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Allison Ramos - 8/17/26

My reaction to the “Bring Your Own Device” policy is mostly positive because I think technology can be a useful tool for increasing student engagement and giving students more opportunities to learn. However, I would be cautious about using it because not every student may have the same type of device or access to technology outside of school. I would also want to make sure that students understand that their devices are being used for learning and not as a distraction.

I would use a BYOD policy in my classroom, but I would use it as a supplement rather than requiring students to bring their own devices every day. In my Spanish classroom, students could use their devices for vocabulary practice, Google Classroom assignments, collaborative Google Slides projects, or educational apps such as Quizlet. I would also provide a school device or another option for students who do not have their own device. I think this would allow me to take advantage of technology while making sure that all students have an equal opportunity to participate.

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Allison Ramos - 8/17/26

I differentiate instruction in my classroom by providing students with different ways to access the material and demonstrate what they know. Since I teach Spanish to students with different learning needs and abilities, I use visuals, sentence starters, modeling, repetition, and hands-on activities to support students. I also adjust the amount of work, provide additional time when needed, and allow students to work with partners or in small groups. For example, when teaching family vocabulary, some students may be able to write complete sentences independently, while other students may use a word bank, pictures, or sentence frames to complete the same activity.

Technology can help me differentiate instruction by allowing students to work at their own pace and receive different levels of support. I can use tools such as Google Classroom, Google Slides, Quizlet, and educational games to provide different activities based on student needs. I can assign additional practice to students who need reinforcement while allowing students who have mastered the material to complete a more challenging activity. Technology also allows me to provide visual and audio supports, which can be especially helpful for my ELLs and students who struggle with reading or processing information. Overall, technology gives me more flexibility to meet my students where they are while still working toward the same learning objective.

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Allison Ramos - 8/17/26

One collaborative idea I have for a Google Drive assignment is to have students work together on a Google Slides “Mi escuela” project. Each student would be responsible for creating one slide about a different part of school, such as classes, school supplies, teachers, or activities. Students would add pictures, Spanish vocabulary, and simple sentences to their slide, and then work together to organize the presentation. This would allow students to practice Spanish while also learning how to collaborate, communicate, and contribute to a shared Google Drive assignment.

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Deanna -Students learning from each other is very effective . I love to do group projects where they have to solve problems together and give each student a certain role in the group.

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I love the idea of the galley walk. I actually was going to have my school do something similar. Deanna

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My class collaborates with other classes using the Teams application. I have my students work with other classes for designs and events. This provides a chance for students to use their critical thinking skills.Deanna

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Students will create a Google Slides presentation to showcase their collection. Slides will include:

Collection title and inspiration

Mood board

Fashion sketches

Fabric examples

Color story

Final designs

Explanation of the design process

Deanna

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The TED Talks are fun to include. I teach fashion design, and it was nice to see that creativity was being celebrated and was a part of learning. Deanna

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One lesson that encourages collaboration in my Fashion Design class is a Fashion Brand Development Project. Students work in groups of three or four to create their own clothing brand. Their goal is to develop a brand identity, decide on a target customer, design a small product line, and create a marketing plan.Deanna

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One collaborative lesson I have taught in my Fashion Design class is a Fashion Trend Forecasting Project. In this lesson, students work in small groups to research upcoming fashion trends for a future season. Each group is responsible for identifying trends in colors, fabrics, silhouettes, accessories, and target consumers. Students gather inspiration from fashion magazines, runway collections, retail stores, and social media before deciding which trends they believe will become popular.Deanna

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Hello everyone, my name is Kyle Bodnar, and I teach in the New York City Department of Education. I am a special education math teacher, and I teach Algebra 1 in both ICT and self-contained classes. I have been teaching for several years and enjoy helping students build their math skills and confidence. My school serves students from many different backgrounds, and many of our students come from low-income families. Poverty can have a significant impact on students and their learning. Some students come to school tired, stressed, or worried about challenges they face outside of school. Others may not have access to technology, school supplies, tutoring, or a quiet place to complete homework. These challenges can affect attendance, focus, behavior, and academic performance. At my school, poverty can make it harder for some students to stay engaged and keep up with their work, which often means they need additional academic and emotional support. These experiences have taught me the importance of building strong relationships with students, showing patience and understanding, and creating a classroom environment where students feel safe, supported, and ready to learn.

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. This is Deanna . I see so many great ideas and projects posted ,. I will share one of mine . My students create a all about me power point to share with the class . They put tons of information and pictures in the slide show and present it to their classmates . Later on in the class we use this as a customer profile lesson and they work together to create their customer for their brand . This is a fashion class so the student apply this information for their clothing brand . Who is their customer and how do we market to them .

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Deanna Costello

I enjoyed the two ted talks but I have to say the 1st one hit home . I work as a CTE teacher . When he spoke about the student who went to dancing school ,but they wanted to put her medication it totally reflected many of my students . They are doing amazing things in my class ,but was consider a problem in their other classes . They needed to move and start creating items in the 3d form instead to learn .

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My favorite statement by Sir Ken Robinson was that children are naturally creative. Young people are willing to take risks, experiment, and make mistakes, which are important parts of the creative process. I think that is an area where we could really focus on improving our instruction. We have a summer camp going on right now where students are making some creative projects in the welding lab—some flowers and some coat racks. But these are not the kind of work you would normally see in the welding lab. Yet problem-solving and creativity are essential skills in the trades, where workers must regularly adapt to challenges, troubleshoot issues, and develop effective solutions. These skills should be intentionally developed in the classroom to prepare students for success in the workforce.

In the TED talk by Sugata Mitra, I agree with Mitra’s assertion that the role of the teacher is changing. I have always felt that the teacher should be more of a facilitator or coach than someone who pours information into the students. It is more important that students be able to think critically and evaluate information than to memorize and repeat it. However, I do think that he minimizes the role of the teacher to an extreme and overemphasizes the value of technology. There are certainly drawbacks to the overuse of technology in education as we are starting to see.

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Karen, I agree that if we are afraid of making mistakes, we will never be creative. Creativity in the classrooms takes lessons to another level.

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One of the tools from this module that I would definitely like to continue using is Kahoot!. I have found that interactive quizzes help keep students engaged and allow them to review important concepts in a fun way. Because I work with adult learners in vocational programs, activities like Kahoot can be useful for reviewing safety procedures, vocabulary, or steps in a task while also giving immediate feedback. I also liked the ideas presented about digital note taking with tablets and styluses. Allowing students to annotate digital handouts or add diagrams to their notes could help them better process and remember information, especially for hands-on programs such as nursing or automotive training.

