Developing a Management System to Make the Most of Your Chromebooks For Education - Starting Today!11/20/2018 It's happened! A Chromebook cart with a device for each and every student is now housed in my classroom! I'm so excited. I imagine all of the possibilities now that I have chromebooks for my students. It's better than a whole box of classroom supplies, because these little devices can connect us to so many options! Then I think about how I'm going to manage 22 devices and 22 students. What if they break it? What if they go looking where they're not supposed to? What if, what if, what if...... Instead of thinking about what ifs, I used these chromebook classroom management strategies to keep us on track, and it's made for a great school year so far!  Chromebook Classroom Management 1.) Set up expectations and be prepared to repeat At the beginning of the school year, I teach students how I expect them to use a notebook, how I want them to sharpen their pencil and how I want them to line up. It's obvious that I would also need to teach them how to use their Chromebooks. The students rolled their eyes at me as I taught them where the power button was and how to plug in their headphones. But a few of them needed those instructions, and they weren't about to speak up and tell me that they didn't know. I also taught them how to hold the Chromebooks (screen closed, two hands, hugged to body) and how to plug their Chromebook only into the plug next to their number in our cart. Each classroom's expectations will be different. This is what the expectations look like in my 3rd grade classroom:  2.) Develop procedures for dealing with food and water Before Chromebooks I encouraged my students to have water bottles at their desks and to eat their snack while working. However, I have no desire to be the person who has to go to my edtech and explain that a Chromebook isn't working because a student spilled water all over it. So as soon as the Chromebooks arrived all water bottles were delegated to the students' supply caddies. Snack is now something that is eaten only when we are NOT at our desks, generally during silent reading or other non-technology reading centers.. And of course we talked about both of these changes and why they were happening. Now my students are the first to remind me if we have food or water near the Chromebooks.  3.) Set up your furniture where you can see MOST screens I hate rows! Let me say that again, I hate having my desks in rows. They move constantly so that they're not a row and the kids have limited access to the students around them, which hampers those good educational discussions. (Yes, I'm a teacher who likes when my kids talk - mostly!) However, we started the year with rows simply so the kiddos know that I can sit at my table in the back teaching small group and see exactly what everyone is doing on their Chromebooks. As time has passed, we've fiddled with the arrangement and now we have U shaped desks with the desks facing away from me belonging to my most trusted students. I still get up and move around as much as I can, but if I can't teach small group while students are on the Chromebook, then they are kind of pointless. 4.) Train your tech support helpers One of my favorite classroom jobs is that of "tech support". These are the students whose job it is to go and help others who get stuck using their technology. In past years I had 2 students for the entire class. This year, each group has their own tech support. The students choose their own roles, and I approve them. So the kids with the most actual technology knowledge end up in this role. One of the reason that I love having tech support is that they solve 90% of the questions that come up. Another reason is that when we are changing something small in our routine, I train only these 4 students. Then they are able to help their group. Now if we are starting a whole new website or program, I train the whole class. But if I moved the location of a link in Google Classroom, then I just show my tech supports and they pass on the news.  5.) Set up bookmark bars The first technology skill I taught my students, after logging in, was how to bookmark websites. Then we bookmarked all of the sites we use regularly - Khan Academy, Pearson, Math Magician, Google Classroom, Flipgrid, Storybird, etc. This way they can easily get to their websites WITHOUT retyping it incorrectly nine times. Saves time, saves frustration, and saves a teacher's sanity! 6.) Practice accessing challenging sites Even with bookmarks, there are certain sites that take a thousand clicks in order to access what you're looking for. The website where we access our curriculum in e-book is like this. It takes, no lie, 9 clicks for my kiddos to get to their books. This takes a lot of practice for students to remember those clicks. On the first day that we had our Chromebooks, I had took them through all 9 clicks. Then I had them close it all out and do it from scratch. And then I had them repeat the steps 4 more times. The kiddos were not happy with me by that fifth time, but they could all get through the steps on their own. We talked about the importance of practice. Then, we did it again. Now they know that every time we start a new, challenging website, we're going to practice a bunch of times. 7.) Have students log in as soon as they arrive One of the biggest complaints I hear from my fellow teachers is how much of their lesson time they lose by waiting for kiddos to log into the system. I bypassed this by making logging in one of the steps of their morning routine. They come in, unpack, move their name on the attendance board, grab their Chromebook, log in, and place it in the corner of their desk. Then they go about their morning work routine. At first it felt odd for them to have their Chromebooks out if they weren't working on them, but now they know we'll get to them later. And it's much easier to say "jump on this site real quick" if they already have their Chromebooks ready to just be opened and accessed. 8.) Practice a "safe store" situation Even though we have Chromebooks, the students are not working on them every minute of the day. However, I do not like wasted time in my instructional day, which means that I don't want kids to get their Chromebooks, put them away, and then get them out again. So, once my students get their Chromebooks in the morning, they keep them on their desk for the rest of the day. In order to have our Chromebooks out all day, we must talk about storing them safely. For my classroom, this means that the Chromebook goes in the upper right corner of your desk, turned to the right. They are closed, and nothing is allowed to be on top of them - not even your arm. This helps students practice protecting the screens of their Chromebooks, by not pressing on the tops. It also gives them plenty of room for other work.  9.) Don't use them just to use them Just like every other tool we have in our arsenal, chromebooks should be used with a purpose. They should be used to make our lives or our students' lives better, easier and more rewarding. They should not be used just because we have a new toy. The ways that I have found to use my chromebooks that help enhance my curriculum are: - having paperless assignments using Google forms and websites like Khan Academy and Math Magician that reduce the amount of grading I have to do. This also gives the students more instant feedback on many assignments. - using the Chrome extension Snap and Read to allow my struggling readers to have assignments read to them. We've also used audio books on our reading program and voice recognition typing, so that our assignments are more accessible for struggling students. This means they can keep up better and avoid trigger behaviors like frustration. - giving my students access to Genius projects, Storybird and Code.org during our intervention block. This engages my students actively, allowing me to pull small groups more successfully. - posting video clips directly into Google Classroom instead of showing the video whole group. This allows students who might be out of the room for speech or gifted to not miss out on the video. Also, students listening on their own individual device with their own headphones tend to pay attention better than when they are watching on the big screen, sitting next to their friends. - using direct links to activities that I want students to participate in, rather than general links to a website. This has been great for specific math games, but it has also been great for guided research, like in my Internet Scavenger Hunts. 