how to address a problem, pitch solutions, and decide the best course of action.

It's also helpful for them to learn that other people don't always have the same ideas that they do.

In fact, as students practice collaboration more and more, they'll learn that they have almost none of the same ideas that others do.

This can affect students in one of two ways. First, it could discourage them since nobody seems to agree with them that often. Second, it could embolden them because they realize they're bringing something unique to every conversation.

As a teacher, it's crucial that you encourage students to look at themselves through that second lens.

That way, students learn that they should speak up when they have an idea.

They may not be on the money 100% of the time - and some of their peers may have strong, opinionated reactions - but it'll teach them to speak up when they're working with others.
Communication is the practice of conveying ideas quickly and clearly.
4. Communication

Communication is often taken for granted in today's society. After all, if you say something, that means you conveyed an idea, right?

Not exactly.

In the age of text-based communications - SMS, emails, social media, etc. - it's never been more important for students to learn how to convey their thoughts in a way that others can understand them.

That's because text-based communications lack tone, which is critical to understanding the context of someone's words.

Still, even in situations where vocal tone is available, students need to learn how to communicate effectively.

That includes minimizing tangents, speaking directly to an idea, and checking other participants to make sure they're engaged.

Reading an audience - even if it's just two other people in a group discussion - lets students determine whether they should keep expanding on an idea or wrap up their point.

Their audience could even be their family at Thanksgiving dinner.

The point is that as students practice communication, they become better at efficiently conveying an idea without losing their point "in the weeds," so to speak.

With communication locked down, students can streamline their ideas and make a positive impression on those around them.

Still, it's important to note that communication isn't enough on its own to help students with 21st Century skills.

To really succeed, students need to use all four of these skills together.
The four C's of 21st Century skills let students create a whole that's greater than the sum of its parts.
How Do the Four C's Work Together?

That may sound overly-generalized, and you may be right. But the skills themselves are so general that it's difficult to pin down what, why, or how students should learn the four C's.

It's most accurate to say that students need the four C's for any and every reason.

Critical thinking teaches students to question claims and seek truth.

Creativity teaches students to think in a way that's unique to them.

Collaboration teaches students that groups can create something bigger and better than you can on your own.

Communication teaches students how to efficiently convey ideas.

Combined, the four C's empower students to become one-person think tanks.

Then, when those students get together, they can achieve almost anything!

How Do You Teach the Four C's of 21st Century Skills?

Now you know what the four C's of 21st Century skills are and why employers want new hires to have them.
Click below to get your free guide on teaching critical thinking, creativity, collaboration, and communication!
So now you're probably wondering how to teach 21st Century skills in your daily middle and high school classes.

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What Are the 4 C's of 21st Century Skills?

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Need to teach 21st Century skills in your classroom? Learn why 'the four C's' are the most important ones to focus on and how you can teach them.

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Abstract
The lesson plan that will be presented in this paper includes the use of the ASSURE model. It was developed for an Advanced Placement English Language Composition course in which students were to use Microsoft OneNote in order to produce an outline that would be used while constructing a 40-minute timed essay. The need for the use of an emerging technology in the classroom was identified through the Technology Integration Matrix (TIM), which serves as a guide to decipher the level as well as the learning environment in which educators incorporate technology in their classrooms. According to the TIM this educator was using technology at cell level D1 which translates into an authentic learning environment at the entry level. It was found that this teacher should incorporate technology at the E2 cell which includes a goal-directed learning environment in the adoption level. This lesson requires students to use an emerging technology that will guide them to write better timed essays and its creation was guided using the New Generation Sunshine State Standards and the advanced English course description.

ASSURE Lesson Plan

A lesson plan is an extremely useful tool that serves as a combination guide, resource, and historical document that reflects an educator's teaching philosophy, the current student population, and the proposed goals for students. It can be described with many metaphors such as a road map, blueprint, or game plan, but regardless of the analogy, a lesson plan is essential not only for novice teacher, but also convenient for experienced teachers (Jensen, n.d.). The ASSURE model is a step-by-step process that is used by educators in order to create lessons that effectively integrate the use of technology and media in the classroom as a means to improve student learning (Smaldino, Lowther, & Russell, 2012).

The need for the creation of an ASURRE model lesson plan was discovered through the use of the Technology Integration Matrix (TIM), that was created in order to aid in the intricate task of evaluating technology integration in the classroom (Florida Center for Instructional Technology, 2011) in order to close the technology use gap presented by this educator in which she exhibited D1 as the highest level of technology use in the classroom which translates into an authentic learning environment at the entry level. As a result, this teacher found that she should incorporate technology at the E2 cell, which includes a goal-directed learning environment in the adoption level in order to better address the authentic learning as well as technological needs of the students that she serves on a daily basis. The purpose of the paper is to present a step-by-step lesson plan for an Advanced Placement English Language and Composition Course using the ASSURE Model.

Analyze Learners

According to Smaldino et al., (2012), the first step in planning a lesson is to identify the learner characteristics, which should be associated with the learning outcomes. The key areas that need to be examined in this step are: (a) general characteristics of the students, (b) entry characteristics (previous knowledge and skills about the subject matter), and (c) learning styles. In terms of the general characteristics the 30 students enrolled in the Advanced Placement English Language and Composition Course are between the ages of 15 and 16. There are 13 boys and 17 girls in this group of which 0.45% are Hispanic, 0.35% are White, and 0.2% are Black.

