Digital Content Stations - Using Canvas to Clone the Teacher Experience

I'm gonna go ahead and put this up on the screen so that way it's there, and you can take pictures if you want or get your cameras out. I have created this folder in Google Drive that has all of the resources that I'm gonna talk about today, plus some feel free to explore that at your leisure. And then if we talk about anything today that we're like, oh, yeah. That would have been good to put in that folder. I'll make sure that I add it before the end of the day. Today or tomorrow.

So, I'll definitely update this. If I promise something, I will promise to put it in the folder. So But I'll go ahead and throw that up there before we get started. Again, I'm gonna do that overview announcement that, in the app, it may sound like this might be a highlight reel of the best of but this is a repeat session of my digital content stations. So if at any point, you're like, Yeah.

That's not what I thought I was getting myself into. I promise promise promise. I will not be offended if you use your feet to leave your feet and go somewhere else. Because I know there are a lot of great sessions, and it's our last morning here. So if there's something that you were kind of like conflicted, I was like, I wanna go that one or that one.

We'll totally understand if you feel the need to get up and go to a different session. I will not be offended. Maybe a little, but no kidding. So Give a couple more minutes to let people figure out in the hall come in. Okay.

We're good. Yeah. Perfect. Alright. For those of you just coming in, again, this is a resource folder in, Google Drive that I will throw things in.

If we talk about them today, or there are some resources I'll talk about throughout that are already there. So I am Carrie Gardner, that is all my information. I am currently an instructional coach. In my previous role, I was a district coordinator of blended learning, actually, one of my replacements is in the room right now. Thanks for being here.

And this is work that I did in my former district. I'll go into a little bit of details about the sides of that district in just a moment. But again, just kinda wanted to lay some foundation of what this will be about just in case you're like, yeah, it's not quite what I was thinking. I am also a CC facilitator, as well as I do some contract work for Canvas. And, I don't know if I have a service rep, but I'm from Kansas City, Kansas, and I work in the Piper School District.

And I'm also the creator of the Canvas for Elementary Facebook group. So if you're in that, That's me. It's my little bit emoji up there. And, it hasn't been quite as active since COVID has kinda calmed down, and we're back to a little bit of real life. And so, but there are still a lot of really, really great resources shared in that group.

If you're not a part of it, feel free to join and do some searches. There's been a lot of stuff that's posted in the past that is still relevant, I think, that can definitely be helpful if you're looking for resources for elementary. But as we've been talking about with this, I have a clicker and I always forget to use the clicker. Come on, Carrie. But this, as we've been talking about moments from the past, I feel like there's lots retro stuff being, you know, put up during the conference.

So I threw this picture in here last minute. But this is me in two thousand seventeen at my very first instructure Con. And if at that conference you had told me that I would be presenting, I would have said, you guys are crazy. Like, that is insane. And then they would have told me that my presentation would be selected to be repeated again today, I would have told you you were even crazier, especially because, wanna lower the expectation because Casey, the sunshine band, maybe made my what's a little worth last night.

I didn't have anything to wear today. Clearly than wearing the shirt provided. So let's just go ahead and take that low lower that bar a little bit and just a decent session where you can take a couple of things away. For me, when I go into sessions, I know that it when the presenter's presenting, they're not gonna give me everything that I need. And so I really try to look just those like little nuggets of information, I'm like, oh, that's a seed.

That's a seed right there that I could plant, take back and really use. So as I'm speaking today, I will try to point out those little seeds that I think are highlights, I guess, that might be something that would be a spark for you and something you could use. But I also know that not everything I say today is gonna be like mind blowing or something that you maybe haven't heard before. But, hopefully, there are some seeds that you can grow, after this Okay. So this, I just put at the very beginning.

It's basically everything that's in that, QR code folder. But, obviously, sometimes you're on a device, and so these will just take you to the links of the things that are in there. And so I put it at the beginning of the presentation just so you could get to it quickly. So my objectives for today as I'm speaking with you are to just get inspired to design and create intentional, personalized, effective digital content stations for your students. So as I say this, I kinda wanna get a little bit of a pulse of who's in the room with me.

How many teachers do I have in here? Okay. Great. Principles. Other admin. K.

Instructional coaches. I feel like I have to ask that question because others don't. I'm like, that's always me, and I never wanna put my hand up. So, well, anybody else that they didn't give you a category and you're awesome at. I didn't list it.