10.) Be prepared for things to go wrong I have a lovely new teacher on my team who told me she doesn't want anything to go wrong. I don't think I helped her when I said "Don't worry, they will." But, I spoke the truth. Things are going to go wrong. Computers will break. Logins won't work. Internet goes down. You mess up the way you assign an activity in Google Classroom (or forget to assign it at all). Just like everything else we do in the classroom things will go wrong. That's okay. We need to be prepared to do our lesson in a completely different way, or to say "You know what guys, we'll try this again tomorrow." I often talk to my kiddos about what our plan was, how the plan is now going to change because of a technology failure, and what my thinking was behind the change. This helps our students to know that we need to have flexibility when dealing with technology. It also builds real life problem solving skills, which is something our kiddos need the most! 
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A few weeks ago, a teacher friend of mine shared a technology question on Facebook. She asked "Is it still important for us to teach touch typing in computer class?" She tagged me and a few other friends who are kind of "techy teachers", and the discussion that followed was interesting. The majority of teacher said, "Yes learning touch typing benefits students." However, the overwhelming majority also said "No, it should not be ALL you learn in a computer class." So I got to thinking about it and realized that touch typing is to technology skills in the same way that handwriting is to creative writing. Important, but not the MOST important.  How is Touch Typing Similar to Handwriting? Teaching touch typing basics helps students to use a computer more effectively. If students know where the keys are, they can type in anything faster and clearer - whether it's an essay or just their search criteria for YouTube. Having clear and legible handwriting allows students to write a story more effectively. Not only can students proofread their own work better if their writing is clear, but they can receive help from others better. Also, when students are NOT publishing their work on technology (And let's remember student writing only began being published on computer in the 90's.), their neat handwriting allows them to get their ideas out to other people. Why Do We Need To Teach the Basics? I often hear "Is it really important to TEACH these touch typing skills? Won't students just pick them up?" Yes, my father can type on a keyboard in that hunt and peck fashion and he can get by. Yes, a students can often look at a letter and draw a similar one on their paper, even if they loop around the circle 3 times before giving the a a tail. Yes the basics can be picked up without direct instruction. But when they are picked up this way, students:
So it IS important for us to teach students touch typing basics, just like it is important for us to do some handwriting practice. If you're not sure where to start with touch typing - this blog post on Keyboarding Websites will give you some ideas.  Why Do We Need to Allow Time for Application? Since touch typing is such an important skill, many teachers decide it is the ONLY technology skill needed. This is definitely not true either. Students who only work on touch typing exercises and touch typing speed tests are not truly learning to type, and they're DEFINITELY not truly learning to use the computer. Students need some time to work on touch typing - maybe 5 - 10 minutes a day, and then they need to move on to using that knowledge to do research, write papers, create presentations, make movies, etc. If you're not sure what to do for application projects, you might consider: What's happening in your classroom? Do you teach typing skills? Do you teach handwriting? If you're not teaching these basic skills, why not? I'd love to hear what's going on in classrooms around the world, so please leave us a comment. Happy Teaching!  For One Month Only - FREE Back to School Escape Room to Spice up Your Getting to Know You Activities8/1/2018 Back to school sales, back to school planning, back to school shopping - it feels like my world right now surrounds around the back to school season right now. Is anyone else there? In addition to preparing for the Teachers Pay Teachers 2 Day Back to School Sale, which is going on now (Aug 1 & Aug 2, 2018), I have been putting the finishing touches on my Back to School Escape Room. I'm going to be using this with my classroom AFTER I have taught all of my procedures and routines. This will be our final "back to school" activity before heading into the heavy beast of curriculum, but I wanted to have it finished before I get back into the daily routine of school on Monday.  Now normally, I try out every resource I sell in my classroom BEFORE posting it on Teachers Pay Teachers. However, I wanted to make sure that others benefited from this highly engaging back to school escape room this year. So I decided to go ahead and list it early, and then leave it FREE - just for the month of August. My hope is that other teachers will try it out and let me know if they find any glitches. I can then fix any glitches before it becomes a paid product on September 1st. So if you or your colleagues want to be a trial classroom for my Back to School Escape Room, please download it at my Teachers Pay Teachers store BEFORE September 1st. Then after you have completed the activity with your kids, please send me an e-mail at the address provided in the escape room to let me know how it went! Here's hoping your back to school season goes well! It's going to be the best year yet!  As we approach the beginning of the new school year, I started thinking about which differentiated instructional strategies I wanted to be sure to implement this year. Because in my classroom, it's which combination of differentiated strategies for ell or differentiated strategies for gifted will be used. It's never "Should I differentiate this year?" I started to think about writing a blog post to share some of what I was going to do and realized that I had never migrated my main differentiated instructional strategies blog post from my old blogspot blog over here to the new and improved blog. So here is a blog post that was originally posted in 2015, but still stands true to my educational philosophy. It will provide you with the reasoning behind why all teachers should use differentiated instructional strategies, give you 10 different differentiated instructional strategies with real world applications and give you some resources that can be used in your classroom as the new school year begins. Beware that this is a long post, so you may want to bookmark it to come back and read or revisit it as you get busy with the school year. You are also welcome to share it with your teammates as the new school year begins!  