These students are enrolled in this course because they scored a three or higher on their Florida Comprehensive Assessment Test (FCAT) writing score. In addition, they completed an English Honors during their sophomore year and received a recommendation to be part of the Advanced Placement program through their past English instructor. All students are proficient in the use of technology and have access to use a digital device (laptop or smartphone). Also, they have the capacity to create and save documents using a word processor, navigate the Internet, independently complete coursework through online educational platforms, use correct grammatical conventions of Standard American English, and revise and edit writing to improve compositions. The students in this course present a preference towards visual and kinesthetic learning styles because they prefer to complete tasks through a hands-on approach, in groups, and by seeing presentations done by their peers and the instructor as well.

State Standards and Objectives

The second step in developing and effective plan using the ASSURE model is to state the curriculum and technology standards that have been adopted by the educator's district as well as the objectives (Smaldino et al., 2012). For the purpose of the lesson that will be delivered using this ASSURE model lesson plan the following New Generation Sunshine State Standards will be used: (a) LA.A.1.4.4: apply a variety of response strategies, including rereading, note taking, summarizing, outlining, writing a formal report, and relating what is read to his or her own experiences and feelings; (b) LA.A.2.4.4: locate, gather, analyze, and evaluate written information for a variety of purposes, including research projects, real-world tasks, and self-improvement; (c) LA.B.1.4.1: select and use appropriate prewriting strategies, such as brainstorming, graphic organizers, and outlining; (d) LA.B.1.4.2: draft and revise writing that is focused, purposeful, and reflects insight into the writing situation and has an organizational pattern that provides for a logical progression of ideas; (e) LA.B.1.4.3: produce final documents that have been edited for correct formatting that appeals to readers, including appropriate use of a variety of graphics, tables, charts, and illustrations in both standard and innovative forms; (f) LA.B.2.4.2: organize information using appropriate systems; and (g) LA.B.2.4.4: select and use a variety of electronic media, such as the Internet, information services, and desktop-publishing software programs, to create, revise, retrieve, and verify information (Polk County Public Schools, 1997).

In terms of technology the students will be directed through the following National Educational Technology Standards (NETS): (a) students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others; (b) students apply digital tools to gather, evaluate, and use information; (c) students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources; (d) students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior; and (e) students demonstrate a sound understanding of technology concepts, systems, and operations (International Society for Technology in Education, 2007). The main objective of this lesson is the following: the students will use Microsoft OneNote software in order to construct a research-based outline that will be used to construct an effective 40-minute timed essay on the topic of controversy. According to Fitzpatrick (2009), OneNote is a note-taking and organization tool that includes an outlining tool that is user-friendly.

Select Strategies, Technology, Media, and Materials

Thenext step in building a plan using the ASSURE model is to choose appropriate instructional strategies, technology, and media that will allow the educator and students to achieve the intended objectives of the lesson (Smaldino et al., 2012). This lesson will have a duration of three weeks in order to allow students to understand the concept and purpose of outlining as well as to properly use Microsoft OneNote software to produce an effective research-based outline. In order to complete the aforementioned task the students and teacher will need the following materials: (a) the students will need digital devices (laptop, smartphones, or tablets) in order to conduct research on the topic of controversy through the school's library database; (b) wireless Internet service; (c) the teacher will request a laptop cart that contains 30 computers with Microsoft OneNote preinstalled as well as a teacher laptop; (d) a digital projector in order to show the students how to properly use OneNote; (e) a USB pen drive to save their work or an electronic mail (e-mail) account to send their work for future use; (f) a wireless printer so that students may print their final outline to use and attach to their timed writing assignment; and (g) the teacher will provide the students with a rubric (see Appendix) that will be used to assess the quality of their writing and the appropriate use of Microsoft OneNote to construct their research-based outline.

Utilize Technology, Media, and Materials

This fourth step requires teachers to plan their role for using technology, media, and materials in order to help students achieve the learning objectives that were established in the second step of the ASSURE model (Smaldino et al., 2012). During the first week of instruction, the teacher will discuss with students the role and purpose of creating outlines in order to write effective essays. Through these lessons she will show the students many examples that include effective as well as non-effective examples of outlines. In addition, she will teach the students how to conduct effective research through the use of online databases that are supplied through the school's library website; in the aforementioned process the students will be learning visually and in auditory format only.

During week two of instruction, the students will be provided with a laptop that contains Microsoft OneNote in order to learn how to use this software to construct their outlines; this process will be practiced for two days. On the remaining three days, the teacher will provide the students with a variety of topics in, which they will conduct research and construct outlines as a form of practice in preparation for their final outline, which will be created during week three of instruction. The students may solicit the help of peers in order to complete and evaluate the correctness of the aforementioned tasks that require a kinesthetic learning approach.

Throughout week three of instruction the students will be provided the final topic which will be on controversy as well as the rubric (See Appendix) that will be used by the instructor to evaluate their work which will need to be attached with their final essay and outline. In this instructional week the students will have two days to conduct research on the provided topic and two days to complete their outline using Microsoft OneNote. On day five of instruction the students will construct a 40-minute timed essay on the topic of controversy using their outline as a guide for effective writing.

