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A teacher should consider access, flow, communication and solutions when designing a classroom environment that is ideal for student-centered learning.

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A teacher should consider access, flow, communication and solutions when designing a classroom environment that is ideal for student-centered learning.

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Access
A teacher can better manage essential teach time by first designating a class writing center, a homework bin station, an area for turning in assignments, and a supplies and art corner. This will also help to create an environment where students can better support themselves.

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Implementing rules within a classroom that require students to sit still and listen for extended periods of time can be physically and mentally draining on children, allowing them to easily lose focus on what they are learning. There are many ways teachers can enhance the learning experience and getting them on their feet and moving is a start. Susan Griss, a specialist in kinesthetic teaching, says “...by letting students experience the curriculum through their bodies, we help them make deeper emotional, interpersonal, and kinesthetic connections to academic subjects.” (Griss 2013). Susan Griss has trained many teachers in the power of kinesthetic teaching throughout her career and argues that this learning experience can be applied to any subject in the classroom whether it's math, science, language arts, or history. An enhanced and creative learning environment impacts the way children absorb and recall what they have learned.

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Communication

Creating a classroom with clear communication rules will help establish an environment where students can become more independent and motivated during their daily routines. In order for students to work most effectively there should be clear communication established on their roles and responsibilities during small group instruction and everyday routines. They should understand where to access material, turn in work, and how to figure out their own problem. Charts and directions on display in the classroom can help to remind students of these responsibilities.

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Differentiated instruction is very student-centered. Rather than one size fits all instruction, it focuses on the needs of students. Students' skills and interests become an integral part of the learning process making the process more personalized. It can be described “as factoring students’ individual learning styles and levels of readiness first before designing a lesson plan” (Weselby, 2020).

Differentiated instruction encompasses many student groups including children with disabilities, English Language Learners and Gifted and Talented. There are four ways teachers can differentiate:

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Teacher Toolkit: Total Physical Response

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Flow

A teacher should take into account how traffic moves throughout her class. Seating arrangement and appropriately arranging stations throughout the room to evenly distribute class space are important factors for flow. It essential to take into consideration if students can easily walk about the class and work without being overcrowded. A smooth flow and spacious work space will positively influence the way students work.

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Project learning, also known as project-based learning, is a dynamic approach to teaching in which students explore real-world problems and challenges, simultaneously developing cross-curriculum skills while working in small collaborative groups.

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The SAMR Model of Tech Integration in the Classroom

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The SAMR Model of Tech Integration in the Classroom

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As noted by Youki Terada, teachers often fall short of full tech integration in the classroom, only reaching the "Substitution" and "Augmentation" phases. In order to successfully reach full tech integration, it's worthwhile to include strategies in all areas of this model. Check it out! (article: https://www.edutopia.org/article/powerful-model-understanding-good-tech-integration)

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It is important that we help our students learn every aspect of Digital Literacy to prepare them for the Digital World. When students become digitally literate, they have the potential to use the web to lead their own learning!
https://foundation.mozilla.org/en/initiatives/web-literacy/

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Green Screens: easy, fun way to give your students space to be creative in their presentation!

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Green Screens: easy, fun way to give your students space to be creative in their presentation!

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Green Screen Videos Bring Content to Life

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Solutions

A teacher should be flexible and creative with seeking solutions that will help each individual student achieve success and growth within the classroom environment. It is important to consider the following questions:
1. Is the classroom tailored towards my student's interests and abilities?
2. Can empty space be transformed into a work and activity space the students can better utilize?
3. Is the classroom space helping students to be self-sufficient?
4. Can a work station that isn't being used often be transformed with a different and more functional purpose?
5. Are the student-centers and stations meeting the needs of English language learners and children with disabilities?

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In Student-Centered Leaning Self Advocacy is Key for Students with Special Needs:

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In Student-Centered Leaning Self Advocacy is Key for Students with Special Needs:

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"Even though agency is critical to a student-centered approach, it can be difficult to ensure students with and without disabilities are actually able to act with agency. Like other traditionally disadvantaged subgroups, students with disabilities face a past and current history of both implicit bias and explicit discrimination that influence implementation of agency. In other words, entrenched individual stigmas, both propagated by adults and internalized by the student, may limit the opportunity of a student with a disability in making learning choices."

https://blogs.edweek.org/edweek/learning_deeply/2018/03/student-centered_learning_and_inclusion_getting_the_details_right.html

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This post is by Ace Parsi, Personalized Learning Partnership Manager at the National Center for Learning Disabilities, and Rebecca E. Wolfe, associate vice president at Jobs for the Future.
Will student-centered learning be a real long-term driver for equity and inclusion? As with so much in education reform, the devil is in the details.

Or to put it more positively, successful education reforms abide by a set of basic principles. They build from strong learning and human development research, build the capacity of key actors to effectively implement the reform, and align to the demands of an evolving society. Following this logic, the Students at the Center Framework is designed for success. The framework of personalized, anytime, anywhere, mastery-based, and student-owned learning capitalizes on an increasingly sophisticated understanding of learning sciences and whole-child theory and the development of new technologies. And the framework aligns to the demands of the 21 st century by staying focused on ensuring students have the knowledge, skills, and dispositions essential for success and the capacity to make informed, active decisions in our society. Nevertheless, all the strong theory behind the framework doesn't guarantee its promise can be realized for all learners, including those with different levels of abilities (the focus of this piece). Even when adopting a student-centered framework shaped from research on equity and inclusion--as this one is--actors must still be explicit in how to build equity and inclusion into design, planning, and implementation.

To see this first hand, we look closely at a foundational principle of the Students at the Center Framework: student ownership, or agency. Agency is essential to all aspects of the framework. For learning to take place anywhere and anytime, students must be able to make active choices about where and how they learn; for learning to be competency-based, students participate in determining how and when they demonstrate their learning; for learning to be personalized, students have to understand and communicate their needs, skills, and interests. Providing students conditions to exhibit agency is an educational best practice and essential for students entering a world where they have to make more choices about how they live and learn.

Even though agency is critical to a student-centered approach, it can be difficult to ensure students with and without disabilities are actually able to act with agency. Like other traditionally disadvantaged subgroups, students with disabilities face a past and current history of both implicit bias and explicit discrimination that influence implementation of agency. In other words, entrenched individual stigmas, both propagated by adults and internalized by the student, may limit the opportunity of a student with a disability in making learning choices.

For example, a student on the autism spectrum or with emotional and behavioral disorders may be shielded from learning opportunities that emphasize social interaction; a student with a learning disability may be denied access to advanced coursework; a student with a physical disability can be discouraged from certain internship opportunities. In these cases, the initial decisions and assumptions by adults can create an environment where agency is not realized or even opportunity to act in agentic ways is not provided for students with disabilities.

The ironic and unfortunate fact about this outcome is that these students with disabilities--the students who stand to benefit most from being included in personalized learning and exercising agency--are the very students who are often denied to opportunity to participate. Related concepts of self-advocacy skills and self-determination are some of the most well-researched and effective principles of successful special education practice. Self-advocacy skills (defined as skills that enable students to understand their needs and rights, and develop the capacity to communicate this understanding) and self-determination (the capacity to act in service of freely chosen goals) are critical in helping students with disabilities succeed in K-12 education and essential to students' long-term success in postsecondary education, the workforce, and civic life. Without these skills and capacities, students struggle when they have to ask postsecondary faculty for an accommodation, have to plan their own time and budgets, or need to advocate for their needs in housing situations or on the job. Losing the protections of IDEA i n K-12 education and the pervasive support of parents and dedicated K-12 staff can be a huge culture shock for these students.

NCLD's recent report on self-advocacy skills and self-determination in personalized learning systems can be instructive in how the Students at the Center Framework can incorporate student agency in a more inclusive way. The report highlights three key considerations for states, districts, schools, and practitioners: 1) Reflect special education best practice in developing self-advocacy skills and self-determination in assessments, professional learning standards, and other measures of how an effective education is evaluated; 2) ensure implementation of the Framework incorporates key principles of accessibility at the outset of planning; and 3) build in explicit opportunities for all students to practice these skills and capacities.

Knowing that intentionality is a key factor in successful implementation of student-centered approaches, there are important questions for practitioners, leaders, and policymakers to ask themselves: Are we going to leave equity and inclusion to chance or will we explicitly build protections, supports, celebrations, and access into the day-to-day and long term work? The answer to this question will determine the answer to the question we began with: Will implementation of the student-centered framework be a real long-term driver for equity and inclusion? With sound frameworks, intentional education leaders, and following resources such as Agents of Their Own Success: Self-Advocacy Skills and Self-Determination for Students with Disabilities in the Era of Personalized Learning, it can be.

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Student-Centered Learning and Inclusion: Getting the Details Right

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This post is by Ace Parsi, Personalized Learning Partnership Manager at the National Center for Learning Disabilities, and Rebecca E. Wolfe, associate vice president at Jobs for the Future. Will student-centered learning be a real long-term driver for equity and inclusion? As with so much in education reform, the devil is in the details.

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PBL, How do I know if I am doing it right?

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PBL, How do I know if I am doing it right?

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Project Based Learning: Am I Doing it Right? How Do I know?

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The physical structure of a classroom is a critical variable in affecting student morale and learning.

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The physical structure of a classroom is a critical variable in affecting student morale and learning.

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Teachers are essential in creating a space conducive to student-centered learning but students' involvement in the process of creating their environment can empower them, develop community and increase motivation.
(McCarthy, 2015)

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Using Total Physical Response in the classroom

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Using Total Physical Response in the classroom

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Total Physical Response (TPR) is a way of teaching where teachers connect movement with language so that student can better understand and recall words and concepts. Teachers can use the follows steps to effectively implement TPR.

1. Preparation. Prepare materials such as pictures and props that you will be associating with the curriculum you are teaching.

2. Teacher Modeling. The teacher will repeat the word or concept she is teaching to the students. She or he will associate a movement or prop to her words.

3. Student Modeling. The students will now imitate the teacher's movement and use of props as the teacher continues repeating the word associated to the movement.

4. Student Participation. Students will combine the word with the movement. They should repeatedly practice this step.

5. Writing. The teacher should write the word or idea she has taught on a blackboard or dry erase boards so students can both hear and see the word.