How does differentiated instruction benefit students? Recently I read an article that said that many teachers believe that differentiated instruction is just a catch phrase or a passing phase of education. Many believe that it’s not something that can or will actually get done in the classroom. There are many catch phrases and passing phases in education, but I don’t believe and I sincerely hope that differentiated instruction is not one of these because I have seen it work in my classroom. Differentiated instruction is the best chance to give each child what they need. In a classroom of 20 or 30 kids, differentiation is hard work, and we may not always succeed at using differentiated instructional strategies 100% of the time. But I honestly believe that all teachers Kindergarten through 12th grade and beyond should be trying their hardest to differentiate each and every lesson that they teach, because each and every student deserves to have an education that meets their needs. No teacher has the ability to sit one on one with each and every student for the entire school day and meet the needs of each student, but we do have the ability to differentiate in many different ways so that we are getting at least closer to our goal. The idea is to walk into each and every lesson saying how can I get very close to meeting the needs of ALL of my students, no matter what their level.Now I’ve taught in real classrooms with students who are easily 2 grade levels apart or more in ability. I’ve taught in classrooms with high percentages of English language learners. I’ve taught in classrooms with special education populations. I’ve taught in first grade classrooms, third grade classrooms and mixed age classrooms that had students ranging from 2nd through 5th grade. I even taught technology to K – 5 students. In each and every classroom I’ve ever worked in I have used differentiated instructional strategies to help my students. I understand that differentiated instruction can be extremely intimidating, so if you’ve never differentiated your classroom before, choose one section of the day to differentiate at first. This will allow you to put a toe into the differentiation pool without jumping in all together. Then as it becomes more natural for you, let it flow into your other subjects, sections, classes, etc. However, stepping into differentiation, into giving students what they need as an individual learner, will change your teaching and more importantly your students’ learning.  What does differentiated instruction look like in the classroom? Realistically differentiated instruction can and should take place in many different ways. For me it often looked different depending on the subject. In reading it often looked like differentiated instruction grouping via guided reading, literature circles and student peer reading. In spelling it often looked like a tiered assignment through leveled lists. In math it often looked like ad hoc groups based on a bi-weekly assessment. In science and social students I often use jigsawing, student selected topics and tiered questioning. In technology I use teacher selected peer-tutors. Today I will give you ten differentiated instructional strategies that I have used and that will help you better meet the needs of your students. For each strategy, I will show you how it might look in your classroom and what subjects you can use it with. I will also give you some additional suggestions for implementation. However, I must stress that before you can begin to use differentiated instructional strategies, you first need to identify the needs of your students through assessments, conferences, observations and just generally getting to know your students.  1.) Tiered or Leveled Assignments What is it? Tiered assignments consist of the same general assignment with a variety of levels. You can offer your assignment in as many different ways as you want. I generally try for 3 or 4 levels and put the kids in the closest level to their true level because making the 7 or 8 levels that I truly have is generally not feasible. Tiering means that all of the students in your class are doing the same thing – practicing spelling words, doing puzzles, learning problem solving, etc. However the problem set, the word list, the type of puzzle, or the depth of the topic is what is differentiated. What subjects is it best for? Tiering can work in any subject or grade level. It works best with assignments that have a specific process that students should be doing like problem solving or working on a spelling pattern or analyzing informational articles. Tiering works best when the content can be changed easily, without changing the process. What will it look like? The teacher will give the same general instructions to everyone. Then students will receive different materials. These materials can be completed individually, with a partner, or in small groups, depending on what you as a teacher want. If students are to work with others, be sure that the students know who else has the same materials as they do. This might mean that students with the same materials work in the same area of the classroom or it might mean that their materials are color coded so that they can see who has the same material as they do. Here's a real life example from my classroom: When I was teaching a multi-grade math lesson on angles, I asked all of my students to go on an angle scavenger hunt. Each group was given an iPad and asked to take pictures of a specific type of angle that they found around the school. The 2nd graders were asked to find right angles. The 3rd graders were asked to find acute angles. The 4th graders were asked to find obtuse angles. The 5th graders were asked to find reflex angles. What resources might help me with this? Calendar books allow students to have the same cover with different work pages. Students all work on their calendar books for twenty minutes a day. They all work on math concepts, but the actual math concepts that they work on can be differentiated to eight different levels. Spelling and vocabulary packets allow students to all work on the same spelling pattern each week with four different levels of word lists. The activities for each of the levels are similar, but progressively more challenging.  