Category:

Blended Learning

Explore strategies, tools, and insights for effective blended learning. Discover ways to combine in-person and online teaching seamlessly.

A vibrant classroom scene featuring a teacher holding a tablet and colorful QR code cubes, with smiling students using tablets in the background.

Transforming End-of-Class Moments with QR-Code Exit Ticket Dice

by Dr. Bruce Ellis December 13, 2024

written by Dr. Bruce Ellis

Have you ever noticed how students start packing up their belongings a few minutes before class ends, mentally checking out while you’re still trying to figure out if today’s lesson made an impact? It’s a familiar challenge. Those last few minutes can feel rushed, like the opportunity for meaningful closure is slipping away. But what if you could turn those fleeting moments into an engaging way to check for understanding? That’s where QR-code exit ticket dice come in — a fresh take on the classic exit ticket that makes reflection both fun and interactive. By combining the unpredictability of rolling dice with the tech appeal of QR codes, this approach keeps students engaged until the very last second. Whether you’re already a fan of digital tools or just dipping your toes into tech integration, this simple strategy can add a spark to your lesson closures.

The Power of Exit Ticket Dice in the Classroom

Exit tickets, and exit ticket dice by extension, are a staple in many classrooms for good reason. They offer a low-stakes way for students to demonstrate their learning without the stress of a formal assessment. This approach encourages authentic responses while providing a structured way to wrap up each lesson. The process helps students consolidate what they’ve learned, reflect on their understanding, and identify areas where they might need more help. As a teacher, you get immediate feedback about what’s clicking and what isn’t, giving you the chance to adjust your next lesson accordingly. That real-time insight is invaluable for keeping all students on track.

Creating and Implementing QR Code Exit Ticket Dice

A cube template with six QR codes of different colors (purple, green, orange, red, blue, and yellow), designed to be folded into a 3D cube.

If you’re looking for ready-to-go options, I’ve created a collection of QR codes for generic exit tickets that work across a variety of grade levels and content areas. If you want to make your own, the QR Code Generator Chrome extension is a handy tool. While it defaults to generating a code for the website you’re viewing, you can type in your own text, adjust the color, and download the QR code. A tip: name each file with the exact text (minus punctuation) so you can easily identify it later without having to scan it.

To use these QR codes with dice, start by making a copy of the QR code dice template. Add the QR codes you want, resize them, and print. Then cut out the template, glue it together, and voilà—you’ve got your own QR code die. Don’t want to bother with dice? No problem. You can bookmark the Exit Ticket Selector, a digital tool that randomly chooses an exit ticket for the class. If you’re a subscriber to Claude, you can even customize the exit tickets through the Remix Artifact feature to better suit your needs. Whether you go with dice or digital, this strategy is a great way to make those final moments of class count.

A webpage interface labeled "Exit Ticket Selector" with a button labeled "Begin."

Understanding and Recall

List three new things you learned in today’s class and rank them by importance.
What do you think was the most important concept from today’s lesson? Explain why.
Write a one-sentence summary of today’s main topic.
If you had to explain today’s lesson to an absent classmate, what would you tell them?
Create a quick sketch or diagram that represents the main idea from today’s lesson.

Application and Connection

How does today’s lesson connect to something we learned earlier in this course?
Think of a real-world example where you might use what we learned today.
What questions do you still have about today’s topic?
Write one way you could apply today’s learning outside of school.
How does today’s lesson connect to your personal life or interests?

Reflection and Metacognition

Rate your understanding of today’s content on a scale of 1-5 and explain your rating.
What was the most challenging part of today’s lesson? Why?
What learning strategy helped you the most today?
If you could replay one part of today’s lesson, which part would it be and why?
What “lightbulb moment” did you have during today’s class?

Critical Thinking

What surprised you most about today’s lesson?
Create a question about today’s content that you think would make a good test question.
What evidence supports the main concept we learned today?
Compare and contrast two ideas from today’s lesson.
What counterarguments could someone make to what we learned today?

Engagement and Participation

What moment in class today made you feel most engaged?
Describe one contribution you made to today’s class discussion.
What would you like to discuss more deeply in our next class?
Rate your participation in today’s class and set one goal for tomorrow.
What helped you stay focused during today’s lesson?

Looking Forward

Write one goal you have for our next class based on what you learned today.
What topic from today would you like to explore further?
How will you use your notes from today to prepare for our next class?
What resources do you need to better understand today’s content?
If you were the teacher, what would you do differently in teaching today’s lesson?

Bonus Quick-Exit Options

Complete this sentence: “I used to think ___, but now I think ___”
Write a hashtag that summarizes today’s lesson
If today’s lesson were a movie title, what would it be?
Draw an emoji that represents your understanding of today’s content
Rate your confidence with today’s material: 👍 👌 👎 (explain your choice)

Want to make those last few minutes of class count? Start by grabbing my pre-made QR codes or dive into creating your own custom set. It’s simple—download the template, craft your first QR code die, and roll it out with your students tomorrow. You might be surprised to see them still engaged when the bell rings, excited to tackle their reflection question. Once you see the difference, share your experience with your colleagues. After all, sharing wins like these is how we grow together as educators. Say goodbye to the days of students mentally checking out before the bell. Why not give it a try today?

December 13, 2024 0 comments

Innovation challenges offer real-world problem solving through blended learning in a STEAM framework.

Blended Learning STEM/STEAM

Innovation Challenges Provide Real-World Learning

by Brad Kaplan January 5, 2024

written by Brad Kaplan

In our ever-evolving world, education must adapt to prepare students for the challenges and opportunities of the future. One effective approach to that challenge is blended learning, a combination of traditional classroom instruction and technology-based learning. When integrated with the principles of STEAM (Science, Technology, Engineering, Arts, and Mathematics), it creates an enriched educational experience. Student innovation challenges provide the perfect combination for student success.

How Blended Learning Benefits Students

Blended learning offers a number of advantages over traditional classroom instruction.

It allows students to learn at their own pace.
It provides them with more opportunities for hands-on learning.
It gives them access to a wider range of resources.

STEAM education complements blended learning by helping students develop critical thinking and problem-solving skills. An example of the combination of STEAM education and blended learning is the “innovation challenge.”

What Are Innovation Challenges?

Student innovation challenges offer a platform for the development of holistic skills. Students gain a deeper understanding of core subjects where, often, traditional methods of instruction cannot effectively teach these skills. STEAM education encourages students to approach challenges from multiple perspectives, fostering a well-rounded skill set.

