Guest Article on TeachersMatterMagazine

Last year around this time, I was invited to the AEC conference in Johannesburg, South Africa, where I took two institutes that really blew my mind. One of those was led by the fantastic Karen Boyes, and it focused on getting students to do the thinking and take control of their learning. I’m happy to announce that one of our articles was selected for her mag, TeachersMatterMagazine!

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Many thanks to Karen Boyes and all of those that have supported us in our never ending pursuit of excellence in education. Check out the original article here and if you’d like to join my PLN, follow me on Twitter @MrZachG, check out our facebook group, Over Posting Educators, and keep coming back to educationrickshaw.com!

Do Teachers Have to Be Readers?

Warning: This post is going to be about reading, and it is going to encourage you to read. You may need to go grab your spectacles. 

While mindlessly scrolling through my Twitter feed, I recently saw this infographic by @grantdraws:

It not only had a great Quentin Blake-like look and style (compare it to the amazing “The Rights of the Reader” poster below), but it made me think about the important role that we have as teachers in fostering a reading culture in our classrooms and developing in our young ones a lifelong love of reading.

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This is so good. . .

Most reading programs I’ve worked with are in agreement with the principle that kids have to love reading to want to do it often – although I did take a class in my teaching program that preached otherwise. The more kids read, the better they tend to achieve. The below infographic, which I found shared on usd343.net, is quite convincing for teachers, parents, and students alike:

 

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As I am an elementary school classroom teacher that prescribes to a transdisciplinary approach to teaching and learning, I am charged with delivering instruction in all of the disciplines. The PYP model itself gives me the responsibility of teaching language, math, science, and social studies at a minimum, and it is very clear that all teachers in a PYP school are considered language teachers.

Back to the “Stages of the Reader” . . .

I personally have gone through all of the stages of this infographic, but I have stopped hoarding books due to the transient nature of international teaching. It comes down to the simple but sad fact that the more books I bring along, the more my shipping costs will be to schlep them all to my next country. Otherwise, I see myself and my reading journey in most of the other 8 stages, and I feel like I have a strong identity as a reader. I really hope that my love of reading and writing rubs off on my students – and if it doesn’t for some, usually offering the chance for them to build a reading fort if they read enough does the trick! 😜

Do teachers have to be readers? 

Who am I to say who should be a teacher and who shouldn’t, but it might not be so controversial to say that you might not be made for teaching – especially if you are a reading teacher – if you don’t have a strong identity as a reader. This crosses over into the other disciplines as well. Should one be responsible for the future of our young mathematicians if one abhors math? Is it appropriate for a teacher to dive into a writer’s workshop with kids if he/she has never felt the urge to put pen to paper?

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your vs. you’re

This post doesn’t mean to be provocative, but I would like your feedback. If a teacher is not a reader, can they truly succeed as a reading teacher by just faking it? Are there certain age levels that can “survive” a non-reading teacher, or certain disciplines where a strong reader’s identity is not necessary?

Let us know in the comments below, and keep on coming back to educationrickshaw.com for posts about teaching and education today, including a recent series called Why would anyone want to become a teacher? 

And remember, it is never too late to start at Stage 1 of @grantdraws’s “Stages of the Reader”!

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3 Fun Inquiry Math Activities for the Last Week of School

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Picture from Classroom 2.0.

One of the most endearing that my students are is when they are helping younger children. Preparing the classroom at the end of the year for the next group of students is considered a critical job for them, whether they are sharpening pencils or throwing out markers that no longer work. This year I decided to maximize this learning experience by having my students figure out how to prepare for the new class with some guided inquiry math.

1. Where will the new table groups go?

When I first posed this question, my students looked back at me with confusion before one of them replied, “wait, will you still have the same number of students?” The fun part of inquiry is that you don’t start out with all of the information that you need. Instead, you use your critical thinking skills to figure out what questions you have to ask to find that information before you can even begin to solve the problem.

The lesson went something like this:

  • There will be 20 students next year (I know, working at a school with a 20 student limit is awesome!), meaning we don’t have enough tables.
  • Where do we get tables? Exploration team to the school storage room
  • Division to make equal groups puts the new class into 4 groups of 5…. But when we moved the tables – which sit 2 students at each – we found we need two extra tables to accommodate odd numbered groups.
  • 5 groups of 4 means that students can’t push out their chairs without hitting each other
  • 2 groups of 4 and 2 groups of 6 works perfectly

 

2. How should we organize our supplies? 

We have tables, so students in my class store their books in these handy trays that pull all the way out. Most other supplies are also kept in the trays, including each table groups’ tray for colored pencils, crayons and markers that they can pull out and bring to their table to share.