2.) Semi-Permanent Grouping What is it? Differentiated groups that can work together for long periods of time are semi-permanent groupings. Students might work in these groups with you or by themselves. Groups can consist of students who are all the same level so that they can work on the same skills together. Or groups can consist of students who are working at a low, middle and high level so that they can work together on a problem with some students guiding others through the activity. These groups are labeled as semi-permanent because they can and should change as the need arises, either for academic or social reasons. Teachers should track how groups are doing together and change groups accordingly. What subjects is it best for? Guided reading groups are of course the first thing that comes to mind when we think of semi-permanent grouping, and literature circles can also be classified this way as well. However, semi-permanent groups can be used any time students will be working on the same or similar types of activities over a long period of time. Groups that are done homogenously with time to meet with the teacher are great for specific skills that take a long time to build like reading comprehension, the writing process, math problem solving, the scientific method and using geography. What will it look like? The entire class can be broken into semi-permanent groups that are all meeting at the same time. Or one group may be meeting, either on their own or with a teacher, while the other students are working on a completely different assignment. For example, I often pull my guided reading groups while the other students worked at their own pace through a list of assignments. Students who are called to my table leave what they were doing, come to me and work until we were done and then return and pick up where they left off once we are finished. Other teachers like for students to move with their semi-permanent groups through a series of activities like centers or workstations, switching at assigned times. What resources might help me with this? Students in semi-permanent groups can work together on any variety of novel studies. All of the students in your class can be working on novel studies at the same time if you wish, but each semi-permanent group can work on a different novel that is appropriate to their reading level or interest. Students can work in semi-permanent groups to complete internet scavenger hunts to work on internet research as well as science and social studies topics.  3.) Ad Hoc Groupings What is it? Ad hoc groups work together for short period of times. Students might work in these groups with you or by themselves. These groups generally consist of students who are all the same level so that they can work on the same skills together. Every once in awhile you might want groups can consist of low, middle and high level students show that they can work together on a problem with some students guiding other students. These groups are ad hoc because they change quickly and may only meet for one class period or less. Teachers can remove students from an ad hoc group as soon as the students have mastered the concept or completed the activity. What subjects is it best for? Any topic that has specific skills that might need to be reviewed or previewed with a specific group of students is a great topic for ad hoc groups. Ad hoc groups are generally formed after an assessment, grouping together students who need to work on a specific skill together. If you are using ad hoc groups to preview a topic, then you would pull students who generally need more assistance. For example, you might use this to provide differentiated instruction for ELL students. You could pull them together and preteach them the vocabulary for the unit before the entire class begins the unit. This gives them a little additional time to process the information, as well as helping them to be prepared to handle harder work when it begins. What will it look like? The majority of the class works on an independent work assignment or practice activity while the teacher pulls an ad hoc group to work on a specific skill. The teacher works with the group until she feels they have a good enough grasp of the concept to leave the group. Students may all leave the group at once or the teacher might release students one at a time. Once the student is done with one ad hoc group, she might pull another ad hoc group. Some of the students from the first ad hoc group might be in the second ad hoc group as well. Here's a real life example from my classroom: I take all of my assessments – usually a bi-weekly math quiz – and compile a list of each skill covered. Next to each skill I make a list of the students that needed to review each of these skills. These groups became my ad hoc groups that I met with during the next few classes. I worked with the groups until I felt like everyone had a good grasp of the skills, and then we moved on to the next set of skills. While I was working with ad hoc groups, the remainder of my class worked on Problem Solving Path and Tiling Puzzles, so they continued to be engaged in work on math skills that were appropriate to their level even if they weren’t working with me. What resources might help me with this? The work that students are doing with their ad hoc groups is generally teacher led and linked directly to an activity that is already done or already planned. So the larger concern for teachers is “what is everyone else doing?” The following resources provide quality, engaging work that students can do independently while you are working with ad hoc groups: Math Problem Solving Path Tiling Puzzles Reading Reading Response Journal Reading Logs Language Arts Writing Journals Spelling & Vocabulary Packets Science & Social Studies Internet Scavenger Hunts Vocabulary Graphs  4.) Teacher Selected Peer Pairs, Peer Tutoring or Peer Groups What is it? Students work together in pairs or small groups, helping each other through activities. Teachers choose the groupings, purposefully putting higher level students with lower level students. The students help each other while the teacher floats and helps the groups that get stuck. What subjects is it best for? Peer tutors works best when you have a class where about half of the class understands the concept and the rest of the class is either confused or just not quite there yet. Peer tutoring and peer groups work best on small, specific topics, not big general subjects. What will it look like? The teacher will create the groups and assign the activity whole group. Students will be assigned to work on a very specific problem or activity related to their topic. The pairs or small groups will then break apart and work together on the assignment. The teacher will circulate and help where she is needed. My favorite way to use this in my classroom was to assign writing prompts to work on specific types of skills like writing a solid introduction or using clear and concise details. I give a prompt at the beginning of class and specifically tell the students that everyone in the group MUST contribute to the prompt in order for it to be successful. If I see a group struggling, I would often guide my higher students by asking them to explain to their friends how they came up with their ideas. This often got students in the habit of explaining their thinking for the benefit of themselves and others. Two notes on using peer tutors: #1 Do not use the same peer tutor groups all the time. One student should never feel responsible for the complete education of another. They should be helping one another, not being their one and only teacher. #2 Try not to label your students as tutors and tutees to the children. They don’t need to be told who the stronger student is, and framing this activity this way will bring about confidence issues. Instead, frame this activity as students working together on an activity and sit back and watch the students learn from one another. What resources might help me with this? Students can work together on any topic that they need help on. Here are a few resources that work well when working in pairs: Math Projects Grammar Quizzes Area and Perimeter Worksheet Story Elements Bookmarks  5.) Collaborative Learning Groups in the form of: Jigsaw, Inside Outside Circle, Think Pair Share What is it? Students either do independent research on a topic or share what they already know on a topic to the rest of the class. This is accomplished by splitting the class into randomized groups. Each group presents to another group or the entire class so that by the end of the class everyone knows what each individual in the class knows. What subjects is it best