Tuesday, March 31, 2020

Remote Learning--Necessity is the Mother of Invention

Note: I wrote this blog post and had it ready to share on March 3rd. It was going to be another post about the utility of HyperDocs, the theme I have adopted for the year. Then, the coronavirus pandemic found its way to our corner of the globe so I buckled down to support "alternative instruction" as we are all working from home. But in reality, HyperDocs are the perfect tool to support remote teaching and learning. Like the subject of the post below, we are all without a classroom to call home at the moment and are stuck "teaching on a cart." I hope you'll take a moment to read below to see not only what she did and how she did it, but also know that you can do it too!

During February Break, I attended an EdCamp at Phoenix Central Schools. During a session on HyperDocs, a Health teacher from East Syracuse Minoa High School shared her approach to instructional delivery. As a newer teacher, she does not have a classroom to call home, but rather has a mobile cart to carry her materials from classroom to classroom. Because of the logistics of her teaching day, she has prepared unit-long HyperDocs as a means to "package" all of her instruction in a single document, in this case Google Slides. See a sample unit below:



How'd She Do That?

  • This particular HyperDoc was created using Google Slides. 
    • In Google Drive, click on "New" and select "Google Slides."
  • The teacher changed the page setup to mimic an 8.5 x 11 piece of paper to accommodate students who chose to print their notebooks. 
    • In Google Slides, select "File" and click on "Page Setup." From there, change the setting to "custom" and change the dimensions to 8.5 x 11 inches.
  • She changed the look of her Slides by inserting a background image.
    • From the Google Slides menu, click "Background" and upload or search for a background image.
    • Right-click on the slide preview (the small list of slides on the left of the screen) and select "Duplicate Slide."
    • Do this several times until you have as many slides as you will need for your HyperDoc.
    • You can also change the background en masse at any time by selecting all slides (click the first one, hold down the shift key and click on the last one) and then change the background per the directions above.
  • Her first slide has a space for students to enter their name and block (period). 
    • Rather than using an "underscore" or line like we would traditionally do on a printed document, the teacher inserted a text box for the students to enter their names. She changed the border color from black to teal. If she used an underscore as she might have done on a paper document that would traditionally be printed and copied for students, the characters would move as the students type.
    • To insert a textbox, click Insert and select Text Box. There is also an icon on the menu that will accomplish the same task. It looks like an editable box with a capital T in it.
    • To change the border color of the text box, click on the text box and select the border icon from the menu (it looks like a pencil with the selected color under it). You can also adjust the border thickness with the adjacent border weight icon (it looks like a stack of lines of varying thickness).
    • Use this technique whenever you want students to respond to a prompt--offer them a dedicated space to type their answers.
    • Pro-Tip: You can use the paint bucket icon to fill the text boxes with color to make them stand out.
  • The first slide also includes a table of contents that links to lesson-specific content within the unit.
    • This step should be one of the last things you do before sharing your Hyperdoc with students (once all of your slides are done).
    • Type a list of lessons.
    • Highlight the text of a specific string of text and insert a link (click the chain link icon or select "Insert" and "Link" from the menu.
    • Rather than linking to a website, select "Slides in this presentation" and click on the specific slide you to which you would like to link.
  • Insert images and create assignments
    • This teacher added relevant images to communicate content. She also added links to digital content and more HyperDocs for students to demonstrate learning.
    • Interestingly, the teacher created "fill in the blank" activities in which students can drag-and-drop vocabulary into a lined space to match words to their respective contextual definitions (See Lesson 4).
  • Share with students
    • This HyperDoc unit was shared with students via Google Classroom
    •  In Classroom, click on the Classwork page and create an Assignment. 
    • Attach the HyperDoc (Google Slide) and select "make a copy for each student."
    • This way, your template will remain intact and every student can have their own copy of the HyperDoc.
    • Students should NOT turn in their work right away--if they do so, they will no longer have the ability to edit their file. 
    • The teacher is always an editor on Google Classroom Assignments and can offer timely meaningful feedback by opening a student's work and inserting comments synchronously or asynchronously.
  • Check out the full HyperDoc unit here.

You Can Do It, Too!


You, too can create a HyperDoc like this...the skills you will need:
  • Create a Google Slides presentation
  • Change the background image on a Slide
  • Insert text, images, links
  • Create an Assignment in Google Classroom and make a copy for every student
That's it! With a little time and creativity, you will have a lesson or unit that embraces 21st century pedagogies and supports self-paced, personalized learning for all students.


