Tag: teachers

TWTW

The Week That Was In 234

Last week, I kicked off my social studies unit with a pre-assessment using a citizenship test. The goal for my students was to answer six or more questions correctly. Out of the 89 students I teach across four periods, only six met that benchmark.

Faced with a tight timeline, I knew I had to make every lesson count. By the end of the week, after incorporating engaging EduProtocols, 70 out of 89 students achieved a score of six or higher on the same test. The growth was incredible and a testament to how these strategies support both understanding and retention.

Monday – Sketch and Tell-O Branches

Tuesday – Checks and Balances

Wednesday – Federalism

Thursday/Friday – Supreme Court Cases

Monday: Separation of Powers

Focusing on all seven principles of the Constitution is overwhelming for 8th graders, so I start by introducing separation of powers as the foundation of understanding how the government works. My goal is to connect the concept to the branches of government and their basic functions, creating a clear starting point for students.

Tug of War: Introducing Separation of Powers

When students entered the classroom, they were met with a tug of war rope stretched across the room. The curiosity was instant—”Are we playing tug of war?” they asked. Instead of answering directly, I invited them to imagine the floor surrounding the rope represented tyranny, greed, corruption, and despotism.

I asked, “Should a government be surrounded by these negative forces?” Of course, the answer was “no.”

  • Round 1: One volunteer attempted to lift the rope out of the “corruption.” The catch? They couldn’t bunch it up or stretch it too far—it had to stay taut. Predictably, it didn’t work.
  • Round 2: A second volunteer joined, but the rope still couldn’t be lifted properly.
  • Round 3: With three volunteers, the rope was successfully lifted out of the corruption.

I explained that this is why we have separation of powers—no single branch can do it alone. By dividing power, we prevent tyranny and ensure the government operates effectively.

Quick Notes and Fast and Curious

Next, I introduced the three branches of government—executive, legislative, and judicial—through a brief set of notes. These quick notes provided an overview of the branches and their basic responsibilities.

We followed this up with a Fast and Curious Gimkit round, focusing on vocabulary and key concepts like the branches and their roles. Students played for 3 minutes, and I reviewed the most-missed questions afterward to clarify misunderstandings.

Sketch and Tell-O: Exploring the Branches

Using an article from iCivics, students explored each branch in more depth through a Sketch and Tell-O activity. For each branch, they:

  • Sketched a visual representation of the branch’s role (e.g., a gavel for judicial).
  • Wrote a brief description summarizing its main function.

This activity helped students connect abstract ideas to tangible visuals and concise explanations.

Fast and Curious: Reinforcing Understanding

After the Sketch and Tell-O, we returned to Gimkit for two more Fast and Curious rounds, each lasting 3 minutes. The goal was to reinforce what students had just learned about the branches of government. Scores improved noticeably, and the repetition solidified their understanding of the material.

Sneaker Sketch and Tell: Creative Connections

To wrap up the day, we used a Dominic Helmstetter Sketch and Tell Sneaker activity. Students designed a sneaker to represent one branch of government and wrote a brief summary explaining their design.

Tuesday: Checks and Balances

Continuing with the principles of the Constitution, Tuesday’s focus was checks and balances. This lesson aimed to go beyond the basics and help students connect vocabulary, real-world applications, and creative thinking to demonstrate their understanding.

Quick Notes: Setting the Stage

To begin class, I gave a brief lecture introducing checks and balances, focusing on key terms like impeach, override, and veto. I also provided basic examples:

  • The president can veto a bill passed by Congress.
  • Congress can override a veto with a two-thirds majority.
  • The judiciary can rule laws unconstitutional.

These quick notes established foundational knowledge for the activities that followed.

Scenario-Based Analysis

Each student received a detailed checks and balances chart, categorizing the actions of each branch and how they could be checked by another branch. Students worked through three simple scenarios requiring them to infer how checks and balances worked in practice.

For example:

  • “A potential bill was vetoed.”
    • Students identified that the executive branch (president) has the power to veto a bill.
    • Then, they determined that the legislative branch (Congress) could check this action by overriding the veto.

These scenarios required students to apply their understanding of the chart and start thinking critically about the system.

Annotate and Tell: Real-World Examples

Next, students examined three AI-generated short stories based on recent events tied to checks and balances:

  1. Trump’s impeachment.
  2. Obama’s executive orders on gun control.
  3. Biden’s exploration of student debt cancellation.

For each story, students:

  • Annotated key actions by the executive branch.
  • Answered analysis questions, such as:
    • How did the legislative branch check the president in this example?
    • What role did the judiciary play (if any)?

This activity added context and relevance, showing students how checks and balances function in modern government.

Sketch and Tell Comic: Bringing Stories to Life

To wrap up, students used the Sketch and Tell comic format paired with the SWBST (Somebody, Wanted, But, So, Then) storyboarding technique. Students had two options:

  1. Create an original scenario that demonstrated checks and balances in action.
  2. Illustrate one of the AI-generated stories from earlier in class.

Each comic needed to show how multiple branches interacted, with annotations explaining the characters’ roles and the checks and balances applied.

As students shared their creations, they articulated detailed descriptions of the interactions between branches. For example, one student illustrated Congress overriding a veto with a vivid depiction of lawmakers “lifting” a veto stamp off a bill, while another highlighted a Supreme Court decision striking down an executive order.

Wednesday: Federalism

For my federalism lesson this year, I decided to switch things up while keeping the core elements that have worked well in the past. The focus was on making the concept of federalism relatable and interactive, while emphasizing key ideas like enumerated, reserved, and concurrent powers.

Thin Slides: Federalism in Context

The lesson began with Thin Slides, which provided a quick and creative way for students to process information.

  1. For the first slide, students read a brief description of federalism and chose:
    • One word to represent federalism.
    • One picture that symbolized the idea.
    • They then explained their choices, sharing insights like “I chose ‘shared’ because both the state and national government share responsibilities.”
  2. The second Thin Slide focused on real-world examples of federalism. Students looked up the legal driving age in Ohio and compared it to other states. We discussed who sets these laws (state governments) and why they vary.

