What is the "Mojo" with Class Dojo?

As students embrace the 21st century skills of collaboration, communication, critical thinking, and creativity, their work beckons to reach beyond the walls of the classroom. Class Dojo is an online platform that provides the space for students and teachers to share what is happening in the classroom with families. With tools for behavior management and family communication, Class Dojo serves as an easy-to-use and efficient tool for educators in classrooms around the world.

Best Practices in Classroom Management & Family Communication 
As student behaviors shift, so have best practices in classroom management. In “11 Research-Based Classroom Management Strategies,” Finley (2017) suggests the following best practices for managing today’s classrooms:

• Nonverbal Cues: hand signals, eye contact
• Nonverbal Transition Cues: ringing a bell, turning lights on and off
• Timeouts: “provide an emotional breather in a less socially charged area of the room”
• Over-Correction: model, rehearse, re-visit
• Notes of Praise: leaving positive notes for students, sending positive notes home
• Private Reminders: brief reminders of expectations
• Greetings: using names and accolades
• On-the-Spot Corrections: immediately and briefly address misbehavior
• Mindfulness Practice: managing emotional regulation through breathing and meditation exercises
• Notice and Comment: noting and discussing changes in behavior
• When-Then: providing students with a structure for the cause-effect of behavior choices

Overall, these best practices suggest that educators should define clear expectations, equip students to take ownership of their actions, and provide continuous feedback on behavior to students.

In addition to managing student behaviors, communicating with families is also an important role of educators today. Communication looks different today than it has in the past, so it’s important to recognize best practices in this area of management, as well. In “Policies & Practices: Family Communication Ideas That Really Work,” Moore (n.d.) suggests that communicating with families should be happening consistently, all year long. The four topics of practice include: Maintain Your Momentum, Investigate Contact Options, Open Lines of Communication, and Keep It Going! Overall, Moore (n.d.) suggests that communication should be respectful, consistent, positive, and geared towards meeting the needs of the families that are being served.

Class Dojo 

Class Dojo is a free, online classroom management tool for teachers, administrators, students, and parents. The program can be implemented in individual classrooms or in whole schools, and is accessible on all devices. Class Dojo (n.d.) reports that their program is used in 90% of K-8 schools in the United States. The online platform provides teachers with an opportunity to “create a positive culture,” “give students a voice,” and “share moments with parents” (Class Dojo, n.d.). The variety of features included with Class Dojo are listed and explained below (Class Dojo, n.d.):

• Point System: This tool allows the teacher to track behaviors, both positive and negative. Completely individual to the teacher’s preferences, this feature allows the teacher to assign point values to specific behaviors that align with their classroom’s behavior management plan or school’s PBIS matrix.
  
• Toolkit: The Class Dojo Toolkit includes the Classroom Directions App, Random Group Generator, Classroom Music, Classroom Noise Monitor, Think Pair Share, Random Student Selector, Classroom Timer, and Morning Meeting App. The Toolkit is accessible on phones and tablets, so these mobile devices act as a remote for the computer display. Once selected, a tool appears on the computer screen and its display mode (SMART board, projector, etc.).
• Student Portfolios: Students can share their work through pictures, videos, and written text directly with their families. After teachers approve the student work to be added to their portfolio, families can add encouragement and feedback to their child’s work. This new feature allows families to access everything through one app.
  
• Class Story: This feature allows the teacher to instantly share photos, videos, announcements, or files directly with student families. The Class Story is always accessible to families so they can go back to locate information.
• Private Messaging: Class Dojo offers a private messaging feature, much like texting. This feature allows the teacher to communicate directly with parents. Messages can be translated in more than 30 different languages so families can easily access the information being provided. “Quiet hours” are also available so families know when the teacher is not accessing Class Dojo to check messages.
• Mindful Activities: Class Dojo’s main character, Mojo, provides videos and activities that support student learning in the areas of growth mindset, perseverance, empathy, gratitude, and mindfulness.
  

As a total package, Class Dojo serves as a very effective and engaging tool in the classroom. Class Dojo provides the opportunity for teachers, students, and families to be connected and collaborative. From allowing teachers to quickly share information with families to easily and privately message individual family members, Class Dojo is an excellent source for family communication. The automatic and specific tracking of student behaviors with quantitative data also allows the teacher, student, and family to be aware of concerns and celebrations, and to work together in addressing areas of concern.

Planning Ideas & Useful Websites 
Class Dojo has a “Resources” page where teachers and school leaders can access all of the steps and materials for implementing Class Dojo effectively and efficiently. The page includes a full presentation that can be used to introduce a staff to Class Dojo and all of its features, a back-to-school night presentation with parent handouts, and a classroom decoration kit. With so many features and tools, the ideas for using Class Dojo in the classroom are endless!

