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Great tool for informal formative assessment.

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About

About Us

Whiteboard.fi is created by Sebastian Laxell and Jaakko Virtanen, and is run by Digital Teaching Tools Finland Ltd - a Kahoot! company. We have experience in teaching and IT-management - so we know the struggle in finding good digital tools.

Certificates

FERPA Certified

COPPA Safe Harbor

California Student Privacy Certified

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Whiteboard.fi - Free online whiteboard for teachers and classrooms

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Whiteboard.fi is an instant formative assessment tool for your classroom, providing you with live feedback and immediate overview over your students.

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Streamlining Learning Management System (LMS) Platforms

Districts across the state are streamlining how they deliver remote instruction and selecting one or two "Learning Management Systems" (LMS platforms) through which teachers deliver instruction and engage students in learning. By narrowing their use of LMS platforms, districts can more effectively teach students and support educators.

The AESD is offering professional learning and technical support to educators and district leaders focused on five LMS platforms: Canvas, Google Classroom, Microsoft Teams, Schoology, and Seesaw.

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Continuous Learning Supports | Washington Association of Educational Service Districts

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Districts across the state are streamlining how they deliver remote instruction and selecting one or two "Learning Management Systems" (LMS platforms) through which teachers deliver instruction and engage students in learning. By narrowing their use of LMS platforms, districts can more effectively teach students and support educators.

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"We Got This"  Flyer Registration Will Remain Open

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"We Got This"  Flyer Registration Will Remain Open

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Overview

Combine the editing power of Slides and PowerPoint with the engagement power of Pear Deck!
Here are the basic steps:

Set up your Pear Deck account

1. Go to peardeck.com. Click For Teachers. The first time you come here, you'll be prompted to create your Pear Deck account. It only takes a few minutes!

2. On your new Pear Deck Home page, click Get Add-On or Get Add-in.

3. You'll be asked for permission to install the Pear Deck for Google Slides Add-on if you login with a Google account, or the Pear Deck for PowerPoint Online Add-in if you use a Microsoft Office 365 account.

4. After installing, you can go back to your Pear Deck Home screen at any time and click Create a Lesson. Or, go directly to Google Slides or PowerPoint Online and open Pear Deck (see the Create slides section).

Click the links to learn more about Pear Pop and Pear Deck Vocabulary.

Create slides

After clicking Create a Lesson, you land in the Google Slides or PowerPoint Online Editor (depending on your email login type). Now you can start building interactive slides from scratch and/or adding Formative Assessment Slide Templates to any presentation.
Pear Deck's team of educators have created an array of Formative Assessment Slide Templates. The templates are built to help your students warm up for the day, think more deeply about any subject, develop critical thinking skills, reflect on the lesson, and much more. They're all free and available in the Pear Deck Sidebar Slide Library.

Google Slides

Open any presentation. Put the prompt, question, image, etc. that you want students to see on the main body of the slide.

Go to Add-ons > Pear Deck > Open Pear Deck Add-on to open the Pear Deck Sidebar. If you haven't gotten the Add-on yet, first click Get add-ons to install Pear Deck.

In the Pear Deck Sidebar, go to the Ask Students a Question section to add an Interactive Response to the slide.

You can also go to the Template Library and add pre-made Slide Templates to your presentation.

PowerPoint Online

Open any presentation. Put the prompt, question, image, etc. that you want students to see on the main body of the slide.

Click on the Home tab, then click on the Pear Deck Add-in button to open the Pear Deck Sidebar.

In the Pear Deck Sidebar, go to the Ask Students a Question section and add an Interactive Response option to the slide.

You can also go to the Template Library and add pre-made Slide Templates to your presentation.

Pear Deck presentations are automatically saved as soon as you create them. Here's how to reopen them:

In Google Drive, presentations are saved in your Pear Deck folder, which we created for you when you installed Pear Deck. You can also find Pear Deck presentations in Google Slides.

In OneDrive, go to Files and you'll see your Pear Deck files there.

You can also see your recent files on your Pear Deck Home page for quick access.

Present your lesson

When you're ready to present, go to the Pear Deck sidebar and click the green Pear Deck present button. This starts a new Pear Deck Session for your students to log into at joinpd.com. They will use the Join Code from your Projector View. Learn more about how to run your presentation.

If you have questions, write us a note at Help@peardeck.com!

