kathy@kathyschrock.net

Thursday, November 01, 2018

Technology can support social-emotional learning


One of the perks of being an instructor for the Wilkes University/ Discovery Master of Science degree in instructional media is access to the research databases at Wilkes’ Farley Library. (Students in the masters program get access to these databases, too, as well as a subscription to Discovery Education Streaming!)

I conducted a research query on social-emotional learning and came up with tons of research studies and methods for infusing social-emotional learning into the classroom and across the content areas. There was a small research study from 2015 by Iaosanurak, Chanchalor and Murphy that piqued my interest entitled “Social and emotional learning around technology in a cross-cultural, elementary classroom.”
The researchers discussed the work of others which indicated social competencies and emotional competencies are important to help students learn. In addition, the authors stated that cultural issues, gender issues, and lack of time to focus on anything but academics were often deterrents to addressing social-emotional learning in schools.
As outlined in the abstract:
The purpose of the study reported on in this paper was to design and test an intervention with elementary-aged children to promote social and emotional learning around technology. The intervention structured learning around technology as a catalyst and scaffolding tool that engages learners in cross-cultural, collaborative interaction, dialogue, problem-solving, decision-making and reflection in a face-to-face context.1
The overview of the process of this study would not be hard to replicate in a classroom using online tools and/or apps. The components of the activities were based on six interactive videos/stories, a discussion forum, a mind map, and a learning journal.

PROCESS

Each of the interactive digital stories was approximately twenty pages long and had no sound due to the lack of headphones in the research classroom. However, the addition of sound in classrooms with computer/tablet headphones would not take away from the goal of the exercise.
In each of the six stories “there is a socioemotional conflict or problem that is resolved through positive behavior on the part of the characters in the story”.2
The steps for each of the six activities include:
  1. Students get into small groups
  2. They view the animated digital story/video online, either as a small group or individually
  3. They discuss the six questions provided face-to-face and post their answers to the discussion forum
  4. All students view the discussion forum responses of the other groups
  5. In their group, they come to consensus on the best responses from all the groups
  6. As a group, students use a single online mind map to present their exemplars
  7. They view the mind maps of the other groups and discuss them face-to-face with their own group
  8. Each group uses the online learning journal to answer the group reflection question
The series of six questions the small groups answer after each story are:
  1. What happened?
  2. What were you feeling?
  3. What was good and bad about the experience?
  4. How is the story important for you?
  5. What else could you have done?
  6. If it happened again, what would you do?
The group reflection question for the learning journal is: What did you learn from the stories and discussions today?

TOOLS

There are any number of sites and tools that can be used for adapting this activity for your classroom.
The following links provide suggestions of stories to use with various grade levels in support of developing social-emotional competencies. Older students could even create stories that younger students could view.

Social-emotional stories

Following are some suggestion of technology tools for students to use during the activities.

Discussion group apps/tools

G Suite (info)
  • The power of G Suite (formerly Google Docs) is the collaborative nature of some of its tools. Students can have a discussion group in a shared Google Doc or on a slide in a shared Google Slide presentation. For a true discussion forum, Google Groups could be used, too.
Padlet (iOS, Android, Chrome, Web)
  • Each student group could use a note on a Pallet page dedicated to the story being used for a discussion group. All students would be able to see the postings from all the other groups.
Twitter (iOS, Android, Web)
  • Students could use Twitter posts to share their ideas, with each group using their hashtag in addition to a hashtag for the story being studied.
  • Notion is a project-management tool that has many different features. It could be a good choice for housing all the items the students need, allowing collaborative discussions and work when not in the classroom, and teacher viewing of the work of the groups
Microsoft OneNote Class Notebook (info)
  • With a free Office365 account, a OneNote Class Notebook has a personal workspace for every student, a content library for handouts, and a collaboration space. The collaboration space would be a great space for the discussion groups.

