Podcasts about classwork

How do you view your own self-confidence through your past challenges?Text me at 972-426-2640 so we can stay connected!Support me on Patreon!Twitter:  @elliottspeaksInstagram: @elliottspeaks  Text me at 972-426-2640 so we can stay connected!Support me on Patreon!Twitter: @elliottspeaksInstagram: @elliottspeaks

There's a reason college has been the setting for some of the most memorable scenes and stories from movies and television shows for generations. But where do the all the myths end, and where do the realities begin? Well, we're going to find out. Because on this episode, we get to the bottom of everything you ever thought you knew about college life.

Summary In this episode, Shane Wuerthner discusses the confusion surrounding the concept of performing class. He shares his personal experiences and the feedback he received from teachers and choreographers. Shane emphasises the importance of precision and discipline in dance, both in the studio and on stage. He highlights the idea that performance is the culmination of the work done in the studio and that dancers need to approach their classwork with clarity and intention. Shane also explores the challenge of balancing technique and artistry, emphasizing the need for dancers to master their technical skills in order to fully express themselves artistically. Takeaways Performing class requires precision and discipline. Precision in technique is essential for effective storytelling and artistry. Classwork is the foundation for performance. Balancing technique and artistry is a challenge that requires consistent practice and discipline. Chapters 00:00 Introduction 00:28 The Confusion of Performing Class 01:26 The Importance of Precision and Discipline 04:14 The Challenge of Balancing Technique and Artistry 07:00 The Importance of Precision in Performance 07:59 Performing Class: Precision and Discipline 09:14 Utilising Precision to Enhance Artistry 09:44 Conclusion

Lisa Van Hook and Carson Horn are joined by Kisia Weeks of White Hall, Arkansas for this episode of the Women In Industry Podcast. Tune in to hear Kisia as she shares her passion for Agricultural Education.Read more about Kisia Weeks: https://www.comgroup.com/women-in-industry/agriculture/recipients/kisia-weeksLearn more about ComGroup: https://www.comgroup.com/Nominate someone you know: https://www.surveymonkey.com/r/525XB2MLearn more about the WIN series: https://www.comgroup.com/women-in-industry

This past school year has been a real struggle for kids.  Whether online, hybrid or in-person, the pandemic took a toll on students academically, emotionally and mentally.  So what can kids do over the summer to be better prepared to start school this fall?  Chick2Chick "chirps" with an education expert and has tips on "Catching Up on Classwork". #podcast #letschirp #realtalk #womensvoices

In this weeks episode we take a look at how to make classwork more like real life workspaces. This weeks topic comes to us from Angela Duckworth at Education Week. She discusses the topic of how to make school resemble more of a real life workplace. She discusses how a professor has changed his introduction to physics course over the course of 25 years. After the article I have a brief discussion with my teaching partner Amanda Morton on how we can apply this to our elementary students, as well as discuss some of the pitfalls we fall into as educators. Thank you for supporting us in season 2 Markers and Minions! Check out our sponsor below! ***Check our our season 2 sponsor Click Here*** Duckworth, A. (2021, February 3). Why Teamwork in Class Builds Competence and Confidence. Retrieved February 4, 2021, from https://www.edweek.org/teaching-learning/opinion-why-teamwork-in-class-builds-competence-and-confidence/2021/02 --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/inthemindofpod/support

On this episode of Design Cast I had the opportunity to speak with Eric Burton. Eric is the founder and creator of Classwork Zoom, which is a Chrome Extension that educators can use that utilizes the revision history of Google Docs and other items in your Google Classroom. It allows the teacher to look at the time spent on an assignment by a student and includes analytics. I have used it and it is an amazing tool to make your work as a teacher more efficient and effective. Eric has made this product free to review a single student’s work at a time! His website is http://classworkzoom.com and you can search for it in the Chrome Extension Store. I highly recommend checking this out to anyone that uses Google Classroom. Please subscribe, rate, and share this podcast. If you have ideas for future episodes or would like to be a guest, please reach out through my website www.jasonreagin.ga as there is a contact form on the website. If typing a message isn’t your thing, you can use this link to share a voice message! https://anchor.fm/design-cast-podcast/message Now, sit back and enjoy the chat that I had with Eric Burton! You can connect with Eric: Website - http://classworkzoom.com Twitter - @ericb321 @ClassworkZoom GEG: Thirsty Thursday YouTube Channel Book recommendation: Algorithms to Live By: The Computer Science of Human Decisions [Join my Newsletter for this podcast and, OF COURSE, I will never share your information with anyone] --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app --- Send in a voice message: https://anchor.fm/design-cast-podcast/message

Google News and Updates Introducing Google Workspace https://gsuiteupdates.googleblog.com/2020/10/introducing-google-workspace.html  This year, teachers have gone the distance Create and view tasks in the Google Calendar mobile apps Increase engagement with Q&A and polls in Google Meet Featured Content Google Form to serve as a contact form FAQ document: If a student/parent asks a question, add it to the FAQ doc Take pictures of a whiteboard and add to the student site Include important documents (permission slips, syllabus, etc.) Embed videos to support what you’re teaching in class Use it as a “satellite location” for Google Classroom (for what it won’t do) Host digital escape rooms 30+ free digital escape rooms (plus a step by step guide for creating your own) 20 Google Sites tips and tricks Create a page for resources and tutorials for STUDENTS, and one for PARENTS Google Classroom Cheat Sheets - a great resource for students and parents Google’s Teach from Anywhere page has lots of great resources you may want to make available. Google’s Guide for Guardians Google’s Accessibility Guide for Guardians Post your virtual office hours on the home page, or add the time to your image header HYBRID? Create separate pages for these two groups Daily checklists - Use one Google Slide deck and add a new checklist to a new slide at the beginning each day. Then embed this on the homepage of your google site for parents, guardians, and students Remote Learning Resources from Shake Up Learning Google Teacher Podcast Mailbag Sheryl Brennan (California) -- Back in the classroom. Exciting to implement tools she’s been teaching for seven years. Ep120: To-do widget in Google Classroom. Uses with her students to redirect if they ask what they’re supposed to be doing if they’re finished. If empty: “may do” list. Today: different views from inside the Classwork tab “view your work” widget. Mary Lynn (Nevada) -- Back in a classroom. One student remotely. With Google Meet. Two cameras in the room. Other students in the room. One student in Google Meet all day with her. Feedback? On The Blogs Matt How to create Google Meet breakout rooms for differentiated learning 12 social media-inspired Google Slides templates Kasey Synchronous v. Asynchronous Online Learning Collaborative Notes with Google Docs New Books Coming Soon!

