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Example: Start a class google doc at the beginning of the year based on students' interests . Have students add to the appropriate section of the google doc throughout the year to share any activities or things they've done or read about in relation to the corresponding interest. At the end of the year, have students reflect on the activities from the year and share with the class. Have them add links, photos, videos, etc to the doc.

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Technology is such a gift for foreign language learning.  Beyond classroom learning students can become epals with students in other countries.  They can use social media, video chat , text or any other available media to connect and communicate with other students.  They get actual real life language use and also cultural knowledge about their epals home country.  They could do an online journal about what their conversations were, and what they learned about X country.

Karen Waugaman

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Teaching a multi-grade class has given me more flexibility in content than many of my colleagues.  I often select a topic that interests a student as a whole class focus. (for example, we are beginning a unit of Jack and the Beanstalk because a student has developed an interest in Giants).  The work however is focused on one student at a time and I push the work forward. I am hoping to identify a way to allow each student to focus on a different interest at the same time.  I am nervous about how to keep the work moving forward and standards based. I am going to try to create a game board that focuses on the targeted Standards but allows flexibility of topic and pushes beyond grade level targets. I look forward to seeing where this ends.

I feel fortunate to have Teaching Assistants in my room to help me keep the class moving forward as I step in this direction.

Mary Siano

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I am a SLP, I push in to the the 12:1:1 classroom.  For Valentines Day, we created a variety of different poetry genres.  We invited parents and administrators to visit the classroom to watch the students present their poems in front of an audience.  We had practiced the week before.  It was cute to see the other students encourage one another to get up in front of an audience even though that was something hard for them.   I think the students enjoyed presenting. in front of an audience and worked hard to practice.  This is something that we will do again because the more you do it, the easier it becomes.

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I am a SLP, I push in to the the 12:1:1 classroom.  For Valentines Day, we created a variety of different poetry genres.  We invited parents and administrators to visit the classroom to watch the students present their poems in front of an audience.  We had practiced the week before.  It was cute to see the other students encourage one another to get up in front of an audience even though that was something hard for them.   I think the students enjoyed presenting. in front of an audience and worked hard to practice.  This is something that we will do again because the more you do it, the easier it becomes.

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Karen Schieber

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To create collaborative and dynamic learning experiences I have had my students utilize Google Draw and Google Docs to share their retelling of historical events using powerful images. My students are often very self conscious about their written expression but feel more confident with verbally communicating, so the pictures allow them to have a point of guidance in crafting the retelling of these stories. They understand the importance of using powerful imagery combined with questions to assess or interpret events through their unique lenses.

- Dani Kennis

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I have used the SeeSaw app several times through PD and have always wanted to use it with my students but have not done so yet.  I think I would like to use it as a storage center for work that my students have completed all year.  It has the functionality to be a portfolio and I think it would be cool to have students put work and assignments in there they have performed well on and ones that they have not. I would like to revisit their work at the end of each month and make changes/edits to their work and document their growth throughout the year.  I know this might not make as much sense on "paper" as it does in my head but I could see it working really well with my special education students and I think the growth part would be great to show at CSE meetings.

Alison O'Neill

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I use OneNote in my class and this makes it easy for my students and I to communicate with each other.   I like that I can see what my students are doing on their computers in real time.  I can annotate on their work and they can see it immediately.  It also makes it easy for my students to collaborate with each other in the collaboration space.  

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I use OneNote in my class and this makes it easy for my students and I to communicate with each other.   I like that I can see what my students are doing on their computers in real time.  I can annotate on their work and they can see it immediately.  It also makes it easy for my students to collaborate with each other in the collaboration space.  

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Katie Snell

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I have begun experimenting with using Zoom for students who are unable to come to class. I teach a homeschool group so I have much more flexibility but the students are also absent more. I gave them all a ZOOM link for all classes and they can log on if they are available. It has been awesome! The students are showing up for class no matter where they are at the time and listening in for a few minutes or participating in group work. I am thinking of expanding the use of Zoom to office hours for me and even an assignment where they have to set up their own Zoom conference for interviews and research outside of class.

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Giving students the freedom to learn about what interests them is one of the most powerful things we can do to engage them in the real act of learning (not just playing the game of school). One of the best ways we can do that is by letting students choose what they read. One of my most productive work relationships is with an English teacher colleague who is deeply passionate about promoting student choice in what they read. Not only does she give them daily silent reading time, she actively keeps track of what they read and why they like it. Then she is well-prepared to offer additional, similar titles that match their unique interests. I think any teacher can do this at any grade level. This also dovetails into students learning beyond the bell, since they will be motivated to learn if they are learning their own favorite things. - Sarah Janis

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I have students who can struggle to express themselves verbally, so after we do an activity we can use images to display what we learned. I share a Google Slides presentation with the students on Google which creates their own copy for them and they can add images using Google. This allows the students to express their thoughts without having to write them.

-Abbie Sutliff