6. Repetition. Repeat these steps to introduce new language, words and concepts. Students should frequently practice what they have learned.

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Integrated Language Arts Reading Approach

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Integrated Language Arts Reading Approach

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The integrated language arts approach is described in Reading and Learning to Read as, “the concept of language experience throughout the grades by immersing students in reading, writing, talking, listening and viewing activities and can cut across subject matter areas.” In this approach students are taught in a way in which all activities tie together rather than in separate lessons. Integration also involves using a variety of fiction, nonfiction, primary and secondary sources to cover material and to teach skills and new concepts. This is very successful because it focuses on teaching students to read and write across subject areas and it teaches students how to use a variety of material appropriately to build their knowledge base.

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Total Physical Response Activities for English language learners

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Total Physical Response Activities for English language learners

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1. Playing Simon Says
2. Incorporating Music and Songs
3. Charades so students can take turns performing
4. Reading while incorporating TPR into your storytelling
5. Put on a play. Have students act out a drama or favorite story.
6. Role Play. Have students volunteer to act out everyday scenarios.
7. Partner up. Students can choose a partner and then try to use TPR to convey a word while their partner guesses.
8. Treasure Hunt. The teacher can hold a treasure hunt for her students where they will listen to their teacher's verbal cues for where to find their next clue. Examples of this can include "Move to the front of the classroom and find something round and blue".

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At the high school level, classroom activities may include making water purification systems, investigating service learning, or creating new bus routes. At the middle school level, activities may include researching trash statistics, documenting local history through interviews, or writing essays about a community scavenger hunt. Classes are designed to help diverse students become college and career ready after high school.

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Introducing  Exhibition under the Trans disciplinary theme "How We Express Ourselves". Students are doing research on an issue/problem of their choosing and taking/planning action as they see fit. A key part of this Exhibition is telling the stories of people (or in some cases other living things) who have experienced their studied issue/problem in order to spark action from others. Students will be exploring how to express these stories in compelling ways. This exhibition will effectively work for Grade 3-5 students

Topics can be :

Gender Inequality

Climate Change

Deforestation

Child abuse

Migration

Fashion

Endangered animals

Nutrition and Heath

Poaching

Sports Safety

Plastic Pollution

Straight dogs

About their favorite animals

Child Rights…

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Introduce a two weeks duration program based on their personal interest. Students will be guided and given choices on which area they need to learn, explore and do their project.

To support students and their PLEx interests, we can split the kids into three/four groups. Based on their interests, they will be working with a lead teacher and have time on Google Meet to connect and share with other students. The groups are as following

Performing arts: dance, music, even magic

Visual arts: painting, collage, and construction

Literature: storytelling, poetry and comics

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Project Based Learning: Why, How, and Examples

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Project Based Learning: Why, How, and Examples

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Project Based Learning: Why, How, and Examples

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20 of the Best Project Based Learning Ideas for 2020

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20 of the Best Project Based Learning Ideas for 2020 New year, new projects! Below is a list of ideas I'm most excited about for projects in 2020. Stay tuned on social media (@rafted_jennypieratt) for more information on each

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Students know from the beginning of the project/assignment exactly what they need to learn/accomplish to achieve mastery. They can apply their rubric to their own project at any time to determine what they have accomplished and what they have left to do. Other students are able to give them specific feedback as well.

Allen, N. (2012, April 13). Designing Rubrics. Retrieved September 04, 2020, from https://www.slideshare.net/handline/rubrics-12529444

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Further Evidence to Support Movement amongst Students

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Further Evidence to Support Movement amongst Students

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Many studies have shown the positive impact physical movement will have on children while in school. Marwa Abdelbary, a physical therapist and cofounder of Tiny Tots Therapy, argues that children who stay active feel less stressed, are more focused, have better memory recall, and can more effectively problem-solve. Abdelbary also says that "movement increases blood and oxygen flow, which positively affects cognitive development, physical health, and mental well-being." (Abdelbary 2017).

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This video touches base on the impacts that physical movement has on student learning including increased reading fluency, better language arts and math skills, improved memory, better test scores, and improved focus!

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Listen to this post as a podcast:
Sponsored by Kiddom

Around October of every year, while teachers are waist-deep in curriculum, kids are thinking about what they're going to be for Halloween, and retail stores are already gathering steam for Christmas, I'm thinking about one thing: technology.

That's because every January I put out a fresh version of The Teacher's Guide to Tech, my uber-fabulous directory of tech tools. All year long, I take notes on new tools I hear about from teachers I talk to, in conversations on Twitter, and by paying really close attention at conferences. Then, from October through early January, I start figuring out which ones are going to make it into the guide. This year I added 60 new tools, and I'm so excited to share them with you.

As I have done every year since 2015, I'm going to shine a spotlight on six of the tools I added to this year's guide: They're not all brand-new, but I think each one could make a real difference in the way your students learn or the things they produce. One of them is super trendy right now, but it deserves the attention. One of them takes you into the past in a way that can be breathtaking. Three can be used in a dozen different ways and in all subject areas. And one-I would bet money on this-you're going to want to try right away.

And so, without further ado, let's begin.
flipgrid.com
OK, so this one I have to get out of the way first. Even though I don't think Flipgrid actually needs any more attention than it's gotten lately, there's just no way I'm writing a post about up-and-coming tech tools without including it. For me, this has been hands-down the most talked about tech tool of the past year, and for good reason.

So what is Flipgrid? It's an app where someone, usually a teacher, poses a question or prompt, and students respond to it with short videos. Once they've finished their video, they can leave responses to other students' videos.

This tool would be a great way to get students talking about any topic, reflect on a book or film, or ask questions about something you're exploring in class.

At a time when we are all getting less and less comfortable with face-to-face communication, preferring instead to talk through text, Flipgrid gives us a way to bring our real voices, our actual faces, our true, less-edited selves back into play.
insertlearning.com
With this tool, you can basically take any page on the Internet and turn it into a lesson. Suppose you find a great article from The Guardian that you'd like students to read, but you'd also like to ask them a few questions about it, add a bit of commentary of your own, and insert a related video. With InsertLearning, you can do all of that right on the article.

InsertLearning, formerly called DocentEDU, is an extension you add to your Chrome browser. Once it's there, turning any web page into a lesson can be done in minutes. You start with a web page of any kind, then highlight text, add notes, and embed your own questions-either multiple-choice or open-ended-that students answer right on the page. You can also embed other content like YouTube videos, ThingLink images, flashcards from Quizlet, mind maps from Coggle, even videos you record straight from your webcam.

Once an InsertLearning lesson is created, you assign it to classes of students with a special code or through Google Classroom, and student responses are sent to a teacher dashboard, where you can grade them right inside the app. You can also share lessons with other teachers, so they can copy and edit them for their own use.

I think we're getting beyond the point where we count on one platform to do everything for us. Instead, teachers are probably better off using different tools depending on what best fits the learning goals at any given time. A tool like InsertLearning would be a fantastic addition to your collection of resources for creating engaging, dynamic lessons.
bookcreator.com
Book Creator is a beautiful, flexible tool that allows students of any age or skill level to create, publish, and share online books.

Creating books using this tool can be as simple or complex as you make it. Students who prefer more structure can choose a comic book layout and insert Google images straight from the app into locked panels. Those who want more flexibility can choose a completely blank page and upload their own artwork. Students can customize the font, add shapes and stickers, hyperlink the text to other online resources, and import audio and video files.

When the book is ready to be published, the pages turn like a real book, and the audio and video play right inside the app.

This tool would also be wonderful for teacher use. You can create books and place them into either a private library-just for you-or create a public library that your students can join by using a code. Within the shared library, anyone can create books to be shared among the other members.

Book Creator really could work for any age level and in any content area: Students can create books to show how a key science concept impacts their daily lives, explore a social justice issue throughout history, study examples of math principles at work in the real world, or craft an original, illustrated story. A book could chronicle a student's journey through a genius hour project, showcase a student's artwork or photography in a portfolio, or record class memories after going on a field trip.

If you've gotten stuck in a never-ending cycle of worksheets and multiple-choice tests, introducing a tool like Book Creator could open up some incredible possibilities for students to demonstrate and share their learning.
newseumed.org
Social studies and history teachers, you're going to love this one.

Produced by Newseum, a news museum located in Washington, D.C., NewseumED houses an incredible online collection of primary sources, news artifacts, and lessons that help teachers teach media literacy, civics, and all aspects of the First Amendment, giving you and your students an up-close look at history.

So if you're looking for how a German newspaper covered Jesse Owens' win at the 1936 Olympics, you can find that. The front cover of Life magazine capturing the very beginning of a 1965 march for civil rights in Selma, Alabama? They have that. An image of Abe Lincoln without a beard? Check.

The site gives you several ways to search for content-by state, century, theme, topics, type of resource, and so on. Once you find something you'd like your students to use-a map, a newspaper, a quiz-you can share it with them using a URL that lasts for two weeks but can be renewed an unlimited number of times.

If you find a lesson you'd like to teach, handouts are there for you to download, print, or copy, and everything has been aligned to NCSS, NCHS, NCTE, and Common Core Standards.

When I first saw this site, I thought about way back when the Internet first became a thing that regular people used. We used to talk about how theoretically, you could go online and find just about any document you could think of; like, the whole Library of Congress would be on there. Except back around 1994 when I tried to find stuff, it ended up not being that easy. When I look at a site like NewseumED, that vision is starting to look more like a reality now.

At a time when the concept of "truth" has become pretty shaky, having access to primary sources has never been more important. NewseumED deserves a place on every history teacher's list of go-to resources.
autodraw.com
OK, I have to admit: This one I included just because it's so frickin' cool. Someone showed it to me on Twitter one day and I freaked out. I do think it has some educational value, and I'll get to that in a minute, but first let me just tell you about it.

AutoDraw is a tool that uses artificial intelligence to guess what you're trying to draw. You start with a blank screen, begin sketching something, and AutoDraw gives you a strip of professionally illustrated images to choose from, based on what the tool thinks you're trying to draw.

Every time you add more detail to your own sketch, AutoDraw's guesses change. When you see an image that matches what you're going for, you can choose it, then add color, resize it, or basically manipulate it however you want. If you choose to, you can turn OFF the automatic feature and just sketch without any assistance, but seriously, that feature is a thing to behold.

