To some, Canvas is just another tool we have been required to incorporate into our classroom. To me, Canvas has been another way to engage students, check for understanding and help introduce other tools into my classroom.
My Canvas journey began during the 2015-2016 school year. I had attended a half day training in the Spring of 2015, and kind of jumped in head first. I began to set up my classroom page, had my students participate in their first discussion, and soon began creating short assignments and quizzes. Before I knew it I was asked to present at our district’s technology professional development in January with our elementary eLearning specialist. I did not think I was experienced in Canvas, and was not sure what I could offer to other elementary school teachers. However, during that 40 minutes I was able to share some ideas with teachers who were nervous about this thing called Canvas and help them start slowly in their our Canvas journey. Many left feeling less panicked and after attending other sessions, I was eager to try new things in my classroom.
Over the last three years Canvas has become an integral part of my classroom. I still start out each year similar to my first year; setting up my classroom page, having my students take a profile picture, and participating in a discussion. They quickly become engage, excited and want to do more. Students have enjoyed using the Canvas app to “write on” pdf assignments and submitting them. Canvas also allows me to share external tools like Flipgrid, Padlet and Nearpod to my classroom. It has kind of become a “hub” for students especially since we are using more laptop computers than iPads. Each year I try to incorporate something new into my classroom. This year I have started recording spelling tests for my various groups, giving video feedback to students, and started to use Quizzes.next to give my students more variety when doing skill checks.
My Canvas experiences have not only assisted students, but their parents as well. Many parents are unsure how it works, or how to view their child’s assignments. I have provided short tutorials for parents in order to help them view assignments, lessons I have recorded for them to view at home or how to complete elearning day assignments. I also rely on my students to be the experts at home and teach their parents. They are comfortable to navigate their way around Canvas and are quick to help each other.
I know my journey is relatively new and on-going. I enjoy learning new tricks and secrets to Canvas and then sharing them with my colleagues and students. It has pushed me as a teacher in many ways, opened doors for new opportunities and enhanced the learning in my classroom.
Today's thoughts come to us from Ms. Rebecca Lafuze. Rebecca teaches 3rd grade at Charles Elementary School. She has taught in various classroom settings over the last 17 years, but Third grade is her favorite. Rebecca and her husband, along with their two young daughters, live in Indiana. She enjoys traveling, the beach, rooting on the Purdue Boilermakers, yoga and dance parties at home with her daughters.
Martin Luther King’s quote popped up in this week’s Facebook memory and it got my wheels turning about the blog post on which I should have been working the past few weeks. I have had several ideas floating around in my head but have not been able to formulate any of them into coherent thoughts worth sharing so when this quote came up, I knew I just needed to start and see where it would lead. I have no idea where we will be by the end but let’s see if we can enjoy the ride.
My career started as a public librarian almost 30 years ago with one of the first tasks being the automating of the library. Jumping in and taking that first step for this young, newly degreed librarian in a community with an older library staff and community population was daunting yet necessary so we took it slow and steady, and accomplished the goal.
Once I made the decision to switch to school librarianship, there was a whole new set of standards out there and going back to school was a very different experience from the few Apple IIe models in high school and bulky desktops and labs in the college library. Professors were balancing previous pedagogy with new expectations of making sure we, as new teachers, would become comfortable adding technology to our future classes. We all needed to take the first step and we all came out with updated skills for that time along the technology spectrum.
My most recent years once in the schools have been the most transformative. The rapid nature of technology options now is overwhelming. On which bandwagon do we jump? On which do we let roll by? Yet being given these opportunities - to learn and share the newest trends, help determine the direction of the library program, push through fears and struggles, teach students and teachers what is out there and how to incorporate it in their lives - has been incredibly rewarding. Sharing “makerspaces” and using mobile devices and discovering great apps to use on them, while continuing to share the love of reading, keeps the job fresh and exciting regardless of the methods used to get there.
Joining this year’s NextGen Cadre was an exercise in both patience and faith for me. Wanting to do it in previous years, yet not feeling ready to take the first step left me back in that unknown spot; not really knowing what I would gain in the experience and imagining how I would utilize the skills we would hopefully be learning. While the first semester has had its share of challenges, I am glad I took the first step. I am not where I want to or hoped to be but I am a work in progress; we are works in progress; our students are works in progress but we all need to be willing to put ourselves out there and find our place in the world – wherever we are on this technology journey.
