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Ideas for creating spaces for sharing.

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Having moved this year from a modern open plan, flexible learning area school, to a classroom in an old red brick building built in 1922, I have had some new challenges with learning spaces.
I have been considering and implementing the notion of 'Campfires in Cyberspace', a term coined by David D. Thornburg The Campfires in Cyberspace theory considers the ways humans have interacted and learned since the dawn of time and applies them to classrooms to suggests ways teachers can create learning spaces that cater to a range of needs - mainly the campfire, the watering hole and the cave. The original paper discusses how we can use these learning spaces on a digital level, but often classrooms don't even cater to these spaces at the physical level.

Kath Murdoch, in The Power of Inquiry (2015), says that "We send clear messages to students, parents and the wider community about what we value through how we choose to use our learning spaces... The agreements we make about the use of physical environments also impact on student learning." She goes on to provide the example that if we force students to sit at their own table and that they must do so for all tasks, we remove many opportunities for flexible groupings, collaboration and choice... the message being that we need to be thoughtful and purposeful about the way we arrange our classrooms and allow students a large degree of input into these decisions.
The campfire...
The campfire is about storytelling - a place for a community of learners to sit together and listen to each other and learn from experts and storytellers. This may or may not be the teacher. The campfire encourages whole group discussion.

I believe this idea of a campfire as a place for storytelling puts a lot of onus on the teacher to provide engaging and thought-provoking stories, questions and teaching. It means teachers are not there to dispense information like a vending machine but to create a narrative for learning both old and new ideas.

In a classroom, a campfire will often be the place everyone usually meets, in front of a board or screen. However, it is important to challenge this; a campfire should be regarded as a meeting of the whole group in which to listen and share, so in my classroom this often looks like a fishbowl around a table or a circle on the floor. Classes might also have online spaces that act as a campfire where the whole class views ideas and responds in a shared space, like a Padlet wall or on Edmodo.
The watering hole...
The watering hole is a place for learning from peers. It is less formal than a campfire and in it people gather in smaller groups to share ideas at their point of need.

In the classroom this might physically look like a group of tables where students work together, a nook filled with cushions or simply the spare bit of carpet no other group has taken yet. A watering hole might also occur in digital contexts such as shared Google Docs where teams of students work in the same space.
The cave...
The cave is simply an area to be alone and to reflect or work independently, without interruption or distraction from others. It provides isolation, something that can often be difficult to obtain in a classroom. I have seen one teacher who draped a brown piece of fabric over a couple of chairs, added a couple of plants out the front and made a beautiful dark little cave for students to retreat into. Sometimes caves are this elaborate, sometimes they are simply a comfy chair or a corner where a student sits alone. What is important is that students have, and know they have, the option to be alone to think, work or reflect.

When I started discussing Campfires in Cyberspace with my students they had ideas about other ways we physically organise ourselves in the classroom. They thought we needed some more names for these spaces. It is so important to allow students to take ownership over the way we run and organise the classroom, so I encouraged them to develop their own ideas and the results were the following additions to the spaces.

The swamp...
Students talked about how sometimes we need a group with the teacher when we get stuck on a task or concept. From here they decided that you can get stuck in a swamp and you need someone to help you out of it. The swamp is now the official name for a teacher group of students who want some more guidance and don't feel ready to work independently on a task. They "get in the swamp" and we "squelch around with some learning" until they are ready to get out and get going on their own.

Since this started it has evolved to include small groups of students supporting each other when they need help. It's not uncommon to hear phrases like "I just swamped with Dave and now I get the maths" or "Can anyone make a swamp with me about using rhetorical questions?".
The plains...
We talked about needing a name for when everyone is working independently, spread out wherever they need to be, not bothering anyone else and working on their own thing. This was dubbed "The Plains". Students thought that this is like a Savannah where you might see a zebra here, a lion there, a giraffe over yonder, but all the animals are just doing their thing, relaxing in the sun or munching on some grass and sticking to themselves. This is such a calm and lovely metaphor. It takes away the teacher-controlled notion of 'silent work' and replaces it with independent purpose.
It is important to both provide these spaces and have your students know where they are, what they are for and how they can use them most effectively. In my classroom we have discussed learning spaces at length and negotiated different ways we can use the spaces and respect peers in these spaces. Student ownership of the concept is key. Further Reading and References

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Campfires in Cyberspace: Creating Classroom Spaces for Learners

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Having moved this year from a modern open plan, flexible learning area school, to a classroom in an old red brick building built in 1922, I have had some new challenges with learning spaces. I have been considering and implementing the notion of 'Campfires in Cyberspace', a term coined by David D.

