Featured

Distance Learning – Issues and Solutions

The Issue

Solutions

Slide image from Will Richardson 2015 TED Talk with a list of stating we know how to do this
Slide image from Will Richardson 2015 TED Talk
Screen capture from BIG Question Zoom presentation June 9th, 2020

Articles and Research

Edutopia Videos

Edutopia Tools and Strategies Articles

Instagram @edutopia

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Morning messages are a valuable strategy for teachers to use when kids are learning from home. They establish predictability and routine, and when designed to include an interactive component, can help boost “motivation and engagement and build classroom community,” writes educational consultant Lisa Walton. ⁣⁣ ⁣⁣ To keep things simple, Walton uses a weekly schedule of recurring themes, and during remote learning, delivers morning messages via Google Slides: ⁣⁣ ⁣⁣ • Math Monday: Weaving a math puzzle or problem into morning message, “provides extra time for math. It also allows me to introduce or review topics in a fun and low-stakes manner,” writes Walton.⁣⁣ ⁣⁣ • Tell me about it Tuesday: Posing a question online like “What is your favorite book that we have read this year?”, and asking students to respond privately, or during class discussion, can help teachers get to know students, strengthen academic concepts, and teach social and emotional learning skills. ⁣⁣ ⁣⁣ • Would you rather Wednesday: Perennial favorite “Would you rather…” questions can be silly, academic, or reason-based and provide an easy opportunity for kids to express opinions. For older students, Walton suggests using them as a springboard to discuss fractions and probability.⁣⁣ ⁣⁣ • Think outside the box Thursday: Draw just one part of an object and ask students to complete the image as they see it within a set time limit. For at-home learning, a parent or guardian can print out or replicate the partial drawing for students to complete and share. This activity can be especially beneficial for creative students who struggle academically, Walton says.⁣⁣ ⁣⁣ • Figure it out Friday: Walton closes out the week with riddles, analogies, or word puzzles with varying degrees of difficulty that students can work on alone or in small groups to help build their critical thinking skills. ⁣⁣ ⁣⁣ Link in bio.⁣⁣ ⁣⁣ #TeachersOfInstagram #TeachersOfInsta #TeachersOfIG #Teacher #Education #TeacherLife #ProudToBeATeacher #DistanceLearning #RemoteLearning #TeacherGram #GoogleSlides #Teaching #TeachingIdeas #teacherideas

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To make a virtual learning space bloom, writes veteran online educator Caitlin Krause, you need to look beyond the tech and focus on the “mutual care and enthusiasm for the community connection.” She recommends the following six practices: 1. Take self-care seriously—whether you practice mindfulness or just regularly pause to stretch. “Defend it as the first priority…and your virtual learning space will notice your greater capacity for responding to the uncertainty that’s systemic right now,” writes Krause. 2. In the early stages, emphasize connection over content. Begin synchronous lessons by taking a collective three breaths, for instance—then add an ice-breaker in the form of a storytelling exercise that’s also a community check-in. 3. Plan groups so everyone has a role. While researching a topic, for example, let some students collect new terms for analysis, while others curate the best references and resources. 4. Embrace questions. Let kids wonder out loud while “going through processes of inquiry, research, and documentation of discovery.” This encourages risk-taking and builds meaningful learning. 5. Practice active listening, a mindfulness technique that increases “awareness and focus on the speaker and their purpose, instead of thinking about what we are about to say next,” she writes. 6. Consider changes to your grading, making it more conversational and prioritizing verbal feedback and self-assessment. Link to article in bio. #Teacher #Teachers #TeacherLife #Education #School #Teaching #Student #Learning #Students #Teach #Classroom #OnlineClassroom #VirtualClassroom

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Collaboration Tools and Processes

