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Why: I treat the kids like they're my own kids

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Why: I treat the kids like they're my own kids

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Why: I love to learn and I love children.
What: I will try to apply reciprocal teaching strategies when doing group collaborate work.

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Why leverage technology.  I think we should use technology to reveal student learning. We can apply using Dot Storming or  Padlet. 

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Why leverage technology.  I think we should use technology to reveal student learning. We can apply using Dot Storming or  Padlet. 

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What's my Why and What will I Apply? (Cynthia-Armstrong)

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What's my Why and What will I Apply? (Cynthia-Armstrong)

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My Why is the kids--I do this because I went into teaching to make a difference.
I will apply ReadActively

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Lexington: Decker, Rosado, Sanchez, Gonzales

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Lexington: Decker, Rosado, Sanchez, Gonzales

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Rigor Insights: We need more work on getting students to developing rigorous questioning. We need more work to leverage more rigor through academic discussions and thoughtful work.

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Lexington: Decker, Rosado, Sanchez, Gonzales

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Lexington: Decker, Rosado, Sanchez, Gonzales

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Relevance insights: we are ok in meaningful work, and authentic resources, but we need more work in learning connections.

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We did not include items about the learning enviornment.

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We did not include items about the learning enviornment.

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Without engagement, rigor, and relevance, student learning is not authentic and will not allow students to make connections to the content.

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We need relationships and relevance for our own learning. Today, we will host our own twitter chat, to experience online global professional connections. Everyone will need a Twitter account! Please reply with your username! :) Hint- use something close to your real name and be sure to have a bio that says you're an educator!

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We've detected that JavaScript is disabled in this browser. Please enable JavaScript or switch to a supported browser to continue using twitter.com. You can see a list of supported browsers in our Help Center.
Help Center

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Welcome to Cynthia Sanchez, where amazing things happen.

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Welcome to Cynthia Sanchez, where amazing things happen.

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Claudette and Ashlee’s podcast interview!

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Innovations in Science by Innovations in Science

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Innovations in Science by Innovations in Science

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Claudette and I have a mock interview for a nano-medic position.

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Innovations in Science by Innovations in Science

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Innovations in Science by Innovations in Science

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Claudette and I have a mock interview for a nano-medic position.

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We felt like the overarching theme was leveraging vs. integrating tech. It was possible to leverage tech for all our word collections. There were also connections between Hattie strategies, Bold School, and the quad D level ideas students could use to learn/show their learning.

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Wakelet | The All In One Content Platform

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Wakelet allows you to bookmark, organize, collaborate and present on content all in one platform. Harness your content to build remarkable things.

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Personalize Learning, LLC designed Continuum of Voice adapted from "Motivation, Engagement, & Student Voice" by Toshalis & Nakkula from Students at the Center @StudentCntrHub - Visual designed by Sylvia Duckworth @sylviaduckworth. © 2016 by Bray & McClaskey, How to Personalize Learning.

Voice gives learners a chance to share their opinions about something they believe in. We adapted the Continuum of Voice chart we used from research from Toshalis and Nakkula at the Students at the Center in our post Learner Voice Demonstrates Commitment to Building Agency. We added examples that illustrate each level to support implementation using a design by Sylvia Duckworth.

Thank You to Sylvia Duckworth @sylviaduckworth ( http://sylviaduckworth.com) from Crescent School, Toronto, Canada for designing the graphic of the Continuum of Voice 1/10/2016.
Cross-posted from http://www.personalizelearning.com/search?q=continuum+of+voice References
Toshalis, E. and Nakkula, M." Motivation, Engagement, and Student Voice " Students at the Center.

This page including the chart was created by Barbara Bray and Kathleen McClaskey of Personalized Learning, LLC (c) January 10, 2106 adapted from Students at the Center. For permission to adapt, distribute copies, or to use in a publication, contact Kathleen McClaskey at khmcclaskey@gmail.com.

