Igniting Possibilities: My #oneword2024 – Spark

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In a world filled with complexities and uncertainties, setting a clear intention for the year ahead can serve as a guiding light for both personal and professional growth. For me, 2024 is all about one word: “Spark.” This word encapsulates the energy, inspiration, and creativity I intend to bring into various aspects of my life, including my career in education, leadership, resource development, edtech, travel, health, and fitness.

Contextualizing “Spark” in Education and Leadership

As an educator and leader, “Spark” takes on a unique significance. It’s about kindling the flames of curiosity and enthusiasm in my students, sparking their love for learning. I plan to infuse my lessons with innovative teaching methods and dynamic leadership approaches that ignite the spark of potential in both my students and colleagues.

• Daily: Start each day with a “spark” mantra to remind myself of the impact I can make in the lives of others.
• Monthly: Host leadership workshops focused on igniting creativity and passion with colleagues.

Sparking Innovation in Resource Development and EdTech

Resource development and educational technology are areas ripe for innovation. “Spark” will be my driving force in identifying and creating valuable resources that can transform learning experiences. Embracing cutting-edge edtech tools and strategies, I aim to spark a revolution in the way education is delivered.

• Daily: Explore emerging edtech solutions and brainstorm ways to implement them in my teaching and resource development projects.
• Monthly: Collaborate with colleagues to develop a new resource or tool that can enhance learning outcomes.

Sparking Adventure in Travel

Travel is not just about visiting new places; it’s about sparking a sense of adventure and exploration. My #OneWord2024, “Spark🎆,” will encourage me to seek out unique destinations and experiences, to step out of my comfort zone, and to ignite a passion for cultural immersion.

• Daily: Research potential travel destinations and plan short weekend getaways.
• Monthly: Commit to exploring a new international destination at least once a year. (Looking forward to France 🇫🇷 and Italy 🇮🇹 in the Spring!)

Nurturing Health and Fitness with a Spark

Health and fitness require dedication and motivation, which “Spark” can provide. It’s about igniting the desire to stay active and make healthier choices, leading to a more fulfilling life.

• Daily: Set aside time for a morning workout or meditation to energize the day. (I’m already committed to 6xweek workouts and a daily gratitude mantra.)
• Monthly: Experiment with new fitness routines or activities to keep the spark alive.

The Spark of Giving Back

Lastly, “Spark” also extends to giving back to the community and making a positive impact on the world. I aim to channel my energy and resources into philanthropic endeavors, igniting hope and change where it’s needed most.

• Daily: Practice acts of kindness and generosity towards others. (I enjoy being a RAKtivist!)
• Monthly: Volunteer for a local charity or contribute to a meaningful cause.

In conclusion, my #OneWord2024, “Spark,” serves as the catalyst for transformation in my personal and professional life. By infusing my daily routines and monthly goals with the spirit of spark, I hope to not only achieve my ambitions but also inspire and uplift those around me. As I embark on this year-long journey, I am excited to see the myriad of possibilities that will unfold, all fueled by the power of a single word – “Spark.”

I have written about many #oneword’s over the years on this blog. Feel free to sift through them with the tag #oneword in the sidebar! And if you have created or shared your #oneword2024, I would enjoy reading about it. Feel free to comment below or share in person.

 

Fostering Effective Discussions: First Word/Last Word

Fostering an effective discussion can be a challenging activity for a teacher in a face-to-face situation and can be even more challenging in an online setting. In this ninth post of a seventeen part series we will look at some planning and facilitation strategies to help you to successfully implement collaborative discussions into your own classes or staff workshops.

Strategy for Activating

This simple strategy allows for some word play and discussion in a different manner that has small groups actively connecting and listening. It organizes important concepts, principles and understandings about a topic. Posting the charts supports group memory. This approach enriches the group’s knowledge base, establishing a collective reference system.

