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This episode explores simple gamification strategies that make learning more engaging without extra work for teachers. Gamification isn't just about playing games—it's about adding competition, rewards, and interactive challenges to boost student motivation. We'll share practical tips, real-world examples, and easy-to-use tools like Flippity.net to help you bring gamification into your classroom. Tune in to […]

Rounding Up Season 3 | Episode 1 – Grouping Practices That Promote Efficacy and Knowledge Transfer Guest: Dr. Peter Liljedahl Mike Wallus: We know from research that student collaboration can have a powerful impact on learning. That said, how we group students for collaboration matters—a lot. Today we're talking with Dr. Peter Liljedahl, author of “Building Thinking Classrooms in Mathematics,” about how educators can form productive, collaborative groups in their classrooms. Mike: Hello, Peter. Welcome to the podcast. Peter Liljedahl: Thanks for having me. Mike: So, to offer our listeners some background, you've written a book, called “Building Thinking Classrooms in Mathematics,” and I think it's fair to say that it's had a pretty profound impact on many educators. In the book, you address 14 different practices. And I'm wondering if you could weigh in on how you weigh the importance of the different practices that you addressed? Peter: Well, OK, so, first of all, 14 is a big number that publishers don't necessarily like. When we first started talking with Corwin about this, they were very open. But I know if you think about books, if there's going to be a number in the title, the number is usually three, five or seven. It's sometimes eight—but 14 is a ridiculous number. They can't all be that valuable. What's important about the fact that it's 14, is that 14 is the number of core practices that every teacher does. That's not to say that there aren't more or less for some teachers, but these are core routines that we all do. We all use tasks. We all create groups for collaboration. We all have the students work somewhere. We all answer questions. We do homework, we assign notes, we do formative, summative assessment. We do all of these things. We consolidate lessons. We launch lessons. Peter: These are sort of the building blocks of what makes our teaching. And through a lot of time in classrooms, I deduced this list of 14. Robert Kaplinsky, in one of his blog posts, actually said that he thinks that that list of 14 probably accounts for 95 percent of what happens in classrooms. And my research was specifically about, “How do we enact each of those 14 so that we can maximize student thinking? So, what kind of tasks get students to think, how can we create groups so that more thinking happens? How can we consolidate a lesson so we get more thinking? How can we do formative and summative assessments so the students are thinking more?” So, the book is about responding to those 14 core routines and the research around how to enact each of those to maximize thinking. Your question around which one is, “How do we put weight on each of these?” Peter: They're all important. But, of course, they're not all equally impactful. Building thinking classrooms is most often recognized visually as the thing where students are standing at whiteboards working. And, of course, that had a huge impact on student engagement and thinking in the classroom, getting them from sitting and working at desks to getting them working at whiteboards. But in my opinion, it's not the most impactful. It is hugely impactful, but the one that actually makes all of thinking classroom function is how we form collaborative groups, which is chapter two. And it seems like that is such an inconsequential thing. “We've been doing groups for forever, and we got this figured out. We know how to do this. But … do we really? Do we really have it figured out?” Because my research really showed that if we want to get students thinking, then the ways we've been doing it aren't working. Mike: I think that's a great segue. And I want to take a step back, Peter. Before we talk about grouping, I want to ask what might be an obvious question. But I wonder if we can talk about the “why” behind collaboration. How would you describe the value or the potential impact of collaboration on students' learning experiences? Peter: That's a great question. We've been doing collaborative work for decades. And by and large, we see that it is effective. We have data that shows that it's effective. And when I say “we,” I don't mean me or the people I work with. I mean “we, in education,” know that collaboration is important. But why? What is it about collaboration that makes it effective? There are a lot of different things. It could be as simple as it breaks the monotony of having to sit and listen. But let's get into some really powerful things that collaboration does. Number one, about 25 years ago, we all were talking about metacognition. We know that metacognition is so powerful and so effective, and if we get students thinking about their thinking, then their thinking actually improves. And metacognition has been shown time and time again to be impactful in learning. Some of the listeners might be old enough to remember the days where we were actually trying to teach students to be metacognitive, and the frustration that that created because it is virtually impossible. Peter: Being reflective about your thinking while you're thinking is incredibly hard to do because it requires you to be both present and reflective at the same time. We're pretty good at being present, and we're pretty good about reflecting on our experiences. But to do both simultaneously is incredibly hard to do. And to teach someone to do it is difficult. But I think we've also all had that experience where a student puts up their hand, and you start walking over to them, and just as you get there, they go, “Never mind.” Or they pick up their book, and they walk over to you, and just as they get to you, they just turn around and walk back. I used to tell my students that they're smarter when they're closer to me. But what's really going on there is, as they've got their hand up, or as they're walking across the room toward you as a teacher, they're starting to formulate their thoughts to ask a question. Peter: They're preparing to externalize their thinking. And that is an incredibly metacognitive process. One of the easiest forms of metacognition, and one of the easiest ways to access metacognition, is just to have students collaborate. Collaborating requires students to talk. It requires them to organize their thoughts. It requires them to prepare their thinking and to think about their thinking for the purposes of externalization. It is an incredibly accessible way of creating metacognition in your classroom, which we already know is effective. So, that's one reason I think collaboration is really, really vital. Peter: Another one comes from the work on register. So, register is the level of sophistication with which we speak about something. So, if I'm in a classroom, and I'm talking to kindergarten students, I set a register that is accessible to them. When I talk to my undergraduates, I use a different register. My master's students, my Ph.D. students, my colleagues, I'm using different registers. I can be talking about the same thing, but the level of sophistication with which I'm going to talk about those things varies depending on the audience. And as much as possible, we try to vary our register to suit the audience we have. But I think we've also all had that instructor who's completely incapable of varying their register, the one who just talks at you as if you're a third-year undergraduate when you're really a Great Eight student. And the ability to vary our register to a huge degree is going to define what makes us successful as a teacher. Can we meet our learners where they're at? Can we talk to them from the perspective that they're at? Now we can work at it, and very adept teachers are good at it. But even the best teachers are not as good at getting their register to be the same as students. Peter: So, this is another reason collaboration is so effective. It allows students to talk and be talked to at their register, which is the most accessible form of communication for them. And I think the third reason that collaboration is so important is the difference between what I talk in my book about the difference between absolute and tentative knowledge. So, I'm going to make two statements. You tell me which one is more inviting to add a comment to. So, statement number one is, “This is how to do it, or this is what I did.” That's statement number one. Statement number two is, “I think that one of the ways that we may want to try, I'm wondering if this might work.” Which one is more inviting for you to contribute to? Mike: Yes, statement number two, for many, many reasons, as I'm sitting here thinking about the impact of those two different language structures. Peter: So, as teachers, we tend to talk in absolutes. The absolute communication doesn't give us anything to hold onto. It's not engaging. It's not inviting. It doesn't bring us into the conversation. It's got no rough patches—it's just smooth. But when that other statement is full of hedging, it's tentative. It's got so many rough patches, so many things to contribute to, things I want to add to, maybe push back at or push further onto. And that's how students talk to each other. When you put them in collaborative groups, they talk in tentative discourse, whereas teachers, we tend to talk in absolutes. So, students are always talking to each other like that. When we put them in collaborative groups, they're like, “Well, maybe we should try this. I'm wondering if this'll work. Hey, have we thought about this? I wonder if?” And it's so inviting to contribute to. Mike: That's fascinating. I'm going to move a little bit and start to focus on grouping. So, in the book, you looked really closely at the way that we group students for collaborative problem-solving and how that impacts the way students engage in a collaborative effort. And I'm wondering if you could talk a little bit about the type of things that you were examining. Peter: OK. So, you don't have to spend a lot of time in classrooms before you see the two dominant paradigms for grouping. So, the first one we tend to see a lot at elementary school. So, that one is called “strategic grouping.” Strategic grouping is where the teacher has a goal, and then they're going to group their students to satisfy that goal. So, maybe my goal is to differentiate, so I'm going to make ability groups. Or maybe my goal is to increase productivity, so I'm going to make mixed-ability groups. Or maybe my goal is to just have peace and quiet, so I'm going to keep those certain students apart. Whatever my goal is, I'm going to create the groups to try to achieve that goal, recognizing that how students behave in the classroom has a lot to do with who they're partnered with. So that's strategic grouping. It is the dominant grouping paradigm we see in elementary school. Peter: By the time we get to high school, we tend to see more of teachers going, “Work with who you want.” This is called “self-selected groupings.” And this is when students are given the option to group themselves any way they want. And alert: They don't group themselves for academic reasons, they group themselves for social reasons. And I think every listener can relate to both of those forms of grouping. It turns out that both of those are highly ineffective at getting students to think. And ironically, for the exact same reason. We surveyed hundreds of students who were in these types of grouping settings: strategic grouping or self-selected groupings. We asked one question, “If you knew you were going to work in groups today, what is the likelihood you would offer an idea?” That was it. And 80 percent of students said that they were unlikely or highly unlikely to offer an idea, and that was the exact same, whether they were in strategic groupings or self-selected groupings. The data cut the same. Mike: That's amazing, Peter. Peter: Yeah, and it's for the same reason it turns out; that whether students were being grouped strategically or self-selected, they already knew what their role was that day. They knew what was expected of them. And for 80 percent of the students, their role is not to think. It's not to lead. Their role is to follow, right? And that's true whether they're grouping themselves socially, where they already know the social hierarchy of this group, or they're being grouped strategically. We interviewed hundreds of students. And after grade 3, every single student could tell us why they were in the group this teacher placed them in. They know. They know what you think of them. You're communicating very clearly what you think their abilities are through the way you group them, and then they live down to that expectation. So, that's what we were seeing in classrooms was that strategic grouping may be great at keeping the peace. And self-selected grouping may be fabulous for getting students to stop whining about collaboration. But neither of them was effective for getting students to think. In fact, they were quite the opposite. They were highly ineffective for getting students to think. Mike: So, I want to keep going with this. And I think one of the things that stood out for me as I was reading is, this notion that regardless of the rationale that a teacher might have for grouping, there's almost always a mismatch between what the teacher's goals are and what the student's goals are. I wonder if you could just unpack this and maybe explain this a bit more. Peter: So, when you do strategic grouping, do you really think the students are with the students that they want to be with? One of the things that we saw happening in elementary school was that strategic grouping is difficult. It takes a lot of effort to try to get the balance right. So, what we saw was teachers largely doing strategic grouping once a month. They would put students into a strategic group, and they would keep them in that group for the entire month. And the kids care a lot about who they're with, when you're going to be in a group for a month. And do you think they were happy with everybody that was in that group? If I'm going to be with a group of students for a month, I'd rather pick those students myself. So, they're not happy. You've created strategic groupings. And, by definition, a huge part of strategic grouping is keeping kids who want to be together away from each other. Peter: They're not happy with that. Self-selected groupings, the students are not grouping themselves for academic reasons. They're just grouping themselves for social reasons so that they can socialize, so they talk, so they can be off topic, and all of these things. And yes, they're not complaining about group work, but they're also not being productive. So, the students are happy. But do you think the teacher's happy? Do you think the teacher looks out across that room and goes, “Yeah, there were some good choices made there.” No, nobody's happy, right? If I'm grouping them strategically, that's not matching their goals. That's not matching their social goals. When they're grouping themselves in self-selected ways, that's matching their social goals but not matching my academic goals for them. So, there's always going to be this mismatch. The teacher, more often than not, has academic goals. The students, more often than not, have social goals. There are some overlaps, right? There are students who are like, “I'm not happy with this group. I know I'm not going to do well in this group. I'm not going to be productive.” And there are some teachers who are going, “I really need this student to come out of the shell, so I need to get them to socialize more.” But other than that, by and large, our goals as teachers are academic in nature. The goals as students are social in nature. Mike: I think one of the biggest takeaways from your work on grouping, for me at least, was the importance of using random groups. And I have to admit, when I read that there was a part of me thinking back to my days as a first-grade teacher that felt a little hesitant. As I read, I came to think about that differently. But I'm wondering if you can talk about why random groups matter, the kind of impact that they have on the collaborative experience and the learning experience for kids. Peter: Alright, so going back to the previous question. So, we have this mismatch. And we have also that 80 percent of students are not thinking; 80 percent of students are entering into that group, not prepared to offer an idea. So those are the two problems that we're trying to address here. So, random groups … random wasn't good enough. It had to be visibly random. The students had to see the randomness because when we first tried it, we said, “Here's your random groups.” They didn't believe we were being random. They just thought we were being strategic. So, it has to be visibly random, and it turns out it has to be frequent as well. About once every 45 to 75 minutes. See, when students are put into random groups, they don't know what their role is. So, we're solving this problem. They don't know what their role is. When we started doing visibly random groups frequently, within three weeks we were running that same survey. Peter: “If you know you're going to work in groups today, what is the likelihood you would offer an idea?” Remember the baseline data was that 80 percent of students said that they were unlikely or highly unlikely, and, all of a sudden, we have a hundred percent of students saying that they're likely or highly likely. That was one thing that it solved. It shifted this idea that students were now entering groups willing to offer an idea, and that's despite 50 percent of them saying, “It probably won't lead to a solution, but I'm going to offer an idea.” Now why is that? Because they don't know what their role is. So, right on the surface, what random groups does, is it shatters this idea of preconceived roles and then preconceived behaviors. So, now they enter the groups willing to offer an idea, willing to be a contributor, not thinking that their role is just to follow. But there's a time limit to this because within 45 to 75 minutes, they're going to start to fall into roles. Peter: In that first 45 minutes, the roles are constantly negotiated. They're dynamic. So, one student is being the leader, and the others are being the follower. And now, someone else is a leader, the others are following. Now everyone is following. They need some help from some external source. Now everyone is leading. We've got to resolve that. But there is all of this dynamicism and negotiation going on around the roles. But after 45 to 75 minutes, this sort of stabilizes and now you have sort of a leader and followers, and that's when we need to randomize again so that the roles are dynamic and that the students aren't falling into sort of predefined patterns of non-thinking behavior. Mike: I think this is fascinating because we've been doing some work internally at MLC around this idea of status or the way that … the stories that kids tell about one another or the labels that kids carry either from school systems or from the community that they come from, and how those things are subtle. They're unspoken, but they often play a role in classroom dynamics in who gets called on. What value kids place on a peer's idea if it is shared. What you're making me think is there's a direct line between this thing that we've been thinking about and what happens in small groups as well. Peter: Yeah, for sure. So, you mentioned status. I want to add to that identity and self-efficacy and so on and so forth. One of the interesting pieces of data that came out of the research into random groups was, we were interviewing students several weeks into this. And we were asking them questions around this, and the students were saying things like, “Oh, the teacher thinks we're all the same, otherwise they wouldn't do random groups. The teacher thinks we're all capable, otherwise they wouldn't do random groups.” So, what we're actually talking about here is that we're starting—just simply through random groups—to have a positive impact on student self-efficacy. One of the things that came out of this work, that I wrote about in a separate paper, was that we've known for a long time that student self-efficacy has a huge impact on student performance. But how do we increase, how do we improve student self-efficacy? Peter: There are a whole bunch of different ways. The work of Bandura on this is absolutely instrumental. But it comes down to a couple of things. From a classroom teacher perspective, the first thing, in order for a student to start on this journey from low self-efficacy to high self-efficacy, they have to encounter a teacher who believes in them. Except students don't listen to what we say. They listen to what we do. So, simply telling our students that we have confidence in them doesn't actually have much impact. It's how we show them that we have confidence in them. And it turns out that random groups actually have a huge impact on that. By doing the random groups, we're actually showing the kids that we believe in them and then they start to internalize this. So that's one thing. The work of Bandura about how we can start to shift student self-efficacy through mastery experiences, where they start to, for example, be successful at something. And that starts to have an impact that is amplified when students start to be successful in front of others, when they are the ones who are contributing in a small group. And that group is now successful. And that success is linked in some small or great part to your contributions; that self-efficacy is amplified because not only am I being successful, I'm being successful in a safe environment, but in front of others. Peter: Now, self-efficacy contributes to identity, and identity has an interesting relationship with status. And you mentioned status. So, self-efficacy is what I think of myself. Status is what others think of me. I can't control my status. I can't shift my status. Status is something that is bestowed on me by others. And, of course, it's affected by their interactions with me in collaborative spaces. So, how they get to see me operate is going to create a status for me, on me, by others. But the status gets to be really nicely evenly distributed in thinking classrooms