EdPuzzle: Engaging Students in Effective Learning Through Video

Over the past few years prior to the pandemic, a few of our teachers tried out various tools which allowed them to assign students video content to watch and assess what they understood. After some researching and testing at the start of this current school year we added a paid subscription to one such tool: the pro version of EdPuzzle. We figured teachers would want to do this more often during distance learning. As this year draws to a close the numbers show we were correct. Our teachers have created more than 4,300 EdPuzzle video assignments. Over 100 of our teachers have used it more than ten times this year, averaging thirty or more videos uploaded, and almost ten of those teachers have created more than 100 video assignments with EdPuzzle. Recently I met with five teachers to learn more about how they use it to enhance their instruction:

English

High school English teacher David Adams uses EdPuzzle regularly with both his online eleventh grade English students as well as his in person journalism and English classes. David records a 1-5 minute unit overview video, providing students with a framework of the learning ahead—what they will learn and what the assignments will be. He also creates a video for each week’s lesson. With EdPuzzle, David can prevent students from skipping ahead in a video and he adds a question at the end of each video overview to test whether or not they have watched it. 

David says that these video overviews are nice because students can get to know him and see his face more, especially the online students. Since starting the regular use of video, he has experienced more online students whom he hadn’t met in person coming up to him and talking with him when they are at school for other in-person classes. He likes the fact that he doesn’t have to re-explain things for absent students—instead they just watch the video and stay caught up versus waiting to talk with him at the next class. This saves both David and his students time. Students can also go back and rewatch videos as needed, which greatly helps support the students’ individual learning needs and prevents them from having to wait to meet to get many of their questions answered. Sometimes he will replay a video on the screen during class (such as a grammar lesson) so students who need to can rewatch it, which frees him up to meet with students.

Math

Fifth grade math e-Learning teacher Grace Mevissen “loves EdPuzzle.” She uses it regularly with her online students. It has allowed her to do more flipped learning this year, posting math mini-lessons for students. Grace can see from the EdPuzzle stats that some students watch the video a day prior, and sometimes encourages them to watch the videos multiple times. She can also see when students haven’t watched a video and/or when they only watch part of it. Grace has found it very beneficial for students to be able to watch the video of a lesson if they missed the live instruction session, which like David mentioned, saves time and keeps students caught up.  

Grace likes the library feature in EdPuzzle with premade videos with questions which she can quickly edit as needed rather than having to “reinvent the wheel.” For example, she has found Mr. J’s math videos to be well done and uses this content frequently. Grace’s colleagues Jennifer Hahn and Lisa Lund use EdPuzzle as well to augment their social studies and health curriculum. Sometimes the EdPuzzle quizzes are used as “exit tickets” to formatively assess how well the students understood the lesson. Grace mentioned that in addition to EdPuzzle, she uses a lot of other tools such as Classkick to watch kids’ work in live time and send messages to correct misconceptions. She also has noticed how much more tech savvy students are now, easily able to jump between apps on their iPads.

World Languages

High school Spanish teacher Briana Wilson uses EdPuzzle with both her immersion and regular language classes. It provides a great way for students to hear authentic audio and be able to process at their own speed as they answer questions about what was said. Briana has students listen to a wide variety of topics and asks them questions to keep them engaged, which “automatically increases the active role they have to play as a learner.” EdPuzzle is a great tool to select specific portions of a video, such as one minute of a 15-minute clip. Briana explained that a one minute video with questions will take the students five minutes to watch and re-watch and then answer the questions.

Briana likes being able to import anything from YouTube into EdPuzzle, shorten it to what you really want the students to listen to, and add questions. She and her colleagues use the library to share and edit one another’s video assignments. To accompany a long 450 page novel her Spanish Humanities students are reading, she took clips from specific scenes in the movie so students could compare it with the book. She finds that the students are more motivated to read the next section, as reading a book in a second language can be very tedious. Briana also sets EdPuzzle up so students can see the correct answers, and explains that using it this way is “rewarding for kids to have the validation that they are understanding the content and language”. 

