Speed13-Google Jamboard: Establishing Positive Learning Environments & Norms Regardless of the Course Format
Google Jamboard: Establishing Positive Learning Environments & Norms Regardless of the Course Format
Creating an inclusive classroom environment is a critical component of teaching and learning. In the face of COVID-19, faculty and students are grappling with ways to successfully engage in coursework and with each other. As faculty navigate facilitating instruction in a variety of formats, at times simultaneously (e.g., in-person, online, hybrid, Hi-flex), students are also left wondering about their role in the classroom. Establishing co-constructed expectations on what it means to be successful in your course and beyond can be a powerful way to leverage the positive experiences of students' prior experiences and also set high standards for collective engagement. In this presentation, attendees will actively participate in exercises to promote a positive and inclusive learning environment while using open-access tools to engage students.
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[00:00:03.610]All right, well, good afternoon.
[00:00:05.050]Thank you everyone for being here.
[00:00:07.350]My name is Kelly Gomez Johnson.
[00:00:08.940]I'm at the University of Nebraska, Omaha
[00:00:10.730]in the Teacher Education Department
[00:00:12.710]and just thank you for stopping in today
[00:00:15.950]and seeing how, a little bit,
[00:00:18.670]about how I adjusted some instruction over the last year,
[00:00:22.720]and still trying to kind of keep the things
[00:00:25.210]that I really felt were important
[00:00:27.170]and honored in my classroom,
[00:00:28.490]and then just how to make that shift,
[00:00:31.100]using free resources that were not too far away for me
[00:00:34.730]since it was such a quick shift.
[00:00:36.090]So, thanks again for taking time.
[00:00:38.420]This is just to talk a little bit about Google Jam Board.
[00:00:41.240]I hope I give you a little extra time at the end to play,
[00:00:44.284]but we're gonna start off being pretty interactive here
[00:00:47.440]in about how I use this.
[00:00:50.900]I kind of had to transform a low-tech to a high-tech option
[00:00:55.960]to maintain, basically ensuring
[00:00:58.520]that I still had that learning environment
[00:01:00.200]and norms established in my classroom.
[00:01:02.680]So, I'm gonna ask you to immediately participate
[00:01:06.950]and I won't apologize for it.
[00:01:08.400]But I'm just wondering, just if you'll share
[00:01:11.260]one or two things about what does it take to be successful
[00:01:15.930]in your class, in your teaching
[00:01:17.550]or in the people that you work with.
[00:01:18.780]Like, what's an expectation?
[00:01:20.360]A non-negotiable that makes being in your environment,
[00:01:25.370]helping other people be successful?
[00:01:26.920]So will you take a minute, and if you wanna,
[00:01:28.950]if it's online you can put kind of an O in front of it
[00:01:31.840]or if it's in person,
[00:01:34.030]but I'm just looking for,
[00:01:35.420]you know, what are those non-negotiable expectations
[00:01:38.010]that help people be successful in your space?
[00:01:41.030]Take about a minute.
[00:02:25.620]For some of you, if you don't teach a course,
[00:02:27.970]then it's maybe the people that you work with.
[00:02:29.900]What are those things that you expect from others?
[00:02:37.090]Thanks, Lynn. Yeah completing assignments online.
[00:02:40.810]Having people be self-starters, great.
[00:02:43.090]Hi Liz. Being able to read and follow directions carefully.
[00:02:48.130]Yeah, the devil's in the detail, right?
[00:02:51.320]Take about 30 seconds. If there's other people.
[00:02:53.720]What are those non-negotiable expectations?
[00:03:29.090]Thanks for adding those.
[00:03:30.150]So that expectation of participating,
[00:03:33.400]whether in person or online.
[00:03:36.200]Being able to engage with others.
[00:03:38.790]Yeah, these are sometimes things that we expect
[00:03:42.730]or don't expect, and what I've found is interesting
[00:03:46.110]is how diverse students coming from class, you know,
[00:03:49.930]they go from class to class
[00:03:51.420]and how different the expectations are.