Monday, March 30, 2020

Remote Learning: Collecting and Sharing Students' Digital Projects




When I taught Global History, I would, like most of you, task students to work individually or in groups to create some kind of presentation that synthesized their learning and deliver it in front of the class. I can't tell you how many PowerPoint presentations I sat through in which students would read bulleted lists of information to the class! Since that time, I have come across a variety of tips to help students better prepare their presentations and delivery, the best of which is Guy Kawasaki's 10 - 20 - 30 rule for "pitching" ideas.

Instructional Technology has come a long way since PowerPoint was one of the only tools of the trade. Check out my Creation Tools Cheat Sheet that offers students "voice and choice" in selecting from a variety of multimedia tools they can use to demonstrate learning. You are welcome to share this document with your students--it includes links to each tool's website as well as video tutorials to explain how each tool works. Teachers, of course, should design specific rubrics to help students design digital projects that meet expectations.

Collecting and Sharing Digital Learning Projects


So how should teachers collect and share student work now that the audience is no longer face-to-face? The answer is to leverage Google Forms to collect links to student work and Google Sheets to share the links with the class. Check out the video example to see how it can be done.

Split Rock 5th Grade: PowToons Projects




Friday, March 27, 2020

Remote Learning: Collaborate with Padlet



Without being face-to-face, collaboration can be a challenge when teaching and learning online. One of my favorite collaboration tools is Padlet. Think of it as a virtual cork board that you can populate with sticky notes. Padlet's sticky notes allow you to add text, links, files, photos, videos, voice notes, drawings, and more. I set up a Padlet wall for you to share what's working for you and your students (see below). You can add your thoughts by clicking here or by clicking the + sign on the embedded Padlet below.



Made with Padlet

Learn More About Padlet


Padlet

Thursday, March 26, 2020

Wednesday, March 25, 2020

Remote Learning: Deliver Instruction with Edpuzzle


Kids consume lots of video on platforms like YouTube and TikTok. In fact, they are most likely familiar with a new type of celebrity, "Influencers." Although it is hard to compete with PewDiePie, a YouTube star with 103 million subscribers and 24 billion views, teachers, too, can leverage video to gain their students' attention. One of my favorite platforms for sharing instructional video with students and assessing their understanding is Edpuzzle.

With Edpuzzle, you can make any video your lesson in three easy steps:
  1. Find a video on YouTube and other platforms, upload your own (i.e Screencastify), or re-use a video lesson created by another teacher.
  2. Then, edit the video to create your lesson. Record your voice to personalize it, and hold your students accountable by embedding questions in the video.
  3. Assign the video to your students using Google Classroom and check their progress in real time while they learn at their own pace. 


Edpuzzle

Tuesday, March 24, 2020

Remote Learning: Connect with Flipgrid




Building a community of learners is no easy task in a traditional classroom setting; it can be even more challenging when we are trying to teach and learn remotely. While there are plenty of ways to connect with our students, Flipgrid is one of my favorites. Flipgrid makes it easy to set up a space where you and your students can share your thoughts on a topic asynchronously through video posts. Flipgrid also makes it fun--there are all sorts of features like color filters, stickers, drawing tools, text tools, and a whiteboard to help get your point across. They even have a space for teachers to post Flipgrid Shorts, three minute videos that can be posted on multiple platforms. Check out how WGMS Principal Steve Dunham has been connecting with his school community using Flipgrid Shorts and follow Steve on Twitter to keep up with his morning announcements!



Learn How to Use Flipgrid to Connect with your Students

Flipgrid

Monday, March 23, 2020

Remote Learning Lesson Design

Online teaching changes teachers and the way they teach, requiring even the best to rethink their teaching practices. In fact, many online instructors report that online teaching improves their face-to-face teaching with their new understandings of how to teach with technology, support individualized instruction, increase student engagement and/or facilitate deeper discussions with more effective questioning techniques. Some "big ideas" to think about as you prepare for teaching online include the following:

Lesson Design
Conceptualizing what your instruction will look like and how students will interact with the content is key to online lesson design. It is essential to plan with the end in mind as you organize content, learning activities, and assessments. It is also critical that you communicate the learning objectives with students clearly and consistently. 

Interaction and Collaboration
Teaching and learning online can cause both teachers and students to feel isolated. It is important for the instructor to establish a sense of community among all learners and to foster interaction and collaboration that supports the objectives and student learning.

