Embedded Files
Activity 1: Technology to Manage the Learning Environment
Project Description
Project Description
Project Description
Overview
Technology can play an instrumental role in managing the learning environment. The tools available to administrators, educators, students, and families assist in multiple ways including collecting and monitoring behavior data, empowering students to stay on track, and even communicating with families.
Learning objectives
Candidates identify technology tools for their classroom and justify their selections.
InTASC Standard 3: Learning Environments
The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
What will you do?
In the Virtual Class, create a list of possible digital tools for managing classrooms and monitoring student behavior in physical and online classrooms.
Complete Step 6 (Technology Tools) in your ‘Learning Environment Plan’ with at least 5 tools you would like to implement in your physical and online classroom based on your and your peers’ findings. Then, provide a rationale for using each chosen technology tool.
Candidate assignments
Submit a link to LEP with completed step 6 (Technology Tools) of the Learning Environment Plan
Reminder: to maintain academic integrity, you must cite any information, ideas, text, or images used in this activity by identifying the source.
Note: All assignment descriptions are written for Proficient. You should carefully examine the criteria for an Outstanding score if you want to aim for Outstanding.
Module 4 Unit 5- Assignment Extension Resources.pdfLearning Environment Plan (LEP) - Step 6
Technology for the IIE Classroom
Learning Management System (LMS): Google Classroom / Schoology
This tool addresses the need for organized, centralized instruction and predictability, which is essential for students with high cognitive load (ELLs) and those with traumatic stress. I will use it to: Post daily goals, agendas, and assignments (as visual cues) to minimize verbal instruction time. Create an accessible, organized space for all digital scaffolds, links, and tutorials, thereby reducing off-task behavior caused by students "jumping back and forth between tabs" (as per the Edutopia guidance). Implement staggered assignment submission and feedback to save instructional time.
ClassDojo (Specifically for high school communication)
Although often used in lower grades, the core utility of ClassDojo is its multilingual, real-time communication platform. I will use it to: Send positive behavior feedback, photos of completed work, and announcements, translated into over 30 languages, supporting home-school connection and cultural responsiveness. Use the "Timer" and "Noise Meter" features (like those available in Class123) projected onto the screen to externalize regulation, providing visual/auditory cues during complex transitions and group work. This shifts the focus from teacher verbal correction to student self-management.
Apple Classroom / LanSchool (Screen Management)
This tool directly addresses the issue of off-task consumption during tech-integrated lessons and promotes a positive climate through non-verbal support. I will use it to: Monitor student screens discreetly, allowing for "positive pressure" and proactive intervention without disruptive verbal redirection (flipping a screen over or sending a quick text message via the tool). Celebrate success by instantly sharing excellent student work (e.g., a strong paragraph or digital graphic) onto the main projector ("Can we share that with the class?"), using technology for positive reinforcement rather than punitive control.
Quizizz / Kahoot! (Formative Assessment & Engagement)
These tools are crucial for maximizing engagement and providing productive tasks that keep students occupied, preventing the chaos caused by boredom. I will use them to: Run fast, low-stakes formative checks for understanding (CFUs) with gamification to keep students alert during transitions or after complex content delivery. Enable student-paced review activities, giving them the agency to "move on and continue to do the steps" at their own speed.
Google Meet / Zoom (Office Hours & Parent Conferences)
This tool serves as a simple, accessible way to ensure positive relationships and parent connection, which is central to building a trauma-informed environment. I will use it to: Schedule "The Two-Minute Relationship Builder" check-ins virtually with students who struggle with in-class focus, offering a non-punitive space to connect. Conduct accessible, flexible parent-teacher conferences, especially important for working ESL parents who may have transportation or time constraints. This promotes transparency and family involvement.
Flip (formerly FlipGrid) (Video Modeling & Creation)
This platform directly implements the video modeling strategy and promotes creation over consumption, a key theme in effective technology integration. I will use it to: Assign short student projects where they create "What To Do" and "What Not To Do" videos demonstrating positive technology use routines, transition cues ("Shark Mode"), and digital citizenship skills. This leverages peer-to-peer teaching. Use video for low-stakes oral production practice for ESL students (e.g., sharing Identity Texts or quick summaries), giving them a chance to practice speaking without the pressure of live classroom performance.
Remind / TalkingPoints (Direct Crisis Communication)
This tool is designed for immediate, low-barrier, mass communication, serving a critical function in a trauma-informed setting where safety and predictability are paramount. I will use it to: Send quick, non-urgent reminders about upcoming assignments or class goals, increasing student accountability and predictability. Crucially, it allows for immediate, private, translated communication with parents in the event of an emergency or significant behavioral issue, ensuring timely, culturally appropriate contact and supporting the "Relationship Building" element of a positive climate.
Activity 2: Communicating with Families
Project Description
Project Description
Project Description
Overview
Families are an essential aspect of your behavior management system. Communicating effectively with students’ families and involving them in creating a support system for your students is vital.
Learning objectives
Candidates evaluate the role of families in managing the learning environment.
What will you do?
During the Virtual Class, discuss the following questions:
What has been your experience with teacher-family communication regarding managing the learning environment?
From the resources, your research, and your experience, what are best practices and practices to avoid when building teacher-family relationships? What would you like to implement in your learning environment plan?
What are some tools that you can use to communicate with parents regularly? These can be technology tools or paper-based tools?
What do you do when an angry parent confronts the teacher, especially in front of the class?
What are your responsibilities for reporting suspected child abuse?
Independently, return to your Learning Environment Plan and complete Step 7 (Family Communication). Note, If your environment does not allow family communication, identify how you would provide regular communication with school administrators.
Candidate assignments
Submit a link to LEP with completed Step 7 (Family Communication) in your Learning Environment Plan
Reminder: to maintain academic integrity, you must cite any information, ideas, text, or images used in this activity by identifying the source.
Content specific methods requirements
Method Subject: English as a Second Language
As per your certification area, while completing this step of your LEP, address the following:
Describe challenges present when communicating with families of ELLs such as language barriers, technology gaps, and cultural differences.
Highlight measures you do (if you are currently in the classroom) or will take (when you get into the classroom) to ensure collaboration between yourself and ELLs' families to support students' success in school, including their behavioral, linguistic, and academic growth.
Learning Environment Plan (LEP) - Step 7
Family Communication
Personalized Positive Phone Calls (Low-Tech): I will implement the "Surprise a Parent" strategy weekly, dedicating time to call two parents simply to share a specific, positive anecdote about their high schooler's engagement, effort, or skill growth. I will also use the phone for initial contact at the start of the year (initiation) and for scheduling flexible, private virtual conferences (two-way communication).
TalkingPoints (or ClassDojo Messaging): I will use this for quick, frequent positive surprises (e.g., "Ryotaro used the new academic vocabulary today!") and for timely, brief behavior updates that require immediate attention. The SMS/text format ensures low entry barriers and reaches families with inflexible work schedules.
Learning Management System (LMS) Gradebook/Progress Reports (e.g., Google Classroom): The LMS will host the digital Weekly/Monthly Folder of Student Work and provide transparent visibility of assignment scores. For families with limited resources or access, weekly, printed summary reports translated into their L1 will be sent home via the student (low-tech backup), ensuring equitable access to academic data.
Communicating With Families_ShuyiLi.pdfCohort Work (Tech Tools for Classroom Use)
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