WHITE SNAKE, road markers & classroom procedures

Yeah... this time White Snake is teaching us something about the classroom, folks.  Routines and procedures help any and every lesson run more smoothly.  The more complex the task or pedagogical approach (like blended learning) the more you'll need to establish R&P.

But first, as my kids like to blurt out when they're excited to share some tidbit of information unrelated to anything I'm trying to talk to them about...

It's time for a... 

Did you know that we haven't always had stripes in the middle of our highways and roads?!  In 1911, the first striping of a road was done in Michigan.  A standardized approach placing stripes on roadways wasn't really agree upon by the states until the mid 1970's!  What the what?!  Yep... Before the 1970s, some states had stripes and other's didn't.  Some stripes were wide and some were narrow... Some stripes were yellow and reflective and other stripes were white and non-reflective.  Isn't that crazy?!  I mean... just from an observational perspective... it's kind of weird to think about.

What if you were driving from Michigan to Texas and, as you entered each state, there were missing lines or the lines were different colors or different shapes?  It would be weird.

Interestingly enough , studies have been done to look into how stripes affect driver's safety... and, guess what, butter cup?  Roads with stripes have few wrecks and people tend to stay closer to the speed limit than roads with no stripes. 

Turns out that the hashed lines help drivers gauge how fast they're going.  And the stripes themselves keep drivers on the right side of the road.  

If you don't Belize me (I'm already things about summer vacation, ugh)... then check out these two websites (I did the research for you, so you don't have to...). The first one is an article on the history of road markings and the second is a pretty dry research site on the topic. 

AND

So, what this really boring research does is address White Snake's (and your student's) need for direction.

Without routines and procedures, your assignments and activities may be perfect, in and of themselves.  There may be directions written on the paper or on the board, but what underlying set of elements important to the task have not been addressed?  Can the kids talk to each other? When? To what extent? Can they work on the floor? If they need a brain break, do they wait for you to tell them or can they take one on their own?  What is proper for peer to peer interaction? What is proper for peer to teacher interaction? Are these expectations posted so everyone can see them?  Have they been reviewed and, more importantly, consistently supported by the teacher AND the students?

Read the following lyrics, but from a student's perspective as they are lost in a lesson and looking for those routines and procedures in your classroom: 

Tho' I keep searching for an answer

I never seem to find what I'm looking for

Oh Lord, I pray you give me strength to carry on

'Cause I know what it means to walk along the lonely street of dreams

Here I go again on my own

Goin' down the only road I've ever known

Like a drifter I was born to walk alone

An' I've made up my mind, I ain't wasting no more time

Man...the kid singing those lines above is lost and just needs something small to get back on track. I feel for them :)

So...

What do road stripes have to do with White Snake and routines and procedures?

Small lines on the road help save lives.  For the most part, they don't have to be enforced.  Drivers can gauge their own speeds and stay on the right side of the lines... as long as someone paints the lines and tell them what they mean.

It's the same thing in your classroom.  You don't have to create a giant encyclopedia of routines and procedures to get kids to follow them.  YOU don't have to be the only one to enforce them if you empower students to keep each other in check.  

How many times have you put together what you thought was an incredible lesson only to watch it fall apart in an implosion of confusion or a need for you to over-explain the expectations?  Maybe the lesson really WAS awesome, but the classroom routines and procedures were not.

David Coverdale pleads "Tho' I keep searching for an answer, I never seem to find what I'm looking for."  If he only had  "Ask 3 before me".

Poor, confused David Coverdale

Routines and procedures: not just an elementary need.

Tiny, supported shifts in expectations can do wonders.  This tends to happen more in elementary classrooms.  What we secondary level teachers tend to assume is that our students come to us as civilized  human beings fully equip for our lessons.  Fill in this blank space a story from your class. 

 Yes, we need routines and procedures in secondary as well. 

Resources

What are some resources, Charles?  Glad you asked! 

Though this list isn't exhaustive you will certainly find some food for thought here.   Is there currently an issue in your classroom you can’t solve? Rethink the issue through the routines and procedures lens. 

Mull over R&P for everything from how students interact to how do they turn in assignments to what to do when they have some free time to...