This week, we are talking all about the Google Sites, and how this tool can be used in the classroom, both virtually and in-person. We will go through all of the awesome ways that you can insert content and build pages into your site, as well as some great uses for Google sites with your students in the classroom.If you like what you hear, we would love it if you could share this episode with a colleague or friend. And make sure you subscribe so that you don't miss out on any new content!We would love to hear from you – leave a comment on our website OR check out our FLIPGRID!News and UpdatesStudent-selected Breakout Rooms - Tweet and TemplateSlides Mania - Morning Meeting Template and example YouTube Music videoFeatured ContentAccessing Google Sites - sites.google.com OR try sites.newTemplate GalleryGoogle Sites Help CentreSettings available for your website:Adding collaborators - access to editing the site itself vs. who can view your siteSettings cog wheel - navigation, brand images, viewer tools, analytics, announcement bannerInsert - LOTS of options here including layouts, Google tools, and other elements OR try double clicking anywhere on your site to add items fastTIP: You need to change your sharing settings in Google Drive for any docs/slides/etc embedded into your site to "anyone can view"!Pages - add pages or links here and create sub-pages for dropdown menus, drag and drop to change the orderThemes - each option includes 3 different font styles, paint can option allows you to choose your own accent colourPreview - you can see what your site will look like for web, tablet, and mobilePublish - create web address here, manage viewing settings, and use the dropdown menu to review and publish changes to your site OR unpublishIdeas for use in the classroom:School, Class, Library websiteDoesn't need to be teacher-driven! Get students collaborating on the tool - discussion boards, class wikiBlogging for reflection - try the collapsible text feature (you can determine the level of sharing!)Portfolios - track learning, progress, insert mediaGroup work collaborative spaceInteractive NotebooksUse it in conjunction with Google Classroom to help keep your Classwork tab under control (grab links from each assignment and then try creating a button)Do you have any other ways that you use Google Sites? Let us know on our Flipgrid!Support the show (https://www.buymeacoffee.com/edugals)

Episode 94 of The Teaching Space Podcast shares three tips for an organised Google Classroom. Introduction I wouldn't usually focus on a single tool that you might or might use for a podcast; however, I think the ideas behind these tips can apply to other tools in a more general sense, so I hope they are helpful. I am dealing with some concepts that will likely be communicated better visually so please pop over to the show notes to see some annotated screenshots: theteachingspace.com/94. Tip One: Organise Your Classwork Area Your Classwork area is where all your resources for lessons are stored, along with assignments and tasks. This area must be straightforward for students to navigate. Here are some tips: Decide on your structure in advance (weeks, units, lessons?) and use topics as headers. Use capital letters consistently for visual consistency. Name topics and containers for resources consistently (e.g. UNIT 301 > SESSION 1 > HOMEWORK). Use emoji to group elements together. Tip Two: Tidy Up the Stream The Stream is the hub of communication. By default, when the teacher posts a resource in the Classwork area, there is a notification in the Stream. These notifications can clutter the Stream. You can change this, though. On your Classwork page, click the settings' cog' and change the settings as follows: General > Classwork on the stream > Hide notifications In addition to this, it is easy to move a post to the top of the Stream. You could move a ground rules or expectations post to the top, for example. Create and post a message then click the three little dots at the top right and select MOVE TO TOP. Tip Three: Notifications Finally, I only found this out recently - you have complete control over the notifications you get from Google Classroom. On the main page where you see all your classes, click the hamburger menu at the top left-hand side of the screen to access settings. Wrap Up And that's it. If you have any questions about this episode or comments you'd like to share, please join The Teaching Space Community: community.theteachingspace.com. The show notes for this episode include any links I’ve mentioned; you can find them at theteachingspace.com. If you have enjoyed this episode, please consider supporting the show by making a small donation towards the running costs on my Ko-fi page which you can find at ko-fi.com/theteachingspace. Alternatively, please consider leaving a review on Apple Podcasts or whether you listen to the show. Thank you. Thanks for listening and I hope you'll join me for the next episode.

