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How To Remember Your Daily Attendance

11/15/2019

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If you are naturally organized and task-oriented, you don't need this message.. This is for the other kind of teacher, the ones for whom tasks sucha s these are not easy, however smart, well-meaning and otherwise conscientious we may be!

As someone who hyperfocuses on teaching and who is also pretty ADD even when I'm not fully immersed, I know how record keeping can easily be forgetten. But I also really respect not making other people's jobs harder. So in honor of Ms. Little's personal plea to us at faculty meeting, here is what I would need to do in order to not forget my daily attendance: 
  • Log into my computer and open Powerschool to my attendance every morning during announcements so it's ready. 
  • Have a homeroom volunteer to take unoffical attendance. I know they can't take official, but it gives a hurried teacher a place to start . Alternatively to a chart on the wall or clipboard near your passes, you can have each student sign in. They can sign in on a google form you can qr code on the wall or chromebook cart. and they can scan the code with their chromebook when they retrieve it.  Or have a magnet from out to in on the board next to their name)  Both ways help ensure a teacher can take attendance fast if kids are already out of their usual seats working in groups or whatnot. 
  • Set an alarm on my phone or the computer I use my projector from. Name it "take attendance now" and set it to go off every weekday at  9:45 am and display that message. Alternately give this reminder job to a student as part of your class jobs. Don't have class jobs yet? Definitely start instituting those as soon as possible. They make the day run smoothly, help build community and a sense of being needed, and help you free up more of your brain brandwidth for the real challenge of teaching.

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Navigating the New Website

7/28/2019

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Navigating the New CMS school Websites

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The old Piedmont webpage links all redirect to the new We Are CMS pages. Here’s how to get around and find what you need.
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Make Sure They Can See It

7/11/2019

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You can test your Google site, doc, or form visiblity by going to Chrome and opening a new incognito window.
Remember that any links you add or docs or slideshows you embed must also be set to viewable permissions.

Your Google Site Website

Go to your site (you must be signed in to Drive) then click on the share icon. Make sure the PUBLISHED site (not draft) says anyone can find and view)

A YouTube Video you want students to see

Make sure you're signed into Drive with your CMS id then click the approve button at bottom of video. If only a few students are unable to view the video from their Chromebook, make sure they are signed into Drive as their CMS student email.

A Google Form

Sign in to Drive, go to the form, Click the gear wheel, make sure all the "Required Sign in options are UNCHECKED if you want parents or students to be able to do it from  home or without remembering their google drive school signin.  If you want them to be signed in to their school drive, then it is good to check these.

A Google Doc

Go to the doc, click “share” and then make sure it's Anyone on Internet, or Anyone with Link
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Meeting the Needs of All Gifted students

3/13/2019

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View this post on Instagram

Hashtag: focus?️‍♀️This is sincerely fascinating them - they’re designing all kind of experiments and hypotheses around this #hydrophobicsand #discovery

A post shared by Lisa Gurthie (@earthiegurthie) on Mar 13, 2019 at 6:35am PDT

View this post on Instagram

This video was made by request because the #makerspace students wanted you to see this cool #hydrophobic sand action. #PiedmontIB @katie.janak thanks for the idea.

A post shared by Lisa Gurthie (@earthiegurthie) on Mar 13, 2019 at 6:27am PDT

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CURRICULUM COMPACTING AT PIEDMONT

​Who?
  • Individual or group.
All students who Need a Challenge beyond the regular classwork. (This means Gifted, High Flyers, Disaffected but Talented and even bright but underachieving school-haters who need a motivational push.) 

What?

Piedmont's new Makerspace Classroom/workroom staffed by Ms. Gurthie is available for compacting gifted students and for special projects, PBLs, Love of Learnings, Independent study and more. 

When?
  • During class, During 6th block, or on their own
This is up to you and the student.  Students can pre-test out of the class, leave based on map scores or other standardized work, prove mastery through a project that is alternative to the class assignment but takes place at the same time or other. 

Where?
  • In the Makerspace Workroom or in your room

Why? 
We are doing better than most schools at serving our gifted and unidentified gifted students, but there is room to grow.

