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Edumentality is officially ten years old, and this month it got the birthday present it truly deserved, a brand‑new digital home! I switched from Weebly to Articulation and while you may not see many changes, for me, it was time to move on.
After a decade of growing, evolving, and collecting hundreds of classroom protocols, methods, etc. the site finally outgrew its old space. So, I packed up the boxes, carried the whole thing across the internet, and settled into a new hosting company that feels sturdier, brighter, and ready for the next chapter. With this move comes something I’ve wanted to do for years: a complete revamp of how Edumentality is organized, especially the way teachers explore protocols inside the website.
Instead of scattering protocols across dozens of pages, each strategy is now gathered into a single, smooth scrolling experience. You can browse the entire landscape without ever losing your place, a design that finally matches how teachers actually think and plan. There will still be a Table of Contents and cross-referencing with other strategies, but I think you are going to love the changes.
To be honest, it feels a little like building a new highway. For a while, there may be some bumps in the road, a few orange cones, a detour sign or two, maybe even a moment where you wonder why the exit ramp moved. But once the dust settles, the new route will be faster, clearer, and so much easier to travel. You won’t have to click through endless pages anymore. You’ll just glide. If you get a chance, please let me know what you think of the changes. Addendums will be grouped together as well, so look for that button in the coming weeks.
Thank you for being part of this journey — whether you’ve been here since the beginning or you’re arriving right now. Here’s to more curiosity, creativity, and classroom magic…
Alison T.
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Classroom community grows through small, intentional routines that invite students to share, observe, and connect. During the opening days of school, these protocols offer simple ways for students to learn about the teacher and for the teacher to gain meaningful insight into the learners in the room. These routines support trust, communication, and a positive classroom climate. A win‑win for everyone.
TEACHER DILEMMA (Questioning, Feedback)
Description: Teacher Dilemma is a warm‑up in which students generate a two‑choice prompt for the teacher to answer. Although it functions like a Would‑You‑Rather activity, the twist is that students create the dilemmas and the teacher responds. This simple role swap builds rapport and sparks early‑class connection.
Application: For all subjects and all grade levels, use early in the semester to establish classroom connection, and revisit periodically when energy dips or the class needs an engagement boost. It fits easily into warm‑ups, transitions, or end‑of‑period closers.
Process: Model the activity by giving two to three sample two‑choice dilemmas so students understand the format. Instruct them to write a school‑appropriate dilemma for the teacher on a sticky note or scrap paper. Allow one minute for drafting. Collect several dilemmas and choose a few to answer aloud, offering brief explanations or humor to encourage connection. At the end of the activity, shift into the day’s lesson.
WISH TEACHER KNEW (Feedback)
Description: Wish Teacher Knew is an anonymous reflection activity that invites students to share one thing they wish teachers understood about them. (“I hate to popcorn read.” “I suffer from migraine headaches.” “My mom has cancer and I am at the hospital a lot.”) It offers a channel for student voice and provides early insight into possible classroom needs.
Application: Use during the opening days of a semester or anytime the class needs a moment of reflection and reconnection. This works across subjects and grade levels and revisit periodically to keep up with shifting needs.
Process: Place a small box or envelope in a visible location and label it “Wish Teacher Knew.” Provide each student with a slip of paper and instruct them to write one thing they wish the teacher understood about them as learners or as people. Emphasize anonymity and reassure students that all submissions will be read privately and respectfully. Allow one minute for writing. Collect the slips and review them privately after class. Identify general, non‑sensitive themes to acknowledge aloud the next day to build connection and demonstrate responsiveness. Keep the box available for ongoing submissions during the first month of school.
Description: Teacher Dilemma is a warm‑up in which students generate a two‑choice prompt for the teacher to answer. Although it functions like a Would‑You‑Rather activity, the twist is that students create the dilemmas and the teacher responds. This simple role swap builds rapport and sparks early‑class connection.
Application: For all subjects and all grade levels, use early in the semester to establish classroom connection, and revisit periodically when energy dips or the class needs an engagement boost. It fits easily into warm‑ups, transitions, or end‑of‑period closers.
Process: Model the activity by giving two to three sample two‑choice dilemmas so students understand the format. Instruct them to write a school‑appropriate dilemma for the teacher on a sticky note or scrap paper. Allow one minute for drafting. Collect several dilemmas and choose a few to answer aloud, offering brief explanations or humor to encourage connection. At the end of the activity, shift into the day’s lesson.
WISH TEACHER KNEW (Feedback)
Description: Wish Teacher Knew is an anonymous reflection activity that invites students to share one thing they wish teachers understood about them. (“I hate to popcorn read.” “I suffer from migraine headaches.” “My mom has cancer and I am at the hospital a lot.”) It offers a channel for student voice and provides early insight into possible classroom needs.
Application: Use during the opening days of a semester or anytime the class needs a moment of reflection and reconnection. This works across subjects and grade levels and revisit periodically to keep up with shifting needs.