when we're doing these random groups because everybody gets to be seen as capable. They all get to be someone who can be mathematical and someone who can contribute mathematically. Mike: I want to shift back for a moment to this idea of visibly random groups. This idea that for kids, they need to believe that it's not just a strategic grouping that I've called random for the sake of the moment. What are some of the ways that you've seen teachers visibly randomize their groups so that kids really could see the proof was right out there in front of them? Peter: So, we first started with just cards. So, we got 27 kids. We're going to use playing cards, we're going to have three aces, three 2S, three 3s, three 4s, and so on. We would just shuffle the deck, and the kids would come and take a card. And if you're a 4, you would go to the board that has a 4 on it. Or maybe that fourth 4 is there, so to speak. We learned a whole bunch of things. It has to be visible. And however way we do it, the randomization doesn't just tell them what group they're in, it tells them where to go. That's an efficiency thing. You don't want kids walking around the classroom looking for their partners and then spending 5 minutes deciding where they want to work. Take a card, you got a 7, you go to the 7 board. You got an ace, you go to the ace board. Peter: And that worked incredibly well. Some teachers already had Popsicle sticks in their classroom, so they started using those: Popsicle sticks with students' names. So, they would pull three Popsicle sticks and they would say, “OK, these students are together. These students are together.” At first, we didn't see any problems with that. That seemed to be pretty isomorphic … to using a playing card. Some teachers got frustrated with the cards because with a card, sometimes what happens is that they get ripped or torn or they don't come back. Or they come back, and they're sweaty or they're hot. And it's like, “OK, where were you keeping this card? I don't want to know. It's hot, it's dirty.” They got ink on it. The cards don't come back. The kids are swapping cards. And teachers were frustrated by this. So, they started using digital randomizers, things like Flippity and ClassDojo and Picker Wheel and Team Shake and Team Maker. Peter: There were tons of these digital randomizers, and they all work pretty much the same. But there was a bit of a concern that the students may not perceive the randomness as much in these methods. And you can amplify that by, for example, bringing in a fuzzy [die], a big one, and somebody gets to roll it. And if a 5 comes up, they get to come up and hit the randomized button five times. And now there's a greater perception of randomness that's happening. With Flippity, that turns out actually it'd be true. Turns out that the first randomization is not purely random, and the kids spot that pattern. And we thought, “OK, perfect. That's fine. As long as the students perceive it's random, that it is truly random, that the teacher isn't somehow hacking this so that they are able to impose their own bias into this space.” So, it's seemingly random, but not purely random. And everything was running fine until about six to eight months ago. I was spending a lot of time in classrooms. I think in the last 14 months I've been in 144 different classrooms, co-teaching or teaching. So, I was spending a lot of time in classrooms, and for efficiency's sake, a lot of these teachers were using digital randomizers. And then I noticed something. It had always been there, but I hadn't noticed it. This is the nature of research. It's also the nature of just being a fly on the wall, or someone who's observing a classroom or a teacher. There's so much to notice we can't notice it all. So, we notice the things that are obvious. The more time we spend in spaces, the more nuanced things we're able to notice. And about six to eight months ago, I noticed something that, like I said, has always been there, but I had never really noticed it. Peter: Teacher hits a randomized button, and all the students are standing there watching, waiting for the randomized groups to appear on the screen. And then somebody goes, “Ugh.” It's so small. Or somebody laughs. Or somebody's like, “Nooo.” And it's gone. It's in a moment, it's gone. Sometimes others snicker about it, but it's gone. It's a flash. And it's always been there, and you think it's not a big deal. Turns out it's a huge deal because this is a form of micro-bullying. This is what I call it, “micro-bullying.” Because when somebody goes, “Ugh,” everybody in the room knows who said it. And looking at the screen, they know who they said it about. And this student, themself, knows who said it, and they know that they're saying it about them. And what makes this so much worse than other overt forms of bullying is that they also are keenly aware that everybody in the room just witnessed and saw this happen, including the teacher. Peter: And it cuts deeply. And the only thing that makes bullying worse is when bullying happens in front of someone who's supposed to protect you, and they don't; not because we're evil, but because it's so short, it's so small, it's over in a flash. We don't really see the magnitude of this. But this has deep psychological effects and emotional effects on these students. Not just that they know that this person doesn't like them. But they know that everybody knows that they don't like them. And then what happens on the second day? The second day, whoever's got that student, that victimized student in their group, when the randomization happens, they also go, “Ugh,” because this has become acceptable now. This is normative. Within a week, this student might be completely ostracized. And it's just absolutely normal to sort of hate on this one student. Peter: It's just not worth it. It cuts too deeply. Now you can try to stop it. You can try to control it, but good luck, right? I've seen teachers try to say, “OK, that's it. You're not allowed to say anything when the randomization happens. You're not allowed to cheer, you're not allowed to grunt, you're not allowed to groan, you're not allowed to laugh. All you can do is go to your boards.” Then they hit the random, and immediately you hear someone go, “Ugh.” And they'll look at them, and the student will go, “What? That's how I breathe.” Or “I stubbed my toe where I thought of something funny.” It's virtually impossible to shut it down because it's such a minor thing. But seemingly minor. In about 50 percent of elementary classrooms that I'm in, where a teacher uses that digital randomizer, you don't hear it. But 50 percent you do. Almost 100 percent of high school classrooms I'm in you hear some sort of grunt or groan or complaint. Peter: It's not worth it. Just buy more cards. Go to the casino, get free cards. Go to the dollar store, get them cheap. It's just not worth it. Now, let's get back to the Popsicle stick one. It actually has the same effect. “I'm going to pull three names. I'm going to read out which three names there are, and I'm going to drop them there.” And somebody goes, “Ugh.” But why does this not happen with cards? It doesn't happen with cards because when you take that card, you don't know what group you're in. You don't know who else is in your group. All you know is where to go. You take that card, you don't know who else is in your group. There's no grunting, groaning, laughing, snickering. And then when you do get to the group, there might be someone there that you don't like working with. So, the student might go, “Ugh.” But now there's no audience to amplify this effect. And because there's no audience, more often than not, they don't bother going, “Ugh.” Go back to the cards, people. The digital randomizers are fast and efficient, but they're emotionally really traumatizing. Mike: I think that's a really subtle but important piece for people who are thinking about doing this for the first time. And I appreciate the way that you described the psychological impact on students and the way that using the cards engineers less of the audience than the randomizer [do]. Peter: Yeah, for sure. Mike: Well, let's shift a little bit and just talk about your recommendations for group size, particularly students in kindergarten through second grade as opposed to students in third grade through fifth grade. Can you talk about your recommendations and what are the things that led you to them? Peter: First of all, what led to it? It was just so clear, so obvious. The result was that groups of three were optimal. And that turned out to be true every setting, every grade. There are some caveats to that, and I'll talk about that in a minute. But groups of three were obvious. We saw this in the data almost immediately. Every time we had groups of three, we heard three voices. Every time we heard groups of four, we heard three voices. When we had groups of five, we heard two voices on task, two voices off task, and one voice was silent. Groups of three were just that sort of perfect, perfect group size. It took a long time to understand why. And the reason why comes from something called “complexity theory.” Complexity theory tells us that in order for a group to be productive, it has to have a balance between diversity and redundancy. Peter: So, redundancy is the things that are the same. We need redundancy. We need things like common language, common notation, common vocabulary, common knowledge. We need to have things in common in order for the collaboration to even start. But if all we have is redundancy, then the group is no better than the individual. We also have to have diversity. Diversity is what every individual brings to the group that's different. And the thing that happens is, when the group sizes get larger, the diversity goes up, but redundancy goes down. And that's bad. And when the group sizes get smaller, the redundancy goes up, but the diversity goes down. And that's bad. Groups of three seem to have this perfect balance of redundancy and diversity. It was just the perfect group size. And if you reflect on groups that you've done in your settings, whatever that setting was, you'll probably start to recognize that groups of three were always more effective than groups of four. Peter: But we learned some other things. We learned that in K–2, for example, groups of three were still optimal, but we had to start with groups of two. Why? Because very young children don't know how to collaborate yet. They come to school in kindergarten, they're still working in what we call “parallel,” which means that they'll happily stand side by side at a whiteboard with their own marker and work on their own things side by side. They're working in parallel. Eventually, we move them to a state that we call “polite turn-taking.” Polite turn-taking is we can have two students working at a whiteboard sharing one marker, but they're still working independently. So, “It's now your turn and you're working on your thing, and now it's my turn, I'm working on my thing.” Eventually, we get them to a state of collaboration. And collaboration is defined as “when what one student says or does affects what the other student says or does.” Peter: And now we have collaboration happening. Very young kids don't come to school naturally able to collaborate. I've been in kindergarten classrooms in October where half the groups are polite turn-taking, and half the groups are collaborating. It is possible to accelerate them toward that state. But I've also been in grade 2 classrooms in March where the students are still working in parallel or turn-taking. We need to work actively at improving the collaboration that's actually happening. Once collaboration starts to happen in those settings, we nurtured for a while and then we move to groups of three. So, I can have kindergartens by the end of the year working in groups of three, but I can't assume that grade 2s can do it at the beginning of the year. It has a lot to do with the explicit efforts that have been made to foster collaboration in the classroom. And having students sit side by side and pair desks does not foster collaboration. It fosters parallel play. Peter: So, we always say that “K–2, start with groups of two, see where their level of collaboration is, nurture that work on it, move toward groups of three.” The other setting that we had to start in groups of two were alternate ed settings. Not because the kids can't collaborate, but because they don't trust yet. They don't trust in the process in the educational setting. We have to nurture that. Once they start to trust in working in groups of two, we can move to groups of three. But the data was clear on this. So, if you have a classroom, and let's say you're teaching grade 6, and you don't have a perfect multiple of three, what do you do? You make some groups of two. So, rather than groups of four, make some groups of two. Keep those groups of two close to each other so that they may start to collaborate together. Peter: And that was one of the ironies of the research: If I make a group of four, it's a Dumpster fire. If I make two groups of two and put them close to each other, and they start to talk to each other, it works great. You start with groups of two. So, having some extra groups of two is handy if you're teaching in high school or any grade, to be honest. But let's say you have 27 students on your roster, but only 24 are there. There's going to be this temptation to make eight groups of three. Don't do it. Make nine groups, have a couple of groups of two. Because the minute you get up and running, someone's going to walk in late. And then when they walk in late, it's so much easier to plug them into a group of two than to have them waiting for another person to come along so that they can pair them or to make a group of four. Mike: Yeah, that makes sense. Before we close, Peter, I want to talk about two big ideas that I really wish I would've understood more clearly when I was still in the classroom. What I'm thinking about are the notion of crossing social boundaries and then also the concept of knowledge mobility. And I'm wondering if you could talk about each of them in turn and talk about how they relate to one another. Peter: Certainly. So, when we make our groups, when we make groups, groups are very discreet. I think this comes from that sort of strategic grouping, or even self-selected groupings where the groups are really separate from each other. There are very well-defined boundaries around this group, and everything that happens, happens inside that group, and nothing happens between groups. In fact, as teachers, we often encourage that, and we're like, “No, do your own work in your group. Don't be talking to the other groups.” Because the whole purpose of doing strategic groups is to keep certain kids away from each other, and that creates a very non-permeable boundary between the groups. But what if we can make these boundaries more porous, and so that knowledge actually starts to flow between the groups. This is what's called “knowledge mobility,” the idea that we don't actually want the knowledge to be fixed only inside of a group. Peter: The smartest person in the room is the room. We got to get that knowledge moving around the room. It's not groups, it's groups among groups. So, how can we get what one group is achieving and learning to move to another group that's maybe struggling? And this is called “knowledge mobility.” The easiest way to increase this is we have the students working at vertical whiteboards. Working at vertical whiteboards creates a space where passive knowledge mobility is really easy to do. It's really easy to look over your shoulder and see what another group is doing and go, “Oh, let's try that. They made a table of values. Let's make a table of values. Or they've done a graph, or they drew a picture” or whatever. “We'll steal an idea.” And that idea helps us move forward. And that passive can also lead to more active, where it's like, “I wonder what they're doing over there?” Peter: And then you go and talk to them, and the teacher can encourage this. And both of these things really help with mobilizing knowledge, and that's what we want. We don't want the only source of knowledge to be the teacher. Knowledge is everywhere. Let's get that moving around the room within groups, between groups, between students. And that's not to say that the students are copying. We're not encouraging copying. And if you set the environment up right, they don't copy. They're not going to copy. They'll steal an idea, “Oh, let's organize our stuff into a table of values,” and then it's back to their own board and working on that. And the other way that we help make these boundaries more porous is by breaking down the social barriers that exist within a classroom. All classrooms have social barriers. They could be gender, race. They could be status-based. Peter: There are so many things that make up the boundaries that exist within classrooms. There are these social structures that exist in schools. And one of the things that random groups does is it breaks down these social barriers because we're putting students together that wouldn't normally be together. And our data really reveals just how much that happens; that after three weeks, the students are coming in, they're socializing with different students, students that hadn't been part of their social structure before. They're sitting together outside of class. I see this at the university where students are coming in, they almost don't know each other at all. Or they're coming in small groups that are in the same class. They know each other from other courses, and within three, four weeks, I'm walking through the hallways at the university and I'm seeing them sitting together, working together, even having lunch together in structures that didn't exist on day one. There are so many social structures, social barriers in classrooms. And if we can just erode those barriers, those group structures are going to become more and more porous, and we're creating more community, and we're reducing the risk that exists within those classrooms. Mike: I think the other piece that jumps out for me is when I go back to this notion of one random grouping, a random grouping that shifts every 45 to 75 minutes. This idea of breaking those social boundaries—but also, really this idea that knowledge mobility is accelerated jumps out of those two practices. I can really see that in the structure and how that would encourage that kind of change. Peter: Yeah. And it encourages both passively and actively. Passive in the sense that students can look over the shoulder, active that they can talk to another group. But also passively from the teacher perspective, that random groups does a lot of that heavy lifting. But I can also encourage it actively when a group asks a question. Rather than answering their question, looking around the room going, “You should go talk to the sevens over there.” Or “We're done. What do we do next?” “Go talk to the fours. They know what's next.” That, sort of, “I as a teacher can be passive and let the random groups do a lot of the heavy lifting. But I can also be active and push knowledge around the room. By the way, I respond to students' questions.” Mike: Well, and I think what also strikes me is you're really distributing the authority mathematically to the kids as well. Peter: Yeah, so we're displacing status, we're increasing identity. We're doing all sorts of different things that are de-powering the classroom, decentralizing the classroom. Mike: Well, before we go, Peter, I'm wondering if there are any steps that you'd recommend to an educator who's listening. They want to start to dabble, or they want to take up some of the ideas that we've talked about. Where would you invite people to make a start? Peter: So, first of all, one of the things we found in our research was small change is no change. When you make small changes, the classroom as a system will resist that. So, go big. In building thinking classrooms, random groups is not a practice that gets enacted on its own. It's enacted with two other practices: thinking tasks, which is chapter one of my book, random groups, which is chapter two. And then, getting the students working at vertical whiteboards. These are transformational changes to the classroom. What we're doing in doing that is we're changing the environment in which we're asking students to behave differently. Asking students to behave differently in exactly the same environment that they behaved a certain way for five years already is almost impossible to do. If you want them to behave differently, if you want them to start to think, you're going to have to create an environment that is more conducive to thinking. Peter: So, that's part of it. The other thing is, don't do things by half measures. Don't start doing, “Well, we're going to do random groups on Mondays, but we're going to do strategic groups the rest of the days,” or something like this. Because what that communicates to students is that the randomness is something that you don't really value. Go big. We're doing random groups. We're always doing random groups. Have the courage. Yes, there's going to be some combinations that you're going to go, “Uh-oh.” And some of those are going to be really uh-oh combinations. But you're also going to have way more situations where you go and then it turns out to be amazing. So, have that courage. Go with the random groups and do it persistently and consistently. Because there is going to be resistance. The students are going to resist this thing because at least when you're being strategic, you're being thoughtful about it. Peter: But this feels like too much chance. And they start to attribute, they start to map their emotions around being placed in strategic groups, which were often for a month, into this setting. And what we need to do is, we need to show that this is not that by being consistent, doing it randomly, doing it frequently, so they start to realize that this is different. This is not the kind of grouping structures that have happened in the past. And do it. Do it consistently, persistently. Do it for at least 10 days before you start to really see and really reap those benefits. Mike: I think that's a really great place to stop. Thank you so much for joining us on the podcast, Peter. It really has been a pleasure chatting with you. Peter: Thanks so much. It's been a great conversation. Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2024 The Math Learning Center | www.mathlearningcenter.org

¿Te perdiste la conferencia de CI Mitten? No te preocupes, en este episodio te traemos un cargamento de actividades y estrategias que Nelly Andrade, Dahiana Castro y yo descubrimos y exploramos durante el evento. Desde herramientas interactivas como Flippity, hasta técnicas para crear historias con tus estudiantes, pasando por métodos innovadores para evaluar oralmente y divertidos juegos para dinamizar tus clases, hoy te compartimos una abundancia de recursos útiles.Te invitamos a escuchar este episodio para conocer estas ideas y reflexionar sobre cómo podrías adaptarlas a tu entorno educativo. Además, nos encantaría que compartieras con nosotros cómo te fue al implementar estas estrategias en tus clases.Este episodio es ideal para que te relajes y disfrutes de tu bebida favorita, mientras sientes que estás en una amena reunión con colegas.¡Dale play y sumérgete en un mundo de aprendizaje y diversión!Recursos de este episodio:FlippityBlog post de la Sra. ChaseBlog de Dahiana CastroMovie Talk by Dr. Ashley HastingsTeacher Guide: How to Shift to A Comprehensible and Communicative Teaching ApproachGrowing With Proficiency The BlogGrowing With Proficiency The Spanish Teacher Academy WaitlistGrowing With Proficiency TPT StoreFree FB Community: Growing With CIClaudia @‌IG

In today's episode, we'll review Flippity, a free website offering 28 different learning activity templates that you can use in your classroom. Visit AVID Open Access to learn more.

Flip flops, corporate boxes and golf trips - the RTE story just keeps on giving.. In the real world, though, there's a chronic shortage of doctors - Southdoc is cutting its hours.. Cork is a Feeling - we think Sophie has nailed it & lots more Hosted on Acast. See acast.com/privacy for more information.

FRIDAY HR 5 Monster Maggz in studio. Boat Beer - song Monster Tour K.O.D. - His highness argues on behalf of the flip-flop and it goes sideways. Monsters BOTW - Toll Road Brewing Liquid Schwartz Quiet Quitter

MARVEL CHAMPIONS! Today we are reviewing Season 15, Round 1 of the Solo Champions League: a bunch of heroes that like to flip to Alter-Ego vs Standard Taskmaster with Sinister Assault, with Protection as the aspect!  Join josseroo and frequent guest hosts Gondo and Grrreg for a discussion about strategies, spectacular combos, innovative decks and league highlights. We have content for everyone, whether you choose to be a part of the Solo Champions League OR you're just a fan of the game. We promise our content will lead you absolutely (k)nowhere! Content discussing protection archetypes: https://marvelchampionschr.wixsite.com/marvel-champions-chr/post/protection-debrief https://www.youtube.com/watch?v=IAFWQT8pbyw Joss' YouTube Channel (Solo Champions League Gameplay): https://www.youtube.com/channel/UC8M_m6TeG3LAzrIZ4o1jkRQ Solo Champions League Discord: https://discord.gg/dnq9gUPfGH Official Website for SCL: https://www.bearoverinnsmouth.com/solo-champions-league

Ring our HOTLINE at 312-775-2615 and tell us your What In The Dang Heck moment!   If you've been blessed by our podcast, we ask you to prayerfully consider supporting us on Patreon https://www.patreon.com/whatinthedangheck   @verilymag Use Code: WITDH for $10 off your subscription http://verilyshop.com   @pietapaperie Use Code: HECKYES15 for 15% off your purchase Pietapaperie.co   @everythingcatholicstore Use Code: HECK for 15% off your entire purchase https://everythingcatholic.com   Join our What In The Dang Heck Facebook Group!  

Agenda: [01:50] Toms breaks his knee AND his hand before the annual golf shield, then loses headphones [12:10] Horse racing – comparing the ROI of horses between the exchange and BBAlgo in 2023 [26:30] Soft Online Bookmakers - 7 suggestions for slowing down restrictions [42:00] The Player xG Model – we're nearing the final corner with lineups and scorecast models added [54:39] A Golf update – downswings and sanitary products [01:08:20] William Hill suffer a massive outage during the Superbowl, American customers can't get paid [01:16:10] WSOP Schedule – Are we playing it this year? #bettingat100.1andabove

Today we discuss: Action picks up at 11:00 mins in--Iowa basketball loss to E. Illinois -Caitlin Clark breaks another record, and what is her potential in the history books assuming she plays 5 years at Iowa?-The big news Proctor flips his commitment from Iowa to Bama last minute, can/should the etiquette between recruit and prospective team be called into question? -Where does it leave the Hawks recruiting class?-Are kids still kids in the NIL era?-Speculating on the motives and process of Kadyn finding his way to Alabama, and a whole lot more.

Flippity.net has provided a handy way to turn basic information into interactive games and resources for years. Brent & Ixchell look at a number of ways TESOL Teachers can use Flippity in the ESOL Classroom. If you have any of your ideas, please share them using the show notes below! Show Notes: www.DIESOL.org/75 Want to support the show? Leave us a review right here in your podcatcher! Subscribe on Patreon  or Buy us a Coffee Thank you!!

Hey man, stop being such a harsh realm and ruining all the grunge vibes. Wait what? These aren't real terms? But I read the New York Times! This week on the podcast Will takes us through the wild (and definitely true) glossary of terms used in the grunge music scene. Theo placates our deepest Thanksgiving fears thanks to the Butterball corporation, and brings a Wikipedia Historian segment about the wild history of Palisade, Nevada. Email us at segmentcitypodcast@gmail.com Twitter: https://twitter.com/SegmentCity Youtube: https://www.youtube.com/channel/UCtOxbiSIX1NlSrNMLSqzFqQ

DC and Doc make up for a lost week. There's talk of horror movies, and wrestling, and a bunch of emails. Not to mention a pizza bracket! Special thanks to the DDT Wrestling Patreon members: Nate, Simon, Jeremy, Glenn, and Brandon! We are grateful for your support! Email DDT Podcast! Support DDT Wrestling on Patreon! Buy DDT Wrestling Merch!

201: How to Create your own Wordle-type games You can use Wordle-type games for reviewing vocabulary in your homeschool and in this episode I share how to create your own Wordle-type games with free tools These are the websites I mention: mywordle.strivemath.com Flippity – list – – can be can be length – good to […] The post How to Create your own Wordle-type games appeared first on Ultimate Homeschool Podcast Network.

Encontrarás una herramienta fácil de usar y con rapidez que te ayudará a crear actividades, juegos y visuales Pat tus clases.

GotTechED the Podcast Episode #116: 24 EdTech Fueled Lesson OpenersWelcome back to GotTechED the podcast this is Episode 116 called “24 Edtech-Fueled Lesson Openers” In this episode, we'll share 24 ideas for lesson hooks that will be sure to capture your students' attention. We'll also recommend some edtech tools that will bring these ideas to the next level. This is another episode you don't want to miss, check it out. Segment 1: UpdatesSegment 2: Lesson Openers 5:00EdTech Show and Tell 5:30 cough https://edu.rsc.org/resources/collections/on-this-day-in-chemistry (Chemistry example) Start with motion https://learn.teachingchannel.com/video/stand-up-game?__hstc=37506751.a35535f5c1ec2b914c1802dee6e5592b.1655220455180.1655220455180.1655220455180.1&__hssc=37506751.1.1655220455180&__hsfp=1353873515 (The Standup Game from Sarah Wessling) - everyone stands up, you get to sit if you chose to share something Find the mistake and mark it on https://edji.it/ (Edji) Show a video Movie trailers https://www.classhook.com/ (Classhook) Provoke opinions, make it topical https://www.pbs.org/newshour/classroom/ (PBS News Hour Classroom) https://thejuicelearning.com/ (The Juice) - Daily news matches reading level, supports diving into current events https://idebate.org/ (https://idebate.org/) Google Earth Field Trip https://twistedsifter.com/2014/02/50-amazing-finds-on-google-earth/ (50 Amazing Finds on Google Earth) Explain the graph https://www.turnersgraphoftheweek.com/ (Turners Graph of the Week) https://www.nytimes.com/column/whats-going-on-in-this-graph (Nytimes whats going on in this graph?) Survey using Google Forms and show the results Try a real-life version by having students use colored sticky-notes to create a bar graph on the board https://www.polleverywhere.com/ (Poll everywhere) Feely Bags and Feely Boxes (not just for elementary students!) Pineapple, jello, etc Have students write about what they feel For a high school twist, use complex objects like molecule model kits, asking them to ID the substance, make a molecule based on what you know (size of molecules) Edtech version: Google slides, have on image in the background, 75% covered by a shape. Slowly move the shape away to reveal more and more of the image. Students chat in what they think the image shows QR code scavenger hunt I-Spy (from home, around the school, find an image online that represents a topic) Play a game (Worlde, heardle, etc) http://www.meditationinschools.org/resources/ (Tech-guided meditation) session 60-second video challenge with a ridiculous debate (pencils versus crayons, is a hot dog a sandwich, is water wet?, theme it towards your content) Jamboard - Make a Meme with https://chrome.google.com/webstore/detail/gifit/khoojcphcmgcplkpckkjpdlloooifgec?hl=en (GifIt) from a youtube vid Dress-up like a historical figure from your content area, take a picture, edit it using Canva to look like a the original photo Provide a weird stat from https://www.statisticbrain.com/fun-facts/ (https://www.statisticbrain.com/fun-facts/) An alternate universe scenario: “What if Elon Musk owned Mars?” A minute to win it https://www.survivingateacherssalary.com/minute-to-win-it-games-classroom/ (https://www.survivingateacherssalary.com/minute-to-win-it-games-classroom/) 2 truths and a farce Brackets 11:14 throat clear https://www.flippity.net/ (Flippity) https://www.onthisday.com/science/biology (https://www.onthisday.com/science/biology) https://www.mote.com/ (Mote) Baseketball Leaderboards: https://www.flippity.net/ (Flippity) Whiteboard tic tac toe Project the tic-tac-toe boards Google Docs, Slides, Jamboard Olympic Games 1 event at a time Different changes throughout the year that earn groups of students point Leaderboard on https://www.flippity.net/ (Flippity) Segment 3: Where to Find GotTechEDDo us 3 favors Subscribe to GotTechED the Podcast...

Tony Vincent is a familiar face at Arizona K12 Center's technology events and will again be “the cruise director” at this summer's Camp Plug and Play.  In this episode, Vincent shares the history of Camp Plug and Play and gives an overview of the returning strands “campers” can explore in depth this summer – Get Google Certified, Making HyperDocs, and Making Media – and introduces this year's two new strands, Gamify Learning and New and Notable Tech Destinations. He also talks about what to do when something goes wrong with technology, even when you're a “tech person” and how to use Wordle-like activities, like Flippity, in the classroom. Learn more about Camp Plug and Play 17.0: The Creative Technology Camp for Teachers at azk12.org/CPP. Spots are limited, so register soon! Learn more about the Arizona K12 Center at azk12.org.

In this episode, Becky and Danny explore technology integration. Discussing everything from digital citizenship, to philosophies of technology integration, to digital platforms and projects ideas that enhance student learning experiences, the two share their best practices for technology integration in the elementary classroom. Episode Resources: Digital Citizenship Project 3 Great Tools from Flippity Get in Touch: Becky's Blog - Redhead Education A Couple of Teachers Twitter Becky's Twitter Danny's Twitter Instagram Mentioned in this Episode: Programs & Apps for Engagement: Flipgrid, Canva, Book Creator, Flippity, Pear Deck, Nearpod, Clips, Kahoot, Gimkit, Booklit, Clips, Swift Playgrounds, Tynker, Sphero EDU Tech Tools: Sphero, Ozobot, Makey Makey Programs for Security: Insight, Securely

Attention: Start your own podcast! The platform I use is Red Circle. It's free and hands down, superior to all other platforms. Click here to get started.*Watch the show live, daily on Twitch! Please click here to follow the page.Topics:*Limo work over the weekend!*"Spring forward" happened. We all lived, despite the constant bitching that we are all going to die from it.*I chatted with a hockey player who bragged that he "doesn't fight any more," then immediately got into a fight.*The NFK continues to baffle with his fashion choices. I'm getting a bit more bold in telling him to clean up after himself.*It's March Madness time. Fill out my bracket for fun and Bill Simonson's for cash!*Brittney Griner is locked up in Russia and she may be there a long time.*Tom Brady unretired moments after some dude spent a fortune on his last TD ball.*Rick from TC Paintball is licking his wounds,*I may be looking for sponsors for "The Eric Zane Show Podcast Fallout Shelter.*An octogenarian serial killer was seen in a dollar store on a scooter with a victim's severed leg.*This might be the worst flippity, muppity, crack-a-lacka leg break, ever.*Asshole of the Day BTYB JM Synthetics / TC PaintballSponsors:Shoreliners Striping, Threads Podcast: Life Unfiltered, Bosco's Pub, Johnson Carpet One Grandville, Michigan, My Policy Shop.com, Full House Comedy, Shoreliners striping, Baldwin Ace Hardware, VanDyk Mortgage Mario Flores Lakeshore Team, Ervines Auto Repair / Grand Rapids Hybrid, TC Paintball GR, A&E Heating and Cooling, Blue Frost ITHey! Business owner! email eric@ericzaneshow.com and let me design a marketing plan for you. It's easy and FREE.More stupid stuff for you to click on:Discord LinkEZSP TikTokSubscribe to my YouTube channelHire me on Cameo!Tshirts available herePlease subscribe, rate & write a review on Apple Podcastspatreon.com/ericzaneInstagram: ericzaneshowTwitterSupport this podcast at — https://redcircle.com/the-eric-zane-show-podcast/donationsAdvertising Inquiries: https://redcircle.com/brandsPrivacy & Opt-Out: https://redcircle.com/privacy

Thanks for listening to Episode #9 of the EDventUres in Tech Podcast. In this episode, we outline new updates to Google Meet Breakout Rooms and how to stay in the loop with Google. In addition, we detail new upgrades to Flippity, Flipgrid, Kami, and Mote. We are excited to be joined again by PBL gurus Tara Koehler and John Sammon. Links: Ditch Summit: December 13, 2021 to January 7, 2022 Google Meet Breakout Rooms Stay in the loop with Google Kami updates Flippity Flipgrid Mote Gold Standard PBL PBL Works Design Project Rubric Upcoming STEAM Machine PBL Projects Ideas Follow Tara - @KoehlerTara Follow John - @SammonSTEAM 12 Days of Techmas Once again thank you for all your support listening on all platforms and leaving us a review. If you have any questions, comments, suggestions, please reach out. Tech Hard. Work smart. Live an EDventUre. --- Support this podcast: https://podcasters.spotify.com/pod/show/andrew-nikola/support