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Google Breakout Room Extension (pre-official release)

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Google Breakout Room Extension (pre-official release)

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How-to Video Explaining Features: https://www.youtube.com/watch?v=Fdhd0sCLqMQ

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Google Meet Breakout Rooms by Robert Hudek

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Completely Free and your Data is Private. Google Classroom integration, Slider Control, Nicknames, Help tutorials

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Breakout Rooms in Google (pre-official release)

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Breakout Rooms in Google (pre-official release)

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Fantastic Article with links to ideas AND the suggested tech to make it work

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Relationships matter. We know this. We've always known this.

In fact, it's the exact reason many of us chose education as a profession. We believe in the power of connection in learning and in life. And collectively, we're very, very good at cultivating strong bonds with students.

Since COVID-19 struck, though, it's become a topic that has left many of us scratching our heads. It was hard enough to maintain relationships during emergency virtual learning plans last March. But now, we'll have to build relationships from behind a screen with a brand new crop of kids we've never met face-to-face.

Here's the good news, though. The key components of what makes a good relationship such as respect, trust, and support haven't changed. And, we can still show genuine interest in their interests virtually. We don't have to start from scratch either. Many of the relationship-building strategies we've grown accustomed to implementing face-to-face are transferable (with a little ingenuity).

Will it look the same? No.

Will it feel the same? Maybe not.

Will it be more challenging? Of course.

Relationships likely won't form as organically, so we'll have to be strategic. But, it can be done and done well! Also, because of the limited social interaction our students have had these past six months, many will be craving a connection. In fact, they need it. So, let's capitalize!

Here are 33 adaptable strategies for fostering strong teacher-student relationships in a K-12 virtual environment:

1. Screencastify Your Welcome Message: Pre-record a warm "welcome to class" message as well as a class overview using Screencastify. This tool allows you to record your screen, face, voice, and more. It's a great way to show them how to navigate your virtual classroom.

2. Establish a "Netiquette" Together: Using Padlet, ask students to share ideas of virtual class rules/norms they think are needed to build a successful online community. Group the ideas. Then, facilitate a conversation to guide the formation of your class netiquette. Their voice matters most in this!

3. Morning Meetings: Conduct Responsive Classroom morning meetings for elementary or advisory meetings for secondary to cultivate community while reinforcing social-emotional skills. This article explains how one teacher transitioned his morning meetings to the online environment. All students, regardless of age level, need to feel safe and connected, especially amid a pandemic.

4. Teacher Trait Wish List: What makes a remarkable teacher? Have students use a word cloud generator such as Mentimeter to share one or more traits they hope to discover about you this school year. Use their responses to deepen the dialogue. For example, you might say, "I see many of you wrote respectful. What are some ways I can show you respect?"

5. Student Interest Inventory: Have students (or parents depending on age level) complete a short survey to gather insights about student interests. Google forms work great and will store their responses so you can easily revisit the data as needed throughout the year.

6. Parent Expertise Inventory: Send out a short survey to parents asking them about their interests/areas of expertise. Find ways throughout the year to utilize their talents to support instruction. For example, if you have a parent who's a writer, perhaps they could join a synchronous session or make an asynchronous video to discuss their writing process. This authenticates learning and creates rapport with parents.

7. Virtual Q&A: At the start of the year, host a virtual meeting outside of regular school hours should students/parents have questions that need answering. Record and post it for later review if possible.

8. Mental Health Check-Ins: We want to give students permission to feel and can do this by creating a safe, caring virtual environment. Prompt discussions about the ups and downs of daily life. Be sure to share yours. Students can share their roses/thorns, peaks/pits, highs/lows, etc. Help them name their feelings and expect varied levels of vulnerability. Students will gradually open up over time.

