Teaching with Technology

Using educational technology to enhance the learning environment and increase student engagement!

Charting Pre and Post-Assessment Data – Update

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Hello, and happy Saturday! I hope you’ve had a great week and are ready to recharge this weekend!! After our extended break last week, I feel refreshed and slightly less tired … yes, I did take my own advice 🙂 We came back from our Thanksgiving break Monday and, instead of jumping right into new content my students completed their post-assessment over the unit we finished before the break. They also completed their learning chart by entering their post-assessment data and viewing their growth.

While my students were completing their post-assessment, I was walking around the room, monitoring their progress and growth. The conversations I had with my students were so incredibly positive and included, “Mrs. Petty, I got a 1/9 on my pre-test, but this time, I got a 7/9!” Many students were upset that they didn’t get a perfect score on their post-assessment, but when they looked at their pre-assessment data and saw how much they learned and improved over the course of the unit, they were so proud!

When students had completed their post-assessment, I directed them back to the Learning Chart post I originally assigned on Google Classroom, and walked them through entering their data. The first page of this spreadsheet, titled Pre-Test/Post-Test Data, required students to not only enter their data but also set a goal for each learning target. The second page, titled Federalism and Missouri Constitution Learning Chart, provides students with a bar graph that displays their pre-test and post-test data, allowing them to actually see their growth and improvement.

While it is important for students to view their pre and post-assessment data, and set goals for each learning target, my favorite feature of this sheet is the Learning Chart tab. It’s one thing to look at numbers that increased over time, but I think it’s really powerful to see how much higher your post-test bar is in comparison to your pre-test bar.

I’m really happy with the results of this activity and will definitely do this again!

Thanks for reading 🙂

There’s No Tired Like Teacher Tired

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Hello, and happy Wednesday! Depending on your area of the world, you may or may not be preparing to celebrate Thanksgiving tomorrow. For me and my family, that means an AH-MAZING homemade meal with lots of family at my parents’ house on Thursday and then snuggling in for a nice, long, food-induced nap that afternoon. I’m not a traditional Black Friday shopper and instead choose to catch the online deals and avoid the craziness of the crowded stores while sipping my coffee in my pajamas. I’m sure I’m not alone in this statement, especially when the holidays are right around the corner — there’s no tired like teacher tired!

The phrase, “you can’t pour from an empty cup,” resonates with me on a daily basis, as I, like all of you, attempt to juggle and balance my family, career, and finding “me time.” In addition to being a full-time high school Social Studies teacher, I’m also an adjunct instructor of educational technology and history/political science (9 hours a semester), blogger, author, presenter, and most importantly, a mommy and a wife. My daughters are involved in 7 dance classes between them, and my oldest plays on two basketball teams right now (most of the time, we also throw in a traveling soccer team) and takes piano lessons. I’m so thankful that we’re able to provide these opportunities for our daughters, but at the same time, I typically feel like pulling out my hair by Tuesday afternoon.

As you can see, we have a few things going on in the Petty household. Sprinkle on top of those responsibilities the extremely important calling of teaching my students, and you have a recipe for a very tired teacher. While I’m tempted to spend my Thanksgiving break and other upcoming vacations from my classroom to get up early, catch up on grading, tackle the growing pile of laundry, go through my daughters’ drawers and take out what they’re rapidly outgrowing, clean my house, and other productive things, it’s also important for me to remember to relax during my break. Here are a few things I do to “just chill” while we’re off!

EXERCISE 
Yes, I love exercising! I’m almost done with a new workout program called LIIFT4, which, as its name implies, requires weight-lifting, with some high-intensity interval training, and core work, 4 days a week. I find that when I’m “in” a workout program and/or running on a regular basis, I’m more focused, have more energy (I need as much of that as I can get!), and generally feel better. What do you do to get your body moving?

FAVORITE SHOWS, BOOKS, AND MOVIES
While I’m a huge fan of exercising, I’m also a huge fan of binge-watching my favorite shows. I’m currently hooked on Outlander (holy moly) and also love Once Upon a Time. Fortunately, we also have almost all of the Harry Potter movies recorded on our DVR – #RavenclawForLife – as well as the Ultimate Guide to the Presidents from the History Channel (I can’t help it, I’m a nerd). I’m also excited to read a bit more of The Fiery Cross during our few days off (the fifth book in the Outlander series <– I may be obsessed). What other shows should I add to my “must-watch” list?