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Trays to organize school supplies found at Consortium

My students were already warmed up to inquiry by the time I began this next challenge, so I was able to start it off with a simple question. Do we need to change the trays for next year?

  • Do we have 20 trays for them to keep their books in? They can just share! Placement of two students books into one tray shows that won’t work.
  • We don’t have enough colored pencil trays for four groups either! What can we get rid of?
  • Placement of 20 trays to one side to reserve for student book trays.
  • Prioritization of trays for colored pencils first, then markers.
  • Consolidation of math resources and extra paper/colored paper/graph paper into other storage areas.
  • New labels made.

 

3. Do we have enough supplies?

One of the best teacher hacks for the last week of school is having your kids check the colored pencil/crayon/marker/highlighter conditions, sharpen what needs sharpening and throw away what needs throwing away. I started this off by asking the question: Do we have enough supplies for the kids next year? We had already set aside the correct number of trayss, so we were in good shape to begin the conversation.coloredpencil

  • How many colored pencils/markers does each group need? Consensus that each student needs one pencil/marker of each color plus two extras per group.
  • Well, how many good ones do we have now? Lots of pencil sharpening. Old markers/highlighters thrown out.
  • Colored pencils and markers divided out among the groups.
  • Shopping list made for me!

 

Have you used inquiry lessons to complete practical tasks? How have they worked?

Please comment below and enjoy your summer vacations, teachers!

By @SGroshell

3 Old School Elementary Events That Still Have Value (but Need to Change)

In a never-ending quest to innovate in the classroom, it can be easy to shun the traditional elements of Western education in favor of those that feel more trendy. Try posting a photo of a Science Fair on Twitter and you’ll get far fewer likes than if you post about students coding video games for a cardboard arcade (👈🏻 as I did). While I totally agree that there are some practices that are as dusty as an old chalkboard, this article is about three old school elementary events that may not be fashionable, but should still be a part of the curriculum.

#1 Science Fair

One of the downsides to putting on a traditional science fair is that it largely can come down to a competition between parents, rather than a good learning experience for the kids. In order to avoid this common problem, I had students bring in materials from home, but complete the experiments and boards in class. It may have taken more class time, but it gave me plenty of information to use to develop lessons that catered to the unique needs of this particular group.

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Another common problem with traditional science fairs is that the whole shebang is kicked off with little to no instructions or parameters, i.e. Prepare a science experiment, make a board and show it. 

This type of setup inevitably leads to very little understanding of the scientific method, or of basic scientific skills and concepts. Typically students end up creating cool projects like a potato clock or a volcano, but understand nothing about the science behind it. In my class’s science fair, we focused entirely on our UOI’s central idea, which was on the three states of matter. This way, students shared and built knowledge on the same topics. Students were only allowed to choose experiments that contributed to their collective understanding of the central idea, and we spent a lot of time reading texts, watching videos, and compiling information into online resources (Check out how to use Moodle in an elementary classroom).

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Finally, this science fair was not a competition trying to pit parents and students against their community members. It was a Year 5-only event that brought parents and students together to talk about the understandings that we had gained over the course of a six week unit. Did some students succeed more than others? Yes. Did anyone lose? Of course not!

#2 Spelling Bee

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Now that I just knocked turning elementary science fairs into competitions, let’s talk about the most notorious of all of the elementary academic competitions: The Spelling Bee. Let me be clear: I don’t have a problem with competitions that promote learning. I have a problem with competitions that only exist for competition’s sake (aka for the benefit of parents and teachers). When teachers set up a spelling bee in a way that promotes the learning of year-level spelling patterns, commonly misspelled year-level words, and develops a love of language, I am all for it.

My class’s spelling bee was a culmination of all of the work that we had put into spelling that year, and only included words that students had been tested on in weeks prior. There was home study time built into their homework schedules, but I structured it so that students would not exceed the required 15 minutes that they’d had all year anyway. I made sure to communicate my concerns to parents about turning this friendly competition into something that stressed students out to the point of disliking spelling, and they seemed to be on board. In the end, we were all proud of what the students had achieved, and they consequently did very well on the spelling portion of our end-of-year standardized assessments.