First Word/Last Word

• acrostic adaptation
• task groups generate full thoughts for each letter in the designated word.
• elaborate important dimensions of the topic/concept.
• the topic word is written/typed vertically down the left hand side of chart paper, online word processing space.
• each group (3-4) needs a recorder that takes down the group ideas in the acrostic in full thoughts beside each letter (FIRST WORD).
• if this is the first time students use this protocol, the teacher should model a sample phrase for 1-2 letters to set a standard for both quality and quantity of response.
• encourage groups to generate important attributes, characteristics or ideas related to the topic prior to organizing these associations into phrases. This also can be done as a brainstorming session before smaller groups get together.
• set the time limit to 10-12 minutes with group sharing of 1-2 ideas back to the main class.
• if time is limited, assign specific sections/letters to each group.
• FIRST WORD allows teachers to determine what students already know. LAST WORD shows the progression of knowledge.
• at the end of the unit or topic, students will work on a LAST WORD which provides a metacognitive opportunity for students to examine where they were in their thinking at the beginning and how their present understandings have extended or modified their initial understandings.
• Edtech tools and Resources that can be used in the classroom, in a hybrid model, in a blended environment or completely virtual:
  • Google Docs – a shared document can be set up with a table or straight page for students to add their thoughts at the beginning and end of the unit. Each group could have one page assigned to them. This can also be done in Google Slides in a similar fashion.
  • Jamboard – Photosynthesis example show students understandings before the Science unit started (FIRST WORD) and then at the end (LAST WORD).

• • Flipgrid – students can brainstorm and then show and record a video of their FIRST WORD. They can add a response with their LAST WORD acrostic at the end of the unit.
  • Poster Paper – the example shows how the First Word work on DIALOGUE:

• • Whiteboard – write on a whiteboard and then taking a photo of the initial FIRST WORD information that can then be posted into students Google Classrooms to review throughout the unit.
  • Whiteboard.fi – one recorder per group can input the information. Teacher sees the groups thoughts.

 

Fostering Effective Discussions: Summarizing with a Tweet

Fostering an effective discussion can be a challenging activity for a teacher in a face-to-face situation and can be even more challenging in an online setting. In this the seventh post of a seventeen part series we will look at some planning and facilitation strategies to help you to successfully implement collaborative discussions into your own classes or staff workshops.

Strategy for Summarizing

Summarizing produces a concise review of main points and sorting of critical information from all the resources, details and artifacts. This particular summary – the Tweet – is a way of closing a class by having a pair of students or an individual craft and then share with a larger group their personal summaries and or learning experience. It focuses energy and attention by providing a clear structure for integrating ideas and information from class. The character limit forces a succinct summary.

Tweet

• Review of main points of learning
• Promotes discussion and then summarization
• Summary must be short and to the point and can include a video clip, image or gif.
• Edtech tools and Resources that can be used in the classroom, in a hybrid model, in a blended environment or completely virtual:
  • GSheet – Each student would have a row to enter their name and their Tweet summary. Whole class can then view everyone’s summary. Ability to add other visuals in another column. As well, if students are too young for a Twitter account, the teacher, with student permission, could share this information on a Class Twitter account if one already exists.
  • Jamboard – The collaborative whiteboard could host students “tweet” summaries via Sticky Note that each student has entered their summary on. Added images can offer visual variety. Teacher could take a screenshot of this to actually share via a Class Twitter account. Grade 6 Science example.
  • Padlet – similar to Jamboard where students would input their summary and add any multimedia if they desire. Whole class would have access to the Padlet via a link shared by teacher.
  • Post-it note – going old school with a paper post-it note that can be attached to a poster paper for the whole class to read classmates summaries.
  • Twitter with specific hashtag – if students are old enough, they could share their own summaries directly on Twitter with the teacher giving them a specific hashtag to include so they are searchable. (Note: Teachers, when creating a hashtag for Twitter, please test it ahead of time by searching for it on Twitter.) Or students can hand-in/share their summaries directly with the teacher and then the teacher shares a top 5 (or all of them) directly on Twitter. Also if you want your Twitter PLN to comment on these summaries, add #Comments4Kids.
  • FakeTweet – a great way to practice creating a tweet without having a Twitter account. Authentic looking and can be placed on a Google Doc or Jamboard or other collaborative whiteboard for all students to read.
  • YoTeach backchannel – a private backchannel that can be used for a specific amount of time for students to input their Tweet-like summaries. Transcripts can be downloaded to capture the student summaries and save them to GDrive, accessible for students.