NAPS 
While one of the reasons I love working out is because of the energy boost it gives me, I also love a good nap. When I say nap, I don’t mean a 20-minute power nap. I mean a NAP. Like 2 hours snuggled under my favorite blanket, on my couch. You know, one of those naps you take and you wake up not sure if it’s morning or night, or even what day it is? Ya, those are my kind of naps, and I’ll DEFINITELY be taking one after Thanksgiving dinner 🙂

And yes, I’ll probably throw in grading a few assignments and getting ready for the week ahead, but I’m making a concerted effort to R-E-L-A-X a bit during our break. How do you find some “me time” and re-filling your cup during breaks?

Thanks for reading 🙂

Using Flippity to Enhance Learning

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Hello, and happy Friday! I’m back at work today after a lovely snow day yesterday … honestly, I was expecting to be out today as well, but we’re here and making the most of it! On election day last week, my students completed an activity that required them to research proposed amendments and initiatives to our state constitution. These ballot measures ranged from allowing the use of medical marijuana, revamping our state redistricting plan, to permitting an increase in advertising for Bingo games. Yes, you read that correctly – advertising Bingo games. My students thought this was HILARIOUS! The fact that our state constitution will be amended to include a (hopefully) politically unbiased redistricting plan, the use of medical marijuana, and Bingo advertising. To celebrate the passage of this amendment, my students wanted to play Bingo in class and advertise it to their peers. Fortunately, Flippity came to the rescue with an easy-to-create and use Bingo template that allowed them to review concepts, apply their learning using examples of concepts in action, and of course, play Bingo!

I first blogged about Flippity in 2014 when it was no more than a flashcard creator. Today, teachers and students can use Flippity templates not only to create flaschards, but also to track student progress, create crossword puzzles, word searches, scavenger hunts, Jeopardy-like review games, and of course, Bingo games.

To get started with Flippity, simply access the site and choose an activity template. When you select the template, you will be prompted to make a copy of the file because the templates are all Google Sheets. This means  -you guessed it!- you’ll always be able to find the activities that you create, even if you lose the website link! WOOHOO!! When you’ve entered your terms and alternate terms, you’ll publish the sheet to the web, then copy/paste the link in the appropriate tab. VOILA! You’re ready to play Bingo! Flippity also

As I share in my book, Illuminate, Flippity really doesn’t get the attention it deserves – teachers can use Flippity in so many different ways to enhance student learning. If you haven’t tried Flippity, yet … put it on your “to-do-asap” list!

Thanks for reading 🙂

November Mystery Post-Teaching with Technology

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Hello, and happy Tuesday! Last month, I tried something new by starting a monthly “mystery post” where I choose one of my favorite topics from my blog to share with you! Last month, I geeked out about my flipped classroom – if you’re a regular reader of Teaching with Technology (thanks!) you know I’m a bit of a fan … and that may be a bit of an understatement 🙂 This month, I’m sharing another of my favorite education/edtech topics with you! What, oh what will it be?????? I’ve held you in suspense long enough. The topic of the November Mystery Post is … drumroll, please … HYPERDOCS!

YESSSS! I love HyperDocs and I’m so glad I get to use them in my classroom. Here’s a quick rundown of the why and how of HyperDocs in my classroom.

Why HyperDocs? 
Before I start gushing about the awesomeness of HyperDocs, it’s important to think about and emphasize the “why” behind my use of HyperDocs in my classroom. When I create a HyperDoc for my students, I’m using the available technology to design a more individualized learning experience for my students. A shift has occurred in my classroom from “what is Mrs. Petty going to teach us” to “what am I going to learn today?” HyperDocs, like my flipped classroom, allow my students to work through content at their own pace. We review content every few days or as needed … we determine this by results from learning checkpoints and in-class formative assessments. The multi-faceted nature of HyperDocs work well with my flipped classroom, as well. The engage/explore piece provides my students with the opportunity to build background and peripheral knowledge of the content we’re learning. When they’re ready to move on, the explain piece, as its name implies, includes explanatory instructional video lessons that my students create through Edpuzzle. The apply portion requires my students to create a representation of what they’ve learned through a medium of their choice. Some HyperDocs also include a collaboration element in which students work through an activity together – primary source or landmark case analysis, etc. The share component allows students to gain feedback on their work from their peers while the reflection piece encourages my students to pause and think about what they’ve learned. Extension activities provide students with the opportunity to, again as its name implies, take what they’ve learned a step further while earning Bonus XP. Our review page includes Kahoot, Quizizz, and other review activities that students can use as content review for unit assessments.

