The Power of "I CAN"

Over 30 years ago I was a student teacher in 1st grade.  It was frightening to me as I only pictured myself working with 4th grade students not being with 'little kids." I remember my cooperating teacher had me sit with a sign that said, "I CAN DO IT!"  As I recall, those first grade kids COULD do it and I did too!  Afterward I left that class and went on to become a grade 4 teacher.  I became good at figuring out what my fourth graders were and weren't capable of doing.  I often wonder if I held my students back believing they couldn't do something and not giving them the opportunity to try!

Lately, as a Digital Learning Coach I have had the opportunity to spend time with kindergartners and 1st graders. I forgot what it was like to be with 5 & 6 year olds. So, I am always pleasantly surprised and impressed by what they ARE able to 'do' when it comes learning.  Admittedly, I'm not familiar with the 'littles' and their abilities as I have spent the last 27 years with 4th graders.  So, when people share with me that the little ones can't do this or that I have to respect their expertise.

Gr 1 Student sharing his GDrawing

"I thought this lesson was going to be too hard and wasn't sure the kids were going to produce what you wanted."

"First graders can't do that, it's too hard for them to concentrate."

"We usually wait until the end of the year to try something like this." 

What I am familiar with though is the power to prove people wrong! (I would challenge my 4th graders all the time only to receive some excellent results.) So I decided to do the same with the "littles" and their teachers.

Gr 1 Teacher says "we CAN use GSheets!

After purchasing Christine Pinto's "Google Apps for Littles" I was excited to try some ideas with the younger grades. So, I approached a couple of teachers who have the "I CAN" attitude and asked them if they'd help me.  Getting the green light, I worked with some first grade classes.  I started by telling the students: "People don't think you can use Google Drawing to make pictures and add write sentences." "I'm hearing that 1st graders can't use Google Sheets!" The gauntlet had been thrown and the challenge accepted! The teachers and students assured me they were up for the challenge.

Great success!  A sense of pride was seen in the smiles and reactions of students as they shared their projects with classmates.  Teachers proudly displayed student work in the hallway.  Students came up to me and said "We did our own Number of the Day in Google Sheets!"  Great to see how teachers and students alike were able to 'show off' the CAN DO attitude!

Students and teachers who have the "I CAN" attitude and mindset can accomplish tasks never before thought possible.  We can learn from those 'littles' who consistently take on a challenge to show us "THEY CAN DO IT!"

Resources:
4 Ways to Encourage Growth Mindset in the Classroom - by EdSurge
Power of Yet - Sesame Street Video
Soundtrack for a Growth Mindset - Two Little Birds


What are some ways we can inspire the words, I CAN?

Interactive Lessons Using Technology

Live Session using Pear Deck

     Student 'voice' is a concern for many teachers.  Classes are filled with those students who always participate and have their hand raised.  But these are the same classes filled with students who sit back and let others do the talking for them.  How can we ensure these students are 'active' participants? One way to make sure that "all" students have a voice is to use an "interactive" digital tool such as Pear Deck, Nearpod, Formative & more.  These tools allow students to share their answers at the same time.  

Being actively engaged!

     

As teachers can see student answers in 'realtime' there are many advantages to using such tools. Talk about formative assessment! Immediate feedback from the teacher can clarify misconceptions on the spot. Conversations can also be extended beyond the topic depending on student activity.   There are drawing and dragging options too. 

 The lessons can be filled with a variety of multi-media which is engaging for pupils. Some tools allow audio, video, images and web content to be embedded right into your existing presentations. 

Nearpod lesson on Deserts!

      I've used various tools with students and their question at the end is always the same, "When can we do this again?"  When our students are engaged and enthusiastic they are sure to learn!  Students WANT to share what they know! 

What are some tools you use to make your lessons interactive?



Resources:

The Ultimate List - 65 Digital Tools and Apps to Support Formative Assessment Practices - https://www.nwea.org/blog/2018/the-ultimate-list-65-digital-tools-and-apps-to-support-formative-assessment-practices/

     

Teachers Learn Best from Other Teachers

Sheila R. sharing the power of SPLAT!

It's TRUE! Teachers learn best from other teachers.  Perhaps that is why EdCamps are so popular! They are so popular that  our district has dedicated a whole professional development day modeled after the Edcamp style. (Not familiar with Edcamp - read about it HERE.) 