When your masterpiece is complete, you can automatically download it as a PNG file, share it on Twitter or Facebook, or grab a unique URL and share it that way.

So here's where I see some educational value beyond this tool just being neat-o: Images help us remember things. I've talked on this site about the value of dual coding, visualization, and nonlinguistic representation. A tool like AutoDraw fits in there: If you want students to add doodles to their notes, and they get frustrated with their own drawing skills, this tool can help. If you like to add icons or illustrations to your classroom materials, but you don't have the time to create your own or look all over the Internet for pre-made ones, this tool can help.

Beyond that, if you have early finishers in class or need something fresh for preferred activity time, giving students ten minutes to play around on AutoDraw would be great. And if students need illustrations for projects, videos, or books, AutoDraw can help them create those.

Also? Really cool.
sway.com
First we had PowerPoint. Then Prezi came along and shook things up quite a bit. Then a little over two years ago, Microsoft quietly introduced Sway, a unique platform that gives you dynamic, almost cinematic presentations that have the feel of a modern website.

You start by selecting a template, a topic, or a document you already have on your computer-or start from scratch. You work within a storyline, getting all your information typed in, images and videos inserted, forms added, and content embedded. The program is set up so that you can add content from the app without having to toggle between tabs. This includes Creative Commons images, so you don't have to worry about copyright laws.

Once your storyline is complete, you can design your Sway: Choose from a number of styles or use the Remix button until the preview of your work looks exactly how you want it. You can choose for your Sway to scroll up and down, left to right, or be presented in slides just like PowerPoint.

Sway would be another nice option for presenting your own content or offering students a different way to share their learning or produce creative projects of their own.

All the tools, all in one place.

If you're not yet familiar with the Teacher's Guide to Tech, let me introduce you: It's my encyclopedia of educational technology, a 329-page PDF you can keep on your home computer, work computer, or any device that will read a PDF.

The whole purpose of the guide is to make it fast and easy for you to navigate the world of ed tech. Once you start using it, you won't believe how much you'll learn, or how FAST you'll learn it!

Where to Get It

Single-User Licenses:
If you just want a copy for yourself, you can get a copy atTeachers Pay Teachers or on Teachable.

Multi-User Licenses:
To get the guide for your team, school, or even district, you can save a lot by getting multi-user licenses. Although these are available onTeachers Pay Teachers, I am offering deeper discounts for multiple licenses on Teachable.
Purchase on Teachable Purchase on TpT

Learn something new every week.
Join my mailing list and get weekly tips, tools, and inspiration-in quick, bite-sized packages-all geared toward making your teaching more effective and fun. You'll also get access to my members-only library of free downloadable resources, including my e-booklet, 20 Ways to Cut Your Grading Time in Half, which has helped thousands of teachers spend less time grading!

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One of them is super trendy. One takes you into the past. Three can be used in a dozen different ways. And one you're going to want to try right away. Come see.

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Big Paper for Remote Learning: Facilitating Student-led Discussions Online

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Big Paper for Remote Learning: Facilitating Student-led Discussions Online

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This video and website are great tools to help you integrate student-led Discussions from their own homes (great for Remote Learning, or homework assignments!).
https://www.facinghistory.org/resource-library/teaching-strategies/big-paper-remote-learning

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A virtual Big Paper can be used to help students explore a topic in-depth, slow down their thinking, and focus on the views of others. In a virtual Big Paper discussion, students respond to a stimulus, such as an interview audio clip or historical document, using a collaborative digital-tool (such as a GoogleDoc, Google Jamboard, Padlet, or VoiceThread).

Learning is social, and taking Big Paper online provides an opportunity for students to exchange ideas and extend their thinking. You can use Big Paper to engage students who are not as likely to participate in verbal discussion and to make sure that students who are eager to talk carefully consider others' ideas. Big Paper also creates a visual record of students' thoughts and questions that you can refer back to at any time.

Students can complete a virtual Big Paper discussion asynchronously during a defined time period, though you may choose to complete the final debrief of the activity during a synchronous session.

The following questions can help you plan to use a virtual Big Paper:

1. What collaborative digital tool(s) do I want to use to create a virtual Big Paper?

2. How am I going to deliver instructions to students about completing the activity?

3. How often am I going to monitor the discussion?

4. If teaching asynchronously, what is the defined time period I want to set for completing the activity?

1. Select a Stimulus for Discussion
Begin by selecting the "stimulus"-the material that students will respond to during the activity. A stimulus might consist of questions, quotations, historical documents, excerpts from novels, poetry, or images. Audio clips and videos also make great stimuli in an online environment. This activity is best done when students work asynchronously for a defined period of time (1-2 days) in small groups. Each group can either be given the same stimulus or a different stimulus related to the same theme.

2. Create the Virtual Big Paper
Create a virtual Big Paper for each group using a collaborative digital tool (such as a GoogleDoc, Google Jamboard, Padlet, or VoiceThread). On each Big Paper, type, embed, or link the stimulus that will be used to spark the students' discussion.
Try It Out!
Visit our Taking Big Paper Online Padlet to post, connect, and experience the tool.

Visit our Taking Big Paper Online VoiceThread to post, connect, and experience the tool.

3. Prepare Students
Determine how you want to introduce your students to the activity (for example, through video or written instructions or during a synchronous meeting). You can adapt and share the Instructions for Students. Assign students to small groups.

4. Students Comment on Their Group's Big Paper
Share the virtual Big Papers with each group. Ask students to post questions and comments on their Big Paper during a defined time period. If a student poses a question on the Big Paper, another should respond. The conversation must start around the text but can stray wherever the students take it. Depending on the tools you use, students can connect a comment to a particular question by drawing lines or including "@" tags.

5. Students Comment on Other Groups' Big Papers
Share each group's virtual Big Paper with the full class. Still working asynchronously, students read other Big Papers, leaving comments or further questions for thought.

6. Students Return to Their Group's Big Paper
Have students return to their group's Big Paper and look at any new comments left by others. Ask students to take out their journals and identify a question or comment that stands out to them after reviewing the new comments. (See our teaching strategy Journals in a Remote Learning Environment for guidance on setting up students' journals during remote learning.)

7. Debrief
Finally, debrief the process with students. To debrief asynchronously, create a new virtual discussion space for the whole class. Begin the conversation with a simple prompt such as, "What did you learn from doing this activity?" Use students' ideas from the Big Papers to draw out students' thoughts and delve deeper into the content.

You can also debrief the activity during your next synchronous full class meeting.

If you are teaching in a face-to-face setting, view our original Big Paper teaching strategy.

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A virtual Big Paper can be used to help students explore a topic in-depth, slow down their thinking, and focus on the views of others. In a virtual Big Paper discussion, students respond to a stimulus, such as an interview audio clip or historical document, using a collaborative digital-tool (such as a GoogleDoc, Google Jamboard, Padlet, or VoiceThread).

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https://www.facinghistory.org/resource-library/teaching-strategies/graffiti-boards-remote-learning

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The Power of Song with Movement According to National Geographic 

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The Power of Song with Movement According to National Geographic 

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While studies continue to show that any form of physical activity can boost brain power, National Geographic takes this one step further by noting the importance of using song with young learners. Getting students up and singing while also combining movement and gestures can help students in learning new skills, concepts and languages in a fun and engaging way. The following video demonstrates the impact of song and movement.

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National Geographic Learning: Young Learners

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"Teachers are increasingly adopting SCL methods by applying technology, to enrich each student’s learning journey, in the classroom...Education technology has enabled an unprecedented level of personalized learning. Schools now use technology to increase their access to material & resources, as well as to differentiate their teaching approaches, satisfying the needs of all learners in the classroom."

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In an era which has been defined by its fast-paced & intellectually dynamic people, education systems seem to have fallen behind, unable to adequately respond to the needs of our modern society.

If education is indeed an attempt to solve problems around the world by bettering one's self & the world around us, then students today should be inspired & motivated to use the knowledge they acquire during their school years to solve real world problems.

The Educational Paradigm: Shifting from Instructional to Learning

We are currently witnessing a pivotal shift in education, placing greater emphasis on "learning through student discovery and construction of knowledge" (Barr and Tagg 1995), rather than transferring knowledge directly from teachers to students. Τhe theory has been out there for ages. In practice, it has only been a few years since technology has enabled innovative and "early adopter" educators to activate student-centered learning (SCL) tactics in class.

SCL is a term used to describe the importance of allowing students to move from being inactive information recipients to dynamic participants in their own discovery process.

What does SCL look like in practice?

Teachers are increasingly adopting SCL methods by applying technology, to enrich each student's learning journey, in the classroom.

Education technology has enabled an unprecedented level of personalized learning. Schools now use technology to increase their access to material & resources, as well as to differentiate their teaching approaches, satisfying the needs of all learners in the classroom.

Why SCL matters?

Studies have shown that when students are given the opportunity to shape their own learning, they become trailblazers, using their curiosity as their compass to solve real-world problems (Collins & O'Brien, 2003).

SCL ultimately allows students to participate in the decision-making process of their education, i.e. what they learn & how they learn driven directly from their passions, abilities, and needs.

Start Empowering Your Students

100mentors is the platform and network empowering students to connect with mentors on-demand to guide them in their most important academic and career decisions. With 100mentors, schools enable students to open up their circles of influence to include mentors from 300+ universities and 500+ companies across the world, while companies and universities are able to tap into a quality pool of potential program and job candidates.

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Student-Centered Learning: Empowering Students to Shape Their Own Education

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In an era which has been defined by its fast-paced & intellectually dynamic people, education systems seem to have fallen behind, unable to adequately respond to the needs of our modern society.

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"Children learn best when they’re playing...Play encourages critical thinking, helps children better understand their world, and encourages social skills." This article illustrates the importance of playing games in the learning process, like the above examples I shared about gamification, comic strips, animations, etc. in the classroom.

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Student-centered learning (SCL) might seem inconsistent with basic educational goals. After all, the purpose of school is for students to gain knowledge, right? To many teachers, it seems obvious that for knowledge to be useful, lessons must be centered around the goals of the teacher or district. The results of this hierarchical approach are visible in classrooms across the country: frustrated teachers, bored students, and parents who must continually fight with their kids to stay on top of schoolwork.

