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. 

Creating an Inclusive Classroom #EdChat #Neurodiversity

Neurodiverse students bring a wide range of perspectives and abilities to the classroom that should be supported and embraced by classroom teachers. The challenge for educators is trying to find the best solutions to support these diverse learners. Creating, not only a physically inclusive, but emotionally supportive and intellectually stimulating environment for neurodiverse students can make a difference in the odds of success for these students. Here are five practical strategies to help create this inclusive learning environment. 

1. Flexible Seating Options

I am on the other side of the seating chart argument recently shared on Edutopia. I believe in letting students choose their own seats and encouraging them to make choices that support their learning. Having different options available is important to support different learners sensory needs and learning styles. Having beanbag chairs, wobble chairs, carpet squares, and other seating options allow for students to choose what works best for them. Introducing the wobble chair to my classroom really changed the game for some of my fidgeting students. They can fidget without distracting others and they can also pay better attention now that their movement needs have been met. 

2. Sensory-Friendly Learning Spaces

Be mindful of sensory stimuli in the classroom. Bright lights, loud noises, or cluttered spaces can be overwhelming for some neurodivergent students. I know many teachers that string their own soft lights throughout the room and rarely ever use the fluorescent lights because they are too bright. Very messy spaces can cause anxiety for neurodiverse students and it is important to try and keep a space that is tidy for those students to work if they get overwhelmed. Allowing students to use their headphones while they work is something I have come around on because it is a way for students, who need it, to block out the extra stimuli so they can focus on the work at hand. These small tweaks can be helpful keeping neurodivergent students engaged. 

3. Inclusive Teaching Practices

Consider how content is being shared and assessed in class. Are instructions only verbal, could they be written on the board or posted on a class website. Finding different ways to present content creates an inclusive environment because students take in content differently. Having the directions in multiple locations will allow students who need to follow along able to do so and remove the need to ask a question if they missed something. Many neurodiverse students are afraid to ask a question based on what is discussed in class because they fear being teased or the teacher telling them to pay attention next time. It has nothing to do with attention most of the time. It is processing speed. Some students process more slowly, so they miss the next bit of information while the still process the last piece. Having information available in multiple locations allows them to process in their own time. 

Exploring UDL and Project-Based Learning are other ways to assess student learning that allows for more engagement from neurodiverse students. Multiple Choice, short answer, and other traditional assessments truly speak to neurotypical students who can process the information quickly and produce an answer. More options for assessments will help create a more inclusive environment for students who need different modes to express their understanding of content in class. 

Regularly check in with neurodivergent students to understand their needs and preferences, adapting teaching methods accordingly.

4. Group Work and Social Interaction

Allow for group work and the ability to be social during this time in class. I use something I call The First Five. The first five minutes of class is the time to get situated and connect with your peers. I use this as a time to connect with students, see where they are emotionally sometimes, follow up on previous conversations, and whatever else I want to talk about as long as it is not specifically school related. This time to connect and be social helps create a sense of ease before diving into the work. 

When breaking up into groups, it is good to give them five minutes to connect, work through the project together, and just be social. Making those connections allows for better engagement for all students, but especially neurodivergent students. If the anxiety of group work or overall classwork can be addressed by allowing a more casual start to class, neurodiverse students will be more able to engage and be successful. 

5. Open Communication and Awareness

Foster an environment of open communication where students feel comfortable sharing their needs and preferences. I do this by sharing my neurodivergent needs to students. As someone with ADHD side conversations in class can be very distracting when I am trying to give directions. I let students know that I will sometimes misspell things when writing on the board and not to laugh because I'm dyslexic and will sometimes make mistakes. Opening up about my neurodivergent issues has always helped those students who need accommodations because they are more willing to share when they need help. 

Not all teachers are neurodiverse, so sharing those issues doesn't apply to everyone. However, we have all made mistakes and have needed support one time or another and sharing those stories is key in creating an environment where we do not shame those students who ask for help. I make it a point to celebrate those students who ask for support. It might be an email or a quick comment in the hall, but I make sure to let them know I am proud of them for speaking up and asking for support. The more we can normalize asking for support, learning environments will be better for all students. 

By implementing these strategies, educators can create a learning environment where neurodivergent students can fully engage and not feel shame for how they approach learning. When these students feel more welcomed, they will be able to shine in the classroom and those ideas they share will make learning better for everyone. 

