This past week was filled with highs and lows in my 8th grade social studies classes. It started out on a high note as I attended the Ohio Council for Social Studies annual conference in Columbus. I always look forward to this conference as a chance to connect with fellow teachers, discover new ideas and resources, and reignite my passion for the subject. However, when I returned on Tuesday morning, I quickly realized through a short quiz and student survey that my students were still struggling to grasp key concepts from our unit on the causes of the American Revolution. This kicked off several long days of reteaching the material in new ways, providing additional scaffolding, and letting students demonstrate their learning through creative assessments. It was frustrating to have to hit pause on the unit timeline, but I’m glad I took the time needed to ensure real comprehension.
On Monday, I headed to downtown Columbus early in the morning to attend the Ohio Council for Social Studies (OCSS) annual conference, which is always one of the highlights of my year. I started off the day by presenting on two topics – using Eduprotocols to engage students, and harnessing AI tools in the social studies classroom. I enjoy presenting as it pushes me to distill my best teaching practices. The audience had thoughtful questions and ideas to further improve my strategies.
After my presentations, I attended a fascinating session all about incorporating ChatGPT into the classroom led by an educator from the Cleveland area. With ChatGPT exploding in popularity among students, it’s clear that AI is here to stay, so I appreciated her perspective on establishing citation methods and protocols. Rather than banning it, she argued we should teach students how to utilize it as a tool ethically. I’m still pondering how to adapt my own policies.
My other favorite session was on leveraging the Library of Congress digital archives for primary sources. The presenter took us through the site and had us explore sets of WWI propaganda posters in a scavenger hunt. While the session was interesting, I found myself wishing for more examples of classroom strategies to actually engage students with the amazing primary source collections. For instance, I love the “retell and rhyme” Eduprotocol my co-author Scott Petri uses – students read a source, then recap the key facts and events in a rhyming poem, keeping track of how many details they included. This interactive approach really sticks with students.
Since I knew I would be absent all day, I left lesson materials for my students to complete independently. I assigned them to analyze the various British taxes and acts from our unit by filling out a Frayer Model chart, listing facts like the purpose, colonist reactions, violations of natural rights, etc. The Frayer Model is a great eduprotocol because its simple format means students can work on it independently. I was pleased to see that over 80% of my students across 5 sections had completed the assignment when I checked on Tuesday morning.
I also left a Gimkit review game on the causes of the Revolution for them to play. Gimkit combines gaming elements with quiz questions for engaged review. However, the class average was only around 70%, suggesting there were still gaps in student understanding I needed to address.
Tuesday – Reteaching
When I returned to class on Tuesday morning, I decided to immediately assess retention again using the same quiz questions, but transferred into a Quizizz format. I’m loving Quizizz’s new AI features, like the ability to upload question banks from other platforms instantly. The Quizizz results confirmed that students were still shaky on being able to explain British acts like the Quartering Act and link them to Enlightenment philosophy concepts like natural rights and social contract theory.
This data showed me that further reteaching was necessary. I started class by surveying students directly, asking them to rate their comfort level with the content on a scale of 1-5. The results skewed heavily towards the lower numbers, with many rating themselves a 2 or 3. When asked what specifically was confusing, common answers included:
Connecting Enlightenment ideas to anger over British acts
Explaining how the French-Indian War changed the British-colonial relationship
Describing the purposes of specific British taxes and policies
Armed with this student feedback, I knew I needed to rework my approach and reteach the connections between Enlightenment ideology, like social contract theory and natural rights, and specific oppressive British legislation like the Proclamation Line and the Quartering Act.
I decided to use a creative metaphor lesson from teacher Kevin Roughton where the buildup to the American Revolution is compared to conflict between increasingly rebellious teenagers and their parents setting harsh rules. The analogy really seemed to help students understand the gradual progression of events and why the colonists became outraged enough to revolt. I could see the lightbulbs going on as we talked through the metaphor!
I also put together a quick slideshow presentation as another way to clarify the relationship between Enlightenment thinking and colonial anger. My goal was to remind them how Enlightenment philosophers introduced new radical ideas about government deriving power from the people rather than divine right. I highlighted examples of British acts that violated colonists’ conceived natural rights, like economic restrictions and housing soldiers in their homes. Then I directly asked questions like: Did colonists have representation in British Parliament? Could they vote out these leaders who were levying unfair taxes and policies? When I framed it this way, it clicked for many students how the colonists felt they had no choice but to revolt when their ideas of government based on social contract and natural rights were being breached. The presentation seemed effective in tying everything together.
Wednesday – Assessment
At this point, we had gone over the projected unit time, but I refused to move forward if students were still struggling with the core concepts. On Wednesday, I introduced a creative summative assessment option for students to demonstrate their learning. They could choose between using story dice to narrate the events leading up to the Revolution with drawings, or a hexagonal learning activity where they had to connect Enlightenment concepts with matching British policies. Both hands-on options allow students to showcase understanding in a visual way that appeals to different learning styles. For some of my students with IEPs, I modified the hexagonal activity by having them complete just a portion of the timeline with a few matched pairs.
In my instructions, I provided suggestions of key events and concepts I wanted to see, such as:
Explaining how the French-Indian War changed the relationship between colonists and Britain
Identifying and accurately describing at least 3 British taxes/acts
Connecting an Enlightenment ideology like natural rights to colonist anger
As I monitored progress and checked in with individual students, I noticed some were still struggling with properly identifying acts like the Stamp Act or connecting violations of rights to Enlightenment theory. With prompting, many were able to grasp the concepts and correct their work, which was really encouraging to see.
Thursday – CER Practice
Some classes needed more time on Thursday to complete their Revolution storytelling assignments, so I allowed a grace period for finishing up. In my sections that were ready to move on, I introduced our next topic by having them practice evaluating evidence and making claims by analyzing commercials – a fun critical thinking exercise they enjoyed as a lead-in to our unit on the Sons of Liberty and using Claims-Evidence-Reasoning frameworks to analyze historical events.
Conclusion
This week was challenging when my students didn’t initially grasp the concepts I thought I had taught effectively. My plans went out the window as I pressed pause on the curriculum timeline to rework my approach through presentations, metaphors, surveying student needs, and offering creative assessment choices. As teachers, flexibility is so key for reflection when something isn’t working, and I’m glad I took time for reteaching despite the unit creeping longer than intended. The week was taxing but rewarding. My students’ final projects demonstrated real comprehension of the complex factors driving colonial rebellion, which made the extra effort worthwhile. I’m reenergized after this reflective process and have new ideas to try for engaging learners who need different avenues. As next week launches new material, I feel confident we built a strong foundation.
This week, our eighth-grade social studies class delved deeper into the heart of the American Revolution, immersing ourselves in the captivating question: “How did the Enlightenment and the colonists’ growing frustration lead to the American Revolution?” As I navigated this fascinating and enlightening week, I discovered the need to make certain concepts more accessible, especially for those students who struggled with terms like “dissatisfaction.” Thus, I replaced the word with simpler ones like “anger” to ensure every student could actively participate in our exploration. Let’s embark on this educational journey, day by day.
Our week commenced with a riveting exploration of the French and Indian War, an event that would profoundly alter the dynamic between the colonists and the British government. To ignite our curiosity, we began with a “Fast and Curious” Gimkit quiz, focusing specifically on the French and Indian War. The initial results were telling, with scores ranging from 47% to 58%, signifying the depth of understanding needed.
Next on our agenda was a Mapwich Eduprotocol, a creative approach inspired by my friend, Robert Mayfield. The Mapwich involved presenting a map of North America’s transformation from 1754 to 1763, directly after the French and Indian War. I encouraged students to discern the map’s purpose, similarities, and differences between the two timelines. The map was a treasure trove of historical insight, including the Proclamation Line of 1763, which we discussed. I aimed to nurture their map-reading skills and their ability to draw meaningful inferences. To facilitate this, I had them partner up, analyze the map, and engage in discussions for a riveting eight minutes. At the end of this thought-provoking exercise, I tasked students with creating brief summaries of the French and Indian War’s impact on North America.
Following this, we revisited the French and Indian War with another Gimkit quiz. This time, the class averages leaped significantly, ranging from 67% to 82%, a testament to the power of engaging, interactive learning.
Tuesday: The Hero’s Journey and French and Indian War Integration
On Tuesday, we set sail on a new educational adventure, introducing students to the captivating Hero’s Journey EduProtocol. This year, my approach has emphasized reducing cognitive load and ensuring that every new concept is accessible. We commenced with a captivating Ted Ed video, skillfully weaving the Hero’s Journey into the lives of our students. The video brilliantly connected iconic stories like Harry Potter and The Hunger Games to the Hero’s Journey. It inspired us to reflect on our own daily experiences, highlighting how we all embark on heroic journeys, encountering the unknown, crossing thresholds, finding mentors, facing challenges, and hopefully emerging as better individuals.
The Hero’s Journey introduction continued with commercials that showcased the Hero’s Journey elements, a tangible link between literature and history. For instance, a Chef Boyardee commercial provided students with a unique opportunity to identify these elements in real-world scenarios.
Once students were comfortable with the Hero’s Journey, I shared a reading, expertly crafted by Diffit AI, which detailed the French and Indian War in Hero’s Journey format. Students were captivated, with 25 minutes to read and chart their Hero’s Journey. This approach enabled them to grasp historical events through the lens of the Hero’s Journey, fostering a profound connection with the material.
The day concluded with another Gimkit quiz on the French and Indian War, and this time, the class averages surged to an impressive 75% to 90%, showcasing a deepening understanding of the topic.