Checklist for R&P

30 routines and procedures to think about (Elementary) 

40 (yes, 40... sorry) things to consider regarding R&P

12 Classroom R&P for secondary ELA

Highschool R&P for several items including substitute teachers 

Helpful tools for R&P: 

• timers
• R and P charts
• colored coded folders for tasks 
• in and out boxes for work
• key words to signal transitions 
• music to signal transition
• Listen to 1980s music to revisit our glory days (this one is mainly for me)

Solutions: If this, then that.

 If you guys are looking for several practical ways to convert proven face to face activities into an online format, please check out our "If this, then that" page.

In the far left column you'll find face to face actives that many teachers use.  In the center and right columns you'll see online approximations of those activities and how to make them (in the far right column).  

Have fun pursuing through this resource.  If you happen to have an online activity you'd like to share, just reach out to us and we'll add it to the growing list!

What Do You Mean This Isn't Blended Learning???

image from 123RF

Have you ever heard this… “We use the computers a lot so we are already doing blended learning.”  You and I both know that there is more to blended learning than just adding some computers to the
mix or we would have been doing blended learning back in the 1980s every time we played Oregon Trail on the one and only computer in the back of the classroom, right?

Blended learning is not about technology.  It’s a meta-strategy used to help personalize the learning for all students.  Really the reason that computers need to be brought into the mix is because 1 teacher in a room with 30 kids can’t do it alone.  The computer becomes a way for the teacher to multiply his/herself in order to work with students in smaller groups or even 1-to-1.  Now, let’s not get carried away to the other extreme and decide that blended learning is putting a student on a software program and letting them learn completely online.  This has a name, but that name is not blended learning.  This becomes either enriched virtual or full on virtual learning.  Don’t get me wrong.  I’m not bad-mouthing this type of learning. There are situations where this is necessary and works well. But we're talking about blended learning in your regular old 21^st century classroom.

Let’s dig in and take a look at blended learning vs. tech integration.  Tech integration is great and can be very useful and engaging in the classroom.  One useful example of tech integration is by providing students with an online test or quiz. This is helpful because it can help you get grades done either instantly or more quickly and students can get feedback much quicker.  If I did this at the end of a unit for a summative grade, then this is just tech integration.  It was useful, but it didn’t meet any of the criteria for blended learning.  

So, let’s look at our blended learning image again and think about how we can use this same example in a blended learning model.  First, I need data.  That’s easy.  I will have data readily available after the students take the test or quiz.  Then I need to take that a step further and use that data to guide flexibility in pace, place, path or time to personalize the learning.  So, how can I change the scenario to meet this expectation? I could switch up my summative test and make it a pre-assessment to provide starting point data. Now I can use this data to guide how I group students and how I offer flexibility to each group. Maybe a group that is really struggling needs to spend more time with me, the teacher, to get more direct instruction.  Others who have a stronger foundation in the new unit might be successful with a teacher-made video that they can watch then get started on their activity.  Others might not even need a video, but instead they may need some other options that challenge them.  By incorporating the use of technology, I am able to multiply myself as a teacher and meet the needs of more students at one time.

image from 123RF

Now I bet you are wondering, what is the magic formula to know that a lesson is blended and not tech integration. There isn't a magic formula, but you can definitely ask some questions about the lesson using the image above as a guide.  First, are you using some type of data to drive decisions on students needs, groups and activities?  Second, how are you offering flexibility in pace, place, path or time?

Let's look at another example and use these questions to guide our decision.  I set up 3 stations that my students will rotate through.  Station 1 is a video with questions.  Station 2 is a computer simulation game.  Station 3 is a worksheet to practice the concepts.  I will be walking around and answering questions.  Is this blended learning?  Well, let's take a look.  Did I use any type of data to inform my groups or the work each group is doing?  When looking at this scenario, I don't see any data being used.  Already I can tell that this is not blended learning because I did not use data, but let's look a the next question just for fun.  Did I offer any flexibility in the stations based on the data?  Again the answer is no.  All the students are doing the same 3 stations just in a different order.  This is not flexibility.  There is no purpose or reason for the stations other than having students working together in groups as they complete the tasks.

When creating blended learning lessons, just remember to keep these questions at the forefront of your mind and you'll have a great way to gauge if your lesson is tech integration or blended learning!

Station Rotation: Why Should I Do That?

