Discuss: Share your reflections on the two TED Talk videos and their implications on your future lesson planning.

Discuss: Share a collaborative idea you have for a google drive assignment. Review your classmates idea and provide some suggestions/feedback.

Discuss: How do you differentiate instruction in your classroom? Do you ever use tech to differentiate? How could you utilize technology to differentiate instruction?

Discuss: Share out your reactions and thoughts on the tools provided in this module. Which will you try? Which do you already use? Which can you not see yourself using (if any)? How can you implement some of these tools to make your job easier while at the same time engaging students?

The two ted talks with Sir Ken Robinson and Sugata Mitra were informative and engaging. I really do agree that we need to let the students be creative and let the students show there imagination and creativity in there work. We should be praising and encouraging more creativity in student engagement. This goes hand and hand with the students working with one another. When your young your imagination is endless which leads the students being more creative in the classroom. Students maybe more engaged if they are learning from one another.

Differentiated instruction involves teaching in a way that meets the different needs and interests of students using varied course content, activities, and assessments. Using multiple stages of differentiation is very important. I like to scaffold lessons which is tiering instruction where students work on the same skill and content with different levels of support. I like to incorporate variety into my lessons. Giving students a choice on how they want to learn or learn best has been successful in my classroom. Use of technology like the promethean boards and chromebooks where visuals are provided. Chunking the material is a great way for students have the material broken down into easier to understand parts. Depending on the level of the student everything is modified such as Classwork, tests, and homework.

Gallery Walk:  Gallery Walk has the additional advantage of promoting cooperation, listening skills, and team building. Students will work in groups to create an anchor chart on the causes of the French Revolution. When the students are done they will walk around the classroom reading each group's anchor chart. Each group can present their chart as well.  After reading  each chart on the causes of the French Revolution students will leave a post it note on the anchor chart with a question or positive feedback.

Role Play: Students will be given a reading about the Treaty of Versailles.  Each student will take on one of the countries involved: Britain, France, United States, and Germany. Students will then explain the impact the treaty had on each country and give their own perspective of these impacts.

I am fine with students bringing their own devices into the classroom. With that said when I say device I mean laptop and maybe even an Ipad. I do agree getting more Technology into the students hands does give the teacher an opportunity to be more creative in the classroom. I am not a fan of students using their phones in the classroom. There phone is already a distraction and I feel students would be more engaged in their phones than the actual lesson. The schools network also needs to make sure that student devices are safe from cyber attacks.

As a Social Studies teacher I do like the Chart method especially when dealing with a subject that’s data-heavy, have your students use the Charting Method. They’ll transform their notes into easy-to-read charts that are perfect for topics teeming with facts as they’ll organize the information in a structured manner. Question and Answer strategy which cultivates a culture of critical thinking in the classroom by having students use this Question and Answer method. Simply task your students with forming questions based on your lessons and then have them answer them during their study time – to promote an active learning environment.

Lesson Overview:
A lesson that allows students to collaborate is a group project on environmental sustainability, where students work together to research renewable energy solutions for their school or community. The lesson involves groups of students researching various forms of renewable energy (e.g., solar, wind, geothermal), then collaborating to create a proposal that includes their research findings, potential cost-saving measures, and a persuasive presentation to the class.

Activity Breakdown:

1. Introduction: Brief introduction to the concepts of renewable energy and its importance for sustainability.

2. Research Phase: Students work in groups to gather data on different types of renewable energy. They will use resources such as websites, videos, and articles provided by the teacher.

3. Proposal Development: After gathering their information, each group will collaborate on creating a proposal. They will include:

   • Overview of renewable energy sources

   • Environmental and financial benefits

   • Implementation strategy for their selected solution

4. Presentation: The groups will create a presentation to share their findings with the class. This can be in the form of a Google Slides presentation or a collaborative Google Doc.

5. Reflection: After the presentation, students write a reflection on what they learned about renewable energy and how it applies to their community.

ENL students often struggle with language comprehension, so visual aids such as pictures, diagrams, and videos can help clarify concepts. Graphic organizers like concept maps, Venn diagrams, and flow charts are excellent tools to organize information visually, making it easier for ENL students to grasp complex ideas.

Example: In a science lesson about ecosystems, use pictures of different animals, plants, and their relationships in food webs to help students understand the material without heavy reliance on text (Baker & Larkin, 2019).

2. Modify Language Complexity

When presenting content, modify the language to match the students' English proficiency levels. This can involve simplifying vocabulary, using shorter sentences, and repeating key concepts. Also, encourage peer support by pairing ENL students with native English speakers or higher-level peers who can provide scaffolding.

Example: Instead of using complex scientific terminology, explain terms like "photosynthesis" in simple terms, and then provide visual demonstrations or examples to reinforce the meaning.