Spanish teacher Fred Moreno-Parra also finds the video library in EdPuzzle to be a time saver. He finds videos where students can see and learn the language in context, such as when traveling or learning about holiday traditions. Fred says EdPuzzle is great because he can find, edit, crop and insert questions into YouTube videos and it removes ads. He says this saves him “tons of time” when using a pre-made two minute video rather than having to spend time making his own, and often the videos available look more professional with graphics and animations than what he feels he could produce. Fred finds that the videos are more engaging for students when learning about important and complex but less exciting topics like verb tenses. He has found the EdPuzzle video format helps his students better learn the material.

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Maximizing Hybrid Learning to Increase Engagement & Relationships

Minnetonka High School Orchestra Students in Hybrid Class.
Note half the class is participating remotely.

A year ago this week our superintendent asked me to begin investigating learning models for at home learning, such as some schools do on snow days. At the time, of course, it was hard to conceptualize how that could even work for an extended period and many of us thought it might be for a few weeks at most... The rest is, of course, history: three weeks later the Minnesota governor shut down all schools in the state and a few weeks later we began fully online learning through June 2020. As positive COVID cases rose and fell we adjusted our learning models--from entirely online to hybrid for K-8 in September 2020, back to fully online K-12 in November, then back to hybrid K-5 in January 2021 to where we are today--K-5 students are fully back in classrooms five days per week. Secondary are in hybrid for three more weeks and then return fully back four days per week on March 15. Throughout this 2020-21 school year we are offering a completely online e-learning option as well. Read more on our models here.

It's pretty amazing to reflect back on all the we have done over the past year to make the most of each situation and adjust to each iteration to make sure that learning continues. As I’ve posted before, teachers and students have shown tremendous growth and learning in how to better use technology.

One of the things we have done to make the most of hybrid learning is to stream daily, live instruction from school to home, so that regardless of whether students are in person with the teacher or remote, they are actively involved and participating. This is an important distinction to note: our students aren’t passively watching instruction, they are actively engaged. They ask and answer questions, teachers call on them, and remote students partner and participate in discussions with classmates in school as if everyone is together in one place. 

One basic guideline in place is an expectation that students' cameras are always on during each and every class all day, raising the level of accountability, participation, and rigor. Students must not only be present but be seen and engage. Teachers daily visually greet each student in every class. To make this all we work we provided teachers with a lot of training on the variety of tools in each classroom configuration and teacher's situation. All students have an iPad and we use Google Meet to stream classes. To stream instruction from school, teachers can use their iPad, a WebCam or a laptop. Many actually use multiple devices, such as a webcam for video and teach from/annotate on their iPad which is mirrored to the classroom projector and the Google Meet simultaneously for students not in person. Students attending virtually are also often projected on the screen in the classroom.

Teachers use a sound field microphone that helps to ensure audio can be heard from remote students regardless of where the teacher is in the classroom. This audio system also enables students in class to hear remote classmates--their voices come through each classroom's sound field ceiling speakers (we use Lightspeed's Flexmike system). Teachers and students are used to hearing the voice of a student from home coming through the ceiling speakers as if they were seated in the same space together.

This streaming classroom environment with two way audio and video allows students and teachers to maximize hybrid learning. An important part of education is the relationship between each teacher and student as well as student to student interaction as a community of learners, and technology has helped to keep people connected in robust, meaningful relationships. This leads to deeper learning.

Earlier this school year we started with this hybrid streaming model four days per week with our K-5 elementary students, but rather than half of the students staying home, all were in school but spread out in classrooms with only 50% capacity in attendance. To make that work, we moved our grade 4-5 students to the high school classrooms for first semester. Teachers had two or more "pods" of learners spread among two or more classrooms, teaching from one and streaming to the other(s). So both students and teachers in all levels have experienced some form of hybrid streaming this year. Besides streaming as described here, there are a myriad of other technology tools we are using this year that each warrant a separate (future) post.