Alright. Awesome. So I think that there's really something in this presentation for everyone. The examples I'm gonna show today are from elementary. I actually now am a secondary instructional coach when I switched roles, I moved up to the higher level.

And I think the things I talk about today can absolutely be moved up. So the examples I give will be elementary, but hopefully, if you're looking at it through a secondary lens or some things you can take away as well. If you're in higher ed, I don't know. Good luck to you. Another objective is just understanding the why, the what and why of digital content stations.

Just so we have kind of a clearer picture of what I'm talking about when I say that. Feel like a lot of times we don't have a common vernacular. And so I may be, like, thinking I'm talking about one thing, and you're thinking I'm talking about another. So we'll just sort of define that together to make sure we're all on the same page. And then just how to implement digital content stations in your own district or classroom.

We did do this at the district level, so I was in a larger school district at the time. So we had, we adopted Canvas in two thousand seventeen before the pandemic, so our teachers had a little bit of time to get used to it. And then, obviously, we rolled into survival mode. And then we came out of survival mode, and, we knew that we needed to find ways for our elementary teachers to really tap into Canvas. They had used it.

They knew how to use it, but they'd used it literally in survival mode. So we really wanted to take an opportunity to find ways that they could continue to leverage this tool, but that would be meaningful and intentional and impactful in their own classroom. And so we wanted to capitalize on what we know elementary teachers already do so well, which is date and rotation. And so, our students were already one to one. So they knew how to use the devices.

We were already using things like I Excel and Epic and all of those other tools. And so we wanted to find a way to clone the teacher experience. So as great as I Excel is, and as record and all those other amazing tools that are down in the the partner boost. They don't really allow us to tap into exactly what we're doing in our class. Room.

They are a great tool to adaptively meet students. They are a great tool for like that. I'm now I'm done now. What kids or they're the kids that, like, oop, you need a a double dip of something. I'm gonna you that.

But we didn't have something that really allowed us to align to our current standards. A lot of these are standards aligned, but not the standards that I'm working on right now. And so we wanted to be able to create something for our teachers that allowed them to have these different stations, but have something that was super aligned to what they were doing in their class. Room. So as great as those tools are, we wanted to find a way to use Canvas differently.

So again, kind of having that common vernacular, when I say digital content stations, we define it as a standard line module that have learning tasks that leverage the district approved resources focused on what's the six c's? I don't know if someone's coined this already. There are the four c's. But for this, we added two more because, you know, Lauren can confess to this. In Blue Valley, we like to see things bigger and better. So we needed six seasons of for.

But actually, the two that we added, I feel like are actually really important in its choice and collection of data. For me, these digital content stations, the real power was the standards alignment. We were using our district resources that we'd already paid and needed to be using and been vetted and we wanted in there but also that collection of data piece. As teachers, and I don't know in the state of Kansas, we're really focused on MTSF right now. I went to a great session about that yesterday and how they were using Canvas for that well.

But, for us, we have to be able to react to our students and be able to really help move them along and meet them where they're at. And the way that we can do that is by really looking at that data. So a very powerful piece of these station rotations is making sure that it has that collection of data piece so we can use that to really respond to and inform our teaching. So we use this for grade levels two through five. Our elementary schools are set up k five.

Our middle schools are six eight. So this was an elementary focus. We did not do it with our k one students. It just felt better. It felt more right for our situation to start at the second grade level.

Not saying that k one can't do something similar, but that's just what our district decided. And then, we have an integrated literacy curriculum, so it uses, science social studies and ELA in one curriculum. So we wanted to make sure that it was aligned to our curriculum that was written for our district we started in unit two. It goes two through eight. One grade level goes through nine.

We left unit one off intentionally just to get teachers are getting their bearings. We didn't wanna throw something at them. So we have to start in unit two. And then again, focus on those thick feeds. With that choice and collection of data people added to the typical four c's, and then it's optional for our teachers.

So we put the module once finished into our, schools or district instance of the commons, and so they could pull them into their classes. The nice part about this is that they could tweak them, they could edit them, they could pull them in and use them, And so it was really nice. It was optional. We have, twenty three now, right, elementary schools. That's twenty two at the time that I was there.

