Turning the Calendar: Focusing on What Students Learned in 2020

Turning the page on the calendar brings joy. It is a new year, and while the current state of the world will not automatically reset itself, we have strong reasons to hope that our classrooms will begin to feel "normal" by the fall of next year. While we slowly and cautiously return to a sense of normalcy, I am reminded of the lessons we learned in 2020. We were forced to make numerous changes during the 2020 calendar year, and those changes have come with growth and new insights that we might not have achieved without the necessary adaptations we made during the pandemic. 

Watching my kindergarten daughter reading on her iPad, I realize that while she has missed some of the milestones and strategies that she would have experienced if her school experience had been "normal," she has gained so much. As I watch my daughter navigate her device showing me how she can access her teachers' Bitmoji classrooms to find videos to teach her new skills like how to draw a reindeer, I realize that the common fear that students are "falling behind" is so far from what is happening. She's learned to use Seesaw to advocate for herself, use apps to search for resources, and is acquiring reading comprehension skills. I am amazed at the skills she has gained. 

As teachers, we have modified our practices, adopted new technology, and implemented instructional strategies. We have grown exponentially, and so have our students. While we reflect on how we've changed and what we may carry with us well into the future, we also need to reflect on how our students have changed. Their skills will also remain with them for the remainder of their educational experience and even into their daily lives. 

Students know how to navigate resources.

Many schools adopted new learning management systems or moved resources to an online platform that may not have used one before. Students have learned to access much more elaborate digital learning environments. They have learned to submit work, share, and connect online, which will be the necessary skills for countless students' future professional settings. They have acquired troubleshooting strategies and shortcuts to find keywords, resources, and lessons out of necessity. Despite the emails I have received (and I'm sure several educators have received, too) about not finding their work, students have learned to solve problems and learned to ask for help (or search for help online). I have also found that CC-ing parents on emails with walkthrough videos seem to magically fix the questions about not being able to find homework, too. 

Students have learned how to find the answers faster. 

In addition to navigating resources, students have learned to find answers faster. While there are far too many resources for students to find online that give them answers instead of teaching students to determine the answers themselves, they have learned to locate correct answers. These discernment skills can be refocused and capitalized upon when back in a more traditional classroom. As teachers, we will always need to help them discover how and why, but we do not need to teach them the "what". If students can locate answers faster, more time is available to explore the process, teach critical thinking, and reflect on what has been discovered. 

Students have learned to multitask. 

Much to teachers' chagrin, students have discovered that they can be chatting, watching YouTube, and "doing schoolwork" simultaneously. The number of ways that students have found to distract themselves is sometimes frustrating, but the implications of this skill are powerful. Productivity is powerful and can lead to more success in school and in the workforce. Despite distractions, students are learning to get work done or complete tasks. According to my exit surveys and discussions with students, they are also learning the painful lesson of procrastination. While students may not turn in their formative work or may have turned in too many assignments late last semester, they have gained a deeper understanding of budgeting time and how to work while simultaneously completing another task (or distraction). Students learn from failure and mistakes. We must remember that just because they may not have been the best students during a pandemic, that does not mean they didn't learn valuable life lessons. 

Students have learned to drive their learning. 

As the learning environment has become digital, students have been challenged to learn in ways that they might not have learned in a traditional classroom. Through the use of video and asynchronous activities, they have been tasked with learning new content independently. While teachers are still behind the lessons, not having a teacher sit next to them and walk them through every task has challenged students to acquire new skills independently. Watching videos, reading, or practicing skills on their own and in their own places has shown students that they can drive their learning. With more autonomy to choose the rate, place, and pace of academic growth, students have gained student skills that can help them in multiple settings. 

Students have learned to value education. 

Last year, we did not have a snow day. Students felt "jipped" that they didn't get an unscheduled day off. When March hit, everyone changed their tune about unanticipated days away from school. Teachers miss students in the classroom, and students realize that they miss school. Having experienced collective loss makes us appreciate what we had and what we will have again, once vaccinations and time to heal have been fully realized. Our mindset has shifted as we have learned how quickly things can be taken away. While I hope that we will never face a situation like this pandemic again, I sincerely appreciate how it has challenged us all to reflect and reassess our values. 