Wednesday: A Cognitive Experiment
On Wednesday, I was absent, but I had set in motion a captivating experiment inspired by a podcast featuring Daniel Willingham, a distinguished cognitive scientist. During the podcast, he discussed an experiment testing working memory during reading comprehension. It involved providing students with passages filled with spelling errors, syntax issues, and contradictions. Surprisingly, students readily identified spelling and syntax errors but struggled to recognize contradictions, even when they were a mere sentence or two apart.
I decided to put this experiment into action, utilizing artificial intelligence. I used Claude.AI to generate one-page biographies about historical figures and groups involved in the American Revolution. Notably, I instructed Claude to include one deliberate lie within each biography, and this process gave rise to intriguing contradictions. Some were positioned back-to-back, while others were tantalizingly spaced three or four sentences apart.
To enhance the exercise’s depth, students engaged in Frayer activities, seeking a deeper understanding of the historical figures and their contributions. Their ultimate quest was to uncover the one lie, effectively mimicking the working memory experiment described by Daniel Willingham.
The results the following day mirrored Willingham’s findings: students grappled with recognizing contradictions, especially those separated by more than two sentences.
Thursday: The Light of Understanding
Thursday was a day of enlightenment and revelation. We returned to the biographies from the previous day, with a twist. I highlighted the contradictions in green and took the opportunity to explain working memory, its significance in everyday life, and its role in learning.
I emphasized the subtlety of contradictions, some positioned just sentences apart, and students’ expressions revealed their amazement. This was a pivotal moment for them, making them keenly aware of the importance of processing information while reading.
I allowed students 10 to 15 minutes to revisit the biographies and determine the truth, a vital step in helping them understand cognitive processes and grasp the significance of correction in the learning process.
In addition, I provided students with an opportunity to catch up on any missed assignments, or they could collaborate in groups to participate in a creative “Sketch and Tell” activity inspired by Howson History. Each group received a sheet of paper with nine different drawings. The students had to select a topic from a bin and then create a drawing representing something they had learned about that topic. It was a dynamic and interactive activity that worked on some retrieval practice.
Friday: Unraveling Colonial Dissatisfaction
As the week drew to a close, we returned to our fundamental question: “How did the Enlightenment and the colonists’ growing anger lead to the American Revolution?” I explained that we would now explore what incited the colonists and how Enlightenment ideas contributed to their mounting frustration.
Students were tasked with selecting from a list of acts including the Stamp Act, Proclamation Line of 1763, Quartering Act, Townshend Act, Tea Act, and the Intolerable Acts. I utilized Diffit to generate articles that seamlessly incorporated Enlightenment ideas like natural rights, social contract, and self-government into each act’s description. It was a move away from traditional textbooks, enabling a richer exploration of historical events.
Before diving into the readings, I instructed students to skim the articles, understand the headings and subheadings, and establish their learning objectives. This enabled them to target their reading effectively and extract the most meaningful information. After reading and highlighting, students had the responsibility of creating “thick slides” to share with the class. They were encouraged to paraphrase their highlights, reinforcing the importance of critical thinking and information processing.
By the end of the class, students had shared their insights through a Google form, and it was clear that they were beginning to recognize the value of these discussions. The day ended with a well-deserved break outdoors, a moment to recharge and reflect on a week filled with profound learning and important discoveries.
This week was an engaging journey of exploration, discovery, and understanding. As we move forward, I hope to continue instilling in my students the importance of critical thinking, the significance of working memory, and the joy of learning. Our educational adventure is far from over, and I’m eager to see where it leads us next.
Teaching 8th-grade social studies is an ever-evolving adventure, filled with moments of inspiration, challenges, and growth. This week, we embarked on a new journey as we delved into a unit on the American Revolution.
Monday: Setting the Stage for the American Revolution
The week commenced with an air of excitement as I introduced our new unit on the American Revolution. To frame our exploration, I presented the essential question: “How did the Enlightenment, and dissatisfaction with colonial rule, lead to the American Revolution?” It was imperative for my students to grasp two foundational elements: the Enlightenment and the sources of colonial discontent.
The Vocabulary Challenge: Resource Rumble Repuzzler (3 R’s)
To ignite their curiosity and engage them right from the start, I decided to tackle vocabulary in an innovative way. I merged the Resource Rumble, a classic lesson, with the Repuzzler EduProtocol, resulting in what I humorously called the “Resource Rumble Repuzzler” or the 3 R’s. For this activity, I selected eight crucial terms: enlightenment, revolution, natural rights, social contract, grievance, tyranny, liberty, and taxation without representation.
To create a rich learning experience, I turned to ChatGPT for assistance. It provided brief, clear explanations for each term. These explanations served as the foundation for students to develop their definitions, list three defining characteristics, and create a symbol that encapsulated the essence of each word.
However, the twist that added an element of fun and competition was this: I printed out each term’s explanation, cut them into pieces, and placed them in envelopes scattered around the classroom. The challenge for my students was to form groups of 3 or 4, locate these envelopes, and, using the provided explanations, complete their Repuzzler pages.
The Resource Rumble Repuzzler was not just a vocabulary exercise; it was a competition. The students’ energy levels rose as they moved about, collaborating to decipher these new words and their meanings. I won’t delve into all the details of the competition, as a portion of the activity is from EMC2Learning, a paid site. Nevertheless, the activity was a fantastic mix of movement, collaboration, and vocabulary building.
Tuesday: Unveiling the Enlightenment and Note-Taking Skills
On Tuesday, we continued our exploration of the Enlightenment. Building upon the foundation laid on Monday, I opted for a different approach to keep the momentum going.
Repuzzler Cards: Enhancing Collaboration and Discussion
To kickstart our class, I distributed Repuzzler cards to small groups of 2 to 3 students. These cards were compilations of seven to eight Repuzzlers created by the students themselves. The challenge was to piece together these cards, effectively engaging students in collaboration and discussion.
This activity served a dual purpose. Firstly, it reinforced the importance of collaboration and communication skills. As I traveled through the classroom, I had the opportunity to engage in conversations and provide valuable feedback to each group.
Secondly, it allowed me to gauge their understanding and grasp of the concepts we had discussed on Monday. This formative assessment gave me insights into the areas that needed further clarification.
CyberSandwich EduProtocol: An Introduction to the Enlightenment
Following the Repuzzler card activity, we transitioned into the CyberSandwich EduProtocol. The focus was on providing an introduction to the Enlightenment, a key era that would lay the groundwork for our understanding of the American Revolution.
For this segment, I used a reading from iCivics that offered a straightforward overview of critical Enlightenment concepts such as the social contract, natural rights, and republicanism. In retrospect, I realized that “republicanism” should have been included as a vocabulary term, a note I made for future lessons.
As my students read the provided text for about 10 minutes, they were encouraged to take notes. However, I acknowledged the diverse reading preferences among my students. Some preferred physical copies, with a penchant for highlighting passages. To cater to their needs, I introduced them to a concept from the book “Outsmart Your Brain” by Dr. Daniel Willingham.
Note-Taking Reimagined: Skim, Set Goals, and Highlight with Purpose
I shared Dr. Willingham’s wisdom, suggesting that instead of passively reading and indiscriminately highlighting, they should start by skimming the passage to understand its structure and content. The next crucial step was setting goals. In this case, our overarching goal was to answer the question, “How did the Enlightenment change our understanding of government?”
With this goal in mind, I advised them to highlight only the information that directly contributed to answering that question. This strategic approach to reading and note-taking aimed to equip my students with a valuable skill that transcended this particular lesson.
After their 10 minutes of reading and note-taking, students engaged in a pair-share activity. They shared their notes with a partner, fostering discussion and reinforcing their understanding of the material. Finally, they crafted a summary paragraph that addressed the central question, thus bringing our class to a productive close.
Wednesday and Thursday: The Influencer Lesson
Wednesday was a pivotal day as we ventured into a unique lesson plan inspired by Mr. Kevin Roughton’s “Influencer” lesson. This captivating and well-structured lesson had two primary components: a compatibility quiz and an exploration of Enlightenment thinkers.
The Compatibility Quiz: Exploring Beliefs and Values
Our day began with a compatibility quiz, which probed the students’ beliefs about true freedom and the purpose of government. This engaging activity encouraged introspection and set the stage for what was to come.
Getting to Know the Enlightenment Thinkers: A First-Person Perspective
The heart of this lesson was an in-depth exploration of Enlightenment thinkers, such as John Locke, Rousseau, Montesquieu, and three others. What made this experience unique was the use of first-person narratives in their profiles. To enrich these profiles, I collaborated with ChatGPT, which rewrote the biographies to include each thinker’s beliefs about the role of government and individual liberties.
The objective was clear: students were tasked with associating Enlightenment thinkers with their beliefs on government and personal freedoms. To facilitate this, I had prepared six profiles and distributed them around the room. Students worked in groups, adding valuable information to their Frayer models.
At this juncture, I emphasized the purpose of the lesson: to identify which Enlightenment thinkers resonated most with their own beliefs. I also stressed the broader importance of this exercise, as Enlightenment thought would be a recurring theme throughout their high school journey.
Once students had gathered notes and insights, they analyzed their findings in relation to the compatibility quiz. This comparison revealed which thinkers aligned most closely with their own values and philosophies. The lesson culminated with a “sketch and tell” activity, where students sketched a representation of their most compatible Enlightenment thinker and shared their beliefs with the class.
Friday: Out of Town
Friday marked the end of the school week, and I had a prior commitment that took me out of town on Thursday and Friday. However, this didn’t mean that my students were left without guidance. I had thoughtfully planned a lesson to keep them engaged.