for? Personally, I like to use collaborative learning groups to break up a large topic into much smaller topics where each student or group becomes an expert on that smaller topic and shares their knowledge with the rest of the class. This type of collaborative learning works best with science, social studies and health topics where students need to learn about facts and concepts. However, these collaborative learning groups can also be used to report out about books read, to share math strategies or to check for understanding after watching a video or listening to a lecture. What will it look like? Jigsaw – The teacher will break the class into a set number of groups. The groups will get together to gather or put together their knowledge by answering questions or preparing a short presentation on a small section of a larger topic. This may happen over several class periods. Then, on one predetermined day the class will jigsaw. Half of each group will stay at their designated table while the other half of their group circulates in a structured way visiting each other group. While visiting, the group that stayed will present their information from their small section to the students that are visiting them. Ideally the visiting students will record this information on a graphic organizer or in a notebook. Then halfway through class the students will switch places. Those who were visiting will becoming sitting presenters and the sitting presenters will become visitors until all students have visited all groups. Inside Outside Circle – Before beginning, the students will prepare a short thirty second presentation on their tiny piece of a larger topic. This many happen over several class periods. Then, on one predetermined day the class will circle. The class will stand in two circles, one inside the other. The inside circle faces out and the outside circle faces in so that students in each circle are facing each other. At that time the inside students have 30 seconds to present. Next the outside students have 30 seconds to present. Then the students each move one student to the right and repeat the process until everyone on the inside circle has talked to everyone on the outside circle. Note that with this strategy everyone does not talk to each other student so it is okay to have some overlap of topics covered. Think-Pair-Share – This strategy is most often used during lectures to give students a chance to digest what is being discussed. However, it could easily be turned into Research-Pair-Share if you want to do it more as a differentiated learning activity. In this way each pair of students has a question to answer. Each pair might have a different question or they could be looking at different possibilities to answer the same question. They research (or think of) the answer independently. Then they are allotted time to talk about it with one partner. Finally each group shares a quick summary of what they learned with the class. What resources might help me with this? For me collaborative learning is best if connected to a larger research project. So I might have students research, collaborate to build understanding and then create their project after the collaboration when they have more knowledge. Here are a few projects I have used collaborative learning with: Important Americans Project Rock Project African Folktales Project  6.) Projects with Choices What is it? Students complete a project on a topic that the class is learning about, but within the project they have choices. They might be able to choose their subtopic. They might be able to choose the types of information they want to gather. They might be able to choose how they will present their information. Or they might be able to choose a combination of those things (like in a RAFT situation). The general idea of projects is that students are given autonomy and an opportunity to take ownership over their learning, while still keeping them within a general framework of the standards that must be covered. What subjects is it best for? Science and social studies are obvious subjects for projects, but math projects can contain a lot of choices as well. In my Party Planner Math project students choose their own theme, their recipes, their guest list, their venue and decorate their own invitation. Within literature, students can have a lot of choice about how they present the information in books they read. Really projects can be used for any subject at any grade level as long as teachers take the time to make sure that the project is appropriate for the students. What will it look like? Projects can be handled in many ways. Students might be allotted half or all of the class periods for a certain number of days while everyone works on their projects at the same time. Or students might work on their projects as independent work when other class work is completed. Or students might work on their projects independently as a teacher works with semi-permanent or ad hoc groups. Personally I like to start out the year with students all working on their projects at the same time while I circulate to assist. But as the year goes on and students build an understanding of how to do research, how to work independently and what my expectations are, I use projects as independent work while I work with groups. And by the end of the year I add projects to the end of my students’ to do lists so that they have additional time to work on their projects as soon as they complete assigned work. This means if you come into my classroom in March it is fair game to see me working with a group of 3 or 4 students while other students work on textbook pages or a classroom assignment and the students who are done with those, but not needed by me are independently working on projects. What resources might help me with this? There are so many possibilities for projects. Here are a few I have available: Math Projects Biography Project Country Study Project Important Americans Project Earth’s Minerals Project  7.) Choice Boards What is it? Choice boards are a grid or list that gives students options for how they will conquer a task. Generally students will all work on the same standard, the same topic and the same questions, but will present or explore the information differently depending on their choice off of the choice board. What subjects is it best for? Choice boards work great when you want students to work with material in their own way. They are great for giving options on presenting, but choices can also be given for how are you going to intake the material or how are you going to explore the material. For example if you are learning about Ancient Rome, students could have a choice between reading the chapters in the textbook, watching a designated list of videos, or researching the answers to specific questions. No matter which method the student chooses, they will learn the important information, but the choice lets them pick the way that they are most comfortable with. Or if students are learning about algebraic equations, they might get to choose between creating practice equations for a friend or creating a song to explain how to solve an equation or creating a Venn Diagram to compare and contrast equations and inequalities or writing a short essay on the topic. What will it look like? Using choice boards will look different depending on whether you are using them at the receiving information stage, the exploring information stage or the presenting information stage. At the receiving information stage, students will be given their options at the beginning of the lesson. They will choose one and the teacher