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Combine the editing power of Slides and PowerPoint with the engagement power of Pear Deck!Here are the basic steps: Set up your Pear Deck account 1. Go to peardeck.com. Click For Teachers. The first time you come here, you'll be prompted to create your Pear Deck account. It only takes a few minutes!

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Just getting started with Pear Deck? In this Quick Tip video, learn how to create a new Pear Deck lesson using the Pear Deck Add-on for Google Slides.

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LMS 101 Schoology Video Recordings: https://www.waesd.org/distance-learning-pd/schoology/

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Access to Create Padlet

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mesping@esd123.org
(509) 537-4067 ESD123 Cell

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Viviana Magallon Migrant Student and Family Advocate 

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Viviana Magallon Migrant Student and Family Advocate 

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vmagallon@esd123.org
509.380.7917

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LMS 101 Google Video Recordings: https://www.waesd.org/distance-learning-pd/google/

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Canvas AESD On Demand Course
https://www.pdenroller.org/aesd/Catalog/Event/106567

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Schoology On Demand Course
https://www.pdenroller.org/aesd/Catalog/Event/106575

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LMS 101 Canvas Video Recordings: https://www.waesd.org/distance-learning-pd/canvas/

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LMS 101 SeeSaw Video Recordings: https://www.waesd.org/distance-learning-pd/seesaw/

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SeeSaw ON Demand Course
https://www.pdenroller.org/aesd/Catalog/Event/106579

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LMS MS Teams Video Recordings: https://www.waesd.org/distance-learning-pd/microsoft/

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On Demand Course
https://www.pdenroller.org/aesd/Catalog/Event/106571

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Jennifer Kelly P-3 Early learning and Migrant academic Coordinator

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Jennifer Kelly P-3 Early learning and Migrant academic Coordinator

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jakelly@esd123.org
509-544-5755

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MS Teams On Demand
https://www.pdenroller.org/aesd/Catalog/Event/106581

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Google Certified Trainer
Walla Walla High School
jmeliah@wwps.org

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Mary Kirby Educator Growth & Development Coordinator

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Mary Kirby Educator Growth & Development Coordinator

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mkirby@esd123.org
509-544-5757

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Google Classroom Help Sheet:  Set Up Your Classroom

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Google Classroom Help Sheet:  Set Up Your Classroom

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Google Classroom Help Sheet:  Managing Instruction

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Google Classroom Help Sheet:  Managing Instruction

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John Weisenfeld  MS Teams Pasco High School 

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John Weisenfeld  MS Teams Pasco High School 

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johnweis@live.com

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Jill Meliah Google Certified Trainer Walla Walla HS

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Jill Meliah Google Certified Trainer Walla Walla HS

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jmeliah@wwps.org

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John Weisenfeld MS Teams Support                               Pasco High School

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John Weisenfeld MS Teams Support                               Pasco High School

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johnweis@live.com

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http://bit.ly/ESD123Zoom

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kcorreio@esd123.org
509-531-2237

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LMS Technical Assistance

Available During Presentations

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[resources coming soon]

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Lorianne Donovan Regional Science Coordinator

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Lorianne Donovan Regional Science Coordinator

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ldonovan@esd123.org
Cell #509-380-4163

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Science Instruction in the Age of the Corona virus

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Science Instruction in the Age of the Corona virus

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Education Week - Classroom Q&A With Larry Ferlazzo

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The new question is:
What does science instruction look like in the age of the coronavirus?
I've previously posted on Reading & Writing Instruction in the Age of the Coronavirus and a series on math instruction during this crisis.

After this science series, I'll be running a similar one on social studies instruction. After that series concludes, it's likely that-for awhile, at least-I'll return to "our regularly scheduled broadcast." In other words, I'll go back to posting questions and responses on teaching issues that relate both to physical and online instruction. Of course, that is likely to change again when we enter whatever the new school year brings us....

I'm adding this post to approximately 50 written commentaries, podcasts, videos, and visualizations that I've shared over the past two months and can be found at All Classroom Q&A Posts on the Coronavirus Crisis.

Today, Tara C. Dale, Mandi S. White, Justin Lopez-Cardoze,and Ross Cooper share their experiences.
Online collaborative learning Tara C. Dale is currently a high school science teacher and instructional coach. Mandi S. White works as an academic and behavior specialist who was a classroom teacher for nine years prior. They are co-authors of the book, The Science Teacher's Toolbox:
As science teachers, our first thought when we realized we would be teaching remotely was, "How will students interact with the content and each other?" Students should be doing more than merely listening in a science classroom, passively receiving information, but instead should be experiencing science by actively working to solve problems or collect and analyze data. In an online setting, how will students work collaboratively and do science?