Process: Place a small box or envelope in a visible location and label it “Wish Teacher Knew.” Provide each student with a slip of paper and instruct them to write one thing they wish the teacher understood about them as learners or as people. Emphasize anonymity and reassure students that all submissions will be read privately and respectfully. Allow one minute for writing. Collect the slips and review them privately after class. Identify general, non‑sensitive themes to acknowledge aloud the next day to build connection and demonstrate responsiveness. Keep the box available for ongoing submissions during the first month of school.
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Does your school hand out planners at the beginning of the year? Are students formally taught how to use them? Do you expect students to write assignments, reminders, and important tasks in their planner — and do you check it with any regularity?
This is a judgement‑free zone, but IF your school provides planners (agendas/calendars), consider making their use a habit by being the teacher who insists on using them. If your school does not provide planners, consider teaching students how to use an electronic calendar.
The goal is not only to help students stay accountable now, but to build a skill that lasts a lifetime. Start small: require students to create a daily to‑do list for your class, then progress into full planner use. Provide guidelines and hold students accountable. Some students will resist at first, but once they get the hang of it, they begin to see the value and need little prompting. A few will refuse entirely — these students are often academically at‑risk. For them, intervene and try to identify the core issue.
Lack of time should never be an excuse; teachers can always provide one to two minutes at the end of class for students to update their planner.
The document below includes two parts: Student Instructions and an Action Word list that can be cut off and taped into the planner for easy reference. There are many ways to hold students accountable, spot checks are just one example. Feeling brave? Require students to use their planner for every class, not just yours.
Good luck!
This is a judgement‑free zone, but IF your school provides planners (agendas/calendars), consider making their use a habit by being the teacher who insists on using them. If your school does not provide planners, consider teaching students how to use an electronic calendar.
The goal is not only to help students stay accountable now, but to build a skill that lasts a lifetime. Start small: require students to create a daily to‑do list for your class, then progress into full planner use. Provide guidelines and hold students accountable. Some students will resist at first, but once they get the hang of it, they begin to see the value and need little prompting. A few will refuse entirely — these students are often academically at‑risk. For them, intervene and try to identify the core issue.
Lack of time should never be an excuse; teachers can always provide one to two minutes at the end of class for students to update their planner.
The document below includes two parts: Student Instructions and an Action Word list that can be cut off and taped into the planner for easy reference. There are many ways to hold students accountable, spot checks are just one example. Feeling brave? Require students to use their planner for every class, not just yours.
Good luck!
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First posted in 2020, this is a great reminder for teachers in a new teaching position.
Summertime for teachers signals the end of one year and the beginning of another. Perhaps you've decided to transfer or shift to another position in your current school. What a fantastic leap of faith you've made, congratulations! You are about to experience a new normal and anxiety could be your new best friend. Let's take a look at how, with a few guidelines, you can enter the unknown with happy anticipation.
Give yourself time to become part of the established department or school faculty.
Give yourself time to get to know the people in your new group-set and more importantly, give time for your new co-workers to get to know you! As Covey says, “seek first to understand, then to be understood.” Unless you were hired to be a disruptor, be mindful of the written and unwritten norms of the school and know that there are responsibilities, roles, and a pecking order within the group(s). Eventually, you will learn the norms and quite possibly contribute to them. A small tip to newbies- try to refrain from the words, “In my last school we . . .” This immediately puts people on the defensive because you are suggesting your previous school was better at something and while this may be true, people will turn you off. Instead, at the appropriate time say something like, “Hey, I have an idea! What if we . . .?” Give it a try!
Give yourself permission to be the newbie on the faculty.
Although teaching in itself is standard, things like schedules, duties and responsibilities, housekeeping, tutoring, faculty meetings, etc. will most likely be different. Adjustment is necessary because you have entered into a new position and by accepting the job, you are tacitly agreeing to these differences. Be open and willing to adjust and be easy on yourself when you do not meet expectations. Remember, there’s a lot to learn and most principals give a year for the new hire to adopt to the new practices.
Give yourself an attitude check each and every day.
You moved to a new position for reasons only you can explain. Were you running away or were you embarking on a challenge? The answer to this is profound because, generally speaking, those who are running away from “a bad school, principal, department chair, and/or co-workers” usually find the same type of people at the next school and the next. Attitude checks can help you from seeing only the faults in co-workers. For those who are looking for a challenge, attitude checks can strengthen your inner resolve, even when things are not going well.
As you step into this new role, remember that you don’t have to have everything figured out on day one. When you give yourself time to settle into the culture, give yourself permission to learn as you go, and give yourself an attitude check when things feel overwhelming, you create the conditions for real growth.
A new position isn’t just a change of scenery, it’s a chance to rediscover your strengths, expand your influence, and build relationships that will shape your work for years to come. You made a brave move. Let yourself grow into it with patience, curiosity, and grace.
Summertime for teachers signals the end of one year and the beginning of another. Perhaps you've decided to transfer or shift to another position in your current school. What a fantastic leap of faith you've made, congratulations! You are about to experience a new normal and anxiety could be your new best friend. Let's take a look at how, with a few guidelines, you can enter the unknown with happy anticipation.
Give yourself time to become part of the established department or school faculty.