should be clear that whatever they choose they will be required to stick with. They may choose something else next time, but for today once chosen they can’t change. This cuts down on time wasted. Once they choose, they will be given an allotted amount of time to gather their information, taking notes along the way. Notes may be taken in a graphic organizer or any other note taking system that students are already familiar with. Once the allotted time is complete – be sure to give students enough time to find the information noting that it might take more time than giving a lecture, but students will remember more if they find it themselves – come back together as a class. Ask various students to briefly share out what they found, or use one of the collaborative learning exercises from earlier. At the exploring information stage, students will receive their information in the same way, whether from you, from a video or from their own research. Then they will take the information and manipulate it, turn it around in their head and shape it like virtual playdoh. In this way, students are building understanding. So for an allotted amount of class time, students will be asked to work independently on a choice from the choice board. Your classroom will look similar to if they were all working on the same assignment, but because of the choices students will be building their own connections. A powerful example of this for me was interactive math notebook reflections. Students have five options of the way they can reflect on what we have covered in our math mini lesson and math reference page. Each student chooses the one that means the most to them. My artistic students often chose to design posters. My analytical ones chose to create diagrams. My writers chose to do a paragraph. My logistical students created practice problems. Everyone was working on the same topic. Everyone was learning. Everyone was building individualized knowledge. At the presenting information stage, students have built up knowledge in a topic until they are ready to present that knowledge to the class. When they are ready to present, they are given choices as to how they will do that. Some students love to stand in front of the class, but many don’t, so give them options. Can they create a video? Can they create a podcast? Can they create a piece of art? Can they write a story or a song? Can they create an interactive poster? There are so many ways to present information. What resources might help me with this? Many of my projects have built in presentation choice boards or lists including: Historical Figures Project Black History Project Matrix Country Study Project Additionally all of my Math Interactive Notebook lessons include exploration/reflection choices.  8.) Student Paced Learning (To-Do Lists) What is it? In student paced learning, students work at their own pace through a list of set activities. They spend more time on the items that are difficult for them and less time on the items that aren’t, rather than waiting on others to be finished before they can move on. What subjects is it best for? While I generally used student paced learning in literacy based areas, it can be done in any subject area. The Cult of Pedagogy Podcast recently featured a teacher using student paced learning in a middle school math class. Students could also work their way through European history or the Periodic table on their own if given the correct supports. What will it look like? This is one that is going to look very different depending on the class and the level. In my intermediate elementary grades classroom, student paced learning looked like a list of things that had to be done for the day or the week. Students check them off as they complete them. The list always includes open ended items at the end like projects, puzzles and independent reading so that I rarely hear “I’m finished!” With older students the list might be all of the lessons for a month or a school year that students work through at their own pace while you are there to answer questions, assist, guide through problems, give small group tutorials, etc. Overall the thing to remember is that student paced learning does not mean learning without the teacher. It means that the teacher provides the student with materials – in written, audio or video format – ahead of time so that students can work through it at their own pace. It also means that you have taught them what to do when they get stuck. Student paced learning takes a lot of important “front end” work. Teachers prepare the materials and teach students the structure at the beginning, which means that the first few weeks of school you are teaching hard and heavy. But once students get the structure and the flow, you get to step back and be the guide on the side. You have time to give students one on one or small group instruction on what they need when they need it. You have the chance to let your students take control of their own learning. What resources might help me with this? Pretty much any kind of learning can be pre-loaded, it’s just a matter of taking the time to pre-teach it. However it is easy when things are already copied, bound and ready for the entire year. So I suggest choosing systems that last all year long so that you don’t have to reteach all of that important pre-teaching. Here are some year long systems that might help: Country Study Project Reading Journals Writing Journals Tiling Puzzles Problem Solving Path Self Correcting Puzzles (for Primary Grades) Internet Scavenger Hunts  9.) Let Students Be the Teacher What is it? When we teach, we learn. So letting students be the teacher is a great way for them to cement their own understandings on a topic. Using this strategy, students might actually stand in front of the class and teach, or they might create a video to teach others about a topic they have learned about. But however they are teaching, they will teach in their own individualized way and learn as much as they are teaching. What subjects is it best for? Teachers teach every subject, why can’t students? However, I do generally try to limit students to a narrow topic for each individual lesson they are going to teach, as students can choose broad, wide ranging topics without realizing how much work is really entailed. What will it look like? Students should plan out their lesson ahead of time. The lesson plan is more important than the delivery of the lesson, because this is the time when they are getting their information in order and making sure they actually understand what they think they understand. Time for this planning should be set aside in class. Your classroom will look similar to if they were all working on an independent work activity, but in reality they are solidifying their learning while they plan this lesson. One of the things they will plan is how they will teach the lesson. Will they stand up front and lecture? Will they create a video? Will they create a series of fun activities? Will they create a game? Will they make a student paced project? Once the planning is complete, this will look like any other project. Students will plan out their work, they will create their presentation or their game or their manipulatives and then on a designated time, they will teach the rest of the class their lesson. You may want to give students a set amount of time that they may have to teach their lesson in order to have enough time for everyone in the class to teach. Or you may want to have students teach their lessons as they complete them in a student paced type of system. As long as they have time to teach, the