Teaching with Technology

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

“Conversation Stations” in a High School Class

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Happy FRIDAY!! We made it to the end of another week, folks! I don’t feel like I’ve sat down since school started, between taxiing my kids back and forth to all of their after school (wearing masks and socially distanced, of course) activities so I TOOK A DAY OFF TODAY. That’s right. I took a day off! I took my daughters to a local bakery for donuts before school, went to Chapel with them this morning, and will head in to pick them up from their half-day soon. We’ll be having lunch with some friends, then will come back and rest, I’ll head downstairs for a workout and/or a run, before picking up my 2-year-old nephew for a fun sleepover tonight! All of these things help my heart be happy and recharge so I can be my best for my students next week. Teacher mental health is a real thing, friends, and we all too often sweep it under the rug. It’s ok to think about your well-being! Today, I’m sharing an idea that I tried with my high school students yesterday, which involved giant post-it notes, sharpies, pencils, duct tape, QR Codes, Chromebooks, and cell phones. What in the world could it be? I’m glad you asked! Check out our “conversation stations” activity!

First, no this isn’t the first time I’ve tried stations in my classroom. A few years ago, I set up stations around my classroom for my students. In true station-style, they were supposed to rotate from place to place. I thought it was a beautiful, fool-proof plan! However, because I was only requiring my students to use their school-provided Chromebooks, the idea of actually moving from place to place was kind of lost. One of my students raised his hand and said, “yo, Mrs. Petty, can we just stay in one spot? Since we have all of the stuff already?”

While I’m sure I deflated a bit, he had a point. I was basically asking them to carry their Chromebook from place to place to do something that they could do at their desks. 🤦🏼‍♀️

So … we tried something different yesterday. Instead of providing them with ALL tech activities to complete, we did a “four-corners” strategy about each of our learning targets. Here’s what I wrote on each post-it note:

–> CORNER 1: “What we know …”
–> CORNER 2: “What we need to review …”
–> CORNER 3: “Examples of what we learned …”
–> CORNER 4: QR Code that led to a few formative assessment questions related to that learning goal.

I wrote one learning target in the middle of each post-it at each station, making sure that it was in learner-friendly language. Students worked in small cohorts, wearing masks, and proceeded through each station. We had three learning target stations placed throughout my classroom and in the hallway, and one Quizlet Live station where students could earn TONNNNNS of XP (experience points – check Chapter 8 of Illuminate: Technology Enhanced Learning for more info!) by competing against those in their cohort.

While my students were milling about, completing tasks at each station, I was buzzing from group to group, providing guidance, individualized instruction, and tech-support, as needed because, it’s 2020 🤣

The feedback that I got from students was AMAZING! They loved working in stations, reviewing specific concepts, and doing so collaboratively with their peers. The feedback they gave me on the post-it will be SUPER HELPFUL in creating a review for their assessment next week.

While this was a face-to-face activity, the four-corner post-it strategy could easily work in a virtual environment, as well, using Google Slides, Drawings, or Jamboard.

The activity from start to finish (my explanation – students completing each station) took about 45 minutes, which was perfect for our 50 minute class period!

Don’t you love when an activity turns out just like you envisioned?!

I’d love to learn about how you use stations in your classroom!

Thanks for reading 🙂

Fabulous Features of Google Forms #1

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Happy Thursday, all! If you’re on my mailing list, you’ve probably already marked your calendars for the return of #IlluminateED TONIGHT at 7 PM (Central Time)! My Illuminate online course cohort had a fantastic discussion last week via Google Meet and we all fully geeked out about the infinite ways we can use Google Forms in our classroom – whether that be virtual, in-person, or a combo of both! So … I decided to share a few of my favorite features of Google Forms with you in a new series – “Google Forms Fun!”

#1 Go To Section Based On Answer
This feature was THE topic of our conversation last week after a teacher asked for an easy way to differentiate instruction with a Google Form. I use the “go to section based on answer” feature in my high school and college classes to offer students choice when it comes to what they want to learn. To “turn on” this feature, simply select the three dots at the bottom of the choice question and choose “go to section based on answer.”

When you’ve done this, you’ll see a dropdown menu appear next to each response option.

Next, you’ll want to create a section that corresponds with each option you provide. To do this, click on the “new section” icon, which looks like an equal sign.

In the example, I provided three options of articles pertaining to an issue or topic in education. I included the link to an article as the description in each of the sections. You can add questions and reflection opportunities, as well as directions for what to “do next” for each section.

When you’ve created your sections and added your activities (if needed), you’ll need to link your options to their corresponding sections. At the bottom of your sections, you’ll notice a dropdown option that says “after section …” Select that menu and click “submit form” unless you want your students to do another section.

