A Flexible Seating Playlist

What is Flexible Seating?

Girl reading a book on the roof
Maybe not THIS flexible!

Flexible seating is a method of classroom management where students have options and choice for where they sit. Their choices may may be driven by physical needs/comfort, learning styles, and/or collaboration needs. It allows students to work in positions that are most comfortable or effective for them.

Flexible seating has become the rage in education, and whether you are a veteran looking for ideas or a novice looking to learn more information, this is THE playlist for you.

Choose your own learning adventure! Just click on the links that pique your interest and learn in the method that works best for you!

NOTE: Before you commit, make sure that the materials you add to your classroom are safe and allowable according to your school administration and fire codes.

Articles

Videos

Other

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Classroom Management with ClassroomScreen

Don’t You Just Love a New (and Effective) Tool?

I am always looking for tools that make my job easier. I have tried many tools over the years to help students stay on task and have found what is truly a “golden ticket!” ClassroomScreen is an online wall of sorts and an excellent tool for your teacher toolbox.

What is ClassroomScreen?

ClassroomScreen is a quick classroom management tool created by Laurens Koppers, a teacher in the Netherlands. It is accessed via a website (no need to download anything) which allows you to easily display your ClassroomScreen for your students. It allows the user to use widgets on the screen projected in their classroom, to keep students informed of expectations and on task. The icons give visual cues and are an excellent resource for all students, but especially helpful for students who receive English Language Learner or Special Education services. I’ve created the five-minute video below to demonstrate some of the features of the website.

 

How I Typically Use It

Continue reading

Getting Hyped About HyperDocs

Remember webquests? Webquests were big when I started teaching.  Students would work through a self-paced digital assignment, completing ordered tasks linked to websites in the internet. Webquests were designed to learn about a concept or topic. HyperDocs are like webquests on steroids…not necessarily bigger, but so much better!

So, What is a Hyperdoc? 

Lisa Highfill, Kelly Hilton, and Sarah Landis have written The Hyperdoc Handbook: Digital Lesson Design Using Google Apps as a primer for getting started using HyperDocs effectively in your classroom. It is available in both print and digital formats. According to the writers,  “HyperDocs are digital lessons that you give to students for engaging, inquiry-based learning.”

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But Isn’t That Just a Fancy Document with Hyperlinks?

In a word, no. True HyperDocs ask students to dig deeper, master content, and demonstrate a deeper understanding. Hyperdocs also allow teachers to build in supports to aid in understanding of the content. In her blog, Karly Moura explains this well.

The beauty of HyperDocs is that the creation of the doc itself requires the teacher to take into consideration the needs of the students, how they will engage in the content, what ways they can reflect on their own learning, and how they can show what they know. It is also ALL about packaging. HyperDocs LOOK engaging because they are. Kids enjoy doing them and while they are learning, collaborating, creating and reflecting in their doc the teacher is given the gift of time to connect with students and engage in quality conversations with them about their learning.

Ms. Moura also created a wonderful graphic illustrating the differences between a document with hyperlinks and a HyperDoc.




 

 

 

Here is an example of a HyperDoc on Growth Mindset created by Lindsay Reed.

img_0190-1Even though this was Ms. Reed’s first attempt at a HyperDoc for her middle school learners, she does a great job of creating a lesson that is engaging and includes multiple methods of delivering information and demonstrating understanding. It also requires completing tasks and answering in ways that require higher order thinking skills…Hallmarks of a good HyperDoc.

How Do HyperDocs Fit Into the Blended Learning Environment?

As I have stated previously, blended learning is any combination of face-to-face and online learning. HyperDocs allow for students to explore and master content online, at their own pace. They can receive lecture, face-to-face instruction in small groups or one-on-one with an educator and the online component of blended instruction via HyperDocs. This can easily fit in a rotation model, flipped classroom model, etc.

But Wait There’s More! 

For the low, low price of $0 you too can access these resources! The website associated with the book is a buffet of ideas, tips, and tools made by the authors and shared by the the community of educators. The community has embraced the idea of teachers sharing resources for FREE (remember that is my favorite price) and the amount of knowledge and expertise being exchanged is phenomenal! The point is, share what you create, partake of what others share…everyone wins.