differentiated instruction has begun. What resources might help me with this? With my students I have created video lessons and vocabulary games to teach others about topics: Tutorial Video Planning Sheets Vocabulary Game Planning Sheet  10.) Student Led Inquiries/ Passion Projects What is it? Student led inquires are a chance for students to follow their own thought processes and find answers to their own questions. What subjects is it best for? If your subject is one that students can use in a real world application, we hope that they have real world questions about your subject that might be answered. For some students it might be as simple as “When am I going to use Physics in my real life?” to start out with. But then as time goes on it might be “How do I use Newton’s laws when I’m designing my own rollercoaster?” or “I wonder how much force a car would have to have to push over a stop sign?” The idea of an inquiry is to get students answering their own questions, so inquiry can be worked into any subject. What will it look like? Inquiries can have a wide range. Some inquiries will be similar to Genius Hour, 20% Time or Passion Projects where students choose their own topic, their own questions and their own presentation or project on any topic that suits them from writing poetry to learning sign language to developing a website. These type of inquiries are great for Language Arts classes because students are reading and writing and researching and covering all of your standards. But what about Math and Science and Social Studies? For those classes, you might need to be more specific about what kind of questions you want them to have. Here's a real life example from my classroom: During a unit on heat, I asked students to come up with a list of questions they had about heat. The students brainstormed about 30 questions total, which we listed on the board. Then the students, who were broken into groups of two and three, chose a questions and worked on answering it. The questions ranged from "How do you make a fire?" to "Why does a refrigerator get hot if it’s making things cold?" to "How do you build a blowtorch?" While students were doing their research, they learned about ignition, combustion, conduction, convection, insulation, the movement of heat particles, and much more. I didn’t lecture about it, they wanted to know about it, they went and found it out and then they taught the rest of the class what they learned. And they covered all of my standards. The same could be done in other subjects. Ask math students for questions about coordinate graphs or algebraic equations or balancing a checkbook. Ask history students for questions about Ancient Greece or the Middle East or Victorian England. Ask literature students for questions about Shakespeare or Charles Dickens or haiku poetry. Ask music students for questions about instruments or famous musicians. This one works for everything! What resources might help me with this? Create Your Own Cookie Inquiry Great Plant Experiment As you can see from my descriptions, I often use multiple differentiated instructional strategies together to form a truly differentiated classroom. If that seems like too much for you, choose one strategy and try it out in one specific section of your day. Then slowly add more strategies and more class periods as you are comfortable. Happy teaching!  This post originally appeared at: http://rakisradresources.blogspot.com/2015/12/differentiated-instruction-how-why-and.html
My school district sponsored a fantastic technology conference this summer with ideas on technology for teachers and students. I was lucky enough to present at this conference, and you can find a video of my presentation in this past blog post. In addition to being able to share information about using technology in math instruction with other teachers, I was able to attend all of the other sessions. The amount I learned from the other teachers was tremendous. So today I'd like to pay that forward and share some of what I learned with you guys.  Here are 10 different tech tools that I'd never heard of before this conference.  1.) Peardeck - This presentation tool allows you to upload Power Point or Google Slide presentations. You can then share these presentations with your students in a format that they cannot edit. However, they can follow along on their own screen. Additionally, you can add questions and polls to make your presentation more interactive, as well as allowing for formative assessments. 2.) Adobe Spark - Getting students to work on graphic design is always a great way to add to research presentations because it increases engagement and exposes students to methodologies that they can use as grown ups. With Adobe Spark, students get to use graphic design to create webpages, images (think pinterest infographics), flyers, photo collages or narrated videos. It's almost like Publisher online! I'm going to have my students start out the year by creating a picture collage about themselves WITHOUT using any pictures of themselves. How could you integrate this? 3.) DeckToys - The big trend at my school for the one-to-one classrooms is hyperdocs. If you haven't checked out hyperdocs yet, they're worth a look and I'll have a blog post coming up shortly that addresses just them. However, at the conference we learned about a took that takes hyperdocs to the next level (and beyond), if you have the time to make them. In a hyperdoc, students use a document with embeded links to guide them through a lesson or a unit (similar to a webquest). With DeckToys, the students do all of the same things, but it feels to the students like they're playing a video game. From the student side, they see a map with tasks that they have to complete in order to move on to the next task. As a teacher, you can embed videos, create drag and drop games, flash cards and questions as the tasks. It's a fairly straightforward system. I created a game for our first story in a couple of hours. While I probably won't use a DeckToys for every lesson, it's definitely something I want to include in my students' learning. I'd also love to turn the tables and get my kiddos creating their own games for each other! 4.) Scratch and Starlogo Nova - Coding! There are so many ways to work on coding with students, but these two sites were presented at the conference. Both allow students to use "puzzle pieces" to create code for a small avatar. This visual model guides students through boolean operators (AND, OR, NOT) and If....then statements. If only as an "early finisher" activity, these are great sites and every class should get a chance to experience them!  Learning & Practicing Websites5.) Wordsmyth - Unlike the other websites on this list, this website was not the focus of an entire session. It was one of those websites that came up in conversation, but it's awesome. Wordsmyth is a great online dictionary that includes 3 levels of definition for each word, synonyms, pictures, pronunciation and word parts. I completely plan on using this website within my vocabulary instruction this year! 6.) Quizlet - With this website you can create and share flash card sets with your students. These can be vocabulary words or any other matching activity. Students can practice the flash card set in multiple ways including matching, typing, playing games and even taking a quiz. It's a great way to introduce students to a new topic or to review before a test. Students can even take a turn creating their own quizlets!  