In order to make this possible, we are fortunate to have a great team of instructional technology coaches who have tirelessly worked this past year to train and support our teachers in their use of technology. Numerous other staff- media specialists, principals, teacher instructional coaches, the technology department and countless other administrators have worked so hard this past year as well to help teachers and students make the most of this pandemic situation!  We are well situated to deal with the future iterations in these models which the pandemic may create. 

Related posts:

• Modifying School in Minnetonka During a Pandemic
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Preparing for the (Second) Shift to e-Learning Checklist

As we monitored state and community COVID numbers during the first months of the 2020-21 school, we anticipated that we might not be able to keep K-8 students at school in person in our full time and hybrid models. After the first ten weeks of offering hybrid learning for our students K-8 in classrooms at 50% capacity (detailed more here in an earlier post), we had to shift to full time e-Learning. Thankfully we were able to use the time beforehand to prepare for this get our hybrid staff, students and their families ready. 

Fortunately this wasn't our first rodeo: back in March when school was shut down for the first time by the Minnesota Governor, we had shift to e-Learning, too, so we had a lot of experience on which to build. As I wrote back then, the pandemic has been a huge catalyst for technology integration. An added advantage with this second shift to e-Learning was that we were able to prepare the checklist below for our teachers to get ready for this change based on what we knew would need to happen. Another advantage this time around was the time we had to practice with our students in person and prepare them.

Because students in our Grade K-3 hybrid model came to school daily this fall, their teachers were less likely to be posting assignments in Seesaw, our K-3 learning management system, so we felt that these students needed the most practice. Our checklist included setting up expectations for both setting up Seesaw and practicing using it. Earlier this year we also had created Seesaw Expectations, similar to the Schoology Expectations for Grade 4-12 we have had for years. Our grade 4-5 students were e-Learning each Wednesday this fall, so the checklist included Schoology setup and practice with the upper elementary students, but many teachers had already taken care of this. Students in grades 6-8 were in person two days per week and online the other three, so they were already experiencing e-Learning regularly.

As you can see on the list below, our checklist encouraged teachers to practice using other tools beyond our LMS with students such as Google Meet, too:

Instructional Model Shift: K-5 e-Learning

Due to the uncertainty of the current times, below is a checklist that will prepare you, your students, and their families for a shift to e- Learning should this occur by classroom, school or as a whole district.  If you need help, please contact your tech coach.

By the end of the quarter, each of your K - 3 students should be able to...

• use Folders and Calendar to filter Activities in Seesaw

• complete a Seesaw Activity

• participate in a Google Meet using a nickname

• complete an assigned task in other programs (ex. SSO login, IXL, Pear Deck)

• K-3 Homeroom Teachers Only: Reach out by phone to families who are not connected/have not accepted previous Seesaw invitations
  
  

By the end of the quarter, each of your 4-5 students should be able to...

• use folders and calendar to navigate Schoology courses (review Schoology Expectations)

• complete and submit a Schoology Assignment, Test/Quiz, Discussion Board

• find assignment feedback/grades in Schoology

• complete an assigned task in other programs (ex. SSO login, IXL, EdPuzzle, Classkick, Pear Deck, Padlet)

Other items to prepare for a possible transition to all eLearning:

• Self Assess: Reflect on the tools and procedures your students would need to know for full-time eLearning

• What instructional strategies work best for online teaching and learning?

• What skills do you need to reinforce in order for students to learn online?

• What routines, procedures, and/or norms need to be introduced if completely online?