Require Learner Participation

Effective instruction requires learners' active mental engagement. Therefore, instructors should provide activities that will allow the students to practice new knowledge and skills, which will result in receiving feedback from their peers, the teacher, or through self-evaluation for their efforts before being formally assessed on the topic being taught (Smaldino et al., 2012). On day one of this instructional unit the students will be able to provide their input through an informal writing assignment that requires them to explain what is an outline, describe their previous experience with outlining, discuss the purpose of this strategy, and they will be surveyed to find out if they have used Microsoft OneNote, if so what task did they complete with this software. The students will share their responses as part of classroom discussion in order to explore the student's prior knowledge on the topic that will be explored through the upcoming three weeks. Also, this information will guide the teacher in her instruction in terms of what topics need to be further addressed and stressed during teaching time. Once, the students are provided with a laptop, the students will be able to complete tasks that require a hands-on approach. The students will be able to see how to effectively use Microsoft OneNote as a means to complete an outline. Students will be able to work with the peers to request feedback in terms of correct usage; in addition, the instructor will provide periodic informal feedback and correct any misusage of the program by the students. Furthermore, as the students conduct research and create their practice, outlines they will receive feedback from the instructor to ensure that they include the vital components that will help them construct an effective argumentative essay on the final topic, which will be controversy. During the third and last week, the students will be able to apply correctly the acquired knowledge form the past two weeks in order to produce an outline that incorporates the use of research which will serve as a foundational guide for the construction of a timed essay. The work produced during week three will be evaluated with a rubric (See Appendix).

Evaluate and Revise

Finally, the ASSURE model requires teachers to evaluate the impact of the lesson on student learning after implementation has occurred. It is vital for this assessment to examine if learning objectives were achieved as well as the impact of using technology and media for instructional purposes. The aforementioned will serve to make appropriate revisions that will aid instructors to address areas of concern for future lessons (Smaldino et al., 2012). Through observation the teacher will be able to explore whether students feel immersed in this instructional unit. Also, she will use a previous argumentative essay that did not require the use of an outline to compare the quality of writing presented by the students after completing the essay on controversy. Through the proper use of the rubric (See Appendix) the teacher will examine if the students paid close attention to the elements that would impact their final grade on this assignment. In addition, the teacher will survey the students anonymously to rate and evaluate the effectiveness of the incorporation of the emerging technology (Microsoft OneNote) as a means to develop an outline, the impact it had in their learning, and how this lesson can be improved for future use. The results obtained from this survey will allow the instructor to modify and revise for future use as well as the development of other lesson that will incorporate emerging technologies.

Conclusion

Good lesson planning that incorporates the use of technology is imperative to the process of teaching and learning. An educator who is prepared every time he/she enters the threshold of the classroom will undoubtedly encounter a successful instructional experience. It is important to note that any document that will produce effective results (student engagement and participation) will require a great deal of effort and time on behalf of the educator (Jensen, n.d.). Therefore, this educator deems necessary for teachers to conduct research on best practices of lesson planning and make appropriate use of the ASSURE model, especially when incorporating technology in the classroom.

References

Fitzpatrick, J. (2009). Five best outlining tools. Retrieved from http://lifehacker.com/5419988/five-best-outlining-tools

Florida Center for Instructional Technology. (2011). Technology integration matrix: A video resource supporting the full integration of technology in Florida schools.
Retrieved from http://www.fcit.usf.edu/matrix/2006tim.html

International Society for Technology in Education. (2007). National Educational Technology Standards (NETS): Students. Retrieved from http://www.iste.org/docs/pdfs/nets-s- standards.pdf?sfvrsn=2

Jensen, L. (n.d.). Planning lessons. Retrieved from http://www.princeton.edu/~pia/TEFL.pdf

Polk County Public Schools. (1997). English course description. Retrieved from http://www.polk-fl.net/staff/teachers/documents/EnglishIIIHonor1001380.pdf

Smaldino, S. E., Lowther, D. L., & Russell, J. D. (2012). Instructional technology and media for learning. Boston, MA: Pearson Education.

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Abstract The lesson plan that will be presented in this paper includes the use of the ASSURE model. It was developed for an Advanced Placement English Language Composition course in which students were to use Microsoft OneNote in order to produce an outline that would be used while constructing a 40-minute timed essay.

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What is the ASSURE Model? The ASSURE Model is a lesson planning system that is designed to help teachers effectively plan and implement lessons utilizing technology and media. The ASSURE Model...

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The ASSURE model is a six-step Instructional Systems Design (ISD), intended to help teachers utilize technology and media in the classroom. ASSURE is a way to ensure that the learning environment is appropriate for students. ASSURE can be used in lesson plans to improve your own teaching and your students' learning while using technology. The ASSURE acronym stands for these important components:

The ASSURE model is a fantastic way to plan effective, media-rich lessons. ASSURE is based on Robert Gagne's "Events of Instruction." The model is Constructivism-based; in other words, it is a framework that assumes passive learners will not learn at their best; learners must be actively participating in their own learning, interacting with their environment and peers. ASSURE also recognizes the different learning styles of all students.

1. Starting with the first step, Analyze Learners, it is essential to first think about your students and their general characteristics, academic levels, skills, and styles.

2. The next step is to know what state objective you are going to teach. What do you want your students to know by the end of the lesson? Looking ahead at your learning outcomes is very important.

3. Next, selecting instructional methods, media, and materials cannot be overlooked. It's important to choose methods and materials that will appropriately meet the state objectives that you are teaching. This requires a lot of planning and preparation on the teacher's part. Materials also need to be bought or borrowed ahead of time, which requires preparation.

4. Utilizing these media and materials comes next; it is very important to preview or use media and materials before your lesson, especially when using technology (smartboard, document camera, streaming video), to make sure everything works appropriately.

5. Requiring learners to participate is also an essential part of any lesson. Requiring that students be actively involved in the lesson will not only engage students, but will help them retain what they are learning. Some ways to do this are to incorporate cooperative learning structures, questioning, having discussions, or creating fun, hands-on activities.

