Take Your Classroom Discussions Online with this Schoology Feature

This Week’s Topic in Focus:  Schoology Discussion Feature

Each month our Digital Learning Team will take a look at a Schoology feature that will hopefully empower you to dive deeper into the use of this powerful tool.  

Classroom discussions have always allowed students to share their learning, gain a deeper understanding and have a voice in the classroom. Through classroom discussions, we often take a quick formative assessment of student understanding and then adjust our teaching accordingly. We also want our students to take in new ideas and add them to their current framework and understanding. But what about those quiet kids or the kids who need a moment to think and by the time they have gathered their thoughts, the class has moved on? Or, in this digital age, what about those kids that like to punctuate their ideas with video, audio, memes, or the writings of someone else? This is where the Schoology feature of “Discussion” can allow for content rich, interactive learning opportunities in your classroom.

Creating a Discussion Thread:

Discussions can be created in any course. Simply add a “Discussion” from the “Add Materials” drop down, create your discussion prompts and set your preferences for how students can see and respond to the discussion thread (more on that later). Students can then respond with text or internet links. Or, they can use the rich text editor to add videos, file, and images. For detailed instructions on how to create a discussion thread, click here.

Innovative Uses of Discussion Threads:

This discussion feature can be used in the exact same way an in-class discussion would be used. However, there are more innovative ways that this feature can be utilized. Here are just a smattering of suggestions - for a video description of these, click here:

• Artifacts of Learning and Peer Evaluation - Students share their work as a discussion thread and peers respond with feedback through the discussion feature
• Collaborative Space - Create a discussion where students can share thoughts and ideas
• Assessment Preparation - Create a “Study Hall” post with your study guide attached. Students can then ask and answer questions in relation to the content. Allows for peer-to-peer study moments with student ownership of content
• Unit Discussions - Create a discussion inside a unit folder that runs through the entire timeframe of the course. Students can then use it as a Q/A spot or sounding board
• Group Research - Use the “assign individually or to group” feature and create a collaborative space for students to work on group projects
• Crowdsource Research - Students respond to a discussion prompt by providing links or media that argue or illuminate their understandings and beliefs
• Scavenger Hunt - Using a program like Google Maps, students share images and screenshots and other have to post a response that identifies the what or where
• Math or Science Problem Solving - Pose a problem and then have students work through it and share their solutions - hide or lock responses so that students have to do their own work or are forced to revisit their work
• Predictions - Post a picture or a video and students predict what will happen next
• Goal Setting - Have students set goals, lock the discussion thread and then unlock and revisit it at a predetermined date in the future to evaluate growth.

Special Features of the Discussion Feature:

• Rich text editor - you can create your discussion and include images, videos or external links by using the rich text editor. Students can include links, images, and embedded material in their responses
• Post Before View Requirement - When creating a discussion, you can initiate the setting that requires the students to post a response before they are able to see responses from the rest of their classmates
• Lock - Discussions can be locked at any time. Students will not be able to post, but will still be able to view the discussion once it has been locked. Lock times can be set for a future date and time
• Individually or Grading Group Assigned - Discussions can be assigned to individual students. If you use grading groups, the discussion can be assigned to specific grading groups
• Shared Discussions - If you are working from courses that are not linked, you have the option of sharing a discussion across multiple courses
• Align Learning Objectives - as with the assignment and assessment features in Schoology, you can align specific learning objectives to a discussion. These learning objectives can then be tied to mastery objectives
• Moderate Posts - As the course admin, you have the option to create moderation guidelines so that all posts have to be approved by you before they appear to the students

There are so many ways that you can use this Schoology feature to inspire your students and create a community of collaboration. FHSD Educators, if you would like some guidance and assistance with using the Discussion feature in Schoology, contact your building’s Digital Learning Specialist.

All educators: Feel free to use the comment feature to share how you are currently using the Discussion feature or ways that you envision using the tool in the future.

Contributed by Melanie Zolnier @libary_techer

Innovator's Mindset - Week 2 Reflection

Innovator’s Mindset - Week 2

A group of us aspiring innovators at Forest Hills have joined the second installment of the Innovator’s Mindset MOOC (Massive Open Online Course).  The author, George Couros is the instructor of the course!  It is my commitment to post reflections from the book, twitter chats and webinars each week. Here is this week’s installment:

Innovation - Creating Something New and Better:

Way back in the mid 1980’s, I was but a young, unengaged eighth grader slogging my way through the school day. One day, I walked into my social studies class and my world changed. In previous weeks, we would come into class on Monday and work on defining vocabulary from a list written on the board. On Tuesday, we would review the vocabulary and then take guided notes from a lecture that was written out on the overhead. On Wednesday, we would read a chapter in the book and on Thursday, we would write out long form answers to the questions at the end of the chapter. Friday would end the week with a quiz. If anybody asked me what my favorite class was, I certainly would not have responded with “social studies.”