Give yourself time to get to know the people in your new group-set and more importantly, give time for your new co-workers to get to know you! As Covey says, “seek first to understand, then to be understood.” Unless you were hired to be a disruptor, be mindful of the written and unwritten norms of the school and know that there are responsibilities, roles, and a pecking order within the group(s). Eventually, you will learn the norms and quite possibly contribute to them. A small tip to newbies- try to refrain from the words, “In my last school we . . .” This immediately puts people on the defensive because you are suggesting your previous school was better at something and while this may be true, people will turn you off. Instead, at the appropriate time say something like, “Hey, I have an idea! What if we . . .?” Give it a try!
Give yourself permission to be the newbie on the faculty.
Although teaching in itself is standard, things like schedules, duties and responsibilities, housekeeping, tutoring, faculty meetings, etc. will most likely be different. Adjustment is necessary because you have entered into a new position and by accepting the job, you are tacitly agreeing to these differences. Be open and willing to adjust and be easy on yourself when you do not meet expectations. Remember, there’s a lot to learn and most principals give a year for the new hire to adopt to the new practices.
Give yourself an attitude check each and every day.
You moved to a new position for reasons only you can explain. Were you running away or were you embarking on a challenge? The answer to this is profound because, generally speaking, those who are running away from “a bad school, principal, department chair, and/or co-workers” usually find the same type of people at the next school and the next. Attitude checks can help you from seeing only the faults in co-workers. For those who are looking for a challenge, attitude checks can strengthen your inner resolve, even when things are not going well.
As you step into this new role, remember that you don’t have to have everything figured out on day one. When you give yourself time to settle into the culture, give yourself permission to learn as you go, and give yourself an attitude check when things feel overwhelming, you create the conditions for real growth.
A new position isn’t just a change of scenery, it’s a chance to rediscover your strengths, expand your influence, and build relationships that will shape your work for years to come. You made a brave move. Let yourself grow into it with patience, curiosity, and grace.
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Because students love novelty, I present Paint Chip Poetry, a creative writing activity that makes use of color in written expression. For concrete thinkers, this will be a difficult assignment, and I encourage you to share that it is OK to have feelings of doubt ("What am I supposed to do? No, seriously, what am I doing?"). For artistic thinkers this will be an assignment that, without some parameters may end up taking too much time or get off-track easily. With all of these cautions, however, I hope you will try it and watch the benefits unfold right before your eyes.
PAINT CHIP POETRY (Writing, Discussion, Collaboration)
Description: Paint Chip Poetry is a creative writing strategy that uses names from paint sample cards as poetic prompts. Popularized by Danna Smith, this activity invites students to explore language, imagery, and emotion, promoting vocabulary engagement and metaphorical thinking.
Application: Use this engaging activity for bell ringers, poetry units, art collaborations, and/or end-of-unit creative synthesis.
Process: Before class meets, gather paint chip samples from the hardware store, enough for class set. Keep entire sample intact or cut into parts. On class day, randomly pass out one sample per student. Share a sample poem or model using three paint chip names. Provide guidelines such as Use two to four sample names from card and compose a poem that includes those names, literally or metaphorically. Must have at least three stanzas. Attach paint chip(s) to the final product. Elevate assignment by adding a visual representation component. After activity, facilitate peer sharing to celebrate student work, followed by reflective discussion on how color influenced tone, mood, and meaning, and how unexpected vocabulary shaped creative expression.
For Resources or for more information:
Smith, D. (2021) Paint Chip Poetry, Colorful Wordplay. Poetry Pop Poetry Blog
Bryant, M. (2018) 6-Step Paint Chip Poetry for High Schoolers.
https://longtolearn.blogspot.com/2018/04/6-step-paint-chip-poetry-for-high.html
PAINT CHIP POETRY (Writing, Discussion, Collaboration)
Description: Paint Chip Poetry is a creative writing strategy that uses names from paint sample cards as poetic prompts. Popularized by Danna Smith, this activity invites students to explore language, imagery, and emotion, promoting vocabulary engagement and metaphorical thinking.
Application: Use this engaging activity for bell ringers, poetry units, art collaborations, and/or end-of-unit creative synthesis.
Process: Before class meets, gather paint chip samples from the hardware store, enough for class set. Keep entire sample intact or cut into parts. On class day, randomly pass out one sample per student. Share a sample poem or model using three paint chip names. Provide guidelines such as Use two to four sample names from card and compose a poem that includes those names, literally or metaphorically. Must have at least three stanzas. Attach paint chip(s) to the final product. Elevate assignment by adding a visual representation component. After activity, facilitate peer sharing to celebrate student work, followed by reflective discussion on how color influenced tone, mood, and meaning, and how unexpected vocabulary shaped creative expression.
For Resources or for more information:
Smith, D. (2021) Paint Chip Poetry, Colorful Wordplay. Poetry Pop Poetry Blog
Bryant, M. (2018) 6-Step Paint Chip Poetry for High Schoolers.
https://longtolearn.blogspot.com/2018/04/6-step-paint-chip-poetry-for-high.html
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In this month's blog post, AI is prominently used by both teacher and students. The benefit of this method allows students to discern possible faulty/incomplete information provided by AI but also determine worthy information that should be included in the student's product. Make no mistake, students are ultimately responsible for the essay's content, but a helping AI hand may provide enough scaffolding to get each student off to a good start.
