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    The InterACTIVE Class: Using Technology to Make Learning more Relevant and Engaging in the Elementary Class
    The InterACTIVE Class: Using Technology to Make Learning more Relevant and Engaging in the Elementary Class
    The InterACTIVE Class: Using Technology to Make Learning more Relevant and Engaging in the Elementary Class
    Ebook373 pages2 hours

    The InterACTIVE Class: Using Technology to Make Learning more Relevant and Engaging in the Elementary Class

    By Joe Merrill and Kristin Merrill

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    About this ebook

    Packed With Great Ideas for Online and Remote Learning!


    Are you looking for ways to make teaching and learning more interactive in your classroom?


    Do you ever feel overwhelmed when it comes to integrating technology and content standards?


    Are you searching for lessons that yo

    LanguageEnglish
    PublisherElevate Books Edu
    Release dateJan 4, 2020
    ISBN9781733481465
    The InterACTIVE Class: Using Technology to Make Learning more Relevant and Engaging in the Elementary Class

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      Book preview

      The InterACTIVE Class - Joe Merrill

      PART I

      INTRODUCTION: MEET YOUR INTERACTIVE GUIDES

      Introduction noun: a formal presentation of one person to another, in which each is told the other’s name

      Use the Flipgrid app to open up a live interACTIVE video summary of each chapter.

      Congratulations and kudos to you for choosing to be a teacher—often described as the best profession in the world! The word teacher is defined as one who teaches and, while teachers do teach, this definition is rather ambiguous and anticlimactic when you consider how the profession of teaching has evolved over the last century and how the ideals and ideas surrounding education have shifted and changed. Whether you are new to the classroom this year or have been teaching for decades, you have probably played (or will play) many of these roles in addition to your role as teacher.

      Nurse

      Parent

      IT Specialist 

      Caregiver 

      Miracle Worker

      Counselor 

      Editor 

      Comedian 

      Therapist 

      Party Planner

      Art Director

      Mediator 

      Web Designer

      Custodian

      Interpreter

      Manager 

      Discipline Officer 

      Role Model

      Data Analyst 

      Instructional Coach

      Mentor 

      Health Instructor 

      Scheduling Coordinator 

      Nutritionist

      Craft Coordinator

      Superhero

      Office Manager

      Multitasker

      As you also likely know, teachers are often lifted onto pedestals by some while laid out on the chopping block by others. Some days you may feel you’ve been thrown to the sharks as your twenty-five students circle around you in the classroom. On other days you may feel you’ve just ridden a roller coaster upside down and backwards ten times in a row! Still other days you’ll feel all you can do is tread water and stay afloat. Teaching is not always easy, and it is almost always messy and convoluted. But the rewards you reap in return make the crazy adventure worth it! 

      Paths to Teaching

      Teaching is beautiful because it is rooted in a desire to learn and a hope to lead others to do the same. And teaching doesn’t look the same in any two places; no two classrooms, schools, or districts are exactly alike. Classrooms come in all shapes and sizes—just like the students inside them. They’re all diverse and unique. The methods, materials, and mindsets teachers use and share appear similar—even uniform—when viewed as a big picture, but these also differ depending on the time and place.

      The path people take to the profession differs as well. Some grow up knowing they aspire to teach and find themselves in their first classroom shortly after graduation. Others pursue an entirely different career—maybe in accounting or advertising—and over time decide they want more from life, leading them into a classroom, where they can use the specialized skill set from their prior career. Regardless of the path teachers take to the classroom, every one of them walks in with the same goal: to foster a love of learning while inspiring students to become lifelong learners.

      Kristin

      I am one of those teachers—the ones who grew up aspiring to teach. My grandmother was a primary school teacher in the 1940s, my mother was a high school Social Studies teacher, and both of my sisters taught elementary-aged children. I never doubted I wanted to grow up and have a job related to children. As a child, I played school with my dolls, giving each its own chair and assignment. As I grew up, I specifically took jobs placing me with different aged children, giving me various responsibilities to help dial in exactly what I wanted to do. Soon I was convinced I was called to teach. People said I was a natural. By my senior year in high school, I had already banked a semester of college credits, and I was elated to be accepted into one of the state’s best education programs. I worked hard, taking the maximum amount of credits every semester. Since I knew what I wanted to do, staying at college any longer than necessary seemed a silly waste of time—and money! 

      As a member of the college of education, I interned in various classrooms and mentored students every semester, giving me experience in every type of classroom I could imagine: primary, intermediate, co-teaching models, low income, private, etc. This varied experience continued as I graduated with my master’s degree and headed off to accept my first position midway through the school year. As a schoolwide tutor for English language learners, I spent the first six months out of college getting my feet wet visiting various classrooms, seeing different teaching styles, and learning classroom management strategies. When the school year concluded, I settled in fourth grade and have taught this age of students ever since—in varying classroom models including standalone, co-teaching, ESE, and gifted.

      But if I am being honest, despite all this experience and being so focused on what I wanted to do and where I wanted to teach, I still remember how I felt on my first day with my first real class. I was absolutely terrified. I struggled through my first year. I had difficulty planning content, managing my time, and learning how to navigate through developing relationships with my students. I also struggled because I had to take on all that my degrees didn’t teach me about teaching. I never had a class that taught me how to pull off a room transformation. There was never a lesson that covered what to do when a child is upset about missing school because he didn’t have clean clothes to wear. No one took the time to explain how one might sync lessons together on an iPad or how to run a popcorn machine during the school fundraising event. Yes, I learned how to track a child’s fluency and the foundations of reading instruction, but during my first year as a teacher, I quickly realized I had to change my perspective of what the classroom was and adjust with each new group of students I was given. 