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Continuum of Voice: What it Means for the Learner

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Personalize Learning, LLC designed Continuum of Voice adapted from "Motivation, Engagement, & Student Voice" by Toshalis & Nakkula from Students at the Center @StudentCntrHub - Visual designed by Sylvia Duckworth @sylviaduckworth. © 2016 by Bray & McClaskey, How to Personalize Learning. Voice gives learners a chance to share their opinions about something they believe in.

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Voice gives learners a chance to share their opinions about something they believe in. We adapted the Continuum of Voice chart we used from research from Toshalis and Nakkula at the Students at the Center in our post Learner Voice Demonstrates Commitment to Building Agency. We added examples that illustrate each level to support implementation using a design by Sylvia Duckworth.

Personalize Learning, LLC designed Continuum of Voice adapted from "Motivation, Engagement, & Student Voice" by Toshalis & Nakkula from Students at the Center @StudentcCntrHub - Visual designed by Sylvia Duckworth @sylviaduckworth

The learning environment changes as you encourage voice and can see learners taking more control of their learning. This occurs across the Stages of Personalized Learning Environments (PLE) v4.

Stage One: Teacher- Centered Environment

Expression
As the teacher introduces the lesson, they request learners to offer background information to determine prior knowledge or to give feedback on the lesson. You will see learners working individually to develop and update their Learner Profile (LP) based on the Universal Design for Learning (UDL) lens of Access, Engage, and Express.

Consultation
Learners will consult with the teacher to share how they learn best and have conversations about their strengths, interests, and challenges in their LP. This is where the learner develops a relationship with the teacher that grows as they learn. The learner shares learning goals in their Personal Learning Plan (PLP) with the teacher. and these conversations validate them as a learner.

Stage Two: Learner-Centered Environments

Participation
Learners define their learning targets in the PLP with the teacher, how they plan to meet learning goals, and articulate how they will demonstrate mastery with evidence of learning. Learners take on more roles in decision making in the classroom and school, i.e. committees, clubs, student council, etc. Learner voice is encouraged because now they are more invested in how and what they learn. Each learner designs how they will meet their learning goals in their PLP and showcases evidence of mastery.
Partnership
Learners contribute to the design of lessons and projects based on their interests and questions. You will see learners in multiple areas in the room working in pairs, small groups, one or two learners in a corner of the room, or a learner one-on-one with the teacher. Some learners are sharing information virtually. You may even notice a group where one learner is leading a brainstorming session with his or her peers on the interactive whiteboard. The noise level changes and the teacher is walking around the room checking in with different learners.

Stage Three: Learner-Driven Environments

Activism
Learners have identified a problem or challenge that they want to tackle. You may see learners in the hallways or other areas in or outside of the school with an excitement about information or resources they discovered that could solve the problem. Learners are using technology effectively to make connections and build their personal learning network (PLN). Learners are showcasing evidence of mastery using how they tackled the problem. They may even create a call to action in an exhibition, on a website or to their peers.

Leadership
This is where learners take a leadership role and self-direct their learning around interests or what they want to do to make a difference. They take responsibility for the outcomes. The teacher takes on the role of advisor, providing feedback and any support needed in finding connections and resources to meet goals around what each learner believes is their purpose for learning.

"Young people want to be heard. They have ideas and perspective on their lives and the world around them, and when their voice is incorporated in learning, good things happen." [Source: McCarthy, John. Activating Student Voice Empowers Learning. p.65]

There are so many aspects of "school" where learners have not been given the opportunity to be active participants in their learning. Some learners, especially those that are concerned about extrinsic factors like grades, may not feel comfortable expressing their own opinions. Giving learners voice encourages them to participate in learning, to own and drive their learning, and eventually to discover their purpose for learning.

Thank You to Sylvia Duckworth @sylviaduckworth ( http://sylviaduckworth.com) from Crescent School, Toronto, Canada for designing the graphic of the Continuum of Voice 1/10/2016.

References

Toshalis, E. and Nakkula, M." Motivation, Engagement, and Student Voice" Students at the Center.

