Thursday, May 16, 2024

Empowering New Teachers: Strategies for Success and Retention in Modern Education

The educational world is faced with a shift in its workforce demographics, with new teachers becoming a larger portion of the profession than ever before. These new educators are not being adequately prepared for a system that can chew them up quickly without the proper support systems in place. There are some important systemic changes and effective strategies that can empower these new teachers, support instructional goals, and stem the flow of mass turnover of teachers. By focusing attention on instructional coaching, mentoring, addressing systemic issues, observations and feedback, and burnout prevention, new teachers, as well as veteran teachers, can begin to feel more comfortable and see success in their profession.  

Instructional coaching is a pivotal support mechanism for teachers because it provides them with personalized support and professional development. Instructional coaches should not be limited to new teachers. These trained professionals can help any teacher looking to improve on their practice. While a traditional approach to professional development would have many teachers in a large space all being told the same thing, Instructional coaching will allow for highly personalized professional development that is timely for the teacher. These coaching sessions could focus on lesson planning, classroom management, instructional strategies, technology implementation, and so much more. These coaches would work closely with the teachers to set goals, observe classroom practices, and provide feedback with the purpose of creating an environment that supports thoughtful reflection. 

The research backs up the idea that instructional coaching is valuable to teachers and their students. According to a study from EdResearch for Recovery in 2022, the difference between teachers who have coaching and those who do not is similar to a novice teacher and a teacher with five to ten years of experience. The article also showed that “the presence of a content-focused coach was associated with reduced turnover of novice teachers.”  These two examples are just a small example of the benefits of instructional coaching that can be found in study after study. The personalized nature of instructional coaching allows for relationships built on trust to be built and that leads to teacher growth and student gains. 

Mentoring is another approach of teacher support that needs to be considered when helping build a support system for all teachers, but especially new teachers. While instructional coaching can provide personalized professional development to support the professional growth of a teacher, a mentor also supports the mental well-being of these teachers. There are just some things that college cannot prepare a new teacher for and a mentor needs to be there to help guide them through a rough transition. Also, every building has their own rules and procedures that can be daunting for a new teacher to navigate on their own. On top of trying to get to know all of the names of their students, they have an entire new staff that need to get to know as well. Who do you go for field trip forms? Who is in charge of attendance? How do I find out which counselor is in charge of which student class? There are so many questions that a new teacher doesn’t even know which question to ask next. It can simply be too much to deal with while trying to get a grip on the art of teaching. 

Mentoring, usually led by a veteran teacher, can provide the one-on-one guidance that a new teacher needs to know to navigate their new career. This could include classroom management, student engagement, an understanding of the school community, and just an ear to express fears and frustrations. Too many new teachers are afraid to share their struggles because they do not want to appear to be a “bad” teacher. It is important for a mentor structure to be in place so all new teachers understand that all teachers feel like “bad” teachers when they start. 

According to research from the National Institute of Teaching, it is important to make sure that the mentor/mentee relationship is not an evaluative process “to foster trust and openess.” A research summary by Caskey and Swanson found that “when mentors are sufficiently prepared for their role, they report ‘satisfaction, confidence, effectiveness, self-efficacy and help enhance novice teacher effectiveness’” The data exists in many different forms that mentoring is a key factor in supporting teachers and retaining them long term. It is a financial investment, not just in teachers, but in the students as well. When students encounter constant turnover, they suffer from an instructional and social standpoint. If students do not have time to build strong relationships with their teachers because they never last more than a year or two, they find it hard to engage fully in the educational system. 

An important part of the mentoring and coaching process is the need for observations and feedback. They play an important role in the professional development of new teachers because they offer insights into best practices and areas of needed improvement. Structured observations do not have to be limited to mentors and coaches, supervisor observations and feedback meetings are also critical for the administration to have a deeper understanding of the work that teachers are doing in their classrooms. It is critical that these observations focus on various aspects of teaching, including student engagement, classroom management, and curriculum delivery.

Providing feedback is crucial when it comes to following up on an observation. The feedback needs to be supportive and constructive to truly help a teacher grow. Effective feedback needs to be specific, actionable, and needs to stay clear of criticism. Feedback should encourage a teacher to reflect on their practice with a way to be better. It should drive them to seek out professional development or experiment with new instructional approaches.The best feedback should have a teacher feeling excited about trying something new the next time they get a chance. An observation and feedback system that causes fear and anxiety is a failed system that will never support teacher growth. That issues stems from a larger school culture issue that needs to be addressed if a strong observation and feedback system is ever going to support teachers effectively. 