General

  • Zoom
    • “It provides videotelephony and online chat services through a cloud-based peer-to-peer software platform and is used for teleconferencing, telecommuting, distance education, and social relations. “
  • YouTube Live Streaming
    • “YouTube Live is an easy way to reach your community in real time. Whether you’re streaming an event, teaching a class, or hosting a workshop, YouTube has tools that will help you manage your stream and interact with viewers in real time.”
  • Remind
    • “Simple to use: If your community can text, they can use Remind. Two-way messaging: A direct line between the people who matter most to student success. Built for education: Making communication easier for educators—not more complicated.”
  • Trello
    • Trello is the Fun, Flexible and Free Way to Organize Plans, Projects & More. Go from Idea to Action in Seconds with Trello’s Intuitively Simple Boards, Lists & Cards.”
  • Slack
    • “Slack brings the team together, wherever you are With all of your communication and tools in one place, remote teams will stay productive no matter where you’re working from.”
  • Flipgrid
    • “Empower every voice. Flipgrid is 100% free for all educators, learners, and families. Engage and empower every voice in your classroom or at home by recording and sharing short, awesome videos…together!”
  • Screencastify
    • Screencastify is the #1 free screen recorder for Chrome. No download required. Record, edit and share videos in seconds. Videos autosave to your Google Drive.”
  • Screencastify Submit
    • “Effortless video assignments. Submit is a fast, secure, and easy way for students to record and submit videos.”
  • Edublogs
    • “An edublog is a blog created for educational purposes. Edublogs archive and support student and teacher learning by facilitating reflection, questioning by self and others, collaboration and by providing contexts for engaging in higher-order thinking.”
  • Feedly
    • “Feedly is a news aggregator application for various web browsers and mobile devices running iOS and Android. It is also available as a cloud-based service. It compiles news feeds (including student blogs) from a variety of online sources for the user to customize and share with others.”
  • Explain Everything | Interactive Whiteboard with Real-Time Collaboration
    • “Tell your story with any kind of media and engage with screencasting whiteboard videos.”
  • Quizlet
    • Quizlet makes simple learning tools that let you study anything. Start learning today with flashcards, games and learning tools — all for free.
  • Flexiquiz
    • “Certificates. Randomize questions. Maximum test attempts. Redirect to another URL. Colors. Question Banks. 2 Admin or Trainer accounts only $20 a month. Upload media & more. Free Plan Option. Multiple Question Types. Mobile Ready. Powerful Reports.”
  • EdPuzzle
    • “Easily create beautiful interactive video lessons for your students you can integrate right into your LMS.”
  • Pear Deck
    • “Imagine if you could engage every student in your class, every day. What if you could instantly see who’s confused and who’s ready for more? That’s the power of Pear Deck. And now, with the Pear Deck for Google Slides Add-on, you can add the magic of formative assessments and interactive questions to your presentations right from Google Slides.”
  • Kahoot
    • Kahoot! is a game-based learning platform, used as educational technology in schools and other educational institutions. Its learning games, “Kahoots”, are user-generated multiple-choice quizzes that can be accessed via a web browser or the Kahoot app.
  • Padlet
    • “From your hobby to your career, your class notes to your final exam, your mood board to your runway show, padlets help you organize your life.”
  • Nearpod
    • “Nearpod is an instructional platform that merges formative assessment and dynamic media for collaborative learning experiences.”
  • Stormboard
    • “Make your meetings, brainstorms, and projects better! Use our digital sticky notes, whiteboards, and workspace for business processes like Agile, Design”
  • Learningapps
    • “LearningApps.org is a Web 2.0 application, to support learning and teaching processes with small interactive modules. Those modules can be used directly in learning materials, but also for self studying. The aim is to collect reusable building blocks and make them available to everyone. Blocks (called Apps) include no specific framework or a specific learning scenario. The blocks are therefore not suitable as complete lessons or tasks, instead they must be embedded in an appropriate teaching scenario.”
  • Google Slides
    • “Google Slides is a presentation program included as part of a free, web-based software office suite offered by Google within its Google Drive service.”
  • Google Sheets
    • “Google Sheets is a spreadsheet program included as part of a free, web-based software office suite offered by Google within its Google Drive service.”
  • Genius Scan
    • “Instantly scan documents. Genius Scan smart algorithms automatically detect your document, apply perspective correction and enhance the colors. “
  • Seesaw
    • “Student driven digital portfolios and simple parent communication. For iOS, Android, Kindle Fire, Chromebooks and Computers with Chrome browser.”
  • Instagram
    • For relating content
  • SafeYouTube
    • “Watch, crop and share YouTube videos safely without comments, ads, or other distractions.”
  • Must-Have Google Chrome Extensions for Teachers by New EdTech Classroom
    • Screencastify (screencasting)
    • Tab Scissors (cut items from web)
    • Tab Glue (work with cut items)
    • Web Paint (can modify web pages online)
    • Share to Classroom (for Google Classroom)
    • Google Keep (online sticky notes – can collaborate)
    • Save to Google Drive
    • Screenshot (picture of web page)
    • Google Translate
    • Google Calendar (tracks time and has reminders)
    • SmallPDF (converts file formats)
    • Fun extensions
      • Bitmoji
      • Giphy

Music

Game

Film

Build a Powerful Linkedin Profile – CTE Edition

Presentation Summary

You can now help students learn how to build a safe, potent, and persuasive Linkedin profile. We start by writing a captivating profile summary. We learn how to include certifications, Slideshare.net slideshows, WordPress-based student blog portfolio posts in your Linkedin account to better tell your story with lots a great world of work evidence. (New and improved distance learning edition!)