USING TECH: AI ESSAY OUTLINES (Writing)
Description: Combining technology and paper pencil, AI essay outlines allow students to use technology to start the essay process but finishes it using paper and pencil. This activity is best used when students are familiar with essay writing.
Application: Use in any subject that requires formal writing products.
Process: Have topic for essay at the ready. Ask ChatGPT to create five prompts connected to the topic, selecting the best three. Allow students to select which prompt to use. Give students permission to use an AI platform, such as ChatGPT, to create an outline that will guide them during the paper-pencil portion of the activity. Tell students to be specific in their AI request, Create outline from (prompt)_____________________________________________ at ___ grade level. Once students’ complete task, require them to review the AI generated outline, looking for errors. Once completed, tell students to put away computers and begin writing using pencil and paper. Remind students that assignment must be turned in with the AI generated outline attached at the end of class (and possibly handed back out the next class meeting.) Extend the activity by asking students to use AI to generate an essay on the topic following the original paper and pencil directions. Provide time for students to compare/contrast their essay to the AI generated one and discuss.
Resources or for more information:
Staake, J. (2024) ChatGPT for Teachers 20+ Tips, Ideas, Prompts, and More
https://www.weareteachers.com/chatgpt-for-teachers/
USING TECH: AI ESSAY OUTLINES (Writing)
Description: Combining technology and paper pencil, AI essay outlines allow students to use technology to start the essay process but finishes it using paper and pencil. This activity is best used when students are familiar with essay writing.
Application: Use in any subject that requires formal writing products.
Process: Have topic for essay at the ready. Ask ChatGPT to create five prompts connected to the topic, selecting the best three. Allow students to select which prompt to use. Give students permission to use an AI platform, such as ChatGPT, to create an outline that will guide them during the paper-pencil portion of the activity. Tell students to be specific in their AI request, Create outline from (prompt)_____________________________________________ at ___ grade level. Once students’ complete task, require them to review the AI generated outline, looking for errors. Once completed, tell students to put away computers and begin writing using pencil and paper. Remind students that assignment must be turned in with the AI generated outline attached at the end of class (and possibly handed back out the next class meeting.) Extend the activity by asking students to use AI to generate an essay on the topic following the original paper and pencil directions. Provide time for students to compare/contrast their essay to the AI generated one and discuss.
Resources or for more information:
Staake, J. (2024) ChatGPT for Teachers 20+ Tips, Ideas, Prompts, and More
https://www.weareteachers.com/chatgpt-for-teachers/
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This month's protocol is based on an article written by Jennifer Brooke from the website "English Collaborative." At the heart of this simple activity is a break from the question-answer format that most students experience every day. Never underestimate the power of novelty to get your students working!
INTERPRETIVE STATEMENTS (Reading, Writing, Discussion, Feedback)
Description: Based on Jennifer Brook’s article, Forming Interpretive Statements, using a simple sentence completion format can help students dig deeper into literary content without the perceived drudgery of question and answer. Interpretive Statements provide the scaffold for students to comment on non-tangibles like motivations, emotions, and feelings of the writer (and the characters involved). In essence, it is a kickstart for further exploration of the assigned text.
Application: This activity can be used in subjects with a reading component. With modification, it can also be used to discern actions of entities (both individuals and/or groups) throughout history to present-day.
Process: Before using this activity, prepare interpretive statements based on a section, chapter, and/or the complete book. Assign the reading. On activity day, re-introduce the words interpret and interpretive to students and give examples. Start with a small reading so students can practice filling-in sentences and ask questions of procedure. Remind students that interpretive statements connected to literature most always have the author’s name and the title of the work in the statement. From Brook’s article:
1. When students need to explain what the text is about on the obvious and not so obvious levels:
“On the surface, [teacher inserts name of book] is about [teacher inserts surface answer]. But really, [insert author’s name] gets the reader to think about __________________ while also considering ___________________.”
2. When students need to identify one or more ideas or issues that are raised in the text, and state what the writer is communicating about that idea:
“The text invites the reader to think about [state the idea, thought, belief]. From the text, we can infer that [insert author’s name] thinks that [stated idea] is _____________________. It is clear that [insert author’s name] feels _____________ about this topic; this is evident through ________________________.”
3. When relevant, students need to identify what the reader is meant to think or feel about an idea or issue:
“[Insert author’s name] invites the reader to think about [state the idea, thought, belief]. He/she makes the reader feel _____________ towards this idea by ____________________. The effect of this is that the reader _____________________.”
Depending on the materials used, create additional interpretive questions that elicit strong responses. Once finished, discuss some of the student responses and mention that the perspective of the reader often creates multiple interpretations of the same work.
Resources or for more information:
Brooke, J. (2021) https://www.englishcollaborative.com/formulating-interpretive-statements/
INTERPRETIVE STATEMENTS (Reading, Writing, Discussion, Feedback)
Description: Based on Jennifer Brook’s article, Forming Interpretive Statements, using a simple sentence completion format can help students dig deeper into literary content without the perceived drudgery of question and answer. Interpretive Statements provide the scaffold for students to comment on non-tangibles like motivations, emotions, and feelings of the writer (and the characters involved). In essence, it is a kickstart for further exploration of the assigned text.