Children learn best when they enjoy learning. Think about a two-year-old learning to talk. Will she be more eager if her parents drill her with flashcards, or engage her in a conversation about her favorite bugs? This pattern continues well into the school years. Student-centered learning makes learning relevant and fun, giving even bored and frustrated students an incentive to keep trying.

Why Students Love Student-Centered Learning

It's easy for adults to forget how difficult it is to be a kid. Kids spend much of their days being told what to do. They do what other people want them to do, often without understanding why. This lack of control over their own lives is frustrating to almost all children-but especially to the most vulnerable kids.

Consider how you'd feel if someone forced you to sit in a room all day and learn about something you thought was boring or irrelevant. What if you weren't allowed to take a stretch break, go to the bathroom when you wanted, or eat or drink when you wanted to? Understanding the modern classroom this way makes it clear why so many kids struggle.

Allowing children to, with some adult guidance, choose what they want to learn and how they want to learn it gives them more control over their lives. This can eliminate resistance, help frustrated kids become more cooperative, and show all children that learning doesn't have to be boring.

A more student-centered approach prepares students for the many distractions of adulthood. Students gain an understanding of their own learning style. They get more control over how they spend their time. They get to collaborate with other students. These are all skills they'll need in adulthood when no one is looking over their shoulder, forcing them to learn.

How Focusing on Student Desires Helps Teachers

Educators spend a significant portion of every day managing issues only tangentially related to learning. They have to repeatedly remind the same students to stop talking, stay in their seats, stop fighting, and stay awake. They may have to tackle issues at home that make it difficult for students to learn when they arrive at school. They must manage students who are hungry, bored, thirsty, understimulated, and itching for a break.

It's no wonder so many teachers are burned out. As many as half leave the profession within their first five years of entering the field. Many who leave cite issues such as teaching to tests, managing difficult students, and feeling like they don't make a difference in students' lives. This revolving door of frustrated teacher s costs schools billions each year.

When students gain more control over the learning process, teachers see an immediate improvement in student behavior. That means fewer classroom frustrations and more time spent teaching. Even better, teachers get to see students make connections to the material. Rather than drilling irrelevant pieces of data, teachers help students connect the things they learn to their daily lives. More engaged students means more fulfilled and less stressed educators.

Better Parent-Child Relationships

Half of parents say they struggle to help their children with their homework. Many say they spend endless hours fighting with their kids over homework. Some say that the homework battles make it impossible to spend pleasant time together as a family. All of these fights over schoolwork may not even confer any benefit. One recent study found students have three times more homework than is developmentally appropriate. Another found that elementary schoolers receive no benefits from homework.

When students have more control over their education, homework battles may become a thing of the past. For some students, homework may disappear entirely. For others, homework becomes something fun and relevant. Rather than filling out worksheets, a child might observe birds, make cookies, or learn about addition by shopping for toys.

This allows harried parents to spend more quality time with their children. It means fewer fights, less frustration, and a chance for parents to engage in their children's schoolwork in a way that feels meaningful. Instead of struggling to understand new approaches to math and reading, parents get to show their kids that learning can be fun, relevant, and even inspiring.

Why Teachers Should Try It: What Research Says

Who wouldn't sign up for happier students, less stressed teachers, and better parent-child relationships? It sounds great, right? Many teachers, however, worry about implementation. They're concerned about meeting learning objectives, about test performance, or about district acceptance.

Those are valid concerns. Research, however, shows that SCL may be the most effective strategy for helping kids from a variety of backgrounds meet educational goals.

A 2014 study, for example, found that underserved children thrive in a SCL environment. A 2015 comprehensive analysis of SCL found that it improved student-teacher relationships, bolstered academic achievement, and encouraged deeper analysis on the part of students. A 2012 study linked SCL to improved social skills and academic achievement. Dozens of other studies have arrived at similar conclusions.

Teachers can meet district and testing goals with SCL. Indeed, this approach may help more students achieve key educational goals. Many teachers find that, when they implement this approach to learning, the results speak for themselves. Skeptical principals become ardent supporters.

Children learn best when they're playing. For thousands of years, they've used play as a form of scientific experimentation. Play encourages critical thinking, helps children better understand their world, and encourages social skills. Quiet, rigid classroom environments are a distinctly contemporary phenomenon. Children don't have to learn this way. Choose a form of learning that works with-not against-the way children's brains naturally work, and watch even your most resistant students blossom into lovers of learning.

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What are the Advantages of Student-Centered Learning?

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Student-centered learning (SCL) might seem inconsistent with basic educational goals. After all, the purpose of school is for students to gain knowledge, right? To many teachers, it seems obvious that for knowledge to be useful, lessons must be centered around the goals of the teacher or district.

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Using Bloom’s Taxonomy for Differentiation

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Using Bloom’s Taxonomy for Differentiation

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A model providing a structure allowing teachers to design a lesson for students of different needs and abilities thereby focusing on each student. By applying appropriate questions and activities at different levels but in the same content area, students may equally participate in the lesson (Ziff, n.d.).

(Figure: Scholastic, n.d.)

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Student-Centered Learning is a cornerstone of Differentiation:             "Child-or centered learning presumes that students who are drivers of their own learning will be more invested and motivated. It’s a tenet of the constructivist learning theory first proposed by Jean Piaget, and it considers the learning styles, preferences, and interests of the student. It encourages incidental learning.It’s also a way to accommodate a child with ADHD. The teacher maps out goals and resources, and assumes a facilitator role. Students work in small groups, with a partner, or independently. Gaming, MOOCs, hands-on activities, small-group activities, webquests, and mini-lessons can all be integrated as resources. "          

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Student-Centered Learning is a cornerstone of Differentiation:             "Child-or centered learning presumes that students who are drivers of their own learning will be more invested and motivated. It’s a tenet of the constructivist learning theory first proposed by Jean Piaget, and it considers the learning styles, preferences, and interests of the student. It encourages incidental learning.It’s also a way to accommodate a child with ADHD. The teacher maps out goals and resources, and assumes a facilitator role. Students work in small groups, with a partner, or independently. Gaming, MOOCs, hands-on activities, small-group activities, webquests, and mini-lessons can all be integrated as resources. "          

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https://www.edutopia.org/blog/bridging-the-adhd-gap-merle-huerta

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Brown helped pave the way for the Education for All Handicapped Children Act, signed into law in 1975 (enacted as the Individuals With Disabilities Education Act in 1997), which made it easier for students with disabilities to secure services and created opportunities for greater educational equity.

Attention-deficit/hyperactivity disorder (ADHD) is a developmental disorder, and the Americans With Disabilities Act allows it to be classified it as a disability. But getting an accommodation or special services based solely on an ADHD diagnosis is difficult-and unless students manifest "one or more specified physical or mental impairments," they're not considered disabled and are not eligible for services. Essentially, these kids are caught in the middle. Not necessarily minority, they're not part of the educational equity debate. Not necessarily disabled, they're ineligible for services.

Without accommodations and/or special education services, many students with ADHD don't thrive in the classroom. Betrayed by their bodies, these kids struggle with peer relationships, feel like failures, and are stigmatized. In 2012, the Centers for Disease Control and Prevention reported that 33 percent of all students with ADHD who didn't have a comprehensive therapeutic/educational plan failed out of high school.

But we as teachers have the power and ingenuity to create more effective learning environments for students with ADHD. Even if students don't have an individualized education program, we can create learning environments that foster greater productivity, order, and calm.

Making Learning Child-Centered

Child- or student-centered learning presumes that students who are drivers of their own learning will be more invested and motivated. It's a tenet of the constructivist learning theory first proposed by Jean Piaget, and it considers the learning styles, preferences, and interests of the student. It encourages incidental learning.

It's also a way to accommodate a child with ADHD. The teacher maps out goals and resources, and assumes a facilitator role. Students work in small groups, with a partner, or independently. Gaming, MOOCs, hands-on activities, small-group activities, webquests, and mini-lessons can all be integrated as resources.

Integrating Personal Development Into Lessons

Students with ADHD frequently lack skills required in the real world, including problem solving, time management, fiscal responsibility, personal accountability, communication skills, and public speaking. Teachers can integrate these skills into lessons. For example, students who need help advocating for themselves can learn how to present and sell ideas, market themselves, and communicate effectively through public speaking. Public speaking integrates oral presentation skills, research, storytelling, nonverbal communication, time management, problem solving, and speaking fluency.

Differentiating Learning and Encouraging Mastery

Differentiation and encouraging mastery are the basis of the Montessori method. Assess each child's learning style and design an individualized plan to accommodate that child. It's student-centered learning at its best, facilitated by the teacher and encouraging mastery, confidence, and enthusiasm-and students with disabilities do well with this method. In " What Works for Differentiating Instruction in Elementary Schools," Grace Rubenstein shows how this modification can be put into place.

Integrating Movement and Mindfulness Meditation

Children with ADHD are statistically quite bright. Unfortunately, their symptoms-distractibility, hyperactivity, clumsiness, impulsivity, nervousness, and poor focus and concentration-can undermine learning. To help them blow off steam and refocus, schedule some short movement sessions such as yoga, tai chi, Zumba, or a quick power walk. The exercise causes the brain to release endorphins, the so-called happy hormones.

Mindfulness meditation is also helpful. Scientific American reported that after an eight-week course of mindfulness meditation, MRI scans showed that participants' amygdalas, the brain's fight-or-flight center, shrank. It also showed that their prefrontal cortices, the area associated with executive function (concentration and decision making) became thicker. A report in Clinical Neurophysiology found similar benefits of mindfulness meditation in the treatment of ADHD. In one study, adults with ADHD showed marked improvement in mental performance, a decrease in impulsivity, and greater self-awareness after participating in a series of mindfulness meditation sessions.

Creating a Positive, Supportive Learning Environment

There are common practices teachers use to reduce classroom distractions. Seating a child with ADHD in the front row, away from doors and windows, is one approach. Jane Milrod, director of CHADD Princeton and an ADHD/executive function coach, strongly recommends mentoring programs. She advocates using a study buddy-a classmate who shows the student with ADHD the ropes. Knowing that one person is there to help him or her can empower a student with ADHD. The school becomes a less hostile environment.

A program through Eye to Eye, a national mentoring organization, places high school and college students with similar labels into schools to help students with ADHD develop their study, homework, communication, and peer interaction skills.

