EdTechTeam

Global Network of Educational Technologists

Flexible Learning

What Are EduProtocols?

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! 

 

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 Create Digital Lessons in Google Slides

Creating lessons in a face-to-face learning environment is challenging enough, but trying to translate lessons to a digital format takes it to a whole new level. So, we’ve called on Emma Pass (the Hybrid Teacher Guru) to walk through a simple workflow you can use to create lessons quickly and easily inside Google Slides. Whether you’re teaching in a remote, blended/hybrid, or in-person learning environment, this lesson system will work for you! Below, Emma is walking you step-by-step through how to use this plug and play system so you can start putting it to use right away. Say goodbye to staying up until 2 a.m. creating lessons! Let’s dive in.

Tip #1: Best Practices for Creating Lessons in Google Slides

In the video below, Emma is showing you a couple of examples of what effective lessons look like in Google Slides. She’s also walking you through the main elements she always includes in a lesson and how to create a new slide deck.

Tip #2: How to Set up Your Slides

You’re probably thinking that there’s nothing new here, but there’s a shortcut in the video below that will save you a ton of time setting up your slides all while still looking nice.

Tip #3: Add in the Learning Target

You always want to make sure you add in the learning target at the very beginning of your lesson. In the video below, Emma shows you how to do this so that your students actually see it.

Tip #4: Always Add a Video (It’s Easier Than you Think!)

Emma always adds a video to all of her lessons to switch up the content and keep students engaged. This might seem intimidating or sound time consuming, but Emma is showing you a quick way to embed videos in your slide deck without leaving Google Slides.

Tip #5: Ask Your Students to Go Do Something

This is the section of the lesson where you can really give your students some voice and choice. Emma is showing you how you can create a choiceboard right in your slide deck and really make the lesson interactive.

Tip #6: Add a “You’re Done!” Slide

Emma always adds a “You’re Done” slide at the end of all her lessons for students to click and turn in their assignment. In the video below, Emma is showing you how she connects this to Google Classroom, but you can use whatever LMS works for you.

Tip #7: Grade Your Lesson in Google Classroom

If you’re using Google Classroom then this whole lesson design system is even easier for you. In the video below, Emma is walking you through how to create a copy of the lesson for each student, keep track of student progress, use rubrics and grade the lesson all in Classroom. Super easy and streamlined workflow to help you save a ton of time!

There you have it! A plug and play lesson design workflow you can use in any type of learning environment. We hope you found this blog post helpful and if you try out this system, leave a comment below and tell us what type of lesson you created.

Also, if you’re looking for more support on Google Classroom, check out our blog post here on how to get set up.

How to Use the Google Assistant in your Classroom

This blog post is sponsored by Acer Education, a partner of EdTechTeam.

“OK, Google”… Can you be my classroom assistant? 

Voice Assistant Devices can be useful tools in the classroom. Students can use the devices to check their spelling and mathematics, ask general knowledge questions, and manage their time with reminders. Teachers can use templates to develop custom games and quizzes without writing any code.

Devices such as Amazon Alexa and Apple’s Siri all work in similar ways, but this blog will focus on the Google Assistant with the Google Home Mini device.

Google Assistant can be found in a number of Google products, including Chromebooks. To obtain a Google Home Assistant, they are readily available in a number of stores and online.

NOTE: This blog has been written for a Global Audience – You should always check school, local and national rules before using a device or new service in this classroom. Google Search and Assistant may need to be enabled.

Everyday Uses ~ Inquiries

With a bit of prompting and practice, even young students can use Google Assistant independently. Here are ten prompts you might want to try with your class to get started:

  • “Okay Google, spell ________.”
  • “Hey Google, what’s ___ x ___?”
  • “Okay Google, what’s the capital of ________?”
  • “Hey Google, roll a dice.”
  • “Okay Google, what should I write my speech about?”
  • “Hey Google, how far away is the sun?”
  • “Okay Google, tell us a joke.”
  • “Hey Google, what are some local theatres?”
  • “Okay Google, how long will it take to drive to _____?”
  • “Hey Google, what’s the weather forecast?”

If you don’t have a Google Home, you can test this by opening the Google Home app and clicking the speaker icon in the bottom-middle of the screen. You can also use the same Google Assistant icon on a number of products, including Google Search on some devices.

Third-Party Actions

The abilities of Google Assistant can be extended by enabling third-party Actions, in the same way as you might use an app onto your device. You don’t need to download anything special, just ask Google Assistant to ‘talk’ or ‘speak’ to the Action you’d like you to use. You can view all available actions in the directory here.

Some tried and tested third-party Actions to get you started in the classroom are: 

Strangest Day Ever – an oral language ‘choose your own adventure’ story appropriate for students of all ages. It encourages students to listen to stories, infer and predict.