Application: This activity can be used in subjects with a reading component. With modification, it can also be used to discern actions of entities (both individuals and/or groups) throughout history to present-day.
Process: Before using this activity, prepare interpretive statements based on a section, chapter, and/or the complete book. Assign the reading. On activity day, re-introduce the words interpret and interpretive to students and give examples. Start with a small reading so students can practice filling-in sentences and ask questions of procedure. Remind students that interpretive statements connected to literature most always have the author’s name and the title of the work in the statement. From Brook’s article:
1. When students need to explain what the text is about on the obvious and not so obvious levels:
“On the surface, [teacher inserts name of book] is about [teacher inserts surface answer]. But really, [insert author’s name] gets the reader to think about __________________ while also considering ___________________.”
2. When students need to identify one or more ideas or issues that are raised in the text, and state what the writer is communicating about that idea:
“The text invites the reader to think about [state the idea, thought, belief]. From the text, we can infer that [insert author’s name] thinks that [stated idea] is _____________________. It is clear that [insert author’s name] feels _____________ about this topic; this is evident through ________________________.”
3. When relevant, students need to identify what the reader is meant to think or feel about an idea or issue:
“[Insert author’s name] invites the reader to think about [state the idea, thought, belief]. He/she makes the reader feel _____________ towards this idea by ____________________. The effect of this is that the reader _____________________.”
Depending on the materials used, create additional interpretive questions that elicit strong responses. Once finished, discuss some of the student responses and mention that the perspective of the reader often creates multiple interpretations of the same work.
Resources or for more information:
Brooke, J. (2021) https://www.englishcollaborative.com/formulating-interpretive-statements/
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This month's protocol was designed by a college professor for college students, but I think it is easily adapted for all levels of education. How can you adapt this for your level of students?
THREE PENS GROUP QUIZ (Collaboration, Feedback, Discussion, Writing)
Description: Presented by Dr. Mary Ellen Weimer of Faculty Focus, Three Pens Group Quiz transforms a mundane quiz format into a novel approach of collaboration and feedback for students by using color pens to denote progress while learning. It also forces students to revisit incorrect items on a quiz in order to seek understanding.
Application: Provide occasional opportunities like Three Pens Group Quiz when seeking to pique student interest in a topic.
Process: Based on presented topic, announce quiz for the next class meeting and urge students to prepare. On class day, hand-out black, green, and blue pens to each student. Part one: Administer quiz making sure students write answers in black ink. Monitor. Part two: Once finished, quickly form groups of four. Direct students within each group to discuss questions they could not answer or were not sure if correct and after discussion, each student makes edits to their individual quiz in green. Part three: Allow students within groups to take out notes, textbook, and other resources and amend answers using blue pen. At the conclusion of the activity, allow time for students to measure the level of their knowledge (black) against the knowledge of others in their group (green) and the content contained in course materials (blue). Direct students to hand-in quiz. Comment according to the levels of different colors and consider participation points versus grading based on original answers.
For reference or for more information:
Weimer, ME. (2012) Students as Formative Assessment Partners https://www.facultyfocus.com/articles/educational-assessment/students-as-formative-assessment-partners/
THREE PENS GROUP QUIZ (Collaboration, Feedback, Discussion, Writing)
Description: Presented by Dr. Mary Ellen Weimer of Faculty Focus, Three Pens Group Quiz transforms a mundane quiz format into a novel approach of collaboration and feedback for students by using color pens to denote progress while learning. It also forces students to revisit incorrect items on a quiz in order to seek understanding.
Application: Provide occasional opportunities like Three Pens Group Quiz when seeking to pique student interest in a topic.
Process: Based on presented topic, announce quiz for the next class meeting and urge students to prepare. On class day, hand-out black, green, and blue pens to each student. Part one: Administer quiz making sure students write answers in black ink. Monitor. Part two: Once finished, quickly form groups of four. Direct students within each group to discuss questions they could not answer or were not sure if correct and after discussion, each student makes edits to their individual quiz in green. Part three: Allow students within groups to take out notes, textbook, and other resources and amend answers using blue pen. At the conclusion of the activity, allow time for students to measure the level of their knowledge (black) against the knowledge of others in their group (green) and the content contained in course materials (blue). Direct students to hand-in quiz. Comment according to the levels of different colors and consider participation points versus grading based on original answers.
For reference or for more information:
Weimer, ME. (2012) Students as Formative Assessment Partners https://www.facultyfocus.com/articles/educational-assessment/students-as-formative-assessment-partners/
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January's post is a little different and if you've never used the VideoAnt tool, I promise it will make an ordinary video into something interactive and worthwhile for your students. Introduce the concept, provide opportunities for students to interact with the tool and then show them how to use it in their responses. Enjoy!