6. Lastly, evaluating and revising is a step that cannot be overlooked; while this step is often skipped over, it is actually the most vital piece. "Anyone can develop a lesson and deliver it, but really good teachers must reflect upon the lesson, the stated objectives, the instructional strategy, the instructional materials, and the assessment and determine if these elements of the lesson were effective or if one or more of them need to be changed the next time the lesson is done" ("The ASSURE Model, Heinich, Molenda, Russell, Smaldino, 1999"). Re-teaching is not a negative thing; it's actually the mark of a great teacher that recognizes when the students did not meet their learning outcome and are committed to ensuring their students' success.

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ASSURE model - Learning Theories ETC547 Spring 2011

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The ASSURE model is a six-step Instructional Systems Design (ISD), intended to help teachers utilize technology and media in the classroom. ASSURE is a way to ensure that the learning environment is appropriate for students. ASSURE can be used in lesson plans to improve your own teaching and your students' learning while using technology.

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TIP

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Mrs. Harris Teaches... Mrs. Harris Teaches Science - Fun STEM projects and science activities for kids in 4th to 9th grade!

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Tools to help teachers and homeschool parents plan fun STEM projects and science activities for kids in 4th to 9th grade. Fun challenges for kids to learn science!

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IMPORTANT

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2.2 Activity- Online vs. Blended vs. Face-to-Face Venn Diagram

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An educational blog about edtech and literacy by a high school English teacher who is an author and a Google For Education Certified Innovator.

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Core Four of Personalized Learning - DNM

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Blooms Taxonomy flipped

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TWITTER

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MIND BLOWING!

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Blended learning is one of the most common implementation strategies used consistently across all states. But the definition and usage models and examples vary widely (but not inaccurately) as the use of technology becomes a central point in our instruction.

I wouldn't dare ask for a round-robin of sharing our ages. However, I will ask if you remember a time when technology used in schools and classrooms - and even our homes? I'll bravely date myself by saying that I remember when my family got their first computer! I also remember having to put tape over the phone so no one would use it while trying to connect to the internet. I also remember it taking fooorrrever to connect to the internet. And forget the hours it took to even download something!

If you can remember these nostalgic moments too, then you remember when technology in schools was scarce and highly coveted. And if you were in a school fortunate enough to start establishing their first computer lab you were even more appreciative.

Jump ahead to today.

Think about all the technology our students have access to now. And I'm not thinking about just in school. What about smartphones, e-readers, and the never-ending list of Apps that make learning, communicating, and connecting easier? Our kids (and us!) are completely plugged in, and for our students in our classrooms, they digital natives. They don't know what life was like before 3G or 4G. The point is that technology is deeply ingrained in our daily lives, both inside and outside of the classroom.
In fact, as soon as we started integrating online learning in schools, we became implementers of blended learning.
Blended learning isn't so much a new idea or concept, but rather a natural evolution of the way we teach by leveraging technology, meeting the kids (our digital natives) where they are at today, and implementing various instructional models and strategies in the way we deliver our instruction that simultaneously leverages online learning.

The types of models based on the definition of blended learning is really where we launch this conversation.

What is Blended Learning?

Honestly, I could ask teachers and administrators across the nation to define blended learning and there would be a lot of varying answers. Especially when we talk about the Flipped Classroom Model. But, at the core of all the different answers that might be provided, it's safe to say that they will all be wrapped around the similar core nucleus of the merging of 'traditional' instruction and leveraging online technology. And they would be correct.

The ChristensonInstitute.org defines blended learning as having three parts:

1. at least in part through online learning, with some element of student control over time, place, path, and/or pace;

2. at least in part in a supervised brick-and-mortar location away from home;

3. and the modalities along each student's learning path within a course or subject are connected to provide an integrated learning experience.

With this definition in mind, blended learning supports and places emphasis on some elements of student-centered control in the form of time, pace, path, or place.

Common Blended Learning Models

Additionally, adds that first the "traditional" instructional model must be changed up the technology comes in acting as an "enabler to high-quality learning experiences" versus "driving" it, in order to support blended learning.

In any blended learning classroom, learning should be engaging and flexible to meet various needs. Additionally, online learning should be used in purposeful ways that support and drive bigger learning objectives.

Let's discuss some common blended learning models found in classrooms and districts across the nation.

1. Station-Rotation Model

The most common model in many classrooms; especially in elementary. Students in this model rotate to different 'stations' during a fixed period of time. Stations are often referred to as 'centers' as well. One of these stations must allow for an activity that allows for online learning. For example, one year I was given 55-minute math blocks. As part of my station-rotation set-up, after my short direct instruction kick-off of the day, students then rotated through three different stations - one of which was leveraging online learning.

2. Lab-Rotation Model

This is another common model that schools with computer labs are familiar with and is similar to station-rotation. In this model, students rotate on a fixed schedule to a computer lab. We see this model in districts of all sizes. I've been in schools where the teacher uses "lab time" for students to initiate research and/or use various software (like Microsoft Office Suite, Google Suite, or Adobe Suite products) to complete assignments and projects. Additionally, I've worked in a school where the Instructional Technology Teacher, or Career and Technology Teacher partnered with the core classroom teacher to develop comprehensive project-based learning units.

3. Individual-Rotation Model

This is common in classrooms with a high focus on differentiation and personalization, including, but not limited to, Gifted and Talented programs and classes focusing on mastery. In this model, students work independently through assigned lessons or units of instruction, working towards mastery of understanding before 'rotating' to their next task on their own individual schedule. For example, in a G&T class I taught, each student had their own individualized playlist that they worked through. It included various activities, including instructional time with me, that they completed. This is a strong form of personalized learning in a blended learning model as it gives the student a high level of pace, place, voice, and choice.