Map Challenge: Contextualizing the American Revolution
For Friday’s lesson, I designed a map challenge that drew from our textbook. It was a straightforward assignment where students were tasked with labeling a map, providing essential context about the onset of the American Revolution. This task not only reinforced geography skills but also served as a natural segue into our upcoming discussion on the Seven Years’ War, scheduled for the following Monday.
Conclusion: A Week of Engagement, Exploration, and Growth
As I reflect on this week of teaching 8th-grade social studies, I am reminded of the dynamic nature of education. Each day brought new challenges and opportunities, and I strived to make the learning experience engaging and meaningful for my students.
We embarked on our journey into the American Revolution by first understanding the Enlightenment and the colonial discontent that fueled the revolution. The Resource Rumble Repuzzler brought vocabulary to life in a competitive and interactive manner.
On Tuesday, we honed our note-taking skills while diving deeper into Enlightenment concepts. The Repuzzler cards facilitated collaboration, ensuring that students were actively engaged in the learning process.
Wednesday and Thursday were highlighted by the “Influencer” lesson, where students explored the beliefs of Enlightenment thinkers. This exercise not only deepened their understanding of history but also encouraged introspection about their own values and beliefs.
Even on a day when I was out of town, I ensured that my students had a meaningful learning experience through the map challenge, providing them with the opportunity to apply their knowledge and contextualize historical events.
Teaching middle school students is a rewarding yet challenging experience. This week, I embarked on a journey inspired by the educational strategies of Scott Petri, adapting them to suit the middle school level. In this reflective blog post, I will take you through each day of a four-day lesson plan in my 8th-grade social studies class. The focus was on the 13 colonies and how geography influenced their economies. Join me as I dive into the details of each day’s activities, adjustments made along the way, and the broader educational goals achieved.
Monday marked the beginning of our adventure into the 13 colonies. I started class with a statement: “Failure is not an option in 505.” This mindset would become a central theme throughout the week. With high expectations and eager students, we kicked off the week with a Sketch and Tell + Parafly EduProtocol smash.
To set the stage, I began with a Wordwall colonial region sort. This activity aimed to refresh their memories from the previous lesson and assess their knowledge of the colonies’ geographic regions. Students were tasked with categorizing the colonies into their respective regions. The initial results were telling—a humbling average score of only 14 out of 35 correct. This clearly indicated a need for further review.
Undeterred, we proceeded with the day’s activities. The main goal was to reinforce the information covered in the previous lesson. The students were asked to paraphrase the last colonial region they had studied and incorporate it into their Sketch and Tell project.
The Sketch and Tell project was a unique endeavor. It required students to revisit their sketches from the previous class, where they had depicted aspects of colonial life and geography. This time, I encouraged them to enhance their sketches with Google Shapes or Scribble Diffusion to add depth and detail.
After completing their sketches, the students were presented with the Wordwall colonial regions sort once more. The improvement was palpable, with an average score of 25 out of 35 correct. This not only demonstrated their capacity for learning but also highlighted the power of repetition and practice.
I took a moment to commend their progress and encouraged them to persevere until they achieved a perfect score and improved their completion time. This day laid the foundation for the week ahead, emphasizing the importance of persistence and continuous improvement.
Tuesday: Diving into the Colonies
Tuesday marked a transition from regional knowledge to a deeper understanding of the individual colonies within their respective regions. This exploration aligned perfectly with our overarching question: “How did Europeans exploring North America for trade, religious reasons, and competition with each other affect the history of the continent and the people who lived there?” Our supporting question for this lesson was, “What were the similarities and differences between the colonies?”
I drew inspiration from my co-author, Scott Petri, and adapted his lesson sequence for middle schoolers. The first activity of the day was the “Frayer a colony” exercise. Students were provided with sections from our textbook, each featuring 2-3 colonies from different colonial regions. The students were given the autonomy to choose a colony to delve into.
On the Frayer model, students were instructed to include key details such as the colony’s founder and founding date, the reasons for its establishment, three pivotal facts, and visual representations that symbolized the colony’s unique characteristics. To encourage creativity and symbolism, I suggested the use of icons to represent various aspects, such as industries, geography, religion, and more.
This activity was designed to engage students in active reading and critical thinking. They had a tight time frame of 15 minutes to read the selected section and complete the Frayer model. This deadline encouraged them to focus, extract key information, and convey it concisely.
Once the Frayer models were completed, the students were asked to transfer five essential facts to an Iron Chef-like slide. Additionally, they were tasked with fact-checking their gathered information, a skill I had been actively promoting throughout the unit. I emphasized the importance of questioning information and seeking verification from reliable outside sources. As I often reiterated to them, “Textbooks don’t always get it right. They also leave out a bunch of information. Sometimes we need to check facts, and if something seems off, we need to ask why.”
Furthermore, I encouraged students to dig deeper when fact-checking by scrolling past the first few options on Google search results and exploring various websites. This exercise was not only about learning the content but also about fostering critical thinking and research skills.
Wednesday: Research Skills and Critical Thinking
Wednesday was dedicated to honing research skills and critical thinking. I introduced a Google Sheet where students could collect and categorize information about their chosen colony. The goal was to utilize the three websites they had identified during their fact-checking slide.
This activity aimed to drive home the importance of selecting reliable sources and avoiding information overload. Originally, I had challenged students to find 15 facts from three sources. However, this was proving to be a bit too ambitious, and I decided to adjust the goal to 10 facts from two sources. This modification allowed students to focus on quality over quantity and reinforced the idea that depth of understanding is more valuable than superficial knowledge.
The Google Sheet presented some challenges as well. Many students were unfamiliar with using this tool, so I had to provide guidance on entering information into the spreadsheet, wrapping text in cells, and formatting the text appropriately. Additionally, I asked students to choose a category from a drop-down menu in a cell when adding a fact, with categories including geography, religion, people, economy/industries. This categorization exercise served a dual purpose: it helped organize the information and encouraged students to think critically about the key aspects of their colony’s history.
After about 20-25 minutes of research and data entry, I wanted students to condense their information into eight paraphrased, essential, and shareable facts. This step was pivotal in reinforcing their paraphrasing skills, which we had been working on once or twice a week throughout the unit. By the end of the class, I aimed for each student to have a set of paraphrased facts that they could confidently share with others.
Thursday: Collaboration and Creativity
Thursday commenced with an interactive and collaborative activity known as the “CyberSandwich.” This activity required students to partner up and engage in discussions about the paraphrased facts they had gathered about their respective colonies. The objective was to identify both similarities and differences between the colonies. Ideally, I had hoped for students to partner with someone studying a different colony to encourage diverse perspectives and discussions. However, some ended up partnering with students researching the same colony.
I allotted 10 minutes for the CyberSandwich activity, allowing students to discuss, compare, and contrast their findings. This collaboration was intended to deepen their understanding and provide an opportunity for peer-to-peer learning.
Following the CyberSandwich, I directed the students to write a summary paragraph about their assigned colony. My focus was on reinforcing the structure of a well-constructed paragraph, including a clear topic sentence, two supporting details, and a concluding sentence. Before they began writing, I presented them with two options: they could either challenge themselves by crafting a compare/contrast summary about two colonies or opt for a standard summary about their individual colony. This choice allowed students to tailor the activity to their abilities and interests.
With the goal of improving writing skills, I set a time limit of 8 minutes for completing the summary. This time constraint aimed to encourage efficiency and skill development.
After the CyberSandwich and summary writing, we transitioned to a creative exercise that engaged students’ imaginations and artistic talents. I took inspiration from Alfredo Silva’s teaching techniques and asked the students to design a Funko Pop character that could represent a settler from their assigned colony.
The Funko Pop template I provided was created by Quinn Rollins, author of “Play Like a PIRATE.” Students were encouraged to include accessories and elements that were relevant to their colony’s industries, geography, or religion. Additionally, they were tasked with composing a brief biography for their Funko Pop character. This character could be either a fictional individual or a historical figure linked to the colony.
This activity was met with enthusiasm and creativity, offering a refreshing break from the research-heavy components of the lesson. It also allowed students to express their understanding of their colony’s unique attributes in a creative and personalized way.
Friday: Surprising Assessment and Growth
Friday was designated as a day to finalize the Funko Pop character creations, but it held a surprise in store for the students. As class began, I sprung a Gimkit quiz on them. One month earlier, on August 29th, I had conducted a Gimkit quiz encompassing everything we had learned during the first quarter. This surprise quiz served two purposes: to gauge the students’ progress and to assess how effective our EduProtocols and skill-building efforts had been.
I issued two clear directives to the students: answer 20 or more questions and treat the quiz as if it were a graded assignment. These instructions added a layer of seriousness and purpose to the quiz. The students took it upon themselves to excel.
The results of the Gimkit quiz were astounding and demonstrated the remarkable growth the students had experienced over the course of the month:
58% to 80%
48% to 80%
60% to 87%
38% to 70%
48% to 82%
55% to 90%
Out of 122 students, a remarkable 117 showed growth, with 75 achieving substantial improvements with 20 percentage points or higher. The largest gain of the day was a 73 percentage point increase. Only five students experienced a slight decline, which raised concerns but also highlighted areas where additional support might be needed.
Reflection: The Journey Continues
As I reflect on this week’s teaching experience, I’m filled with gratitude for the opportunity to experiment with new strategies and adapt them to my students’ needs. While the lesson was overall successful, student feedback provided valuable insights and opportunities for refinement.
One notable observation was that the Google Sheets component of the lesson proved overwhelming for some students. They struggled with switching back and forth between various tools, as they didn’t yet possess the executive functioning skills to seamlessly navigate multiple platforms. Moreover, the sheer volume of information and activities within the Google Slide made it appear overwhelming.