Exploring, testing, supporting, trying, failing, trying again, succeeding. We model and show perseverance. We have no idea what will continue coming at us as teachers or them as students in regards to advancing technologies and while schools often struggle to keep up, we need to push forward. If you have been a reluctant follower, challenge yourself to step into a small leadership role even if it scares the daylights out of you! Start small but take the first step – have faith! The top of the staircase is waiting for you – and the view is breathtaking!
Today's thoughts come to us from Ms. Rochelle Rogan. Rochelle has been the Dennis Intermediate School Librarian since August of 2015 after stints as the Youth/Technical Services Public Librarian & System Administrator and a School Librarian in southeast Wisconsin. She was proud and humbled to be named the Dennis School Teacher of the Year by her colleagues in 2018. Her husband, Mike, is a life-long Richmond-area resident and they have 2 children, a dog, a barn cat and 3 Alpine dairy goats. When not learning new technologies, Rochelle enjoys playing softball and volleyball, riding bicycles and motorcycles, camping, and taking naps.
RCS district provides all of us with iPads for us to use in the classroom, but when I talk to my fellow teachers, most of us aren’t using them. I wasn’t using them until recently I learned a few things about how to conveniently integrate them into the classroom. Here are some tips to get started:
AirServe—Project your iPad’s ScreenI had no idea about the AirServe installed on all RCS laptops and desktops, and even if I saw the program, I didn’t know what it did. AirServe is a program that generally runs in the background of our laptops and does nothing—unless we are using our iPads! This program allows us to project our screen on our iPad to our projector.
Now, I was typically pretty tied to my podium (where my laptop/laptop dock typically lives)in my classroom before this. However, being mobile in the classroom changes engagement significantly.
Okay, I’m Mobile… Now What?There are a million things that you can do once you set up your AirServe and can project your iPad’s screen. I’m just going to share some of my favorite things that I’ve done in my classroom.
Google SlidesI really enjoy using Google Slides rather than PowerPoint, because I never have to worry about being on a different device and not being able to access my document. I can also get to my Google Slide presentations on my iPad. When we are doing guided notes, I can actually walk around my room and use proximity to motivate kids to do their work, as well as be closer to answer questions for my students.
Quizlet.live and KahootEveryone knows what Kahoot is at this point (if not, check out this article for a good break down), but not everyone knows about using their iPad, so that they can walk around and ensure that everyone is actually on the website they are supposed to be on!
You can create your Kahoot on your laptop or iPad, whatever is most comfortable for you, and project your Kahoot on your projector using AirServe.
Quizlet.live is another platform like Kahoot that creates groups for you, and students break out into their groups and work together to answer your quiz questions.
How do the groups work?
On every student’s screen, and on the teacher projected screen, the question is posed to the students. Each student has a selection of different answers on their screens. No student has the same answers, so they all have to look at their own answers and each other’s screens to pick the correct answer.If one student gets an answer wrong in their group, the entire quiz is reset and they have to try again. The first group that finishes “wins” and the Quizlet.live is over. This leads to some pretty hilarious competitive situations.Being able to walk around the classroom while doing the Quizlet.live helps to monitor your class, plus it lets you hear some of the thought processes going through their heads, becoming a mini-formative assessment.
Something to Take AwayWe all know that students perform better when proximity is a factor. Using a projector or a chalk board both can force us to be removed from our students. AirServe plus our issued laptops can help fix that distance and be closer to our students!
Today's thoughts come to us from Mrs. Tia McCargish. Tia is a first year English teacher at Richmond High School. Tia graduated on the Dean’s List from Indiana University East. While in University, she was the president of Sigma Tau Delta (English Honors Society) for one year. She also was president of the IUE Tabletop Gaming Club and was a member of the writing club. As a teacher, she now hosts a Tabletop Gaming Club at RHS. In her free time, she loves reading science fiction.
Technology is scary. By its very definition it is new, and as much as we hate to admit it, new scares us. It’s funny, but teachers are often the worst learners. We get comfortable. We know what works, and we can’t always see the advantage of trying something new. If it is new, then there are infinite ways that it can go ALL wrong.