3. Incorporate Cooperative Learning

Cooperative learning strategies, such as Think-Pair-Share, jigsaw, and group projects, promote collaboration. These activities provide ENL students with opportunities to engage with peers, practice language skills in context, and learn from each other.

Example: In a history lesson, have students work in small groups to research different historical figures, using online resources and dictionaries in both their native language and English. This fosters peer collaboration and helps students practice both content and language skills.

Now, there are so many tools that can be used for digital note-taking and still, I find myself using the exact same methods, but typing them in a word doc, versus writing them in ink on paper. The video that showcased OneNote, inspired me to download the app on my phone and find excuses to use it and explore its capability. Over my career, I have continually created word docs for jotting down notes during meetings, classes, planning, etc. It seems that OneNote would allow me to create one "notebook" where I could store all of this information, add graphics and audio, and carry it with me everywhere I go. I am eager to get started with this.

I also believe that I could use a platform like OneNote, or even simply a Google Doc shared in our Google Classroom, to provide a space to compile student notes/thoughts on a particularly topic. For example, to build student listening-ability, I could play a recording and have students jot notes on what they hear. I've done such an activity before, but not with the use of a digital shared workspace. One platform that was not mentioned and which does a great job of sharing out communal notes in real time, is Padlet. During the Pandemic, I used Padlet on a few occasions to allow students to respond to questions in an online "discussion" without worrying about duration or fighting for recognition.

Sir Ken Robinson’s TED Talk argues that traditional education limits creativity by focusing too much on memorization and standardized testing. His message reminds me that as a teacher, I should create a classroom where students feel safe to take risks, think creatively, and express their unique ideas.

Create a 5-slide presentation analyzing The Masque of the Red Death by Edgar Allan Poe. Each slide should focus on a key element: (1) Summary, (2) Symbolism of the Rooms, (3) Theme, (4) Mood/Tone, and (5) Personal Reflection. Use images, quotes, and your own words to explain the story’s deeper meaning and how it connects to real-life ideas about fear, death, or social class.

Also, the idea of students bringing their own devices into the classroom is intriguing because they have the potential to take more ownership over their learning. Students take a lot of pride in their technology and many times it is of better quality than what is provided in schools. However, many students do not have technology of technology capable of being used in school so there could be potential inequities between students.

The traditional education models often overlook the strengths and creativity of students who learn differently. My students struggle with standardized approaches, but they can often shine when we work with hands-on activities and make real-world connections. Robinson’s call to value creativity as much as literacy is a good message and through the years I have found that we must nurture all types of intelligence—not just the academic kind—to truly prepare students for the future. Perhaps more so in special education.

An idea I have been working on as collaborative Google Drive assignment (I have the lesson plans and worksheets) is a stream table guide/ assignment (NY State's New Ripple Effect Investigation).

The students will work in a small group (one group of 6) to create a shared Google Slides presentation titled “Shaping Earth’s Surface: Our Stream Table Investigation.”

The group will document their experiment by including photos (teacher will take all photos) of their stream table setup, observations of erosion and deposition, labeled diagrams of landforms that formed (like deltas, meanders, or channels), and a conclusion reflecting on how water shapes the Earth.

This project promotes teamwork, reinforces Earth Science concepts, and builds digital presentation skills—all while making science hands-on and engaging.

I differentiate in multiple ways throughout the school day (in and out of class). The list begins with just a few concepts: visual supports, graphic organizers, assistive technology (text to speech, audio books, interactive simulations), guided notes, scaffolded questions and assignments ... etc.  

I use technology every day from accepting emailed assignments rather than handwritten work, as well as many of the programs we are discussing in this class. 

Module 4 is interesting, some new note taking ideas to try out in the classroom. Although I prefer some over others the team and I are always trying out new ideas/ concepts. Our team knows that not every method fits every student. We have learned that flexibility is essential.  

Some students benefit from simplified versions or digital adaptations of these methods, while others may need guided templates or sentence starters. The goal isn't to force a format, but to teach students how to actively engage with information in a way that works for them. Teaching these strategies over time, across subjects, and with plenty of scaffolding makes a real difference in how my students learn and retain content. 

Effective communication is necessary while communicating with parents who do not speak English so that they would feel part of it, informed, and empowered in their child's learning. There is clear communication to establish trust, and trust creates the home-school relationship. Face-to-face interviews or calling them by phone are normally the best way of communicating, although written communication is challenging over language barriers. Voice tone, bodily gestures, and real-time translation may assist a person in knowing and relating to the other in such platforms.

A common thread seen in these two TED talks shows the importance of the innate importance of children's creativity in the classroom. One of the most important facets of our job is to create and maintain this flame of creativity. Focus not on literacy as your only method, give students the desire to problem solve. We spend often too much time on force feeding students a barrage of material to regurgitate at any given moment.

