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After reviewing the apps below, please click here and answer this question.

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After reviewing the apps below, please click here and answer this question.

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What app for student interaction would you like to try?

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Jamboard Practice - Tech2022

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Jamboard Practice - Tech2022 - Google Jamboard

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After reviewing the below activities, please click here and answer the question.

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After reviewing the below activities, please click here and answer the question.

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NoteApp - Simple, Collaborative Notetaking | https://noteapp.com

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Digital Post-It Notes
Free Version allows 5 boards and unlimited number of students can collaborate on a board.

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Team collaboration. Simplified.

Bring sticky notes to your team, in real time.

Create an account

Notes at your fingertips — simple, intuitive interface.

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Tim added a note

Never lose information again

Organize your thoughts visually and quickly add notes with one click. Easily find them again in seconds.

Your meeting notes, interactive

Hold meetings across the globe and create a shared space for participants to collaborate.

Works with any management style

Does your team use Scrum or Kanban? Bring your management style online and share notes with others.

Well done on a variety of levels.

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NoteApp - Simple, Collaborative Notetaking | https://noteapp.com

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How To Create Discussion Board in Canvas Video

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How To Create Discussion Board in Canvas Video

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Canvas Discussion Example - Introduction

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Canvas Discussion Example - Introduction

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Canvas Discussion Example - Psychology Case Study

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Canvas Discussion Example - Psychology Case Study

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Sign up for the educator license
Free Version
- 1 live game at a time
- 5 teams at a time
- Library of other teachers' games
- Teacher creates game on computer
- Students must use device with iOS or Android app downloaded to play

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Goose Chase - Vocabulary Review Practice Game

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Goose Chase - Vocabulary Review Practice Game

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1. Download Goose Chase on an iOS or Android device
https://www.goosechase.com/download
2. Enter this game code: 6DLMER
3. Choose your team
4. Start Playing

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Digital, Collaborative Whiteboard through Google Drive

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Teachers can assign students prompts that the students respond to with video.
Depending on settings, students can view and comment on each other's videos.

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We express ourselves in different ways. On Flip, you can use our simple and fun built-in camera to record your thoughts, add effects and share within your Flip group as video, audio only or text in your web browser or mobile app.

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Flip is a video discussion and sharing app, free from Microsoft.

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Flip (formerly Flipgrid) is a video discussion and video sharing app, free from Microsoft, built for classrooms and beyond. Learn more.

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You can skip ahead to 3:27

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What is Flipgrid? How do I use it with my students?

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Video you can show your students to help them with their first video

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Go to the Flipgrid website and enter the code: 17e4ae0b
You will be able to create a video like students would.

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We express ourselves in different ways. On Flip, you can use our simple and fun built-in camera to record your thoughts, add effects and share within your Flip group as video, audio only or text in your web browser or mobile app.

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Flip is a video discussion and sharing app, free from Microsoft.

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Flip (formerly Flipgrid) is a video discussion and video sharing app, free from Microsoft, built for classrooms and beyond. Learn more.

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video: https://drive.google.com/file/d/1Ffkptgv5H6J2mH2QvnPPo1-PEmy-qg5e/view?usp=sharing

Students will:

Develop active listening skills using a 5 minute/2 minute listening cycle

Actively listen to instruction chunked into five minute sections

Respond to prompt for 2 minutes to immediately apply new language and learning

To see all resources for this strategy, login to ellevationeducation.com, go to the "Strategies" tab and search for this activity. If you need an ellevation account, reach out to jennie.cross@besd.net

Technology Application Ideas:
- In a teacher-led Powerpoint, include slides that help you to remember to stop every 5 minutes and discuss. Those slides may review what they have learned or may also ask students to synthesie what they've learned with a DOK 3 level question.
- In a self-paced, in-class, activity, set a timer for 5 minutes. When the timer goes off, all students stop what they are doing and discuss 2 important things they have learned and one question they have about what they learned.