Another idea from the module that stood out to me was the concept of allowing students to use their own devices through a BYOD approach. In many cases, students are already comfortable using their phones or tablets, so incorporating those devices into learning activities can increase participation. For example, students could scan QR codes to access instructional videos, review materials, or complete short activities during class. However, I can also see some challenges with this approach, such as differences in device capabilities or internet access. Overall, I think these tools can make my job easier by giving students more ways to access information, review concepts, and participate actively in lessons while also supporting different learning needs. Alyssa McCoy

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In my classroom at a vocational training center for adults with disabilities, differentiating instruction is an important part of how I support student learning. My students have a wide range of abilities, learning styles, and prior experiences, so I try to present information in multiple ways and provide different options for how students can practice skills and demonstrate their understanding. For example, when teaching a new task, I often combine verbal instruction, visual demonstrations, and hands-on practice. Some students learn best by watching a step-by-step demonstration, while others need repeated practice with guidance. I also break larger tasks into smaller steps and provide checklists or visual guides to help students stay organized and confident while learning a new skill.

I also differentiate instruction by adjusting the level of support students receive. Some students may work more independently after the initial instruction, while others may need additional modeling or one-on-one guidance. In group activities, I try to pair students strategically so that they can support each other while completing a task. This allows students to learn collaboratively and helps build workplace communication skills that are important in vocational settings.

Technology is another tool I use to help differentiate instruction in my classroom. Many digital tools allow students to access information in ways that fit their learning needs. For example, I use QR codes that link to short instructional videos so students can watch a demonstration multiple times if they need to review a skill. This is especially helpful in programs such as nursing or custodial training where students may need to see a process demonstrated clearly before practicing it themselves.

I also use tools such as Kahoot to review important concepts in an interactive way. Kahoot allows students to participate using their own devices and receive immediate feedback on their answers. This makes review activities more engaging and helps me quickly see which students understand the material and which students may need additional support. In addition, I sometimes use shared documents in Google Drive so students can collaborate on checklists or assignments and practice basic digital skills that are useful in the workplace. Alyssa McCoy

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A good collaborative lesson for an Industrial Electronics program would be a troubleshooting activity involving a basic motor control circuit. Students would be placed into small groups and given a schematic of a motor control system that includes components such as start and stop pushbuttons, a contactor, overload relay, and power supply. Each group would receive a different fault scenario, such as a blown fuse, faulty pushbutton, or open overload relay, and work together to determine why the motor will not start. Students would document their troubleshooting process and explain their reasoning. Using tools in Google Drive, the instructor could share materials and organize assignments. Students could collaborate in Google Docs to write their troubleshooting explanation, while Google Slides could be used to highlight and label problem areas on the circuit schematic for a short group presentation. This activity encourages teamwork, problem-solving, and helps students practice real-world troubleshooting skills used in industrial maintenance. Alyssa McCoy

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Taylor Anderson:

In my experience teaching mostly freshmen, I have found that my students do not have any idea how to take notes. Although there are a lot of useful note-taking tools out there, students still need to be taught the foundations of how to take notes in order to develop their note-taking skills.

I do think that students need structure when it comes to learning how to notetake, especially freshmen. What I do for my students is give them a print out of guided (skeleton) notes where they have to follow along with the lesson and fill in the blanks on their note sheets as we go along. This keeps them actively participating in the lesson as well as holds them accountable for their learning. I also post the presentations on Google Classroom later for them to access in case they missed anything during the lesson or want to go back and revisit the content. Personally, I prefer to take notes using pen and paper because I find myself retaining the information better when I am writing by hand as opposed to typing. That being said, I do think some of these methods can be adapted to use technology as well. For example, students’ Chromebooks are all touch-screen so they could potentially use their computers like a pad and paper with a stylus.

All this being said, I am also aware that technology is now a crucial part of our lives in the 21st century and that some of my students may learn better by using technology to take notes. In this module, I learned about some of the applications available for digital note-taking, such as Evernote, OneNote and Google Keep. Another suggestion I liked was actually uploading my guided note sheets to Google Docs, creating copies for all my students and allowing students to edit the documents and type their notes, as opposed to printing them and having students write them in.

What I’ve gathered from this course so far is that learning should be individualized - students should have choices when it comes to their learning. I think this is something that I will definitely take with me when it comes to note-taking. I do think that students (especially my freshmen) need structure for their notes in order to develop these skills, but moving forward I feel like maybe I should give them more choices in terms of how to take their notes (digitally or on paper).

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Alexandra Mazza: This module made me reflect on how intentional technology use really needs to be in order to make an impact. One strategy I am especially interested in trying more intentionally is integrating visual and dual coding note-taking methods using digital tools. I could see students creating digital spider diagrams for theme tracking, concept maps for character relationships, or voice notes to reflect on reading comprehension. I’m less likely to implement a fully open BYOD model in my classroom because of infrastructure and equity concerns, but I do appreciate the reminder that familiarity with devices increases engagement. Ultimately, the biggest takeaway for me is that technology makes my job easier when it helps students organize their thinking, collaborate more efficiently, and revise their work in meaningful ways - not when it simply replaces paper with a screen.

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Alexandra Mazza: In my classroom, differentiation often starts with task design rather than separate assignments. I try to build lessons that allow for multiple entry points and varying levels of depth, while keeping the learning target the same for all students. For example, in my ELA units, students might all analyze the same character or theme, but they can demonstrate their understanding through writing, discussion, podcasting, visual design, or debate. The rigor stays consistent, but the pathway can vary.

I do use technology to help differentiate. Tools like text-to-speech features allow students to access content in ways that reduce barriers. Moving forward, I’d like to be even more intentional about using technology to create what the readings described as a “least restrictive environment,” where students can choose the tools and supports that help them demonstrate understanding most effectively.

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Taylor Anderson:

As a Spanish teacher, differentiation is built into almost everything I do because language acquisition happens at different speeds and in different ways. In my classroom, I differentiate primarily through scaffolding, choice, and proficiency-based grouping.

For example, during speaking activities, I provide sentence frames and vocabulary banks for students who need more support, while encouraging more advanced students to expand their responses with additional details, varied verb tenses, or cultural connections. When we work with authentic texts, I often offer leveled versions or provide guiding questions that vary in complexity. This allows all students to access the same theme while engaging at an appropriate level of challenge.

I also differentiate through choice. Students may demonstrate understanding through written responses, recorded audio, visual projects, or interpersonal dialogues. Giving options increases engagement and allows students to use their strengths while still practicing the target language skills.

Technology plays an important role in differentiation. I use tools like Google Classroom to assign varied tasks to different groups and provide individualized feedback. Platforms such as Quizlet allow students to practice vocabulary at their own pace, while tools like Edpuzzle let me embed questions at different levels of rigor within the same video. I also use recording tools so students can practice speaking multiple times before submitting, which reduces anxiety and supports confidence - something especially important in a language classroom.

Looking ahead, I could further utilize technology by incorporating adaptive platforms that adjust in real time based on student responses, allowing for more personalized grammar or vocabulary practice. I am also interested in leveraging AI-based feedback tools to provide more immediate corrections on writing and speaking tasks while still maintaining the human connection that is essential in language learning.