The “How” of HyperDocs in my Classroom
Now you that I’ve explained the “why” behind HyperDocs in my classroom, it’s time for the “how!” How in the world do my students use these HyperDocs for our units? I’m so glad you asked!

During the 2017-2018 school year, I utilized unit HyperDocs as opposed to HyperDocs for individual lessons. My students loved this model! They reported that they felt like they could move through the content more at their own pace, rewatch content and ask for help from me and their peers when they needed it. The main request that I received was that I provide them with specific due dates for completing components of the HyperDoc to help them stay on track. Ask and you shall receive!

Now, my students are given flexible due dates for each component of the HyperDoc – I actually hesitate to call them “due dates” … more like goals for each section. For example, all units start with a vocabulary activity – most of the time using Quizlet, Flippity, Kahoot, etc., where students are required to create something to help them learn their vocab. As a content area, Government is super-vocab rich, especially since the students haven’t been exposed to the lingo yet in their education. Next on the to-do list comes the instructional videos. Students are given class time to complete these videos, and we aim to have a class formative assessment on video content every two days. This, of course, is a flexible plan and changes based on what my students need. Students also complete “learning checkpoints” at various points throughout the unit to ensure deep understanding of content. Next, students begin to create their “apply” project, reviewing important content as they do so. Reflection is up next, usually through Padlet or Flipgrid which provides me with MORE great data to drive instruction and review. Students are also encouraged to participate in extension activities connected to the content we’re studying … our first unit of 2nd semester, for example, includes Congress. For their extension activities, students are encouraged to email an elected legislator (state or federal level) and ask a question … any question … that they’d like to have answered. It’s so great to see their excitement when they receive a response!

Be sure to check out my HyperDoc posts here … and Chapter 9 of Illuminate!

Thanks for reading 🙂

Visible Learning: Charting Pre & Post-Assessments with Google

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Hello, and happy Wednesday! I hope you’re enjoying an amazing week and that the weather outside your window is prettier than the dreary, rainy scene I’m experiencing today. It’s at this point in the year that I begin to think on rainy days … “what if it were about 30 degrees cooler … I wonder how much snow this would amount to …” #teacherlife 🙂 I took a rare mid-week personal day today to attend the weekly chapel service with my daughters at their school, catch up on grading for all of my classes, ponder the possibility of (and most likely apply for) a specialist degree program in administration, wear sweatpants, drink coffee, watch Harry Potter, blog, and drink (as usual) TONS of coffee. Today, I’m excited to share how my students are using Google Forms, Google Sheets, and Classroom to assess their learning and chart their learning goals, providing them with a clear idea of where they are, where they’re going, and how they’ll get there … visible learning.

One of my teacher goals for the school year is to use pre and post-assessments for every unit so my students can actually visualize “where they are” in their learning of content. In our earlier units, I used Google Classroom to assign a Google Form that served as both a pre and post-assessment of learning. Students completed the form and viewed their score. After we completed our unit, the students took the post-assessment, viewed their score, and I walked around to them and individually reminded of their pre-assessment score. The looks on their faces were WONDERFUL! All students made great improvement over the course of the unit. Some went from 0/8 to 8/8, others went from a 6/8 to 8/8, while some went from a 0/8 to a 5/8. I was proud of all of my students and their expressions showed they were proud of themselves as well.

