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Even though you're not in your classroom right now, there are still many ways to make the most of these final days with your students! These 7 ideas will help you plan your own virtual end-of-the-year activities with your class.

These memory books will keep your students writing as the year winds down.

Assign one page per day or have students work on the entire digital memory book at their own pace. Once completed, you can print them out and mail them directly to each student. You can also email the personal digital link or QR code so your students can access their memory books.

These will serve as treasured mementos of your year together.

Digital selfie writing is another simple way to keep students engaged (and writing!) during your final days together.

Choose from over 100 fun writing prompts! Topics include favorite field trips, why this year was the best, and plans for the summer.

Each page of this Google Slides project includes a themed selfie, making this a certified hit with students! My personal favorite is the "Dear Teacher" writing prompt in which students reflect on their time spent in your class.

Give your students some normalcy by continuing fun traditions like your end-of-the-year awards ceremony!

With over 40 different awards (including a fully editable version), you can celebrate all the unique individuals in your class! You can also add a personal touch to these awards by inserting your personalized Bitmoji.

After sharing your computer screen during your virtual awards ceremony, email each student a copy of their special award! These are a great way to end the year with positivity and laughter.

Your students are sure to love this end-of-the-year class gift!

After you've added memorable photos from your year together, share it with your class! You can mail out a copy to each student or digitally share the link with your class.

This personalized keepsake will definitely put a smile on your students' faces!

Encourage your students to continue reading this summer with these fun, colorful bookmarks! Your students will love receiving these in the mail, and you'll love how easy they are to prepare!

Keeping your students motivated and on task can be especially challenging during remote learning. Use Digital Bingo to keep your students focused and engaged!
This behavior management tool can help:

reinforce student expectations

strengthen your classroom community

hold your students accountable

promote consistent, positive behaviors

7. Digital Balloon Pop Activity (FREEBIE!)

Keep enthusiasm high during the last days of the school year!

Start your countdown when 10 days remain. Use it to drum up excitement for your virtual class meetings, or include it in a daily Google Classroom post.

Each popped balloon will reveal a fun activity for your class to do together. It's the perfect way to continue building classroom culture!
The following 11 virtual (and editable!) activities are included:

field trip

pajama party

lunch bunch

game time

show and tell

dance party

costume party

talent show

story time

award ceremony

end-of-the-year party

Grab this Digital Balloon Countdown for FREE by entering your name and email below.

Click HERE to see all my digital end-of-the-year activities!

Pin this image to keep these ideas handy for your end-of-the-year plans!

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7 Ideas for Virtual End-of-the Year Activities - Teach Create Motivate

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Even though you're not in your classroom right now, there are still many ways to make the most of these final days with your students! These 7 ideas will help you plan your own virtual end-of-the-year activities with your class. These memory books will keep your students writing as the year winds down.

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Creating opportunities for student voice in the classroom is more important now than ever. If you're finding student motivation levels to be somewhat low, you're not alone. The excitement of coming back to school has worn off and now, teachers everywhere are dealing with the strange effects the past two years have had on student creativity and classroom participation. But given the unique circumstances of this school year, it's a great time to get experimental in the classroom by amplifying student voice.

1. Increase student interaction

To increase student talk, provide ample opportunities for student to student interaction and scaffold these learning experiences. Teachers have been encouraged to engage students in turn-and-talks as well as think-pair-shares for many years now but have often struggled with implementation. It's tremendously challenging to hold students accountable in large classrooms. We can't possibly be everywhere at once!
However, we can mix best practices for in-person learning and leverage the tech we've used online to address some of these concerns. Open-Ended Questions allow voice recording. The next time you ask your students a question, make sure voice recording is enabled. Provide sentence starters in the Reference material section that guide a turn-taking scenario. Have them turn and talk, recording their conversation, and then write an individual response before submitting their work. You'll have an immediate record of the conversation and it will be saved in your Reports. Imagine bringing that to a parent-teacher conference!

Larger academic conversations in groups of four can also be recorded. I often hear from teachers that they enjoy whole class conversations because they are able to guide the thinking. Do the math- in a 25 student classroom, a 20 minute academic conversation provides little time for the back and forth required to negotiate meaning. Breaking kids into small groups means letting go of some of that control, but if we encourage them to practice academic language and then record, we add so much more student voice to our classrooms.