A quick scroll through Twitter can also provide a surplus of planning ideas. Check out these ideas from fellow tweeters:

• “Ss are applying their knowledge of saving money from #UniqueLearningSystem! They made proposals to share with their parents on #ClassDojo. Some are even wanting to give to others!” -@resouders
• “Integrating the Storytelling feature of @ClassDojo in 2nd grade with @stephlbee and her awesome students!” -@londonelem
• “We use @ClassDojo & learners post to their portfolios for parents to see. Sometimes we give them questions/prompts, but more often they will think something is awesome and want to share it, so they take the initiative to post it! We get a kick out of the parents’ replies!” -@misslewis02
• “I love using @ClassDojo for class debates. Input debate groups as ‘students’ and assign/deduct points in real time as the debate progresses. For extra fun, project your teacher screen so students see their point accumulation as it happens for reinforcement/motivation of skills.” -@rmchurchward

For additional planning ideas, Class Dojo has a Twitter account and an Instagram account, where they post examples of the program being used in classrooms every day. The hashtag, #classdojo, can also be searched and/or followed on Twitter or Instagram for additional ideas.

What are people saying about the program? 
Class Dojo is receiving excellent reviews on social media platforms. A quick search of the hashtag,

#classdojo, or a scan of Class Dojo’s Twitter reveals the many wonderful things that educators are saying about Class Dojo as a tool in the classroom. Here are some of the tweets:

• “Half my parents feel connected with @ClassDoj and half feel very connected.” -@ahitchck
• “Love sharing our work with our families with digital portfolios on Class Dojo!” -@MrsFlorio1st
• “This book talk had me laughing! I love how students can share their inferences with me through class dojo portfolios.” -@TiffanyKingston
• “What a great resource. I use ClassDojo and have had so many parents tell me how much they love it! It makes communication so easy, just like texting!” -@Claudia05951236
• “Class Dojo does wonders! Teamed my students into groups of 3 to help motivate one another on coming to class on time, staying focused, & showing the Panther Principles. Today, my students were cheering each other on to do their best & earn points.” -@MissMAmelio
• “Trying something new this year: digital portfolios in Class Dojo. It makes it a one-stop-shop and is great to see student learning and feedback from parents. I love how Class Dojo has made my students more engaged and my life easier!” -@paniagua_kate

As displayed in these tweets, Class Dojo is being used in a range of creative ways in classrooms across the world. Teachers and students alike are embracing the resource as a platform for sharing their work beyond their classroom walls.

My Review & Reflections 
My school currently uses Class Dojo as a part of our PBIS matrix. Every teacher has points directly linked to our matrix and schoolwide expectations. Every administrator, specialist, teacher assistant, and support staff member (EC teachers, bus drivers, interventionist, speech-language pathologist, guidance counselor, nurse, social worker) is connected to every classroom’s Class Dojo page. This means that each of these faculty members have access to awarding or removing points for student behavior, as well as the opportunity to directly message with the family members connected with each student. I appreciate the schoolwide use of Class Dojo because behavior awards and consequences are consistent whether students are on the bus, in the classroom, or at specials. The points are tracked in reports, with the option to add notes, so everyone can have access to a student’s behavioral data. This creates a culture of “our” kids and the opportunity to all work together in problem solving for students that need additional support in behavior management. In addition, the program notes which staff member awarded or removed each point, so questions can be directed to that staff member directly through the private messaging feature. The other new feature I have really appreciated is the “School Insights.” This display shares the number of messages sent to families, photos and videos shared, and the percentage for positive feedback as a school. This provides us all with a quick glimpse of how we are supporting and communicating with our students and their families on a schoolwide scale.

Two components of Class Dojo that I wish were different are both related to the private messaging feature. The first is that when messages are sent to the family by someone other than the homeroom teacher, these messages are not accessible to the homeroom teacher. For example, if a student misbehaves in a specials class and that teacher reaches out to the family about the situation that occurred, they often forget to mention this to me as the classroom teacher. So when the parent comes to me concerned with what happened, I am often completely out of the loop. I wish that there was a way for these messages to be accessible to me so that I could be aware of the communication happening with the families of my students.

The second component of the messaging that I would prefer to be different is that group messages cannot be sent. Many of my students have more than one parent connected. Some even have up to six family members connected! Class Dojo has a feature where all of the family members can be selected and sent the same message, but they cannot see each other’s responses. This has caused some confusion for parents when I am requesting a meeting or addressing behaviors because they aren’t sure how their spouse has responded. I have also had grandparents who live in other states reach out about behavior concerns that the parents never mentioned, so this creates the need for clear expectations for who I am to communicate with, and about how much information to release through the private messaging feature. I think it is important that each school establish these policies, and make them known to parents.

Connecting back to the best practices suggested by Finley (2017) and Moore (n.d.), Class Dojo provides an opportunity for consistent communication and collaboration between the school, student, and family. Class Dojo allows for praise and correction, with the opportunity to make notes and track data for further growth. Class Dojo is an excellent tool for every K-6 classroom!