      As an educator, I believe all students should be able to learn in an environment where they feel safe and loved. Students will work hard for someone they feel is on their side and for someone they can relate to. I believe every student can learn, and my job is to identify each student’s individual learning needs and objectives and work with him or her to meet them. Students have to do school; my job is to show them how fun learning can be, so they want to learn far beyond the limited time they spend in my classroom. Cultivating creativity and curiosity through collaboration is key and, hopefully, when the year is complete, my students will not only remember the content we covered, but they will also remember that I cared about them and valued each of their unique personalities. 

      Joe

      I want to set the record straight from the start: teaching was not my first choice as a profession. Kristin and I may appear similar, but we took very different paths to get to the same point. In fact, I went through a lot to get where I am today, but I am grateful for it all because each step taught me a different lesson and made me the person I now am.

      High school was a struggle for me—not so much academically, but more so socially. Sure, I had a few core friends, but I had a hard time identifying with the popular crowd. I wasn’t interested in trying to fit in, having an expensive car, or memorizing the words to the hottest song on the radio. I often found myself left out or looking on from the outside. Ultimately, this social difference led me to music. For years, I played music in bands, where I learned the true meaning and importance of being innovative.

      Musicians honor this unspoken rule: Do not take or imitate the creative work of another artist. As a result, musicians must be original—meaning a lot of work, and at times, frustration. They must learn to work with other strong-willed musicians, while at the same time surrounding themselves with others who think like they do. The perfect balance is hard to maintain, but without it the musical machine will not function.

      While playing music, I also worked in a local grocery store to help support myself. I spent a lot of time doing grocery store tasks—properly stocking shelves, running a cash register, cleaning floors, and unloading a truck. But I also learned how important it was to work together with others. Without this, the job didn’t get done, and we all suffered by having to stay late. 

      Fast forward several years. I was just two credits from graduating with a computer information systems and graphic design degree when I decided this particular career path was not for me. (Ask me sometime about my Comic Sans story!) I had moved away from the grocery store and was now working as an advisor with an after-school program at a local elementary school. Because I had always enjoyed working with kids and wanted to make a difference in the lives of others, I abruptly decided to make a career change. (Don’t worry. Kristin was totally cool with it! Well … sort of.)

      I worked hard to complete my new degree and was fortunate to land my final internship at the same school where Kristin was already employed. I took over for a teacher who was going on leave and not returning. If I played my cards right, this long-term position could potentially become a permanent one. Did I mention this was a fourth-grade position—the same grade and team as Kristin? Yes! I started on the same grade level and team as my wife! I should just say our dinner conversations were rather boring. But, again, I learned the importance of being able to work well with others. Fortunately, I was offered a permanent job, though my principal at the time honored my request to move to a first-grade position—a dream come true for me!

      My first year teaching did not go as I had anticipated. I tried to figure out what worked best for the kids in my classroom, and I took resources from anyone and everyone. I listened, learned, and implemented. From there, I tweaked the resources given to me to better fit the needs of my students. Year after year, I used the same baseline resources and kept tweaking them to meet the needs of my current students. Eventually, I was creating most of my classroom resources from scratch, and they were traveling outside of the walls of my classroom, being used by other teachers within my district.

      Over time I learned that whether you are a grocery store clerk, a graphic designer, a rock star musician, or a teacher—who is, in reality, grocery store clerk, graphic designer, and rock star all in one!—you have to be organized, strategic, collaborative, and consistent to be successful. When you put in effort, you’ll be amazed at what you can produce. But you must do your part—and a lot of work.

      TheMerrillsEDU

      We may have separate classrooms filled with a different sets of students, but we see many of the same trends. Our students live in an era of emojis and six-second videos. Snaps are exchanged instead of conversations, and Alexa and Siri are becoming the newest members of countless classrooms. Our students are expert time savers and can order items from a store to be delivered or picked up at a kiosk. We have noticed that our students view their time as valuable, and they have short attention spans when things don’t interest them or aren’t important to them. Over time we have learned that our students communicate in small, bite-sized chunks and their primary—and preferred!—mode of communication is no longer text. It is simply images and video. Our students have made clear to us that they don’t have time for long-winded explanations of things; rather, they want efficient ways to communicate information.

      Technology is not going away. Students are not going to abandon devices in their homes. We need to find creative ways to deliver lessons infused with technology. This is how they learn. Actually, this is how we as adults learn, too. When we don’t know how to do something, or how to pronounce a new word, we Google it. Why wouldn’t we value edtech as teachers?

      GLORIANN HEIKES (@MRSHEIKES)

      This next generation of students learns differently—and must be taught differently. Their brains are uniquely wired, and many attention problems are exacerbated when they are forced into the old traditional model of school. If educators want this generation to be successful in their classrooms, they must figure out who these students are, what they want, and how they communicate.

      These students are going to be the driving force behind the next century of innovation. Regardless of the generations to come and what they are being called, educators must understand how these students are learning within their new environments and what external factors are shaping their intelligence. Alongside this knowledge will come an understanding of how educators can better shape their classrooms to accommodate these learners and the ways they think, learn, and communicate in a classroom environment.

      One thing is certain: Educators cannot continue teaching in the same structured classrooms, with the same outdated materials, and in the same standardized ways. Innovative learning never stops, and educators need to ensure that their teaching practices keep up, because this next generation’s innovative spirit is already being felt. Educators need to adjust. They need to shift their thinking—carefully balancing what is relevant in the eyes of their students and how they can be responsive to this. 

      Throughout this book, we will guide you through the process of transforming your classroom into a truly interactive space. We will also share simple ways to make your lessons more engaging and interactive as well. We will discuss the importance of meaningful relationships with students and their parents and look at how these can be more interactive as well. These

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