In my classroom I allow students to use google drive to collaborate in compositon assignments. When we are creating new music in Garageband, my students can send their portions of the project to each other using google drive where they can be combined and streamlined. After the completion of this composition, student peer review the composition then send the finalized product again via Google Drive.

The magic of working with a musical ensemble (in my case, band) is that differentiated instruction is readily seen day by day in rehearsal. Tasks that are being worked on by other students may take longer than others, and as the conductor, we need to learn how to balance these various speeds of learning (almost like a chef preparing various dishes of differing complexity to be completed at the same time). Students have the opportunity to listen to recordings, but this is more directed towards individual practice!

-Matthew Ho

These ideas make me think differently about how I plan my lessons. I want to give students more chances to be creative and solve problems in their own way. I also want to encourage more group work and self-led learning by asking open-ended questions. This means my role will shift from mainly teaching facts to helping students learn how to learn.

• Dan Powers

This allows students to collaborate and put thought into why they decided the terms they ended up on.

• Dan Powers

• Dan Powers

The note taking strategies are very appealing to me. I find that students, both special ed and general ed, have lost the ability to take effective notes over time, often unable to pick out key points and writing way too much, or way too little. I'll be sure to implement some of these note taking strategies to see how they affect my students.

- Dan Powers

I enjoyed both TedTalks! In Sugata Mitra's, he discusses how there is an outdated model of school that must be changed with our everchanging society. He understands the value of encouraging students when it comes to exploration, collaboration & figuring things out. Students have ownership of their own learning. I like his dream where a "school in the cloud" is driven by curiosity and not memorization.

Sir Ken Robinson's philosophy is all about creativity, which I can agree. Students need to be taught how to think on their own and encouraged to use their creativity to solve problems. It is just as important as literacy.

I have used Google Docs to create collaborative lessons such as distributing a digital worksheet and having students share the document with each other. They type in their classmates' names which allows them to work on a shared document in live time.

I always differentiate my lessons to meet the needs of different types of learners. An easy way to differentiate is to create a choice board at the end of each unit. This allows students to respond to questions that they feel comfortable with responding to. They still have to showcase their knowledge of the content, but they have a bit of a choice. I create digital choice boards online. I am always looking for new ways to digitally differentiate material!

This course provided me with an extensive list of digital tools that I can use to keep things interesting in my class. My main goal is to engage students in this digital world. It's clear that the computers aren't going anywhere- so we need to learn how to work with them. Students can benefit from using their laptops during class because they will likely be using this technology outside of high school.

Students get into groups of 4 and create a shared Google Slideshow that has 4 slides. This lesson reviews the fraction operations (addition, subtraction, multiplication, and division). Each students chooses one of the operations, and then creates a slide that reviews how to perform that operation with fractions. Students can use videos of themselves performing the operations, upload YouTube Videos, or explain using words. Students must also somewhere on their slide show an example problem. Before turning in for a grade, students in the group must evaluate the other 3 slides to ensure their group members have done their slides correctly.

Both Sir Ken Robinson and Sugata Mitra share how traditional education systems do not work anymore. They both share while visions for how learning can be reimagined. His point that students are often discouraged from making mistakes highlights a major flaw in how creativity is unintentionally suppressed in classrooms.

Sugata Mitra’s vision of a School in the Cloud, where students explore big questions with eachother with limited adult intervention challenges traditional notions of the teacher’s role.

Together, these talks highlight a common theme: the need to redesign education around the learner rather than the system.

I am going to keep these suggestions in mind when redesigning lessons for my classes in the future. I will incorporate more creativity as well.

I thought that both TED Talks were interesting and informative. I definitely agree that teachers should enable students to be creative within their work. This can help students further engage with the content material, with students becoming more involved rather than passive in their learning. As a Special Education Teacher, having student choice and creativity can help boost student motivation to complete assignments, and can have students capitalize on their strengths, which helps the teacher assess their understanding of the material. I think that increasing opportunities for students to be creative should be definitely incorporated into lesson planning.

I find that my high school students get a lot out of projects that include collaboration. I have them make Q & A Quizlet questions or Kahoot. I have them use Canva to create a class newsletter. I find that this helps them stay on task and motivated. Margaret G.

Sugata Mitra highlights the fact that children will learn on their own with their curiosity and the right tools. I notice this in kids today when they teach themselves a lot of the current technology (how to use a cell phone, social media pages, tv, etc). In the future, I would like to implement this mentality and take a step back, allowing my students to explore material.

Outline: Students will be placed into groups to create a lesson on a topic assigned to them. They will "teach" the class as a way to present their information. They will first collect information on the topic including important vocabulary, mathematical purpose and procedure. They will put resources into a Google Doc, communicate via the comments, and present their findings using Google Slides.

Each group will share their lesson via Google Drive with the class. Their peers will provide feedback on the lesson giving 2 "grows" and 2 "glows". This will also allow students to get creative in how they want to present information. -K Gaffney

Also, I would never incorporate using cell phones in my classroom. I feel like they become a distraction.