4. Flipped Classroom Model

This is the most widely defined blended learning model, as many schools and classrooms adopt various forms of this strategy. In this model, students are introduced to content or concepts (typically through audio recordings or videos) outside the core classroom, including at home, then work through the practice and individual learning with the teacher and peers back in the core classroom. And this is where the name comes from because the learning structure is "flipped" in a traditional instructional model. Students are introduced to the new concept outside the classroom (what would typically be direct instruction), which allows for far more of the next day's classroom time to be dedicated to practicing and applying the new concept with the teacher scaffolding support and working with peers towards a deeper understanding.

This model is quickly gaining traction in individual classrooms and across whole districts as more educators are finding the value and success with this instructional strategy. In fact, Clintondale High School in Clinton Township, Michigan, implemented the concept for its entire 400-student school almost a decade ago. When they first started out, they began with a single classroom of at-risk students and discovered that by the end of the school year, they were outperforming peers in other "traditional" classrooms.

eDynamic Learning's embedded videos and highly popular unit audio podcasts are a great way to leverage eDL's courses and lessons in a flipped classroom model. These all-inclusive audio summaries additionally support English language proficiency.

5. Project-Based Learning

This could be another topic to explore further in-depth. But, again, in the spirit of keeping it simple, project-based learning is where students learn through projects and is not to be confused with a culminating lesson or unit project. Rather, PBL is an opportunity for students to learn projects. Think of PBL as learning through a unit of projects rather than a lesson. Essentially, this 'hands-on, minds-on' learning takes place over time. The integration of online learning is an essential component of PBL strategies and is often a perfect fit for STEAM classrooms.

eDynamic Learning's Project-Based Learning guide supports teachers looking to establish project-based learning strategies in CTE and elective classrooms.

6. Remote (Virtual or Enriched Virtual) Model

As our students are faced with more and more challenges, such as having to work while in school or graduating on time with their cohort, many districts are turning towards the virtual or remote model of blended learning. In this model, students are not enrolled in a virtual school, but rather work on coursework remotely but still show up to their brick-and-mortar school for some face-to-face learning sessions. This typically places the student on a unique, 'non-traditional' schedule.

7. 'Flex' Learning Model

In this model, students work through online lessons at their own pace while in the brick-and-mortar classroom with the teacher available for support, guidance, and one-on-one instruction as well. This model truly gives students substantial flexibility and ownership over their learning.

8. A La Carte / Supplemental

Finding teachers for unique courses like Cybersecurity, Hospitality and Tourism, or Criminology may be challenging. For example, do you ever wish you could offer American Sign Language or Middle School Coding, but don't have a teacher to provide instruction? The A La Carte model may be the solution you are looking for. This model allows students to take an online course with a 'teacher of record' then report to their 'traditional' classroom for other classes. The benefit allows students to take the courses they need when a teacher is unavailable for teaching the course, all while allowing the school to keep funds within the district.

eDynamic Learning offers instructional services that enable districts to offer a rich set of course options for students covering a broad range of topics. eDL can connect schools to highly-qualified, state-certified teachers in hard to find subject areas that offer virtual online teaching services. This allows districts to take advantage of easy onboarding and implementation at any time of the year and retain students and the associated FTE funding to expand the programs and staff they offer at their school.

In our next blended learning blog, we'll be taking a look at various instructional strategies that can be used throughout the different models discussed here.

Get in Touch!

Are you ready to create blended learning classrooms at your school? eDynamic Learning not only provides schools with the largest library of career and technical education (CTE), elective , and Career Ready Program™ courses in the industry for grades 6-12, but also provides teachers with a Blended Learning Strategies guide (and Project-Based Learning guide) to use the courseware curriculum in flexible ways that take learning deeper and engage students in their future ahead. Get in touch with us today to learn more!

Check it Out!

Check out our on-demand webinar: Blended Learning with eDynamic Learning Courses
In this brief webinar, you'll:

get a high-level overview of some of the most popular blended learning implementation models

learn how you can incorporate a blended learning model into your teaching strategies

see how eDynamic Learning courses come to life and enable deeper learning through blended learning

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8 Models of Blended Learning | eDynamic Learning

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Blended learning is one of the most common implementation strategies used consistently across all states. But the definition and usage models and examples vary widely (but not inaccurately) as the use of technology becomes a central point in our instruction. I wouldn't dare ask for a round-robin of sharing our ages.

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What is a Flipped Classroom | Flipped Classroom Examples & Model | Pros & Cons of Flipped Classroom

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When we look at all the assumptions that have been overturned in higher education because of the pandemic and all the needs that have only grown during this time, what becomes clear is that frameworks that previously worked for higher education are no longer guaranteed to function. Something new is needed, and flipped learning may be exactly the right model for where higher education is headed once the pandemic is over.

What is flipped learning? A common and oversimplified answer is that it is an approach that asks students to watch lecture vidoes at home before class so that class time can be used for more interactive activities.

But the best way to describe it is to contrast it with traditional teaching frameworks. In the traditional framework, students get first contact with new concepts in class (the "group space" as I call it in my book on flipped learning) and then higher-level interactions are all on the student side through homework and so on (in the "individual space"). Flipped learning puts first contact with new ideas before group space activities, then uses the group space for active learning on mid- and upper-level tasks.

It's worthwhile to compare flipped and traditional frameworks by contrasting the assumptions that each framework makes:

Traditional frameworks assume that we operate in a scarcity model of information; flipped learning assumes that information is abundant and (mostly) freely available.

Traditional frameworks assume that technology is scarce, or somehow bad for learning; flipped learning, by virtue of the flexible environment it espouses, views technology as a tool that should be embraced.

Traditional frameworks assume that students arrive at class as blank slates with no prior knowledge of the new concepts to be learned; flipped learning assumes that students come to their studies with ideas, perhaps flawed in many ways, but which nonetheless are raw materials for learning that students bring to the table.