Academic conversations, including simple turn-and-talks, need to be designed. We can create learning experiences that invite students to negotiate meaning with peers. A simple way to start is with a surprising VR Field Trip such as visiting underwater gardens, the surface of Mars, or the inside of a Tesla. Invite students to discuss what they've seen and predict how it might tie into future learning. Provide sentence frames that encourage dialogue including the start of meaningful questions and stems for paraphrasing.

Student to student interaction is essential for retaining academic vocabulary and conceptual understandings. Students also need low-stakes opportunities to express their social and emotional needs that aren't necessarily for practicing language and thinking skills.

2. Check in on students social and emotional mindsets

The Collaborate Board is great for quick check-ins at the beginning of class. Try asking simple questions about mood and don't forget to add in a Mood Meter as reference material in case students get stuck. The same can be done with an Open-Ended Question and allows those who are struggling with written expression to just talk it out.

Starting my lessons today to check in with students and see how they are feeling with @nearpod #SEL Temperature check. Having students look at how they are feeling in mood and energy level. #dpguidance This helps me guide my lessons and my activities. pic.twitter.com/8HZLAgO84K
- Vickie Morgado M.Ed (@vickiemorgado1) April 19, 2021

Asking students about their feelings and giving low-pressure moments for them to be heard, affirms your holistic care and commitment.

3. Use polls to make decisions about classroom procedures and learning

The Collaborate Board is great for quick check-ins at the beginning of class. Try asking simple questions about mood and don't forget to add in a Mood Meter as reference material in case students get stuck. The same can be done with an Open-Ended Question and allows those who are struggling with written expression to just talk it out.

Student voice doesn't just mean students are talking in class. Invite students to participate in making decisions and allow for student choice around classroom procedures and learning. The Poll feature is a simple and anonymous way for all students to make their opinion heard.

Elementary learners can make class decisions about healthy snack options, times for brain breaks, movement break options, and even what time of the day they'd like to learn about certain subjects.

Middle school learners can contribute to decisions related to homework expectations, independent reading and how they show their learning. Polls can also be used when setting guidelines on appropriate and inappropriate behavior. One activity might include reading about different classroom behavior scenarios and then writing short, anonymous reflections using the Collaborate Board. Add in a follow-up poll to determine what response students would expect from the teacher in the particular scenario.

For high school learners, consider using Polls to determine how much students value different procedures. If students' beliefs differ greatly from your own, consider making adjustments or adding time to explicitly teach the why behind the procedures. Allow students to weigh in on work submission due dates, extension activities, and their comfort with the lesson pacing. A True/False question stating "This is moving too quickly" can be easily added on the fly and gives student voice in the moment while providing the teacher with important feedback.

4. Invite students to reflect on their classroom experiences

Inviting students to reflect on their classroom experiences gives us important information to adapt future lessons while boosting learning. We already know that metacognitive practices deepen comprehension and increase content acquisition.

The Collaborate Board is a fantastic environment for students to share how they enjoyed and benefited from a learning experience. Not every lesson is a home run and it's helpful for both students and teachers to understand why. Understanding how we learn helps us become better learners and know how to address gaps. It's equally important that we understand why lessons do work for our students so that we can repeat the processes.

Open-Ended Questions are another great activity option for reflection on learning. Students can write or speak extended responses. Use the Reference section to provide examples of what written or spoken reflection looks like to improve student writing. An OEQ that reflects on the daily lesson is an excellent exit ticket. Don't forget that both OEQs and the Collaborate Board are available in Quick Launch and are easy to use even when the rest of the lesson isn't in Nearpod.

5. Offer opportunities for student choice

If you want to watch student creativity take off, offer student choice. A simple choice menu allows students options to direct their own learning, increasing their sense of agency. Students make their voice heard when they are given the opportunity to make decisions about their own learning. Moreover, students are more likely to be engaged in lessons and tasks they've chosen rather than those they've been assigned.

It is easy to create choice boards with objects and hyperlinks to Student-Paced lessons and other resources. All you need to do is find a few lessons around a particular topic and launch them as Student-Paced. Create the actual board in a PDF or Google Slide with screenshots of the lessons. Add hyperlinks to the screenshots. Make sure the sharing settings are appropriate and send the board in Preview mode to students or embed it as Web Content in your Nearpod lesson!

After providing a choice menu, make sure to ask for student feedback. Collect data on which lessons appealed to students most and learn why. A Poll followed by an Open Ended Questions is the simplest way to gather this information.

Authentic tasks and projects are another wonderful way to amplify students' creativity. Authenticity creates meaning, which is both motivational and engaging. Grounding learning in real-life objectives gives students a clear why for engaging in tasks.