While this pre/post-assessment routine provided both me and my students with great data (and a boost of self-esteem) I wanted to provide them with a more concrete visible learning strategy. I also wanted them to actually see “where they are” when it comes to meeting our learning standards. SO … I created a Google Sheet where students can collect data from their pre-assessment, set their goal for each specific learning target, and view their data in the form of a chart. My reasoning behind this activity was not only to provide students with a visible representation of what they’re learning but also to give them an opportunity to practice using a spreadsheet to collect and view data <– one of those “real-world skills” that will help them outside of my classroom as well. They enter the data on the “Pre-Test/Post-Test Data” sheet and then can view a learning chart on the “Federalism & Missouri Constitution Learning Chart” sheet! If you’d like to use this activity with your students please click here to make a copy of the Google Sheet. Then, edit your standards and assign the spreadsheet to your students via Google Classroom. Done! 

How do you encourage your students to visualize what they’re learning?

Thanks for reading 🙂

 

My Flipped Classroom: Adding Learning Checkpoints

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Hello, and happy Monday! I don’t know about you, but I drank ALL the coffee today. It’s that lovely time of the year when it starts getting dark a bit earlier in my neck of the woods, which always seems to translate into me being sleepier than usual. I’ll eventually get used to it … sooner or later 🙂 My Government students are beginning their Missouri Constitution and Federalism unit this week (they completed their pre-assessment and charted their data last week <– more about this soon!) and I’m adding another application element to our flipped classroom activities … I’m calling them learning checkpoints. What are they and why am I using them? I’m so glad you asked! 

Toward the end of the 2017-2018 school year, I REALLY loosened my death grip on the reins of classroom learning by designing unit HyperDocs for my students (they’re juniors) and allowing them to basically proceed through our instructional videos at their own pace. This has mostly been a fantastic feature of my flipped classroom. When all of the students reached a specific point (after videos 1-2, for example) we play a game as a class to assess where my students are in their learning, what misconceptions or points of confusion they have, and to basically make sure everyone is on the same page before we move on. (Here’s the why of my learning checkpoints) We’re still doing this, but I really wanted to add another application layer that students can work through individually or with a small group which would allow me to have even more one on one (or “one to small group”) time with my students as they’re learning. Enter “learning checkpoints.” Today, when students had finished Federalism and Missouri Constitution videos 1-2, they came to me for a federalism game that I created using QR Codes. Students accessed a Google Form that I wrote on the board (thank goodness for bit.ly!) and used their smartphones to scan a series of QR Codes, each of which included a number and a specific power. Working together with a partner or small group, students scanned the code, discussed the power and came to a consensus about what type of government power (reserved, concurrent, or enumerated) was being described. They entered their answer on the form and were able to view their results immediately. When each group finished, they flagged me down and shared their thoughts with me. Then, in small groups, I was able to review the 10th Amendment, enumerated powers, the Elastic Clause, and concurrent powers with my students. It. Was. AWESOME!

As students finished the activity, I asked if they felt like they had a better grasp on the various powers they learned about. The response was an overwhelming, “YES! Are we going to do this all the time?” My response? “YAY!!!!”

 

My goal is to create these learning checkpoint activities for students in my flipped classroom to complete after 1-2 videos to make sure they have a solid understanding of our content. Students are still able to proceed through content at their own pace but have an additional opportunity to apply what they’ve learned. WOOHOO!!!

Do you use learning checkpoints in your classroom?

Thanks for reading 🙂

Essential Smartphone Apps for Teachers

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Hello, all! Happy Friday! I hope you’ve had a fabulous week! I was out of my classroom Tuesday at a PLC conference at a local university and, please tell me you’ve done this before, I COMPLETELY forgot to send information to my students until we were on our way to the conference. Fortunately, I wasn’t driving so I was able to send the daily tasks with my students. My laptop was, of course, dead so I was using my phone to send a host of instructions through Classroom, during which an idea popped into my head – I should share my essential smartphone apps! Here are my 7 favorite apps!

Google Classroom 
This smartphone app tops my list for obvious reasons – Google Classroom has been a fantastic addition to my classroom as well as so many classes around the world. I love that I can easily access all of my classes and create assignments and announcements, and share resources directly from my phone. It’s definitely a must-have app!

Remind 
Do you use Remind to connect with your students? This app (and program in general!) provides teachers with a wonderful FREE opportunity to communicate with students and their parents. This year, I created a Remind section for the parents of each course section that I teach as well as a group for my students. This has allowed me to communicate important information (due dates, reminders) with parents and students, and provides a way for students to contact me directly and receive a quick response. Let’s be honest … I’m more likely to quickly check and return a message that pops up as a text than an email.