This activity transitioned into another research task: students looked up the minimum wage in Kentucky, Ohio, and California, noting how state laws differ and how federalism allows for this variation.

Sketch and Tell: Breaking Down Federalism

Students used a Sketch and Tell template to dive deeper into the structure of federalism.

  • Using an infographic or a modified textbook reading, students visualized expressed powers, state powers, and concurrent powers.
  • They created drawings or used icons to represent examples, like a scale for concurrent powers (taxation) or a dollar sign for state powers (setting minimum wage).

This activity helped students connect abstract terms to concrete examples, reinforcing the distinctions between the different types of powers.

Thick Slide: Synthesizing Learning

To wrap up the lesson, students completed a Thick Slide, which allowed them to reflect and synthesize their learning. On their slides, they included:

  • Three things they learned about federalism.
  • Examples of enumerated, reserved, and concurrent powers.
  • A picture that represented federalism.
  • A correction task, where they fixed an incorrect statement about federalism to make it true.

Thursday: Upgrading Bill of Rights Knowledge

The Bill of Rights can be tricky for 8th graders to memorize and understand, so Thursday was all about making the amendments memorable, engaging, and accessible. I kicked off class with a 10-question Quizizz to assess students’ baseline knowledge. As expected, most students remembered the 1st and 2nd Amendments but struggled with the rest. Class averages reflected this, coming in at 34%, 33%, 41%, and 34%. It was clear we needed a creative strategy to make these amendments stick.

Sketch and Tell-O: Prepping for Memory Aids

I handed out a Sketch and Tell-O template with 10 empty circles, one for each amendment. Students would use this to jot down sketches or notes based on the memory aids I shared during the lesson.

Memorable Mnemonics: Learning from Dave Burgess

For each amendment, I used a fun, engaging strategy inspired by Dave Burgess to help students connect the concept to something they could easily recall.

  • 3rd Amendment: I told the story of Goldilocks making herself at home in the Three Bears’ house, linking it to the prohibition of soldiers being “quartered” in homes without consent.
  • 6th Amendment: I showed a clip of an NFL player’s quick “pick six” interception to emphasize the idea of a speedy trial.

The students were laughing, engaged, and eagerly sketching the memory aids into their templates. They loved the zany connections and seemed to absorb the material effortlessly.

Assessing Growth with Quizizz

After finishing the activity, I had students tuck away their sketches and notes. Then we launched the same Quizizz again to check for growth. The results were encouraging:

  • Class averages jumped to 74%, 77%, 68%, and 77%.

While the scores were slightly lower than last year’s averages, the improvement from the first round showed the power of these memory tricks. I’ll tweak a few things next time to fine-tune the approach, but overall, this was a win.

Friday: Applying the Bill of Rights

With the foundational knowledge of the Bill of Rights in place, Friday was all about applying that learning to real-world Supreme Court cases. The goal was to help students see how the amendments are interpreted and used in real-life scenarios—especially those that resonate with their own experiences as 8th graders.

Starting with EdPuzzle

Class began with an EdPuzzle video explaining the Supreme Court and how cases make their way to the highest court in the land. This gave students a framework to understand the cases they’d be analyzing later in the lesson.

Landmark Supreme Court Cases: An Interactive Experience

I curated a selection of Supreme Court cases that focused on issues students could relate to, such as:

  • The Pledge of Allegiance in schools.
  • Social media speech.
  • School punishment policies.
  • Prayer in schools.

Each case summary was printed onto cards and placed in envelopes around the room. To add an extra layer of engagement, one envelope included a bonus Bill of Rights Quizizz (which the students were now averaging 75–80% on—a huge improvement!).

The Activity

Students were divided into small groups and given 25 minutes to circulate through the envelopes and analyze as many cases as possible. For each case, their tasks were to:

  1. Guess which Constitutional amendment was in question.
  2. Predict how the Supreme Court ruled on the case.

The students did a great job identifying the relevant amendments, but the real excitement came when I shared the actual rulings. Many of the decisions surprised them or conflicted with their personal opinions, sparking lively discussions about how amendments are interpreted and applied.

Citizenship Test: Wrapping Up the Week

To end class, we returned to the same citizenship test we started with earlier in the week. The results were remarkable:

  • At the beginning of the week, only six out of 89 students scored six or higher.
  • By Friday, after incorporating engaging lessons and EduProtocols, 70 out of 89 students achieved that benchmark.
TWTW

The Week That Was In 234

Coming back from winter break, we hit the ground running with the principles of the Constitution. The transition wasn’t easy—snow delays and uneven class times on Wednesday threw off our rhythm, and the textbook’s overwhelming vocabulary and dense content didn’t help. After some reflection and collaboration with a trusted colleague, I decided to adjust my approach.

This week, I focused on balancing structured teaching with interactive activities. By combining brief lectures, discussions, and EduProtocols, I aimed to make the principles of the Constitution accessible, engaging, and meaningful for my students. Here’s how the first two days unfolded.

Wednesday

After a snow-filled delay, Wednesday marked our first day back from winter break—and what a chaotic return it was. With a 2-hour delay, my classes were unevenly shortened to 30–46 minutes, and the pressure to cram an entire week’s worth of lessons into a limited timeframe only added to the frustration.

Teaching the principles of the Constitution is one of my favorite units, but the constraints of the textbook and deadlines imposed by common assessments make it hard to teach the way I know my students need. The textbook oversimplifies and overcomplicates at the same time—cramming seven principles into one chapter, with little focus on building foundational knowledge like understanding the branches of government or their roles. Cognitive load theory is completely ignored, and it’s clear the materials weren’t designed with middle school learners in mind.

Despite the challenges, I’m determined to make this unit engaging and meaningful for my students. Teaching shouldn’t feel like a race against a textbook or an arbitrary deadline—it should be about meeting students where they are and guiding them to where they need to be.

Starting with a Pre-Assessment

Given the shortened day and the need for a strong foundation, I kicked off the unit with a pre-assessment using questions from the U.S. citizenship test. I chose 10–11 questions that were directly tied to the principles of the Constitution. To keep the focus on critical thinking, I didn’t include answer choices—students had to come up with their responses based on their prior knowledge.