Goals for Using Class Dojo in My Classroom 
I use the Point System, Class Story and Private Messaging features of Class Dojo on a daily basis with my students and families. I tried the Student Portfolios when they were first released but they were not compatible with our student Chromebooks, and we did not have enough ipads to keep it going. The Student Portfolios are now accessible with the Chromebooks, so I would like to set these up for my students so they can start sharing their individual work with their families. Especially now that so much of our work is digital and interactive, I think this would help families see what we are up to in the classroom. In addition, I do not utilize the Toolkit in my classroom. I have tried using these tools in my classroom, but the slow internet speed and lack of cell service at my school caused glitches with my phone/ipad connecting to my computer screen. The delay made the use of the tools ineffective. I have not tried these in quite a while, so I would like to try to utilize them again.

Continuing My Learning 
As I continue learning about useful digital resources, I would like to explore Nearpod, an online

interactive learning platform. This tool was promoted heavily at the Teach Your Heart Out conference in Atlanta this past week, and I was awarded a free 3-month subscription to try it out. I would like to get to know how the program works so that I know if it is something I would like to request that my school purchase a license for to use next year.

References 
Class Dojo. (n.d.). Learn more. Retrieved from https://www.classdojo.com/#LearnMore

Finley, T. (2017). 11 research-based classroom management strategies. Retrieved from https://www.edutopia.org/article/11-research-based-classroom-management-strategies

Moore, K. B. (n.d.). Policies & practices: Family communication ideas that really work. Retrieved from https://www.scholastic.com/teachers/articles/teaching-content/policies-practices-family-communication-ideas-really-work/

Image References 
[Class Dojo logo]. Retrieved from https://static.classdojo.com/img/social_icons/logo-purple-min.png

[Class Dojo messaging]. Retrieved from https://static.classdojo.com/img/page_homepage/communication_image.png

[Class Dojo points]. Retrieved from https://cdn-images-1.medium.com/max/1600/1*c7nJ75RQyKr87Qm6yc34LA.png

[Class Dojo portfolio]. Retrieved from https://static.classdojo.com/img/page_studentportfolios/section5-all.jpg

[Mojo with hand]. Retrieved from https://static.classdojo.com/img/page_schoolwide/5-asset-hand.png

[Nearpod logo]. Retrieved from https://nearpod.com/

What is all the “Flipgrid Fever” about?

As individualized student experiences and student ownership of learning are at the forefront of education today, the use of technology tools can play a significant role in assisting educators. Technology can help educators as they differentiate tasks and enhance their curriculum in order to meet students’ needs and engage students’ interests. While planning for the implementation of technology in the classroom, the use of the SAMR model to screen the tools helps the educator integrate both effectively and successfully.

SAMR (Substitution, Augmentation, Modification, Redefinition) 

As introduced in my last post, the SAMR model is commonly used for technology integration (Puentedura, 2012). For a refresher, the acronym, SAMR, stands for Substitution, Augmentation, Modification, and Redefinition (Puentedura, 2012). As shown in the image of the model, technology can either serve as an enhancement or a transformation. The idea is that technology integration ebbs and flows between the four levels of the SAMR model, mimicking an individual swimming laps. With this in mind, the use of SAMR as a model for technology integration helps educators to transform their students’ educational experiences in a way that provides meaningful and rigorous tasks. 

Flipgrid 

Flipgrid is a newer program that embraces student voice. As “the leading video discussion platform for millions of PreK to PhD educators, students, and families in 180+ countries,” Flipgrid has paved the way for global and collaborative learning (Microsoft, 2019). Essentially, Flipgrid is a free platform for educators that provides a space for students to create videos on a specific topic. Those videos can then be viewed by classmates, who can also respond to their peers through additional videos. As Microsoft (2019) shares, “Ever student has a voice, so let’s amplify! Students record short, authentic videos and can reply to each other’s videos. Educators are 100% in control with video moderation, access controls, and much more.” The collections of videos, referred to as “topics,” can also be safely shared with families, other classes, administrators, etc. 

So how does it work? Educators create grids and topics using their free account. While creating the grids, educators approve a specific email domain, which allows access only to the students within their class. For example, in my classroom, I have approved the “students.abss.k12.nc.us” email domain so that any student in my classroom can login using their Chromebook. If a common email domain is not available in a classroom, there is also the option to provide students with a “Flip” code or QR code to access the video topics.

Once a teacher creates a grid or topic, it can be accessed by students with a code or through a link. The link can easily be added to Google Classroom, Google applications, or Pear Deck presentations. Flipgrid is accessible on any device – Surface, Chromebook, laptop, iPad, iPhone, or Android device (Microsoft, 2019). There are also apps available for Windows 10, iOS, and Android (Microsoft, 2019).

After the set-up and sharing of the topics, the students record their video with easy-to-use tools that allow for students to “capture widescreen videos, pause while recording, add more after reviewing, and trim to perfect” (Microsoft, 2019). Videos can extend from 15 seconds to 5 minutes, depending on the settings provided by the educator. Flipgrid provides the platform for students to “perfect the elevator pitch or give a short presentation” (Microsoft, 2019).