Ultimately, differentiation in my classroom centers on meeting students where they are while maintaining high expectations for growth. Language learning is deeply personal, and my goal is to create structures that support all learners in building both proficiency and confidence.

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Taylor Anderson:

One collaborative assignment idea I would like to implement using Google Drive is a small-group cultural analysis activity connected to a Spanish lesson on past tense usage (preterite vs. imperfect). Students would be placed in groups and given a shared Google Doc that includes guiding questions about a culturally relevant event or media clip we have discussed in class. Each group member would be responsible for contributing specific responses, such as describing actions, setting the scene, and explaining cultural significance, which encourages accountability while still requiring collaboration.

Google Drive tools would allow me to support and improve this assignment in several ways. By using the comment and suggestion features in Google Docs, I can provide real-time feedback and language support as students work together. The version history feature would allow me to track individual contributions and assess participation fairly. I could also embed links to reference materials or sentence starters directly into the document to differentiate instruction. This type of collaborative Google Drive assignment promotes communication, critical thinking, digital literacy, and teamwork while keeping the focus on meaningful language use rather than isolated grammar practice.

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Taylor Anderson:

What I took away from these two Ted Talks is the importance of creativity and collaboration in learning. In order for students to buy-in to learning and create a lasting impact, learning needs to be meaningful. Allowing students to be creative and learn from each other is what creates a deeper understanding, especially because all people learn differently. There is no one-size-fits-all when it comes to teaching. Teachers are meant to be facilitators of learning and students should be the ones carrying the cognitive load through creativity and collaboration because that is where deeper connections and understanding comes from.

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Alexandra Mazza:

One collaborative idea I have for a Google Drive assignment would be a shared vocabulary sorting and analysis board connected to an essential question.

In my sixth grade ELA class, I select vocabulary words that are conceptually tied to our unit’s essential question. Instead of having students complete an individual vocabulary worksheet, I would create a shared Google Slides deck where each group is assigned one slide. On their slide, students would drag and drop vocabulary words into categories they create, justify their category titles in a text box, and connect at least two words to a character or relationship from our novel.

Students could use the comment feature to respond to another group’s categorization and ask questions or challenge reasoning. I love that Google Drive allows real-time collaboration, revision history, and commenting because it makes thinking visible and holds everyone accountable. It shifts

vocabulary from memorization to discussion and analysis.

Even though my school primarily uses Microsoft/Apple tools, the collaborative structure behind Google Drive assignments is something I try to build into my lessons regardless of platform.

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Alexandra Mazza:

Watching Sir Ken Robinson’s “Do Schools Kill Creativity?” and Sugata Mitra’s “Build a School in the Cloud” reminded me why I entered education in the first place - to help students think, create, and solve problems, not just regurgitate information. Robinson’s video challenged me to reflect on how often traditional schooling (unfortunately) unintentionally funnels learners into compliance rather than innovation. His argument that schools can educate creativity out of students made me reconsider how frequently structure and standardization limit risk-taking. Mitra’s video took that idea a step further by demonstrating that learners can construct deep knowledge when given autonomy, collaboration, and meaningful problems. His concept of self-organizing learning environments reinforces the idea that curiosity, when trusted, is powerful.

In terms of implications for my own lesson planning, these talks reaffirm for me that the best way to ignite curiosity and creativity is to prioritize inquiry over rote, direct instruction. I already anchor my sixth-grade ELA units in essential questions rather than centering them solely around the novel we are studying. However, moving forward, I want to design even more opportunities where students define the problems themselves and explore multiple pathways to solutions. I have recently become familiar with the Design Thinking Process, which I think will be a useful tool for this.

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This module made me realize that I have been lacking in explicitly teaching note taking strategies. I generally just use google slides with guided notes that students copy down. Occasionally, I do use graphic organizers, but I could definitely step up to do more teaching of note taking and idea organization strategies.

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I really liked Sir Ken Robinson’s TED Talk—he makes a lot of sense about how schools kill creativity. It got me thinking about how we put too much focus on tests and not enough on letting students explore what they’re really good at or curious about. I liked how he used funny stories too, it made the point about creativity being as important as literacy really stick. It makes me want to try giving my students more chances to take risks and be creative in class. Taking risks is so important in language acquisition because you need to be able to play with the language to fully gain fluency.

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One idea I like is having students work together on a shared Google Slides about a cultural topic, like Día de los Muertos or social media in Spanish-speaking countries. Each student gets a slide to research and add pictures, text, or even short videos. Then, the group presents it to the class in Spanish. It’s cool because everyone contributes, and you can see who’s doing what right in Drive.

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I differentiate by giving students different ways to access content and show what they know. For example, some students might read an article, others watch a video, or some do hands-on activities. I also mix up grouping. Sometimes pairs, sometimes small groups, so students can work at their own pace.

Yes I use a lot of technology! I let students use Quizlet for vocabulary, Google Slides for projects, or Kahoot for quick checks. We love to use Blooket as a quick study tool before tests and quizzes.

I could use tech even more by assigning leveled reading articles (magic AI does a good job of this), interactive grammar games, or letting students create videos or podcasts instead of writing, so everyone can learn in a way that fits them best.

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I have extensive experience with Google apps. We use Google Classroom for every class, I create assignments on Google Docs where students are able to type in their answers and submit it easily to Classroom. We use Google Slides for several projects throughout the year. Google forms are a great way to create assessments/homeworks that can automatically be graded and give students immediate feedback. Google has so many options get kids collaborating and make our lives easier!

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John Lloyd:

I was particularly interested in the charting note-taking method, which involves organizing data into a chart. The style seemed flexible to suit a new timeline project that I would like my students to do for our upcoming World War II project. The task is to research 30 different events that led to World War II and place them in order on a timeline. I think using the charting method on OneNote would help students organize their notes in an organized, efficient manner. The only thing I have to figure out now is what application or website I can use to have students create their timeline on. I think technology would be helpful to use for the final timeline.

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John Lloyd:

I differentiate instruction my class primarily through the delivery of instruction and rigor. All students learn the same content, but my co-teacher and I will modify the length and language of readings and assignments to help certain students achieve the same objectives as their classmates. Sometimes, we also split our class into different classrooms to deliver instruction in small groups though we only do so when necessary.

Technologies that have proven beneficial for us include A.I. applications like MagicSchool A.I., which we have primarily used for rewording and shortening texts and materials for our students who receive modifications.

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Julie Ruxton: I strongly disagree with the concept of BYOD, primarily because this approach could isolate students who lack access to advanced technology and place additional financial pressure on families. As a parent and a counselor, I only see the downsides to this idea. In regards to the idea of digital note taking, I think it could be beneficial as long as the student has his/her own study habits that work for them. I am someone that has to write out notes in order to process the information, so it could never work for me. If I were to do a lesson on study tools with students, I would encourage them to try a combination of using technology and the old-fashion way before committing to one or the other.