Here’s how the activity worked:

  1. Read Aloud: I read each question aloud, giving students time to think and respond.
  2. Trade and Grade: Students swapped papers with a partner to grade each other’s responses.
  3. Discussion: We went over each question as a class, discussing the correct answers and why they mattered.
Why It Worked

This activity served as both a pre-assessment and an opportunity to spark curiosity. Students were engaged in the discussion, and it gave me a sense of where they stood in terms of their knowledge of the Constitution’s principles. It also set the stage for deeper dives into each principle later in the week.

Reflection

It wasn’t the most exciting day, but it was an important one. The citizenship test questions provided a low-stakes way to ease back into learning while laying the groundwork for the unit. With the time crunch and external pressures, it’s not the start I wanted, but I’m determined to make the most of the days I have.

This week will be about finding ways to engage my students, break down complex ideas, and show them why the principles of the Constitution still matter today—despite the challenges of the snow, the textbook, and the ticking clock.

Thursday

After reflecting on Wednesday and discussing with my colleague Drew Skeeler, I decided to adjust my approach to teaching the principles of the Constitution. While I typically avoid lecturing, it became clear that short, focused direct instruction was what my students needed to build foundational knowledge. The plan was simple: 5–10 minutes of direct teaching, followed by turn-and-talks, and then an activity that built on the lecture using EduProtocols.

This shift felt necessary. Even though it’s not my preferred teaching style, it aligns with what will help my students engage with and understand the content right now.

The Lesson Plan

1. Lecture and Turn-and-Talks
I started with a 10-minute lecture introducing the seven principles of the Constitution:

  • Popular Sovereignty
  • Limited Government
  • Separation of Powers
  • Checks and Balances
  • Federalism
  • Republicanism
  • Individual Rights

The goal was to provide a high-level overview with examples to make each principle relatable. For example, I explained checks and balances by describing how the president can veto a law passed by Congress, but Congress can override that veto.

After the lecture, students turned to a partner to discuss two questions:

  • Which principle seems the most straightforward to you?
  • Which principle do you think will be the hardest to understand?

These quick discussions helped students process the information and gave them a chance to voice initial thoughts or questions.

2. Fast and Curious Gimkit
Next, we jumped into a Fast and Curious Gimkit to reinforce the principles. The game included vocabulary and short explanations related to each principle.

  • Students played for 3 minutes.
  • I provided feedback on commonly missed questions.
  • We ran the Gimkit again to improve accuracy.

3. Worksheet and Activity
I pulled a worksheet from the textbook, but as usual, the vocabulary and phrasing were too complex for my 8th graders. To make it accessible:

  • I simplified the questions to focus on key ideas like Why is separation of powers important?
  • On the back, I added a Sketch and Tell-O activity where students drew a symbol for one of the principles and explained their choice.
  • I also included a reflection question: Which principle do you think is the most important? Why?

4. Closing with Fast and Curious
We ended the lesson with one more round of the Gimkit to lock in what they’d learned. By the third round, scores were improving, and I could see the growth in their confidence.

Reflection

This lesson was a blend of compromise and creativity. The short lecture laid a clear foundation, the turn-and-talks helped students process the information, and the combination of EduProtocols and a modified worksheet gave them multiple ways to engage with the content.

While lecturing isn’t my favorite approach, it felt like the right choice today. Pairing it with interactive and creative activities made the lesson balanced and effective. Watching my students improve through the Fast and Curious Gimkit rounds and seeing their creativity in the Sketch and Tell-O reminded me that sometimes, adapting is the best way to meet students where they are.

TWTW

The Week That Was In 234

Introduction

The past few weeks have been challenging—probably some of the toughest I’ve faced as a teacher. Being sick on and off for nearly a month has left me drained, both physically and mentally. Adjusting to a new school setting, new students, and trying to figure out what works has added to the weight. This year has forced me to stray from some of my core teaching philosophies. I’ve had to rely on strategies like extra credit, guided notes, and even the textbook more than I’d like.

I’m not relying on the textbook entirely, but it’s jam-packed with far too much information for 8th graders to process effectively. Pair that with vocabulary that feels overwhelming—words like negotiate, stimulate trade, inland, and emerged—and it’s clear the textbook isn’t a practical tool for building understanding. The challenge of teaching Tier 1 and Tier 2 vocabulary alongside complex historical concepts often feels insurmountable. When a student recently asked me, “What’s a stencil?” (I’m serious), I realized just how wide the gap can be.

The workload is also a challenge. There’s so much material to cover, and balancing meaningful activities with manageable workloads has been a constant juggling act. It’s hard not to feel like everything is just too much—for my students and for me.

I love writing in this blog; it’s a space to reflect and process. But lately, it’s felt like one more thing I can’t always keep up with. From here on, I’ll write when I can and focus on sharing what feels meaningful.

This week, though, I had three big wins. These are moments where my students were engaged, excited, and learning—and that’s what keeps me going.

Finish the Drawing Template

1. Gimanji: Gamified Review

What It Is:
Gimanji is a competitive review activity created by Alexis Turnbull that combines Gimkit, Blooket, Quizizz, Kahoot, or any mix of platforms. It’s a hit with students because it’s fast-paced, fun, and team-based.

How to Run It:

  1. Start with a Gimkit
    • Create a short, themed quiz. For example, I made a holiday-themed Gimkit with 12 questions about winter holidays.
    • Run the game for about 5 minutes and let the top 4 or 5 finishers choose their teams.
  2. Switch to a Blooket
    • Pick a mode that keeps the energy high. For our holiday version, I chose Santa’s Workshop, which is based on speed and luck.
    • Award points to the top 5 finishers—5 points each worked well for us.
  3. Add a Kahoot
    • Create a Kahoot quiz based on a fun theme. Ours was holiday songs represented by emojis. Students earn points based on accuracy and speed.
    • Keep it short—5 to 8 minutes is perfect.
  4. End with Quizizz
    • Finish with another short quiz. We did a round on holiday cookies.
    • Again, the top 5 finishers earned points for their team.