Innovation challenges enable students to apply theoretical concepts to real-world problems and give them the ability to adapt and innovate in various scenarios. Student engagement often suffers in traditional classroom settings. However, adding student innovation challenges to blended learning promotes active learning.

The Region 4 Innovation Challenge

In light of this, Texas’s Region 4 Education Service Center (@R4DigiLearn) has teamed up with industry and academic entities to develop a high school innovation challenge for students in grades 9–12. Region 4 is partnering with Houston Metro and the University of Houston’s Technology and Innovation Bridge to bring a real-world challenge to students — creating the bus shelter of the future.

A blue bus shelter with trees and a park behind it.

The challenge is to develop and innovate a new type of bus shelter. Teachers will act as facilitators to help teams (2–5 students) use design and engineering principles to develop the bus shelter of the future. This real-world challenge is an opportunity for students to use design thinking and an engineering design process to solve the problem. Eight teams of students will compete to present their ideas and innovations to a board of experts at Metro.

Students will become active participants in their education, taking charge of their learning journey. The innovation challenge requires hands-on involvement, where students research, design, and create solutions. This engagement will deepen their understanding and instill a sense of ownership and excitement about their learning process.

Students brainstorming ideas for the bus shelter of the future for their blended learning innovation challenge

It also will bridge the gap between theoretical knowledge and practical application. This connection to a real-world challenge will cultivate a sense of purpose as students see the direct impact of their ideas and solutions. Whether they are designing sustainable energy solutions or creating innovative bus shelters, students will understand how their efforts can contribute to the betterment of society.

The Benefits of Innovation Challenges

Foster teamwork and cooperation.

Innovation challenges often require collaboration among students with diverse skill sets. This blended learning environment fosters interdisciplinary teamwork and mirrors real-world work dynamics. Students from different backgrounds give unique perspectives, leading to richer solutions. This collaborative approach not only enhances students’ ability to work in teams but also exposes them to the importance of diverse viewpoints in driving innovation.

Boost student familiarity with a variety of technology tools.

The modern world is driven by technology, and blending learning with innovation challenges prepares students for this technology-rich environment. By integrating online platforms, simulations, and tools into their learning process, students become comfortable with various technological tools. This familiarity not only aids their learning but helps them to be marketable.

Connect and span multiple domains.

Blended learning offers the flexibility to integrate creative teaching methods, empowering educators to inspire students’ imaginations. The freedom to explore ideas, experiment with solutions, and think outside the box nurtures creativity. Students learn that innovation is not limited to a specific domain but can be applied across disciplines to develop groundbreaking solutions. This challenge will allow facilitators and students to use blended learning while simultaneously helping students learn to ideate and utilize people-first, empathetic research to better understand the challenge at hand.

Leverage the flexibility of self-paced learning.

One advantage of blended learning is the ability to accommodate different learning paces. Students have the opportunity to grasp concepts at their own speed, promoting a deeper understanding. This aspect is particularly beneficial in innovation challenges, where students may require additional time to research and experiment. Self-paced learning reduces the pressure of rigid deadlines, fostering a positive learning experience.

Prepare students for the future job market.

The skills acquired through this approach align with the demands of a rapidly evolving job market. Student innovation challenges prepare students for the careers of tomorrow. Students develop adaptability, resilience, and a proactive attitude—qualities sought after by employers. Additionally, the practical experience gained from innovation challenges can be a valuable addition to their résumés, setting them apart from their peers.

Colorful infographic with a picture of a bus stop and the 5 benefits of innovation challenges from the article.

Combining blended learning with student innovation challenges in a STEAM framework offers a multitude of benefits that empower students. From holistic skill development to real-world relevance, collaboration, and technological adaptation, the advantages are undeniable. As education continues to evolve, this approach stands as a beacon of effective, engaging, and forward-looking pedagogy.

Learn More About Region 4’s Innovation Challenge

Want to learn more about how you can create your own innovation challenges for 9-12 students? Register for TCEA’s Convention & Exposition, and attend Brad Kaplan’s session, “Innovation Challenge, Real World Applications By Innovating“. Sign up by January 12 and get the advanced pricing discount!

Register Now!

January 5, 2024 0 comments

Blended Learning Educational Research Good Teaching Planning and Preparation

How to Adapt Classroom Strategies for Online Learning

by Jason Poe June 29, 2023

written by Jason Poe

The question of whether we should engage students has never been in doubt. We can engage students both online and in person in a variety of ways using gamification, interactives, and digital tools. But how do we adapt classroom strategies to virtual learning to boost engagement online? Back in 2022, our school decided to adapt seasoned strategies, like Kagan, to the 21st-century classroom in order to achieve virtual engagement. Let’s take a look at why we did it, and then how we did it.

Mixing Kagan Strategies with Hattie’s Research

Rewind to January 2022. At the time, my director was asking our instructors to increase their “teacher voice” in virtual classrooms, and the issue quickly became how to best do this. I had just been introduced to Dr. John Hattie’s amazing work, Visible Learning for Teachers. Dr. Hattie created a meta-study spanning thousands of studies to identify and share the effect size of educational techniques. Check out Evidence-Based Strategies compiled by TCEA’s Miguel Guhlin for more on why you should be using Hattie’s work.

Image of the METAx Website for John Hattie's visible learning research. — **Visit Visible Learning MetaX**

Our teachers were already carrying the district’s legacy professional training portfolio of Kagan, SDI (Specially Designed Instruction) protocols, and other strategies. The issue always returned to: how do we adapt classroom strategies for virtual learning? Due to my recent discovery of Hattie, I wanted to be able to quantify strategies we were using in class to determine which ones would most effectively achieve student engagement success; thus, our focus was synthesized. We needed to cross-reference the Kagan strategies with Hattie’s effect sizes to select the strategies with the highest impact on student success.

Image showing "Content + Strategy + Tech Tools = Virtual Engagement" as a guide for adapting classroom strategies to virtual learning

By focusing on the legacy professional development strategies, we found that the instructors were more receptive to the introduction of Hattie and his effect size numbering system. So, we took the vetted, seasoned strategies from Kagan, targeted specific strategies that reflected a high effect score from Hattie, sprinkled in a few veteran instructors versed in using our LMS, Canvas, and voila – virtual engagement training for our teachers was born!

Virtual Engagement Training for Staff

Skip forward to March 2022, and we planned a half day of in-person professional development for our staff.

First, we assigned them to mixed-curricular groups to foster collaboration and the need to share based on experiences.
Next, we gave each group Kagan strategies on 3” by 5” cards with a written explanation of how to achieve the strategy.
Group leaders chose three Kagan strategies to focus on out of the cards.
Then, the groups dispersed into isolated areas to discuss the three strategies and brainstorm on how to transform them from face-to-face to virtual learning.