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Video: https://drive.google.com/file/d/1wCyl9Kd73swxFtmhW4a0MZQKAWuAKxtb/view?usp=sharing

Students have predetermined stopping points to make predictions about what they are learning. They discuss their predictions with a partner and then evaluate whether their predictions were correct or incorrect.

To see all resources for this strategy, login to ellevationeducation.com, go to the "Strategies" tab and search for this activity. If you need an ellevation account, reach out to jennie.cross@besd.net

Technology Application Ideas:
- In a teacher led, Nearpod, include an open ended response slide for making predictions. Have students discuss their prediction and reasoning with a partner. Later, have a slide in which students discuss the acurracy of their predictions.
- In a self-paced Nearpod/Google Slides/Canvas Module, have  a slide that asks students to predict future information and share it with a partner. Instruct the class beforehand to not confirm predictions if he/she is further in the module.
- Rather than paper graphic organizers, the students can fill out a graphic organizer in Google docs or eve google slides.

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Students will:

Make observations and jot down what they notice about an image, text, or problem

Wonder about the image, text, or problem and jot down questions

Share observations and questions with class

To see all resources for this strategy, login to ellevationeducation.com, go to the "Strategies" tab and search for this activity. If you need an ellevation account, reach out to jennie.cross@besd.net

Technology Application Ideas:
- In a teacher led, Nearpod, begin the lesson with an intriguing image that has to do with the lesson. Have students record their responses in an open ended response question. Then have students share with their partners, or in small groups.
- In a self-paced Canvas Module, have a Canvas discussion that presents an intriguing image about the topic.  Have students respond in the Discussion with a video/audio recording of their I notice and I wonders. Then respond to 1 other student's video.
- Rather than an image, a short, interesting video clip, could be used as well.

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Video: https://www.youtube.com/watch_popup?v=M2XmJQ9FL5A&t=1s
Students will:

Read a card or listen to a statement, question, image, or opinion related to content

Decide on a corner that expresses their opinion or answers a question and physically move to that area of the room

Verbally explain or defend their choice

To see all resources for this strategy, login to ellevationeducation.com, go to the "Strategies" tab and search for this activity. If you need an ellevation account, reach out to jennie.cross@besd.net

Technology Application Ideas:
- In a both a teacher-led presentation or self-paced, in-class module, the teacher can complete a Which corner activity before the students dive into the learning material as a background builder. Alternatively, teachers can take the last 5 minutes of class to asks questions as a wrap up.
- Rather than physically moving to different parts of the room, students can respond on Jamboard or NoteApp with different colors post-it notes. Each response category can be a different color (strongly agree= pink, Somewhat agree=blue etc.). Students explain their reasoning by typing it onto their digital post-it. Students then review other responses and share with their table about any responses that made them stop and think.

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Video: https://drive.google.com/file/d/1psKh0XUCahAWPA85jSp3OBVuECxGNki-/view?usp=sharing

Students will:

Read a text with a specific purpose or prompt

Track thinking and comprehension on sticky notes and post directly on pages

Discuss notes and prompts with peers

To see all resources for this strategy, login to ellevationeducation.com, go to the "Strategies" tab and search for this activity. If you need an ellevation account, reach out to jennie.cross@besd.net

Technology Application Ideas:
- In a teacher led Nearpod, include a drawing slide. Insert an image of the text and have students annotate the text in Nearpod.
- In a self-paced Canvas Module, turn on the student annotation option in a Canvas assignment (See this video https://www.youtube.com/embed/t99sDRCxZTE). Allow students to work through this module together as a partnership, with each turning in his/her own annotated assignment.
- Rather than paper sticky notes, use annotation tools in Canvas or Nearpod, if the text is online.