Word Problems for Kids – maths word problems in a range of contexts. Ideal for more confident students this Action includes some ‘tricky’ questions encouraging students to listen carefully and think about the problem they are solving.

Mad Libs – the classic game gives you the phrase and you add in the promoted words to make a silly story. Great as a grammar treat or for reluctant writers.

Classroom Organisation

Teachers and students find Google Assistant to be helpful with classroom organization. Here are a few things to try:

  • “Okay Google, add parent-teacher conferences to my calendar.”
  • “Hey Google, on Thursday remind me ‘homework is due tomorrow’.”
  • “Okay Google, set a timer for 20 minutes.”
  • “Hey Google create a list called ‘spelling list 4.’”
    → “Okay Google, add ‘holiday’ to  ‘Spelling List 4.”
  • “Okay Google, play the clean up song using Spotify.”*

*You’ll need to link your account during setup, or in the Google Home app under ‘Settings’.

Student Support

Google Home with Google Assistant are great tools for any classroom, but they do a particularly good job supporting students with additional learning needs.

Students can use the device as a reader/writer. They can dictate writing into Notes or Lists, and have it read back to them using commands like ‘Hey Google, create a new note.’ Unlike performing a Google search, students using Assistant on Google Home can check their spelling and access the internet without having to type anything.

For English Language learners, there are plenty of Actions that make practicing conversational English fun and allow them to make mistakes without feeling judged. Google Translate is also available using inquiries like ‘Hey Google, how do you say [phrase] in [language]?’ or ‘Okay Google translate [phrase] into [language].’

Additionally, for students with an audio learning style, or who like to listen to stories (‘Hey Google, tell us a story’), or just have a chat, the device can be a useful stand-in when an adult is not available.

If you would like to learn more about how to set up and customize your device, enroll in our  ‘Google Assistant in Education’ online course! 

Quick Links:

Explore and apply the novel tools that educators are using to integrate technology in the classroom with more free online courses, sponsored by ACER. https://www.edtechteam.online/acer 

 

Laura is a teacher and tech coach from New Zealand, with over 7 years of experience in the classroom. In 2019, as her Master’s thesis, she completed the second-biggest study of voice assistant devices in the classroom. Laura has presented and participated in panels on AI in education and works with teachers 1-1 to get them started with Smart Tech in their classrooms. She is a Seesaw Ambassador, Apple Teacher and Google Innovator (#SYD19). You can find her on Twitter @ElleButlerEDU.

Creating Flexible and Intellectual Learning Spaces in the Classroom

Far too often, deeper inquiry is squeezed into assembly line learning simply because the architecture and furniture of our learning environments fail to support the process. If we improve intellectual spaces in the classroom, we can change the focus from each student submitting to a series of tasks, to instead, finding their own path of learning. The change doesn’t have to be a dramatic shift in the furniture. It can start with a clear intent for the experiences we want to create for kids. Try one or more of these shifts and see how it affects your environment.

Prompt Habits of Mind in the Classroom

What do we want students to learn and accomplish in six months, or in two or ten years? What will be the lasting impact from our learning experiences? Try choosing a few life-enhancing habits of mind to focus on. Want to build more resilient learners? Dedicate a part of the wall or a bulletin board to student reflections on perseverance as a celebration and a reminder to the whole learning community. This student quote is up in Rebecca’s room now after students were asked to reflect on a photography project:

“I have discovered that producing good pieces of art requires time and patience. Most good photographs are not produced in an instant but require time to plan and prepare, and time to edit after the picture is taken.” – Luka

In building intellectual spaces, we aren’t running away from the concepts and topics that are part of the standards learned in the classroom, rather, we are recognizing that the habits of the mind are lifelong and need daily practice. Gaining resilience, perseverance, and self-determination needs to be central to the work. Introduce the vocabulary of the habits you most want to support your youngest learners. Ask all students to self-reflect on their progress and share their work.

How to Get Students to Think Harder

“Sticky learning” comes from those times when our brains hurt. How often are we creating scenarios that allow for all students to have an opportunity to think harder? How often are we forgetting to take off the training wheels?  Rather than giving students scaffolded projects, try giving groups a large piece of paper, a calendar, and a simple goal. Let them work backwards from the goal by deciding what needs to be achieved, who should do it, and how much time they think it will take. Be their consultant and guide, but don’t do the heavy lifting for them.

See the Big Picture

How does all the learning connect and overlap? It takes time to see how systems connect across learning experiences. Stop placing the learning in the drawer once the unit (quarter or semester) is complete and instead, use a wall or a shared digital space like Prezi.com to connect big ideas across the curriculum. Be sure to add to it or make adjustments as you go with the students. Have students  write down the key points and big ideas and then ask, “Where does this fit?” Encourage conversations and debate how to visualize how the information connects.