In their isolated areas, each group had a large piece of butcher paper to write out their ideas for a post-activity a gallery walk. We also crafted a graphic organizer to align ideas across the groups. Within that graphic organizer, we further challenged our staff to adapt the Kagan face-to-face strategy to both a synchronous lesson and an asynchronous lesson since our Academy operates under the TXVSN (Texas Virtual School Network) framework.

Graphic Organizer for Adapting Classroom Strategies to Virtual Learning — Graphic Organizer for Planning Virtual Learning

A Sampling of the Results of the Gallery Walk

From the professional development half day, here is a sampling of the overall results. For the purpose of this sample, I pulled the three Kagan strategies Rally Coach, Round Robin, and Carousel Feedback to show. The staff had two tasks:

Cross-referencing these three Kagan strategies with Hattie’s research
Determining how to apply them to both synchronous and asynchronous virtual learning

A table of text from the article outlining the three kagan strategies Hattie alignment and plans for synchronous and asynchronous virtual learning. — **Click here for the PDF.**

Rally Coach

Synchronous Virtual Implementation:

Students are partnered and placed in breakout rooms in WebEx, allowing students to screen share and/or use the whiteboard feature for the coaching component of the strategy.

Hattie References:

Student Learning Strategy – Peer Tutoring (Effect Size: 0.51)
Student Learning Strategy – Rehearsal and memorization (Effect Size: 0.73)
Student Learning Strategy – Help Seeking (Effect Size: 0.72)
Teaching Strategy – Feedback, reinforcement, and cues (Effect Size: 0.92)
Teaching Strategy – Feedback, from student (Effect Size: 0.53)

Asynchronous Virtual Implementation:

Students are grouped using Canvas’ group and grouping features and specific coaching tasks are assigned to each group. The lesson could be expanded to include Jamboard, Voicethread, or the Canvas discussion tool.

Hattie References:

All strategies listed for synchronous Rally Coach implementation
Student Learning Strategy – Deliberate practice (Effect Size: 0.79)
Teaching Strategy – Feedback, Tasks, and Processes (Effect Size: 0.64)

Round Robin

Synchronous Virtual Implementation:

Students choose teams using Canvas’ group tool and can use WebEx, Jamboard, Voicethread, or Padlet for collaboration. Students can use text, audio, and/or video for their responses.

Hattie References:

Student Learning Strategy – Peer tutoring (Effect Size: 0.51)
Teaching Strategy – Collaborative learning (Effect Size: 0.39)
Teaching Strategy – Cooperative learning (Effect Size: 0.45)
Teaching Strategy – Feedback, from student (Effect Size: 0.53)
Teaching Strategy – Feedback, reinforcement, and cues (Effect Size: 0.92)

Asynchronous Virtual Implementation:

Using the Jigsaw method, the instructor can assign different tasks to the students for completion and group the responses in Canvas Discussions, Voicethread, or Jamboard.

Hattie References:

All strategies listed for synchronous Round Robin implementation
Student Learning Strategy – Differentiation (Effect Size: 0.46)
Teaching Strategy – Jigsaw Method (Effect Size: 1.20)

Carousel Feedback

Synchronous Virtual Implementation:

The teacher creates two sets of student groups; then, tasks and roles are dispersed. Students provide feedback using WebEx, Jamboard, Voicethread, or Padlet.

Hattie References:

Student Learning Strategy – Peer tutoring (Effect Size: 0.51)
Teaching Strategy – Feedback, from student (Effect Size: 0.53)
Teaching Strategy – Feedback, timing (Effect Size: 0.49)
Teaching Strategy – Peer Assessment (Effect Size: 0.44)

Asynchronous Virtual Implementation:

The teacher assigns each student group an element of focus and then, using the Canvas Peer Review feature, students respond to each group’s submission. This can also be adapted to use Discussions, Voicethread, or Jamboard.

Hattie References:

All strategies listed for synchronous carousel feedback implementation
Teaching Strategy – Clear Goal Intentions (Effect Size: 0.51)

The overall effect of this process was positive and received well by our instructors. We saw, initially, anecdotal increases in student engagement because we were midway through the semester. Our current success data for the most recently completed term in 2023 is trending positively. Ultimately, this process of adapting classroom strategies for virtual learning is easily translated to any local education organization. I invite you to take and re-vision it, then share it. The more effective tools we skill our instructors with the better it is for all students!

June 29, 2023 0 comments

Image of a cartoon person drowning in papers and looking forlorn with the title "Go Paperless with TeacherMade"

Blended Learning Content Areas Online Tools and Apps

TeacherMade: From Pricey Paper Chaos to Paperless Digital Efficiency

by Laura Bresko June 13, 2023

written by Laura Bresko

Picture this. Ms.Gallo, a dedicated teacher, is standing in line at the school’s copier. It’s a typical Monday morning, and she’s already been waiting for 12 minutes, her arms laden with stacks of handouts for the week. She came in early to get access to the copier but was still fourth in line. The copier jams, and she wonders if she’ll have to come back later. This scene is all too familiar in schools across the country. But what if there was truly a better way? What if we could get off the expensive paper treadmill once and for all? Let’s explore how schools can go paperless and improve digital efficiency.

The Hidden Cost of Paper

Schools often overlook the real cost of their reliance on paper. It’s not just the financial burden, which is significant with commercial copiers costing between $3,000 – $15,000 and toner refills ranging between $200 – $500. It’s also the environmental impact. Schools contribute significantly to paper waste, an issue that is becoming increasingly important as we strive for sustainability. But perhaps the most overlooked cost is the time teachers spend wrestling with paper jams, waiting for copier repairs, and grading stacks of paper assignments.

The Digital Revolution: A Case Study

Consider the story of Lincoln High, a school that decided to tackle this problem head-on. They embarked on a year-long journey to transition from paper to digital. They started small, with teachers committing to one paperless assignment per week using TeacherMade. By the second quarter, all quizzes and tests were conducted online using TeacherMade’s auto-grading feature. By the third quarter, they had incorporated Digital Fridays, where all instruction and learning was paperless that day. The result? A significant reduction in paper usage and teachers reported less stress and more time for instruction. (And their copier lease was for 5 cents per page so they saved lots of money, too!)

Chart outlining a plan for going paperless with TeacherMade by quarter in the 2023-2024 school year.