[00:03:54.707]Many times, they do go to classes
[00:03:57.090]where it's kind of just expected to sit and get,
[00:04:00.940]and then they come to our class and we're like,
[00:04:03.327]"No, you need to participate,
[00:04:04.440]you need to speak up, you need to collaborate,"
[00:04:05.970]and sometimes those expectations don't translate
[00:04:09.890]like we think.
[00:04:10.723]So, beyond the statement in the course outline
[00:04:14.760]or the syllabus, really this presentation
[00:04:17.220]is just to help show one way
[00:04:19.200]that I try to set the tone for expectations.
[00:04:23.420]Sorry about the emails.
[00:04:24.253]They're just gonna keep dinging.
[00:04:26.320]But trying to set expectations
[00:04:28.160]and create norms that I think we take for granted
[00:04:31.070]as being just what we expect from our students in college.
[00:04:35.830]So, one piece of information that I always start with
[00:04:39.270]and I teach in teacher ed,
[00:04:41.010]and so one of the biggest things that we talk about
[00:04:43.130]is it starts with relationships and expectations.
[00:04:46.230]And so the only way that I can teach them
[00:04:48.970]to care about these things and how they matter
[00:04:50.880]in the future is if I model this myself.
[00:04:53.920]So a couple of pieces is that we know that active
[00:04:56.550]and engaged learners can help retention
[00:04:58.950]and also academic success.
[00:05:00.470]So ultimately we want our students
[00:05:02.440]to be successful and putting in environments
[00:05:04.750]that we know create active learning environments
[00:05:08.090]for them can be really helpful.
[00:05:10.580]Also, in terms of when I think about classroom community,
[00:05:14.970]one fun fact I think about all of my classes
[00:05:17.560]is that every single one of my students
[00:05:19.100]has to know every single other person
[00:05:21.600]in the classroom's names,
[00:05:22.580]so that when they're referring to each other
[00:05:24.380]that it's something where we create a classroom community.
[00:05:27.340]And that has to start day one.
[00:05:30.310]Again, my classes are about 30.
[00:05:31.660]So I know some of you out there are like,
[00:05:32.857]"I have classes of 100. Dream on, lady."
[00:05:36.250]I completely understand that different situation,
[00:05:38.900]but how can we create that community
[00:05:40.680]and that partnership and that community feel mentality
[00:05:44.060]of a community of practice
[00:05:45.100]where we're all like learning and sharing together?
[00:05:48.860]Also, oftentimes, you know,
[00:05:51.150]I'm trying to teach them also how to create a classroom
[00:05:54.500]community, but to become a part of a community,
[00:05:57.240]everybody has kind of a stake,
[00:05:59.450]and so co-constructing norms and what is going to be,
[00:06:03.150]what is our cultural makeup?
[00:06:05.350]What's our classroom culture gonna feel like?
[00:06:08.670]It's really not ours
[00:06:09.690]if I'm kind of downward telling them
[00:06:11.830]what it's gonna look like.
[00:06:12.690]So, this is gonna be sort of a modeling
[00:06:14.950]of how we do that using technology,
[00:06:17.130]and how it kind of transformed from being a low-tech way.
[00:06:21.500]And honestly, the students
[00:06:24.140]in my classrooms are very diverse,
[00:06:26.460]and they come in with very different experiences.
[00:06:29.360]And so, opening it up to hear them from the get-go,
[00:06:33.000]it not only lets me set the classroom expectations
[00:06:35.990]that I know are gonna help them be successful
[00:06:38.450]as they matriculate through our program,
[00:06:40.780]but it also gives them a voice
[00:06:42.761]and it can also bring out some of those potential bias
[00:06:45.980]that I may have,
[00:06:47.550]but then also our students.
