FlipGrid #GridGuide #FieldNotes

Flipgrid+LogoFlipGrid is one of edtech’s most versatile tools, as its super user-friendliness applies from kindergarten to university to professional meetings and beyond. I’ve had the opportunity to use FlipGrid in many different educational settings:

  • in my own high school Social Studies classrooms  (I often make FlipGrid one of several ‘options’ for high school students)
  • as an Instructional Coach, one of my favourite parts of my job is introducing teachers to the fabulous flexibility that is Flipgrid.  One way we do this has teachers use FlipGrid to reflect on their learning after we have hosted a Professional Development session. Usually, Flipgrid is new to them and they are a little bit shy about the ‘on camera’ part, but by the time they leave, they are interested in using FlipGrid TOMORROW in their classes. So then I have an opportunity to…
  • provide support for teachers when they use FlipGrid for the first time in their classes; we have many ELL classrooms, and the teachers were over the moon when they started to use FlipGrid to give a voice to students as young as first grade
  • at our Distance Learning School, as the mode through which Language Arts students submit their oral assignments. What an improvement over previous methods – students are much more likely to submit oral assignments so I feel that I get to know them a bit better.
  • in a college Educational Technology course that I taught for pre-service teachers – when FlipGrid was new, I knew that I had to add it to the syllabus for the ‘video’ week in my course; see a sample topic from the course in the Disco Library
  • helping our video-conference teachers use FlipGrid to connect their stScreen Shot 2019-02-23 at 7.34.08 PMudents between remote campuses
  • as a method of bringing teachers together asynchronously to participate in District Wide professional book studies across 300+ Screen Shot 2019-02-23 at 7.39.25 PM.pngkm in our rural school division (check out this link to topic in FlipGrid’s Disco Library)
  • providing alternative ways of furthering our staff professional learning after hosting a Google Summit

Flipgrid sketchnote.jpg

FlipGrid is excellent at sharing resources to help  train and inspire others:

FlipGrid is so amazing at sharing and crowdsourcing their resources that I barely need to create my own, but here are a few that I’ve put together to support my teachers and students:

And some tips for making FlipGrid easier to use in your classroom:

  • Shy students?? 
    • Let them start out by just recording their voice – let the video capture a book cover or a blank page
    • Keep the topic moderation “on” – that way you can see the student videos, but classmates will not be able to see each other’s videos – a “safe” way to start. Introduce students to the new My FlipGrid feature so that they can see all of their videos, including those that are moderated
    • design FlipGrid tasks such as scavenger hunts where students can record a list of objects, using the rear-facing camera instead of showing their own face
  • Young students?? Set up a center or station with an iPad and have them all record on the same device; the first few times they will need adult guidance, but after some practice, they will be able to click that green button and go!
  • Need to simplify video project playback??  Students can upload previously recorded videos to a FlipGrid topic, allowing them to easily be viewed one after the other for a class viewing party FlipHunt_Flipgrid_101_KozmaAnn_Kerszi-01
  • Scavenger Hunt??  Make it quick and easy with a FlipGrid #Fliphunt! Have participants use the rear-facing camera and “pause” the video while they collect all of the “objects”
  • Absent Students??  If you have a student that has been out of class for an extended period of time, use FlipGrid to record and send encouraging messages from classmates
  • Time Zone Constraints?? Ever try to Skype with a class on the other side of the world? Maybe not, because the ‘timing’ often just does not work.  Subvert the time zone curse by having classes communicate internationally using FlipGrid.
  • Teaching Alberta Grade 2 or 4 Social Studies??  Use #GridPals to find and connect with other classes in the communities or provinces that you studyScreen Shot 2019-02-23 at 6.58.45 PM

Flipgrid+Fever#FlipGridFever is what you catch when you love FlipGrid and are happy to share it with others.

With a little bit of training, you can submit applications to earn Certifications like the ones I have below. It usually involves a fair bit of work, but the learning is worth it.  Check out the video that I created for my Level 2 FlipGrid Certified Educator badge.

 

There are lots of webinars and Twitter chats to participate in and increase your knowledge of using FlipGrid.  certificate-Flipgrid + Formative Assessment

As you can see from the map below, Canada could use some FlipGrid #GridGuides, so hopefully this blog as my #GridGuide #FieldNotes will do the trick!