USING TECH: VIDEOANT ANNOTATION (Discussion, Collaboration, Feedback)
Description: From Edshelf.com: “VideoAnt is a web-based video annotation tool for mobile and desktop devices. Use VideoAnt to add annotations and/or comments to web-hosted videos. VideoAnt-annotated videos are called ‘Ants.’” By signing-up for this free service, users can manage their Ants from their account dashboard, otherwise known as the “Ant Farm” (or “Ant Pile”).” With the provided code, Ants can be embedded on a learning management system or anywhere HTML is allowed. Only those who have the code can access the VideoAnt.
Application: Both teachers and students can use VideoAnt. It can be used during class time, after school for homework, or as an integral part of an online class. For teachers, it is a way to present information with stopping-point questions on videos so that students can respond. For students, an individual can use VideoAnt as a way to add comments to a video, but also engage with the entire class through threaded discussions on collaboration notes. It can also be used when there is a substitute teacher scheduled.
Process: Go to VideoAnt: Getting Started-YouTube (https://www.youtube.com/watch?v=1SOE2aQky2I) to get familiar with the various capabilities of the tool. Before class meets, find a short video to use with students the first time, inserting one or two questions, directions, and/or thoughts. On class day, show “VideoAnt: Getting Started” YouTube video and allow time for students to sign-up and become an authenticated user so that they can create “Ant Farms” or “Ant Piles.” Show the preselected short video and allow time for students to interact with the tool, especially the collaborative piece, and clarify points of confusion. As a follow-up, assign a VideoAnt with relevant content for students to engage. Be specific with instructions as there are many ways to elicit responses: "Respond, in sentence/paragraph format to embedded questions within video;” “At four separate points on the video, comment on the main character’s triumphs in sentence/paragraph format;” or “Insert at least four level two or three questions within the VideoAnt and make sure they are spread throughout.”
References or for more information:
The University of Minnesota is solely responsible for VideoAnt and is a free service:
https://ant.umn.edu .
https://edshelf.com/tool/videoant/
USING TECH: VIDEOANT ANNOTATION (Discussion, Collaboration, Feedback)
Description: From Edshelf.com: “VideoAnt is a web-based video annotation tool for mobile and desktop devices. Use VideoAnt to add annotations and/or comments to web-hosted videos. VideoAnt-annotated videos are called ‘Ants.’” By signing-up for this free service, users can manage their Ants from their account dashboard, otherwise known as the “Ant Farm” (or “Ant Pile”).” With the provided code, Ants can be embedded on a learning management system or anywhere HTML is allowed. Only those who have the code can access the VideoAnt.
Application: Both teachers and students can use VideoAnt. It can be used during class time, after school for homework, or as an integral part of an online class. For teachers, it is a way to present information with stopping-point questions on videos so that students can respond. For students, an individual can use VideoAnt as a way to add comments to a video, but also engage with the entire class through threaded discussions on collaboration notes. It can also be used when there is a substitute teacher scheduled.
Process: Go to VideoAnt: Getting Started-YouTube (https://www.youtube.com/watch?v=1SOE2aQky2I) to get familiar with the various capabilities of the tool. Before class meets, find a short video to use with students the first time, inserting one or two questions, directions, and/or thoughts. On class day, show “VideoAnt: Getting Started” YouTube video and allow time for students to sign-up and become an authenticated user so that they can create “Ant Farms” or “Ant Piles.” Show the preselected short video and allow time for students to interact with the tool, especially the collaborative piece, and clarify points of confusion. As a follow-up, assign a VideoAnt with relevant content for students to engage. Be specific with instructions as there are many ways to elicit responses: "Respond, in sentence/paragraph format to embedded questions within video;” “At four separate points on the video, comment on the main character’s triumphs in sentence/paragraph format;” or “Insert at least four level two or three questions within the VideoAnt and make sure they are spread throughout.”
References or for more information:
The University of Minnesota is solely responsible for VideoAnt and is a free service:
https://ant.umn.edu .
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Greetings educators, this month I've decided to present a few tried and true review strategies from the "Itty Bitty Book of Classroom Protocols." My personal favorite is #6, Criss-Cross Cross-Out as it doesn't take long and can break the doldrums of paper reviews. It's especially effective when there is a bunch of people, places, and things to recall. I hope the end of the calendar year is productive and positive. Comment below and let us know how it goes.
1. VOCABULARY BEAST (Discussion, Collaboration, Writing)
Description: Incorporating grammar skills with content is at the heart of this protocol.
Application: Use as a review of previously learned material.
Process: Give students vocabulary terms to tackle throughout a lesson or unit. (Work can be done in or out of class as directed by the teacher.) During review time, tell students to bring vocabulary to class. Assign students into groups of two or three (preferably two).
Instruct students that the goal of the activity is to create complex sentences, relating concepts using the vocabulary. Review the rules of the Beast: 1) There will be time limits or work until one group has used all of the terms; 2) Each sentence must be factually correct as well as grammatically correct (no run-on sentences); and 3) The vocabulary term used must be underlined. Award points for each vocabulary term used correctly in a meaningful way. In order to encourage students to write complex sentences that relate different concepts together, award points based on the sequential number in the sentence. (The first term will receive one point, the second term two, and the third term three points and so on. Remind students that each term can only be used once for points although it may be used again for no points.) Call time when students finish the sentence writing activity and direct them to “trade and grade.” Tell students that if a vocabulary sentence is called into question, the grading group needs to poll the entire class on whether or not the sentence should be accepted for points. If a sentence is deemed unacceptable, award no points.