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Students will:

Move around the room to talk with multiple peers

Discuss and answer content questions on organizer

Paraphrase responses in writing

To see all resources for this strategy, login to ellevationeducation.com, go to the "Strategies" tab and search for this activity. If you need an ellevation account, reach out to jennie.cross@besd.net

Technology Application Ideas:
- In a self-paced module, use this as a review activity. At the end of the day/unit, have students complete this activity with questions about the content they learned. Make sure to include questions from a variety of DOK levels.

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Interactive Nearpod Lesson: Art Interpretation

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Interactive Nearpod Lesson: Art Interpretation

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When directed, please join the Nearpod lesson using the code 2ILJV

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6th Grade Science Chapter 1 Lesson 1

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English Language Arts Projects and Lessons

Character Comparison Project

Compare Main Characters from Different Texts

Students experience two texts and record their observations to analyze similarities and differences. Then they create a visual (Poster, Google slides, Google Drawing) to integrate a variety of display techniques and write an analysis paragraph which includes their own perspecives and interpretations about the characters. As this is a comparison paragraph students need practice with transitions. 9.2.3.5, 9.4.4.3, 9.1.2.1, 9.2.2.6, 9.4.1.4

*Comparsion in the example is between General Zaroff, from "The Most Dangerous Game" and Charles Muntz from "Up".

Character Comparison: Checklist

Character Comparison: Rubric

Students reread text to identify language that helps create mood, tone and dominant impression. They draw a scene, label it's parts (with sensory details and figurative language) and caption with their understanding of dominant impression. 9.2.3.8

This strategy may be used for reading comprehension or for generation of ideas for writing.

Sketch from Reading: Visualize text

TTMS: Writing Strategy.pdf

Instructions for Writing Strategy

Model Place Descriptions: Four Descriptive Paragraphs

Draw Label Caption

Draw Label Caption Rubric

Anchor Chart: Figurative Language

ELA - Essay Map - Activity - Teacher Guide

ELA - Essay Blueprint

Essay Writing Map: Various Outcomes

Students will use this Google Slides template to be guided through the essay writing process. Embedded videos help explain the various portions of the essay while allowing students to interact with the content and add their own content to the map.

Evaluate sources: currency, reliability and possible bias of information

Students will use this Google slides journal to discover about Credibility, Relevance, Authorship, Authority and Purpose of websites in order to apply this knowledge to the evaluation of websites and research sources. 9.3.2.5

ELA 9 - CRAAP Test - Teacher Guide

Copy of ELA 9 - CRAAP Test - Student Journal

ELA 9 - Film/Camera Study - Teacher Guide

ELA 9 - Film/Camera Study - Student Journal - Master Copy

Students integrate own perspectives through experiencing media texts, (9.1.2.1) identify features that define media texts , (9.2.2.14) and integrate a variety of media techniques to enhance appeal (9.4.3.3)

Through this activity students will first attempt to take photos that display the challenge. Students will then be taught the technical jargon and the characteristics of the film/camera techniques.

Students review elements of plot by sorting terms and matching definitions, they watch short films and, through discussion and writing, they build an understanding of what makes a narrative effective.

This is a great formative activity that will uncover students ability to view, discuss, write and revise. It can easily be modified or used again summatively. 9.2.3.4, 9.2.2.6

Plot Diagram Organizer:Define & Evaluate Text

Whether students listen, view or read a text on their own, why not give them something to think about?

Each organizer includes the outcome(s), instructions and an assessment tool.

9.2.2.1, 9.2.2.7, 9.2.2.9, 9.2.2.10, 9.3.3.8

Tweet

Understanding Character Change

Students read a text and analyze character by: listing traits, selecting and justifying symbols, using quotes to explain probability of change. 9.2.2.7, 9.2.2.11, 9.2.2.12

*Mary is the protagonist of "Lamb to the Slaughter," by Rhoal Dahl.

Character Sketch: Rubric

Language Arts 9 Templates

Rethinking Novel Studies: An Alternate Approach Research Summary and Author Recommendations

Kelly Gallagher Writing Strategies - This document contains strategies based on Gallagher's Teaching Adolescent Writers book. Included is the rationale behind his method,as well as immediate-use activities for teachers.