The Paperless Power of TeacherMade

Picture showing the TeacherMade Uploadable File Types

The transition to a paperless school might seem daunting, but with the right tools, it’s more achievable than you think. Lincoln High used TeacherMade, a powerful tool that allows teachers to convert their existing materials into interactive, auto-graded online assignments. With TeacherMade, teachers can transform their Google Slides, Google Docs, and other PDFs into interactive activities in minutes. Plus, TeacherMade’s auto-grading feature saves teachers time and provides students with instant feedback, enhancing the learning experience.

The Research Is Clear: Students Do Better With Instant Feedback

Going paperless isn’t just about saving money and reducing waste. It’s also about enhancing the learning experience for students. Instant feedback on assignments allows students to learn and improve faster. Digital tools like TeacherMade make learning more interactive and engaging. And perhaps most importantly, it prepares students for a future where digital literacy is increasingly important.

Example of a TeacherMade Paperless autograding assignment

Your School’s Paperless Journey Starts Today

It’s time to step off the paper treadmill. Start small, set clear goals, and gradually increase your digital usage. Invest in the right tools like TeacherMade and provide training for your staff. Monitor your progress and celebrate your successes. And remember, every step you take towards going paperless is a step towards a more efficient, sustainable, and effective learning environment.

So, are you ready to start your school’s paperless journey with TeacherMade?

What tech or apps do you need to go paperless with TeacherMade?

There are many options, and you can quickly run into analysis paralysis as you compare software for the paperless classroom. At a minimum, your toolkit will need to include:

The camera on your Android or Apple phone or tablet. Just take a picture of your handout and email it to yourself. You can also use apps to convert the image to a PDF (CamScanner is top-rated in the Google Play Store and free.)
An online assignment creator or converter. Once you have a PDF, you must choose a tool to turn PDFs into interactive online assignments. (There is really only one tool for this job– and that’s TeacherMade!)
An LMS platform for managing assignments. Google Classroom, Canvas, and Schoology make it easy to communicate with students, post assignment links, and import grades into online grade books.

Benefits of Going Paperless with TeacherMade

TeacherMade is the ideal tool for converting PDFs into online assignments. Your online assessments and activities will feel familiar and much like the paper versions you’re used to. When you go paperless with TeacherMade, you can:

Use the materials you already know and love. Transform your existing Google Slides, Docs, and other PDFs into interactive activities in minutes. Or construct digital activities from scratch. The choice is yours.
Prevent teacher burnout with TeacherMade’s auto-grading. Regain your nights and weekends. 20+ question types in STAAR 2.0 format means TeacherMade activities are auto-graded for you and your students. Scores flow straight into your online grade book! Even student-constructed responses are graded more easily and quickly in TeacherMade.
Instantly measure what your students know. Engage more deeply with the curriculum when they get instant feedback. TeacherMade’s ‘Check My Answers’ button lets students make a game out of getting higher scores on their work.
Save money. TeacherMade’s annual subscription is just $79 per year. That’s at least 6 times less than the cost of one teacher printing one page per day for 150 students at $0.02 per page! That doesn’t even include the cost of toner and maintenance!
Reduce paper waste. Do good for the earth, be a little greener, work towards sustainability, and reduce waste.

Chart showing an example of how much can be saved by going paperless with TeacherMade

TeacherMade quickly pays for itself by reducing copier costs. As more teachers go paperless, TeacherMade puts money back into your school’s coffers, not in the landfill. Sign up for a free, 30-day trial (no credit card required) and explore going paperless with TeacherMade.

June 13, 2023 0 comments

Assessment Blended Learning Content Areas

TeacherMade Autograding: Avoid Burnout and Give Meaningful Feedback

by Laura Bresko May 10, 2023

written by Laura Bresko

We all know that teacher burnout is one of the major factors amplifying teacher shortages. And teacher burnout is on the rise. In 2021, 39% reported working more hours than before the COVID-19 pandemic. Imagine what that number is today, as we work to combat the devastating learning loss our students have suffered. Can technology features like autograding help?

What is teacher burnout?

The answer to the question “what is teacher burnout” seems obvious because we know burnout when we see it. But how do you define it and even rate yourself? Using the Leichtman Scale is one helpful method.

The Leichtman Scale has four levels of associated symptoms that we all recognize in ourselves and our colleagues, excerpted here:

LEVEL 1: PASSIONATE BUT OVERWHELMED

Low feelings of self-efficacy (I’m not good enough)
Negative coping strategies (addictions, unhealthy habits)
Limited pursuit of passions or hobbies outside of work

LEVEL 2: OVERWHELMED AND BECOMING CYNICAL

High levels of stress
Quick to become irritated (at work and home)
Bringing work home and not completing it
Feeling like there is never time for friends or family
Guilt from not doing enough for students

LEVEL 3: CYNICAL AND APPROACHING EXHAUSTION

Isolation (in and out of work)
Feelings of paranoia (every school policy, program, etc., is out to get you and make your teaching day harder)
A constant feeling that school goals and your goals will not be met
A refusal to engage in professional development

LEVEL 4: COMPLETE EXHAUSTION AND BREAKDOWN

Feelings of exhaustion every day (including holidays and summer)
Drastic increase in sick days/mental health days
Lack of optimism for career and personal life
Unusually frequent physical symptoms (cold/flu, stress-related illnesses, hospitalizations)

Where are you on the Leichtman Scale? If you’ve been sharing with others that you feel burned out, you’ve likely been advised by them to take some time off, make more time for enjoyable activities, spend more time with your family… do you see a common theme here? TIME!

How can teachers win back time?

Educators need time away from their job to recharge and start each day fresh. But teachers often bring their workload home because there isn’t enough time in their day to complete all of the tasks their job demands. So what’s a solution? How would your level of burnout change if you didn’t have to grade the mountain of student work on your desk? And would your level of burnout subside?

Here’s a letter TeacherMade recently received from Sandra M., a 5th grade teacher:

“I just wanted to tell you that because of TeacherMade, I have my weekends back. I have spent many hours over the past year making activities for my students, and it is finally paying off. I get much more grading done during the week, and I don’t have much to grade on the weekends. If I do grade on the weekends, I spend between 30 minutes and an hour. This is a huge change from the 10-12 hours I would spend every weekend before I began using TeacherMade.”

Sandra has found that using the platform has given her back her weekends. That’s a huge start for combating burnout. How did she do it? She made an investment of time to convert her paper-based materials to digital interactives in TeacherMade. Let’s explore how it’s done.

Five Big Wins with TeacherMade Autograding

1. Quickly and easily upload your assignment files for autograding.

You may have experimented with Google Forms in the past. It was easy enough to type up your multiple-choice assignment and send it to your students via Google Classroom. But then you realized that you would have to do that for every assignment if you wanted to go fully digital.