Perhaps most significantly, traditional frameworks assume that students have no capacity for self-regulation or self-teaching, and in fact that it's inappropriate to ask students to do either. Flipped learning not only believes in the ability of students to self-teach and self-regulate, it leans into that ability and is predicated upon that ability. But it also never assumes that students have honed that ability or even practiced it much; that's why teaching students to self-teach and self-regulate is a feature, not a bug, of the framework.

Now think about the seismic changes that the pandemic has brought about in higher education and is still bringing about. Higher education had many assumptions of its own prior to the pandemic, and several of them have been utterly wrecked by it:

We can no longer assume that we have virtually unlimited access to colocation. In other words, we used to take meeting regularly in person in a classroom completely for granted; we'll never be able to do that again, even once the pandemic is over.

We can no longer assume that a pure lecture pedagogy is an acceptable teaching model or that banning technology is an acceptable practice. Regardless of one's feelings about lecturing, students during the pandemic became reluctant to accept a talking head as a reasonable use of their time and tuition money. We can expect this feeling to continue once we are back in person and there's a price to be paid for colocating. And having seen the promise of technology as a tool for effective learning during the Big Pivot, the genie is out of the bottle there as well.

We can no longer assume that we can assess students through traditional timed testing any time we want. This may be a corollary to the loss of colocation plus the rise of technology, but it seems clear from where I sit that the pandemic dealt a death blow to the entire concept of timed testing. This may only be tangentially related to flipped learning, but it's significant.

Finally, all four of the pedagogical assumptions of traditional frameworks are now out the window. We can no longer assume scarce information, that we can keep technology at arms' length, that students have empty heads, or that students can't teach themselves things. All four of those have been utterly inverted-or flipped-since last March.

At the same time that all these things changed, many aspects of teaching and learning before the pandemic have stayed the same, and their need has become more acute and more apparent. We see now more clearly than ever that learning requires connections between people and ideas. We see that a growth mindset is critical for learning and well-being. We definitely see that the need to be able to teach oneself new things and regulate one's own learning is more important than ever. And we see that the need to guide student growth in self-teaching and self-regulation, painfully lacking in pre-pandemic teaching, is now at a premium.

That's why it's the perfect time to more fully adopt flipped learning in college teaching. It fits all the emerging assumptions and fulfills all the overarching needs, and steers clear of all the prior models that are now on their way out.

Because make no mistake: Once the pandemic continues to ease, and we begin to start making our way back to the physical classroom (like many institutions will be doing in the fall), the worst thing we could do is try to get "back to normal."

What a tragic mistake it would be to exit this horrific time in history by wasting the opportunity to rid ourselves of outdated models - and all their associated injustices, inequities, and inefficiencies - and put on something better for our students.

In this moment in history, we have the opportunity to reshape higher education into something better for everyone, and we can honor the sacrifices we've had to make during the pandemic by choosing to do better. We can begin with our frameworks, and flipped learning is a good place to start.

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Flipped Learning Can Be a Key to Transforming Teaching and Learning Post-Pandemic - EdSurge News

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When we look at all the assumptions that have been overturned in higher education because of the pandemic and all the needs that have only grown during ...

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Integrating technology with classroom practice can be a great way to strengthen engagement by linking students to a global audience, turning them into creators of digital media, and helping them practice collaboration skills that will prepare them for the future.

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An Introduction to Technology Integration

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Integrating technology with classroom practice can be a great way to strengthen engagement by linking students to a global audience, turning them into creators of digital media, and helping them practice collaboration skills that will prepare them for the future.

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Learning Shortcuts and tools

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Schoology Tips

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With all of the features that Schoology boasts as a learning management system (LMS), you can be well on your way to creating some exciting learning opportunities.

You can also be well on your way to something else ...
Overwhelm.
With all the bells and whistles and features, it's easy not to know where to start -- and to doubt whether you're using it effectively and efficiently.

If you've felt that way before, thankfully, you're not the only one. We've got your back.

Recently, we asked subscribers to the Ditch That Textbook email newsletter for their best Schoology tips and tricks. They had a lot to say!

Below are 20 tips that can save you time and help you level up your Schoology game in class.
What are your best Schoology tips? Please share them in a comment at the end of the post!
20 Schoology tips to save you time

More Schoology resources

Canvas. Blackboard. Schoology. Google Classroom. Teams. No matter your LMS, you have LOTS of power to create great assignments!

Schoology educators to follow on Twitter

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With all of the features that Schoology boasts as a learning management system (LMS), you can be well on your way to creating some exciting learning

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The toolbar in Screencastify Record is all new!

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When you connect your Google Drive to Screencastify, all of your recordings will automatically save to your Google Drive in a folder titled "Screencastify."

NOTE: We highly recommend connecting your Google Drive to Screencastify and saving all of your recordings there vs. locally on your computer. It's much safer.

In just a few clicks you will be able to:

1. Connect to Google Drive

2. Enable the Screencastify Tools

3. Go on a Guided Tour

Connect to Google Drive

After installing the extension, click on the Screencastify icon ( ), which will open the Screencastify Setup page.

1. Click on the blue "Sign in with Google" button. You can sign in with any Google-based account. (If you are signed into your browser with multiple accounts, please choose the one you would like to sync with Screencastify.)

2. Choose your Google Account and allow access to your Google Drive files and folders so we can add your Screencastify videos directly to your Google Drive.

3. Choose that you agree with our Terms and Privacy Policy, and you can choose to receive occasional emails with features and updates.

4. Tell us a bit about yourself:

Are you a student, teacher, administrator, business professional, or none of the above?