It is fundamental that administrators work to create a culture where observation and feedback is seen as a valuable tool to support teacher growth. Administrators should seek out professional development to better understand how to create a system that supports a strong school culture of observations and feedback. Providing time and space for teachers to visit other classes and provide feedback can help support a culture of growth and sharing. New teachers are just figuring out how schools run and their colleagues will let them know what to look out for if the culture is not positive. Creating a system that supports learning, observations, feedback, and trying new things can go a long way in supporting new teachers as they get comfortable in their new surroundings. 

One of the most common issues for new teachers is burnout. Veteran teachers are at risk of burnout in any given year, but new teachers, without the years of experience that provides coping mechanisms to deal with burnout, are at higher risk of leaving the profession due to burnout. Addressing the issue of burnout requires a broad approach that includes workload management, mental health support, and professional development. 

The traditional approach of assigning new teachers many of the extras during the school day, lunch duty, after school clubs or sports, fundraisers, etc, because they are the new teacher or because they are younger and it is assumed they have fewer responsibilities at home. These approaches are fundamentally flawed. The idea that these new teachers have the bandwidth to handle many extra duties is troubling. New teachers need to be afforded the time to acclimate to the profession before undertaking too many extra duties. Unfortunately, new teachers can be taken advantage of because they do not feel comfortable telling administrators no when asked to help. By adding to their workload in the attempt to make admin happy, new teachers burden themselves with extra work that can be taxing to their mental health. Schools should be limiting the amount of extracurriculars that new teachers are asked to do during the first couple of years in the classroom to support their growth as a classroom teacher.

New teachers often do not have anyone to talk to at school about their stress or fears that naturally arise as a new teacher. There is a fear that expressing those feelings will be viewed negatively and, possibly, impact their employment moving forward. Creating spaces for new teacher cohorts to get together and share these feelings is a great step to support them as they navigate their new profession. Supporting these new teachers and their mental health can lead to fewer sick or mental health days taken which ultimately saves schools money in sub costs. A study published in the Journal of School Psychology, found that teachers with depression actually teach their classes differently. The research found that those teachers spent less time on whole-group instruction and planning/organizing instruction. When teachers are overworked and under supported, depression, anxiety, and other mental health issues can have a serious negative impact on the classroom. Schools need to make a concerted effort to support the mental health of all teachers, but especially new teachers, because they do not have the same coping mechanisms and strategies as their veteran peer teachers. 

A big stressor for new teachers is that feeling that they are always treading water. It can be tough to feel like you are ahead of the game when you are barely one day ahead of your class. Providing professional development opportunities that can support their practice that can save them time or build confidence can be wonderfully helpful. Paring up the new teachers with their mentor or department peers to explore professional development together can help the new teacher feel part of the community and provide a partner to discuss the new ideas they encountered in the PD session. While missing class time to attend professional development can itself be a stressor, providing opportunities to learn and grow will help long term and that is key in building a culture that supports new teachers. 

Supporting new teachers is crucial if schools are going to have ready and capable educators to replace teacher veterans that are retiring. The research shows the value of instructional coaching, mentoring, observational feedback, and mental health support in helping all teachers perform to the best of their abilities. It is easy to say that a school supports their teachers. It is even easier to check to see if that is true. If a school fails to have a system in place that truly dedicates time and money to support new teachers, they are not walking the walk and can expect high teacher turnover that will negatively impact their students. 


Caskey, M., & Swanson, K. W. (2023). Mentoring middle school teachers: Research summary. Association for Middle Level Education. https://www.amle.org/mentoring-middle-school-teachers-research-summary/#:~:text=The%20mentor%20must%20be%20patient,and%20supporting%20a%20new%20teacher.

Hobson, A., Maxwell, B., Manning, C., Allen, B., Stevenson, J., Kiss, Z., & Joergensen, C. (2023). New research from National Institute of Teaching offers helpful insights on mentoring new teachers. National Institute of Teaching. https://niot.org.uk/news-events/new-research-mentoring-new-teachers

Russell, J. L., & Booker, L. N. (2022). Design principles: Improving teaching practice with instructional coaching. Annenberg Institute at Brown University. https://annenberg.brown.edu/sites/default/files/EdResearch_for_Recovery_Design_Principles_3.pdf


Wednesday, May 8, 2024

What Role Does AI Play In My Life As A Teacher? #AIedu #EdChat

AI is the buzzword right now in education circles. There are plenty of "experts" that claim to show you how to do AI right. I think it is a little early to declare yourself an expert on this topic. However, there are some teachers that are AI Explorers. I think of these people as teachers looking for ways to leverage tools to enhance the work they do and support the varied learners in their classroom. 