Station rotation is a great model to use in your Blended Learning Classroom.  When I say that, notice I didn't say in your elementary classroom.  There is a big misconception out there that station rotation is an elementary thing and it doesn't work or is not needed in the secondary classroom.  I would argue the exact opposite.  Station rotation gives so many opportunities for inserting great pedagogy to allow for a more personalized learning experience through blended learning.

We've been doing station rotation in the early elementary grades for ages.  Stations typically included the classroom being broken up into 3 groups.  The 3 groups would rotate through 3 stations that included small group time with the teacher plus two other station that had "activities" set up for the students to complete.  All students went through the same stations for the same amount of time and did the same things.

While this has been a great model for the elementary classroom for all these years, this isn't blended learning.  Wait!  I know, I know.  I just told you that station rotation was great for blended learning and now I'm saying this isn't even blended learning.  Well... station rotation in the most traditional sense is not blended learning because it is missing a few key components.  Let's take a look at ways that we can tweak this long standing model to make it fit in our blended learning model.

First, we need to figure out a way to add some flexibility in pace, place, path or time.

Let's look at our blended learning graphic again to see how station rotation can add the flexibility that we are looking for.  By using stations, you can easily allow for flexibility in pace for your students.  You might be wondering how that is accomplished.  After all don't all students go to all stations for the same exact amount of time?  The answer is maybe.  That's one possibility, but when we are looking at the purpose of that variation I start to wonder what is the purpose of that model.  In my mind, the purpose of that model is control.  The teacher is in control of everything going on in the classroom.  The students are all getting the same exact learning experience for the same amount of time.  That seems very equal, right?  It might be equal, but is it fair?  Do all students need the same exact thing for the same amount of time?  Let's compare my struggling learner to my GT student.  In this scenario, let's imagine a station rotation with 3 stations and one of the three is a teacher-led station.  A GT student does still need some time at the "teacher station" to help clarify misconceptions and build relationships.  The struggling learner also needs time at the "teacher station" but they are not just clarifying misconceptions.  They may need reteach, more scaffolding and extra guided practice.  Both groups should meet with the teacher, but they probably don't need to meet with the teacher for the same amount of time or to receive the same exact lesson.  In this scenario, things are not equal, but they are fair because both students are getting what they need.

By simply altering the amount of time spend at different stations in order to better meet the needs of students, you are offering flexibility in pace, but the students are also getting flexibility in path because now the teacher is free to alter what happens at a station based on the needs of students.  I already mentioned how the teacher station could be altered to meet the needs of students, but the other stations could be altered as well.  By offering some choice at the other stations, you can offer students some flexibility in path to better meet their needs.  When I say offer choice, you might be thinking, "If I offer kids choices at the stations, then how can I ensure that they are learning what they need to learn."  Remember, just because you offer choice doesn't mean that you are giving up all of the control. You are still in charge of coming up with the choices, so you get to make sure that each choice still contributes to the learning.

As an alternative, you could also offer choice in path by allowing students to choose what stations they will attend.  Maybe instead of offering 3 stations, you offer 5 stations and the students have to go to at least 3 of the 5 stations.  Students get some choice in how they learn.  Maybe one station involves art and speaks more to some students while another station might involve creation on an iPad and that station might speak to other students.  In this format, you can also make 1 or more of the stations mandatory.  Maybe you want to have a teacher station and it is mandatory that all stations attend that station at some point.  The great thing about this model is that you get to make the rules and you can make this look however you need it to look to meet the needs of your students.

Last, don't forget that their must be some use of technology to really make this blended.  Make sure that when using technology, you are using it in a way to really enhance the learning or deliver things that can't be delivered any other way.  For example, you could have video directions posted at each station to help the students get started.  You could also have some videos posted that offer students support in the concept at a station if they need extra scaffolding.  In essence, you are now able to multiple yourself.  Another great way to use technology is to have students creating and/or collaborating using tools like G Suite, Flipgrid, Padlet, PicCollage, Puppet Pals, etc.

You might notice that I didn't address time and place in this post.  That's not to say those aren't great ways to add flexibility to your blended learning classroom, but they don't lend themselves as well to the station rotation model.

If you are interested in trying out the station rotation model, remember to start out with baby steps and work your way up.  Get students used to rotating and being independent learners at two stations before you add in a teacher station so that you can be free to guide and redirect students as needed.  Once they have two stations down pat, then add a third station or even a fourth.

Do you have some great tips on implementing station rotation?  Leave us a comment below and share your tips!!

