Classroom Strategies, Technology

Class Introductions with Flipgrid

One of the biggest lessons I learned in EDS 250, one of the first education courses I took as part of my Masters/Credential program, was the value of names. Our professor, Dr. Luz Chung, read us a poem called “T-shirt” from a selection called My Name is Jorge: On Both Sides of the River. The lesson in this poem is that George finally stands up for himself, and tells his teacher that is name is Jorge (Spanish, pronounced HORhey).

My Name is Jorge: On Both Sides of the River by Jane Medina

That distinct moment imprinted on my heart, always reminding me just how essential it is to pronounce a student’s name correctly.

The beginning of the year can be stressful for teachers, with many new names to learn, and not all of them are familiar to us. However, each name is special to the student and their family, and deserves time and respect to say it right.

As I go slowly go through my roll on the first few days of school, I try my best to pronounce everyone’s name correctly. I’m often asking, “say it again for me, please,” because “close enough” isn’t good enough for me. Other times, I push a little and ask a student, “how does your family say it?” because that will tell me if they truly are a George or a Jorge, an Angel or an Ángel, or an Andrea or an Andrea (ahn-Dray-uh).

Class Introductions on Flipgrid

As soon as my students received their iPads, one of their first assignments was to complete a class introduction on Flipgrid. I created the class on Flipgrid, and the default first assignment is called “Introductions!” The prompt says, “Welcome to our classroom Grid! This is a space where we will learn together and share our ideas. Introduce yourself in 90 seconds or less and share something that makes you smile.” I changed our time limit to 30 seconds, and gave my students the space to record. Some stayed inside, and some went outside. Most of my students were nervous in front of the camera, but were up for the challenge.

Students recording their Flipgrid class introduction videos outside.

I appreciated going through and listening to my students’ responses! Not only did this help me attach names to faces, but also it was review in how to pronounce their names. There were a few I had to rewind a couple times, just to hear them say it again.

If you work with adults as either an administrator, TOSA, librarian, etc, it would be useful to do this with our staff. I know there are a handful of teachers at my own school whose names are unintentionally mispronounced! Model Flipgrid at a staff meeting by having teachers introduce themselves and share a success, happy moment, something they’re especially proud of, or goal for the year.

Future Iterations

In the future, I would adapt this topic to be more name-centric, such as “Introduce yourself, and tell us the story of your name.” (was it “engraved in a passing ship on the day your family came?” In the Heights reference, for my fellow musical nerds.)

And, I’d love to teach students how to appropriately respond to each other on Flipgrid. I’d love to do an “It’s nice to meet you, _____, I’m _____. [Add in a question or comment or other prompt.]” in preparation for connecting with other classes in the future.

I know I’m not perfect, and I always wonder if there are other students whose names I am not saying right, but they’ve resigned themselves to “good enough.”

PS. It’s useful to tell you that my name, Mari, is neither Mary or Marie or Madi (as in, non-Spanish-speakers trying to roll their r’s). It rhymes with “sorry” and “safari” — my best friend calls me Calamari, and she is Squidney. And, Ven-tur-eee-no (Italian).

GSuite, Technology

Advice for Becoming a Google Certified Educator Levels 1 & 2

It’s crazy to think I took the Google for Education Level 1 and Level 2 tests in summer 2015. 3 years ago! These tests had just been re-released after a complete overhaul; I intended to take them in late 2014, but they were taken down to get their makeover. Since they expire every 3 years, so retaking them was on my summer to do list.

My Level 1 and Level 2 Journey

When I took Level 1 and Level 2 for the first time, I spent time going through the Level 1 fundamentals training and Level 2 advanced training on the Google for Education Teacher Center. I really took my time with each unit, mainly to build confidence. Going in, I had most of the skills I needed, but I was still incredibly nervous! For each test, I took about 2.5 hours out of the 3 hours allowed.

Taking Level 1 for fun at a bar with some friends! We all passed 🙂 

I ended up taking Level 1 again in February 2017, after hosting an EdTechTeam Level 1 bootcamp at my school. A bunch of my friends were meeting to take the test, so I joined in and took it under my school email. Yes, we took it in the corner at a bar (arranged with the manager ahead of time, especially to make sure wifi was stable.)! And yes, we brought our own power strips. And yes, it was a lot of fun!

