Monday, April 20, 2020

No One SAW this Coming, but we SEE NISD Keeping Learning Alive!

We can all agree that the current situation is not ideal. Educators are unable to expect what they normally would from students. While teachers can’t recreate their normal classroom environment, our Northwest ISD educators are amazing! They have been able to keep learning and literacy alive, connect with their students, capture their voice, provide personalized feedback, and involve families as an integral part of their child’s growth. For K-2 teachers, Seesaw has been the platform for making these goals a reality. Mrs. Fitch, Mrs. Perry, Mrs. Davis, Mrs. Embry, and Mrs. Moore from Granger Elementary have not only used Seesaw with fidelity all year, they’ve gone up and beyond to meet the needs of their students as they learn and grow from home. 

Continual Learning: 
Each Sunday, teachers send required and optional assignments home for students to complete. Perhaps one of the best features within Seesaw is the ability to capture student voice by allowing students to explain their thinking. With provided structure through Seesaw activities, teachers can encourage students to take their learning deeper with questions and question stems. One of Mrs. Davis’ favorite activities during remote learning is the Animal Adaptations science activity. Listen to the student’s understanding of adaptation, their language of the discipline used, and their ability to apply this learning to a real life situation. 

Click HERE to Enlarge and Listen

Continual Literacy: 
One of NISD’s goals for this year is literacy. Seesaw has allowed teachers to encourage students to keep reading and share their reading while they’re at home. One of Mrs. Perry’s favorite activities sent home to her Kinder class encouraged her readers to simply capture a picture of themselves reading. Mrs. Perry shares, “This activity not only encourages reading, but gives me a chance to see and listen to them read.”  
Click HERE to Enlarge and Listen

ELA coach Rebecca Maddox points out, “Seesaw is benefiting students, parents and teachers during this remote learning time with it's ease of use. Seesaw has allowed our youngest readers and writers the ability to respond and capture their thinking in a variety of ways. They use pictures and voice recordings to capture their thinking for others to view. It is great to see that students can document their reading and writing lives in this format to capture how they continue to grow and learn!”
Students from across NISD are reading and sharing their reading. The first week of extended break, Mrs. Moore sent an optional Seesaw activity to her class asking them to share about a book they read and one they are hoping to finish. These activities have since led to a deeper knowledge of books as the latest activity prompted readers to not only read, but to stop and jot information about the characters in their book. Get a glimpse into’s Reese’s reading HERE or by clicking the images below.

Click HERE to Enlarge and Listen

Stop and Jot (Week of April 12)

Engaging students in their learning is one of Mrs. Embry’s favorite aspects of Seesaw. She states, “Seesaw provides me the opportunity to create engaging lessons that allow students to respond in a way they are comfortable with. They can create a picture with drawing tools, type, or create a video.” Mrs. Embry, Mrs. Davis, and the Granger second grade team have personalized reading assignments by linking in an Adobe Spark video encouraging students to find fun places to read as they work on their reading stamina. It's fun for students to connect with their teachers by seeing them teach and encourage in the videos they send home.

Click HERE to Enlarge 
Mrs. Embry’s Spark Video
Mrs. Davis’ Spark Video 

Connecting with Students (SEL): 
It’s tough not seeing student’s faces each day. It’s important that students know how to identify their feelings, but also that they have a platform to share and be heard. NISD has prioritized social and emotional learning this year, which has helped equip our students beyond their content knowledge. Granger students are especially familiar with “Seesaw Feeling Checks.” These activities have become especially important as teachers get a pulse for how their students are doing, even when they can’t see them each day. Click on the image below to see an example of Mrs. Perry and Mrs. Moore’s feelings check. 

Click HERE to Enlarge

Mrs. Fitch points out, “My favorite part of using Seesaw is being able to connect with my students! I love being able to post videos directly to their journals and I love getting videos from them even more. It is nice to be able to post work for one student, or the entire class with one click.” Mrs. Fitch continually provides her students with personalized video feedback. Check out how Mrs. Fitch used Seesaw to wish one special student a Happy Birthday and make her feel special even from afar.
The heart of our NISD teachers is what makes students excited to learn!
Click HERE to Enlarge and Listen

Providing Personalized Feedback: 
Another benefit of Seesaw is that it protects the privacy of our students and allows teachers to differentiate and provide personalized feedback for students without displaying that feedback to the entire class. Mrs. Perry is very intentional about giving writing feedback on student work. Click on the image below to see samples from the last few weeks. 
Click HERE to Enlarge
Seesaw allows feedback to be written, voiced in an audio comment, or even a personalized video.
Inviting Families Into The Learning:
Mrs. Davis comments, "By using Seesaw daily, parents are able to see what content we are working on and what products their child is creating.  Parents have been very thankful for this program as Seesaw is sparking conversations as home, and parents are able to connect our learning at school to real world situations at home."
Click HERE to Enlarge
Click HERE to Enlarge

Student Growth: 
Lastly, another NISD goal for the year is that students showing yearly growth. Since Seesaw is the house for these student’s learning, teachers are able to see growth over time. Mrs. Davis states, “We have used Seesaw since day one as our students’ academic portfolio, so seeing growth is easy when you compare assignments from the first few weeks of school to their current work.”
Mrs. Fitch adds, “Being able to provide feedback and having the students go back and check their work has allowed me to see growth in their writing. I have assigned the Daily Oral Language activity for three weeks and have seen growth from week to week.” 
NISD is the Place to Be: 
Our NISD teachers are a walking example of this quote by George Couros, “Technology will not replace great teachers, but technology in the hands of great teachers can be transformational.” Our teachers have thrived in a season of uncertainty. While the situation is not ideal, these teachers have not thrown in the towel. They’ve connected in a way that shows their heart for students and their heart for learning. 

*The NISD IT Team is happy to announce that NISD has purchased Seesaw for Schools for the upcoming school years. This purchase is for all NISD schools ages Pre-K to 5th grade. Click HERE to learn more.

Monday, April 6, 2020

Adapting to a New Technological Environment

While biological adaptation happens due to environmental stressors over long periods of time, mental and social adaptations can happen much faster under certain conditions. What we are currently witnessing in relation to teaching and learning is a change that not only shows what we, as humans, are capable of but also the degree to which our schools are capable of serving students. While education reform seems somewhat out of reach most days, times like this, although unfortunate in many ways, can force our constructs and viewpoints to change and ultimately result in natural and positive reforms. Dr. Derek Voiles put it best in a recent tweet when he said, “The schools we walked out of won’t be the same schools we walk back into when this is all over. Our schools won’t just be different, they’ll be better.”

Northwest ISD is fortunate to have many resources already in place to help make our staff and students successful during times like this. However, the particular challenge brought about by Covid-19 has shined a light on areas of need and allowed us to take steps to help improve things like online access, technology training, and remote communication. In addition, educators in our district have been given the challenge of using this time to really focus on student relationships, learning, and growth in very innovative ways.

Math typically takes a lot of practice and, traditionally, practice looks a lot like plugging away with a pencil, paper, and a calculator to work out a solution. While that pencil and paper practice is an important part of understanding the way math works, NISD Algebra II teachers took it a step further by trying their hands at an app called Explain Everything on the iPad where they smashed it together with Zoom to create incredible videos that bring calculations off the page for students.
In addition, Becky Spasic and Carla Dalton, at Byron Nelson High School, took this opportunity to share their knowledge of this app with fellow teachers by using it to create a “how to” video for implementing this strategy in a remote classroom setting. This strategy is one that adds an element of comfort and personalization to remote instruction while also helping students approach content from a variety of platforms.

When NISD teachers began looking at the shift to remote learning, many wondered how elementary students would be able to learn without being physically present with their teacher and classmates. How could our youngest children possibly manage their own learning tasks? It became apparent very quickly that most of our elementary teachers were teaching a level of independent learning prior to the break and that many of these students were able to adapt very quickly to a remote situation.
Seeing third grade students manipulate Google Slides and Google Drawings to illustrate understanding of ecosystems and food chains is truly an amazing process to watch and it almost makes you forget that you are watching eight and nine year olds as they move adeptly from one application to another while happily finding ways to showcase their knowledge. The teams of teachers creating these lessons know their students, know their capabilities, and have prepared their students to be self-sufficient learners.

Although the changes in the trajectory of society due to Covid-19 are some that we will be navigating for years to come, the world of education is one that is capable of mastering this shift and the obstacles that come with it. Educators are meeting this challenge head on with every bit of creativity and determination they have for the sake of their students. Some critics are predicting that this change will automate learning in a way that will make teaching an obsolete profession. However, through this, we are not only learning how much technology can help produce student independence but we are also learning how necessary human beings are in making the use of these tools relevant to learning and student success. Without previously established expectations and student relationships, these teachers would be dealing with completely different results. Educators are a necessary element to making learning meaningful for each and every one of their students and they cannot be replaced by technology. Circumstances like this will only enhance skills of both teachers and their students and everyone will grow as a result.

Monday, March 2, 2020

Not Just Students, PODCASTERS! Sharing Our Learning One Episode at a Time

What do you hear when you listen to student created podcasts in Mrs. Webster’s class? Excitement, love of reading, love of writing, kindness, empathy, teamwork,  student ownership, laughter, different personalities. Mrs. Webster’s student podcast hosts have EXCEEDED expectations as they make their voice, passions, and learning come to life on a regular basis. Mrs. Webster quotes it best, “These students are meeting the expected standards of learning without even realizing how much thought and work they are putting into it. They just think it’s fun!" She adds, “These pod-casters are writing, coming up with their own plan, reading, summarizing, reflecting and creating.  I feel like they are truly owning their own learning.”

An Ongoing Routine: 
Mrs. Webster's Podcast Wall 
At the beginning of the year, Mrs. Webster had all of her students set up their own Padlet wall as a platform to house podcast episodes. She also had each student include their podcast on a class podcast wall to mimic a Podcast app where listeners can access different podcasts at any given time. Students started the year reviewing podcast expectations and best practices. “When we first started, I would assign a reflection or give students an idea for a book recommendation podcast. Now, students are coming up with their own topics. Mrs. Webster adds, “Along with requesting to review books, some students have even created their own podcasts based on discussing friendships, positive vibes, and funny times.”

Mrs. Webster doesn’t grade podcasts or require a certain number of episodes. This is why seeing that some students have 10-15 episodes is so powerful. Mrs. Webster has also equipped her students to be quality control for the episodes. “As a class, we listen to each other and give feedback on the planning, pausing, summarizing, pacing, etc.” In regards to making time for podcasting, podcast reflections have become a part of Mrs. Webster's afternoon ELA stations. If some students are unable to get to the podcast station, they make time for them to complete the next morning first thing.

Emery, Claire, Nick, and Henry have especially enjoyed their podcasting journey. Emery states, “I love being a podcaster because I get to tell people how I feel, what I’ve been working on, and what I’ve learned.” Henry adds, “I like that I get to work with a partner and choose what my podcast is about.” Claire’s favorite part of podcasting is interviewing other people to see what they’ve read and how they’re doing. Nick loves that they get to work and have fun at the same time.

SEL (Relationship Skills and Social Awareness)
Emery and Claire Working Together to Record an Episode
“Podcasting is a process,” says Emery. “You have to stay focused. If you get too funny, the people listening won’t understand what you’re saying. Claire and I have to work together to make our podcast come to life. We’ve learned that we can’t interrupt each other and need a clear written plan” Emery and Claire talk about resolving conflict when they have had hard times deciding who was going to get to share certain parts of their episode. It’s neat to hear how podcasting has helped Claire become aware of other’s feelings. “Sometimes we just have to pause and talk if we start to argue,” she says. “We’ve learned each other’s strengths.” Emery adds, “for example, Claire is really good at explaining characters and how they act.”

Nick has realized that through his podcasts, he has the opportunity to encourage others. He states, “If someone is sad, we might be able to cheer them up. We try to be really positive. My favorite episode is number eight when I’m talking about my friendship with Henry.” In this episode Nick and Henry talk about their similarities and differences, but how they’ve remained friends regardless of their differences.

Making Connections
Not only have these students learned to collaborate together and think about their partner and audience, they’ve also learned to apply character traits and feelings to their own lives. After recording an episode about Jory Jones’ Book, "The Bad Seed," Claire points out, “This book teaches you how people have their own personalities,” she adds “If you don’t like how someone acts, the lesson is to be kind and make sure people feel welcome.” On this episode, Emery asks, “ Is there anything in this book that relates to you?” Claire responds by talking about her ornery brother and how she should be kind even when it's hard

"Knowing that we're going to record a podcast over the books we've read, makes reading even more purposeful." Claire adds, "Podcasting makes me more excited about what I’m reading. It makes me think about how the characters are feeling and how characters change, so I can talk about it on the podcast." Emery points out, "We go back to our books to remember how characters were feeling. Their actions show how they’re feeling."

In addition to recording episodes about books they've read, students have written their own stories and fairy tales! They’ve enjoyed interviewing each other as authors. Emery recorded an episode over a story that Claire wrote, titled, “Lucky Puppy.” On the episode Claire states, “This book really has a connection to me and my life when I was little.”
Mrs. Webster states, "I love all of the episodes, but some of my favorites are when the students make connections with the books they have read and discuss how a book may have impacted them deeply. There seems to be something magical that happens within the physical act of talking it out for them on a podcast. When students are recording in a smaller group, they tend to express deeper thoughts than maybe they would have written down or shared in a whole group setting. At times, they can get really deep and other times they can get really silly, but overall, they feel completely safe in sharing their unique personalities and creative ways throughout the podcast, and this I absolutely LOVE with all my heart!"

Next Steps: 
Sharing Our Podcasts at Expo 2020
These students got to share about their podcasting journey last Thursday at Expo 2020. It was a powerful presentation as these students shared an ongoing routine that means so much to them.

Henry would like his next episode to be about a current favorite book of his, "Flames of The Tiger" by John Wilson. I'm sure there are many more podcast episodes to come from Webster's 3rd grade class. They are also interested in sharing their episodes outside the walls of their classroom, possibly with one of their favorite authors.

Explore Claire's Podcast and the Writing Template Students Used to Prepare: 

Tuesday, February 11, 2020

Monuments & Mysteries: An Innovative Jigsaw In Language Education

At Northwest High School, AP Spanish teacher Ginger Cline is doing more than teaching a language. She works hard to truly connect her students to the cultures of the people who speak the target language -- that takes intentionality and innovation. Fortunately for her students, she is committed to both.

In addition to language, culture can be found in the stories told and monuments recognized. Whether a globally-celebrated landmark or simply a local treasure, monuments hold meaning, and by learning about them we can learn more about the culture and ideas that they represent. That said, it would be impossible to teach every student about every meaningful monument across Spanish-speaking cultures. That’s why for this assignment Mrs. Cline put a few engaging twists on a tried and true method -- the jigsaw method.

The traditional jigsaw method works like a puzzle. First, students take on the role of investigator and teacher; they work in small groups to understand and become experts on a part of the overall collection of information before then teaching their small part to their peers. Even though students are initially only responsible for learning and teaching one part, through the presentations at the end, all students have the exposure to and opportunity to learn all of the material. Because students have become experts on part of the information with the purpose of teaching others, this process gives students ownership in their learning.

screen grab of Padlet
But more than exposure, Mrs. Cline also wanted her students to create and to have a cross-class collection of student-created resources that they could look back on for this information. That required some creativity on her part. Here is what they did:

Students selected a monument they were interested in and were tasked with creating a screencast about that monument in their target language (Spanish) that both introduced the monument and explained the story behind it. Then, students shared their screencasts on a collaborative Padlet. By having students create screencasts in their target language, Mrs. Cline was able to assess each student’s language learning through an authentic product.

Preview of a Bingo Board created by Mrs. ClineThe next step was to bring the learning together. Through Padlet all students could access and watch each video, but Mrs. Cline motivated them to do so by creating BINGO boards based on the videos students created. Playing BINGO together not only ensured that students would watch the videos, but that students’ had an authentic audience in their peers. Students could also see the relevancy in their purpose for creating -- knowing someone will see your work and find value in it makes learning more meaningful.

Mrs. Cline’s Mysteries and Monument Bingo is a reminder that you don’t have to reinvent the wheel to be innovative, but you do have to push the boundaries of tradition. She started with an established, sound teaching strategy -- she kept the most valuable parts and then skillfully integrated technology to create a deeper and more meaningful learning experience for her students.

Monday, January 27, 2020

A “Different” Approach to “Leaving No Student Behind”

Educators are always looking for new ways to reach students and help them find methods or paths for acquiring success in the classroom. However, it seems that there are some students who, despite our best efforts (and their own), struggle with the institutional process of acquiring knowledge and skills necessary to meet traditional measures of success. After recently reading the words of Katie Usher, a Texas elementary school teacher, it became clear that well-known classroom differentiation practices, although very effective and successful for some, may not be enough for students who need a completely different learning environment in order to access the content needed for mastery. Although Katie’s experiences are based on a gifted classroom, her words are important for all students. She asserts that “In the digital era, we can provide all of our students with technological ways to enhance their learning, no matter their academic label. Every student is different and needs to be offered a variety of ways to show what they’ve learned in a way that reflects their individuality.” This is exactly the philosophy behind the ever growing "Eagle Strong" cycle recovery program offered at Eaton High School (EHS). 

Alicia Dunson, a Professional Communication teacher at Eaton, has spent a majority of her career working to find ways to reach students where they are and to help them progress and find methods for success that work for them. Alicia starts by learning about her students and building relationships with them that allow her to not only ask her students some tough questions about previous academic patterns but she is also able to use her positive relationships to push these students to develop levels of accountability and self-sufficiency that gives them ownership in their own learning moving forward. This philosophy of teaching made Alicia a perfect fit to help develop the "Eagle Strong" cycle recovery program at EHS and to begin working with students to access systems and methods more appropriate for their individual learning needs.

In this program, students are identified as needing intervention before completely failing a course and they are not only given an opportunity to access narrowed and unmastered course content through a self-paced online platform, but they also have the support of certified educators working on campus that can assist as needed. Mrs. Dunson facilitates student progress by helping them learn ways to record and track their own mastery of coursework that work for them and by connecting students with teachers and tutors before, during, and after school hours. Through use of these online tools and content, qualifying students can showcase existing knowledge that might previously have been a struggle for them to display and to do so in a timely fashion without getting behind in credits and while receiving both built-in and in-person remediation. The ability to digitally self-accelerate beyond concepts already mastered and to slow down to focus on more difficult areas of the curriculum make this educational experience unique and more effective for some than a traditional environment.

One student in Mrs. Dunson’s "Eagle Strong" program credits this experience with helping her to revisit and master content from multiple courses without the stress and pressure she typically experiences in a regular classroom environment. She feels that the ability to move through material at her own pace puts the responsibility on her and she says that “You have to learn. You cannot just zone out or not pay attention. It’s all on you.” Another student said that she has learned study skills that can help her in other courses and she feels the online coursework helps her because the courses “have a different way of teaching and gives students different ways to learn the material.” She likes the ability to watch and re-watch a lot of videos that show her examples and also enjoys the freedom to go through curriculum on her own.

While many students thrive in a traditional school environment, some need more than tradition can offer or they may have experienced circumstances that hinder their progress in all or parts of a particular course. In some situations, students simply need other ways to access content in order to master the skills and knowledge necessary to grow and thrive. EHS is providing a method for students to do just that through the development of their cycle recovery program and they are creating options for students to learn and excel that allow flexibility and choice while not compromising student time, interests, and most importantly, confidence. This program, in essence, is an example of differentiation at its best and as our fellow Texas educator, Katie Usher, put it, “Differentiating allows students to have their voice heard, which can lead them to become self-motivated learners. And that in turn can help increase both their learning growth and their self-awareness of that growth.” These achievements in differentiation are much needed components of our educational system that truly provide for a future where fewer students are “left behind.”

          Usher, Katie. “Differentiating by Offering Choices.” Edutopia, George Lucas Educational Foundation, 10 Apr. 2019,

Monday, January 20, 2020

Seesaw Superpowers: Able to Read and Reflect with a Single Bound!

Unit 2 of Lucy Calkins Units of Study for Teaching Reading introduces Kindergarten students to their reading SUPER POWERS. Just like superheros kindergarten readers begin to call on their reading superpowers to read emergent storybooks, shared reading texts, and unfamiliar level A and B books. During this unit children will learn how to unlock their pointer power, snap word power, persistence power, and picture power to mention a few.

In Northwest ISD, our youngest learners develop life longs skills of selecting, reflecting, and sharing their work in a digital format called ePortfolios. The standard program our district uses for primary ePortfolios is Seesaw. In partnership with district ELAR Coaches and Instructional Technologists they were able to offer kindergarten readers the opportunity to utilize Seesaw to reflect and set goals for their reading superpowers.

Casey Dibenedetto, Kindergarten teacher at Roanoke Elementary, is definitely a Super Teacher who is out of this world! Casey looked over the activities provided by the coaches and added audio instructions so her kids could listen to them independently. Before students began the activity she reviewed the Super Reader Powers and gave students time to think about a power they used frequently with ease and a power they often forgot to use - basically a celebration and a goal.

Students leveraged the creative tools in Seesaw to reflect on their learning and set goals. Specifically, they were thinking about the “Reading Super Powers” they had learned in their most recent reading unit. As a Kindergarten Super Teacher she knows students can talk about their learning much easier than they can write about it. By using this Seesaw activity her students were able to easily share their strength and their goal with their teacher and their families.

Casey believes “Seesaw is absolutely amazing! I love that there are so many tools available for students to utilize as they communicate about their learning. They can draw pictures and add text and drawings to annotate work or a provided image. It is also easy for students to collaborate and complete work together. The aspect of Seesaw that most helps to augment my students’ classroom experience is that they can record their voice and I can listen to their responses. The multi-page activities have also been a game changer in the way I am able to use Seesaw with my students. Communication with families is another key feature of Seesaw. Parents love seeing what their kids are doing at school. I also use it to share newsletters, links, announcements, and other information with families.”

In Mrs. Di’s classroom, her students use the NISD Portal to access Seesaw and Google Classroom often. She provides visual instructions to help her students remember the steps and follow them independently. Students in Mrs. Di’s classroom use Seesaw almost every week to share their learning. Sometimes this is an open ended Journal prompt where students share a piece of work and talk about it and sometimes it is a preloaded Activity that they access and complete. Students also use Seesaw to practice reading aloud and sharing their writing. Her students really enjoyed this opportunity to reflect as Super Readers in Seesaw. They loved getting to color themselves as a Super Reader, and they loved sharing their strength and their goal.

Please check out Casey’s adapted version of the activity - verbal instructions, wording changed slightly to sound like her.

Below are student samples of the completed activity as well as Seesaw activities for future units of study.

Monday, January 13, 2020

Personalized and Self-Paced Learning for Educators and Students

Classrooms looks different today than they did years ago. We've evolved from a traditional classroom setting where the teacher is lecturing, to a classroom that is active, innovative, and the students are driving the learning. As an Instructional Technologist, I have been fortunate enough to see many different ways educators approach teaching and learning--from the traditional learning model to some of the most innovative and creative classrooms.  To create an innovative, open, and creative place for students and teachers to grow, take risks, and feel comfortable in their own patterns of learning three educators have raised the bar to provide those experiences.  This past fall semester, Mrs. Roberts, Mrs. Seale (CTE Teachers), and Mrs. Toht (Science Coach for NISD) reached out to their campus Instructional Technologist, Rene' Egle, to brainstorm ideas of ways to raise the level of learning for students and teachers by integrating technology. 

The College and Career Ready course called Professional Communications is an 8th grade curriculum taught by Brittany Roberts and Vanessa Seale at Wilson Middle School. Past learning experiences to present the 27 CCR pathways has been a very teacher driven type environment.  This 2019-2020 school year the campus Instructional Technologist hosted a TechBytes during PLC’s titled Creating Choice Boards.  This inspired Mrs. Roberts and Mrs. Seale to create a choice board of innovative student facilitated learning of the many pathway opportunities that CTE has to offer.  Students were able to click to view their options they were most interested in and document using a Google Form that provided interaction and reflection.  Mrs. Roberts stated, “This strategy was useful for students and not overwhelming with multiple documents or pages.”

The excitement and benefits of self-paced learning didn’t stop at Wilson, science teachers throughout the district were provided an opportunity to a self-paced learning experience at district professional development held on January 6th.  Courtney Toht, NISD Science Coach, brainstormed new ways to introduce the learning experience called Argument Driven Inquiry or ADI which is an eight stage lab process.  She wanted to keep her teachers active and engaged while practicing the productive struggle which we expect of our students.  After visiting with her campus Instructional Coach Rene' Egle and Library Media Specialist Jamie Eikenberry, she developed an escape room full of interactive tools to work through the learning of the ADI concepts.  Courtney stated, “I needed a way to facilitate PD to teachers in multiple rooms. Also, many teachers expressed interest in learning about escape rooms, so what a better way to present this new information that we will dig deeper into during the summer training.  I thought it would be a good way to allow teachers to experience an escape for learning purposes and then learn how to make them in another session. 
First the teachers were given an introduction video to the eight ADI stages, then they interacted with a matching game using the tool Match the Memory to strengthen their knowledge. Click here for the match game

Next, the tool called EdPuzzle allowed teachers to watch a video that had embedded comprehension check questions along the way. 

Because educators today want to have evidence that different learning styles have a positive impact on learning, Mrs. Toht developed a puzzle using Jigsaw Planet to provide evidence.  Click here for the puzzle

The last step to the ADI Escape room use the tool called a Snote.  Snote is a unique and creative way to deliver key words in a secret message.  The teachers loved using the directional sliders to find the hidden words. With the conclusion of each category they were given a set of CLUE WORDS to unlock the room, just like the public escape rooms that are so popular today in our communities.  Click here for Snote

The choice board and escape room are just a few examples of how technology has helped changed the student/teacher roles in the classroom. Students take responsibility for their learning outcomes, while teachers become guides and facilitators. Technology lends itself as the multidimensional tool that assists that process.