Working Collaboratively

If you were to walk by our classrooms prior to the quarantine, you would have seen a number of activities, such as students building seed-dispersal contraptions, researching the environmental drawbacks of dams, or using hydrochloric acid to mimic the effects of acid rain on limestone statues. What do these diverse projects have in common? Collaboration!

Research shows time and time again that students learn more when they work together. After much research and brainstorming, we began using these strategies to encourage student collaboration during remote learning:

During conference calls, instruct students to have private chat conversations with one friend before you randomly call on a student to ask a question. This also increases student participation. What could go wrong? When students can privately chat throughout the meeting, they may not be engaged. To minimize this off-task behavior, we suggest you research the options that your conference-call technology has in regards to private chats. Some allow this to be turned on and off during a meeting.

Allow and encourage students to complete work with partners. We found that students are going to work together, regardless if we allow it or not, so we decided to embrace their natural instincts. Knowing that some students are not engaging in school during this period, we decided to allow our students to choose their partners.

Assign work that requires at least two people. For example, there is a TikTok and Instagram challenge called Don't Rush where people create before and after videos, usually showing how they look without makeup and how they look with makeup. They transition from one person to the next by throwing a makeup brush out of the camera's view and then showing the next person catching the brush. You can search on YouTube for examples of Don't Rush Challenge videos. How can this trend be utilized in your classroom? Here is how we did it:

We assigned students to compile before and after videos of physical and chemical changes. One student group began their Don't Rush Challenge video by showing a student who was presenting a raw egg before and then a cooked scrambled egg to indicate a chemical change. The student then took the whisk and threw it to the right, out of the camera shot. The next student caught a flying whisk from the left side of the video and then presented soap in a soap dispenser as the before video and the soap mixed in water as the after video, indicating a physical change. This continued until every student in the group had passed the whisk twice.

We differentiated this lesson for several groups of students. For younger students, we required them to complete only one example, and they didn't have to connect their videos with flying objects. If students didn't have access to video technology, they had the option of writing a script for their video. There is usually no speaking during the videos, only background music, which makes this assignment less intimidating for ELL students or those with social anxiety.

Doing Science

Our next challenge was to help students experience science. We found many free online labs. Although these experiments generally lead to the correct answer, preventing students from learning from their errors (a positive side effect of performing labs), at least these online labs provide students with data they can analyze.

Here are a few of our favorite online lab resources for students of all grades and abilities. Unless indicated, they cover all three branches of science (physical, earth, and life sciences).

PhET - students participate in simulations that also include math

Explorelearning - students are assigned Gizmos, which are simulations; also covers technology and engineering

GeoScience Online Teaching Resource - a list of websites broken down by topic for earth-science classes

HHMI BioInteractive - topical resources for earth and life sciences that includes videos, activities, and authentic data that can be analyzed; specializes in high school and AP classes

The Science Bank: Online Dissections - a comprehensive list of online resources where students can perform dissections on many species, such as fetal pigs, cats, crayfish, sharks, and frogs; also offers human anatomy online lessons

Molecular Expressions - interactive tutorials of virtual microscopes, focusing on many topics, such as microscopic creatures, lunar samples, computer chips, and superconductors.

Moving to an online classroom has been a learning experience for both us and our students, but we try to keep in mind the core teaching strategies effective for science classrooms. We know our students tend to be more engaged as they participate in cooperative learning activities that challenge them to solve problems and complete interactive tasks, so we plan online lessons and find resources to make this happen.

The importance of "joyful learning" Justin Lopez-Cardoze teaches 7th grade life science at Capital City Public Charter, a P-12 EL Education network school in the District of Columbia. He is also the District of Columbia State Teacher of the Year for 2020:
On March 12, I stood in the 7th grade hallway at Capital City Public Charter School watching my students change classes. Suddenly, I noticed Kristian at her locker grabbing a Polaroid camera. I rushed toward her with both curiosity and urgency.

"Are you going to take it from me?" she asked hesitantly.

She and I had both heard the news that would soon change the entire educational landscape of our country. Did the school rules about using personal technology during class time matter that much?

"Are you kidding me?" I answered, "Let's take a photo right now!"

Soon, a wave of 7th and 8th graders crashed in front of her locker, fighting for a position in the picture of the last time we would be together until, well . . . we still don't know.