Episode 92 of The Teaching Space Podcast is about my approach to running an online class. Introduction I am recording this episode in April 2020 while Guernsey is locked down in response to the COVID-19 crisis. Because I bulk record my episodes, you will be listening to this in the future. I hope that life has got back to some semblance of normal now, but I suspect things won't ever be the same again. This episode, and the next few that follow, are inspired by my personal experience of teaching classes remotely from my office at home. Context It's essential I am clear on my context, because with it, comes some privilege - particularly concerning the resources I can access. What I don't want to happen is for you to listen to this and think "this is how I need to work now" because it might not be right for you. Anything I share on the podcast must be considered in your context (students, workload, subject, resources etc) before you decided to try things out. One of the main points of this show is to help you achieve work/life balance, so, for example, if I explain my approach and it is too labour intensive for your context or plain wrong - that is ok. I share ideas in the spirit that it "might help or inspire someone". My context in a nutshell: I teach adults (initial teacher trainees, trainee assessors and trainee quality assurers). While my courses have some practical elements, there is also a lot of theory, which lends itself well to SOME online delivery. I have a dual role, so teach fewer hours than most full-time teachers (half of my role is professional development and promoting scholarly activity). I have a genuine interest in technology for learning and lots of experience in this area - I also have access to decent tech tools and bandwidth (at home!) What follows is based on the first online session I delivered from home during the crisis - subsequent sessions followed a similar format. Rationale I was keen to limit teaching (as in, delivering content) live online because I find it utterly exhausting and I was not sure it was right for my students. Also, as adults, I can assume a degree of independence in their approach to studying; also, they all pay to come on my courses, so their motivation is usually high. My Approach I opted for a flipped approach. My in-person sessions are usually three hours long, so I asked students to keep the time slot free and check-in before the scheduled start time to pick up instructions via Google Classroom. I shared an instructions post on the stream and copied those instructions to the classwork area too, where the session's resources are shared. Below is a screenshot of the Classwork area of my Google Classroom showing the first session I delivered in this format. You will see there are video and text chat documents in there too - these are from our Google Meet session and were added afterwards. I will explain this shortly. This session is usually 18.00 - 21.00, so this is what I planned: 18.00 - 19.00: students watch video of delivery in their own time and make notes. 19.00 - 20.00: gather online in a Google Meet for a planned discussion activity. 20.00 (or after): complete quiz homework. Let’s break this down. Video of Delivery I had a presentation and session plan already prepared for this session. I pared it down and stripped out the activities to the bare minimum of input, knowing that a fair bit could be covered in a discussion afterwards. I then screen recorded my presentation delivery (not my face, just my screen). I use a tool called Screenflow for Mac as it is a tool I already own and I like the editing interface. There is no need to spend too much time on the recording aspect. I did edit but only because I could. However, you could do just as good a job using a free tool such as Loom, and there is no need to edit anything. I posted the video to my YouTube channel as unlisted, meaning that only people with the link can view the video. With Loom, there is no need for this step as a link to your video is generated automatically. Videos ended up being around 30 minutes long, leave the students a further 30 minutes to make notes and revisit sections as needed. Discussion Activity This was the live element of the session. My students joined a Google Meet (I did a practice run beforehand to establish protocols for this new set up - I will tell you about that in next week's episode when we will focus on video conferencing). I had one absence for this first session (again, adults). I'd written a list of questions and discussion topics based on the criteria for the session. I steered the group through those questions. The session and chat were recorded and shared in the Google Classroom afterwards. Google has extended its Meet services to include recording and other advanced features to support teachers during the COVID-19 crisis. I'll expand on this in the next episode. Homework I set a Quizizz for homework that students could do straight after the session if they wanted, directly tied to the criteria of the session, as a formative assessment. How Did it Go? That first one went well, and subsequent sessions have been similar. My initial teacher trainees have found the experience useful as they have been able to reflect on the differences between teaching and learning online compared to in-person. I enjoyed the challenge, but it is not something I would want to do every week. The preparation is incredibly time-consuming, and I missed the activities we do in sessions. You cannot replicate them online. Furthermore, when you teach teaching, there's a lot of modelling practice that happens, and you cannot replicate that online either. The experience has been fascinating. I have always thought that online or flipped learning has a place, but for me and my subject area, it would only be a percentage of the curriculum. Wrap Up And that’s it. I’d really love to hear about your experience of teaching online. Please drop into The Teaching Space Community to chat: community.theteachingspace.com. The show notes for this episode include any links I’ve mentioned; you can find them at theteachingspace.com. If you have enjoyed this episode, please consider supporting the show by making a small donation towards the running costs on my Ko-fi page which you can find at ko-fi.com/theteachingspace. Alternatively, please consider leaving a review on Apple Podcasts or whether you listen to the show. Thank you. Thanks for listening and I hope you'll join me for the next episode.