This year, I pushed myself to add more technology into my classroom, and honestly, it didn’t always go well. I leaned on our librarian, Chad Heck. Google and I became best buds. But for all of the hiccups, there were also successes. I allowed myself to be inspired and run with it. That big project we are going to start tomorrow? Let’s try it with Adobe Spark instead of PowerPoint. Did I even know how to use Adobe Spark? Nope. But Chad said he thought it would be a cool tool for presentations, so let’s do it. My honest answer to students questions was “I don’t know.” Did I have to change my expectations and tweak the rubric as we went? Totally. But because I couldn’t help my students as much as I normally could (would) with even the basics of the program, it forced them to be better problem solvers, and the final product was light years better than previous years. I was ecstatic, and I had more student participation than ever. I call that a win.
I am not going to lie to you. You will be frustrated. You will be tempted to throw your laptop out of a second floor window. But you won’t. How can we expect our students to push past their frustrations if we won’t push past our own? You know that the greatest learning comes out of a failure, so try something new. Learn from what went wrong, and keep going. What is the worst thing that could happen?
Today's thoughts come to us from Liz Wittich. Liz teachers Freshman English at Pike High School with 19 years of experience. When she isn't teaching, you can find her with a crochet needle in her hand and retired grey hound at her side.
It’s always the same story with me and technology. New tech hits the scene and I scoff at it. It’s unnecessary, too flashy, too extra. The more adventurous in my circle add it to their hi-tech repertoire and I’m allowed a closer inspection. I find myself curious, despite my earlier disdain, and before long I’m enthralled with this new “thing”.
Why should I be surprised that my reaction to tech in my personal life should look any different in my professional life?
When our school first rolled out Canvas as our LMS, I scoffed at it. Here was one more thing to add to my already too long list of things to learn and do. I didn’t have time for this. Don’t they know I have classes to teach and lessons to plan? Then I saw several of my colleagues begin to use Canvas.
Then the Digital Leadership Cadre started. Again, I scoffed. You would think by this point in my life I would have figured out that my initial negative reaction to new things is my attempted cover for fear of failure. I apparently think I look cooler (to who exactly?) if don’t want to succeed. Then I saw several of my close coworkers join the Cadre and learn very neat and useful tools.
I was hooked.
My fear of all things new and flashy and “extra” was overcome by the possibilities
I was ready to dive in and learn all the things!
I would make modules! I would make buttons! My online learning learning space would be amazing! Students that I had struggled to reach would now have 24 hour access to learning materials!
My initial explorations had more to do with making my Canvas course sleek looking and user friendly, but it was little more than a digital platform for the same old content presented in the same old way.
I signed up for the Digital Leadership Cadre with the hopes of expanding my skills. I’m not sure exactly WHAT I expected when I signed up, but it wasn’t what I got. I expected to learn some new digital tools and how to incorporate those tools into my classroom. I got a complete mind shift.
I think, truth be told, I’m still reeling a little from everything I’ve taken in over the last several months. So much coming so fast. Amazing and overwhelming. I’m only now beginning to reflect on my big takeaways. No matter where you are in your digital adventure, I would encourage you to spend some time reflecting on a few of the following:
What does my digital space communicate?
When I first began dabbling in Canvas my course was organized, but bland. Structured, but hard to navigate.
Driving questions I’ve used to try to shape my Canvas page are:
What is my end goal?
I want students to leave my courses knowing so much more than how to be human computers. I don’t want them to just learn how to use algorithms and formulas to solve problems. I want them to look at the world with interest and intrigue. I want them to learn how to reason their way through problems and situations, from the mundane to the complex.
Questions I’ve used to try to guide me are:
Don’t be afraid to be creative. Don’t be afraid to push your students to be creative. (And quite a few of them will need pushing.)
Is this student centered?
When I was brutally honest with myself about the lessons I was teaching. My answer to this was often “No”. I still needed to teach the content, so then my question became “how can I make this student centered?” Saying “You need to know this to pass the test” and “You have to have this to graduate” aren’t very inspiring reasons for students.
I still feel like I need a good long while to ruminate on what I’ve learned, but I know that my classroom will be and has already been changed by what I’ve learned.
Today’s thoughts come from Ms. Holly Bolt. Holly is a graduate of IUPUI and just finished her 4th year of teaching at Pike High School. She took a long and circuitous route to the profession and is happy to have found the culmination of her passions in one job. She has 4 children; the oldest of which is graduating this year and the youngest just turned 2. In her free time she enjoys knitting and sudoku.