Documenting Whenever Possible

District policies do change, so students with ADHD may become eligible for accommodation and special services. Document whenever possible, and involve the parents in your strategies. Note any modifications made in the classroom and their effectiveness, and make recommendations toward creating educational equity when strategies that don't include special education are insufficient.

Most importantly, consider these strategies as fresh ideas. Teaching a child with ADHD is challenging, frustrating, and exhausting. New ideas can generate new energy. And that new energy can revitalize and bring hope to a child with ADHD.

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Brown helped pave the way for the Education for All Handicapped Children Act, signed into law in 1975 (enacted as the Individuals With Disabilities Education Act in 1997), which made it easier for students with disabilities to secure services and created opportunities for greater educational equity.

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Special Needs Students Flourish @ Charter Schools due to Flexibility to Provide Student-Centered Learning

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Special Needs Students Flourish @ Charter Schools due to Flexibility to Provide Student-Centered Learning

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The flexibility of curriculum and mission provided to charter schools allows a focus on and attention to the whole child and how educators can best tailor the school’s mission and program to fit each child’s needs. Charters are not subject to the same system-wide programming decisions that hamstring teachers from personalizing learning for each and every kid.

Students with special needs are flourishing in charter schools because they have found the environment that is right for them.

https://sanantonioreport.org/flexible-student-centered-learning-helps-special-education-students-thrive/

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My student Bryson has moderate to severe autism. He thrives on routine and learns in a very specific way. When it was announced that our schools were moving to distance learning due to COVID-19, I immediately thought of Bryson.

Bryson had just learned to read. What if he lost that skill? His mom was relishing him showing affection by saying "I love you" and giving kisses. How would this change once she was his teacher?

While distance learning immediately caused changes for all students, our special education population had needs that could not be met through video conferencing or online assignments. To say these past months have been challenging for students like Bryson, their parents, and teachers like me, is an understatement.

Distance learning forced us into new roles. Just like Bryson's mother, parents were forced to balance being both parent and teacher. We had to balance our child's frustrations with schoolwork we were not trained to teach. We had to make judgment calls to balance academic and emotional needs.

Teachers have also had to figure out how to deliver the social-emotional and academic support their students needed during this time, all while moving to completely new platforms and methods.

I'm proud that despite everything that is going on we are continuing to deliver on our promise and commitment to students with special needs, ensuring that families like Bryson's who chose a charter school like ours are supported through these challenging times.

We rearranged our schedule to allow for video conferencing at 7 p.m. because that's when mom was finally home and could get online. We became expert multi-taskers. And we repeatedly tapped into one of the core features of a charter school - that of immense flexibility - to band together, make quick changes, and also give grace to our families.

Recently released research based on data from the Texas Education Agency shows that statewide, charter schools are having a tremendous impact on students with special needs. Students with special needs in charter schools have higher reading scores, are more likely to be in inclusive settings, and are enrolling in college at double the rate of their district peers.

Charter schools aren't getting these results because our students are different or our teachers care more. Anyone who spends their days working with students with special needs has a deep and admirable passion for their students. The key difference is the environment. In addition to flexibility, charter schools are great at personalizing learning.

For children at a charter school focused on social emotional learning, this looks like morning meetings, child self-reflection, and the possibility for self-paced learning. For children at a charter school focused on technology-rich education, this could look like devices given to each child and classes focused on learning different programs. At my classical education charter school, it looks like high behavioral expectations with a focus on great literature and the Socratic method of teaching.

Each of these offer a unique environment that isn't found at many local district schools due to the constraints and consistency of programs they wish to establish within their district.

It's often heard that parents don't realize charter schools are in fact public schools. Charter schools provide an education for all students just like local districts; however, charters also have the advantage of greater flexibility. In a charter school, I have the flexibility to tailor instruction to each and every student I serve.

When I was in a local district school, I found that the drive for consistency between programming at schools led to programs that were defined by the results of a student's individual evaluation, as well as numbers and funding. Instead of looking at the child as a whole, students were dictated into numbers and then a program was recommended based on this loose evaluation. Parents who were highly-informed were better positioned to fight for change, yet many didn't know the programming was wrong or didn't understand that they had a right to argue and question the way things were.

The flexibility of curriculum and mission provided to charter schools allows a focus on and attention to the whole child and how educators can best tailor the school's mission and program to fit each child's needs. Charters are not subject to the same system-wide programming decisions that hamstring teachers from personalizing learning for each and every kid.

Students with special needs are flourishing in charter schools because they have found the environment that is right for them.

As we have navigated these challenging circumstances over the past two months, it's features like flexibility and personalization that have allowed us to ease the burden on parents, continue supporting and teaching our students, and to make the most of an unprecedented situation.

When I wonder what next year will hold for teachers like me and students like Bryson, I am confident that we are doing all we can and will continue to do so no matter the circumstances that are thrown our way. The flexibility and autonomy that we have to make necessary adjustments will continue to serve our community well.

Every single student with special needs deserves an education that will prepare them for a bright future. This right doesn't change - even in a pandemic - and I'm proud to be fighting daily alongside my colleagues for kids like Bryson.

I hope that if educators and parents learn anything from this crisis, it's that we need to be more student-centered and flexible. We need to put kids first by providing every child with the short-term support they need to make long term gains. This is how we return to the heart of special education - regardless of the type of school - and it's the best thing we can do for our children now and in the future.

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Flexible, Student-Centered Learning Helps Special Education Students Thrive

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My student Bryson has moderate to severe autism. He thrives on routine and learns in a very specific way. When it was announced that our schools were moving to distance learning due to COVID-19, I immediately thought of Bryson. Bryson had just learned to read. What if he lost that skill?

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Google's Jamboard is a fun and easy way for students to brainstorm and collaborate in the classroom or for homework with their peers.

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Sensitivity Relief Activities for Students with Autism  

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Sensitivity Relief Activities for Students with Autism  

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For mainstreamed students with autism, the classroom can lead to an overwhelm of the senses. Some schools are creating sensitivity rooms which are a safe places students go to help calm their bodies and get their emotions out. The results are positive, with an increase of focus, increased time on task and decrease in negative behaviors. If your school doesn’t have one, you can still incorporate things into your classroom to help your student(s) such as sensory breaks. Some ideas include:

At the Student’s Workstation: Set up a box that includes tactile things like squeeze balls, stretchy toys, putty, or modeling clay. Also include supplies for coloring which can soothe.
Sensory “Spot": Set up an area of your classroom that is like a mini-sensory room. It could include a variety of things such as an exercise ball, a padded “crash pad”, beanbag chair, a net swing. It could also include the same things found in the box at a student’s workstation.
Full-Class Sensory Activities: Incorporate calming activities such as breathing exercises and enhance the atmosphere by turning down the lights. There are lots of great breathing and calming activities at GoNoodle (Farrey-Latz, 2019).

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The Sensory Room: Helping Students With Autism Focus and Learn

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Imagine a safe space where students with autism can go to calm their bodies and then get back to the business of learning.

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https://miro.com/

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AI-powered visual workspace for team collaboration | Mural

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Boost team collaboration and innovation with Mural, the AI-powered visual workspace. Plan, strategize, and execute projects seamlessly on one intuitive tool.

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"Keep students interested and invested with interactive lesson plans, storytelling and playful tools that keep them excited to learn, all while making it easier for you to promote positive behavior."

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"Keep students interested and invested with interactive lesson plans, storytelling and playful tools that keep them excited to learn, all while making it easier for you to promote positive behavior."

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HMH Classcraft pairs ELA and math content with research-based lesson plans resulting in reduced educator planning time and increased student engagement.

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"Make custom activities for your classroom - quizzes, match ups, word games,"

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"Make custom activities for your classroom - quizzes, match ups, word games,"

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Wordwall - Create better lessons quicker

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Need a fresh teaching resource that fits your class and teaching style? Create a customized pack of interactive and printable activities in just one minute.

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The chatterpix app uses a picture that students upload, usually of their own faces, and the picture speaks what the students record.

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The chatterpix app uses a picture that students upload, usually of their own faces, and the picture speaks what the students record.

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Let's ChatterPix! Chatterpix Kids can make anything talk -- pets, books, doodles, and more. Simply take a photo, draw a line to make a mouth, and record your voice.

Create ChatterPix with friends and family as silly greetings, playful messages, creative cards, or even fancy book reports. And best of all, it's FREE! AGES: 5-12.

NOTE: For adults, check out our "ChatterPix" app for more fun and sharing via email and social media.

CATEGORY: Creative Expression

TOOLS: 22 stickers, 10 frames and 11 photo filters

ABOUT DUCK DUCK MOOSE
(A subsidiary of Khan Academy)
Duck Duck Moose, an award-winning creator of educational mobile apps for families, is a passionate team of engineers, artists, designers, and educators. Founded in 2008, the company has created 21 top-selling titles and has received 21 Parents' Choice Awards, 18 Children's Technology Review Awards, 12 Tech with Kids' Best Pick App Awards, and a KAPi award for "Best Children's App" at the International Consumer Electronics Show.

Khan Academy is a nonprofit with a mission to provide a free, world-class education for anyone, anywhere. Duck Duck Moose is now part of the Khan Academy family. Like all Khan Academy offerings, all Duck Duck Moose apps are now 100% free, without ads or subscriptions.

For kids ages 2-6, don't miss Khan Academy Kids, our new early learning app to help young children with reading, writing, math and social-emotional development!

We'd love to hear from you! Visit us at www.duckduckmoose.com or drop us a line at support@duckduckmoose.com.

Thanks for learning with us! We have some big news!

We've launched a new learning app for kids 2-7 called Khan Academy Kids. It's 100% FREE with no ads or subscriptions needed.

This new version of ChatterPix Kids includes some small bug fixes. Please update today!

Many Ways To Use

There are many ways to use this fun app for education. I would give it the fifth star if there was a way to turn off the Duck, Duck, Moose intro that plays every time the app is opened. Try hearing that times twenty in a class of kids!!!