Hugs and High Fives, 

NP

7 Things We Say Instead Of "What Were You Thinking?" #EdChat

One of the things I find myself asking middle school students is "What were you thinking?" That phrase seems innocuous, but it really about the context and the tone. For example, a student is designing a project for class and added and interesting aspect to the design. I sit next to them and ask "What were you thinking when you designed this?" and the student explains their thought process. The other end of the spectrum is a student who blurts out an off topic question and I respond, "What were you thinking?" and they stare blankly back without an explanation. In one instance, I am asking for more information on a thoughtful piece of student work and the other is an exasperated response to a student behavior. I have been teaching for over 20 years and I still expect the 2nd student to provide an answer even though I know they do not have one. Asking that question in that situation is a bad habit I have improved on, but will still continue to work on until it is eliminated from my frustrated teacher vocabulary. 

Instead of asking that question, in any situation because of how students might have interacted with it in the past, there are some other ones that I use in place that allow for more conversation with the student. 

1. "Can you tell me more about your decision?"
This open-ended question invites explanation without judgment. It allows students to articulate their thought process, offering insights into their reasoning. For neurodiverse students, who might process information or approach problems differently, this question acknowledges and respects their unique perspectives. This question works on a few levels. The behavior levels allows the teacher to engage the student in an non threatening way. Asking them to think about what they did and why they did it. Putting their decision in context of the classroom can help them see why their actions might not work for that moment. On the classwork level, it asks students to explain how they got to their choice and that can help them understand and explain their own thought process.

2. "How did you arrive at this conclusion?"
Focusing on the process rather than the outcome encourages students to reflect on their methods. It promotes critical thinking and self-analysis, which are crucial skills in both academic and personal growth. Reviewing the steps of a solution can help students catch any errors along the way and, ultimately, have a better understanding of how they worked out the problem.

3. "What were your goals in this situation?"
Understanding a student's objectives can provide clarity on their actions. This question also implicitly supports the idea that making mistakes while pursuing a goal is a natural and valuable part of learning. I have found this to be very helpful with students who can sometimes get lost in the process of finding a solution. Refocusing on the goal can sometimes help move a student forward that has been stuck.

4. "Is there another way you might approach this problem?"
Encouraging students to consider alternative methods fosters creativity and adaptability. Sometimes I have to let students approach a problem in a way that I know will lead to failure because they need to experience that failure to fully learn why it didn't work. Asking them this question helps point them in another direction without feeling bad about their first idea.

5. "How can I support you in this learning process?"
This question shifts the focus from what the student did wrong to how they can be assisted in their learning journey. It is important to remind students that teachers can be the ultimate learning resource and that we are learning partners in class. It emphasizes the teacher's role as a guide and ally, rather than a critic.

6. "What have you learned from this experience?"
Emphasizing learning over failure, this question helps students recognize the value in making mistakes. It's a powerful way to build resilience and a growth mindset. The act of reflecting on tasks is so important when we are emphasizing growth over time. Making this a normal part of the conversation is important if we want to normalize reflection for students.

7. "What resources or strategies might help you next time?"
This approach encourages students to think constructively about future challenges. It's particularly beneficial for neurodiverse students who might need different resources or strategies to succeed. This can be tougher for younger students because they don't know what they don't know. If they are not sure how to answer this question, this is a good chance to showcase some of those resources and/or strategies so they are better prepared to use them when needed.

Not all of these work in every situation, but they can be helpful for a teacher that really wants the student to stop and think about their choices in a way that doesn't bring them shame when they do not have an answer to "What were you thinking?"

Do you have phrases you use to help students that would be better? Share them in the comments and/or social media.

Hugs and High Fives,

The Nerdy Teacher

There's A Good Reason Some Of Your Students Are Tired At The End Of The Day #EdChat

 There's A Good Reason Your Students Are Tired At The End Of The Day And It's Not What You Think

Near the end of a long day, there are plenty of times I have looked at my classroom and seen some very tired eyes. I used to assume that these students were not eating well, stayed up too late, or other choice based behaviors that were leading to their tired appearance. It took some time for me to realize it, but some of these students are actually tired because they have been "masking" all day long. 

