Putting the Pieces Together on EdPuzzle

"Why" and "how" are two critical questions to ask when lesson planning. Identifying the purpose of each learning activity and then reflecting on the mode of instruction become essential in helping students authentically learn and apply key concepts. Two years ago, I was out of the classroom for three days in a two-week span for the IHSA State Speech finals and a two-day conference. Missing that amount of class time in a short window made me nervous - primarily because I was in the middle of teaching Shakespeare plays to both sophomores and seniors. Not being face-to-face with students to help them tackle the complex language and the unique writing style made me very unsure of how to proceed with sub plans. Could I have students watch a movie or complete an arbitrary writing assignment? Yes, but disrupting the flow of the unit might distract from my learning objectives. Also, inserting a project or activity at that time might have felt more like busy work than authentic learning.

We have all been out of the classroom for one reason or another, and often, even with the best subs who are very familiar with the building and students, coursework does not always get completed. Wanting to clone myself so that I could be in two places at once, a feat I wish I could sincerely accomplish at least three times on any given week, I turned to Google. Searching for an edtech solution to help me be in two places at once, I stumbled upon Edpuzzle - a tool I had used once or twice with TED Talks but never thought too deeply about how I could use this tool beyond that initial purpose.

Popular Video Channels
from which to pull content.

So why EdPuzzle? EdPuzzle is a video-based webtool. With the ability to pull a video from YouTube, Kahn Academy, TED Talks, Numberphile and more, teachers can either use already created material or create their own interactive videos to help students learn concepts, master and review ideas, or actively engage with a video in ways they could not previously engage. Teachers can also create their own videos and make them interactive through EdPuzzle.

Initially, my problem was that I was going to be away from class and I needed to be present. EdPuzzle allowed me to find audiobook versions of Shakespeare text, record my explanations of the text by inserting audio notes, and assess my students throughout to measure comprehensions. It allowed me to be present in spite of my physical absence. Also, EdPuzzle tracks students' completion and scores their multiple choice and true/false answers automatically. While I was at my conference, I was able to screenshot the record of students not watching their video for the day and send an email reminding them that 1. Google (or the Internet) doesn't lie (and I know you're not working), and 2. Please get your work done because there will be a quiz when I return.

EdPuzzle tracks how many times segments of the video are watched, rewatched, and grades multiple choice questions. 

Upon my return to class, students reported that they enjoyed reading through Shakespeare in this manner, as opposed to reading the play out loud. They said listening to a professional audiobook helped them make more sense of Shakespeare's message. EdPuzzle helped me solve my problem, but how else could it enhance classroom learning for me? 

1. EdPuzzle allows absent students to receive the same instruction as students present in class.

This past year, I had a few students with chronic absences. Students were frequently not in class, and as a result, they were missing valuable content learning - especially with writing. To alleviate this problem and help these students learn while they were taking care of personal issues, I started flipping my writing lessons. I would still complete mini-lessons with students, but instead of speaking live, I would turn on the video. I included multiple choice formative checks and even had open-ended discussion questions built into my EdPuzzle lesson, which would allow us to stop and discuss as a class, but I would play the video instead of directly teaching so that my lessons were recorded for everyone. Students who were absent were required to go back and watch the video, and some students even chose to watch the video again to help support their learning. Everyone received the same instruction in person or remotely, thus ensuring that students had the tools they needed to be successful.

2. EdPuzzle videos can be viewed as a whole class or individually.

Last year I started watching EdPuzzles as a whole class because when students are plugged in too often, the classroom can begin to feel isolating. Since we were all watching the same video, we could watch, learn, and talk through the concepts being presented together. This method worked very well when teaching Shakespeare's A Midsummer Night's Dream. My EdPuzzle lessons were filled with application questions in which students had to make the connection between their lives and the characters, agree/disagree with character choices, analyze specific lines, and determine Shakespeare's commentary on society as a whole. Students were asked to move each time we had a discussion question, find a new seat, and talk to a new friend before we discussed the question as a class. The reading became very interactive, and the engagement increased because they were moving, speaking, and apply what they were reading/hearing. Viewing a video as a class enables me to keep students more engage and at times, allows me to almost be in two places at once as my audio recorded voice shares notes that then become echoed by my live instruction. I have almost found a way to clone myself.

3. EdPuzzle allows students to rewatch and review essential concepts.

As teachers, we have all had a moment, or one hundred moments, when we review instructions or teach a concept, and two minutes later several students ask a question that was just taught. Better yet, I love when I read instruction about a paper assignment to students to ensure they have no questions, and then they ask, "How many quotes do I need in my paper?" Then another student in the class will chime in with a "Dude - she just said that!" Oh, teacher life!