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Allison Ramos - 1/29/26

I think the key takeaway from the TEDTalks are to relinquish my fear of not being in control and letting my classes be more student centered. I teach in a middle school setting, and I often feel that I need to be super structured and controlling so as not to let my classroom feel out of control. I am a new teacher and trying not to be so teacher centered can be so difficult. I think for the second half of my school year, I will make it a goal to think of at least 3 different student centered lessons that I really want to enhance and do well. I think it can be empowering for the students to take control of their own learning, and it also helps keep them responsible for their own work in the classroom.

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In my AP Physics I classroom, differentiation starts with how I structure tasks and support students. I use tiered problem sets, flexible grouping, and varied representations (graphs, diagrams, equations, verbal reasoning) so students can access the same concept at different levels of complexity. Some students need more scaffolding and guided practice, while others are ready for extension problems, challenge questions, or open-ended investigations.

Technology helps me differentiate in practical ways. I use tools like simulations, video explanations, shared digital notes, and online problem banks with solutions, so students can work at their own pace and revisit concepts as needed. Platforms that allow adaptive practice, immediate feedback, and multiple questions make it easier to meet students where they are, while still holding everyone to high expectations.

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As a physics teacher in a relatively well-off school, I see clear instructional benefits to Bring Your Own Device, but equity remains a serious concern. Even in affluent communities, some students lack reliable access to quality devices or up-to-date technology, and BYOD risks unintentionally highlighting socioeconomic differences or limiting full participation in labs, simulations, and data analysis.

There are also practical challenges in managing multiple operating systems, Windows, macOS, Linux, and varying mobile platforms, which can complicate software compatibility, troubleshooting, and instructional time. To make BYOD workable, schools would need to solely use web-based tools, have consistent and competent tech support, and a robust system for providing school-owned devices so all students can engage equitably. Unfortunately I do not see any of this happening and therefore I feel that if devices are required, the school should supply them free of charge.

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Julie Ruxton: When we are not working 1-1 with students, or in small group settings, my counseling department conducts classroom push-in lessons. Throughout the past few years, we have tried to differentiate instruction. For example, we offer information to students and families in various ways -- so that they can access information that best fits their learning style. Examples are as follows: verbal discussions, hand-outs, paper copies, and virtual pamphlets, packets and documents that are posted on our website and Google Classroom. Furthermore, we have gained a large ENL population recently and offered information in Spanish (the most common langauge other than English at our school). We are also conscious of IEPs and 504 plans in the room (which are accessed through a form of technology) and their needs.

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My situation is a little different than a classroom teacher because I am a School Counselor -- the idea of BYOD feels more positive for me because it allows us to work more closely with students as we support them during the college application process. Many of their personal emails are blocked on the school computers and that complicates us trying to help them login and work on their applications. Also, I love when students bring their own devices with their own organization tools (for example, I've seen some really cool checklists, note taking, and art portfolios on iPad apps by my students). -- Bianca Raniolo

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Technology allows us (school counselors) to differentiate career and college presentations by offering information in multiple formats to meet diverse learning needs. For mainstream students, interactive slides, videos, and online career assessments deepen engagement, while special education students can benefit from simplified visuals, audio supports, and self-paced digital tools. ENL students can access translated resources, captions, and visual-based platforms, to ensure information is accessible, inclusive, and understandable for all learners. -- Bianca Raniolo

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One example of an activity we can use in our school counseling office is where 11th graders work in small groups using a shared Google Drive folder created by their counselor. Each group collaborates on a Google Doc to research a postsecondary topic such as college options, career pathways, or financial aid, with each student responsible for contributing specific information. The shared document allows students to practice communication, teamwork, and organization skills while giving the counselor real-time insight into student participation and understanding. -- Bianca Raniolo

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I really enjoyed both TED Talks because they challenge traditional ideas about schooling by emphasizing the importance of creativity, curiosity, and student-centered learning. Sir Ken Robinson argues that rigid, standardized education systems can suppress creativity, while Sugata Mitra explains that when students are trusted to explore and learn independently, they can achieve remarkable outcomes. Together, the talks suggest that schools should move beyond mindless learning and instead create environments that nurture creativity, curiosity, and lifelong learning skills which is something I tend to agree with. -- Bianca Raniolo

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Mike DeLillo

I use Teams to set up my exams for all of my classes and they range form NYSAA to 9th grade. One way to differentiate the instruction is to post multiple levels for the same assignment and use multiple tests. The computer has them stored and grades them. If I decided based upon results that student test scores were too low or failing, I could allow them to access the same information just at a different level. Instead of marking my test or my info as 6th, 7th, or 8th grade, I might label it level 1, 2, 3. No stigma with starting at a lower level and working up or starting a t a higher level and reviewing at a lower one. but going form 9th to 6th is an ego crusher.

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Mike DeLillo

I like to do recipe creation exercises, so using a google drive for the class to share ingredient ideas to build a recipe is awesome. We start with a topic or a main ingredient, then we build on that by adding other ingredients. We set the parameters for how many ingredients and how many quarts or gallons we will make and we take it from there. When we are finished, we make the recipe and then assess it.

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Michael DeLillo

I find that with ADHD and the kitchen, the students have a lot of room to move around. sometimes a good thing, sometimes a bad thing. It all depends on if the stoves are on or their is any dangerous equipment being used, however, it does provide the least restrictive environment for the student and does help lessen anxiety.

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In this lesson for my AP Physics I class, students work in small groups to solve a selected set of problems aligned to the current unit of study. Each group creates a clear, organized presentation that explains their problem solving process, including diagrams, equations, and reasoning. Using visual aids, students present their solutions to classmates, who are encouraged to ask questions and discuss alternative approaches. The focus is on explaining concepts and justifying reasoning rather than simply giving final answers. This student-led format reinforces content understanding while building communication, collaboration, and critical-thinking skills essential for success in advanced coursework and beyond.

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Alyssa McCoy

Sir Ken Robinson and Sugata Mitra both talk about how the traditional school system doesn’t always support how people naturally learn. Sir Ken Robinson explains that schools often focus too much on tests and rules, which can limit creativity and make students afraid of making mistakes. Sugata Mitra shares examples showing that kids can learn a lot on their own when they are curious and have access to technology, even without a teacher giving constant instructions. Together, their talks suggest that learning should be more flexible, encourage curiosity, and allow students to explore their interests instead of forcing everyone to learn the same way.

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Sir Ken Robinson’s Do Schools Kill Creativity? and Sugata Mitra’s Build a School in the Cloud both challenge traditional, teacher centered models of education. Robinson argues that standardized schooling often suppresses creativity by valuing conformity and narrow academic abilities, a concern echoed in science classrooms where correct answers can overshadow creative thinking. Mitra complements this view by showing that when students are given autonomy, access to technology, and meaningful questions, they can collaborate and teach themselves complex ideas through self organized learning.

Together, these talks suggest that effective 21st-century education requires a shift in the teacher’s role from information provider to learning facilitator. For physics instruction in my classroom, this reinforces the importance of inquiry based labs, design challenges, and student driven problem solving. Encouraging curiosity, collaboration, and risk-taking helps students develop creativity and independence which are essential for success beyond the classroom.