If you are a teacher, which grade level(s) do you teach?

Are you 13 or older, or under 13?

NOTE: To update your survey responses in the future, please head to https://app.screencastify.com/survey. Here's a quick video walkthrough.

Enable the Screencastify Tools

To set up the Screencastify Record extension to work with your computer:

1. Please grant access to your webcam and microphone by clicking "Enable mic and webcam" and choosing "Allow" from the pop-up.

2. To embed our annotation tools on the sites that you visit, click "Enable tools" and choose "Allow" from the pop-up.

NOTE: Screencastify never monitors or stores your browsing data or uses your webcam/microphone when you are not recording. For more information, see Why do you ask for Chrome permissions?

TROUBLESHOOTING: If Screencastify is unable to detect your microphone, click here. If it's unable to detect your webcam, click here.

Go on a Guided Tour

Finally, choose whether or not you would like to be taken on a tour. If you click "Show me around," we will walk you through how to pin the Screencastify extension to your toolbar, how to set up and begin recording, how to use our annotation tools, and how to end your recordings.

Prefer to see this all in a video? We're partial to video, too! Check out the whole process on the Screencastify Help YouTube page:

What's Next?

It's time to:

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When you connect your Google Drive to Screencastify, all of your recordings will automatically save to your Google Drive in a folder titled "Screencastify."

NOTE: We highly recommend connecting your Google Drive to Screencastify and saving all of your recordings there vs. locally on your computer. It's much safer.

In just a few clicks you will be able to:

1. Connect to Google Drive

2. Enable the Screencastify Tools

3. Go on a Guided Tour

Connect to Google Drive

After installing the extension, click on the Screencastify icon ( ), which will open the Screencastify Setup page.

1. Click on the blue "Sign in with Google" button. You can sign in with any Google-based account. (If you are signed into your browser with multiple accounts, please choose the one you would like to sync with Screencastify.)

2. Choose your Google Account and allow access to your Google Drive files and folders so we can add your Screencastify videos directly to your Google Drive.

3. Choose that you agree with our Terms and Privacy Policy, and you can choose to receive occasional emails with features and updates.

4. Tell us a bit about yourself:

Are you a student, teacher, administrator, business professional, or none of the above?

If you are a teacher, which grade level(s) do you teach?

Are you 13 or older, or under 13?

NOTE: To update your survey responses in the future, please head to https://app.screencastify.com/survey. Here's a quick video walkthrough.

Enable the Screencastify Tools

To set up the Screencastify Record extension to work with your computer:

1. Please grant access to your webcam and microphone by clicking "Enable mic and webcam" and choosing "Allow" from the pop-up.

2. To embed our annotation tools on the sites that you visit, click "Enable tools" and choose "Allow" from the pop-up.

NOTE: Screencastify never monitors or stores your browsing data or uses your webcam/microphone when you are not recording. For more information, see Why do you ask for Chrome permissions?

TROUBLESHOOTING: If Screencastify is unable to detect your microphone, click here. If it's unable to detect your webcam, click here.

Go on a Guided Tour

Finally, choose whether or not you would like to be taken on a tour. If you click "Show me around," we will walk you through how to pin the Screencastify extension to your toolbar, how to set up and begin recording, how to use our annotation tools, and how to end your recordings.

Prefer to see this all in a video? We're partial to video, too! Check out the whole process on the Screencastify Help YouTube page:

What's Next?

It's time to:

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When you connect your Google Drive to Screencastify, all of your recordings will automatically save to your Google Drive in a folder titled "Screencastify." NOTE: We highly recommend connecting your Google Drive to Screencastify and saving all of your recordings there vs. locally on your computer. It's much safer.

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How to Organize Your Google Drive Folders for School

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This is a great site, that has helped me in everything as a teacher who is new to technology

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I talk about the wonders of Google Slides CONSTANTLY and frequently refer to it as the Swiss Army Knife of G Suite. It can do all kinds of things! In this post, I will show you 25 Things You Didn't Know Google Slides Could Do.

Since originally sharing this post in 2018, it has become the #1 post on Shake Up Learning, so I decided to add a podcast version!

The podcast is broken into two episodes (Part 1 and Part 2) and embedded below.

The more I learn about Google Slides, the more versatile it becomes.

Your eyes will be opened when you see what's possible, and you will see that this list can go far, far beyond just 25.

This post comes from one of my presentations. I'm also embedding and linking to the slides for you!

In this blog post, you will learn some fun little tricks that help you create interactive learning experiences, create images and eBooks, insert audio, charts, and diagrams, as well as, easy stop motion animation.

Please refer to the slides for details and additional resources. This would end up being a 20-page blog post if I typed it out.
What are your favorite ways to use Google Slides in the classroom?
Quick Tips (Google Classroom)

Tag Students in Class Comments: Did you know you can tag students in Google Classroom comments? Yes, if you allow class comments, you tag students so they know you are responding to them. Simply type the plus sign followed by their email (+student@email.com).
Watch this 2-minute video to learn how!
Add Clickable Resource Links in Private Comments: When you leave feedback in private comments for students, don't just tell students what to revise or edit; give them a resource link so they can review the skill!
Watch this 2-minute video to learn how! CLICK HERE to open the Google Slide deck in a new window. Listen to Part 1 of this article. Listen to Part 2 of this article.

I could keep going, but I'm out of breath! 25 for now, and more later, y'all!