Screen Shot 2019-02-23 at 7.03.30 PM

 

Advertisements

Teacher Flipgrid Book Study: Mid-way Musings

It’s a fascinating thing, this district-wide teacher Flipgrid Book study. My instructional coach counter-part, Cathy, and I are leading two different book studies with parallel methodologies, dates, etc…

This is Disciplinary Literacy

This is Disciplinary Literacy

Learning that Lasts

Learning that Lasts

The statistics to date:

  • We are at the halfway mark this week, focusing on the third of six chapters.
  • Between the two studies, there have been over 100 videos posted
  • The 100 videos have been viewed over 1000 times.

In past book studies that I’ve chaperoned, I’ve learned that, by the end, there will be some members who fall by the wayside – some who are just too busy, and others who just aren’t digging the book enough to contribute regularly.

This virtual experience is interesting in that the ‘wayside’ seems to have come more quickly! On one hand, we have several educators who are totally invested – they are meeting the suggested deadlines and adding rich video reflections to the posts of their colleagues. When I’ve seen them in person, they make a point of telling me how much they are enjoying this virtual book study experience. On the other end of the spectrum, we have some educators who have contributed only one out of four initial response videos required to date, and maybe one or two of the eight responses to colleagues that should have taken place by now.

Cathy and I are struggling to determine what constitutes an appropriate number of “reminders”.  As teachers signed up, we assured them that they could go at their own pace if necessary, and if they missed some weeks, they could just jump back in and continue. This flexible method has certainly been the pattern for a few teachers, but there still are those others who haven’t seemed to get off the ground.  So, what are some of the possible reasons?

  • it was report card season these past few weeks for elementary and junior high teachers, and those tend to be the ones who we’ve heard from less often – do we chalk this up to poor timing?
  • should we be sending a reminder every time that we approach a deadline? Our initial plan was to present a detailed schedule at startup so teachers could keep track of their own dates – is that too much to ask a busy teacher? do they just need a quick email or text to bump them into action?
  • is our timeline too tight? We’ve allowed two weeks to read each chapter. Before the next chapter deadline approaches, we’ve hoped that teachers have listened to and responded to the musings of their book study colleagues – are we asking too much in too short of a time frame?
  • after mid-December, we have a full month off for Christmas – will some teachers use this time to catch up and post a few responses that they’ve missed? or will that extra time just push the whole book study idea further from mind?
  • does this virtual landscape offer too little accountability? is it just too easy to “not do” if you don’t have to walk past someone in the hall the next day and explain why you haven’t ‘done your homework’?

Stay tuned for more musings as this experiment progresses! If you have theories, please comment!

 

 

 

 

Trying Something New: District Wide Virtual Flipgrid Book Study

Our Prairie Rose School District is a geographically vast space in southeastern Alberta covering over 29,000 square kilometres. It borders Montana in the south and Saskatchewan in the east. Our central office is located somewhat centrally, yet when teachers assemble for meetings they travel from schools located over 2 hours from the north and almost 2 hours from the south-west. So, as you might imagine, gathering teachers for professional development is a challenge.

Fortunately, it is 2018  and it is time that we started to better leverage all of the amazing access that we have to digital technology.  Many of our small, remote schools connect students via video-conferenced classes, but it seems we are generally less likely to connect virtually as educators.  To remedy that, my fellow Instructional Coach and I decided that we would try to provide valuable PD that didn’t require travel. By what magic you ask? We are attempting some district-wide book studies using Flipgrid as our platform.  Some of our participants are already using Flipgrid in their classes or school, and some will be catching #FlipGridFever for the first time.

We are featuring two books that align with our district goals of Deeper Learning and Literacy.  Participants will have approximately 2 weeks to read a chapter/section and respond to their choice of discussion questions. Then, to make it a ‘conversation’, they have an additional week to ‘respond to’ the musings of at least two other educators on that same chapter.

 

Have you read the books and want to join the conversation? Our participants include teachers and administrators from primary to high school!

Out of district? Go to flipgrid.com and use this guest code to check out the conversation about Disciplinary Literacy: a8d729a2

In PRSD8? Click here to check out and/or join our Flipgrid discussion on Disciplinary Literacy (or join code fea160)    or here for Learning That Lasts (or join code 4171a7)

Screen Shot 2018-11-01 at 10.34.26 PM

Using Blogs as a Reflection Platform to Deepen Learning

A classroom or school-wide blogging platform is a great tool for having students reflect on their learning. The beauty is that it can be used in ANY subject area, and perhaps is even more powerful in subjects where students don’t traditionally “write” in class.  Scaffold the reflective process for students by providing a list of possible questions that probe into their learning process.