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Mike Wolf - I really wish I had learned about different note-taking strategies when I was in high school. My notes were mostly just paraphrasing lectures or outlining text, and they felt more like a task than a helpful learning tool. Ideas like sketchnoting, the box method, or using sticky notes were never introduced to me, so my notes weren’t very personal or creative.

Even now, I often just type the same style of notes into a Word doc. The OneNote video inspired me to try something new. I like that it can act as one organized notebook where I can store notes, images, and even audio in one place. I also see value in using digital spaces like OneNote, Google Docs, or Padlet for shared student notes. Having students respond together in real time can build listening skills, encourage participation, and make note-taking more interactive and meaningful.

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Mike Wolf - In my Social Studies classroom, I differentiate by adjusting content and activities to meet students at different levels. For example, I provide scaffolded versions of primary sources, use flexible grouping, and offer students choices in how they show what they know through writing, discussion, or visuals. This helps support different learning styles and readiness levels.

Technology also helps me differentiate. With tools like Google Classroom and Canva, I can assign different resources, allow students to work at their own pace, and give feedback quickly. Students can rewatch videos, collaborate online, and use templates that fit their skill level. Using tech makes it easier to meet individual needs while keeping students engaged with Social Studies content.

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Mike Wolf - I created a lesson where students had to create a google slide based on a number of different readings and sources in which the group had to analyze and contribute to in various parts.

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Mike Wolf - I really enjoyed the TED Talk by Sir Ken Robinson. His humor made the message memorable, and two quotes really stood out to me: “Creativity is as important in education as literacy” and “If you’re not prepared to be wrong, you’ll never come up with anything original.” Both remind me how important it is to create a classroom where students feel safe to take risks and share ideas, especially in an ensemble setting. I plan to keep these ideas visible so students feel encouraged to participate more freely.

Sugata Mitra’s talk also resonated with me, especially when he said, “It’s not about making learning happen, it’s about letting it happen.” It pushed me to think about stepping back more and letting students explore. In my music classroom, I want to present challenges and allow students to use creativity to find their own solutions, which I think will lead to more meaningful and unique learning experiences.

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John Lloyd

In my World War II unit, I conduct a silent discussion on the Nuremberg Laws. During this activity, students move between different types of laws the Nazis passed to restrict the rights of Jewish people, silently responding to prompts by writing on a larger poster with sharpie (I have heard people call this activity a “chalk talk” before). I believe I can utilize google docs to digitize this lesson. Instead of printing and taping each Nuremberg Law to a physical poster, I can put each of them into individual google documents that students can access via a link and type their ideas and respond to each other. However, I am hesitant in trying this since I do not know what students would decide to type on these documents, especially if I struggle to monitor the actions they make on their devices.

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Taylor Hernandez

After reviewing the note-taking strategies , I plan to be more intentional about trying a variety of approaches with my students. While we already teach some note-taking strategies, this module reinforced for me that note-taking is a skill that must be explicitly taught and practiced, not something students automatically know how to do. We currently use graphic organizers to help students organize their thinking but I would love to implement some of the different note taking strategies discussed in this module.

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Mike DeLillo

Ted talks that emphasize student creativity and imagination show how important student engagement is. Mr. Myer brings to light how students learn from each other and how they can move forward in education

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Julie Ruxton: We use Google at our school and I have incorporated it with all grades (9-12). My idea includes: using a Google Slide with 9th graders as a visual (on the promethium board) with the goal of the lesson being collaboration & getting to know one another. I would later upload the slide(s) to their 9th grade school counseling google classroom.

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Austin Perry

Many of the note-taking strategies in this section are ones that we have tried in our 8th grade classes. We have used Cornell notes often but have recently found that students find them confusing at this level and have moved to a modified version. We prefer when students take physical notes but also have students take notes in OneNote. We have found a lot of success having students create web-style notes in small groups in social studies. While I personally prefer students to take physical notes, as I think it helps them retain the information better, one major benefit of digital notes is easily storing and organizing copies of notes for students who are absent or receive this as an accommodation.

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Julie Ruxton:

I found Ken Robinson's Ted Talk to be both inspiring and engaging. His humor and quit wit, paired with his ability to concisely get a point across in a relatable way, made him a perfect candidate for public speaking. I could tell how passionate he was about the topic, which made me even more engaged, and when I processed his point, I was even more invested. It also helped that I was sitting next to my 5-year-old daughter who was drawing a picture while I was answering questions, while knowing I'd be graded on them. It just proved his point even more that we grow out of creativity and the arts as we age and develop. While Sugata Mitra had some interesting points, his delivery was dry, and I just did not agree with his overall message. As someone who is a firm believer in the education system, I do see how it can be looked at as outdated, but I just can't get behind his "school in the cloud" vision.

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Austin Perry

I differentiate instruction in my classroom in many ways. One frequent option is method of delivery. Often, I will have the opportunity to split the class and take a small group of students with me to go over only the key essential aspects of a lesson. If we do stay together in the classroom, I will often modify the assignment or work for students so it better meets their needs. For example, in 8th grade we are getting ready for a CRQ. I met with my co-teacher, and we modified the assignment and discussed how we would introduce the lesson differently based on the needs of the students. We consistently use tech to differentiate instruction. Often, we use the built in learning scaffolding that i-pads have such as speech to text. I also often use technology to adjust the reading level of content. We just started using Magic School A.I. as a district which has amazing tools to help a wide range of students.

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John Lloyd: I thought both Ted Talk videos helped emphasize the important of letting go of control at times in the classroom in order to bolster student creativity and engagement as well as their willingness to try new things without worrying about failure. Watching them reminded me of a recent multi-day simulation that I did with my students to first expose them to the causes of World War I. In this activity, students role played as representatives of six major European nations involved in the start of World War I and were tasked to negotiate deals with the goal of avoiding war and strengthening their countries in series of scenarios or newsflashes (ex. Germany develops the u-boat). This simulation has proven to be one of my more memorable activities for my students, and I am always amazed by the creative solutions they come up with in each of scenarios. Having gone through this activity and watching the two Ted Talks has thus made me want to try to develop more simulations as well as more opportunities that allow students to inquire about a topic before teaching it in the future.

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Taylor Hernandez

In my classroom, I use educational apps to help differentiate instruction across subjects. Apps like Flocabulary and BrainPOP support different learning styles by presenting content through music, visuals, and short videos that students can review at their own pace. IXL allows students to practice math skills at their individual levels and receive immediate feedback, while Newsela and Scholastic Word make it easier to differentiate reading by offering leveled texts and vocabulary support.

I also differentiate without technology by using station teaching, intentional grouping, and modifying assignments to meet students where they are. Small groups allow me to target specific skills, provide extra support, or challenge students as needed. Using both digital tools and hands-on strategies helps ensure all students can access learning in meaningful ways.