Build a Culture of Student Exploration

If you are generating all of the questions in the classroom, you can inadvertently mute the inquiry-based student mindset. Most of the questions that truly spark great learning don’t have an answer in a search engine. Try creating a question box that is filled with the natural curiosity of your students. These can be pulled out one at a time for a whole group quest or divided up in smaller groups. Show students that their questions are just as important as those generated by our curriculum designers and that their answers, solutions, and attempts to consider and explore these ideas are worth everyone’s time.

Examine Student Progress and Success

As students grow their intellectual endurance, meet longer-term deadlines, and self-reflect on drafts, it is important to keep them anchored in thinking about their daily success as well. Beginning the class with students thinking about what success would look like for them before they walk out the door can be a way to keep momentum and energy. Try dedicating the first few moments of class, or the day, to students set goals for themselves. The last few moments of the class should be spent on reflecting on whether the student’s actions brought them closer or further away from their goals.

Push for More Raw Material

“You can always edit a bad page. You can’t edit a blank page.”

― Jodi Picoult

Writers write a lot of words. Photographers take tons of pictures. Artists go through more drafts and ideas than are worth counting. Great demonstrations of learning emerge from the production of copious amounts of raw material. Make time and space for students to engage in the creative process. Start by having your students come up with 15 ideas for their thesis statements, or 10 ways to solve or present a problem. Help them push past the goal of finishing the task and engage in finding the most exciting and interesting ways to approach it.

Establish That Learning Isn’t a Linear Journey

Many classrooms model linear learning. There is a timeline, schedule, and route for all learning to travel. Intellectual spaces account for the spiraling nature of learning. Try giving students three choices on how to engage with the material and then three ways to express what they have learned. Try assessing their process rather than their product.

Break some habits you might have unintentionally formed. Try a few of these easy wins for a quick shift in your learning space.  

  • Cut the Clutter
    • Examine the use of horizontal spaces to collect papers and other items. Too often these areas create visual clutter in the room.
  • Eliminate the Front
    • Find new positions in the rooms to facilitate learning. This allows a fresh perspective and new ways of supporting students.
  • Focus on Hard Work
    • Double down on language, both verbal and non-verbal, that supports a growth mindset. By valuing hard work and process, students see learning as a journey.
  • Consider Classroom Norms
    • Review with students the best ways to use spaces throughout the classroom. This helps students rethink space as a learning tool.
  • Eliminate Invisible Items
    • Be intentional about what remains on the walls. If posters and resources no longer support learning, they may have reached their expiration dates.
  • Think Long-Term
    • Clear a space for longer-term project work. Until a space is clear, it is often difficult to see the logistics of making projects like these visible.
  • Value Student Feedback
    • Visualize student feedback in the room by creating a suggestion box. In adding this, student voice is valued. Implement their suggestions when you can to let them know that you care.
  • Celebrate Learning in Images
    • Add images of students learning to the walls and digital displays. This helps to celebrate the learning process, while visually showcasing the learning behaviors in a modern classroom.
  • Break the Momentum
    • Make a few adjustments to the floor plan of the room (try some from your suggestion box!). Small changes break inertia and provide a fresh lens to see the possibilities of the space.

By taking a fresh look at how your space is an intellectual space in sync with implementing some physical tweaks, you can be more intentional in your practice, which is always a win for kids. Break the inertia now. Even taking the smallest step forward will begin a journey into the designer’s mindset that can bolster the success of all students.

Dr. Robert Dillon serves the students and community of the University City as Director of  Innovation Learning. Prior to this position, he served as a teacher and administrator in public schools throughout the Saint Louis area. Dr. Dillon has a passion to change the educational landscape by building excellent engaging schools for all students. He has published four books. THE SPACE: A Guide for Educators, Redesigning Learning Spaces, Leading Connected Classrooms and Engage, Empower, Energize: Leading Tomorrow’s Schools Today.

Rebecca Louise Hare is a design consultant, science and design educator and co-author of The Space: A Guide for Educators.

Back to School Learning Space Tips

Consider these seven questions as you design your learning space.

Learning spaces include classrooms, hallways, entryways, office spaces, a library, and so many other locations. Each can be designed to support the needs of students. Each section contains some myths around space design and some practical tips for where to begin. For more information about space design, click HERE and to get a PDF version of the Back to School Learning Space Guide, click HERE

1. Do you have a designer’s mindset?

Designers have empathy. They design with students and base all decisions on high levels of intentionality.

Three Myths:

  • Designing is decorating. Actually, decorating can be neat, fancy, and cute, but it rarely impacts learning.
  • Designing requires a specific degree. Not true. The designer’s mindset is something that all educators can grow.
  • Design is about specific rules. There are some rules, but they are more principles that guide our creation.