I hope this gives you some new ideas for using Google Slides in your classroom.
What are your favorite ways to use Google Slides in the classroom? (Leave a comment below.)
I frequently refer to Google Slides as the Swiss Army Knife of the G Suite tools because it is capable of being so much more than a presentation tool. In this course, you will learn how to use Slides in new and unexpected ways in your classroom that will engage your students and make learning more dynamic!
K-12 teachers are going to LOVE THIS COURSE!

This class is perfect for beginner to intermediate users to take their skills to the next level and become a Google Slides Master!

(Prerequisite: basic knowledge of slides, how to access and create new slides.)

Learn All About the Course
ENROLL TODAY for only $29.50!
What's Included?

Self-paced

Video-based lessons

3 BONUS Lessons!!!

Bonus 1: Stop-Motion Animation

Bonus 2: How to Create Magnetic Poetry with Slides and Drawings

Bonus 3: 50 Google Slides Lesson and Project Ideas

Supporting Resources

Best Practices and Tips

6 hours of professional learning credit

Purchase orders are accepted (Just email Kasey[at]ShakeUpLearning.com (replace [at] with @.)

Bulk license discounts

Get your whole team, campus, or district on board

© Shake Up Learning 2021. Unauthorized use and/or duplication of this material without express and written permission from this blog's author and/or owner is strictly prohibited. Excerpts and links may be used, provided that full and clear credit is given to Kasey Bell and Shake Up Learning with appropriate and specific direction to the original content on ShakeUpLearning.com. See: Copyright Policy.
Click here to learn more and to ENROLL TODAY!

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25 Things You Didn't Know Google Slides Could Do

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I talk about the wonders of Google Slides CONSTANTLY and frequently refer to it as the Swiss Army Knife of G Suite. It can do all kinds of things! In this post and podcast series, I will show you 25 Things You Didn't Know Google Slides Could Do.

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CANVA

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How to Use Canva Education with Google Classroom

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Google Sheets might look a little scary and a bit threatening at first glance but once you take the time to unlock its secrets you'll discover that it can do so much more than just crunch numbers.

So how can we get started using Google Sheets ourselves? And what are some great Google Sheets activities that we can use with our students?

During our weekly #DitchBook Twitter chat (Thursdays at 7 p.m. PST / 8 p.m. MST / 9 p.m. CST / 10 p.m. EST), hosted by Craig Klement, we discussed these questions and more. We even had some Google Sheets gurus stop by the chat to drop their knowledge and share some ideas for unlocking the power of Sheets!

Educators shared tons of great tips and tricks to help you get started using Sheets along with ideas for using them with your students. In addition to the 10 tricks you will find below we also curated the resources shared for using Google Sheets in the classroom. Be sure to check out this copyable Wakelet to see 30 ideas for using this versatile G Suite app with your class!

10 Google Sheets tricks you (probably) don't know about
Click on the numbered subtitles for links to tutorials, videos, or blog posts.

3. The double-click to fill down trick

A1; my other favorite thing to do is lock sheets or cells so students can't change what I've written, but they can add to it! #DitchBook
- Krista Harmsworth (@zonie71) May 10, 2019

A2: My favorite Google Sheets tricks are setting up check boxes and using data validation to create drop down menus within cells. These are great to know tricks for setting up a sheet as a rubric. #DitchBook
- Nicholas Taylor (@n_taylor05) May 10, 2019

A2: My absolute new & fav trick in Google Sheets is using macros to run the same set of steps on all my sheets as I ran on the 1st sheet all in 1 little Click. You have go to try Record & Run a Macros! 💥 #ditchbook pic.twitter.com/FjIZNF79j9
- Vicki (@33heupel) May 10, 2019

*Lance learned this tip from Jake Miller's GIF-a-Day Google Sheets Ninja Level 1 course. Fill out this form to get on the list for the next session coming up soon!

Also learned to use the $ sign in front of the column or row to lock the formula so it doesn't change.
- Dr. Lance McClard (@drmcclard) May 10, 2019

Want to get in on the next #DitchBook Twitter chat?
Having trouble? Still unclear on how a Twitter chat works? Feel free to tweet to these #DitchBook ambassadors and they'll help - Karly Moura @karlymoura, Sean Fahey @seanjfahey, Sandy Otto @sandyrotto, Rachel Marker @rachelmarker, Evan Mosier @emosier3, Mandi Tolen @TTmomTT, Craig Klement @craigklement, Tara Martin @taramartinedu, Krista Harmsworth @zonie71, Anne Kamper @annekamper, Rayna Freedman @rlfreedm, Lance McClard @drmcclard, Stephanie DeMichele @sdemichele or David Platt @herrplatt!

For notifications of new Ditch That Textbook content and helpful links:

Are you looking for quality, meaningful professional learning that both equips and inspires teachers?

Matt provides in-person and virtual keynotes, workshops and breakout sessions that equip, inspire and encourage teachers to create change in their classrooms. Teachers leave with loads of resources. They participate. They laugh. They see tech use and teaching in a new light. Click the link below to contact us and learn how you can bring Matt to your school or district!

Ready to take your tech skills -- and student learning -- to another level?

Sign up for Tech to Learn online course! Just $49

©2020 Ditch That Textbook by Matt Miller.

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10 Google Sheets tricks you (probably) don't know about - Ditch That Textbook

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Google Sheets might look a little scary and a bit threatening at first glance but once you take the time to unlock its secrets you'll discover that it can do so much more than just crunch numbers. So how can we get started using Google Sheets ourselves?

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Introduction to the Technology Integration Matrix - Dr. James Welsh

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I think this is very important and should constantly be addressed

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Using technology VS Technology being integrated

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Using technology VS Technology being integrated

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Google Slides Tutorial - Lesson 110 - Keyboard Shortcuts

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Regardless of where I am in life, I always fall back on the principles of life.