In addition to these features, there are also:

• Video downloads
• Stickers & drawings
• Custom assessment rubrics
• Video feedback
• Topic invites
• Private share links
• Vibes
• and more on the way, including Mix Tapes

How Flipgrid Serves as an Effective and Engaging Tool 

Flipgrid provides the space for collecting every student’s voice. With this format, the videos on Flipgrid can be used for a formative or summative assessment, depending on the standard and/or task. Flipgrid can also serve as a brainstorming ground, where students can embrace the learning process and share their thinking. Flipgrid appeals to students who are linguistic and auditory learners and thinkers. The platform is also highly engaging to students because the format mimics that of YouTube, which students are highly drawn to in their free time. Overall, Flipgrid provides a space for engaging students in a risk-free environment that invites everyone’s voice to be heard. The collections, or “Topics,” allows for students to interact and learn from one another; they also provide teachers with content that can assist them in making decisions for how to support or guide students as they progress.

Planning Ideas 

Flipgrid provides a plethora of “ready-to-rock” topics in their Discovery Library, where “educators share their best Topics for a wide-range of ages and subjects” (Microsoft, 2019). This resource is available with an educator account. The topics that are included do not share student content, only the template and linked resources (Microsoft, 2019). The topic template can then be copied to any educator’s account and quickly shared with students.

Flipgrid also provides an “Inspire” page where one topic idea is displayed at a time. Educators can choose to copy the topic to their own grid, or produce a new inspiration.

A quick scroll through Twitter can provide a surplus of planning ideas. Check out these ideas from fellow tweeters:

• “Presenting and teaching our classmates about forces and interactions using Flipgrid. Then, classmates viewing and giving positive detailed feedback.” (@MrsDino2)
• “Students in Mrs. Morton’s 7th grade English class made fractured fairy tales using Flipgrid.” (@dmscdps)
• “I love @flipgrid & seeing students interact w/families! Students filmed sharing choice persuasive essay topics so A) I know parents are cool with topic choices & B) parents can share ideas.” (@katearthur)
• “Using Flipgrid to explain how to solve two step equations.” (@diannaritter)

Beyond using Flipgrid in an individual classroom, the platform also provides the opportunity to engage with #GridPals, which allows educators to “take [their] classroom global and connect with another educator to step up a #GridPals collaboration” (Microsoft, 2019). For more information and ideas on planning a global connection using Flipgrid, check out the GridPals Guide.

Useful Websites 

Flipgrid lists the following resources for accessing additional information and inspiration on getting started with and using Flipgrid:

• The Educator’s Guide to Flipgrid: an eBook that includes tips, tricks, and resources
• Flipgrid Integration Docs: a collection of age-and subject-specific documents that include topic ideas
• #GridTip Party: a resource for diving deeper into best practices for implementing and engaging learners with Flipgrid

In addition, Flipgrid has a Twitter account, where they tweet and retweet examples of the program being used in classrooms every day. The hashtag, #flipgridfever, can also be searched and/or followed on Twitter or Instagram for additional ideas.

What are people saying about the program? 

Flipgrid is receiving excellent reviews on social media platforms. A quick search of the hashtag, #flipgridfever, or a scan of Flipgrid’s Twitter reveals the many wonderful things that educators are saying about Pear Deck as a tool in the classroom. Here are some of the tweets:

• “Flipgrid is revolutionizing the way teachers teach and students learn!” (@MissNikkiIn5th)
• “Flipgird has not only amplified my students’ voice but their confidence, as all voices are heard.” (@BreSchwandt)
• “Flipgrid transforms discussions by extending the learning environment beyond classroom walls.” (@mr_meighen)
• “Flipgrid is amplifying student’s ordinary voice to extraordinary!” (@ContempoIssues)
• “Ownership, voice, collaboration, creativity, global connections, problem solving, reflection…Flipgrid is this and so much more!” (@techamys)
• “Flipgrid changes the game in education by empowering student voice like never before.” (Flipgrid changes the game in education by empowering student voice like never before.” (@danklumper)
• “I use @flipgrid to give #studentvoice and to allow them to show what they know. If they choose, they can make this part of their assessment. I love it. They love it. Its awesome (and…shhhh its easier to grade)” (@VidalTeacher9)
• “@Flipgrid Everyone has a voice to make a contribution. It removes barriers to participation. I love it!” (@efpawlak)
• “As someone who was shy in elementary school, applications such as @Flipgrid allow students who are shy to speak out share their thoughts in a safe way.” (@beccajoy9)
• “Pretty incredible that – with the technological help of Google docs and @Flipgrid -- #IBEnglish students in @BayPortHS, WI, USA can annotate on and video-confer about essays written by peers from across the world!” (@LAwithMrsHR)

As displayed in these tweets, Flipgrid is being used in a range of creative ways from PreK to PhD classrooms. Teachers and students alike are embracing the space that Flipgrid provides for student voice. The teacher-controlled video platform allows students to present their thinking and ideas in a safe space, where they know their voice is heard.