Mind map apps/tools

There are tons of mind mapping tools and they each have their own strengths and weaknesses. Some are collaborative so each member of the group can contribute and some are just for one person to input while the rest of the group contributes.
Here are some for you to try out!
Web
iOS
Android
Chrome

Reflection apps/tools

Padlet (iOS, Android, Chrome, Web)
  • Student groups could leave their final reflection answer on a Padlet note. They could also create a graphic in Adobe Spark Post (iOS, Android, online) or Canva (iOS, Android, Chrome, online) to attach to the note.
Penzu (iOS, Android, Web)
  • Penzu is a personal journaling tool that also allows sharing of posts with others. For these activities, the teacher could have the students share with other groups or just keep it private between the teacher and each group.
Microsoft OneNote Class Notebook (info)
  • A separate shared page for each story can be created in a Class Notebook for the reflection answers at the end of the activity. All students would be able to see the reflections.
What are your methods for infusing social-emotional learning into the curriculum? What other tools do you use for discussion groups, mind mapping, and reflection? Please share on Twitter! #kathyschrock
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Monday, October 01, 2018

Using tech to help differentiate instruction

Differentiated instruction is defined by Carol Tomlinson as “an approach to teaching that advocates active planning for and attention to student differences in classrooms, in the context of high quality curriculums”.  Carol Weselby, in a 2014 blog post, breaks down the components into manageable categories, which, taken as a whole, is simply good teaching!
  • Design lessons based on students’ learning styles
  • Group students by shared interest, topic, or ability for assignments
  • Assess students’ learning using formative assessment
  • Manage the classroom to create a safe and supportive environment
  • Continually assess and adjust lesson content to meet students’ needs
Although differentiated instruction is usually thought of as the teacher delivering lessons and materials to each student at their own level, Weselby points out it “may mean teaching the same material to all students using a variety of instructional strategies”. With the myriad of technology devices, tools, and apps available today, providing students with lessons based on how they learn best, checking their progress via formative assessments, and adjusting the lesson content and groupings when necessary, has become much easier to do. The development of great lessons and units of study still comes first, but teachers now have an unlimited toolbox of choices to help in the delivery of the content! Tomás Franceschin provides an overview of both differentiated instruction and how technology can enable it in this 2017 blog post.
Here is an interesting infographic from the ASCD site for Tomlinson’s second edition of her book detailing what differentiated instruction is and is not.

DETERMINING LEARNING STYLE

There are commonly several ways to determine a student’s learning style. With younger students, it sometimes involves a period of teacher observation. With middle schools students, an interest inventory with targeted questions can help the teacher understand how a student thinks they learn best. There are also online scenario quizzes that older students can take that allow them to self-assess their learning style. Remember to take into consideration that many of us have a preferred learning style we feel comfortable with, but also use other methods to learn, too. Here are some resources for this process.
This online quiz asks a series of twenty scenario questions. The results of the quiz include both the learning styles breakdown, a description of each one, and some practical information about each learning style. For example, my learning style results from the student quiz were that I learned in multiple ways — 35% auditory, 35% visual, and 30% tactile. I would have assumed I was more visual than anything else, but, after reading the information provided, the results seem correct. It would be interesting for students to understand (and for teachers to know) they can learn using different modalities!
The VARK model (visual, aural, read/write, and kinesthetic) is based on the premise that:
  • Students’ preferred learning modes have significant influence on their behavior and learning
  • Students’ preferred learning modes should be matched with appropriate learning strategies.
  • Information that is accessed through students’ use of their modality preferences shows an increase in their levels of comprehension, motivation, and metacognition.
The VARK website includes questionnaires for younger students, athletes, teachers and trainers, and adults. The website also includes much more information about the VRK model, how to use and interpret the questionnaires, and much more!

GROUPING STUDENTS

I think this video about Flexible Groupings at West Belden is a well-done overview of how differentiated instruction strategies and student grouping work in many schools.
Once grouped, there are many online tools for helping a teacher allow grouped students to work together with teacher support.
  • Padlet is a customizable “bulletin board” that allows the teacher to set it up in various ways (grid, linear, moveable) and invite the grouped students to a specific Padlet. The teacher can leave written or recorded  directions for the assignment or assessment, as well as monitor the shared Padlet. Students can easily post text, documents, Web links, and video on the Padlet while working with the group.
  • A shared document in Google Docs is another way for teachers to leave directions and resources for the student group and have the students work together if needed.
  • Flipgrid is an online video discussion platform that allows a teacher to create a Grid page for each group and give the students an access code for their group’s page. Students can easily provide verbal feedback to the teacher and/or each other. Flipgrid works on multiple platforms and is a great tool! You can find downloadable guides for teachers and students on their site.