Who do you think you are, dreaming about being a big star? Equity and Fear

"Kids were laughing in my classes
While I was scheming for the masses
Who do you think you are?
Dreaming 'bout being a big star" 

Goals/dreams are always impossible and nearly invisible things that hang perpetually in our future.  They wait.  They're silent. They almost seem to run away from us.  But goals and dreams, like mile markers on a highway, let us know where we are going and give context to whether we're headed in the "right" direction or not.  

Uncertainty is this weird unmeasurable thing.  It's empty and intimidating.

Risk, however, is quantifying or taking a bite out of uncertainty.

Many of those new to blended learning will count, among the list of struggles, that there is uncertainty in trying out something new in the classroom.  It's exciting, but also scary at the same time. But if you take a measurable step toward Blended Learning then you are controlling the risks involved with trying something new.  You are giving form to uncertainty and, thereby, controlling it.

Change for the sake of change isn't a good idea most of the time.  Change for the sake of benefitting your students? That's admirable.  But change reveals new horizons and those new horizons show us potentially newer and better changes for our student's betterment. 

Change is going to happen. The sometimes slow but always certain current of change has momentum…tremendous momentum. But it is dumb and unrefined momentum, like an undeniable ocean current. Yes, ocean currents can pull you out to the sea, but they can also be used to navigate that same sea in order to reach incredible destinations.

The calculating acts of shifting your sails or pushing the rudder a certain way are risks that help navigate through uncertainty.

The trick in being a teacher is to see the questions their adult selves will ask & address them in the here and now.  I would then base my calculated risks in class based on both my student's real needs and what I imagined their future selves might ask of me.

Change is happening and you can’t stop it…so lean into change by taking a risk.  Let calculated risks help you, your students, & America's Future (patriotic music and eagle noise in background)!

Here's a slide I like to use in our Blended Learning Academy.  It's one example for how to take baby steps toward blended learning.

Start becoming a Blended Learning teacher by including elements of Blended Learning, even if they are only parts and pieces.  If you use a timer, for example, you will be teaching your students time management skills which are crucial in blended learning environments.

Let your students laugh in your classes, let them scheme for the masses... let them dream about being big stars by building lessons for learning instead of lessons for teaching. The choice to be afraid to try new things hurts your special populations and economically disadvantaged more than main streamed students because personalized learning via blended learning is that "rising tide that lifts all boats".  Main stream students are more likely to have support at home, have a diverse background of experiences (ie. vacations, exposure to adults with a variety of career paths, etc.).   In short, focus on build lessons for learning instead of lessons for teaching via the blended learning lens.

If you can't do it in one lesson then incorporate lesson add-ins like timers, stations, student data folders and so on.

Target Runs & Blended Learning Pathways

The Target Effect

My wonderful wife once got lost in Target.  Like... for real for real lost.

She innocently went in to get some gum.

Gum, as most of us know, can be found in the checkout lines at most grocery stores for your convenience.  As in,  it should have been a quick in-and-out operation.

Because of this fact, I offered to stay in the car and wait for her while I totally dominated level 894 of Candy Crush.  After my five lives were up and I asked my FaceBook friends for help I looked up.  What seemed to be about 4 hours had passed, but there was no wife.  I started wondering if I should call the police and file a missing person's report.

Soon thereafter, my wife came out with half a shopping cart full of "stuff" with a "I dare you to say something" look on her face.  I did not say a word.


Because of this event (and many like it), I got curious and searched the Google-inter-webs to see if this occurrence was a nationwide spousal issue, a genius marketing hypnosis ploy, or just my wife's very cute but very real DTMATS (Decreased Time and Money Awareness at Target Syndrome).

You see... Just like how grocery stores place those impulse-buy products near the register in order for you to see them at the last second and think "I need and can afford this $2 (candy, lighter, soda pop, etc)", Target has a hyper-focus on it's adult consumer experience.  Their stores are tech centered, bright, clean, organized, and well stocked.

So getting hypnotized and distracted is understandable and almost fated no matter how strong willed you are!

To get through a Target store and reach your GOAL without giving into distractions takes strength of character, skills, and a plan. But fret not, Target is organized in such a way that you can use their subversive powers AGAINST them.

The key to getting into and out of a Target in a timely manner is creating a PATHWAY map, at least mentally.

I know... keep laughing.