Double-check your form to make sure that you’ve made your choice question required so students can’t skip it … not that they would 😉

That’s it! You’re done! You’ve differentiated a topic and given students choice. Go you!

Click here if you’d like to see the example form I created to demonstrate this feature.

Check back soon for the next Google Forms post – seriously, this may be my favorite Google tool. It’s at least in the top 5!

Thanks for reading 🙂

 

What’s On Your Classroom Christmas List?

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Hello, and happy Saturday! Now that my daughters are both out of school, Christmas break has officially started! We’ll be heading to my parents’ house this morning for our annual Christmas cookie baking extravaganza, which really means my sister, my daughters, my mom, and I will destroy the kitchen while my dad sneaks cookies and comments on the mess we’re making 🙂 This year, my almost one-year-old nephew (he’s pure perfection) will get to join in the fun – that is, if we can all stop fighting over who gets to hold him long enough for him roll some cookie dough or sneak a piece of candy!

In addition to teaching high school Social Studies, I’m also an adjunct instructor of Educational Technology. I LOVE teaching this class because it gives me the opportunity to fulfill one of the goals of my book, Illuminate. I want teachers everywhere to know that technology is a tool that can be used to enhance student learning and NOT something that will or should be intended to replace teachers. I also want teachers to remember that technology integration is not another “thing” that teachers have to “do” in their classrooms or something that they should add to their already too long list of expectations and requirements. It’s not about the tech; it’s how you use it!

One of the assignments in my class requires students to write a blog post on our class blog that describes their perfect classroom. What does it look like? What resources do you have at your disposal? If you had all the money in all the world, how would you design your classroom to best meet the needs of your diverse learners? Since I require my students to communicate and reflect using technology, I thought I should probably do the same! Also … my daughters have been making and editing (seriously, three days until Christmas!) their Christmas lists, and it’s putting me in the wishlist-making mood!

Here’s my classroom Christmas list:

First and foremost, I want to make sure I’m clear on the fact that I am VERY blessed in my classroom. I teach in a 1:1 environment with a flexible seating option and am able to flip my Government classes, blend my dual credit classes, post YouTube videos of “raps” my students and I create to help them remember course concepts, play games that normally include me standing on a table, etc. It’s pretty great. However, if I had, as I tell my students, tons of money to spend on my classroom, I would probably start by adding more flexible seating to my classroom. I would love to have bar-height tables to accommodate students who would rather stand when they work. Sometimes when I’m blogging especially, I find myself standing by my kitchen counter instead of sitting at my desk or on my couch. Other times, I’m writing to you from the comfort of my recliner, snuggled up with a blanket while Harry Potter or a presidential documentary gently hums in the background. 

Continuing with the flexible seating topic – I’d like to one day have loungers for students who would rather lay back to work. Again, sometimes when I’m working from home, I’m propped up on pillows in my comfy bed … if I’m in bed, Outlander or Once Upon A Time is probably on my TV providing me with some wonderful background noise 🙂

This year, I had the opportunity to include bungee type chairs in my classroom. I’ve noticed, though, that when students sit in those “comfy” chairs as they’re called, they’re not able to reach our tables comfortably. This limits their workspace – while it doesn’t seem to bother most students, I would love to be able to offer them something like a coffee or end table option for their Chrombook, notebook, and other materials.

As for me, I would REALLY like some sort of mobile laptop cart/podium contraption that would allow me to roll around the room, helping students when they need it while providing feedback on instructional videos, assignment submissions, etc., with my laptop. Something like this maybe? Do you have something similar?

Of course, and this probably goes without saying (or typing), I want my students to be healthy, happy, safe, and know that they’re accepted and loved in my classroom. This is at the top of my Christmas and daily list 🙂

What’s on your classroom Christmas list?

Thanks for reading 🙂

 

 

F.I.E.R.C.E. Teacher Series – Excited and Energetic Teaching

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Hello, friends! I’m writing to you this morning, refreshed and exhausted at the same time after coming back from our week-long beach vacation in Destin. The sand and water were fantastic! I probably could have used a bit more sunscreen … but, oh well. I’m pumped to continue my F.I.E.R.C.E. Teacher Series with the first of the “Es” … let’s talk about being an excited and energetic teacher!