In response to this feedback, I acknowledged the need to simplify the lesson further. As I often told my students, “I like to try things, see how they go, and rework them each time.” This commitment to continuous improvement is at the heart of effective teaching.
In conclusion, I firmly believe that teaching is an iterative process. We embark on educational journeys, experiment with new strategies, assess their effectiveness, and make adjustments accordingly. This week’s journey through the 13 colonies and the EduProtocols inspired by Scott Petri has been a valuable learning experience for both my students and me. It’s a reminder that teaching is not just about imparting knowledge but also about nurturing critical thinking, research skills, and a love for learning.
As I move forward, I am excited to refine this lesson further, ensuring that it strikes the right balance between depth of content and accessibility for middle school students. With each iteration, I hope to empower my students with the skills they need to thrive in an ever-changing world and continue to inspire their curiosity and love for social studies.
This week we didn’t have students until Tuesday. Monday was a professional day known as Safety Day. I began this week with Triangular Trade and the Middle Passage. Looking back, I wish I started this lesson before I did hexagonal learning last week. It would have made more sense to run things in that sequence with the hexagonal learning to wrap up European colonization and the Middle Passage. You live and learn. My lesson on the Middle Passage and Slavery ended up taking longer than expected, but that’s okay. I’m learning that even if I’m six to seven days behind of last year, that I will eventually catch up. Every year is different with different students. I’m getting more accomplished in class, as a result, I’m adding on more things and doing different lessons. That’s why I’m six days behind. I’m able to go a bit more in depth with the lessons. Wrapping up the week we began learning about colonial regions. Every year I seem to do the same thing with colonial regions, but I’m keeping my focus on the goals I set for room 505. I want to focus on writing and so we finished up the week with some Parafly to work on paraphrasing. The students seem to be really into paraphrasing because I’m trying to present it as an art. Keep the meaning, use some synonyms, simplify – but be creative. We combined the paraphrasing with a sketch and tell and WordWall quiz on colonial regions.
Tuesday and Wednesday – Triangular Trade and the Middle Passage
Our week began with the introduction of Triangular Trade and the Middle Passage. I couldn’t help but think back to the previous week when I introduced hexagonal learning. In hindsight, it would have made more sense to start with Triangular Trade and the Middle Passage before delving into European colonization. But as they say, you live and learn.
To set the stage for this lesson, I emphasized the importance of using person-first language when discussing slavery. Instead of “slave,” we used “enslaved person,” and we replaced terms like “master” or “owner” with “enslaver.” It’s a crucial lesson that I’ve learned needs explicit teaching for students to grasp fully.
For this lesson, I designed a station rotation activity based on the essential question, “How did Europeans exploring North America for trade, religious reasons, and competition with each other affect the history of the continent and the people who lived there?” This question has been guiding our exploration of European colonization’s impact on North America.
At each station, students engaged with different aspects of the Triangular Trade and Middle Passage:
Edpuzzle Video: We started with a 5-minute Edpuzzle video of a Ted Ed lesson on the Middle Passage, followed by questions to ensure comprehension.
SlaveVoyages.org: At the second station, we utilized the remarkable SlaveVoyages.org database, which provided a timelapse map of ships leaving West Africa for the New World through the Middle Passage. This interactive map allowed us to explore the journeys of individual ships, their cargo, and survival rates. The database was a treasure trove of information, a testament to the collaborative efforts of many dedicated individuals.
Slavery Statistics: The third station focused on statistics related to slavery, tying them back to our previous lesson on Number Mania. I wanted students to understand that these numbers and statistics had a real context, and they could see how they matched up with the data from the Slave Voyages database.
Northern and Southern Colonies: The fourth station delved into the existence of slavery in both Northern and Southern colonies and how enslaved people managed to build their own culture. We paired this reading with a map illustrating the Triangular Trade routes.
Students worked in pairs at each station, discussing and answering questions. This part of the lesson ended up taking longer than expected, but seeing the students engaged and actively learning was more important than sticking to a rigid schedule. In fact, 98% of the 122 students completed the stations, which was a success in my book.
For assessment, I posted a Thick Slide, challenging students to condense the information from their station activities into essential facts that could answer the question, “How did triangular trade and the Middle Passage transform North America?” As a test of their map manipulation skills, I had them use the Slave Voyages database to find a ship that went to North America and gather relevant statistics. They also had to include a quote from Olaudah Equiano and an image with a caption.
Thursday – A Day of Adaptation
Thursday was one of those days where I had a mix of students at different stages. Some were absent, some were catching up, and some were already ahead in their work. Over the years, I’ve developed a strategy for days like this to ensure every student makes progress within our 47-minute class period.
My priority was to have students complete and turn in their Thick Slides. For those who finished early, I introduced a Retrieval Practice challenge grid created by Lauren Richardson and Ashley Morrison. This challenge involved questions from their 7th-grade year, questions from three weeks ago, questions from two weeks ago, and questions from the current week. It was a way to test their memory and clear up any misconceptions quickly. Students were not allowed to use a Chromebook.
I also set up a live Gimkit review session for the entire class period. I set the Gimkit to run for 47 minutes and students could join it any time. The questions covered content we had learned in the past few weeks. The average score across all classes was an impressive 85%. It was heartening to see the progress we were making.
Additionally, I prepared a WordWall activity related to colonial regions. Colonial regions is the planned lesson for Friday’s class. While some students may have been a bit overwhelmed by the variety of activities for the day, this approach allowed everyone to catch up, review, and even get ahead where possible.
Friday – Colonial Regions and Paraphrasing Mastery
On Friday, we delved into the study of colonial regions and the impact of geography on their respective industries. The overarching question guiding this lesson was, “What are the different colonial regions, and how did geography affect the industries in those regions?”
To make the content more accessible, I had ChatGPT generate three 1500-lexile level paragraphs about the New England, Middle, and Southern regions. These paragraphs covered the geography, economy, and people of each region. I incorporated them into a Parafly slide deck, which we used with Peardeck.
The highlight of the day was the EduProtocol smash, combining Parafly with Sketch and Tell. This combination worked seamlessly, with students creating images that depicted how geography impacted industries in their assigned colonial region. They used Google Shapes or AI and Scribble Diffusion to generate their images. It was truly an engaging and creative exercise that allowed them to visualize historical concepts.
Our lesson started with a Parafly EduProtocol, focusing on paraphrasing skills. I realized that I needed to do a better job of modeling paraphrasing, so I walked the students through it during the first attempt. On the second paraphrase, I had students identify the words and phrases they felt needed to be changed. As students paraphrased in Peardeck, I would shout out feedback. The final attempt at paraphrasing, I took for a grade. After each paraphrase attempt, students copied and pasted their paraphrases to the Sketch and Tell and created an image with Google shapes or Scribble Diffusion AI.
As we wrapped up the lesson, students completed a WordWall activity on colonial regions. It was a pleasant surprise to see the average score jump from 14.9 out of 39 correct on Thursday to 31 correct after the Parafly and Sketch and Tell activities. It was evident that the students had grasped the content more deeply through these engaging exercises.
To provide further feedback, I used Claude to analyze their paraphrases based on the use of synonyms, simplification, and maintaining the core meaning. This allowed me to show students how their paraphrasing skills had evolved. The feedback was encouraging, highlighting their effective use of synonyms and simplification to improve readability.
Here is how I used Claude for feedback – I copied and pasted the original paragraph into Claude. I also copied and pasted each student paraphrased paragraph directly from Peardeck and asked it to analyze each one based on the use of synonyms, simplification, and keeping the meaning.
Here is some of the feedback I shared with students:
Teaching eighth-grade social studies is a rewarding yet challenging endeavor. Each week, we embark on a journey of discovery, exploring historical events, cultures, and critical thinking skills. In this extended reflection, I will delve into the experiences and lessons of a particularly eventful week, where we dived deep into the motivations behind European exploration and colonization of North America. Additionally, I will share the innovative ways I integrated artificial intelligence (AI) tools for providing feedback, enhancing the learning experience for both my students and me.
The week began on a somber note, as Monday marked the anniversary of September 11th. As a teacher, I find it essential to acknowledge significant historical events, but I aim to do so in a way that is respectful and thought-provoking. This year, I chose to deviate from the traditional approach of showing videos that depict the shocking visuals of the Twin Towers collapsing. Instead, I wanted my students to engage with the topic by asking meaningful questions.
To structure this lesson effectively, I collaborated with my colleague and co-author, Dr. Scott Petri. Given the diverse age range and maturity of our students – I teach middle school, while Scott teaches AP high school classes – we needed a structured framework for our lesson. This is where “wicked hydra” came into play.
The lesson commenced with a news video featuring Nancy Rosado, a first responder who had been at the World Trade Center on 9/11 and later responded to the Pulse Nightclub shooting in Orlando. The video served as a catalyst for questioning. Before showing the video, I asked students to ponder the question, “If you had a chance, what questions would you ask this first responder or survivor?”
Following the video, students formed small groups of three to five, engaging in a “wicked hydra” activity. They were tasked with writing their questions on large posters, collectively constructing a list of inquiries aimed at Nancy Rosado. This collaborative exercise not only encouraged critical thinking but also promoted teamwork.
Once the posters were ready, the students engaged in a gallery walk, perusing each other’s questions and adding more queries as necessary. Subsequently, I provided students with a “Frayer model,” a graphic organizer that prompted them to identify and summarize four of the most insightful questions from their group.