Love it

Just finished downloading this App and I already love it! It's incredibly easy to use and lots of fun! With this App you can have anyone or anything say what you want it to! You have 3 options to choose from, take a picture, download one from your phone or use one that is already on the App. Then you draw a smile, record what ever you want! You can also add decorations, words or frames to make your pic a one of a kind! There are endless possibilities with this App so you won't get bored. Best of all it comes from a division of Khan Academy so you know it's safe and educational for everyone! P.S. it's also free to download but don't let the App writers know how great this App is or they may start charging! LOL

AMAZING APP

I think this app is amazing. I am using it for class it makes things a lot more enjoyable. Also it helps teachers and students. It helps my class because we are doing a writing on animals and we are using the app to share are reports on our animals. It is also fun to play with friends on the app. But, one thing I'd change though would be to I have more time to say what you want to say.

The developer, Duck Duck Moose LLC, indicated that the app's privacy practices may include handling of data as described below. For more information, see the developer's privacy policy.

Privacy practices may vary, for example, based on the features you use or your age. Learn More

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‎Create ChatterPix with friends and family as silly greetings, playful messages, creative cards, or even fancy book reports. And best of all, it's FREE! AGES: 5-12. NOTE: For adults, check out our "ChatterPix" app for more fun and sharing via email and social media. CATEGORY: Creative Expression T...

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Students can create games, stories, and animations.

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Students can create games, stories, and animations.

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Scratch is a free programming language and online community where you can create your own interactive stories, games, and animations.

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Students can collaboratively create comics.

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Storyboard That: Free Online Storyboard Creator

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Storyboard That: Create free storyboards online with ease. Design visuals, comics, and graphic organizers. Try it now and start creating!

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Students collaborate to create graphic organizers.

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Multiple task roles & flows

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Creately | Visual Collaboration & Diagramming Platform

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A Visual collaboration and diagramming platform trusted by 10M+ users and 1000s of teams. Infinite whiteboards, powerful diagramming, data connectivity and integrates with your favorite tools.

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This website is a great way to gamify activities so that they're more interactive and engaging for students. It can be used to implement CCQs (concept checking questions) in a fun, but still meaningful way.

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Genially, the platform for interactive animated content

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Engage your audience with clickable, gamified, media-rich experiences. Create your interactive content now!

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Strategies for English Language Learners (ELLs)

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Strategies for English Language Learners (ELLs)

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According to Valentina Gonzalez,  a professional-development specialist for ELLs who works works with teachers to support language and literacy instruction, "The best ways for mainstream teachers to differentiate instruction for English-learners is BEFORE the independent work is required.
Differentiating for ELLs means accommodating three categories of our teaching: verbal, procedural, and instructional.” (Ferlazzo, 2018).

Techniques to address each area include:

Verbal Differentiation: Slowing down speech helps ELLs as they listen, process, and translate the input as well as rephrasing and clarifying ensures that students have full comprehension.
Procedural Differentiation: Grouping supports students with the gradual release of responsibility and supports students’ independence. With the whole group, we can show students how to do something and explicitly model. Then, group work gives students more opportunities to participate and interact with peers and the teacher. Finally, students move toward independence where they work alone to apply what they have learned.
Instructional Differentiation: Use of exemplars and touchstone texts based on student ability so students can see attainable goals to meet expectations.

Additionally, using material covering the same content but written for different levels of language is important for student-centered differentiation. This article lists lots of sites: https://larryferlazzo.edublogs.org/2014/11/16/the-best-places-to-get-the-same-text-written-for-different-levels/

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https://tagtoolkit.weebly.com/student-centered-learning.html

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Source: Wilson, 2017

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Profile of Assessments & Student Centered Learning

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Profile of Assessments & Student Centered Learning

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This video profiles a school that uses assessment to support student centered learning.

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How Assessments Enable Student Centered Learning

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Source: edmentum, n.d.

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This program “simplifies and shortens” text to help students with different levels of reading read the same articles. (Finley, 2017).

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Rewordify.com | Understand what you read

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Rewordify.com helps you read more, understand better, learn new words, and teach more effectively.

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Curriculum Compacting Strategy for Gifted and Talented Learners

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Curriculum Compacting Strategy for Gifted and Talented Learners

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Research shows that as high as 52% of gifted and talented students in K-12 underachieve. Often, they give up due to boredom (Strauss, 2019).

Curriculum compacting, a type of differentiation, helps students who often already know much of the grade level curriculum. A pre-assessment determines what parts of the curriculum are mastered. With mastery, students do not have to complete these parts of the curriculum and work on alternate activities instead (What Is Curriculum Compacting, n.d.).

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Gifted students-you may or may not spot them in your classroom. They may be highly visible, like the high achievers or straight- A students. But they may also be among those students who don't finish their work (it's never perfect enough), who zone out or act out in class (they're bored), or who test poorly because they overthink things ("Hmmm, this answer might be true in this case, but it might not be true in that case").

Some schools and districts have substantial resources to identify and support giftedness, wherever it shows up. Some offer pull-out programs. Others offer cluster grouping, in which gifted students are grouped in specific classes at each grade level.

Dina Brulles, director of gifted education in the Paradise Valley Unified School District in Phoenix, Ariz., believes gifted students need less grade-level work, faster-paced lessons, deeper and more advanced content, and opportunities to work with other gifted students. They also require a different kind of interaction with the teacher, who must be less of a "sage on the stage" and more of a "guide on the side."

M. René Islas, executive director of the National Association for Gifted Children (NAGC), notes one persistent challenge to gifted education-a lack of uniformity in programming. A recent NAGC study found that 19 states don't monitor gifted programs at the local level, only seven require their districts to report on gifted student achievement, and fewer than half report on the race and ethnicity of their gifted students (minorities are significantly underrepresented in gifted programs, according to the U.S. Department of Education's Office of Civil Rights).

But there are promising signals as well, explains Islas. The Every Student Succeeds Act requires states and districts to track the progress of their highest-achieving students and allows schools to use Title I funds to identify and support gifted students. Plus, the law opens up the possibility for schools to use computer-adaptive assessments to recognize student mastery of content above grade level.

Then there are the challenges and opportunities at the school level. With the following strategies, teachers can tend to the complex needs of their high-ability students in the heterogeneous classroom.

"Gifted students don't need to do 25 problems in math when they can do the five most difficult first to demonstrate mastery," says Brulles. She offers this opportunity to all students, not just those identified as gifted. Students who successfully complete the five problems are excused from that night's homework. If classwork is involved, the teacher simply needs to have a few extension activities on hand-tasks that carry the concept to the next level-for students to work on quietly while others complete the regular assignment.

"Most Difficult First" is one manageable way for teachers to compact the curriculum for their high-ability students. With compacting, students get to "throw away" the part of the curriculum that they already know, while receiving full credit for those competencies. This frees up students to work on more challenging content.

Let's say a teacher is teaching two-digit multiplication. He might do some direct instruction for 10 minutes, then offer students the end-of-chapter test, saying, "If you get 90 percent or higher, you won't have to do the homework or practice work. You'll have different work to do." According to Brulles, some gifted students will take this option, whereas others may decide, "I don't know this; I need the practice work." Again, as in Most Difficult First, this strategy requires having extension work for students who test out of the material.

Susan Flores, a 2nd grade teacher in Paradise Valley, meets a range of student abilities by using the standard as her baseline. "My desk serves as a staging area. I have several piles of activities there that take a concept up or down."

For example, when the class is working on the distributive property in math, those "piles" might include differentiated worksheets, word problems, and task cards. Depending on how students grasp the concept, Flores can either reteach, offer practice, or enrich.

Flores also uses "choice boards." In math, she might offer nine ways that students can demonstrate learning of multiplication. "Students can [use] one of their iPad apps or create a game. They jump in where they want to jump in," she notes.

All students in Flores's class can choose whether they want to take their learning to the next level. "I don't say, 'Because you're gifted, you get choice, and because you're not gifted, you don't.'" Optional challenge work is available to anyone who wants to try it.

Janice Mak, a gifted cluster teacher and 7th and 8th grade STEM teacher in Paradise Valley, gives students a menu of options in her computer science class. After stu-dents learn the basics of programming-perhaps through an online course from Stanford University or work with Google CS First clubs-they work in teams to create a robot. Students choose the level of complexity, from designing dogs that bark to building miniature disco rooms in which a record plays and lights flash.

Students can also tailor a project to their interests. In a module on architecture, some students designed a playground for Egyptian students using Legos, Build with Chrome, or Minecraft. One student opted instead to recreate the White House using Minecraft.

The Ignite presentation format offers another way for Mak to differentiate work on the basis of student interest. The presenter has exactly 5 minutes and 20 slides, which auto-advance every 15 seconds, to discuss a topic of interest (aligned to the unit). This activity allows students to share their passion with their peers, be it nanotechnology and its role in medicine, the physics of roller coasters, or the latest advances in virtual reality.

According to education expert Jenny Grant Rankin, knowing a student's emotional intensities-what Polish psychologist Kazimierz Dabrowski called "overexcitabilities"-is also key to teaching gifted students. Dabrowski identified five areas of sensitivity that are strongly related to giftedness: psychomotor, sensual, intellectual, imaginational, and emotional.

Overexcitabilities will often appear as quirks, such as compulsive talking or organizing, heightened sensitivity to smells or tastes, insatiable curiosity, or daydreaming. Knowing a student's overexcitabilities can help teachers shape engaging-and personalized-learning experiences. An imaginational student will benefit from an assignment that he's free to complete in a unique way. An intellectual student will prefer to investigate why certain areas of the world struggle with starvation rather than simply listing those areas. Although we tend to see overexcitabilities negatively, they are often accompanied by great creativity, imagination, and drive.

According to NAGC, research shows that enabling gifted students to work together in groups boosts their academic achievement and benefits other students in the classroom, as well. When gifted students work together, they challenge themselves in unexpected ways. They bounce ideas off one another and take a peer's idea to a new place. They also learn that as smart as they are, they, too, must exert effort with challenging content-and that they'll sometimes fail along the way.

That said, gifted kids need to work both in and out of their group. "As adults, we have to be able to work with everyone," explains Flores, "and gifted students might not learn this if they're always separated out." Teachers can provide multiple opportunities for heterogeneous groupings through Think-Pair-Shares, Clock Buddies, and Season Teams.

This approach relies on planning lessons or units at different tiers of difficulty. But does this require teachers to add to their already full plates?