Contribute to the Pre-session and TPEP Survey

  • Take the Presentation / Session TPEP Prioritization Agenda Survey
    • This is a standards-based presentation/session
    • Gathering data from students/teachers can help you prioritize the most engaging content
  • Scott placed the TPEP standards which are based on the Danielson Model in a Google Form
    1. What would you like to learn from this session?
    2. What domains and components (Standards) would you like highlighted through this session?
    3. Data gathering is essential for tracking growth, help Scott differentiate the experience to your needs

Review Participant Data To Set Session Goals

Top TPEP Requested Component…

  • #1 is… 3c Engaging Student Learners (Danielson description PDF), example student behaviors below:
    • Students take the initiative to improve the lesson by (1) modifying a learning task to make it more meaningful or relevant to their needs, (2) suggesting modifications to the grouping patterns used, and/or (3) suggesting modifications or additions to the materials being used.
    • Students have an opportunity for reflection and closure on the lesson to consolidate their understanding.
    • Students are asked to write an essay in the style of Hemmingway and to describe which aspects of his style they have incorporated.
    • Students determine which of several tools—e.g., a protractor, spreadsheet, or graphing calculator—would be most suitable to solve a math problem.
    • A student asks whether they might remain in their small groups to complete another section of the activity, rather than work independently.
    • Students identify or create their own learning materials.
    • Students summarize their learning from the lesson.

Post to Our Session Parking Lot

  • A Padlet parking lot is a great place for students/teachers to post ideas asynchronously
  • This Workshop’s Parking Lot link: https://bit.ly/PadletParkingLot
  • This Workshop’s Parking Lot QR Code: (Padlet generates one automatically)
Padlet QR Code
Session Padlet Parkinglot QR Code

Play Bingo – sort of…

Creative Commons TPEP Bingo Card created by Scott Le Duc

Contribute to the 21st Century Skills Treasure Hunt

Endure Scott Le Duc’s Introduction

  • Decide whether he is credible, or not
    • Started teaching CTE Arts and Technology in 1996 at Capital High School in Olympia, WA
    • Achieved National Board Certification in CTE (2014)
    • Selected as one of the top presenters at numerous CTE conferences
      • He stuffed the ballot box! – shhh…
    • Can moonwalk and touch his tongue to his nose
    • Known to be a nice guy, occasionally

Contemplate Scott’s Presentation Goal

Designed with Andragogy for the ADULT Mind

  1. Need to know: Adults need to know the reason for learning something.
  2. Foundation: Experience (including error) provides the basis for learning activities.
  3. Self-concept: Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction.
  4. Readiness: Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives.
  5. Orientation: Adult learning is problem-centered rather than content-oriented.
  6. Motivation: Adults respond better to internal versus external motivators.

Remember, Andragogy can be for Young ADULT Mind’s, too!

CC image Student girl by verkeorg at Flickr

Infused with Bloom’s Taxonomy Verbs

CC Image from https://www.fractuslearning.com/blooms-taxonomy-verbs-free-chart/
  1. REDO – No evidence of standard
  2. LIST the stages and procedures used in the recording process. APPROACHING STANDARD
  3. DESCRIBE the stages and procedures used in the recording process. MEETS STANDARD
  4. DEMONSTRATE the stages and procedures used in the recording process. EXCEEDS STANDARD

Example of a Bloom verbs-based rubric where the ‘standard verb’ was ‘describe’ with the lower level verb was ‘list’ and higher level verb was ‘demonstrate’

Contemplate That The Brain Can Only Absorb What The Butt Can Endure

CC image by Scott Le Duc

Contact Scott for Information, Resources, and Training

Get On With It!

Why?

  • Students need a portfolio and professional presence for the work of work and higher level learning.

What?

  • Onine media presence, portofolio, and recommendations

How?

LinkedIn-Logo-2C

1. Watch Linkedin explained in Plain English and Linkedin for Students

2. Learn to Create an Effective Summary

3. Learn to Create an Effective Profile

4. Create Your Linkedin Account

  • If you are 16, use your school district email address, you can change this when you graduate
  • Go to Linkedin.com
  • Click Join Today
  • Select Student
  • Type in Capital High School
  • Find Scott Le Duc and join his network or click on the link below
  • Le Duc’s Linkedin profile: http://www.linkedin.com/in/scottleduc
  • Mr. Le Duc’s email address is sleduc@osd.wednet.edu

5. Fill in Sections

  • Summary
  • Experience
  • Education
  • Awards
  • Skills & Expertise
  • NO PERSONAL PICTURE OF YOU WHILE YOU ARE AT CAPITAL HIGH SCHOOL
    • Unless your parents give Mr. Le Duc permission in writing (either email from them or a signed note)

6. Learn about Safety and Privacy

7. Check for and Quality (Have a Proofreader!)

  • Have someone proofread your profile
  • Tell Mr. Le Duc you are done and he will check it out