Drive 
Google Drive is absolutely wonderful. There’s no better way to say it! I love that I can access all of my Drive files (from my MULTIPLE Google accounts) in one place on my phone, no matter where I am. I can open documents (with the Docs app) images, etc., and share them wherever I need to with a few taps of my finger. This is especially helpful for me when I’m in places without WiFi and I’ve used all of my high-speed mobile hotspot data for the month … which always seems to happen about a week before the new cycle – ugh.

Padlet 
This is a new download on my phone, not because I’m a new Padlet user, but because I have always created my Padlets from my Chrome browser on my laptop or desktop. Of course, when I realized that I had not created the Padlet for my students the day that I missed this week, I wasn’t able to access my laptop or desktop (see above – dead laptop, traveling to a conference) so I quickly downloaded the Padlet app. I was REALLY surprised at the functionality of this app! We’ve all experienced limited usability in some apps, which can be super frustrating. Not with Padlet! I was able to create the Padlet, customize the background and icon, choose the format of the wall, and create a unique URL for the wall. Yippee!

Kahoot! 
I’ve been a Kahoot fan for many years now, as have many teachers (and now businesses!) around the world. The ability to see where our students are with their understanding of content, and do so in a fun way, is just fantastic. Just like with Padlet, I typically create my Kahoot! games from my laptop or desktop. I had only recently downloaded the Kahoot! app to more easily evaluate student work they create for the “Apply” section of their HyperDoc. As with the Padlet app, I was totally excited to see the functionality of creating Kahoot! games through the app. After I created the Kahoot, I was easily able to share it with my students through Classroom and Remind. Happy Bethany!

Nearpod 
As I share in Illuminate, Nearpod is my go-to tool to deliver engaging lessons that include formative assessment, virtual reality, 3D images, and awesome simulations that my students can view on their own devices, whatever they choose to use. I love the Nearpod app on my iPhone as well because I’m able to move around the room, quickly look up information, randomly sit on tables or next to my student and be in their learning environment.

Heads Up! 
I first wrote about Heads Up a few years ago after I was inspired on a snow day. I tell my students that I love them and I love my job, but I probably get more excited about snow days than they do. There’s just something about being able to sit in my recliner while I enjoy my (multiple cups of) coffee, wearing my sweatpants and hanging out with my daughters …. ahhhhhhhh 🙂  On this particular snow day, my youngest daughter was napping on my chest while my oldest was laying down with her head on my lap snoring away, and I was watching Ellen. If you’ve ever watched Ellen, you know that she often plays a super fun game called Heads Up. As I was cracking up watching her celebrity guests play the game, I thought, “man, wouldn’t it be awesome if I could think of a way to use this in my classroom?” Then, I downloaded the app, noticed there was a “build your own deck” option, and created the easiest review game EVER. Now, Heads Up is a staple in my classroom, and my students BEG to use it as a review activity!

How do you use these great tools in your classroom?

Thanks for reading 🙂

 

Using Padlet for Pre-Assessments

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Hello, and happy Thursday! Fall has FINALLY arrived in Missouri – I saw an extremely accurate meme on Facebook yesterday that said, “Missouri weather just went from 90 to 55 like it saw a State Trooper,” and that description could not be more accurate! At our daughter’s soccer tournament the week before last, my husband, younger daughter, and I were in shorts, t-shirts, and flip-flops. At our tournament on Sunday, I was wearing a hoodie, long pants, gloves, and was wrapped up in a fleece blanket. Missouri weather is just so great – ugh. Last week, my Accelerated Government class began our Federalism and Missouri Constitution unit and, in keeping with my goal to use pre/post-assessments for every unit, we started off with a pre-assessment. Instead of using Google Forms like I typically do, we used a Padlet wall. Here’s why …

Students Visualizing Learning 
I’ve really appreciated the feedback and data from student pre/post-assessments this year. It’s been awesome! I see what standards my students already know based on the data I collect in a nice, neat Google Sheet, and can plan my instruction based on that. While I was able to view this information clearly, my students weren’t. I had originally intended to provide my students with graphing or computer paper that they could use to graph their pre-test and their post-test scores in relation to learning targets in order to actually see their growth over the course of the unit. What actually happened was this — students took the post-test and I talked briefly with them individually about “where” they started the unit and “where” they ended. The facial expressions were priceless! However, I’m looking for something that is more accessible to them, not just me.