I think it is important for teachers to constantly think about equity in all parts of education, and that includes how AI can and will be used by students and staff. There are some great conversations going on about these issues. Dee Lanier and Ken Shelton have shared amazing things on these topics and you should check them out if you want to learn more. 

For me, I have explored lots of different uses of AI for myself and for my students. I'd like to share a few of the ways I have used two tools to help me in those areas. 

MagicSchool AI

I have used MagicSchool for most of the school year to help me create rubrics, level text, and create meaningful lessons. It is nice to be able to quickly create something like a rubric in a couple of minutes when it used take a full prep period. Being able to automate these types of tasks that require minor tweeks makes my job as a teacher easier and more efficient. I can spend the extra time providing more in-depth feedback to students and more 1:1 time with students who might need some extra help. Being able to quickly create multiple versions of the same article for students to read with the text leveler to help the wide variety of students with varied reading levels is a huge time saver. It supports inclusivity for all of the students so they can still read the article, understand the content, and participate in the group discussion. I love using these tools to make so many things, that once took so much time, easier to get done and allow me to focus on the students. 

SchoolAI

SchoolAI is awesome because I love to use it create Spaces. Spaces are ways for teachers to set up AI chatbots to support students with very specific projects. I have created one for every single project my students have done this last trimester. SchoolAI has helped students with their coding projects, design projects, and creative thinking. I set the chatbot up in a way to ask student's questions and push their thinking instead of just giving them the answers to the problems. This has been a great tool to help students learn how to best prompt chatbots to get the most out of a single question instead of having to create multiple questions over time. 

These two tools are awesome to use in the classroom and really help make my life easier as a teacher. Most importantly, when used correctly, AI tools can support inclusivity. AI can allow students and teachers to create items that meet them where they are and help them where they need to go. As a dyslexic, neurodivergent learner, I struggled in many of my classes because I could not get past the opening paragraph and would just give up. Having texts leveled for me and written in ways that can support how I take in and process information would have made school so much easier for me in the long run. Having a AI Sidekick to guide me though the toughest parts of my Math, Science, Social Studies, and other classes would have helped eliminate the anxiety I would feel. 

Be wary of the self-proclaimed experts and pay attention to the AI Explorers who are living and learning with AI on a day to day basis if you want to see how you can use these tools to support your students. 

Monday, May 6, 2024

From Compliance to Engagement: Inspiring Students Beyond Following Rules

One of the toughest things to understand as a new teacher or someone outside of education is that there is a big difference between students being compliant and students being engaged. Students can be sitting quietly in the classroom staring straight ahead at the board, but that doesn't mean anything is taken in by them. It is a sticky subject, because it often takes a long, hard look inward to truly see if your students are being engaged or compliant. Let's take a look at some examples and see how we can try to move students toward engagement. 

Compliant

Vs

Engaged

1. Compliant Students: Raising Hands, but Reluctantly

Compliance: You know the type—they do their homework, answer when called upon, and follow classroom rules. They’re not causing trouble, but they’re not volunteering answers, either. They’re just following the script. This was me for many of my classes growing up. Just going through the motions because that is what was expected of me at school. I didn't want any type of attention and I would freeze if a teacher cold called me. 

Moving to Engagement

Strategy: Mix things up by letting the students collaborate! Give them a problem that requires them to brainstorm, discuss, and find innovative solutions with their peers. Think, Pair, and Share your questions to have students thinking and connecting. Ask questions and have students move to spots in the room that coincide with their opinions. Movement can help get the brains working and seeing that you can connect with others will help those students who just want to sit and do nothing. It is tougher to sit quietly and just be present when you need to move around and connect with peers. 

2. Compliant Students: Working Silently, but Bored

Compliance: These students complete assignments quietly and on time but often seem bored and disconnected. They meet the minimum requirements without a hint of excitement. The bare minimum is all some students will give if asked to fill out forms or take notes day after day. They lack the motivation to truly be engaged with the content. Students can often be bored because the content does not interest them, it is too easy, or the level of engagement is too high from them to meet. 