Assessment
Assessing student learning in an online environment can be very different from evaluating their work in a face-to-face setting. It is important to create assessments that are measurable and authentic.

Learner Support
Successful online teaching should be "high-tech and high-touch." Students should feel welcomed and have access to all course materials to ensure their potential for success.

As we move forward with Remote Learning, I'd like to share a graphic I found on Twitter from Katherine Goyette, author of the WonderExploreLearn blog. Scroll to the bottom for a HyperDoc that combines Katherine's Remote Learning Lesson Design graphic with some concrete strategies, tools, and tutorials for each quadrant on the graphic. Click here to make a copy of the HyperDoc.





Saturday, March 21, 2020

Remote Learning: Do This, Not That

Chromebook Staging and Distribution
Before I offer some tips for "remote teaching," I want to give a shout out to our Food Service Department and our Technology Department. On Wednesday through Friday last week, our colleagues devoted their time and energy to making sure our students remain fed and have the tools they need to learn from home. The Technology Department deployed over 1800 Chromebooks and PCs and our Food Service Department distributed over 4,000 meals to families. It is heartwarming to see such generosity, kindness, and grace on display in our community.




HS ELA Teachers Chatting on Google Meet
I also want to give a shout out to our teachers, service providers, and TAs for devoting their time and energy to getting up to speed as quickly as possible in terms of leveraging instructional technology tools and strategies to minimize the disruption to the learning process for our students. The effort to learn, and learn quickly, has been impressive to say the least! If you haven't done so already, be sure to check out my "Learning Never Stops" slide deck for some tips, tricks, and tutorials. Barb Ritch and I are here to support your efforts. Please don't hesitate to get in touch.

West Genesee's Online Learning Portal was recently shared with the community. The website provides some activities and expectations for the upcoming week at both the elementary and secondary levels. It will be updated weekly. You will also find a link to Chromebooks in the Classroom, a website where you can find information regarding Chromebooks, Chrome OS, and G Suite as well as video tutorials for parents/students and teachers.

I know that many teachers are ready to continue teaching lessons from where they left off, but keep in mind that families in our community may be struggling as all of our lives have been unexpectedly disrupted. Now is a good time to take care of your personal wellness and that of your family, experiment with some new instructional methods alongside your students, temper expectations, and connect with your students as best you can without overwhelming them. Be sure to check out  "Remote Learning: Do This, Not That" (embedded below) as you prepare to teach remotely. Thank you to TJ Vaughn for sharing the information and Jenn MacArthur for the amazing graphics!





One Parent's Perspective


On a lighter note, I'll leave you with something that I saw on Twitter that made me laugh...make it full screen so you can read the captions.



Friday, March 13, 2020

HyperDoc Makeover: Keep It Simple

If you are new to creating HyperDocs, it can be intimidating to take a risk to transform lessons you have taught successfully over the course of your career. It is easy to feel overwhelmed with mastering a new skill as you integrate instructional technology tools into your professional practice. My advice--Keep It Simple! In the lesson below, WGHS Social Studies Teacher Dave Jones leveraged Google Docs to turn a traditional reading and worksheet into a HyperDoc to increase engagement and provide feedback for students' written work.

In the original lesson, Dave photocopied a reading entitled "The Education of a Loyal Nazi" to help his students understand what life was like for young people in Hitler's Germany. In addition to the reading, students responded to a worksheet that was printed for them to write on. You can check out the original reading and worksheet here.

Now that Dave has his own classroom set of Chromebooks, he decided to give this lesson a makeover by turning it into a HyperDoc. Dave retyped the original document on a Google Doc...it needed to be done as the original was getting difficult to read after being photocopied repeatedly over the years. He broke the document into chunks to help students make better sense of the material, and rather than creating a worksheet with fill-in-the-blank lines, Dave inserted text boxes for students to share their answers. He distributed the file as an Assignment in Google Classroom, making a copy for each student. You can view the transformed version of the assignment below:





Conclusion


Dave's transformation might seem small...after all, the assignment is pretty much the same: read a primary source/academic article and answer some questions. However, the transformation now benefits both teacher and student. First, the students have the ability to collaborate by leveraging Google Docs' "Share" capabilities. Second, the teacher can now give feedback to students that is both timely and meaningful. HyperDocs don't have to be complicated--keeping it simple can have a powerful impact for teachers and students.