EdTech @ ISB

Transforming Teaching & Learning

Category: Teachers (page 1 of 10)

Setting Up OneDrive Folders for Collaboration

Cloud-based services like OneDrive are extremely important and learning to use them effectively is a skill that will serve our students (and teachers) well into the future. 

It’s worth taking a few minutes to get set up to use OneDrive Groups so that sharing and collaborating with your colleagues and students is quick and easy. It will also help those who are currently NOT using their school computer so that when they return to their usual device, all of their work will be synced and accessible. 

Each ISB student and teacher is given 5 TB (5,000 gigabytes!) of storage for free in OneDrive. There is very little chance that you will fill it all up. 

Step 1: Create folders to share content 

All of us already have shared folders in ES/MS/HS 365 for your classes, mostly for collaborating with your colleagues. You probably don’t have a dedicated folder for sharing documents with your students. If you don’t, you will want to set those up. Here are a couple of options: 

  1. In your group/shared folder, create a folder called “Student Resources” (or similar) and then create folders for each of your units inside of that for organization; or
  2. In each of your existing unit folders, create a folder called “Student Resources”. 

The idea is to try to put the content that you would like to share with your students in as few locations as possible. Once you’ve identified those locations, you can give students access to view anything that is placed inside of those folders and then easily share the contents. 

Step 2: Grant Access to students to view anything inside a folder 

It can get annoying to have to constantly change the sharing settings on a document and copy the correct link in order to share it with your students. You can fix this by giving view access to anybody at ISB for anything inside the Student Resource folders you just created. Once you move a document into that folder, you just need to send them the URL of the document in DX or any other application from the address bar and they can open/view the document. When you move it out of the folder, they can no longer access it. 

Find the folder that you want to share with your students, click the three dots and select “Manage access”. The easiest thing to do is to “Grant Access” to “Everyone except external users” to view the folder. This means that all students and teachers, if given a link, will be able to view the resource. The other option is to manually enter all of your students’ names here. 

Step 3: Share links with students to resources 

Once you have created a Student Resource folder and granted permission to everyone to view what is inside the folder, you can now share those resources easily in any application or site you like.  

  • If it is a document (Word, PowerPoint, Excel), you can copy the URL from the browser window and paste that anywhere you need. Students will need to sign into Office 365, if they aren’t already, in order to view it.
  •  If it is a PDF, before sharing the URL, you will want to use the “Open in browser” option and then share the URL.

  •  If your platform allows embedding documents, you can use the embed code that is found in the “Share” menu to do so.

Step 4: An easy way to share documents quickly through Outlook Online 

A great new feature of Outlook Online is the ability to change the sharing settings of document and folders stored in OneDrive as you are writing your email. 

If any recipients don’t have access to the document, the link will turn red to remind you.

Click on the link and change the sharing settings right in your email!

 

 

 

From WeChat to Teams Chat

At ISB, we are moving away from the use of WeChat for communication with student groups and moving everybody into Teams Chat. We know that this will be a significant culture shift for many of our clubs, teams and activities (in the high school in particular) but think that it is important that we stick to school-supported platforms for communication between students and teachers.

Using Teams Chat is pretty straight forward. First, create a new group chat. It’s usually easier to do this on your computer, especially if the group is going to be large:

Once the group is made, you can use the Teams app on your computer to send the message:

Or you can use the Teams app on your phone:

If you’re more of a visual learner, you can watch one of the many tutorial videos on how to create and manage Teams Chats:

 

 

 

 

From Sandboxes to Workspaces: Supporting your organization of DX 

We are moving away from departmental sandboxes (MS Humanities, HS English for example) and you will now have a Teacher Workspace for each COURSE (Humanities 6; English 9). While you now may potentially be part of multiple Workspaces, this should make the organization of each workspace easier. This also allows you to have the specific standards for your class attached to your Workspace so that you can create and share rubrics. The CAL will be an administrative member for each Workspace and they can add/remove the appropriate teachers in their department. Please note that all current sandboxes will be archived in August 2022. No data/units will be deleted by the DX administrators. 