Going into the tests this summer, this biggest difference for me was confidence. Since taking Level 1 & and Level 2, I’ve gone on to become a Google for Education Certified Trainer (November 2015) and Innovator (June 2016, #COL16!!). I also facilitate bootcamps for EdTechTeam. Sure, I was a little nervous, because after all, it is a test! However, I also have lots of experience to draw on, which I used to remind myself it would all be ok! This time around it took me about 55 minutes for Level 1, and 75 minutes for Level 2. It took much less time because I knew what to expect and didn’t second-guess myself, not because my skills are that much better.

My advice for taking Level 1 and Level 2

  • Prepare with other people: I highly recommend the EdTechTeam bootcamps. Either attend one in your area, or fill this out to bring one to your school/district (you can even request me to come to you!). I wish I had this opportunity when I was preparing the first time to get a feel for the test, receive helpful advice, and build my confidence. — And no, I’m not getting paid to say this.
  • Find a happy place to take the test: I’ve taken the test solo at home in a quiet room and at a loud bar. Both times, I had minimal outside distractions. Yes, the bar was loud, but it was just background noise, not someone talking directly to me. Phone went on “do not disturb” and I closed all the other tabs.
  • Set up your space: Get something to drink, have a snack handy, use the bathroom before you begin, connect to power, stretch, etc before you sit down to take the test. Your webcam is on the entire time for security, so you don’t want
    to have to run to get something in the middle of the test.
  • Take wiggle breaks: I stand up every 30 minutes or so to wiggle around. I angle my laptop to keep my face in view, because test security. A mini dance party keeps my brain from getting too tired.
  • Smile!: Remind yourself to smile before, during, and after the test. You’re a hard worker, and these test are kinda fun! No matter what, pass or fail, remember to smile!

If you don’t pass the first time, don’t get discouraged! Make a note of the topics or tools that gave you the most difficulty, find a buddy, and work on them. Challenge yourself to use that tool at least 3 times before retaking the test.

Have tips for Level 1 and Level 2 first-timers? Leave a comment with your best advice!

 

Classroom Strategies, Technology

Creating a Class Learning Journey with Slides

Each May, our science department hosts Science Night. It has been a lot of fun to involve our school, local high schools, and community in science! Many students bring their families, and participate in labs and activities together. Additionally, we invite local museums and science organizations to set up interactive displays. I love science night!

Science Night in my classroom. Students, teachers, and families are checking out the displays and learning from student presenters. 

Since most of the work we do is digital, there isn’t a ton of student work to physically display. Instead, we display interactive labs. To show off student work, I have them each create a slide in a collaborative deck to showcase their work. Then, this is projected as a slideshow all night.

This is a perfect way to have students reflect on their learning or on a particular assignment. Each student claims a slide, adds in a piece of work they are proud of, and reflects on it.

Here is a template you can try with your class! Duplicate the portfolio slide x # of kids in your class.

A few tips for getting started:

  • This is a perfect time to talk about digital citizenship, especially not intentionally editing someone else’s slide. No matter the age level, everyone needs this reminder.
  • Encourage students to get all the content on their slide first, before decorating. Otherwise, a student may spend 2 hours finding the perfect font for their name.
  • Do a virtual gallery walk! Play some music, and have students scroll through the slides. When the music stops, they add in a comment (try using TAG feedback!) where they stopped.

If you have a school or class open house or display night, play these reflection slides in the background. On Slides: File > Publish to the web > pick your settings, including “restart slideshow after the last slide” > publish > paste the link in the address bar. 

MVA Science Night 2017-2018
One student’s slide from our collaborative science night slide deck!

Try using this same idea for an introduction slide deck for all your students! Replace the work section with a selfie, and answer a few basic questions, such as what are your hobbies?

Out of the classroom? I’ve seen schools/districts with a tv in the front office. Have each teacher create a spotlight slide to sprinkle between announcements and important information.

PS. When you iterate on this and make it better, I’d love to see your example! Add it in the comments below, or share it with me and I’ll link it in this post.

Classroom Strategies, GSuite, Technology

Connecting with MyMaps

Google MyMaps is one of my favorite Googley gems! And, it doesn’t always get the attention it deserves. It’s easy to use, can be accessed from any mobile device, and it’s versatile for a variety of academic and fun uses.

If you’re brand new to MyMaps, here’s a quick intro video.

Start with a purpose:

What are you hoping to share? What do you want your students to get out of this experience?

My purpose here is to show off how awesome MyMaps are, and how collaborative maps can add authentic student engagement into your classroom.

