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Showing posts from October, 2020

101. The Transformative Power of AI

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Folks, let’s face it. Our classrooms are going to look a little different this year. AI, specifically ChatGPT, is going to change the way we design learning experiences and assess student mastery. I’ll be honest, when I first explored the ChatGPT platform I was terrified. As I have dug deeper into the technology and its capabilities, I realized that while it does pose significant challenges — it also presents us with some pretty amazing opportunities. In this series, we will explore what AI is capable of, its implications in the classroom, and how it can benefit both teachers and students. Let’s start by examining where we have been, where we are currently, and looking forward to where we are going. Whether this is a trip you wanted to go on or not, the AI train has left the station and it is time for all of us to jump on board. From Card Catalogs to Artificial Intelligence I belong to the micro-generation called Xennial. Xennials are considered to be a “bridge” between Generation X a
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#39. Remote 3.0

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This week my district transitioned back to remote instruction. This is the third time that we switched modalities this year. I can honestly say that this was the smoothest transition that I experienced in the past 7 months. Since I was already teaching using a HyFlex model all of my lessons were already designed with the virtual student in mind. In this post, I will share some adjustments that I have made to make Remote Learning 3.0 more successful and share what those changes will look like in my next unit. I believe that teaching is both a craft and a science. As a teacher, I use data about my students' learning and engagement to tailor my instruction to meet their needs. Teaching in a remote setting requires the same sort of adjustments I would make any other year. I have found myself making  administrative and instructional  adjustments to my instruction as a result of teaching online. From an administrative standpoint, I have made the following adjustments: Labels : I labe
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#38. HyFlex: Teaching In-Person and Online

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My district's return to learn plan provides the students two options: to return to in-person learning on a modified HyFlex schedule or to remain fully remote.  In a HyFlex model, learning is provided in-person and online simultaneously. For example, a student might be asked to Zoom into a live class from home. A HyFlex learning model is different from a Hybrid or Blended learning model. In a Hybrid or Blended model, the teacher purposefully designs a blend of in-person and online learning and gives the students some control over the time, pace, path or place of their learning. In this post, I will share my planning process for HyFlex instruction and give you a sneak peek into my Sensation and Perception unit. HyFlex Model  In 2020, students across the United States have had their education disrupted by Covid-19, forest fires, hurricanes and tornadoes. The HyFlex model grew out of a need for a more  accessible option for students whose access to the school building has been disrupte
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#37. Remote Learners in a Hybrid World

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In my district, the students were given the option to return to in-person learning on a hybrid schedule or to stay fully remote. Students may choose to stay remote for a variety of reasons including being at high-risk for severe illness from Covid-19, living with someone who is high risk, providing childcare for siblings or they might just prefer the online learning modality. Offering both modalities is asking teachers to, in effect, teach online and in-person at the same time. Both groups of students deserve a robust and engaging learning experience. The challenge for teachers in this model is to create an accessible, inclusive and equitable learning environment in a way that is sustainable. A ccessible I thi nk one of the most important lessons that I have learned while teaching during a pandemic is the importance of accessibility. As a result of teaching remotely I realized that my classroom has not always been accessible. In the past, if a student was absent I asked them to get t
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