6. Bring student voice into the classroom with a Nearpod's student contest

Nearpod has a variety of contests that promote both student voice and student creativity. Check out the recent contest celebrating Asian/Pacific American Heritage to get a sense of the fun and exciting challenges Nearpod offers. The winner had her idea professionally produced into a fantastic educational video that's available for all Nearpod users!

Students benefit from identifying their own opportunities for authentic learning within their communities. There are plenty of lessons in the Nearpod library that support inquiry and research that can assist in creating and executing a community-based project.

Mix technology with best practices in instruction to routinely amplify student voice. Tech will never replace fantastic teachers, but when leveraged appropriately, can help unleash student creativity and dramatically increase student engagement.

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6 ways to create opportunities for student voice in Nearpod

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Creating opportunities for student voice in the classroom is more important now than ever. If you're finding student motivation and student creativity to be somewhat low, you're not alone. Here are 6 ways to create opportunities for student voice in Nearpod.

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Continuum of Voice: What it Means for the Learner

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.

The learning environment changes as you encourage voice where you can see learners taking more control of their learning. This occurs across the Stages of Personalized Learning Environments (PLE) v5.

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 Environment

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 Environment

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.

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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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A 5-minute read with tips and helpful reminders! 

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A 5-minute read with tips and helpful reminders! 

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If you’re feeling tired and disengaged, there’s a good chance it’s related to trauma, secondary traumatic stress, and/or “battle fatigue.”

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21 Online Classroom Games, Activities, & Ideas in 2023: This read may be just what you are looking for during the last 6 full weeks of instruction.

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21 Online Classroom Games, Activities, & Ideas in 2023: This read may be just what you are looking for during the last 6 full weeks of instruction.

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21 Online Classroom Games, Activities & Ideas in 2023

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A guide to online classroom games, activities and ideas for teachers to keep students engaged and productive during virtual class.

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"Classroom Management as a Curriculum of Care" -ASCD: A 4-5 minute read! Please see brief description below.

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"Classroom Management as a Curriculum of Care" -ASCD: A 4-5 minute read! Please see brief description below.

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The story of the six-year-old student the author describes is just endearing! A 4-5 MINUTE READ! It describes classroom management as a culture of care, draws a connection to student voice data, and addresses equity. https://www.ascd.org/el/articles/classroom-management-as-a-curriculum-of-care

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5 Best Digital Whiteboard Tools for Your Classroom

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5 Best Digital Whiteboard Tools for Your Classroom

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https://www.youtube.com/watch?v=cOXxUlr4O6g

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5 Best Digital Whiteboard Tools for Your Classroom

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The Benefits of Collecting Student Voice Data in the Classroom (a 7-minute video) “What an Assistant Principal Learned From Shadowing a Student for a Day”

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The Benefits of Collecting Student Voice Data in the Classroom (a 7-minute video) “What an Assistant Principal Learned From Shadowing a Student for a Day”

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https://www.pbs.org/newshour/show/one-assistant-principal-learned-shadowing-student-day

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Her stamina would be put to the test by what comes next, seven more 50-minute periods, starting with learning center for one-on-one help, followed by Alan's usual two-hour double math class, then barely pausing for a bite, before jumping into the second half of the day, four back-to-back classes, literacy, computers, English and freshman seminar, until the 3:00 p.m. dismissal bell marks the finish line.

What is it like having Ms. Ritter follow you around?

ALAN GARCIA, Student, East Leyden high School: Having the assistant principal follow you everywhere, it's - it feels weird.

(LAUGHTER)

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What one assistant principal learned from shadowing a student for a day

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Karen Ritter, an assistant principal at a high school just outside of Chicago, wanted to see her school through a student's eyes. So she decided to follow 9th grader Alan Garcia, who came to her asking to be switched out of the many remedial classes in which he is enrolled, hoping to get a clear view of his experience in the classroom.

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Come to Our Multimedia Gallery - MVA Colleagues' Small Group Slides, Instructional Videos (see Rachel Carlson teaching reading small groups!), and Audio Explanations with Slides (K and 1st grade reading, media, 4th and 5th grade math, and 4th grade reading).

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Come to Our Multimedia Gallery - MVA Colleagues' Small Group Slides, Instructional Videos (see Rachel Carlson teaching reading small groups!), and Audio Explanations with Slides (K and 1st grade reading, media, 4th and 5th grade math, and 4th grade reading).