Before we dive into classroom ideas, let’s play! I invite you to add your name & a favorite place to this map. There’s also a layer to add in your university. Use the description to share a bit about why you love this place. Remember to customize your pin!

MyMaps in the Classroom:

MyMaps pair really nicely with HyperDocs and the 5E lesson model, and can fit in at any point in a lesson sequence.

I’m lucky my friend Austin Houp shared out a collaborative MyMap with me last year, all about natural disasters. It was perfect timing, as my students were working on natural disasters projects in science! My students, along with students from all over the world, added in projects on different natural disasters. They loved clicking through the pins and seeing the information, pictures, and links to external projects created other students! And, knowing they were sharing with the world, they took extra care in their work.

Collaborative natural disasters map, created by Austin Houp

Additionally, my AVID students have plotted their college projects on a MyMap, making it easy to share resources with peers, other classes, and potentially other AVID classes at other schools.

Since my oldest students at my current school are juniors (class of 2019), I’ve made a MyMap to track where they head off to college in a year. It’ll be awesome to keep adding to this map throughout the years. They want to keep in contact with me because my class food rule is “no eating or drinking (other than water) until you have a college degree!” — and, I promise if they come back after they’ve graduated, I’ll buy them lunch and we’ll eat together in my room.

The more advanced tools on MyMaps, such as drawing lines and polygons, is perfect for practicing perimeter and area, calculating distances, or reinforcing measurements.

MyMaps for Fun:

MyMaps is great for personal use, especially planning trips, marking places I’ve been, and sharing favorite spots. I use a MyMap to track which states I’ve been to in the US–I still have a long way to go (16/50 as of May 2018), but it’s fun to change the pin color and switch it to the “Where I’ve Been” layer.

Mari’s States of Adventure map

In summer of 2018, my friend Nick will be visiting San Diego for a few days, and we have a MyMap of San Diego places to visit.

My Next Steps:

Next year, one of my goals is to connect with at least one other classroom to collaborate on a map project! Anyone want to join me? Specifically middle school science or any level of AVID.

What are your favorite ways to use MyMaps for fun and in your classroom? Leave a comment below, I’d love more ideas!

GSuite, Technology

Exploring our World with Google Expeditions AR

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One of my students viewing the layers of the Earth

In May 2016 we welcomed Google Expeditions Pioneer program to our school (read about it here), and our students and teachers loved it. I am so excited that we were able to host the Google Expeditions AR Pioneer program at the end of April.

I signed up for the Google Expeditions AR Pioneer program back in June 2017 at ISTE, when I got to play with a demo of the augmented reality (AR) app. Finally I received an email that they would be in San Diego. I quickly reserved my date and got to planning!

Setting Up Google Expeditions AR

As I prepared for our Expeditions AR experience, I was chatting with my friend Ben Kovaks. He shared this awesome See, Think, Wonder (Ve, Piensa, Pregunta) chart with me. It ended up being one of the most transformational parts of the day because it kept students centered and focused on the learning. Most of our teachers ended up using it or creating their own version, and agreed that it was integral to their students’ engagement with the technology. As Ben so wisely puts it, “there NEEDS to be a structure to help kids think through innovative tools.”

We had two rooms for simultaneous Expeditions, my classroom and our school library. I provided support for the teachers coming through my room, and our Expeditions Googler, Calvin, assisted the teachers in the library. We had 18 classes and about 450 students participate in the Expeditions experience over the course of the day.

Teacher training before school

 

The day began with the training session for our participating teachers. Calvin showed us how to use the devices, went over rules, and allowed for plenty of teacher exploration time. Once the bell rang, we started running Expeditions AR with classes.

Expeditions AR is similar to VR in how it is set-up in the Expeditions App (iOS & Android), and with a Guide and Explorers. One major difference is that it is not necessary to have a student:device ratio of 1:1 or 1:2. Instead, 1:4 was just fine, and everyone was able to participate. Because students had to share devices, they interacted a lot more, described what they were seeing, and talked to their peers, and asked more questions.

Using Google Expeditions AR with our Classes

I got to be with my own students first, and my wonderful sub, Mr. Smith, helped out and explored with us–it’s even cooler because he subbed for me 2 years ago when Expeditions first came to our school! This was my favorite class all day because we had multiple teachers, our principal, and even our campus assistant join in for a while.

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Exploring earthquakes around the world.