My Review & Reflections 

I currently use Flipgrid in a variety of ways in my first grade classroom. The primary use of Flipgrid is to help my students voice their brainstorming and planning before writing. Writing with pencil and paper can often be a frustration during first grade because the students are so focused on sounding out and spelling words that they lose sight of the content they are writing. By having the students create a video on Flipgrid during the beginning stages of the writing process, the students can get out all of their thoughts – messy or coherent – in a format that is saved for them to review. Then, as the teacher, I have the ability to watch the videos on Flipgrid to know how I can support each student in their writing pieces. The students can also listen to their peers to gain ideas and to provide support to one another. 

A second way I use Flipgrid in my first grade classroom is during literacy stations. A Flipgrid Topic is provided for the “Read to Self” and fluency stations. For the “Read to Self” station, the students record themselves reading a differentiated text of their choosing. Altogether, the Flipgrid Topic provides a plethora of read-aloud’s for the students to listen to at school or at home! During the fluency station, the students read a text that reflects our DIBELS Oral Reading Fluency assessment.

We also occasionally use Flipgrid as an assessment tool for our English Language Arts standards. A question related to the standard is posed and students answer with a Flipgrid video. Then, given a rubric, the students go back to watch themselves and grade their response according to the standard.

In my experience with Flipgrid, I appreciate the tool for the safe space that it provides for empowering student voice. As a teacher, I am thankful for the controls that Flipgrid allows me to set and for the changes made this summer to make Grids and Topics more secure. Access to the platform is quick and easy for my students, and the tools within the program are user-friendly, too. Students love creating Flipgrid videos so their engagement is very high during these activities.

One of the greatest downfalls with using Flipgrid is not with the program itself, but with the premise of students creating videos. I have found that I have the largest amount of classroom management issues when Flipgrid access is available to my students on Google Classroom. We have had to review the expectations for using computers safely and appropriately, particularly with Flipgrid, over and over again. The students like to replicate what they have viewed on YouTube, and to watch themselves, so we have had to also talk about the purpose of Flipgrid as an educational tool that helps us with tasks that we are completing at school. One way I have started managing this is by scheduling Google Classroom links for Flipgrid to only be accessible during the time that we will be using them. I have also started making Flipgrid Topics “inactive” while substitutes are in the classroom to avoid unsafe behaviors outside of my supervision.

Another downfall of using Flipgrid in my first grade classroom is the ability to calculate views and likes for each video. Even though my students are only six years old, they have already been exposed to social media and the value that society places on the views and likes that are calculated for posts that their families and friends are posting. Therefore, when I first introduced Flipgrid, many tears were had over peers not liking their videos or a low number of views. This option ended up having the opposite effect than what I had intended to use Flipgrid for. Thus, I explored the settings on Topics in Flipgrid, and discovered that the option to calculate views and likes can be disabled so that students cannot view that information. This has helped tremendously!

Going back to the SAMR Model that was introduced at the beginning of this post, I would suggest that Flipgrid can be used in all four forms. Flipgrid is a great resource that can be used by educators, but it is truly up to the educator to use the tool in a way that engages students. It is appropriate to have activities ebb and flow through the SAMR Model, as if swimming laps in a pool, but it is the responsibility of the teacher – not the program – to provide these opportunities for students. In my own experiences, here are some lesson activities that reflect each of the stages of the SAMR Model:

• Substitution Example: Students record themselves reading a text.
• Augmentation Example: Students record themselves answering a prompt and then answer and respond to other students in their class.
• Modification Example: Students answer a prompt on Flipgrid, then use a rubric to go back and assess themselves on a particular standard.
• Redefinition Example: Students learn and share internationally with another class.

Goals for Using Flipgrid in My Classroom 

In moving forward, I would like to expand my use of Flipgrid to include math, science, and social studies topics. I am envisioning students solving and explaining word problems, building numbers with base ten blocks, speaking from a historical figure’s point of view, etc. I would like to explore the Flipgrid Integration Docs for more ideas and the #GridTip Party for more information on best practices with using Flipgrid.

In addition, I would like to get Flipgrid Certified. In order to do this, I will go through a learning pathway on Flipgrid that includes completing my profile, using Flipgrid with my students, receiving responses to student videos, and adding my own responses to student videos.

Lastly, I would like to get better about responding to my students’ videos. I allow them to respond to one another but I am not very good about adding my own responses. I think my students would really enjoy this, and it would be a good accountability piece, as well.

Continuing My Learning 

As I continue learning about useful digital resources, I would like to explore more uses of Class Dojo for the classroom and in a school-wide context. The school I am teaching at currently uses Class Dojo as part of our PBIS matrix and to communicate with our families, but I know that there are extended uses of the online tool that I have yet to explore. Class Dojo is a free online resource, modeled similar to Facebook, which allows for quick and easy communication between the school and student families. The website also allows teachers to reward and deduce points for student behavior, and then creates a stream of data for each student’s behavior over time. I look forward to exploring this digital resource in depth during my next post.