TeacherMade solves that. “Once you have your PDF, Google Doc, Word Doc, or even a scanned document on your computer, you can easily upload it to TeacherMade and make it digital for your students to use,” explains 8th grade ELA teacher Melissa P. You can quickly add multiple question types to the online assignments. It’s similar to how you add an element to a PowerPoint slide.

Upload of Create a New Augograded Activity — Upload or create a new autograded activity. TeacherMade supports a variety of file types.

Example of an Autograded Assignment TeacherMade — Example of an autograded assignment in TeacherMade.

2. Load in an answer key to autograde some or all of an assignment.

Are you loading up your giant teacher bag on Friday afternoon, dreading your weekend of grading? Stop doing this, and, if you’re an instructional technology coordinator, stop letting your teachers do this to themselves. You can be a successful educator while enjoying restful weekends. Here’s how:

When you make online assignments the norm in your classroom, you will quickly gain back your nights and weekends because of autograding. As you create activities and questions, you just set your answer key and let the platform do the work for you.

With TeacherMade’s autograding, you have flexibility with grading and assessments:

Grade some or all of an assignment with autograding
Utilize over 20+ different question types (all STAAR 2.0 types available)
Leave personalized comments in areas that need them most
Change or edit the answer key before, during, or after the assignment and all student grades will automatically be updated

Image of TeacherMade Autograded Example Activity — TeacherMade autograded example activity, showing correct and incorrect answers.

Example of the “Teacher View” showing scores, submission dates, and status for the assignment.

See how our autograding works with this quick video demonstration.

3. Focus personalized comments on areas that matter most.

Here’s how middle school teacher Mariana D. handles autograding and personalized comments in her classroom:

“After your students complete the assignment on TeacherMade, you can give them immediate feedback, which is truly effortless. You won’t need to private comment in Google Classroom anymore! Commenting on Google DOCS and Slides would take me hours to do.

I’d then need to return the work, which would confuse the students. They could view their grade and work on what they did wrong with little to no redirections. Since I spent so much time grading and giving feedback on Google Classroom, I didn’t have the time for a small group to reteach. Instead, everyone would need to stop, putting us further behind.

Now with TeacherMade, I can tailor my lessons and worksheets to students’ individual needs with time to spare. The self-grading component is a game changer. It allows me to utilize the time in the classroom like never before. Students who are ready to move on can do so while I sit with the ones who need a little bit more to succeed.”

4. Increase student accountability.

When students get instant feedback and know that work will get graded, they put in more effort. This leads to:

Better parent engagement: Parents see grades show up instantly with autograding and LMS integration.
Increased personal responsibility: When students get instant feedback, they remember working through questions, and they ask more questions about what they missed.
More meaningful reteaching: Students take a more active role in reteaching when the assignment results are fresh.

Example “Student View” of progress as they work.

Example “Student View” of their score after submission.

5. Take back your nights and weekends.

Transform your teaching materials and PDFs and reduce your workload.

Easily use what you already have. Transform your existing Google Slides, Docs, and other PDFs into interactive activities in minutes. Or construct digital activities from scratch. The choice is yours.
Prevent teacher burnout with autograding. Regain your nights and weekends. 20+ question types are autograded for you. Scores flow straight into your online grade book! Even student-constructed responses are graded more easily in TeacherMade.
Measure and track what your students know. Students engage more deeply with the curriculum when they get instant feedback via the ‘Check My Answers’ button. Turn learning loss into gains.

It works. And we are anxious to help you and your team get started. There are many strategies and best practices for going digital using TeacherMade. Contact us (or any TeacherMader you may know) and we’ll show you how to add more time back into their lives, your life! Let’s combat teacher burnout together.

Get a Quote or Start a FREE Trial Today!

May 10, 2023 0 comments

Blended Learning Classroom Management Content Creation

The Benefits of Using Interactive Videos in the Classroom

by Lucia Soto May 4, 2023

written by Lucia Soto

Don’t you wish you could multiply yourself in the classroom? Interactive video is more than showing a YouTube in class! This teaching strategy can be used at all levels and in different ways to build independence, free yourself up for teacher-led small group instruction, and give students the opportunity to learn at their own pace.

Research on Interactive Video

Interactive video currently has an effect size of .58. This means that it has the potential to have a positive effect on student achievement. The VisibleLearningMetaX website defines Interactive Video as:

“A digital video technology that allows students to review segments of a recording in a non-linear way, as many times as they wish. Interactive video has been linked to reduced cognitive overload, greater attention, and greater reflection.”

All things that we want to afford for our learners! Think about how many times you have watched a video to learn something new or get a refresher on a topic. Being able to visually see and understand something allows for clarity and a deeper understanding. Personally, I use YouTube to learn more about new technology and to learn new recipes while cooking. More on that later!

A Reinforcement, Not a Replacement

“I’ve never had to repeat directions to students,” said no teacher, staff member, or central office personnel EVER! When creating an activity in the classroom, consider how you can utilize interactive video to enhance your instruction and essentially multiply yourself for your students. Weston Kieschnick says in his book, “Bold School: Old School Technologies + New School Technologies,” that:

“to enhance the effectiveness of this strategy, it should come after teacher-delivered core instruction.”

I understand this as “don’t let interactive video replace you, instead, let it reinforce what you have already taught to your learners.” Interactive video allows you to “interact” with multiple learners at the same time and in different locations, but it is not a replacement for your instruction.

An Example of Interactive Video

When working with 2nd graders on an author study project, the teacher I was coaching utilized interactive video. Using video, she provided directions for one part of the project that included project expectations. She also recorded a brief re-teach of her mini-lesson for another part of the project, including the same visuals she used in her whole group lesson. Throughout this project, her understanding and use of interactive video in her classroom grew. Each student could clearly see the teacher’s expectations and could re-watch videos as needed without interrupting the teacher. The teacher was then able to facilitate the learning, helping any students who were struggling or needed more scaffolding, while others continued to learn from her through video.

Image of student watching a video during the author study project. — Student watching a video during the author study project.

Image of two students working together to complete part of the author study. — Students working together to complete part of the author study.

Boost Independence During Small Groups

When interactive video is implemented in the classroom, it increases the chances that students can learn something while away from the teacher. If a station rotation model or playlist model is implemented in the classroom, especially with elementary students, there are many times when students are required to be on task while away from the teacher.

In these models, the teacher is usually working with a few students in small groups on a specific skill or providing intervention. We know this small group instruction is where the powerful teaching moments happen. But oftentimes, this is the exact moment when the students who are not working with the teacher, decide that they can not function independently, and they HAVE to ask the teacher a question about what they are supposed to be doing independently.