Moving to Engagement

Strategy: Let’s give them a little more creative control! Invite them to design a project that allows them to blend their personal interests with your lesson goals. This way, they see learning not as an obligation, but as a platform for self-expression. Whether it’s creating an animation, writing a short story, or developing a prototype, let them choose their medium and topic. Project Based Learning and MakerEd are great ways to engage students in learning. Having them explore topics that match their interests and having them create artifacts that demonstrate their learning are great ways to have them engaged in the learning process. Sitting and taking notes is not the way to create an engaging classroom for students all of the time. 

3. Compliant Students: Writing Down Notes, but Not Asking Questions

Compliance: Some students take diligent notes, but they never question or dig deeper. They’re content copying down what’s on the board without much thought to why it matters. Students are pretty good at figuring out school. If they know a teacher is just giving notes and the notes make up the assessment, they will do the notes, study, and take the assessment. This creates great test-takers, but terrible critical thinkers. Recording information is an important skill to have, but taking the next step and placing meaning on the information and deciding how that meaning impacts great things is something that cannot just be ignored. 

Moving to Engagement

Strategy: Flip the script with open-ended questions that require critical thinking. Pose a question that doesn’t have one right answer, and let them brainstorm and hypothesize in pairs or groups. Allow them to present their findings and encourage them to ask their own questions. Push the students to look at multiple answers and solutions to problems. Have them engage in research and rebut possible conclusions. Push the students to push back on the provided notes. Just providing all of the answers for the students does not help them learn to find the answers for themselves later in life. 

Recap

There are going to be plenty of times when students are going to come to class and check out for a wide range of reasons. Few students can be engaged every class every day of the year. However, teachers should work on creating environments where students will have difficulty checking out. High energy classes that push student thinking and encourage them to engage with the content in ways that get them out of their seat and beyond their notebook helps with class engagement.

On a connected note, classroom management issues will also drop because bored students that choose to be disruptive will be less likely to be a distraction because they are engaged in the content. Creating engaging learning environments does not happen overnight, but it is worth putting in the time because those dynamic classes are so much fun for the students and the teachers. 

Monday, April 22, 2024

3 Easy Ways to Support Neurodivergent Students in Any Classroom #EdChat

Creating a supportive classroom environment for neurodivergent students is crucial for their success and well-being. Here are three straightforward strategies that teachers can employ in any educational setting to better support these students.

Establish Clear and Consistent Routines

Neurodivergent students often benefit from having a predictable classroom structure. Use visual schedules and consistent daily routines to minimize uncertainty. This can include having a clear agenda on the board and consistent times for certain activities like reading or group work. Having this information in physical and digital forms helps all learners in the classroom be prepared for their time in class. These predictable patterns help reduce anxiety and provide a safe learning environment.

Offer Flexible Seating and Quiet Spaces

Giving students the choice of where and how they work can be incredibly beneficial. Flexible seating options such as cushions, chairs with movement, or quiet corners allow students to choose a workspace that suits their sensory preferences. Additionally, having a designated quiet area where students can go to decompress or regroup can be especially helpful for those who might feel overwhelmed by noise or crowds. Depending on the layout of your classroom, the hallway might be the best option for this. I have found that many students who have trouble focusing in the classroom prefer to read outside or listen to their books in the hallway. Letting students know there are options can be very helpful to their overall anxiety levels. 

Utilize Multi-Sensory Instructional Strategies

Incorporating teaching methods that cater to various senses can greatly assist neurodivergent students. For example, when discussing new concepts, combine visual aids (like charts or flashcards), auditory elements (discussions or audio recordings), and tactile activities (hands-on projects or manipulatives). This approach ensures that learning is accessible for students with diverse needs and preferences, enhancing their ability to engage with and retain information. The change of pace is also nice for neurotypical students who can get bored with the same routine over and over again. I have also found it is a nice way to keep lessons fresh for me as well. 

Implementing these simple strategies can make a significant impact on the inclusivity and effectiveness of your teaching. By adapting your classroom to the needs of neurodivergent students, you create a more equitable learning environment where all students have the opportunity to excel.

