“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 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.”
“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 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 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.”
“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 is the #1 free screen recorder for Chrome. No download required. Record, edit and share videos in seconds. Videos autosave to your Google Drive.”
“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 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.”
“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.”
“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! 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.
“Make your meetings, brainstorms, and projects better! Use our digital sticky notes, whiteboards, and workspace for business processes like Agile, Design”
“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 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 is a spreadsheet program included as part of a free, web-based software office suite offered by Google within its Google Drive service.”
Students are overwhelmed. Maybe you are too? David Allen’s Getting Things Done or GTDprocess has helped millions of people be more efficient and less stressed out for over 10 years. Students can use free and accessible tools to help get stuff out of their heads and into their own ‘trusted system’. It’s essentially an enhanced to-do list system. This can help students manage class material better and all their other school and life stuff, as well. It works wonders!
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
Playing bingo with standards is a great way to activate the gaming mentality in students/teachers – get them looking, searching in your curriculum – doing is learning!
Contribute to the 21st Century Skills Treasure Hunt
Gather ideas for 21st Century Skills structure and process through students building and presenting presentations collaboratively
LIST the stages and procedures used in the recording process. APPROACHING STANDARD
DESCRIBE the stages and procedures used in the recording process. MEETS STANDARD
DEMONSTRATEthe 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
Learn goal setting, self-control, self-directions, focus, planning, and strategies for getting things done.
The Why?
Most students are bad at setting goals
Most students are bad managers of time
Most students procrastinate
Most students are easily distracted
Students need to learn the art and science of getting things done (GTD) to help lower anxiety and increase productivity, confidence, mindfulness, and happiness
The How?
Pick a tool like Google tools like Keep, Trello, Workflowy, paper-based notebook, or other system you can personalize
Watch the videos in the resources section at the top of this web page
Reflect on GTD and getting to the top of the colorful list above for a minute
How can the GTD process help you tame the crazy-busy dragon of modern life?
Then, go for a 15-minute walk, if it is safe to do so
Write a few sentence reflection
DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE
OPTIONAL EXERCISE – Literally, read the article and go for another walk
Katia Verresen, kvaleadership.com
“I coach C-suite executives and rising stars from the earliest startups to Fortune 100 companies. My passion is to help ambitious leaders achieve their full human potential.” – Read more about Katia…
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!)
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
Playing bingo with standards is a great way to activate the gaming mentality in students/teachers – get them looking, searching in your curriculum – doing is learning!
Contribute to the 21st Century Skills Treasure Hunt
Gather ideas for 21st Century Skills structure and process through students building and presenting presentations collaboratively
LIST the stages and procedures used in the recording process. APPROACHING STANDARD
DESCRIBE the stages and procedures used in the recording process. MEETS STANDARD
DEMONSTRATEthe 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
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.
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
Playing bingo with standards is a great way to activate the gaming mentality in students/teachers – get them looking, searching in your curriculum – doing is learning!
Contribute to the 21st Century Skills Treasure Hunt
Gather ideas for 21st Century Skills structure and process through students building and presenting presentations collaboratively
LIST the stages and procedures used in the recording process. APPROACHING STANDARD
DESCRIBE the stages and procedures used in the recording process. MEETS STANDARD
DEMONSTRATEthe 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
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
Scott Le Duc 