For digital note taking, I feel like this can be an option for some students. Some students might not have the creativity to be able to use a digital platform and prefer to hand write notes. But giving them an option is a great way to differentiate for your students. (Heather Mangiapane)

This TED talk was so engaging and funny. It was a good reminder that every student has something amazing to bring to the table. They are more capable and creative than we think.

I like the idea of a “Me Bag”
Write a brief introduction including academic interests, personal strengths, and goals for the school year.

• Google Slides: Learning Showcase
  Add 3–5 slides showcasing recent projects, assignments, or activities. Include visuals and a reflection on what you learned from each. Each slide has a bag that has something in it that is important to the student.

• Google Sheet: Skills Tracker
  Create a chart tracking your progress on specific skills (e.g., teamwork, time management, writing, coding, etc.) over the semester.

• Optional Folder: Creative Work
  Upload any artwork, writing samples, or extracurricular achievements you’d like to highlight.

1. Share the folder with your teacher (with “Viewer” or “Commenter” access, depending on preference).

• Builds digital organization and file management skills.

• Encourages self-assessment and reflection.

• Provides a platform for student voice and ownership.

• Can be updated throughout the year or used in student-led conferences.

Differentiation in my math classroom doesn't mean creating entirely separate lessons—it means offering multiple paths to understanding. By adjusting content, process, product, and pacing, and by using data to guide instruction, you can meet students where they are and help them grow.

From my perspective as an educator, one bias I have had to examine is the idea that students “won’t take mindfulness seriously.” If I assume a practice will fail because of student behavior or community context, I may not implement it with fidelity or confidence. Students can sense that hesitation, and that affects their willingness to engage. Another influence is that mindfulness and yoga are sometimes viewed as belonging to certain groups culturally, and not all students see themselves reflected in that imagery. This could make mindfulness feel like something imported rather than something rooted in their lived experiences.

Students also bring assumptions shaped by family beliefs, peer pressure, or community norms. Some children may feel uncomfortable closing their eyes or being still because it feels unsafe or unfamiliar. Others may fear being judged by peers if they show vulnerability or try something new. Without acknowledging these issues openly, we risk seeing disengagement as resistance rather than discomfort.

Institutional biases also matter. Urban schools often prioritize academics and compliance over emotional regulation, especially if they are understaffed or highly monitored for performance. When SEL or mindfulness is perceived as “extra,” it becomes inaccessible. This creates inequity, because students who face the highest emotional stressors are given the least structured support to manage them.

By examining my own reactions, being transparent with students about the purpose of mindfulness, and adapting practices so they are culturally connected and trauma-informed, I can work to reduce inequity rather than contribute to it. The key is understanding that mindfulness is not a luxury or trend but a meaningful tool for safety, self-regulation, and empowerment, especially in urban settings where students often face high emotional demands.

I also use a simple observation checklist focused on behaviors like staying seated, breathing steadily, maintaining attention, and transitioning back to learning. This helps me see whether mindfulness is improving engagement and impulse control.

Finally, I pay attention to classroom readiness. After mindfulness, I look for signs such as students beginning work more quickly, following directions more smoothly, and showing fewer emotional reactions. These indicators help me determine which activities are working and for which students.

When we consistently document these reflections and observations, we gather meaningful data showing growth in emotional regulation, attention, and classroom participation.

If I were able to use Google Drive at my current school, these tools would make collaboration easier and more organized. In previous schools where I have used Google Drive, students would use Google Docs for shared notes, Google Slides to build their presentations, and Google Classroom to access templates and submit their work. Shared Drive folders would help each group manage their materials and allow me access to see what they are working on. These tools support a smooth, interactive process while helping students build digital literacy and teamwork skills.

-Sage Haas

One thing I have been consistently working on is answering or asking keep thinking questions. I try to guide students more and not give definitive answers so they can continue to think and collaborate with their peers. It's hard to not give answers or huge hints, but the students need to develop skills of catching and correcting mistakes, finding patterns, open mindedness of group mates and reflecting on their work. Let them discover it without the traditional step by step guidance. They can do it.

- Gina Cotone

I focused a lot on the note portion of this module because it is something I am grappling with. I teach MS math and notes are important to me, but I don't feel they are important to most of my students. Many of them claim they never look back at them because I provide notes or because they don't need them. I think this is because I am telling them what to write. In terms of differentiation, not everyone needs the notes that I am having students take. With this said, I am going to try note making ( and with that, in a small group of 3 - see Building Thinking Classrooms by Jonathan Haidt). When students decide what is important to make notes on, it is more meaningful and easier to remember. I am going to have students summarize what we worked on in class and write down the things they want to remember, any vocab they think they need to have written and examples to go off of. I don't think this will be easy, but I think it will be powerful. Something the students need to get used to. I will definitely start them with a basic scaffold on the board, but will slowly have them making their own notes by mid year...hopefully... !