Paula B. sharing Osmos to Kindergarten Teachers

This is the 3rd year our district has participated in a "modified" Edcamp.  Each year the call goes out to all educators in the system to submit a topic to either "lead", "facilitate" or "explore".  This year more and more teachers shared their craft and experiences with colleagues.  We even had some out of district teachers present. (And a keynote presentation by Alan November!)

It's TRUE! Teachers learn best from other teachers!  Why? Because teachers are passionate!  When teachers are passionate about what pedagogy, it's hard not to get excited right alongside them.  

Ed kicking off EdCampWalpole - Family Feud Style!

Several of the teachers from the two buildings where I work decided to go out of their comfort zone and share their passions with the rest of the district.  These teachers believe in what they are doing with their students.  

These are teachers who share their expertise with their elementary students on a daily basis, but who aren't usually in front of their colleagues. However, their passion helped them come forward, take a chance and present new and relevant information. 

Suzanne G. sharing Flexible Seating in the classroom

It's TRUE! Teachers learn best from other teachers!  Why? Because teachers are sharing real world experiences.  The teachers are sharing what has worked in their very own classrooms (or  how they revised what might not have worked).  

Erica, Laurie & Diane sharing Google Sites

Teachers from my schools shared how they are using tools to communicate with parents through the use of Seesaw or through the use of a website built using Google Sites. These are teachers are fairly new to presenting. Other teachers shared ideas for various Math topics and another on Flexible Seating.  So proud of their hard work and efforts!

It's TRUE! Teachers learn best from other teachers!  Why? Because teachers know they can relate to and reach out to a colleague if they have a question.  

Discussing Standards Based Report Cards

   All who presented shared their contact information and offered to come and help participants if ever assistance was needed. Even after the the allotted time was up conversations continued where further information was given.  

Carolyn K. sharing 3 Act Math Tasks

It was a great day had by all! Again, to the teachers that presented...I'm so proud that they took a chance and shared their expertise!  I encourage others to do so as well.  We all have gifts that we can and need to impart with our colleagues and other educators across the globe! (Thank you also to all those behind the scenes organizers who made the day successful too!) 

So, even if you are not going to an Edcamp or some other professional development day, think about communicating your ideas with your colleague next door, down the hall, across town or share via Twitter or Facebook.  We love learning from YOU! 

In the comments section, feel free to share a topic you'd like to learn more about or even a topic you shared at a conference or workshop! Thank you.

New Year, New Learning

On the crest of the New Year many of us think about about making resolutions. It makes me wonder...

What percent of people achieve the goals they set for themselves at New Year's?  This post suggests it is only 8%.   So it's not too surprising to realize I've often been a part of the 92% who don't seem to succeed when it comes to New Year's Resolutions.  (More interesting statistics HERE.)

The Forbes article suggests that people have trouble following through because the goals people set are often many and vague.  Therefore, setting smaller goals which are tangible lead to seeing one's goals to fruition.

In my new role as the Digital Learning Coach, I need to be thinking about the types of goals I am setting for myself and my colleagues.  Positively impacting student learning needs to be at the forefront of all my objectives.

The article above also suggest that stating goals publicly also increases the likelihood of succeeding.   So, here are my goals:

• Write a blog post at least once a month reflecting on what's working in my role as DLC and what might not be working. 
• Student Impact: ability to reflect on lessons & make changes that will affect student learning
• Ask at least 2 questions when working with teachers (using these 15 questions as a guide from TeachThought - they can still apply even though they are meant for students)
• Student Impact: These questions will focus around student learning.
• Create & teach at least 2 new Digital Citizenship lessons
• Student Impact: 
• Find at least 2 "coaching" blogs to read & follow
• Student Impact:  learning new ways to help teachers connect technology to content will aid students in their learning.

Should you be interested in setting goals with your students, this site offers 4 Steps to Helping Children Set Goals.   You can email BigJournal and receive a worksheet like this for your students. This site also has some HEALTHY goals for children.

What goals will you set for yourself (or have set for yourself already)? Please share one of your goals with me (as making them public increases the likelihood of succeeding!)


Wishing you a Happy, Healthy & Prosperous New Year!

