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    August Resource of the Month: Authentic and Active Learning: Start The Year On A Creative Note

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    A new school year- a blank slate! Whether your mind is inching into Back To School mode or still completely in denial (It's OK), this month's resource is meant to get the creative juices flowing. In our March 2022 Resource of the Month, we highlighted Authentic and Active Learning (with a unit planning resource). This month we bring this topic back into the spotlight. 

    We know that effective lessons help students ​1"make authentic connections, allow them to actively learn, and are personalized to their needs and interests." Without authentic and active work, we have compliance-based learning where students march through sequenced steps of disconnected content, skills, and activities leaving little room for understanding, retention, interest, or joy. For many reasons, we’re often willing to take on creative projects at the end of the year. But this year, why not take a creative risk and START the year off with an authentic project? This month we share John Spencer's
    Overview: In his article, Mr. Spencer challenges us to ask, "What is a creative risk I can make as an educator?" and "What is a creative risk my students can make?" Spencer's Starting the Semester On A Creative Note  shares ten innovative, yet simple ways to take a creative risk as we START the new school year (something here for everyone K-12). His ideas include everything from implementing Genius Hour, Design Thinking, Divergent Thinking and Maker Projects! Intrigued? We were. Check it out, make your adaptations and take your creative risk! Share your ideas for starting the year off with an authentic project this school year in the comments below!

    Don't Forget!! 
    1. If this makes you a little nervous, remember just because you start the school year this way doesn't mean you are committing to the entire year. Sometimes just trying it out, stepping out of your comfort zone for a short trial period is better than never starting!
    2. You can still (and should) co-create beginning-of-year norms, routines, and procedures with your students - creativity does not equal "free for all."
    3. Everything is always more fun with a friend. Do you have a colleague (any grade level) you could enlist to join you?
    4. Take time to reflect at the end of this experience - What went well and why? What didn't and why? What changes would I make? 

    1. https://authenticlearningllc.com/trifecta-of-learning
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    June Resource of the Month: Reflect and Rest!

    You made it to June!! School's out (or going to be out soon) so let's keep it simple. 

    Before you take a well deserved break take 5 minutes, and use the graphic to guide your reflection on the following:
    1. In what ways and areas of blended, personalized learning did my practice evolve this past school year? What am I proud of?
    2. How were my students impacted by my changing professional practice in blended, personalized learning? 
    3. What key areas do I want to focus on for next year? (You don't have to do anything right now- just get it out of your head!) 
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    Put your reflection away for a couple of weeks- it will be there when you are ready. Now it's time to take an all important break, decrease your stress levels, relax and renew!   Research even supports it!  Taking A Break From Work (And Why You Need It) 
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    May Resource of the Month: Give Choice to Optimize Instruction/Learning For Students

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    We don’t have to be convinced that one size does not fit all. With advancements in technology, access to free, open educational resources, and digital content and apps, why are we still left feeling like giving students choice is a daunting, impossible task? Is it the workload? Possible impact on classroom management or grading? Maybe it’s a feeling that we have to give choices everywhere or not at all? At connectingEd, we are all about baby steps. Instructionally, the use of choice is ONE way to optimize learning opportunities for students, and there are many ways to start. Once you start, keep going! 
     
    Overview: Study the Continuum of Choice by Bray and McClaskey. The further to the right this progression gets, the more we educators dig our heels in, right? Probably for the reasons mentioned above. But what if we baby-stepped our way through this continuum and allowed ourselves time to evolve over several years?

    Reflect using these guiding questions. Don’t rush it.
    • Where am I along this continuum? 
    • Am I even on it? 
    • Have I stayed in one place for a very long time? 
    • When was the last time I took a step? 
    • What scares me about moving along the continuum? 
    • What excites me? 
    • How could moving along the continuum help me optimize learning opportunities for students?​​
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    Get started! Explore the recommended resource below.
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    Don't Forget!! 
    1. Take a step and stay there a while. Practice, reflect, share with colleagues, and try again.
    2.  Students will not automatically KNOW how to handle choice. You will have to institute practice time with 
    • How to choose or create a good choice
    • Understanding learning styles and preferences 
    • What to do when my choices look different from my classmates or friend
    • How to persevere with a choice 
    • When to abandon a choice
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    April Resource of the Month: How I'll Show What I Know

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    Every teacher needs evidence that students have met learning goals. Why not take something we already do in the classroom and make it more student-centered and teacher-supported? (It's what we love to do at ConnectingEd!) 
    Here is the shift- get students involved in choosing and developing HOW they will show you what they know. 
    1. Choice empowers students and prepares them for life outside of school.
    2.    Choice engages students because they have some control.
    3. Choice increases responsibility,     and who doesn't want students to be more responsible??     ​
    Check out the "How I'll Show What I Know" resource below. Here are a few ideas to consider:
    • You can create the choices or have your students brainstorm a list.
    • Make this into a Google or Microsoft form; just copy and paste the prompts. You will then have all of your student information in one spreadsheet that you can also use to track progress.
    • Students will need some guidance when learning how to make a plan and a timeline. You will need to have a class discussion about what should be included, what it might look like, and how to keep on track. Have students share their plans, so you have some models!
    • Check-in frequently with students about their progress. Keep it simple- use Google/ Microsoft form or an exit ticket. Meet with students who are behind or struggling- it only takes a minute or two to work out a plan. Accountability is the key! 
    Do you have some helpful hints for using this resource? Please put them in the comments so we can share what works best!

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    March Resource of the Month: What’s Your Point? Authentic and Active Learning

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    We know from our own experiences that when learning is purposeful, we are engaged and motivated to make meaning of content, ideas, and topics to understand and accomplish a goal! In personalized learning, learning and application occur in a purposeful, real-world context connected to students’ lives. One of the biggest struggles teachers share is creating a context for learning content and skills connected to the real world. This month we’d like to introduce an adapted version of a graphic organizer from the great Grant Wiggins and Jay McTighe (Understanding by Design). The What’s My Point graphic organizer is a fantastic thinking tool to help you get at the heart of what and why the content of your unit is so important to learn and how it is connected to the real world.
    Overview: Use the What’s My Point graphic organizer to think through your units. If the questions seem a bit redundant, that’s because they are. The more you consider your content’s significance and connection to the real world, the more likely you will land on the real reason the content is important to learn. When you know “your point,” you can work to frame learning in this meaningful context. (See image below for examples)
    Link to What’s My Point  (just click)

    Don't Forget!! 
    1. Take baby steps. To practice, it might make it feel more manageable to try this with a lesson first. Then start with one unit. After that, it's ok to evolve one unit at a time.
    2. Collaboration is key. Try this with a colleague. Teaching the same subject and grade is helpful but not necessary. The main goal is to have a thought partner in the process. 
    Join in the conversation. Post a comment:
    • Share how you used this graphic organizer. What worked? What didn't? What would you modify? 
    • Share a similar resource that you have used with success. 
    • Share an area of focus for next month's resources. 

    The image below shows the evolution of four units using What’s My Point. The first two columns show the teacher’s original point of teaching the unit. The last two columns show the teacher’s shift in thinking after completing What’s My Point.     ​
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