FORMATIVE ASSESSMENT

In a differentiated instruction model, the use of large group quick formative assessment tools, like Kahoot, are probably not the tools to use. However, tools like Kahoot can be useful to assess if groupings need to be re-worked by checking for understanding from the whole group and comparing the results to the current groupings.
Judith Dodge suggests there are a few useful ways to support teachers as they check for understanding of learning. Here is her list, followed by links to resource pages on my site to support each one

TECH TOOLS TO SUPPORT DIFFERENTIATED INSTRUCTION

Michael Gorman penned a series about project based learning and differentiation of instruction. These articles were written in 2016, and some tools have disappeared and others are now available, but Gorman does a great job of explaining why to use each particular tool. I loved the fact he put the student first and foremost by targeting “differentiated learning”!
This post by Sarah Layton  provides “nine tips for using technology to differentiate instruction“.
John McCarthy provides 100+ ways to differentiate instruction through social media in this Edutopia article. Again, many new tools are available to replace some of the older ones covered in this article, but he includes the important aspects of the types of technology use that can help students learn.
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How do you use technology tools in your classroom to help with differentiated learning and instruction?  What apps and tools do you recommend to others? Please share on Twitter! #kathyschrock
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Saturday, September 01, 2018

Favorite tools for schools


If you are reading this blog post, chances are you do not need to be convinced students should be creating projects and products to showcase acquisition of content knowledge. And you probably already have a pedagogical model you use for infusing technology seamlessly into the curriculum to enhance teaching and learning. It may be SAMR, Bloom’s Revised Digital Taxonomy, the Texas Teacher STaR Chart, TPACK, the ISTE Student and Educator Standards, some other local model, or, my favorite, the TECH model by Jen Roberts shown below.

In this blog post, I will be sharing some of my (current) favorite creation tools with you. I use all platforms of devices, so I am going to share apps that run on many platforms, and some that just run on one. I am a believer of using the best tool/app for the job, and encourage schools to adopt a single platform for all, but give students access to devices on other platforms, too. The best tool may not be available on the adopted platform. For instance, if you are a Chromebook district, have some carts of iPads available for student use. And, if you are primarily a Windows district, consider buying iMacs or MacBooks and running Windows in Bootcamp. This gives students access to the powerful, stand-alone tools that come with both Mac computers and Windows computers. Again, we want them to have the right tool available for their need.

MY FAVORITE TOOLS

Podcast Creation: Anchor

Anchor is an easy-to-use podcast creation tool. It is available as an online tool, an iOS app, and from the Google Play store. Once you create an account, you receive your personal Anchor page, which followers can visit to listen to your podcasts. In addition, you get the RSS feed of your podcast, which allows you to register it is with a podcast aggregator, like iTunes, and followers can then subscribe and automatically receive any new podcasts you post.
There are several other cool features of Anchor. Listeners can send you a short audio response to your podcast which you can moderate and decide whether or not you want to share it with the public. You can even invite a distant guest via their cell phone to record the podcast with you. In addition, once you have the podcast created, you can embed it on your blog, share it with social media, and re-use parts of podcasts for future podcasts. And all of this is for free!
Desktop Publishing: Canva
I am graphically-challenged. It takes me a long time to design a business card, an invitation, a Facebook or blog header, posters, flyers, brochures, and labels. Luckily for me, there is a wonderful online tool called Canva which provides me with tons of templates and backgrounds and icons to use to create professional looking graphics. (There are tons of assets in Canva for free, but you can subscribe to Canva to take advantage of some of the advanced features and have access to more assets.) They also have a teacher and student version which you should try out first!
The image below includes all the types of graphics you can make with Canva. And you can also start from scratch with a blank canvas and design whatever you want! It is available as an online tool, an iOS app,  Android app and is in the Chrome store. I know you cannot read the tiny type below (you can click on the image), but, suffice it to say, templates are included for resumes to restaurant menus and everything in-between! (.) You can also upload your own graphics to Canva to use in your creation and purchase some great content assets from Canva for $1 each.

Virtual Reality Viewing: Ricoh Theta App
For those of you with access to Cardboard-compatible headsets and devices for student viewing of 360° images, or handheld tablets with no headsets, I recommend installing the Ricoh Theta app on those devices, which is available for iOS and Android. You can then put VR images or videos in a Dropbox or Google Drive folder, share the URL with the students, and they can then download the images to the device they are using. The Ricoh Theta app can open items that are in the Photos or Gallery on the devices. (You do not have to have a Ricoh Theta 360° camera to download and use the app.)
What is special about the Ricoh Theta app is the ability to pick the way you want to view the image. When you open the image, you can just use your finger to swipe around and see all aspects of the image, which is called the “Normal screen”. You can pick “VR view (twin lens)” to get the split image you would need to view the image with a Cardboard-compatible headset. To have the students feel more immersed in the image without using headsets, you can have them use the “VR view (single lens)” on a tablet or smartphone. With this view, they stand up and rotate their body in a circle and they feel as if they are at the site where there image was taken.
Check out the screen recording below that I made on the iPhone to show the three different views.