Friendship

Fourth Grade Friends

Fourth grade is one of those pivotal years when it comes to friendships! Some students have been friends for many years, meeting each other in preschool or kindergarten.  Others are making new friends each year in their new classroom.   Whatever the case may be, there's always a lot happening with friendships on the playground, in the lunchroom and during class time.

While the students are at recess,  I'll take a moment to go outside or watch through the window to get a better sense of which students are playing together.  When students come to me about something that has happened outside, knowing a little bit about their friendships helps them maneuver this part of the school day.

As a class we have been focusing on "kindness" this year. Mostly, we have been focusing on the topic through reading books. Some have included Have You Filled A Bucket Today: A Guide to Daily Happiness for Kids by Carol McCloud; Ordinary Mary's Extraordinary Deed by Emily Pearson; Each Kindness by Jacqueline Woodson & The Boy Who Grew Flowers by Jennifer Wojtowicz.  Our class has even participated in two Twitter chats (#4thbookchat) around the last 2 books.  While these books speak to the theme of 'kindness' they also touch upon 'friendship'.

Qualities of a Good Friend

Recently, the students had a guidance lesson around the topic of Friendship.  The lesson got interrupted and so it wasn't quite finished.  In an effort to wrap up the lesson, I asked the students to share some information about qualities they thought friends possess and to provide evidence of those qualities. Here's a sampling of what these sweet 10 year olds had to say about friendship.  Qualities that were most stated were Loyal, Trustworthy & Caring.

Even more amazing were their responses to the open ended question of "What else can you say about friendship".  Here is what these 4th graders had to say:

• "Friendship is one of the most important things in your life and you should stay in touch and hang out"; 
• "If you didn't have friends you would be lonely and not have fun."
• "Friendship means that your friends don’t make fun of you if you are not great at something or even if you don’t know how to do something. "
• "In a friendship you should always include others because that's the nicest thing you can do."
• "Friends help you no matter what!"
• "Having friends makes you want to be more social and make more friends."
• "If you are not selfish you will have a better time keeping your friends."
• "Make good choices with the friends you have. Maybe once or twice you will have a fight but that is normal."

    

Lifelong Friends

• "Friendship is hard to earn but easy to lose!"

While in elementary school we continue to help students navigate the fine art of making and keeping friends, it's nice to know that these students have some definite ideas about mutual trust and understanding. It just goes to show that these kiddos have a strong foundation to build upon.

What do you do to promote "good friendships"?

RESOURCES:

PBS: Parenting: Raising Girls: Understanding Elementary School Friendships
Parenting Science: How to Help Kids Make Friends
Health Line: 10 Top Friendship Games & Activities
Today's Parent: How to Help your Child Make Friends
Understood: 7 Ways the Teacher Can Help Your Child Make Friends

Digital Breakouts

MedfieldDLD Promo

A few weeks back I attended a conference in a neighboring district, #MedfieldDLD (Medfield Digital Learning Day!) It was a day filled with lots of great conversations & lots of learning.  Sessions I attended included: Hyperdocs; NEW Google Sites for Digital Portfolios; Homework: Shifting the Perspective and BreakoutEDU.  While I plan to incorporate ideas from all of these in my classroom somehow I was able to start immediately with the help of this BreakoutEDU slidedeck that Kerry Cowell presented.

Kerry's Box

BreakOuts are a game where "players use teamwork and critical thinking to solve a series of challenging puzzles in order to open a locked box." Literally, the box is locked with several different types of locks! (Number locks, key locks, word lock & direction locks)  Kerry's Breakout was related to the "Back to the Future" theme of the day and very challenging. As we worked through the clues, my team and I felt what it would be like for the students to solve such a puzzle since we had no idea of the answers.  It took some creative thinking and collaboration.  (On the BreakoutEDU site there are plenty of games of all levels for you to consider for your class.) 

Since I didn't have a box or locks I decided I would try the  DIGITAL BREAKOUTS site that Kerry shared during her presentation.  The next day I decided to have my students participate in our first Digital Breakout, "Open the Pool. " Pretty much all I did was explain the premise to the kids and then we started looking for clues.  They were hooked!!! Since that time we have participated in 4 others. 

Partnering Up!

It takes about 20 - 40 minutes for the ones we have tried (hardest has been a level 5). I have broken it up over a several days (10 minutes each day). In this way it gets the students excited and their minds in the mood to think the rest of the day!  To place the students in teams before the breakout, I created some grouping statements (around the topic of the breakout). Students had to find their partners without my help. Here's an example of the ones I used for the National Park Digital Breakout.  (This is almost as interesting as the breakout as the students think and work to find their partners!)