Access the full blog post and show notes here. This week I am interviewing two students who have been affected by the coronavirus pandemic and are experiencing remote learning first-hand. Getting the student perspective is so critical. Here's what students have to say about remote learning! These unprecedented times have brought to light so many issues in education, but if we don't ask students about their experience, we will never understand the impact. My cousin Charlotte is in the 3rd grade and has plenty to say about this situation. On the flip side, Elena is joining me to share her experience with remote learning as a graduating senior. Their insight is so powerful! Every educator needs to take the time to hear what students have to say about remote learning. Shoutout Thank you to Jennifer Green for her wonderful tweet about Shake Up Learning and how it has impacted her career.  Quick Tip of the Week: Customize the Google Classroom Stream The Stream is your Google Classroom communication hub. This is where you post announcements and keep students informed. By default, the Stream will also show notifications of new items posted on the classwork page. For some, this feels like duplication and can muddy up the Stream. (Ha! See what I did there.) If you’re using the Classwork page, you can choose a collapsed or expanded view for Classwork notifications on the Stream page. You can also hide them entirely from the Stream page. Go to classroom.google.com. Click the class. On the Stream page, click Settings. Under General, next to Classwork on the Stream, select an option: You can learn more about all of the Class settings here. All quick tips are here: https://shakeuplearning.com/quick-tip-of-the-week/ What Students Have to Say About Remote Learning Over the last several weeks, I have talked to a variety of teachers and administrators about their experience with remote learning. We have all been experiencing this pandemic differently. This is why I wanted to chat with students to get their perspective. My cousin Charlotte is in the third grade and had a lot to say about missing school. The Pandemic: From the Perspective of a Third Grader First up, I’m chatting with Charlotte Dollins, my cousin, about how remote learning has affected her third-grade year. At this point, she definitely doesn’t think learning at home is much fun. She misses art, recess, and seeing her friends. She’s been busy doing her school "work" online and only gets to communicate with one of her teachers a few times a week. Charlotte also shared that her teacher just introduced Friendship Friday, where they join a Zoom meeting to connect and see their friends. These connections are not about schoolwork or learning. I love this idea! It's so important to give kids a way to make those social and emotional connections outside of the lesson or assignment.Charlotte has been spending more time with her dad, who is working from home while managing Charlotte and her little brother. She’s missing her teachers and her friends as well as the school library. Gotta love a girl who misses the library! At this point, she thinks it should be a summer vacation already. (Me too, Charlotte!) The Pandemic: From the Perspective of a High School Senior Next, I welcome Elena Grande to the show to share her experience because this is her senior year in high school. She’s missing out on the last semester and many senior milestones. Elena has such a mature attitude and is taking it all in stride.She equates this period to the five stages of grief. She keeps vacillating back and forth between acceptance and denial. In retrospect, life will continue, and everyone will be fine, but it's tough missing prom and graduation! There have definitely been tears. She’s been working on staying in touch with her friends, and they text frequently, but that has only helped Elena realize that she doesn’t really like texting. When she gets to Facetime, it’s so much better.  Remote Learning During Senior Year Elena admits that the initial days of remote learning were a bit chaotic and tense. There were already tools in place, but to be fully remote was an entirely new world.  The worst part has been trying to keep to a schedule and making sure she gets all of her school work done when she doesn’t want to. Some classes have been giving more work than others, and more specifically, she feels she is often assigned busywork. She thinks that the grading system is unfair at times. As a top student enrolled in several AP courses, it's difficult when you aren't rewarded with a grade that reflects your learning. Their grades are static and frozen from before the school closures, but if students do no schoolwork while at home, they could be assigned an incomplete and not be allowed to graduate.  Elena said it’s crazy to think about how much work she has put in during the last couple of years that is now unnecessary. Even worse are the changes to her AP exams and requirements. How Does it Feel to Miss Those Big Senior Moments?  Prom has been canceled. Elena said that it feels really surreal. She hasn’t even really processed that completely because her prom wasn’t scheduled until May. Once that date comes and goes, she knows she will have all the feelings.  She’s planning to do a virtual prom because she has the dress--why not get dressed up and share it with her friends.  Graduation is still on the books for May, but an alternate date has been set for August. They’re looking at venues they could use, but for Elena, it's hard to imagine never walking across the stage at her graduation. It’s All About the Little Things All the little things like kids rushing off after the bell and settling into class… those are hard to miss. Elena also said that she misses her teachers and her classes. She recounts the last day before spring break, and she just walked out without a backward glance. It’s odd to realize that all those little things are things to cherish rather than take for granted.  The worst thing about being stuck at home is not having options. It’s one thing not to want to go out, but not to have the opportunity to go out, to be told that you can’t, changes everything. The best thing that has come out of this time is the fact that she’s been able to spend more time with her family. They already had good family relationships, but they were all busy and on different schedules, so this time together has been nice.  Elena’s positivity was so refreshing. Her answers regarding grades, what school is about, and what she would love to tell teachers were spot on and definitely something we all need to hear. Podcast Question of the Week What’s one thing you learned from Charlotte and Elena that will help you better connect with your students during remote learning?    Post your answers in the Shake Up Learning community or on your favorite social platform. Join our FREE Shake Up Learning Facebook group.  

Google News and Updates Present high-quality video and audio in Google Meet See up to 16 Google Meet participants at once with a tiled layout Start or join a Google Meet video meeting directly from Gmail Explore new sites, relive old hikes for National Park Week (Arts & Culture) Featured Content Using Google Tools to Connect with Students Encourage connectedness Good morning videos Office Hours/Check-ins: Keep interactions light-hearted when possible. Try having a joke of the day, funny video of the day, or playing a game. Trackers -  from Lisa Johnson Google Forms Attendance and Check-in: How are you doing? How do you feel? Online safety/Digital Citizenship - Applied Digital Skills Using Google Classroom posts and comments to support conversations and connection Google Slides: give students a prompt and have them respond with webcam pics Have them teach something non-school curriculum through pictures Google Form (or a non-graded Google Classroom assignment): Asking “how are you doing” and following up with them via email or Google Classroom private comments Connect outside tools to Google Classroom: Flipgrid for student check-ins, for fun prompts, to share their pets, etc. Pear Deck has SEL slides … put them in student-paced mode to be accessed any time Fun Google Meet video call ideas (13-20 in graphic below has some fun stuff) Google Teacher Podcast Mailbag Melissa Burns (South Carolina)  -- I don't know about anybody else, but my Google Classroom Stream was about to drive me CrAzY. I was always getting messages from parents and students that they could not find certain things like links or instructions. My saving grace was discovering the Materials option in the Classwork section. Here I can organize important instructions, links, and even "How-To," videos. Did not know if this could help anyone else. I love listening to ya'll every week. Google Classroom Cheat Sheets, Google Classroom FAQ, Bookmark the Classwork Page Anonymous Voicemail -- Enabled Google Meet on Classroom. Access from top banner. Is there a way to go into Google Calendar and set up a scheduled time? It assigns a different Google Meet location. They aren’t going to the same spot. Her workaround: Go to down to description: enters link there. Doesn’t allow her to enter Google Classroom meet link. On The Blogs Matt: Use Explore Explain Apply to plan remote learning lessons 10 online whiteboard options for remote learning Ditch That Textbook eLearning Resources 70 elearning activities, templates and tutorials Kasey: FREE Google Templates Work From Home and Get Things Done! Google Classroom FAQ FREE Webinar: G Suite for School Leaders: Leading the New Normal with a Framework for Meaningful Digital Learning Remote Learning Resources