"Masking" is the word used to describe how neurodivergent people hide their neurodivergence from the world around them in order to fit in. Learning to mask is something that neurodivergent people learn to do at a very young age when they realize that their natural behavior does not match with with is considered "normal". It often shows itself in social situations and can lead to copying other social behaviors in an effort to fit in. Essentially, a neurodivergent spends most of their time in social situations pretending to be someone they are not to fit in and it is exhausting. 

As a neurodivergent adult, I have found myself masking often in social situations. When I tell people that I am an introvert, people think I am joking. They wonder how an introvert can present in front of large crowds of people or engage in tons of 1:1 conversations with educators, and showcase, what appear to be, very extrovert behaviors. The short answer is I was masking. My friends would see the end result of a day's worth of masking. I'm spent. Physically and emotionally. As an adult, I have learned of different ways to cope with these feelings and how not to feel pressured by society to mask who I am. Imagine a student in your class that is still learning to understand how their neurodivergence reveals itself to other students who might not understand and/or have empathy to what they are experiencing. 

Students that mask in class are very difficult to identify. The older they are, the harder it is to see behind the mask because they have gotten very good at it. There are a couple of things you can do as a teacher to help those students who are masking feel more comfortable taking off that mask in class and feeling like their true selves. 

1. Explore and Discuss SEL

It is important that teachers take the time, as a school or as an individual, to understand SEL and how it can support our students. CASEL is one of the best resources out there to get a better understanding of SEL. Just knowing that their teachers are working on different ways to support students and their mental health can make a masked student start to feel more comfortable being who they are in the open. Like many things, it starts with educating ourselves to better understand who we are an who people are that surround us. If you really want to support students who struggle in your class because they are neurodivergent, start exploring SEL and see how it can change the culture of your classroom. 

2. Share your Neurodivergent Story (If You Are Comfortable)

I have found that sharing my neurodivergent traits (Anxiety and dyslexia to name just two) leads to students being more open with their traits. There is at least one student in every class that will say "Me too!" when I mention I am dyslexic. It is important to normalize neurodivergence in the classroom. I spent too much time growing up feeling I was just stupid because I could not read like everyone else. If you are not a neurodivergent teacher or do not feel comfortable sharing your neurodivergence with your class, that is fine. We are all on our own journey of understanding and I do not want to pressure you into sharing your experience until you are ready. 

Sharing with students that there are lots of different types of learners in class at the start of the year and that you are going to work to make sure that everyone feels supportive is a nice way to open the door for those neurodivergent students who might need an invite to share who they are and how they learn. 

3. Embrace Differentiation 

Yes, it will take more time and that is the most pressure resource of all educators, but a little more time to differentiate for those students who are masking to hide their neurodivergence is so important if we want them to succeed. The best way to have students take off their mask is to create an environment where they feel comfortable and are able to succeed while utilizing their strengths. Traditional assessments and class structures tend not to support neurodivergent students and that is why they mask.

I could never read all of the pages assigned in a night for most of my high school classes. I would do my best, but I could not get through it. So, I would often listen to the first 10-15 minutes of class, understand what the topic of discussion was, and just through in my two cents by just rephrasing what other students said. It appeared like I had read and that I knew what was going on in the story. That helped me get through high school in many of my classes. As long as I was never cold called (Don't do it! It's one of the worst teaching practices!), I could mask all day in class. 

Offering students different ways to access the curriculum of the class and different ways to assess their understanding are great ways to make masking students feel more comfortable in class. They will not have to wear their mask if they know they are can explore who they are with the material covered in class. 

Masking takes so much energy from a person. A student who has to mask all day does not want to go home and do homework. They do not want to engage with their family. The often want to zone out playing video games, watching videos they have seen over and over again, and just be left alone. They just don't have it in them to put the mask back on at home and that sometimes leads to angry outbursts and lots of resistance to being asked to do anything. They were just "forced" to were a mask all day and now they just want to be themselves. Alone. 

Making small changes in the classroom to support neurodivergent students can go a long way in helping them be successful as they work through understanding their neurodivergence and how best to navigate society. I don't think we can expect to get to a point where these students will never wear a mask, but would should strive to create a space where they can take it off and breathe a little easier once in a while. 

Hugs and High Fives, 

N Provenzano

 

Note: Images created using Generative AI from Adobe Firefly

4 Fun and Creative Ways Adobe Express Can Support Neurodivergent Students #AdobeEduCreative @RebeccaLouHare

I wanted to share with you some fantastic ways to engage and support neurodivergent students in your classroom. Before we dive into the awesome ideas, let's first understand what it means to be neurodivergent.