8. Connect Other Online Platforms

9. Write a Recommendation

Rubric

Information Source and Justification

Student Example

Steps

  • Request to join Mr. Le Duc’s network
  • Ask Mr. Le Duc to accept the request, verbally or via email
  • Search for the student
  • Join another students network
  • Ask them to accept your request, verbally or via email
  • Hope the student accepts the request (be nice)
    • They have to accept you into their network before you can recommend them!
  • Write the recommendation in Word or another word processor
  • Check grammar and spelling
  • Have someone else proofread your recommendation before you send it
  • Receive feedback from another student
    • use the feedback form
  • Send the recommendation
  • Have the student approve the recommendation, if they feel it is well written
    • If you need to revise it, do so
  • Re-send the recommendation for approval
  • Ask the recipient to approve it, if they feel it is well written
  • If you need to edit the recommendation, follow this part of the Recommendation Tutorial

Feedback Form

Distance Learning Done Right – It’s About Sessions and ‘Rooms’, Baby!

Presentation Summary

Students need community, time management, and consistency. People are patterns. Help students build a creative, collaborative community from a distance. Use a 4-week session cycle with a week each of pre-production, production, post-production, and evaluation and reflection. Set standards. Determine outcomes. Host collaborative session feedback with advisory and peer review. Examine a working model in this presentation.

Contribute to the Pre-session and TPEP Survey

  • Take the Presentation / Session TPEP Prioritization Agenda Survey
    • This is a standards-based presentation/session
    • Gathering data from students/teachers can help you prioritize the most engaging content
  • Scott placed the TPEP standards which are based on the Danielson Model in a Google Form
    1. What would you like to learn from this session?
    2. What domains and components (Standards) would you like highlighted through this session?
    3. Data gathering is essential for tracking growth, help Scott differentiate the experience to your needs

Review Participant Data To Set Session Goals

Top TPEP Requested Component…

  • #1 is… 3c Engaging Student Learners (Danielson description PDF), example student behaviors below:
    • Students take the initiative to improve the lesson by (1) modifying a learning task to make it more meaningful or relevant to their needs, (2) suggesting modifications to the grouping patterns used, and/or (3) suggesting modifications or additions to the materials being used.
    • Students have an opportunity for reflection and closure on the lesson to consolidate their understanding.
    • Students are asked to write an essay in the style of Hemmingway and to describe which aspects of his style they have incorporated.
    • Students determine which of several tools—e.g., a protractor, spreadsheet, or graphing calculator—would be most suitable to solve a math problem.
    • A student asks whether they might remain in their small groups to complete another section of the activity, rather than work independently.
    • Students identify or create their own learning materials.
    • Students summarize their learning from the lesson.

Post to Our Session Parking Lot

  • A Padlet parking lot is a great place for students/teachers to post ideas asynchronously
  • This Workshop’s Parking Lot link: https://bit.ly/PadletParkingLot
  • This Workshop’s Parking Lot QR Code: (Padlet generates one automatically)
Padlet QR Code
Session Padlet Parkinglot QR Code

Play Bingo – sort of…

Creative Commons TPEP Bingo Card created by Scott Le Duc

Contribute to the 21st Century Skills Treasure Hunt

Endure Scott Le Duc’s Introduction

  • Decide whether he is credible, or not
    • Started teaching CTE Arts and Technology in 1996 at Capital High School in Olympia, WA
    • Achieved National Board Certification in CTE (2014)
    • Selected as one of the top presenters at numerous CTE conferences
      • He stuffed the ballot box! – shhh…
    • Can moonwalk and touch his tongue to his nose
    • Known to be a nice guy, occasionally

Contemplate Scott’s Presentation Goal

Designed with Andragogy for the ADULT Mind

  1. Need to know: Adults need to know the reason for learning something.
  2. Foundation: Experience (including error) provides the basis for learning activities.
  3. Self-concept: Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction.
  4. Readiness: Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives.
  5. Orientation: Adult learning is problem-centered rather than content-oriented.
  6. Motivation: Adults respond better to internal versus external motivators.

Remember, Andragogy can be for Young ADULT Mind’s, too!

CC image Student girl by verkeorg at Flickr

Infused with Bloom’s Taxonomy Verbs

CC Image from https://www.fractuslearning.com/blooms-taxonomy-verbs-free-chart/
  1. REDO – No evidence of standard
  2. LIST the stages and procedures used in the recording process. APPROACHING STANDARD
  3. DESCRIBE the stages and procedures used in the recording process. MEETS STANDARD
  4. DEMONSTRATE the stages and procedures used in the recording process. EXCEEDS STANDARD

Example of a Bloom verbs-based rubric where the ‘standard verb’ was ‘describe’ with the lower level verb was ‘list’ and higher level verb was ‘demonstrate’

Contemplate That The Brain Can Only Absorb What The Butt Can Endure

CC image by Scott Le Duc

Contact Scott for Information, Resources, and Training

Get On With It!