Image showing an example of interactive videos during independent work — Students working independently during small group rotations.

With interactive video, or even video directions, included in station tasks, students are less likely to disrupt the teacher and small group instruction. They can also revisit instructions if needed. In other words, how can you maximize your small group time, and they can maximize their time on task.

Tools for Creating Videos for Stations

One tip for providing interactive video or video directions is to utilize Flip. With this platform, teachers can record task directions, generate a QR code for the video (on the site itself), then print the QR code and include it at the station/ task.

For those that have a Learning Management System (LMS), maximize what you already have access to! Use folders to organize the station tasks and record the videos directly in your LMS. This is a quick way to organize and house videos that students can refer back to.

Offer Self-Paced Learning

In addition to boosting independence, incorporating videos leads to empowering students to learn at their own pace. Providing interactive video for students to watch and then respond to, or offering videos with directions, allows students to pause, play, rewatch, and/or digest content at a pace that works for them.

Students working independently at their own pace.

If a student needs to take a bathroom break, they won’t miss the important content when it is in a video format. For example, I am no expert chef in the kitchen! When I am learning how to cook a new recipe, I turn to good old YouTube. With video directions on YouTube, I can understand measurements, pause and rewind to seek clarity on a step, and rewatch to see what my meal should look like.

Prevent Frustration

When delivering professional development, I love to use this Fold the Cheese clip from Schitt’s Creek. This is about the frustration you feel when you don’t fully understand something. And then someone else is getting upset with you because you don’t understand. Let’s avoid having students go through this frustration!

As a teaching strategy, interactive video works best when leveraged to enhance instruction. This consumption of materials is best maximized when the video is created by the teacher who students have the privilege to learn from every day. How will you implement interactive videos to boost independence, offer self-paced learning, and prevent frustration?

Lucia Soto is one of our 2023 Elementary Technology Conference (ETC) presenters! Don’t miss her session with Gilbert Barrera on “A Balanced Approach to Building Independence While Leveraging SeeSaw.”

ETC is coming in hot this June 11-13 in Galveston, TX. But don’t worry, it’s the coolest conference around. If you work in any role in elementary education, there’s something for you at ETC this summer. Don’t miss it!

Register now!

May 4, 2023 3 comments

Accessibility Blended Learning Content Areas Digital Literacy English Language Arts Reading (ELAR)Good Teaching Learning Management System (LMS)Math Planning and Preparation Science Social Studies

Interactive Digital Notebooks: Examples, Tips, and Templates!

by Deanna Williams December 1, 2022

written by Deanna Williams

Students and teachers finally return to face-to-face learning to what is a seemingly “normal” start of the 2022-2023 school year. While there is not a hard and fast definition for “blended learning,” oftentimes educators struggle with student experiences and expectations in this regard. In the spring of 2020, those in education, both students and teachers alike, were thrust into a digitally immersed classroom. There were learning curves and positive outcomes, but there were also experiments and failures across all grade and content areas. Since then, students are accustomed to being greatly immersed in technology-rich lessons and activities. And they are embracing the ever-changing technology tools available. While educators have also seemingly embraced available technology, the learning curve is still there. In my district, digital interactive notebooks are paving the way for student success across the curriculum.

What Are Interactive Digital Notebooks?

Interactive digital notebooks are an innovative way for students to engage with and organize course material. Digital notebooks can be individually assigned to students or to the class as a whole. It may seem odd to have a class notebook; however, there are important lessons that students can learn through them. And for teachers, there are many different tools you can use to incorporate digital components. When first using interactive digital notebooks, it may take a little getting used to. But you quickly become accustomed to the ease of grading and appreciate not having to lug a bunch of heavy journals home. Let’s explore a couple of detailed examples!

Digital Notebooks for Literature Circles

During the height of the pandemic, and with lots of trial and error, as the technology integration specialist in my district, I designed an interactive digital notebook for AP English IV students to use with their literature circles. They learned about digital citizenship, hyperlinking, and several other skills that are needed for college and career readiness. I worked closely with the classroom teacher and the students to ensure all the components worked properly and student expectations were clear. It was exciting to see all participants eagerly engaged in feedback! Additionally, the digital notebook could be tweaked at a moment’s notice. The students were even invited to speak about their experience with interactive digital notebooks in front of school board of education members at the TASB Governance Camp (Texas Association of School Boards) in the spring of 2022.

Here is an example for you to explore:

Interactive Notebooks as Planners

Seeing student success and excitement while interacting with the digital notebooks made me want to take another step. I went further to provide the digital notebook to students for daily use instead of a paper planner. This would allow the students to stay organized while also allowing teachers and instructional interventionists the opportunity to utilize assistive technology to support student learning and success. Not only is the notebook easy to access, but students also commented on how their backpacks stayed cleaner and more organized, too. The notebook’s main tool was Google Slides, but also incorporated Google Sheets for class calendar access. Hyperlinks bridged connectivity and access for students and parents from home to the campus classroom. My district currently uses Schoology as our Learning Management System (LMS). The teachers are becoming more and more familiar with hyperlinking homework, calendar events, interactive tools, etc., to the digital notebook.

Take a look at this example for middle school:

***Middle School Example Notebook – All Subjects***

Digital Notebooks Increase Accessibility

There are many pros to using a digital notebook. For example, students have the ability to access their digital notebooks from virtually anywhere in the world. They just need to sign in using their school Google account. In addition to accessibility, there are also assistive technology tools within the Google Suite that students can use. Some of these tools include text-to-speech, voice typing, translation, and many others. Because there are numerous tools that can be incorporated into digital notebooks, occupational therapists in my district work with technology integration specialists to utilize assistive technology tools to ensure accommodations are effectively utilized. A couple of the main tools used outside of the Google Suite are Snap&Read and Co:Writer. Another great resource is an app called Slides Translator. It is user-friendly and includes over 60 language dialects.

Student Voice

When rolling out a project such as interactive digital notebooks, student voice is imperative when it comes to measuring success. I held a debriefing session with AP English students to take note of what worked and what did not.

Watch the video here.

Interactive Digital Notebook Templates

There are many wonderful websites that generously share their Google Slides journal templates. Some of the most notable are Slides Mania, Slides Carnival, Slides Go, and My Perfect Presentation. These sites offer a variety of templates to choose from, with several being journal-type options.