Neurodivergence refers to the natural variations in human brain function and processing. Students who are neurodivergent often have diagnoses such as ADHD, autism, dyslexia, or other learning differences. Traditional assessments can be challenging for these students as they may struggle with processing information, organizing thoughts, or focusing their attention. So how can we, as educators, create a more inclusive and engaging assessment experience for these students? Enter Adobe Express!

Adobe Express is a versatile suite of creative tools that can help make learning more accessible and enjoyable for students with various learning needs. Here are four fun and creative ways Adobe Express can support neurodivergent students across different curricular areas and assessments:

Science: Comic Strip Lab Reports

Who says lab reports have to be boring and text-heavy? With Adobe Spark Post, students can create visually engaging comic strips to illustrate their scientific findings. By using images, symbols, and minimal text, neurodivergent students can better express their understanding of the scientific concepts without getting bogged down by the traditional written format.

Social Studies: Interactive Timelines

Assessing a student's understanding of historical events can be more than just a written test. Adobe Spark Video allows students to create interactive timelines that combine visuals, audio, and text to showcase their comprehension of the subject matter. Neurodivergent students can benefit from this multi-modal approach, as it allows them to process the information in a way that suits their individual learning style.

Language Arts: Creative Book Trailers

Reading comprehension and analysis are essential skills in language arts. Instead of the typical written book report, encourage your students to create a captivating book trailer using Adobe Spark Video. By combining images, music, and voiceovers, students can showcase their understanding of the book's themes, characters, and plot while also honing their storytelling skills. This approach is particularly helpful for neurodivergent students who may struggle with organizing and expressing their thoughts in writing.

Math: Visual Problem Solving

For some neurodivergent students, traditional math assessments can be overwhelming. Why not make math more accessible by incorporating visual problem-solving? With Adobe Spark Post, students can create graphics that illustrate their thought process when solving a math problem. By breaking down the problem into visual steps, students can better understand and communicate their mathematical reasoning.

So there you have it, four fun and creative ways to use Adobe Express to support neurodivergent students in grades 6-12. By implementing these ideas, we can make assessments more engaging and accessible for all students, fostering a more inclusive learning environment.

Hugs and High Fives, 

NP

4 Simple Ways to Support Neurodivergent Students in the Classroom #EdChat #SpEd

 There are many teachers out there that want to support the neurodivergent students in their classroom, but are unsure of where to start. It can feel overwhelming to think about the number of students who need the support, but there are a few things you can do to help them be successful in the classroom. 

1. Provide Accommodations

Some neurodivergent students have accommodations already in place and some students do not have any because they have slipped through the cracks of the system. There are many other reasons why the student might not have a set list of supports in place, but that doesn't mean you can't offer help. Find the support options that work best for these students. Some students might need an extra day to complete an assignment. Others will struggle to stay organized and need an extra hand at the end of the day. It can be overwhelming, but it is important to follow IEP and 504 documents for students who have set accommodations and to keep an eye out for students who could also benefit from support who are not identified in the system. 

2. Structure the Environment

One of the things that I have found that really helped my neurodivergent students was the way that I provided the assignments. I made sure everything was written on the board or on the website, I provided the directions verbally at least twice, and then I checked in with students who might need personal directions to help them get started. I make sure to get out in front of potential communication issues by making sure the assignment can be found anywhere a student might look. Also, I make sure to move about the room and redirect students as needed. 

3. Educate Yourself

Sometimes professional development offered by your school does not meet your needs or the needs of your students. It is important to find helpful resources to support your understanding of the changing pedagogical practices to support all students. Diving into Google and searching for specific content resources is one approach. There are many resources out there that provide information on supporting neurodiverse students. Here is one I found with a quick internet search. An article here and there can really help students in your classroom if you are committed to supporting students who do not conform to the typical student learning profile. 

4. Support Student Self-Advocacy 

This will be one of the toughest things to make happen in the classroom because not all students are in the same place in dealing with their own neurodiversity. Asking a student who deals with generalized anxiety to advocate for themself to the teacher is not going to happen overnight. It is going to take time and many, many, reminders. As the classroom teacher, it is our job, hopefully with the help of support staff and the family, to build up the capacity of the student to self-advocate. There are going to be plenty of instances where the student does not speak up about needing more time or extra help. The struggle will be very real for the student, but patience is key in helping them grow and develop the skills they need to be successful.