I am a lifelong learner, and as most educators, I have always looked for ways to create learning experiences that will instill a passion for learning in my students. As the years have gone by, I have found that my “old tricks” no longer engage my students and have attributed their “disinterest” in learning to my lack of providing them with learning experiences that allow them to be creative. So this “old dog” decided it was time to learn some “new tricks.”
Since we are in the age of technology, I wanted to learn how to really incorporate technology into my curriculum. When my district adopted Canvas as our LMS I felt the need to learn how to most effectively use this platform to make students’ learning experiences more meaningful. I also wanted to share what I had learned with colleagues so that together we could create a “Canvas Culture” in our district that would benefit all students.
So, this “old dog” set out to learn “new tricks.” I attended several seminars, reached out to educators who were using Canvas, took some online training classes, and eventually was afforded the opportunity to become a member of the Digital Leadership Cadre at Pike High School. I have learned lots of “new tricks” – embedding content, formatting modules, creating meaningful lessons and inviting home pages, and using “cool” tools (Nearpod, Flipgrid, Quizziz, Plickers, Twitter, VoiceThread) to better engage students.
As the Digital Leadership Cadre draws to an end, however, I’ve come to the realization that it’s not the “new tricks” that will make the learning experience for students more meaningful. It’s whether or not this “old dog” can adopt an “innovator’s mindset “as discussed in George Couros’ book, The Innovator’s Mindset (2015). Am I willing to take risks, to model the learning that I seek in my students, to embrace change and try new things? Will I value all input no matter the source and allow students to share in my successes and failures? Will I encourage student-led learning by giving them “voice and choice?”
Yes, I’ve learned several “new tricks”, but in the end these will not make my students more engaged learners. It’s only when I allow them to be involved in helping to design their learning experience that they will truly discover a passion for learning.
Today's thoughts come to us from Mr. Jorge Garcia. Jorge was born in San Juan, Puerto Rico. He is a Spanish teacher at Greenwood Community High School. This is his 21st year as an educator. He and his wife, Judy, and will be celebrating their 30th wedding anniversary this June. She also is an educator and works for Avon High School as the Guidance Department Chair. They have 3 sons, Zach, Ethan, and Trey who are all out of high school. Jorge is an avid runner and has participated in various marathons and half marathons.
I love integrating technology into my daily lessons. This is what we do as business educators; always trying to think outside the box and stay up on new tools. As I redesign my course for the Cadre, I am reminded about some tools I have used in the past and I would like to incorporate them again.
I have used this for infographics or conceptual models. I would like to use an infographic in lieu of a research paper about careers this time. To the right is a visual representation I created to share with students so they would see the benefit of taking the Preparing for College and Careers course.
How would you like to take a survey/poll during your presentation? Mentimeter is able to be embedded in a PowerPoint and students can use their phone to answer the survey and you get a graphic instantly to see the results. This would be great as a formative assessment. I have used this with adults when I give presentations. It is great feedback.
HP Reveal (formerly Aurasma)
When I taught computer applications back in the day, students would have to design flyers. This got boring year after year so I decided to work with the first grade teachers to have my students develop “self-help” posters. These posters covered things like “how to tie your shoe”, “how to wash your hands”, “how to cough into your elbow”, and other things that are useful for first graders to know. My students still got experience creating a “flyer” of sorts and then they added the augmented reality piece by using the flyer as the trigger image and then overlay videos they created. We printed the flyer in color on cardstock and presented them to the first grade teachers. The teachers hung the flyer low in the classroom so the students could use an iPad or other device to make the magic happen. The teachers loved the inclusion of technology and my students got a new take on making flyers. I would like to use Augmented Reality again as part of my Canvas course and the Cadre.
I have created several “breakout” boxes in the past for my classes or presentations I’ve done that required either wooden boxes or toolboxes to house the clues, and multiple locks. This was costly as you can imagine especially if you need multiple breakouts going on at the same time. The folks that created the BreakoutEDU boxes in the first place discovered teachers making digital versions so they have tried to get in front of this movement by creating “digital breakouts” and offer this as a service. The FAP used a digital breakout to teach the freshmen about the Academies in the high school. The game was a different way for the students to learn the content. It was time consuming to create, but once you have it, you’ll always have it. Click HERE to play the Academy Breakout. Add your name and this code Q2O-XYY-1QR to play. Let me know if you have any trouble and I’ll work with you directly to try the Digital BreakoutEDU. I would like to incorporate this as a “station” or rotation as part of one of the units in my course.
