A Chance Taken

Recently, I was a participant in an elementary language arts professional development session. It was set up very well, as a labsite! There was focused learning on a single topic, an observation of a master teacher applying the topic at two different grade levels, and then time to plan and try it at two different grade levels with a colleague. This type of adult learning made the focus clear and the bridge to learning and trying short, with very little time to get nervous or talk yourself out of trying it due to a long list of reasons.

The focus of learning was to help students improve their typed extended constructed responses. The performance data on the new state assessment clearly showed that all learners from all grade levels needed some additional learning to be successful at this. The strategy we were being shown and practicing was to help bridge reading a topic to creating a constructed written response. The fundamentals were all there- the students needed to be able to talk about the ideas in nonfiction and organize thinking about them in some fashion.

There were books for us to choose from, a central theme for us to focus our learning on, post-it notes, and pencils.

However, when looking at the data, it also seemed that one of the challenges was access to learning. Multilingual learners, students needing accommodations based on learning needs, etc. were struggling the most. This is where my partner and I decided to "go rogue". Instead of using a text, where we weren't sure if all learners would be able to access and comprehend at high levels, we used an informational video. The video was highly interesting, built background knowledge, and had some text that reinforced academic vocabulary (Thank you YouTube and National Geographic Kids!). Instead of using post-it notes to plan our pauses to check for understanding, we used Canvas Studio Video Annotation, where the video paused and displayed the check for understanding and sentence frames on the screen. Instead of students writing about it, we held a structured conversation that the students participated in, getting practice at using academic vocabulary and organizing their thinking. Thanks to the displayed sentence frames, students were comfortable taking risks and talking in a certain academic structure that took minimal effort on their part. We took the SAME ideas, the same structure, and the same thinking routines, and then disruptively innovated it using technology to make the learning accessible. The next step had we had time, would be for the students to use speech-to-text in Google Docs to see their thoughts - matter the language they used - become written down.

Our groups were highly successful in organizing their thoughts in meaningful ways about their informational text. We had lots of kids and teachers end up watching us, wondering what in the world we were doing with the iPad. It looked like we were not "following the directions or the assignment". We simply responded we used instructional technology tools to help reach the needs of the learners to accomplish our learning goal. My colleague and I were the ONLY ones who used technology. It wasn't even mentioned as an option during our initial learning. The funny thing about that is that EVERYONE had some type of internet-connected device they were using to take notes on (Chromebooks, iPads, laptops, etc.) and we all have access to Canvas Student Video Annotation, YouTube, etc., and the state assessment is completely digital. Yet, the digital tools weren't even mentioned as a learning option to practice with.

I find it really funny considering we are in the year 2023 where technology is used daily for everyday living, that we still have to remind people to purposely use it in schools. It makes logical sense that in order to prepare students for success in a high-stakes digital environment, they need authentic practice in learning using digital tools along the way. In order to teach thinking about reading at high levels to learners at all levels, then some obstacles (such as level of text, background knowledge, etc.) need to be removed while practicing (ie video text) for all to practice that skill. In time, it is then able to be applied at independent levels. In order for students to write at high levels, they need practice and scaffolds for speaking at high levels (ie sentence frames) first. It's not always natural to organize your thinking in essay format. I hope our disruptive innovative moment allowed the other educators in the room to start thinking more creatively and see that digital tools can be used for more than just an end project or assessment.