References 

[Flipgrid certified educator]. Retrieved from https://i2.wp.com/mamaestes.com/blog2/wp-content/uploads/2018/03/flipgrid.png?fit=650%2C650

[Flipgrid logo]. Retrieved from https://www.jetsisrael.com/wp-content/uploads/2017/09/flipgrid.png

[Flipgrid topic example]. Retrieved from https://catlintucker.com/wp-content/uploads/2017/10/Flipped-Grid-1-1024x561.png

Microsoft. (2019). Flipgrid. Retrieved from https://flipgrid.com/

Puentedura, R. R. (2012). The SAMR model: Background and exemplars. Retrieved from http://www.hippasus.com/rrpweblog/archives/2012/08/23/SAMR_BackgroundExemplars.pdf

[The SAMR model for technology integration]. Retrieved from https://sbtechpd.weebly.com/uploads/1/0/5/0/10502433/samr-deep-dive_orig.png

A Great "Pear" for the Google Suite

iPads, SMART Boards and Chromebooks are devices that equip many K-12 classrooms today. As digital learning and technology integration take on a bigger role in face-to-face classrooms, it’s imperative that educators know and understand the instructional strategies for using technology effectively.

SAMR (Substitution, Augmentation, Modification, Redefinition)

A common model used for technology integration is known as SAMR (Puentedura, 2012). Created by Dr. Ruben Puentedura, SAMR stands for Substitution, Augmentation, Modification, and Redefinition (Puentedura, 2012). As shown in the image of the model, technology can either serve as
an enhancement or a transformation. In the beginning stages, technology integration acts as a Substitution in which the technology “acts as a direct tool substitute, with no functional change” (Puentedura, 2012). In other words, the activity on the digital device could also be completed in the same way using pencil and paper. An example of this stage is a word sort completed online; students are sorting the images or words on the computer in the exact same way they would be if the images and words were on paper. 

The next stage, Augmentation, is when the technology “acts as a direct tool substitute, with functional improvement” (Puentedura, 2012). In this case, the task could also be completed on paper, but it has some practical enhancements by being completed online. An example of this is accessing Scholastic News articles online; students are reading the same content, but they also have the opportunity to click on bold text to hear the word pronounced and to read the definition of the word.

After the Augmentation stage, technology begins to transform the classroom. Through Modification, technology “allows for significant task redesign” (Puentedura, 2012). In this stage, the digital tasks provide students with unique learning opportunities. An example of this is students creating presentations on Google Slides that incorporate photos, videos, and audio to enhance the content they are learning or presenting. 

The next and final step, Redefinition, is when the technology “allows for the creation of new tasks, previously inconceivable” (Puentedura, 2012). For this example, imagine students researching a topic online using a variety of sources and then working collaboratively to develop a video presentation that synthesizes all of the information. Then the video is posted on a digital platform where others can provide feedback and suggestions for improvement.

The use of SAMR as a model for technology integration helps educators in their innovation of using technology as a rich resource for transforming students’ educational experience. Rather than using digital learning as a way of avoiding running out of copies, educators can think critically about providing their students with engaging tasks that correspond to real-world experiences. As educators’ technology integration shifts from enhancement to transformation, student engagement also increases. When used effectively, technology appeals to all learners as they engage their minds and bodies. For more advice on the effective use of technology in the classroom, access the Edutopia article, “What is successful technology integration?” (2007).

Pear Deck

Pear Deck is an application that serves as an add-on with the Google Suite. Pear Deck provides a variety of interactive and formative assessment questions that can be added to Google Slides. Pear Deck (2018) publishes that “Pear Deck was founded by educators on a mission to help teachers engage every student, every day. With solutions rooted in active learning and formative assessment, we make it easy for you to connect with learners of every age and ability.” As an add-on to the Google Suite for Education, Pear Deck does not require any downloads or additional accounts. Teachers and students use their Google accounts to create, access, and save all activity with Pear Deck. Here’s a tour of what Pear Deck looks like: 

As a teacher displays slides using a projector or interactive whiteboard, students’ devices reveal an individual activity that supports the content of the slide. These interactive options include:

• Text: Students can enter a response with text, including a word, phrase, sentence, or paragraph. 
• Choice: Students can choose from pre-made options. 
• Number: Students can enter a response with numbers only. 
• Website: Students can access a link to a website outside of Pear Deck. 
• Draw: Students can draw their response with a variety of colors, tools, and size options. Text can also be added to these slides. 
• Draggable: Students can drag one or more objects around a slide. 

Pear Deck also provides a “Slide Library” that includes slides for the beginning of the lesson, during the lesson, and the end of the lesson. These slides include pre-made slides that provide a quick check for what a student already knows, how a student is feeling about a topic, or what a student has learned so far. These slide options are very user-friendly and can be easily inserted into a set of Google Slides that have already been created.

When the teacher selects for student responses to be shown, all responses are listed anonymously. Only at the end, once the teacher has saved the session, are the results listed with a student name. Therefore, as students are entering their responses, they can do so without fear that an incorrect answer will be displayed for all to see.