The culmination of the lesson introduced students to StoryFile, a remarkable platform that houses recorded interviews with celebrities and historical figures. Remarkably, Nancy Rosado was part of StoryFile’s collection, providing a unique opportunity for my students to ask her questions directly. Students were captivated by the prospect of interacting with a survivor, and they could pose their inquiries by typing or using their voices.
During the exercise, we discovered that Nancy Rosado answered only five to six questions about 9/11, whereas another survivor from the same event, Denise Campbell, was more responsive. This lesson served as a powerful exercise in asking good questions and demonstrated the potential of AI in preserving and sharing personal narratives. In the future, I plan to allocate more time for students to craft practice summaries based on what they’ve learned from 9/11 survivors, adding an extra layer of reflection to the lesson.
Tuesday: Exploring European Motivations
Tuesday marked the official start of our exploration into European colonization. To kick off the day with energy and enthusiasm, we initiated a fast-paced and competitive Gimkit session. Running for just four minutes, the Gimkit activity tested students’ knowledge and provided immediate feedback. The class averages ranged from 65% to 80%, setting a spirited tone for the day.
Following the Gimkit, we transitioned seamlessly into a “Thin Slide” activity. Here, students had a mere three minutes to scour the web for images representing the “old world” and the “new world.” These concepts were integral to understanding the motivations behind European exploration and colonization. The rapid nature of this task ensured students remained engaged and focused.
To deepen their comprehension of European motivations, we employed a range of EduProtocols. The first was a “Sketch and Tell” exercise, divided into three slides that explored the motivations of Spanish, French, and English explorers. Accompanied by grade-level reading material, complete with a recorded audio version and a modified text for accessibility, students had a generous 20-minute window to complete all the slides.
Reflecting on my teaching methods, I recognized that I had introduced a new EduProtocol with a high cognitive load – the “8Parts” exercise. However, in the middle of the day, I made a shift, changing the image associated with Christopher Columbus to something more engaging. My goal was to revisit the “8Parts” process on the following day, but as it turned out, I adapted the lesson plan for Wednesday instead.
Wednesday: Exploring Native-European Interactions
Wednesday’s lesson took an unexpected turn as I reflected on our previous week’s discussion about Native Americans and their connections to Clermont County. I didn’t want to move into the topic of European colonization without acknowledging the native populations that inhabited North America. To achieve this, I sought to provide students with insights into the early interactions between Native Americans and European settlers.
Historically, I had come across excerpts from diaries written in Old English that described these interactions. However, I faced challenges in translating these archaic texts effectively. Additionally, I questioned whether eighth-grade students would find them comprehensible and engaging.
This is where the power of AI stepped in. I stumbled upon a diary entry from a settler who arrived in Jamestown in May of 1607, containing notes about the interactions between Native Americans and his group. I uploaded a picture of the diary entry to Google Keep and employed the “grab image text” feature to extract the text from the image. While the text was laden with misspellings and antiquated language, it was a starting point. To make it accessible and engaging for eighth graders, I turned to AI once again.
Using ChatGPT, I requested a translation of the text to make it suitable for my students’ understanding. To my surprise, the AI handled the task wonderfully, transforming the Olde English into a language that was comprehensible for young learners. This experience was a revelation, showing the potential for AI in bridging the gap between historical documents and modern education.
To enhance the lesson further, I discovered a website containing six translated diary entries from Jamestown, each shedding light on various aspects of Native-European interactions. With limited time in the morning, I swiftly assembled a new lesson plan to introduce students to these crucial historical moments.
The class began with a “Thin Slide,” encouraging students to discover the most interesting facts about Jamestown. I was hopeful that their findings would encompass topics such as tobacco cultivation, the year of founding (1607), and the arrival of enslaved people (1619). The students shared numerous compelling facts during this session.
In the spirit of quick engagement, I initiated a round-robin presentation, with students given eight seconds or less to present their findings from the “Thin Slide.” This exercise encouraged concise and focused communication, fostering valuable skills for future discussions.
The core of the lesson revolved around a CyberSandwich. This activity involved five diary entries from a single settler’s perspective in Jamestown, each offering a unique insight into the interactions between settlers and Native Americans. The diary entries covered topics such as trade, Native American theft of ammunition, land claims, and the settlers’ intentions to convert Native Americans to Christianity.
Students were highly engaged in this exercise, reading through the various sources and completing a guided notes page within the allotted time of 12-15 minutes. The guided notes page prompted them to describe the interaction from each entry and use a relevant quote as evidence. This approach encouraged students to analyze the primary sources critically.
Following the completion of the guided notes, students were tasked with selecting three interactions and notes, comparing them for patterns and differences. This activity aimed to cultivate their skills in drawing connections between historical events and discerning trends.
The remainder of the class was dedicated to students finalizing their summaries, allowing them to synthesize the information they had gathered throughout the lesson. It was a rich and immersive experience, immersing students in the complexities of early interactions between Native Americans and European settlers.
Thursday: Exploring the Effects of European Colonization
Thursday’s lesson shifted our focus to exploring the consequences of European colonization in North America. While I had used a “Sketch and Tell” lesson for this topic in the previous year, I opted for a Number Mania this time. This choice was influenced by our recent practice in paraphrasing, a skill that needed reinforcement.
The reading material for the “Number Mania” activity was thoughtfully selected to align with our paraphrasing practice. It contained descriptive words and concepts that eighth graders don’t typically encounter in their everyday language. This alignment facilitated the provision of targeted feedback on paraphrasing skills, as students were encouraged to retain the descriptive words from the original text.
In preparation for the Number Mania, I divided the reading material into four distinct slides. To promote engagement and participation, I introduced the content via Peardeck, an interactive presentation platform. This approach allowed students to explore the reading material and make initial connections.
Each slide provided students with three minutes to paraphrase the content. After crafting their paraphrases, students were instructed to copy and paste them onto the designated slide for the “Number Mania” activity. This process facilitated the seamless transfer of their paraphrased content for use in the next stage of the lesson.
With paraphrasing skills at the forefront, students then moved on to the “Number Mania” exercise. I displayed a quote from the reading material: “The period spanning 1492 to 1763 stands as a pivotal era in North American history, marked by European colonization and its profound consequences.” The challenge was for students to use four numbers and associated facts from the text to substantiate the truth of this statement.
The introduction of numbers and facts as evidence from the text was instrumental in providing students with a clear framework for their responses. This not only encouraged critical thinking but also allowed for specific and constructive feedback. For example, when a student used “18th century” as a number, I was able to guide them by asking what specific event or element from the 18th century supported the statement.
All in all, the Number Mania proved to be an enriching and effective lesson, reinforcing paraphrasing skills while encouraging students to delve into the consequences of European colonization.
Friday: Wrapping Up with Hexagonal Learning
As the week approached its conclusion, Friday provided an opportunity to consolidate the knowledge and insights gained throughout the week. We began the day by allowing students approximately ten minutes to complete any remaining tasks from the “Number Mania” activity. For those who needed extra time, I reverted to Gimkit’s “Fast and Curious” mode as an engaging and interactive way to review the week’s content.
The criteria for this Gimkit session were straightforward: students were challenged to answer 20 or more questions within a tight timeframe of 5-6 minutes. This high-intensity review helped solidify their understanding of the material and served as a dynamic end to the week.
To wrap up the week’s activities, we engaged in hexagonal learning, one of my personal favorite collaborative exercises. Hexagonal learning involves the use of hexagon-shaped cards, each containing a concept or idea related to the topic at hand. In this case, I prepared hexagons with concepts like “New World,” “Old World,” “North America,” “France,” “Animal Furs,” and more.
I offered both digital and paper versions of the hexagonal learning activity to accommodate students’ preferences. They were encouraged to partner with a classmate to work on this collaborative task. The approach we followed was to initially sort the hexagons into groups based on their related concepts. Once the initial sorting was complete, students engaged in discussions to establish detailed connections between the hexagons.
To establish clarity in their connections, I emphasized the importance of detailed explanations. It was not enough to simply connect two hexagons; students needed to articulate why these concepts were related and provide supporting evidence.
To set clear expectations, I shared an example of a hexagonal learning activity from the previous year. While the example looked visually appealing, upon closer inspection, it became evident that the connections were not sufficiently detailed. This served as a valuable lesson in the importance of quality over quantity when making connections.
To provide a clear assessment framework, I established a success criteria for the students. They were required to connect all the hexagons by the end of the class period and create six or more detailed connections to receive a perfect score of 4 out of 4. Many students rose to the challenge, and I encouraged them to revisit the lessons from the week to seek inspiration for their connections.
Throughout this activity, I aimed not only to consolidate their understanding of the week’s material but also to foster critical thinking skills. The process of sorting and connecting concepts encouraged students to approach the subject matter from different angles, deepening their understanding.
Using AI for Student Feedback
One of the highlights of this week’s teaching experience was the integration of AI tools for providing feedback on student work. Traditional methods of grading and feedback are time-consuming and often lack consistency. However, I discovered an innovative AI tool called Claude (claude.ai) that offered a promising solution.
Claude.ai is a platform that scans and evaluates student paragraphs, providing feedback and consistent scoring. My friend Jacob Carr introduced me to this powerful tool, and I immediately recognized its potential in streamlining the feedback process.