Give one or all of these suggestions a try and let me know what you think.
Today's thoughts come to us from Ms. Dena Irwin. Dena is an Indiana State University graduate with a BS in Business Education. She is currently finishing her Master’s in Career and Technical Education from Purdue University. Dena has taught since 1994 at the secondary and post-secondary levels. She has had many leadership roles in organizations and presented at local, regional, state, and national conferences. Prior to coming to Pike, Dena served as Indiana’s State Specialist for Business Education.
What do computer science and technology have to do with school counseling? Can counselors really increase diversity in the technology field? After attending the Counselors for Computing program this summer, I say the answer is YES!
The National Center for Women & Information Technology (NCWIT) exists to increase women’s participation in computing by working with K-12, higher education organizations and industry to decrease gaps in diversity. NCWIT reports there is a dire shortage of trained professionals in computer science fields. By 2024 only 45% of computing related jobs will be filled by US graduates completing a computing bachelor’s degree. In 2016, women comprised only 26% of the computing workforce and less than 10% were women of color.
While workforce issues should concern us, we should think of this as an equity consideration, too. All young people should have the opportunity to prepare for high-paying and creative careers in tech. Did you know a software engineer at Salesforce, Inc. in Indianapolis stands to make between $86,000 and $128,000 a year?
School counselors have a direct influence on students’ postsecondary career and education choices. From kindergarten through 12th grade school counselors encourage students daily to investigate potential careers and academic interests. NCWIT recognizes the role professional school counselors play in decreasing diversity gaps and leverages this human resource by sponsoring the Counselors for Computing program through regional workshops and during July’s Computer Science Professional Development Week (CSPdWeek).
I was first introduced to Counselors for Computing by my school’s AP Computer Science teacher. I applied for the summer 2017 CSPdWeek program and was one of 50 counselors who attended the program in Golden, Colorado. My goal was to learn more about achieving better diversity in the tech field and ways to eliminate bias in education.
The Counselors for Computing workshop taught me that school counselors can and should get involved in the push for more diversity in STEM and computer science by learning new computer skills. It is necessary for school counselors to reframe the idea that computer science is only for a specific type of person. Counselors must also confront their own biases and lack of confidence in regards to how they present computer science options to their students.
After the conference I applied for Pike’s Digital Learning Cadre - a professional development course intended to increase knowledge in integrating technology into education using a variety of tools including Twitter, Canvas and Google Drive. This course has expanded on what I learned at CSPdWeek, I am now creating content on Canvas to push out to 500 students at a time. I encourage all school counselors to take look at the list below. What can you do right now to increase knowledge and pass it on to your students?
Just a few ways school counselors can use technology to better assist students:
●Integrate more technology to streamline your day. Read this article if you are looking for a place to start.
●Know what you are talking about...learn to code for yourself. code.org has easy tutorials that are accessible to kids and adults.
●Run an Hour of Code activity during Computer Science Education Week or at any time that is convenient for your school. You don’t even need computers!
●Support an after school club related to technology or computer science (Girls Who Code, CoderDojo, FIRST Robotics/FIRST Lego League, AspireIT).
●Make connections with technology companies in your area to have them present at career days, host job shadow opportunities or mentor students.
●Use Twitter to reach more families and students and to interact with other school counselors. Follow the hashtag #scchat to grow your Professional Learning Community.
●Increase diversity in computer science by ADVOCATING for equal access to computer science curriculum for all students.
●Nominate a high school girl for the NCWIT Aspirations in Computing award. You can also encourage a colleague or apply yourself for the Educator Award
Today's thoughts come to us from Ms. Jamila Nassar. Jamila is a school counselor at Pike High School. She has been a school counselor for 10 years. Jamila embraces using technology in the workplace and is the faculty advisor for Girls Who Code and the school’s robotics team - the Pike RoboDevils.
As I write this, I’m getting ready for the holiday season and wishing for more time! More time to catch up on grading, more time to plan engaging lessons, more time to spend with my family, more time to get Christmas shopping done, more time to write this blog, more time for….etc. You name it, I wish I had more time for it! Don’t we all?