Why not just the "high fliers?" who are responsible to do twice the work. If we only allow teacher-pleasing responsible, quick-finishing students to compact, we will only get a certain narrow slice of the entire demographic. My students today named two boys who they said were very smart but teachers did not know it.


How?

email me with your suggestions of  who what when and where  and if you have any preferences for below:​
  • Threading in and out of the full class daily, depending on your daily activities or just check-ins with you when you ask.
  • Continuing to do the work of the class as well, or this replacing the work of the class
  • With a teacher-chosen product determined before compacting,  a student-chosen product determined by the end, or just email updates from the student or me.

Tools:
These are some of the tools at your disposal. Use the ones that work for your situation or students

  • Compcting Contract for Students
  • Compacting Contract and PD for Teachers
  • Compacting Exit Interview/Evaluation bit.ly/compactingexit
  • Compacting Website for Students (made by a student while compacting) 

How it works IRL:

. Here are some real-life examples this school year:

"A" comes alone to work every day for the unit.  I suggested some ideas but she chose to work on  9th grade level materials even though she is in 6th grade. We decided she could start and 9th grade and move down if it iwas too hard. She did not have to move down. She is self motivated and needs no redirecting.  She sought out compacting on her own after trying it for another class.

"B" has worked with a classmate and alone. She is advanced but also scattered and impatient. This is called asynchonous development but, despite immaturity in some areas,  she is still in the correct placement. Not all gifted students are precocious in all areas and some even lag behind. When she compacts with the classmate she is kept on task by the classmate who is much more mature. 

"C" came to me only two times to flesh out what he would do as an independent project for a few weeks of a unit. He chose a narrow subset of a subject being broadly covered in class.  During the unit time alloted, he created a slideshow of what he knew on his own after the inital consultation and did not come in regulary for compating. 

"D" comes in during flex time to learn more about a subject he finds fascinating. He comes a few days a week. His teacher gave him full freedom to study but not create a final project or report. We watch videos together. He tells me what's fascinating about black holes and I find him more infomation about that. Sometimes he loves what I find him, sometimes he doesn't and tells me so. The other day I couldn't work with him and I noticed he was on a website I showed him the previous day. 

AIG certificationBest Practices and Why in 2 minutes:
Edpuzzle - email me for the link to view.
Related Posts:

http://piedmontpd.weebly.com/celebrating-piedmont/piedmont-challenges-us
http://piedmontpd.weebly.com/piedmont-pd/compacting-for-personalized-learning
​

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3 Things To Do When you're Feeling Negative

12/3/2018

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A 3 step Fix for Demoralized Teachers and DeMotivated Students

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A seed of pessimism can grow to cast a shadow across your whole year. I've been there. About 15 years ago when I was midway through my teaching career, I asked a fellow longtime Piedmont teacher, "The kids have changed, right?" I wanted so badly for him to say "yes" to validate my pessismism. But he didn't fall for it. "They haven't changed, you have." Ouch. 

I know  what it is to feel like the kids have changed, I've been teaching since 1988. They haven't. Not substantively. Sure, the classroom challenges we face are different year to year. Students are more stressed than they used to be (One Piedmont teacher told me she heard that average student  stress levels now were considered pathological in the 50s.)  Stakes are higher now and a pathway to success seems more daunting in a world where this generation is the first to be less financially stable than their parents.

​ Students may face different challenges and temptations than you had BUT this generation is not going to heck in a handbasket, despite how it may look on your bleakest moment. The good news from social science research is that each generation of humanity is actually  less violent and more tolerant than it used to be. 

That doesn't mean that we teachers aren't facing difficult challenges today in the classroom but it does mean that your students are not as disaffected as they may seem.

Here are three things the best educational research says to do to reach students and reinvigorate your teaching.

1 - Put RelationshiPs FiRst

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Students need to have the lower levels of Maslow secure before they can work. Telling them to leave their troubles at the door is ineffective if they don't feel safe in your room. You must take time for this and you will get that time back with more efficient learning.
  • "Do Tomorrow " Fix -Have a few minutes at the beginning of class to prepare for the workday. Address student concerns. Allow for sharing and problem-solving. Focus on social/emotional health and growth.​
  • ​"Pie in the Sky Fix" -In a perfect world, middle school would not be bell-driven with discreet classes, but would function as a hub and spoke learning commons.  Students would have a full morning meeting with their homeroom teacher and classmates, then get their work done via their own contract using LMS like Google Classroom or Canvas. Learners would travel to content teachers' rooms for mini lessons and tests as needed and otherwise work wherever on the hall they're comfy.

2 - teach Students to OwN Their EDucations

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Once you have a good relationship with your students, you're one third of the way there, but relationship is not enough.

​Students should NOT do work because they like you or respect you or, sadly, fear you. Students should work because they want to grow their own skills. I've learned from working with online students that the physical presence of a teacher is important to making students want to work. Your job as a motivator is essential. The best way to motivate is to keep reminding students how this work will help them.

CMSPDL (Personalized Digital Learning department) recommends that students set their own learning goals with your help. Pretest each unit and share their scores with them. Knowing their strengths and weaknesses and keeping track of their own skills growth is essentail to feeling ownership. Without that they are just grade-chasing or teacher pleasing.

Of course, as children and all of us do, temptation to goof off is always there and that's why this third piece is essential, so read on...

3 - Offer EngagIng Tasks 

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Seymour Papert termed it "hard fun:" work that is engaging yet challenging.

Some folks call this rigor, but "rigor" should not be a synonym for drudgery. The work should be just a bit harder than students are used to but interesting enough that they also WANT to do it. That's your sweet spot.

The best way to find this kind of work and not be up all night planning is to use activities other teachers have created and found successful and then tweak them to make it your own. Get with your PLC and challenge each other to write your most engaging unit. Each of you take one standard and give it your all.

Be responsive to your students needs and interests. Make sure students who already know the topic can move ahead or compact out. Shout out to Ms. Winegardner for compacting her advanced orchestra students. See Ms. Gurthie if you'd like to learn more.

Related Posts. 
Curriculum Compacting
​http://piedmontpd.weebly.com/piedmont-pd/compacting-for-personalized-learning

Learning from Elementary School
http://piedmontpd.weebly.com/piedmont-pd/learning-from-elementary-school

JV Washam PL Visit Takeaways
http://piedmontpd.weebly.com/piedmont-pd/pdl-classroom-tour-washam

What a Personalized Classroom looks like
http://piedmontpd.weebly.com/piedmont-pd/classroomingredients
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PDL Classroom Tour - Washam

11/29/2018

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This morning I had the honor of being led on a PDL (personalized digital learning) tour by wonderful students at JV Washam who showed me their own classroom routines. (I can't recommend student-led tours enough!)

Each teacher I saw personalizes for their students according to their own teaching strengths as well as the needs of their students at that time. They model growth mindset for their students. One student pointed to the wall and said "my teacher hung those posters in the wrong order, but then when she realized her mistake we fixed it." I loved that the teacher modeled for her class that mistakes are part of learning and growing and involved them in fixing the mistake together.
To begin making the most of our digital devices to personalize learning at Piedmont, here is a procedure to follow, based on what I saw and learned:
  1. Set the stage: create an inviting atmosphere in your classroom with comfortable lighting and seating and focus on students’ social and emotional needs first. (see "Setting the Stage" images below)
  2. Practice working with flexibility and student choice. Create and explain rules for each new thing, then practice frequently for short times (quick activities).
  3. Choose a unit of curriculum to personalize.
  4. Gather ready-made high interest resources accoridng to skill. Place them as hyperlinks in 3 columns on a Google doc. Each skill gets its own doc. The doc can contain links to TES (blendspaces) lists of videos, activities, etc. This will be the hardest work. Use files and tools others have made. Get help from PLC partners if possible. Do one unit a year so you don't overtax yourself.
  5. Have students pretest. Share the results of the pretest with each student. Have them write their score down and know what score is needed for mastery.
  6. If a student achieves mastery level scores on each skill pretested, they can compact out. Others will work either from column one, two or three. Based on how they do, they now know which skills they need to work on . They only need to do the work for the column or doc they are deficient in.
  7. Have students complete a goal setting worksheet for that unit based on their pretest scores.
  8. Students work while you circulate and help one on one. When you get more comfortable that students will be on task, you can teach a mini lesson during this time to students who need it.
  9. Go easy on yourself. It will not go as smoothly as a teacher controlled classroom at first but don't give up.
  10. When students mess up, reteach and create buy in. Spend time on the relationship and helping them see the big picture.

Washam teachers all said that Switching to This method ELIMINATED many behavior problems in their classrooms.


Here are some photos with the takeaways geared toward things you can adapt for your classroom from how they do PDL at JV Washam.
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Don't be put off by the elementary nature of some of these images. They can be adapted to appeal to older students easily.

Setting the stage: Atmosphere Plus Procedural,Social, and emotional learning

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Students work on a soft rug on their choice of activiy to demonstrate mastery. They stay focused because the task is interesting and their choice. They persevere because they have set their own learning goal.
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Your students could design their own selfies with their IB learner profile trait as their headline. They choose font and you print, as Ms. Mise-Wilson's class did here.
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When the tap light is on, students know NOT to approach the teacher with questions (she is working with a student or group and cannot have interruptions)

This is important if you do choose to have one of the various activities students work on during the class be a mini lesson taught by you.
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Social and emotional learning is essential and continuous. If students are to be trusted they must first be taught what to do and not do and agree to that.  Students want more control and choice so it's an easy bargain for them.

Click on any image to expand it 
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Included are images of brain breaks, "morning meeting" requests, emotional self regulation, rules for sitting in a PL Choice classroom, etc. 
Any time you spend on this you will get back in greater buy-in and more efficient class the rest of the year.

Tools of Personalizing Content- Playlists, Pathways, PLayways...

Below a student is creating a Flipgrid video to teach her classmates. This student's tablemate admitted that her friend was very nervous before recording so she was writing out her script first to make sure she told all she knew. Others in the class chose to show mastery with a dfferent task from a choice board.
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Math: Mystery Picture is a self correcting activity. Students access it via the teacher's google classroom and as they work the 20 problems, pieces of the picture appear with each correct answer. The teacher bought it on TPT. The teachers say that highly engaging tasks, whether they be practice or creation are essential.
Below are images of the tools used to personalize: choice boards, Google Classrom instructions, hyperlinked google docs, handouts, slideshows, and such. Each classroom used different tools. 
To relieve teacher stress, the admin did not do any walkthroughs first quarter, second quarter they ONLY gave compliments, and then third quarter they moved into coaching and feedback. That way teachers knew they had a whole quarter to make mistakes and tweak the experience.
One teacher said she felt a little bad like she was using the kids as guinea pigs but that she could not be happier with the results. 

What I think is important to learn about that is that all growth and improvement has an element of risk. If you want to improve the learning experience, experimentation is unavoidable. Refusing to do it because of fear ends up hurting the students more than trying and needing to regroup.
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This poster shows Bloom’s taxonomy in a new way for student buy in to move to higher level work
This poster helps students focus and move-Students said the teacher points to symbols o the B3 chart and they move accordingly.
Students work to have a chance to remove sticks. This hand made game is a motivator.
Students put a light on the desk of a fellow classmate who is showing Leadership
Related posts:
http://piedmontpd.weebly.com/piedmont-pd/learning-from-elementary-school
​http://piedmontpd.weebly.com/piedmont-pd/classroomingredients
http://piedmontpd.weebly.com/piedmont-pd/automated-personalization
http://piedmontpd.weebly.com/lesson-ideas/sites-for-your-students

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What A Personalized Classroom Looks Like

10/25/2018

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A personalized classroom contains 3 main courses which can be achieved via various ingredients below-each one component of  how that can look in a classroom.

Which of these would you like try adding to YOUR classroom recipe? Check the bulleted list out below and try adding 1 at a time as you feel comfortable. (Don't try to add everything to your recipe at once!)
​​
Some of these you are already doing, some may seem intriguing (try those first!) some may seem daunting (don't try them yet) and some may seem impossible (they're not!)
ALL of them will increase student motivation and learning in your room. printable list below if you want to check a few off and see how it goes.