Image Credit: Kristian C

Less than 24 hours later, the same hallway that sparked an entropic festival of student presence fell silent. I remember standing outside my room and feeling a sudden void. When a large group of your family suddenly disappears into a fog that may not clear anytime soon, it's a somber manifestation of emotions, impossible to process.

And now? Here we are.

How do I teach science during the age of COVID-19? I teach to the photograph and not to the book (Not that there's a book for this scenario anyway, right?)

The photograph illustrates joy, community, and connection, key principles of teaching and learning in an EL Education school. Those are the aspects of teaching and learning that are still the most important to me, even though we aren't in the same classroom anymore, or even in the same building. Joy, community, and connection guide my planning and instruction in virtual lessons just as they did when we were together.

One way that I built community and joy is to showcase my scientists by embedding their pictures into my assignments and shouting them out in emails to their parents for demonstrating prodigious critical-thinking skills. My students need to see themselves and their peers as capable scholars throughout this era of uncertainty. Students want to feel special, recognized, and appreciated-especially middle school students. Even a global pandemic can't stop me from making this my top priority as an educator.

Second, I design activities to promote joyful learning, not to enable trivial work completion. For science teachers who are familiar with The NRC Framework, I recommend aligning assignments with Science and Engineering Practices (SEPs) and Cross-Cutting Concepts (CCCs) and intentionally create tasks that allow students to flex their conceptual and skills-based muscles. Try focusing on one SEP and one CCC in one assignment, then select another SEP/CCC pair in the next assignment. For example, I noticed that cause and effect relationships, a signature cross-cutting concept within the framework, was a challenging concept for students to grasp. To bring cause and effect into focus, we spent an assignment creating our own food webs and determining how the sudden increase or decrease in a particular population affected the entire ecosystem.

For the most part, I teach content that I've already facilitated in the course. I am at peace with this decision and I'm sure my students and families share this peace. I've found diverse and interactive methods to review content that we're familiar with. For example, by allowing students to share their screens with the community, they can support their peers in problem-solving skills. Students enjoy practicing and showing off their knowledge. It makes them feel connected to each other and more confident in their learning, which sets them up for more advanced lessons in future grades.

Finally, bells and whistles are for the birds. Like most of us teaching and learning at home, I feel an almost-visceral need to slow down in order to conserve energy. Remote learning takes endurance and patience. So, I keep it simple-from the directions I provide to the amount of work I expect from students. Instead of long assessments or complex reading assignments, I create interactive slideshows that allow students to learn content and apply scientific skills at home. As they view the slideshow, they complete engaging checkpoint slides that demonstrate their understanding of what they have learned. In addition, I build character exercises into the slides so they can encourage their peers to stay strong while building a sense of belonging despite being in physical isolation. I have found that the more students have fun and interact with each other, the more likely they will engage in their remote learning.

As I approach the two-month mark of facilitating distance learning, I'm now finding myself imagining what the future holds for our schools and classrooms. I remain optimistic: We can get back to those smiles, poses, head tilts, and laughs once we return. In the meantime, it's our responsibility to keep the joy flowing for ourselves and our youths through distance learning. We'll persevere. One frame at a time.

Project-based learning
Ross Cooper is an administrator in the Chappaqua Central school district and the co-author of Hacking Project Based Learning:

Now more than ever, students and teachers (and possibly parents) should be engaged in teaching and learning that helps everyone involved to fall into somewhat of a predictable routine. This isn't to say content and learning goals should be predictable, but rather, we can bring consistency to the learning process through the use of solid but flexible frameworks. For example, literacy has Reading Workshop and Writing Workshop, math has the three-part lesson structure, and design thinking is also always an option.

For science, let's take a look at two familiar choices: one we can use if we're taking a lesson-by-lesson approach to instruction, the other if we're leveraging more of a holistic approach with project- based learning or performance tasks-the term sometimes used to refer to shorter, more structured projects that tend to focus on only a few academic standards.

The 5Es of science instruction is an inquiry-based model that promotes learning through investigation and exploration-a model that can also be used for the planning of just about any lesson. The 5Es include: Engage, Explore, Explain, Elaborate, Evaluate, and we can think of these as phases of the learning process-a process that will most likely span across a few days, at the least.