9. EdCamp(ish) Breakout Rooms: Based upon the data you collected on student interests, create several general discussion topics (such as sports or music) and give students 5-10 minutes to share about their interests in small-group breakout rooms using Zoom.

10. Refrigerator Decor: Create and snail mail a card (standard business or postcard size) including a welcome message along with contact information and a headshot for students/parents to easily reference on their fridge. This will be a daily reminder that you are a real person who can be easily contacted.

11. Say Their Name: During synchronous sessions, greet each student every time. We can't stand at the door, but we can acknowledge their presence. A quick, "____ (insert name), I'm glad you're here" ensures every child feels seen.

12. Tell Me Something Good: Start sessions simply by saying, "Tell me something good." Students can say it or type it in the chat box depending on preference. This activity usually gets people smiling and will help you gather insights into their lives.

13. 2×10 Strategy: Struggling with a student? The 2×10 strategy suggests spending two minutes a day for 10 days in a row connecting with them about their interests/life in some way. While engaging for two minutes may not always work in the virtual world, find quick ways to connect such as sending a private message during live video conferencing or writing a personal message along with feedback on a piece of their work. This can be a game changer!

14. Meaningful Mementos: Using Seesaw or Flipgrid, have students show and tell about a personal artifact from their life. This is an eye-opening way for you to learn about students and for them to learn about each other. It also sends the message that you care about their lives and experiences outside of the classroom which supports culturally responsive teaching.

15. Share YOU: Students will let you into their lives if you let them into yours. Share your quirks and imperfections! They want/need to know you're human, and it'll help them feel more comfortable in their own skin while engaging in the virtual world which can be intimidating.

16. Music Playlist: Have students send you their favorite songs (with clean lyrics) and find ways to embed them into synchronous/asynchronous instruction. Think of incorporating them as a soft start/end to class or when transitioning between activities. We may not be able to decorate the walls, but we can use little touches like this to instill a sense of ownership of their classroom.

17. EduBlogging: If you teach reading/writing, have students create their own personal blogs in place of composition writer's notebooks. Let them write about interests and topics of choice often. Edublogs can be easily shared with peers which motivates and builds community, but privacy settings can be adjusted when preferred, too.

18. Pic of the Day: During the first two weeks of school, share a daily picture of yourself taken at a special event, with your family, while on vacation, etc. After students get a read on who you are as a person, start featuring one student pic per the day.

19. Emoji Temperature Check: To gauge the mood of the "room", ask students to quickly draw/hold up or private message you an emoji. Reaction tools can also help you assess the climate of the classroom.

20. Connect Before Correct: Carve out time to call/email parents just to say something positive about their kid. This opens up the line of communication and means so much to students and parents.

21. Virtual Lockers: Have students design a virtual locker to reflect their interests. Make a copy of this template from Inside Education, Outside the Box.

22. The Art of the Handwritten Letter: Send a handwritten letter to a student. This is a lost art (and a time-consuming one), but there's nothing quite like receiving one. Plus, it'll make students feel like you're real.

23. Lunch Bunch: Schedule virtual lunch bunches either "just because" or as an incentive as your schedule allows. Many divisions are prohibiting one-on-one video sessions (and secondary students may not want to do this), so doing them in partnerships or small groups might be more enticing. If you have young children you're juggling, let them join! You can learn a lot about students and vice versa through normal, everyday chit-chat!

24. Class Mascot of the Week: Celebrate pets! Spotlight one per week.

25. Digital Photo Collage: Rather than posting pictures to a "Family Wall" bulletin board, create a digital collage of family/friends. Have each student send you a pic of a loved one and drop them into your Google photos. Then, go to https://photos.google.com/foryou and choose the collage option. Keep it some place that's visible to the students from time to time.

26. Open Mic: Once you've created a sense of community, provide a time/virtual space for students to share special talents. This is a great way to send students off after a synchronous session. Keep in mind, though, not everyone will want a stage, so make it optional.

27. Celebrate Birthdays Their Way: Give students a few options for how they'd like you to celebrate their birthdays. Some may not want to be in the spotlight. Do they want the class to sing "Happy Birthday" to them? Would they prefer an eCard? Could they use a homework pass? Would they like to receive video messages from classmates in FlipGrid? Let them decide!