Thursday, April 18, 2024

Hit the Ground Running: Why Schools Must Amp Up Meaningful PD Before the Bell Rings #PD #EdChat

As the new school year looms on the horizon, it’s high time we talk about something that can make or break the initial momentum for educators: professional development (PD). Now, I know what you’re thinking — not another dreary workshop! But hear me out. The kind of PD I’m advocating for isn’t the sit-and-get variety that has you counting the ceiling tiles. It’s about creating experiences that are engaging, practical, and, dare I say, inspiring. Here’s why school administrators need to prioritize meaningful and actionable PD before teachers set up their classrooms for the new school year.

1. Start Strong

First impressions are everything. The tone for the whole school year is often set in those first few days. When teachers receive PD that is energizing and relevant, it doesn’t just prepare them for the year; it fires them up and boosts morale. There’s a palpable difference between a staff who’s been genuinely inspired by innovative PD and one that’s just gone through the motions. It is important to determine exactly what the focus of the year is going to be and start strong outlining what it is and how admin is going to support teachers and students in implementing this new concept. 

2. Address Real Needs

Teachers are on the front lines, grappling with diverse classrooms where each student's needs can vary dramatically. Effective PD should directly address these challenges, offering tools and strategies that teachers can immediately implement. This means administrators need to really listen to what their teachers are saying and tailor PD to meet those specific needs. Start with a survey and focus on feedback from the staff about what types of support teachers need. Plan to give the teachers something actionable after the PD has concluded. 

3. Build Community

PD sessions are a fantastic opportunity for teachers to connect, collaborate, and share ideas. This can be especially vital in schools where staff might feel isolated in their individual practices. When PD fosters a sense of community, it strengthens the entire school’s support network, creating a more cohesive environment where everyone feels valued and understood. PD can be the only time that different content areas or grade levels come together. It is crucial to build in time to laugh and connect. PD days can be long if the teachers are just being asked to "sit and get". Have fun and grow as a community. 

4. Stay Current

The educational landscape is constantly changing, with new technologies, pedagogical approaches, and curriculum standards emerging all the time. Summer/Back to School PD is the perfect time to catch teachers up and get them comfortable with the latest developments. This isn’t just about keeping up with the Joneses; it’s about providing the best and most current educational experiences for our students. However, do not throw everything at teachers all at once. See what is out there and how these new tools or approaches can support the goal for the year. Make sure whomever is providing the content is someone who is an expert and can connect with teachers because they have shared experiences. 

5. Empower Teachers

There’s something inherently empowering about receiving PD that you can actually use. When teachers feel empowered, they engage more deeply, take more creative risks in their teaching, and ultimately, impact student learning more profoundly. PD should leave teachers feeling equipped and excited to try out new ideas, not overwhelmed and lost in theoretical jargon. Find ways for teachers to own a piece of the professional development. This could be teacher led sessions that allow the community to showcase what they know and everyone can learn together. 

So, let’s ditch the old-school, cookie-cutter PD sessions that feel more like a checkbox on an administrative to-do list. Instead, let’s aim for PD that sparks creativity, addresses real classroom needs, and provides practical tools that teachers can immediately take into their classrooms. Trust me, your teachers — and your students — will thank you for it.

Wednesday, April 10, 2024

3 Compelling Reasons to Dive into Project-Based Learning Before the School Year Ends #PBLChat

As we approach the end of the school year, I wanted to take a moment and encourage teachers who are looking to do something a little different to explore Project Based Learning (PBL) for their classroom. I have three reasons I have put together that I hope will convince you to give it a try. 

1. Real-World Relevance

One of the most exciting aspects of PBL is its ability to connect classroom learning to the real world. By engaging in projects that tackle real-life problems or questions, students can see the direct impact of their learning. This relevance not only boosts engagement but also helps students understand the practical applications of their knowledge. When students are starting to get distracted by the warmer weather and the itch to run and play, having students engaged in work that connects to their lives will make it easier to engage more fun for them to complete their work. Having something that connects to their lives to share at the end of the school year is wonderfully valuable. 

2. Collaboration and Communication

PBL naturally fosters collaboration and communication skills among students. As they work together to brainstorm, research, and execute their projects, they'll develop essential teamwork skills that are invaluable in both their academic and future professional lives. This collaborative environment also encourages students to share their unique perspectives and learn from one another, creating a richer learning experience for all. One of the most important things I try to encourage is the exchange of ideas. When students see how others think, problem solve, and learn in general, it often helps them better understand how they learn and that is something powerful that PBL brings to the table. 