For younger students – use SeeSaw or Fresh Grade –   While many elementary classrooms use Edublogs, other popular options for younger learners include platforms like SeeSaw or FreshGrade.  These sites facilitate parent views more easily, and provide easier access to including video for pre-readers and writers. Check out a SeeSaw overview here (grade 1 class)

Check out these student examples. Notice how the learning is deepened and extended as students reflect on their process.

1. In Foods Class: Appetizer

Student Reflection: For an appetizer we made Beet, Goat Cheese, Arugula Salad with a vinaigrette as a dressing. This salad stimulates the taste buds and therefore is a great choice for an appetizer. It altogether is very colorfuland flavourful.

This salad has a variety of shapes, from the thin sliced apples to the long cut red onion and even further with the crumble of the goat cheese and the unique shape of the arugula leaves. The texture also varies in this appetizer. The red onions are crunchy along with the apples while the goat cheese is smooth and melts in the mouth. The vinaigrette coats the salad and gives the dish extended flavor and shiny appearance. The salad has many colors within it. The bright red of the beets contrasts with the green of the arugula leaves. Red and green are complimentary colors and brighten the dish altogether. The clean bright white of the goat cheese contrasts with the other garnish, craisins which is a dark red. A variety of sizes are also incorporated into this dish. The leafy arugula, the sliced apple, and the crunchy pecans all help bring balance to the dish. With the contrast in texture, shape, size and color this salad is a great example of an appetizer.

If I were to make this salad again I would add less of the vinaigrette to the salad as it was drowning in it. I would also think ahead and plan the plating so that more of the toppings for the salad are visible on the plate. One thing I would keep the same is the placement of the beets. I placed them directly on top of the arugula leaves which allowed the other garnishes to stay clean and free of the red beet juice which would dye them.

2. At the culmination of a semester-long Current Events Project

Student Reflection: I learned about multiple events that I was not even aware that they had occurred. First of all, China and the United States have a well rounded relationship with many trials and tribulations. They are not always the best of friends to one another and can be focusing on their own national interests at times. However, China and the United Sates have a very important and on going tie to one another. Trade between the two is so vast that China is the second largest trading partner next to Canada. The relationship is beneficial to both and that is why it is still and will continue to be a fulfilling relationship. One thing that I was unaware of was that NATO accidentally bombed the Chinese Embassy building while bombing Serbians that were in Kosovo. This was a substantial event for this relationship.

I definitely learned much more about the world than I did before. Before this project, I was unaware of the significant impact that international relations have on each country and even further how it affects those around them. Taiwan, for example, was something that I was familiar with but I was unaware of the depth of the issue. Because of the project I can tell others about what I have learned and further explain the controversial relationship between the US and China.

Despite me learning a widespread of events that occurred between two nations I found that after numerous amounts of research it appeared to be a continuous spectrum of the same issues. Trade between these two countries was one of the main necessities for the relation and other than that there was not much to the relation. Learning about the history was interesting but if I could have switched I would have preferred a more impactful and possibly devastating topic to explore. These issues although information can be harder to find, would be more interesting to me. If I could have switched I would have taken that opportunity.

Some of the biggest challenges for me was not necessarily finding the information needed but finding the benefits and draw backs that came with the relationship. I myself did not fully understand the relationship even after researching it because there was numerous opinions about it. I was unsure which to believe. Citing my information came easy to me and I found that part of the project time consuming but easily done. I was hardly ever stressed over this project and I believe that is because i took time almost every weekend to do a little bit of the work and when the checkpoint came I was already finished.

To finish, my project is obviously an on going issue/relationship and therefore much will change. I will most likely still hear about the issue/relationship but wont go as far as researching it on my own. I learned vast amounts of information about events that occurred in the world and between the United States and China than I probably ever would have with this project. Therefore, it was a great way to help students learn more about the world and some of the issues that are arising and those that are continuing.

 

3. After a group project in Psychology Class

 Student Reflection:  I think the most enjoyable part of this project was being able to come up with different ideas and using that to our advantage. For example, we chose to make the project funny and a bit goofy, but at the same time still taking into consideration it needs to be professional as well. I believe one thing my group did really great on is coming together and deciding which aspect is our best qualities to work on, in order to get the project done. The part of the project I am most proud of is how well the project came together. Saying that, sadly we did not decide to dress up. However, it still turned out very well and my group still shares laughs while reading this. Some of the challenges my group faced was being able to focus and not being able to contribute enough. Since our project was so small it was hard for everyone to have something to do at all times. I enjoyed working in a group because this was a huge task, and I found it really cool how we got to pick our own and communicate our ideas effectively.