Google Chrome Extensions7.) Google Keep - This is one of those tools that will truly change the way you organize your time. I have started using it at home, and it's incredibly helpful! But the truth is it's just a virtual form of post it notes. It's funny how the simple ones are always the game changers, right? Within Google Keep, you (and your students) can create and share to-do lists or take notes. You can also save specific websites and documents as links into these online post it notes. And you can color code different categories or subject areas. In the classroom, this means students can take notes on a research topic and share it with their group mates. It means they can create a group to-do list and each check off tasks that get done. It also means YOU can make personalized or group lists and share them with your students. You can then see their progress through the list. Outside of the classroom, you can create and share lists with your PLC or grade level team. You can use different colors to quickly see school checklists next to at home checklists. I even use it for my grocery list! (It's so satisfying to see items I've purchased disappear from my list!) 8.) Stop Motion Animator - Stop Motion Animator is not actually new to me, but I've only used it on a tablet in the past. I had no idea that there was a Google Chrome Extension that would give you access to the program - as long as your computer has a camera. The presenter who showed us Stop Motion Animator was actually using it with PreK students and the results were amazing. The students used stuffed animals and their Chromebook to create a video re-telling of a story they had read. It was simple to do. They worked in groups, and they showed real understanding of the story. If PreK students can do that, I can't wait to see what my 3rd graders can do when I set them lose on it. 9.) Snap & Read - Another Chromebook Extension that will change the lives of your students, especially your struggling readers. This extension allows your students to have any website or PDF read to them. Read that sentence again - an extension that will read aloud to your students ANY WEBSITE, ANY PDF, ANY DOCUMENT. It also has a feature which will simplify texts, define terms and translate texts into languages. Think about how much easier it will be for a student with dyslexia if they can have their exit tickets given to them in PDF format and then have this extension read it to them, as many times as they like. They can do research just like the rest of the class and they won't feel like they're different. Honestly this is the tool I got the most excited about because I had 4 students this year who could have benefited greatly from this tool. 10.) Co-Writer - This Chromebook Extension is the opposite of Snap and Read. Instead of reading for your struggling students, it will write for them. Students speak into a microphone and the program writes out the sentences they say. It will read it back to them and allow them to change their spelling and grammar as needed. But the idea is that students can go ahead and write out their essay without stressing out over every single word. I know this is a long, somewhat overwhelming list. It's a whole conference full of materials! But please bookmark it so that as the school year begins you can revisit the list and see which of these tech tools will best help your students. Also, feel free to share it with your PLC or teaching team. The more we learn from each other the better we all do for our students! 
This summer I had the opportunity to present about math technology in the elementary classroom at my district's Technology Conference. We have a wide range of technology in my district, ranging from a couple of computers to one on one Chromebook classrooms. So I needed to present ideas to these teachers which would help them learn about technology and math in elementary no matter what technology they had.
Technology at the elementary level is often used for typing essays and doing research. My presentation was about why and how we should be using it for technology based math lessons too! After the presentation I had multiple teachers stop and thank me for the information and ideas I had shared with them. So I decided to share a similar presentation here for you. I have recorded my presentation and below you will find the video, as well as the links to websites that I discuss in my presentation. I hope it will help you to infuse technology into your math lessons, making your technology time more impactful. 
SAMR Technology Model In my presentation, I use the SAMR model for technology. This model encourages teachers to look at the different ways they are using technology. It explains that technology can be used as a: substitution for what you are already doing, like using virtual flash cards instead of paper ones or typing up something that could easily be written on paper. augmentation to what you are doing, where the technology gives the assignment a little boost, but isn't irreplaceable. For example, websites like Khan Academy help us differentiate and using formatting tools makes our essays look better, but neither can't be done with paper/pencil tasks. modification of an assignment that begins to take the task to the next level. This is where the assignment begins to NEED technology in order to work. You can do modification tasks like creating presentations or completing complex projects without technology, but it would be a lot more work. Modification often allows us to be willing to try out more complex tasks with our students because the technology is making the task easier for us and our students. A lot of project based learning and connecting with other classes falls under modification. reinvention of a task into something unheard of before technology. These are the tasks that you wouldn't be able to complete WITHOUT technology. This is where coding and video making start to come into play and this is where students start to truly immerse themselves into the technology. This, of course, is also where some of the highest levels of thinking happen. In my video I make it very clear that although we should all aspire to use technology as a reinvention tool when we can, teachers and students should be working at all levels of the SAMR model, just as we work at all levels of Bloom's Taxonomy. Here is the video with specific examples on how to do just that: Links and Resources Within the video, I discuss a wide range of websites and technologies. Here are quick and easy links to those resources: Substitution - Websites for "online flash cards": Math Magician, Sumdog - Google documents - Online Math Games Augmentation - Math teaching videos and activities with Khan Academy - Math practice websites that track student data and allow for specific differentiation: Free: Prodigy Zearn Paid: IStation IXL Modification - Google Forms - Google Sheets - Presentation Sites: Prezi, Google Slides Reinvention - Video creation websites: Powtoon, Screencast-o-matic, IXplain - Video game creation websites: Tynker, Scratch - Website creation and online portfolio websites: Google Sites, Live Binder, Weebly 
The challenge from my video is also a challenge for my readers: Come up with a way that you can use technology in your math lessons at least once a week (once a day if you have a one-to-one ratio) during the upcoming school year. Please feel free to post your ideas here i the comments so we can learn from each other!
In the meantime, here are a few resources from my Teachers Pay Teachers store that may help you along the way: Math and Technology Project Matrix (Free) Technology Integration Bundle Tutorial Video Creation Planning Sheet Have a great day! 
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