The 3 Main Courses

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Course 1 - A Learning Environment Focused on the Needs of the whole Child 

WHAT THIS LOOKS LIKE...
  • respectful, positive student to student Interactions
  • respectful student to teacher interactions
  • implementation of high clear expectations for student behavior and routines
  • arrangement of room supports student learning
  • multiple learning modalities offered
  • opportunities provided for global relevance and real world investigations that develop awareness of other languages and cultures
  • evidence of flexible learning environment
  • social and emotional well being of students is addressed
  • Students are practicing  an IB Learner Profile skill sometime in the lesson
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Course  2 - Instructional Design Focused on Mastery and Choice

WHAT THIS  LOOKS LIKE... 
  • Tasks require higher order thinking skills
  • Curriculum Instruction demonstrates high expectations
  • Teachers and/or students "triangulate qualitative and quantitative data (diagnostic, formative, and summative tasks) to monitor student progress
  • Students get timely, authentic feedback and can make adjustments to teaching/learning activities that will help them progress
  • Students reflect on feedback and value it as a way to further develop their skills and achieve growth
  • Small group mini- lessons taught based on student pace
  • Student learning at different levels
  • Students have choice (task, seating, book, etc)
  • Students working on different projects/products
  • Appropriate supports in place to ensure student success
  • Teacher is an active facilitator/coach of student work and progress
  • Meaningful use of technology
  • Students have choice boards by standard
  • students utilize playlists, playways, or pathways
  • students co-design expeditions
  • students are engaged in close reading of  complex texts, academic conversations,  meaningful writing, etc)
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Course 3 - Students Own their Own Learning 

LOOKS LIKE ...
  • Students set goals for their own growth
  • Students self-evaluate,self-regulate, and self-motivate
  • Students take the lead in  conferring with the teacher
  • Opportunities are provided for creativity and innovation
  • Students assume responsibility for learning through effective decision making, goal setting, and time management
  • Classroom management is evident
  • Students can articulate what they are working on and why
Learn  more here sites.google.com/cms.k12.nc.us/cmspdl/inspire/pdl-framework?authuser=0
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Global Maker Day

10/16/2018

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Global Maker Day is October 23rd

Why participate?
Fits with IB Design Cycle, design thinking, college and career readiness, builds student critical and creative thinking, and is very "Piedmont" in that you already do a lot of making in class via hands on projects (PBL)

How to celebrate?

Before October 23rd, register here (all peolpe who register get a free digital copy of  the book: Makers in Schools, Entering the 4th Industrial Revolution) then choose one or all of these three ways to take part:



  1. Online PD - Schedule and topics on slides 3 and 4  ​  https://app.edu.buncee.com/buncee/b41d1aacfdbe44c3b8be0cd6015e7008   Teachers will share how they use making in class in hourly presentations you can log into.  The one at 4:30 pm teaches you how to use a makerspace for your class and we have a makerspace we'd love to see used more for classwork.
  2. In Class - Student Challenges on Slides 5 and 6         https://app.edu.buncee.com/buncee/b41d1aacfdbe44c3b8be0cd6015e7008    Your students can take part in the hourly maker challenges during your class on that day. Challenges listed here by the hour and include all subject matter  (you can do this live or have students do whichever challenge you want regardless of the time.)  
  3. Share On Social Media - Tweet or Instagram photos or links to your website with what you do already or what you try that day and use hashtag #globalmakerday and our school hashtag #PiedmontIB   Not on social media? Send it to Gurthie and I'll post it for you.
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Best Middle School DiGital Tools 2018-2019

10/15/2018

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updated. originally published 2-7-2018 
Do you use any of these tools or another not mentioned here? If you are a Piedmont teacher, please add your name to our list  here
Nearpod logo
Nearpod
  • Start at the Nearpod Login Screen  (at the bottom you'll see an option to login with GOOGLE (use your cms google account)Now you are  linked to our paid account where you can take and use the lessons. 
  • Search For Ready Made Nearpods by topic, subject area, or grade level or Import your powerpoints/google slides and add interactive Nearpod features throughout the presentation whereever you want like quizzes, student response, student drawings, memory games, etc.
  • More - Step by step directions from our live training here https://docs.google.com/presentation/d/1UJJjsL5d48rVNhIrQuj6lAwNZkQHACGaAQBo_MCix24/edit?usp=sharing
  • Once you are done, write the code on the board or your website, canvas, or google classroom, and  have students log in here in class, collaborative, or on their own or even from home.
  •  Student Nearpod Login 

Edpuzzle
  • What is EdPuzzle? http://www.edtechroundup.org/reviews/edpuzzle-make-any-video-your-lesson
  •     Works alone or with Google Classroom, Canvas, Etc.​
  • Take any video from YouTube, Khan Academy, etc. and personalize it: Shorten it, add your own narration, and even Pop in questions onto ready-made videos and the video will pause for that. ( and record their answers if you link it to your google classroom)
  •  Can embed your edpuzzle videos into canvas, if so It will force a stop at your personalized parts in Canvas but it won’t save their work -whereas if you use google classroom it will save their work.
    