"I don't see it as doing one more thing; I see it as being more strategic," explains Mak. Teachers have to plan for their lessons, so why not develop deep and complex activities for high-ability students at the same time? This one way of planning-providing work at the entry, advanced, and extension levels or at varying Depth of Knowledge Levels-offers a multiplicity of ways to learn. It may take more time in the planning stage, but it is ultimately more efficient because bored students aren't acting out or zoning out in class-they've got challenging work to do-and struggling students are getting support. Once teachers create these tiered resources, they can use them again and again.

Author Carol Ann Tomlinson advocates teaching up -"a practice of first planning a lesson that's challenging for high-end learners and then differentiating for other learners by providing supports that enable them to access that more sophisticated learning opportunity." It replaces "the more common practice of planning for mid-range performers, then extending that lesson for advanced students and watering it down for others." This approach, Tomlinson says, challenges advanced learners more than trying to pump up a "middling" idea-and serves other students better as well.

All students have the right to learn something new every day, whether they are in regular classrooms or in special education, language acquisition, or gifted programs. And every student will benefit from being pulled up to go beyond the curriculum at times.

But as Tomlinson points out, "Learning should be joyful or at least satisfying, rather than just hard."

Is this challenging for educators? Sure. But according to Flores, "Any good teacher can do these things well. It's just good teaching."

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Six Strategies for Challenging Gifted Learners

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Find practical ways to tend to the complex needs of your high-ability students-without taking the joy out of learning.

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This video shows compacting in the classroom. The teacher does a pre-assessment of all students and then groups them based on the results. Each group gets work for their level.

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There are many techniques to work with students who have dyslexia. Some suggestions include:

Sound Boxes: help students increase phonemic awareness first without using letters and then adding them in.
Arm Tapping: tapping the beginning, middle and end of your arm to practice the sounds of a word.
Multi-sensory Instruction: first trace, then look at and finally make the sound of a letter (Braun, n.d.).

This article also has some good ideas:

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There is a widely held misconception that dyslexia is a reading disorder that is limited to reading alone. In actuality, dyslexia can also affect writing, spelling, and speaking abilities.

Here's a video showing the various effects dyslexia can have on readers:

Effective teachers understand these difficulties and make every effort to arm themselves with a myriad of resources to help dyslexic students. To this end, I've compiled a list of four lesson plans, some using tried-and-true methods and others using newer, technologically driven approaches to help educators help their students.

Four lesson plans for dyslexic students

These lesson plans include games and stations that bring together an entire classroom of students to combat feelings of anxiety, depression, and low self-esteem that can plague dyslexic students. These social activities help dyslexic students build relationships with their peers while learning in a safe environment.

One problem dyslexic children have is matching letters to their corresponding sounds. Special education expert Eileen Bailey developed a lesson plan for kindergartners, first graders, and second graders to tackle this issue.

Using bingo charts and flashcards with words that use specific consonant blends, teachers read a word or show a picture representing the word to their students. Students then place a mark on the bingo square with the matching consonant blend. This process is repeated until the students have matched up enough consonant blends to make BINGO.

This activity helps dyslexic students learn and remember letters and letter combination sounds by pairing repetition with auditory and visual aids.

Dyslexic students struggle with perceiving the sequence of letters in a word and often mentally rearrange letters within words.

To help students who encounter spelling challenges due to dyslexia, Education Corner created "Spelling Stations." This lesson plan helps students in first, second, and third grades sharpen their spelling skills by using various visual, auditory, writing, and verbal repetition stations.

You can create a variety of stations based on the materials and resources available at your school. Here area few ideas to get you started:

Letter magnets: Students spell words with magnetic letters on a metal surface.

Puzzle time: This station is made up of spelling worksheets (such as crossword puzzles and word searches) to facilitate word recognition.

Colorful words: Students write out assigned spelling words using different colors for each letter to create associations between colors and letters, facilitating the retention of correct letter sequencing.

Word art: Using crayons, markers, glitter, and other art materials, students spell out and decorate words on construction paper, associating the spelling of that word with artistic expression.

Your students should rotate between these stations so that they can find the method that works best for their learning style.

School software Woodshark (available in the UK, Australia, New Zealand, South Africa, and Ireland) uses multisensory learning to help dyslexic students with spelling, reading, and writing. It uses more than 50 games to teach phonics, spelling rules, word sequencing, and word sounds. Each game increases in complexity and adds time limits to spur student improvement.

Instructors can modify this software to meet the needs of individual students and obtain weekly progress reports.

Woodshark is available for single players as well as online if you want to use it in a large classroom setting. The pricing for the software is split into tiers for school-wide usege or single users.

4. Scrabble/Words With Friends day

After weeks of intensive work focusing on word formation, letter sequencing, and spelling, why not take a day to reinforce these concepts through games?

Host a game day that includes a classroom Scrabble tournament or a Words With Friends competition using student cell phones or classroom.

Learning Works for Kids includes Words With Friends among their top five recommended games for children with dyslexia.

These games utilize students' abilities to spell larger and more complex words in a healthy, competitive environment, motivating them to put what they have learned into practice. Students are far more likely to learn when having fun with interactive and social lessons, making Words With Friends a great free lesson tool for students with dyslexia.

Additional lesson resources and guides

Have you tried any of these lesson plan ideas? Do you have other ideas or resources you'd like to see on this list? Let me know in the comments below!

Capterra's school administration blog offers a host of resources to help you plan lessons for all students and subjects. Here's a few to get you started:

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Dyslexia: 4 Effective Lesson Plans for Teaching Students

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There is a widely held misconception that dyslexia is a reading disorder that is limited to reading alone. In actuality, dyslexia can also affect writing, spelling, and speaking abilities. Here's a video showing the various effects dyslexia can have on readers: Effective teachers understand these difficulties and make every effort to arm themselves with a myriad of resources to help dyslexic students.

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Moving from Traditional Summative to Formative Assessments

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Moving from Traditional Summative to Formative Assessments

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Students can use the information from the assessment to evaluate how they studied, which material they need to review, and what their next goal should be on the road to mastery.  Classrooms with access to technology can use Edpuzzle to help students determine if they are understanding a video, PearDeck with a google slide show to make sure they understand information being presented, or Quizizz or Kahoots without a grade attached to see what they already know about a topic and what they need to focus on.
Retrieved from:  https://www.commonsense.org/education/asset/document/poster-the-road-to-student-driven-formative-assessment

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Teachers encourage student-centered learning by allowing students to share in decisions, believing in their capacity to lead, and remembering how it feels to learn.

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Teachers encourage student-centered learning by allowing students to share in decisions, believing in their capacity to lead, and remembering how it feels to learn.

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Creating various seating and collaboration areas allow student to choose where they feel most comfortable. When students feel comfortable in a learning environment they are more likely to focus and work together. Thus enriching the student-centered classroom. 

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Creating various seating and collaboration areas allow student to choose where they feel most comfortable. When students feel comfortable in a learning environment they are more likely to focus and work together. Thus enriching the student-centered classroom. 

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Dravenstadt, Danielle. (2020).

Work the Room: Creating a Learning Environment That Works for Your Students. Retrieved on August 30, 2020 from https://www.educationworld.com/teachers/working-room-creating-learning-environment-works-your-students

Mccarthy, J. (2015).  Edutopia. https://www.edutopia.org/blog/student-centered-learning-starts-with-teacher-john-mccarthy

Phillips, M. (2014, May). A Place for Learning: The Physical Environment of Classrooms. Edutopia. https://www.edutopia.org/blog/the-physical-environment-of-classrooms-mark-phillips

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Using Assessment to Create a Student Centered Classroom

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Using Assessment to Create a Student Centered Classroom

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Assessments don't just mean traditional tests or grading. Assessments also include low stakes opportunities to learn more about our students. They can be us to:

1. Assess Student Passions and Learning Styles
2: Assess 21st-Century/Success Skills
3. The Formative Assessment of Content and Skills
4. Assessing for Instruction

The following article goes into more detail about each strategy.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Griss, Susan. (2013, March 20).

The Power of Movement in Teaching and Learning. Retrieved on August 31, 2020 from https://www.edweek.org/tm/articles/2013/03/19/fp_griss.html

Teacher Toolkit: Total Physical Response retrieved on August 31, 2020 from https://www.youtube.com/watch?time_continue=1&v=rIIVWLLFxEo&feature=emb_logo

The Teacher Toolkit. (2020).

Total Physical Response (TPR). Retrieved on August 31, 2020 from

https://www.theteachertoolkit.com/index.php/tool/total-physical-response-tpr

National Geographic Learning. (2014 November 13). Using Songs with Very Young Learners. Retrieved on September 1, 2020 from https://www.youtube.com/watch?v=eIRZ79YWAIM&feature=emb_logo

Bilingua. (2018 February 21).

9 Total Physical Response Activities for Language Learning. Retrieved on August 31, 2020 from https://bilingua.io/9-total-physical-response-activities-for-language-learning

WeAreTeachers. (2017 August 9).

Movement Matters in the Classroom. Retrieved on August 31, 2020 from https://www.youtube.com/watch?time_continue=1&v=JFoomg-TVFA&feature=emb_logo

Abdelbary, Marwa. (2017 August 9).

Learning in Motion: Bring Movement Back to the Classroom. Retrieved on August 31, 2020 from https://www.edweek.org/tm/articles/2017/08/08/learning-in-motion-bring-movement-back-to.html

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From teacher directed classroom to  students directed classroom.
Follwed CAFE rules that are comfrehension; accuracy; flunency;expend vocabulary.
Build book groups for 4 parts: read yourself; read to friends;listening; word work.