3. Critical Thinking and Creativity

In a PBL setting, students are encouraged to think critically and creatively as they navigate challenges and develop solutions. This process not only enhances their problem-solving abilities but also allows them to tap into their creativity in meaningful ways. Whether they're designing a product, creating a presentation, or crafting a persuasive argument, students will have the opportunity to stretch their minds and think outside the box. As students get a bit antsy toward the end of the year, having students create with their hands and solve problems helps keep them focused on the work they are doing and helps the class make it to the end of the year with fewer disruptions. 

So, why not give PBL a try before the school year ends? It's a fantastic way to engage students, foster essential skills, and make learning more meaningful and fun. Plus, it's a great way to end the year on a high note, with students feeling empowered and inspired by their accomplishments. Let me know if you have your own reasons why teachers should try PBL in the classroom. 

Tuesday, April 2, 2024

6 Quick Google Tips For Teachers and Students! #EdChat #GoogleForEducation

I've been posting quick tips on TikTok to help teachers get the most out of Google, so I thought I would share what I have done so far here. Feel free to follow, like, share, and bookmark for later. If you have any requests, please let me know. 

Blackout Poetry with Google Docs


@thenerdyteacher #TeacherTok Google Doc tip. #BlackoutPoetry @TheNerdyTeacher @Google ♬ original sound - TheNerdyTeacher


 Add Drop Down Menus to Google Docs



@thenerdyteacher Another Google Tip for #Teachertok! @TheNerdyTeacher #fyp ♬ original sound - TheNerdyTeacher


Multiple Page Orientations in a Single Google Doc 



@thenerdyteacher @TheNerdyTeacher What? Another @Google tip for #TeacherTok? #FYP #TheNerdyTeacher ♬ Blitzkrieg Bop (Mono) - Ramones


Accessing Text in Image Using Google Docs - TikTok replaced my audio for some reason with this music. You can still read the closed caption!


 

@thenerdyteacher @Google tip on accessing text in images! #TeacherTok #FYP #TheNerdyTeacher @TheNerdyTeacher ♬ Lullaby for Erik - Evgeny Grinko


Google Search Shortcuts


 

@thenerdyteacher @TheNerdyTeacher Enhance your @Google searches! #TeacherTok #TheNerdyTeacher #FYP ♬ original sound - TheNerdyTeacher


Google Drive Shortcuts 



@thenerdyteacher Shortcuts in @Google Drive to save you time. #TeacherTok #FYP #TheNerdyTeacher ♬ Blitzkrieg Bop (Mono) - Ramones

Wednesday, March 13, 2024

What Does Your Community Do For You? #EdChat

I've been thinking about community lately. What communities am I part of and how do I interact with them. What do they bring to me that I cannot get on my own. As an EdTech person, the number of communities I have joined has grown over the years. Some are super active at the start, then life gets in the way of everyone and the community slowly falls away. A community only thrives when its members are active. Managing a thriving community takes time and dedication and that can be tough for teachers who might not have the energy after a particularly difficult day or week or month of teaching. 

With that idea of EdTech communities, I thought more about school communities. Every school wants to foster a community feeling that makes everyone feel welcomed, seen, and heard. Building community is a marathon, not a sprint. That idea can be tough for some school leaders to accept because "turn around" need to happen quickly to showcase change. 

As teachers, we work very hard to foster a strong sense of community in the classroom and that can lend itself to a school community, but do teachers have the bandwidth to support the growth of the entire school's community? Where would they even start? Do not come at me with committee work either. 

I'm not sure there is an answer to these questions. I know that the communities I cherish most are filled with people I consider to be friends and I always leave community interactions feeling better. Not just about what I learned, but about who I spent my time thinking and growing. 

What does your community do for you?

Friday, February 23, 2024

Motion Comics with @AdobeExpress #AdobeEduCreative #MakerEd

I wanted to share a clip of a video I assembled based on the motion comics my students created. Students used Adobe Express to create all of the images and pages of their comic. We took pictures using a green screen and the students used Express to remove the background and animate them based on their storyboard design they created. Here is an image of one of the pages.

The first graders were able to name their superhero and keep the mask and cape. This was such a fun process and showcased what can be possible using Adobe Express and looking for creative, engaging solutions to traditional curriculum items. In this case, plotting and pacing a story for a younger audience. You can follow more of these types of projects on Instagram, Twitter (X), and TikTok. 