While descriptions of what these five phases involve can be found with a Google search (or by accessing the above link), here are a few questions, with some commentary, to think about for distance learning:

If we're going to use the 5Es, is it worth first discussing and exploring this process with students (if we haven't done so already) before it's applied to an actual lesson?

As we engage students in the 5Es (especially younger students), can we make it clear for them-verbally and visually-which phase we're on? Students seeing where they are within the context of the overall lesson can bring about a sense of comfort.

For distance learning, explore is undoubtedly the most difficult phase to tackle. Rather than having the mentality, "This can't be done!" how might we modify exploration-with and without technologies-in ways that lend themselves to our current situation?

If we're looking to tackle project-based learning or performance tasks, GRASPS gives us a solid starting point. Originally appearing in Understanding by Design (2005) by Grant Wiggins and Jay McTighe, each letter of GRASPS corresponds with an element we can consider when designing our instruction: Goal, Role, Audience, Situation, Performance, Standards. While a considerable amount of planning will probably need to be done prior to launching such a unit, all of this planning means there is then less for the teacher to proactively plan during the day-to-day. Instead, we're able to spend more time being responsive to the needs of our students.

Once again, here are three questions to consider as it relates to distance learning (and our first question from the 5Es can easily be adapted for GRASPS):

Especially from a distance, students may need voice and choice in order to become engaged and empowered. That being said, which "letters" lend themselves to student voice and choice? When giving an assignment, could some letters be predetermined by the teacher while others are decided upon by students?

Taking the unit's learning goals into consideration, will we first need to filter in more background knowledge than normal to counteract the fact that it could be more difficult for us to support our students throughout the learning process.

As students are working through their projects or learning tasks, how might we constantly engage them in the formative-assessment process by gauging where they are with their learning and then adjusting our instruction accordingly?

Of course, the 5Es and GRASPS can also go hand in hand. For example, throughout any project-based-learning experience, direct instruction can be provided in anticipation of a need (proactively) or when students demonstrate a need (reactively). Either way, this direct instruction can in fact take the form of an inquiry-based lesson, with the 5Es serving as its framework.

And, finally, whether we use the 5Es, GRASPS, or something else, we're well on our way to being empathetic to the needs of our students (and possibly parents) by offering learning experiences that offer, at the least, some form of routine-routine we're all craving in this time of need.

Thanks to Tara, Mandi, Justin, and Ross for their contributions!

Please feel free to leave a comment with your reactions to the topic or directly to anything that has been said in this post.

Consider contributing a question to be answered in a future post. You can send one to me at [email protected] . When you send it in, let me know if I can use your real name if it's selected or if you'd prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo.

Education Week has published a collection of posts from this blog, along with new material, in an e-book form. It's titled Classroom Management Q&As: Expert Strategies for Teaching.
Just a reminder, you can subscribe and receive updates from this blog via email or RSS Reader. And if you missed any of the highlights from the first eight years of this blog, you can see a categorized list below. The list doesn't include ones from this current year, but you can find those by clicking on the "answers" category found in the sidebar. This Year's Most Popular Q&A Posts Race & Gender Challenges Classroom-Management Advice Best Ways to Begin the School Year Best Ways to End the School Year Implementing the Common Core Student Motivation & Social-Emotional Learning Teaching Social Studies Cooperative & Collaborative Learning Using Tech in the Classroom Parent Engagement in Schools Teaching English-Language Learners Reading Instruction Writing Instruction Education Policy Issues Assessment Differentiating Instruction Math Instruction Science Instruction Advice for New Teachers Author Interviews Entering the Teaching Profession The Inclusive Classroom Learning & the Brain Administrator Leadership Teacher Leadership Relationships in Schools Professional Development Instructional Strategies Best of Classroom Q&A Professional Collaboration Classroom Organization Mistakes in Education Project-Based Learning
I am also creating a Twitter list including all contributors to this column.

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Science Instruction in the Age of the Coronavirus

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The new question is: What does science instruction look like in the age of the coronavirus? I've previously posted on Reading & Writing Instruction in the Age of the Coronavirus and a series on math instruction during this crisis. After this science series, I'll be running a similar one on social studies instruction.

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How to Make Remote or Hybrid Math and Science Instruction Engaging

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How to Make Remote or Hybrid Math and Science Instruction Engaging

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Teaching science and math is fun because of the smiles. And the messes. And the "oohs" when you light something on fire, or make the first cut of a dissection, or finally solve that tricky algebra equation. But how do you keep it fun and engaging remotely? Or if half of your students are learning from home in a hybrid teaching model?