• Practice an e-Learning day while at school (this may be coordinated by school-wide):

• Review how to access the learning plan and assignments for the day

• Practice and clarify expectations for synchronous and asynchronous learning time

• Practice using Google Meet (login with student Google account, mute mic, use headphones/turn down iPad volume,)

• Practice solving common technology issues (turn off/on iPad, install/reinstall an app from Self Service, update iOS) and how to get help if they need it

• Identify resources and materials students will need at home

• Practice streaming live instruction with Google Meet

• Practice recording and posting asynchronous lessons (recording Google Meets, Seesaw or Screencasting tools)

• Think through teaching with tools in addition to SMART Notebook.

• Consider saving files to your Google Drive in case you want/need to access remotely.
  

Related posts:

• Modifying School in Minnetonka During a Pandemic
• A Pandemic as a Catalyst for Technology Integration in Education
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A Pandemic as a Catalyst for Technology Integration in Education

The past few months have been a whirlwind. Preparing and implementing an e-learning meant tremendous growth in the use of educational technology. I have to say: COVID-19 is the biggest catalysts for technology integration — ever! Most of us in instructional technology could never have imagined so many teachers learning and adopting new technologies so quickly! 

Years ago I wrote an ISTE article about the Interactive Whiteboard as Springboard for Technology Integration. There have been a variety of educational technology tools besides  SMARTBoards that have changed teaching and learning, such as the internet and the iPad. But we know it has always been a challenge to help teachers understand the benefits and CHOOSE to adopt new technologies. Of course, there are the go-getters—the innovators—who are willing to try just about any new technology tool. In any change/adoption cycle, there are those who follow the innovators—the early adopters, upon whose success an entire roll-out depends. But it’s those reluctant users, the hard to convince, with whom we often spend our time.

The pandemic and resulting quick transition to e-learning created an urgency that no amount of persuasion has ever done in the past. In a matter of a few days, every teacher needed to use our online learning management system, Schoology (Grades 4-12) and Seesaw (PreK-3), assign and collect homework electronically, record and post videos of instruction,  assess students (formative and summative), participate in and lead synchronous Google Meets, and much more. Administrators, paras, and other support staff needed to learn to use these tools as well.

Staff worked above and beyond the call of duty to help all teachers, students, and parents gain comfort using our technology tools. We spent countless hours--including some days late into the night and weekends--setting up systems, researching tools, documenting, troubleshooting, and training staff. The amount of professional development provided over the past couple of months far exceeds the amount of training that normally happened over a whole school year. We even held an EdCamp a week prior to e-learning. Teacher leaders clocked almost 1,400 hours of staff training—and counting.

We’ve all seen the “flatten-the-curve” graphs for COVID-19. Without social distancing we’d see exponential growth in COVID-19 cases. But think about the exponential growth in instructional technology adoption during this time. As I looked for a graph with an exponential growth curve combined with the diffusion of innovation model, I found the one pictured and am intrigued (source). Although it’s not an exponential curve, it’s perhaps a better graph to consider. The y-axis could represent the move to online teaching and learning, with rapid adoption of our e-learning technology tools. Perhaps a graph could also show the compressed time frame in which this has all occurred. If you know of other models, please share. 

For school districts like ours in which many have now mastered the basics of using technology tools for e-learning, what should be next? How do we move our teachers to higher levels on our Minnetonka Teaching & Learning Framework? We have been discussing this as a team, working on ways to enhance online instruction, make it more engaging for students, more effective and efficient for teachers, and more streamlined for parents helping from home. For example, now that teachers understand the basics of screen casting, what are the next skills and tools we want our teachers to learn? And now that many are using online formative assessment tools, what are the most effective questioning techniques? How can we make online discussion tools better and more meaningful for students?

Almost three years ago, I wrote: Accelerating Changes Needed in Education, a reflection on Thomas Friedman's claims that education was not keeping up with technology’s exponential, accelerating changes. He explained that we still had a chance to bridge the gap between the two growth curves of technology and human adaptability (shown in the graph). Mr. Friedman, over the last two months, I think we closed this gap considerably. 