Teacher-Brain 
Please tell me I’m not the only one who suffers from severe teacher-brain (perhaps coupled with mom-brain) from time to time? You know the feeling – when you have a great idea, or a plan that you just know is going to be awesome and, in your completely overwhelmed mind, you know that you have plenty of time to create it or make it happen. Well … that’s exactly what happened with the Missouri Constitution/Federalism pre-test. I just KNEW that I had SO much time to create the form when in actuality … I DIDN’T. Padlet came in clutch for me, as it has so many times!

Padlet for Pre-Tests
I created and shared a Padlet wall with my students and required them to respond to or identify questions/individuals that we would be learning about throughout the course of this unit. At the end of the unit, the students will be able to go back to the Padlet and comment on their original post with what they’ve learned. This will allow them (and me) to see their individual progress over the course of our unit.

I’ll report back soon with their feedback! How do you use pre and post-assessments in your classroom?

Thanks for reading 🙂

If You Give a Teacher a Day Off

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Hello, friends! Happy Sunday! I hope your week is off to a great start and you’re getting ready to tackle the week ahead. Last Friday, I did something I rarely do as a teacher – I took a day off. Yes, I took a mental health day, as we sometimes call the days that we take off when no one is sick, no one has a doctor appointment, we’re not going to a conference/workshop/meeting. I just took a day off. When I was a first and second-year teacher, I NEVER took a day off, partly because I was scared to look weak or undedicated to my career, but also because I didn’t want to leave my classroom in the hands of a stranger – check out this month’s Mystery Post for more information about my control freak nature 😀 After my husband and I had kids, my days off were only to be used for maternity leave, sick kids, or doctor appointments for our girls. So … I rarely take a day off, but sometimes it’s needed. Here’s a fun glimpse into why I took a day off, didn’t feel guilty about it, and why teachers must practice self-care to be the best we can be for our students.

If you give a teacher a day off … she’ll probably sleep in
Yes, I slept in later on Friday morning. That’s right. I slept in LATER – not late by any means because I still had to get my daughters (and husband!) up and ready for school. Friday was Grandparents Day at my daughters’ school and my mom always delivers the chapel message for the day, so I always at least go to that service 🙂 A downside of teaching in a different town than where we live is that I rarely get to take my daughters to school. I have to leave the house at the same time my daughters and husband do in order to get to work at the required time. So, in addition to sleeping in a bit on Friday, I got to take my daughters to school. It may seem like such a small thing, but it’s one of those “mom” things that I love and do as much as I can because they won’t always want me to do that!

If you let a teacher sleep in … she’ll probably be a tad more rested
I saw a meme the other day on Pinterest that said something along the lines of … teachers make more minute-by-minute decisions throughout the day than a brain surgeon, which is why we’re so tired at the end of the day. I don’t know about the accuracy of this claim, but I agree with it. As a teacher, I make TONS of decisions throughout the day that I really don’t even think about. Let me explain, as teachers, we have to make tons of decisions in our lesson plans, on the fly, etc., and we do this every day … so we may not recognize the sheer amount of thoughts, plans, and things we do on a daily basis. Even though some people outside the realm of education haven’t (and probably never will) realize, we have a pretty darn important job. Inspiring, encouraging, motivating, and shaping the future – no big deal, right? 😉

If you let a teacher get some rest … she’ll probably be more present with her family 
I don’t know about you, but I suffer from some pretty major “mom guilt” from time to time. My daughters are both in school and participate in almost a dozen afterschool activities between them, and I volunteer/participate as much as I possibly can while balancing my teaching career, the online college classes that I teach, my blog, my book, speaking engagements, conferences, keeping up with homework, and keeping our house in some semblance of order (it’s a wreck most of the time!). So, when I have a day, or a few hours to chill and be Mommy instead of Mrs. Petty, it helps everyone. Friday was Homecoming for my high school and I was able to walk with my daughters’ school float in the Homecoming Parade – super fun and I got some exercise! Happy Bethany!