There is much to be said about the effectiveness of using interactive digital notebooks in the classroom. Both students and teachers will be positively impacted by the learning opportunities and use of technology they would not experience with a traditional paper journal. The personalization of student learning makes the trial and errors worth it in the end. The beauty of the interactive digital notebook is that one size doesn’t always fit all, but with a couple of clicks and tweaks, the notebook is perfect for the end user, the student.

December 1, 2022 7 comments

Blended Learning Leadership Professional Learning

Becoming an Ed Tech Pro: Where Do I Start?

by Miguel Guhlin November 18, 2022

written by Miguel Guhlin

Recently, a children’s librarian asked me:

“I’m trying to learn about ed tech but don’t know where to start. Are there any great books, articles, or people I should check out?”

Success hinges on three areas when focusing on becoming an ed tech pro.

Three Key Areas for Ed Tech Exploration

You will need a solid grounding in several key areas:

Evidence-Based Instructional Strategies
Instructional Coaching
Digital Tools

Let’s take a look at each one of these areas one at a time.

1. Evidence-Based Instructional Strategies

First, as an ed tech newbie, you should check out joining TCEA. It’s not expensive to join, and you get access to weekly webinars that earn you credit. If you’re not ready to join, you’ll still find tons of great resources on the TCEA blog.

One way to get a handle on evidence-based instructional strategies is to read a few books, such as:

Mike Bell’s “The Fundamentals of Teaching“
Hattie, Fisher, Frey’s “Visible Learning” series of books (e.g. Literacy, Math, Science)
Zaretta Hammond’s “Culturally Responsive Teaching and the Brain“

These should really ground you in evidence-based strategies. If you want to take it to the next level, consider taking the TCEA Evidence-Based Teaching course ($39).

2. Instructional Coaching

Without coaching, you are wasting your time. No one cares how cool a digital tool is if it can’t impact learner achievement and if they don’t know how and when to implement it. That’s where coaching comes in and sets up a structure for assisting others in supporting student learning. To coach effectively, you need to ensure you and your coachee have knowledge of:

Evidence-based strategies (and when to use them)
Digital tools (and how to use them)
Formative assessment (for gauging when and how to best use strategies and technology)

There are lots of coaching approaches. I’m partial to Diane Sweeney’s work. You can also find an overview of coaching approaches in the TCEA blog.

3. Digital Tools

When you think about digital tools, you may first ask, “Where do I start? There are so many!” The truth is, you need a place you can go that allows you to mix-n-match. You are matching digital tools with the instructional strategy that will best support them.

For example, K-3 teachers use strategies for teaching vocabulary, but what digital tools do you use with those? In this article, Vocabulary Acquisition: Three Tools for You, we offer a variety of ways digital tools and strategies go together.

Another option, though, is to look at something called EduProtocols. These templates and resources offer ways to connect tried-n-true strategies to digital tools.

A Parting Thought

You are well-positioned for the shift if you focus on these three key areas. A lot of ed tech folks are now called “digital innovation specialists” while others are taking on the role of an instructional coach. Having a grasp of these three areas can ensure your success with:

Instructional strategies
The ability to build rapport with teachers (for coaching)
A solid awareness of digital tools that amplify learning outcomes

Go for it. Achieve escape velocity.

Bonus Items

#1 – Find Free Books

Do you want to pay for books, or get them at no cost? If it’s the latter, you are going to love this website Doug Holton from the Ed TechDev Blog introduced me to. The organizers point out the following:

These free books were specifically designed with K-12 teachers in mind.

They address a variety of topics. They may be useful in many settings. Settings include teacher education, licensure, and professional development.

Some that are of special interest to ed tech professionals include:

The other texts are also of high-interest depending on your field. As a bilingual technologist, two that I want to read are Understanding Language Acquisition: Teaching English Language Learners and Foundation in Education for Emergent Bilinguals.

Wondering about copyright, aren’t you? Is this one of those websites where the books are “free” but sharing is in violation of the Digital Millennium Copyright Act (DMCA)? Nope. These are legal shares that are available for download. Isn’t that amazing?

“All of our content is freely available, and most of it is free to remix, reuse, and redistribute without seeking permission. (source)”

Additionally, you can read the books in your browser or have them read to you aloud.

#2 – Online Courses

While TCEA offers a wealth of exciting online courses at the most affordable price ($39 each), there are many sources of online content available online. One such source is ModernClassrooms.org, recommended by Charlie Gramatges (@cgramatges@mastodon.education). “ModernClassrooms.org is filled with micro courses that change the way you think about Ed Tech,” says Charlie. You might also like to review this list of online course providers.

November 18, 2022 0 comments

Blended Learning Classroom Management Content Areas

Five Tips for Great Classroom Center Management

by Emily Horn June 6, 2022

written by Emily Horn

Who loves classroom centers? *Raises hand* Classroom centers can be fantastic and versatile spaces within the classroom. They can offer student choice, movement within the room, and provide enrichment, extension, and reinforcement. They can also allow for interaction between content areas, technology, and hands-on experiences for students. The content, supplies, and types of centers will vary depending on grade level. For example, preschool centers will include centers like dramatic play and art, while upper elementary grades will most often include content-based centers like math and writing. Whatever your grade level, whether you teach preschool or grade 5, here are some of my favorite tips for classroom center management.

1. Avoid traffic jams.

Limit the number of visitors per center at a time. This also challenges students to try new things when their preferred center(s) aren’t available. In each center, I placed a visual with the center name. Next to the center name, I placed a numbered name tag chart, with attached velcro. I printed these on colored card stock and laminated them. Some centers were only open to one student while others would be open for three to four students at a time. I placed the other side of velcro on the back of these coordinating student name tags (which I also laminated). Students placed their name tags at the center of their choice, and when the number cards were full, the center was no longer available. This worked amazingly well in both my preschool and second grade classrooms. Also, strategically space centers throughout the room and create flexible workspaces for students in different areas. Students can also work at their desks!

2. Create resource-rich workspaces.

Make sure students have access to everything they will need at their center. Set up areas with supplies, resources or reference materials, digital devices, clear instructions, and opportunities for partnered or independent work. It’s great to offer students several activity options at varying levels. But students should have everything they need at the center in order to be most efficient.

3. Set very clear expectations.

And stick to them! With your students, establish very clear guidelines and determine what the consequences will be for not following them. This includes behavior, noise level, working habits, and clean-up expectations. What are the expectations for students if they have questions, but you’re busy? “Ask three, then me” is a great routine to put in place. Here is an entry with several additional suggestions. Also, one of my expectations was that students should complete an activity before moving on to a new activity.