This page including the chart was created by Barbara Bray and Kathleen McClaskey of Personalized Learning, LLC (c) January 10, 2106 adapted from Students at the Center. For permission to adapt, distribute copies, or to use in a publication, contact Personalize Learning, LLC at personalizelearn@gmail.com.

Links to other Continuums
Continuum of Engagement
Continuum of Choice
Continuum of Motivation
Continuum of Ownership

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Continuum of Voice: What it Means for the Learner

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Voice gives learners a chance to share their opinions about something they believe in. We adapted the Continuum of Voice chart we used from research from Toshalis and Nakkula at the Students at the Center in our post Learner Voice Demonstrates Commitment to Building Agency.

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Bill Palmer

Science teacher and curriculum coach in Bellevue, WA

In last week's post, my colleague Adrienne Curtis Dickinson introduced seven key elements of problem-based learning at Sammamish High School. These key elements guide both the professional learning experiences for Sammamish staff and the ongoing PBL curriculum design. This week is our chance to share the variety of ways that the key element of student voice has been incorporated into teaching and learning.

What is Student Voice?

The term "Student Voice" describes how students give their input to what happens within the school and classroom. Our desire is for students to know that their expertise, opinions and ideas are valued in all aspects of school life. Student Voice permeates all levels of our work together, from students participating in small group classroom conversations to students partnering in curriculum design or establishing school norms and policy.

Why is Student Voice Important?

One of the principles guiding the transformation work at Sammamish is that student achievement and engagement will increase when students have more ownership of their school community. The Student Voice key element reinforces that:

What students have to say matters in how learning happens.

Students have untapped expertise and knowledge that can bring renewed relevance and authenticity to classrooms and school reform efforts.

Students benefit from opportunities to practice the problem solving, leadership and creative thinking required to participate in a decision-making school community.

What Does Student Voice Look Like?

As students traverse different courses and grade levels throughout high school, they should experience all aspects of the Student Voice implementation continuum represented in the following table. Our expectation is that teachers and students will move back and forth between the different levels of implementation according to curriculum, classroom or school community needs.

Teachers seek student input on course curriculum and design, and on creating classroom norms. Teachers make decisions about how or whether to implement student suggestions.

Teachers offer students a variety of ways to make contributions (orally, in writing, small groups, whole class, etc.).

Teachers actively draw on student leadership to advance the curricular goals of the class (including peer coaching and peer assessment).

Teachers facilitate student navigation of school and community resources.

Formative assessment strategies are used during instruction to elicit feedback from students and assess student learning.

Results of student surveys and focus groups are shared with students.

Students co-construct course content. All students feel confident sharing their opinions in multi-generational environments.

Students use their background, prior experience and knowledge to substantially affect the trajectory of their own learning within courses and the school. Students take responsibility for the learning of the community as a whole, and actively seek out opportunities to assist peers outside the classroom environment.

Students provide feedback on course curriculum and classroom norms. Students participate actively in class discussions.

Students can see how their feedback changes the trajectory of the course and curriculum design process. Student prior knowledge and backgrounds are a source of expertise in matters of classroom decision-making.

Students take responsibility for their own learning and, as a result, are situated as experts within the classroom in matters of curriculum design, change, implementation and assessment.

The key element of Student Voice signals important shifts in both teacher and student roles. Through creating space for students to be more active participants in the learning process, we are seeing innovative teaching practices emerge. Following are a few snapshots of what I've experienced as a teacher during the last few years of working with the student voice key element.

Student Voice in Action

Shifting to problem-based learning dramatically increases student voice in learning. During a STEM experience designing aquaponics systems (raising produce and fish together), students had opportunities to learn about typical content standards like human nutrition, cellular processes in plants, and matter and energy cycling. What differs when teaching through PBL is the amount of choice students have in how they direct and demonstrate their learning. When teachers brought in outside clients to request and evaluate student aquaponics designs, it sent a clear message that student thinking, creativity, communication and learning were valued by the extended school community.