2. DESCRIBE IT! (Discussion, Collaboration)
Description: This team activity gets students actively involved by incorporating knowledge of material and communication skills.
Application: Use as a review of previously learned material.
Process: Have students separate into two teams. Ask each team to come up with a list of vocabulary words that relates to a specific unit or lesson, giving students about five minutes to come up with the list. After both teams have made the list, decide which team will go first. Have two students from one team come up to the front of the classroom, one student sitting in a chair with his or her back to the board and the second student standing in front of the first student. Using the other team’s list of vocabulary words, pick one word to write on the board. Remind all students that the standing student has one minute to describe the word on the board to the sitting student and that the student may not use any form of the word as a description. (If the describer accidentally uses the word, the team’s turn is over.) Award one point to the sitting student if he is able to guess the word correctly in the allotted amount of time. Continue this activity until each team has tried to guess all of the vocabulary words on the lists or until the set-aside time for the activity is reached.
3. BASEBALL (Collaboration, Questioning)
Description: This activity/game resembles baseball except the “ball” is replaced by “questions” and there is no bat.
Application: Use this protocol as a review activity for tests.
Process: Prepare questions ahead of the game. Create the “baseball diamond” and “bases:” first base should be one wall; second another; third another; and home plate should be the whiteboard. Divide the class into two groups and remind students that they will be physically moving from one base to the other. Assign team captains and emphasize that there is a no-talking rule when students are “at bat.” Direct a question to player number one on Team A. Remind all that this student cannot receive assistance from other team members. (If the student answers correctly, tell him to go to first base. If the student fails to answer, direct the question to the opposing team captain. If the captain answers correctly, the student at bat is “out.” If the captain does not answer correctly, pose another question to the next student; correct answer advances all players. Repeat until there are three strikes at which time switch “at bat” teams. Remember, correct answers by four students equal one run!)
4. SYNOPSIS ON THE HALF SHEET (Feedback, Reading, Discussion, Writing)
Description: Synopsis on the Half Sheet is a clever way for teachers to make sure students have completed an assigned outside reading.
Application: Use this as a method of review and student accountability.
Process: In preparation of homework, have students take out a sheet of paper and fold it horizontally. Assign a reading for homework and tell them to make notes on the top half of the sheet. When class meets, ask students to take out the reading and the homework notes and form groups of three or four. Give students additional instructions to use the bottom half of the paper to create a group synopsis. Remind them that a synopsis is a brief summary or general survey of the reading. Allow enough time for talking and writing, up to ten minutes. At stop time, ask groups to share, emphasizing or introducing the most salient points.
5. MOSTLY JUST TRIADS (Writing, Feedback, Discussion, Questioning)
Description: Students write closed and open-ended questions to gain points by answering each other’s questions. Points can be used to award students a bonus on tests/quizzes.
Application: Use as a review.
Process: During the first part of this three-part activity, have students carefully review their notes. During the second part, direct each student to write a few closed questions on a card, followed by repeatedly forming triads and answering each other’s questions. During the third part, have each student write an open-ended question and form triads again. Throughout the entire process, encourage students to record the number of questions they answered so that students with the highest number of points can be awarded a bonus on the test for successfully reviewing.
6. CRISS-CROSS-CROSS-OUT (Collaboration, Discussion)
Description: This protocol is game-like; it is fast, furious, and fun!
Application: Use this as a review activity.
Process: Before using this protocol, rehearse with a general subject. Divide the class into two groups (yes, each group will be big). Groups must be physically apart. Tell students in each group to select a “paper writer” and a “board writer.” Hand “paper writers” paper and a pen. Instruct students that the object of the activity is to record the most unique relevant terms from the topic within a given amount of time (2-3 minutes). Encourage students to be quiet when discussing because they do not want to “give away” answers to the other team. Say, “O.K. teams, you have ____ minutes. Remember, I have the final say in approving all terms. You have ______ minutes to think of everything and anything specific to __________________ (topic). GO!” At the predetermined time, tell students to stop and hand their sheets to the “board writer.” Tell both “board writers” to go up to the board (which is divided into two sections) and be ready to write down what is on their papers in one to one and a half minutes. Say, “Go!” At time, tell students to stop. Next, instruct the board writers to switch places, and as the teacher goes down the list, “board writers” mark off common terms. Count unique terms and announce that the team with the most distinctive terms wins!
1. VOCABULARY BEAST (Discussion, Collaboration, Writing)
Description: Incorporating grammar skills with content is at the heart of this protocol.
Application: Use as a review of previously learned material.
Process: Give students vocabulary terms to tackle throughout a lesson or unit. (Work can be done in or out of class as directed by the teacher.) During review time, tell students to bring vocabulary to class. Assign students into groups of two or three (preferably two).