Teacher Workspace Organization 

At the top of each Workspace is a section called “Finalized Course Materials”. The materials in this section will represent common units and assessments to be used by a CFL team and that are ready to be copied.   

 

The next section is called “Lesson Page Templates”. In this section there is a single unit with some examples of templates that can be used to quickly create lesson pages in a unit. CFL teams can add new lesson page templates to this as needed, and can then quickly create new lesson pages as they go. 

 

Other sections can be created below these two section, as needed. These extra sections can be organized in different ways, depending on the decision of the CFL team. For example, one section can be created for each teacher, or a new section can be created for past school years as a way of archiving. The more units and assessments that are in this section, however, the longer it may take for it to fully load.  

Preparing the Teacher Workspace: Copying materials from your current sandbox or classes 

Materials in your existing sandbox that will be used from August 2022 onwards must be copied into your new Teacher Workspace for each course. Additionally, any materials in classes that will be used from August 2022 that are not currently in the sandbox must also be copied into the Workspace. This includes Units and Assessments. 

Use the gear icon for the Materials section to quickly select from all content in your sandbox or class: 

You can then select only the materials (units or assessments) that you want to copy to your Teacher Workspace: 

Select the appropriate Teacher Workspace and choose “Copy Here” 

 

Copying Material from Workspaces to DX Classes 

At the start of the school year, or at the start of the unit, the appropriate materials can be copied (not shared!) by each teacher into their own DX class and can then be edited independently by each teacher. This includes due dates for common assessments as well as publishing/unpublishing pages for each class to view. 

In the past, we have suggested that CFL teams choose between “copying” and “sharing” a unit from the sandbox to their classes. We now suggest using the “copy” function exclusively so that each teacher has more control and flexibility over what is published and in setting assessment deadlines. If any lesson pages are added to a unit, these individual lesson pages can also be copied from the Workspace to a unit in the classroom (or vice versa) easily. 

More of a video/screencast kind of person? You can watch a 12-minute explanation of all this here: 

Enabling Screensharing in MacOS Big Sur and Beyond

With the newer versions of MacOS, users need to grant permission for applications to use “Screen Recording” if you want to share your screen via Teams, BigBlueButton, Zoom or a whole bunch of other apps. When you first go to use the feature, you should be prompted to give permission:

Many users accidentally “Deny” this prompt and then are unable to use advanced features. To enable it afterward, you need to open System Preferences and go to Security & Privacy. This will allow you to enable “Screen Recording” for that app.

Beware though: once you enable this, the app will need to close and restart so it is best to do it ahead of time!

MS Online Learning Exemplars: End of Year

Online Learning Exemplars Main Table of Contents

Humanities

Captivate/Clarify: Krista ended the year with a choice writing unit, allowing students to showcase their creativity by allowing them to choose their genre while they all worked towards the common goal of incorporating and leveling up skills as graphic novelists. She laid out the tasks at the beginning of the unit so that students knew what was expected of them and met with students throughout the unit to support their creation process.

 

Captivate/Clarify: Verina creates daily screencasts for students and connects with them live multiple times a week. Her directions are clear and concise so that students know what is expected of them. She also differentiates, helping all students feel challenged.

 

Science

Captivate/Clarify: Ashlea provided a variety of ways for students to interact with the concepts of the last unit.

Clarify: Mona broke the final project down into 4 manageable parts, 3 research assignments and a 4th assignment to put everything together and share. She also provided text instructions accompanied by videos and live lessons.

 

World Language

Captivate/Clarify: Kevin used a variety of ways to present information to students. He ended the year with an autobiography project, allowing students to use their new Spanish skills in a creative way via BookCreator.

ES Online Learning Exemplars: End of Year

Online Learning Exemplars Main Table of Contents

Passion Project

Captivate: Grade 4 and 5 teachers ended the year with a passion project for students, allowing them to take ownership of their learning.