4. Provide a checklist, choice board, or extension menu.

Set up a system for students to track their work to prevent them from starting a lot of activities that they don’t finish. One way you can do this is by giving them a weekly or daily checklist listing their “must-do” activities and several “can-do” activities. You can also use a tic-tac-toe choice board. Check out these great posts about choice board creation.

5. Model tracking and organization.

Coach your students to track and organize their center work. Each of my students had an individual folder. They put their “to-be-completed” activities in the front pocket. Completed activities were hole-punched and put in brads. They loved seeing their folders fill up, and we celebrated this together!

What’s worked in your classroom for classroom center management? Do you have additional ideas or strategies to share? Please add them in the comments. I’d love to hear from you!

June 6, 2022 0 comments

Blended Learning Good Teaching Planning and Preparation

Self-Paced Lessons Set Students up for Success

by Lindy Hockenbary April 26, 2022

written by Lindy Hockenbary

What happens when you don’t feel confident in your abilities to complete a task? Procrastination? Anxiety? Low self-esteem? That nervous feeling in your gut? Every person reacts differently to this situation, but in general, a typical reaction leans towards disengagement. A big part of facilitating engaging learning and setting students up for success is creating personalized learning.

Self-Paced Lessons as a Strategy for Student Success

The ultimate goal of educators across the world is to personalize learning for each student. Different elements of the learning process can be personalized, including learning outcomes, pace, product, process, and content. (Source) A simple way to personalize the pace of learning is to create self-paced lessons.

A self-paced lesson includes everything a learner needs to complete a lesson on their own timeline. Imagine these lessons packages you wrap up and hand to your students. However, to put a bow on this package, I have found that adding specific elements helps ensure students are set up to both feel and be successful learning at their own pace, whether the teacher is synchronously and/or physically present or not.

Example Self-Paced Lesson

Before we dive into discussing the essential elements of a self-paced lesson, it is helpful to review an example. Become the Character is an example self-paced lesson designed for the intermediate-elementary ages. No worries if you teach younger or older students. Focus on the lesson elements and not the content. This example is created using Google Slides, although keep in mind that self-paced lessons can take on many forms.

Essential Elements of Self-Paced Lesson

What elements are critical to a self-paced lesson in order to set students up for success?

Learning Target

In order for students to buy-in to the learning, it is essential that they know the purpose of a learning task. Make sure the learning target (also known as goal, objective, outcome, or intention; adjust for the terminology you use) is clear and visible. I recommend beginning with only one learning target per lesson.

Overview of Lesson

Do you write on the board of your physical classroom what students will be doing that day, period, or block? Instead of writing a lesson summary on the board, put it in the lesson so students can access it anytime, anywhere. I recommend using consistent language each time, such as “In this lesson you will . . . ”

Video Introduction

Using video is a great way to set students up for success. Video can be watched at any pace and rewatched as many times as needed. When it comes to self-paced lessons, I find it crucial to begin the lesson with a video of the teacher introducing the lesson. Why? Research regarding using video for learning indicates that the more learners see and hear their teacher, the more likely they are to engage with the content. (Source) In addition to engagement, teacher-created videos increase student satisfaction and participation, and they can also help develop a quasi-relationship between teacher and student. (Source)

Think of this as the introduction of a direct instruction lesson where you stand in the front of the class and say something like, “today we will be doing ___, and I want you to focus on ______.” The introduction video for a self-paced lesson is the same idea. Introduce the lesson. Explain anything that may be confusing. Give a little pep talk.

Make this quick and informal. Don’t stress about it being high-quality. High-quality videos take hours to make. You don’t have time for that, and studies show that quality doesn’t have a direct impact on engagement. (Source) What matters more than quality is that you seem enthusiastic and upbeat. (Source) This doesn’t mean that you can’t use a video made by someone else for the content of the lesson. However, try to start a lesson with a short video of yourself enthusiastically introducing that lesson.

Learning Resources

This includes any resources that help meet the learning target. Make sure to provide choices in various formats, if possible. I try to give at least one visual resource, such as a video, and one written resource, such as an article.

Learning Task

This is the assessment. How will students show proficiency in the learning target outlined at the beginning of the lesson? It is important to provide choices here as well, and it is easy to integrate choice boards into self-paced lessons.

What Does “Done” Look Like?

This is also known as a checklist of completion. I find that answering the question “What does ‘done’ look like?” is extremely helpful to both the student and any caregivers who are potentially assisting the student. I find a simple checklist is effective as shown below.

Reflection

Adding a short reflection at the end is crucial to bringing the lesson together. The reflection serves as valuable feedback for you because what the learner shares in the reflection is usually a tell-tale sign of whether they met the learning target or not.

Pacing Guide

Including pacing guides throughout a self-paced lesson is a crucial element to ensure student success. Pacing guides can be approached in two ways—approximate time of completion or minimum time of completion. I find it easier to gauge a minimum time of completion as opposed to trying to guess an average time across all learners and all choices provided.

Brain Breaks

Our brains need breaks from digital screens, so brain breaks are important for digital lessons. A brain break can be as quick as you want to make it and can be anything that gets bodies moving. A GIF is used in the sample lesson.

Choice

It is important with self-paced lessons to give students autonomy over their learning. If students have choice in their learning tasks, they are going to choose the option they feel they are most likely to be successful at. This is a great way to sustain engagement.

Consistency

Creating consistency and routine is an important strategy in setting students up for success. Just as you create routine with logistics and agendas in your classroom, create consistency with digital learning tasks. The more you are consistent in the format of your self-paced lessons, the more successful your students will be.

Self-Paced Lesson Template

Using templates is a great way to create consistency. If creating self-paced lessons using slides peaks your interest, use the Google Slides Self-Paced Lesson Template. To keep in Google Slides format, navigate to File > Make a copy. If you would like to use Microsoft PowerPoint, navigate to File > Download > Microsoft PowerPoint. Either way the template is designed to be plug-in-play. Add your content, videos, and links and you have an instant self-paced lesson! The more lessons you create the faster you will become.

Self-Paced Lessons Come in Many Formats

Tools such as Pear Deck or Nearpod could also be used with the slides template to create self-paced lessons. Both Pear Deck and Nearpod add interactive elements to slides.

Self-paced lessons can also be created using Google Forms or Microsoft Forms. If you use a learning management system (LMS), the elements of self-paced lessons could be created using the features of the LMS.

Self-paced lessons can be used in face-to-face classrooms and are perfect for blended and hybrid learning. In my book, A Teacher’s Guide to Online Learning, I discuss using self-paced lessons for asynchronous virtual learning.

When it comes to setting your students up for success with self-paced lessons, the sky is the limit!

April 26, 2022 0 comments

Newer Posts

Older Posts