  1. Hyperdocs.co website created by Lisa Highfill, Kelly Hilton, and Sarah Landis, writers of The Hyperdoc Handbook: Digital Lesson Design Using Google Apps
  2. Teachersgiveteachers.net an exchange where users can submit their HyperDoc lessons and download lessons created by other educators to use or modify for their classroom needs.
  3. #Ditchbook with #HyperDocs #BetterTogether Sharing Extravaganza! Padlet by Karly Moura where educators have contributed an assortment of HyperDocs.
  4. Hyperdoc Links by Merle Goess is a Padlet that lists a wide range of HyperDoc resources.
  5. HyperDocs Facebook Group is a forum for all things HyperDocs. It is a very welcoming community where teachers share resources and ideas.
  6. How to HyperDoc by Nicole Beardsley is a HyperDoc that is also a model for introducing HyperDocs!
  7. Driving Digital Learning The entire website is filled with resources free to use. This page is a set of HyperDoc templates.


Why Use HyperDocs?

  • Personalized, self paced, and flexible
  •  Room to differentiate with alternate texts for individuals or groups of students, individualized scaffolds like text to speech readers, various ways for students to “show what they know” using multiple learning styles
  • Engaging
  • Use the skills 21st century learners need
  • Less lecture and read and respond lessons of traditional teaching
  • Requires intense interaction with and a deeper understanding of content
  • Excellent tools for blended learning
  • Many lessons already created by peers in the community (educators) that are modifiable for your needs
  • Templates to get you started online

Best of all…you’ll have more time to work with students in small groups and one-on-one while your students are engaged in meaningful instruction! Explore HyperDocs as a means to meet the needs of your learners.

If you are already using HyperDocs, or are exploring their use in your classroom, or you just have questions/comments, please be sure to add your thoughts to the comment section below. Thank you for reading!

Introducing Students to Computer and Internet Safety

As educators, we are often at the forefront of teaching internet and computer safety to the students in our care. Where do you begin? As part of coursework toward my Technology Facilitation degree, I was part of a group of educators who created a song called “It’s All About Safety” using the music from Meghan Trainor’s ” All About That Base.”

It was so much fun to create! We wrote lyrics that cover everything from posting to social media to using correct posture at your computer. Take a look and leave some feedback! Without further delay…I give you Casey K, Jennifer W. and A. Dahl, It’s All About Safety.

 

Free (or Low Cost) Websites and Apps for PreK and Kindergarten

 

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Image credit: “Kids with Education Tablet Computers” by Intel Free Press https://flic.kr/p/fvT5PN

A coworker came to me with a specific request:

“Can you create a list of apps I can give parents for my preK and kindergarten students to use at home?”

While curating the list of resources below, I tried to gather resources compatible with Android devices, PCs, and Apple devices. Most are free, a few are under $2.00 to buy. It is by new means an exhaustive source, but does offer a good place to start if you would like to share educational resources with your preprimary and primary students.

Disclaimer: While most do not, some of the apps/links use in app purchases in order to be offered “FREE.” Before allowing your child/student to use a device like a computer, cell phone, or tablet, please remember to turn off in app purchases in your settings if possible, or set your settings so that a password is required to make in app purchases. I can not be held responsible for accidental purchases made by children when using any apps or websites listed below. 

Websites

iPhone/iPad apps

Sight words

Writing and/or Recognizing Letters

Phonemic awareness

General (Shapes, numbers, letters, etc.)

Android Apps for the Google Play Store

Sight Words

Writing and/or Recognizing Letters

Phonemic awareness

General (Shapes, numbers, letters, etc.)

Hopefully this list can be used as a resource for your younger students (or children)!

Reaching Multilingual Learners with BrainPop and YouTube

As a teacher in a school with a high population of diverse learners, I am always looking for ways to support student understanding of concepts. I know I am not the only educator who strives to get my students to “get it.” I am lucky enough to have had students who received special education services, students who received ELL services, students with highly able plans, students considered below grade level and students who were well above grade level. In the inclusive classroom, you have to find a way to reach everyone.