Pear Deck has also recently added the “Flashcard Factory” in which “students pair up and work together to create dynamic and engaging flashcards. Students collaborate to illustrate and define terms, making learning vocab an active and social experience!” (Pear Deck, 2018).

The “essential” version of Pear Deck is currently offered as a free add-on for Google Slides. This version includes many of the interactive features, but only allows for the whole-group use of the program. In order to include draggable and drawing slides, the Teacher Dashboard, and the option to use the student-paced mode, the “premium” account is needed. This option costs $149.99 per year. Schools and districts can also create customized accounts, and must request a quote for this option.

How Pear Deck Serves as an Effective and Engaging Tool

Used as a formative assessment, Pear Deck serves an important role in engaging every student’s voice. Pear Deck not only provides each student with an opportunity to contribute to the activity, but it also creates the start to a rich conversation about the processes used in answering the questions or completing the activities. With a variety of tools for engaging students, Pear Deck also appeals to the many learning styles. As students monitor their own progress during the review of answers provided to each question, the website also tracks each student’s response and provides the teacher with a report at the end. The report includes individual student responses as well as the class responses overall. An example of these reports, referred to as the Teacher Dashboard, has been included below. Please note that the student names have been removed for privacy.

Using these student responses as a formative assessment allows the teacher to make informed decisions about next steps for interventions, small group instruction, re-teaching concepts, and/or mastery of a concept.

Planning Ideas

Pear Deck has two options for presenting: regular mode and student-paced mode. In the regular mode, all participants are logged on at the same time and answers can be reviewed between each question or activity. In the student-paced mode, students can access the activities individually and independently. In this option, the students may work on completing the assignment over time.

With these two options, the opportunities for using the online tool are greatly expanded. Whether introducing, practicing, or reviewing a concept, Pear Deck is a great application to use. In my first grade classroom, I use Pear Deck in two primary ways: 1. I use Pear Deck slides as a formative assessment as we are practicing a standard. 2. I use Pear Deck to host independent work stations.

I incorporate many Pear Deck slides during our whole group math instruction because it allows our entire class to review the various strategies used, as well as discuss misconceptions. I have included some examples of Pear Deck slides that I have used with my first grade class, along with descriptions, below.

• How Many More? How Many Fewer? - Students use the drawing feature of Pear Deck to draw "buddy lines" between objects on a graph. Then, the students determine how many more or fewer there are of one object than another. 
• Santa's Reindeer - Students fill in the number of the missing reindeer on each slide.
• Zero the Hero - Students use a variety of Pear Deck tools to represent decade numbers. 
• Santa's Workshop - Students use the drawing feature of Pear Deck to unitize objects into groups of ten. 
• 2-digit + 1-digit Practice - Students solve an equation and then select their answer from four different choices. 
• Place Value Review - Students use a variety of Pear Deck tools to review first grade place value standards 1.NBT.3, 1.NBT.4, 1.NBT.5, and 1.NBT.6.

I also use Pear Deck slides for independent work stations. These slides are on the student-paced mode so that the students can work on them at their own pace. Examples of how I use Pear Deck slides in this way are included below, with descriptions.

• January Fluency Station - Students use a variety of Pear Deck tools as they record themselves reading a fluency passage, highlight sight words, draw a picture to represent comprehension, and answer written response questions to go along with the passage. 
• Counting in the Arctic - Students complete a plethora of activities to support the standard 1.NBT.7.

For additional planning ideas, see the “Useful Websites” section below.

Useful Websites

Before getting started, or when looking for inspiration, Pear Deck has created a section of their website called the “Orchard,” which hosts a plethora of exemplars for the elementary, middle, and high school settings, as well as for professional development and adult learning. In addition, Pear Deck has a Twitter account, where they tweet examples of the program being used in classrooms every day. There is also a YouTube Channel hosted by Pear Deck, which provides tutorials for getting started and using the variety of tools that the program offers. The hashtag, #peardeck, can also be searched and/or followed on Twitter or Instagram for additional ideas.

What are people saying about the program?

Pear Deck is receiving raging reviews on social media platforms. A quick search of the hashtag, #peardeck, or a scan of Pear Deck’s Twitter reveals the many wonderful things that educators are saying about Pear Deck as a tool in the classroom. Here are some of the tweets:

• “Love keeping my students engaged in our reading lessons using the many question options that @PearDeck has to offer! Did I mention that I am able to see every student’s responses using the teacher dashboard and share responses with the whole class anonymously?” –Stephanie Yarboro (@sdyarboro) 
• “Ms. Janecek is using @PearDeck with structure of atoms. It allows us to have more discussion with students and help them make connections with their learning.” –Teri Daulton (@TeacherDaulton) 
• “Loving the use of @PearDeck drawing slides to shade percentages! Many great convos and discussion about WHY Ss solves the way they did in Ms. Day’s class!” –Katie Bradford (@MrsKBradford) 
• “Giving all students a voice using @PearDeck! Student engagement through the roof!” –Andrea Gray (@mathladygray) 
• Matt Harding (@physicsramble) even writes, “Extreme cold and snow kept us from having any class meetings this week, but @PearDeck is still allowing the learning to continue online.” 