When teaching key writing concepts during the I-Search Unit in Junior English, I was often frustrated with students asking the same question several times over. Sometimes students sincerely need help, and I am happy to reteach and revisit lessons, but sometimes, the best lesson we as teachers can do is to challenge students to find their own answers. With writing mini-lessons, I started having student rewatch specific videos before I would follow-up with them. They often time could answer questions, and the repeated instruction helped critical concepts to resonate more.

4. EdPuzzle has quality, already made material for teachers who are looking to try something new.

I have also had a few teachers who were going to be absent from class need a quick lesson plan that they knew their students would be able to complete. In both instances, I have recommended EdPuzzle to them. When looking for a fast lesson that is going to be meaningful and easy to assess, EdPuzzle offers so many rich experiences for students to make connections to concepts, learn from other experts, relate class material to real-life messages, and it's fast. Assessments are already built into many videos, and teachers can even customize these questions or add more questions. With a few clicks and a preview of the video, teachers can have their lesson plans done quickly, which is a great backup for an unexpected sick day. I have never heard a teacher disappointed with what EdPuzzle had to offer.

5. EdPuzzle is a great tool for blended and flipped learning.

For any teacher looking to flip classroom instruction or build in blended learning experiences, EdPuzzle is wonderful because students can complete them at their own pace and from any location. Using video allows students to learn and relearn concepts until they are mastered. EdPuzzle allows teachers to monitor progress, assess their comprehension, and make instructional decisions based on the result. The grade book feature on Edpuzzle is easy to track and provides a great deal of useful data, which will help classrooms shift from the traditional setting.

BONUS: Students can become the teacher and create their own EdPuzzle videos and projects.

I have not had students create personal EdPuzzles yet. I know a science teacher who has done this and loves how students can teach key concepts and share their videos with their peers. This use of EdPuzzle is a personal goal of mine for next year!

Overall, EdPuzzle is a phenomenal tool that has many uses in the classroom. They also offer some great PD experiences for teachers. Recently, I completed the EdPuzzle Coach PD course. As I take on a new role in my school, I have started to view instructional practices and edtech through a more critical lens. I ask myself, "How would other teachers view this tool?" and "Why this tool?" I truly believe this is one instructional resource teachers should have in their toolboxes and am excited to try and find more ways in which to use it to support student learning.

Just Breathe

Nine months in; nine months out. Jordan has reached another milestone. He's the largest baby I have had at this point, weighing 19 pounds (chunky monkey), rolling and babbling (or singing) nonstop. While he is still refusing to crawl forward, he does creep backward similar to how Harper did at that age. 

His diagnosis still baffles me. When I look at my son, I see the healthiest of my three children, but I know that his growth and size has not been without constant monitoring and over-fortifying his food intake. Jordan consumes approximately ten additional ounces of milk compared to his sisters at the same stage. Also, his milk contains formula, vitamins, and is topped off by a spoonful of applesauce covered in enzymes. When people comment on how large this baby is, especially in comparison to my other children, it catches me off-guard because we weren't expecting him to be the bruiser that he thankfully has become. BMI is crucial to CF kids because it often predicts lung functionality in the future. I am elated to report that he is in the 48% for his BMI - meaning he's a strong baby with strong lungs! 

Still, I am careful to realize that positive news can change faster than I'd like. Right now, our priority is his digestion. If he doesn't have his enzymes, he won't absorb the nutrients put into his body. We monitor his intake with great care, and in turn, we scrutinize his output to analyze whether the enzyme dosage is still accurate and if the calories consumed counted. Changing his diaper is a two-person job only because it can provide us with so much needed knowledge about our son's health. We also test his skin to monitor his sweat; Jordan sweats out salt at a significantly faster rate than the normal person, which means he may be depleted of necessary vitamins and nutrients that he needs to maintain his weight. The phrase "so salty" has a completely different meaning in our house.

Amazingly, he has had not needed lung treatments, although we have started chest percussion therapy to make him more acquainted with this treatment when he really does need it. This therapy involves forcefully tapping or hitting key areas on his chest and back to clear his lungs of any mucus build-up that may occur for approximate 10-15 minutes each day. Regarding his overall health, barring one cold in January that Willa also had, which led to a brief stint on a nebulizer, we have been blessed with near-perfect health with Jordan. This prognosis will change, of course, which leaves us jumping with every teething induced cough or breathy sigh that any baby produces when he is rolling around on the ground. The question of, "When will he get sick?" and "How sick will he become?" haunts me. When I actually take a moment to be still, I have to admit that I find that these questions creep into my mind and can consume my thoughts. I have tried to remind myself that I could ask these questions about any of my children or any of my loved ones. Life is fleeting and can change all too quickly, and as a result, it is not productive to allow myself to drift into a future that is not currently my reality and might not ever be. 