Why?

We want students to thrive. What does this mean? Students managing their mental health, their stress, their time, and their school work. From a CTE perspective; work-life balance.

What?

1c Setting Instructional Outcomes
2a Creating an Environment of Respect and Rapport
2b Establishing a Culture for Learning
2d Managing Student Behavior
3a Communicating With Students
3b Using Questioning and Discussion Techniques
3c Engaging Students in Learning
3d Using Assessment in Instruction
3e Demonstrating Flexibility and a Responsiveness
4e Growing and Developing Professionally

How?

Stucture of the Class

  • Quality is a product of an effective structure
  • Continuous improvement is designed into a quality system
  • Data about the system is needed to make decisions to improve the system
  • Students and teacher decided on goals and ways to measure progress toward these goals
    • Have fun
    • Manageable work (time management and balance workload)
    • Learn new things
    • Feedback on progress
    • Freedom to explore interests
    • Work with other students
  • Data is gathered and discussed daily
  • Improvements are implemented

Things For You to Accomplish Before Class

Here is our pre-class to-do list:

  1. Pick up a guitar at New Market between 8 AM and noon at the main office.
  2. Complete the personality card exercise (75 minutes):
  3. Create an account at Edublogs.org.  You will be using your blog to ‘turn in’ student work.
  4. Join our Summer School Group at Soundtrap.com
  5. Join our HookTheory.com online class
  6. Join Remind.com to receive text messages about the class
  7. Test a computer or device to have ready for our 1st class day zoom meeting
    • This all class session Monday at 9 AM will cover the basics of the class and I will answer questions then.  The meeting will last 30 minutes.
    • Meeting Link: https://osd111.zoom.us/j/4298013205,  Meeting ID: 429 801 3205

School of Rock Summer School Outline

Time Commitment by ‘Room’ = 3 Hours

  • 3 hour baseline estimate to help students manage workload
  • PRACTICE ROOM (GUITAR LESSONS)
    • 15 minutes
  • CLASSROOM (THEORY & ANALYSIS)
    • 60 minutes
  • LAB (THEORY PRACTICED)
    • 15 minutes
  • OUTSIDE (CREATIVITY & THE BRAIN)
    • 15 minutes
  • STUDIO (SONGWRITING)
    • 30 minutes
  • CONTROL ROOM (RECORDING & MIXING)
    • 30 minutes

Morning Meeting (15 minutes)

Daily Time on Task Student Data Reporting

  • MORNING MEETING 15 Minutes
  • Meetings are for making meaning – only!
    • Attendance is taken
    • The teacher presents via Google Slides
    • The teacher presents a theme for the week
    • Teacher reviews the theme from the previous week
    • Teacher celebrates student work from the previous week 
    • Teacher problem solves issues from the previous week
    • The teacher introduces course improvements  based on student daily performance and feedback
    • Kahoot after the presentation to measure engagement and understanding
    • Student self-reported data of time-on-task in gathered in the Zoom chat
    • Student self-reported issues are gathered in class Parking Lot Padlet board

Blog ‘Worksheet’ Example and Student Sample

View the Complete Day 10 ‘Worksheet’ Blog Post

Online Collaboration Tools

Trello.com

Soundtrap.com

Hookpad and HookTheory.com

‘Rooms’ Concept for Time Management

  • ‘ROOMS’  practice time and stress management, intention, focus, skills, and documenting time spent
    • PRACTICE ‘ROOM‘ (GUITAR LESSONS) 15 Minutes
    • CLASSROOM‘ (THEORY & ANALYSIS) 60 Minutes
    • LAB‘ (THEORY PRACTICED) 15 Minutes
    • OUTSIDE (CREATIVITY & THE BRAIN) 15 Minutes
    • STUDIO’ (SONGWRITING) 30 Minutes
    • CONTROL ROOM‘ (RECORDING & MIXING) 30 Minutes

Daily Data for Quality Improvement and Time Management

  • REFLECTION & DATA
    • WHAT STUDENTS LEARNED and PROBLEMS THEY SOLVED
    • TODAY’s ACTIVITY EVALUATION
    • Content (The WHAT)
      • Rating: OK  – 1 – 2 – 3 – 4 – 5  – HIGHLY ENGAGED
      • Rating:?
      • What interested you about the material?
    • Process (The HOW)
      • Rating: OK  – 1 – 2 – 3 – 4 – 5  – HIGHLY ENGAGED
      • Rating:?
      • Which activities engaged you most? Why?
    • STUDENT SAMPLE: Day 10 Example of Student Work

Mid-course Survey

  • MID-COURSE STUDENT SURVEY to establish goals and opportunity for engagement
    • Find out what is sacred to students

Leadership Project

Final Course Evaluation

Monthly Teams Project Sessions

Track Project-based Teaming Remotely with Prebuilt Trello Boards

CC image PMH010: Figure 2.3 by Rosenfeld Media at Flickr

Presentation Summary

Imagine pre-built project-based activity workflow templates for students to access that have standards embedded, tasks clearly defined, and accountability built-in! All this can be available and measurable from any classroom (virtual or physical). Build examples in this session.