I also realize that not all school districts are in the same place. The move to online learning has amplified the substantial disparities in educational equity communities face. In Minnesota, like other places around the world, we have a well-documented lack of broadband access.  So, some schools are “distance learning” without internet or device access. Hopefully the need to provide equitable access for all students will now get the attention and funding it needs.

It is, of course, still early to know what the next school year will be like. At this point, it seems that we will need to plan for four scenarios: 1) continued fully online school as we are now, 2) some sort of modified face-to-face school with social distancing and other new procedures being practiced, 3) a mix of #1 and #2, or 4) a return to February 2020 with our regular face to face schooling and past ways of doing things—but even that would be different.

Whenever we return, we will welcome back students and teachers who have new skills and experiences. So many teachers are experiencing for the first time what can be accomplished with technology. It seems that the traditional whole-class instruction format, without technology, will be a thing of the past. Why would we want to go back to pre-pandemic levels of instructional technology use? Now we can begin to focus on individualized and personalized instruction, self-directed and self-paced learning, frequent formative assessment, and things like flipped learning among other things. Return to normal? No, thanks. There is an exciting future ahead for students, teachers and learning.

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Instructional Technology Teacher Professional Development without Substitute Teachers

Like many schools across the country, our district often has a shortage of substitute teachers. Sometimes there aren't enough reserve teachers available to cover teacher absences due to illness, let alone cover trainings that take place during the school day. In the past we would offer teachers instructional technology trainings and staff development during the school day. Starting last year began eliminating this practice to reduce the overall need for reserve teachers and this year plan to use zero reserve teachers. 

As I've written about in the past, one of the reasons I believe our 1:1 program has been successful is because of our ongoing, sustained professional development. We are now in the eighth year of 1:1 and still providing all of our teachers with about nine hours annually of professional development related to technology. Whether teachers are in their first or eighth year teaching students with 1:1 devices, they attend multiple training sessions per year. The reason we provide continual staff development for our teachers is to help them use technology in ever new and innovative ways to deepen learning for students and make it more meaningful (see Beyond SAMR Ladders and Pools: A Framework for Teaching & Learning).

To make this happen without reserves, our instructional technology coaches are providing this staff development before and after school as well as online. Sometimes principals replace one or more monthly staff meetings with staff development sessions. This was the case last week at both our Middle School East and High School. At each site, teachers had the option to choose from a menu of options, including instructional technology sessions. Pictured are two high school mini-sessions last week, one on formative assessment with Pear Deck held in the newly remodeled Loft space and the other on Strategies for Improving Feedback in the Online/Blended Environment for teachers in our Tonka Online program. Last spring I wrote about 14 different technology mini-sessions from which high school teachers could choose in place of a staff meeting. Staff at all our sites are asked to attend about two hours of face to face meetings before/after the school day related to instructional technology staff development. 

In addition to face to face sessions this year we are expanding our online instructional technology staff development so all teachers will take two hours of training per semester equaling four hours of training this year. This past summer we increased our online technology related offerings for teachers to 18 sessions and had over 20% of our staff take at least one session using our learning management system, Schoology. Some of these same sessions will be offered once again and our instructional technology coaches are busy creating further sessions for teachers. 

We also offered extensive technology related face to face trainings in August. We have been providing these August trainings since 2005 and the options certainly have increased since that time. Teachers are asked to take at least two summer classes so they end up with about three hours of training in the summer. In the end all these training options add up to the same number of instructional technology training hours we have asked teachers to complete since our 1:1 iPad program began:

3 hours: August training classes online/face-to-face

2 hours: Face-to-face instead of staff meetings or before/after school

4 hours: Online training modules

9 hours: Total 

In addition to these nine hours of instructional technology staff development, teachers can and often do meet with their instructional technology coach or media specialist for additional help and/or to work further on a project. All of these options and work have made it possible to continue to support our teachers and advance their work with students helping to improve the ways that technology enhances learning and teaching. 

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