In practice, I initiated the feedback process by having students submit their paragraphs through a Google Form. These responses were then collected in a Google Sheet. I downloaded the Google Sheet as a PDF and uploaded it to Claude.ai. I established specific criteria for Claude.ai to assess, including whether the student paragraphs contained a topic sentence, two supporting details, and a concluding sentence. Additionally, I instructed the tool to match the paragraphs with the corresponding student emails and organize this information into a table. Here was my actual prompt, “Analyze these student paragraphs. I asked them to write a summary paragraph about native americans adapting to their environments. The focus was using a topic sentence, 2 supporting details, and a concluding sentence. Tell me with a yes or no if they used a topic sentence, yes or no 2 supporting details, and a yes or no concluding sentence. Match the paragraphs with the student emails. Organize this information into a table. Give each paragraph a score of 4, 3, 2, or 1.”
The results were impressive. Claude.ai provided feedback and scores that were consistent and efficient. To further validate its effectiveness, I conducted an experiment. I uploaded a set of student paragraphs, obtained feedback and scores, and then repeated the process a week later. The results revealed a remarkable consistency rate of 95%. This level of consistency is a game-changer in terms of grading efficiency and fairness.
The ability to provide quantitative data on student writing progress was invaluable. I could track improvements from one assignment to the next, identify areas where students needed more support, and tailor my teaching accordingly. Claude.ai’s feedback, combined with my own insights, allowed for a holistic assessment of student performance and growth. Here was my prompt: “Give me some qualitative and quantitative data of student paragraphs from 1st cybersandwich to the 2nd cybersandwich.. Are we getting better at writing paragraphs? What do we need to work on? Our focus is a topic sentence, 2 supporting details, and a concluding sentence. cross reference the student names to compare.”
Conclusion
As I reflect on this week of teaching eighth-grade social studies, I am reminded of the incredible journey that education represents. We explored the motivations behind European exploration and colonization of North America, delving into history’s complexities and nuances. Along the way, we leveraged innovative AI tools to enhance the learning experience for both students and teachers.
From fostering questioning skills on 9/11 to translating historical documents with AI, from exploring Native-European interactions to analyzing the consequences of European colonization, each day presented unique challenges and opportunities. EduProtocols such as “Sketch and Tell,” “CyberSandwich,” and “Number Mania” facilitated engagement and critical thinking, while hexagonal learning encouraged collaboration and synthesis of ideas.
The integration of AI, particularly Claude.ai, for providing feedback on student work proved to be a transformative experience. It streamlined the grading process, offered consistent feedback, and enabled data-driven insights into student progress.
In the ever-evolving landscape of education, the synergy between traditional teaching methods and innovative technologies holds immense promise. As educators, our commitment to fostering curiosity, critical thinking, and adaptability in our students remains unwavering.
As an educator, I’m constantly searching for innovative ways to engage my students and make learning a memorable experience. Recently, I had the opportunity to delve into a lesson that not only sparked deep conversations but also introduced my students to cutting-edge technology. On Monday, September 11th, I set up a lesson I’d been wanting to do for a while, thanks to a conversation with my co-author, Scott Petri. In this blog post, I’d like to reflect on my latest lesson using StoryFile AI and the Wicked Hydra EduProtocol. (StoryFile Survivor, StoryFile First Responder)
The inspiration for this lesson came during a Sunday discussion with Scott, where we brainstormed ideas for teaching about 9/11. We both agreed that the traditional approach of showing shocking videos often distracts from the human experiences and the importance of learning from first responders and survivors. It was during this conversation that Scott reminded me of an incredible resource called StoryFile, which utilizes artificial intelligence (AI) and recorded oral histories.
StoryFile features video interviews with historical figures and famous individuals, allowing users to ask questions verbally or through typing. The AI responds with recorded answers, creating an interactive experience that offers unique insights. This lesson, in particular, aimed to focus on the stories of first responders and survivors, and StoryFile had a first responder named Nancy Rosado whose insights I knew would be valuable.
Before starting the lesson, I posed a critical question to my students: “How can we learn about the effects of 9/11 from the experiences of first responders and survivors?” To kick things off, I found a news clip from an Orlando, Florida news station featuring Ms. Rosado. The clip was approximately four minutes long, and before showing it, I asked my students to think about the questions they would ask Ms. Rosado if they had the chance.
After the video concluded, it was time to employ the Wicked Hydra EduProtocol, a collaborative brainstorming activity. I divided the students into groups of 3 to 5 and instructed them to write “survivors and first responders” in the center of a large piece of paper. They had ten minutes to brainstorm questions they could ask first responders or survivors about their experiences on 9/11. These questions would later guide their interactions with StoryFile.
Once the groups had compiled their questions, they hung up their papers around the room, allowing their peers to read each other’s questions and potentially add more to different groups’ papers. Next, I distributed a Frayer model graphic organizer to each student, and I had them write down four questions they would ask a survivor or first responder. I emphasized the importance of asking thoughtful questions, as it’s a vital skill in history and in life, where job interviews often include the ubiquitous question, “What questions do you have?”
With their questions in hand, I introduced my students to StoryFile. Their initial reactions ranged from amazement to slight unease as they explored the platform and began asking questions verbally and typing them. I had intentionally selected the news story about Nancy Rosado because she was one of the interviews available on StoryFile, and the entire lesson’s design was deliberate.
However, to our surprise, Ms. Rosado didn’t answer many questions about 9/11—maybe four in total. This unexpected turn led to a fascinating dynamic in the classroom. Students quickly realized that if one interviewee didn’t answer their question, they could try asking the other interviewee instead. I encouraged this adaptive approach and had students summarize the responses they received. If they couldn’t get an answer, I urged them to rephrase their questions. If all else failed, they placed an “X” in the Frayer box.
The majority of my students thoroughly enjoyed this hands-on experience with AI technology, and about 90% were actively engaged throughout the lesson. It served as an excellent opportunity for them to learn how to navigate and communicate with new AI tools, a skill that will undoubtedly be valuable in their future endeavors.
Reflecting on this lesson, I’ve identified a few minor tweaks I’d like to make for next time. Firstly, I want to emphasize more clearly that students should write down the interviewees’ responses, as this is essential for their learning process. Additionally, I plan to allocate more time for students to write a paragraph summarizing what they’ve learned at the end of the activity.
In conclusion, this lesson was a remarkable journey into the world of AI-assisted learning and historical exploration. It showcased how technology like StoryFile can bring history to life and engage students in a meaningful way. As an educator, I’m constantly inspired to innovate and provide my students with experiences that challenge their thinking and broaden their horizons. This lesson was undoubtedly a step in the right direction, and I look forward to incorporating more cutting-edge tools like StoryFile into my future lessons.
As an 8th-grade social studies teacher, every week presents a fresh canvas for me to inspire young minds and foster a love for history. This particular week, though shortened due to the Labor Day holiday, was brimming with excitement and valuable insights. Our journey through the fascinating world of European exploration and colonization, coupled with the power of EduProtocols, created an engaging and educational experience. In this reflection, I’ll take you through each day, sharing my experiences, lessons, and the impact of EduProtocols in my classroom.
Before diving into the week’s lessons, I had already prepared a roadmap for our journey into the Age of Exploration and colonization. Our central guiding question for this unit was: “How did Europeans exploring North America for trade, religious reasons, and competition with each other affect the history of the continent and the people who lived there?” This overarching question was the compass that directed our learning throughout the week.
To provide a comprehensive exploration, I developed three supporting questions:
How did Native Americans adapt to their environments and live before the arrival of Europeans?
What motivated European Exploration and colonization of North America?
What were the effects of European exploration and colonization on North America?
These questions were designed to encourage critical thinking and in-depth understanding, setting the stage for our week of exploration.
The week kicked off with Tuesday’s focus on introducing our new unit on Exploration and Colonization. To capture students’ attention and curiosity right from the start, I began the class with a “Fast and Curious” activity on Gimkit. This engaging quiz consisted of 15 questions, and I allotted a generous 6-minute time frame to ensure students had enough time to read and think through the questions. The questions covered both vocabulary related to the unit and content-specific inquiries.
Once the Fast and Curious session concluded, I took a moment to provide feedback on the top 3 missed questions. This practice aimed to encourage students to learn from their mistakes and foster a growth mindset in the classroom.
Next on the agenda was a Repuzzler Google Slidedeck, which contained eight essential vocabulary words, including terms like “Columbian Exchange,” “colonization,” and “indigenous.” Each word had its own slide where students were tasked with defining it, providing three examples or characteristics, and adding a relevant picture. However, before they could start on these slides, I had to walk them through the process of using the share button, requesting email addresses, and entering those addresses efficiently. Initially, this took about 3-4 minutes, but with practice, the students became more adept at this digital collaboration.
Students were given 9 to 10 minutes to complete all eight slides. This activity not only expanded their vocabulary but also honed their skills in digital communication and collaboration.
To provide context for our upcoming lessons, I turned to Number Mania timelines, a powerful EduProtocol. This activity allowed students to explore the historical era we were about to dive into, share important events they deemed significant, and practice placing these events in chronological order. It also helped them gain a better perspective on the historical context of the unit.
I shared a Google Form and allotted 12 minutes for students to find and share three or four essential events that occurred between 1492 and 1763. By the end of the time, we had a spreadsheet filled with various historical events. I then tasked them with selecting the 4 or 5 most crucial events that shaped North America and chronologically placing them on the timeline. They added images, modified the title, and even crafted their own definition for the “Age of Exploration.” While some students completed this task, others made progress, illustrating the adaptability and differentiation of EduProtocols.
Wednesday: Collaborative Learning Takes Center Stage
Wednesday was dedicated to collaborative learning, fostering teamwork and peer engagement. To kick things off, I arrived at school with eight different versions of the Repuzzlers created by students, neatly cut into fourths. When the students entered the classroom, I organized them into groups and tasked them with reassembling the vocabulary puzzle. This activity not only reinforced the importance of collaboration but also allowed for peer feedback and support. It took 8-9 minutes, during which I circulated around the room, providing guidance and checking student work.