Jeni Long and Sallee Clark join to talk about fun projects that students can do to demonstrate their learning. The Microsoft Teams Playbook authors share about Canva for Edu, Buncee, Book Creator, Wakelet, and PowerPoint. Also, Jake answers listener questions about word clouds, Jamboard, and Seesaw. Find the show notes online at jakemiller.net/eduducttape-episode-67 Soapbox Moment: A Throwback!!! “Adjacent Possible” Sound effect - “Popcorn Dream.wav” by breyenkatz - freesound.org/s/221275 Original Episode - eduducttape.libsyn.com/matt-miller-google-slides-drawings-gallery-walks-dual-coding-theory-infographics-caption-this-adjacent-possible-gif-a-day-101-practical-ways-to-ditch-that-textbook Today's Guest: Jeni Long  Sallee Clark (su-lee) Bio: Jeni Long & Sallee Clark are global speakers, EdTech consultants, bloggers, & authors. Together, they have 40 years of experience in education. This dynamic duo, known as Jenallee, is passionate about empowering teachers with technology integration and offering ways to make learning accessible & fun for all! Contact Info: bit.ly/jenallee Their Book: The Microsoft Teams Playbook - amazon.com/Microsoft-Teams-Playbook-Empowered-Classroom/dp/1735204692 The EdTech Newlywed Game Educational Duct Tape Question: "What kinds of fun projects can my students do to show their learning?" Canva for Edu - canva.com/education Often there's too much text used Great for teacher or student creations Templates Comic strips “Dynamic website” Peardeck integration Free Canva for Edu “LMS” features Canva Course by Jenallee - education.microsoft.com/en-us/course/f6c9baa5/overview Buncee - app.edu.buncee.com Templates Great community of educators Multimedia presentations - add links, images, audio, video, draw to presentations Collaborative boards Integration with Teams - use Buncee question cards as formative assessments in Team, share cards within the meeting Choice Boards templates Capstone, Pebble Go integration Book Creator Wakelet PowerPoint Celebration of the Adjacent Possible Word Cloud Tweet by Nathan Haikey - twitter.com/nahaikey/status/1455577646985879567?s=21 Mentimeter, Flippity.net Word Cloud, ABCya, Poll Everywhere, Answer Garden, Slido, WordArt.com Jamboard in Seesaw Tweet by Molly Klodor - twitter.com/mrsklodor/status/1455176517827194887?s=21 Audio Endorsements for Jake's Book: Submit your book endorsement on Flipgrid or Speakpipe! FlipGrid.com/EduDuctTape Speakpipe.com/EduDuctTape Ways to Support the Show or Connect with Jake & other Duct Tapers! Apple Podcast Reviews FlipGrid.com/EduDuctTape password eduducttape Speakpipe.com/EduDuctTape #EduDuctTape on social media Telling your friends & colleagues The Duct Tapers Facebook Group - facebook.com/groups/ducttapers Stickers! Want to pass some out?  Want some for yourself? JakeMiller.net/SendMeStickers The JakeMillerTech Newsletter – Sign up! jakemiller.net/newsletter

Will Jesus come back again? If so, why is He taking so long?

Cette semaine, nos deux singes reçoivent une toute nouvelle invitée dans leur jungle: un zèbre. Fanny est venue directement du Canada pour nous parler d'un outil numérique qu'elle utilise très souvent dans ses formations: Flipitty. Cet outil permet de créer une vingtaine d'activités différentes : flash cards, fiches chronologiques, outil de distribution de badges, activitées ludifiées comme un pendu, un bingo, un quiz show, ... !  

150: Creating online review games for your children The free resources to create online review games for your children that are mentioned in this episode are Flippity – Matching game, Hangman (Snowman) Classtools – lots of different arcade games to choose from Quizlet -Match up, Gravity All these resources have digital flashcards you can create […] The post Creating Online Review Games For Your Children appeared first on Ultimate Homeschool Podcast Network.

Dae, Danika, and Ana are back together. That's the good news. Ensign wakes up Hungry, Danika wakes up Hungry and runs into a rival, Dae is just trying to figure out how daycare workers don't lose their minds on a regular basis. The Cast for Season 1 Includes, Sarah as Danika, Tyler as Dae and Melinda as Ana.

Prep and errand day, messy room, and being a bookstore. Words from thousands of people's brains, creative endeavors, a mountain cabin and a goat, and wanting it both ways. Flippity flop.

Eric and Nicole are together post-Easter weekend to share what they've been up to the last few days, how Easter went in their respective households, and what they're currently focused on. There's sketchy, "bleached" turkey. There's Easter Day family drama. There are presents received as well as given. There's an elusive video game that is being relentlessly hunted. And there's some good ol' Krispy Kreme! So don't take-off your Easter bonnets just yet, friends, because it's time to "hippity hoppity" your way over to "Hello, Friends'!" show and podcast locations now! "Hello, Friends!" can be watched in all of your favorite broadcasting locations and listened to on all of your favorite podcast providers. You can find "Hello, Friends!," Nicole, and Eric on all of your favorite social media sites to get exclusive content. Plus, join the shows live to participate in the chats with your real-time questions, comments, and reactions! FOLLOW US ON: Twitter: https://www.twitter.com/hellofriendstwi Instagram: https://instagram.com/hellofriendsinsta?igshid=crycra6hx9c7 YouTube: https://youtu.be/3rUuoAUpnhY Twitch: https://www.twitch.tv/videos/947039436 Facebook: https://fb.watch/4cYrwiQM1M/ To see more of our socials, get our live show schedule, contact us, and more, be sure to visit our website at: http://www.hellofriendspod.com  See omnystudio.com/listener for privacy information.

Control Alt Achieve author Eric Curts joins me to talk about creative projects with Docs, Slides, and Sheets including Stop Motion Animation, Choose Your Own Adventure Activities, Emoji Learning Activities, Rebus Stories, Blackout Poetry, and Pixel Art! We also touch on Canva for Education, Adobe Spark for Education, Google Forms headers, flashcard makers like Quizlet and Flippity.net, and more! Show notes are also available at jakemiller.net/eduducttape-episode-56 Soapbox Moment: “Quack Quack” Today’s Guest: Eric Curts Eric has been in education for 29 years, and is currently a tech coach in northeast Ohio and a Google for Education Trainer and Innovator. He shares all his edtech resources through his blog at  ControlAltAchieve.com and is the author of the book "Control Alt Achieve: Rebooting Your Classroom with Creative Google Projects". controlaltachieve.com Twitter - @ericcurts YouTube - EricCurts Facebook - EricCurts 2 Truths & 1 Lie #EduDuctTape Question:  How can I have my students show comprehension (or thinking) with visuals? Screwdriver Analogy - A screwdriver can be used for other things! Same mindsets with edtech tools - What familiar tools are already available that can solve your problems? Google Slides From Eric’s Blog Creative Google Slides Uses for Students Stop Motion Animation w/ Slides Choose Your Own Adventure in Google Docs Choose Your Own Adventure in Google Slides Choose Your Own Adventure: Branching can be done elsewhere Docs, Forms, etc. In Slides, link to other slides. In Docs, use headings IDEA for Educators - Use Choose Your Own Adventure as differentiation or self-grading activity From Eric’s blog - How to Create Self-Grading Quizzes in Google Classroom Google Docs Insert Emojis - Tools > Special Characters From Eric’s blog - 5 Emoji Learning Activities with Google Docs Rebus Stories From Eric’s Blog - Blackout Poetry Google Sheets Not just for data, create Pixel Art! From Eric’s blog - Pixel Art Activities for any Subject with Google Sheets Other Creation Tools for Educators Canva for Education Canva for Education Eligibility Guidelines Adobe Spark for Education From Eric’s blog - Play the "Royal Game of Ur" with Google Slides and Drawings In summary - If your goal is... enriching learning experiences and peaking into students’ heads with visuals; finding new ways to tap into understanding- Google Slides and Drawings are very capable and a fantastic option! Check out Eric’s book - Control Alt Achieve: Rebooting Your Classroom with Creative Google Projects GEGOhio - https://sites.google.com/view/geg-ohio/home Celebration of the Adjacent Possible Carmen Tatum, Speakpipe - creating a “genius hour” Google Classroom with enrichment activities. Her students’ favorite was creating Google Forms header images! Cory Colby - @EffectualEdu - flashcards question Quizlet - images are in the paid version Google Slides flashcards Slides Randomizer Add-On Pear Deck flashcard factory Amy Storer - Adobe Spark flashcard maker @MrsWambold - Google Sheets Add-On, Desmos card sort Darcie Priester, @mspriester_ITRT and @edtechsara67 and @wvnomads - flippity.net Free, build in Google Sheets, use flippitynet to publish can add images if they’re online, can embed videos, audio, and equatio @wilmotjason - Canva flashcards @PNWBOCES_EdTech - wordwall.net Ways to Support the Show or Connect with Jake & other Duct Tapers! Apple Podcast Reviews FlipGrid.com/EduDuctTape Speakpipe.com/EduDuctTape #EduDuctTape on social media Telling your friends & colleagues The Duct Tapers Facebook Group - facebook.com/groups/ducttapers Stickers! Want to pass some out?  Want some for yourself? JakeMiller.net/SendMeStickers The JakeMillerTech Newsletter – Sign up! jakemiller.net/newsletter Upcoming Events Links: jakemiller.net/KSUCourse2020 Your Homework: Find an educator who loves table top board games and tell them about the #EduDuctTape podcast!

Episode 74 has co-hosts sharing free virtual tours, 360 cameras, portable doc cam and air purifier, and websites to create your own digital games for the classroom. Quick links to topics and tools in this episode: 5 Free Virtual Tours of Egyptian Heritage Sites from Smithsonian 2-in-1 Doc Cam & Webcam from Okiolabs Owl 360 Camera and Mics for Classroom Swivl Robot with Video Review Air Mini from Molekule Educandy making learning games Flippity with new digital board game maker from a Google Sheet Catlin Tucker Farewell, 2020: Lessons Learned Follow on Twitter Scott Nunes @mrnunesteach and Matthew Ketchum @mattedtechcoach Follow TNT EdTech Podcast on your favorite podcast player of choice, on the web www.tntedtech.com and on Twitter @tntedtech - we thank you for listening!

"Right Side Up - Faith On The Flippity" by Sunday Sermons & Well Versed

Change of pace. In 1971 I wrote a story in the style of Mark Twain while traveling from Detroit to Zihuatanejo, Mexico. A birthday gift for Oscar. Blog subscribers: Listen to the podcast here. Scroll down through show notes to read the post. Subscribe to Health Hats, the Podcast, on your favorite podcast player Please support my podcast. CONTRIBUTE HERE Episode Notes Prefer to read, experience impaired hearing or deafness? Find FULL TRANSCRIPT at the end of the other show notes or download the printable transcript here Please comments and ask questions at the comment section at the bottom of the show notes on LinkedIn via email DM on Instagram or Twitter to @healthhats Credits Music by permission from Joey van Leeuwen, Boston Drummer, Composer, Arranger Web/social media coach, Kayla Nelson Photo by christian buehner on Unsplash Hayde Bluegrass Orchestra - Wayfaring Stranger | Live at John Dee The Cookies/Earl Jean I'm into something good Bessie Banks and the Red Bird Girls Go Now Just One Look Doris Troy Glen Campbell and Willie Nelson On the Road Again k.d. lang & the Take 6 Ridin' the Rails Stevie Wonder Happy Birthday Short Version Sponsored by Abridge Thanks to these fine people who inspired me for this episode: Jennifer Keeney, Allison Cofone, Rebecca Archer, Sue Spivack, Curtis Cates, Luc Pelletier, Oscar van Leeuwen, Ame Sanders, Fred Gutierrez, Dafna Gold Melchior, Amanda Blodgett Links You've Come a Long Way, Buddy Life Magazine 8/27/1971 (Mediocre scan). I'm on p8-9 Mark Twain Himself Related podcasts and blogs https://health-hats.com/the-silence-between-the-notes/ https://health-hats.com/share-the-stories-help-the-helpers/ https://health-hats.com/make-a-ruckus-podcasting/ About the Show Welcome to Health Hats, learning on the journey toward best health. I am Danny van Leeuwen, a two-legged, old, cisgender, white man with privilege, living in a food oasis, who can afford many hats and knows a little about a lot of healthcare and a lot about very little. Most people wear hats one at a time, but I wear them all at once. We will listen and learn about what it takes to adjust to life's realities in the awesome circus of healthcare. Let's make some sense of all this. To subscribe go to https://health-hats.com/ Creative Commons Licensing The material found on this website created by me is Open Source and licensed under Creative Commons Attribution. Anyone may use the material (written, audio, or video) freely at no charge. Please cite the source as: ‘From Danny van Leeuwen, Health Hats. (including the link to my website). I welcome edits and improvements. Please let me know. danny@health-hats.com. The material on this site created by others is theirs and use follows their guidelines. The Show Proem I wrote a story driving down from Detroit to Zihuatanejo, Mexico, in December 1971 with my dear friends, the Keeney family, Jerry, Peggy, Jenny, Becky, and Allie. I had wanted to drop out of college, but Jerry suggested I ask to do an independent study for the semester. My advisors agreed. My study: full Mark Twain immersion with the deliverable - two stories written in the style of Mark Twain.  I read my first story to the tribe in Zihuatanejo on Christmas 1971.  I was 19. I thought I had lost the story, but I found the manuscript a month ago tucked inside a book about Mark Twain, called Mark Twain Himself.  I wanted to give the book to my grandson, Oscar. Oscar and I read to each other for an hour each week. We read Tom Sawyer and now we're reading Huckleberry Finn. We started this pleasant ritual about a year ago when he was concerned about my Pokeman illiteracy. He's becoming more literate about Mississippi life in the 1870s than I became about Pokeman. Anyway, my brain needs a respite from COVID-19, health choices, politics, life. So, rather than an interview or a rant,

Change of pace. In 1971 I wrote a story in the style of Mark Twain while traveling from Detroit to Zihuatanejo, Mexico. A birthday gift for Oscar. Blog subscribers: Listen to the podcast here. Scroll down through show notes to read the post. Subscribe to Health Hats, the Podcast, on your favorite podcast player Please support my podcast. CONTRIBUTE HERE Episode Notes Prefer to read, experience impaired hearing or deafness? Find FULL TRANSCRIPT at the end of the other show notes or download the printable transcript here Please comments and ask questions at the comment section at the bottom of the show notes on LinkedIn via email DM on Instagram or Twitter to @healthhats Credits Music by permission from Joey van Leeuwen, Boston Drummer, Composer, Arranger Web/social media coach, Kayla Nelson Photo by christian buehner on Unsplash Hayde Bluegrass Orchestra - Wayfaring Stranger | Live at John Dee The Cookies/Earl Jean I'm into something good Bessie Banks and the Red Bird Girls Go Now Just One Look Doris Troy Glen Campbell and Willie Nelson On the Road Again k.d. lang & the Take 6 Ridin' the Rails Stevie Wonder Happy Birthday Short Version Sponsored by Abridge Thanks to these fine people who inspired me for this episode: Jennifer Keeney, Allison Cofone, Rebecca Archer, Sue Spivack, Curtis Cates, Luc Pelletier, Oscar van Leeuwen, Ame Sanders, Fred Gutierrez, Dafna Gold Melchior, Amanda Blodgett Links You've Come a Long Way, Buddy Life Magazine 8/27/1971 (Mediocre scan). I'm on p8-9 Mark Twain Himself Related podcasts and blogs https://www.health-hats.com/the-silence-between-the-notes/ https://www.health-hats.com/share-the-stories-help-the-helpers/ https://www.health-hats.com/make-a-ruckus-podcasting/ About the Show Welcome to Health Hats, learning on the journey toward best health. I am Danny van Leeuwen, a two-legged, old, cisgender, white man with privilege, living in a food oasis, who can afford many hats and knows a little about a lot of healthcare and a lot about very little. Most people wear hats one at a time, but I wear them all at once. We will listen and learn about what it takes to adjust to life's realities in the awesome circus of healthcare. Let's make some sense of all this. To subscribe go to https://www.health-hats.com/ Creative Commons Licensing The material found on this website created by me is Open Source and licensed under Creative Commons Attribution. Anyone may use the material (written, audio, or video) freely at no charge. Please cite the source as: ‘From Danny van Leeuwen, Health Hats. (including the link to my website). I welcome edits and improvements. Please let me know. danny@health-hats.com. The material on this site created by others is theirs and use follows their guidelines. The Show Proem I wrote a story driving down from Detroit to Zihuatanejo, Mexico, in December 1971 with my dear friends, the Keeney family, Jerry, Peggy, Jenny, Becky, and Allie. I had wanted to drop out of college, but Jerry suggested I ask to do an independent study for the semester. My advisors agreed. My study: full Mark Twain immersion with the deliverable - two stories written in the style of Mark Twain.  I read my first story to the tribe in Zihuatanejo on Christmas 1971.  I was 19. I thought I had lost the story, but I found the manuscript a month ago tucked inside a book about Mark Twain, called Mark Twain Himself.  I wanted to give the book to my grandson, Oscar. Oscar and I read to each other for an hour each week. We read Tom Sawyer and now we’re reading Huckleberry Finn. We started this pleasant ritual about a year ago when he was concerned about my Pokeman illiteracy. He’s becoming more literate about Mississippi life in the 1870s than I became about Pokeman. Anyway, my brain needs a respite from COVID-19, health choices, politics, life. So, rather than an interview or a rant,

The Da' Doink Cast is an NBA Podcast where we doink on all the dumb in the NBA. Featuring Dunbar Dicks, Ryan Gowland, and Dave Colan.

Welcome to episode 24 of You Should Have Ghosted! Starring Paige from Chaotic Neutral podcast.In this episode, Lizz tells the story of the pogo love triangle that turned deadly when Tom Montgomery a.k.a MarineSniper lost touch with reality. Our theme is apparently catfishing as Shayna presents Jessica Carlton with our well deserved badge of Scumbag of The Week this week.Check out Paige @chaoticneutralpod on Instagram and basically where ever you listen to podcasts!As always, thank you to @the50x50’s for our theme music!Enjoy the show. :)--- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app

In this one, Mark tells us some updates on the laser that he'll be getting as well as the router table cabinet video & build. Bruce wrapped up the walnut and steel table as well as an extra cutting board from the material to surprise the customer with. Drew's mobile flippity-flip (assembly table that flips) is ready and is already holding his new CNC router. This episode was proudly sponsored by Bits & Bits! Big thanks to them for supporting the show. If you want to get 15% off of your entire order, head to https://bitsbits.com/ and use the code "WBAT" at checkout. *one use per customer. Ends Jan. 31, 2021. Become a patron of the show to receive awesome rewards! http://patreon.com/webuiltathing Help us grow our audience by sharing the show on Instagram and tagging @webuiltathing! OUR TOP PATREON SUPPORTERS: -YouCanMakeThisToo-JK Canvas-Jennie and Davis-Tom's Woodwork-Chiseled Woodworking-Tim Morrill-Brent Jarvis  -Dad It Yourself DIY-Broken Lead Woodworks-Chris Powell-Christopher Simonton-Maddux Woodworks -Ray Jolliff -Firewood Designs -Ryder Clark -James Attaway New: -Tommy Trease -Tim Malatesta We Built A Thing T-shirts! We have two designs to choose from! (You can get one of these as a reward at certain levels of support) https://amzn.to/2GP04jf  https://amzn.to/2TUrCr2 Bruce's most recent videos: https://youtu.be/4hOinDzdTPg Drew's most recent video: https://youtu.be/eeMcFxJUgHE Mark's most recent video: https://youtu.be/Ajo5Be-Y7CQ We are all makers, full-time dads and all have YouTube channels we are trying to grow and share information with others. Throughout this podcast, we talk about making things, making videos to share on YouTube, Instagram, Facebook, etc...and all of the life that happens in between.  CONNECT WITH US: WE BUILT A THING: www.instagram.com/webuiltathingWE BUILT A THING EMAIL: webuiltathing@gmail.com FISHER'S SHOP: www.instagram.com/fishersshop/ BRUDADDY: www.instagram.com/brudaddy/ GUNFLINT DESIGNS: www.instagram.com/gunflint_designs/ Music by: Jay Fisher (Thanks, Jay!)

Have you ever been frustrated trying to get people listen to your amazing advice? You're not alone. Today we explore what to do to get people to make the best financial choices. ================ LISTENER QUESTIONS: ================ I am adrift at sea and looking to find my way (Heartbroken in Houston) Can a 1099 contractor do both a SEP IRA and a Solo 401(k) (Andrew) Do you have any rules of thumb on converting a Traditional IRA to ROTH IRA (Loren, Minnesota) IN THE BAND: Matt & Maria from the UK pay off their house. ================ TOPICS: ================ Snake-oil salesperson is finally going to trial. ================ ENCORE ================ AARP Social Security Calculator Schools Don't Teach About Money. Make Sure Your Child Doesn't End Up A Money Moron. Click To Learn More: https://BestMoneyAcademy.com?utm_source=libsyn

113: Fun with Flippity Flippity is a free online resource that offers 25 different activities, most are games. Some can be played online, others allow you to create a pdf for offline fun. The games use data from Google Sheets (that you input to customize each game). Flippity gives you the option to try out […] The post Fun with Flippity appeared first on Ultimate Homeschool Podcast Network.

Hey meeties, on this episode I share my thoughts on the good, the bad and the ugly of 2020. After that, some special guests share their feelings about the year and their hopes for 2021. --- Send in a voice message: https://anchor.fm/where-the-weirdos-meet/message

110: Digital Gifts Your Children Can Create These are the 8 ideas for digital gifts your children can create that are mentioned in this podcast. 1. Create a video game with Scratch (show host FundaFunda Academy has a Christmas contest that includes basic Scratch tutorials as well as longer Scratch classes) 2. Flippity.net has lots […] The post Digital Gifts Your Children Can Create appeared first on Ultimate Homeschool Podcast Network.

On this week's episode, can you name ten movies that were a flop?Enjoy the show? Please follow, share with a friend, write a review and leave a rating on spotify,  apple podcast or podchaser.Follow MMT on social media to vote on future episodes, know next weeks category, and a hint to one of the answers on Instagram, or Facebook.Send MMT your favorite movie that was a flop at Murphsmovietrivia@gmail.com.Support the show (https://www.buymeacoffee.com/MurphsMovieT)

*Topics: *It's always a special moment to look back on how we've gotten to where we are with the podcast. *Thanks to whomever bought and sent me a heater! *A trip to "Fear Bunker North" had me witnessing a* *personal air show* ( https://ericzaneshow.com/i-had-a-personal-air-show-as-2-a10-thunderbolt-ii-practice-directly-over-fear-bunker-north/ ) *from 2, A10 Thunderbolt II. *The mice at FBN are getting tricky. *I had something happen to me at FBN that, if recorded, would have made me an internet sensation. *Biden wins!  I discuss plenty about the election...including Biden's speech, Trump whining and the conspiracy theory about the election being a scam. ** *IHeart Radio had another bloody week* ( https://ericzaneshow.com/iheart-shit-show-rolls-on-with-more-firings/ ) *...firing amazing talents, Bryan Fongers, Jim Costa and one legend, Phil Tower.  What a sad, sad state of affairs. *"Chris Nikic,* *YOU ARE AN IRONMAN* ( https://ericzaneshow.com/chris-nikic-you-are-an-ironman/ ) *!!!"  My gosh, do I love this story.  I actually wept watching the video. *Washington Football Team (I said "Redskins" during the podcast") QB, Kyle Allen moves to near the top of the leaderboard for "Flippity, Muppity Bone Break of the year."* *With this entry* ( https://ericzaneshow.com/gruesome-warning-washington-football-team-i-said-redskins-during-the-podcast-qb-kyle-allen-moves-to-near-the-top-of-the-leaderboard-for-flippity-muppity-bone-break-of-the-year-with/ ) *.* *Please support the sponsors:* *ForeverLawn West Michigan* ( https://www.foreverlawn.com/wmi ) , *F45 Byron Center* ( https://f45training.com/byroncenter/home ) , *Stellafly* ( http://www.stellafly.com/ ) , *Great Legs Winery Brewery Distillery LLC* ( https://www.facebook.com/GreatLegsWineryBreweryDistilleryLLC/ ) , *TC Paintball* , ( https://www.tcpaintballgr.com/ ) *Ervine's Auto Repair/ Grand Rapids Hybrid* ( https://www.ervines.com/ ) *,* *VanDyk Mortgage Mario Flores Lakeshore Team* ( https://marioflores.vandykmortgage.com/ ) *,* *Kent County Health Department* ( https://www.accesskent.com/Health/WIC/ ) , *Blue Frost IT* ( https://www.bluefrostit.com/ ) *,* *A&E Heating and Cooling* ( http://aeheatingcooling.net/ ) *,* *TerryTown RV* ( http://terrytownrv.com/ ) *,* *Baldwin Ace Hardware* ( https://www.acehardware.com/store-details/10975 ) *,* *Horizen Hydroponics* ( https://www.horizenhydroponics.com/ ) * Feature your business on my show!  Email eric@ericzaneshow.com to learn how * *Follow me on TikTok* ( https://www.tiktok.com/@ericzaneshowpodcast ) * Subscribe to my* *YouTube* ( https://www.youtube.com/channel/UCJowaD7rKmHzN0cAIgU4jrw?view_as=subscriber ) *channel * *Hire me on Cameo!* ( https://www.cameo.com/ericzane ) * Please subscribe, rate & write a review on Apple Podcasts* ** ( http://patreon.com/ericzane ) *patreon.com/ericzane ( http://patreon.com/ericzane )* * Instagram: ericzaneshow* *Twitter: @ericzaneshow* ** ( http://facebook.com/ericzanefanpage ) *Facebook.com/ericzanefanpage ( http://Facebook.com/ericzanefanpage )*

This week in the Teacher's Lounge, Kristin and Hannah discuss their favorite ed tech, best and worst of LMS, and what you can do to earn all the badges! Show Notes Hannah's Recommendations- Flipgrid, Flippity, Gimkit, Screencastify, Google Teacher Podcast, Leslie Fisher, Ashley G, Heather Anderson Kristin's Recommendations- Quizizz, Pear Deck, Kahoot!, Nearpod, BrainPOP, Teaching with Schoology Facebook Group run by Natalie Skibinski @mrs.ski.in.5th and Kelsey Amaya @techteachandtransform Learning Management Systems mentioned-Google Classroom, Schoology, Canvas

Wow. Just wow. That's all we can say about this episode. Jamie Halsey is back! We invited her back because she is an amazing educator, super creative, and plain fun to talk to! She was such a great sport when Fabian's internet connection started to drop (multiple times) and we still have an incredibly insightful conversation and that is all thanks to her! Give it a listen! We talk about her experiences teaching elementary school (a nice change of perspective for Fabian and Scott) and how she engages her students. Lots of great content! Give it a listen! As always, please join us on Twitter for our growing community. Follow us @findingtribepod for our podcast, and also individually @hofmannEDU (Fabian) and @findingmyaloha (Scott)! Or, if you are old school, send us an email at findingourtribepodcast@gmail.com. We would love to hear from you! Rate us! Leave a review on Apple Podcasts! Subscribe to our YouTube channel to get notifications about new videos we post. This is how we get found and can grow our community. If you want to leave us a message about this episode or anything else, just go to our page on Anchor.fm and click on "Message": https://anchor.fm/finding-our-tribe/ . We will make sure to reply to you and will make sure to play your message on our show! Give it a try! Anchor is free and super easy to use. Things mentioned on the show: - Big Brother Template by Michael Matera (Link to @mrmatera's template) - Flippity.net - Great Google Sheets based classroom tools (FREE) - Wheel of names - Name says it all! (FREE)

durée : 01:00:27 - Flippity flop flop - par : Nathalie Piolé - La playlist jazz de Nathalie Piolé. - réalisé par : Fabien Fleurat

We learn a little about Admissions. We talk about Kvothe’s prejudices, change positions on the fence, and real-world analogues to the Admissions process. @pageofthewind pageofthewind@gmail.com pageofthewind.com

Kids are basically sour patches, so let's take a break from the sours; here are some stories of them being sweet. (I use the term "sweet" loosely.) --- Support this podcast: https://anchor.fm/summeroff/support

I avsnitt 218 tar de båda pedagogerna på sig arbetshandskarna och försöker gräva igen diket. Vilket dike kanske du undrar? Lyssna så kommer du få svaret. Förutom diket handlar veckans avsnitt om årets vikarie, IGTV, TikTok, Originally report, Flippity, IT-återbruk, förtal och Stop Motion. Med andra ord är det mesta sig likt. Det blir ett samtal om skola, digitalisering och lite annat. 

In this episode VJ discusses polls that matter, statistics you WANT to hear, what you should be embarrassed about and Boo from Orange Is The New Black gets a special shout out. Enjoy Silly Bitches. #Famous Special thanks too: @skyrockit @74lleisy @drtreatyoself @msnorcal @katdeleonlantto --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app

The One with the Llama AND Meredith Akers On ConnectED Tech, Season 2: Episode 2 co-hosts Elizabeth King and Darryl Legaspi engage in more tomfooleries and skylarking with a "friendly" game of Word Sneak using the amazing Google Sheets tool, Flippity.net. BUT the highlight of this episode is our interview with one of our newest ed tech friends, Meredith Akers! --- Send in a voice message: https://anchor.fm/flippingoodtech/message

Liz Kolb, the originator of the Triple E Framework, visited us over the summer delivering this year's WiredTC keynote. The TechNollerGist gives his own practical take on the "Framework" and how best to apply it to your technology use in the classroom.  Show Transcript:Larry Burden 0:00 What is this app with the little things poking out of it?Larry Burden 0:05 Like, uh-oh, uh-oh something has gone amiss.Larry Burden 0:15 All right, here we go. It's Episode 12 of the TechNollerGist podcast. The number is still correct. I know you debate. I'm Larry Burden, and he's been actively developing a framework to avoid frameworks. It's the TechNollerGist, David Noller.David Noller 0:28 That's not inaccurate right there.Larry Burden 0:30 You are the agent of chaos.David Noller 0:33 I am an agent of chaos. That's great.Larry Burden 0:34 Today's topic, should he, should he choose to accept it? practical Ed Tech, with the Triple E Framework?David Noller 0:40 Yeah.Larry Burden 0:41 So Liz Kolb, the originator of the Triple E Framework visited us over the summer. Did a little WiredTC keynote, which I thought was fabulous. We kind of discussed it a little bit in an earlier EdTech Loop podcast regarding the fact that she just got right into it, and went into the research it was your professional, I'm a professional, let's talk about professional stuff.David Noller 1:04 Right, right.Larry Burden 1:05 Um, but for those of us that did not attend the keynote, what is the Triple E Framework?David Noller 1:12 So, I like to slow roll it in terms of just providing, like just the, the bare bones of the framework, right? Because I think in many ways, the framework reflects what has been good teaching all along. But highlights in a way that's, that's certainly useful for our teachers to know, and is great as a way to reflect on our practice. So the three big things of the framework are that we use, whatever resources we're using, whether it's a technology piece, a website, a tool, whatever it happens to be to engage, enhance, and extend learning. Those terms are pretty self explanatory. In terms of extending, we want to build a bridge to real world experience with the kids with the things we're doing with them. And if we can use a technology tool to do that, then we've met our duty to extend. We want to enhance the kids experience by helping them build to a more sophisticated understanding. And we do that through scaffolding. And that's where I keep coming back and saying, and that's always been good teaching. We've always tried to scaffold from simple to complex. But with some of the available tools we have, we can go higher than we could without those tools. When we're talking about paper and pencil, you can only go so far. If you can run a simulation, online, using these tools, we're taking this scaffold and we're building and higher.Larry Burden 2:43 I hadn't thought about this before. But not only are you creating, and I think we lose this sometimes when we talk about using technology, you're creating scaffolding that goes higher, you're also creating scaffolding underneath. Because there's foundational skills that you need to have developed in yourself and in the students to get to the stuff up high.David Noller 3:09 Sure. Sometimes we throw kids into the practice of the high stuff. And they learn those foundational things as they go. So the next time they encounter that tool, it's easier for them to use. There's no way around, you're going to have to use, you know, this library media research tool, the first time once. Once you've used it the first time once, then it's no longer the first time and you build those foundation, as you go through that process. When we do our senior research project in the spring. By the time they're seniors, they've used that library tool so many times that it's, I have to spend less time building the basement, and we can spend more time being intentional about our information gathering.Larry Burden 3:50 Do you find that there are students, or how much time do you spend making sure the foundation is set before you go on into the lesson?David Noller 4:00 I'm able to do it in a way that, I walk with them for the first few steps. I don't, I don't demo and then have them get in. We all get in together. We've already at that point thought about something that we're interested in finding more about. So we've already kind of set something that we're going to look for. So when we get into the tool, all we got to do now is figure out how to look for it. So while I'm putting in my search term they're putting in there's. I'm demonstrating it through the projector that's at the front of my room, but they're doing it for themselves. So when I asked them within this research tool to, to view the wheel of topics, and to be able to show how they can drill down to sub-topics and how they can use that to then get to specific resources. They're doing it with me. And not only are they learning the process, as they do it with me, they're being exposed to resources that they may very well use when it comes time to actually dig into the sources. They have the opportunity to both use the tool and discover meaningful content through the building of the foundation.Larry Burden 5:02 According to the Triple E Framework, this would be a usable tech tool.David Noller 5:06 Yeah.Larry Burden 5:07 When do you use it? When, when are you being mindful of, does this fit into, does this tool that I'm using fit into the Triple E Framework.David Noller 5:16 So, in terms of something new, that I'm, I'm trying for the first time, I'm going to be thinking about whether or not, is this something that engages students in a way that I can control time on task to make sure that they're engaged in the process the whole time. I've talked before about how one of the drawbacks of technology that happens is when a teacher says okay, I need you to do this. And then there's like half an hour. Too much time to get distracted, right? I'm gonna give you 30 minutes to do X, well, they're going to do X maybe, but they're also going to do Y, Z, Alpha, Beta, you know, etc. So I bear those kinds of lessons in mind about being intentional with time on task. And that's part of engagement.Larry Burden 5:58 That would be one of the E's.David Noller 6:00 About making sure that what I'm doing is part of a scaffolded process. And then the third thing, and this is the thing I've been thinking about most, is the extension part, I'm teaching creative writing. The first thing we did in the first week, well, the first thing, one of the things we did in our first week was establish a online portfolio that's they're going to be able to share with an authentic audience. Whether it's their parents or the whole world, orLarry Burden 6:23 You were talking about the last year.David Noller 6:24 I'm still working about that, right. But that's extending learning. Where the only way they're going to have that authentic audience is by using the technology tool that's available through this website creator. We're using Google Sites. And that's what we mean when we're talking about examining the, the technology tools that we use according to this framework. If the assignment extends, regardless of the technology tool, that's not what the frameworks really for. The framework is for looking, is this technology tool, useful as something that will extend the students learning? Then with extension, you know, we're talking about bridging to real world, we're talking about building critical skills that are real world skills. And when you have to put your work out there in front of an authentic audience who has the ability to comment and you have to manage that sort of feedback, personally, those are those soft skills about taking criticism and taking comment and being willing to share your work with others, because I mean, when we're in the world of work, or when the world of academia, someone's always looking over our shoulder. And so this is giving them a sort of...Larry Burden 7:31 Sharing doesn't mean scaring.David Noller 7:33 No, it doesn't always mean caring, either. But it does, it does mean that you have to have a kind of fortitude to, to manage whatever response you get.Larry Burden 7:45 That's how you use it. When a teacher is considering it, when should they be looking at, in their lesson planning?David Noller 7:54 Yeah,Larry Burden 7:54 You know, what, at what point in time should they be like, is this, or is this not something that I should be incorporating into?David Noller 8:01 I'd say it's step one. If you have a thought, hey, I'd like to use this website, this online tool, this simulation, whatever it happens to be, before you get into all the planning, and all the creation of assets that you're going to need to teach it, go through the framework? Does it, is it going to engage my students in a way that is going to keep their attention and time on task consistently? If "Yes," keep going? Is it going to enhance the students learning? Are they going to learn something more by, by doing it? One of the things that, that we've seen as a kind of negative example of that, are these academic games, these learning games, where after the kid does five or ten repetitions of learning, then they get to play a game as a reward. Sounds great. Except what we find is that those learners who are not the "Go-Get-Em," type will often just click through the answers, so they can play the game. So the game becomes an actual distraction from learning instead of being a motivation to learn. Because most of those, you don't have to get it right to get to the game, you just have to answer it.Larry Burden 9:12 Only, even if you do, even if you do have to get it right, you basically just created a multiple choice, you know, press and guess type of situation,David Noller 9:21 Right.Larry Burden 9:22 That's not really extending. Though the game is exciting, and interesting. The actual learning hasn't changed at all.David Noller 9:30 And if it's going to be a game, the the learning should come from the content of the game. Rather than, I answered five questions, now I get to play Space Invaders.Larry Burden 9:38 Yeah, we're big fans of gamifying here.David Noller 9:40 Oh, yeah,Larry Burden 9:41 We are big fans, huge fans.David Noller 9:43 I'm not a fan of traditional learning rewarded with games.Larry Burden 9:47 They don't have context.David Noller 9:48 I am a big fan of learning through games. And then the, the extension part. Is it giving you something to do that is taking the students beyond what they do in a traditional day? Is it taking them outside of the building? Is it taking them to real world, even soft skills of managing impulsivity or working with a team? Those kinds of things. So for me, it's from the beginning. If I'm gonna engage in this technology tool, It has to be intentional. And how do you make it intentional, you can follow this framework.Larry Burden 10:18 You're saying that, maybe not flipping through Twitter and going, ooh, Flippity! Though we like Flippity. Flippity is really cool. I don't really know it. I'm just going to throw it in there and...David Noller 10:29 Yeah,Larry Burden 10:30 see how it works?David Noller 10:31 Yeah, that's, that's been a challenge for us lately, is that there are so many great shiny baubles out there to play with on the internet, and sometimes we want to say, I gotta put this in front of my kids, they'll love it. But, you know, we've got the committee to review those things so we can make sure that we're protecting the kids privacy and their data and all that thing. So, part of being intentional about the, the Triple E Framework, we have to have as a corollary, also being intentional about data and privacy.Larry Burden 10:57 Absolutely. Well, and also you might...David Noller 11:00 Shout out Danelle.Larry Burden 11:01 Thank you for going through all those, all that fine print in terms of agreements, it's, it's wow. Is there anything else on the Triple E?David Noller 11:08 We can dig into all kinds of things. We can give examples. I will give you this as an example. And this will be my like, application outside of what I usually do. Kate Hansen teaches Spanish. And If you are I grew up in the decades before, a long time ago. I learned Spanish from worksheets and from repeat after me, and that's how we did it way back then, memorizing vocabulary. Ms. Hansen has been able to do engagement, enhancement, and extension, through things as simple as creating a running journal that the kids keep, where every time they write, they have to write 10% more than they did last time. So, it's a Google Doc, they do a word count to see what they did last time, and then with the new vocabulary and the new ways of speaking that they've been learning through comprehensive input method, they try to write a little more. And so, because they have that resource always available to them, they're always able to see what they've done. There's never a question of what did I do last time. In terms of like reflective learning, they're able to reflect every time they, they produce, they can reflect on what they did last time. She also has a as an extension piece. We have an exchange with a school in Leon, where the kids are pen pals, and even video pals with those students. And they send videos back and forth, they send notes back and forth, they talk about themselves. That's the kind of thing that it's not necessarily high tech. It's just a pen pal. But we're doing it through the internet, we're using the video capabilities across the internet. But it connects the students in a real meaningful, authentic way with a whole new audience. Native speakers of the language they're learning, and connects them in a way that, that builds those kind of soft skills of relationships and things too. SoLarry Burden 12:59 Enhancement, engagement,David Noller 13:01 ExtensionLarry Burden 13:02 Extension, bam, bam, bam,David Noller 13:03 She has accidentally become an expert in the Triple E Framework. But that's kind of what I mean about good teaching. She's taken the tools that were available, and before we even started talking about Triple E, would be somebody that we could hold up as an example of someone who fully engages in the principles of the Triple E framework, because she's a good teacher.Larry Burden 13:27 A good teacher will trip and fall into the Triple E Framework.David Noller 13:31 Yeah, I think so. With a little help from your friends, Maybe a shove. A gentle push.Larry Burden 13:38 If nothing else, Danelle to read those terms and policies.David Noller 13:39 That's right.Larry Burden 13:41 Before you use the tool.David Noller 13:42 The Triple E Framework, it's like if you're trying to decide what to use, If you've got a pancake use a spatula.Larry Burden 13:51 Thank you Uncle Buck.David Noller 13:51 You know, right. Don't use the snow shovel unless you're making a four foot wide pancake. If the tools right for the job, it's right for the job, Look at the Triple E Framework. Make sure it's doing the things we need it to do. But don't jump into using a technology tool just because it's technology. It has to fit that framework in order to make meaning with the student learning.Larry Burden 14:13 Love it. Absolutely love it. I don't know, it's early in the year. I don't know if you've got it yet. It's our favorite segment, "This Pods Getting Gamey."Larry Burden 14:19 Are you gamifying anything this year?David Noller 14:24 I did a thing.Larry Burden 14:27 You've done a lot of things, Most of them aren't appropriate for the podcast.David Noller 14:31 Wow! All right.Larry Burden 14:33 Tread lightly sir, tread lightly.David Noller 14:35 So, Sociology, you know, I did the monopoly thing I've done in the past. It's been successful to a degree here and there. It's been great. It's been okay. I wanted to do something simpler. And so I created a simple simulation where based on student choice, they had a list of half a dozen characteristics they could acquire. If they acquired two from that list they couldn't get any the other ones. I could see this being used, by the way, like a science class where you're designing a new species. What kind of, out of this six, what do you get? You get two. Okay, well, now you can't pick those. Once they pick those two characteristics for their society, whether it was advanced horse riding, or development of agriculture, or development of a market, that opened up another group of things that they could choose from in the next round. And they had to talk about, within the context of Structural Functionalism, this theory we're dealing with, what would help to create stability, and solidarity in their, in their society. Which roles had to be filled. In which direction were they going to go? One group went full warfare. They went, we want to develop weapons, we want to learn offensive strategy. They didn't take any food development. They didn't take any government. They didn't take any trading along the way. They could have specialized in inter-village trade, they didn't. All they did was war. The time it took to write this out was about 15 minutes, maybe. As I figured out the branches of these different skills and what they could open up, right. 15, 10, 15 minutes, super quick. And then the time came, and I turned to the group, the military group, I said, Who do you want to attack? Well, who's got the most money? They do. And how do I know that? Because I decided. They had a market, they had built a barn and a silo for storage. They developed their agriculture, they had a fence, okay, they are. We attack them. Well, they didn't know, the attacking group didn't know, that thee, that this rich group also invested in defensive warfare. And so there were losses on each side, but they were not conquered. And then immediately, one of my students says, "How about the rest of us form an alliance against them." And all of those principles that we'd been talking about in Structural Functionalism, about the roles that we take on in society, in order to create stability and protection. In order to have solidarity, so we have community within. All that stuff played out in the classroom, to the point where one group was literally shunned. And they were personally offended. Not just in the context of the game, but they're mad at their classmates for leaving them out, right? But, that was kind of the goal of the whole thing. So...Larry Burden 17:28 If you're not gonna play nice,David Noller 17:29 If you're not gonna play nice, you know, they're gonna kick sand or whatever, I don't know, what is it, they take their ball and go home. So, it was super simple, took me about 10 minutes to plan, maybe 15 max, and super effective. And it was paper and pencil, had nothing to do with technology, except for the fact that I typed out the rules on a Google Doc. But it was, it was a great way to engage kids in decision making, that demonstrated this theoretical framework, where at the end, they could all kind of give a A-Ha, I get it now.Larry Burden 18:03 More frameworks from you. This is getting weird.Larry Burden 18:06 But it's chaos, because you know, I had the rules, but I had to storytell the whole thing as we went. So...Larry Burden 18:11 Okay, well let it pass.David Noller 18:12 There's till some chaos.Larry Burden 18:14 Tutorials and updates. I just wanted to point out that we had a, Meet the Tech Director pod, on Tuesday. Dropped yesterday I do believe. It's a very good pod. He had things to say.David Noller 18:23 I will listen to those things.Larry Burden 18:25 They were good. They were good things. We actually are going to, actually be putting a piece of that, a snippet of that on YouTube. The TCAPSLoop YouTube channel is active.David Noller 18:34 All right.Larry Burden 18:34 Now speaking of active YouTube channels,David Noller 18:36 Yes,Larry Burden 18:37 The TechNollerGist has always got something going on, on YouTube. Have you dropped anything new?David Noller 18:41 There have been a couple recently. We're working on a project of, sort of like, TCAPS Tech 101, getting started kind of skills and things. So I've just put up a couple about, like real mundane stuff, like how to change your printer, how to access the TCAPS App Store for programs that are already installed on your device that you might need. Danielle just is working on one I think I linked it on on my page, because apparently I still things, but, on sort of the philosophy of technology integration in TCAPS. And then I also posted one about, where to find help in TCAPS when you have technology questions. There's our help desk extension 3-3325, there is on Google Drive, there's our team drive that has the tech toolbox. And then of course there's your educational technology coaches, Daniel Brostrom, and myself the TechNollerGist.Larry Burden 19:38 All right. In closing Follow us on Facebook and Twitter @tcapsloopDavid Noller 19:42 @TechNollerGist. What happened?Larry Burden 19:45 I don't know that you didn'tDavid Noller 19:46 I wasn't listening to what you said. I assumed I was supposed to say something.Larry Burden 19:49 You did exactly what you're supposed to do but you looked really confused doing it.David Noller 19:52 I went somewhere in my head. And I don't know quite where I went.Larry Burden 19:56 I don't know if I want to know where you went.David Noller 19:58 I was thinking of a joke. How many surrealists does it take to change a light bulb?Larry Burden 20:04 How many?David Noller 20:05 banana.Larry Burden 20:07 I was gonna say rhinoceros.David Noller 20:09 Close.Larry Burden 20:10 Subscribe to the podcast on iTunes, Stitcher, the Google Play Store and anywhere else you get your ear candy. Remember, you're never too old to play.David Noller 20:18 Play a game today, it's good for you.

I'm a parent, you're a parent, we're also in the educational community and have the opportunity to see both sides of parental communication in education. In an effort to avoid a bunch of random notes shoved in the bottom of the students backpack, we want to talk about some ways that we can use technology to make communication better, easier on both ends, that makes sense, and create a partnership in education between the school and the parent. Transcript:Danelle Brostrom  0:01  Show Notes, shmoe notes. Larry Burden  0:10  It is an agent of chaos. Larry Burden  0:12  I've met agents of chaos. Danelle Brostrom  0:12  My child is an agent of chaos. Larry Burden  0:25  It's episode 89 of the EdTechLoop podcast. My name is Larry Burden and she's no longer using semaphore and signal towers, it's Danielle Brostrom. I have unearthed my past elementary school newsletters stuffed in the bottom of various backpacks for this week's moment of Zen.  Moment of Zen  0:40  The single biggest problem in communication is the illusion that it has taken place.  Larry Burden  0:47  We've taken the lid off the hibachi to let the sweet aroma entice our listeners to take a nibble at this week's meat of the show, engaging parents. I'm a parent, you're a parent, we're also in the educational community, we kind of see both sides. What have you noticed? Maybe on the, on the parental side first, as far as using tech to engage our, our partners in education. Danelle Brostrom  1:14  Yeah, I would like to totally avoid that scenario that you talked about where there's a bunch of random notes shoved in the bottom of the backpack, because that is for real. That is real life, I find those notes the bottom of a backpack and in the bottom of a locker and smashed in the corners of the car. So I really like to avoid that. So I definitely want to talk about some ways that we can use technology to make communication better, easier on both ends and stuff that makes sense. I feel like this is a podcast we do at the beginning of every year. And it's different every time which is good. I think we're evolving. So I'm excited to talk about this today, Larry. Larry Burden  1:49  You brought this up earlier, I did a little research, which is rare Danelle Brostrom  1:51  I know. Larry Burden  1:53  Thankfully, I came up with somebody else who had done even more research and has continued the research, Jessica Meachem, found her on Twitter. And she has a spreadsheet of almost every possible application that you could use to communicate with your parents, and has a list of all the attributes, What were your first reactions? Danelle Brostrom  2:20  Well, the first thing that I noticed is that I love that she's broken it down by security and privacy issues, because that's a big thing for me. And then she also talks about like the price, The communication that's possible. And, this is a good place for teachers to start. And they can kind of see what works out for them. And we do have a lot of teachers that are using these external services like Remind and Bloomz and Class Tag, there's, there's a lot of them that she's detailed there. My suggestion is to just be careful with these. And here's why. I think about the parents that have four different kids at four different schools. And then The teachers are using four different services. And I think that if you look at it from the perspective of your customer, who is our families, It can be a full time job to keep up with all those messages from school and and the different services and some give you notifications. Like I know were on Bloomz right now and we get notified if anyone comments, which is super annoying at sign up for parent teacher conferences time, because I find out that Johnny's mom signed up and then I find out that Jill's mom signed up and you're like, take the notifications off, but now I'm nervous, I'm gonna miss something from school. So just, I, I love a lot of these services, I think they offer some really cool things. But I think what would be pretty cool is if your entire school decided, we're going to communicate with parents in this way. Like I've got one of my schools that everyone is using Bloomz, or, you know, maybe your if your, if your school or your district has adopted something, I think you should use that for just the sake of streamlining things for your customer. With the cool new messaging apps, they might work for you, but just make sure they're working for your families, too. And that is going to add value for them. So if your entire school can get on board and use one thing that would be ideal. And if your district can get on board with using one thing, that would be the best. Larry Burden  4:14  Speaking of the district, we do have a one thing? Danelle Brostrom  4:18  Yes, in our district, we do we have Bright Arrow. Larry Burden  4:20  We have Bright Arrow. And that actually works through Power School. It's not the, maybe not as shiny, as some of the other apps, it does have some of the functionality. For instance, I know Remind, you know, is often used at more secondary schools.  Danelle Brostrom  4:37  Yeah.  Larry Burden  4:38  Specifically, because of its messaging function, it's, you know, it's very available on your iPhone, or your phones and other digital devices. Whereas our Power School solution via Bright Arrow does a pretty good job from what I've gathered for our parents, but also for our, our teachers as far as having it within their  Danelle Brostrom  5:02  grading interface.  Larry Burden  5:03  The grading interface they're already using. They're already there. Danelle Brostrom  5:05  Yeah. It's interesting that you say that it is within Power School is only within Power School on the teacher end, on the parents and it comes right through their email. So that's, that's a really nice feature. I think email is the number one way teachers are communicating with families, whether they're using Bright Arrow or whether they're gathering parent contact emails, doing a distribution list. Parents, most of them are on email. So that seems to be something that's making sense for a lot of teachers. But the biggest thing I would want to say there is making sure that you're using BCC for families. If you just send it out blanket and you, you know, update everyone on your classroom news, that's awesome, because you should be keeping your families engaged. But if you put all of those addresses in the "to" line, then, you know, Julie replies with the question and says, Hey, I'm just wondering, did you see our backpack and then everyone on that list is getting it every single time. But if you put that in the BCC, and it's a blind carbon copy, as a parent, I can't see any of the other emails that are on the list. I can't see who else she sent, he or she or he is sending it to. And it just really, really cuts down on that reply all grossness. So Larry Burden  6:13  answer to this, if you will, Yeah. When you do hit that send to all in Power School, how it does that automatically do will BCC.  Danelle Brostrom  6:24  Yes Larry Burden  6:24  Okay, so for the most part, if you're going through your Power School, the likelihood of that bad thing happening is considerably reduced. Danelle Brostrom  6:33   Correct, Correct. Danelle Brostrom  6:34  And then other ways I was thinking about when we were talking about how to use tech to better engage families, I love the Google Classroom. Google Classroom has that built in progress report feature that will email families a daily or weekly summary of their kids work. I love that because it keeps parents involved if they want to be. Then the nice thing is, once you enter the parents email, You don't have to do a thing. Everything is automated. The bad thing is that you, you can't customize the report in any way. But it's ready to go every, every time that they get that subscription. So I really do like those Guardian Summaries in Google Classroom, I think those are solid. Larry Burden  7:10  One of the nice things about both Google Classroom and Bright Arrow is, every teacher in our district has it. One of the things you mentioned earlier that we do want to try to avoid, and we might think that some of these extraneous apps, some of these extra apps are really cool and flashy and look great. But if you have three kids in the district, and each one of those teachers that has a different app that they're using, suddenly, that's a lot to manage as a parent, whereas every teacher has access to Google Classroom, and might be likely using it. Every teacher has access to Power School. It really limits the amount of interactions that the parent has to maintain. I would assume the likelihood of having interaction with the parent is increased if they're not having to try to manage, manage multiple avenues of communication. And really, the goal of the parent communication is not necessarily, we would hope, the one way communication. We want to create a partner in this communication in the education of their child. We need to have the feedback. Danelle Brostrom  8:24  Yeah, 100%. And, you know, you talk about feedback. And it's funny, because I just said, you know, you should use form the ones that your district has put their support behind it, because it makes it easier for families. But I gotta mention Larry, one that I love, I do love Seesaw. We have so many elementary teachers using it that I feel like it's, it's almost become one that we support. I love that parents can see and they can comment on their students work, no matter where they are. I love that there's a place for classroom news, too. And I like it's all in one place. And it does, it does more than one thing. It's like, the Alton Brown thing where he says that you should never buy kitchen gadget unless it can be used for more than one thing. Seesaw is kind of like that for me, because it's got the student portion where they're creating their own portfolio and turning in their work and you're communicating with them. And then it's got this parent portion where you can see your child's work. And you can see, you can comment on it. And you can give them feedback. And then there's this other portion where the teacher can put classroom news and calendars and it's all connected into one app. I do like that, because then it's not just a messaging. It's not just this, it's kind of everything all in one package. So that, that is one that I really do like, that's an external service. Larry Burden  9:38  What, why do you support Seesaw over some of the other ones that we... Danelle Brostrom  9:41  Just because it offers all those pieces, when I go there, as a parent, I'm not just signing up for conferences, or just receiving that one way communication from the teacher. It's all of these other pieces. It's almost like, where the Google Classroom, I can see what my child is doing in class, I can see that too. It just feels like there's more there, it covers all those different areas, for me, as a parent. Larry Burden  10:04  If you're listening outside of our district, recognize what your, your tech coaches, your Technology Department is aware of, and good at servicing. So if you have a large community of Seesaw users or Bloomz users might not be a bad way to go.  Danelle Brostrom  10:28  Because people will help you. Larry Burden  10:28  Because of the support, as opposed to tracking out on your own. And then suddenly, when it's not working, or it's not doesn't have the functionality that you'd like, you have nobody to ask. So it kind of be aware of your environment and make sure that the people that, that would otherwise support you with the technology can support you, when you go off and use one of these tools. Parent communication is so important for the student, you know, the interaction to have, make sure that the parent is understanding where their student is at and that they're involved in their education is so important, we really do want to get it right.  Danelle Brostrom  11:03  Yeah,  Larry Burden  11:04  and not make it overwhelming for the parent, cuz that's going to end up turning the parent off. Danelle Brostrom  11:08  And it's hard to look at it from that lens. You know, as a teacher, you're trying to be super efficient with your time and you're trying to do as best for your students. But to take that step back and say, if, if I were a parent in my classroom, what, what would this communication look like? And how can I improve it? Or if I, if I were a parent in the district, and we're getting all these different requests from different services, what would that look like to me. So kind of trying to really think of your customer, and what what they would want and what their needs are. And like, I like to think about, we've got some teachers that are still doing class websites, and having a web presence. And I think you should, I think that's great, I think there's a lot of value in there. But I don't think that can be the only place to communicate with families, your stuff is going to get missed if you just throw it up on the website, and then assume parents are going to go there and they have questions. They're probably not. They're probably not going to go there every Friday to see if you posted anything new. You really need to go to them instead of expecting them to come to you. Larry Burden  12:07  The next stage or the next step on this. And where the parent communication really becomes powerful, is again, when we're allowing that communication to come back. And we're really become partners. It's also where things get messy, because sometimes it's a little bit hard when a parent gets all up in your business about what your doing.  Danelle Brostrom  12:28  Yeah, for sure.  Larry Burden  12:30  But I was, I was reading some research actually on this. And one of the studies had kind of three takeaways. One, obviously, that the emphasis on relationship building among parents and students is very important, Two, a focus on leadership development of parents really making our parents leaders in the education of their children. And three, I thought was the interesting one, and effort to bridge the gap and culture of, and power, between parents and educators. We contrast this community based approach with a more traditional school centric, individualistic, individualistic approach to parent involvement. The paradigm typically has been school to parent, we're on the mountaintop, and we're, we're preaching down to the parent. If we're expecting the parent to become a willing participant in their child's education. Broadly, I mean, there's always going to be parents that do that. But oftentimes, those parents are actually, you know, feeling as though they're speaking on equal terms with the educator. Danelle Brostrom  13:34  I definitely think a phone call is always always the best, you know. That's something that they drill into you as a new teacher, that you should be making these positive phone calls home to and I definitely agree with that. Like, Hey, your kids is a great thing today. I just want to tell you about that. Because anytime you can build that relationship and put it more on that evil play, evil playing field? level, I know. Whoa. Larry Burden  13:55  Agent of Chaos. Danelle Brostrom  13:57  Fixer of the agent of chaos, Larry Burden  13:59  We are, We are working into mid, mid season form. Danelle Brostrom  14:03  Working into. Larry Burden  14:03  We did not have a preseason. This year, there's no preseason, which just jumped right in. Larry Burden  14:07  All right. Um, anything else that you'd like to add? Danelle Brostrom  14:09  Yeah, um, the only other things that I want to add. Just whatever you use, I think being consistent. So trying to be regular with your communication, using the same service. Consistency is important. Being brief, there's so much that parents have to keep on top of. So the, don't waste your time with things like graphics or cute little things unless they add value. I think really just being brief with your communication is important. And then I think, use this to write the story of your classroom. Parents don't know what's going on every day. Sometimes the kids don't give them all the cool things that you're doing. Just use your communication to write the story of your classroom, consider pictures to. Parents love to see their kids little face learning. I just think the more you can use that tech to tell your story, the better. Larry Burden  14:56  I know Bloomz user and posts a number of pictures. And that's the way that she's been able to get great interaction from her parents.  Danelle Brostrom  15:04  Not just Elementary, I think Secondary to. Like, you should show pictures of secondary kids doing cool stuff in the classroom. Larry Burden  15:13  All right, Tech Tool of the Week. Danelle Brostrom  15:18  Tech Tool of the Week, I want to share Flippity. Lissa Brunan, she presented for us at Wired, and she shared some stuff on some stuff on Flippity, and it was fantastic. Flippity is a great resource for teachers. It turns a Google spreadsheet into all kinds of cool stuff. You can turn it into a random name picker or a quiz show or flashcards or a timeline or a badge tracker. If you want to track your kids, or let them earn badges. My favorite is you can turn it into a progress indicator. So it turns your Google Spreadsheet into progress indicator bars, you can use it for a tournament bracket a matching game. It's just some really really cool ways to increase your students interactivity with this device and Flippity is phenomenal. I tried one the other day and was amazed at how quickly I was able to take the spreadsheet that they created, follow the directions, change the words and then publish that link. And then when I went to that link, it was all of a sudden a typing speed tester with content that I had put in so, Wow, flippity.net that is my Tech Tool of the Week.  Larry Burden  16:25  Great Tech Tool Danelle Brostrom  16:25  Yeah, it's great. Larry Burden  16:26   That one's been around for a little bit.  Danelle Brostrom  16:27  I know  Larry Burden  16:28  but a lot of teachers love it. Danelle Brostrom  16:29  but we haven't used it enough. I don't think there's so many cool things on here. Larry Burden  16:34  Tutorials and updates. The TechNollerGist has a Google Classroom Rubric Template. I haven't actually watched this one yet. So I don't know. I will be honest. I saw it out there like oh, this is a new one. I did not have time to check it out. I guarantee it's awesome because the TechNollerGist just made it. And also there was a really cool tweet that um, to an article actually it was the article that was cool. By A.J. Giuliani and I'm guessing you follow him?  Danelle Brostrom  16:58  Yes, I do.  Larry Burden  16:59  He's all over Twitter. But it's, "Empathy as the Most Important 21st Century Skill.” And I don't know if you've read the article. It is great. It is great. So I highly recommend taking the time and  Danelle Brostrom  17:13  Will do. Larry Burden  17:13  Doing some reading so. AJGiuliani.com backslash empathy, the most important 21st Century Skills where the article is you'll find it on the many social medias as well. Before the building actually falls down I will  close with, follow us on Facebook and Twitter @tcapsloop, @brostromda, subscribe to the podcast on podbean, iTunes, Stitcher, Tune-in, Downcast, Overcast, the Google Play Store and Spotify leave review. We love the feedback. Thanks for listening and inspiring. Larry Burden  17:47  Drama, you didn;t like the drama? Danelle Brostrom  17:50  I really did think the building was going to fall for a minute. Transcribed by https://otter.ai 

On Apple Podcasts, please subcribe, rate & write a review. Buy a tshirt at https://ericzaneshow.com/ Many styles and colors. Reddit: https://www.reddit.com/r/theericzaneshow/ Links to all stories at ericzaneshow.com ( http://ericzaneshow.com/ ) click "In The News." patreon.com/ericzane ( http://patreon.com/ericzane ) cameo.com/ericzane ( http://cameo.com/ericzane ) Twitter: @ericzaneshow Facebook.com/ericzanefanpage ( http://facebook.com/ericzanefanpage ) email eric@ericzaneshow.com Today...my daughter loves old men.  Gross.  Her new target is her orthopedic surgeon.  Ronda Rousey's finger is a mess.  As I predicted, vaping related illness are becoming epidemic.  Larry King files for divorce for the 8th time!  The Civil Rights Director in the State of Michigan is a major creep and is now feeling the wrath of the State's ball-breaking lady governor.