Supporting Neurodivergent students in the classroom is no small task. There are going to be days where you are too busy to provide that little extra nudge to get a student moving in the right direction. There will be days where it feels like a student requires all of your attention in class to stay on task. This is all very normal. I like to view the support of all students, but most especially neurodivergent students, as a marathon instead of a sprint. Much like the students, we will stumble in our efforts to support them, but we must get back up and try to make the next day better. 

Neurodiversity and Exhaustion #EdChat #Neurodivergent

One of the things that people do not understand about Neurodivergent people is how tiring it can be to be neurodivergent. 

You see, hiding how neurodivergent you are on a day to day basis is tiring. It is easier to just hide the differences than it is to constantly explain to people why you are acting or responding a certain way. Constantly wearing a mask that shows everyone that everything is wonderful is taxing. It's really tough for the loved ones at home. 

At the end of a day of hiding neurodivergent tendencies, all filters are spent. All of the energy keeping it together has been spent and people at home get the husk of what remains. 

As adults, we are conditioned to keep "a stiff upper lip" or "fake it until you make it" approach to living life. That is easier said than done. For children who have not learned some, if any, coping techniques, the end of the day can be a minefield for parents. 

No easy solution can be found to solve all of the anxiety and exhaustion that being neurodivergent can bring.  The only thing neurodivergent people can do is ask others to be understanding and, for teachers specifically, think about the burden your neurodivergent students are carrying as they try to navigate childhood while trying to hide their neurodivergence from their peers. 

Lead with kindness. 

NP

I'm Neurodivergent. Would I be successful in your class? #EdChat

Over the past few years, there has been more talk about Social Emotional Learning. As part of that conversation, many educators are hearing new terms. One of those terms is neurodiversity. 

Neurodiversity can be described as the fact that different people experience the world around them in different ways. 

As a teacher, we have always known that our classroom was filled with students that approached learning in different ways. We were always tasked with differentiating our instruction to support those students. However, with more research being spent on brain science and the act of learning, we are understanding neurodiversity much more. 

Two terms that have become more common place are "neurotypical" and "neurodivergent". These are relatively new terms. So much so, that the spell check on Blogger is telling me I am spelling them wrong. A neurotypical person is best described as someone who interacts with society in ways that are acceptable to agreed upon social constructs. A traditional, but very antiquated, word to describe these folks would be "normal". 

Neurodivergent people (Me!) are the opposite of neurtypical people. Their approach to learning and processing tends to go against the accepted views of societies or educational institutions. People that have dyslexia and ADHD are a few examples of the types of neurodivergent people out there.  The more I learned about being neurodivergent, the better I felt about myself. So many of my past and current struggles were able to be understood from the lens of neurodivergency. Once I understood it better, I was able to own it. I was able to be empowered by it. I no longer viewed my neurodivergence by my learning deficiencies, but through the special ways I do learn. 

It can be very hard for a neurdivergent person or student to "fit in" to a structure or system that was designed for and by neurotypical people. The more I have learned about my on neurodivergent behaviors, the better I have been in understanding the neurodiversity in my classroom. You would be hard pressed to find a classroom that did not have some neurodivergent students. Those students can often be overlooked or labeled as "busy bodies", "day dreamers", "quiet types", and more because they do not fall into the neurotypical definition of a student. This has to change for our students. 

One of the things I have been able to do as a neurodivergent person is share the fact that I am neurodivergent with students. I will mention that I have ADHD and that I manage dyslexia. I have found that the more that I have shared, the more that students have spoken up about how they are neurodivergent. Creating a safe space that allows for students to feel comfortable with who they are is key to any classroom. 

There are are some things that you can do to support a neurodiverse classroom,

• Talk about neurodiversity in class and what it means
• Allow for fidget devices and/or bring in wobble chairs
• Let students stand or move around the classroom during a lesson when appropriate 
• Avoid sarcasm
• Provide written directions whenever possible
• Break projects into smaller chunks with check-in points
• Talk to students who are neurodivergent and see what they need

These are just some strategies on helping neurodivergent students in your classroom. I recommend doing some reading on the topic as well to really further your understanding of neurodiversity in your classroom. 

Check out the Stanford Neurodiversity Project for more information. 

Hugs and High Fives, 

Neurodivergent Nerdy Teacher