UTILITY APP: RotateNFlip (iOS)
When I used the screen-recording tool on the iPhone to shoot the demo video above, the resulting video came out in sideways in portrait mode and there is no way to flip a video in edit mode on the iPhone, like you can with an image. With the RotateNFlip app, I was able to get the landscape-shot video into landscape mode and upload it. It is well worth the 99 cents it costs!
Next month’s blog post (October 18) will cover video creation, curation, and sketchnoting tools, while November’s post will include my favorite presentation, animation, and infographic creation tools. I will also provide you with quick overviews of some other utility tools I like to use for specific types of work.
What tools or apps do you have students using for podcasting, graphic creation, and VR viewing? Share on Twitter and include links to some example projects, too! #kathyschrock

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Wednesday, August 01, 2018

Plan your work, work your plan


There are many technology devices in your classroom — from computers to tablets to VR headsets. No matter what hardware and software your students are using in the classroom, I feel the planning process is most important component of infusing technology meaningfully into teaching and learning.

STEP 1: Sound pedagogy

Take a look the pedagogical models that can help you out both in the planning process and the development of assessments. Some of these include those that allow students to utilize the higher-order thinking skills of Bloom’s Revised and Digital Taxonomies (analyzing, evaluating, and creating), target the transformational levels of SAMR, provide them with more choice as outlined in the TECH model, have them think carefully about the relationship between pedagogy and technology as included in the TPACK model, and cover the important standards proposed in the ISTE Standards for Students. Just pick the one you feel is most meaningful and useful to you and stick to it. If you try to cover too many things, you will be overwhelmed!
My favorite pedagogical model for technology infusion is Jen Robert’s TECH model.

STEP 2: Cognitive skills questions

Next, there are some cognitive skills questions to ask yourself as you begin the search for the perfect apps or tools for students to use for designing, producing, and creating.
Does the app or tool help the learner:
  • Construct designs
  • Generate possibilities
  • Compose ideas
  • Propose hypotheses
  • Brainstorm solutions
  • Design products
  • Produce solutions
  • Assemble plans
  • Re-arrange operations

STEP 3: Purpose of the tool/app

When deciding on the use of technology as part of a unit, you should next consider the purpose of the app or online tool.  Is it intended to provide additional curriculum content for the student, or is the goal  for the student to create a product to showcase acquisition of content knowledge? The process of evaluating a site, app or tool is different in each case.
Additional curriculum content
When considering apps/tools/sites to provide additional curriculum content for the student, you will want to think about:
  • Curriculum connection
    • Are the skills reinforced connected to targeted skills/concepts?
  • Authenticity
    • Are skills practiced in an authentic format/problem-based environment?
  • Feedback
    • Is feedback specific and result in improved student performance?
  • Differentiation
    • Does the app/tool offer flexibility to alter settings to meet student needs?
  • User friendliness
    • Can students launch and navigate within the app/tool independently?
  • Student motivation
    • Are students motivated to use the app/tool and select it to use often?
  • Reporting
    • Is assessment/summary data available electronically to the student and teacher?
  • Sound
    • Do the music and sounds in the tool/app add to the educational aspects of the content?
  • Instructions
    • Are the included instructions helpful and at the correct reading level for the student?
  • Support page
    • Does the app’s or tool’s supporting Web page provide additional useful information?
  • Navigation
    • Does the app/tool use a touchscreen effectively throughout its use?
  • Modalities
    • Are multiple versions of instruction, such as text, visuals, and audio, included?
A expanded list and interactive form to help you evaluate curriculum-based apps may be found here for iOS and Android.
Creation process
When considering tools and apps to support the creation process, the list of criteria is different.
Does the app/tool allow students to:
  • Import a project from the computer version of the software
  • Screencast the creation process as they are creating
  • Record a soundtrack with the microphone on the computer/tablet
  • Insert sounds, music, or photos located on the device into the creation
  • Export, email, upload, embed, or network-share the final creation
  • Collaborate in real-time with others to develop the product
  • Utilize a browser-based version of the tool in addition to the app
  • Use touchscreens effectively to draw, develop, type, and manipulate items
  • Access written instructions or tutorials (at the correct reading level) within the app/tool
  • Provide various modalities of instructions, such as written, visual, and oral
  • Visit a supporting Web page which provides additional information
An expanded list and interactive form to help you with evaluating creation apps may be found here for iOS | Android |Online Tools

