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STEP 2: Online/In-person Collaboration #blendedlearning #blendchat #edchat

As I mentioned in my previous posts, my goal for the next several months consists of creating a step-by-step instructional eBook describing my journey to creating a blended learning environment. In my last post, I discussed the numerous ways to develop an online classroom, or Learning Management System, for students using Schoology, Google Classroom, or a website builder like WordPress. It’s important to use these platforms to have students share their collaborative process with one another.

Why collaborate?

In my mind, collaborating within a peer group is the catalyst for deep, critical thinking and problem solving. It’s a skill students will use throughout their life. According to Sarah D. Sparks in her article in Education week, “The ability to collaborate with others has become one of the most sought-after skills in both education and the workplace.” It’s important for students to learn how to effectively collaborate face-to-face, but an online platform provides an opportunity to make their learning visible. Each student has the opportunity to respond and have their voice shared. They can document their discussions online to reference on a later date to write an essay, create a presentation, study for an exam, or just to further their exploration on a topic.

How should students collaborate?

1) Schoology/Google Classroom —  discussion forums

-Schoology has a discussion platform which allows teachers to post a question while students post responses. I typically give students a chance to discuss together (see 10 minute feedback system) and than give a written response to the question online. The students can access this online discussion at any time, which is where the real power lies.

-Google Classroom has an “Ask a Question” feature to incorporate online discussions. Again, I use this primarily as a way for students to make their thinking visible to others and provide a way to document their thinking/brainstorming for later use.

2) 10 minute peer-peer feedback conversations

I’ve used the following system to help students give one another feedback on projects, ideas, or assignments and also to teach students how to effectively communicate and collaborate (we often assume students know how to collaborate).  We use this system, designed by AJ Juliani & John Spencer, to give students an opportunity for face-to-face interactions.

10 minute feedback system

Time Description Partner A Partner B
0- 2 min Elevator Pitch Describe your idea, plan, or product Listen
2 – 4 min Clarifying Answer clarifying question Ask clarifying  questions
4 – 6 min Feedback Listen to the feedback without interrupting Provide specific  critical & affirmative feedback
6 – 8 min Paraphrase Paraphrase what  you heard Listen and clarify
8 – 10 min Next Steps Create next steps Help guide next steps

©️Empower, John Spencer & A.J. Juliani

3) Back Channels

Back channels provide students an opportunity to post questions during a presentation, video, or lecture. It works as an interactive “parking lot” for students’ ideas, thoughts, and questions without interrupting the presenter. Here are few I’ve used in the past:

-Back Channel Chat — a free chat room where anyone can join for free with a code.

Google Slides Q&A feature — while students are following your Google Slides presentation, they can ask questions or share ideas

Google Docs — I’ve used a blank Google Docs, shared with all my students, to ask questions or share ideas in the background

STEP 1: Learning Management Systems #blendedlearning #blendchat #edtech

Many posts, books, or articles about education tend to lean towards the big picture. They want to ask why and discuss large issues. I appreciate these resources as they provide me an opportunity to think about my practice and why my work affects students, but I’m often left asking myself how. How do I implement these large ideas? How do I find the time to create a plan to utilize these ideas? The aim for this particular series of articles is to help with the how. I’m striving to provide educators with a step-by-step implementation plan to create a student empowered, blended learning environment.

By blended learning environment, I’m referring to a classroom where the instruction happens face-to-face and online. The students can access the class materials from any computer with internet, turn in assignments, reference schedules, review discussions, and track their progress towards standards. The power with an online classroom environment lies in the students’ accessibility from anywhere, the teacher’s ability to personalize instruction for each student, provide feedback as students work through assignments online, and as a communication tool to the student’s parent(s)/guardian(s).

The first step in creating a blended learning environment is choosing a Learning Management System (LMS). An LMS is a web-based tool used to implement an online course. For K-12 educators, an LMS provides us the opportunity to have a blended learning environment where students can access the “classroom” from any computer with internet access. There are an overwhelming amount of choices available for educators. The point is to make sure it fits your needs. I want one that is easy to use (for me and my students), free, and allows easy communication to parents. Here are a few options I would recommend:

schoology.com

1) Schoology (free because my district pays for it)

PRO: Schoology allows for easy parent communication, gradebook, assignment feedback, Google App integration, discussions, and individual/group assignments.

CONS: Have to pay for the best features

     **I have collected a resources to help you get started with Schoology**

play.google.com

2) Google Classroom (all my students have Google Accounts)

PRO: Sends an automatic, weekly email to parent(s) with upcoming assignments, completed assignments (with scores), and missing assignments. Assignment feedback, individual/group assignments.