To implement these tools effectively, I would focus on using them with clear purpose and structure. For example, shared digital notebooks could be used for group projects, exam review, or peer feedback, helping students collaborate while keeping everything organized in one place. By gradually introducing these tools and setting clear expectations, I can make my job more efficient while also creating engaging, student centered learning experiences that reflect how students already interact with technology. - Sage Haas

Our school uses Teams and OneNote rather than Google Drive. However, the overall concept and functionality are very similar. One idea I have for my 8th grade resource center class is to create a shared page where students can upload and share study materials they create throughout the year. This would allow students to see how their peers prepare for tests and expose them to a variety of study techniques and planning strategies without those ideas coming directly from me. During class, I can also introduce different strategies to individual students, which would help continue to grow and strengthen this shared study tools library.

I found both Sugata Mitra and Ken Robinson to be very insightful. They both advocate for a shift away from rigid, standardized education toward learning environments that encourage curiosity, creativity, and autonomy. It made me reflect on my role as an educator and how I can encourage students to be creative and encourage their love for learning and curiosity.

Our school uses Microsoft products rather than Google but they function in very similar ways and still allow for collaboration amongst students and teachers. A collaborative activity we have used with our 4th grade students that they really enjoy is the ability to create presentations with their peers. It can be adapted to different subject areas and topics but they really enjoy getting to use Keynote or Powerpoint and create a presentation with their classmates.

In my classroom, I use educational apps to help differentiate instruction across subjects. Apps like Flocabulary and BrainPOP support different learning styles by presenting content through music, visuals, and short videos that students can review at their own pace. IXL allows students to practice math skills at their individual levels and receive immediate feedback, while Newsela and Scholastic Word make it easier to differentiate reading by offering leveled texts and vocabulary support.

I also differentiate without technology by using station teaching, intentional grouping, and modifying assignments to meet students where they are. Small groups allow me to target specific skills, provide extra support, or challenge students as needed. Using both digital tools and hands-on strategies helps ensure all students can access learning in meaningful ways.

I differentiate instruction in my classroom in many ways. One frequent option is method of delivery. Often, I will have the opportunity to split the class and take a small group of students with me to go over only the key essential aspects of a lesson. If we do stay together in the classroom, I will often modify the assignment or work for students so it better meets their needs. For example, in 8^th grade we are getting ready for a CRQ. I met with my co-teacher, and we modified the assignment and discussed how we would introduce the lesson differently based on the needs of the students. We consistently use tech to differentiate instruction. Often, we use the built in learning scaffolding that i-pads have such as speech to text. I also often use technology to adjust the reading level of content. We just started using Magic School A.I. as a district which has amazing tools to help a wide range of students.

I found Ken Robinson's Ted Talk to be both inspiring and engaging. His humor and quit wit, paired with his ability to concisely get a point across in a relatable way, made him a perfect candidate for public speaking. I could tell how passionate he was about the topic, which made me even more engaged, and when I processed his point, I was even more invested. It also helped that I was sitting next to my 5-year-old daughter who was drawing a picture while I was answering questions, while knowing I'd be graded on them. It just proved his point even more that we grow out of creativity and the arts as we age and develop. While Sugata Mitra had some interesting points, his delivery was dry, and I just did not agree with his overall message. As someone who is a firm believer in the education system, I do see how it can be looked at as outdated, but I just can't get behind his "school in the cloud" vision.

Many of the note-taking strategies in this section are ones that we have tried in our 8th grade classes. We have used Cornell notes often but have recently found that students find them confusing at this level and have moved to a modified version. We prefer when students take physical notes but also have students take notes in OneNote. We have found a lot of success having students create web-style notes in small groups in social studies. While I personally prefer students to take physical notes, as I think it helps them retain the information better, one major benefit of digital notes is easily storing and organizing copies of notes for students who are absent or receive this as an accommodation.

Ted talks that emphasize student creativity and imagination show how important student engagement is. Mr. Myer brings to light how students learn from each other and how they can move forward in education

After reviewing the note-taking strategies , I plan to be more intentional about trying a variety of approaches with my students. While we already teach some note-taking strategies, this module reinforced for me that note-taking is a skill that must be explicitly taught and practiced, not something students automatically know how to do. We currently use graphic organizers to help students organize their thinking but I would love to implement some of the different note taking strategies discussed in this module.

In my World War II unit, I conduct a silent discussion on the Nuremberg Laws. During this activity, students move between different types of laws the Nazis passed to restrict the rights of Jewish people, silently responding to prompts by writing on a larger poster with sharpie (I have heard people call this activity a “chalk talk” before). I believe I can utilize google docs to digitize this lesson. Instead of printing and taping each Nuremberg Law to a physical poster, I can put each of them into individual google documents that students can access via a link and type their ideas and respond to each other. However, I am hesitant in trying this since I do not know what students would decide to type on these documents, especially if I struggle to monitor the actions they make on their devices.