Instruct students that the goal of the activity is to create complex sentences, relating concepts using the vocabulary. Review the rules of the Beast: 1) There will be time limits or work until one group has used all of the terms; 2) Each sentence must be factually correct as well as grammatically correct (no run-on sentences); and 3) The vocabulary term used must be underlined. Award points for each vocabulary term used correctly in a meaningful way. In order to encourage students to write complex sentences that relate different concepts together, award points based on the sequential number in the sentence. (The first term will receive one point, the second term two, and the third term three points and so on. Remind students that each term can only be used once for points although it may be used again for no points.) Call time when students finish the sentence writing activity and direct them to “trade and grade.” Tell students that if a vocabulary sentence is called into question, the grading group needs to poll the entire class on whether or not the sentence should be accepted for points. If a sentence is deemed unacceptable, award no points.
2. DESCRIBE IT! (Discussion, Collaboration)
Description: This team activity gets students actively involved by incorporating knowledge of material and communication skills.
Application: Use as a review of previously learned material.
Process: Have students separate into two teams. Ask each team to come up with a list of vocabulary words that relates to a specific unit or lesson, giving students about five minutes to come up with the list. After both teams have made the list, decide which team will go first. Have two students from one team come up to the front of the classroom, one student sitting in a chair with his or her back to the board and the second student standing in front of the first student. Using the other team’s list of vocabulary words, pick one word to write on the board. Remind all students that the standing student has one minute to describe the word on the board to the sitting student and that the student may not use any form of the word as a description. (If the describer accidentally uses the word, the team’s turn is over.) Award one point to the sitting student if he is able to guess the word correctly in the allotted amount of time. Continue this activity until each team has tried to guess all of the vocabulary words on the lists or until the set-aside time for the activity is reached.
3. BASEBALL (Collaboration, Questioning)
Description: This activity/game resembles baseball except the “ball” is replaced by “questions” and there is no bat.
Application: Use this protocol as a review activity for tests.
Process: Prepare questions ahead of the game. Create the “baseball diamond” and “bases:” first base should be one wall; second another; third another; and home plate should be the whiteboard. Divide the class into two groups and remind students that they will be physically moving from one base to the other. Assign team captains and emphasize that there is a no-talking rule when students are “at bat.” Direct a question to player number one on Team A. Remind all that this student cannot receive assistance from other team members. (If the student answers correctly, tell him to go to first base. If the student fails to answer, direct the question to the opposing team captain. If the captain answers correctly, the student at bat is “out.” If the captain does not answer correctly, pose another question to the next student; correct answer advances all players. Repeat until there are three strikes at which time switch “at bat” teams. Remember, correct answers by four students equal one run!)
4. SYNOPSIS ON THE HALF SHEET (Feedback, Reading, Discussion, Writing)
Description: Synopsis on the Half Sheet is a clever way for teachers to make sure students have completed an assigned outside reading.
Application: Use this as a method of review and student accountability.
Process: In preparation of homework, have students take out a sheet of paper and fold it horizontally. Assign a reading for homework and tell them to make notes on the top half of the sheet. When class meets, ask students to take out the reading and the homework notes and form groups of three or four. Give students additional instructions to use the bottom half of the paper to create a group synopsis. Remind them that a synopsis is a brief summary or general survey of the reading. Allow enough time for talking and writing, up to ten minutes. At stop time, ask groups to share, emphasizing or introducing the most salient points.
5. MOSTLY JUST TRIADS (Writing, Feedback, Discussion, Questioning)
Description: Students write closed and open-ended questions to gain points by answering each other’s questions. Points can be used to award students a bonus on tests/quizzes.
Application: Use as a review.
Process: During the first part of this three-part activity, have students carefully review their notes. During the second part, direct each student to write a few closed questions on a card, followed by repeatedly forming triads and answering each other’s questions. During the third part, have each student write an open-ended question and form triads again. Throughout the entire process, encourage students to record the number of questions they answered so that students with the highest number of points can be awarded a bonus on the test for successfully reviewing.
6. CRISS-CROSS-CROSS-OUT (Collaboration, Discussion)
Description: This protocol is game-like; it is fast, furious, and fun!
Application: Use this as a review activity.
Process: Before using this protocol, rehearse with a general subject. Divide the class into two groups (yes, each group will be big). Groups must be physically apart. Tell students in each group to select a “paper writer” and a “board writer.” Hand “paper writers” paper and a pen. Instruct students that the object of the activity is to record the most unique relevant terms from the topic within a given amount of time (2-3 minutes). Encourage students to be quiet when discussing because they do not want to “give away” answers to the other team. Say, “O.K. teams, you have ____ minutes. Remember, I have the final say in approving all terms. You have ______ minutes to think of everything and anything specific to __________________ (topic). GO!” At the predetermined time, tell students to stop and hand their sheets to the “board writer.” Tell both “board writers” to go up to the board (which is divided into two sections) and be ready to write down what is on their papers in one to one and a half minutes. Say, “Go!” At time, tell students to stop. Next, instruct the board writers to switch places, and as the teacher goes down the list, “board writers” mark off common terms. Count unique terms and announce that the team with the most distinctive terms wins!