#3 End of Year Awards

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Much debate has surrounded how awarding students for every little achievement is turning the next generation (my generation?) into one that is thanklessly entitled and overprivileged. And if we’re giving students awards for something that they don’t earn, I guess I have to agree. At my school, we reward students for achievement in a variety of ways, but only those that deserve an award get one at the end of the year Prize Giving ceremony. We show a particular emphasis on progress, growth and development so that those students that deserve recognition for effort are recognized alongside students that are academically inclined. It may be old school, but it it an indispensable part of setting goals and achieving them in an academic setting.


 

What do you think? Would you scrap all of these in favor for alternative events? Am I wrong, and all of these need to go the way of the dinosaur? Comment below and keep coming back to educationrickshaw.com and check out our Teachers Pay Teachers.

 

 

Teacher Gets Through Week of Fidget Spinners Alive

Last week, the writers here at educationrickshaw.com took our school’s swim team to Dubai to compete in a meet with over 800 participants. One of the highlights of the trip (for the kids) has been the visit to the Dubai mall, famous for the Burj Khalifa and its indoor aquarium. Many of the students that attended the meet were from my Year 5 class, and they had told me in the lead-up to the meet that they would all be purchasing fidget spinners, as these are not available yet in Sudan.

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Not only did my kids buy a fidget spinner each, but they made sure to buy a supply of fidget spinners and fidget cubes for the whole year level, and all of their siblings. The fidget phenomenon has officially reached Khartoum.

Now, I feel that I am a pretty patient and tolerant teacher when it comes to students bringing things to school. I hated it when my teachers took my Pokemon cards that I had saved up for and carefully guarded in plastic sleeve protectors. I never wanted to become the teacher that took away toys simply because they distracted ME. Then came these freaking fidget spinners. Really quickly, let me tell you how the first week went with these things.

Every few seconds they fly out of kids’ hands.

The addictive quality of these spinners is that they have the potential to deliver a satisfying spin between your index and forefingers. There is a bit of a risk though; they tend to fly out between a child’s clumsy grip just at the climax of a lesson sequence. Exactly when an “aha!” moment is about to occur, a pesky spinner will fly into the corner of the room, prompting the whole class to turn their heads towards the guilty butterfingers who did it.

They’re not great when you need kids to use their hands

Any time a student is using their iPad, writing with a pencil, or reading a book, these spinners get in the way. It is fun to watch a kid try to keep open a stiffly bound novel with one forearm and their chin as they try to spin a fidget spinner on their thumb, but only if you don’t care about that child’s reading goals. I’ve heard the crack of far too many spinners whacking against the screens of my students’ iPads as well, which goes to show that there may still be things out there more impressive to children than technology.

Even though they can be annoying, they are kind of cool. .

I’m not going to lie. . it is fun to spin a spinner on your fingers, or even on your nose. They fit perfectly in your pocket, and they really don’t do much more damage than a cup and a ball would in a classroom setting. The multitude of colors, styles and types of these fidget devices makes them fun to collect and pass around, and it really made mark on our Dubai trip.

I, myself, am a very fidgety fella, so I was initially curious if somehow these toys could cure my constant need to fuss and fidget. Needless to say, I think I’ll be sticking to flipping pens and markers until this fad dies down. .

Have fidget spinners reached your classroom? How have they impacted learning? Please comment below, and be sure to keep coming back to educationrickshaw.com!

5 Quick Projects That Make Use of Green Screen

It might come as a surprise to some teachers that all it takes to replicate the green screen effects that we all see in the movies and on the news is a free green screen app and some green butcher paper.

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Green Screen and filming station with tripod in the back corner, next to my DIY idea wall (also white butcher paper)

Once I put up my own DIY green screen in my classroom, my students didn’t have much trouble thinking of fun ways to incorporate it into their lessons and projects. Here are five fun ways to get your students learning and creating with green screen.

#1 Make your own pokemon cards

For the unit Who We Are students began by taking a personality quiz and identifying the traits and “color” that corresponded with their personality type. They then created a pokemon card on mypokecard.com and chose the two traits that best represented them as their attacks. They also identified which color they would have most trouble working with, which led to great conversations about personality clashes at school and in the workplace.

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#2 For Photo Booths and Photo competitions

While student-led conferences are ultimately about learning, that doesn’t mean that they have to be boring. Our students set up a photo booth and showed their parents how it worked before snapping a quick pic in front of their chosen background. They made sure to raid the drama room’s stash of costumes before the event!

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We also had an elementary-wide photo competition during reading week that took advantage of our kids’ savviness with the green screen.