During the last school year, one of our grant partners from the University of Washington was experimenting with student focus groups in science classes implementing PBL units. A group of 8-10 students might gather for lunch with a lot of pizza, a voice recorder, and some questions to start a conversation. What made this experience unique was our opportunity as teachers to read the anonymized transcript of the student conversation and process together the implications for teaching and learning. This year we hope to extend the process by asking and listening as students describe the changes they experience as a result of giving their input. As teachers and students become more comfortable sharing opinions and ideas, involving students in the instructional change process should become a routine part of our practice.

The Investing in Innovation (i3) grant affords teachers, administrators, and our grant partners five days during the summer to gather and learn from each other about the key elements of PBL. For many teachers, the highlight of the week involves the opportunity to hear from and learn about our students. Past graduates returned to talk about what components of their Sammamish experience have made a difference as they transition to college. Current students have shared how their family background, language or prior schooling experiences influence their experience as a Sammamish student. There is a refreshing parity created when students are treated as the experts who share valuable perspectives and ideas with a learning-focused group of teachers. One of our students put it this way:

The teachers and the administration as well as other leaders in the school always want student input to move forward in their plans. As a student, I truly appreciate that because it makes me feel welcome and part of the SHS community. It motivates me to really want to learn because I feel part of the learning environment; I don't have to try to fit in, every student just falls into place.

What Next?

The Sammamish community is continuing to learn and experiment within the key element of Student Voice. We would welcome any additional resources or reflections you might have. Please share your suggestions in the comments section below.
Editor's Note: Visit "Case Study: Reinventing a Public High School with Problem-Based Learning" to stay updated on Edutopia's coverage of Sammamish High School.

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Bill Palmer Science teacher and curriculum coach in Bellevue, WA In last week's post, my colleague Adrienne Curtis Dickinson introduced seven key elements of problem-based learning at Sammamish High School. These key elements guide both the professional learning experiences for Sammamish staff and the ongoing PBL curriculum design.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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We asked teachers and students to put on their headphones and turn their ideas into sound for our first-ever NPR Student Podcast Challenge - and boy, did they. We got nearly 5,700 entries, from all 50 states and the District of Columbia.

Podcasts that explored climate change. Podcasts about gun control and mental health. About great books and mythology. Hedgehogs and history.

Teachers and their students at 1,580 schools participated: all told, roughly 25,000 students nationwide.

Middle schoolers in Denver tackled an age-old subject: bathroom passes. Eleventh graders in Morehead, Ky., told us about hanging out in the Walmart parking lot. And three fifth graders in Harrison, Ark., grilled their principal about their school's shortage of playground equipment.

Student journalists took on topics important to them: social media and its impact on youth, smoking and vaping addiction, and many, many, many (!) explorations of video games, especially Fortnite.

Along the way, at least one student made headlines. For his podcast assignment, a seventh grader in New Orleans did some investigative reporting and discovered traces of lead in his school's drinking water. As a result, the New Orleans schools are taking action.

Now that the entries are in, we've begun listening to each one. Later this month, we'll announce two grand prize winners, one from grades 5-8 and one from grades 9 through 12. And keep an ear out for other standout entries and honorable mentions in the coming weeks.

Missed the deadline? We're hoping to hold the contest again next year. Teachers, get your podcast ideas ready.

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Student Podcasts? For Our Contest, We Got Thousands Of Them

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We asked teachers and students to put on their headphones and turn their ideas into sound for our first-ever NPR Student Podcast Challenge - and boy, did they. We got nearly 5,700 entries, from all 50 states and the District of Columbia. Podcasts that explored climate change.

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005: The power of student voice by Ditch That Textbook Podcast :: Education, teaching, edtech :: #DitchPod * A podcast on Anchor

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How can we encourage students to use their voice -- in learning, in positive ways, to make a change -- in class and throughout our lives?

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Are you ready to use audio in Google Slides?

One of the most common questions that I get is how to insert audio in Google Slides, a feature that many have missed after leaving PowerPoint.

There are workarounds, but those never really satisfied our needs in the classroom.

But the wait is over, my friends!

Rolling out in April 2019 is the ability to insert audio into your Google Slides presentations and projects!

Hooray!!!