The ideas presented here can be adapted for most upper elementary or middle school classrooms for both of these scenarios.

Simple Experiments and Math Projects for Remote Learning

Focus on things that can be easily communicated and don't need lots of materials. Can students calculate volume by measuring cereal boxes? Or grow mold in a Ziploc bag with foods from the fridge? How about measuring and graphing the foot sizes and wingspans of family members?

Activities that allow kids to safely share about their home lives will help you build relationships. What are the surface areas of three objects in your bedroom? What plants and animals can you record in your neighborhood on the iNaturalist app?

Use Flipgrid to share videos, or create a Padlet for kids to share their work. Apps like Notability, which is available for iPhones and iPads and Android devices, allow students on tablets to open documents, record data, and share finished documents with teachers on multiple learning platforms.

Simulations and Games

Many scientific and math concepts can be simulated or recreated using apps and websites. Free sites include PhET simulations (science and math simulations for upper elementary through high school), Legends of Learning (a science and math game platform) and Tuva Labs (real data sets students manipulate for math or science projects). Free apps like Solar System Scope, Merlin Bird ID, and Geometry Pad, which is available for iPads and Android devices, let students explore science and math content on tablets. Paid sites like Mystery Science, ExploreLearning Gizmos, and BrainPop provide videos, games, projects, and assessments that can all be done from home.

If your school has a hybrid model, look for ways to reinforce classroom activities with one of these sites while students are at home. During our sound unit, I play bird song recordings in the classroom, and students create spectrograms of each song based on the pitch changes and duration of the various notes. This year I plan for students at home to make bird-call recordings in their neighborhoods and to use Merlin Bird ID to identify each bird.

Get Online With Experts

National Geographic Explorer Classroom offers weekly livestreams with scientists, explorers, and astronauts where students can live chat their questions while watching each presentation. Teachers can share the livestream link with students learning from home. The Cincinnati Zoo posts videos of zookeepers interacting with animals and answering questions from viewers. NASA Live posts videos of all kinds of cool space events.

All of this content can be watched in a classroom or at home and discussed at a future class meeting. Last year, my students loved hearing about life aboard the International Space Station; chatting with a scientist who attaches remote cameras to whales, grizzly bears, and other wild animals; and watching the Cincinnati Zoo hippos open their enormous jaws for a salad lunch.

Mix Online Content With Your Own Videos and Ideas

Khan Academy math and science videos, Edpuzzle, and Nearpod have tons of content divided by standard, grade level, and concept. Edpuzzle embeds questions in science and math videos to encourage students to stop and think about the content. Nearpod has guided presentations with embedded videos, questions, and opportunities for reflection. Many of these include their own assessments and other forms of feedback. But don't rely on these too heavily for instruction. Students still need to see your face and hear your voice when they are learning remotely.

Consider creating your own screen recordings, or post videos with YouTube or Flipgrid. Include a link where kids can comment on your video or answer an open-ended question for others to see. Being funny, weird, or a little over the top goes a long way here. Just your normal teaching voice works in the classroom, but distance learning requires a different level of commitment. Picture a student sitting alone on their bed watching your video. Will they be entertained? Will they remember the content? What is the hook-what will catch their attention? Make sure you bring up these points when you next meet with students online.

Divide Up the Work

The fifth-grade math team at my school made content creation manageable by splitting the work, with each teacher choosing a concept and creating a video and activity to go along with it to be shared with all fifth graders. This saved time and allowed the teachers to dig deep and provide a great lesson rather than rushing to create multiple lessons in one week. This strategy may prove especially useful if schools are in a hybrid-teaching model where we have students at school but are also providing content for students at home. I'm spending time this summer creating videos and online content so I won't be racing to finish lessons as I did all spring.

I have no doubt this will be the strangest school year I will ever teach. Flexibility, patience, and resilience will be critical. Look out for your fellow teachers, and take care of yourself.

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How to Make Remote or Hybrid Math and Science Instruction Engaging

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Teaching science and math is fun because of the smiles. And the messes. And the "oohs" when you light something on fire, or make the first cut of a dissection, or finally solve that tricky algebra equation. But how do you keep it fun and engaging remotely?

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Getting Started with Google Jamboard (Web Version) Tutorial

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Dawn Sparks ESD 105

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Jamboard Link Ideas_  Math Dawn Sparks ESD 329

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Getting Started with Google Jamboard (Web Version) Tutorial