After the Repuzzler activity, I divided the students into two groups based on their progress with the Number Mania from Tuesday. Students who had finished the Number Mania tasks signed up for a Gimkit Fast and Curious session, while those who hadn’t completed it had 10 minutes to do so. This approach catered to the students’ individual progress and learning pace, promoting self-directed education.
To deepen our understanding of the era and events we were studying, I provided students with a list of the top 10 events that changed North America between 1492 and 1763. Remarkably, I generated this list using ChatGPT, and it was impressively accurate. This exercise not only demonstrated the potential of AI in education but also encouraged students to think critically about historical events. Each group received the top 10 list and was instructed to consult their Number Mania timeline to select which of these events they wanted to include. Sharing their data through a Google Form facilitated collaboration and discussion.
Taking our exploration to the next level, we embarked on an Iron Chef EduProtocol. Each group from the Repuzzler activity shared an Iron Chef Google slide deck. They were tasked with choosing one event from their timeline, designing a slide about it, and including a title, picture, three to four facts about the event, and a paraphrased explanation of its significance. I informed the students that they would be sharing their slides after 10 minutes, ensuring they stayed on task. The students had ten minutes to complete this assignment, and when the timer sounded, it was time to present. Each group had to share one fact about their event in 8 seconds or less.
Thursday: Unpacking Native American Adaptations
Thursday marked our transition into the first supporting question of the unit: “How did Native Americans adapt to their environments and live before the arrival of Europeans?” This was the perfect opportunity to introduce the CyberSandwich activity for the year. Typically, I would start with a simpler CyberSandwich, but my students were already familiar with EduProtocols, so we jumped into a more challenging article.
Instead of a light-hearted story, we delved into a simple article about Native Americans adapting to their environment. The article incorporated vocabulary from the Repuzzler, such as “natural resources” and “culture.” We began the class with a Repuzzler, setting a timer for 5 minutes. I challenged the students to organize the cards efficiently, racing against the clock.
After the Repuzzler, it was time for the CyberSandwich. The students had ten minutes to read the article and extract 4-5 essential notes that would help answer the question. Next, I had students select three of their notes and paraphrase them on the comparison slide. Discussion and collaboration were encouraged throughout the process. Finally, students were tasked with writing a summary paragraph.
Before the students started writing, I shared a valuable lesson on crafting effective paragraphs. I walked them through a paragraph I found, pointing out a well-constructed topic sentence but highlighting how the details in the paragraph did not align with the topic sentence. This served as a reminder that a paragraph should pursue a clear idea, ensuring students grasped the importance of cohesion and structure. The students then submitted their paragraphs through a Google Form, allowing me to centralize all the information. I took the spreadsheet, converted it to a PDF, and attached it to a new AI site called claude.ai, which Jacob Carr introduced to me. Claude.ai scanned the PDF and provided precise, insightful feedback on each paragraph. This tool proved to be an invaluable asset in enhancing the quality of student work.
In my fifth-period class, we took a slight detour because a student asked about slavery. I seized this opportunity to conduct an 8pArts lesson that breaks down the social constructs of slavery. This deviation was possible because the students were already familiar with the 8pArts process. In this 8pArts lesson, we used a powerful photograph depicting two children with interlocked arms. Most people initially perceive this image as a symbol of equality. However, they are surprised to learn that the children, despite appearing as black and white, are both formerly enslaved and are siblings. This lesson proved to be a powerful and memorable exploration of the complexities of history and human understanding.
In all my classes, we didn’t have time for a Fast and Curious Gimkit session. However, I asked the students to take out a piece of paper and write down the name of a Native American tribe with ties to Clermont County, Ohio. Out of 122 students, only 2 could provide a correct answer. This was a crucial setup for Friday’s lesson, which aimed to bridge the gap between history and our local community.
Friday: Bridging History and Local Community
As Friday rolled around, our focus remained on Native Americans in North America, but with a special emphasis on the indigenous peoples of our local community. The day began with another Fast and Curious Gimkit session to engage the students and get their mental gears turning.
We then transitioned to a Thin Slide activity, designed to encourage critical thinking and research skills. For this task, I asked students to claim a slide and type the name of the European country that claimed the land now known as Clermont County. They were also required to include an image that supported their answer. Students initially included unrelated images, such as the Eiffel Tower or random pictures of the country in question. I used this as an opportunity for a teachable moment, asking them, “If the goal is to prove that France controlled the land here in Southwestern Ohio, would that picture prove that?” This simple yet effective exercise helped them understand the importance of using relevant images, such as historical maps or markers.
Following the Thin Slide, we delved into the Iron Chef EduProtocol. This time, I turned to ChatGPT to create four articles about Native American tribes with ties to Clermont County. I asked ChatGPT to provide information on how these tribes adapted to their environment and describe their interactions with Europeans. Armed with these articles, I gave students 12-15 minutes to read and paraphrase four key facts about their chosen Native American group. They were required to include a picture, title, and complete the “secret ingredient,” which, in this case, was the location of the tribe today.
Once they completed their slides, I instructed them to highlight one paraphrased fact and fact-check it. They had to find another source that corroborated their information and copy and paste the source link into the speaker notes. This practice aimed to instill a healthy skepticism and encourage students to seek information from multiple sources, a vital skill in the age of information.
When this task concluded, I took a moment to explain the significance of this Iron Chef lesson. I highlighted the fact that at the beginning of the week, only two students could name a Native American tribe with ties to Clermont County. Now, every student was equipped with this knowledge. This demonstrated the power of EduProtocols in not only teaching historical content but also connecting it to our local community and fostering a sense of relevance.
In a surprising twist, students were curious about why these Native American groups were now located in Oklahoma. This curiosity led to an engaging discussion as students delved into the historical events and policies that led to the forced relocation of these tribes.
Conclusion
Reflecting on this week of teaching 8th-grade social studies, I am reminded of the immense potential of EduProtocols in engaging students, fostering critical thinking, and connecting history to their lives. From the Fast and Curious sessions that sparked curiosity to the Repuzzlers that expanded their vocabulary, every EduProtocol played a crucial role in our journey through the Age of Exploration and colonization.
Furthermore, the integration of technology, such as ChatGPT and claude.ai, added a new layer of depth to our learning experience. We were not only exploring history but also examining the tools and technologies that can enhance our understanding of the past.
Perhaps the most rewarding aspect of this week was witnessing the transformation of students who started the week with limited knowledge about our local Native American history and ended it with a deeper appreciation for the complexities of our shared history. The power of education lies not just in imparting facts but in inspiring curiosity, critical thinking, and a sense of connection to the world around us.
Teaching is often described as a journey, and each week in the classroom brings new experiences, challenges, and opportunities for growth. This past week, I embarked on an exciting adventure with my eighth-grade social studies students, focusing on questions about the study of history and the foundation of New Richmond, OH. Despite the interruptions caused by MAP testing, we managed to dive into historical inquiry and utilize EduProtocols to engage and educate our students effectively. In this reflection, I’ll take you through our week, sharing the lessons, strategies, and insights gained during this journey.
To kick off the week, I posed a fundamental question to my students: “Why do we study history?” It’s a question that goes to the heart of our subject, encouraging students to think critically about the importance of understanding the past. I introduced a sequence of EduProtocols, starting with a Frayer model to explore key concepts related to history: heritage, diversity, and empathy.
However, the unexpected occurred when I realized that none of my students had experience with paraphrasing. It was an eye-opener, reminding me that not all students come into the classroom with the same skills. Flexibility in teaching is essential, and I quickly adapted by using the Parafly EduProtocol with PearDeck (I don’t know who made the original Parafly slides I used). This tool allowed me to guide students through paraphrasing, starting with something relatable: the secret menu item from McDonald’s called the “land, sea, and air burger.”
As we progressed, students practiced paraphrasing skills with a brief paragraph on White Castle before diving into the historical content. They paraphrased one-sentence definitions and added them to their Frayer models. To culminate the lesson, they read an article on why studying history is important, selected the most compelling reason, and paraphrased it on an Iron Chef Slide. This fluid adaptation showcased the power of EduProtocols in making real-time adjustments to enhance learning experiences.
Tuesday: MAP Testing and Data Analysis
With MAP testing taking up much of the day, we had shorter class periods to work with. To maximize our time, students continued to work on their Iron Chef/Parafly slides from the previous day. Additionally, I recognized the need for baseline data on social studies content, so I had each class participate in a Gimkit quiz focused on first-quarter content.
The results provided valuable insights, with class averages ranging from 38% to 56%. I used ChatGPT to efficiently organize the data, transferring it into a spreadsheet and applying conditional formatting to identify areas of concern. This data-driven approach allowed me to tailor my teaching to address specific weaknesses and strengths in each class.
Wednesday: How Do Historians Study History?
Wednesday presented another challenge with shortened class periods, but we pressed on with our exploration of history. The guiding question for the day was, “How do historians study history?” My objective was to simplify the research process and introduce students to the basics of source analysis.
To achieve this, I provided two levels of readings on how historians approach their studies and assigned students a Thick Slide activity. This wasn’t their first encounter with Thick Slides, as we had introduced the concept the previous week. The slides required students to compare primary and secondary sources, paraphrase the steps of studying history, and formulate a question related to the history of New Richmond, OH.
I also recorded video directions as I was absent for part of the day. Despite my absence, the students demonstrated exceptional engagement, with a participation level of 90%. This experience emphasized the value of clear instructions and activities that foster student independence.