@thenerdyteacher Students in my Innovation and Digital Design Class partnered with 1st grade buddies and used @adobeexpress to turn them into superheroes! Combining green screens with animation features once the background was easily removed, students were able to bring their storyboards to life. Check out my website for more info. #FYP #TeacherFYP #adobe #Education #MakerEd #teachersoftiktok #TeacherTok ♬ Marvel Studios Fanfare - Geek Music

Monday, February 12, 2024

Using @AdobeExpress to Create Game Cards #AdobeEduCreative

I have been playing with the idea to create something to help students understand Computational Thinking beyond what it means in relation to code. With a little help from ChatGPT to organize my thoughts and provide some extra data points, I was able to take my ideas and put them together in a simple game. If you follow the link, you will be taken to my cards and you can use them or remix them for something you are creating, or pass it along to others. Here are a few of screenshots of the cards. 




These are just three cards of over 30 that we will use in our Coding Class next trimester. I'm really pumped to roll this out with my students and see how they take these ideas and apply them to their coding moving forward. Back in the day, I would have spent so much time trying to get these just right in another program, but Adobe Express made this supper simple to create, duplicate, and share. 


Saturday, February 3, 2024

Free Webinar on Supporting Neurodivergent Students @TextHelp #Neurodivergency

I'm thrilled to share that there's a free webinar coming up next week on supporting neurodivergent students in the classroom! This is an excellent opportunity to learn about inclusive and accessible ways to make your classroom more supportive. Spread the word and share the link with your friends and colleagues who may be interested in attending: https://text.help/rTXCd9

Let's work together to create a more inclusive and supportive learning environment for all students. Thank you, Texthelp  for making this possible!


It's Totally Free!


Friday, February 2, 2024

Feb Challenge from Adobe Edu #AdobeEduCreative

There is a new challenge from Adobe Edu that you should check out. Watch this video from Claudio and see what you need to do.



Here is my example I completed today. I will be doing this with my 6th graders in my design class. 



 

Tuesday, January 30, 2024

Try @AdobeExpress for Quick and Insightful Exit Tickets #AdobeEduCreative

One of the things that teachers are often asked to do is come up with exit ticket ideas so the teacher has a better understanding of what students know. I think one sentence responses to questions do not really showcase whether a students knows something or not. Giving students time in class to actually create something that demonstrates what they have learned based on what was covered is more valuable. We use Seesaw in our Middle School and having students post their exit tickets there makes the most sense. For teachers who do not have access to that, other LMSs will work as well. If it comes down to it, the students can just how the teacher the completed exit ticket. Creating using Adobe Express is one of the easiest ways to have students generate exit tickets far beyond the scrap paper responses. Here are some examples across different classes. 

1. ELA: One-Sentence Summary

In an English Language Arts class, 6th graders can use Adobe Express to create a one-sentence summary of the day's reading. They can choose a background and text style that reflects the theme of the story or article they read, encouraging them to think critically about the essence of the text.

Example: After reading a chapter of "Charlotte's Web" in class, student Mia uses Adobe Express to create a one-sentence summary. She chooses a background with a barn and spider web and writes, "Wilbur the pig forms a unique friendship with a clever spider named Charlotte." This captures the central theme of the chapter and shows Mia's understanding of the story's main elements.


2. Social Studies: Today's Top Lesson Takeaway

For a 7th-grade social studies class, students can use Adobe Express to design a 'Top Takeaway' poster. This could involve summarizing the most important fact or concept they learned about a historical event or figure discussed that day.

Example: In a lesson about Ancient Egypt, student Alex designs a 'Top Takeaway' poster on Adobe Express. He summarizes, "The Nile River was crucial to Ancient Egyptian civilization for agriculture and trade." Alex chooses imagery like pyramids and the Nile River to visually support his summary.

3. Science: Concept Visualization

In an 8th-grade science class, students can demonstrate their understanding of a scientific concept (like the water cycle or photosynthesis) by creating a simple visual representation using Adobe Express. This encourages them to distill complex ideas into basic, understandable components.

Example: Learning about ecosystems, student Sara creates a simple diagram on Adobe Express to illustrate a food chain in a forest ecosystem. She uses icons of a sun, plants, a rabbit, and a fox, and arranges them to show the energy flow. This demonstrates her understanding of how energy moves through an ecosystem.