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Taylor Hernandez

Our school uses Microsoft products rather than Google but they function in very similar ways and still allow for collaboration amongst students and teachers. A collaborative activity we have used with our 4th grade students that they really enjoy is the ability to create presentations with their peers. It can be adapted to different subject areas and topics but they really enjoy getting to use Keynote or Powerpoint and create a presentation with their classmates.

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Taylor Hernandez

I found both Sugata Mitra and Ken Robinson to be very insightful. They both advocate for a shift away from rigid, standardized education toward learning environments that encourage curiosity, creativity, and autonomy. It made me reflect on my role as an educator and how I can encourage students to be creative and encourage their love for learning and curiosity.

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Austin Perry

Our school uses Teams and OneNote rather than Google Drive. However, the overall concept and functionality are very similar. One idea I have for my 8th grade resource center class is to create a shared page where students can upload and share study materials they create throughout the year. This would allow students to see how their peers prepare for tests and expose them to a variety of study techniques and planning strategies without those ideas coming directly from me. During class, I can also introduce different strategies to individual students, which would help continue to grow and strengthen this shared study tools library.

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I really found both the videos to be very inspirational. One quote that really resonated with me was  from the Ken R video “If you’re not prepared to be wrong… you will never come up with anything original” I often see this with students at the middle school level. They are so worried about what their peers might think that they often don't step outside of their comfort zone and try something new. While this is developmentally a typical behavior for students at this age it would be so powerful for students to tap into their own areas of creativity earlier on in life and not lose it as they get older. - Austin Perry

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I thought the tools provided in this module were really interesting. I already use OneNote regularly for planning with my co-teacher, and it has shown me how powerful shared digital spaces can be for staying organized and aligned. I am interested in trying more collaborative note-taking and visual strategies with my students, such as sketchnoting and concept mapping, to help students engage with content in different ways. Tools that allow for multimedia notes including visuals, voice notes, and charts could be really useful for supporting diverse learning styles and encouraging creativity. At the same time, I can see myself being more cautious with tools that require constant device switching or have a steep learning curve, as they may become overwhelming or distracting for students.

To implement these tools effectively, I would focus on using them with clear purpose and structure. For example, shared digital notebooks could be used for group projects, exam review, or peer feedback, helping students collaborate while keeping everything organized in one place. By gradually introducing these tools and setting clear expectations, I can make my job more efficient while also creating engaging, student centered learning experiences that reflect how students already interact with technology. - Sage Haas

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Students don't really need to bring their devices to school anymore. I don't really know of any school that doesn't provide a 1:1 device, even if it's just in the classroom. My school district gives iPads to K-8 and MacBooks to the HS students. I think it's good for students to have their device so they always have access to the content. If used correctly, it is a powerful tool. Students always have access to our notes and apps for studying and practicing at home. The device also helps express creativity because of all the platforms they can use to express their knowledge within our classes.

I focused a lot on the note portion of this module because it is something I am grappling with. I teach MS math and notes are important to me, but I don't feel they are important to most of my students. Many of them claim they never look back at them because I provide notes or because they don't need them. I think this is because I am telling them what to write. In terms of differentiation, not everyone needs the notes that I am having students take. With this said, I am going to try note making ( and with that, in a small group of 3 - see Building Thinking Classrooms by Jonathan Haidt). When students decide what is important to make notes on, it is more meaningful and easier to remember. I am going to have students summarize what we worked on in class and write down the things they want to remember, any vocab they think they need to have written and examples to go off of. I don't think this will be easy, but I think it will be powerful. Something the students need to get used to. I will definitely start them with a basic scaffold on the board, but will slowly have them making their own notes by mid year...hopefully... !

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I differentiate in my math classroom by giving choice in a variety of ways. First, I give a choice of how students will learn the material. I offer video lessons, screencasts, digital and paper "how-tos" and direct instruction mini lessons. For practice, I offer different tiered assignments. Students can choose to start at a basic level, or anywhere after that, as long as they can show understanding of the essential standards. Students can also choose how to practice. I offer hands on activities with dice, cubes, manipulative, puzzles, etc. I offer digital practice like Wayground or IXL. I offer paper copies of everything. Some paper copies are puzzles and some are just regular practice materials. Students using my choice boards of the above materials are able to work at their own level and work at their own pace. Students who need more will be able to enrich while students who need more practice have access to that.

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I have students collaborate on my linearity lesson.  Students learn what it means to be linear and what types of equations and tables are linear through exploration and collaboration.  Students work in groups of 3. Each table mate has a set of 3 equations to type into the Desmos graphing calculator, sketch the graph and summarize what they notice. They will come up with attributes that make an equation or table  linear or nonlinear by analysis.  I could use Google Drive to add links to the lesson so students can click right into the Desmos Online Calculator.  The document can be shared, so students are working on one document.  They can easily see each others work.  By seeing each others work they will be able to make more observations and collaborate to come up with the guidelines for being linear.  At the bottom of the activity is a wrap up, where students can make conclusions and then put their discovery to the test.  They can also create more equations that are linear and nonlinear together.

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Both TED Talks were motivating. Sometimes when you fall into a routine and grind of getting through math standards within the window before the state test, you move away from creativity and focus on drill and rote practice. While I have taken several classes over the last few years to help with creativity promotion, student exploration and critical thinking in the math classroom, watching both videos encouraged me to keep at it and stick with methods that work. The more responsibility and ownership students take over their learning, the better they will understand and be able to apply it. Students need to be guided, not spoon fed. If we make them think, if we have them MAKE notes rather than TAKE them, if we have them problem solve and collaborate with each other, rather than silencing them in a lecture, they will do great things and be more prepared with the skills to succeed outside of the classroom. Both Sir Ken Robinson and Sugata Mitra are correct. Schools have prepared students for careers of the past. We need to prepare students for anything. Building thinking and executive functioning skills, especially flexibility, problem solving and independence is so important.

One thing I have been consistently working on is answering or asking keep thinking questions. I try to guide students more and not give definitive answers so they can continue to think and collaborate with their peers. It's hard to not give answers or huge hints, but the students need to develop skills of catching and correcting mistakes, finding patterns, open mindedness of group mates and reflecting on their work. Let them discover it without the traditional step by step guidance. They can do it.