Creating a map with a pathway to get you into and out of that place while reaching your purchasing goal helps save time, money, and something I like to call marital energy.

Constructing pathways in a Blended Learning lesson is much like constructing a strategy for a Target "run".  In both cases, you must organize experiences so no one gets "LOST" in sections they don't need to be in.


Getting Started With Pathways:

A great first step is to pull out a trusted and loved lesson plan and actually make a physical flowchart.  What happens first? What is the teacher doing? What are the standards? Which question stems are being used?  But most importantly, is every student doing the same thing at the same time?

If your lesson is too linear (ie. only a single pathway for your students to follow & they're all doing the same thing at the same time), try to find a spot in your lesson where you can offer students a choice in how they do the work, learn the content, or express their learning.  Voila!  Just with these additions you have created three different pathways!  Next,  add those different paths to your drawn out flow chart.  If need be, use a game like Chutes and Ladders or Life as your mental (or actual) template.  Whatever you do, create multiple paths for your students as they make their way through the content.  Don't let them suffer from the Target Effect.  Don't let them get distracted by unnecessary facts, activities, lectures, etc. if they don't actually NEED them.

How?


Consider the following:

• Your higher level kids may already know much of the information in a lesson so don't let them get lost in a pointless lecture... give them something else to build upon.  Challenge them either with differentiation in CONTENT, PRODUCT, or PROCESS.  Not all three, necessarily. Heck, let them choose which one to differentiate!
• Your low or ESL students may need more videos and images to more easily fill in their gaps in knowledge. So give them teacher made or Khan Academy made videos.  Expose these students  to images or visuals.  Maybe even have these students express themselves in a medium that speaks to them.
• Your GT kids may need and want more challenging tasks or more open ended tasks.  They'll certainly get distracted by low level expectations, so don't be afraid to raise the bar using tools like Sandra Kaplan's Depth and Complexity sheet. 

Construct the learning experiences for each of the groups in a way that they won't want to wonder away from their sections.  You could begin constructing pathways by surveying your students past experiences with that particular content.  Make those gaps visible somehow and then build around them.  Further, get to know their learning styles, not just their favorite summer memory.  Get to know them as learners and you will, in fact, get to know them in a deep way.

Your role, after your pathways are constructed, will be to facilitate the learning instead of pushing the kids to learn.

If your students only need to get "gum" in an upcoming lesson, don't make them go through the clothing and house keeping sections.  They'll get bored, pull out their phones, and become discipline issues. 

Fight the Target Effect in the classroom. 

And pray for me and my wife the next time we go to Target.  We usually go in for one thing and end up in a situation that looks a lot like the following video...

Don't let your lessons be like this... add pathways!

Elementary: I Got You Covered!

     When you hear about blended learning, often times people just assume its for high school and college.  But if we think about the goals of blended learning, to personalize learning using data to
provide flexibility in pace, place, path and time, then we realize that blended learning is good for all students including elementary students.  One thing that can help make blended learning successful at the younger grade levels even down to kindergarten is having the right tools to make your students successful.  Today I want to take a look at what I would rank as my top 3 tools for an elementary teacher to make blended learning successful in their classroom.

Home Base

     I want to start out with what I consider to be the most important tool: A home base.  If you don't have one consistent home base where kids and parents know that they can find everything posted, then things will just become a confusing mess. 

There are so many different choices out there when it comes to a home base so it was pretty difficult to choose one, but I did settle on one because I believe it is the easiest to use for elementary students and has a lot of cool perks built in.  My choice for a home base is Seesaw.  You may not agree, but let me explain my choice and maybe you'll change your mind.
     First, I love the sign in choices that Seesaw offers for students.  Students as young as kindergarten can easily get logged in using a class code or a QR code.  As students get older, the teacher can utilize the log in through an email address and password to get students used to logging in the traditional way.  I think this is a great option and I'm sold just based on the log in options, but Seesaw didn't stop there.

     One of the greatest and most popular features in Seesaw is the ability to assign activities to your students.  You can create your own activities, but there is also a gigantic library of amazing activities that you can just grab and assign to your students.  You can also edit pre-made activities to fit the needs of your students as well as create your own from scratch.  When I've shown this feature to elementary teachers, it was a complete game changer for them. 