[00:06:49.170]So we can start to have
[00:06:50.003]kind of really intentional conversations
[00:06:53.550]about just teaching and learning,
[00:06:56.400]and what that might look like for their success.
[00:06:58.910]And like I said before,
[00:07:00.220]just what are the things we're gonna celebrate?
[00:07:01.870]What are the things that we're gonna uphold
[00:07:03.760]and how can we individually and as a group be successful?
[00:07:10.070]So, the structure.
[00:07:12.330]It's called above the line, below the line.
[00:07:14.220]And it's really a way that I try to create
[00:07:17.590]a classroom community where we put it all out on the table
[00:07:20.350]from the get-go.
[00:07:21.183]Like, what are those above the line
[00:07:22.600]behaviors, actions, words,
[00:07:25.020]things that we're gonna say and do?
[00:07:27.300]And then what are the things we don't wanna see?
[00:07:29.280]What's that below the line?
[00:07:31.400]We're gonna kind of collectively decide
[00:07:33.781]this is not gonna be in our space
[00:07:35.440]and it's not gonna be in our class.
[00:07:37.350]And so, this is kind of the structure behind it.
[00:07:41.410]I put students in small groups.
[00:07:42.950]So, even before COVID,
[00:07:45.040]they were in small groups and they are assigned a topic.
[00:07:49.210]And so sometimes it's like respect.
[00:07:51.200]You know, these big topics that people are like, yeah,
[00:07:53.210]we're all gonna respect each other.
[00:07:54.450]But what does that look like,
[00:07:55.530]sound like, feel like, what does that actually,
[00:07:58.262]like, how can you paint that
[00:07:59.965]so that we all know and have a similar vision
[00:08:03.670]of what that's gonna be like?
[00:08:05.000]So they're in groups and they're assigned a topic.
[00:08:07.630]And I try to make sure that the roles are
[00:08:12.660]moving along as they go through each of these topics,
[00:08:15.600]because I want students from the get-go,
[00:08:18.590]from the very first class,
[00:08:19.700]to realize that every day,
[00:08:21.430]it's kind of an off your seat on your feet,
[00:08:23.770]even if you're online,
[00:08:25.320]but that your active participation
[00:08:29.020]is gonna be an every day thing in the classroom.
[00:08:32.420]And so, they always take different,
[00:08:35.110]they take turns,
[00:08:35.990]on who's gonna write or who's gonna type
[00:08:37.880]and that's gonna be something that's shared
[00:08:39.840]and not one person's responsibility.
[00:08:43.320]I usually have about five to six different topics
[00:08:45.520]that they fill out, which I'll show you
[00:08:47.065]a couple of examples,
[00:08:49.190]and I keep it very structured and timed
[00:08:51.930]so that they start to see a little bit
[00:08:54.540]about how you can very, in a very organized way,
[00:08:59.510]structure kind of cooperative learning environments
[00:09:02.400]and also how you can keep things moving and on pace.
[00:09:05.540]And that I'm not really gonna give them
[00:09:06.900]a lot of time to get off track.
[00:09:08.100]And I'm gonna give them very clear expectations
[00:09:10.460]on how this is gonna look, but they all rotate.
[00:09:12.440]I give them usually about 30 seconds to a minute
[00:09:14.780]to write a few topics.
[00:09:16.310]And you'll see that here
[00:09:17.143]on something above and something below the line.
[00:09:21.390]And then they always have to kind of go through
[00:09:23.400]and read before they write.
[00:09:25.310]So, I want them to really kind of take in,
[00:09:27.770]what do other people expect
[00:09:29.530]about what professionalism looks like,
[00:09:31.880]or what do other people expect
[00:09:33.590]is below the line for collegiality?
[00:09:36.910]And to really kind of take that in,
[00:09:39.010]because I wanna open up a space
[00:09:40.650]where they can agree or disagree with that,
[00:09:43.500]but then also not repeat the same ideas.
[00:09:45.570]So, that's kind of a little bit
[00:09:47.430]about the read before they write.