As made apparent by the many tweets praising Pear Deck, this add-on for the Google Suite is allowing active, engaging, and interactive learning to take place inside and outside of the classroom!

My Review & Reflections

Pear Deck has been an extremely easy tool to learn and implement in my first grade classroom. From the pre-made slides to the slide add-ons, the opportunities to use Pear Deck seem nearly limitless! Students can easily access Pear Deck through our Google Classroom and enjoy the variety of slide options that Pear Deck has to offer. The students enjoy being able to share their responses on our SMART Board, particularly when it provides them with an opportunity to be the teacher as they explain their strategy, process, or thinking. The students are also very engaged in the Pear Deck slides that we use during our independent stations. The interactive and engaging nature of Pear Deck has proved to be well worth the investment of time and money in the program.

Going back to the SAMR Model (Puentedura, 2012) that was introduced at the beginning of this post, I would suggest that Pear Deck can be used in all four forms. Pear Deck is a great resource that can be used by educators, but it is truly up to the educator to use the tool in a way that engages students. It is appropriate to have activities ebb and flow through the SAMR Model, as if swimming laps in a pool, but it is the responsibility of the teacher – not the program – to provide these opportunities for students. In my own experiences, here are some lesson activities that reflect each of the stages of the SAMR Model:

• Substitution Example: After reading a passage or mentor text, students type in the names of the characters. 
• Augmentation Example: Students read a statement about a topic and drag an object to indicate whether it is true or false. 
• Modification Example: Students solve a word problem by using their own strategy on a Pear Deck slide. 
• Redefinition Example: Students collaborate in Pear Deck’s Flashcard Factory to define and illustrate vocabulary words. 

Goals for Using Pear Deck in My Classroom

I am using Pear Deck regularly during our core math instruction, and I have begun using Pear Deck more frequently during our independent math stations. A goal is to begin using Pear Deck more frequently during reading and writing instruction to help engage all students in the conversations that we have around texts and topics.

For example, we are getting ready to start a unit with standard RL.1.2, which asks students to retell a story, including key details, and to demonstrate understanding of the story’s central message or lesson (Public Schools of North Carolina, 2017). After reading a mentor text, I could provide students with Pear Deck slides to have them identify the key details (characters, setting, events, problem/solution, etc.) and the central message. By having every student submit a response, everyone would be more engaged in the conversation. I would also have a faster way of keeping track of the responses from individual students.

In addition to using Pear Deck for whole group reading, I am also envisioning the use of Pear Deck to work on our digital formatting with writing. My classroom is 1:1, with each student having their own Chromebook. They are expected to use proper conventions and formatting when writing on paper, but I have noticed that this does not transfer to their online work. By using Pear Deck for occasional writing activities, we would be able to talk about the strategies for proper digital formatting, i.e. how to capitalize a letter or add punctuation, so that online readers can read with ease.

Continuing My Learning

As I continue learning about useful digital resources, I would like to explore more uses of Flipgrid and Class Dojo for the classroom. Flipgrid is a tool that students can use to create video responses to prompts or questions. I am already using this tool in my classroom, but know that there are many features left unexplored by me and my students. My school is also currently using Class Dojo to communicate with our families, but I know that there are extended uses of this online tool, as well. Class Dojo is a free online resource, modeled similar to Facebook, which allows for quick and easy communication between the school and student families. The website also allows teachers to reward and deduce points for student behavior, and then creates a stream of data for each student’s behavior over time. I look forward to exploring both of these digital resources in depth during my upcoming posts.

References

Edutopia. (2007). What is successful technology integration?. Retrieved from https://www.edutopia.org/technology-integration-guide-description

Pear Deck. (2018). Home. Retrieved from https://www.peardeck.com/

Pear Deck. (2018). Flashcard factory. Retrieved from https://www.peardeck.com/pear-deck-vocabulary/

Pear Deck. (2018). Pricing. Retrieved from https://www.peardeck.com/pricing/

[Pear Deck logo]. Retrieved from https://www.commonsense.org/education/website/pear-deck

Puentedura, R. R. (2012). The SAMR model: Background and exemplars. Retrieved from http://www.hippasus.com/rrpweblog/archives/2012/08/23/SAMR_BackgroundExemplars.pdf

Public Schools of North Carolina. (2017). North Carolina Standard Course of Study English Language Arts for Implementation 2018-2019. Retrieved from http://www.dpi.state.nc.us/docs/curriculum/languagearts/scos/adopted-ela-standards.pdf

SAMR Model. (2012). Retrieved from http://www.hippasus.com/rrpweblog/archives/2012/08/23/SAMR_BackgroundExemplars.pdf

Teacher dashboard. Peardeck. (2019). Zero the hero pear deck. Retrieved January 27, 2019, from https://app.peardeck.com/presenter/tgoojojug/dash. Screenshot by author.

Twitter. (n.d.). Pear Deck. Retrieved from https://twitter.com/PearDeck?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor