Lauren Dennis

How to Lighten Your Google Classroom Banner Image

April 13, 2021

One of our most popular blog posts to date is, “How to Create a Custom Theme in Google Classroom,” and it’s no secret why, especially now with all of the virtual learning happening. Teachers work tirelessly to create engaging and unique content online for their students. And Google Classroom is the hub and jump-off point that students visit over and over, so this space should be engaging and unique. And what better way to do this than creating a custom theme? It’s so quick and easy, yet impactful. Please be sure to visit our original post to learn how to create a custom theme if you’re not sure how. And please note, when I say “theme,” I’m referring to the banner at the top of the Stream.

To follow up on our ever popular post comes the prevalent question: Why does Google dim my custom banner? It can be infuriating to spend so much time creating something just the way you want it, only to upload it to Google Classroom and have it darkened. I really wish this was a post to tell you how to permanently lighten your dimmed banner, but unfortunately, it’s not. At this moment, there is no way to get around the dreaded dimmed banner.

Since teachers are constantly coming to us asking about this, we thought it’d be helpful to discuss a few things:

Why Google dims custom themes (banners)
How to request Google to change this feature
BONUS – link to an updated custom theme/banner template (Google changed the size since our original post)

WHY THE DIM:

Let’s take a minute to understand why Google dims the banner for us. Google dims custom banners to increase readability. If you have a banner that’s super light, or even white, in certain areas, you may unknowingly hide information that’s super important for you and your students. Please see the images below for reference:

Google’s dimming of the custom image provides readability for the important class information located in the upper, left corner and the edit options in the lower, right corner of the banner.

When I manually remove Google’s readability features (this is just a temporary fix), then the important class information becomes completely hidden:

White is in. We love our clean designs these days – myself included. Maybe Google feels as if many of us would unintentionally hide these important links? I’m not exactly sure if that’s the reason, but it’s definitely an educated guess! This hypothesis leads me perfectly into part 2…

HOW TO REQUEST A CHANGE:

Shouldn’t we be trusted to make our own design decisions? I believe teachers can handle the responsibility of custom design in Google Classroom and that Google should give teachers the responsibility to remove the dimming feature, if they choose. This would require a change, but luckily, Google is always changing. And they make changes based on user feedback – it’s one of my favorite things about Google. They truly want your input, and they listen to it. It’s how they’ve become so awesome and just keep getting better.

Here’s how you can provide Google Classroom feedback (i.e. Beg that they make the dimmed banner optional!). These steps are copied from Google’s Support Page (visit to learn more about optional features such as submitting screenshots with feedback):

Go to classroom.google.com.
Click the class.
At the bottom left, click Help Report issue or request feature.
Enter your comment.
Click Done.
Click Send.

It’s worth taking the few minutes it takes to send this feedback – the more of us that ask for the change, the more likely we will see it!

But for now, at least we have the option to upload a custom theme into Google Classroom at all. I guess we have to be thankful for what we do have.

We have one more treat for you to make your custom theme journey just a bit easier.

UPDATED GOOGLE CLASSROOM CUSTOM TEMPLATE

As stated many times in this post already, Google loves change, and while this is a positive trait, it also keeps us users on our toes. Since we last posted about creating a custom theme in Classroom, they have changed the size of the Classroom banner. I have created an updated, Google Drawing template that has the correct dimensions as of February, 2021. Click here to access this template. Be sure to make a copy of this template versus requesting edit access. Making a copy allows you to make your very own Drawing while preserving the original template for others to copy as well.

So there you have it, folks. I know it’s not the answer you were looking for – I wish I had a better one. But if we all take action, I bet we will see a change soon. What do you do to help you deal with the dim? Please comment below!

Katie Christie is a Google Certified Educator, Innovator, Trainer, and past LearnZillion DreamTeam member. She currently works with the EdTechTeam as a Spotlight Speaker, Online Lead, Keynote, and Blogger. In 2015, she worked as a partner with Google to help rewrite the Google Certification Training Center content. Katie most recently worked as the Technology Integration Specialist at Runyon Elementary School in Littleton, Colorado. She has nine years of experience in the classroom. She spent her first 4 years of teaching in Shaker Heights City Schools in Ohio, a district known for its academic excellence and cultural diversity. Then she had the incredible experience of teaching and learning in a 1:1 Linux-based netbook 5th grade classroom in Littleton, Colorado for 4 years where Google Apps for Education was integrated seamlessly into the curriculum. Katie has been a Lead Learner for the Google Teacher Academy (now known as the Google Innovator Academy) numerous times and helped with the selection process for each Academy. Katie enjoys sharing her passion for effective technology integration in the classroom by networking with other educators, whether the connection happens online or face-to-face.

How to Create Meaningful and Accurate Formative Assessments with EduProtocols

March 24, 2021

Can you relate to this? – You teach a lesson. You give your students the quiz and there are varying levels of mastery. You create a new lesson that night to then reteach the next day. You check for understanding…the kids totally understand. You quiz again…and they didn’t totally understand.

Can you relate to this? – Your grade level team identifies an area of need/standard based on old data. You design an assessment to measure this standard. You teach and test. You are hopeful that your students will master this one standard by the end of the year.

So…let’s try something that may be more effective and inFORMative. Using the EduProtocols, informed instruction will allow for more agility, flexibility, and versatility, while maintaining a student centered focus. With repetition and timely feedback or even feed forward, students receive information and can adjust their learning.

Agility: The power of moving quickly and easily; nimbleness

When routines are put into place, processes become more streamlined. Think of your morning routine. The night before, perhaps I pick out what I am going to wear to work and I pack up my lunch so the morning goes more smoothly. This allows the flow of my morning to go swiftly and I am out the door on time.

The same thing happens with EduProtocols. Early in the school year, I used Thin Slides, 8 pARTS Grammar, and the Frayer model almost daily. Not only did I have a quick idea of what students THOUGHT they knew, I could easily send a new template or frame out for the next activity. Feedback was easier to provide in small, quick doses rather than waiting for the “big assignment”…which would likely be moved to the bottom of the grading pile.

For example, if the 8 pARTS Grammar assignment indicated that there were groups of students struggling with adverbs and adjectives, I could use that information to create a Frayer for each part of speech. Students would receive the Frayer that correlated with his or her need. Brief, targeted lessons would be taught. The next 8 pARTS assignment would likely be completed properly.

The agility with which the EduProtocols can be planned, prepped, and assigned is a win for the teacher. I am able to make moves “on the fly” and not have to wait to plan an activity. In a few clicks, I can likely be ready to better meet the needs of the learners in front of me.

Lesson Idea: 8 pARTS

The 8 pARTS EduProtocol provides for grammar instruction to be authentic and meaningful. This is the ORIGINAL EduProtocol!

Find a fun picture or gif that will intrigue students. There are a ton on the internet and students will even start providing them!
I engage my students in a Notice and Wonder protocol just to get them talking to each other about what they see in the picture.
Students fill in the 8 parts of speech noted on the form. This could be broken apart based on the age of your students. You will get an idea really quickly about what your mini lessons need to be. For the first time, we often brainstorm together.
Students use the words they have brainstormed into a paragraph, practicing sentence writing.
Students can swap papers/documents and even mark up the parts of speech with highlighting.

The agility comes with the fact that this EduProtocol has morphed into Sentence Parts, MathReps, 8 Parts for Primary Sources. When paired with The Fast and the Curious (target specific grammar skills), Thin Slides, Frayer, etc., effective, informed lessons will help students’ skills grow in these areas. Templates can be found here. MathReps can be found here.

Flexibility: The quality of being easily adapted or of offering many different options

EduProtocols are super malleable. They can be twisted, turned, and iterated into something unexpected and amazing. Talk about Universal Design for Learning! Students will start to find ways to adapt to them as well. This is important when looking for a variety of ways students can “show what they know.” Depending on what I need to see for the level of learning, I may opt for a Thin Slide, a Sketch and Tell, or a Mini Report. Each of these would provide me with varying levels of understanding.

Sketch and Tell can be leveraged across all content areas. The “show” portion can be a simple sketch using online tools or a picture of an actual paper/pencil drawing. Adam Moler has students use Legos, gummy bears, and playdough for this portion of the assignment. The “tell” side can include evidence, a response, a Frayer model, or a Flipgrid.

Lesson Idea: Sketch and Tell

The flexibility of this EduProtocols is key to keeping things fresh in your classroom and formative assessment:

In Language Arts: vocabulary, figurative language, character traits, theme, literary devices.
In Science: vocabulary, processes, how-to’s.
In Social Studies: vocabulary, events, people, locations
In Math: problem solving, explain your thinking, notice and wonder

Sketch and Tell can be used in very sophisticated ways that will add meaning to content and let the teacher see what students know and what needs to be clarified. This provides a wonderful opportunity for students to share with one another or with peers. A Sketch and Tell plus Fligrid would pair nicely with the whiteboard option now in Flipgrid. For the Sketch and Tell Template, please click here.

Versatility: The state or quality of being useful for or easily adapted to various tasks, styles, fields of endeavor

With all of the EduProtocols, I find the versatility of input, interaction, and output key to keeping me informed about my students and their progress in learning. When teachers use EduProtocols, students consume information, practice with the information, and then meet mastery over time. I spend September to December “training” students to use the EduProtocols. I make slight variations to keep the lessons fresh and engaging. The fact that I don’t have to teach and reteach HOW to use a graphic organizer allows my teaching to be faster as the year goes on. The students practically guide themselves even though the content increases in rigor.

To keep the lessons unique, vary the input, interaction, and output. This often ends up looking like “choices” in learning, thereby creating buy-in as well.

Input: Students don’t need to read articles or passages as a sole means of input. Video, commercials, music, poetry, primary sources, pictures, etc. can all serve as the input. Picture books, quotes, and art can even serve as inspiration.

Interaction: Learning should not be a “single rider” experience. Partners, trios and quads can work together collaboratively. Sometimes this can occur synchronously or asynchronously. Breakout rooms allow for real time interaction. Flipgrid can be used as well. Many teachers are making use of applications such as Nearpod, Seesaw, and Peardeck. EduProtocols naturally fold into these helpful tools.

Output: Students cannot just learn by consuming! Evidence of learning can take place in a variety of ways. Students can create using a variety of tools. Google Slides tend to dominate due to their convenience. Other creation tools to consider include: Book Creator, Adobe Spark, Google Drawing, Jamboard, My Maps, etc.

By offering choice and exposure to new tools, students learn various ways to express their learning. I do think that the number of choices should be limited until students become familiar with the tools.

Many teachers shy away from varied outputs due to grading. In my opinion, the success of students can be measured in many ways. I find the Single Point Rubric very helpful when evaluating the content of what a student has completed. The article linked previously demonstrates the power of the single point rubric and the impact on student learning.

Keep your teaching INFORMed

I always thought I knew more about my students than any publisher test ever showed me. The EduProtocols have shown me even more! Thinking is made visible on a variety of levels. My students have become much more articulate in explaining themselves. I know I am making decisions minute by minute based on the information gleaned from INFORMed instruction.

When I set forth to plan, I know that “there is an EduProtocol for that”! Solid lesson design modeled after Madelnine Hunter’s lesson design elements is simplified with EduProtocols.

To help you get started, please consider checking out the SmartStart lessons ready to go. These are non-content, low cognitive load activities to get you started. Or, you may consider adopting an EduProtocol of the Week. Here is the Wakelet of EduProtocols!

Kim Voge

As an educator for 27 years, Kim has been an innovator in and out of the classroom. Kim incorporates best practices including WICOR, UDL, ELL. She believes in identifying learning objectives FIRST and then applying technology. Literacy in all content areas is the goal…and literacy must include new media. Kim strives to meet teachers where they are and move forward. In the classroom, Kim weaves pedagogy and technology in meaningful ways. Kim is an adjunct professor for Hope International University and serves as the CUE BOLD Director.

How to Maximize the 4 C’s in Your Classroom

March 5, 2021

For about a decade now, we have had the “new” state standards. One call to action in these standards was to prepare students for the“21st century” by ensuring students are college and career ready. This preparation included what has become known as the “4 C’s”: Communication, Collaboration, Creativity, and Critical Thinking. Evidence of the need for these 4 C’s is embedded in Universal Design for Learning (UDL). To create truly student centered, personalized learning opportunities, teachers must design lessons with intention. By adding a “C” to a lesson, we ramp up rigor and engagement.

In the EduProtocols Field Guide, Book 1, the authors, Jon Corippo and Marlena Hebern spend time engaging readers in a task to evaluate their own practices. Chapter 14, The Four C’s Throwdown, allows readers to consider the level of communication, collaboration, creativity, and critical thinking in their current practices. This activity definitely highlights the glows and areas for growth in lesson design.

Many of the EduProtocols combine multiple “C’s”. In the descriptions below, I describe how four EduProtocols really allow for student centered experiences in communication, collaboration, creativity, and critical thinking.

Communication

Students need to share their thoughts, ideas, and research with an authentic audience. When students realize that their work is seen beyond the eyes of their teachers, they are more invested in the quality of their work. By practicing various forms of communication, students will relate to others on higher levels.

Lesson Idea: CyberSandwich

The Gist: Students read and annotate a short passage. Pairs or trios share their notes with each other, noting the similarities and differences. Students independently compose a summary paragraph.
The Template
What kids say:
- I like that you read an article then take notes and talk about it to other people.
- I like Cyber Sandwich because you and your partner read a passage and discuss what you thought were the main details.
- I like Cyber Sandwich because it helps you get information in a fun way while being social with your partner.
What I noticed: With consistent use of CyberSandwich, my students became much more comfortable sharing their ideas, accepting feedback and suggestions. Summarizing became second nature. They engaged in meaningful conversation, learning social cues as well as listening skills.

Collaboration

There is no denying that collaboration prepares one for the workplace and daily interactions. Students need opportunities to flex these muscles as they learn how to work with others. Structured activities like Iron Chef scaffold this skill set.

Lesson Idea: Iron Chef

The Gist: Think Jigsaw. Break apart a larger reading into 4 sections. Each student reads their part and completes a slide that paraphrases, summarizes, illustrates, explains, etc. Students add a graphic and a “secret ingredient”. Students have a time limit to complete. Then each group shares. Other groups listen, allowing the repetition of information.
The Template
What kids say:
- I like breaking up the work.
- I like that I don’t have to talk for a long time when we share.
- The secret ingredient is always something fun!
What I noticed: Over time, my students started to put more effort into creating slides with more elaborate details or facts so they were unique compared to other groups. It was never a competition, but they found their intrinsic motivation to “out do” each other. They started suggesting “secret ingredients”.

Creativity

Creativity is not just being creative. Creativity can look like connecting ideas in new ways. Creativity can be about allowing choice in how students access information, engage in learning, or express their learning. Writing is a natural place for creativity. Too often the structure in writing confines the student. Writing is pursuing ideas and linking them together in a meaningful way.