One of the best parts of our day was when our campus assistant came in to deliver a pass for one of my kids, and I convinced him to come take a look. He rarely gets to be involved in positive things around campus, as he is picking up students, delivering passes, and keeping students safe in the hallways. I watched him interact with my students, and he had the biggest and realest smile on his face! Even better, I heard from multiple people throughout the day that he kept talking about his experience!

Throughout the whole day, everyone was engaged and curious. We are grateful for this opportunity, and we can’t wait for the Google Expeditions AR app to launch!

 

GSuite, Science, Technology

Slide into Science Fun

A while back I blogged about my newfound love for Google Slides. Slides has been such a versatile tool–it is very easy for my students to edit and insert photos/screenshots on their iPads, and simple for me to walk around and see we’re all on the same page (literally).

Getting our heart rate up during the Heart Rate Lab!

I’m slowly transitioning our labs to Slides. I push out everything with Google Classroom, and I love that I can pop in and see students’ progress as they are working (or not working…).

As you read more about the following three examples, I encourage you to not get hung up on the specifics of the content, but instead focus on how Slides can work in your classroom to build skills and assess mastery.

Insert pictures and selfies

Our first lab of the school year is the Paper Airplane Lab, where we review measurement and the engineering design process by building and testing paper airplanes. This lab also helped us teach and reinforce key skills with Slides, such as how to add text in a text box (already created, in this case) and inserting images.

Ms. V photobomb on design selfies!

One of my favorite parts of this lab is Step 4, where students had to insert a selfie with their chosen design. With permission, some used Snapchat on their phone to jazz up their selfies. Others earned themselves a Ms. V photobomb!

Analyze data and create graphs

Another lab we love is the Heart Rate Lab! My favorite part about these Slides is the averages graph. The bars are already created, and students just had to drag the bars up to the right size. We also used this lab to reinforce average. If we were solid on calculating average, I would use this version to teach students how to analyze data in Sheets. There are benefits to both versions, it just depends on what skills we’re working on.

Heart Rate Lab Data
Heart Rate Lab Graph

 

 

 

 

 

Screenshots of learning evidence

Our Math 7 team has been using Slides for each CPM lesson. One idea I’ve borrowed from them is inserting a screenshot or picture of work at various stages of learning. We use Phet Simulations to teach or reinforce different concepts, such as in the Atom Builder Lab. Students explore the Phet simulation, and insert screenshots of the atoms they create as learning evidence.

Extend the learning

I’d love to see examples of how you use Slides in your classroom! What are some of your favorite tips & tricks?

Classroom Strategies, Technology

Mad Libs get Googley

Growing up one of my favorite games to play was Mad Libs, I would play with my friends during recess, or with my family on car trips. I still have a giant stack of half-used Mad Libs books in my classroom waiting for some more love. I can’t remember a time I laughed harder than when playing Mad Libs.

I love using Mad Libs with my students. When playing with my class, it can be tough to keep all students engaged because only one person contributes for each part of speech. I started using Google Forms so each student can play: each student fills out the Form and receives their copy via email. Then, a few volunteers read their examples out loud. It’s a great activity as part of a lesson, as a review, or just for fun at the end of the day.

First, let’s play!

Fill out this Form then check your email to see your Mad Libs.

Next, let’s build!

  1. Create a Google Doc with your story. This works great with short fables, primary source documents, or informational texts.
  2. Replace parts of speech with the tags. For example, “Replace <<plural noun>> of speech with the tags.” For duplicates, use <<plural noun 1>> then <<plural noun 2>>.
  3. Create a Google Form with short answer questions for each tag. Remember to also ask for email address.
  4. Create your Sheet, and install the Formule add-on.
  5. Watch this video for how to set up Formule.

If your student don’t have email set up, but do have Google Drive, then use Autocrat instead. You will still need a question for email/Google account. It will use the Form and a Doc, then share the merged Doc with the student. Watch this video where I show how to use Autocrat.

Also, Formule does limit to 100 emails per day. If you have 100+ students, either spread the fun over a couple days, or use Autocrat.

Last, let’s teach!

Send out the Form to your students and get ready to laugh!

We’d love to see your examples. Create one and share it below in the comments. 

Classroom Strategies, GSuite, Technology

Peer Feedback with Forms

Class presentations are a lot of fun, and it’s essential to give students the experience of speaking in front of others. Very early on in my teaching career, I realized it was difficult to keep presentations flowing, because in the transition time between presenters, students saw this as an opportunity to chat–and they had a tough time settling down again. Repeat this 30+ times, and we have one frustrated Ms. V.