     Although activities are amazing, students also have the capability to create using the add to journal feature.  Through this feature, students can take a photo or video, upload a file, add a link, draw, record audio, or type a note.  These features in this easy to use format are an amazing addition for elementary students.  In one click, students can take a photo and add it to their journal where they can annotate over it, type a caption and/or record audio.  What's amazing is it took something that might otherwise require a bunch of app smashing and uploading and combined it all into one easy step that young students can easily master.  Now teachers can have their students not just consume, but also create.
     I could really go on and on, but let me just mention a couple more things that make Seesaw a great choice for elementary students.  Most importantly, this tool is free which is always amazing.  You also have the ability to add families so that parents can view their child's work.  How awesome would that be to have them view student activities and creations and even hear their child's voice explaining their thinking.  Another reason Seesaw is a great choice is their safety.  They are complaint with both FERPA and COPPA.  So you can rest assured knowing their your students are safe on Seesaw.  For more information about Seesaw safety, check out their Privacy Center.

Data

     You know from reading previous blogs and looking at our blended learning image above that data is super important to the blended learning process.  Teachers must continually be collecting data from their students in order to guide their instruction so that they can personalize the learning to meet

student needs.  There are many traditional ways to collect data such as exit tickets, activities, conferring with students, observation, quizzes and tests and many more.  I think it is important to also have a digital tool that teachers can use to quickly gather data and provide analytics to guide their instruction.  As I'm sure you all know, there are many, many tools out there that can quiz students and collect data.  I've chosen one tool to recommend for elementary for its ease of use, visual appeal, available features and compliance with COPPA.  For my data tool, I chose Quizizz.

     Quizizz is a great choice for elementary students because it is very easy to get logged in.  The students can simply go to the Quizizz site and use the teacher's code to join the game.  Alternately, if the students have Google accounts, the teacher can set up a class and invite his/her students to join the class using a link and their Google login.  Either way, the teacher is able to give quizzes and collect analytics.  

     Speaking of analytics, Quizizz has great analytics.  You can look at the class analytics as a whole class which are also color coded for easy viewing.  You can also view them by question and by student.  If you have a class set up, you can also email the scores to parents once students complete a quiz.  One other feature that I really like is that you can attach state standards to each question so that you also have analytics per standard.

     I know that the biggest concern is about getting quizzes into your account.  Rest easy.  There are many ways to get your quizzes going.  Before you do anything else, I would browse the library of quizzes that have been shared by other teachers and see if you can find something already created.  Even if the quiz isn't exactly how you want it, you can make a copy and edit it to add your own questions or delete questions you don't like.  This is by far the easiest and biggest time saver.  If on the other hand, you want to create your own quiz from scratch, you can certainly do that too.  When adding quiz questions, you can add text and/or images and there is even an equation editor built in.  One last way that you can upload questions is by uploading a spreadsheet that contains your questions and answer choices.  Once you have your quiz ready to go, you can either play the game live or give it to students as homework that can be completed in a station, at home or any time of day.

Sharing

     When trying to decide what I would include as my third recommendation, I decided that having a universal way to share is important.  My third tool is QRstuff.com.  QRstuff.com is a super easy website that takes URLs and converts them to QR codes.  I'm always surprised that when I share this tool how many people never knew how to create a QR code before.  Not only is this tool easy to use, but it's free and you can even customize the color of your QR code.  This is also a very reliable

website.  It's been around for many, many years and it is the only one I use nowadays.

     I guess you might be wondering why making QR codes would make my top 3 list.  First, I just love QR codes!  QR codes are such a great way to quickly share links with a variety of devices and people without having to have a home base or type in long URLs.  All someone needs to scan your QR code is a camera app or QR reader app on their phone or tablet.  If you use Chromebooks or laptops in your classroom, you can still use QR codes by installing a QR Code Reader Extension in the Chrome Browser.  Once this extension is activated, students can use the built in webcam to read the QR codes.  You can post QR codes in the hallway, send them to parents through email, post them at stations for students to use with iPads, and the list goes on and on.  

Not It's Your Turn

     It was hard to whittle down my tool choices to just 3 with the vast amount of tools available today, so let me know what other tools do you consider must haves in blended learning.  Post a comment below to share your top choices.

