Closing Down First Semester Courses and Setting Up for a Successful 2021 (LMS Tips/Tricks)

 As 2020 comes to a close, now is the time to reflect. This year has posed more challenges than any of us could have imagined, but those lessons have provided growing experiences. Part of closing down any semester involves submitting final grades and closing down learning management platforms. With remote and hybrid learning being the primary learning modalities, teachers and students have become reliant on digital platforms and learning management systems to push out and submit content. Even the most tech-resistant teachers have embraced new technology levels to create engaging digital learning environments for students. 

These past two weeks, my instructional coaching duties have encouraged teachers to close down their first semester courses and set up their second semester. Here are a few takeaways and common themes that teachers with successful class setups have implemented (or plan on implementing next year). While we may be returning to learn in person more and more this spring, being ready for anything and maintaining an organized digital classroom can increase engagement and ensure access for all students, no matter the modality of learning. 

Start by closing down your previous semester course. 

Before beginning a new course:

1. Take time to clean up and finalize the first course.

2. Delete extra assignments and resources that were not used in the semester.

3. Make sure dates are accurate and sort materials in a logical manner.

4. Look at the naming convention and organizational practices used.

5. Reflect on what worked well and what students found challenging.

Renaming, reorganizing, and restructuring a course at the end of the semester can help for subsequent semesters. If the material is imported into a new course, it is ready to go. Taking time to clean house also prepares a person to better structure the next term even if no material is shared between courses. 

Once the first-semester course is closed out, start by building the new course framework.

 

COVID aside, I like to share content with students in weekly chunks. Breaking down units of study into weeklong modules gives students a clear direction and purpose for each week while keeping them focused on the most important tasks before them. Setting up my semester in weekly modules also help to keep coursework consistent. Students know what to expect and understand how to access the content. Using Google Slides, I craft a daily agenda with hyperlinks to critical content and current assignments. Students can interact with the material and find all resources as they work on my course during and outside of class. Establishing clear and specific naming conventions also creates a logical organization system that makes accessing course content easier. Using emoji images within those naming conventions can also establish a pattern and make locating important information more manageable. Regardless of how a teacher chunks course content, creating an organized and clear framework provides a strong foundation for a course that will inevitably adapt and change as the course progresses. 

If your district or school has a template or pre-made framework - use it! Consistency for students is powerful. Those templates can always be personalized and made to work for you. Templates make great foundations.

Consider what you want students to see first. 

Once a framework has been established, consider what students will see when they first open your course. Will students open a course homepage or weekly agenda first? Once you've determined what will be on the homepage, consider the first images that students will see. Teachers can utilize banners and headers to create a welcoming environment. Many people have started using Bitmoji classrooms or interactive sides. With interactive slides, information can be easily updated, and images can be personalized to students. Matt Miller, the amazing educator from Ditch That Textbook, gave a talk at his Ditch Summit about capitalizing on ways to personalize your LMS. One of the points that he shared was changing that banner often to celebrate students and remind students what they are working on in class. By the way, he's incredible. Follow him!  

Personalize your pages.

 

Beyond the homepage or banner, there are many ways to put one's personality into the course. When creating online courses, we tend to focus on navigation and organization, but what we can lose sight of is creativity. What do students hear and feel when they enter your physical class? How can we recreate that digitally? One way to do that is to consider color, font choices, and images. Find ways to use common phrases and expressions, too. My students often hear me say, "Make good choices" on their way in and out of my classroom. To remind them of this phrase, I created a banner that would remind them of this phrase, and of course, remind them to make good choices. Adobe Spark and Canva are great tools for customizing buttons and banners!

Use video when you are able. 

We can also further infuse our

personality with videos. Screencasting directions or navigation tips can make students feel like they are interacting with their teachers, even when remote or engaging in distance learning. Use embedded video when possible so that they can see facial expressions and nonverbals. While I have often avoided using embedded video, I realize that I need to check my ego about how messy my hair might be on a given day and realize that my students want to see me; they want to know me better. Using video is a small and static way for them to have the opportunity to engage with me. 