28. Virtual Spirit Days: Think about special days to host such as Team Tuesday (to celebrate sports). Have students snap pics of their participation and post something about it in a discussion board thread.

29. Brain Breaks: Integrate fun brain breaks into instruction to re-energize and refocus students. GoNoodle offers a variety of movement, yoga, and mindfulness activities for younger students. Secondary students could take a snack break or walk around their block. Let your hair down and join in brain breaks with students, too!

30. Say Hey Emails: Send a quick email/video to each student from time to time just to say hi. Keep it casual and personal (not strictly academic).

31. Gamification: Introduce game-based learning platforms to your students such as Gimkit, Kahoot, or Quizizz using "just for fun" topics such as pop culture trivia. Embed the game within a synchronous session so students can interact while playing. Personalities emerge during a little friendly competition!

32. The Johari Window: Building relationships requires self-awareness. How open are you? This is a good thing to reflect upon especially as we enter this brand new learning space. We also benefit from seeking feedback about ourselves from students to minimize our blind spots. Check out this video on The Johari Window which explains four quadrants to better understand ourselves.

33. Promote Equity: Last but perhaps most critical, cultivate a classroom environment that is inclusive and culturally responsive. Many of our students, especially those who are BIPOC, have been impacted to the core by the recent racial acts of violence. Keep listening, learning, and leaning into tough topics for growth. We can't build relationships with every student unless every student knows we're an ally.

And remember, the most important relationship to nurture is the one you have with yourself. The next several months will be hard (which is the understatement of the century). Make sure you're being good to you!

As a former colleague used to always remind me, "You can't pour from an empty cup."

I hope these ideas help. You've got this! We've got this.
*For more resources about optimizing online learning, see my posts Virtual Learning: 20 Structures for Small-Group Instruction, Virtual Learning: 25 Social-Emotional Learning Activities, Virtual Learning: Maybe We ARE Prepared For This, Virtual Learning: 13 Tips for Zoom Breakout Rooms, and Virtual Learning: 10 Best Practices for Parents.

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Virtual Learning: 33 Ways to Build Relationships - teachtrainlove.com

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"No significant learning occurs without a significant relationship." ~Dr. James Comer Relationships matter. We know this. We've always known this. In fact, it's the exact reason many of us chose education as a profession. We believe in the power of connection in learning and in life.

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Step #3: Add Hyperlinks as Needed

What is a hyperlink? A hyperlink is when you insert a website link to a webpage or when you link to another slide or page in your Google Slides project. Here's how to do it:

1. To insert a link to another website, simply highlight the text that needs to be linked. Then, select INSERT/ LINK. A box will then appear for you to copy/paste the website URL. Once you select APPLY, the text will automatically be linked to that website. There is a shortcut to do this in the toolbar that looks like an infinity sign. It accomplishes the same task.

2. To link to another slide or page in your Google Slides project, you first need to create all of the slides you will need. Then, go back to your choice board and follow the same instructions from step one EXCEPT instead of entering a URL into the box that appears after you select INSERT/ LINK, you will select SLIDES IN THIS PRESENTATION. When you select that option, all of your slides will appear, and all you need to do is simply select the slide that you would like to link to from your choice board. Why would you want to use this option? This option enables you to link to other slides in your presentation where students can get more information or help to complete the option from the choice board. For example, if one of the options says to "Edit out passive voice in your essay," you can create a slide about passive voice in your presentation and hyperlink to it so that students can click to that slide if they need help with passive voice. That's just one simple way to use links within your presentation, but they can have lots of uses.

Step #4: Decide How you will Assess the Activity

This is important because you might want to take this activity for a grade. If the point of the choice board is as simple as a project selection board, then students can simply turn in their projects- either in person or virtually through Google Classroom. This, of course, depends on the project. You can also opt to have students keep notes on the options they selected, what they did, and how it turned out. I recently did this in my AP Lit classes where I had students review for the AP exam by selecting five options from a choice board. While they completed their five selected items, I had them take notes to turn into me for a grade. This way, I was able to hold them accountable for what they chose to do.

There are just so many ways to use and implement choice boards, and using Google Slides can make the process very easy. Grab this choice board template from the FREEBIE LIBRARY. You can gain access by subscribing to Bespoke ELA!﻿

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