Sugata Mitra’s talk also resonated with me, especially when he said, “It’s not about making learning happen, it’s about letting it happen.” It pushed me to think about stepping back more and letting students explore. In my music classroom, I want to present challenges and allow students to use creativity to find their own solutions, which I think will lead to more meaningful and unique learning experiences.

Technology also helps me differentiate. With tools like Google Classroom and Canva, I can assign different resources, allow students to work at their own pace, and give feedback quickly. Students can rewatch videos, collaborate online, and use templates that fit their skill level. Using tech makes it easier to meet individual needs while keeping students engaged with Social Studies content.

Even now, I often just type the same style of notes into a Word doc. The OneNote video inspired me to try something new. I like that it can act as one organized notebook where I can store notes, images, and even audio in one place. I also see value in using digital spaces like OneNote, Google Docs, or Padlet for shared student notes. Having students respond together in real time can build listening skills, encourage participation, and make note-taking more interactive and meaningful.

Together, these talks suggest that effective 21st-century education requires a shift in the teacher’s role from information provider to learning facilitator. For physics instruction in my classroom, this reinforces the importance of inquiry based labs, design challenges, and student driven problem solving. Encouraging curiosity, collaboration, and risk-taking helps students develop creativity and independence which are essential for success beyond the classroom.

Sir Ken Robinson and Sugata Mitra both talk about how the traditional school system doesn’t always support how people naturally learn. Sir Ken Robinson explains that schools often focus too much on tests and rules, which can limit creativity and make students afraid of making mistakes. Sugata Mitra shares examples showing that kids can learn a lot on their own when they are curious and have access to technology, even without a teacher giving constant instructions. Together, their talks suggest that learning should be more flexible, encourage curiosity, and allow students to explore their interests instead of forcing everyone to learn the same way.

I find that with ADHD and the kitchen, the students have a lot of room to move around. sometimes a good thing, sometimes a bad thing. It all depends on if the stoves are on or their is any dangerous equipment being used, however, it does provide the least restrictive environment for the student and does help lessen anxiety.

I like to do recipe creation exercises, so using a google drive for the class to share ingredient ideas to build a recipe is awesome. We start with a topic or a main ingredient, then we build on that by adding other ingredients. We set the parameters for how many ingredients and how many quarts or gallons we will make and we take it from there. When we are finished, we make the recipe and then assess it.

I use Teams to set up my exams for all of my classes and they range form NYSAA to 9th grade. One way to differentiate the instruction is to post multiple levels for the same assignment and use multiple tests. The computer has them stored and grades them. If I decided based upon results that student test scores were too low or failing, I could allow them to access the same information just at a different level. Instead of marking my test or my info as 6th, 7th, or 8th grade, I might label it level 1, 2, 3. No stigma with starting at a lower level and working up or starting a t a higher level and reviewing at a lower one. but going form 9th to 6th is an ego crusher.

There are also practical challenges in managing multiple operating systems, Windows, macOS, Linux, and varying mobile platforms, which can complicate software compatibility, troubleshooting, and instructional time. To make BYOD workable, schools would need to solely use web-based tools, have consistent and competent tech support, and a robust system for providing school-owned devices so all students can engage equitably. Unfortunately I do not see any of this happening and therefore I feel that if devices are required, the school should supply them free of charge.

Technology helps me differentiate in practical ways. I use tools like simulations, video explanations, shared digital notes, and online problem banks with solutions, so students can work at their own pace and revisit concepts as needed. Platforms that allow adaptive practice, immediate feedback, and multiple questions make it easier to meet students where they are, while still holding everyone to high expectations.

I think the key takeaway from the TEDTalks are to relinquish my fear of not being in control and letting my classes be more student centered. I teach in a middle school setting, and I often feel that I need to be super structured and controlling so as not to let my classroom feel out of control. I am a new teacher and trying not to be so teacher centered can be so difficult. I think for the second half of my school year, I will make it a goal to think of at least 3 different student centered lessons that I really want to enhance and do well. I think it can be empowering for the students to take control of their own learning, and it also helps keep them responsible for their own work in the classroom.

I differentiate instruction my class primarily through the delivery of instruction and rigor. All students learn the same content, but my co-teacher and I will modify the length and language of readings and assignments to help certain students achieve the same objectives as their classmates. Sometimes, we also split our class into different classrooms to deliver instruction in small groups though we only do so when necessary.

Technologies that have proven beneficial for us include A.I. applications like MagicSchool A.I., which we have primarily used for rewording and shortening texts and materials for our students who receive modifications.