Lesson Idea: Random Emoji Power Paragraph

The Gist: Using the Random Emoji Generator, students type one sentence per emoji. Each emoji is revealed one at a time. Students must connect ideas as each subsequent emoji appears. Students type their sentences in an application like Socrative, which allows the teacher to show and share paragraphs back to the class.
The Random Emoji Generator
What kids say:
- I like how there is randomness in it and it’s not like you just saying, “Write about _____ and ____ when _____ goes to the _____.” I like it because you don’t know how the story is going to change.
- Emoji Power Paragraph is one of my favorite because it gives you the freedom to write your own story.
- Yes! Awesome the best thing in the class.
- This is one of my favorite things to do in class. It is great basing your story off random emojis.
What I noticed: I have NEVER had kids ASK TO WRITE! Have you? I think we could do this daily and they would not complain. When students write for a larger audience, they take more care in word choice and sentence structure. The best part of this activity is the second part, “Nacho Paragraph.” Students take a fellow student’s paragraph and edit and revise. I have never seen a true revision like this before! Writing authentically and revising authentically yield much better writing than editing some pre-made paragraph.

Critical Thinking

Students need opportunities to explore and interact with problems and open ended activities. Analyzing data and research in meaningful ways will help students look for creative ways to solve problems.

Lesson Idea: BookaKucha

The Gist: Students can be reading their own book. Choose a topic, like setting. Students create a slide describing the setting of their story, citing evidence or a passage from the book, and a picture. Students share slides in small groups or to the class, depending on the time factor.
The Template
What kids say:
- You can read from a book, show your thinking and present it to other people.
- It’s a quick way to write my thoughts and it’s not boring.
- It is cool because you can see other people’s slides and see what they wrote.
What I noticed: Over time, students were much more adept at citing evidence! This skill is necessary for taking a critical look at topics in science and social studies. I did not assign BookaKucha thinking this would be an outcome. I was happily surprised at this unintended outcome!

Ramping up rigor doesn’t have to be time consuming when it comes to planning lessons. Adding at least one of the four “C’s” will likely be the missing piece when it comes to student engagement, access, or expression. Planning and lesson design is much more enjoyable for me. The quotes from my students validate their thoughts about learning with the EduProtocols. Never have I had kids CHEER for activities like they do with the EduProtocols.

Looking for more support on creating active learning experiences to develop the 4 C’s in your learners? Get access to proven protocols, customizable templates, and interactive support for FREE at Untamed Learning. Click here to get your free ticket!

4 Tips to Boost Teacher Morale Now

February 24, 2021

October and February – those are historically the two most difficult months of the school year. By October, the honeymoon phase is over and everyone is counting down until the Thanksgiving and holiday breaks. February, though the shortest calendar month, feels like an eternity as the sheen of a new semester has worn off and spring break feels lightyears away. During these months – and all the ones in between – keeping up teacher morale is critical for the climate and culture of a school building.

While most people would consider teacher morale an administrative or district issue, instructional coaches are in a unique position to provide some extra boosts to the morale of the teachers they see every day. Here are four things you can do as an instructional coach to boost the teacher morale on your school campus.

Tip 1: Cheer for the Unsung Hero

School buildings are micro-communities that feature a variety of people working in a variety of roles. Some have roles that are more prominent and visible – like the campus administrators and front office staff – but others tend to work more behind the scenes – like your campus diagnostician, or Special Education aides. Some teachers are on every committee or team, while others feel more confident within the four walls of their classrooms. Regardless of their role, all campus staff are equally important in supporting the school culture and without them, schools would cease to exist. Unfortunately, schools can often feel like a popularity contest for the adults as much as it does for the kids. Teachers who are on the most committees or who are the most visible often appear to receive more accolades and kudos than those whose classrooms are so far from the teacher’s lounge that they don’t even bother to venture out for lunch.

As an instructional coach, it is important that we cheer not only for the go-getters and the high flyers, but for the unsung heroes as well. As a former teacher, it always seemed like no one ever noticed when I did what I was supposed to do, but as soon as I forgot to submit attendance on time or I had a lesson that was a bit of a flop, others noticed these shortcomings. As instructional coaches, we are in a unique situation in which they get to see the ins and outs of a typical day in ways that most others would not. Just because that teacher isn’t posting their own lessons on social media doesn’t mean the lessons aren’t worthy of sharing. As an instructional coach, it is our job to provide the praises that may otherwise go unsaid.

