Twas the Week Before the Holidays . . . Creative Enrichments and Ideas for the Day(s) Before Break

How do I keep my students engaged on the last day(s) before break? What do I do when my students finish their assigned work early? We've likely all asked ourselves these questions, especially at this time of year. Both of these questions revolve around the same concepts: motivation and meaningful use of time.

Check out these two recent blogs from John Spencer and Matt at Ditch That Textbook. They list some really great ideas for using this "bonus time" to meaningfully enrich our students. 

1. Twelve Creative Alternatives to Showing Movies Before Break by John Spencer

2. 20 Answers to "I'm done. Now what should I do?" by Matt from Ditch That Textbook

Thanks for all you do keeping students engaged and learning!

Happy Holidays!

Digital Media Diet

Source

Check out some of the CREATION tools you can use with students!

Creation Tools for Student Learning Creation list for iPads

Accessibility Tips: Benchmark, Seesaw, Google and Schoology

We all want our students to be successful, and we know that some will need additional scaffolding and support to reach their learning targets. In this tech tip, we'll explore some accessibility tools available in several of our core tools and resources.

Benchmark

Our new Benchmark eAssessments for grades K and 1 have a built-in text to speech reader. Students can click the play button to have the question read to them. Other grade levels do not yet have this feature.

Seesaw

Seesaw activities offer several great ways to help our youngest learners understand their tasks.

• Icons--These handy visuals help early readers understand the words.
• Audio--Early readers can also listen to the directions.
• Examples--These let our students "see" what they need to do.
• Templates--These give our students a starting point and simplify the task.

Google 

These are add-ons to Google Chrome that students can put on their Chromebooks.

• Read Aloud Text to Speech reads screens aloud to students
• Visor helps students follow lines of text by shading other areas.
• Open Dyslexic font changes fonts online 
• Screenshader tints your screen
• Note: Speech to text works really well in Google Docs as well and can be copy/pasted to other applications as needed.

Schoology Assessments

Schoology has added some great tools to help with test accessibility and accommodations. For students to use these, teachers must create the assessment in the new Assessments (not older test/quiz) and then turn on these options under the assessment setup tab.

Activating desired features

1. Create an assessment.
2. Click the set-up tab.
3. Toggle on features you wish students to be able to access.

Accessibility toolbar

When enabled, this toolbar will appear at the top of each question in a Schoology assessment. This toolbar includes two accessibility tools: text to speech and a reading visor.

Text to Speech: 

• Option 1: Click the hand icon and click text on the screen to begin reading that text. 
  
• Option 2: Click the play button to have the text read from the top of the screen to the bottom. 
  
• Note: Text will highlight as the words are read aloud. 

• Options: Click the gear icon to choose your desired playback settings.

Visor--The visor darkens the page except for the line(s) being read. Students drag the visor to highlight areas as needed. This can help students track the words better as they are reading. Click the visor icon to activate this feature. 

Other helpful features:

More Accessibility Options--Click the accessibility button to access accessibility choices for background color, font size and zooming shortcuts.

Eliminate choices--Click the choice eliminator option and then click question choices to cross them out. This is like crossing out answers with a pencil on a paper test.

Flag for review--Students can click the flag icon to mark questions for later review. They can also use the notepad to jot down their thoughts to help them remember things when they return to review the question.

View full screen--By clicking the full screen button at the bottom of the toolbar list, students can maximize their screen and better view content.

Math tools--Teachers may choose to allow access to calculators, rulers and protractors during math tests.

Classroom Management: Organization and Distribution of Your Digital Content

You may not think of Schoology and Seesaw as classroom management tools, but they definitely can be. Use these tools to quickly get your students to their digital activities. This reduces transition time and increases time on task.

These tools also let you differentiate and engage individual learners at a high level which helps to keep them on task. Whenever possible be clear and consistent. Students need to know what to do and how they can find their materials.

Check out ideas for both Seesaw and Schoology below.

Be simple, clear and consistent in how you organize and name folders. 

• Chunk content (rather than having one long list).
• Clearly label links and folders.
• Use a consistent labeling scheme. (Ex. Unit 1: Plot (March 12-20))
• Use a consistent folder and assignment structure.
• Add an image and list of objectives to each main folder. (Design Tip Sheet.)

Be simple, clear and consistent on how you communicate directions and assignments.

• Post these with a consistent timeline (when) location (where) and format (how it looks). 
• Consider these popular options:

1. Post daily updates.
2. Embed a Google slideshow into a page and add a new slide for each class day.
3. Tag assignments with dates, so they appear on the upcoming events calendar.

Create a system for students to track their own progress. 

One popular idea is to create and assignment that includes a Checklist. Students check off items as they complete them. This works great as a Schoology Google Workflow assignment. You can also use the assignment workflow to have students monitor progress on learning goals and scales. This is a spreadsheet example of how that might look. Students can continually go back to it, and teachers can check in on their progress.

Student Calendars

Teach students to use the calendar feature in Schoology to manage their assignments and homework. Here are some videos to get you started using this in your classroom.
• Teacher use of calendar to help students
• Student use of an ePlanner calendar
• Teacher best practices

• Develop a system to distribute differentiated materials to groups of students.
• Option: Use a folder system where students choose their own folder based on need.

• Option: Individually assign folders, so students only see folders assigned to them.

• Option: Create Grading Groups individually assigning materials by leveled groups. This is efficient and anonymous.

• Resources and Tutorials


• Individually Assign Materials and Assignments (single section) 
• Individually Assign Materials and Assignments (linked sections) 
• Formatting folders (one model)

Consider using the Class Code - 1:1 Devices login process. This will allow teachers to assign differentiated activities to each student rather than to the entire class as a whole.

Note: Students will need to sign out at the end of their session.