I mentioned earlier that Friday was Grandparents Day at my daughters’ school. My mom still teaches at their school and isn’t able to have a sub in her class on this super fun day. My dad always comes to Grandparents Day and has an absolute ball hanging out with his two favorite girls (my sister and I have been demoted) during the day. My father-in-law wasn’t able to attend the Grandparents Day festivities this year, and we lost my mother-in-law to flu complications last year. Therefore, I spent the day with my daughters as their surrogate grandparent, alternating classes with my dad so both kids could have fun with Papa, but not be left alone when Papa was with the other kid.

I LOVED spending time with my daughters in their classrooms, watching them beam with pride as they showed me their classroom, what they’re learning, projects they’ve made, etc.

If a teacher is more present with her family … she’ll probably be recharged in her classroom
This is extremely true. When I push pause on my busy life from time to time and focus on being more present with my family, I feel like I’m floating on my back in the ocean. instead of trying to tread water. When I feel like I have a good grasp on my family and personal life, I’m a better teacher. Taking a day off helps me (temporarily at least) feel like my ducks are all in a row. When my ducks are in a row, I feel mentally more prepared to take on the noble challenges that come with being a teacher – the best job in the world.

So … if you give a teacher a day off … she’ll be more recharged, focused, and excited to be the best teacher she can be for her students. Take a day off, teacher friends. You deserve it, and so do your students.

Thanks for reading 🙂

October Mystery Post – Teaching with Technology

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Hello, all! Welcome to the first installment of the monthly “Mystery Post” from Teaching with Technology! October seemed like a great time to debut this new feature of my newsletter, with Halloween and all things spooky popping out this month.

The Mystery Post for this month isn’t a single post, but a collection of posts on one of my favorite topics, flipping the classroom. I began my flip a few years ago when my district adopted a 1:1 technology initiative, and I’ve changed an aspect of my flip almost every year since then.

Before I share the posts with you, here’s a quick rundown of things I love about my flip, as well as features of my flip that freak me out:

I LOVE …
–> the freedom my flip provides me with. I’m not tied to lecture with my flip and am instead able to share content with my students through instructional video, monitor their progress and provide effective feedback, all while working with my students in a one on one or small group learning atmosphere.

–> the flexibility I’ve gained as a teacher as a result of my flip. My flip has allowed me to gain valuable instructional time with my students by cutting down on the amount of time I spend in the front of the classroom, talking at my students. My flip has given me the opportunity to relax a bit when it comes to “getting through” content, and instead focus more on providing my students with choices for how they demonstrate what they’ve learned.

–> the freedom my students have with our flip. I was talking with a group of students yesterday and was soliciting feedback on how they feel they’re learning the content in our class. One student said, “I like the videos because I feel like I can get what I need and rewatch if I have to, then as you questions if I need it.” This student completely described the “why” behind my in-class flip. Students work through content more at their own pace and ask me or members of their class if they need help. YASSSSS!!!!!

I FREAK ABOUT …
–> relinquishing the reins a bit. Yes, I’ll admit it. My name is Bethany, and I’m a control freak. I don’t like to ride in the car with anyone because (in addition to getting carsick) my anxiety is through the roof because I’m not in control. While I was pregnant with both of our daughters, my doctor would wait until the end of my appointment to check my blood pressure because it was always high when I entered his office. Why, you ask? Simply because my husband drove the hour and a half from our hometown to the doctor’s office and Mrs. Control Freak Bethany couldn’t just chill. So yes, allowing my students to work through the material at their own pace has the potential to freak me out. However, I’m doing better. After all, it’s not about me in my classroom; it’s about providing my students with an engaging and effective learning environment.

And now, it’s time for the main event! —DRUMROLL— the Mystery Post! Click here to access all of my posts about the flipped classroom and be sure to head over to Edutopia to read my post about great technology for the flipped classroom. If you’d like to learn more about how I flipped my flip, you’ll LOVE Chapter 1 of Illuminate!

I hope you’re having a fabulous week! Thanks for reading 🙂