Scouring social media for answers has led to peace of mind and also fear. I want real stories; innately, I am not satisfied until I fully understand a problem - so can I find an answer to this one? The answer is a resounding no, but personalizing CF by allowing myself to become acquainted with the stories of people who live with CF, parents with CF children and people who love CF patients has brought me hope. With every Instagram post I have seen, after searching the #65Roses hashtag along with several other CF-themed links, I have come to realize that this rare disease is not without its blessings. People in this community seem to continually radiate positivity and gratitude for each breath they are given. That is not to minimize the horrible side-effects and illnesses that my son could face, but it gives me a sense of peace. My son has inadvertently given my family the gift of realizing how precious and special every moment is, and for that, our lives will be fuller. Knowing how "loquacious" he already his, this kid is going to have much to say and share with this world, which leads me to believe that he will find a way to make this world a better place.

Do I wish that I could take away his CF before he begins to feel the effects? Of course. I would do anything to be able to make this a reality. Do I hope for a cure? Absolutely, and I do have tangible reasons to believe that it is coming. Am I grateful for the cards my family has been dealt? In a way, yes. Had I known that Josh and I were carriers for CF, I am certain we would not have intentionally had three children. He has completed our family in his own perfect way, and I will forever be grateful for all three of my tiny humans. Could I imagine my life without Jordan? No. The more his personality grows, the more apparent it is that he is a joyful and charismatic little person. He has illuminated my world, and I am excited to watch him continue to shine.

Let's Talk About Blended Learning

This summer, I have sought to understand blended learning better, what that looks like in the classroom, and how instructors can engage students in authentic and meaningful learning. While this is a less traditional model of learning, schools are shifting toward blended learning environments and options for students to participate in self-directed education. I admit that I have reservations; I am worried that students are not mature enough to handle a blended environment or may view a blended class as an out of sight (or out of the classroom) out of mind situation. Will students view this type of learning as an opportunity to further their knowledge and skills, or will they view this learning format as a means of checking off tasks to finish a course as quickly as possible? On the instructional end, I am curious as to how to effectively design a course to avoid these concerns and encourage students to process and grow from the material presented to them. My worries do not seem unique from other teachers, and as such, I have been working to grasp the possibilities that this flexible way of designing a course can provide. 

At ISTE, I had the opportunity to speak with a few educators who have already implemented blended learning in their schools, and they echoed the same concerns as well as an excitement for what this type of learning could provide for our students. They explained that some students appeared to work quickly to complete work and earn the right to leave the classroom or not attend class on a given day. On the days students were not in class, when surveyed, students often admitted to not thinking about the course and perhaps not using their flex time to pursue other academic studies. This scenario defeats the purpose and can send the wrong message about blended learning. Another concern that I heard echoed at ISTE involved the school facilities. Implementing this style of learning in a traditional school setting that might not have the correct facilities and resources available, could prove to be problematic.

At the same time, blended learning provides students with more time to demonstrate learning in their own unique ways, allows teachers to group students based on abilities, and provide more one-on-one and small group instruction. These experiences benefit students and allow learning to be more personalized and differentiated. To help implement blended learning effectively, these teachers expressed that students need to be trained and taught how to learn in this environment, as they do every fall when they enter a new class. As teachers, we will need to show them how to learn in this environment, why this style of learning is beneficial, and strive to keep them engaged, motivated, and stretched cognitively. 

Our goal as educators is to create critical thinkers - people who are ready to be active and productive members of society. We also strive to create curious, life-long learners who are excited to pursue the subjects about which they are passionate. Blended learning could provide students with more of a sense of autonomy and revive that excitement about learning that can get lost in a classroom. They could feel empowered and in control of their learning, which leads to an increase in intrinsic motivation. In addition, this style of learning will make them more independent as we move away from traditional memorization of the past and focus on analyzing, synthesizing, and applying information accessed on a variety of print and online sources. 

With anything new, there is a fear that it will fail. Of course, there will be bumps in the road. With an evolving higher education system, one that offers an array of online learning and blended learning experiences, it makes sense that the high school setting would seek to prepare students for this type of learning and seek to discover the benefits that a blended environment could have on educating today's students. I am excited to experiment with a few simulated blended learning lessons and experiences this year as I take on Canvas, an LMS that my district has asked me to test and work with a colleague who is tackling her first official blended psychology course. Also, I am excited to challenge students to continue to demonstrate their knowledge in a variety of ways, engage in both face-to-face and online discussions, and continue to develop their 21st-century literacy skills. Also, I am eager to reexamine how I teach my students and rethink my learning environment to best meet the present and future needs of the students sitting in my classroom this fall. 

Every year brings new challenges. Learners continue to change as quickly as the technology in our hands. With that, comes a new learning process for me as a teacher and life-long learner, too. While changing the modality of learning and rethinking the classroom environment can be slightly unnerving, as Henry Ford points out in his quote, sometimes we are simply unaware of how a different mode of [transportation] can be transformative and empowering. Like the car was for the early 20th century, changing up the learning environment could have lasting and positive impacts on our students and our future. Bring on this new challenge, and let's find new ways to permit students to be the true drivers of their learning.