Why It Worked:
The variety of platforms kept students engaged, and the team-based competition added an extra layer of excitement. By rotating through different tools, you can cater to a range of learning styles and keep the activity fresh. Gimanji is flexible—you can adapt it to any subject or theme.

2. WeWillWrite: Gamified Writing

What It Is:
WeWillWrite is a platform that turns writing into a gamified activity. Students respond to creative prompts in secret teams, assess their peers’ writing, and compete for points.

How to Run It:

  1. Sign Up and Create a Session
    • Log in to WeWillWrite and create a session. The platform has premade prompts for all grade levels.
  2. Introduce the Activity
    • Students join with a code, similar to Gimkit or Blooket.
    • The platform automatically places them into secret teams.
  3. Write and Assess
    • Display the first prompt (e.g., “Convince your grandma her cringe gift is perfect”).
    • Students write for 3 minutes—there’s no submit button, so they’re encouraged to write the entire time.
    • After writing, students self-assess and read the work of their teammates.
  4. Vote and Award Points
    • Teams vote on the best, funniest, or most thoughtful piece.
    • Winning entries are displayed, and AI highlights literary elements like metaphors, adjectives, and personification.
  5. Repeat for Additional Rounds
    • Continue with new prompts, tracking team scores along the way.

Why It Worked:
The prompts were fun and accessible, encouraging even reluctant writers to participate. The anonymity of secret teams removed the fear of judgment, and the AI feedback added a layer of validation and learning. It was exciting to see students so invested in writing, and the self-assessment piece encouraged reflection on their work.

3. Finish the Drawing

What It Is:
This activity, inspired by Howson History, combines creativity with content. Students complete partially drawn images based on prompts tied to your curriculum.

How to Run It:

  1. Prepare the Drawings
    • Create a sheet with 9 unfinished drawings—simple shapes or partial designs that students can build upon.
    • Provide space under each box for labels.
  2. Randomize and Assign Prompts
    • Have students randomly number the boxes on their sheet.
    • Call out prompts one at a time. For example:
      • “How would King George react to the Declaration of Independence?”
      • “Illustrate mercantilism in action.”
      • “What worried Anti-Federalists about the Constitution?”
  3. Drawing and Labeling
    • Give students 3 minutes to complete their drawing and label it with key terms or ideas.
  4. Repeat and Discuss
    • Continue with new prompts, encouraging students to share and explain their drawings as time allows.

Why It Worked:
This activity made abstract concepts more tangible. Students who might struggle with writing or vocabulary could still demonstrate understanding through visuals. It sparked great discussions and could easily transition into a Sketch and Tell or Sketch and Tell-O.

Final Thoughts

This week reminded me why I love teaching, even during tough seasons. These activities—Gimanji, WeWillWrite, and Finish the Drawing—brought energy and engagement back into my classroom. They provided ways to work around vocabulary gaps while keeping students focused and excited.

If you’re looking for ways to shake up your lessons and get your students excited, I highly recommend trying these strategies. They’re flexible, fun, and effective—proving that a little creativity can make a big difference!

AI and EduProtocols

Ohio EduProtocols Roadshow: A Game-Changer for Teachers

The Ohio EduProtocols Roadshow on October 25, 2024, at the Northern Buckeye Education Council’s headquarters brought together educators from Ohio, Indiana, Michigan, and West Virginia for an unforgettable day of learning, collaboration, and inspiration. This transformative professional development event showcased the power of EduProtocols to revolutionize teaching, engage students, and create lasting impacts in classrooms, schools, and districts.

EduProtocols in Action

The day featured a lineup of authors and hotshots who modeled EduProtocols in real time, helping attendees see how these strategies could transform their classrooms:

Jon Corippo, co-founder of EduProtocols, energized the room with his dynamic presentations on Fast and Curious and Random Emoji Paragraph. Teachers saw how these strategies transform formative assessments into interactive, game-like experiences and writing tasks into creative, student-centered activities.

Adam Moler, co-author of the EduProtocols Field Guide Social Studies Edition, engaged participants with his session on Sketch and Tell-O. He demonstrated how blending visual storytelling with core content gives students meaningful opportunities to express understanding in innovative ways while building their creativity and engagement.

Dominic Helmstetter, a national presenter and EduProtocols hotshot, wowed attendees with his session on Thin Slides. He showed how students could synthesize information and develop presentation skills in under five minutes, sparking both creativity and confidence while making learning dynamic and efficient.

Dr. Randall Sampson, an EduProtocols champion, brought a unique perspective to the event by offering CEUs for participants and sharing compelling student growth data tied to EduProtocols. Randall highlighted how these strategies have led to measurable improvements in academic achievement, engagement, and classroom efficiency. His session inspired educators to think critically about how EduProtocols can foster long-term growth and success for their students.

Real-Time Insights: Addressing Educator Challenges

One of the most valuable aspects of the Roadshow was its emphasis on addressing real-world classroom challenges with practical solutions. At the end of the Roadshow, a Padlet board was set up and used for participants to ask questions and have them answered in real time. Key questions raised during the sessions highlighted the adaptability and effectiveness of EduProtocols in diverse settings:

  1. Grading Simplified Yet Impactful
    A recurring question from attendees was: “How do I grade these activities?” Presenters emphasized keeping it simple. Most EduProtocols are designed for formative assessment during the week, relying on pass/fail or completion checks. Summative assessments, like final Thin Slides or Sketch and Tell-O presentations, can involve clear, rubric-based grading. For example, participation-based grading (e.g., completing 80% of Gimkit or Sketch tasks) or letter grades for final synthesis projects ensures accountability while reducing teacher workload.

“EduProtocols aren’t about piling on work for teachers or students—they’re about making learning visible and simplifying assessment in meaningful ways.”

  1. Tools That Support Engagement and Collaboration
    Participants were curious about the best tools to use with EduProtocols. Presenters highlighted versatile platforms like Google Slides for Thin Slides, Padlet for Iron Chef-style collaboration, and Curipod for interactive, AI-driven lessons. These platforms make it easy for students to share, engage, and collaborate, fostering a classroom environment where every voice matters.

“The right tools make EduProtocols seamless and accessible. It’s about finding what works best for your students and classroom needs.”