Tip 2: Be Thoughtful

One of my favorite things about being an instructional coach is the opportunity to do something thoughtful for my teachers. No matter how small, a thoughtful gesture has always gotten a positive reaction. Whether you leave a handwritten sticky note on the teacher’s desk, send an encouraging email, or put a small treat in their mailbox, a little reminder that someone is thinking of you and cheering you on can make most bad days a little brighter.

These thoughtful gestures become more impactful when you have built a relationship with the teachers you are coaching and can tailor your gesture to what means most to them. I’ve previously coached a teacher whose love language was Dr. Pepper – as a Michigander that didn’t make much sense to me, but I knew that if she was having a bad day bringing her a Dr. Pepper would really cheer her up. Another teacher I worked with kept a digital “Happy Folder.” Every time she received a positive or encouraging email, she would save it to this particular folder so she could go back to it when she felt discouraged. I knew to always put my kudos to this teacher in an email so she could save it to her Happy Folder.

Some coaches like to bring treats to their teachers. I, personally, believe that chocolate solves all the world’s problems, but not everyone else would agree. Many coaches keep a stash of chocolate and ‘not-chocolate’ on hand for their teachers. Though it’s the thought that counts, I prefer to treat my teachers to something they would enjoy, so I always try to jot down these details when I can. Teachers, though always grateful, will be infinitely more grateful that you remembered they didn’t like chocolate or that you remembered Dr. Pepper was their favorite and that you went out of your way to accommodate their likes.

Tip 3: Share the load

Teaching is hard. Teaching during a pandemic is hard. Teaching and keeping up with all the “other duties as assigned” is hard. As an instructional coach, we often see – first hand – the load the teachers are trying to carry. We hear about it in our coaching meetings, we see it during our classroom visits. As a coach, we are in a position to help teachers carry the load. This can be a simple gesture like covering their class for 5 minutes so they can run to the restroom, as well as something more substantial like co-teaching a class. Oftentimes when a teacher wants to try a new technology tool or instructional strategy, I will research and create resources for the teacher to use during their first implementation so they don’t have to waste time making something that ends up not working.

One of the greatest complaints teachers have always had is a lack of time. By sharing the load, we are giving teachers back a small portion of that time, which is a precious gift to many. By sharing the load and taking on some of those things that are burdening teachers, we give them the opportunity to feel lighter, less stressed, and more able to tackle the challenges in front of them.

Tip 4: Treat everyone as individuals

One of the easiest, and arguably simplest, ways to boost teacher morale is to treat each teacher as an individual. While this may sound silly, I’ve worked on campuses where the administration did not even know my name. I’ve worked on campuses where the teachers didn’t know me and assumed I was a rogue student. I’ve had instructional coaches ask me to integrate tools and resources that didn’t fit with my skill set. Too often, people search for high-impact strategies that are going to be a one-size-fits-all solution to teachers’ problems. While that is great for efficiency sake, it does not bode well for your ability to build trusting relationships with teachers.

As previously mentioned, it is important to get to know your teachers as individuals and to accommodate their needs in the way that works best for them. Knowing a teacher’s name, knowing details about their life and interests, and celebrating all their steps forward – no matter how small – can significantly boost teacher morale. At the end of the day, all teachers crave is appreciation. As instructional coaches we appreciate the work they do, we appreciate their willingness to work with us and take some risks, and we appreciate the opportunity to learn from them as well.

While these four tips may help provide some ideas for ways that you can show your appreciation to teachers, remember that the simplest, most effective way to boost morale is to just show your appreciation in some way. Whether a note, a favorite soda, or a quick 5-minute restroom break, appreciating who teachers are and what they do every single day for students is the most effective way to boost teacher morale on your campus.

What Are EduProtocols?