How Can You Be the Oprah of Public Education: Mission Possible

 Mission Impossible     

We all have the same mission, right?  We are all trying to do the best job that we can educating our students.  Do you ever feel like our mission is Mission Impossible?  There are so many barriers that stand in our way or make the playing field uneven for our students.  Let's look at one specific example of this - Digital Inequity.
     This blog is all about trying to provide a personalized learning experience using data through blended learning, but I know some of you out there are thinking, "This would be great, but my students just don't have adequate digital access to do that."  It is definitely a reality that there are many schools out there that have 1-to-1 technology and students have all the access in the world while there are many other schools that have little access to devices or the devices they have are old or both.  Does that ring true with you?  Just because you didn't hit the technology jackpot doesn't mean you can't offer your students personalized learning experiences through blended learning.  We just need to be more creative about how we do that.  Let's take a look at a few ways that we can offer equitable access to our students with limited access to devices.  Kinda seems like an oxymoron, right?

Station Rotation

     There are many different variations of using the station rotation model, so there is probably one that will work for you.   If you have a computer lab in your school, then I would employ a modified version of the lab rotation model where you plan out a whole class period in the lab on computers.  All students would have access at the same time.  Since you will have limited time in the lab, then I would plan something that gives me the most bang for my buck - something that includes critical thinking, collaboration and creation.
     If you only have access to devices in your room, but maybe you can only get 1 at a time or a few at a time, then this is the perfect scenario for a more traditional type station rotation.  This could include 3-4 stations.  One station could have technology, one station would be non-technology and the third station would be a meet with the teacher station.  I've seen classrooms using this model with only 1 device at the technology station.  A great activity to do at this station would be to have the students collaborate and create a product based on their learning.  This would be hands-on and will help to get all students at the station involved.
     If you have several devices, I would still utilize this station rotation model, but you would have more freedom to give students individual work to complete and/or collaborative group work at the technology station.  If you want to learn more about the station rotation model, check back in the upcoming weeks when we'll have a new blog post devoted to the station rotation model.

Partnerships     

     Another option to help get your students the access they deserve is to create partnerships around the school and within your community.  I always made a point of becoming good friends with the librarian at my school for a couple reasons.  First, they were always able to help me out with great resources such as books, videos, online databases and research tips for my students.  Second, most libraries have computers in them.  This is a great person to create a partnership with because you can often work out times that you can send small groups of students to the library to work on blended classroom, stations or projects.  Through this partnership, you just gave yourself instant access to more devices and another adult.
     The librarian isn't the only partnership that you can create.  Often times there are teachers who have devices in their classrooms but don't use them at all or at least not part of the day.  Work with others and create a plan for a trade-off.  For example, you use their devices on Monday and they can use yours on Tuesday.
     Another way to get access to more devices is to create partnerships within the community.  Have a device drive.  Often people in the community have old cell phones, tablets and laptops that they would be willing to donate.  Put the call out within the community, through Facebook, Twitter and newsletters.

Grants    

     Finally, look for opportunities to apply for grants for devices.  Many districts now have local district foundations that offer teacher grant opportunities.  This is a great opportunity to apply for money for additional devices for your classroom.  Another organization that I've seen many schools utilize to buy devices in the PTA.  If you can get the PTA on board with the goal of providing equitable access for all the students at your school, they can be a great partner to work with to make this mission possible.  One other way that I've seen many teachers have great success is by posting projects on Donors Choose.  I know some teachers that have gotten at least 10 projects funded through Donors Choose.  I think one of the ways to be successful with them is to really do a good job of sharing out your project through social media so that it gets exposure.

Check out this blog post for more grant ideas.

Flipped Classroom

     One last consideration to think about is the flipped classroom.  Many teachers give up on the idea of the flipped classroom because their students don't have internet access or devices at home.  Is that really fair to our students to just throw away the whole idea of using technology because they don't all have access at home.  School should be the place where we help to even out the playing field and give all students the same advantages.  Let me challenge you to think about the flipped classroom in a different way.  What if instead, your flipped classroom videos or online activities switched from being homework to being just in time learning.  What if you used the blended portion of flipped to allow students to work at their own pace in your classroom with school devices and school internet access.  Now your classroom could become a fluid place of learning where students are all getting a personalized learning experience.  To read more about the flipped classroom experience, check out my blog post titled To Flip or Not To Flip.

Mission Possible    

     Even though it often feels like trying to get digital access for our students is often mission
impossible, with a little creativity and persistence, you can become the Oprah of educational technology at your campus and turn your mission impossible into mission possible!