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Learner Centered Literacy:  Owning Their Own Reading

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Braun, Hannah. (n.d.). 5 Simple Ways to Help Kids With Dyslexia. The Classroom Key.
Retrieved September 2, 2020, from https://www.theclassroomkey.com/2018/09/5-simple-ways-to-help-kids-with-dyslexia.html

Education Week.  (2018, March 29) Student-Centered Learning and Inclusion: Getting the Details Right.   https://blogs.edweek.org/edweek/learning_deeply/2018/03/student-centered_learning_and_inclusion_getting_the_details_right.html

Farrey-Latz, Benjamin. (2019, February 7). Sensory Breaks for Students with Autism Spectrum Disorder. free spirit publishing. Retrieved August 31, 2020, from https://freespiritpublishingblog.com/2019/02/07/sensory-breaks-for-students-with-autism-spectrum-disorder/

Ferlazzo, Larry. (2018, December 9). Response: Ways to Differentiate Instruction for ELLs. Education Week Teacher. Retrieved September 1, 2020, from https://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2018/12/response_ways_to_differentiate_instruction_for_ells.html

Finley, Todd. (2017, April 13). Teaching a Class With Big Ability Differences. edutopia. Retrieved, September 1, 2020, from https://www.edutopia.org/article/teaching-class-big-ability-differences-todd-finley

Huerta, Merle.  Edutopia.  (updated 2017, June 15)    Meeting the Needs of Students With ADHD.  https://www.edutopia.org/blog/bridging-the-adhd-gap-merle-huerta

Lucero, Brooke. San Antonio Report. (2020, June 13) Flexible, Student-Centered Learning Helps Special Education Students Thrive
https://sanantonioreport.org/flexible-student-centered-learning-helps-special-education-students-thrive/

Strauss, Valarie. (2019, July 5). What exactly is an ‘underachiever’ and why are there so many of them in our schools?. Washington Post. Retrieved September 2, 2020, from https://www.washingtonpost.com/education/2019/07/05/what-exactly-is-an-underachiever-why-are-there-so-many-them-our-schools/

Weselby, Cathy. (2020, July 2). What is Differentiated Instruction? Examples of How to Differentiate Instruction in the Classroom. Resilient Educator. Retrieved September 1, 2020, from https://resilienteducator.com/classroom-resources/examples-of-differentiated-instruction/

What Is Curriculum Compacting? (n.d.) Retrieved September 1, 2020, from http://images.pcmac.org/Uploads/MilltownPublic/MilltownPublic/Sites/DocumentsCategories/Documents/Curriculum%20Compacting%20Model%20-%20What%20Is%20Curriculum%20Compacting.pdf

Ziff, Dr. Barry. (n.d.). Utilizing Bloom's Taxonomy in Your Classroom. California State University Los Angeles Education Specialist Intern Program. Retrieved August 31, 2020, from https://www.calstatela.edu/sites/default/files/centers/spedintern/hints11bloomtaxonomy.pdf

Figures:
Wilson, Brooke [@brookekwilson]. (2017, April 26). Twitter. Retrieved September 1, 2020, from https://twitter.com/brookekwilson/status/857412342975528960.

edmentum. (n.d.) 9 Strategies to Differentiate Instruction for ELL Students. Retrieved September 1, 2020, from https://www.edmentum.com/sites/edmentum.com/files/resource/media/0272-27_DifferentiateInstructionESL_081415.pdf

Scholastic. n.d. Elements of Differentiation. https://www.scholastic.com/content/dam/teachers/articles/migrated-reproducibles/differentiatedinstructionbloom.pdf

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Students Participate in their own Assessment

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Students Participate in their own Assessment

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Students can participate in their own assessment using clear correction criteria. This video profiles how students respond to self assessment.

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Self-Assessment: Reflections from Students and Teachers

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Bazinas, E. (2017, January 27). Student-centered learning: Empowering students to shape their own education. 100 Mentors. Retrieved from https://blog.100mentors.com/student-centered-learning-empower-students-with-classroom-technology/

Bogler, M. (2018, February 14). What are the advantages of student-centered learning? Project Pals. Retrieved from https://www.projectpals.com/project-based-learning-blog/what-are-the-advantages-of-student-centered-learning

Bruyère, J. (2020, Jul 30). Green screen videos bring content to life [Video]. Edutopia. Retrieved from

https://www.youtube.com/watch?v=5llAZoHmW20&feature=emb_logo&ab_channel=Edutopia

Class Craft. (n.d.). [interactive lesson plans, storytelling and playful tools]. Retrieved September 1, 2020, from https://www.classcraft.com/

Creately. (n.d.). [Visual Workspace for Team Collaboration-Draw flowcharts, diagrams, mindmaps]. Retrieved September 1, 2020, from https://creately.com/

Duck Duck Moose LLC. (n.d.). Chatterpix Kids. Apple Apps. Retrieved September 1, 2020, from https://apps.apple.com/us/app/chatterpix-kids/id734046126

The EdTech Show. (2019, March 22). How to use google jamboard tutorial [Video]. Youtube. Retrieved from

https://www.youtube.com/watch?v=K1qS6avlnaE&feature=emb_logo&ab_channel=TheEdTechShow

Facing History and Ourselves. (n.d.) Big paper (remote learning). Retrieved from https://www.facinghistory.org/resource-library/teaching-strategies/big-paper-remote-learning

Facing History and Ourselves. (n.d.) Graffiti boards (remote learning). Retrieved from https://www.facinghistory.org/resource-library/teaching-strategies/graffiti-boards-remote-learning

Genially. (n.d.). [Create presentations and infographics]. Retrieved September 1, 2020, from https://www.genial.ly/

Gonzalez, J. (2018, January 7). 6 ed tech tools to try in 2018. Cult of Pedagogy. Retrieved from https://www.cultofpedagogy.com/6-tech-tools-2018/

Lifelong Kindergarten Group. (n.d.). Scratch. MIT Media Lab. Retrieved September 1, 2020, from https://scratch.mit.edu/

Miro. (n.d.). [Collaborative online whiteboard platform]. Retrieved September 1, 2020, from https://miro.com/

Mozilla. (n.d.) Web literacy. Retrieved from https://foundation.mozilla.org/en/initiatives/web-literacy/

Mural. (n.d.). [Digital workspace for visual collaboration]. Retrieved September 1, 2020, from https://www.mural.co/

Storyboard. (n.d.). [Create storyboards.] Retrieved September 1, 2020, from https://www.storyboardthat.com/storyboard-creator

Tag Tool Kit. (n.d.) Student-centered learning. Retrieved from https://tagtoolkit.weebly.com/student-centered-learning.html

Terada, Y. (2020, May 4). A powerful model for understanding good tech integration. Edutopia. Retrieved from https://www.edutopia.org/article/powerful-model-understanding-good-tech-integration

Word Wall. (n.d.). [Quizzes, match ups, word games]. Retrieved September 1, 2020, from https://wordwall.net/

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Miller, A. (2015, September 02). Using Assessment to Create Student-Centered Learning. Retrieved September 04, 2020, fromhttps://www.edutopia.org/blog/assessment-create-student-centered-learning-andrew-miller

Page, S. (Director). (2017). How Assessments Enable Student Centered Learning [Video file]. Retrieved 2020, from https://www.youtube.com/watch?time_continue=2&v=rtd5VOYvzv8&feature=emb_logo&ab_channel=McGraw-HillPreK-12

Name, U. (Director). (2013). Self-Assessment: Reflections from Students and Teachers [Video file]. Retrieved 2020, from https://www.youtube.com/watch?v=CkFWbC91PXQ&feature=emb_logo&ab_channel=JFF

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1. Shrinking potato chip bags in the microwave. Students can learn about polymers through hands-on activities using some of their favorite products, like shoes and sporting equipment. As a culminating activity, they can put a wrapper from their favorite chips or candy bar into the microwave for five seconds to learn about how polymers return to their natural state when exposed to the heat.

2. Design an app. Students love using the newest apps and games, so take it to the next level by having them design their own! With Apple developer tools, kids can learn how to create an app or online game. They can learn about technology and problem-solving skills while engaged in what they love.

3. Student farm. Students will learn lessons about science, social studies, math, and economics through planting their own organic farm. They can begin by researching the crops they want, figure out what kind of care is needed, and then use a budget to determine what materials they must purchase. They can even sell food from their farm to contribute to a cause or fundraiser.

4. Geocaching. If you’re not able to take your students off-campus to engage in some real-life “geocaching,” you can always create your own geocaching treasure hunt for them. It can incorporate all kinds of skills and knowledge: geography, math, and even essay writing.

5. Research project: negativity in the media. Begin with a discussion about what “media” is, and bring in examples. Talk about what each kind of media (newspapers, music, news sites, etc.) is used for. Move on to examples of the messages conveyed by certain types of media, and how this message is articulated. Then assign groups to create their own “media” (a website, a newspaper article, a commercial, etc.). Have each group work on generating a message (positive vs. negative).

6. Write to your Congressman. Ask groups of students to identify problems in their community. They must then do research to come up with information about this problem and come up with an “action plan.” Assign students to write to their government representatives with their facts and their action plan.

Bridge building. Students begin by studying the engineering of bridge building, comparing the construction of famous bridges such as the Golden Gate Bridge or Tower Bridge in London. Then they work in teams to construct bridges out of Popsicle sticks. The challenge is to get their bridge to hold five pounds (for younger students) or twenty pounds (for more advanced students).

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Project 1. Environmental problems

Project 2. Abstract thinking

Project 3. Victims of hypothermia

Project 4. Community service

Project 5. Alternative energy sources

Project 6. Real world drawing

Project 7. Outdoor play

Project 8. Hamster driving

Project 9. Photography

Project 10. Voicing opinions

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Integrated Language Arts Reading Approach. Retrieved September 1, 2020 from https://sites.google.com/a/sau53.org/critical-task-edu-501/integrated-language-arts-reading-approach

MaineDOEComm. (2013, August 16). Learner Centered Literacy: Owning Their Own Reading. Retrieved on September 4, 2020 from https://www.youtube.com/ watch?v=xxx0P_euuSwhttps:// www.youtube.com/watch?v=xxx0P_ euuSw

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Edutopia (Feb 2018)

Why Teach with Project-Based Learning? Providing Students With a Well-Rounded Classroom Experience. Retrieved from https://www.edutopia.org/project-learning-introduction

Lucie Renard  (June, 2017)What is project-based learning? 15 PBL ideas fit for your classroom. Retrieved from

https://www.bookwidgets.com/blog/2017/06/what-is-project-based-learning-15-pbl-ideas-fit-for-your-classroom

Mathew Linch (October 2017) The Tech Advocate: 7 Examples of Project Based Learning Activities. Retrieved from https://www.thetechedvocate.org/7-examples-project-based-learning-activities/

Teacher Funder. 10 Project Based Learning Ideas. Retrieved from https://teacherfunder.com/10-project-based-learning-ideas/