Contribute to the Pre-session and TPEP Survey

  • Take the Presentation / Session TPEP Prioritization Agenda Survey
    • This is a standards-based presentation/session
    • Gathering data from students/teachers can help you prioritize the most engaging content
  • Scott placed the TPEP standards which are based on the Danielson Model in a Google Form
    1. What would you like to learn from this session?
    2. What domains and components (Standards) would you like highlighted through this session?
    3. Data gathering is essential for tracking growth, help Scott differentiate the experience to your needs

Review Participant Data To Set Session Goals

Top TPEP Requested Component…

  • #1 is… 3c Engaging Student Learners (Danielson description PDF), example student behaviors below:
    • Students take the initiative to improve the lesson by (1) modifying a learning task to make it more meaningful or relevant to their needs, (2) suggesting modifications to the grouping patterns used, and/or (3) suggesting modifications or additions to the materials being used.
    • Students have an opportunity for reflection and closure on the lesson to consolidate their understanding.
    • Students are asked to write an essay in the style of Hemmingway and to describe which aspects of his style they have incorporated.
    • Students determine which of several tools—e.g., a protractor, spreadsheet, or graphing calculator—would be most suitable to solve a math problem.
    • A student asks whether they might remain in their small groups to complete another section of the activity, rather than work independently.
    • Students identify or create their own learning materials.
    • Students summarize their learning from the lesson.

Post to Our Session Parking Lot

  • A Padlet parking lot is a great place for students/teachers to post ideas asynchronously
  • This Workshop’s Parking Lot link: https://bit.ly/PadletParkingLot
  • This Workshop’s Parking Lot QR Code: (Padlet generates one automatically)
Padlet QR Code
Session Padlet Parkinglot QR Code

Play Bingo – sort of…

Creative Commons TPEP Bingo Card created by Scott Le Duc

Contribute to the 21st Century Skills Treasure Hunt

Endure Scott Le Duc’s Introduction

  • Decide whether he is credible, or not
    • Started teaching CTE Arts and Technology in 1996 at Capital High School in Olympia, WA
    • Achieved National Board Certification in CTE (2014)
    • Selected as one of the top presenters at numerous CTE conferences
      • He stuffed the ballot box! – shhh…
    • Can moonwalk and touch his tongue to his nose
    • Known to be a nice guy, occasionally

Contemplate Scott’s Presentation Goal

Designed with Andragogy for the ADULT Mind

  1. Need to know: Adults need to know the reason for learning something.
  2. Foundation: Experience (including error) provides the basis for learning activities.
  3. Self-concept: Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction.
  4. Readiness: Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives.
  5. Orientation: Adult learning is problem-centered rather than content-oriented.
  6. Motivation: Adults respond better to internal versus external motivators.

Remember, Andragogy can be for Young ADULT Mind’s, too!

CC image Student girl by verkeorg at Flickr

Infused with Bloom’s Taxonomy Verbs

CC Image from https://www.fractuslearning.com/blooms-taxonomy-verbs-free-chart/
  1. REDO – No evidence of standard
  2. LIST the stages and procedures used in the recording process. APPROACHING STANDARD
  3. DESCRIBE the stages and procedures used in the recording process. MEETS STANDARD
  4. DEMONSTRATE the stages and procedures used in the recording process. EXCEEDS STANDARD

Example of a Bloom verbs-based rubric where the ‘standard verb’ was ‘describe’ with the lower level verb was ‘list’ and higher level verb was ‘demonstrate’

Contemplate That The Brain Can Only Absorb What The Butt Can Endure

CC image by Scott Le Duc

Contact Scott for Information, Resources, and Training

Get On With It!

Why?

  • Teams need to communicate synonymsly and asynchronously from a distance
  • Students need to know what is possible for a project iterations

What?

CC image Trello by Gustavo da Cunha Pimenta at Flickr

How?