 

Meridian Heights Learning Commons

 

Duffield Learning Commons and Public Library

 

Summer Break!

Photo by Vincent Albos on Pexels.com

Summer break – my time to catch up around the house with gardening, cleaning, visiting, vacationing and maybe even sleep in (just a little). It is also a time for me to recharge and reflect. You won’t see me blogging until the end of August. My twitter and instagram accounts are much more active so feel free to follow those!

 

GSuite in Action: GSheets

Classroom Uses

Google Sheets is a web-based application that allows users to create, update and modify spreadsheets and share the data live online. They can be used at any grade level with any subject area. Check out the various examples below!

 

LANGUAGE ARTS

 

• Cloze Reading Activities

• Emoji Writing Prompt Generator

• Googley Poem Projects

• Pi Poems

 

MATH

 

• Creating Simple Formulas

• Using in Math Class

 

 

SCIENCE

 

• Chemistry class

• Finding Mass, Volume and Density of Water Lab

• Geocode and Representing Data

• Physics class

 

 

SOCIAL STUDIES

• Mapping Sheets add-on

 

OTHER

• • 20 Awesome Tips and Tricks
  • Add Reminders add-on
  • App Sheet add-on – create your own app

 

• Analyze Easily with Explore

 

• • Battlesheets!

 

• Cheat Sheet

• Digital Rubrics (#2)

• Flippity add-on – turn GSheets into Quiz Show, tracker, flashcards, etc.

• GSuite Sheets Tutorial

• Mail Merge add-on

 

• • Interactive Learning Databases
  • Make Mondrian Art

 

• Pixel Art for any Subject

• Power Tools add-on

• Random Generator add-on

 

• • Spreadsheet activities for ALL subjects

 

• Student Guide

• Student Practice Template

• Template Gallery add-on

• Quickstart video

 

 

Share Your Learning

Here’s my podcast on two great edtech tools. Listen in!

Get students sharing their learning via Adobe Spark and FlipGrid. I provide an overview of each of these tools and how to get started.

ADOBE SPARK

Read through the 5 Ways to use Adobe Spark Video in your classroom and you will be able to instantly add these ideas throughout the year for any student-centred projects. A great opportunity to work on refining thoughts and ideas while also producing something unique and a showcase of what a students knows! Check out the tutorial at https://youtu.be/rSR_32wAyvQ.

FLIPGRID 

Students can compose a dialogue for a TV/radio commercial, a phone script, a talking poem or even a memoir. Flipgrid is an online video response platform. Teachers can post topics, videos or links and students respond to the prompt through video reflections. Check out Getting Started with FlipGrid if you are new to this tool.

From all the video responses, using created criteria, peers could choose their top 10 responses and teachers can then create MixTapes that highlight some of the creative thinking over a certain period or concept. Showcase Student Videos with Flipgrid MixTapes.

The ottomat3ch podcast is a look into the IT and ET insights, tools, resources, cool gadgets, policies and anything geeky that can be used in an educational environment. You’ll leave with practical pointers and authentic advice.

 

Take 5 to Make Math Meaningful

START with a QUESTION

Mathematicians, researchers and teachers support a constructivist/problem-solving mathematics classroom. This design engages students in critical thinking, individual and collaborative thought and builds upon and improves on their current knowledge while solving the task in front of them. Check out the resources, in alphabetical order, that will help you in asking questions in the math class:

• 8 Ways to Pose Better Questions in Math Class by WeAreTeachers
• 100 Questions that Promote Mathematical Discourse by Curriculum Associates
• Asking Effective Questions from Ontario Ed
• Math Resources that create problem solvers by Robert Kaplinsky
• Mathematical Mindset with YOUCubed and Jo Boaler
• Small, M. (2009) Good questions: Great ways to differentiate mathematics instruction. New York: Teachers College Press.
• Three Act Math Tasks from Dan Meyer, Kyle Pearce
• Van de Walle, J., & Lovin, L.A. (2005). Teaching student-centered mathematics: Grades K–3 and Grades 3–5 and Grades 5–8. Boston, MA: Allyn & Bacon: Boston.

STUDENTS need TIME to STRUGGLE

YOU are NOT the ANSWER KEY

SAY YES to YOUR STUDENTS’ IDEAS

PLAY!