This gives us even more reasons to use the Swiss Army Knife of G Suite!

There are so many ways to use audio in Google Slides projects.

To insert an audio file into Slides,

Go to: Insert > Audio and select from your audio files in Drive

Once the audio file is inserted, you can find more audio settings by clicking "Format options" in the toolbar.

From there, you can set playback options, volume, and looping.

You can also hide the audio icon, or replace it with an image of your choice.

If you don't have the option yet, be patient. It will gradually roll out to all domains in April 2019.

NOTE: The ability to add an audio file into Slides is currently only available on desktop, though audio will play on all platforms.

I frequently refer to Google Slides and the Swiss Army Knife of G Suite because it is such a flexible tool and allows students to create much more than just presentations.

In fact, this is something I teach in my online course, The Google Slides Master Class!

The Google Slides Master Class also includes a special bonus with 50 Google Slides Project Ideas!

In this post, I am going to share with you some ways that you can use this new feature in your Google Slides projects with your students.

Keep in mind, the announcement explains that the feature allows us to INSERT audio, not create the audio file.

So you will need to use a separate application to record the audio file and save it to your Google Drive.

Here are a few apps to try for audio recording: Online Voice Recorder (web-based, no sign-in), Audacity, or GarageBand (Apple only).

A simple search in the Chrome Web Store will also help you find many other options, particularly for Chromebooks.

Looks for a follow-up post with even more options for recording audio to be shared on the blog soon!

1. Reflection

As Lee Carlton states in his article on Think Global School, "Writing a reflection allows our students to engage in critical and reflective thinking, while also helping them to better process their experience and outcomes."

For more ideas on how to implement reflection strategies, check out this article from ASCD, " Learning Through Reflection."

Reflection is a critical part of the learning process and recording an audio reflection is the perfect way for students to share and explain their learning, where they have improved, and to set goals.

2. Presentation Narration

Live presentations are great, but the ability to record the narration can also help students practice the skill, share it with the teacher or other students for feedback, and save valuable class time. This is also a great way to create presentations that can be viewed online and played at different times-even shared with parents, or publish to the world!

3. Background Music

Music can add a very special element to our projects and presentations. Music can help students to set the tone, mood, add emphasis or add an entertaining element to their projects. Keep in mind, the audio must be saved to Google Drive, and students (and teachers) must understand copyright and fair use policies.

4. Simulate Podcasting

Podcasting is a fantastic way for students to create and demonstrate their learning. Students can record audio podcast projects and insert into Google Slides. For example, a student podcast host could interview a character (played by another student) from a novel, mythology, or historical event.

5. Evidence of Collaboration

Collaboration doesn't happen when we magically put students into groups. There must be clear guidelines and modeling to help students learn how to collaborate as they work toward a common goal. Allow students to record audio of their conversations during face-to-face collaboration as evidence. You can use this to help improve collaboration in your classroom!

6. Tell a Story

There are stories to be told in just about every subject area or grade level. We can use Google Slides to tell stories in many ways with pictures, design, text, animations, and more. Now, we can use audio to tell the story verbally as well.

7. Use Historical Audio

There are many historical moments captured on audio that students can use in their Google Slides projects. For instance, MLK's famous, "I Have a Dream," speech is in the public domain. I would suggest in most cases to use snippets for emphasis and learning.

8. Create an Interactive Slide

Students can create so many amazing projects in Google Slides, including interactive slides that include multimedia, links, images, animations, and now, audio!

One project example would be to create an interactive timeline, where students add narration and explain each important even on the timeline. (I teach how to create interactive timelines in my Google Slides Master Class.)

9. Voice Comments and Feedback

Comments and feedback from teachers and peers can help students improve, grow, and better understand the material and skills.

Now, you can record audio comments and feedback and insert into student projects. Great for peer feedback and teacher feedback!

10. Ask Questions

Audio allows us to have conversations about the learning. Using audio to ask questions can help students clarify goals and improve. Of course, these could be questions from the teachers or their peers.