CON: Doesn’t have a gradebook

**I have collected a resources to help you get started with Classroom**

wordpress.com

3) WordPress (or any other free website builder)

It’s really up to you which website builder you choose to use. Many of them have become easy enough to use without needing any coding experience. It’s a great place to start every class with objectives, links, assignments, but the students won’t have the ability to turn in assignments through the free site.

**I have collected a resources to help you get started with WordPress**

My blended learning environment

Original post: http://jalibrarian.blogspot.com/2018/09/my-blended-learning-environment.html

Six years ago, I became the technology teacher and librarian for a ECE-5 elementary school. The move from middle school caught me by surprise. I wasn’t prepared for the needs of my younger students and teaching students the skills to access new technology became a daunting task. I failed often. It was frustrating to scramble around the room to view each student’s issues with their individual computers. Many days ended in exhaustion and defeat. I desperately needed a solution to teaching technology (or any content for that matter). Over the last six years, I developed ways to teach students of any age through the following steps of blended learning. I’ll devote my next several blog posts revealing all the listed steps below to teach effectively within a blended learning environment. Each post is meant to be a “how-to” guide through the blended learning process so one can become more comfortable with the process.
Steps to an EFFECTIVE blended learning environment:

1) Learning Management System

2) Online/In-person Collaboration

3) Direct Instruction w/ screencasts based on feedback cycles (matched with aggressive monitoring)

4) Online checks for understanding

5) Online feedback; face-to-face feedback cycles

6) Differentiation through online groups (via LMS), scaffolded tasks, student voice and choice

7) Inquiry based lessons

#InnEdCO18 – Reflecting on a great conference

Last week I attended the Innovative Education Colorado Conference (InnEdCO) in Keystone, CO. Throughout my four days, I spent most of my time learning about personalized professional development, online tools to support students, and STEAM activities. I also presented on Wednesday afternoon about 3D printing and the use of TinkerCAD for students to create 3D objects.

I used this blog to take notes about my experience. Here’s a break down of my notes:

Personalized PD:

1) Sarah Thomas Keynote & Workshop during the morning of Day 1 (@sarahdateechur)

2) Session 2, Day 2: Personalized Professional Development using the EdCamp model

3) Personalized Learning with the Beacon Network in DPS for the 2nd session of Day 2

4) Personalized PD — planning tools for all levels and types of teachers

Online Tools:

1) HyperDocs with the Denver Public Schools Digital Coaches during Day 1

2) Gamifying your Classroom during my final session of Day 1

3) ELL Toolbox – finding tools to assist our English Language Learners for the first session of Day 2

4) Shark Tank Tools — a fantastic set of tools within one website built by Candy McGregor and Megan McQuinn

STEAM:

STEAM with Eric Carle — I love the idea of using picture books and STEAM activities

Also, on Wednesday, June 13, I offered a 2 hour workshop during the conference. I’ve linked my presentation below:

InnEdCO Workshop 2018

Denver Public Schools Tech Summit 2018 – My Presentation #HyperDocs #GoogleEDU

On Saturday (April 28), I presented at the 2018 DPS Tech Summit on the topic of HyperDocs. I learned everything I know about HyperDocs from the website, https://hyperdocs.co/, and by reading the book, The HyperDoc Handbook. I find them to be an effective way for students to work through the inquiry-based learning method where the entire project (standards, daily goals, rigorous tasks, articles/videos/images, checks for understanding, and reflection) are built into a single document (Google Doc) or slideshow (Google Slides). With a HyperDoc, the project or lesson becomes student driven (less teacher-led), accessible from anywhere with WIFI, and differentiated based on a student’s needs. Checks-for-understanding can be built in throughout the HyperDoc, so students can check in with you as they complete certain portions of the document. Also, feedback becomes instantaneous when the HyperDoc is uploaded to the Google Classroom and the teacher can see and comment on the student’s work in real time.  Try one of the samples or templates below to try building your own HyperDoc!

Here’s a link to my presentation: bit.ly/JAtechsummit

What in the world is a HyperDoc? Definitely the question I receive the most when I mention HyperDocs. It was difficult to get my mind around at first, but this video  helped me understand along with the resources below:

HyperDoc Resources:

HyperDoc Samples

HyperDoc Templates

HyperDoc YouTube Playlist

HyperDoc Podcasts:

Cool Cat Teacher Cult of Pedagogy

Classroom 2.0 ,  HyperDocs on Air