But that Monday, something changed. That Monday my teacher, Mr. Malik, threw a curve ball at us. We were going to gather into groups, be given a randomly selected country from anywhere in the world and run it! Over the course of a month, we were going to have to learn about the government, imports and exports, military and political history, climate and political standing with the rest of the world. Mr. Malik then threw another curve ball at us and created an event that could throw all of the countries into war. Our groups had to come up with a response to this event and chart out or moves through press conferences, newspaper articles and forms of propaganda. We still learned all of those vocabulary words and concepts, but this time, we were inspired to apply them and, at least for me, the concepts finally made sense and rang true.

This activity was singularly the most amazing thing that ever happened to me in the classroom. It was NEW and BETTER! For the first time ever, we had to create our own understandings of the concepts. We had to be able to apply these concepts in new situations. Mr. Malik took a huge risk and it paid off with a higher level of excitement and engagement in his classroom. Instead of sitting in rows, acting as islands in a sea of material, we got to have a voice, not just with the content, but with each other. We were able to collaborate and create!

I have no idea what inspired Mr. Malik to take this kind of risk, but here we are, 30 years later, challenging teachers to be innovative. To find ways to no longer be the center of the classroom but to “think inside the box” and offer students new and better ways to be learners.

Summary - Key Concepts from Chapters 2 & 3:

Reading these two chapters gave me the encouragement to try something that is new to me personally.  Something I had yet to do but have talked about for the last several months with colleagues and coachees.  I even posted an article encouraging teachers to give student the opportunity to give it a shot on the FHSD Innovate Blog this past week.  Below is my first attempt at Sketchnoting.  It is a visual representation of the critical information shared in Chapters 2 and 3.

Chapter 2:

In the second chapter readers learn the operational definition of the innovator’s mindset.  If you are familiar with Carol Dweck’s teaching on growth mindset, the innovator’s mindset is a further extension of these principles.  In recognition that intelligence is dynamic rather than static, the innovator’s mindset focuses on the how in developing intelligence.  George Couros asserts that learning happens via creation.  Growth Mindset + Creation = The Innovator’s Mindset.  

There is diversity in every learner in our classrooms.  The genesis of the  innovator’s mindset in education starts within each driven and uncompromising educator who will not simply give up on his/her struggling learners.  Educators who are successful innovators must first come to realize two key tenants: 1) Production is King: How someone learned a demonstrated skill is erroneous in terms of output: production is the only litmus test worthy of consequence. 2) Innovation begins with “inside of the box “ thinking: achievable solutions to difficult challenges must have realistic action steps that work within the confines of the present conditions until those conditions change.

Readers also discover that failure itself should not be celebrated.  When innovators meet failure with resiliency and grit this can lead to new discoveries.  This is what we should celebrate in our learners.

The final thoughts of this chapter reflect upon current teaching practices at large and how these practices do not meet all learners.  Not even our best practices.  They most certainly do not develop innovators.  The author asks a very important question that all educators should ask themselves especially when complacency begins to set in: “Would I want to be a learner in my own classroom” (p 39)?

When we answer this question most of us will start to see how teacher centered our classrooms actually are.  Hopefully this will challenge us to think deeply about how to be innovative within our environments as we aspire to foster classrooms that are learner centered.  The author concludes, “This does not mean replacing everything we do, but we must be willing to look with fresh eyes at what we do and ask, ‘Is there a better way?’” (p 42).

Chapter 3:

The third chapter focuses on effective leadership.  This message is targeted toward classroom educators and administrators alike.  The author contends that “effective leadership in education is not about moving everyone from one standardized point to the next, but moving individuals from their point ‘A’ to the their point ‘B’”(p 47).  It is the challenge of administrators to understand the needs of each of their faculty members and to provide supports and accountability along their path to personalized success.  Classroom educators across the country frequently complain about unproductive professional development and pointless staff meetings.  

Although staff meetings and professional development are an area begging for innovation in education, it is interesting that the same ineffective elements that educators complain about regarding pd and staff meetings take place in most classrooms every day.  These ineffective elements exist primarily because educational leaders (i.e. administrators and classroom educators) do not understand a key element to the innovator’s mindset: Success for everyone is found in empathy.  I.e. corporate success is found by “meeting people where they are - to help them find or create solutions that work for them” (p 47).