I was particularly interested in the charting note-taking method, which involves organizing data into a chart. The style seemed flexible to suit a new timeline project that I would like my students to do for our upcoming World War II project. The task is to research 30 different events that led to World War II and place them in order on a timeline. I think using the charting method on OneNote would help students organize their notes in an organized, efficient manner. The only thing I have to figure out now is what application or website I can use to have students create their timeline on. I think technology would be helpful to use for the final timeline. 

Yes I use a lot of technology! I let students use Quizlet for vocabulary, Google Slides for projects, or Kahoot for quick checks. We love to use Blooket as a quick study tool before tests and quizzes.

I could use tech even more by assigning leveled reading articles (magic AI does a good job of this), interactive grammar games, or letting students create videos or podcasts instead of writing, so everyone can learn in a way that fits them best.

Watching Sir Ken Robinson’s “Do Schools Kill Creativity?” and Sugata Mitra’s “Build a School in the Cloud” reminded me why I entered education in the first place - to help students think, create, and solve problems, not just regurgitate information. Robinson’s video challenged me to reflect on how often traditional schooling (unfortunately) unintentionally funnels learners into compliance rather than innovation. His argument that schools can educate creativity out of students made me reconsider how frequently structure and standardization limit risk-taking. Mitra’s video took that idea a step further by demonstrating that learners can construct deep knowledge when given autonomy, collaboration, and meaningful problems. His concept of self-organizing learning environments reinforces the idea that curiosity, when trusted, is powerful. 

In terms of implications for my own lesson planning, these talks reaffirm for me that the best way to ignite curiosity and creativity is to prioritize inquiry over rote, direct instruction. I already anchor my sixth-grade ELA units in essential questions rather than centering them solely around the novel we are studying. However, moving forward, I want to design even more opportunities where students define the problems themselves and explore multiple pathways to solutions. I have recently become familiar with the Design Thinking Process, which I think will be a useful tool for this.

One collaborative idea I have for a Google Drive assignment would be a shared vocabulary sorting and analysis board connected to an essential question.

In my sixth grade ELA class, I select vocabulary words that are conceptually tied to our unit’s essential question. Instead of having students complete an individual vocabulary worksheet, I would create a shared Google Slides deck where each group is assigned one slide. On their slide, students would drag and drop vocabulary words into categories they create, justify their category titles in a text box, and connect at least two words to a character or relationship from our novel.

Students could use the comment feature to respond to another group’s categorization and ask questions or challenge reasoning. I love that Google Drive allows real-time collaboration, revision history, and commenting because it makes thinking visible and holds everyone accountable. It shifts 

vocabulary from memorization to discussion and analysis.

Even though my school primarily uses Microsoft/Apple tools, the collaborative structure behind Google Drive assignments is something I try to build into my lessons regardless of platform.

What I took away from these two Ted Talks is the importance of creativity and collaboration in learning. In order for students to buy-in to learning and create a lasting impact, learning needs to be meaningful. Allowing students to be creative and learn from each other is what creates a deeper understanding, especially because all people learn differently. There is no one-size-fits-all when it comes to teaching. Teachers are meant to be facilitators of learning and students should be the ones carrying the cognitive load through creativity and collaboration because that is where deeper connections and understanding comes from. 

One collaborative assignment idea I would like to implement using Google Drive is a small-group cultural analysis activity connected to a Spanish lesson on past tense usage (preterite vs. imperfect). Students would be placed in groups and given a shared Google Doc that includes guiding questions about a culturally relevant event or media clip we have discussed in class. Each group member would be responsible for contributing specific responses, such as describing actions, setting the scene, and explaining cultural significance, which encourages accountability while still requiring collaboration.

Google Drive tools would allow me to support and improve this assignment in several ways. By using the comment and suggestion features in Google Docs, I can provide real-time feedback and language support as students work together. The version history feature would allow me to track individual contributions and assess participation fairly. I could also embed links to reference materials or sentence starters directly into the document to differentiate instruction. This type of collaborative Google Drive assignment promotes communication, critical thinking, digital literacy, and teamwork while keeping the focus on meaningful language use rather than isolated grammar practice.

As a Spanish teacher, differentiation is built into almost everything I do because language acquisition happens at different speeds and in different ways. In my classroom, I differentiate primarily through scaffolding, choice, and proficiency-based grouping.

For example, during speaking activities, I provide sentence frames and vocabulary banks for students who need more support, while encouraging more advanced students to expand their responses with additional details, varied verb tenses, or cultural connections. When we work with authentic texts, I often offer leveled versions or provide guiding questions that vary in complexity. This allows all students to access the same theme while engaging at an appropriate level of challenge.

I also differentiate through choice. Students may demonstrate understanding through written responses, recorded audio, visual projects, or interpersonal dialogues. Giving options increases engagement and allows students to use their strengths while still practicing the target language skills.