Implementing VR #1: Early Lessons

Classes in our school division have had access to a class set of 30 Virtual Reality viewers for 3 school weeks now.  Cathy and I have done lots of learning and discovery as we have transported the VR viewers and run VR in seven of our schools so far; we will be visiting another two schools new to VR this week.  This week I will be posting a few times about our learning curve in this exciting new project.

Things that we have learned:

  • Google Expedition is a great way to start sharing VR with whole classes; the teacher/leader guides and all students experience the same thing at the same time
  • It is important to tell students ahead of time that they should pull the glasses down and take a break if they are feeling dizzy
  • We have quickly made the rule that students have to stay seated — bottoms in your seats!
  • It is important to give all instructions BEFORE students take their first peek! The first moments when students start to explore is priceless to listen to, and they are so excited. It is not worth trying to interrupt this moment of discovery with any information!
  • Students always want to know what the silver button on the top of the viewer does.  In Google Expedition, it does NOTHING. I tell them to go ahead and push it all they want!

    20171208_154811373904212.jpg

    30 VR Viewers inside MAX

  • VR eats battery life! We cannot do a full day of Google Expedition with a different class every period – the battery is done after about three sessions of approximately 30 minutes. It even seems we have one or two units that have difficulty keeping a charge — we are trying to pin point them.
  • As teachers search for Google Expeditions to run with their class, it is VERY important to actually download the tour, and then click on each tab to see the images that are available. Often, what sounds like the perfect title, is a boring museum or monument tour.
20171211_0939191405186968.jpg

First ever Virtual Reality viewing session at Prairie Rose School Division – at Parkside School. Thanks Mrs. Heidinger!

20171215_084943-11100448121.jpg

VR at Senator Gershaw in Bow Island.

You ask, “How do digital portfolios promote literacy?”

Dear colleagues,

Some of you seem to be having a difficult time connecting our digital portfolio space  with the concept of literacy.  When I sit at our division literacy meetings I am inundated with techniques and terms that relate to literacy at the elementary level. There’s lots of discussion of levelled reading, and Fountas and Pinnell are household terms. I know you too, are wondering who they are; I’ve learned they are some big literacy names in the elementary world that have little relevance for high school.

As you might imagine, promoting literacy at the high school level when we are all silo-ed into our towers of coursework–this is a daunting task. Thus, the idea of a very versatile digital space where we could encourage both staff and students to write and read each other’s writing, where we could showcase and write about the exciting projects and learning that we are doing outside of the realm of paper and pencil–this seemed like an exciting possibility.  The more I researched digital portfolios and saw how they were being used for different subject areas and grade levels, the more they seemed to be a really good fit for developing literacy in a high school environment, for getting students to write write write , and for writing for an authentic audience.

However, it is evident that where the Literacy Team sees literacy building –writing and reading –at every turn, there are those of you who see no connection. Where we see development of students and of literacy skills that are cross-curricular and cross-career, there are those of you see only an infringement on your course.  Our Literacy Team has worked so hard this first year to provide opportunities to show you the possibilities,  and to work together as a staff to brainstorm possibilities, but clearly we have not been very successful.  

Alas, as I lament, here is a list of examples that I am compelled to compile. This list is a small sampling of easy and obvious ways that I see literacy being developed through tasks that we already do in some form, that can be improved upon through the digital platform, Edublogs, that we have access to. Perhaps you can come to see some of these things as promoting literacy…..

1. You know that survey that you do at the beginning of teaching Romeo and Juliet? The one where you ask if there is such thing as love at first site? Or would you date a boy/girl that your parents forbid you from dating?  And do you know how the same kids want to be heard and the same ones wish to stay invisible? Having students respond via portfolio, helps everyone to have a voice. It could be that they all could comment in the comment string of your controversial question, and then respectfully respond to the comments of their peers. Or perhaps they each pick a controversial question that they feel passionate about or could safely write about, and do a five minute quick write before the class discusses orally.  Total time needed…7 to 15 minutes.