  1. Creating a Safe, Collaborative Classroom Culture
    A significant topic was how to foster a safe space where students feel confident sharing their work. Strategies included:

Using anonymous tools like Curipod for responses to avoid popularity bias.
Keeping activities fast-paced and light to reduce anxiety.
Reinforcing classroom norms and shutting down negativity quickly.
“EduProtocols build confidence because they focus on the process, not perfection. Students feel safe to try, share, and grow.”

  1. Balancing Engagement with Accountability
    Educators asked: “What about students who only work if it’s graded?” The experts reassured them that the engagement built into EduProtocols—like the competition in Fast and Curious or the creativity in Sketch and Tell-O—naturally motivates students. For those who still struggle, incorporating visible progress, like tracking Gimkit scores or showcasing Thin Slides, can provide the accountability they need.

“When students see their progress in real time and know their work matters, engagement follows.”

A Teacher’s Perspective

The collaborative, solution-driven nature of the event resonated with educators. Angie Behnfeldt, a teacher from Stryker Schools, shared:

“I attended alone since EduProtocols are not yet widely known in my district, but now I can’t wait to share what I’ve learned. The testimonies, anecdotes, and data shared throughout the day were incredible. You’ve inspired all of us to roll up our sleeves and start teaching better while working less!”

Transform Your Teaching

The Ohio EduProtocols Roadshow wasn’t just another professional development session—it was a movement. Teachers left with practical tools, actionable strategies, and a renewed sense of purpose. The modeling of EduProtocols in real time showed how these tools can be adapted to any subject or grade level, creating classrooms where students are engaged, teachers are energized, and learning is visible.

“Watching educators light up as they realized how these tools could transform their classrooms reminded me why I love this work.” – Dominic Helmstetter

Don’t miss your chance to experience the EduProtocols Roadshow and join a growing community of educators transforming teaching and learning. Visit the EduProtocols Plus site and mark your calendar for the next event and prepare to unlock the full potential of your classroom!

TWTW

The Week That Was In 234

This week, we dug into the foundations of the United States government and explored how early laws shaped the country’s growth. EduProtocols were front and center as we kept students engaged and active in their learning:

📊 Monday: Introduced The Tier List to rank government systems and used Iron Chef with Padlet to analyze types of governments.
🍬 Tuesday: Gummy bears turned abstract government concepts into tangible representations, followed by another Tier List ranking activity.
📖 Wednesday: Students tackled the Articles of Confederation with a Frayer Model, Justin Unruh’s template for Cause and Effect with Shays’ Rebellion, and a Sketch and Tell Comic.
🖥️ Thursday: Used Curipod to clarify the Articles and Shays’ Rebellion, helping students refine their Frayers and comics.
📜 Friday: Explored the Land Ordinance of 1785 and Northwest Ordinance of 1787 with Number Mania, connecting details to a key statement.

EduProtocols made this week dynamic and interactive, helping students dive deeper into complex topics while keeping them engaged and excited to learn!

Monday

Today, we began our new unit on the Constitutional Convention, which will cover topics like the Articles of Confederation, Shays’ Rebellion, the Northwest Ordinance, key compromises, and Federalists vs. Anti-Federalists. To set the stage, I introduced the concept of different government systems—some familiar, some new—and used a mix of EduProtocols to keep students engaged and thinking critically.

Starting with Gimkit: Activating Prior Knowledge

We started class with a quick 2-minute Gimkit on types of governments, focusing on basic terms and concepts. After the first round, I gave immediate feedback, clarifying any misunderstandings, and then we jumped into a second round. Repetition and feedback in short bursts like this are a great way to activate prior knowledge and boost confidence, especially as we dive into new material.

Introducing the Tier List: A Fun New Protocol

Next, I introduced a new EduProtocol: The Tier List (created by Eric Curts). Many students were already familiar with it, which made for a seamless introduction. We began by ranking fast food chains using the S-F ranking system. Students had three minutes to place their rankings, with the flexibility to leave tiers blank or include multiple restaurants in the same tier.

The real value of the Tier List came in the next steps:

  1. Partner Discussions: Students paired up to compare rankings and explain their reasoning, fostering meaningful discussions about personal preferences and decision-making.
  2. Live Class Results: As students submitted their rankings through a Google Form, the live results appeared on the board. This led to a fun, interactive class discussion about trends and outliers in the rankings.

This warm-up not only got students talking but also built their familiarity with the Tier List format, which we’ll use again for academic topics later in the unit.

Diving into Government Systems with Iron Chef

For the main activity, we used an Iron Chef format paired with Padlet to explore six government systems: direct democracy, monarchy, republic, authoritarian, anarchy, and confederation (I left out theocracy this time). Here’s how it went:

  1. Distributing Readings: Students received a half-page reading about their assigned government system.
  2. Padlet Contributions: Each group shared:
    • A definition of their government system
    • Two characteristics of that system
    • Potential problems or limitations
    • An AI-generated symbolic image to represent it

This collaborative activity gave students ownership over their topic and ensured a wide range of perspectives for the class to learn from.

Sketch and Tell-O: Processing and Synthesizing

To reinforce what they learned, students moved into a Sketch and Tell-O Notes activity. As they reviewed each Padlet post, they sketched a quick picture, wrote a definition, and jotted down key facts for each government style. This protocol helps students process information visually and create a set of notes they can reference throughout the unit.

Wrapping Up with Gimkit

We ran out of time, but I squeezed in a final 3-minute Gimkit to reinforce what we’d covered. Quick reviews like this are an excellent way to close a packed lesson and leave students feeling confident in their understanding.

Reflection

Today’s mix of protocols and activities was all about building foundational knowledge in an engaging and interactive way. The Tier List added a fun twist to class discussions, while Iron Chef and Sketch and Tell-O helped students dive deeper into the nuances of different government systems. Although we ran out of time, the energy and focus in the room made for a strong start to this new unit.

Tuesday

Lesson Link

Today, I realized we needed to shake things up. After starting class with a Gimkit on government systems, I noticed the results were still stagnant—students weren’t making the progress I’d hoped for. If they were struggling with basic questions, how could they effectively rank and discuss the systems on a Tier List? Time to try something different.