Three Things to Try:

  • Try noticing your space in a new way. Sit on the floor, stand in the corner. Get a new perspective.
  • Consider all of the decisions in your space that were based in tradition, inertia, and momentum. Make a change.
  • Make a list of all the things that may negatively impact the learners in your space.

2. What are your verbs?

This is the central question to space design. If you know that you want students to create, make, and design then you can design instruction and space to meet those goals.

Three Myths:

  • Classroom environments and instruction can be separate. Actually, both are linked and require attention to keep them in sync.
  • Students know the purpose of the space. Not true. We need to be explicit about the learning verbs
  • Great instructional design leads to engagement. This is partially true, but the learning environment plays a central role in engaging students.

Three Things to Try:

  • Post your verbs in the classroom and refer to them often.
  • Make three changes in your space designed to promote your verbs.
  • Co-create the verbs of your learning space with students to make sure that they know what they mean.

3. How much of your space is available to students?

There are many learning spaces where the adults consume a lot of square feet. Let’s attempt to give more space back to learning.

Three Myths:

  • Teacher desks are bad. Nothing is inherently bad. It is all about being intentional with every decision.
  • Students have access to the whole room. There are often informal barriers that keep students from believing that they can use the entire space.
  • Pushing everything to the edge help. Trapped spaces can be worse than limited space based on the design.

Three Things to Try:

  • Move some items away from the whiteboards so students have more access.
  • Be explicit with students that they can be anywhere in the space. Do this often.
  • Consolidate spaces where piles form as this space could be converted into new learning space.

4. Can you add writable space to support learning?

Having students sketch, draw and think on writable space helps to visualize learning and supports collaboration among students.

Three Myths:

  • Whiteboards help with individual learning. They do, but they are a great way to collaborate as well.
  • Adding a writable space is expensive. Actually, there are a ton of new products that can turn any space into a writable space.
  • Adding whiteboards is the only solution. Not true. Many current desks have a writable surface with the right markers and clean up.

Three Things to Try:

  • Consider using a product like Thinkboard as a way to make your desks writable.
  • Use Expo markers on glass and desks that are writable.
  • Make sure that you limit the amount of adult writing on whiteboards to save that space for kids.

5. What are the important things in your space?

Most learning spaces would be optimized with less visual stimulus and clutter. These shifts can lead to more focus and greater engagement.

Three Myths:

  • It is essential to save school supplies and resources. Unfortunately, this mindset can lead to clutter and excess.
  • There is a need to have seats for every student. This isn’t true for all classes. Students just need positions in the room, not seats.
  • Having all of the resources available every day is important. Actually, a good rotation of supplies and resources can keep things fresh.

Three Things to Try:

  • Put ten items in your trunk. If you need them, go get them, but less can be more.
  • Remove a desk or two and observe if it works. This can create fresh space.
  • Consider covering cluttered areas or turning little-used shelves around to decrease visual noise.

6. How frequent is your student feedback loop?

Student voice is essential in keeping your room agile and flexible. Student feedback should be an important element of your learning space design.

Three Myths:

  • We know what works for our students. This answer changes so quickly. It is important to ask often.
  • It is easy to get a feel for what is working in the space. Actually, so much is happening while we orchestrate the learning. We miss a lot.
  • Students are willing to tell us what they need. This isn’t true. Lots of our students are people pleasers, and they tend to not speak up on things like this.

Three Things to Try:

  • Every two weeks ask your student what they like and don’t like about the space.
  • Videotape segments of your class to use as feedback around engagement and movement.
  • Consider having students draw the ideal class and move items to show what they need in their learning space.

7. What is the non-verbal story of your space?

Every element of your space is telling the non-verbal story about your learning priorities. Craft a story that showcases the amazing things that are happening.

Three Myths:

  • Teachers can control the story of their classroom. There are limitations to this as every item in the room plays a part in the story of the learning.
  • Most people miss the details. Even when we don’t see the details, they are felt and impact the space.
  • Work product tells a story. It does, but images of students learning showcase to all the amazing things that are happening.

Three Things to Try:

  • What do you want others to say about the learning space? Make sure the details tell this story.
  • Allow student voice to tell your story as well. Student video and audio about your space is gold.
  • Visit another classroom and use the space to tell a story. This is good practice for your storytelling through space.

 

Dr. Robert Dillon has served as an educational leader throughout the Saint Louis area over the last twenty years as a teacher, principal, and director of innovation. He has a passion to change the educational landscape by building excellent engaging schools for all students. Dr. Dillon has had the opportunity to speak throughout the country at local, state, and national conferences as well as share his thoughts and ideas in a variety of publications. He is the author of four books on best practices in learning including co-authoring The Space: A Guide for Educators.

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