2. You know when students are finished their unit exam, and they maybe veg on their phones until their classmates are done? What if they first had to add one of the following to their “course page”?  Total time needed….10 to 20 minutes.

  • A summary of the unit
  • What they found most difficult/confusing/challenging or easiest in the last unit
  • Something they learned that surprised them in this unit
  • A new skill that they learned or improved in this unit
  • Or, if nothing else, a point form list of the objectives for the unit

3.  You know in English or Social when you ask students to take a position or write a thesis and then support it with their best evidence? Or maybe defend or refute a controversial scientifictopic? What if they wrote that paragraph or body paragraph in a blog post, and then were grouped with 2 to 4 other students whose work they would read.  First of all, when they know they are writing for peers, not just for the teacher, quality and care often improve. Secondly, they are now exposed to 3 other ways to handle the same task, gaining valuable ideas and strategies for future writing tasks.  In addition, you can ask them to respectfully comment with a challenge, an addition, or an “I hadn’t considered that”.  The commenting process is a great place to teach and enforce tone and audience. Moreover, providing this type of appropriate business-like feedback is an important work-place writing skill that needs to be practiced –they aren’t learning it from their YouTube channels!

4. You know how most of the reading we do is on the internet, and  that internet  writing is formatted in ways to keep our attention? This will be the writing that many of our students will be expected to do in their jobs or careers.  I’m not suggesting we discontinue essay writing, or formal lab writing, but I am suggesting that students most definitely need practice with producing text that appeals to an audience in an easily readable format. They need practice with organizing their work with headings and subtitles and bullet points and short conscience summaries.  These are exactly the literacy skills  that students will develop and practice as they build their course “pages” on the portfolio side of their blog.

Our colleague, Mrs. Krause,  describes the digital portfolio building process to the parents of her Info Processing students as ‘building a web page’. Essentially, that is one of the skills our students are developing as they work in Edublogs.  While one has to learn a few technicalities of button pushing to operate the blog, the very process of having a web space is about writing!

Thus, in the creation of our digital portfolio space, this is very much a literacy focus.  Is anyone with me yet?

Blogging: Where teachers ‘go to grow’

One of the topics for #IMMOOC Season 2, Week 5 (based on  George Couros’ book The Innovator’s Mindset), is to reflect on the impact that the process of blogging has on us as a teacher.

Like most teachers I was interested in the concept of blogging but it took me a heckuva long time to pluck up the courage to actually think that I had something to write about.  It has been four years now and over 60 posts and even though few people actually read what I write, the process has certainly been an important one. I have found that the most powerful thing is going back and reading what I’ve written in the past, even if few other people did. It is amazing to be able to say,  “Wow, have I ever learned a lot more about that new thing I tried.”  If for no other reason, the blogging platform is a great way to follow our personal growth and morphing as educators.

But there are other reasons!

As a side gig, I teach an Education Technology course to pre-service teachers at our local college. When I took over the course, I really only made one significant change to what the previous prof had covered. I knew I had to help these new teachers grow their PLN and get connected to the thousands of other teachers out there who are pushing at the boundaries of what education can and should become.  To accomplish this, I had them create  a blog and a Twitter account.

Without fail, their first reactions involve eye-rolling.  As one student put it, “Isn’t blogging something that stay at home mom’s do to fill their time posting about recipes and hair-dos?”  And a typical reaction to Twitter: “Twitter is so ’10th grade’.”

Every semester I re-evaluate the value of these two platforms to educators, and come to the same conclusion….Twitter and the blogoshpere are two places where teachers “go to grow”. Perfect evidence is the tasks set out in the #IMMOOC Challenges every week: they involve Twitter and blogging.

Over the semesters, I have refined my approach to introducing these platforms to my college pre-service teachers, and it has resulted in greater buy-in. I have them start by reading pieces from two of my favourite educational bloggers: Tom Whitby’s “Do Educator’s Really Need Blog Posts”, and “4 Reasons People Don’t Blog and Ideas to Help Change Their Minds” by George Couros. I then send them off to a “Top 100” Educational Bloggers type site to hunt around; invariably, their minds are blown by the teacher-blogoshpere that they had no idea was in existence. I show them sites from around the world where teachers use the blogging platform as a window into their students’ learning such as  “Mrs. Cassidy’s Classroom Blog” where she showcases Grade 1 learners.  And so the value of blogging as a teacher is planted as a seed. Over the course of the semester, they create their own blogs, many assignments are submitted as blog posts, and we practice respectfully commenting on the posts of our peers.  At the end, most see the value of reading educational blogs, and some see themselves as teachers who will use blogging as a teacher or student process/tool in their future classrooms.