Gummy Bear Representations

Enter the gummy bears. I handed each student a pack of individually wrapped Haribo gummy bears and set up a Padlet. Their task: review monarchy, confederation, and republic styles of government by creating gummy bear representations of each system.

Students got creative:

  • For monarchy, some built a single gummy bear “king” surrounded by loyal “subjects.”
  • For confederation, students grouped bears into loose alliances, showing independence but some cooperation.
  • For republic, gummy bears voted or worked together as equals.

They took pictures of their creations, uploaded them to Padlet, and explained how their setups represented each government style. The energy in the room was fantastic, and students were highly engaged. This hands-on approach turned what could’ve been a dry review into something fun and memorable.

Revisiting Gimkit

After 20 minutes of gummy bear creations, we revisited the Gimkit. The results were much better this time—students had a clearer grasp of the government systems and were able to apply what they’d just reviewed in a meaningful way.

Ranking Governments with the Tier List

Next, we transitioned into the Tier List EduProtocol. This time, students ranked the styles of government we’ve studied so far. After completing their Tier List rankings, they paired up to discuss their choices and submitted their final results through a Google Form.

Wrapping Up with Class Discussion

We ended with a class discussion based on the live Google Form results, comparing trends and outliers. Students defended their rankings, debated the merits of each system, and reflected on what makes some systems more effective than others.

Reflection

Today’s gummy bear activity was a game-changer. It transformed abstract concepts into something tangible, making it easier for students to connect with and understand the material. The improved Gimkit scores showed that this hands-on, creative approach worked, and the Tier List discussion added depth to their understanding. Sometimes, all you need to reinvigorate learning is a little creativity—and a pack of gummy bears. 🍬

Wednesday

While I wasn’t in class today, I left a structured, engaging set of activities to introduce the Articles of Confederation and its connection to Shays’ Rebellion. The plan aimed to build foundational knowledge through vocabulary, visuals, and synthesis tasks, though I anticipated needing Thursday to review and reinforce some of the concepts.

Vocabulary Practice with Gimkit

The lesson began with a Gimkit focused on vocabulary terms related to the Articles of Confederation. This provided a quick, interactive way for students to familiarize themselves with key terms they’d encounter in the reading and activities.

Edpuzzle: Visual and Audio Support

Next, students watched a six-minute Edpuzzle video on the Articles of Confederation. The video served as a concise visual and auditory primer, helping students understand the context and purpose of the Articles while highlighting its strengths and weaknesses.

Frayer Model: Breaking Down the Articles

Students then completed a Frayer model on the Articles of Confederation, paired with a reading. The prompts encouraged them to:

  • Define the Articles of Confederation.
  • Explain one reason why the government was intentionally made weak.
  • List three powers Congress had under the Articles.
  • Identify four weaknesses of the government.

This activity pushed students to engage with the text critically and organize their understanding in a structured way.

Exploring Shays’ Rebellion

To connect the Articles to its historical impact, I included a Justin Unruh template focused on Shays’ Rebellion. Students identified:

  • The cause of the rebellion.
  • The who, what, when, and where of the event.
  • The effect Shays’ Rebellion had on the call for a stronger federal government.

This task linked abstract governmental weaknesses to a real-world crisis, helping students see how the Articles’ limitations played out in history.

Sketch and Tell Comic: Synthesis

The final activity was a Sketch and Tell comic. Students were tasked with synthesizing the day’s learning by illustrating:

  1. What the Articles of Confederation were.
  2. Two weaknesses of the Articles.
  3. Shays’ Rebellion.
  4. One success under the Articles.

This activity combined creativity and critical thinking, but as expected, many students didn’t finish this part. We’ll use Thursday to revisit and complete it.

Reflection

Today’s plan blended a variety of tools—Gimkit, Edpuzzle, Frayer models, and a Sketch and Tell comic—to help students engage with foundational ideas about early American government. While I wasn’t there to guide them, the scaffolding allowed for independent exploration. Still, Thursday will be key for addressing gaps and ensuring everyone synthesizes these concepts fully. Sometimes, lessons like these are reminders of the importance of follow-up, especially when tackling big, interconnected topics like these.

Thursday

Today was all about getting everyone on the same page with the Articles of Confederation and Shays’ Rebellion. After Wednesday’s independent work, I decided that a more guided and interactive approach was needed to fill gaps and ensure everyone had a clear understanding. Enter Curipod, an AI-powered tool similar to Pear Deck and Nearpod, which helped make today’s lesson engaging and collaborative.

Using Curipod to Guide the Lesson

If you haven’t tried Curipod, let me just say—it’s a game changer! I asked Curipod to generate a lesson for 8th graders about the Articles of Confederation and Shays’ Rebellion. It created a structured lesson with key topics like:

  • Successes and Weaknesses of the Articles
  • The Structure of Government
  • Cause and Effect
  • Shays’ Rebellion

What makes Curipod especially great are the interactive pieces. For example, it included prompts like:

  • “Why do you think the founding fathers didn’t create an executive branch with a president?”
  • “Why do you think they created a central government that couldn’t levy taxes?”

Students had three minutes to respond, thanks to the built-in timer (adjustable if needed). Once time was up, students could read and vote on the most relevant responses—anonymously! This feature is a huge win because it encourages honest, thoughtful answers without turning into a popularity contest.

Curipod also lets you add, edit, or delete information on the slides, making it highly adaptable to fit your classroom needs. The free version alone is incredibly robust, and I loved how it seamlessly tied into today’s goals.

Revisiting and Fixing Frayers and Comics

To start, students opened the Frayer models they had worked on Wednesday. Using the Curipod lesson as a guide, they reviewed and updated their definitions, weaknesses, successes, and other key details about the Articles of Confederation. This ensured they had accurate, complete information while reinforcing what we’d already covered.

Next, we transitioned to their Sketch and Tell comic slides, where students synthesized:

  1. The Articles of Confederation
  2. Two weaknesses of the Articles
  3. Shays’ Rebellion
  4. One success under the Articles

With time to refine their work, the students made meaningful improvements to their comics, bringing together everything they’d learned so far.

Wrapping Up with Gimkit

We ended class with a quick round of Gimkit to reinforce the key terms and ideas. By now, students’ scores were improving steadily, showing their growing confidence with the material.

Reflection

Curipod was the perfect tool for today’s lesson—it brought clarity, engagement, and interactivity to topics that could otherwise feel dry or overwhelming. The anonymous response feature encouraged thoughtful participation, while the guided format helped students fix any misunderstandings from Wednesday’s lesson. Tying everything together with the Frayers, comics, and Gimkit made for a well-rounded day of learning and reflection. If you haven’t tried Curipod yet, I highly recommend it—it’s an absolute game changer for collaborative lessons!

Friday

Lesson Link

Today’s focus was on two key pieces of legislation: the Land Ordinance of 1785 and the Northwest Ordinance of 1787. These laws laid the groundwork for organizing and settling the Northwest Territory, so our lesson emphasized understanding how land was divided and states were established.

Starting with Gimkit

We kicked off with a 10-question Gimkit that combined review from Thursday’s lesson with new questions about today’s content. This mix kept students on their toes while reinforcing prior learning and previewing key ideas.

Reading and Proving a Statement

Next, we read an article on the Land Ordinance and Northwest Ordinance. I explained how townships were set up, breaking down the system of squares, sections, and their purposes. To apply their learning, I gave students the statement:

“The United States created an organized system to divide land and establish new states in the Northwest Territory.”

Their task was to prove the statement true using four numbers from the readings. This Number Mania activity helped them connect specific details to a broader understanding, encouraging them to think critically and organize evidence to support a claim.

Wrapping Up Early

I originally planned to include more activities, but by the time we finished the Number Mania and ran a second round of Gimkit, I decided that was enough for the day. It’s Friday, Thanksgiving break is around the corner, and the students had been working hard all week. Sometimes, it’s just as important to recognize when they need a break as it is to keep pushing forward.

Reflection

Today’s lesson was a perfect balance of review, new content, and synthesis. The Number Mania helped students focus on key details, while the Gimkit kept them engaged and reinforced their learning. Wrapping up a bit early felt like the right call—it gave students a breather after a week of hard work and set a positive tone heading into the weekend. Sometimes less really is more.

AI and EduProtocols

Brain-Book-Buddy-Boss: A Winning Review Strategy

Brain-Book-Buddy-Boss-Link

If you’re anything like me, you’re always on the lookout for strategies that actually work in the classroom—ones that not only engage students but also lead to real results. On my way to school last week, I tuned into Gene Tavernetti’s podcast, Better Teaching: Only Stuff That Works, where he had Blake Harvard as a guest. Harvard shared an approach that I knew I had to try: Brain-Book-Buddy. I ended up adding a little twist—Boss. It turned out to be the perfect way to review our English Colonies unit.

Here’s how it worked, and why it was such a game-changer for my classroom.

Step 1: Brain—Retrieval Practice That Sets the Tone

I started the review by focusing on retrieval practice. Retrieval is one of the most powerful strategies for learning—it forces students to pull information from memory, strengthening their ability to recall it later. For the “Brain” part, I had students close their Chromebooks and use their brains to answer a set of questions on the English Colonies. I gave them 10 minutes to jot down everything they could remember, emphasizing that this was just about their own recall—no notes, no devices, just their memory.

This approach was a big shift for some students, but it worked wonders. Having them rely on their brains alone set the tone for the rest of the lesson and put the emphasis on thinking instead of searching. They quickly realized that they knew more than they thought—and it was great to see that confidence building.

Step 2: Book—Reviewing and Filling the Gaps

Once the 10 minutes were up, I had the students highlight any questions they couldn’t answer or were unsure about. That’s when we moved to “Book” mode. This time, the Chromebooks came back out, but I made it clear—no Googling! We’re all about using our own resources, so students had to find the information using their class notes and any EduProtocols we had already practiced, like Cyber Sandwich or Thin Slides, to review the material.

I walked around the room to make sure everyone was sticking to the task and using the notes they had created throughout the unit. This was a chance for them to practice good habits—turning to their own resources instead of the internet—and it worked! By using their own notes, they were reinforcing those study skills that will serve them far beyond this unit.

Step 3: Buddy—Collaborating to Deepen Understanding

Next, it was time for the “Buddy” step. Students paired up and discussed the questions they’d highlighted and the answers they’d found. This collaborative element allowed them to fill in any gaps they still had and bounce ideas off one another. It’s amazing how much students learn from each other when given the space to collaborate. They were actively teaching each other and, in turn, solidifying their own understanding.

Step 4: Boss—Clearing Up Misconceptions

The final step was “Boss”—and that’s where I came in. After they had a chance to work through the material with their buddies, it was time for them to bring any remaining questions or misconceptions to me. I stood at the front of the room, and they fired off their questions one by one. I loved this part because it gave me a window into what they were still unsure about. It also gave the students the chance to clarify anything they hadn’t quite nailed down yet.

I didn’t tell them upfront that we were going through a “Brain-Book-Buddy-Boss” structure—I taught it as we went along. This kept them engaged and curious, wondering what step was coming next. By the end of the lesson, they were fully onboard and loving the process.

The Results: A Massive Improvement

The proof was in the pudding—or in this case, in the scores. We wrapped up the review with a Gimkit assessment, and I was thrilled with the results: class averages came in at 92%, 88%, 87%, and 86%. This was a huge improvement from the 60%-70% range we saw last week. And the best part? I had the students put their papers away for the Gimkit, so they had to rely solely on their brains again. This kind of consistency in retrieval practice really paid off.

Why It Works: Blending Engagement and Retrieval Practice

What I love about the Brain-Book-Buddy-Boss strategy is that it hits multiple key elements of effective teaching. It combines retrieval practice, collaboration, and direct instruction all in one lesson. The structured approach makes it easy for students to stay engaged, and the different phases ensure they’re using their knowledge in multiple ways—solo, in pairs, and with teacher support.