4. Math: Real-World Application Example

After a math lesson, 6th graders can use Adobe Express to depict a real-world application of the concept they learned, like fractions or algebra. They can create a visual example, such as dividing a pizza into fractions or calculating change while shopping.

Example: After a class on fractions, student Jake uses Adobe Express to depict how fractions are used in slicing pizza. He creates an image showing a a pizza with one slice partially removed. He notes that this would be 1/8 of the pizza. Another example of what the fraction would look like if 3 slices were taken. 

Adobe Express provides a quick, creative, and effective way for middle school students to demonstrate their understanding through exit tickets. These activities not only assess comprehension but also encourage students to engage with the material in a meaningful way. By incorporating such tools into everyday learning, educators can enhance the classroom experience and foster a deeper connection with the subject matter. Let's embrace the power of technology to make learning more dynamic and assessments more insightful. 

Hugs and High Fives!

Monday, January 15, 2024

Igniting Social Studies Lessons with Creativity #SSChat #EdChat #AdobeEduCreative

Hey there, fellow educators! If you're searching for a fun and engaging way to spice up your social studies lessons, look no further than Adobe Express! This user-friendly tool offers a creative spark to your classroom activities, making history and geography lessons more exciting than ever. Let's dive into two fantastic ways to use Adobe Express in your social studies classroom.

1. Create Digital Timelines:

History comes alive when you turn it into an interactive journey through time. Adobe Express' 'Poster' feature allows you to create stunning timelines. Here's how:

  • Choose a historical event or a period you want to teach.
  • Have students research and gather information about key moments, people, and dates.
  • Use Adobe Express' 'Poster' feature to create a series of pages, each representing a different event or date.
  • Add images, videos, and text to each page to provide a comprehensive overview.
  • Encourage students to include their own commentary or analysis.
  • Share the interactive timeline with the class, allowing them to explore and learn at their own pace.
Here are a couple of examples. If the students add video to the pages, they would be able to download the entire project as a video and the timeline could play for class.

2. Visual Essays:

Bring the power of visual storytelling into your social studies classroom with Adobe Express' 'Video' feature. This is perfect for exploring complex topics like world cultures, geopolitics, and historical events:

  • Assign a topic or let students choose their own social studies theme.
  • Have them conduct research and gather visual content such as images and video clips.
  • Utilize Adobe Express' 'Video' feature to create a visually stunning essay.
  • Encourage students to include narration, text overlays, and transitions to convey their message effectively.
  • Share the visual essays in class, promoting discussion and critical thinking about the topic.

Here is an example.

Click to watch the video!

Incorporating Adobe Express into your social studies classroom not only enhances engagement but also equips your students with valuable digital skills. It encourages creativity, critical thinking, and collaboration while making learning more enjoyable.

So there you have it, two exciting ways to ignite your social studies classroom with Adobe Express! With this tool, you can turn history into an adventure and complex topics into captivating visual essays. Get ready to inspire your students and watch their enthusiasm for social studies soar!

Hugs and High Fives,

The Nerdy Teacher

Monday, January 8, 2024

Bringing Poetry to Life! #MakerEd #AdobeEduCreative

One of the things that I have been excited about is the fact that you can bring so many things to life using Adobe Express. My design students have been having a blast using Animate from Audio and the Animation feature on images to make them fade in, zoom out, bounce around, spin, etc. The options to create movement has really engaged those students who are not as excited with static image creation. 

Another teacher in the middle school started a literary journal elective class this trimester and students will be in charge of putting together the submissions from the student body. I thought it would be a nice project for students to create visual representations of poems they love and submit it to The Shield. Here is a brief overview of the lesson. 

1. Students will select 4 poems that are short enough to fit into the poster space available. 

2. Students will create four posters. Two posters will be static images and two posters will be animated in some way. Audio can be added as well. 

3. Students will submit all four posters to Seesaw. 

4. Students will choose one of their static posters to be submitted to The Shield. 

I thought this would be a nice assignment for students who wanted to express some creativity, but are not quite ready to showcase their own poetry. Here are two examples I created for the students. 



For the video, I needed to use audio from Pixabay for the rain and birds and then I had to combine them in Garageband because Express does not let you stack audio or it does, but I couldn't figure it out. If you know how, let me know in the comments! This was a fun project for me and I know the students will love it when they dive in. If you have any thoughts or comments, leave them below!

Hugs and High Fives, 

The Nerdy Teacher