Boston Public Schools

Boston Public Schools

TAGS: #InstructionalRoutine #Presentation #GoogleSlides #BPS

WHAT: To kickstart the class and align with the unit's content, students will engage in a brief research activity guided by questions provided by the teacher. They will gather relevant information and organize it in a logical manner to present their research findings. This activity serves as a preparatory exercise, equipping learners with the necessary background knowledge and setting the stage for the upcoming lesson. By actively engaging in research and organization, students develop critical thinking skills and deepen their understanding of the subject matter.

WHY: Learners are developing the ability to synthesize information, perform research, and create an organized presentation to share new information. Engaging in these activities not only fosters their ability to search and find information online, evaluate sources, and organize information effectively but also serves as a preparatory step for the upcoming lesson. By exploring the topic beforehand and delving into related contexts, learners are better prepared to grasp and absorb new information during the lesson. These practices empower learners to become more independent and confident in their learning journey while developing essential academic and presentation skills.

Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:

• Experiential Learning

• Learner Choice

HOW | Google Slides

1. Demonstrate how to create a slide deck in your class

2. Allow students to practice creating a presentation

3. Based on the content of the unit, students will perform research using questions provided by the teacher

4. Learners will research and then organize the information in a logical manner to present the research findings

Note: You can add parameters like the number of slides required or names of the slides learners should include in their presentations like: title, introduction, keywords, research question, findings, resources, etc.

DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):

• WO.6: Create Slide Presentations

• IS.1: Use and apply information

• IS.2: Access information sources

• IS.3: Evaluate online information

Boston Public Schools

TAGS: #InstructionalRoutine #PresentationApp #GoogleSlides #BPS

WHAT: Transfer content and reuse content on presentations to provide a digital platform for content and skills in the classroom. The teacher uses it to provide new information and ensure learners have access to content online. Students can collaborate and demonstrate work.  

WHY: Provides online access to review material. This supports learners because it provides a place for them to find information as well as practice work. In addition, they can practice and improve their technology skills by working independently or collaboratively on presentations in which they connect technology to other areas of content learning. 

The use of presentation applications allows people to organize information that can easily be reviewed, shared with absentee students, and updated as needed. Students can collaborate, annotate, and adjust the material to demonstrate learning. These skills help students learn to navigate language, navigate technology skills and collaborate effectively, which is transferable to other school and career opportunities. The Tech skills of annotating, editing, and adding material are also transferrable as technology skills, language skills, and life skills. 

NOTE: collaborating may include highlighting, demonstrating spelling or word changes, as well as helping classmates find images through internet searching to support ideas. Many tech skills are taught and built upon as the collaboration in a shared document continues throughout the year.

Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:

• Annotating

• Authentic Audiences & Purposes

• Experiential Learning

HOW | Google Slides

• Open the Slides home screen at Google Slides

• In the top left, under "Start a new presentation," click New Plus. This will create and open your new presentation

• You can add, edit, or format text, images, or videos in a presentation

• You can share files and folders with people and choose whether they can view, edit, or comment on them

Once you have created a slide deck for your class, it is important to share the presentation with your learners. Make sure to share it in "view only" mode to ensure that the content remains unchanged. This allows your learners to review the material after the class has ended. Additionally, utilize the last slide of your presentation to include a link to a new set of slides. Share this set in "edit" mode so that learners can actively participate. They can add questions, include additional content slides based on the rubric provided by the instructor, or write a brief summary of what they have learned. This interactive approach encourages engagement and promotes a deeper understanding of the subject matter.

DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):

• WO.6 Create Slide Presentations

• IS.1 Use and apply information

• IS.2 Access information sources

• IS.3 Evaluate online information

Boston Public Schools

TAGS: #InstructionalRoutine #Collaborative #Jamboard #BPS

WHAT: Based on the reading in the unit, learners will collaborate and answer the main ideas from a text others haven't read on an online board.

WHY: Learners utilize summarizing skills to create clear, detailed information to share with classmates. Finding key details, paraphrasing, and presenting are important skills to have in speaking, listening, reading, writing, and the workplace. Using Jamboard for summarizing skills provides an interactive and collaborative platform for learners to develop their abilities in speaking, listening, reading, and writing. It also promotes important workplace readiness skills, preparing learners for future academic and professional endeavors.

Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:

• Literacy Environment

• Authentic Audiences and Purposes

• Explaining their thinking

• Flexible Grouping

HOW | Jamboard

1. Create a Jamboard Template: Design a Jamboard template that includes sections or frames where learners can input their summaries. Each section can represent a specific topic or reading passage that requires summarization.

2. Assign Topics or Readings: Assign learners specific topics or readings that they need to summarize. Provide clear guidelines on the length and level of detail expected in their summaries.

3. Provide Guidance on Key Details: Offer guidance on identifying key details within the topics or readings. Teach learners strategies to identify important information, such as highlighting main ideas, supporting evidence, or significant examples.