Step 4: Online resources

When providing students with online sites and resources, there are also a number of items you should think about.
Some of these include —
  • What is the reading level of the sites you are listing?
  • How can you determine the credibility of the author of the page?
  • Is the information free from bias?
  • Is the information current?
  • Are citations included on the page?
  • Do credible sites also link to the page?
  • Are the sites easy to navigate?
You might have students conducting the evaluation of the online resource/research sites, too. Here are forms for students in Elementary | Middle | Secondary to use for guidance as they develop their critical evaluation skills.
Different types of online resources also have differing components to evaluate, in addition to the list above.
  • Is there an option to take a different path during the tour?
  • While taking the tour, is there an option to get back to the beginning?
  • Did the tour include links to additional Web sites to enhance the tour?
  • Is there a place to leave feedback about the tour?
  • Is a virtual reality version of the tour available?
  • Does the online tour have educational value?
  • Are the technical qualities (audio, music, transitions) acceptable in the podcast?
  • Is a written transcript of the podcast included?
  • Are the speaker(s) in the podcast engaging?
  • Is it obvious how to add the podcast to an aggregator like iTunes?
  • If the podcast is an enhanced podcast, does the use of visuals enhance the podcast?
  • Does the content of the podcast have educational value?
Online  videos (form for video evaluation)
  • Does the video seem to be well-planned and organized?
  • Do the camera shots in the video vary to make it more interesting to watch?
  • If the video includes special effects or music, do they add to the video content?
  • Is the vocabulary used by the speaker(s) in the video appropriate for the viewer?
  • Is there a transcript of the video included?
  • Does the content of the video have educational value?
Online digital story (form for digital story evaluation)
  • Is the topic of the story explained or inferred during the story?
  • After watching the story, is the purpose of the creation of the story clear?
  • Is the information in the story presented in an organized and logical manner?
  • If music is included in the story, do it improve the story?
  • Does the content of the story have educational value?
You may want to offer students a toolbox of apps/tools they can use or allow them free choice of the way they demonstrate the content they are learning. There are many single-use tools/apps that can be mashed up to create a product and there are also many tools/apps that include many ways to create (like Padlet) or are part of an integrated suite of tools (like the Adobe Spark toolset).
What process do you use to plan effective technology use in the classroom? How you evaluate the tools/apps? Do you allow students free choice? Post your thoughts on Twitter! #kathyschrock


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Thursday, July 26, 2018

Review of Brenthaven Tred Zip Folio 11

https://brenthaven.com/education/products/tred-zip-folio-11/
Keeping up with cases for all the new devices used in schools is never-ending. But Brenthaven is always on top of things and develops great protective backpacks, custom-fit cases, and sleeves for all types of technology devices used in schools.

 They recently sent me their Tred Zip Folio 11 to review. The Tred Zip Folio is intended to be a full-time, protective case for 11" Chromebooks and laptops. The case allows use, charging, storing, and protection for the Chromebook or laptop.









I decided to try something different for this review and made an Adobe Spark Video with my overview of the Brenthaven Tred Zip Folio 11.
With the number of 11" Chromebooks and laptops in the schools needing protection, the Brenthaven Tred Zip Folio would be a great choice for student and faculty use. It is thin enough to fit nicely in a backpack, teacher tote bag, and many charging carts. The ability to add a shoulder strap is handy, but adding a storage pouch for the AC adaptor to the back (available from Brenthaven) would also help ensure users can always keep their devices charged.

The formal specifications and other info on the Brenthaven Tred Zip Folio 11 follow.

  • Size: 10.25" H x 14.13" W x 1.50" D
  • Weight: 1.1 lbs.
  • Ventilation bumpers to dissipate heat
  • Non-skid surface on the outside to keep case from sliding while in use
  • ID card window
  • Screen-clips hold the Chromebook or laptop in place
  • Shoulder strap or accessory pouch available
Take a look at the Tred Zip Folio 11 information page, request a free sample, ask about custom embroidery options, or request a quote. You can also write to education@brenthaven.com if you have more questions.
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Sunday, July 01, 2018

Creative classroom configurations

Take a look at any kindergarten or grade one classroom. There are areas for whole class assembly, quiet reading corners, tables for small groups of students to use for collaborative activities, and carrels for students who need a place to think, write, or record.