When assigning activities, assign to specific students only (if using 1:1 login method). This gives students a differentiated playlist based on their individual needs.

Since Seesaw has a nice variety of creation tools built in, allow students choice in how they show their learning. This is a great way to accommodate various learning styles and strengths. Here’s a video from Seesaw on using the new drawing tools.

Clone yourself by recording yourself giving directions and then print a QR code for students to scan. This will allow you go provide directions in a station or independent work, even for students who cannot read. The actual station work can be either online or offline.

• Record a video using the video creative tool.
• Publish the video
• Click the three dots
• Get the QR Code
• Paste the QR on a Google Slide, add directions and print!

Tip: You may want to create a new class where you create and store your direction videos.

Technology and Classroom Management

Managing Classroom Behavior

Last week, we looked at setting up our digital classroom routines. This week, we will take the next step and look at how technology can be used to help facilitate classroom management.

Set up your expectations for movement and callbacks.

Create transition signals to let students know when they need to return their attention to you or move on to a new activity. This is especially important if students are working collaboratively (which may get noisy). Here are a few strategies to consider:
Display timers:

This lets students know how much time they have for an activity and allows them to regulate their behavior accordingly. Some popular timers include the classroom screen website and YouTube timers embedded into slideshows. To find YouTube video timers, just use a search query like “10 minute timer.” Another really quick strategy is to search for “google timer” in Google.

Note: Classroom Screen also has options for volume sensors and indicators.

Callbacks:

Create a callback protocol to bring your class back to attention from individual and/or group work. Be sure to clearly communicate this and practice it before using it during a real lesson. Some of the best callbacks include multiple senses (voice response plus an action). Here is a list of 75 verbal callbacks. Consider adding actions to these.

Rotation Slideshows:

Create a slideshow to help students know their group assignments and where to go next.  Post these in Schoology or project them in front of the classroom. Here are some slideshow templates you can use. If you teach older students or like a slightly different design, these can be easily copied and modified to meet your needs.

Group Creation Tools:

When you don’t need to group students by ability or skill level, use Flippity Random Name Picker or add student names to this Google Sheets template and randomize the order of names to create new groups. Flippity can also be used to randomly draw names of students for participation in discussions or activities.

Build and practice behavior norms for your classroom.

Involve students in this process. Have them help define what expected behavior looks like/sounds like and does not look like/does not sound like using T-Charts. This gives students ownership in the norms and increases likelihood that they will adhere to them.

1. Practice a Gradual Release of Responsibility (ASCD).

2. Build basic elements for cooperative learning into group activities.

3. Assign roles in the groups for individual accountability (recorder, timekeeper, facilitator). Here are some table tent templates you can use if you wish.

4. Practice station skills in small chunks if needed. Consider practicing group rotations with skill building or team building tasks before completing academic tasks.

5. For younger students, walk through the rotation process before completing academic tasks.

6. Reward good behavior. For instance, randomly select 2 students per day to evaluate their behavior and reward them if they do a good job. Incentives can be class privileges or positive referral tickets/points. If students don’t earn points, tell the class why they weren’t earned, but don’t reveal the name picked.

7. Go slow to go fast. Set strong expectations early on, even if that means moving at a slower pace at first. This will allow you to move faster with fewer problems later.

Seesaw Task Card Template

Here's a task card template you can use to create directions for Seesaw stations. Simply make a copy of this template, move icons to the page and print!

Here is a short 2 minute video explaining the process if needed.

Technology Protocols and Classroom Management Tips: Part I

Establish classroom expectations for technology

The beginning of the school year is the perfect time for establishing classroom expectations for the use of technology. It is important that we clearly communicate our expectations and the reasons for them. After all, students can’t follow directions that they don’t know exist.

As Clay Cook shared during his workshop week presentation this fall, “All behavior is directly related to the environment in which it occurs.” The next few tech tips will provide ideas for setting up routines to promote a successful, tech-rich environment. Choose the ideas that will work best for your classroom.

Clearly communicate what technology is needed for the day.

Develop a consistent location to let students know what they will need for the day, station or activity. Here are a few ideas to consider.

• A location on your white board or front of room.
• A post on the screen in your classroom to start the day.
• A poster or sign at a station.
• A task card with materials already at the station.
• A course update in Schoology.
• On an embedded slideshow in Schoology.

Pro tip: put commonly used images in the margin and drop onto a slide as needed.

Clearly communicate how and when students may use their technology.

This clarity will help students be successful, and it can help to head off undesired behavior before it happens. Here are a couple of strategies to consider.

Stoplight
This can be signaled with a series of paper signs, colored cups or digitally with tools like the classroom screen website. Display a color to let students know your expectations. 

 

• Green light = You are required to use your technology.
• Yellow light = You may choose to use technology.
• Red light = You may not use technology at this time.

Screen angles

Request different screen placements to signal how technology may be used.

• Open = You may use your technology freely.
• Lids at 45 degrees = Look at me and listen. You’ll be going back to your screen soon.
• Closed lids = You won’t be using technology in the near future, but we may use it later today.
• Under desks = You will not be using technology for this activity. Don’t even let it distract you.

Develop Routines

Consistency is key. If you can develop clear, consistent procedures for use of technology, students will develop good habits. It is really no different than any other classroom behavior or expectation.

Open/45/Open strategy: Use this to regulate students’ attention.

• Open: Students actively navigate to the proper digital location with you.
• 45: Students put lids to 45 degrees while you demonstrate and give directions about what they will be doing.
• Open: Students open the lids again to complete the activity.

Ask three before me: This tried and true strategy can help students become more self-reliant and reduce the number of tech-related questions and interruptions.

Feel free to use any of these Digital Procedure Templates if they help you to get started. Modify them as desired.