Around the same time I decided to have students start to provide peer feedback for student presentations. They would fill out a Google Form (here’s an example or make a copy) after each presenter. Yes, after. I expect their iPads “apple up” on their desks while their peer is presenting, both as a sign of respect and to eliminate other distractions.

TAG Feedback template

Unintended results! Off-task behavior between presentations was almost nonexistent! Students had something meaningful to do between the time it took for the presenter to sit down, and then next student to get up and connect their iPad.

One of the things I’m working on with students is how to write feedback. I’m realizing that I need to provide more sentence frames to help students share what the student does well, and what they can do to improve. I’ve used TAG Feedback, and it has helped!

This peer evaluation form has been such a big hit, that now I’m tasked with creating copies for all our AVID teachers when we do presentation projects.

Below are some tricks I’ve made data analysis even easier!

Conditional Formatting
I use conditional formatting on Sheets to change the fill color for each rubric level. I can glance at the spreadsheet, and see overall how peers feel the presenter did.

Screenshot of student project feedback.

Form Values
Form Values is an incredible add-on for Forms. It creates a template spreadsheet where you can create lists that can then be imported into a Form for a multiple choice, checkbox, or dropdown question. I use this for my class lists, so I don’t have to constantly type in names into the “my name” and “presenter’s name” questions.

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Form Values add-on

RowCall
RowCall is an add-on for Sheets that takes all the unique values in a column, and creates individual sheets for each value. The way I use it is to separate each student presenter into their own tab. Then, I can quickly see how each student did, without having to sort or filter the main sheet. In the past, I’ve printed each student’s tab. Lately, I’ve asked students if they’re ok if I share the whole spreadsheet view only with all students (via Google Classroom), and I have not had any objections. They like seeing their own feedback, and also learning from how their peers were evaluated too.

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RowCall add-on

I’d love to hear how you use peer feedback in your classroom! 

Technology

Digital Citizenship for All!

Digital citizenship is a hot topic, and there are a lot of high quality resources out there. I knew I wanted to do more with my students, but I felt overwhelmed and paralyzed into inaction because of how awesome others were doing in their schools and classrooms. (I definitely was should-ing myself.)

I wasn’t even sure where to start. I checked out the Common Sense Media lessons, and decided to give it a shot. Since then, it’s a constant growing and learning process.

Becoming a Common Sense Media Certified Educator

In the 2015-2016 school year, I taught my way to becoming a Common Sense Media Certified Educator. I implemented Common Sense Media lessons in my AVID 7 classes, had discussions in my Science 7 classes, and ran a few parent engagement opportunities (including a presentation from our School Resource Officer, sent home CSM Family Tip Sheets, and posted resources on the school website).

Now, the process is much more streamlined and simplified. Teachers must complete 2 hours of learning (digital citizenship + digital teaching), 2 hours of teaching, and write a reflection. Plus, they ask that you join the Common Sense Educators group on Facebook–this is a phenomenal community of dedicated and inquisitive teachers.

Screenshot of one of the Common Sense Media lessons via Pear Deck – 7th grade science

For the past 2 years, I’ve upped my game, and extended my certification to become a Common Sense Ambassador. I love the access to extra professional development, resources, and encouragement to share digital citizenship with my PLN.

Journey to Becoming a Common Sense Media Certified School

This school year, I finally got everything together to get us ready to become a Common Sense Media Certified School! As of right now (February 2018), we are in the process of completing our certification requirements.

The requirements are similar to that of the certified educator program, just on a school-wide basis. We are teaching 5+ lessons across 2 grade levels, engaging parents/families in at least 3 ways, and I am providing PD to all our teachers. All 4 core content classes (math, English, science, history) plus PE are teaching lessons. Our elective teachers are teaching lessons if they choose to.

I presented at our district’s Middle School Instructional Showcase on how we’re implementing digital citizenship lessons at our school.

It is essential to note here that we have two self-contained special education classes. And, these classes are participating too. I am teaching four lessons from the K-2 curriculum to each class. It’s developmentally and academically appropriate for these students, and the teachers and I are differentiating as needed. Many of our students in moderate-severe will have cell phones in the future and regularly use tablets and computers. Our students in the moderate class frequently play video games online (including PS4, XBox, etc) and many already have cell phones.