I believe all classrooms should have these same components. Besides the research that this type of flexible environment can help promote creativity, many of the office environments of major corporations are also utilizing these varied types of spaces, and our students need to get used to working in them!

RESEARCH

If you need research to support your ideas for a flexible classroom, Melina Uncapher offers insight into the impact noise, light, classroom arrangement,  temperature, and other environmental factors have on student learning and cognition. I found it interesting that changing the lighting in your classroom to blue-light can help students at school but can hinder sleep at home before bed. We often change high school schedules so the students can get more sleep, but perhaps limiting the activities that involve blue-light late in the day, like computer use and texting, could help, too.
Carmen Richardson, an ITS at the Kamehameha Schools in Hawaii, and Punya Mishra, a dean of the Teacher’s College at Arizona State, developed an instrument for identifying if a classroom environment is conducive to creativity. ISTE’s Empowered Learner publication outlined the components.

First, a physical environment is necessary that offers flexible work areas for students and a multitude of resources, like this 2nd grade classroom of Alisha Knapp, a teacher in Dunlap CUSD 323 in Peoria County, IL. http://mrsknappsclassroom.weebly.com/blog/flexible-seating-update


Secondly, a classroom that is conducive to creativity is one that is messy and noisy, has students actively participating in discussions, allows for collaboration, and is one in which different points of view are valued.
The authors’ final component of a classroom conducive to creativity is having engaged students who:
  • Work at their own pace on open-ended, authentic tasks
  • Seek many viewpoints and use different modes of investigation
  • Take risks and reflect on their learning
  • Have the time to think creatively and develop their ideas
The USC Rossier School of Education created an infographic  to showcase research into many aspects of classroom design and atmosphere that can “set students up for success”.

RESOURCES AND INFORMATION

Many years ago (circa 2004), in a presentation, I included a classroom set-up I created to showcase the type of classroom that I felt was needed to take advantage of the infusion of technology into the classroom. Everything was moveable and offered large group, small group, and collaborative spaces.
Since then, many creative teachers have published ideas online that deal with classroom set-up. Some are specifically designed for project-based learning, STEM, collaboration, and creating. However, with the right type of furniture and layout, a classroom can turn into a place where any and all effective types of teaching and learning can take place. Here is a great illustrated article from the Bored Teachers Blog with ideas for flexible classroom set-up!
Chris Johnson wrote an article for Edutopia in which he answered many of the questions teachers might have when considering a flexible space.  The topics covered include:
  • How to handle state testing in a flexible classroom
  • How to implement it in a small classroom with many students
  • How to convince your school administration to do it
  • How to pay for the furniture
  • How to keep the furniture clean and free of “pests”
  • How to make sure you are adhering to local fire regulations
The ISTE Learning Spaces blog includes practical and useful posts to help you implement the move to a flexible and configurable classroom. Some recent posts include:
Some tips for designing a useful and functional makerspace are offered by Alex Baddock in this article. His ideas include:
  • Make sure to have both a clean and dirty space, but keep them separate.
  • Don’t forget to calculate the electrical load of all equipment planned for the space
  • Build in as much storage as possible
  • Try to purchase furniture that is mobile to be able to change the configuration of the room
Diana Rendina journals the process of the development of a makerspace in a school library over a multi-year time period, and created this video overview about the transformation.
The Sassy, Saavy, Simple Teaching blog showcases how another teacher implemented flexible seating in her classroom. There are plenty of ideas and photos. And this article from Smith System, which provides a more in-depth overview from this  same teacher, includes additional information which may be helpful as you begin to think about creating a flexible classroom.  For example, she includes a list of questions you should be prepared to answer from parents. These are:
  • What are the benefits of flexible seating?
  • How do you select the types of seating and the overall arrangement?
  • How do kids get to decide their spot?
  • How often will they rotate among choices?
  • How do you keep kids focused if they’re not sitting uniformly?
  • How will this arrangement work with testing?
  • Will you keep any traditional desks and chairs?
  • What happens if my child can’t handle the nontraditional set-up?

FEEDBACK

Have you implemented a custom configuration or flexible seating in your classroom? Let us know on Twitter how you did it, the cool DIY items you included to save costs, and anything else you want to share! #kathyschrock
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