Creating video directions for summative assignments also supports students when they might not be in the classroom. Showing examples, explaining rubrics in detail, and providing further context for students in this manner can make instructions easier to follow, support students who may need to hear directions in smaller chunks, and ensure that all students hear the same message. Absent students won't miss critical information, and when students ask questions about the directions you just explained, you don't have to answer those questions for the tenth time in a row. No, no. With videos, you have to ask the question back - did you watch the video? 

Ask for feedback.

Throughout this process, it is important to elicit feedback. What works for a teacher may not always work for students. Gathering feedback, looking for suggestions, and gauging student engagement with a platform can better support learning and enhance the classroom experience. Feedback can be gathered at any time. Opening the door to feedback also creates a dialogue and reminds students that their voices matter. Their experience is our priority. I often ask for students to tell me what I can do to support their learning (aside from giving less work - we all have to work, friends), and I have always appreciated their insights and suggestions. Learners evolve, and luckily the edit button on my LMS allows me to do the same. 

Now that this year is finally coming to a close, it's time to reflect on our lives and our courses. As with any ending, keep the good, learn from the mistakes, and work to make next year (and next term) just a little brighter!

Every Student Has a Voice (We Just Have to Ask Them To Unmute)

The silence of Zoom or Google Meet is deafening. I miss noisy classrooms and side chatter about the latest high school event. What I once tried to redirect into conversations about course content is the very talk I miss the most. As we oscillate in between remote and hybrid learning and remote again, students feel dejected and disheartened. They need to be empowered and given their voice, and they need to feel in control of something. How do we encourage them to use their voices and feel as though they were heard amidst uncertainty?

Focus on social-emotional learning. 

Let students ask questions even to the questions to which we don't have answers. Validate their feelings by acknowledging uncertainty and how we feel about it, too. Let them know that the line of communication is always open - whether it be through an email, private message on a chat, a Flipgrid response, or a one-on-one conversation. Encourage students to share how they feel with teachers, peers, and families, but then redirect those feelings into a positive outcome. Model reframing emotions and provide ways to cope. 

Pear Deck SEL Slides

Get students into small groups. 

I have recently been exploring different ways to break students into groups or give them opportunities to collaborate. Since the beginning of the semester, I have been using genetic templates and randomizing students into groups using Flippity.net. I am now trying to find more opportunities for small group work through digital station rotation. Creating breakout room templates or work through station activities encourages collaboration and communication. Students are far more likely to unmute when they have a clear task and are in a smaller setting. These stations may be individual work or group work, but the flexibility and the sense of movement encourage students to participate and actively engaged. 

Focus on the positives. 

Let students ask questions even to the questions to which we don't have answers. Validate their feelings by acknowledging uncertainty and how we feel about it, too. Let them know that the line of communication is always open - whether it be through an email, private message on a chat, a Flipgrid response, or a one-on-one conversation. Encourage students to share how they feel with teachers, peers, and families, but then redirect those feelings into a positive outcome. Model reframing emotions and provide ways to cope.

Encourage students to write, speak, and communicate verbally AND nonverbally. 

Students can share their voices in multiple ways. While many struggle to unmute themselves on Zoom, they are often willing to engage in other modalities. While writing or participating on a tool like Pear Deck may feel passive, students are far more likely to open up and engage in self-disclosure when they feel safe. Online students can be anonymous - to share their voices and perspectives in what seems like a low-stakes way. Building a community and environment that feels safe and inviting each day will lead to an increased level of engagement over time. They will start to share more. Using a tool like Pear Deck has allowed me to give every student a voice. I can track who hasn't participated or responded, and I can problem them further. Repeatedly completing a weekly check-in on Flipgrid has become a habit. Students know what they will be asked to do, and they are familiar with the types of questions they will be asked. As a result, they speak longer and in more detail. 

Not only do students communicate with the words they speak or write, but they also communicate nonverbally. Their expressions, gestures, and even the emojis they drop in a chat convey strong feelings and emotions. Encouraging students to use their nonverbals intentionally can teach students that they are constantly communicating and have the power to send strong messages without even realizing that they are sending messages. By observing themselves and others on digital platforms like Zoom and Google Meet, they can even learn how to better control and communicate nonverbally with intentionality. 

Respond and provide feedback. 

Each week, my students complete a social-emotional check-in via Flipgrid. They know that I watch every single video (on x2 speed) and respond to each one. It's time-consuming, but it is a labor of love. They email me with responses to my follow-up videos; they appreciate that I respond. While these videos cannot fully replicate constant banter in the classroom that occurs face-to-face, this feedback creates connection. Students feel heard, and they know that they matter. 

In large group discussions or presentations, students need feedback, too. Noting their nonverbals, encouraging students to drop messages in the chat, and replying specifically to public comments or anonymous comments on tools like Pear Deck validate students' ideas and contributions to the class. Every little piece of feedback matters and is an opportunity to forge a connection. When students feel like they matter, they work harder and are more engaged. 

The red slash through the microphone is like a slash to my heart. My classroom's quietness does sadden me, but I am reminded that even though the fruits of my labor might not always be visible, the seeds are still taking root. A great deal of our communication is nonverbal; a majority of our messages lie in the moments we are not speaking. As teachers during a pandemic, we need to reframe our minds to what learning looks like and also reflect on how we can create more opportunities to amplify student voice. While circling the wagon may not be possible right now, we can still rally our students and empower them to use their words in private and public ways. Our students' ideas matter; we just have to find ways to open the channel of communication so that their messages are heard. 

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. 

Bell Ringers with Intention

My eldest daughter started kindergarten this week. She is learning to navigate Seesaw, how to interact on a Zoom call, and is developing critical literacy skills. I have been amazed to watch her navigate this new digital platform and school altogether and have been so encouraged by her teacher who seems to handle the wilds of kindergarten with students new to the school environment with grace and patience. Remote teaching is so challenging, especially for elementary students, and her teacher persevering through it.

I teach seniors - the opposite end of the spectrum. While we have far fewer technology issues, students are still relatively new to this experience. My school district has recently adopted a new LMS, which several students have used before in one or two classes, but it is still yet another change to which students must adapt. After facing so much uncertainty for the last six months, my students still find themselves walking into numerous unknowns. As a result, building community and challenging students to use their communication skills has been a priority - especially because I teach speech. Communicating is what we do.

As the first bell rings and the first Zoom call commences in the morning, students admit to rolling out of bed and logging onto the call. They are tired, not fully ready to engage, and locked behind screens, which makes speaking slightly more nerve-wracking than normal. Starting my periods with intentionality has been a focus of my first two weeks of remote learning this fall. To begin each session together, I have students participate in a small group warm-up or bell ringer activity designed to break the ice and make students actively think, reflect on their lives, and apply the communicative skill being addressed that week. By tasking students to use their communication skills to connect with others at the beginning of class has led to more energy in the room and fostered an increased sense of community.

The expectation is that students unmute, share, and record what they have discussed in their breakout rooms. Everyone is active, and I am frantically popping from room to room to say good morning, check-in, and welcome them to the start of another school day (Note: I only teach three classes because of my instructional coach position. All of my classes are AM classes). Groups are randomized to make them feel like they know more people in the room and are less inhibited by our current classroom environment. This routine has become a natural part of the cadence of my classroom, and students recognize the importance of being ready to share and collaborate with others. 

So, Steph… what do those bell-ringers look like?

Ironically, I have found my bell-ringers that feel elementary. We created classroom rules for Zoom. We’ve done a counting game, and we even did show-and-tell. While these topics seem simple and more expected in a kindergarten classroom, they took on new meaning, allowed us to be intentional with our conversations and getting to know one another, and made students laugh. Normally, I would not explicitly create classroom norms with students, but we are in a new normal and that conversation opened up to reflect on all of our parts. I created a 360 view of my classroom using Google Maps. To make them feel like they were “in” my space, I challenged them to explore my new workspace and search for all of the inspirational quotes that I have used to make my classroom feel more reflective of my typical classroom environment. And show-and-tell challenged students to get out of their seats, find an object that was meaningful to them, and practice storytelling. Powerful speakers are strong storytellers, and what they shared was inspiring and opened them up to express vulnerability with one another.

I plan to continue to have students participate in these icebreakers because now more than ever, we have the cold feeling of a computer screen that needs cracking each day to help us feel more united. The encouraging news is that once it is dethawed at the beginning of the period, students are ready to dive into their learning.

How can we all infuse digital bell-ringers into our classrooms?


In these activities, it is important to be mindful of the time. They should be short and energy-giving - not draining. Students also need to be held accountable for their conversations. By creating a Google Doc, Jamboard, or a Padlet on which they can take notes or make their conversations visual, they have more purpose and direction to the activity. They are also more likely to stay on task. Since I cannot be in seven breakout rooms at the same time, I have appreciated this type of documentation because it allows me to hear their stories and remember important details about my students' passions, interests, and backgrounds. The key to the document that the teacher makes to hold students accountable is that it must be shareable, editable, and on one page.

Keeping the content to one page has allowed me to monitor student progress with ease. If I notice that a group hasn’t written anything after a few minutes, I can immediately jump into that breakout room and support students. I have been pleasantly surprised by the fact that I have jumped into rooms that were so excited to talk to each other or were sharing such detailed stories that they forgot to record their thoughts. I have also used these documents as a formative assessment, qualitatively measuring student engagement and participation. These insights have already allowed me to target a few students who needed additional support navigating the platform. 

How do we bring a stronger sense of community back to our classrooms?

Through bell-ringers, we have the opportunity to allow our personalities to shine. I am a self-professed nerd who loves inspirational quotes. I am energetic in the morning - too much at times, and I value my students' passions. I share a story with them each time I set up a bell-ringer activity. I model vulnerability and excitement for the day. When they see that it’s possible to feel connected, they will make an effort back. While it may take time to defrost a few students’ apprehensive tendencies toward Zoom calls, we can achieve a greater level of comfortability. Remember, relationships matter more than any mathematical formula, grammar rule, or historical fact. When we reinforce heart before head, their heads are far more open to acquiring new skills or cramming new content. 

While my kindergartener sings back to a screen, I know she already feels loved by her teacher. Do I wish that she was face-to-face with her peers, learning and growing in person? Of course, but that is not the world we live in right now. We will get back there, and when we do, we will have learned so much more about the power of communication and connecting than we ever imagined.

EdPuzzle: Using Tech To Solve an Instructional Problem

7:30 in the morning is not an easy time for many people, especially teenagers. One year, my students were more averse to alarm clocks than any group who came before them (or after them). I had up to eight students a day (out of 28) coming to class with tardy passes - a number and frequency I have never seen since. As a result, students would miss the few minutes of direct instructional time that I would deliver to students. This group would come in halfway through a grammar lesson, writing exercise, or reading discussion, thus missing the meat of the material and often great discussions, questions, and ideas shared by their peers. To solve this problem and find a way to provide that instruction to students who would walk in half-awake still frazzled from the frenzy of the morning, I turned to tech tools. Surely a tech tool or instructional practice had to exist that would allow me to supplement the missed time and provide the same (or as close to the same) experience as possible. 

That semester was the semester in which I started flipping writing and grammar instruction for all students, typically short mini-lessons that involved active practice and application immediately after learning the lesson. Students would start the period as they hustled into their seats, watching a quick video lesson while I circulated providing support, greeting students, and checking in with any latecomers. I realized that creating videos allowed me to double my presence in the classroom. I could be teaching and completing social-emotional check-ins at the same time. If a student was absent, they always could watch the video, or if they needed additional support, they could rewatch the video at their own time and pace. 

What tools are essential to a flipped style lesson or video delivery? 

A screencasting tool and a video editing platform are two essential tools for creating original video content for students. My two favorite tools for this process are Screencastify and WeVideo, which allows me to edit and refine the video. WeVideo has so many special effects, music, and transitions to include in the creation process. Making videos can be time-consuming but can be reused and reshared over again. I house my videos on YouTube solely for the ease of sharing and create playlists to keep them organized by course, year, or instructional purpose.  

My instruction was consistent for all students, but now they had access to me whenever, wherever, and however, they needed me. This on-demand playlist of writing instruction allowed me to be more present in the room, directing my attention to students in academic and emotional needs. As I explored video creation more, I realized that I needed another tool to make my lessons more personalized and engaging. EdPuzzle was the solution. 

How does EdPuzzle work? 

EdPuzzle was (and still is) one of my favorite tools for providing instruction to students in any format. Making videos interactive and engaging, EdPuzzle encourages students to take an active role in their learning. Instead of passively watching a video or not watching altogether, this tool tracks student viewership. EdPuzzle also allows teachers to insert voice comments, written comments or links, multiple-choice questions, and open-ended questions during the video. This type of interactive structure keeps students actively listening and demonstrating their comprehension along the way. Teachers can craft entire lessons using a video from YouTube or any other video platform. They can access a library of already created videos and lessons or make their own from scratch. This webtool is user-friendly both on the teacher and student end. Teachers can share lessons with other teachers or find inspirational ideas from the EdPuzzle library. 

With EdPuzzle, I now had more flexibility to provide face-to-face feedback, incorporate individualized and small group work, and use station-rotation to create an active learning experience for my students. The use of a few tech tools not only solved my students' alarm clock problem helped me revolutionize the effectiveness of my writing lessons while creating more time for classroom activities. 

Aside from the traditional way of assigning a video to each student, how else can EdPuzzle be used? 

EdPuzzle is traditionally pushed out to students to complete independently, but the more I used it, the more I began to experiment with a small group and whole class lessons. I used Librivox recordings of Shakespeare's Taming of the Shrew to create videos for whole-class activities. I inserted voice comments and open-ended questions to facilitate discussion while we listened to and processed through the play. The video would stop playing at crucial moments that necessitated further discussion. While the video played, I walked the room with my script and helped students follow along. I could read facial expressions and mentally gauge their comprehension, thus allowing me to provide immediate clarify or feedback to a particular line or scene. I also liked how knowing the length of the video gave me a better estimate of the pacing. If a student was absent, they did not miss out on the same experience as everyone else. They simply need the link, which can be shared with an entire class through a learning management system or assigned directly to an individual student. 

EdPuzzle can also be used for small group inquiry. If students are researching a project, they can watch and complete the EdPuzzle together. They can answer open-ended questions, find evidence through external resources or readings, and can engage in dialogue with one another throughout the process. This use for EdPuzzle works well with a station rotation classroom model. The answers students provide can serve as a useful formative assessment for a teacher to review later if that teacher is working or teaching in another station. 

Note that the free version allows teachers to store up to 20 videos, but the paid version allows for unlimited videos. The paid version also allows institutions to create a school library, making it even easier to collaborate and share. If you are looking for professional development, EdPuzzle has an entire library full of different topics, including Google Tools, Project-Based Learning, Diversity and Inclusion, 21st Century Learning, and more. These professional development experiences are free and can be completed at one's own pace. For people looking to prepare for whatever the fall might bring, this resource would be a great place to start!  

No matter what problem we are trying to solve, the intentional use of technology can allow us to create new experiences that may save time, provide more feedback, or enhance the student experience. I did not realize what EdPuzzle could do for my classroom before I started using it, and it even solved a problem or two I didn't realize I had. Find the tool that can solve your problem or maybe even wake up your classroom in ways you never imagined.