Flip Grid
  •     Teacher makes a grid and name it (like Ms. So and So’s ELA class ) 
  •     You can add unlimited topics under each grid but free version is only allows one grid
  •     You can add new topics under your grid
  • Record 90 second videos for free (limit for free version) and add a selfie at the end with stickers so students like it.
  •     Use for book talks, topic summaries, sharing what you learned, posting group skits, etc.
  •     Cute interface - looks like instagram
  •     Teacher can approve the video beforehand

TES (Blendspace)
  • Blendspace is now called TES
  • Offer an easy visual choice board of lessons. Students do all, do some, or chose. Drag and Drop to add resources. Very easy.

Screencastify
  • ​Create video from chromebooks
  • Students can provide their own audio over YouTube videos or create their own video.


Trello 
  • Like Padlet but better organized. Use for digital note-taking (research, book clubs), collaborative work. 

Canva 
  • Students can make digital posters, advertising, infographics, etc. 

Google Maps 
Personalize a map for your class or have students do so. Here's how
  1.   Go to Google Maps
  2. Find the 3 bars icon
  3. Open search box
  4. then  “your Places”
  5. then “Maps” at the top,
  6. then “create map” at the bottom
  7. Drop Pins in places covered in stories and then talk about what happened next. Once students (or you) drop pins you can add text and photos. 
Sample Uses:Track Elie Weisel’s journey through Night
Map different battles and put descriptions of each battle and find an image to represent it

​
More tools 
  • Metaverse
  • Even more Interactive Tools here- specific to formative assessment -several resources to try with a description and directions for how to access

Is your favorite tool missing? Add it in the comments or email me.

Related:
piedmontpd.weebly.com/piedmont-pd/global-maker-day

​
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Accessing OCr Anti-Bullying Lessons

9/11/2018

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Update: easiest way to access-no log in required- is to go to the link below and click on your grade level
www.cms.k12.nc.us/cmsdepartments/ci/supportservices/Pages/FIND-OUT-WHAT'S-HAPPENING-IN-STUDENT-SERVICES.aspx


Follow these instructions to deliver the required lesson to your students:

First, Join course at link Course Name
: Title IX Harassment and Bullying Lesson Training for Teachers

 https://cms.instructure.com/courses/138929
You will be prompted to sign in to Canvas
Use your NCEdCloud to l
og in to Canvas (its your 10 digit id) Click forgot password if you don't know the password


Next, Deliver the lesson to your class: 
Below are the 
Direct Lesson LINKS( for your convenience if you have any trouble logging into Canvas or navigating the course) These Lesson plans are a google drive link-To see them,  sign in to Google Drive using your cms email. Lesson slides are a link to the canvas course - sign in with NCedcloud)

Note that unlike some other grade levels, middle school lessons do not have any additional resources, you just use the slides and lesson plan.


6th grade:  
  • Lesson Slides
  • Lesson plan

7th Grade:
  • Lesson Slides  Mr Ciambrone has created a condensed Powerpoint of these lessons for your use if desired. 
  • Lesson Plan

8th Grade
  • Lesson Slides
  • Lesson Plan​

See Gurthie if you have any questions or problems. Notify a counselor if a child has an issue. Send Ms. Gurthie the names of any absent students so she can deliver the makeup lesson starting 9/12
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    Author

    This blog is a compendium of District and Piedmont -specific PD opportunities, trainings, and notes. 
    Authored by  Lisa Gurthie 
    who specializes in creative lesson ideas especially critical, holistic, and divergent thinking, tech- and arts integration, respect- and curiosity-driven education, and unschooling school to make it more real and relevant. One day she will modernize her "about" page.

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