MTT036| 360 Degree Math Remix - Ed Campos Jr Disclosure: Some of the links below are affiliate links, meaning, at no additional cost to you, we will earn a commission if you click through and make a purchase. Looking to step up you game in the classroom? Turn your math class into a fun and engaging atmosphere where your students don’t feel like they are an island, but are in a community. Ed Campos Jr. Ed currently works for Brown University as a Program Manager for the Brown Computer Science Department’s “Bootstrap” Computer Science curriculum that integrated CS into Core Content areas like Math, Science and Social Science.  He also works as a Lead Learner for CUE and does professional development under his own Consulting, “Mathletic Performance.” He’s taught high school Math and Computer Science for over 14 years in the San Joaquin Valley and was instrumental in creating a model 21st century math learning space that allows his students to express themselves, present, and teach their peers in a multitude of ways.  Ed was also named the Central Valley CUE Educator of the Year in 2014. He has a passion for travel, technology, and for empowering students and colleagues with the skills and knowledge that make the classroom more fun and effective because they deserve it.     Contact: Ed Campos Jr. Twitter: @edcamposjr twitter Instagram: @edcamposjr Facebook: Eddie Campos Jr. Blog: EdCamposJr.com   Items mentioned in Episode 36: 360 Degree Math Peter Liljedahl 3 Act Math VisualPatterns.org Flippity.net @wipebook Bootstrapworld.org @bootstrapworld Documentary: Teach   The Space: A Guide for Educators, by Robert Dillon and Rebecca Hare Mathematical Mindsets, by Jo Boaler   Go Write whiteboards, bit.ly/GoWriteWB www.geeo.org (global exploration for educators organization) Gallery Learning  #VNPS - Vertical Non Permanent Surfaces #360Math #Math360 We would love to hear from you!  Let us know if this format is helpful to you!  Is there technology out there that you would like us to cover in one of our episodes?     Email us  Shannon@MyTechToolbelt.com Brenda@MyTechToolbelt.com   If you enjoyed this episode, tell a friend, and SUBSCRIBE FOR FREE TO THE SHOW!  Please share this podcast with someone you think might benefit.   What’s in your Tech Toolbelt? www.mytechtoolbelt.com Twitter: @mytechtoolbelt   Instagram: My Tech Toolbelt   You can listen to our podcast on: Apple Podcasts Google Play Music Spotify or listen here Music: http://www.bensound.com/royalty-free-music  

1) Spring break stories a) iPad apocalypse 2) Windows Lite a) https://www.windowscentral.com/microsofts-windows-lite-project-gets-new-codename by Zac Bowden - Windows Central b) Its own Chromebook like device c) Very early reports - unsure if this will ever happen d) Thoughts? 3)Steam/Stem Core Skills by Tony DePrato a) https://itbabble.com/2019/03/19/steam-stem-core-skills/ b) Appropriate skills for grade levels 4) Self Checkout with a Chromebook! By Patrick Cauley a) https://itbabble.com/2019/03/25/self-checkout-with-a-chromebook/ b) Reasons to do this? c) Cost? d) Implementation? 5) Make your own flashcards with Google Sheets by Patrick Cauley a) https://itbabble.com/2019/04/12/make-your-own-flashcards-in-google-sheets/ b) Flippity - https://flippity.net/ c) Versatile for many different tasks 6) Tony and Patrick discuss movies/Game of Thrones

Sorry for the length!  Kids Food Basket time was growing close.  The absurdness of the worst leg injury ever.

James' favourite game TOE AND EARL is back! James loves it so much but Paul brings us back to earth with a well reasoned and wise opinion on the topic. Once James calms down from his undying love of Toejam and Earl he manages to discuss other things like The Division 2 and for some reason Companions of Xanth. Lose your mind and join us on another adventure of THE PJ VIDEOCAST EXPERIENCE! All this AND MORE™! Games discussed: Toejam and Earl: Back in the Groove, Ape Out, Downwell, Eagle Flight, Dragalia Lost,The Division 2, Cultist Simulator, Companions of Xanth, Torment: Tide of Numenera, Apex Legends, Pokemon Shield/Sword, Flip Grip Join us on Discord: discord.eightandahalfbit.com Follow us on twitter! Eight and a Half Bit: @8AndAHalfBit James: @JamesBowling Paul: @MrParoxysm

Find out what a badly-sourced article in the Toronto Sun, a fake list of grunge slang in the New York Times, and an oft-repeated anecdote about a floating bordello can tell us about better evaluating sources and looking at how […]

What can I say? We have been waiting a long time for this topic. We finally get to officially talk about one of our favorite shows: The Office...and we don't touch upon everything so we are coming back to this topic. Be warned ;) See acast.com/privacy for privacy and opt-out information.

Standing In Fire – Pantheon Edition: Episode 4h https://www.youtube.com/watch?v=isp2910TA3o In which Tess, Militus, and Boom discuss Pantheon hopes, gaming Moments of Zen, and community posts with special guest NATHAN NAPALM!! Join us and call in …

Google News and Updates Material Design for Google Docs, Sheets, Slides, and Sites on Web Helping teens root out misinformation and get media savvy Featured Content Lisa Highfill is an Instructional Technology Coach in the San Francisco Bay Area. She earned her masters in Educational Technology Leadership and has been a classroom teacher for over 20 years. As a Google Certified Innovator, and a YouTube Star Teacher, she travels the country presenting at edtech conferences and speaking about lesson design and learning theory. Lisa is the co-creator and co-author of The HyperDoc Handbook. Google Certifications: Google Certified Educator Level 1, Google Certified Educator Level 2, Google Certified Innovator Google “Spark”: I was in the Merit Program, led by Rushton Hurley. The program completely changed me as a teacher, my knowledge of technology, and how to best combine the two. Favorite Google Tips and Tricks: Google Slides make great portfolios for all of your graphic design work. Connect with Lisa: Twitter: @lhighfill Website: about.me/lisahighfill Google Teacher Tribe Mailbag John Hartmann (St. Louis) -- Name a version in the revision history. Sets up a template (Sheets, slides) and names it master. When students complete the task, can revert back to the master and use it over and over. Doesn’t have to reinvent the wheel. Jake Miller (Ohio) -- Thanks for creating community. Google Translate in Google Sheets. Does more than math. Type =GoogleTranslate you’ll get a formula to take words in one language and translate to +100 language. Useful for ELLs. to the native language. Can use Flippity.net to turn into flashcards to practice. JakeMiller.net search for translate for GIF. On The Blogs Matt - 6 ways to make the most of closed captions in Google Slides Kasey - 5 Ways to Use the Google Docs Explore Tool

Paul digs into a fanzine he wrote when he was even more obsessed with lists whilst Daniel gives another US Magazine a spin. Ha. see what we did there, you see it? GEEK SCENE Issue 2: 2004 // SPIN: Jan 1997 DISCUSSED: Hellfest Festival, Manowar, Kiss, Slayer, Whitesnake, Hellhammer, Diamond Head, Daughters, Cult Leader, The Decendents, Brutus, Employed To Serve, R olo Tomassi, Envy, The Ocean, Will Haven, Fu Manchu, Uncle Acid & The Deadbeats, Alunah, Ohhms, Converge, Sunfactor, Candy Sniper, Engine Down, Leiah, Serene, Cave In, Marnie Stern, Beck, Sublime, Nirvana, Prince, Metallica, Ghost

AFTERBUZZ TV -- For The People is a weekly "after show" for fans of ABC's For The People. In this show, hosts Keith Andre, Lynneisha Charles, Tori Boursard, and Takira Shabrae break down episode 8. ABOUT FOR THE PEOPLE: The United States District Court for the Southern District of New York -- also known as the Mother Court -- is the oldest district court in the nation, and the setting for the newest drama from the minds of Shonda Rhimes and Betsy Beers. Focusing on the lives and careers of the brand-new lawyers working for both the defense and the prosecution and handling some of the most high-profile and high-stakes federal cases in the country, "For the People" follows the talented professionals as their lives intersect both in and out of the courtroom. Follow us on http://www.Twitter.com/AfterBuzzTV "Like" Us on http://www.Facebook.com/AfterBuzzTV Buy Merch at http://shop.spreadshirt.com/AfterbuzzTV/

In this episode of the (http://Flippity.net) on the program to discuss the recent outcry from educators who recently learned that their favorite edtech tool decided to introduce a paid platform for their application. In this episode, we discuss: How can we help our teachers choose the right edtech for their classrooms The Advantages of Free vs the Cost of PremiumOn the Budget On the Teacher On the Student On the App Developer Should App Developers create Free or Premium apps? How do developers of Free Apps or services support their projects/companies? What happens when Free turns to Premium?Should the Educational Community bring out the pitchforks? Should the Educational Community bring out their pocketbooks? Should Tech Coaches be shunned for promoting paid applications What can you do if your favorite app developer puts up a paywall? Do we pay for a product or let it eventually fail? Follow our PodcastThe TeacherCast Educational Broadcasting Network | @TeacherCast (http://www.twitter.com/teachercast) The @TechEdShow (http://www.twitter.com/techedshow) Visit the www.TechEducatorPodcast.com (http://www.techeducatorpodcast.com) Follow our HostsJeff Bradbury | @JeffBradbury (http://www.twitter.com/jeffbradbury) Dr. Sam Patterson | @SamPatue (http://www.twitter.com/sampatue) Jennifer Judkins | @TeachingForward (https://twitter.com/teachingforward) Rob Pennington | @RobPennington9 (https://twitter.com/robpennington9) About our GuestSteve Fortna is a teacher and technology integration specialist at Whitinsville Christian School in Whitinsville, MA. Steve has been teaching for 18 years and is the creator of @stevefortna (https://twitter.com/stevefortna) About FlippityFlippity.net is a website that allows teachers and students to turn Google Sheets into online tools such as flashcards, random name pickers, progress indicators, Jeopardy-style quiz shows, and more.  Join our PLNAre you enjoying the TeacherCast Network, please share your thoughts with the world by commenting on iTunes (https://itunes.apple.com/us/podcast/educational-podcasting-today/id972444781?mt=2) today? I enjoy reading and sharing your comments on the podcast each week. Let’s Work TogetherHost: Jeff Bradbury (http://twitter.com/jeffbradbury) Email: (mailto:info@teachercast.net) Voice Mail: (http://www.teachercast.net/voicemail) YouTube: (http://www.teachercast.net/YouTube) iTunes: (http://www.teachercast.net/iTunes) Check Out More TeacherCast ProgrammingTeacherCast Podcast ( http://www.teachercast.net/tcp (http://www.teachercast.net/tcp) ) Educational Podcasting Today ( http://www.educationalpodcasting.today (http://www.educationalpodcasting.today/) ) The http://www.techeducatorpodcast.com (http://www.techeducatorpodcast.com/) ) Ask The Tech Coach ( http://www.AskTheTechCoach.com (http://www.askthetechcoach.com/) ) View LIVE Professional Development from TeacherCastJoin us LIVE every Wednesday at [8:30] PM EST: (http://www.teachercast.tv/) Need a Presenter?Jeff Bradbury (http://jeffreybradbury.com/) , or to Broadcast your conference LIVE!

How many land flippers do you know? Ain’t too many, right? Today’s Best Ever guest shares with us his advice on buying land low and selling it high. It’s a business model that isn’t discussed often but is working out very well for our guest. Learn about it right meow… Seth Williams’s real estate background: –        Active real estate investor since 2008 located in Grand Rapids, Michigan –        Nearly 10 years of experience as a commercial real estate banker – closed on hundreds of transactions –        All of his investing has been done part-time and is Founder of , a real estate investing blog for part-time investors –        Main line of business is buying and selling vacant land

Lance Storm has some thoughts about Balls Mahoney and he probably shouldn’t. Recorded and broadcast on April 19th, 2016Featuring:Maxwell Baumbach, Paul Griffin, William Washington and Kody Carlson Running Time: 03:14:29 Topics Notes –

It's the most wonderful time of the year....Christmas!!! It is finally here, the IBC Podcast Christmas episode. We are delighted to bring you this episode because all 3 hosts recorded it LIVE down at Sean's place, Dustin FINALLY got to have some beers, and Matt may have ended up the drunkest out of all 3 of us. We are also super excited that this episode releases on Christmas Eve! I won't be getting in to topics here because I just want you to listen to the episode. It's a ton of fun and we really hope you enjoy. To all our listeners, Merry Christmas and happy holidays! Hope everyone has a wonderful time. And gets drunk ;) Flippity Floppity

366Web2 #edutalk #edtech

Jeff and Christian welcome the CheapyD from Cheapassgamer.com to the show to discuss the closing of joystiq.com, the end of Nintendo Club, the first Tetris Grand Master in the US, Madden 15 nailing the Super Bowl final score, Unreal 4's Paris apartment, new LEGO games, the absence of LAN gaming, and more! In the Playlist, Christian and Jeff have both been playing Dying Light, and discuss the zombie/parkour game in detail. Also, Christian is back in love with Metroid Prime on his WiiU. For Tabletop Time, Jeff puts on his cape to play Sentinels of the Multiverse, both on the table and digitally on Steam. All that, plus YOUR phone calls. This episode dedicated to the memory of our friend, Andrew Yoon.

Jeff and Christian welcome the CheapyD from Cheapassgamer.com to the show to discuss the closing of joystiq.com, the end of Nintendo Club, the first Tetris Grand Master in the US, Madden 15 nailing the Super Bowl final score, Unreal 4's Paris apartment, new LEGO games, the absence of LAN gaming, and more! In the Playlist, Christian and Jeff have both been playing Dying Light, and discuss the zombie/parkour game in detail. Also, Christian is back in love with Metroid Prime on his WiiU. For Tabletop Time, Jeff puts on his cape to play Sentinels of the Multiverse, both on the table and digitally on Steam. All that, plus YOUR phone calls. This episode dedicated to the memory of our friend, Andrew Yoon.

How many land flippers do you know? Ain’t too many, right? Today’s Best Ever guest shares with us his advice on buying land low and selling it high. It’s a business model that isn’t discussed often but is working out very well for our guest. Learn about it right meow…  Tweetable quote:    Our most embarrassing moment turns into biggest learning experience.   Seth Williams’s real estate background: -        Active real estate investor since 2008 located in Grand Rapids, Michigan -        Nearly 10 years of experience as a commercial real estate banker – closed on hundreds of transactions -        All of his investing has been done part-time and is Founder of , a real estate investing blog for part-time investors -        Main line of business is buying and selling vacant land  Subscribe in  and  so you don't miss an episode!   Sponsored by: Door Devil – visit    and enter "bestever" to get an exclusive 20% discount on your purchase. 

#366Web2 #edutalk #edtech

Overview of the balisong or butterfly knife from a zombie apocalypse perspective. Flippity flippity.

Overview of the balisong or butterfly knife from a zombie apocalypse perspective. Flippity flippity.

In the first half of today's episode, I promised one for my skeptics and this is it! We'll take a thorough wander through any remaining logical explanations often proclaimed when refuting the Mandela Effect! And then, finally, we will be covering what might be one of the most intriguing aspects to this phenomenon, causing many a skeptical party to “switch sides”…truly an ME on steroids…and it's happening at an increased pace, but not oft discussed…The Mandela Effect Flip Flop!…and boy, do I have a story-time for you!Follow the Show at:Facebook: http://www.facebook.com/paranormgirlpodTwitter: http://www.twitter.com/paranormgirlpodInstagram: http://www.instagram.com/paranormgirlpodSupport the Show at:Patreon: https://www.patreon.com/paranormgirlpodBuyMeACoffee: http://www.buymeacoffee.com/paranormgirlpodReferences & Sources:Drastic Logo Changes in Branding History: https://www.businessinsider.com/shocking-drastic-logo-changes-2013-4#yahoo-2Fruit of the Loom Trademark USPTO: https://uspto.report/TM/73006089Ford Logo Video: https://www.youtube.com/watch?v=p7N5AsrcEZMSource Amnesia: https://www.evl.uic.edu/sugimoto/memSrc.htmlInterview with THE Vampire: Mandela Effect: https://youtu.be/XcqUk6uVRl8Froot Loops Cereal: https://www.snackhistory.com/froot-loops-cereal/RZ (rrrrzzzz) Twitch Channel: https://www.twitch.tv/rrrrzzzz/v/348027416?sr=a&t=0sRZ (rrrrzzzz) Twitch Channel: https://www.twitch.tv/rrrrzzzz/v/359532080?sr=a&t=0sReddit; Flip Flop – Making a List: https://www.reddit.com/r/MandelaEffect/comments/5sv1x8/flip_flop_making_a_list_update/The Mandela Effect & Freaky Flip-Flops: https://geekinsider.com/the-mandela-effect-freaky-flip-flops/