And so this was a big push. It was, a a question that got asked you yesterday was how many teachers bought into it. And the truth is is we have been coaches in each building, and it was sort of the instructional coach that really they had bought into it and were like, I can support the teachers in this. Those are the buildings that kinda took off and flew with it. Or was those individual teachers that were comfortable and like, yes, I wanna do this and they went after it.

So it it it provided though even those teachers that were maybe a unsure of their Canvas use, at least a starting point. They didn't have to worry about being the one to build or be be the creator of it. Instead, they were really able to just kind of pull this down use it. If you are a classroom teacher, though, in here, there's absolutely something as I show what our process was in creating these that you could replicate yourself. I will say my advice would be to start small.

So, you know, we we show a a unit, a week module, per week. Or yeah. And so you know, that's that that can be big. So instead, maybe doing one per unit or, you know, once once a month or, you know, kind of finding your entry point. Again, the nice part is is that these live on forever.

So if you create something this year, you can continue to build on it year after year. So if you start small, then you can continue to grow that. Okay. So here's kind of the formula, if you will, that we use when thinking about where Canvas' role fell into the station rotation. If you've looked at Caitlyn Tucker or maybe a less known one is Marsha Kish.

Her both of their work, really focuses on station rotation and blended learning. Which I kinda joke at one point, like, does blended learning just go away and it just becomes learning. Right? Because at at post pandemic, all of our students have devices for the most part. Is there anybody not one to one in here? Not yet. Oh, I I like that yet, though.

So Yeah. I I asked that question yesterday, and I had one or two hands. So, you know, these devices are in our kids' hands. My kids are up in the hotel room right now on devices because I gotta keep them occupied door, my husband's there too. I did not leave them by themselves.

But, you know, the iPad of keeping them busy because I was not intending on presenting today. And so, you know, there there it's part of world. And so I think it has to be part of their learning. And this allows us to be intentional about that because we don't want to throw the bait out with the bathwater. Right? We want to do the things that our teachers really, really great at.

And we wanna capitalize on those things, but then also work into their world, the the the technology in an intentional impactful way. So, kind of our recommendation for our teachers if they were planning to use these digital content stations was to view the teacher led station. You can see here we use ninety five percent skill groups for their phonemic awareness and all the phonological science reading stuff that's happening, and so we wanted to really give our teachers the ability to really focus on those students. So we wanted to provide them a, a way to kinda clone themselves over there, and they could then really focus on the, on the students that are in front of them because we know that those students really need to make that growth in that reading, to be able to to to learn. You have to read to learn.

So, so we have the teacher led station. Of course, the independent practice station, which if anybody went to a teaching college, you know, you know about independent practice. So I won't I won't dive further into that one. We also have this future ready station that was a big push in our district was future ready. And so, and so that also capitalizes on those six c's as well.

But that's not something I'm gonna focus on today. Obviously, the one I'm gonna focus on today is the one with the star, the digital content stations. And for this, again, it was that standards align piece We are working in the formative assessments as well to give us that data so that way we can inform our teaching. And then kinda clone that teacher experience, utilize those fixies, and, of course, collect that data. At the time that we rolled these out, our district had these four core initiatives.

And so it was really important for us to really show how blended learning, really just learning at this point. Really supported those four initiatives. And even though these are unique to the Blue Valley School District, I feel like they are, probably pretty universal. The if you probably, like, bingo here. Do you have all of these in your district? Or if not, you probably at least have one to.

So for us, it was important, though, to really validate the work that we were doing and show how it aligned to the other initiatives in our district. We don't want blend and learning to be that one off thing, that silo that lives over there. So we really wanted to to integrate it in to the things that were important to our district and show that it had an important place than what we were doing. So obviously, data and assessment, professional learning communities, instruction and intervention, and then that climbing culture piece as well. So I won't read that to you, but it is in this slide deck if that's something you wanna peruse at your leisure leader.

I actually put this slide yesterday at the end, and then I had a whole bunch of questions. I was like, oh, this slide would have answered. So I put this slide in, just to kinda talk about the process to launch this. We did, have so basically, if you imagine, last school year, even though this was now a couple of years ago, we gathered teams of teachers. There were two per grade level, And they were the ones that actually designed the digital content stations.

So they were they were, you know, using them in their classroom attempting them. They were a little bit of kind of the pilot, but they were also building that airplane in the air. And then those resources were then the ones that were shared to the commons as optional for other teachers to pull obviously, you could do this. However, it's, you know, best fitting for your classroom or your district, but that's how we handled it. And then from there, we provided professional learning to our instructional coaches.

I talked about how those were sort of our conduit for really making this successful. And so we wanted to make sure that they felt comfortable and were, versed in the digital content stations as we knew that they would be a huge support in this. And then this piece for me is super important. We had a whole communication plan for, like, when we were gonna communicate to teachers because, you know, you get that email at, like, three o'clock in a Friday, and you're like, what are you expecting me to do? So we really wanted to make sure that we went through, like, the proper course of actions and our principals knew about it. So that way if teachers came and had questions that they were able to answer them.

We made sure our instructional coaches obviously were very versed and knew say. And so we really, really thought through that communication plan to make sure that the right people knew at the right times to hopefully best lower levels of concern but also know that these things are available to them. And then we provided optional PL for the teachers to learn about the digital content stations, And then in September, we made them so we did the PL before they were released. So that way, it was sort of like, you know, about it. You can prepare for it.

And now it's gonna be available in September. And then from there, we also offer just optional PL sessions throughout. Obviously, these were designed by teachers and then put in comments, but like said, we wanted teachers to be able to edit them and change them and adapt them. The students your curriculum walks through the door. Right? As your students come in, you really wanna make sure that you are are are reflecting what they need.

And so we didn't want this to just be a, like plug and play. Hope it's gonna work. We wanted teachers really be thinking about, okay, I have this as a base. Now where can I go with the curriculum that just walked through the door? So, but we provided, instructional or, pl sessions to kind of help them on how they could edit and change and adapt and be responsive to their students. So here I'm gonna pause for questions just because I know when I'm in sessions, like, I'm like, oh, oh, and then I get to be in Oh, I forgot what I wanted to ask.

So I'm not done yet. I'm gonna go live into my course, but I do wanna pause here for questions. And my wait time is terrible, guys. Awkward silence is awful for me. So if you've got a question, yes.

Yep. That's correct. Yep. So we tapped into teachers that were really strong, like, really knew their standards. And also we're kind of more of our, like, techy teachers.

So those are the kind of teachers that we tapped into. We'd two per grade level. And then they were the ones that were the designers and built it. They had periodic. And, honestly, I wanna be completely transparent.

I, like I said, I was I was in Blue Valley when we implemented her started the implementation process of this, and then I left to go be in the school district with my with my own children. And so a lot of this kinda happened after me. Lindsey Halllet, my partner, crime. She's the other bitmoji on the the Canvas Re Elementary Group. She did a lot of this after I left.

And so a lot of that happened post carry. But I do know that they had instructional coaches that also supported that work as they were going through the design process. And then, Lindsey was sort of that, kind of checker to make sure that they were meeting the expectations of what we wanted for those stations. Does that answer the question? Great. Yes.

We pulled from different resources. So, have at that time, they were using Benchmark as the, as their actual, like, purchased curriculum, but we we pulled in YouTube videos. They pulled in, I'm I'm not a huge fan of teachers pay teachers because you never know what you're gonna get, but that's, again, why we kinda narrowed it down to two teachers that we knew could then vet this stuff on teachers pay teachers. And so There is some of that that we well, obviously with copyright and all that, we were very mindful of that, as we were dispersing it. But that's a big reason why we use the purchase curriculum because we knew we had the right to use it with all of our teachers.

So we tried to do that as much as possible, but we worked in a lot of other resources as well. Yes. I mean, as people, they couldn't walk in the door, and, it's super easy to a great question. And again, unfortunately, I wasn't really there for the fallout. I was there for the the, you know, the the the brainstorming in the employer and then bringing it to to life but I will say because it was optional, they didn't wanna use it.

They didn't have to. And so, again, that was why we really tried to empower those instructional coaches because then when you got the pushback, oh, I've got a teacher over here that's rocking it. And then they were able to be like, alright, let's go down the hall. Let's let's do that next interview. I'm I guess I feel like you know, like, you're not wanting to do this, but let's now go see it live in action.

Let's see what that can look like. And so they were really our conduit to make it successful. And again, like, the teachers in a room heater, they might be like, oh, yeah. I could implement this in my classroom. You're gonna be the go getters.

You're not, you know, but, I do think that something that, like, we had, like, rained down on them and you must do it. I think it would have been a much more, difficult sell for sure. Sorry. Yeah. You're fine.

In that process, are they still is it still optional, or will it be the place where? It is still optional. And for us, again, that communication piece with principles was huge as well because a principle could say, hey, this is the building wide expectation. Again, these kids are having these devices. We need to find a way to be intentional about it. And and again, I'm not trying to, like, slam, like, those free cans package things, but It's so much different when it is an educator and who's who's in it that is creating those stations for those students because then it is responsive.

It is, it's meeting your needs. And and not to say that those others can't do that. They just can't do it as well as the teacher can when they're the ones really looking at yesterday, my students were really struggling with theme and or main idea or whatever it might be. I'm gonna make sure I I pull in some pieces and do it here. So currently is still still optional.

But yeah. Yes. Yeah. Yeah. Please do.

Thank you. I'm so glad you're here. She was the face of this, and I have to be just the roll out person in all of this. The pushback was, I mean, the responses were but not all of this. If they did, the pushback was only like, the student train side of it.

Do you know all the teacher training? The only I need to push back and just like, oh, what do I what do I how do I use my kids? How do I know about it? And just been that extra time before, giving it to them, like, Hey, this is what the numbering system Yeah. If you're gonna see that in a second. Yeah. So just putting that extra, like, day, I would say, being the cold days of like, two was ideal on their part two. And they didn't end they didn't have an in queue as well.

It was the end of the year. Stockie O'brien, and I actually had a lot of the number can you add more stuff? They want it. They loved it. It was great starting out. So, yeah, they did a phenomenal job in it.

Thank you. And I'm so glad you could add that to this session. And that was, again, a piece of not having unit one was that you could take that time to, like, kinda build the kids into, You could do kind of a, like, post your favorite, pay your favorite food in a discussion so they get used to doing those things. And you could do those, sort of things. And honestly, for me, that would probably be next steps is to kinda create a a unit zero of, like, an introduction to Canvas.

I think that'd be a great thing. So if anybody already has that or wants to create that for me and throw it my way, Yeah. You do. And actually, there's something in the comments that Lindsey and I created. It pretty much does that same thing too.

It just hasn't been updated in a while. Yes. So when so as the teacher Yes. So they already do how to create courses. Yes.

So We had the benefit of we we rolled it out in two thousand seventeen, and then they went into survival mode. So, I mean, they knew they knew Canvas, That was not that was not a obstacle for us. Yep. Okay. Just so I don't run out of time, I'm gonna go ahead and jump live into the course.

Which these screens are super awkward for me to, like, find my mouse and do the things, but we're just gonna go with it, guys. Because I have and in the presentation that I I share, there's gifts and screenshots but gifts make me dizzy in presentations. I just think there's something about going live into a course and releasing it in action. So, internet gods, please help me out here and mouse gods and all the things and hopefully this works, and I am able to show you guys this course. So But this is a fourth grade example.

I forgot to say that yesterday, and that actually is quite, quite impactful. Oh, except for I had one more thing I wanted show you on before I do this. Oh, jeez. Come on, mouse. Where are you? So real quickly, this was the module planning guide that we provided our designers that worked on this course.

You could also use this as a teacher. You will see though that there are icons or graphics that, we created, we, for me, a huge part of using canvas is consistency. If a student goes into a unit, and it has one set of icons and graphics, and then they go into another unit, and it has a different set of icons, Students need to know what's expected of them. And if I as a teacher wanna be over here, like, super focused on Johnny and Sally because they are my struggling readers, and I have got Bill coming over to me, Bill, because he doesn't know how to do the thing because it's not consistent on what he did last week. I can't focus on these kids.

So we made a style guide for the the creators of these of these modules. We did all the things to make sure that it was as consistent as possible. Lindsey, my colleague also went through and really made sure that that consistency was there. So you'll see on their planning guide, there's the icon for the learning it. There's the line the icon for Explorer and the task.

And those same icons are seen within the course. So not only does the teacher and the designer have kind of that planning piece, but also it's replicated than in the course itself. So we really wanted that consistency because, again, for students, that's super important for them to be able to know what's of them. So every single time they see that explorer, they know I don't have to do anything. I may have to read or I may have to watch something, but I'm not turning anything in.

But yet, every single time they see that task icon, I have to physically do something. I am my teacher is asking me to do something. So, And again, that kinda goes back to, like, really kind of training those kids up and making sure that they that they're able to do all of the things you need them to do. It's really understanding them that course layouts. Okay.

Now I'm gonna drive life into the course. Oh, okay. Doodily doo. Alright. So here you can see, find the right one.

Yes. I am. You can see that this is an example of the modules that will get pushed out to the comments for our teachers You will see and I think again, this is also a super important page. There's a page that we do not want them to publish, but it has all the information that they need. So I'm so sorry, guys.

So this page, it it goes through the standards that are going to be covered in this unit. It also outlines the big ideas for both science and social studies. For this, I I don't necessarily call these, like, our priority priority standards, but we did narrow down. As we all know, there are a lot of standards to cover, at least in the state of Kansas. So we wanted the digital content stations to check some boxes for our teachers so that they could be like, I know that my students went through that.

I know that those standards were taught. And so these aren't necessarily our priority standards, but they are the standards that we felt like were a priority for the digital content stations. So Keeping in mind that we know some standards are better taught explicitly by the teacher, we don't necessarily include those in the digital content station. But this page was, included in there for all the teachers, so that way they could at least see since they weren't a part of the design process. And then jumping in really jumping, into kind of what the module looks like.

A lot of people might think that this is just kind of a throwaway page. And I have made to see your points, but I think it's super, super, super important. Put our learning targets in front of our students. These are in kid friendly terms. This is fourth grade.

At this point, they can read them. They can also click the next button. I acknowledge that and not read them at all. An important piece for us too because we were pushing this out at the district level was to make sure that our teachers also could see this page and know what learning targets were going to be taught in that in that, module as well. So I can see your point, but, I just for me, it's super important to get those learning targets in front of our students.

I know some districts like you had to have them posted on the wall or whatever for the longest time. And, I just think that that this is kind of that same posting on the wall, but with some intention there. The next page is an explore page. So this was what our students were expected to sort of dabble with the material. The expectation obviously was that they are going to watch a video here.

And then they are going to again, we're kinda capitalizing on don't wanna have to reinvent the wheel every time. We're using a YouTube video here. So just embed that right in our Canvas page. And then here, we've asked them, I want you to go read the book in Epic. So A lot of times, like, Epic is used as a kind of a I'm done now what? Here it's used very intentionally.

I want every student in this classroom to have done this book during digital content stations when we come back together as a class, I'm gonna do some other follow-up activity with it. We do not want these digital content stations again to be a silo. We want them to be embedded in the learning that's happening. So if I'm using this book, this is just, again, the conduit to get it to the student because I know later on, I'm gonna either bring it back out at the small table with the kids and have them do a read aloud, or we're gonna do a class discussion about it. It is not something that just lives alone in here, but really comes back into our classroom.

Wanna point out here, though. Does anyone notice something interesting about this? Is this a page? It's an assignment. This was done very intentionally. And Canvas, if you can hear me, I would really love for there to be a page history on assignments, but there is not yet. Yet, hopefully it's cupping.

Because we created all of these, not as pages, but as assignments. You'll see they submit nothing. They're for zero points, But what I can do now is I can say, you, you, and you. You're gonna read this book and watch that video. I have now been using these for a year.

I know that you, you, and you need a different book and a different video, and I'm going to assign that to you. So they're already built that way. We don't have to go back and retro do anything. Even if you wanna use them just as is, no big deal, the kids don't even notice that that's down there. Who cares? Moving on.

But I, as a teacher, know now I have the ability to create a page just or an assignment just like this and assign it to a separate group of kids. So, that was done with a lot of intention, and I think is kind of a again, there's a little seed for you. It's it's something that I think can be, really powerful when we think about how we can use Canvas to differentiate instruction for our students. And personalize it. And then the next piece is their actual task.

And here you will see that this is a discussion, and I'm gonna go on a little bit of a soapbox because I feel like discussions are the most underutilized tool in the elementary realm. And here is why I think discussions can be so powerful. You have the ability to have every student in the room answer. If right now, I were to pull a stick and call a name. Yes.

I get to hear what one of you thinks or a couple of you think. But what this allows me to do is I get to hear what every student in my classroom knows about this topic. And so then I can use that as formative data to really help me know what I need to do with those students later. It also gives students the ability to record themselves. So if you have someone that's not a strong typer or strong reader.

They can record themselves. They can type it. I also can use protocols with this. So let's say I have my students respond to this, And then I wanna say, okay. You're my clock buddy because you're a really strong reader, and this person typed a lot.

And I know I'm not a really strong reader, and I made a video. And so I can partner kids up to go back and say, okay. I want you to go back into the discussion. I could put it right there. Find your clock partner and respond to them.

They don't have to read every single response. But now not only are they learning from the prompts, but they're also learning from each other. Or it could even be, hey, go find a partner, sit with them, open up your canvas, read through the discussion together. What are some takeaways from it? Like, you can do so much with this as sort of a spark, a starter for your students. There's a really great protocol website that I actually linked in, the slide deck, and it has so many protocols And if you just look at it through the lens of how could I use this protocol with a discussion, it changes the way you see discussions in canvas.

Yeah. So I I'm just a huge advocate. You can see here that we are and, again, the ideas that our students, obviously, not at the point that we rolled this out. But if our students start in second grade using discussions, by the time they get to fourth grade, by the time they get to twelfth grade, what are they able to do in an online discussion that they can currently. When I think about being a facilitator for CCE, I've got some participants that, like, they're phenomenal at discussions.

I have others, and I'm like, oh, that was an okay response. I'm probably more of the okay response girl, if I'm being honest. But the truth is is that as our world evolves, our students are going to be collaborating, communicating an online space, and this is that safety net. Find a student that posts something that's inappropriate on here, I take it down, and we have a conversation. It helps them.

That's a learning moment for them. And, yeah, probably some people thought, but it can be a moment of learning as well. It helps with digital digital citizenship. It I think that this for me is a future ready skill that our students absolutely need. And you can see that we provide sentence starters.

A lot of times, we'll even post protocols in there, you know, give warm cool feedback to your whatever buddy, and using that scaffolding to really work students up to a discussion, I think is is just really powerful. So Sorry about my soapbox, but I had to do it. So, but you'd be here so that that this is their task is this discussion. We're asking them to post and then you can see I'll just kinda click into this next one, and then I'll go back to the module view, that we go right into, the next explore piece. But looking at the module view, am I even getting close? Thanks.

I appreciate that. So looking at the module view. Retrow. I'm gonna skip down to the show the share you're learning, which actually comes at the end of the unit. Nope.

Sorry. I want the one that's published. This gives our students Oh, El Hey, dictionary. Oh, thank. Oh, my gosh.

I was like, why is that not a hyperlink? Thank you. Okay. So here and this is a piece you couldn't see on the module planing guide because it was further down. It didn't my screenshot. But, this piece is more of like a learning experience.

So the other tasks that you'll see throughout are more of, like, hey, do this thing. You've explored something. We want you to actually do something with it. Learn, do. Where this is, okay, you've learned and done a lot of things.

I now wanna see as a teacher really how much you know. So this is kind of more of that culminating potentially summative, but can still be formative. And so from here, this is an assignment And I am expecting the student to turn something in, but there's also an offline component to this, which I think when designing digital content stations is super important. If I want my students to work together, I I have to give them instructions. I can put those same instructions right here in Canvas, and they can still work together outside of the virtual space.

So here, we're asking the students to pick a theme, we're asking them to then write about it in their journal. And then we're also asking them when they're done writing in their journal. To share with their their story with a partner and have them infer what their theme is. So there is an offline component. Technically, this could just be the assignment.

There could be nothing to submit. The expectation could just be you're gonna write a story, share it with a partner. Done. That's the share you're learning. Me as a teacher, I'm gonna go back and read your journal entry.

Or we can take it to another piece and hang, hey, in a text entry, please write or record two to three sentences about what you know about theme and making inferences. Then as a teacher, I can quickly look at this. Wow. Johnny's really struggling with making inferences. I need to make sure next week, I'm doing some stuff to support him.

So this is a piece that it's a little bit more robust than just the task, but really allows our students to show what they know, and gives us as the teachers some really nice formative information about our students. Okay. In terms of sort of the modules that we pushed to commons, this is what they looked like. You can see that we had a naming system. So that way, that it was a consistent naming system.

Even if the students didn't necessarily know what those meant, the teachers did, and so it was Again, we stayed very consistent with that. We did add some other pieces, in terms of as we moved on, I did not show an example of a quiz in this one. Oh, man. Where am I at here? Is that modules again? Oh, why? Happening. But the idea was this was this is the unit too, example.

And so as they moved into further units, we were getting more into quizzes where they could do more of, like, quick checks. I don't have an example of that in this first unit, but that was the intent as we moved into the later units. You had quizzes in there as well. Yeah. I am gonna pause here.