The Writing Fix - is a resource for quality lessons designed to motivate reluctant writers. Many lessons include student exemplars.

Projects from Classic Engaging Students Site

Exploring Novels through Student-Created Bloom's Taxonomy Questions

How can I write my own powerful questions? Is it possible for students to create their own powerful, higher order thinking questions? How can we capitalize on this quality, in-depth thinking to create assessment opportunities?Created by Val Baron (EJELS) and Terra Kaliszuk (AISI Instructional Coach)

Adapted version of Costa’s 3 Levels of Questioning to create their own HOTS questions!

Teacher Outline (brief lesson progression & selected implementation suggestions)

Student Question Creation Handout (exemplar question & 3 Level Questioning resource)

"BIRT"-You can debate like a PRO! This unit provides resources to students and teachers that introduce and practice components of debate- from listening cues and note-taking to how to research and prepare your speeches. It culminates with topics for a series of real debates.

Discussion Skills - This teaching unit includes resources for setting a discussion-conducive classroom climate, discussion skill lessons, as well as discussion structures for classroom discussion activities.

Why should I care about poetry, anyway? Students will investigate the connections between poetry and other text forms, as well as explore real-world applications of poetry beyond traditional poetry readings.

E-Zine Review

School Newspaper Journalist

The Virtual Traveler

Making a Commercial

English Gladiators Students create higher order thinking/critical questions and their best answer and then swap them with another student. They then assess the depth of the question as it relates to HOTS and answer it. When the questions and answers are compared, points are awarded and the most points is crowned the Gladiator Champion. by Adrienne Donnelly, Calmar Secondary with AISI support.

Men of Stone This novel study integrates Language Art and Social Studies. There are a variety of activities that support both curricula.

The Sacred Rac Grade 9 students will read "The Sacred Rac" by Pat Hughes and write a similar type of short story using a documentary style.

General Macias Grade 9 at ESBCHS examine symbolism and allusion in a play by Josephina Niggli

Save the Moon for Kerdy Dickus Grade 9 at ESBCHS examine symbolism and allusion in a short story by Tim Wynne-Jones

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English Language Arts Projects and Lessons

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SS060203.Powerpoint.final.v2

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https://link.springer.com/referenceworkentry/10.1007/978-1-4419-1428-6_1770

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References

Biswas, G., Schwartz, D. L., & Bransford, J. D. (2001). Technology support for complex problem solving: From SAD environments to AI. In K. Forbus & P. Feltovich (Eds.), Smart machines in education (pp. 71–98). Menlo Park, CA: AAAI/MIT Press.

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Author information

Authors and Affiliations

1. Dept. of Mathematics, Science and Technology, Teachers College, Columbia University, 525 West 120th Street, 10027, New York, NY, USA

Prof. Sandra Y. Okita

Authors

1. Prof. Sandra Y. Okita

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Correspondence to Sandra Y. Okita .

Editor information

Editors and Affiliations

1. Faculty of Economics and Behavioral Sciences, Department of Education, University of Freiburg, 79085, Freiburg, Germany

Prof. Dr. Norbert M. Seel

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© 2012 Springer Science+Business Media, LLC

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Okita, S.Y. (2012). Social Interactions and Learning. In: Seel, N.M. (eds) Encyclopedia of the Sciences of Learning. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-1428-6_1770

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DOI: https://doi.org/10.1007/978-1-4419-1428-6_1770

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Biswas, G., Schwartz, D. L., & Bransford, J. D. (2001). Technology support for complex problem solving: From SAD environments to AI. In K. Forbus & P. Feltovich (Eds.), Smart machines in education (pp. 71–98). Menlo Park, CA: AAAI/MIT Press.

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Wrap it Up: Please click here and respond to the prompt

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Wrap it Up: Please click here and respond to the prompt

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This is the place to be if you're trying to participate in a live poll