Before I begin, let me say I do not work for BrainPop or YouTube.

In the past, I have used BrainPop like many teachers have. My school provides subscriptions to our students. I head to BrainPop.com and have my students explore or watch a specified video and complete the quizzes or other activities. In that capacity, it is a great resource. However, using BrainPop in that way just scratches the surface of its capabilities.

I work in a school with a high population of students who receive ELL services, most speaking Spanish. Contrary to what many believe, most of our teachers do not speak Spanish, including me! I teach STEM, science and social studies. All subjects are rich in content vocabulary. One thing I like to do is find coordinating videos through Brainpop and Brainpop Español.

In an upcoming economics lesson, I will be teaching about supply and demand. I will introduce the concept through BrainPop videos. Through a quick Google translation, I was able to figure out how to say “supply and demand” in Spanish. I then found the cooresponding videos on Brainpop (Supply and Demand) and Brainpop Español (Oferta y Demanda). (Note: You will need to log in to your BrainPop account to watch these movies).

First, the entire class will watch the video in English. Then, the class will choose to watch it again in the language of their choice (English or Spanish) rewatching, pausing, and rewinding as needed and taking notes to understand the vocabulary words (like:  supply, demand, consumer, etc.). In the past, I have noticed that my native Spanish speakers will write the English and Spanish translations next to each other. Sometimes they will also annotate my notes or worksheets with the Spanish translations of vocabulary.

Videos that took me a few extra minutes to find, allow me to scaffold my instruction in a way that helps to reach my learners in a meaningful way.

BrainPop is a pay services and I know that every school doesn’t provide for it’s use. YouTube on the other hand is free. Another method that I use to support student understanding is to change the language on my closed captioning on YouTube videos.

I try to always choose videos on YouTube that have closed captioning. This allows me to play the closed captioning on the screen as students view the video. This is helpful for student comprehension (especially for students who need to see the words to understand or need help spelling new vocabulary words). I then give students the option of watching the video again with English or alternate subtitles (like Spanish or French if those languages are represented in your class). This may mean having alternate “watching stations” in the classroom. I have created a 2 minute video that explains how to change the closed captioning on YouTube videos. It is super easy to do and offers an easy way to support learners who are literate in another language.

The video Fabulous Food Chains: Crash Course Kids #7.1 was not created by A. Dahl. It was created by Crash Course Kids. 

Are You Keeping Up? The Evolution of Technology in Education

As an educator embarking on this journey to become a technology facilitator, I wondered about how technology use has changed and evolved over time. I feel that every teacher has the opportunity to infuse the use of technology (read: facilitate) into their curriculum in many ways. Are you the teacher still grasping on to old technologies when newer, more efficient ways of engaging students is at your fingertips? Take a look at “Then vs Now: How Technology in Schools Has Changed Over Time.”

How-Technology-in-Schools-Has-Changed-Over-Time-Infographic
Find more education infographics on e-Learning Infographics

Is your level of technology proficiency tied to the way teachers incorporated technology in the 1930’s (via movies and television shows)? Even if you use a big, fancy interactive whiteboard, are you using it to its full potential, or are you using it to replace a film projector, overhead projector, or TV screen? Is your interactive whiteboard  just a high tech replacement for the standard whiteboard introduced in the 1960’s or worse…the chalkboard, invented in 1801?

According to Masterofartsinteaching.net, computers for student use became prolific in classrooms in the late 1980’s and early 1990’s. SMART boards came about in 1999. Kids were using games for learning on classroom computers in 1985. As educators, we shouldn’t be using technology the same way they did 15-30 YEARS AGO. You. Must. GROW!

So how is technology being used?

Learning-on-the-Go
(Find more at  How Are Students Really Using Mobile Devices on Daily Genius by Katie Dunn)

Through the use of technology we have the opportunity to engage learners in new ways. We can use the technology available in its most basic  ways OR we can make it work for us and our learners. How are you using your interactive whiteboard? Do you need ideas? Here are ways to use technology available in classrooms across the country for more than their most basic capabilities.

Here are a few places to get great ideas for taking technology use, in your classroom, to new heights: