EdPuzzle and Blendspace

EdPuzzle is a program that allows teachers to share uninterrupted videos, such as ad-free YouTube videos, with students. One plus side to EdPuzzle is that quizzes can be added so that students can focus on comprehension of the content before proceeding onto the rest of the video. Teachers can also crop videos, add voiceovers, and add audio pauses to the chosen video or clip. Through EdPuzzle, teachers can also assign tasks and due dates to students. Students can view their assignments, and teachers can monitor progress, such as what percentage of the video was watched and how well the students did on the quizzes. Research shows that students simply watching videos is ineffective. Active learning must be incorporated in order for students to retain the information. The following video shows an example of an EdPuzzle assignment:

Blendspace allows teachers to create lessons and deliver a “flipped classroom” approach. Much like Google Classroom, assignments are available for students to work on at their own pace, and they can be accessed at school or at home. On Blendspace, students can chat and ask questions during lessons. Quizzes provide students with immediate feedback to enhance their learning experience. Teachers can directly embed their own links into Blendspace, as well as purchase resources directly on the site. The following picture is a screenshot of sample Blendspace assignments:

Both EdPuzzle and Blendspace are free programs that promote 21^st century learning and the flipped classroom approach. Students are in charge of their own learning, so teachers and students can make the most out of their class time. Students are also held accountable since both programs allow teachers to progress monitor. Both EdPuzzle and Blendspace are compatible with one another, as well as with Google Classroom. Students can access the programs at anytime from their own device. The lessons are only shared between the student and the teacher. Teachers can make their own videos and lessons, and instruction can be differentiated on both programs to tailor to each students individual needs or to the needs of the entire class.

I like how both of these programs offer the flipped classroom approach. After students complete their assignments, whether at home or during small group time, the teacher can lead class discussions, facilitate hands-on activities, or pull students that need further intervention. There is so much that goes into teaching little minds-- time should not be a factor that limits student learning.

Student Led Conferences with Digital Portfolios

   During student led conferences, students are able to share their work with guardians and set their own goals. Student led conferences promote leadership, growth, accountability, and confidence. Students take accountability for their portfolios by choosing work that displays their strengths and weaknesses. While student led conferences enable students to feel confident as they lead the presentation, they also encourage parents to participate. The parent is more likely to engage in conversation about their child’s work, as well as point out things they like about the work and things the student can work on. This leads the student to collaborate with their parent(s) about the goals they need to achieve before the next conference.

       So, how does a student led conference look?

First, the student greets their parents. 

Then, the student displays a portfolio of what they 

can do and what they have learned in class so far. 

The student also identifies the strengths and weaknesses they have noticed himself/herself. 

The student, parent, and teacher then work together 

to set goals for the rest of the school year.

The student, parent, and teacher are all involved 

in the conference.

One important thing teachers must not do 

is be hesitant. Students are often very 

tech-savvy, so teachers can allow them to utilize these skills by creating their own digital portfolio, full of work samples and assessments. Students can use programs, such as FreshGrade, G Suite for Education, SeeSaw, Class Dojo, Three Ring, Evernote, and Book Creator to create his/her digital portfolio. All apps are free! However, Book Creator is $4.99 for the app after the first book, and Evernote varies from $3.99- $7.99/month after 60 mb.

   Upon researching student led conferences, I have developed a new understanding of how they can boost the attitudes of students and encourage them to work on realistic goals. Student led conferences are extremely beneficial to ELL students because there is no language barrier between the student and the parent. The student can translate between the teacher and parent if necessary. The student can also share with the parent his/her goals so the student can receive more accurate help at home.

   In a Pre-K or Kindergarten classroom, it may be more beneficial for the teacher to choose the student work. However, for 1^st grade and up, the students can choose their own work and participate in peer reviews or mock conferences with their classmates.

Social and Emotional Learning

   Social and emotional learning is the process of developing self-awareness and self-control that is vital to success. It helps students develop their own idea of what they are capable of. 

The principles of social and emotional learning are:

·       Create a safe environment.

·       Integrate social and emotional learning into all subjects.

·       Communicate with parents, administration, etc.

·       Instruct- Social and emotional learning must be taught just like math or science.

·       Empower students through positive interactions and feedback.

   Since students tend to draw to and build relationships with peers that they have similarities with, allowing them to participate in social and emotional learning strategies helps them build relationships with other classmates as well. These strategies include:

• All About Me- students can learn about one another to find common likes/dislikes
• Emotion Match- students match emotion cards and discuss what each emotion looks like. They can further this activity by discussing things that make them feel those emotions.
• Cool Down Corner- A designated area in the classroom that students can go to on their own if they need a break. 

• Hot Seat- choose a few students a day to visit the hot seat, while other students tell the student what they like about him or her.
• Morning Meetings- students welcome their peers and build one another up.

   Research has shown that social and emotional learning has many valuable benefits. Social and emotional learning teaches problem-solving skills, teamwork, collaboration, how to disagree respectfully, and coping skills. It also encourages empathy amongst students and increases self-awareness and confidence levels. According to research in one school, 29 percent of students said that their school was supportive. 83 percent proved that social and emotional learning progressed academic gains. 

What’s the best part about social and emotional learning in the classroom? 

  It’s a free way to improve academic performance by making your classroom a safe learning environment. Students begin to feel more confident and encouraged to participate in their own learning. Social and emotional learning can also reduce behavior problems because students learn how to better deal with their emotions.

Where do I start?

Integrating literature into your daily routine is one way to boost social and emotional learning. Some books include:

• Giraffes Can’t Dance by Giles Andreae
• The Pigeon has Feelings, Too! by Mo Willems
• Too Shy for Show and Tell by Beth Bracken
• The Way I Feel by Janan Cain
• Don’t Think about Purple Elephants by Susan Whelan

SMORE- iPads for Teaching and Learning

New Endings

The Spider and the Fly

Written by: Mary Howitt

Illustrated by: Tony DiTerlizzi

Published by: Simon & Schuster, 2012

40 Pages 

Poetry

   The spider wants the fly to step into his parlor, but the fly knows exactly what the spider is up to. However, the spider is persistent and says flattering things to attract the fly in. Unfortunately for the spider, the fly buzzes away. The spider doesn't mind though. He knows the fly will return.

   DiTerlizzi illustrates this poem from the 19th century to make it much more intriguing for young readers. He uses black and white pencil drawings to create a dark and eerie feeling for the audience. The characters are exquisitely detailed, and the shadows create

a three-dimensional, realistic look to every 

page.

   I would use this book in a third- grade classroom to teach children how a poem is set up. We would go through each stanza, and annotate the text to make it easier to understand. Some of the words are Old English, so young readers might have a difficult time comprehending the text. Then, I would let the students create an ending stanza with a different outcome.

   To assist special needs students, I would partner students up so they could work together to create the new stanza. 

When our bodies shed....

Parts

Written and illustrated by: Tedd Arnold

Published by: Puffin Books, 2000

32 Pages

Poetry

This little guy just doesn't understand what is going on! 

There's fuzz in his belly button, and he thinks his skin is coming off of the bone.

Although the five-year-old doesn't feel any pain,

he's afraid that the piece that fell from his nose could be a part of his brain! 

When he finds a loose tooth, it's very plain for him to see. 

He says, "The glue that holds our parts together isn't holding me!" 

Parts takes us through the journey of a boy that thinks he's is falling apart. 

If you want to find out what happens next, page one is where you'll start.

Arnold is a creative author-illustrator of more than 50 children's books.

The colorful drawings give the pages very detailed looks.

He portrays the character's imagination as wild.

Students can relate to this silly young child.

Children can laugh while they read and rhyme.

This book makes for a fun and engaging time.

   In a 3rd grade classroom, I would do an activity where the students look at idioms and write what they mean. For example, if you say "My heart is broken", it doesn't literally mean it's broken. It just means you are sad. This teaches students how to use creative language in their writing.

   For gifted students, I would let them think of idioms they have heard, and write what they really mean as well. Gifted students could also create a poem using idioms that we have used in the activity or the ones they came up with.

Pinkalicious: Puptastic! Book Trailer