General resources for math teachers:

• A Mind for Numbers – How to Excel at Math and Science book
• Big Ideas of Early Mathematics – What Teachers of Young Children Need to Know book
• Building a Thinking Classroom Peter Liljedahl
• Building Powerful Numeracy for Middle and High School Students book
• Concept-based Mathematics: Teaching for Deep Understanding in Secondary Classroom book
• Creating Numeracy Rich Environments in Schools by ERLC
• Creative Mathematics – Kim Sutton
• Curated online Math resources by TeachThought
• Curated Math teaching resources by MathTeaching
• EDUgains
• Learning to Love Math book
• Mathematical Mindsets book
• National Council of Teachers of Mathematics (NCTM)
• NRICH from the University of Cambridge
• ORIGO Education
• The School Leader’s Guide to Building and Sustaining Math Success book
• Visible Learning for Mathematics book

 

Harnessing Skynet for Good: Using AI in the Classroom

When we think artificial intelligence, it is very likely that we conjure up scenes from franchised science fiction thriller (Terminator) or complete infatuation with a computer (Her) or even autocorrect on our own smartphones.

Check out a basic video overview on Artificial Intelligence. (5:27)

Examples in Everyday Life article and more HERE.

 

How teachers can utilize AI in engaging student learning with next practice strategies?

AUTOMATION: assistance with grading. Here teachers can give quick feedback to students through a survey that is autograded. Opportunities for exit tickets, anticipatory knowledge gathering of a new concept/topic or just general interest will give both teachers and students a baseline of information to work from.

• Create and grade quizzes with Google Forms – https://goo.gl/agXQq9
• Use Plickers (iOS/Android) app and cards – https://get.plickers.com/

• Chatbots like those found on Snatchbot (https://snatchbot.me/) can be created by students and teachers. Examples like Mitsuku, WestJet’s Juliet and Snatchbot gallery.
• Chatbots for students – these at https://goo.gl/wtu7M6 can be used to get organized or to have a conversation.
• Siri is found on an iOS device in Settings > Siri & Search. Allow “Hey Siri”.
• Cortana is a digital agent for Windows 10.
• A caution for teachers in using Voice Assistants like Amazon Echo Dot or Google Home in their classroom. Currently these smart speakers connect with a personal account which would not use a school division’s filtering system. Once these smart speakers are able to utilize or be connected to a hosted O365 or GSuite Apps for Education teacher account, they would be more secure and safe to use.

Such as text-to-speech or speech-to-text online systems that reinforce and provide tools to remove barriers for students so that they may demonstrate their learning.

• Texthelp RW4GC and Equatio training and resources at https://www.texthelp.com/en-us/support/training/.
• More resources and information on Microsoft’s Accessibility features are found at https://www.microsoft.com/en-us/accessibility.
• Presentation Translator is a free plug-in for Microsoft PowerPoint that creates subtitles in real time. See https://translator.microsoft.com/help/education/ for more information.
• Turn on Chromebook accessibility features via https://goo.gl/JD0sYf.
• Google Slides with automatic captions – https://goo.gl/Hjy1ZF.
• Apple accessibility features at https://www.apple.com/ca/accessibility/.
• Machine Learning Projects.

• A collection of AI experiments from Google are found at https://experiments.withgoogle.com/collection/ai. Explore machine learning with pictures, drawings, language, music and more. Some examples include: Teachable Machine – https://experiments.withgoogle.com/teachable-machine and Quick, Draw! – https://experiments.withgoogle.com/quick-draw.
• Emoji Scavenger Hunt – https://emojiscavengerhunt.withgoogle.com/
• Anki’s Cozmo robot – https://www.anki.com/en-ca/cozmo/code-lab
• Cue the clever bot – https://www.makewonder.com/cue_the_cleverbot/

 

Artificial intelligence resources in education are great in providing secondary sources of information and support for learners. The above examples are a small sampling of what teachers can do to provide students with access to machine learning in a purposeful way. Yet it is important to note that AI does not provide the humanity and emotional-social support that is so important in the classroom. School staff are an integral part of making a learning environment the most engaging, safe, imaginative and creative it can be.