Access the full blog post with links, pictures, and videos here. Working and teaching from home is a whole new ballgame, but it is possible to do it productively. I’m sharing my best tips to help you work from home and get things done at the same time--everything from planning the night before to journaling and giving yourself grace.  This is a trying time, but it certainly isn’t impossible. I’ve been working from home for several years now, so I’m laying it all out there. Truth be told, most of these productivity hacks are tips I would recommend whether you are working from home or school. But working from home does give you more flexibility to organize your day in a way that works for you in the home environment. Shoutout Jennifer Pearson checked back in after her bonus episode. She provided some additional tips and information for how you can get back some one-on-one time with your students through “office hours.” Please note, this post contains affiliate links. If you purchase something from my link, I will receive a small commission at no additional cost to you. Thank you for supporting Shake Up Learning. Quick Tip of the Week: Bookmark the Classwork Page in Google Classroom In Google Chrome, you can add it to your bookmarks bar for quick access. To enable the bookmarks bar, click the 3 dots near the top-right in Chrome, then select bookmarks, and make sure the bookmarks bar is enabled. Go to the Classwork page for the class you wish to bookmark. Then you can simply click-and-drag the lock next to the URL in the Omnibox to add the bookmark to your bar. Watch this video to learn how! Work From Home AND Get Things Done! Every single one of us has a different situation happening at home, but we can all still find ways to be productive each day. Working from home is a challenge even under the best of circumstances, so I wanted to share some amazing productivity hacks to help you navigate this time. I promise you can maximize your time at home and get things done! Goal Setting Have you set goals for the week, the month, or the year! Goals will help you stay focused on what matters and make things happen. Do you have a goal of cleaning out the garage, spring cleaning, cleaning up your Google Drive, or working toward a new degree? Take the time to set some personal and professional goals! I use Power Sheets to set goals each year and to revisit and revise goals throughout the year. I've been using Power Sheets for around four years, and I love the focus and clarity they give me. Plus, they are super cute! I get out my gel pens and go to town brainstorming, journaling, and setting big goals. 2020 PowerSheets Collection Nighttime Routines for a Successful Day Once you have clarified your goals, create some nightly routines. Review your calendar and to-do list: Before you go to bed, check your calendar and to-do list for the week. Don’t just look at the next day, look at the week as a whole, so you have a good high-level view of your week. Try affirmations: In case you’re not familiar with affirmations, they are short sentences aimed to affect the conscious and subconscious and positively impact our mindset. Read them aloud or to yourself. Anything you’re working through can be put into an affirmation to remind your brain of the goals you have. Here are some bedtime affirmations from Hal Elrod, the author of The Miracle Morning. Journal/Reflect: Reflect on the day. What went well? What didn't? Then journal through all the things that are currently causing your stress. Pour your heart out and let it go.  Morning Routines I've always been an early riser, and I do believe this time in the morning helps me attack the day with more gusto! If you are working from home, you may also be working around your kids and your spouse, so getting up early may be your only alone time. Use this time to help you reset and prepare for the day ahead. Here are some tips for setting up your day for success. Do these in whatever order works for you! Prayer/Meditation Exercise Journaling Morning Affirmations and Visualizations Review Goals (If you have set goals, it's time to do it!) Review To-Do List and prioritize Select your three most important tasks for the day. (MITs) Plan your day! Customize this routine to fit your needs, your goals, and your schedule. After I get up and ready, I have my coffee and do my daily devotional. This could be time to meditate, read a book, or devotional, whatever helps to give you space and put you in the right mindset for the day. I’m currently reading Dangerous Prayer by Craig Groeschel and Unshakeable by Christine Caine. Tend to Your Daily Mindset Work Morning Affirmations: Just like we had nighttime affirmations there are also daytime affirmations. There is something about reminding yourself about your goals each day that helps you prioritize them. Here's a daytime example from Hal Elrod. Visualizations: Visualize reaching your goals. You can close your eyes and imagine or create a vision board. You can also create a vision board in Google Slides.  Journaling: Then spend time journaling. Journal at night to de-stress and journal in the morning to write out what you need to get done that day. Exercise: I prefer to workout in the morning, but feel free to work this into your day where it works for you. Especially during quarantine, make time to get some fresh air. Get Down to Business Review: Review your goals, your to-do list, and review your calendar. If you do these together, you’ll be able to prioritize your tasks and make room in your day for small steps that move you forward. I use Omnifocus for my tasks. It's quite robust, but I also like Google Keep. There are a ton of to-do list apps. Find what works for you. I use Google Calendar for my calendar app. Did you know you can have Google Calendar email your daily agenda every morning? Prioritize Your Tasks: Determine your 3 Most Important Tasks for the day (MITs). There are several strategies to try, but I like using the Eisenhower Matrix to prioritize my tasks. I don't use the Eisenhower Matrix every day, just when my list is long and overwhelming. I also prioritize all of my tasks with a letter and numbering system that I learned from the Franklin Covey method. Plan Your Day: Next, you’ll want to plan your day. Block out the times you plan to work on certain tasks. I love planners! There are so many fun and helpful options. I'm a fan of the Franklin Covey Planner, the Passion Planner, and the Slides Mania planner templates.  I am completely digital with my daily planner. I have even customized the Slides Mania planner template with my branding, my personal way of organizing tasks, and my personal goals. I saved it as a PDF and import it into Good Notes on my iPad Pro, so I can write on the planner with my Apple Pencil 2. I LOVE IT! Here's the planner template I used from Slides Mania. They also Lesson Planners, and directions on how to customize! If you want to use mine, you can click here to make a copy. Work from Home Productivity Techniques Time Blocking: Most human beings cannot stay inherently focused for 8 hours at a time. Instead, try time blocking your day. For bigger projects, and things that require you to think critically, try blocking out 1-2 hours to work on ONE THING. For instance, plan your day with a 1-2 hour block of time to work on grading and feedback.Pomodoro Technique: Take breaks! I use the Pomodoro Technique to stay productive within my time blocks. The Pomodoro Technique breaks work down into intervals. You work for 25-30 minutes and then take a 5-minute break. I like to use this time to walk around, stretch my legs, and pick up around the house or fold laundry. Then you go again.  I use an app called Focus To-Do on my iPhone for Pomodoro timers. Since most of our work is in front of screens these days, this is also a break for your eyes and from screen time. When I first heard of this, I thought it was crazy and that it would break my flow. NOT TRUE! It helps me stay hyper-focused when I need to be. I also recommend this technique for secondary students in the classroom doing deep work! Turn Off Distractions and Notifications: Turn off the TV. Turn off your notifications. No, you do not need to know that someone liked your social post as soon as it happens! Notifications on your phone and computer are a HUGE distraction. Limit your notifications to just your VIPs, and the things you MUST know immediately. During COVID-19, the news is important, but can also distract you. Find a balance, so this isn't ruining your focus or stressing you out. Instead, try batching these tasks and only checking updates, email, or other notifications 1-3 times/day. Try Music or White Noise: Some people can focus well with music. Others need silence. Adults generally know if they can be productive with music playing. If I need a mood boost, I will listen to some of my favorite tunes. But I know that I will start singing and dancing and get distracted if I do that too long. I have learned that I work well while listening to classical music. Baroque piano music is a particular favorite. There are also many ways to listen to white noise like the sounds of a restaurant or cafe, nature, rain, or even thunderstorms. Once upon a time, I used Noisli. I like how you can customize your own mix of sounds. I don't like that everything isn't free. I already pay for Spotify, and they have lots of options. You can also find great work music on YouTube, Amazon Music, Apple Music, or Pandora. Batch Tasks: Batch your work tasks by working on time-consuming tasks only once or twice/day. Email can be a huge drain on your time and energy. Unless your job absolutely requires you to see and read an email as soon as it comes in, turn email notifications off! Check your email twice a day. You may need to communicate this to the people you work with, so they know your schedule and what to expect.  I also batch my errands, so I can save gas and limit time sitting in traffic. Don't forget self-care and grace! Take care of yourself, especially during quarantine. Take a walk, a drive, or escape in a hot bath! Most important is to give yourself grace. No one is perfect, and there are now awards for the best "Quarantiner!" You don’t have to follow the same path every day, planning is key to get things done! Resources:  Omnifocus Google Calendar Calendly Evernote Docs/Drive Trello Basecamp Book Recommendations: The Miracle Morning The Miracle Morning for Teachers Getting Things Done Free to Focus The Power of Habit Atomic Habits Deep Work Joy at Work: Organizing Your Professional Life Power Sheets 7 Habits of Highly Effective People The 12 Week Year Dangerous Prayer by Craig Groeschel Unshakeable by Christine Caine Podcast Question of the Week Share one thing you are doing to be more productive while you work from home.    Post your answers in the Shake Up Learning community or on your favorite social platform. Join our FREE Shake Up Learning Facebook group.

My view of the corona virus and how it has affected my life and the world around me. I'm trying to keep busy with Classwork, PlayStation, Nexflix and trying to stay sane. I hope everyone is staying safe and practicing social distancing. We will get through this I promise we must remain united in our fight.

In this episode, we discuss the use of Google Classroom for remote learning. We also introduce ourselves and tell you a bit about who we are as educators. It is our hope that this podcast can help you learn amazing and useful ways to bring technology into your classroom. We'll be honest... we were pretty nervous about hitting the record button and putting ourselves out there! So if you have any feedback for us, we'd love to hear it. Please leave us a rating or review in your favourite podcast app or visit our website at edugals.com to leave us a message.Show NotesReasons why we love Google Classroom:Students know it and are comfortable with itFor the most part, teachers are comfortable with the platform tooIt is easy to use and, while it may not be as robust as other online tools, it does a great job of creating a central online space for teachers to communicate and post materials for students.Sections in Google Classroom:4 different tabs or sections of a google  classroom - Stream, Classwork, People and Marks:Stream - Great for posting announcements, fun activities, discussions, etc., can turn off classwork notifications using the settings/cog wheelClasswork - section with the most helpful features/use during remote learning. Can createassignmentsmaterials (lessons - slide decks, handouts, websites, etc.)quizzesquestions for students to answertopics (sort by topic, unit, week)People - can email all students, groups of students or individual students; single guardian or all guardians; click on a student and it will pull up a page showing all of their assignments, contact info, etTips for remote learning:Class settings – Here you can find guardian emails, notification settings and you can set up whether or not students can post or comment (or neither)Start fresh! Create a new classroom, and post this new code in your OLD classroom. This will help students as they are starting this new process of learning, and they won't feel overwhelmed or be distracted by previous material posted during face to face instruction.Topics: Organize by week instead of unit!When creating or posting new material, there is a section where it says “Topic” – default is no topic, but if you click on the arrow, you can create a new topic, or use another topic that exists – Create new, and label according to the week.Stream – This is the first page/screen that students see when they enter their classroomChange settings to get rid of classwork posts: Default will be a post every time that you create material or assignments, and this will really clutter up the Stream. So change the settings so that it doesn't post every time you add a lesson, etc.Consider allowing students to post/comment on the Stream. This can also be changed in the settings. It will allow for more interaction and a feeling of community, despite the lack of face to face interactions.Ask questions not related to the curriculum! Sometimes a simple question about what they are doing, their favourite activity while being at home right now, etc. will create a sense of community and belonging, and helps to engage some of the students that are quick to get lost in this type of learning.Make sure feedback is happening quickly using private comments – include voice notes and bitmojis whenever possible, as it helps the students feel like you are still there, and that they aren't just interacting with a screen.Keep it simple, keep your expectations low, and really consider the length of youSupport the show (https://www.buymeacoffee.com/edugals)

This podcast episode discusses Module 55.1, 55.2 and 55.3. Please also use the PowerPoint that is uploaded on Google Classroom under Classwork --> Unit XV --> Class PowerPoints. I discuss Freud, Exploring the Unconscious, Psychosexual Stages of Development, and Defense Mechanisms. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app

For this episode we have invited three RIT freshmen to talk about their adjustment to college and how they are balancing their school work, sports, clubs, and more! Emilie is an animation major specifically 3D involved in velocity urban dance crew and a mentor mentee animation program. Jon is a biomedical engineering major who is a member of the varsity swimming and diving team and a part of BMES. Swathi is a biomedicine major. She is the freshmen representative for honors council, driver trainee for RITA ambulance, secretary of WOAS, and a member of momentum 2. She is also involved in HSTSA, PSA, and badminton club. All three of these student are very involved on campus and they are also maintaining their grades. Listen in to get some tips on how they balance it all! Sources: https://www.alliedacademies.org/nutrition-human-health/ and https://www.uhs.uga.edu/sleep/

Today, we're deep diving into ungrading. In episode 5, we looked at the gradeless movement and the pedagogy that surrounds it, and now we're looking at how it's incorporated, and the non-academic benefits of implementing it. To be clear, when I say "ungrading" - I'm referring to the movement away from grades. This doesn't necessarily mean that the class does not issue at grade at all. Typically, this means that grades are as limited as possible, as in one final grade at the end of a year, with opportunities to redo assignments or reach that goal in multiple ways.Almost every classroom one visits today will have a chart on the syllabus which breaks down grades.Homework: 30%Tests: 40%Classwork: 20%Participation: 10%With opportunities for extra credit.First, I don't blame educators for setting things up this way - it's the way it's almost always done. It's the dominant way of thinking about grading. But there are a litany of issues with categorical grades. Does a student who never completes homework really not understand the content, or are they just disobeying instructions to do work at home? If a student never passes a test, but does great in their classwork, are we grading their content knowledge or their anxiety levels?And further, in addition to all the pedagogical issues with assigning grades, what we're actually grading, and how this affects intrinsic motivation, we're also enacting barriers. When we place these systems within our classroom, we're presenting one more step between us, as educators, working with students to help them learn. Because now, the conversation isn't about helping someone get better, it's about ensuring that the categories are adhered to and scored properly.This system causes a breakdown of the relationship between all of us. I distinctly remember being horrified in an English class, one of my better subjects, because although I did great on tests and assignments, a huge portion of our grade was participation. My teacher met with me with the advice..."talk more" - which for someone like me is easier said than done. The anxiety and fear I felt within that room meant not only that I'd achieve a lower grade than others, but I simply didn't enjoy the class, nor did I trust the teacher, nor did I learn as much as I could have.When my Spanish teacher assigned extra credit to make back our points from tests, which I was doing very poorly on, I would always do the extra work - which took a considerable amount of time. I remember turning in one of the longer assignments, only to have it lost by him - leading to an argument that resulted in me receiving a detention.The point is that when we create systems where there are barriers to learning, we're demotivating students as well as making a hierarchical structure that harms our relationships. The teacher becomes an enforcer rather than a coach. And these experiences are commonplace. Most people have some fond memories of school, but certainly negative ones that harmed them mentally and emotionally. Some of my worst memories are those that happened at school as a result of teachers.GUESTS IN ORDER OF APPEARANCEAbigail French, a veteran public school teacher focusing on sixth grade, whose beginning her journey into ungrading after unrest with the traditional system.Dr. Susan Blum, an anthropology professor at the University of Notre Dame, author of I Love Learning; I Hate School": An Anthropology of College, who utilizes ungrading in the classroom and is soon publishing a work on gradeless learning.Dr. Laura Gibbs, a professor at the University of Oklahoma, who teaches mythology and folklore and epics of ancient India . Laura has been teaching these classes online since 2002 which have always been ungraded.RESOURCESAlfie Kohn, “Punished by Rewards” (Discussion)Monte Syrie, Project 180Teachers Going GradelessDr. Susan Blum’s websiteCathy DavidsonThe Meaningful Writing Project (book/study)Chapter on Ungrading - Laura Gibbs (from Dr. Susan Blum’s upcoming work)Dr. Laura Gibbs’ websiteDr. Laura Gibbs’ Course PageDr. Laura Gibbs’ Feedback/Mindset resources for studentsDr. Laura Gibbs’ students’ workHRP’s Ungrading HandbookHRP’s Grading =/ Assessment GuidebookHRP’s Gradeless “Why Sheet”FURTHER LISTENINGS3: E5 - Redefining Assessment by Implementing Gradeless Learning feat. Jeffery Frieden, Aaron Blackwelder, & Nick CovingtonS2 Highlight: Adopting Progressive Ed. w/ Alfie Kohn See acast.com/privacy for privacy and opt-out information.

Classwork

Download Episode Here Let’s get to know the 2018 We Solve Problems Essay Contest winner, Jeremy Cavanaugh, who made history as the first freshmen to win the grand prize award with his essay titled “Protecting our LGBT Youth in Schools”. The 2018 Contest invited high school students from 7 districts to select a problem and solve it in a one-page essay, to be judged by a group of business owners and community leaders. Of the 1500 essays submitted, Jeremy’s was selected based on his choice of problem, solution proposed, and quality of writing. Alex and Molly find out what life is like for this extraordinary sophomore, and how he is helping improve the lives of LGBT students at Chagrin Falls High School. Read Jeremy’s essay and learn more about the We Solve Problems Essay Contest by visiting www.wesolveproblems-essay.com. If you think you may want to be a judge or sponsor in the contest, join the mailing list at bit.ly/WSPlist to get all the updates. Watch Jeremy and Alex’s interview on WVIZ/ideastream on May 15, 2018, at www.ideastream.org/programs/ideas/essay-contest-spotlights-high-schoolers-solutions-to-real-world-problems SHOW NOTES * 1:06 Why Paul is so great; The Botanical Gardens is delightful; Surprises for Susan; Smart Uber-ing; Molly’s Bingo and Gyros with the Boy Scouts * 11:43 Introducing Jeremy Cavanaugh and sharing big news about the We Solve Problems Essay Contest * 19:00 Welcome Jeremy; Enjoying the contest prize; An important transition * 29:40 Helping other students find their path; Effects of winning the Essay Contest * 34:00 Just an average 10th grader, or more than that? Extracurriculars, Weekends, and Classwork * 50:35 Lightning Round MENTIONED IN THIS EPISODE: Paul Marnecheck, Chagrin Falls High School, Susan Priest Richlak, Floh Vodka, John Gadd, Robb Sapp

Google News and Updates Chrome's turning 10, here's what's new Test out the beta version Making embedded Google Forms better Easily add buttons to improve links in new Google Sites Use the quick-access side panel to do more from Google Docs, Sheets, Slides, Calendar, and more Create better-looking sites more quickly with section layouts in new Google Sites Featured Content AUGUST 2018 UPDATES: New Classwork page—Teachers and students have a new Classwork page. Teachers can post assignments and questions on the page, as well as group them into modules with topics. New grading tool in Classroom—Teachers have a new grading tool where they can switch between grades, student submissions, and comments while grading and save common feedback in a comment bank to use later. New People page—Teachers can view class member information on the People page. Teachers can also invite and remove students, co-teachers, and guardians on the page. New Settings page—Teachers can edit the class description, change the class code, manage guardian summaries, and control Stream settings on a consolidated Settings page. Copy a class—Teachers can copy classwork and topics from an existing class to new class. Control notifications by class—Teachers and students can turn notifications off for any class. Change grades—Teachers can change grade point values when creating or editing assignments or questions. See updates—Teachers and students can see updated labels (Assigned, Turned In, and Graded) for the status of a student’s work. SEPTEMBER 2018 UPDATES: Materials on the Classwork page—Teachers can add materials to the Classwork page. Classwork page for existing classes—Teachers can add the Classwork page to existing classes or classes they’ve previously removed the page from. Easier posting on the Stream page—Teachers and students have an easier way to post in the Stream. Edit the room, subject, and section during course creation and in Settings page—Teachers can edit the room, subject, and section when creating or editing a course or in the Settings page. Teachers can edit the room and subject when creating or editing a course. Bottom tab navigation—On iOS, users can navigate between the Stream, Classwork, and People pages with a bottom navigation bar. Guardians—On iOS, verified teachers can view student guardians. Resources What’s New With Google Classroom Matt’s Google Classroom Google Classroom Blog Posts and Resources: How to make good Google Classroom assignments better The Google Classroom Quick-Start guide + tips and tricks (Updated August 2018) Google Classroom: Differentiate like a NINJA (Ditch That Textbook podcast episode 099) Kasey’s Google Classroom Google Classroom Blog Posts and Resources: 5 Things to Know About the NEW Google Classroom 6 Tips for Getting Started with Google Classroom 35 Google Classroom Resources That Will Make Your Day The Google Classroom Master Class (Online Course) [su_button url="https://shakeuplearning.teachable.com/p/getting-started-with-google-classroom-course" target="blank" style="flat" background="#278e4a" color="#ffffff" size="5" wide="yes" center="yes" radius="0" icon="icon: google" icon_color="#ffffff"]The Google Classroom Master Class (Online Course)[/su_button] Google Teacher Tribe Mailbag Get your feedback in for upcoming episodes! Click here to submit feedback! On The Blogs Matt: 7 ninja Google Keep tricks for teachers and students Kasey: How to Create “Apps” With Google Slides (guest post by Micah Shippee) [shortcode-variables slug="signature"]

On this second episode of Stacktrace, John and Gui discuss Apple's upcoming March 27th event. What do we know? What do we expect? Tune in and find out! Stacktrace by 9to5Mac is available on iTunes and Apple’s Podcasts app or through our dedicated RSS feed for Overcast and other podcast players. Hosts: Gui on Twitter: @_inside John on Twitter: @johnsundell Topics: FU: Kristaps Grinbergs guessed correctly about the reveal UXKit seems to be closer to UIKIt March event announcement ClassKit and the Classwork app Apple Books Redesign Original report Gui's findings iBooks to Apple Books then back to iBooks iBook hardware HIDE_pearl The cool AirPower animation and how it works CloudKit Paper

Whether or not to grade homework (or classwork) is a hotly debated topic amongst teachers, one I struggled with myself for a long time. However, I found a solution that worked great for both me and my students, an unconventional way to grade homework that I’m sharing with you today. Get notes & links at www.teach4theheart.com/gradehomework. Check out our books at www.teach4theheart.com/books  

Parallels. The ideas of alternate timelines and multiverses are fantastically combined in "Parallels." Worf goes through a quantum fissure on his return from a bat'leth tournament causing him to quantum flux between several parallel universes. It is only through the matching of his RNA that allows him to be returned to his correct universe.   In this episode of Earl Grey, hosts Richard Marquez, Lee Hutchison, and Amy Nelson discuss the seventh season episode "Parallels." We identify the different sets and uniforms used to differentiate between parallel universes, the exponential nature of parallel universes based on choices made, and what choices warrant a break from the timeline. We also comment on the validity of the Worf/Troi relationship introduced so late in the series. Chapters   Into (00:00:17)   Parallels (00:02:48)   Favorite Scenes (00:03:43)   Other Realities (00:06:45)   Commentaries (00:09:26)   Cause and Effect (00:16:45)   Classwork (00:20:22)   Worf’s Confidence (00:24:38)   Worf and Troy (00:27:00)   How are we wrong Amy? (00:29:47)   Troy and Riker (00:37:46)   Brandon Braga (00:40:06)   Budget Savings (00:43:20)   Cardassians (00:44:29)   Closing Thoughts (00:46:45)   POTFM (00:55:15)   Patreon (00:56:36)   Contact (00:58:57)   Hosts Lee Hutchison, Amy Nelson, and Richard Marquez Production Richard Marquez (Editor and Producer) Lee Hutchison (Producer) Amy Nelson (Producer) C Bryan Jones (Executive Producer) Matthew Rushing (Executive Producer) Ken Tripp (Executive Producer) Norman C. Lao (Associate Producer) Michael E. Hueter (Associate Producer) Justin Oser (Associate Producer) Richard Marquez (Production Manager) Brandon-Shea Mutala (Patreon Manager) 

T-Dog is now in Kindergarten, so he talks about his first day at school. We also cover making friends, classwork and other stuff. Don't miss it!