I have some other things. I'll just kind of talk about them. And if we have time, I'll go in and show them. But you can see sorry. I unpublished the things I didn't want to focus on today.

So, here you can see that Dang. I'm sorry, guys. Yeah. So you can see that we've got a formative assessment. You can also add a choice board at the end of the module.

Right? So If a student gets done, you all we all know the students that they rush through it. Alright. Here's a choice board. You can do a choice board. You can put that at the end of the module.

They know, if I'm done, what do I do? You know, you go there. You can also add in things like a, this or that activity that students are expected to do one or the other. Those are sort of things that you can sort of add in, again, to build on what you've already done. And then this, I just wanted to share because it was sort of the beginnings As Lindsey and I work together to really kind of figure out, okay. How can we capitalize? And, again, the things that we know teachers do do really, really well I know a million elementary teachers that have must do may dos in their classroom.

And so, this is not part of the current station rotation that we rolled out, but I did at least wanna share it because this is sort of where we started that kind of planted a seed for us and then took us to what I showed you today. So this absolutely could be a great place to start. If you're like, what she talked about today? Sounds awesome. Hopefully, you think it sounds awesome. Maybe not.

It's okay. If you don't, I wasted your time. But if you're, like, wondering, okay. I I'd love to do that down the road. I wanna get my students kinda working into it.

Need a kind of easy zero entry into that pool. This could be a really great place to start. So I will just quickly click through this just so you can kinda see that looks like. We have some fun, you know, elementary graphic theming of the the yellow and the mustard. And, and here, you know, we have that YouTube example, as well as sea We know our younger users are very good at using seesaw.

They can be front of me. It's okay. So we can put that in there. And we can still have seesaw activities that our students are working on, but they're launching from Canvas. Also here, we've really made sure to incorporate this, like, click next for our younger learners as they start to get used to navigating Canvas The next one looks similar, so you should be okay.

But here again, we've got an offline activity. The expectation is you're gonna work in your purple notebook, and you're gonna do this thing in your purple notebook. And so it kinda takes that out of the teacher of having to be like, go get your purple notebook. You can do the Canvas screen. It's in Canvas.

Go find it. It's right there of what you're supposed to do. So, and then here we've also you've got an epic book that's linked there as well. So you can continue to use those sources. And this really looks pretty similar.

But, again, just kinda wanted to show you. Again, these are resources that maybe you would had to print out before. I have to print out all the different graphics or find it in the book or whatever, put it on the table, and now you can have them just live right here in Canvas. And the reason why I wanna get to the end of this is because it basically kinda shows the assignment in here as well. But then there's also a choice board too that I wanted to get to.

So then here is their their may do. So then we've got, oh, I think there used to be a graphic on there that had some mayo for may do. I don't know where it went. Into into the cyber space. Anyway, but here, you know, I think about I've been in classrooms where I've seen those teachers that have the kids take their their, iPad to have to go around and scan the QR code to get to the thing that I need them to get to.

And now you can have all of that live right here in this space. You've got your hyperlinks that take you right into them. You can see though there are offline things as well on here. Yesterday, someone asked, well, how would you hold the students accountable to finishing it? Print this off. Haven't come check it off and show you.

Or you could turn this into an assignment. And it has multiple submissions. And then they could do the thing, take a picture of it, and post it, and you've got it right there in SpeedGrader to look at. So there's a lot of options with Choice Board, Again, that's kind of a good entry point if you're thinking, okay. How how could I do this? This makes your kinda life easier than not having to to do all the extra steps of getting a choice board together in a different avenue.

So okay. I think that is all that I had prepared to show you today. And I have about four minutes left. So, I will jump back in. Thank you.

If I can ever find the mouse, and I will put back up that QR code with the resources. Oh, this is what you'll see if you come in here. So I basically have, like, the gifts of everything I showed you today. So I will jump though to a different oh, gosh. Sorry.

See, gifts are really dizzying. If I can figure out how to get to the end of my slide deck. I had you guys gonna I was gonna have you guys do a stop collaborate and listen. I had all sorts plan for you guys. But, here again is my information.

There's a QR code as resources. If you've got questions, please feel free to stick around. If you wanna go ahead and head on out, I really appreciate you being here, especially on the last day of the conference. Thank you so much for your time.