Each department and grade level is responsible for one 45 minute lesson. I used the Common Sense Media lessons and turned them into Pear Deck presentations (read more about how Pear Deck engages students!) that incorporate some content too. The reason I did all the leg work here is to build buy-in from my teachers; the majority are more likely to implement these lessons if they can just project and go. As I shared these lessons with each individual department during our weekly PLC meeting, I saw faces perk up, both for the content and Pear Deck.

I am also using our poster printer to print Common Sense Media posters for any interested teachers. I created a Google Form for teachers to put in their requests, and I will print and deliver the posters in the next couple weeks.

Similarly to when I completed my CSM Certified Educator certification, we are engaging families with a presentation from the School Resource Officer, sending home digital & paper copies of the Family Tip Sheets, and hosting Parent Tech Breakfasts to talk about digital citizenship.

Cyberbullying and digital citizenship are issues on our campus, and I am confident our students will benefit.

Next Steps

  • We are going to have our certification complete before the end of the school year. I set a goal to have all lessons taught before spring break, and I will complete the certification application after spring break.
  • I am packaging up the lessons I created on Pear Deck and compiling some additional resources so the rest of the middle schools in my district can implement what we are already doing.
  • In the next few years, we’re going to become a Common Sense Media Certified District!

 

How do you address and implement digital citizenship in your classroom and school?

Technology

Making Student Learning Ap-Pear-ent

One of my favorite tech tools in the last year has to be Pear Deck! I had heard about this tool at a bunch of EdTechTeam summits and participated in the Demo Slams–finally I bugged Nick about it and got a personal demo between sessions. I quickly went from “oh this is cool” to “hold on, I gotta update my Monday lesson to include Pear Deck!”

Pear Deck is an “AND” not an “OR” for me. It seamlessly integrates into what I’m already doing in my classroom, rather than something extra to implement. We are 1:1 iPad, and my kids had no problem joining into a session. After using Pear Deck a couple times, I asked my students what they thought. Overwhelmingly, they liked it!

Sample student responses to “Do you feel that having these slides in front of you today helped in you class?”

For my students in the back, they were able to see what I had projected. And, it made it easier for them to take Cornell Notes. Assignment instructions were right in front of them, eliminating excuses for not knowing what to do.

And Then the Add-on was Released

The Google Slides Add-on was a total game changer. My only initial frustration with Pear Deck was editing my slides after I had imported them into Pear Deck–I always make mistakes (sorry 1st period). This was 100% fixed with the new add-on!

Interactive question, asking students about gender stereotypes. Across the board, their answers for math were surprising! Led to a great discussion.

Bigger bonus: our IT department pushed out the add-on to all teachers this week! That’s huge! I’m hoping it’ll up the usage district-wide, and provide more opportunities for engagement. Some of our high school teachers are huge Pear Deck fans, and my fingers are crossed that (1) more will get on board, which means (2) more effective & engaging use of 1:1 laptops in high school. For a teacher looking for a way to begin to integrate technology, Pear Deck is an excellent starting point.

 

A Few Reasons Why I Love Pear Deck:

  • I project from a laptop, but can have the presenter dashboard on my iPad. This frees me up to walk around the room, while checking in on student responses. It’s easier to interact when I’m not tied to the front of the room. Teaching feels more conversational when it can happen anywhere in our room.
  • Seeing student responses in real time on the presenter dashboard (premium version — 100% worth it!) makes it’s easy to address misconceptions or student questions. I can also check for understanding by adding in questions on the fly.
  • It gives every student a voice, especially the introverts. Reading their responses followed by simple eye contact makes them feel valued and heard, without them saying a word! I get so many returned smiles when I read a response and give a silent thumbs up from across the room.
  • The premade interactive Slide templates make it ridiculously easy to up student engagement!
  • Student-paced mode is a life saver when I unexpectedly have to be out. I got called in for Jury Duty last week, and had to quickly adapt my Wednesday plans to work for a sub on Thursday (block schedule). With student-paced mode, my kids were able to login and complete the lesson. I went in later to check their responses.

The Biggest Reason I Love Pear Deck

And of course, a highlight of my ISTE 2017 experience was meeting this dancing Pear at the Pear Deck booth!

The people. The people who work for Pear Deck are the kindest individuals, both those I’ve hung out with in person and those I’ve met on the Twitters. Knowing they’re approachable, willing to answer questions, receive feedback, and hear how I’m using Pear Deck in my classroom makes me want to use it and spread the word. The personal touch is the huge difference!

Thank you, Pear Deck, for being awesome humans who care about our students and teachers!

What are your favorite tips and tricks with Pear Deck?