Tag Archives: Screencastify

Digital Tools to Support Literacy in the Time of Remote Learning & E-Learning

My mailbox has been full of newsletters and emails about resources for remote learning, e-Learning, and virtual learning, and maybe for you too. In a small amount of time, teachers and school have shifted to online learning to help our students maintain some normalcy, meet learning targets, and support the community.

How do you make sense of all the educational platforms and virtual lessons ideas that will best support your students?

Web20Classroom created an infographic on “Teacher Tips for Active Learning Interactions Online” showcasing four types of blending learning opportunities for students whether we are in the classroom our working remotely: Learner-Content, Learner – Instructor, Learner to Learner, and Learner to Technology. We can think about these four types of active learning strategies when we think about planning our online lessons so that students are still engaged in active and blended lessons remotely.

Learner-Content is the traditional style of lectures and presentations, videos, and readings used to present information. Rather than pushing out a chapter from a textbook, teachers might consider a platform like Edpuzzle that allows teachers to embed questions in videos (from YouTube & TED) to improve attention and comprehension for students viewing. Additionally, if using print text, Actively Learn is an E-reading platform that improves students’ reading comprehension. Teachers can customize instruction, provide. real-time feedback, allowing peers to collaborate, and get analytics on student performance. If you have slide decks in Google Slides or Power points, you can upload them on to Nearpod and create interactive and engaging lessons for students with extended responses, polls, and games. Teachers might also consider making their own video lessons using the Screencastify Chrome Extension. This extension allows you to easily record and screencast your screen with accompanying audio and video commentary to present a new idea, concept, or lesson.

Learner-Instructor connections are so important and we do not want to lose the interaction and relationships among our students. Using Google Hangouts and Zoom  provide a time and place for learners and instructions to connect face to face. Teachers can schedule conferences to check in with small groups or individual students. I currently hold a Google Hangout once a week for questions and check-ins with my middle school and graduate students. I also email and call students to check in when they do not turn in work or seem to be missing days on end.

Learner-Learner is the interaction between one learner and other learners. If you are like me, group work and collaboration happened everyday in my classroom. How do we re-create this in a virtual world? Padlet allows teachers to create an online bulletin board to display information for any topic, use for brainstorming, and students sharing their insight. Users can add images, links, and videos. Flipgrid allows students to share their voice with one another. This social learning platform allows educators to ask a question, then the students respond in a video. Students are then able to respond to one another, creating a “web” of discussion. I use Flipgrid for sharing writing, book reviews, and group discussions. Seesaw  is Padlet and Flipgrid combined. It can be utilized for student engagement and digital-portfolios where students create, reflect, share, and collaborate.

Learner-Technology is about the interaction between learners and technologies to deliver instruction. In this current climate of remote learning and virtual learning we have shifted all our work online. That also means our students are spending A LOT of time online and in front of a screen. With a 9th grader and 5th grader at home, I see how much time we are all spending online — more than 5 hours a day online! Choose assignments that are meaningful and don’t try to fill a 40 or 50 minute time block as if we were still in our classrooms. Create your lessons wisely. There are so many fantastic resources online to support reading, writing, and teaching remotely. Let’s design experiences that are engaging, offer choice (like Hyperdocs and Choice Boards), support ALL learners, and are meaningful.

Looking for more ideas, check out:

 

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Purposeful Vocabulary and Grammar Instruction

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Jeremy Hyler and Troy Hicks’ From Texting to Teaching: Grammar Instruction in the Digital Age (2017) is filled with grammar and vocabulary lessons that utilize technology. Their premise is to help teachers and students learn to “code switch” between academic, formal language and cultural text speak. Each chapter illustrates how teachers can weave grammar into authentic classroom experiences, rather than skill and drill.

When speaking of grammar, this includes usage, rules, spelling, capitalization, and punctuation. Grammar matters because “it offers us options – both as speakers and writers – for creating meaning” (pg. 4) Looking at the Common Core Standards, grammar is now under the Language Standards” and students are expected to gain commands of conventions and show their knowledge of language and conventions when reading, writing, speaking and listening,

Hyler and Hicks’ approach teaching grammar with digital tools, utilized flipped lessons to learn parts of speech, utilize social media, Google Docs, and other digital tools to enliven vocabulary, master mechanics, and learn sentence style with formal and informal writing. Grammar matters because the standards suggest it, digital citizenship has become an essential skill, and revision matters.

“Technology can enhance writing instruction. Smart grammar instruction – coupled with smart uses of technology – will help improve students’ understanding of how to use various sentence patterns, phrases, punctuation, and other stylistic techniques in their own writing” (pg. 24). 

Consider the grammar lessons you teach and how you might enliven them to help students master language conventions to be effective and creative communicators. Here are three ideas from Hyler and Hicks to help you infuse grammar with technology in effective ways.

A teacher made screencast or podcast is a great way for students to demonstrate new knowledge, learn new topics, or listen to a review. Use the tool screencastify or screencastomatic to plan and script an instructional screencast or podcast. The benefit of  a flipped lesson is that these lessons are at students disposal to review when needed. Plus, the best flipped lessons have students do more than a lecture to watch, often teachers provide thoughtful, scaffolded activities associated with the video that students watch. Hyler utilizes a “Watch, Summarize, Question (WSQ)” tool or guide for students as they view the flipped lessons and utilize conventions in their own writing.

To help students learn sentence styles and study great writing, examining sentences in the texts we read help understand the nuances and beauty of writing. Posting a beautifully crafted or complex sentence from a class novel on Padlet is one way to have students analyze sentences and think carefully about writing. Or a sentence that needs revising can be posted on Padlet and students can use revising strategies to help revise the sentence.

For vocabulary building Hyler and Hicks recommend having students “create videos with web tools like WeVideo depicting a real world use of vocabulary words. If real world connections can be made with vocabulary and spelling, students are sure to retain more of the information they have learned and see the relevance” (pg.81). Students storyboard their video draft ideas and are required to draw connections between the vocabulary word and the text students are reading. Lastly, reflection is necessary to gain feedback about the process and new understanding.

Grammar should not taught in isolation. Nor should not be left by the wayside in the English Language Arts classroom. Teachers must constantly reflect on the technology and learning landscape and how we can blend the two to creative relevant and engaging lessons that help our students succeed.

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