Once a breakout is completed there is a little sign or even a little prize.  But the point is not to get the prize, but rather it's the idea to "get to" the prize (if that makes sense).  I have created little stickers to give out at the end of the Breakouts for students to collect, which makes them happy! (But not necessary - their fist pumping shows it was worthwhile!)

Success! 

One suggestion I'd make, while mostly I tell the students I don't have the answers, I do TRY the breakout before having them complete it so I can give out "ONE" hint.  There is one clue I don't know the answer to in the current breakout. Students take that as an extra challenge to get it before me! 

I can't say enough about the thinking that takes place and the teamwork needed to work through the Digital Breakout. I can't say enough about how much the students LOVE it.  When someone says, "can I do this at home" you know you're on to something!
Let me know if you decide to try one! Good luck!

Engagement & Perseverance

           Why is it that some problems are more engaging than others? You know the kind I'm talking about...the kind where kids WANT to work through Recess..the kind where the kids CONTINUE to solve it while you're trying to 'move on'...the kind that has kids ASKING for more...the kind that has kids TALKING about it with their classmates. 

          The other day I stumbled upon one of these types of problems.  I subscribe to Marilyn Burns Math Blog as she is a math guru and seems to have wonderful ideas and practical resources regarding math. The actual post was titled "When Should or Shouldn't We Give Answers?" In the post she shares the "1 to 10 Card Investigation" (Read her original post about it here.) I was actually intrigued by the problem.  

          So during math class, I mentioned the post to my students.  I happened to say that I DID NOT know the answer to the Card Investigation myself.  This seemed to be a challenge they wanted to take on so I showed them Marilyn's video about how to set up the cards. When my homeroom students returned before lunch, their classmates mentioned the challenge to them.  I shared the video once again (quickly) before we headed to the cafeteria. I had no idea how it would take off.  The kids were abuzz about this problem.  (One student even made her own set of 1-10 from index cards!) 

Helping a classmate

          Upon returning from lunch many students started heading to the math center to find the playing cards. Some students paired up but many worked alone.  We didn't have much time as the class was headed to Phys. Ed.  But when they came back they REALLY wanted to try.  How could I say no? It's a math puzzle after all! So I let them work on it for about 15 minutes. The "awwwws" were audible when I told them they'd have to put their cards away so we could continue with our science (which is usually their fav!).

           To my surprise, students went home that evening and worked on the problem (without direction from me to do so).  A few came in with the problem solved while others were "soooo" close to the solution.  Really, the only direction I gave them was that they should be keeping track of their trials (as Marilyn Burns suggested). Again, the students wanted to work on this problem throughout the day.  Students who were successful got the extension activity that Marilyn had suggested.  

Recording each trial

           The students ALL agreed that the problem was difficult.  No one gave up! It was so fun to watch the smiles on the faces of those who figured it out.  It was heartwarming to see classmates helping each other solve without giving the solution away.  It was most amazing to hear students ask for extension after extension. (Several students are working on putting 4 cards under - this will make sense if you read the problem).  This was "perseverance" at it's best! This alone could have been the lesson!

            All of this is wonderful, but it makes me ask the question again, "Why is it some problems are more engaging than others?"  I asked my students why they loved this problem.  Some of the responses included "It's fun!" "It's challenging." "I like cards!" Could it be that they felt comfortable with the using smaller numbers? Or was it because they thought it was a "trick?" Or was it simply they like using the cards? 

             I would love to hear your ideas on what types of problems 'hook' your students and I'd love to learn how we find more of these types of problems that help our students learn?  

         

When a Student Moves Away

Do you remember when your friend moved away in grade school?  Or maybe YOU were the one that moved away during those elementary school years.  I can still remember the names of my classmates that moved away: Linda, MaryBeth, Martha and that was many decades ago. Do you remember how you felt...sad, confused, hurt, nervous, heartbroken or a combination of these? 

Well, yesterday our class had to say good bye to one of our own.  Not only was this hard on the student who was leaving, but for many of the classmates. 