While I am saddened that my children are not in school right now and probably won't be for the rest of the school year because of underlying family health conditions, I realize how much they have gained - how much we have all achieved. I love my children, but I know that after ten months at home, I like them, too. We have learned to value our relationships, appreciate our experiences outside of the home, and realize the importance of learning anywhere. We have not lost or fallen behind as long as we take time to stop, reflect, and use the skills that we have gained moving forward. This pandemic has pushed us forward and provided opportunities that we would never have experienced otherwise. 

Using Station Rotation to Enhance Hybrid Learning

Station rotation is a powerful learning strategy that allows teachers to work with smaller groups of students in a more intentional way. Students can "move" or rotate between a set of stations in station rotation at pre-determined times - in groups or independently. The teacher can determine the number of stations, the size of groups, and the order based on what works best for the content area or lesson. Catlin Tucker, the guru of all things blended learning, has written extensively about different ways to implement station rotation into the classroom. I appreciate her resources because she is always presenting different models and encourages teachers to experiment to find what works best for their students. Experimenting and trying various models and groups is the key! 

As we continue in hybrid, distance, and remote learning for the spring 2021 semester, learning from her experiences and implementing station rotation elements into the classroom can make the challenges of pandemic teaching more sustainable. One of my most significant concerns about the upcoming semester is sustainability. When we spend the semester in hybrid learning, my goals are to:

1. Prioritize and foster strong relationships with my students.

2. Encourage autonomy and student-driven work.

3. Provide strong feedback and support to promote student learning and growth. 

4. Create meaningful experiences for my students.

At any given time, I will have 40% of my students in my classroom, 40% at home for the day, and 20% completely remote. Similar models have been implemented throughout the country. How do we achieve our academic goals in a classroom with three different groups? The best answer is to lean into and provide blended experiences for students. They are blended, not by choice or intention, but since this is the circumstance that we have found ourselves in, now is the time to lean in and innovate in ways that can be useful in years to come.  

Find ways to connect students in class and out of class. 

Using breakout rooms with students can allow students to connect and collaborate with one another no matter where they are located. Students in the red group want to "see" their friends at the other end of the alphabet. They want to connect and foster their relationships. Creating partnerships and connections between students in different groupings can foster relationships. Once students have been given breakout groups, they can "rotate" with these groups throughout a single period or over several days. When planning for this type of lesson, clearly establish each station's expectations and determine how students will make their learning visible. By creating opportunities for students to showcase their learning, teachers can assess student learning and determine where and when students might need additional guidance and support. Using a template with clear structure and formatting can help guide students and also hold them accountable. Setting timers in this format can help students to determine when they should rotate through the process.

 

Make yourself a station. 

When completing a whole class station rotation, teachers should establish themselves as a station. Working with small groups creates more time for one-on-one support and guidance. This time also provides the teacher with opportunities to answer questions and measure comprehension and growth. Even in a traditional classroom, my favorite part of station rotation is working with small groups. Students are more likely to answer more questions and seek support in smaller groups. We can develop stronger connections and foster relationships in this format as well. 

Be intentional with your time with your students in the classroom.

Thinking about the three groups of hybrid learning as "stations" helps with planning. Each group can be concurrently working on different assignments or engaged in learning experiences based on where students are physically learning. When students are in class, they have an opportunity to connect with their peers directly. They can collaborate (from six feet apart), communicate more freely, and ask questions. When in class, create cooperative learning experiences that encourage them to practice these interpersonal skills while also checking for understanding. While students are in class, it is essential to still engage and interact with the 60% of students who are not physically in class. Instead of completing readings, watching videos, or completing independent work, students can be more active and engaged in collaborative experiences. 

Building cooperative learning experiences for students allows them to apply course content in a group setting. I have created a weekly prompt or challenge in my speech class that will become a mini group speech. The challenge may require visual aid, research skills, or persuasive techniques, depending on the current unit. While students are drafting their speeches, I can work with other groups of students online. Finding a balance of time leads to intentional interactions between the teacher and students and students with their peers. 

Don't lose opportunities to connect with the students out of class. 

When students are not present in class, it is easier for them to disengage. Designing meaningful experiences and connections for students out of class keeps them actively involved in the learning process. I am always trying to multiple myself through the use of video and technology tools. Screencasting is a great way to provide direct instruction, even while not teaching an assignment live. When students are not in class, they can be acquiring new skills and engaging with course content. They can be reading, drafting, and writing, too. These stations can be more independent focused at times, but they don't have to be. 

I have 40 minute periods with my students, and I want to divide my time in a meaningful way. I will start my online students with an independent activity such as an EdPuzzle or reading, and then I will provide a time to come together with my online students to check-in. For example, if students are watching a 12-minute video through EdPuzzle, I can estimate that it will take 20 minutes to complete. While I prepare and check in with my in-class students, I can estimate that I can hold a discussion with my online student about halfway through the class. By connecting with them for 10-15 minutes, I will have time to bring the whole class together and reconnect with all students at the end of the period. Using this model, I will focus on timed stations to keep students on pace and track so that we can talk and collaborate and designated times. 

Create self-paced stations. 

The final station rotation element to consider is independent, self-paced stations. When students may need more direct support in the classroom, self-paced stations for students out of class can provide students more autonomy and control over their learning. Working at their own pace can allow students to be flexible with what they learn when making remote learning feel more manageable and more meaningful. Self-paced stations and asynchronous learning experiences also free the teacher up to provide feedback and remediation for students who may need additional support or more direct instruction. 

Regardless of what station rotation element one adopts into a classroom at a given time, the best part about this model of learning is that it creates flexibility no matter where students are learning. Finding ways to enhance the student experience, build connections with students, and make learning sustainable will be essential elements to consider in the spring of 2021. We can do this. It's okay if a lesson fails or a station flops. It is always okay to hit refresh any page of the lesson plan.

Making Hybrid Learning More Sustainable in 2021

2020 - a year unlike any other. It was exhausting and challenging, and despite those challenges - we learned a great deal. Reframing my mindset has allowed me to find the lessons and positives in uncertain and trying times. As we walk into 2021, I am excited about the possibilities. As educators, we have problem-solved, created, and gained skills to make remote and distance learning happen. Teachers in every discipline and age group have redefined and reinvented learning, making what seemed like the impossible virtually possible. We have reached a precipice in education - a point that will allow us to reshape and reform educational experiences for our students for decades to come. To quote Dr. Desiree Alexander, who recently spoke at Matt Miller's virtual Ditch Summit on the subject, "We aren't due for a huge innovation in education; we are due for a rehaul." Through this experience, we are empowered with the tools and knowledge to drastically improve the quality of education and our teaching modalities in ways that we never thought possible. 

Still, my greatest fear about the spring semester is making our modalities more sustainable. While embracing the possibilities is important and powerful, we need to focus on the present moment. We are still in a pandemic, and while there is certainly a bright light at the end of the never-ending 2020 tunnel, we are not quite there yet. Teachers need to take care of themselves, and they need to take care of the students that fill their seats, both in-person and virtually, this coming semester. As a result, my thoughts are centered around making hybrid learning more sustainable and manageable for both teachers and students. We will have to get everyone to the end of this tunnel before we can fully evaluate the shifts and innovation that will occur once we return to "normal." 

To start, I am still encouraging my colleagues to chunk their lessons week by week. 

Weekly modules provide students with enough content to work ahead or embrace some autonomy over their learning while not overwhelming them. Maintaining small chunks of content also allows teachers the flexibility to adapt and evolve as needed. As districts shift modalities to align with COVID metrics, planning for the short-term will enable teachers to adapt the curriculum without revising their plans multiple times. 

I have also encouraged teachers to make one due date for all work each week. I like grading early in the morning before my family is awake, so I make all of my due dates Saturday at 11:59 PM. Setting due dates for Saturdays allows my students six days to budget when they complete work, with one weekend day to finish any assignments that they did not due during the week. I have Sunday to grade and finalize the next week's module based on my student's progress. Students are encouraged to submit work throughout the week, but I will not cut off their assignments until the final day to maintain consistency and provide flexibility for all students. Based on my end of fall semester survey, students learned that they need to budget their time, use class time wisely, and plan - all valuable executive functioning skills will help them be more successful in any post-secondary endeavor. 

While the Saturday due date works with when I like to grade and fits my family schedule, it is essential to find what works for you. If grading on Monday morning is more manageable, make the deadline Sunday evening, or if you need more time to grade and plan, make the module Friday evening deadline. There is no right or wrong answer, but consistency helps everyone. Not only do my students benefit from this schedule, but so does my family, thus making this schedule more sustainable. 

Another way to make hybrid learning more sustainable is to create asynchronous learning experiences. 

When groups of students rotate in and out of the classroom, creating some asynchronous experiences can allow students who are not physically present to take charge of their learning. I will have 60% of my students out of my room on any given day. As a result, I am creating virtual stations for my students to rotate through when I do not see them sitting in seats. Students will be online, and I will still connect with each of them every day, but having an EdPuzzle, Kahoot, or Pear Deck to do while I complete an in-class activity with 40% of my students will make their learning visible and more valuable. 

I cannot be in three places at once teaching three groups of students, but I can multiply myself through video creation and asynchronous activities. The other benefit is that the resources I create will not be useful for just this year. I will reuse these resources to differentiate instruction and provide enhanced learning experiences for future students. Students can drive learning, and the new pathways built this year and give my students more options as to how to arrive at the same summative assessment. When I know that I am not creating resources that I will never use again, my planning becomes an investment, and thus, it feels more valuable and less draining. 

When students are working asynchronously, they still deserve quality feedback.

 

Formative assessment tools like EdPuzzle and Kahoot can provide automated feedback. Google Forms and many LMS quizzes, Canvas included, can provide students with automatic feedback based on their responses. While it takes time to create this feedback, the automated feedback responses can provide students with tools and resources to review key concepts or take another course of action to help them grow as learners. These automated responses will be useful in future semesters, too. When we cannot be present for our students, we can still make our presence felt. 

When creating feedback, consider making short videos for students in addition to or instead of just leaving writing. Students want to connect with their teachers, and videos can provide students with nonverbals and tone that is not possible with just a written sentence or two. Again, creating these resources is an upfront commitment that can lead to great payoff in student engagement, retention, and relationships between students and teachers. Remember, upfront work can often lead to time-saving experiences moving forward, thus making teaching and learning more sustainable moving forward. 

Another thought on feedback: Challenge students to provide feedback to each other. Students can learn from each other. When they put on the teacher hat, those lessons become even more memorable and impactful. 

Creating more time is always a challenge that I am looking to face, and one way to make more time is to implement blended learning principles.

Another way to create time is to embrace blended learning strategies. In addition to asynchronous experiences, the station rotation model of learning provides students with multiple learning modalities regardless of whether they are in the room or at home. Students can be given a list of activities in the station rotation model that allows them to work independently and collaboratively. Students can move through stations at their own pace, with a group, or in a timed format. When designing a station rotation lesson, I always encourage teachers to create a station that involves direct instruction or conferencing with the teacher. Taking a few minutes with small groups of students allows all students to be heard, ask questions, and receive undivided attention from the teacher. Working with students in this smaller setting also fosters relationships, allows teachers to receive feedback and validation that we are all craving post-2020, and encourages students to continue to be drivers of their learning. 

Moving from station to station also keeps students focused on being more engaged. If they know that they have a limited amount of time or have a list of activities to complete, there isn't time to lose focus. An active classroom makes time go faster and often leads to more productivity. While station rotation is often thought of as an elementary strategy, I do have to encourage all disciplines and levels to experiment with this concept.

 

Finally, make learning visible.  

When learning is visible, teachers can assess students' understanding and can gauge engagement. When learning is visible, students are more accountable for their learning, too. Using tools like Padlet, Google Jamboard, Slides, and Docs allows for multiple contributors to share ideas, collaborate, chat, and create. The learning can come from the class, not just the teacher. Students can communicate with each other, answer questions, provide support, or serve as examples. 

Teachers can better identify who might need support through these tools, too. For example, I use a shareable doc or slide during breakout activities. I can watch all students work and contribute simultaneously, even when I am not in the breakout room. From this display of student learning, I can target groups that need additional support and allow groups working productively to continue the great work they are doing. Visible learning sheds light on where students are with their learning, provides formative feedback, and challenges students to showcase what they know. When students make their learning visible, the pressure is off the teacher to be the sage on the stage to learners in the classroom and at home. We can invite our students to share in the learning process and form relationships in the process when we challenge them to make their learning visible. 

Teaching during a pandemic is exhausting, and it is okay to feel overwhelmed. We are all processing and coping with a myriad of issues. Again, your feelings are valid. When work seems insurmountable, it is okay to close the computer and take a break. We need to model self-care for our students, too. Still, we can find ways to make the next semester more sustainable when we are open to experiment, play, and embrace technology that supports learning in our classroom. Remember, reinventing learning to fit our current modalities of learning does not mean that we have to do everything on our own. What we create today will help us in the future. Focus on today (or one week at a time), challenge students to drive their learning, and find ways to "create time" with your students.

Empowering and Engaging: The Professional Development Strategies that Teachers Deserve

Teaching through Zoom has its challenges, but we have adapted and changed during the past few months to a new learning modality. Within this new teaching environment, I have learned to think about education as more of an experience than a single segment of time. That experience can extend well beyond a single 45-minute period and has infinite possibilities for pace and space. While having several choices can feel daunting or overwhelming, I also believe that this flexibility is empowering and can lead to the innovation that we have been reaching for in our education system for the past several years.  

My school district is about to switch from a remote block schedule to a hybrid nine-period day, with students coming two to three days a week. Approximately 40% of students will be in the building on a given day. Teachers are shifting from 75-minutes blocks every other day to 40 minute periods daily with three groups of students either in the classroom or remote. During passing periods, teachers will be responsible for wiping down desks, setting up technology, tracking where students sit and preparing to connect with those three groups of students. Again, these factors are overwhelming, but teachers are resilient. This impossible list will somehow get done.

 

As we prepare for this significant shift in a week, I have an opportunity to lead three different professional development sessions on multiple occasions at various times throughout the week. Working with my vice principal, we crafted a schedule to give teachers optional professional development topics that will empower them to make the impossible possible. Those times are staggered with the hope that everyone will have the opportunity to attend at least one session. By reflecting on how best to deliver professional development and ease my colleagues' and friends' anxieties, I have drawn a few conclusions about the future of professional development and how to inspire teachers who, in turn, inspire their students. 

Keep sessions small. 

When possible, keep professional development more intimate. When there are large numbers of participants, people are less likely to speak up. It is easy to get lost or hide in a crowd. It is easy to start checking emails, grading, or surfing the web. When there are fewer people, there are more opportunities to get involved, share, and ask questions. Once the questions start rolling with one person, the metaphorical ball is in play. More questions can be asked, and again, with a small group, the professional development leader will have more time to answer questions in depth. Creating a safe and open environment makes everyone feel like they are seen and have a voice. 

Consider the people in the audience ahead of the session. 

A common misnomer about public speaking is that the speaker is the most important person in the room. In fact, it is the opposite. The people who matter most are the audience members - the ones in which who are receiving the intended message. If a speaker wants to be successful, they should encode their message to most effectively meet the audience's needs and expectations. That process starts with tailoring the message to who is in the room. As an instructional coach who works in a high school, my adult audience is composed of content area teachers who seek instructional strategies that relate to their disciplines. How a math teacher approaches instruction differs significantly from an English teacher or a physical education teacher. The examples that I provide colleagues based on their fields can draw them back into the conversation and imagine how a specific instructional approach or tech tool might enhance their students' classroom experience. As a speaker, my message may change to meet my audience's needs at each session - just like my instructional approach varies with my students each year. Again, finding ways to make your audience seem seen and validated through personalizing the message goes a long way with audience engagement. 

Make learning active. 

When we craft lessons for students, we often design lessons that ask students to be active. Professional development should take the same approach. When teachers can experience tech tools and instructional strategies from the student perspective, they will be far more likely to use them in the classroom. If teachers see that an approach works, they will incorporate it. Making learning active is also another way to engage educators. We are busy, we are tired, and if we are not drawn in, we won't listen - or we will check our email. Active learning leads to powerful results both with our students and when working with our peers.  

Differentiate strategies and create challenges for more advanced users. 

I tend to pack a lot into a short amount of time. While I may move too fast for some, that is my style, and I always admit that upfront. Teachers know that they will get a mental workout with me. Still, I find ways to level my training and differentiate with intention. In my slides, I embed resources and videos that can help newer users. I have started making gifs to demonstrate processes and model strategies to help visual learners, and I now have several slides with stopping points for questions in the beginning, middle, and end of my presentations. Also, I find time for teachers to play and experience, allowing them to imagine how they might use the strategy or tool. Teachers who are more advanced tech users can run with that strategy while I am answering more specific questions with teachers that may need more support. My other ploy for moving fast and leveling all teachers' experiences encourages them to follow-up with me. I want to work one-on-one with teachers so that I can move at their pace and meet them at their skill level. The best way to promote future collaboration and individual meetings is to allow teachers to dream up the possibilities during the session. Following up with handwritten cards and small prizes (mostly stickers or pencils) helps re-engage and reminds them to book a future appointment with me. 

Start with the takeaways. 

This past week, I had a revelation. At the end of my sessions, I typically create a slide with statements or ideas that I hope my colleagues take with them as they walk out the door - typically with a homemade cookie or sticker (pre-COVID). Why would I end with those takeaways when I could use those statements as a framework for our entire professional development conversation. When I say takeaways, I am not talking about objectives or learning targets. I am not referring to the use of educational buzzwords or theory-specific goals. I am addressing the "Look, dudes, this is what I actually mean" or the "Honestly, friends, this is what I truly hope you apply in your classrooms" statements. Instead of ending with these important ideas, I started with them, and it was another way to get the questions flowing and kept the conversation more charged. Professional development, like any speaking situation, is not about the speaker. It is about the audience. If the audience is actively participating and critically thinking, then the conversation is work. 

Teachers are rock stars who make the impossible possible every day. They DESERVE all the praise and love in the world - even though they often don’t receive it. My colleagues deserve quality instructional and technology support, and I am humbled daily by the notion that I get to partner with them and provide that love and (instructional and emotional) support. Bring on this next phase of instruction. No matter the outcome, we are in this together.  

Using Video to Connect, Deliver Content, and Celebrate Students

Since the first YouTube video was uploaded in April 2005, more than 1 billion people have accessed the platform to tune into videos ranging from cats being funny or vloggers sharing tips. According to Kevin Alloca, the head trends manager at YouTube, platforms like YouTube have given rise to powerful exchanges of information that have shaped our culture and created unexpected communities. 

As we embrace this quarantined existence, truly an unexpected new normal, we must also embrace innovative and creative ways to engage our students. By leveraging platforms like YouTube and utilizing video creation, we can find ways to reach some students who may be in front of us and many of who may be at home at the same time. We cannot be in two places simultaneously, but we can use video creation to expand our reach exponentially. Now the question is - how do we effectively use video creation in our classroom? What are the best practices with creating educational videos for students?

Keep it short. 

No matter the discipline or the subject matter, videos need to be short. Six minutes seems to be the magic time that allows teachers to provide detailed and clear instruction while keep students engaged and connected to the video. Remeber, students learn best when they are actively engaged in practicing and applying information. If they are watching a video, which can be an excellent educational tool, they may become passive or lose interest quickly. Sitting still is challenging, and sitting for eight hours a day - a near impossible and arduous task. Give students a little information and then challenge them to apply that information. Whether it be completing a problem set in math, conducting an experiment, writing a response to a prompt, or even constructing a braindump (merely writing down everything essential that they remember from the video) on a Padlet - students should be active. Any of these ideas allows students to digest, process, and apply what they have learned. 

Chunk information. 

If more than just a few minutes of direct instruction is necessary for students to achieve a specific learning target or goal, then chunk the information into smaller, more concise videos. Instead of making one long video, break down the lesson into single concepts. Have students applying the information after each video to help ensure that they comprehend and retain each part of the process. For example, if I am teaching students how to write a literary analysis paper, I would have a video just on claim statements. Then I would create an intro paragraph lesson, quote integration lesson, and a concluding paragraph lesson. A few days later, I might post a lesson on revisions and grammar. Chunking information allows me to go in-depth about specific concepts and also allows me to challenge students to participate in the process along the way. 

Having students complete an asynchronous Pear Deck can allow students to watch short videos to acquire news skills, apply those skills, and then reflect on what they have learned. For the literary analysis paper described above, I would embed and app smash the YouTube videos into Pear Deck so that students can watch, apply, and reflect each step of the way. If I turn on student-paced mode, students can move at their own pace and seek feedback from me along the way. Chunk allows for more opportunities to provide feedback to students. We do not have to teach students skills live at the exact same time to provide them with effective direct instruction. 

Find ways to keep them engaged by letting your personality shine. 

As you start developing more instructional videos, don't forget to bring the fun. Find a way to let your personality shine. If you love inspirational quotes like I do, include a quote or find a fun fact of the day. Get personal with students, share a story about your life, or talk about what is happening around you. I wish I could tell my first-year teacher self that it is okay to have fun. It is okay to laugh, joke, or be vulnerable. In countless ways, we all feel like first-year teachers. Remember, those emotions and social practices can be conveyed in instructional videos. Start by thinking about the ways that you open and end class. If you have a favorite phrase or practice that you do as students walk in and out of your room, use it! Say it, shout it, do a goofy little dance - whatever it takes. Spreading a thin layer of cheese throughout those instructional videos makes learning more memorable, more engaging, and, most importantly, more enjoyable. It is okay to bring joy! 

Use Gifs for Tutorials.

Since we cannot be in the same room, I have found myself creating 10 to 15 personalized videos a day for teachers, students, and parents. Typically, I am crafting two to three general instructional videos each day. To save teachers and students time, I have cut back on the number of videos I am sending. If the video can be condensed into a 15 seconds gif, I will make the video a gif instead of a full video. Unless the process we are reviewing necessitates a detailed explanation, a quick gif playing on repeat can help students understand where to click and access resources. Often, adults and children alike are unsuccessful at completing a learning task because they simply do not know how to navigate an educational platform. Once they know where to go, they can access the material they need. WeVideo and Screencastify can create gif files. I love how on WeVideo, you can layer in special effects, add arrows, or personalize the gif for even further clarity. 

Gifs can be used for fun. 

As we try to adapt and meet our students' needs this fall, it is easy to lose sight of having fun. We are in survival mode - often teaching students on new platforms and in unconventional models of learning. Tired eyes and lack of sleep can cause us to lose sight of what we love as teachers - the relationships we have with our students. We can use video (gifs especially) to tell a joke, express how we are feeling, and celebrate our students. Creativity can spark ideas and motivate students to reconnect with the class. If they are feeling lost on a screen, a gif might be the answer to drawing them back in or encouraging them to share an idea, too. Don't underestimate the power a short gif can have on enhancing and lightening the mood in a virtual or hybrid classroom. We all need to smile a little more lately; gifs can help. 

Remember, students can be engaged in various ways. While we cannot see everything on a screen simultaneously or be in every breakout room, we can leverage the power of video to multiple ourselves, provide differentiated instruction, and make students smile. Videos make great instructional tools that allow students to acquire new skills, understand significant ideas, and even empathize within the classroom community. Not every video has to be award-winning, but every video has the potential to create a powerful spark in the minds and hearts of our students. Don't worry about perfecting your hair or speaking a flawless message into the mic. Show your personality, amplify your content, and celebrate your students with video today. 

Fostering the Four Cs of 21st Century Learning During Pandemic Learning

This summer, educators were asked to prepare for many scenarios and possibilities, and because of the state of the world, we knew we'd have to be ready for anything. I found myself on more Zoom calls than I could count, creating professional development that met teachers' needs across disciplines and technology skill levels. To make working conditions and family life more effective, we converted our basement into a bedroom and my son's room into my new office. This office quickly became my daughters' favorite place to play as they came in to borrow the good pens and notebooks. Preparing my almost kindergartener for online learning was a priority this summer, knowing that her school would decide to start the year with e-learning or that we would elect for her to learn remotely. She often joined me while I worked, coloring at my side or, even better, creating and editing videos with me. 

While connectivity obstacles and technology limitations have created occasional challenges, we are collectively learning so much. No, experiencing a global pandemic is not how any of us want to live life. Still, I genuinely believe that we will have learned so much about technology, education, and empathy by the time we reach the other side. 21st-century skills often shared on slides at the beginning of the year during a professional development meeting are being thrust into practice this year. While we might sometimes fall a little sort (or have to shut down the computer and restart Zoom during the middle of a lesson - it happened to me on Friday), being able to apply the 4C's with our students will set them up for success far beyond our virtual walls. 

Communication

Communication during a pandemic is not easy. In years past, I have struggled to get my students to check email. Especially as seniors in high school, they often receive too many notifications, and instead of deleting or filtering the spam, students ignore it all. Important messages go unread. This year, I have tried to leverage our new learning management system to teach them to message through the platform and check for announcements. This year, my district is using Canvas, and what is nice about this platform is that students can set the frequency of their notifications to once a day, instead of every time a teacher updates the course. Empowering students to organize their Gmail inboxes and explaining the importance of creating a less daunting email inbox reminds them that communication is key. They cannot overlook messages, but they can control the workflow within their own challenges of communication. 

In addition to Gmail, students also need to be empowered to seek support. They have to speak up; they have to unmute. While talking on a digital platform like Zoom or Meet can feel intimidating, now they are aware of when they are silenced, and more importantly, they are being tasked and empowered to take a stand and speak up. We can create spaces and opportunities for all students to turn on their mics. Whether it is in a whole group conversation, smaller breakout spaces, or even one-on-one, we have to be intentional with inviting all students to speak up and create opportunities to do so. 

Talking about intentional communication with our students teaches them how valuable their voices are and how they can (and should) always make a choice to speak up! For my students who are more apprehensive about speaking up, I need to provide assignments that use videos (such as a private Flipgrid assignment or a WeVideo screencast) to feel open to sharing their thoughts on a  lesson or life in general. Again, we have to remember to create safe spaces for them to speak up! 

Collaboration

Students are working from home most of the time now, and as a result, it is easy to feel disconnected. As the weather turns colder, it will become harder to see people and socialize safely. While this winter may be challenging, we can still provide opportunities for students to be collaborative synchronously and asynchronously. 

Using breakout rooms is a must! Students will share in smaller groups, and giving them reasons to talk even about silly icebreaker questions opens the door for more meaningful discussion and collaboration for the period and for the rest of the semester. Google Suites, Padlet, Pear Deck, and other tools that allow for real-time responses and communication can also make the classroom community more interactive and provide students with opportunities to share their voices and see/hear their classmates' ideas as well. Using these documents to create collaborative spaces encourages them to use their voices, relate to others, and know that they are not alone in their learning and that they are a part of a community that cares. 

Discussion threads, collaborative Google Slides projects, creative video creation are all ways to promote the interactive learning process. While not every group project may find success online, remember that group projects can be a challenge in-person, too. If we scaffold group assignments and activities, we can forge more meaningful connections among students and will see more successful results. Collaboration should happen during every synchronous class meeting in a small way so that students are prepared for more extensive and more collaborative summative assignments later in the semester. 

Critical Thinking

A common frustration and challenge that some disciplines have faced come with assessments. When students are not in the classroom, they can use Google or their phones to find answers to quizzes and assessments. Multiple-choice assessments, which are used in elementary school to AP classes, are not the most effective way to assess students in a digital learning environment. To test mastery, we want to know that our students see the content and skills that will lead to success later in the course and beyond our time with them. As such, I have encouraged teachers to start to shift how they assess students. Instead of merely using a multiple choice quiz, teachers have begun asking students to answer a prompt on Flipgrid or record a video of them answering a math problem. Students are writing more and clicking less. 

That is not to say that multiple-choice assessments no longer have a place in learning, but rather, we need to find ways for students to apply their critical thinking skills to demonstrate mastery. I love a quick multiple-choice quiz after completing a reading assignment to ensure that students understood the passage's gist! The out of classroom assessment challenge has given me time to pause and reflect. While we shift and redesign our curriculum, the multiple-choice challenge has given us time to reflect on our assessments and their role in student learning. We need to find opportunities to challenge our students to think critically and apply their knowledge. In an online environment, they are in the driver's seat of their learning. We have to give them the keys and the avenues to drive on to stretch their comprehension and understanding. 

Creativity

The final C being challenged during pandemic learning is creativity, which every educator has to exhibit. The traditional learning modalities are not available to us, but the time doesn't stop as a result. We are in a new normal, and while elements of the old routine will come back, perhaps some working environments and technology will be adopted permanently. We are teaching students to communicate, collaborate, and critically think in a digital environment, and to do that; we must foster their creativity. Education cannot be passive; students cannot merely consume facts and dates. They have to be writing the narrative themselves. To amplify their voices, they need to be sharing, speaking, writing, and connecting with others. Preparing them for a post-pandemic economy may necessitate an increased understanding of digital communication and creation skills. Editing videos, writing, and engaging people through various digital platforms will be their reality beyond our walls. Why not find ways to have them teach us a thing or two about how innovative, inventive, and creative they can be? 

Remember, our students, like our own children, are always watching and learning from us. How we tackle the 4C's during pandemic learning is how students will perceive these 21st-century skills and their relevance to students' lives. As my daughters colored, they learned that it is more than okay to fail with technology because while it may not always work as we want it to, we can use 21st-century skills to foster strong relationships and forge new pathways to learning today and well beyond the pandemic.