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#3 Make Yourself into an Ordered Pair (Graphing)

One thing that new users to green screen might not know is that with most green screen apps you can play with the size of the photos and even add several actors into the mix. For this mini-project, students took a picture of themselves in front of the green screen, added graph paper as the background and then plotted themselves and their friends into ordered pairs during math.

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#4 For Music Videos and Rap Battles

For one learning engagement this year, students had to use their research papers on a colonial superpower to create rap lyrics. They then put their rap lyrics to a beat using GarageBand. Finally, they took their recorded audio track and created music videos, which of course got enhanced by the use of green screen. It was a fun way to get kids writing, combining and using technology effectively, and blending the disciplines of music, social studies, and language arts.

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#5 Anytime you need the perfect background

For one of our units, students were inquiring about leadership styles. This led to a three day sequence where students experienced what their classroom would look like when transformed into one of the three main leadership styles: Autocratic, Democratic, and Laissez-Faire. Of course, I loved playing the autocratic leader, and in addition to having students sing songs about me and portray me in the history books in a positive light, students created these propaganda pieces – autocratic rule of law with pleasant backgrounds – to share with their parents on Seesaw, who were eager to hear how the day went.

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For any prospective employer, no children were damaged during the staging of these photos, for the record 😅

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I hope these give you some great ideas for how to use green screen to add a fun and engaging element to your classroom. Keep coming back to educationrickshaw.com, and check out Stephanie’s Teachers Pay Teachers.

5 Easy Ways to Share Learning Experiences with Students

Student Centered

We’ve talked before about how to give your class back to your students. Today, I want to look at a similar idea of how we can create a shared learning environment where the teacher and students are partners in learning.

What the Research Says

We know that students are more successful when they aren’t just asked to absorb information from the teacher, but are a part of the learning process. I recently read an article written about 10 years ago that explained this idea really well. Andrew Metcalfe and Ann Game write in The Teacher’s Enthusiasm that

“A good teacher is not one who provides all the energy that a class needs; good teachers are those who allow the production of an energy that is not the teachers and not the students, but shared between them.” See article here.

In my own experience, I’ve found this to be true. When are my students most engaged? When do I see their eyes light up with excitement? It’s not when I’m just giving them the information, but during those times when they are actively sharing new information and creating new meaning by doing things themselves.

To promote this, here are 5 easy practices that you could implement to make learning a shared experience.

1. Read Alouds with Discussions

Students of every age love read alouds. How can we make students active participants in them? Pause in your reading to make time for think-pair-share discussions. First, give students a moment to think, have them share with a partner, and then have a few of the pairs share with everyone. This way, even though you don’t have time for everyone to share with the entire class, everyone still gets an opportunity to think through their ideas and to share with a partner (with the added pressure of not knowing if they’ll be called on or not after). I have two favorite ways of getting my students to really think.

  • Close your eyes and visualize! After reading a particularly funny or thought provoking scene, I have my students visualize what it might have looked like or they would do if they were the character, before sharing with a partner and then the class (this gets lots of laughs).
  • Cover your mouth with your hand and whisper the answer. For answers that require more vocabulary, I often have my students whisper the answer in their hand before sharing. This way, they get practice explaining their thinking twice. For ELL students, it gives them extra time to think of the vocabulary they’d like to use.

2. Let the Students Help Write Math Story Problems

When writing problems on the white board or even when typing up math problems, I love to ask my students for help. They generally make the story problems about themselves or their friends and relish in the idea of doing amazing or silly things. How many cookies did Talya bake in all if she made 7 per day for a week? suddenly makes them giggle and shake their heads as they solve and ask Talya for some cookies at the same time.

3. Let Students be the Teacher

There are so many fun ways to make your students the teacher. This is doubly effective, because they don’t realize how much work they’re doing to set up questions or learning experiences for their peers.

One way I’ve recently done this is on our school’s Moodle page. I set up a forum and had students post a question and then answer someone else’s. Once they saw that someone had answered their original question, they got to go back and see if it was right.

4. Jigsaw Activity

Jigsaw activities are very simple in design. Divide up whatever reading you want your students to learn into parts and give each of those parts to a different group. Then, like a jigsaw puzzle comes together, each group shares what they read to everyone else who was in a different group. The key here for young students is to provide support for them to make quality presentations.

Recently, my students did a jigsaw activity where each group read about a different step archaeologists take to do research. They then made posters and shared their findings and new vocabulary with the class.