Fortunately, the school knew in advance that the child was leaving which gave us the opportunity to make some preparations for his departure.  (When Martha left we had no idea - she just wasn't in school the next day!) Informing the class ahead of time (when the student was out of the room) and answering their questions made a difference in how students would deal with the change.  Speaking privately to the student moving allowed him to share his thoughts and feelings.  A deep sense of loss was shared by many.

Luckily, we live in a day where technology can help us stay connected.  (When Linda moved away we lost touch until we recently found each other on Facebook).  Now we have so many ways to contact with those that move.  Hopefully, this student's new class will be willing to Skype with us. 

On the last day we were able to present the child with some gifts.  Students each made a page for a book.  "A Day In Our School Without Our Friend is Like..."  an Xbox without games; a banana split without bananas or ice cream; a hotdog without the dog; the stars on a lonely night.  Along with these were sentiments of how and why the student would be missed and a picture of the page's author.  A school tee-shirt was signed by all the classmates and some other small gifts were shared.

It's never easy to say good-bye but as educators we can help all involved cope with the change.  Here are some resources that might be of assistance.

Resources:
7 Great Children's Books About Moving 
Education World - Student Mobility: Helping Children Cope with a Moving Experience
We Are Teachers: 5 Ways to Say Goodbye to a Moving Student
 

 

Student Self-Selected Book Clubs

When it comes to reading, what's better than sinking your teeth into a good book?  For me, and for many others, it would be sharing our thoughts and ideas about that good book. Well, it's no different for 10 year olds!



This year I have seen the empowerment of  "shared" reading with my students via a "book club."  Over the years students in my class have participated in "Literature Circles" mostly with success.  Somehow though, the groups seem to be driven by me (with specific roles for each participant) or by the choices of books that are available in bulk.
 
A few weeks back a student approached me for a book recommendation during our Media time.  I led her to a personal favorite, "Stone Fox"  by John Reynolds Gardiner.  When another student overheard, I suggested they read together.  A third student overheard the conversation and wanted to join in. Fortunately, I have several copies of that wonderful book. 

This idea of reading together sparked the interest of another group of three students.  Quickly, scanning my classroom library I tried to find some books that might appeal to them.  I came  up with several I thought might interest them (of course these books were partly chosen because I had more than one copy.) As we were pouring over the library we came to the book, "Chasing Lincoln's Killers" by James Swanson. That was it! The boys were beside themselves as they anticipated reading this book together.  The problem - I only had one copy.  Not to worry, we scoured all the classes in the school.  Unfortunately, we came up with only one other. But we couldn't find a third book.

However, the next day the boys came up to me bristling with excitement.  One of the boys had gone to the local book store and purchased his OWN copy of the book (with his own money!) so they could read it all together!   Amazing!

But here's the really amazing part!  The boys collaborated with each other (without my intervention) deciding which how many pages they would read or when they would complete each chapter.  They used any free time in class to (voluntarily) read together and discuss what was happening.

And the discussions...just priceless!  Each student taking turns, sharing their predictions, their understandings, their questions with one another.  They were looking at maps and doing extra research.  They were learning new vocabulary and helping each other with unfamiliar words. They were recording important information in a Google Doc.

However, the best part was when they invited me to read along with them! They wanted me to learn about what they were reading.  Each time we sat down together, they would catch me up on what they had learned - showing true understanding.  All of this because they shared an interest in the story!  

Hoping this wonderful love of 'group reading' will continue.  It has inspired other students in the classroom to read together.  It's great to see the collaboration and shared interests.

Literature Circle Resources:

Read Write Think:  Lesson Plan: Literature Circles w/ Primary Students Using Self Selected Reading
Education World:  Literature Circles Build Excitement for Books
PBS: Book Clubs for Kids
Great Kids: It's not just for Oprah: Book Clubs for Kids

Leading a Thankful Revolution

Thank You notes to Donors of WalkKits

A few years ago @coolcatteacher Vicki Davis, published a blog post titled,  Why Teachers Should Help Lead a Thankful Revolution.  Basically it was about helping children 'build thankfulness as a habit.'  This idea reminds me of Angela Maeirs' "You Matter" campaign.  Both of these inspired me to start a "Thankful Revolution" with my students.  But for some reason, it never really expanded beyond what I was already doing in my classroom. 