So when I was asked to write this blog (which was supposed to be done 2 weeks ago), I’m just thinking of how efficient I really am with my time. As a mom of 3 and with a husband who travels a lot for work, I don’t have a lot of time to spare when it comes to my profession/passion/career of teaching. SO, when I have to go to a PLC almost every Monday afternoon and am told to “work on preparing your midterm exams” (which later becomes “work on preparing your final exams”) for an hour, I tend to get a little aggravated. Now, don’t get me wrong, I love the people I get to work with in my PLC (they are like family to me), but even they get annoyed with the task(s) we are given to do every Monday afternoon. So many times we find ourselves “beating a dead horse” for 5 minutes and then we just “shoot the breeze” for the next 55 minutes until FINALLY the clock says 3:30 and we can officially leave. I wish there was something more that we could do to be more productive and worth our time.
After reading the book, “Ditch That Textbook”, I’ve been picturing this BETTER PLC idea in my head and how we, as teachers, could spend our time more wisely to enhance our students learning. I’m wishing/hoping/begging for the day when our administrators say to us, “you are professionals, use your one hour of PLC time and work on your canvas page, create a new Quizlet activity, play around with Padlet, figure out how to incorporate smore.com into a lesson…and so on”. How I just wish I had the one hour of time to myself, in my classroom, using all my resources to potentially make my life easier and my student’s learning more of their own. I don’t want the time for grading papers or doing some mundane task, but the chance to really explore, on my own, new possibilities for my students.
So, why can’t we have this fantasy PLC? When will the time come when we can spend the time doing something more productive for our classes and our students? If it’s a problem of keeping teachers accountable, then I think we can fix this problem quickly and easily. I think we can help to keep teachers accountable for this sacred PLC time/one hour on Mondays, by using some of these newer tools and websites that we could/should be using in our own classrooms. I think it would be super easy for every department chair to create a Padlet, Canvas page, Google form, or something, that teachers would have to get on and just say what they worked on that day. For example, “Today I spent my one hour creating a new activity for my classes to use Canva to create a flyer that someone in Europe might have seen back in the early 1900’s to entice someone to migrate to the USA,” OR maybe it’s “I spent my one hour fixing my Canvas page and making it easier for my students to navigate,” OR maybe it’s “I spent my one hour to create a new assessment of how Osmosis works by having students use Smore.com”! Whatever it might be, I think it’s time for us teachers to be allowed to be “Professionals” and use our own time wisely and efficient.
Heck, what do we have to lose? It’s only one hour a week that we will never get back! Let’s make it the best and the most efficient hour of our week!
Today's thoughts come to us from Ms. Mary Sims. Mary is in her 13th year as a high school Social Studies teacher, mostly teaching Economics. She has a husband of 13 years who she met in preschool and 3 fun, crazy, smart children, Anna, Nate, and Will.
For many teachers, the art of leading a class through new material in a lecture setting is still their primary way to facilitate learning in students. While some teachers are striving to go towards a “no-lectures’ style of teaching, many current teachers don’t find that to be comfortable. Through the use of technology, many other alternatives exist that can fill that gap between traditional lectures and 21st-century style teaching.
One methodology that I have been exploring, with good results, is the use of student devices and interactive lecture/presentation programs. I have specifically been using Nearpod, and to a much lesser extent Pear Deck, to lead my students though notes exploring new material. These interactive presentation programs allow a teacher to hold onto the core benefits of a lecture style lesson, while more actively engaging students, checking for understanding, and gaining real-time and post-lesson data to better inform future instruction.
Interactive presentation programs such as Nearpod are easy-to-use ways to bring your lecture into the modern educational model of learning. Through the use of Nearpod, I am able to use my own lecture slides (either from Slides or PowerPoint), but insert activities, formative assessment, and other interactive content right into the presentation itself. The lesson is then streamed out to all the student devices in your classroom, giving each student a copy of the lesson for them to look at as either they themselves or the teacher controls the pace of the lesson. The types of activities available to incorporate into the lesson are expansive, including Quizzes, Fill-in-the-Blanks, Surveys, Drawings, Websites, Animations/Simulations, Maps, Videos, and many others. These activities generate real-time and post-lesson data that can be used immediately, or later, to inform instruction. It helps facilitate whole-class engagement and offers ways to track and keep an eye on student progress as well.
Taking the time to convert old lecture lessons to interactive lessons is a breeze, and the benefits are enormous. It’s well worth the investment, for the teacher, and their students. Don’t be afraid to try something new, it might just become a hit!
Today's thoughts come to us from Mr. Justin Bush. Justin is a science teacher at Pike High School.