Technology plays an important role in differentiation. I use tools like Google Classroom to assign varied tasks to different groups and provide individualized feedback. Platforms such as Quizlet allow students to practice vocabulary at their own pace, while tools like Edpuzzle let me embed questions at different levels of rigor within the same video. I also use recording tools so students can practice speaking multiple times before submitting, which reduces anxiety and supports confidence - something especially important in a language classroom.

Looking ahead, I could further utilize technology by incorporating adaptive platforms that adjust in real time based on student responses, allowing for more personalized grammar or vocabulary practice. I am also interested in leveraging AI-based feedback tools to provide more immediate corrections on writing and speaking tasks while still maintaining the human connection that is essential in language learning.

Ultimately, differentiation in my classroom centers on meeting students where they are while maintaining high expectations for growth. Language learning is deeply personal, and my goal is to create structures that support all learners in building both proficiency and confidence.

I do use technology to help differentiate. Tools like text-to-speech features allow students to access content in ways that reduce barriers. Moving forward, I’d like to be even more intentional about using technology to create what the readings described as a “least restrictive environment,” where students can choose the tools and supports that help them demonstrate understanding most effectively.

In my experience teaching mostly freshmen, I have found that my students do not have any idea how to take notes. Although there are a lot of useful note-taking tools out there, students still need to be taught the foundations of how to take notes in order to develop their note-taking skills. 

I do think that students need structure when it comes to learning how to notetake, especially freshmen. What I do for my students is give them a print out of guided (skeleton) notes where they have to follow along with the lesson and fill in the blanks on their note sheets as we go along. This keeps them actively participating in the lesson as well as holds them accountable for their learning. I also post the presentations on Google Classroom later for them to access in case they missed anything during the lesson or want to go back and revisit the content. Personally, I prefer to take notes using pen and paper because I find myself retaining the information better when I am writing by hand as opposed to typing. That being said, I do think some of these methods can be adapted to use technology as well. For example, students’ Chromebooks are all touch-screen so they could potentially use their computers like a pad and paper with a stylus. 

All this being said, I am also aware that technology is now a crucial part of our lives in the 21st century and that some of my students may learn better by using technology to take notes. In this module, I learned about some of the applications available for digital note-taking, such as Evernote, OneNote and Google Keep. Another suggestion I liked was actually uploading my guided note sheets to Google Docs, creating copies for all my students and allowing students to edit the documents and type their notes, as opposed to printing them and having students write them in. 

What I’ve gathered from this course so far is that learning should be individualized - students should have choices when it comes to their learning. I think this is something that I will definitely take with me when it comes to note-taking. I do think that students (especially my freshmen) need structure for their notes in order to develop these skills, but moving forward I feel like maybe I should give them more choices in terms of how to take their notes (digitally or on paper).

I also differentiate instruction by adjusting the level of support students receive. Some students may work more independently after the initial instruction, while others may need additional modeling or one-on-one guidance. In group activities, I try to pair students strategically so that they can support each other while completing a task. This allows students to learn collaboratively and helps build workplace communication skills that are important in vocational settings.

Technology is another tool I use to help differentiate instruction in my classroom. Many digital tools allow students to access information in ways that fit their learning needs. For example, I use QR codes that link to short instructional videos so students can watch a demonstration multiple times if they need to review a skill. This is especially helpful in programs such as nursing or custodial training where students may need to see a process demonstrated clearly before practicing it themselves.

I also use tools such as Kahoot to review important concepts in an interactive way. Kahoot allows students to participate using their own devices and receive immediate feedback on their answers. This makes review activities more engaging and helps me quickly see which students understand the material and which students may need additional support. In addition, I sometimes use shared documents in Google Drive so students can collaborate on checklists or assignments and practice basic digital skills that are useful in the workplace. Alyssa McCoy

Another idea from the module that stood out to me was the concept of allowing students to use their own devices through a BYOD approach. In many cases, students are already comfortable using their phones or tablets, so incorporating those devices into learning activities can increase participation. For example, students could scan QR codes to access instructional videos, review materials, or complete short activities during class. However, I can also see some challenges with this approach, such as differences in device capabilities or internet access. Overall, I think these tools can make my job easier by giving students more ways to access information, review concepts, and participate actively in lessons while also supporting different learning needs. Alyssa McCoy

In the TED talk by Sugata Mitra, I agree with Mitra’s assertion that the role of the teacher is changing. I have always felt that the teacher should be more of a facilitator or coach than someone who pours information into the students. It is more important that students be able to think critically and evaluate information than to memorize and repeat it. However, I do think that he minimizes the role of the teacher to an extreme and overemphasizes the value of technology. There are certainly drawbacks to the overuse of technology in education as we are starting to see.

I enjoyed the two ted talks but I have to say the 1st one hit home . I work as a CTE teacher . When he spoke about the student who went to dancing school ,but they wanted to put her medication it totally reflected many of my students . They are doing amazing things in my class ,but was consider a problem in their other classes . They needed to move and start creating items in the 3d form instead to learn .