Retrieval practice isn’t new, but finding ways to make it engaging can be challenging. This method adds layers that not only make it fun but also deepen understanding. I’ll definitely be using this strategy again, and I’m excited to see how it can be adapted for other units or subjects.

Final Thoughts

Whether it’s for a review or an introduction, Brain-Book-Buddy-Boss is a winner. It’s simple, effective, and most importantly, it helps students learn how to rely on their own knowledge and resources. After seeing the results with my English Colonies unit, I know this will become a staple in my classroom.

If you haven’t tried it yet, give it a go—your students will love the structure, and you’ll love the results.

AI and EduProtocols

Motivating Students to Work: How EduProtocols Can Help

Motivating students to engage deeply with their work is one of the most important goals in the classroom. Too often, students view learning as a series of tasks to complete, focusing on getting the “right answer” instead of developing critical thinking, collaboration, and creativity. But motivation doesn’t have to be elusive. With EduProtocols, teachers can foster a classroom culture where students are engaged, confident, and motivated to succeed. By aligning EduProtocols with principles from Self-Determination Theory (SDT), we can tap into students’ intrinsic motivation, giving them the tools to take ownership of their learning.

Autonomy: Letting Students Control Their Learning

Self-Determination Theory emphasizes that students are more motivated when they feel autonomous in their learning. Autonomy is all about giving students the power to make choices in how they approach a task. In the classroom, this translates to offering students control over how they express their understanding.

Protocols like Iron Chef are great for fostering autonomy. In Iron Chef, students are given a set of resources and a limited time to create a collaborative presentation on a topic. They have creative freedom in how they organize and present the information. Whether they choose visuals, bullet points, or videos, students are empowered to decide how they showcase their learning. This autonomy not only makes learning more engaging but also helps students feel more connected to the material.

Similarly, 8pARTS, which asks students to analyze historical images or documents by identifying key elements like people, actions, and objects, encourages them to think critically about what they observe. Students are not just passively receiving information—they are actively interpreting and presenting it in a way that makes sense to them. This fosters a sense of ownership and personal investment in the task.

Competence: Building Confidence with Small Wins

Another crucial element of motivation, according to SDT, is the need for competence. Students are more motivated when they feel capable of achieving success and see measurable growth. This is where protocols like Fast and Curious and Thick Slides excel.

Fast and Curious involves using platforms like Gimkit or Quizizz to give students rapid, repeatable assessments on the material. Students answer questions, receive immediate feedback, and try again. With each round, they see their scores improve, reinforcing their belief that they can succeed through effort. This constant progress fosters a strong sense of competence, which keeps students motivated to continue learning.

Thick Slides, on the other hand, build competence by asking students to summarize and present their understanding of complex topics on a single slide. This might sound simple, but the depth of thought required to condense information into key points, visuals, and captions encourages deeper understanding. Students can see their knowledge grow as they complete these presentations, and that visible improvement reinforces their belief in their own abilities.

Relatedness: Fostering Connections through Collaboration

Motivation thrives when students feel connected to each other and their teacher. SDT points to the importance of relatedness, which is the feeling that we belong to a group and that our contributions matter. EduProtocols are designed to promote collaboration and shared learning, helping students feel connected and engaged.

CyberSandwich is an ideal protocol for promoting relatedness. In this activity, students work in pairs to read a text and take notes independently, then come together to compare their notes and write a joint response. The collaborative nature of CyberSandwich makes it perfect for fostering discussion, teamwork, and connection. Students are not only learning from the content but also from each other. They gain a deeper understanding of the material and develop stronger relationships with their peers in the process.

Likewise, Iron Chef promotes group collaboration as students work together to create a presentation. The shared responsibility of completing the task builds a sense of community and encourages peer learning. When students feel like they’re part of a team and that their contributions matter, they are much more likely to stay engaged and motivated.

Breaking the “Right Answer” Mindset: Encouraging Critical Thinking

One of the most significant hurdles to motivation is the “right answer” mindset, where students believe their role is to find the correct answer and move on. This mindset limits creativity and critical thinking, turning learning into a rote exercise. EduProtocols shift the focus from simply getting the right answer to exploring, analyzing, and creating.

8pARTS and Thick Slides both challenge students to go beyond surface-level answers. In 8pARTS, students examine images or documents and make inferences about their meaning. There’s no single right answer—students must think critically, ask questions, and provide reasoning for their interpretations. This kind of task deepens their engagement with the material because they are actively exploring, rather than passively consuming, content.

With Thick Slides, students synthesize their learning into a single, cohesive slide. This requires them to distill key ideas, add supporting visuals, and explain their thinking. There’s no one right way to do this, which encourages students to think critically about what they’ve learned and how to communicate it effectively.

Repetition and Reflection: Deepening Understanding

One of the key strategies for building long-term motivation is giving students opportunities for repetition and reflection. Research from The Oxford Handbook shows that people are more motivated when they have multiple chances to improve and can reflect on their progress.

Fast and Curious exemplifies this approach by giving students several chances to master content through repeated quiz rounds. Each time they take the quiz, they see their scores improve, and they get immediate feedback that helps them understand where they need to improve. This repetition solidifies their learning and motivates them to keep trying, as they can clearly see their growth.

Reflection is equally important. Thick Slides and CyberSandwich offer students opportunities to reflect on what they’ve learned and articulate their thinking. In Thick Slides, students not only present information but also explain their reasoning, which encourages them to think more deeply about the material. CyberSandwich pushes students to compare their understanding with a peer’s, fostering discussion and reflection that strengthens their grasp of the topic.

Conclusion: Motivating Students with EduProtocols

By tapping into the principles of autonomy, competence, and relatedness, EduProtocols provide a clear path to motivating students. These protocols break down learning into manageable, engaging activities that build confidence, foster collaboration, and encourage critical thinking. With EduProtocols, students move from passive participants to active learners, motivated by their own progress and the support of their peers.

Incorporating EduProtocols like Iron Chef, Fast and Curious, CyberSandwich, and Thick Slides into the classroom creates an environment where students are motivated not just to complete tasks, but to engage deeply with the material. When students feel autonomous, competent, and connected, they aren’t just learning—they’re thriving.