February 23, 2021

Teachers, have you ever attended professional development and walked away with a BIG BLUE BINDER that ends up filling up space on a bookshelf? I am pretty sure the answer is YES. Oftentimes, the professional development provided leaves us full of binders and information that will basically patch up a perceived problem. The most useful information and guidance in my instructional practices has come from EduProtocols. The EduProtocols Field Guide, Books 1 and 2, have given me tangible ways to create valuable learning experiences for my students. Best of all, the interaction with the authors, Jon Corippo and Marlena Hebern, via Twitter provides mentoring and coaching. (No binder ever included that!)

I know you’re probably asking, “What is an EduProtocol?” From the www.eduprotocols.com website, “EduProtocols are instructional lesson frames that are designed to engage students in learning through critical thinking, collaboration, communication, and creativity. EduProtocols can be used with any subject, any grade level.”

Benefit #1: Agile, Versatile, Flexible

EduProtocols are lesson frames a teacher can use in a variety of ways, across all content areas and grade levels. Once you start using them regularly, you will find yourself thinking about how you can “play” with them in your planning!

When I first started using the Thin Slide EduProtocol, I implemented it in my vocabulary lessons. For a Thin Slide, students are provided a word and each student completes a slide with the word, a definition, and a picture. A time constraint of 3 minutes is used to create a sense of urgency and productivity. Students are given about 5-10 seconds to share and “whip around” the classroom. With little to no prep, I found myself using Thin Slides daily…check for understanding, provide an example of ____, notice and wonder.

After a while, we started using them for study guides. The Thin Slide Study Guide replaced the need for flash cards created individually by students. Crowdsourcing the information created collaboration among students.

Thin Slides literally have no teacher prep. Share a slide deck, students grab a slide, and 3 minutes later, you are sharing! Here’s a template to get you started!

Benefit #2: Learning Across All Domains

It is recommended that EduProtocols be introduced with non-content to lessen the cognitive load. Students need to learn the structure and the flow of the EduProtocols. Once they are familiar with how the learning is going to happen, we can change up the content. It’s very reassuring when students start requesting EduProtocols by name! As they come to understand how they are going to learn, we can ramp up the rigor!

The Frayer Model is very useful for vocabulary and concepts. Instead of starting right off with content embedded vocabulary, we start with Frayer a Friend. Students pair up and interview each other about their likes and dislikes, their dream pet, etc. Pairs form quads and the introductions begin. With this one activity, we have established a learning routine, created conversation among students, and built relationships.

And, look at all Marzano’s high yield strategies in one activity: similarities and differences, advanced organizers, and cooperative learning.

The authors and I developed a whole set of lessons ready to help you start with EduProtocols. You can obtain a copy of Smart Start by clicking here.

Benefit #3: The 4 C’s and UDL

EduProtocols provide teachers with a way to plan lessons with students’ needs in mind. Communication, collaboration, creativity, and critical thinking are connected in the EduProtocols. The principles of Universal Design for Learning (UDL) are also evident. With the EduProtocols, students will be engaged in the learning process, be able to access information in a variety of ways, and express their understanding in creative ways.

Sketch and Tell is an extremely malleable EduProtocol. Typically used for summary writing, students have some input (text, video, audio) and they SKETCH something they learned. They tell a partner, sharing what they learned. This is key to summary writing- if kids can’t talk about it, they can’t write about it! Lastly, they write about it. Adam Moler, an avid EduProtocol user, has changed up the SKETCH portion. His students have used Legos, gummy bears, and playdough to serve as their sketch medium. Here’s the Sketch and Tell template.

Benefit #4: Teach Better, Work Less

This mantra from Jon Corippo always makes me think….yes, I am teaching better than I ever have. I don’t know that I am working “less”. I think I am working more efficiently and effectively using my time. My feedback to students is more specific. My prep time decreased using the templates and lesson frames. Learning is more efficient and meaningful for my students. They know how to access information readily. They understand the function of the structures and the intended outcome. We definitely went slowly at first. After January, we started learning at a pretty impressive pace. You don’t need a big blue binder…You need www.eduprotocols.com Trust me!

Looking for more lesson design support? Get access to proven protocols, customizable templates, and interactive support at Untamed Learning. Click here to learn more!