11. Interactive PD Snippets and Tips

I frequently share professional learning tips, tutorials, and presentations. My slides are usually text heavy because I want teachers to be able to refer back to them as a resource and share them with teachers who couldn't attend the live presentation. Now, I can also add audio snippets with additional tips and tricks!

12. Interactive Tutorial

Imagine a quick tutorial that demonstrates how to use a digital tool in your classroom, or how to turn in work in Google Classroom that includes screenshots and audio snippets to help explain the steps that are illustrated. Yes, the teacher can create these to help their students or other teachers, but these could also be student-created!!

13. Choose Your Own Adventure Stories with Voice

I love using Google Slides to create Choose Your Adventure stories, like the ones shared in this post from Alice Keeler. Imagine adding the element of audio narration or music. Better yet, imagine the power of student-created Choose Your Own Adventure stories with audio!

14. Fluency and Oral Reading Practice

Reading aloud is an excellent practice for students to improve their fluency and oral reading skills. Now add that as audio in a slide project for easy review and sharing.

15. Anecdotes

Anecdotal information and stories can add a richness to interactive lessons as well as student creations.

16. Explain Answers

When students answer questions and problems, we often need them to elaborate on how they found the answer, particularly in math. Consider using audio as a medium for students to explain their answers.

17. Asynchronous Conversations

Audio gives us a chance to discuss in a more personal way. Inserting audio in Google Slides projects could offer a way for students and teachers to converse about the learning, passions, interests, and more.

18. Verbally Label an Image

Labeling parts of a diagram, image, or map is a common activity for students. Kick it up a notch with a verbal label audio file!

19. Perform/Sing

Talking isn't the only use for student-created audio files, consider using audio as a medium for student performances-singing, acting, playing instruments, etc.

20. Add Audio to eBook Projects

I love using Google Slides to create eBooks. (Check out my previous post, How to Create eBooks in Google Slides.) Now, students can create eBooks in Google Slides and add their own audio snippets to enhance the eBook.

21. Create an Audiobook

Audiobooks are great for struggling readers, and a great enhancement for any learner. Students could create audio versions of their favorite books, add their own illustrations, or even write their own original books. Younger writers could also record audio for their favorite picture books.

22. Prewriting

There are many prewriting exercises to help students get their ideas flowing and organize their writing- brainstorming, listing, outlining, etc. But sometimes it is easier to get your ideas out just by talking. Students can record their thoughts and ideas and use this as a guide for their first draft. (By the way, you could also use Voice Typing in Google Docs for this!)

23. Sentence Stems

Sentence stems help guide students in crafting responses. Sentence stems can help students respond to a text, give students feedback, activate prior knowledge, seek clarification, or re-enforce academic vocabulary. Sentence stems can be used at any grade level. Give students a stem via audio or text and ask them to respond with an audio recording and insert in the slide.

24. Create a Soundtrack for a Novel, Story, or Event

One fun project idea for your classroom is to have students create a soundtrack or playlist for a novel, story, or event. Music helps students connect with mood, tone, and many other story elements. Consider having students insert audio clips of music, or for those musical students, allow them to perform original music. Don't forget to reinforce digital citizenship skills and teach students to obey copyright and fairuse guidelines.

25. Bring a Comic Strip to Life

I often share with teachers how powerful comic strips can be as a student project. This is another version of storytelling to which kids will gravitate. Think of how awesome it would be to add some voice-over to their comic strip projects in Google Slides!

What do you think? Which ideas are you anxious to try? What ideas would you add to this list?

Want to Learn More?

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

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

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

Learn All About the Course
Click here to learn more and to ENROLL TODAY!
What's Included?

Self-paced

Video-based lessons

3 BONUS Lessons!!!

Bonus 1: Stop-Motion Animation

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

Bonus 3: 50 Google Slides Lesson and Project Ideas

Supporting Resources

Best Practices and Tips

6 hours of professional learning credit

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

Bulk license discounts

Get your whole team, campus, or district on board

© Shake Up Learning 2019. Unauthorized use and/or duplication of this material without express and written permission from this blog's author and/or owner is strictly prohibited. Excerpts and links may be used, provided that full and clear credit is given to Kasey Bell and Shake Up Learning with appropriate and specific direction to the original content on ShakeUpLearning.com. See: Copyright Policy.
Click here to learn more and to ENROLL TODAY!

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25 Ways to Use Audio in Google Slides Projects

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Are you ready to use audio in Google Slides? One of the most common questions that I get is how to insert audio in Google Slides, a feature that many have missed after leaving PowerPoint. There are workarounds, but those never really satisfied our needs in the classroom.

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ICLE | Rigor Relevance Engagement Rubrics

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scales..

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See, think, wonder
https://www.menti.com/b93e6951

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What do you SEE?
THINK?
WONDER?

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15 seconds and 30 seconds each. What do you recall from our planning session and work in August? What connections have you seen on your campus?

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Using the question option is a great quick way for an entrance or exit ticket.

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Great for studying

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Retrieval practice doesn't just lead to memorization, it increases understanding.

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Using a Goose Chase is a positive way to practice retrieving information.  I agree that it must be purposeful in order for it to be rigorous and relevant

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How can we foster and encourage successful learning, where students apply knowledge, build connections, think critically - and retain important knowledge over time?

In this second Digital Promise Research@Work video, we share a learning strategy called retrieval practice, which is based on more than 100 years of cognitive science research. It is a powerful evidence-based tool that significantly increases the learning of foundational knowledge, as well as higher order skills, for diverse students of all grades. By retrieving, or bringing information to mind, what we know is put to use and learning is strengthened. Watch the video to learn more about how retrieval practice works:

Implementing Retrieval Practice in the Classroom

As educators, we can use retrieval practice by helping students pull information "out" of their heads, rather than spending time and effort getting information "into" their heads with lectures, note taking, and re-reading textbook chapters. Through retrieval practice, students use what they know, gain comfort with the challenge of retrieving information, and form a better understanding of what they know and don't know (also called "metacognition").

In addition to specific activities like writing prompts and no-stakes quizzes, we can encourage retrieval by making small adjustments to our teaching, without requiring additional grading or preparation. For instance, when we use cold calling and ask one student to respond to a question, it's likely that not all students are retrieving the answer. If we instead ask all students to write down their answer and then call on individual students, chances are greater that almost all students will have engaged in retrieval.

As another example, we can ask students to discuss what their key "takeaway" was from the previous class (or any other discussion topic). Students can discuss their takeaways in pairs, small groups, or one at a time. In this example, all students engage in retrieval practice when they provide a response.

Whether you use one of the strategies mentioned in the Research@Work video, one of the small adjustments described above, or an approach tailor-made for your classroom, retrieval practice works when we focus on drawing information "out" of students' heads, rather than pushing things "in." When we harness the science of learning and use retrieval practice, learning becomes durable, deeper, and successful.

For more research, resources, and tips about retrieval practice, visit retrievalpractice.org and follow @RetrieveLearn.

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Retrieval Practice: A Strategy to Promote Successful Learning

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How can we foster and encourage successful learning, where students apply knowledge, build connections, think critically - and retain important knowledge over time? In this second Digital Promise Research@Work video, we share a learning strategy called retrieval practice, which is based on more than 100 years of cognitive science research.

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We should do more to help students pull concepts out of their brain rather than keep filling them with more information.  If we make retrieval practice more common in the classroom, it would help students to learn better.  Giving teachers more strategies to use will
help with the practice as well.

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This is a great strategy that teachers can use within the classroom. It can also be used when working with staff.

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It's a way to strengthen the memory of information that we seem to back up in our own human version of the "cloud" and bring it to the forefront.

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It looks like: Think-Pair-Share,  low stake quizzes, flashcards, and brain dumps. By pulling the info out of their brain instead of putting concepts into their brain, they learn better.

With our teachers, I believe they use many of these strategies. One way to improve on them is to be more intentional with the strategies.

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Being purposeful about what we want student to retrieve, and having it be an on going practice all year is a great way to tap into their knowledge base.

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Being purposeful about what we want student to retrieve, and having it be an on going practice all year is a great way to tap into their knowledge base.

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I think this kind of activity makes retrieving information more interesting and will help improve retention. Our teachers need to consider the difficulty level of the retrieval practice. The harder it is, the better the students will learn it! This reminds me so much of some of the CFU strategies that we learned several years ago, but more thoughtful and effective.

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It's a great way to

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I agree with the idea that we need to focus on what we get out of the students minds and not just what we put in.

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This is a powerful strategy for teachers to use, however, we need to introduce, model, discuss, and share how we can effectively (rigor/relevance) use it in our classrooms.  Must be intentional, purposeful and not just a "fun activity."

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Enjoyed the Goosechase. It was a fun way to think and retrieve prior knowledge. Teachers would love this strategy as a way to review taught concepts while collaborating together.

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I need to begin modeling technology during my meetings. My personal learning goal is to incorporate these into Friday meetings.

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I think it was a slow start, intimidating for some of us. But I am very proud of where we are and how far we have traveled as a team.  I also think it has brought us closer as professionals and colleagues.

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I think it was a slow start, intimidating for some of us. But I am very proud of where we are and how far we have traveled as a team.  I also think it has brought us closer as professionals and colleagues.

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Since learning about the process of rigor and relevance, I have learned to ask different types of questions to help the teachers think differently about their lessons. I'm still puzzled about how to push the reluctant teacher to move a little faster in buying in to the demands of the 21st century classroom.

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I think that I have learned a lot more about what my students are capable of in terms of technology. At this time last year, my TK students were just using the computer to go on Footsteps to Brilliance, Starfall, and Abcmouse as a supplement to learning letters/sounds and other skills.  They started using Google Classroom towards the end of last year and were only working on substitution on the SAMR model.  Now my students are able to:
1. Log on to their Chromebooks with little to no help
2.  Use SeeSaw to verbalize their thinking and document their learning.
3.  Use FlipGrid to connect with other classrooms from different states to learn about the weather and make it relevant for them.
4. Go on Google Classroom to work on assignments.

I am proud of how far my TK students have come in terms of technology since the beginning of the year.

For next year, I want to start earlier with integrating technology with my students.  They are more capable than I thought.  So I'm just going to jump right in and continue making lessons more relevant and rigorous.

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I think this year has a been about trying to find balance, building independence in my students so they can be more in charge of their learning, and challenging myself as a learner. I am still trying to figure out how to make everything fit together and want to know how I can find more time for the planning I need to do to teach this way. I want to work on my vision for my classroom over the summer and will continue my collaboration with teachers at my school.

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I think that the focus on rigor and relevance has changed myself and my peer teachers for the better. This past year has been challenging yet invigorating and I am so excited to see the impact it will have upon our students' growth.

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1. I think as a newer teacher, the topic of rigor and relevance was especially important for me. I learned that rigor is more than just adding an extra question or giving more work, but rather it is about higher-level thinking, academic discussions, and thoughtful work. It's changed the way I have looked at my previous lessons.
2. How is this lesson relevant to my students? How are my students showing the understanding the content? How are they showing their learning?
3. I think we need to explore more examples of lesson with rigor and relevance to show our teachers.

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How will you use SeeSaw to increase rigor in your classroom?

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If you go on Twitter and search the hashtag #skypeclassroom, you'll find teachers or authors looking to connect with other teachers!

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2nd Sample Padlet - 6th grade classes from 2 schools

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2nd Sample Padlet - 6th grade classes from 2 schools

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Sample Padlet - 6th grade classes from 2 schools

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Sample Padlet - 6th grade classes from 2 schools

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Scan this QR code using the Barcode Scanner app on your mobile or tablet

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use the audio feature

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Opinion Podcast

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Get to know Spotify for Podcasters, the free, all-in-one podcast platform for every creator.

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https://designthinkingforeducators.com/

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https://dschool-old.stanford.edu/groups/k12/wiki/956b6/Design_Thinking_Projects_and_Challenges.html