- Gina Cotone

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I differentiate in my classroom using flexible groupings, stations, and tiered tasks. I use technology to differentiate across content areas. In math, I assign IXL to target individual skill gaps or to mirror the skills we’re learning that day. In reading, I use Newsela and leveled passages so all students can access the same content at their reading level; we also use Scholastic Word as part of our ELA curriculum. For writing, students complete assignments in Word through Teams, which also provides speech‑to‑text for students who need it. In social studies and science we use Flocabulary, BrainPOP, and BrainPOP Jr.; these platforms let me assign different quizzes (easy vs. hard) or scaffolded activities. Over the years I’ve learned which resources students respond to best, which helps me refine my choices and try new tools thoughtfully. - Sage Haas

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One collaborative lesson I teach is a “State Research and Presentation Project,” where my 4th grade students work in small groups to research one of the 50 U.S. states and then present their work to 3rd graders. Students are put into small groups and assigned a state to focus on, yet it is up to them to share the roles such as researcher, note-taker, and presenter. They gather information about geography, landmarks, climate, state symbols, and other interesting facts. Then combine their findings into a shared presentation. Knowing they will be teaching younger students helps them simplify explanations, make thoughtful design choices, and communicate clearly as a team. While my school does not allow us to use Google tools, I have been able to use Microsoft Teams in a similar way to ensure that students can collaborate effectively on projects.

If I were able to use Google Drive at my current school, these tools would make collaboration easier and more organized. In previous schools where I have used Google Drive, students would use Google Docs for shared notes, Google Slides to build their presentations, and Google Classroom to access templates and submit their work. Shared Drive folders would help each group manage their materials and allow me access to see what they are working on. These tools support a smooth, interactive process while helping students build digital literacy and teamwork skills.

-Sage Haas

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Both Sir Ken Robinson’s and Sugata Mitra’s TED Talks were inspirational and highlight how students thrive when creativity is central to their learning. One idea I’ve tried to practice over the years is simply getting out of students’ way. As teachers, we often focus so much on teaching that we forget we can also be collaborators, thinkers, and questioners. By engaging with students in these ways, we create space for their creativity to flourish. This is not always something that comes naturally or easily, but it's an area I continue to work on. - Sage Haas

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One of the most effective ways I’ve found to monitor student progress during mindfulness sessions is to combine quick self-reflections from students with structured teacher observations. For example, students can rate how they feel before and after a mindfulness activity using visuals such as calm, neutral, or upset faces. Even kindergarten students can do this accurately. When we track these responses over several days, we see patterns in emotional regulation.

I also use a simple observation checklist focused on behaviors like staying seated, breathing steadily, maintaining attention, and transitioning back to learning. This helps me see whether mindfulness is improving engagement and impulse control.

Finally, I pay attention to classroom readiness. After mindfulness, I look for signs such as students beginning work more quickly, following directions more smoothly, and showing fewer emotional reactions. These indicators help me determine which activities are working and for which students.

When we consistently document these reflections and observations, we gather meaningful data showing growth in emotional regulation, attention, and classroom participation.

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The article highlights that there are real barriers to implementing yoga and mindfulness supports in urban schools, including stigma, cultural misunderstandings, inconsistent participation, and the belief that these practices are “not for us.” Reflecting on my own experiences, I recognize that some of these inequities can be unintentionally reinforced by teacher biases, student beliefs, and the broader school culture.

From my perspective as an educator, one bias I have had to examine is the idea that students “won’t take mindfulness seriously.” If I assume a practice will fail because of student behavior or community context, I may not implement it with fidelity or confidence. Students can sense that hesitation, and that affects their willingness to engage. Another influence is that mindfulness and yoga are sometimes viewed as belonging to certain groups culturally, and not all students see themselves reflected in that imagery. This could make mindfulness feel like something imported rather than something rooted in their lived experiences.

Students also bring assumptions shaped by family beliefs, peer pressure, or community norms. Some children may feel uncomfortable closing their eyes or being still because it feels unsafe or unfamiliar. Others may fear being judged by peers if they show vulnerability or try something new. Without acknowledging these issues openly, we risk seeing disengagement as resistance rather than discomfort.

Institutional biases also matter. Urban schools often prioritize academics and compliance over emotional regulation, especially if they are understaffed or highly monitored for performance. When SEL or mindfulness is perceived as “extra,” it becomes inaccessible. This creates inequity, because students who face the highest emotional stressors are given the least structured support to manage them.

By examining my own reactions, being transparent with students about the purpose of mindfulness, and adapting practices so they are culturally connected and trauma-informed, I can work to reduce inequity rather than contribute to it. The key is understanding that mindfulness is not a luxury or trend but a meaningful tool for safety, self-regulation, and empowerment, especially in urban settings where students often face high emotional demands.

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Amanda Peterson

Differentiation in my math classroom doesn't mean creating entirely separate lessons—it means offering multiple paths to understanding. By adjusting content, process, product, and pacing, and by using data to guide instruction, you can meet students where they are and help them grow.

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Amanda Peterson

I like the idea of a “Me Bag”
Write a brief introduction including academic interests, personal strengths, and goals for the school year.

Google Slides: Learning Showcase
Add 3–5 slides showcasing recent projects, assignments, or activities. Include visuals and a reflection on what you learned from each. Each slide has a bag that has something in it that is important to the student.

Google Sheet: Skills Tracker
Create a chart tracking your progress on specific skills (e.g., teamwork, time management, writing, coding, etc.) over the semester.

Optional Folder: Creative Work
Upload any artwork, writing samples, or extracurricular achievements you’d like to highlight.

1. Share the folder with your teacher (with “Viewer” or “Commenter” access, depending on preference).

Builds digital organization and file management skills.

Encourages self-assessment and reflection.

Provides a platform for student voice and ownership.

Can be updated throughout the year or used in student-led conferences.

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Amanda Peterson

This TED talk was so engaging and funny. It was a good reminder that every student has something amazing to bring to the table. They are more capable and creative than we think.

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I do agree that you can allow students to bring their own device if they prefer but the school should also offer a device for each student if they want. In some districts, some students might not have access to their own device.

Also, I would never incorporate using cell phones in my classroom. I feel like they become a distraction.

For digital note taking, I feel like this can be an option for some students. Some students might not have the creativity to be able to use a digital platform and prefer to hand write notes. But giving them an option is a great way to differentiate for your students. (Heather Mangiapane)

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You can use technology to differentiate instruction in a classroom by giving students different ways to learn and show what they know. For example, you can use Edpuzzle or Khan Academy to assign videos and practice at different levels so each student can work at their own pace. Google docs and desmos can let students explore concepts in a hands-on way or in a collaborative way. I also like to use quizzizz as a quick informal assessment for student understanding. (Heather Mangiapane)

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Michael Smyth-The tools in this module offer exciting opportunities to enhance classroom engagement, especially with BYOD initiatives that I’m eager to try for personalized learning experiences. I already use digital tablets for note taking and active learning, which have proven effective in my lessons. While I might avoid devices that lack reliable connectivity, I plan to implement more interactive apps and platforms to streamline lesson planning and increase student participation.

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Michael Smyth-To differentiate instruction in my classroom, I assess each student’s learning style and needs, adapting lessons to provide diverse resources and activities that align with their strengths. I could use tools like Flipgrid to allow students to record video responses to prompts, enabling them to express their understanding in a way that feels comfortable and engaging for them. Similarly, Padlet can be utilized as a collaborative space where students post their thoughts, questions, and resources, allowing for peer interaction and supporting varied learning preferences within the same lesson.

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Michael Smyth-One collaborative idea I have for a Google Drive assignment is to have students create a shared Google Doc that acts as a digital timeline of the American Revolution. Each group could focus on different events or key figures, adding their research to the timeline to create a complete picture of the revolution. I think it's a great concept! To make it even more engaging, I would suggest including interactive elements like hyperlinks to articles or videos, and maybe even images to bring the timeline to life. Also, setting up a peer review process could help students give feedback on each other's work, which would encourage them to engage more deeply with the content.

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I had mixed feelings on BYOD. After reviewing these materials I feel more confident in effectively implementing the strategies. Our school does provide Chromebooks to students and the biggest problem I would have was whether or not the devices were charged. When trying to do a project online, I had to book the library several times due to students not having their devices charged and not having their charger. Also, I think it can be more difficult to use a laptop for a math lesson. However, there are ways to make activities interactive and effective.

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Typically when I differentiate I use a lot of visual tools and color coding. Algebra can look overwhelming and students can get lost when solving a problem. Recently I started to use Edpuzzles as a way to help see if students understand a topic. I have used short videos with basic targeted questions as a check for understanding. It helps me determine who needs extra support in the class. -K Gaffney

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Lesson: Teaching Assistant

Outline: Students will be placed into groups to create a lesson on a topic assigned to them. They will "teach" the class as a way to present their information. They will first collect information on the topic including important vocabulary, mathematical purpose and procedure. They will put resources into a Google Doc, communicate via the comments, and present their findings using Google Slides.

Each group will share their lesson via Google Drive with the class. Their peers will provide feedback on the lesson giving 2 "grows" and 2 "glows". This will also allow students to get creative in how they want to present information. -K Gaffney

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K Gaffney: I found these Ted talks help change people's perspective on education and its value/purpose. Sir Ken Robinson discussed the impact school can have on creativity. As a high school teacher, I often see students will not share or discuss their ideas for fear of being wrong. I try to counteract this by encouraging ideas despite it being "correct or incorrect". I remind them that if they knew all of the answers, then they wouldn't need the class, we're here to discover the subject and understand the ins and outs.

Sugata Mitra highlights the fact that children will learn on their own with their curiosity and the right tools. I notice this in kids today when they teach themselves a lot of the current technology (how to use a cell phone, social media pages, tv, etc). In the future, I would like to implement this mentality and take a step back, allowing my students to explore material.

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This class has given me lots of pointers and things to try in my class this year. I'm particularly interested in the different methods of how to take notes. I also want to learn more about OneNote Class Notebook. Our school uses Microsoft Teams.

I find that my high school students get a lot out of projects that include collaboration. I have them make Q & A Quizlet questions or Kahoot. I have them use Canva to create a class newsletter. I find that this helps them stay on task and motivated. Margaret G.

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Michael Smyth- Allowing students to be creative in the classroom is vital for sparking a genuine love of learning. Inspired by Sir Ken Robinson’s TED Talk, I will emphasize the importance of creativity alongside literacy, I believe that when students express their ideas freely, they become more engaged in their education. Sugata Mitra’s video also shows how students thrive when given the chance to learn in ways that resonate with them. Fostering creativity helps build problem solving skills and confidence, preparing students for the complex world.

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One way I use can differentiate instruction by ensuring that all students have access to the information in a format that meets their needs. Some of my students have difficulty reading due to blindness or reading disability. I have those students use the text to speech (TTS) feature. Our school uses Microsoft. It has been very helpful. Margaret G.

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I break my students up to groups of 3-4. A lesson that I have them work on together is picking a preschool read aloud book (digital or from our class library) that highlights a diverse culture. They then research that culture and create an anchor chart. Students present their findings to the rest of the class, perform the read aloud and present how the research and read aloud overlap. Margaret G.

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I believe that 21st century skills is really a push to keep up with the times. As educators we have to be open to change and sometimes that is difficult. When we see how embracing 21st century skills can engage our students and prepare them for the future, it is a win-win.. Margaret G.

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I will use a variety of graphic organizers for students to take notes and process assignments near the beginning of the school year. Then, I will make templates available for students to choose the format that best fits their needs and learning style. Personally, I am challenged to take notes in a prescriptive manner therefore, I believe allowing choice in note taking styles is important. (Jana Edge)

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I have used Newsela to adjust reading levels for reading assignments. The same article is printed in three different Lexile levels. Students are asked to read the article they are given (name is written on article of their Lexile level) and answer key questions. Class discussions can include all students due to a greater number of students understanding the topic.

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I love the idea of using concept maps, especially in my social studies classes. This can help students 'throw' anything they know of a given topic onto a board of ideas. This can help students who may struggle as writers get their ideas on a page. Additionally, if used responsibly I like the idea of students using their own devices since they will likely take more care and have more autonomy if it is something they own, rather than are issued. Especially if a school owned device is used by other students or is a loaned device, it may not be as efficient. - Nick Gross

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I differentiate instruction to meet the various needs of a diverse group of learners in my classroom. I will use tech to differentiate during writing samples by providing students with graphic organizers and support sheets, which will be accessed on their school devices. Additionally, I will aim to differentiate for my ENL students by translating assignments, even using Kami to have the assignment read to them in their native language. - Nick Gross

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One collaborative idea that could work for a Google Drive assignment would be a group presentation in which students are each tasked with a specific role to conduct their assigned portion of research. Students can work together on a Google Slide, with students assigned to complete specific slides covering precise information. Student groups could eventually share their research findings to the class. - Nick Gross

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Nick Gross -

I thought that both TED Talks were interesting and informative. I definitely agree that teachers should enable students to be creative within their work. This can help students further engage with the content material, with students becoming more involved rather than passive in their learning. As a Special Education Teacher, having student choice and creativity can help boost student motivation to complete assignments, and can have students capitalize on their strengths, which helps the teacher assess their understanding of the material. I think that increasing opportunities for students to be creative should be definitely incorporated into lesson planning.

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Students really enjoy making google slide presentations together. They teach each other new skills and techniques in the process. One assignment I have found engaging is to give students magazines and ask them to look for an advertisement. They then prepare a Google Slide presentation pointing out the Ethos, Logos, and Pathos in the advertisement. They should include images or partial images from the ad and details to justify their choices. They might need coaching on making sure all students in the group are part of the shared document. (Jana Edge)

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Heather Mangiapane

Both Sir Ken Robinson and Sugata Mitra share how traditional education systems do not work anymore. They both share while visions for how learning can be reimagined. His point that students are often discouraged from making mistakes highlights a major flaw in how creativity is unintentionally suppressed in classrooms.

Sugata Mitra’s vision of a School in the Cloud, where students explore big questions with eachother with limited adult intervention challenges traditional notions of the teacher’s role.

Together, these talks highlight a common theme: the need to redesign education around the learner rather than the system.

I am going to keep these suggestions in mind when redesigning lessons for my classes in the future. I will incorporate more creativity as well.