EXCITED
I’m generally an excited person, both inside and outside the classroom. If you’ve ever been to one of my presentations or workshops, you know that I always introduce myself and then give attendees a fair warning that, whenever I talk about something that I really like, I get super excited and start talking really fast. It happens! That’s just how I roll, friends! I’m pretty much the same in my classroom, and it helps that I’m a huge geek about my content area. I realized, however, toward the beginning of my teaching career that everyone doesn’t get quite as hyped about the functions of the branches of government, Constitutional Amendments, and landmark Supreme Court cases as me – weird, right?! 😉 So, in order to engage my students in our content, I need to be excited about the content. Can you imagine walking into a class that you’re not particularly pleased about taking and the teacher is dry, boring, and clearly NOT excited about teaching you? How horrible would that be? So, even on the days that I’m not 100% excited to be out of my jammies and my recliner, I’m making it my mission to be excited about not only what I’m teaching, but the fact that I get to teach – sit back and think about the fact that we GET TO TEACH. We GET to have a direct impact on the future. How cool is that?! In what other professions could we have this kind of influence? Get excited! We get to teach!

ENERGETIC
My students often say that they have no idea how I have so much energy. My daughters are 5 and 7 and still don’t sleep through the night. When they wake up for milk or a trip to the bathroom, they don’t wake up their dad, but instead, insist on having Mommy help. I’ve asked them why they don’t wake up my husband, and they both reply, “Mommy, Daddy is asleep.” Ohhhh, he has them trained! Being an energetic teacher is hard, especially when we’re tired, don’t feel well, or when the kids don’t want to let us go when we take them to school or the babysitter in the morning. However, I’d much rather be excited about what I teach and energetic in my classroom than, for lack of a better word, “blah.” My students can expect me to “drop mad beats” and “spit bars” about our content if they need help remembering the concept of federalism or the difference between dual and cooperative federalism. They can expect me to stand on tables to make review a bit more fun and do toe touches for moral support before they take a test. How can we be energetic about teaching, even when we aren’t? That’s a million dollar question, isn’t it? As for me, I try to take a “when my feet hit the floor in the morning, it’s go-time” attitude. And God and coffee. Lots of both.

Check back soon for the “Rs” of the F.I.E.R.C.E. Teacher Series! I hope you’re having a fantastic summer!

Thanks for reading 🙂

Hey, Siri! Asking questions and getting answers with technology

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Hello, all and happy Friday! We’re preparing for our week-long beach vacation today and are getting REALLY excited to dip our toes in the ocean on Sunday! As our vacation has been getting closer, our oldest daughter, Hanna, has been really concerned about and interested in the weather in Destin, Florida – our vacation spot. She’s been asking to check my phone to see the weather in Destin which means I’ve had to add Destin to the “places” on my weather app. I noticed yesterday, though, that instead of checking the weather app to see if it’s raining in Destin (her worst nightmare!) she’s been asking Siri to tell her what the weather is like in Destin. We’ve also been asking Siri to tell us what the heat index is in our hometown to help us determine whether or not playing outside is the best idea – it is HOT in Missouri! Our youngest daughter, Molly, was curious yesterday about how to say “ouch” in Spanish. She didn’t even hesitate to yell out, “Hey, Siri! How do you say ouch in Spanish?” It’s so neat to watch my daughters, ages 5 and 7, effectively utilize technology in a positive way, which led me to think about how my classroom has changed (and needs to continually change) to become an environment in which students utilize the available technology in a positive way.

A few weeks ago, I attended and presented at CORE Academy at my alma mater, Southeast Missouri State University, and was able to meet some pretty amazing educators. One of them, Alice Keeler, delivered a keynote that really resonated with me – she discussed how technology like Siri or Alexa has changed the way our kids find information. Alice mentioned that her kids ask Alexa questions daily and that they know that they can “shout questions to the universe” and get an answer. As I was listening, I began to think about the questions that I ask in my classroom – verbal questions, assessment questions, formative assessment questions, etc. – and began assessing myself…are the questions I ask of my students, “Googleable” questions? Are they questions that my students can “shout to the universe” and get the “correct” response? Or, are they questions that make my students think about the content that they’ve learned and apply that knowledge to form a deeper understanding of the topic?

I, like you, am aiming for the latter type of question. I don’t want to focus on “Googleable” questions and answers because they are just that, “Googleable.” In Illuminate, I discuss how the ability to simply recall information, such as the date that the Bill of Rights was ratified, really doesn’t provide students with a deep understanding of the Bill of Rights. Assessing them on when these extremely important amendments were added to the Bill of Rights is not really that important. What is important is that our students understand the rights that they are guaranteed by these amendments and how they have been interpreted throughout our country’s history.

As I’m revamping my curriculum this summer, I’m working on incorporating “application” questions into assessments – both formative and summative. I want my students to think about our content at a deeper level rather than just memorizing facts and dates that, let’s face it, they can ask the universe and get the correct answer.

Thanks for reading 🙂

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