Johnson – Coding – Been working on this project for 5 months and finally was able to get his character to move

Cayla – created a 3-course meal – twice – as she reflected on the first one and realized she needed to use a different type of fish so make it again

Justin – Researched about the desert and its habitat

Sean – created his first documentary (project was to learn what a doc was and how to create) on Summer

Charlie – 15-page ppt on Lego Technics and how they work

Molly – Interviewed a photographer and did a 15-page ppt including techniques and her own shots and reflections

Eric – created a model ship out of popsicle sticks

 

PE and Health

Captivate: The PE teachers created an Obstacle Course mission for students. Their introduction included examples from each PE teacher around the world.

 

Visual Arts

Care: Visual Arts teachers found ways to allow students to practice mindfulness while also exploring their art skills.

 

Collaborate: Visual Arts teachers facilitated collaboration across grade levels during ‘Celebrate and Share the Arts’ week, creating systems so that students could comment on each other’s work.

 

Wellness Weeks

Care: The grade 5 team supported their students’ social & emotional wellbeing during wellness weeks.

 

HS Online Learning Exemplars: End of Year

Online Learning Exemplars Main Table of Contents

Asia & the World II

Clarify/Care: Brian provides multiple ways for students to understand and interact by creating screencasts, meeting 1:1 with students, and facilitating peer feedback protocols.

 

Chinese

Care/Captivate: Before asking students to share about their own neighborhoods and houses, Chuyu models with her own video. The video gives students a window into her life while also providing the opportunity for authentic questions.

English

Clarify: Allison shares a weekly overview to the grade 10 newsfeed, sharing the weekly task list, and linking to the materials section that has all of the information students need in a clearly laid out format.

 

 

Film

Clarify: Dave clearly explains expectations and deadlines. He also communicates with students about where he is in the world and when he is available.

 

Science

Care/Clarify: Janice combines written instructions with audio instructions to clarify new tasks.

 

Visual Arts

Care/Classroom Management: As part of his daily instructions, Devin gives students a ‘question of the day’  to get them thinking and engaging in the discussion.

HS Online Learning Exemplars: Week 7

eLearning Exemplars Main Table of Contents

Asia & the World

Captivate/Clarify: The grade 9 team provides clear learning objectives with engaging ways (EdPuzzle & Quizlet) for students to interact with new content.

EAL

Care/Clarify: Deb uses formatting to provide clear & concise directions and focus areas. She also provides multiple ways for students to check-in and connect.

Film

Clarify: Dave gives his Film HL classes weekly plans that are concise with clear expectations.

MS Online Learning Exemplars: Week 7

eLearning Exemplars Main Table of Contents

Choir

Captivate: Stephanie’s choir students sang ‘together’ by submitting individual audio files that she then stitched together.

Audio Player

 

Math

Care: With an upcoming 4-day weekend, Jill makes it very clear to her students that she appreciates their hard work but expects them to take a break and not do any work.

 

PE and Health

Care/Captivate: Mel provides an Active task each time students have PE in which she gives clear learning outcomes, engaging options, and ways for students to connect with each other. She also shares a video with them where she connects with them on a more personal level.

ES Online Learning Exemplars: Week 7

eLearning Exemplars Main Table of Contents

Feedback

Clarify: Teachers are using Seesaw to give students verbal and written feedback on their work.

 

Literacy

Captivate/Challenge: In grade 5, teachers are using Seesaw & Raz-Kids to provide asynchronous, small group guided reading.

Day 1 – book intro/vocab preview + listening to the text on Raz-Kids

Day 2 – mini-lesson about an accuracy strategy + reading/quiz on Raz-Kids

Day 3 – comprehension mini-lesson + re-reading in Raz-Kids and a Seesaw or Flipgrid response

Data is collected and used to guide instruction for the next week. This week the comprehension lesson came directly from the students missing the compare/contrast question last week on Raz-Kids.

Captivate/Clarify: Teachers are using Zoom for small-group reading & writing conferences. This allows teachers to give feedback in real-time and for students to connect live with their teachers and peers.

 

Math

Captivate/Clarify: In grade 1, teachers are using Zoom to reteach concepts for small groups. This live session took less than 15 minutes with 4 students.

 

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