5. Impromptu sharing

Not all sharing needs to be planned out. When I see a student do something great, I try like to give them an opportunity to share it – giving them confidence and their peers some great tips/knowledge. Sometimes this sharing is by simply writing a new word they learned on the word wall, or sometimes I have everyone stop what they’re doing and freeze so the student can share right then and there.

 

How do you create opportunities for students to be leaders their learning? Please comment and share below.

By @SGroshell

How Teachers Can Prioritize Building Confidence and Risk-Taking

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Growing up, I was painfully shy. If I ever dared to raise my hand (or got called on without doing so) all of the other students would immediately ask me, “Why is your face so red?” This created a vicious cycle of not wanting to raise my hand because I didn’t want my face to turn red, to loosing confidence because I didn’t have practice speaking up, to turning even more red when I was called on, and so on and so forth.

All of my conferences from elementary through high school were pretty much the same. “Stephanie is always listening, always does her work carefully and on time, but she needs to participate.” Or “I know Stephanie has great ideas in her head, why won’t she share them?”

And (no surprise) although I was slightly better in university, I still rarely shared my thoughts when I wasn’t forced to. As an adult, I am much less withdrawn, but still wonder at my seven-year-old students’ confidence in trying out new ideas, failing, and putting themselves right back out there.

How is it that my school builds confidence so well?

I was chatting with a parent earlier this week who was like me as a student. She is both shocked and incredibly pleased to see her son initiating projects and answering questions in assemblies in front of the entire school. The confidence that our students have is not only going to help them in the future, but makes it so that their self-esteem is through the roof.

Here are the things our school does really well that I think all schools should do (when possible).

1. Have small class sizes

Our school caps classes at 20 students. This not only allows teachers to get more time with each student, but it gives students more opportunities to speak, share, and lead their class members. Allowing students to have so many opportunities to put themselves out there makes it so that what would have petrified me as a child becomes completely normal.

In my class, a math leader leads the rest of the students in correcting the problem of the day every morning. With my tiny class of 12 students, each one gets to be the teacher and call on their peers twice a month. At the beginning of the year, I had a few who were still quite shy, but now they all absolutely love taking the lead!

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2. Give students leadership opportunities

In addition to opportunities for students to be the teacher, our school puts an emphasis on allowing students to take ownership of their learning through

  • group projects and presentations
  • sharing learning by inviting other classes/parents to come see a project they’ve done
  • having classes lead every assembly

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3. Praise students for confidence and risk-taking

One of my favorite parts of the PYP curriculum is the PYP Attitudes and the IB Learner Profile, which are presented to the students as important parts of what makes a good student. One of the PYP Attitudes is “confidence” and one of the IB Learner Profile traits is being a “risk-taker.”

Everyone in the school, then, uses these two words as positive goals to work toward. In fact, when a student shows hesitation to try something new, you’ll hear their friends say, “Just try it! Be a risk-taker.” Or “Be confident, you can do it!”

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Although obviously I have no way of knowing what kind of a student I would have been had I attended a school that prioritized confidence as much as the one I teach at today, I can see the amazing benefits of it in all of my students and hope to see more schools do exactly this.

How do you build confidence in your students? Please share below!

By @SGroshell

“The What” vs. “The How” of Education

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After reading the above tweet, I’ve been thinking a lot about this idea that we may very well spend too much time talking about what we should teach rather than how we should teach. And the more I think about it, the more I crave conversations that concern the how of educationLearning-focused conversation is learner and pedagogy focused – The how not the what. If I had the power to singlehandedly change the conversation in education, I’d ask that we make a shift in the following ways:

Stop Talking So Much About What Curriculum We Should Be Using, and Start Talking About How to Facilitate Learning in the 21st Century.

Since I began teaching only a short time ago, I have seen schools go from local standards, to national standards, to international standards. Never during these changes was I privy to training on how to implement these standards with the best 21C teaching practices. It was always more important to document what I was doing, than how I was doing it. Even the Common Core website seemed to foresee this implementation strategy:

“. . these standards establish what students need to learn but do not dictate how teachers should teach. Instead, schools and teachers will decide how best to help students reach the standards.”

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How different things might have been in terms of buy-in by teachers for Common Core if we had known the strategies to implement these standards in the most research-based and pedagogically sound ways?

Stop Talking So Much About What Learning Platform We Should Be Using, and Start Talking About How We Can Redefine the Learning Environment.

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I’ve written before about different tech tools that I have found useful, such as Seesaw for portfolios, and Moodle as a learning platform for my elementary class. But I’ve found that most any tool can be tweaked and modified to fit any purpose; To use some SAMR-speak for a moment, teachers can Substitute with Edmodo just as they can Redefine with Edmodo. It is precisely for this reason that I get so tired of conversations over which learning platform is best. Rather than looking at How blended learning can take place, we are focused on the new-kid technology on the block. Changing from Schoology to Google Classroom will not solve any of a school’s problems, because the entire premise of the conversation is based around what is best rather than how is best.

Stop Talking So Much About What is the Best Device, and Start Talking About How We Can Best Integrate Technology.

It is true that there are downsides to tablets – no keyboard, low memory, etc – but the minute you want kids to take pictures and video you’ll find that there are also downsides to laptops. The same goes for IOS vs. Windows vs. Chrome, and mobile vs. desktop vs. wearables. Next year, it’s entirely possible that the coolest new gadget will come out and completely change the face of education as we know it.

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Rather than focus on the barriers inherent in any one school-adopted device, I’d like to concentrate more on ways to maximize learning in my classroom. How can we change the relationship between the teacher, the student, and their devices? How do we improve outcomes while promoting 21C skills and attitudes? How can I get the most out of my students and the resources that my school has?

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What do you think? The irony is not lost on me that I have just written an entire post which focuses largely on what we should be talking about as educators, and not as much on how we should be talking about it. . .

Keep coming back to educationrickshaw.com, and please leave a comment or question in the section below!

5 reasons to Drop Math Worksheets and Use “Smart” Online Programs

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To learn a new math skill well, we know that students need to get adequate practice with it – successfully answering a number of problems before considering the skill mastered. Traditionally, students have gotten this practice with photocopied worksheets or a textbook. However, with the technology we now have, online “smart” programs like IXL do the job significantly better than a textbook (or worksheet) ever has. Below I will use my experience with IXL to explain how.

1. Immediate feedback

Giving feedback as quickly as possible is something that’s always on teachers’ minds. We know that immediate feedback is extremely helpful for student learning, but it is impossible in a classroom of more than two or three students to give it to each student during independent practice time.

With IXL, as soon as a student clicks in their answer, there is a little sound (a kind of ding, but surprisingly not an annoying one) and a green bar on top either goes up or down. When students correctly answer questions, the bar will move up and up until it gets to 100% and the child passes. If the answer is incorrect, the bar goes down and an explanation of why appears on the bottom.

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When students get the answer correct, the bar goes up on the top of the screen.

In addition to students being able to learn from their mistakes, feedback is also motivating. Students are proud when they move up. When they move down, they don’t get too frustrated, because it is clear that moving down just means more practice – they can still work to get the certificate.

2. Extra practice on the types of problems students are missing

When a student gets an answer wrong and the bar goes down, more of the same kinds of questions are asked. These same types of problems will continue until the student shows that they now get it, allowing students to get the right amount of extra practice when they need it. No extra copies of revision worksheets are needed.

Additionally, because students are immediately aware that they are having trouble with a certain question type and they are motivated to pass, I’ve found students who are prone to shyness are much more likely to ask for help when they need it.

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Explanation of why answer was wrong

3. Differentiation is seamless

Unlike many online programs, on IXL the teacher doesn’t assign a grade level to the students. Instead, all students have access to all activities. What that means is that if a child is doing extremely well on one topic, they can easily practice one grade level up just for that skill. Likewise, if you notice a student is missing background knowledge for an important subject, you can have them work a grade level down.

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Student view, switching between grade levels

4. Easy to use data to inform your teaching

The Analytics tab on IXL compiles data into the following sections: Trouble Spots, Students, Skills, Scores, Questions Log, Progress and Real Time. My favorite of these is Trouble Spots.

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Easy identification of who might need extra help

Trouble Spots does exactly what the name implies, it looks for areas that you should focus on for small/individual intervention groups. It even chunks the data into groups, for example “Ways to help 5 students at once…” and then tells which kids are missing questions on what skill. To help even more, there are additional questions of the same type for you to use in your small groups. This makes it incredibly easy to give extra help to students who need it while the rest of the class practices independently.

5. The kids LOVE it

I honestly believed that the novelty of the green bar going up and the little ding when you get an answer correct would wear off, but we have just finished the third quarter of the year and my students love IXL as much as they did in the beginning.

Compared to a textbook or practice worksheets, IXL is able to offer the same practice problems, but in such a more effective way.

Has anyone used IXL or another similar online program before? What experiences have you had? Please comment below!

By @SGroshell