My students still carry on the tradition of sending hand-written thank you's to veterans for Veteran's Day and again during the Holidays.  The students have also mailed a note of thanks to a family member during Thanksgiving and then for gift during the the holidays.  Again, these are not new to to our class repertoire (and you can read about previous posts here: Veterans Thank Yous and Thank Yous with a Twist. ) We have expanded writing Thank Yous to donors who provide different resources to our classroom (like Donors Choose or from Donors of the Walking Classroom). While these ideas continue to be meaningful, in the back of my mind I keep thinking that I need to make the "Thankful Revolution" more of a daily ritual or habit.

In early December I attended a workshop on the Responsive Classroom. "Responsive Classroom is a research-based approach to teaching that focuses on the strong link between academic success and social-emotional skills. We believe that a high-quality education for every child is built on the foundation of a safe and joyful learning community." It is a hope that by incorporating some of the RC strategies, such as the Morning Meeting, we will begin the journey towards becoming more appreciative for one another with the idea of moving this beyond our classmates.

Each morning after the Pledge, (Yes We Still Say the Pledege of Allegiance), we go around the room, look a classmate in the eye, say their name and extend a pleasant greeting. The greeting is returned in the same way.  We end our day in this manner as well.  At first it was awkward with giggles and quick responses.  Now that we have been doing this for a couple weeks the students are more comfortable and giving better eye contact. This was a step toward extending simple courtesies to one another.

Thank You for the Gift!

Going forward we are going to broaden the "Thankful Revolution" to those times when a student shares his/her work.  After sharing or receiving feedback the students will 'thank one another' something like this:  "Thank you Katelyn for explaining your math ideas." "Your welcome, Jake."  Using a person's name is more powerful and sincere when saying thank you.

Other plans to Lead a Thankful Revolution in our Classroom will include:

• Handwritten Notes: to a classmate or other school member for helping out in some way 
• Acknowledge Absence: When a student is absent a classmate will welcome the student back.  (A student will also keep track papers making sure the absent student returns to a neat desk. The absent student will respond with a thank you!)
• Public Praise:  Students will publicly thank a classmate or school member.  This could be done using a Pic Collage, a Sticky Note on Padlet (see below), a video,
• Peer Applause: Time will be given once a week for students to give specific "Peer Applause" to a classmate for a job well done!  (We do this at every other staff meeting - it's nice to receive positive feedback from a peer for something.)
• Small Token of Appreciation: Students will be encouraged to leave a small surprise for a classmate who has been especially kind to them: the gift could be a sticky note with a smiley face, a drawing, a homemade trinket (origami, bookmark, tissue flower, etc)

Created with Padlet

Once we have become comfortable and familiar with thanking a classmate, it is my hope to extend this beyond the walls of our classroom and our school.

Please share your ideas in the comments below on how the idea of a "Thankful Revolution" can be expanded!

Lessons on the Go - The Walking Classroom

"I feel pumped up now!" shared Domenic after our first official Walking Classroom  (TWC) lesson.  Other student comments included: "I'm more awake now - sometimes I'm tired when I come to school." and "I think this is going to be great - we get to go outside and learn!"

Last year I saw a tweet about the "Walking Classroom" program and I knew I HAD to use this with my classroom.  The premise: get kids moving and learning - the perfect combination.

I had to find a way to get the WalkKits (WalkKit is a device-like an mp3 player-that is preloaded with podcasts specifically geared towards 4th grade) into the hands (and ears) of my class.  So I applied for a GO! Grant but my proposal was not accepted. Knowing that this program would have many benefits to my class I reached out to TWC to see what else I might try.  They suggested applying for a donation through their site. My application was reviewed and our class was put on a waiting list (waiting for a donor). A few weeks later an email arrived saying we would be receiving a class set of WalkKits.  My class and I were beyond thrilled.

On the day the WalkKits arrived a resounding cheer reverberated throughout our hallway. Students knew they soon would be outside and learning.   After permission slips were signed, we took our first walk WITHOUT the WalkKits. This allowed us to check out our route and practice walking as a class.  The following day we began with our first podcast.  Listening to walking safety tips and learning about different question types, the students will be ready for their next "Lessons on the Go!"



Thank you to Laura Fenn, Executive Director of The Walking Classroom, for her idea and wonderful podcasts! And Thank You to the generous (anonymous) donor for providing us with a class set of WalkKits!  We can't wait to share what we learn!

What are some other ways we can make learning more active for students?