Follow-up

August 3, 2020

I emailed Trello the following request:

“I would like to use Trello for my high school classes. I have a few questions. What is your academic pricing? What level of features does the academic support include? Can I hide student email addresses from other team/board members? Lastly, and most excitingly, I am at a Washington State Career and Technical education conference right now and we are discussing creating state-wide Trello board career pathway templates. They would have the skills included for students to make a film, for example. So, in a distance learning situation, students would be able to see all the potential skill/task opportunities and place them into their backlog to build their Trello-based Scrum board. We are very excited about the potential to better support students with this process. Make sense? I am promoting Trello. Others are interested in similar tools. Help me make a case for Trello. This could be big! Here is my email, sleduc@osd.wednet.edu and here is my school web page, https://bit.ly/LeDucCHS”

Project-based Learning with Scrum and Trello

Presentation Summary

Learn the “art of doing twice the work in half the time” with Scrum and Trello. Teaming is all about who, what, and when, accountability, and specifics. Explore practical manageable project-based teaming techniques that can be applied in any classroom (virtual or physical).

Contribute to the Pre-session and TPEP Survey

  • Take the Presentation / Session TPEP Prioritization Agenda Survey
    • This is a standards-based presentation/session
    • Gathering data from students/teachers can help you prioritize the most engaging content
  • Scott placed the TPEP standards which are based on the Danielson Model in a Google Form
    1. What would you like to learn from this session?
    2. What domains and components (Standards) would you like highlighted through this session?
    3. Data gathering is essential for tracking growth, help Scott differentiate the experience to your needs

Review Participant Data To Set Session Goals

Top TPEP Requested Component…

  • #1 is… 3c Engaging Student Learners (Danielson description PDF), example student behaviors below:
    • Students take the initiative to improve the lesson by (1) modifying a learning task to make it more meaningful or relevant to their needs, (2) suggesting modifications to the grouping patterns used, and/or (3) suggesting modifications or additions to the materials being used.
    • Students have an opportunity for reflection and closure on the lesson to consolidate their understanding.
    • Students are asked to write an essay in the style of Hemmingway and to describe which aspects of his style they have incorporated.
    • Students determine which of several tools—e.g., a protractor, spreadsheet, or graphing calculator—would be most suitable to solve a math problem.
    • A student asks whether they might remain in their small groups to complete another section of the activity, rather than work independently.
    • Students identify or create their own learning materials.
    • Students summarize their learning from the lesson.

Post to Our Session Parking Lot

  • A Padlet parking lot is a great place for students/teachers to post ideas asynchronously
  • This Workshop’s Parking Lot link: https://bit.ly/PadletParkingLot
  • This Workshop’s Parking Lot QR Code: (Padlet generates one automatically)
Padlet QR Code
Session Padlet Parkinglot QR Code

Play Bingo – sort of…

Creative Commons TPEP Bingo Card created by Scott Le Duc

Contribute to the 21st Century Skills Treasure Hunt

Endure Scott Le Duc’s Introduction

  • Decide whether he is credible, or not
    • Started teaching CTE Arts and Technology in 1996 at Capital High School in Olympia, WA
    • Achieved National Board Certification in CTE (2014)
    • Selected as one of the top presenters at numerous CTE conferences
      • He stuffed the ballot box! – shhh…
    • Can moonwalk and touch his tongue to his nose
    • Known to be a nice guy, occasionally

Contemplate Scott’s Presentation Goal

Designed with Andragogy for the ADULT Mind

  1. Need to know: Adults need to know the reason for learning something.
  2. Foundation: Experience (including error) provides the basis for learning activities.
  3. Self-concept: Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction.
  4. Readiness: Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives.
  5. Orientation: Adult learning is problem-centered rather than content-oriented.
  6. Motivation: Adults respond better to internal versus external motivators.

Remember, Andragogy can be for Young ADULT Mind’s, too!

CC image Student girl by verkeorg at Flickr

Infused with Bloom’s Taxonomy Verbs

CC Image from https://www.fractuslearning.com/blooms-taxonomy-verbs-free-chart/
  1. REDO – No evidence of standard
  2. LIST the stages and procedures used in the recording process. APPROACHING STANDARD
  3. DESCRIBE the stages and procedures used in the recording process. MEETS STANDARD
  4. DEMONSTRATE the stages and procedures used in the recording process. EXCEEDS STANDARD

Example of a Bloom verbs-based rubric where the ‘standard verb’ was ‘describe’ with the lower level verb was ‘list’ and higher level verb was ‘demonstrate’

Contemplate That The Brain Can Only Absorb What The Butt Can Endure

CC image by Scott Le Duc

Contact Scott for Information, Resources, and Training

Get On With It!

Why?