[00:09:49.480]And you'll see, it's like I said in the example here.
[00:09:52.640]And then they always return back
[00:09:54.550]to the first topic that they had.
[00:09:56.090]So, it's almost like a gallery walk
[00:09:58.810]where they normally would walk around the room
[00:10:00.700]and add to poster boards.
[00:10:02.990]And then they finally get back to the first poster
[00:10:07.890]that they were at or the first topic they were at.
[00:10:10.520]And they realize a lot has been added since they left.
[00:10:14.490]So, it kind of honors this idea
[00:10:16.880]that the first thing I think about
[00:10:18.640]isn't always the first thing someone else thinks about.
[00:10:20.760]Or that my ideas can be really added to
[00:10:25.970]by the experiences of others.
[00:10:28.230]And so this is a little bit
[00:10:29.200]about the above the line, below the line,
[00:10:30.780]just the structure in itself.
[00:10:32.900]And then it always leads to a whole class conversation,
[00:10:37.410]where I can not only add on and elaborate
[00:10:40.930]on those expectations that I might have
[00:10:43.170]that were right on the outline that they had read
[00:10:45.770]before they came in, I'm sure.
[00:10:48.240]But then where we can have some agreements
[00:10:51.298]on what our classroom culture is going to look like
[00:10:53.210]and what our co-constructed norms are gonna look like.
[00:10:57.480]So here's an example.
[00:10:58.620]And this is, this visual here,
[00:11:01.110]is actually Google Jam Board.
[00:11:02.580]So it's kind of, it looks and feels
[00:11:06.160]almost like a slide show.
[00:11:08.130]And like I said,
[00:11:08.970]I'll give you a chance to kind of play with this a bit.
[00:11:11.690]But it's a place it's basically a bulletin board.
[00:11:15.770]Normally, you know, you would walk around the room
[00:11:18.840]and maybe put sticky notes up on a board,
[00:11:21.150]and this just gives you kind of a digital version of that.
[00:11:24.100]And so this one, for example,
[00:11:26.390]that's shown is that collaboration and collegiality.
[00:11:29.080]So, if you look on here,
[00:11:31.870]the above the line student and below the line student,
[00:11:34.900]I used to not separate it into quadrants,
[00:11:37.640]and now I have done quadrants,
[00:11:39.280]so that there's kind of above and below the line
[00:11:41.770]as a student and above and below the line as teachers.
[00:11:44.360]So, my students really have to navigate
[00:11:47.560]two different environments,
[00:11:48.880]because for some parts of the semester, they're on campus,
[00:11:52.220]they're a college student.
[00:11:53.600]And for other aspects of the class,
[00:11:55.980]they're out in the community,
[00:11:57.200]they're working with service learning,
[00:11:58.620]or they're out in a school building as a practicum student.
[00:12:01.030]And so, it kind of helps them.
[00:12:04.350]And also me, because they put in here,
[00:12:07.280]like, what do I expect from my teacher?
[00:12:10.430]What do I expect?
[00:12:11.880]Like, what are the experiences that have happened
[00:12:14.510]to me that are not really helping my learning?
[00:12:17.740]And that below the line teacher tells me a lot
[00:12:20.870]about what frustrates them
[00:12:23.090]and what types of things
[00:12:25.012]that aren't going to help them out
[00:12:28.350]in terms of their success.
[00:12:30.130]So, like, I love that these were student comments.
[00:12:34.180]So, not always pairing with the same students.
[00:12:36.490]So, being really intentional
[00:12:38.010]about the grouping structures that we have.
[00:12:40.990]Not having clear expectations for group work.
[00:12:43.440]And then having conversations
[00:12:45.040]about how we will always have very clear roles
[00:12:49.440]and responsibilities, independent and group tasks
[00:12:52.199]that are gonna be graded kind of differently
[00:12:54.290]and assessed differently.
[00:12:56.460]So, I put on here a couple of reasons
[00:12:58.380]why I use the structure,
[00:12:59.500]which I've talked about a little bit,
[00:13:00.960]but really it helps develop a classroom culture.
[00:13:04.810]And it immediately says you will be collaborating
[00:13:07.320]with people, whether I'm putting you in small breakout rooms
[00:13:10.710]or whether this is happening in class,
[00:13:13.646]in kind of a turn and talk situation.
[00:13:16.540]But day one, you have to be ready to roll
[00:13:18.800]every single day to collaborate and add
[00:13:20.760]to what's happening in our class.
[00:13:23.390]I'm also able to model teaching practices
[00:13:25.910]that I expect them to use later,
[00:13:27.930]or, and sometimes it's just the things
[00:13:29.420]that I expect them to be able to apply later.
[00:13:31.700]So, organization, clear expectations, directions,
[00:13:36.940]those types of pieces.
[00:13:40.040]One piece that I'll point out
[00:13:41.790]on the next one here is that interactive and proactive.
[00:13:44.460]So, there's been a lot of things that get brought up
[00:13:48.320]that I can then add on to to really elaborate on.
[00:13:55.030]And so, for example, on the next slide,
[00:13:58.670]we'll see a little bit about,
[00:14:00.120]like what does respect look like
[00:14:01.740]and how I can bring up some of our own biases that we have
[00:14:05.570]in terms of what respect looks like
[00:14:07.490]and how, maybe our past and our experiences
[00:14:10.340]might give us a look at, like the deeper cultural aspects
[00:14:15.430]that other, that, you know,
[00:14:16.400]someone might not think they're being disrespectful,
[00:14:18.360]but we are observing that as disrespectful,
[00:14:20.740]and how we can start breaking down that sort of bias.
[00:14:26.150]And then eliciting evidence of student thinking.
[00:14:28.760]So, Gonzalez, Moll, and Amanti
[00:14:31.400]talk a lot about the funds of knowledge.
[00:14:32.930]And so what kinds of experiences do they have learning?
[00:14:37.260]I also am in mathematics, right?
[00:14:38.790]And so, a lot of my students, if I ask them
[00:14:41.750]about their mathematics experiences of the past, I hope,
[00:14:45.210]and not the future or the now,
[00:14:46.830]but, it's that they were kind of the receivers
[00:14:49.580]of information and that someone knew a lot about math
[00:14:52.130]and they were trying to tell them
[00:14:53.470]about what that looked like.
[00:14:55.070]And so trying to get them to explain their prior experiences
[00:15:00.140]and then being able to build off of that
[00:15:01.650]so that we can deconstruct it and say, okay,
[00:15:03.880]but what's equity, what's effective?
[00:15:06.660]Bringing out their experiences is a huge aspect of that.
[00:15:12.550]So, and just in terms of time,
[00:15:15.050]because I wanna make sure that I get to the pieces.
[00:15:17.570]This is the low-tech way.
[00:15:20.440]I used to just put up boards
[00:15:22.140]and I'd put five of them around the room.
[00:15:23.860]And I would put a topic in the center.
[00:15:27.240]Like this one's respect. What's it gonna look like?
[00:15:29.560]And they would kind of put pieces in here
[00:15:32.590]and then everyone would be circled around the room,
[00:15:35.620]and be able to, and then we just kinda have a conversation.
[00:15:40.620]And at the end, we'd be looking at,
[00:15:42.570]okay, if we were to lock arms, we don't actually lock arms,
[00:15:46.160]but what are the things we're gonna say?
[00:15:47.680]This is what our class is gonna look and feel like.
[00:15:50.330]And this is how we kind of co-constructed.
[00:15:53.140]Now, I was able to add onto quite a bit of these pieces.
[00:15:56.100]So, for example, you know, if students would put,
[00:16:00.143]you know, it's below the line for students to be rude.
[00:16:03.450]And that would be a great way for me to be like,
[00:16:05.650]tell me more about what that, tell me more about that.
[00:16:08.150]Like, what what's rude to you?
[00:16:11.160]Because for some people it's, you know,
[00:16:13.020]showing up late.
[00:16:13.853]For some people it's not turning on their camera.
[00:16:15.530]For some people it's not responding to an email
[00:16:18.793]within 24 hours.
[00:16:20.230]And so breaking down what we define that to be,
[00:16:24.240]as a group, just helps us all be
[00:16:26.010]at a more level playing field.
[00:16:28.770]Also using technology appropriately.
[00:16:31.141]So, for example,
[00:16:34.460]that's my chance where I tell my students, you're an adult.
[00:16:36.750]I know you have things happening in your life.
[00:16:38.570]If you have to take a phone call, if it's an emergency,
[00:16:40.837]then you step out,
[00:16:42.530]and I honor that you are a person
[00:16:44.747]and a human and you need to do that,
[00:16:46.950]but don't make me guess and think
[00:16:49.550]that something else is going on
[00:16:50.980]because you have your phone out every day.
[00:16:52.570]So, giving them that opportunity
[00:16:54.610]and having that conversation on day one
[00:16:57.640]just helps a lot with later stresses.
[00:17:01.910]Confidentiality in terms of teaching.
[00:17:04.670]It's a great opportunity for me to bring up
[00:17:07.010]our accessibility services and saying,
[00:17:09.290]talking about the differences
[00:17:10.320]between confidentiality and privacy
[00:17:12.360]and how, if I'm ever worried about their wellbeing,
[00:17:15.270]or if there's anything that, yeah,
[00:17:22.060]I will keep it confidential,
[00:17:23.750]but that I can't always keep it private.
[00:17:25.830]And also the mandatory reporting aspect of their role
[00:17:28.960]as a future teacher or just as a citizen.
[00:17:32.550]So, it also brings up a lot of those other pieces
[00:17:36.370]of content that are either coming
[00:17:38.670]or that I really wanna make sure are known on day one.
[00:17:42.660]Also be present.
[00:17:43.700]So if they say, be present.
[00:17:44.940]Well, what does that look like online?
[00:17:46.480]What does that look like if you're in person?
[00:17:48.150]I taught hybrid,
[00:17:49.090]so I would have half my students online
[00:17:50.790]and half in person simultaneously.
[00:17:53.110]And so having those conversations
[00:17:54.890]about what that's gonna look like and really painting it
[00:17:57.920]for them just makes everybody know
[00:17:59.966]kind of what success might look like.
[00:18:04.670]So this is Google Jam Board to the rescue.
[00:18:07.540]Like I said, this was a shift
[00:18:10.280]that I wasn't willing to give this up.
[00:18:12.689]This was great.
[00:18:13.820]And it set my classroom norms,
[00:18:15.700]but I wasn't willing to give it up.
[00:18:17.890]And I've actually realized that Google Jam Board
[00:18:19.980]has made it even better.
[00:18:23.620]They still, they all have their computers.
[00:18:25.660]So whether they were at home
[00:18:26.880]or whether they were in class, they could participate.
[00:18:30.280]Each group kind of took a turn.
[00:18:32.050]So maybe the first time, only four sticky notes.
[00:18:34.160]And then the next group had at it,
[00:18:35.490]and then they they kept going over it.
[00:18:38.320]So it just kept building, each one of these slides.
[00:18:42.050]If I look at the whole Google, oops,
[00:18:44.700]you probably won't be able to see that; probably not.
[00:18:48.642]If you look at the entire Google Jam Board,
[00:18:54.780]I have like five or six slides in there.
[00:18:56.910]And then as we kind of talked, I was able to move these.
[00:19:00.010]So being on time and prepared.
[00:19:01.840]Well, that ended up being an above the line
[00:19:04.360]for both teachers and students.
[00:19:07.080]Using devices in the right way.
[00:19:08.700]Especially since they were considering themselves
[00:19:10.790]as both teachers and students, so.
[00:19:13.960]But it was important for me to see them write things
[00:19:16.280]like flexibility with home life.
[00:19:20.940]And breaking down more appropriate dress
[00:19:24.620]and how we would talk more about that.
[00:19:26.300]This is one that I added in
[00:19:28.100]as we had an in class conversation,
[00:19:30.320]because we kept talking more and more.
[00:19:32.210]And so we really had to talk about, okay,
[00:19:34.410]so what's our expectation on the camera, on or off.
[00:19:37.570]And what does active participation look like?
[00:19:40.280]And ultimately we decided,
[00:19:42.670]camera on and that you needed to be un-muting.
[00:19:46.932]And that when I asked a question whole class
[00:19:49.710]that you were welcome to answer out loud.
[00:19:54.000]But then also just communication.
[00:19:56.140]If your wifi was bad or if you weren't on
[00:19:58.940]in a great setting that day,
[00:20:00.980]that communicating in a private chat was something
[00:20:03.150]that I would really appreciate as a teacher.
[00:20:05.400]And so just those types of pieces.
[00:20:07.530]And then also the idea of not taking class from your bed.
[00:20:11.900]Those are just some of the conversations
[00:20:13.620]that we could have that day so that I wasn't,
[00:20:17.480]that I was gonna fairly evaluate them as a student
[00:20:20.930]in terms of like,
[00:20:22.970]how serious they were taking the class.
[00:20:24.690]But then also just what,
[00:20:26.170]I was trying to set them up for that professionalism
[00:20:28.210]that we were hoping to instill in them as well.
[00:20:31.470]And then I just wanted to show
[00:20:32.600]a couple of other examples here
[00:20:34.330]of other ways that I used Google Jam Board
[00:20:37.620]just throughout the class.
[00:20:39.560]This up here, this is another example of,
[00:20:42.750]we were talking about kind of universal design for learning
[00:20:45.370]and it's kind of challenging
[00:20:46.820]in the different areas of action and expression
[00:20:50.120]and representation and engagement.
[00:20:53.450]And so allowing students to really dig deep
[00:20:57.270]into what these mean.
[00:20:58.850]So, you know, if you look on here,
[00:21:00.480]individual op, let's see, optional, I'm sorry,
[00:21:04.950]It's so small, I can't even read it, but,
[00:21:06.990]oh, optimize individual choice and autonomy.
[00:21:09.190]So then, well, what does that actually look like?
[00:21:11.340]And so they were able to use a Google Jam Board,
[00:21:13.500]which they were already familiar with
[00:21:15.260]to apply this understanding.
[00:21:17.820]And I also let them use Google Jam Board
[00:21:19.620]as a great way to just do high points, low points,
[00:21:21.860]and turning points in kind of their field experiences.
[00:21:25.220]So, they could start to notice
[00:21:27.440]and wonder about what other people were posting
[00:21:30.070]in kind of an anonymous way.
[00:21:31.350]So, if they had a day where a lesson bombed
[00:21:33.700]or something didn't go well,
[00:21:34.760]or if they were confused on a concept,
[00:21:37.120]they could put those pieces on the Google Jam Board,
[00:21:40.130]and it just really kind of helped them
[00:21:42.950]share and not feel alone, I suppose.
[00:21:46.780]So this is, I just put up here a little bit with practice.
[00:21:49.870]So, if you wanna scan this, you absolutely can.
[00:21:55.580]I also have the link I can put into the chat.
[00:21:59.030]But this is really, oops, sorry. I lost it.
[00:22:05.650]I don't know where that went.
[00:22:09.500]Let me see.
[00:22:10.560]There we go.
[00:22:12.330]I'll put this into the chat.
[00:22:14.720]Oops, I lost you again. Sorry everybody.
[00:22:17.580]Here's the chat.
[00:22:22.510]For the Google Jam Board.
[00:22:24.820]And this is where you can kind of get a feel
[00:22:26.500]if you haven't before,
[00:22:28.170]on what might be a benefit for you or for your students
[00:22:35.090]in using a Google Jam Board.
[00:22:38.170]This is just to kind of a way to get used to you can drop
[00:22:40.560]a sticky note on there, or you can add text,
[00:22:45.170]you can add a picture, but this is kind of an example
[00:22:49.720]of how it gives you immediate response
[00:22:52.290]and immediate opportunities.
[00:22:54.440]And yeah, you can move it. That's fine.
[00:22:58.170]It just gives you a great way to interact
[00:23:01.250]with your students in real time.
[00:23:03.280]And for something like building norms
[00:23:05.410]and having expectations in your classroom,
[00:23:07.270]it's a great way to kind of set the tone
[00:23:08.790]for your whole class in a way that then you share this
[00:23:11.650]and say, okay, this is what we agreed upon.
[00:23:13.900]And even later on, if you have to kind of have
[00:23:16.040]an intervention with a student,
[00:23:17.580]which I do all the time,
[00:23:20.120]I can kind of make comments and saying like,
[00:23:21.760]these were some of the agreed upon things
[00:23:23.560]that we talked about on day one.
[00:23:25.990]Can you tell me how I can support you in meeting these?
[00:23:28.780]So, I wanna open it up if you have any questions
[00:23:32.980]about Google Jam Board.
[00:23:34.570]I invite you just to play if you haven't before.
[00:23:37.290]It's open for you to use.
[00:23:40.880]And students like it 'cause it's fun and it's free.
[00:23:46.930]Are there any questions?
[00:24:08.090]I do have a, oh. Wait.
[00:24:13.830]I do have a question.
[00:24:16.240]You were saying that you had people rotating
[00:24:19.080]between groups to address the same,
[00:24:23.540]and then they'd come back, right?
[00:24:24.900]Like kind of the gallery walk thing.
[00:24:28.210]What I'm wondering is,
[00:24:30.960]was there like a persistent thing that was shared
[00:24:33.590]in that room or someone who was in charge of that?
[00:24:36.280]Or how did you handle that logistically?
[00:24:38.120]I thought that was an interesting idea.
[00:24:40.210]Yeah, so they were just in, they each got a slide.
[00:24:44.050]Kind of a slide number,
[00:24:45.876]and then they were in their small groups.
[00:24:49.020]And so, even people online could be in a group
[00:24:51.770]with people in person.
[00:24:52.900]It ended up working out even in that hybrid.
[00:24:55.130]And then I would say switch,
[00:24:56.600]and then they would go to the next slide.
[00:24:57.930]So, some people would start on slide one,
[00:25:00.260]and then they go to the second one
[00:25:01.330]and then I could shift them about every minute.
[00:25:04.560]So, that's kinda how it was orchestrated online.
[00:25:07.250]So they weren't actually switching rooms.
[00:25:10.300]They were just switching slides.
[00:25:12.100]Yeah, they stayed with the same group.
[00:25:15.650]Awesome, that's helpful. Thanks.
[00:25:21.170]Any other questions?
[00:25:31.720]The next session starts in about four minutes,
[00:25:34.590]but we can probably still get a question in if you want.
[00:25:42.620]Thank you all so much for coming
[00:25:55.960]This is super helpful, Kelly.
[00:25:57.250]Thank you; I'm feeling a little clumsy with Jam Board,
[00:26:00.590]but I think I would get better over time.
[00:26:02.930]Oh, thanks, Lynn.
[00:26:05.130]Yeah, I used it over and over in different ways.
[00:26:09.000]And so students just got more and more comfortable with it,
[00:26:11.380]but I ended up really loving it, so.
[00:26:13.640]Okay, I'm gonna explore that.
[00:26:14.820]I think it's cool. Thank you.
[00:26:16.910]Thank you. Good to see you.
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