Couros continues by identifying how solutions are found by delivering the 8 characteristics of the innovator’s mindset:  

1. Empathetic - See the situation from your learner’s point of view.
2. Problem Finders - Rather than providing the problems to your learners, cultivate learners who can find the problems for themselves.  Become the ‘guide on the side’ as opposed to the ‘sage on the stage’
3. Risk Takers - Be willing to question everything.  There are no sacred cows.  In modeling this to your learners they will learn to effectively and appropriately question as well.
4. Networked - Connection breeds innovation. Surrounding yourself with other innovative people provides the necessary fuel and confidence to attempt new and better things.
5. Observant - Curate in order to innovate.  See what others are doing.  This might spark an iteration or an entirely unique idea/invention of your own.
6. Creators - Knowledge is something a learner creates.  It is not a passive task, it requires action and requires physical evidence.
7. Resilient - Innovator’s will face adversity from other colleagues and their learners because real learning is hard work and change is threatening but do not stop as long as your innovation is answering the question; what is best for my learners?
8. Reflective - Look backward to move forward.  Learners should be given an opportunity every day to Drop Everything And Reflect.

Contributed by Kyle Mack @ProfKyleMack & Melanie Zolnier @libary_techer

What requires innovation in your classroom or school building?  Don’t just stop at being a problem finder, take a stab at resolving it with innovation.  Go the extra mile.  Get networked.  Connect with others in the field that have already made great strides in educational innovation.  Be observant.  Think critically and creatively to find a solution that fits your specific needs.  Share your thoughts in the comments field below.

Sketchnotes

This Week’s Topic in Focus:  Sketchnotes

Each month our Digital Learning Team will feature a tool that is super cool while also super beneficial to your classroom.   Here is the one we have on tap for you this week!

Image acquired from: Social Studies Megastore

Sketchnotes - A strategy to promote active learning in a passive environment.

One strategy to combine a passive experience with an active learning task is Sketchnoting.  Sketchnotes are a visual way for learners to communicate and synthesize what they are thinking about as it relates to what they are receiving through passive means.

Learners can use paper and pencil/pen to create sketchnotes or use snazzy tech tools instead.  That low tech paper and pencil sketchnote can be shared with an authentic audience by using a camera on a phone or a scanner to create a digital copy.  This allows the file to be shared via social media or through a discussion thread in an LMS such as Schoology.

There are also several Android, iOS and web based tools that can be used to create Sketchnotes on an electronic device.  The best devices for sketchnoting are touch sensitive but electronic sketchnoting without a touch sensitive device is still possible although it does become more of a mapping task instead.

Pedagogy - The why behind promoting active learning.

When a student is simply listening, reading or watching information being presented to him/her this is considered a passive learning task.   Passive learning tasks are extremely efficient in disseminating information but equally ineffective in accomplishing high levels of retention.  Active learning tasks that require learners to engage with the content in some form of communicative or experiential manner promote extremely high retention rates.  Unfortunately these activities are not very efficient in the rate at which content gets disseminated.  Bottom line: Passive learning is quick but ineffective, Active learning is time consuming but potent.

Acquire from: lo.unisa.edu.au

It is imperative that we as educators provide as many active learning experiences for our learners as we possibly can, but the reality is that content dissemination efficiency is also a critical element of our profession.  We all have a large number of learning targets, goals and outcomes that must be reached by a certain amount of time regardless of our disciplines or content areas.  Passive learning is gainful when information is first being introduced.  It can also be beneficial when a large volume of content is being reviewed.  Another key point that should be recognized, as indicated in the research performed by the National Training Laboratories and represented in the Learning Pyramid included above, is that not all passive learning experiences are equally ineffective.  E.G. Quality lecture based instruction yields a 5% ARR (average retention rate) while quality audio-visual based instruction yields a 20% ARR which is a 300% overall change in retention.  

Further increases to the ARR can be found when passive learning experiences are combined with active learning experiences.  A myriad of research in both k-12 and postsecondary education has indicated that flipping or inverting instruction in order to combine passive learning with active elements along with re-purposing class time to engage in fully active learning tasks has extremely high returns per the time invested.  One study reports as much as a 60% reduction in failure rates within a given targeted course when instruction was shifted to an inverted format that included active elements and re-purposed class time that was used for active learning experiences.

There are so many resources out there on sketchnoting.  A great place to start is by taking a look at all of the links I have embedded throughout this post.  You can also watch Taking Visual Notes with Sketchnotes: An EdTechTeam Session on Air with Brad Ovenell-Carter.

  

Need inspiration or help developing your drawing skills?  Start by searching for sketchnote guides.  If you find something extremely helpful included it in the comments section of this posting.  Here is a nice set of pics that can help get you started: Ten Sketchnote Tips.

Contributed by Kyle Mack @ProfKyleMack

FHSD educators:  Contact your  building’s Digital Learning Specialist for assistance and coaching if you would like to implement voice and choice with Sketchnoting for your classroom learners...  

All educators: Feel free to use the comment feature to share how you are currently using sketchnotes or other visible and active learning approaches in your classroom, or propose an innovative idea based upon what you have learned from this article or other resources related to sketchnotes.