Saturday is the last day of fall term. I’m teaching two sections of New Student Seminar (NSS)—a semester-long signature program covering academic orientation and study and research skills here at Kent. Due to our new block rotation schedule, yesterday was the last day one of my classes met, and although I gave my students the option of going to the library and studying for finals or working on projects for other classes, all but one chose to stay in the classroom. We’re a cozy group—quite comfortable with each other. Like with most teens this age, quite a bit of joking and good-natured razzing goes on during unstructured (sometimes even structured) time. Today was no exception. Talk turned to travels home and the anticipation of life without masks, surrounded by family and friends most haven’t seen in person since school started due to COVID-19 restrictions.
I don’t know how it is for you, but I have a hard time letting go at the end of a term, especially with a class that clicks and is just genuinely fun to be around. So instead of getting melancholy, I’ll use the next few days to look over my curriculum and make notes on lessons I think I should expand upon, and those I should streamline or get rid of altogether. This year, with the move to a hybrid teaching model, just about every lesson incorporated an element to encourage engagement or reflection prior to practice and demonstration of mastery. I’ll save what I’d like to streamline for another time and focus on a few things that worked well this term.
Screencasting is Key to Remote Learning:
Repeat after me: “Screencasting is my friend!” Although I used the Swivl robot, iPad, laptop, Zoom combination every class, it mostly benefited my in-person and remote students joining synchronously so they could connect with me and each other. When reviewing the recordings, I often found conversations weren’t loud enough or clear enough for my asynchronous students to hear what was going on. When I asked my remote students, they shared that discussions were hard to understand, even when four remote mics were placed around the room. Following that feedback, I started importing the Zoom recording into iMovie and slogged through 45 minutes of video—an uplifting experience if ever there was one—increasing the volume of student comments and discussion. My voice was fine since I wore a mic, but even when I amplified students’ voices 400%, you could barely hear what was being said. The best solution I was able to come up with was to record a separate lesson using Screencastify to post on PowerSchool, our LMS. This was a much better solution and took less than half the time I spent editing the Zoom recording, especially after I made peace with imperfect videos. In addition to the overview screencasts, I created videos introducing each unit to explain what would be covered in the next few lessons. Tutorials were recorded to explain individual skills and paired with an activity to practice/ master the skill. Below you’ll see the unit introduction and a tutorial and activity for finding an eBook on EBSCO or ProQuest Ebook Central and adding it to NoodleTools.
Flipgrid for Engagement, Student Voice, and Assessment
Flipgrid is such a versatile tool that I found myself turning to it often as it is easy to use and gives students a number of options for recording responses that takes their personal comfort level into consideration. For my introductory lesson, I used one of the conversations in the Discovery section asking students to share five items that showcase who they are. This was a great icebreaker—not too intrusive—and was fun to see what items each person chose that reflected who they were. There was a dog pillow and Shakespeare, hockey and lax sticks, a digital camera and a cheeseburger, a copy of Catcher in the Rye and a pair of Vans to name just a few. I wish I could list everything because they’re completely smile-worthy.
When we started our unit on Growth Mindset, I asked my students to share something they worked really hard to master. Their responses were fascinating to watch as they shared everything from mastering Latin to a tennis backhand to performing card tricks and overcoming laziness. I loved that overcoming laziness was viewed as a skill that could be mastered—see, there is hope for all you parents with children with messy rooms! Nestled in their dorm rooms, my students shared their pride in an accomplishment—something they may not have felt comfortable doing in person or over Zoom. This platform also leveled the playing field and offered an equitable assignment for all of my students regardless of how they were attending class.
Finally, when I introduced NoodleTools and asked them to find a source and add it to their project, I used Flipgrid to assess their understanding of the process by asking them to use the screen share feature to record their screen and walk through the steps to find and add a source to NoodleTools. It was really interesting to see how each student interpreted the instructions – I got everything from students looking directly into the camera and telling me how they did it step-by-step, to the silent film version accompanied by exaggerated clicking to a tutorial that I would have been proud to claim as my own!
Padlet for Playlists, Brainstorming, Critical Thinking
Padlets are interactive bulletin boards that can be used for a variety of activities. I used them frequently as they are simple to create, encourage collaboration, and are easily embedded in my LMS. For my unit on time management, I created a playlist and students chose one video, one article written by a Kent graduate, and one additional article or video. I then asked them to add a discussion post with this prompt: Thinking about the articles/ blog post that you read and the video you watched, what are three things that impressed you or stood out about the author’s approach to time management and how might you work that into your own time management routine? For annotation and note taking, I provided samples and students were then asked to choose one system, use it for a week, and post a picture of their best work. Finally, when a college counselor visited to talk about the college application process, he brought along cards of the factors colleges use to evaluate applicants. Students then discussed and rank ordered them in terms of importance. Since my remote students wouldn’t be able to read the cards, I needed to ensure an equitable learning environment for them. I created a Padlet with the 13 items and shared my screen over Zoom so they were able to take part in the discussion as the cards were moved into the order discussed.
Our students are leaving campus on Monday and all of us are looking forward to a well-deserved rest. Following Thanksgiving Break, we enter our remote learning stretch, then break again and return to campus in early February, starting classes remotely until everyone quarantines to ensure a safe return to life on campus. During the remote period, I look forward to collaborating on research projects with our APUSH classes and an opportunity to work with students to hone their research skills. Whether we are planning lessons for remote, in-person, or asynchronous learning, the right tech tool for the right job increases the opportunity for engagement and gives students a platform to share their voice with others.