To sum up, whether as readers or writers, blogging is where teachers ‘go to grow.’

Chromebooks and the Substitute Teacher

I did something with my sub plans recently that I would not have dreamed of doing in the past few years: I had my students type important in-class essay exams with the “portable technology” with a substitute teacher.

Chromebooks are so reliable that I took this risk.  I would NEVER have left a sub with this task a month ago when we had to rely on using Office 365 on the iPads.

There were a few steps I took to help this process go more smoothly.

  1. I had the class (who had not yet used the Chromebooks for writing an essay) totally set up their new document the day before. We named it and shared it, so that all they would have to do is open Office 365 and start typing.
  2. I created step by step visual instructions on the SMART board for the next day when students would have to find their way back to the document.

I was pretty confident this would work and it did! Every single student successfully completed their document. (One exception was a student that I have in another class who was absent on the set up day; he chose to use Google Docs as that is what his other class was using to type and share with me.)

Not only that, but because students had shared their documents, I was able to mark all of their essays online before the end of Christmas break without having to travel to school to get their work.

Never Say Never!

The Chromebook journey begins at EBHS!

September: In the early weeks of the college course on education technology that I teach to pre-service teachers, one student, let’s call him Wade, casually noted his surprise that the course didn’t have much to do with Google so far. In his observation of his own Jr. High aged students, Google and Chromebooks WERE technology in the classroom. I assured him that we had a whole week dedicated to Google coming soon, and then mentioned that my school division did not use Chromebooks. He was stunned and asked if I thought they would ever start using Chromebooks.  My answer was “probably never”. I proceeded to explain that I had been asking for Chromebooks for several years, and kept getting told by our school tech liaison that when he went to division-wide tech meetings, it was made clear that we were going in the iPad direction, not Chromebooks.

October: My principal pops into my class and asks if I would be interested in a pilot project involving a class set of Chromebooks. My initial, likely-unprofessional reaction sounded something like this: “You mean the Chromebooks that I’ve been requesting for years, but have instead spent 3 years investing and planning in the iPad platform? Those Chromebooks?”  Quickly followed by, “Of course I’m not passing up an offer for a class set of technology.  When you say a ‘class set’, do you really mean a whole class set?”…. and a litany of other questions that he did not have answer for at the time.

November: I haven’t heard much about this project going forward, but when I go to a meeting at Division Office, they physically have a cart with Chromebooks in a PRSD building. I begin to realise that this Chromebook pilot may come tchromebook-1rue.  Maybe using Google apps will actually become a reality!

December 5, 2016: Sometime between 2:30 and 3:00 pm, there is a knock at my classroom door and a set of 30 Chromebooks ire-purposes cart are waiting to be wheeled into my room and plugged in.  I open the cart doors to make sure it’s not a cruel joke — yes, the Chromebook are really in there. I take one out, as of course the class and I
are curious….embarrassing, but I can’t get the machine to power up! I try again after school and get power and a successful log in, first time. However as soon as the first internet page shows up, it loops back to the login process.  This happens repeatedly until I have to leave to teach my final Ed Tech course of the semester…..

Tomorrow I have several opportunities to use these new tools…if we can get them turned on and logged in!

EBHS Wordlist Goes School Wide

What started out as a pilot project based on a first-ever book study has morphed into a key element of our high school’s 2016 literacy plan.

Today our newly formed “Literacy Team” at EBHS met for a first informal meeting to put some wheels on projects that had already been set in motion for the fall; one of these projects is the school-wide implementation of our EBHS Word List.

We’ve added some basic math and science words (horizontal, vertical, factor, hypothesis, hypothesize), and we’ve added lists of transitional phrases.  Hopefully these additions will help this simple tool to have a broader appeal across subject areas and academic levels.

image

Sample student word list from pilot project

Our vision is that this tool will become a valuable go-to for students in all subjects, any time there is writing to do. As we learned from our pilot project, the success of this tool largely depends on how well each teacher integrates it into their classroom processes.  To this end, part of our fall implementation will involve an “infomercial” for students and staff to explain the what, when, how, where and why of this tool. Hopefully, if every school citizen has the same starting point of understanding of this tool, it will help to make its use common place.

Here’s to implementing strategies for improved literacy!