Thursday and Friday: Uncovering the History of New Richmond, OH
As the week progressed, we delved deeper into historical inquiry, shifting our focus to the founding of New Richmond, OH. To kickstart Thursday’s lesson, I allowed students to choose between taking a Gimkit quiz on states, countries, and continents or completing their Thick Slides from the previous day. These quick tasks served as a warm-up and allowed students to review their understanding of geography.
The main event of the day was the Research EduProtocol, which aimed to answer the question, “Why was New Richmond, OH founded?” This process required students to navigate through various online sources using a custom Google Search engine I had prepared. The goal was to collect four relevant facts from these sources.
Once students had gathered their facts, we took a moment to reflect on the importance of selecting information that directly answered the question. Some students had initially chosen data unrelated to the topic, such as coordinates or population figures from 2010. It was a valuable learning moment as we discussed the importance of relevance and corroborating information from multiple sources.
With their curated facts in hand, students crafted a Google slide that included the facts along with their source links. This phase not only encouraged source attribution but also emphasized the significance of verifying information across multiple sources.
Our final task was another Thick Slide activity, building upon the information collected. Students were challenged to paraphrase their five facts, compare the founders of New Richmond, add two relevant pictures with captions, and practice writing a topic sentence. This comprehensive exercise reinforced several key skills, including paraphrasing, source analysis, and writing composition.
Conclusion: Reflecting on a Week of Growth
As I look back on the past week of teaching eighth-grade social studies, I am reminded of the importance of flexibility and adaptability in education. While our schedule was disrupted by MAP testing, we managed to engage our students effectively through the intentional use of EduProtocols and data-driven instruction.
Our journey through the week allowed students to grapple with fundamental questions about history and develop essential skills such as paraphrasing, source analysis, and topic sentence construction. The EduProtocols provided structure and consistency, while also allowing for dynamic adjustments when needed.
As educators, we must continuously assess our teaching methods, adapt to the diverse needs of our students, and use data to inform our decisions. This week’s experiences reaffirmed my commitment to fostering a deep understanding of history and equipping my students with the skills they need to be critical thinkers and engaged citizens.
Exhausted but Inspired: My Journey into EduProtocols during the First Week of School
As I sit down to gather my thoughts after the whirlwind that was our first full week of school, the exhaustion is palpable. It’s a unique blend of fatigue and exhilaration, a feeling that only educators truly understand. This week marked the beginning of a new academic year, and I embarked on a mission to introduce my 8th-grade social studies students to the transformative world of EduProtocols. These student-centered lesson structures have become a cornerstone of my teaching approach, and I was eager to witness their impact on my classroom. From Thin Slides to Sketch and Tell, Fast and Curious to Research Protocols, and Thick Slides, each day brought new revelations and connections. For those of you who might be fellow educators following my journey, it’s worth noting that my classes are confined to a brisk 47-minute window this year.
The first day of the week unfurled as a canvas of potential. With all grade levels converging in the building, there was an electric buzz in the air. As I stood before my 8th graders, I knew that diving into the syllabus wouldn’t suffice. My goal was to engage them immediately, and the Fast and Curious EduProtocol seemed just the ticket. With Gimkit as my partner, I designed a series of questions that offered glimpses into my identity as an educator and our classroom expectations. From my favorite number to the various districts I’ve taught in, the questions spanned a spectrum of curiosity. With the timer set to four minutes, the classroom was a whirlwind of responses and laughter.
But this wasn’t just a game; it was a bridge to deeper engagement. After the Gimkit frenzy subsided, I delved into the three most frequently missed questions, nurturing a spirit of competition and reflection. A second round followed, lasting three minutes, during which I encouraged my students to aim for higher averages and answer more questions. This approach instilled a sense of friendly competition and the drive for self-improvement.
And then came the unexpected twist—the Escape Room. Drawing inspiration from a template by Dominic Helmstetter, I crafted a narrative where a page from my syllabus had mysteriously disappeared. To retrieve it, students needed to navigate through a series of challenges and solve clues. Each clue led them closer to the missing syllabus page, hidden ingeniously behind one of the nine lockers in our classroom. The excitement was palpable as they used their knowledge of the syllabus to answer questions and unlock a Google Form, eventually unveiling a Wordle puzzle. The puzzle’s solution—”LOCKER”—revealed the hidden page’s location.
With the page recovered, I segued into reviewing my class goals with my students. These goals, carefully curated over the summer, form the foundation of my lesson planning and organization. Each goal is a stepping stone towards comprehensive learning, covering everything from mastering the parts of speech with 90% accuracy to identifying and explaining key historical events and people from world history. This list can be found here.
Tuesday: Unleashing Creativity and Connection
The second day of the week dawned, and my students and I were ready to dive into a fresh batch of EduProtocols. Starting with the previous day’s momentum, I introduced the Thin Slide Eduprotocol. A simple prompt—”What is a food no one should ever eat?”—spurred a flurry of creativity. In just three minutes, each student designed a slide comprising a picture and a single word or phrase. The catch? Each slide would be presented within eight seconds or less, a nod to my favorite number, eight.
The Thin Slide was followed by the Sketch and Tell protocol. For this, I turned to Justin Unruh’s template, drawn to its black-and-white design. Guiding my students through the protocol, I posed a question: “What is your hobby or talent?” Armed with Google shapes, they sketched their responses in five minutes. Partner discussions and subsequent five-minute writing sessions delved even deeper into their chosen hobbies or talents.
What struck me most about this day was the familiarity my students displayed with EduProtocols. Having experienced them in previous years, they navigated the activities with ease, a testament to the lasting impact of student-centered learning. Their comfort with the protocols allowed them to achieve more in less time, a stark contrast to the previous year when the learning curve was steeper.
Wednesday: Connecting Through Words and Illustrations
Wednesday arrived, and we practiced Frayers. We used the Frayer a Friend Smart Start protocol to forge connections and deepen understanding among my students. Eight minutes were allocated, although students completed the task in just five minutes. This rapid engagement was a testament to their familiarity with the protocols.
The next activity was inspired by a post I saw from Josie Wozniak – a creative approach that involved ripping pages from an old book. Each student received a page and circled three words that resonated with them and one word that did not. They then paired up with a new partner to engage in a “Frayer” interview. The questions focused on the words they had chosen, drawing out personal connections and reflections. This exercise added layers of introspection and empathy to the classroom environment.
The day concluded with an artistic twist. Tasking the students with illustrating their chosen book pages, their creativity and the depth of their connections to the words was awesome.
Thursday: Exploring Continents, Countries, and Context
Thursday brought new challenges and opportunities. I kicked off the day with another round of the Fast and Curious protocol, utilizing Gimkit to bolster our geographical knowledge. Designed with our goal to identify continents, countries, and states with 90% accuracy in mind, the Gimkit session featured 36 questions centered around the regions we explore in class. The results were a mixed bag, with class averages ranging from 51% to 62%. This experience not only reinforced the importance of our class goals but also highlighted areas that needed attention.
Transitioning seamlessly from geography to research, I introduced the Research Protocol—an approach mentioned in the EduProtocols Field Guide: Social Studies Edition. The students were tasked with researching and sharing three facts about snack foods in 8-9 minutes. The information was collected through a Google Form, which was then transformed into a Google Sheet. From this data, the students crafted visual slides, complete with titles and images, within a 12-15 minute timeframe.
The process continued with the ranking of facts, encouraging critical thinking and evaluation. Subsequently, the students embarked on a writing journey, distilling their newfound knowledge into a summary paragraph using Socrative. This exercise not only showcased their ability to synthesize information but also aligned with our class goal of writing concise paragraphs summarizing various materials. Inspired by this, I harnessed the power of technology to analyze their writing. By copying and pasting the paragraphs into ChatGPT, I received invaluable data on topic sentence coherence, supporting details, concluding sentences, and the use of transitional words. This data provided a baseline for improvement and growth.
Friday: Geography, Reflections, and Creative Expression
As the week drew to a close, Friday arrived, promising new challenges and a sense of culmination. Returning to the Gimkit session from Thursday, we delved back into geography, aiming to improve upon our scores. This time, the results were more encouraging, with every class scoring between 62% and 76%. Providing hints and mnemonic devices, such as “MIMAL” for the map, and creative associations for state outlines, allowed students to showcase their growth.
Transitioning to the Thin Slide protocol, I posed a question: “Share a boring fact about yourself.” After 3 minutes, and some quick presentations, I introduced the Thick Slide protocol. Challenging the students to deconstruct their experiences, they designed slides detailing their first week of school. This comprehensive task included a title, four key takeaways from the week, a shoutout to someone who made their week better, a comparison of two classes, and a carefully selected picture with a relevant caption. The depth and thoughtfulness that went into these slides was heartening.
But the learning journey was far from over. To round off the week, I introduced a Random Emoji Paragraph activity on Socrative. As students reflected on their first week back, the challenge was to create sentences related to the emojis. This exercise demanded critical thinking and a mastery of language, pushing them to communicate their thoughts effectively.
Conclusion: A Week of Growth and Promise
As I close the chapter on this exhaustive week, I’m filled with a sense of accomplishment and gratitude. The introduction of EduProtocols has not only deepened the engagement of my students but also streamlined my teaching process. Witnessing the ease with which my 8th graders navigated these activities, fueled by their prior exposure, has underscored the power of student-centered learning. The protocols have become a thread weaving through our classroom, fostering a sense of community and shared exploration.
This first week has set the tone, laying the foundation for a year filled with growth, connection, and meaningful learning experiences. While exhaustion lingers, it’s intertwined with a sense of promise and the knowledge that this journey is one worth every ounce of effort.
Moler's Musings 