#1 is… 3c Engaging Student Learners (Danielson description PDF), example student behaviors below:

  • Students take the initiative to improve the lesson by (1) modifying a learning task to make it more meaningful or relevant to their needs, (2) suggesting modifications to the grouping patterns used, and/or (3) suggesting modifications or additions to the materials being used.
  • Students have an opportunity for reflection and closure on the lesson to consolidate their understanding.
  • Students are asked to write an essay in the style of Hemmingway and to describe which aspects of his style they have incorporated.
  • Students determine which of several tools—e.g., a protractor, spreadsheet, or graphing calculator—would be most suitable to solve a math problem.
  • A student asks whether they might remain in their small groups to complete another section of the activity, rather than work independently.
  • Students identify or create their own learning materials.
  • Students summarize their learning from the lesson.

What?

  • Team planning, collaborating, and getting stuff done.

How?

Team Forms

Running a Distance Learning Advisory Committee

Presentation Summary

The CTE distance learning version of the advisory committee organization, planning, communication, preparation, execution, documentation, and student support are covered in this presentation.

Contribute Pre-session Survey and TPEP Survey

  • Take the Presentation / Session TPEP Prioritization Agenda Survey
    • This is a standards-based presentation/session
    • Gathering data from students/teachers can help you prioritize the most engaging content
  • Scott placed the TPEP standards which are based on the Danielson Model in a Google Form
    1. What would you like to learn from this session?
    2. What domains and components (Standards) would you like highlighted through this session?
    3. Data gathering is essential for tracking growth, help Scott differentiate the experience to your needs

Review Participant Data To Set Session Goals

Top TPEP Requested Component…

  • #1 is… 3c Engaging Student Learners (Danielson description PDF), example student behaviors below:
    • Students take the initiative to improve the lesson by (1) modifying a learning task to make it more meaningful or relevant to their needs, (2) suggesting modifications to the grouping patterns used, and/or (3) suggesting modifications or additions to the materials being used.
    • Students have an opportunity for reflection and closure on the lesson to consolidate their understanding.
    • Students are asked to write an essay in the style of Hemmingway and to describe which aspects of his style they have incorporated.
    • Students determine which of several tools—e.g., a protractor, spreadsheet, or graphing calculator—would be most suitable to solve a math problem.
    • A student asks whether they might remain in their small groups to complete another section of the activity, rather than work independently.
    • Students identify or create their own learning materials.
    • Students summarize their learning from the lesson.

Post to Our Session Parking Lot

  • A Padlet parking lot is a great place for students/teachers to post ideas asynchronously
  • This Workshop’s Parking Lot link: https://bit.ly/PadletParkingLot
  • This Workshop’s Parking Lot QR Code: (Padlet generates one automatically)
Padlet QR Code
Session Padlet Parkinglot QR Code

Play Bingo – sort of…

Creative Commons TPEP Bingo Card created by Scott Le Duc

Contribute to the 21st Century Skills Treasure Hunt

Endure Scott Le Duc’s Introduction

  • Decide whether he is credible, or not
    • Started teaching CTE Arts and Technology in 1996 at Capital High School in Olympia, WA
    • Achieved National Board Certification in CTE (2014)
    • Selected as one of the top presenters at numerous CTE conferences
      • He stuffed the ballot box! – shhh…
    • Can moonwalk and touch his tongue to his nose
    • Known to be a nice guy, occasionally

Contemplate Scott’s Presentation Goal

Designed with Andragogy for the ADULT Mind

  1. Need to know: Adults need to know the reason for learning something.
  2. Foundation: Experience (including error) provides the basis for learning activities.
  3. Self-concept: Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction.
  4. Readiness: Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives.
  5. Orientation: Adult learning is problem-centered rather than content-oriented.
  6. Motivation: Adults respond better to internal versus external motivators.

Remember, Andragogy can be for Young ADULT Mind’s, too!

CC image Student girl by verkeorg at Flickr

Infused with Bloom’s Taxonomy Verbs

CC Image from https://www.fractuslearning.com/blooms-taxonomy-verbs-free-chart/
  1. REDO – No evidence of standard
  2. LIST the stages and procedures used in the recording process. APPROACHING STANDARD
  3. DESCRIBE the stages and procedures used in the recording process. MEETS STANDARD
  4. DEMONSTRATE the stages and procedures used in the recording process. EXCEEDS STANDARD

Example of a Bloom verbs-based rubric where the ‘standard verb’ was ‘describe’ with the lower level verb was ‘list’ and higher level verb was ‘demonstrate’

Contemplate That The Brain Can Only Absorb What The Butt Can Endure

CC image by Scott Le Duc

Contact Scott for Information, Resources, and Training

Get On With It!

Why?

  • Support students
  • Mentor students
  • Provide feedback
  • Provide teacher with industry knowledge
  • Help align standards to the curriculum

What?

  • CTE Advisory meetings (quarterly) and student feeback sessions (monthly)

How?

Monthly Team Forms for Advisory and Peer Review Sessions