4. Paraphrasing Practice: Emphasize the importance of paraphrasing to promote understanding and avoid plagiarism. Encourage learners to rephrase the original text in their own words while maintaining the core meaning and key details.

5. Collaborative Sharing: Instruct learners to input their summaries onto the assigned sections of the Jamboard. You can set it up so that each learner has their designated section to prevent accidental overwriting. Alternatively, you can assign groups of learners to collaborate on a shared section.

6. Peer Feedback and Discussion: Encourage learners to provide feedback on their classmates' summaries. They can use Jamboard's commenting or sticky note features to offer suggestions, ask questions, or highlight areas of strength. Facilitate a class discussion where learners can discuss the different summaries, compare approaches, and clarify any points of confusion.

7. Reflect and Revise: Encourage learners to reflect on the feedback received and revise their summaries accordingly. They can make revisions directly on the Jamboard or provide a revised version in a separate section.

8. Showcase and Present: Allocate time for learners to present their summaries to the class. They can share their screens or present their sections of the Jamboard while providing a brief overview of their summaries. This exercise promotes speaking and listening skills as learners practice articulating their ideas and actively engage in the presentations of their peers.

9. Workplace Readiness Integration: Connect the skills developed through this activity to workplace readiness. Discuss how summarizing, finding key details, paraphrasing, and presenting information are valuable skills in professional settings. Explore examples of how these skills are utilized in various workplace contexts.

DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):

• CO.2: Collaborate with Technology

• CO.7: Share Information with Others

Boston Public Schools

TAGS: #InstructionalRoutine #MobileDevice #FlipApp #BPS

WHAT: As a daily practice while learning new skills, students will use video to record, view/analyze, and re-record themselves, giving descriptions, reading aloud, acting out conversations with a partner, etc. At the end of a unit, students will record and digitally share examples of the above tasks to demonstrate their learning. These recordings can be used as a digital portfolio for students to see (and share with others) their progress during the year.

WHY: Students use video replay analysis and self-monitoring to develop oral communication skills, metacognition, and a learner mindset. Integrating video recordings into daily classroom practice allows students to develop their skills, track their progress, and create a valuable digital portfolio that showcases their growth over time.

Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:

• Video Replay Analysis

• Self-monitoring

HOW |FlipApp

Flip (formerly Flipgrid) is a free app where educators can create safe groups for students to engage in curriculum using short video, text, and audio messages.

1. Set Up Flip: Create an account on Flip (flipgrid.com) as the teacher and set up a class grid for your students. Each grid will serve as a dedicated space for video discussions and recordings.

2. Create Topics: Within your class grid, create specific discussion topics that align with the skills or learning outcomes you want students to develop. Each topic can represent a different task or assignment for students to record.

   1. We use Flip as a daily practice while learning new skills. Students will use video to record, view/analyze, and re-record themselves, giving descriptions, reading aloud, giving directions, acting out conversations with a partner, etc. At the end of a unit, students will record and digitally share examples of the above tasks to demonstrate their learning.

3. Share Topic Codes: Share the unique topic codes generated by Flipgrid with your students. They can access these topics by entering the codes on the Flipgrid website or app.

4. Provide Recording Guidelines: Clearly communicate the guidelines for each recording task, including time limits, content requirements, and any specific instructions or prompts. Explain to students the purpose of the recordings and how they will contribute to their digital portfolio.

5. Demonstrate Recording Process: Familiarize students with the Flipgrid recording process. Show them how to access the topic, click on the "Record a Response" button, and use the built-in webcam or device camera to record their video. Highlight features such as pausing, re-recording, and adding visual effects or annotations.

6. Practice and Feedback: Allow students to practice recording themselves using Flipgrid. Encourage peer feedback by enabling the "Reply" feature on Flipgrid, where students can watch and respond to each other's videos with comments or suggestions. Emphasize the importance of constructive feedback and respectful communication.

7. Digital Portfolio Organization: Instruct students to create a separate folder or document to organize the URLs or embed codes of their Flipgrid videos. This will serve as their digital portfolio, allowing them to easily access and showcase their recordings.

8. Regular Reflection and Progress Monitoring: Encourage students to review their past Flipgrid recordings regularly. Have them reflect on their growth, areas of improvement, and evidence of skill development. Provide guidance and support during reflection exercises.

9. Sharing and Presentations: Create opportunities for students to share selected Flipgrid recordings from their digital portfolio. This can be done during class presentations, virtual showcases, or by sharing links with peers, parents, or the wider community. Discuss the importance of effective communication and encourage students to articulate their learning journey.

10. Assessments and Grading: Utilize Flipgrid's built-in rubric feature or create your own evaluation criteria to assess students' video recordings. Provide constructive feedback and assessments based on factors such as content, language use, clarity, and overall presentation.

DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):

• CO.2: Collaborate with Technology

• CO.7: Share Information with Others

• CR.6: Produce Multimedia

• LL.2: Adapt to New Technology

• IS.4: Self-assess Your Skills