Training Guide for Myviewboard whiteboard software

My Viewboard Whiteboard for Windows-Training Guide

Whiteboard for Windows is a digital whiteboard solution designed specifically to run on the Windows operating system. Whiteboard for Windows is optimized for interactive displays, but will also run on non-interactive screens, with mouse clicks replacing touch events for interaction. Integration with myViewBoard.com allows unlimited users to share screens, as well as cast-in and out from anywhere in the world.

Create and Manage a myViewBoard Account

Sign up for a myViewBoard account

myViewBoard Whiteboard for Windows sign-in panel

To get the most out of myViewBoard, users need to create a complimentary myViewBoard account at http://www.myviewboard.com. Note that Whiteboard for Windows can still be used without signing in. However, some features will be unavailable.

myViewBoard provides the following options to sign up:


Integrate an existing Google or Microsoft account:

  1. Click one of the following:
    • Sign in with Google
    • Sign in with Microsoft
    • Sign in with Apple
  2. On the next window, grant permission to myViewBoard to access the user’s account.

Sign up using an email provider:

  1. On the myViewBoard sign up page, fill up the following details:
    • Unique myViewBoard name
    • Email
    • Password
  2. Select the checkbox for EULA agreement.
  3. Click Sign Up.


After successful sign-up, perform the following steps:

  1. An activation email will be sent to the account. Activate the account by clicking the link in the activation email.
  2. After activation, sign in and set up the new myViewBoard account.
  3. On first sign in, myViewBoard.com prompts the user to update the user’s Personal Profile and Account Name Setting.

Bind a cloud storage account

Next, bind a cloud storage service to the account. Integration connects a Google Drive, Dropbox, Box OneDrive or OneDrive for Business cloud accounts to myViewBoard, and allows media, lessons and other content to be saved to the cloud.

Bind a cloud account on the FollowMe AI page.
  1. Sign in to http://www.myViewBoard.com.
  2. Click your avatar, and select  myViewBoard FollowMe from the drop down.
  3. Click Cloud Integration on the side panel.
  4. On the Cloud Integration screen, select the cloud storage account you want to bind.
  5. Sign in to your account and allow myViewBoard to access your account.

After binding, a new folder named myViewBoard is created at the root directory of your cloud storage account.

Binding a cloud storage account provides the following benefits:

  • Allows saving media, lessons and other content to the cloud. If the process is successful, users can use the Magic Box to access the contents of their cloud storage account.
  • Enables the use of custom images for certain myViewBoard features. myViewBoard automatically creates it’s own ‘system’ folder myViewBoard in the integrated cloud storage account. The myViewBoard program loads the contents of this folder whenever a user signs in to a myViewBoard session.

Upload custom images and settings

Upload custom backgrounds on the FollowMe AI page.

Once the cloud storage account is ready, upload custom images to customize your myViewBoard experience.

  1. Sign in to http://www.myviewboard.com.
  2. Click your avatar, and select  myViewBoard FollowMe from the drop down.
  3. On the Setting screen, verify that the myViewBoard default theme is not selected.
  4. On the Cloud Integration screen, verify that the correct cloud storage account is selected as the default.
  5. On the Backgrounds, Magic Line Pens, and Shape Pens screens, perform the following procedures.
    1. Go to the Background, Magic Line Pen, or Shape Pen screen.
    2. Click Update Files to open the cloud storage location for the specified feature.
    3. Select PNG and JPG images to upload to the correct folder.

Images must meet the following dimensions:

BackgroundAny resolution, but 3840 x 2160 (4k resolution) is recommended
Magic Line PenShould be at least 96 x 96 pixels. Images are tiled to fill the space.
Shape Pen96 x 96 pixels, all pen images are scaled to this resolution

Download the program and install

  1. Sign in to http://www.myviewboard.com.
  2. Click your avatar, and select  Downloads icon to open a window containing download links to several myViewBoard programs.
  3. Select and download the correct installer for your platform.
  4. Run the installer, and wait for the installation to finish.


For more details, see Installing Whiteboard for Windows.

Launch Whiteboard for Windows

Sign in to Whiteboard for Windows

myViewBoard for Windows sign-in panel

Launch myViewBoard and sign in with the same Google account, Microsoft account, or email account you used for myViewBoard.com.

  • Sign In with Email
  1. Provide your email and password.
  2. Click  .
  • Sign In With Google Or Microsoft
  1. Click one of the following:
    • Sign in with Google
    • Sign in with Microsoft
  2. Provide your email and password.

It is also possible to sign in using the QR code feature of the myViewBoard Companion App.

  • Sign In With QR Code
  1. Launch the myViewBoard™ Companion App on your mobile device.
  2. Sign in using an email address.
  3. Click the QR Code icon to open the phone’s camera.
  4. Position the phone so that the QR code displayed on the myViewBoard for Windows program is inside the QR ‘scanner’ of the companion app.

If you signed up with a Google or Microsoft account and you need to use the Companion App:

  1. Go to http://myViewBoard.com.
  2. Click your avatar, and click Change Password.
  3. Specify a password, and click Confirm.
  4. Sign in using the Companion App.

Customize the myViewBoard Canvas

Background menu options

Use the background menu to change the canvas background.

  1. Click the background menu icon.
  2. Select a background from the following sources:

    Website Upload Off.pngFollowMe AI setting
    Displays custom images uploaded in the cloud storage account.Edu-Color.pngColor Palette
    Sets a solid or gradient color as the background.
  3. BuiltIn BG Off.pngPre-installed
    Displays backgrounds that come pre-installed with myViewBoard.LocalAdd BG Off.pngLocal hard drive
    Use images from the user’s hard drive.
  4. AddBackground Off.pngSelect Image
    Select images from the local hard drive to use as background.
    It is recommended that selected images match your screen’s resolution.
  5. After selection, specify if the background is only applied to the current page, or to all pages.
  6. (Optional) To display an overlay over the canvas, click one of the options below:
    Grid Off.pngGrid
    Displays a grid over the canvas. The color of the grid changes depending on the background color.
  7. Watermark Off.pngConfidential
    Displays a ‘confidential’ watermark. The watermark may not be visible on certain background colors.
  8. DateTime Off.pngDate Time
    Displays the current date and time on the upper side of the canvas. Click the date to open the calendar.
    Click the time to switch between 12-hour and 24-hour formats.

Configuring Whiteboard for Windows Settings

To modify settings within Whiteboard for Windows, click the gear icon on the titlebar. Changes are applied immediately.

Setting Off.png

Gear
Settings that affect the current session. The most relevant settings are:

  • Theme. Load different themes to change the icons and default backgrounds available
  • Language. Changes the language used by the UI
  • Text font. Configure default font for the Text tool
  • Text to speech setting. Configure default text-to-speech settings
ScreenSaver Off.png

Timeout
Specify how long the Whiteboard for Windows program should wait before it logs the current user out.

App Off.png

Companion App download
Displays QR codes for downloading the myViewBoard Companion Apps.

Help Off.png

Help
Displays help for common myViewBoard tasks and questions.

About off.png

Info
Displays version details for the myViewBoard Whiteboard for Windows program.

To configure more settings, sign in to myViewBoard.com and go to the FollowMe page.

For more information on the settings screen, see Configuring myViewBoard Settings.

Using myViewBoard

Once set up is complete, you can start using the myViewBoard application to facilitate the preparation, presentation, and participation in interactive lessons.

Adding Text with Writing Tools

Some of the images are animated. Click on the images to view the animation.

  • Using the text tool to insert text. Click the Text icon to type in text. Use the text editor to change the font, size and color of the text.
  • Using Handwriting recognition. To convert handwritten text into ‘typed’ text, use the handwriting recognition feature. The feature works both on single words and complete sentences.
  • Use the Magic Box to insert long strings of text. To insert long snippets of text, click the magic box and insert a TXT file from a local or cloud resource.
  • Sticky notes can contain text or freehand drawings. For text intended to function as hints, use sticky notes. Sticky notes minimize to a small square that expand when clicked.
  • Using the marker pen. Use the pen to write words on the canvas.

Inserting Images, Videos and Documents

The Magic Box provides access to various resources that you can insert into the canvas.

The Magic Box provides access to various resources that you can insert into the canvas.

  • Use the Magic Box to insert image, videos and document types saved in the user’s local drive or cloud storage account. Double-click, or drag-and-drop to insert.
  • Click the Magic Box and open the YouTube icon. Search for a video and drag a video from the results.
  • Click the camera icon to start and display a live stream directly on the canvas.
  • Use the Embed browser to search for images, then drag-and-drop images from the browser onto the canvas.
The Embed Browser is a built in web browser which allows access to internet sites without leaving the myViewBoard program.

The Embed Browser is a built in web browser which allows access to internet sites without leaving the myViewBoard program.

  • Open the Embed browser, and click the myViewBoard Clips tile. Search for a video, then double-click, or drag-and-drop the video to insert.
  • On the Floating toolbar, click the paste icon to paste clipboard contents onto the canvas. This works for all supported files.

Taking Screenshots

  • Use the options in the Screenshot toolbar to take a picture of the current canvas state.
  • Use the Windows toggle tool to display and take screenshots of the Windows desktop.
  • To take a screenshot of a video inserted into the canvas, click the screenshot icon on the floating frame.

Inserting Shapes and Scribbles

  • Use the pen tool to draw freehand shapes.
  • Use the shape tool to insert 2D and 3D shapes.

Manipulating Objects

Additional edits can be made to the object once it has been placed on the canvas. Select the selection tool, then click on an object to apply additional effects:

  • To re-size and rotate the object, use the handlebars.
  • To move the object, click then drag the object to a new location. Use the infinite canvas tool to adjust the zoom.

The adorning menu provides additional options:

  • Adjust Layers to place the selected object under or above other objects.
  • Select multiple objects, then click Group so the objects move as one.
  • Select an object, then click Lock from the adorning menu to prevent the object from moving.

Adding Animation

  • Click the Magic Box and select widgets. Widgets are animated images that can be added to the canvas. Widgets can include both sound and animation. To hear the sounds, verify that the device speakers are turned on.
  • Also in the Magic Box are Tools, which are interactive objects that can enhance any presentation. To use an item in Tools, double click, or click and drag onto the canvas.
  • Click the Spin and Fade icons to add animation effects to inserted objects.

Click Links to make the selected object perform an action when clicked. Actions include: open a document, launch a website, display a pop-up text, play a media file, insert a tool, or go to another page. Click the object, then click the link icon to perform the action.

Organizing Pages

Presentations, ideas and lessons are best presented using multiple pages. To add another page:

  • On the floating toolbar, click the new page icon.
  • On the main toolbar, click the page management icon, and click the new page icon.

If there are more than 4 pages, click the Grid view icon to show all pages in a grid.

  • To delete a page, click the delete page icon.
  • To rename a page, click the page number and type in a page name
  • To rearrange pages, click and drag pages to a new location on the grid.

Saving Changes and Loading Saved Files

To save your changes:

  1. On the main toolbar, click the File management icon.
  2. Click the Save icon.
  3. Select the save location and specify a file name.
  4. myViewBoard saves the file using the vboard extension.

Presenting to an Audience

To load a previously saved file:

  1. On the main toolbar, click the File management icon.
  2. Click the Open icon.
  3. Locate and click the vboard file to open.


After opening the file, go to Presentation mode. Once Presentation Mode is selected:

  • The canvas covers the whole screen
  • The Windows task bar and the title bar is hidden
  • Only the Next and Previous icons are shown on the Floating Toolbar

Click the Next and Previous icons to navigate between the pages. All features are still available. However, fewer options are provided for some features.

To exit Presentation mode, click the Presentation mode icon again.

Letting the Audience Interact with the Content

myViewBoard provides several ways for the audience to interact with the content:

  • The host can have participants use the drawing tools to annotate on the board.
  • Both host and participants can share their screens.
  • Participants can “throw” content to the host’s myViewBoard presentation.
  • The Pop Quiz feature allows participants to send answers to the host.


myViewBoard Whiteboard for Windows supports keyboard shortcuts to switch tools or perform other actions. For a list of keyboard shortcuts, click here.

Additional Learning Resources

To search online for additional inspiration for courses, activities and lesson plans, see Open Source Education Resources.

To get more information on how to use Whiteboard for Windows, visit the myViewBoard wiki at the following link:

Help and Support

For help and support, kindly contact the following:


If you have any issues on using myViewBoard software, please reach out through the following channels:

Note that you need to sign in to use myViewBoard Support and myViewBoard Community.


To learn more about myViewBoard, check the following resources:


For a quick description of these resource, see here.

Google Classroom Essential Tips & Tricks

What Can You Do with Google Classroom?

Google features and benefits (Quick Overview of the Google Classroom Features)

  • Teachers can add students directly or share a code with their class to join.
  • Teachers can add co-teachers. Google Classroom helps teachers organize, distribute, and collect student classwork and homework paperlessly. 
  • Teachers can seamlessly integrate Google Drive resources to create and share activities.Receive notifications when assignments are turned in on time or late. 
  • Teachers can provide feedback for in-progress and completed work,Communicate with their students directly and with whole class announcements–all without using a single piece of paper.
  • Use the Google Classroom App to annotate PDF files on their mobile device.  
  • Connect due dates to a shareable Google Calendar connected to classroom
  • Post poll questions and exit slips.
  • Create and facilitate online discussions.
  • Create drafts & copy posts from different classrooms (Including archived classes. )
  • Connect selected web apps and resources directly Classroom. 
  • Connect parents to Google Classroom with Guardian Summaries.
  • Tag posts with customizable topics. 
  • Schedule assignment posts in advance. 
  • Differentiate work by sharing posts with specific students.

A Collection of Google Classroom Essential Tips

Google Classroom Essential Tip 1: Teacher and Student Views It is important to understand both the teacher and student view of Google Classroom. Teachers signing into Classroom for the first time should sign-up as a teacher. Teachers can create sample classes and invite other teachers as students. This will help teachers to better understand the student view. Google Classroom also creates a Google Drive folder for both teachers and students.   

Google Classroom Essential Tip 2: Assignment Options Google Classroom supports different sharing options and it is important to understand the different Sharing Options in Google Drive before venturing too deeply in Google Classroom. Teachers also have the ability to assign an activity to all students or differentiate the distribution by choosing students or groups of students.   

Google Classroom Essential Tip 3: Workflow Understanding the workflow of distributing and collecting assignments for both the student and the teacher is essential.  Learn more about workflow with this Google Classroom Workflow Explanation

Google Classroom Essential Tip 4: Share to Classroom Extension The Share to Classroom Extension allows teachers to share websites directly to Google Classroom or directly with students.   

Google Classroom Essential Tip 5: About Section The ‘About’ section of Classroom is the place to share resources and links that students will use frequently. This is a great place to organize frequently used digital resources without losing them in the stream.   

Google Classroom Essential Tip 6: Archiving Classes When ending or starting a new year or semester, it is best practice to archive last year’s classes to preserve the class materials, any assignments, and any postings to the class stream. Reusing an existing class with new students can be a confusing experience. You can still access the old class files in the Classroom Google Drive Folder, but the archived classes are moved to a separate area to help you keep your current classes organized. An archived class can still be viewed by you and the students in the class. Posts can be copied from archived classes. However, when the class is archived, you can’t edit or add anything to the class until you restore it. Additional Resource: Archive a Class Tutorial

Google Classroom Tip 7: File Naming Convention  Google Classroom will keep the Google Drive name of the attached file. If the option of giving a copy to each student is used, then the student’s name will be added to the end of the document. Consistency in naming is an essential to help keep teachers and students organized. Try to use the same name for the drive file, classroom assignment post, and your grade book entry.

Google Classroom Tip 8: Assigning Work, Topics, and Scheduling Posts  Teachers can assign posts to specific students to allow for differentiation. Google Classroom allows teachers to organize post by topic. Students and teachers can then sort post by topics. Additionally, teachers can post in the stream immediately or schedule a post for a future day and time. Additional Resource: Organizing Your Class Stream Help

Google Classroom Tip 9: Grading Google Classroom creates a Google Drive (Called Classroom – It can be renamed.) folder for assignments created. Use these folders to quickly review and grade assignments turned in by students. You can view them in progress or after they have been turned in. 

Google Classroom Tip 10: Discussion Questions, Exit Slips, & Formative Assessments. Google Classroom allows teachers to post short-answer or multiple choice questions. Teachers have the ability to allow students to see each other’s responses so this feature can be used for classroom discussions. Additional Resource: Google Help –  Create a question

Google Classroom Tip 11: Guardian Summaries Teachers can facilitate communication with parents with Guardian Summaries. These daily or weekly email updates include missing work, upcoming work, and classroom activity.

Google Classroom Tip 12: Single View Student See a single view of a student’s work — Teachers and students now have a page that lists all of a student’s work for a class and the status of that work.  

Google Classroom Tip 13: Emoji in Titles and Topics Emoji’s are a great way to engage students and organize resources in Classroom. Google Classroom supports the use of emojis in topics and titles.

Google Classroom Tip 14: Turn Off Grade Calculation If You Have a separate online gradebook set “Grade calculation” to “No overall grade” in the Google Classroom Settings. This will avoid confusion if an assessment or assignment is added to the separate online gradebook but not in Google Classroom. Learn more about this setting here

We provide free training to Education institution on Google Classroom Beginners course. If you wish to train your teachers on Google Classroom for distance teaching purpose, please connect with us on this link.

DIY - how to create assignments in Google Classroom?

How to Create Assignments and Quizzes in Google Classroom?

Do iT Yourself Guide on how to create assignments in Google Classroom?

Keeping your students engaged and learning at home is important to make sure they don’t fall behind. Also, it’s important that your students are familiar with this platform before creating your first assignment. We recommend setting aside time for a class tutorial on Google Classroom before diving in head first. 

How to Create an Assignment

To create an assignment in Google Classroom, follow the steps below:

  1. Navigate to your Google Classroom. 
  2. Choose the particular class you’ll be assigning this work to. Then click “Classwork”.
  3. At the top of the page, you’ll see a button labeled “Create”. Click “Create”. 
  4. A drop-down menu will appear. Choose “Assignment”. 

From here, you will be able to easily create coursework for your entire class. On this page, you can give your assignment a title and include details that explain how to successfully complete it. You can also easily add attachments (like rubrics, visual aids, and helpful examples) from your Google Drive or desktop that could be helpful to your class. 

Additionally, teachers have the option to post a new assignment to more than one class. To do this, choose “Class” in the upper right-hand corner, and a drop-down menu will appear displaying all of your available classes.

Teachers can also choose to assign tasks only to certain students. Select “All Students”, and a drop-down menu will appear that will allow you to: assign to all students, assign to certain small groups, or assign only to select students. 

Next, before submitting this assignment to your class, add a grade category and choose a point value. To choose a grade category, simply choose either “Test”, “Quiz”, or “Homework” from the grade category drop-down menu. For this example, we chose “Homework”. 

To give your assignment a point value, simply enter a new value in the “Points” drop-down menu on the right hand side of your assignment screen. Please note that all assignments will be set to 100 points by default, so be sure to double check this portion before submitting. 

Finally, teachers should assign a due date for students before giving coursework over to them. In Google Classroom, no assignment will have a due date by default; you must add this. Giving a due date to your assignment is easy: just click the drop-down menu under “Due” in the right hand side of your screen. From here, you can choose a date and time from the calendar that will appear. If students do not turn in their assignment before your chosen date and time, it will automatically be marked “Missing” in your Google Classroom. 

How to Create a Quiz

Creating a quiz in Google Classroom is similar to creating an assignment. Quizzes utilize Google Forms, which makes navigating digital quizzes easy for students. To create a quiz in Google Classroom, follow the steps below:

  1. Navigate to your Google Classroom. 
  2. Choose the particular class you’ll be assigning this work to. Then click “Classwork”.
  3. At the top of the page, you’ll see a button labeled “Create”. Click “Create”. 
  4. A drop-down menu will appear. Choose “Quiz assignment”. 

Once you’ve followed our steps above, you can enter the necessary information for completing this quiz. We also recommend turning on “Lock Mode” so that your students are unable to open additional web pages while taking a quiz. To do this, simply move the toggle labeled “Locked Mode on Chromebooks” to the “On” position. Additionally, you can automatically import your quiz grades to your grade books by moving the toggle labeled “Grade Importing” to the “On” position. 

Teachers can also modify the class or students this quiz is assigned to, the total point value, and due date by following the same steps above for homework assignments. 

Educating the students of the world has its challenges, but teachers now face new unknowns teaching during the COVID-19 pandemic. If you have more questions about navigating Google Classroom, check out the Google Classroom Help Center for more information.For additional classroom management resources for teachers, head to our teacher training resources page to learn all about what we’re doing to help our educators and young learners navigate their distance learning programs.

How to set up Virtual Classrooms?

How to implement Virtual Classrooms?

How to set up a Virtual Classroom, explained in detailed steps?

As the world readjusts to the COVID-19 pandemic, we’re all establishing new ways of working for the foreseeable future. Virtual classrooms can be easy to set up, depending on how minimal you want to be with your online teaching presence.Before we get going with the implementation of Virtual Classrooms, lets understand how does it benefit Educators like you. The goal of a virtual classroom is to get students to be active learners in an online classroom and to let them “invent” their own knowledge. As students take more control of their learning, they develop the skills necessary to go on and be successful lifelong learners.

What is studio teaching?

Studio teaching is an approach to teaching that can be used to replace the standard lecture approach. It is based on sound pedagogical principles, is very flexible and leads to superior learning in most instances.

Why is this good pedagogy?

  • Studio classrooms provide a dynamic learning environment where students and instructors work as partners to promote learning
  • Active learning, including cooperative learning and group activities, is the most efficient way to promote student learning, and especially to develop higher order thinking skills.
  • While actively engaged, students develop good habits of the mind and the skills needed to be successful lifelong learners.
  • Studio teaching engages students
  • Studio classrooms are ideal for helping students think about their learning and develop better lifelong learning skills.

What are the components required to build a Studio Classroom?

  • An Interactive Flat Panel Display (65” Diagonal Minimum)
  • A Robust Interactive teaching learning software (Myviewboard Learning Software) which can help the teachers to connect with students over the internet and share the lesson content in a virtual classroom mode.
  • A good Video recording Camera (These days any SMARTPhone camera comes with a minimum 20 Megapixels Lens)
  • A Tripod
  • A Microphone (wired or wireless)
  • A Computer (Desktop or Laptop)

What do students think about studio classrooms?

  • Students are more engaged in a collaborative live class, when they find out they can attend a class and participate in the class activities as they would be in a physical classroom
  • All students report they put in more time in an interactive live class than in a video shared class.
  • Most students, however, do catch on and in the end say that they learn more and have more fun in a studio classroom.

Studio Classrooms are becoming widely accepted by Teachers and Education authorities, as it allows the teachers to teach lessons in their natural way and be able to interact & Collaborate with their students. For the students, it gives them the opportunity to attend the class very similar to their regular classes and able to interact, collaborate and participate in the lesson activities in a virtual LIVE class. At the same time, the teachers will be able to record their entire class teaching and post it to Google Classroom or similar LMS for reinforcement, student discussions and assignments.

Traditional education won’t go away, but as the years roll on, the importance (and impact) of virtual classrooms will be more and more noticeable. They create completely new possibilities and connect people on a deeper, more meaningful level, which is extremely useful in the world of education. With the growing consumption of online content through mobile phones, faster and further reaching internet connections and new, unknown technology, we will see exciting developments in education. One thing is absolutely clear, though: virtual classrooms are here to stay and we should use them to their full potential.

Our Virtual Classrooms, powered by Interactive Flat Panel Display and Virtual Classroom Software, are available to rent under various agreements to suit your needs. You may need to run an hour’s training for a small group or a whole week’s worth of training for a larger group.Fully supported by us from a technology perspective, this is your next best option to face to face training.

We are the supplier of state of the art virtual classroom infrastructure for some of the biggest Education Institutions in South India, for over 10 years. To Learn more about Studio Classrooms and how Education Institutions like yours, have been benefited in the recent times, connect with our Education Technology Consultants on this link.

Active learning strategies for teachersa

The Next Big Thing in Student Engagement

As a teacher, one of your biggest challenges is to plan lessons that inspire your students to stay actively involved in the learning process.But you’ve probably noticed that traditional, teacher-centered learning plans aren’t always conducive to achieving that inspiration.That’s where active learning strategies come into play. You can use them to empower, engage, and stimulate a classroom by putting students at the center of the learning process.Get inspired by the below mentioned strategies that will help students talk more openly, think more creatively and ultimately become more engaged in the process of learning.

Reciprocal questioning

Use reciprocal questioning to encourage an open dialogue in which students take on the role of the teacher and create their own questions about a topic, reading section, or lesson.

active-learning-research

After covering a topic of your choice in class — or after assigning a reading selection — divide the class into pairs or small groups and have students come up with a few questions for discussion with the rest of the class. To facilitate the process, you can provide students with “question stems,” which provide a foundation for a question but still require students to think critically about a lesson, text, or other section of material by completing the query. Consider the examples below.

Comprehension Question StemsConnector Question Stems
Describe x in your own words. What does y mean? Why is z important? How could x be used to y?Explain how x and why z. In what ways are x and y similar? In what ways are x and y different? How does x tie in with that we learned before?

Use these questions to anchor and explore concepts in course material, helping students investigate a range of new topics and points of view associated with your lesson.

Reciprocal questioning can be particularly useful when:

  • Preparing for tests or exams
  • Introducing a new topic or section of course content
  • Discussing reading or writing materials in greater detail

The pause procedure

Use the pause procedure to intersperse strategic pauses into your Online class lectures and enhance student understanding of teaching materials.

To use the pause procedure, arrange for pauses of two to three minutes between every 10 to 15 minutes of online lecture time.  During these brief breaks, encourage students to discuss or rework their notes in pairs to clarify key points covered, raise questions, and solve problems posed by the instructor.Alternatively, students can work together to write a paragraph that connects or highlights key ideas set out in their partner’s notes. Research on this topic, concluded that breaking a lecture into brief pauses can increase student attention and learning outcomes. The pause procedure, the study determined, is “a good active learning strategy which helps students review their notes, reflect on them, discuss and explain the key ideas with their partners.”The use of the pause procedure involves a minimal amount of extra time, but can confer significant benefits in comparison to lectures that continue without breaks.

To help teachers achieve this strategy, we are offering myviewboard virtual classroom teaching learning software for free during this pandemic. You may choose to apply for your Institution by clicking this link.

Game-based learning platforms

Game-based learning platforms add depth and differentiation to the educational process and allow students to work with their instructors to achieve their learning objectives.

Regardless of your audience or subject matter, the gamification of learning can help you to create exciting, educational, and entertaining content in your Online Classrooms. It’s not meant to turn work into a game, but it does play on the psychology that drives human engagement.

Take yourself back to the days when you “played out” in the street with childhood friends. Each game you played presented a challenge but you were driven by the promise of reward and perhaps a little gentle fear. The reward meant everything to you and in spite of the challenge and fear, you felt compelled to win.

Gamification in e-learning offers the opportunity for learners to engage with content in an effective, informal learning environment. If learners get excited about learning, they are more likely to retain information. Some of the tools that you may want to incorporate into your classrooms are listed below.

To learn more about Active learning strategies, do write to our Education Consultants at training@c3itxperts.com or Click here to connect with you at your convenience.

Engaged Learning Tips for Teachers

Teachings Tips for an Engaged Learning Environment

Engaged learning, tips for teachers on how to arouse students curiosity

As we move towards student-focused and process-based approaches to teaching, we give our students ownership of their own learning. During our efforts to shift our focus from teaching to learning, it’s important to think about how we’re designing opportunities for students to develop skills and achieve specific goals. Consider this quote from Albert Einstein:

“I never teach my pupils. I only attempt to provide the conditions in which they can learn.”

What are the “conditions” that will foster learning in our classrooms? While teachers don’t have control over all the conditions that will impact students, they do have tremendous influence over things like the use of classroom space, allotted time for each activity, and the materials they use. Less obvious, but extremely important to the quality of the learning environment, is the way in which the teacher and students relate to one another.

There should be one critical goal behind figuring out how all these factors come together in your classroom: stimulating curiosity in your students.

Curiosity can be characterized as a heightened state of interest and eagerness to learn that results in excitement and exploration. Studies show that curiosity is essential to learning, and that people learn more and better when they are curious.

Promote a spirit of inquiry in the classroom where every student can follow their curiosities:

The next consideration should be that each question is acknowledged. Not every student is eager to raise his or her hand in the classroom. Children who are more reserved, or need more time to ponder, benefit from alternative ways to communicate what they are thinking.

I can remember an example of this type of situation from my own childhood. I was in seventh grade during a whole-class lesson about the respiratory system, and, at the end, the teacher asked if anyone had any questions. I remember that I wanted to know what causes hiccups. But by the time I had formed this thought, there was no more time for questions, and I was not able to ask the teacher. How funny that this missed opportunity stuck with me all these years.

As I think back now, as an Education Consultant, what if the teacher had allotted time at the end of the period for every student to write on a piece of paper something interesting that was learned in class, and something they were still curious about? If this happened today, it would be referred to as an exit ticket, which is now considered an excellent assessment tool.

Today, the teacher could have a Google Form for each student to fill out, or a digital space online, such as on Padlet or Google Classroom, to post to. 

Technology also offers a vehicle for student discovery when students have the chance to research questions on their own. 

Student-driven, inquiry-based learning takes place in a classroom environment where students are encouraged to not only develop their own questions, but also be able to lead their own investigations.

Build anticipation for what’s to come:

Part of the joy of being an educator is stimulating an excitement for learning in young people. When students look forward to activities in the classroom, and find pleasure in learning experiences, our work is supremely rewarding! Many teachers incorporate “hooks,” such as compelling video clips, thought-provoking statements, and other surprising and novel ways to captivate their students.

Teachers can also use technology to arouse student curiosity about an upcoming study or project. Teachers can send intriguing clues, fascinating facts, and links to webpages and videos that help to build interest in upcoming class activities.

How do you arouse your students’ curiosities and provide opportunities for them to question, explore, discover and create their own pathways for learning? Share your thoughts at training@c3itxperts.com 

To Learn more about inquiry based learning connect with Ed Tech Consultants on this Link.  

5 steps to engage your students effectively

5 Steps to engage your Students more effectively.

5 steps to engage your students more effectively

We can design learning experiences that offer all students, shy or outgoing, more opportunities to be engaged and curious in the classroom and take control of their learning. Below are five strategies that encourage inquiry-based learning and provide ways for all students to be actively involved in the classroom and throughout a unit of study.

1. Start with What Students Know

When starting a new unit, ask students to think about the topic or refer them to a reference link about the upcoming lesson and have them share what they already know  or their understanding from the shared reference materials. This method encourages students to think more & wider about the lesson topic. Their ideas will lead them to ask questions and become curious about how their co-learners have different views on the lesson topic. This approach puts students in the center of the learning and offers opportunities for every child to feel included. Studies show that people learn better when they’re curious, so use student questions to guide lessons—start where the students show interest and then lead them into the new content.

2. Stop being the expert

Once a question is asked, there are three paths a teacher can take:

1. Ignore the question or tell the student now is not the time.

2. Answer the question as best as you can and keep going with your lesson.

3. Say “I don’t know, but that’s a great question… how can we find out?”

It’s okay not to know the answer! In fact, that can lead to richer, more in-depth and more interesting discussions. When you are not sure of the answer, use it as an opportunity to model curiosity.

Tell your student, you are not sure of the answer and ask for suggestions of how we can find out! They might come up with reading books, watching videos online, using Google, or conducting an experiment to figure out the answer!

Think how much more powerful and lasting this learning will be when the students take ownership, and when the whole class is actively engaged in building the knowledge together!

3. Turn a lesson into a project (or project-based learning opportunity)

Often, we feel that every lesson we do has to have a ‘point’ or something concrete that the children created or learned or accomplished. We want to be able to say, ‘Here is what I taught them today. Here is something we can show the parents. Here is a lesson I can check off the list.’

The truth is, real learning takes time, and experiences that gradually build on each other over time can create investment, interest, and understanding that is impossible to create in a one-day lesson.

Creating a whole project might sound intimidating at first, but teachers actually find that a project-based mindset takes a lot of pressure off, gives them room to explore children’s interests and use their questions as springboards for exploration while still meeting your requirements and objectives.

Let’s say As a Teacher, you would like to discuss Vegetables and you want to talk about Pumpkin. One lesson on pumpkins can become a week-long of science and math activities where children explore the pumpkins first, cut them open and observe the insides, compare them to other fruits and vegetables, measure their size, circumference and weight, and then generate some questions that lead to an ongoing experiment.

What else do we want to know about pumpkins? Maybe one child wants to know what happens if we leave it out – will it rot? How long will it take? Another might wonder how a pumpkin becomes pumpkin pie. A third might ask about where, or how, pumpkins grow.

As the teacher, you can then take that curiosity and pick a question to investigate, teach children how to find answers using books or technology, and, most importantly, show them that their questions can lead to experiments and explorations and new knowledge!

4. Have a (good) plan for questions

Step 1 is to create a classroom environment where great questions are welcomed. However, if we allow every question to lead to a new discussion or investigation at that moment, we will never finish any lesson we start.

This is why it’s important to have a question action plan or a system in your classroom for how questions are handled. Depending on when the question is asked, answering it or starting a conversation might work just fine.

However, what about questions that are on topic, but would take longer to answer fully? How about questions that would take the lesson too far off course to be addressed at the moment? To empower children and send the message that questions are important, we want to think about where these questions fit in, when they are answered, and by whom.

In an inquiry-driven classroom, questions drive the learning, and students drive the questions.

5. Create a “Question Wall.”

One way to accomplish this is to help students create a space, where they can put their questions without any hesitation.

A Question Wall is a great space to “park” questions, but it is only great if children know that there is a set time and procedure for when those questions will be reviewed. Perhaps you pick 1-2 questions to answer during the morning circle.

Perhaps you review them yourself during independent work time and then raffle off who gets to find the answer of the computer.  

Create a consistent system that works for you and your classroom, and make it a regular part of the routine so that questions are a vehicle for, not a distraction from, learning.

To learn more on effective methodologies on Online Teaching & Learning click here to speak with our Certified Educators.

Banner for How to create rubrics for online classrooms?

Grading Smarter,Using Rubrics

Rote learning and studying just to get a good grade or to pass an exam are useless activities for students if all the information they learn will be forgotten sooner or later. And this happens sooner, rather than later.

Assessing student performance should be about more than testing knowledge. It should be about what a student can do with that knowledge. It should be about testing the skills they acquired based on that knowledge.

Even though the educational system is walking slowly, it does move in the right direction. Many teachers and educators understand the importance of acquiring skills besides knowledge and assess students accordingly. They belong to what is generally called performance-based education.

What is a rubric?

A rubric is a grading guide that makes explicit the criteria for judging students’ work on discussion, a paper, performance, product, show-the-work problem, portfolio, presentation, essay question—any student work you seek to evaluate.  Rubrics inform students of expectations while they are learning.  These tools also enable teachers to grade efficiently, judge student work against a standard, and communicate readily with each student.

Why use a rubric?

  • Grade consistently and efficiently against a standard. Teachers’ report that they grade more fairly and efficiently when using a rubric.  They don’t have to keep repeating the same comment.  They are more apt to be consistent when grading many papers (minimizing the “fatigue” factor) or when responding to students whose performance differs across assignments (minimizing the “halo” effect).  The use of rubrics implies that you’re rating students’ work against a standard rather than against one another.  Rubrics help you do a quick analysis of student work to see patterns of strength and weakness.
  • Provide rich feedback to students on their performance. Compare the information conveyed by a score (e.g., 85%) on an objective test of problem solving to that provided by a rubric which identifies areas of misunderstanding or omissions in the problem-solving process.  Or, compare the information conveyed by a grade on an essay (e.g., “C”) to that provided by a rubric that rates performance in areas such as content, organization, style, and grammatical correctness.  The scores and grades tell the learners the instructor’s overall rating of their performance and, perhaps, how they performed relative to other students in the class, but don’t provide guidance in how to improve.

To learn more about rubrics and how to incorporate in your lesson creation and assignments,

Click here to contact our Education Technology Consultants.

Steps to creating your own rubric

  • Choose a specific assignment.  Jot down a list of what you’re looking for in this assignment.  
  • From that list, determine some grading criteria.  Write these in terms of what you expect students to KNOW (content) and DO (skills)?
  • Use this wording: “students will…”  
  • Write these in the left-hand column of the chart under criteria.
  • Assign points.  Is each criterion worth the same number of points?
  • Now describe what top-level student work might look like for these criteria.  Write this in the “A” column.  Write what you imagine a “D” assignment might look like.  Jot down some preliminary notes for the “B” and “C” columns, as appropriate.

Creating a Rubric: Practical Questions to Consider

  • How a scoring guide might enhance your students’ learning?  Focus on communication and meaning.
  • Do you have actual student work you can use in order to develop the wording for levels of achievement or do you need to think about this in the abstract and refine it later?  If the latter, consider starting with the highest level of work you expect and then moving from there down.
  • How new or complex is the task you’re asking students to do?  To what extent does the feedback need to be structured and detailed?  
  • How will you encourage students to develop their ability to approach complex assignments on their own (in order to prepare for a world where reality rarely fits preset criteria neatly).
  • How can students take more responsibility for their learning?  In what ways might it be relevant to your course goals to involve students in the drafting or editing of a scoring guide.  Would it help them learn if they used the scoring guide for self or peer evaluation?
  • What is the degree of creativity and flexibility in the assignment?  If it’s high, the scoring criteria will need to be broader.
  • What kinds of names will you use for the levels of achievement, if any?  A,B,C, etc?  Distinguished, proficient, basic, unsatisfactory, no evidence?  Novice, apprentice, practitioner, expert?  What terms make sense in your field?
  • How many levels of achievement do you need to distinguish?  Is each criterion of equal importance or do you need to weight them differently?  Are the descriptions of each level clear to others?

SAMPLE DESCRIPTIVE RUBRIC FOR A LAB REPORT

Scientific Lab ReportsABCD/F
IntroductionClearly, concisely, and logically presents key concepts related to experiment States hypothesis and specific predictions Includes relevant referencesMissing a key concept related to experiment. Lacks conciseness and organization States hypothesis and specific predictions  Includes referencesLacking two or more key concepts, No hypothesis or predictions Little to no conciseness and organization
No references
Lacking key concepts,No hypothesis and predictions. No organization of ideas. No references
Materials & MethodsExperimental design is clear with dependent and independent variables and controls listed. Purpose of controls is explained and subjects defined. Key experimental procedures stated clearly enough to be replicated. Analysis explainedMissing one of the components of the experimental design. Missing one of the following: purpose of controls, subjects defined, or analysis explained. Procedure not clearly statedMissing more than one of the components of the experimental design .Missing two or more of the following:  purpose of controls, subjects defined, or analysis explained. Procedure not stated well enough to be replicatedMissing most of the components of the experiment design. Poor description of procedure

In Google Classroom, you can create, reuse, and grade with rubrics for individual assignments. You can also export rubrics to share them with other teachers. To learn more about rubrics and how to incorporate in your lesson creation and assignments, Click here to contact our Education Technology Consultants. We invite you to connect with our certified Educators to learn about incorporating latest technology practices in your classroom teaching.

Google Classroom & G Suite logo

Guide to Google Classroom

Schools around the world are quickly adopting G Suite for Education because the benefits of doing so, including ease of collaboration, impact on literacy rates, and ease of use across all devices, greatly outweigh the hardships faced rolling it out and growing its adoption.

We’re here to help . Ensuring the success of your G Suite implementation may be challenging, but it’s possible. It takes planning, nurturing, and hard work. But the results, improved communication, and efficiency are worth it. So roll up your sleeves and get ready to work. 

Sometimes the hardest part of a process is the beginning, especially when embarking on a major change like a G Suite implementation. Most teachers are set in their ways and getting them to adapt to something new can be difficult. 

Google describes Google Classroom as “mission control for your classroom,” and this might be the easiest way to think about it. Simply put, it’s a platform that ties together Google’s G Suite tools for teachers and students. It also acts as a digital organiser where teachers can keep class materials and share them with students — all paperless-ly. 

How do teachers use Google Classroom?

Because it’s a fairly flexible platform, educators use its features in a lot of different ways. With Google Classroom, teachers can:

  • Streamline how they manage classes. The platform integrates with Google’s other tools like Docs, Drive, and Calendar, so there are lots of built-in “shortcuts” for classroom-management tasks. For example, if you post an assignment with a due date, it’s automatically added to the class calendar for your students to see.
     
  • Digitally organize, distribute, and collect assignments, course materials, and student work. Teachers can also post an assignment to multiple classes or modify and reuse assignments from year to year. If your students have regular access to devices, Google Classroom can help you avoid some trips to the photocopier and cut down on some of the paper shuffling that comes with teaching and learning.
     
  • Communicate with students about their classwork. You can use the platform to post announcements and reminders about assignments, and it’s easy to see who has or hasn’t completed their work. You can also check in with individual students privately, answer their questions, and offer support.
     
  • Give students timely feedback on their assignments and assessments. Within Google Classroom, it’s possible to use Google Forms to create and share quizzes that are automatically graded as students turn them in. You’ll not only spend less time grading, but your students will get instant feedback on their work.

How do I set up my Google Classroom?

The basic setup process for Google Classroom is pretty intuitive, even for first-time users.

Get signed in

  1. Head to classroom.google.com
  2. Sign in with your gmail address

Set up a class

  1. Select the + sign in the upper right corner, then select “Create Class.”
  2. Fill in details for your class

Add students by email, or give them a code.

  1. Select “invite students” to enter in their email addresses…
  2. …or let students join by using your own unique code

Create an assignment

  1. Hover over the + sign and select “Create Assignment.”
  2. Fill in the assignments details, including a due date.

Add materials…

  1. Attach relevant documents, materials or links.
  2. (Optional) make copies of the attachments.

…and assign to students

  1. Select the assign button to share to students

Let students get to work

  • Student submissions are already organized

Add grades

  1. Grade your students’ assignments

Share feedback with students

  1. Select the “Return” button to return assignments
  2. Provide personalized feedback

To make learning with digital content more dynamic for students, consider mixing up the types of resources you share with them in Google Classroom. In addition to G Suite tools like Google Docs and Google Slides, teachers and students can share other types of media, including images, links to websites, YouTube videos, and screencasts. Some teachers even give students a variety of options for submitting their work within Google Classroom. For example, you might offer students the choice to respond to a reading assignment with a comment, video clip, or drawing that shows their thinking.

Google Classroom is a free platform that allows teachers to collaborate with their students and incorporate the 21st century learning skills into their online classrooms.

If you would like to know more about Google Classroom, you may connect with our Google Certified Educators & we will be more than happy to help you kick start your Google Classroom.

Connected Learners in Online Classroom

Choosing the Right Tools to improve learning outcomes through PBL.

For the past 3 months, teachers like you are facing a lot of challenges in planning Lesson instructions and making transitions from our classrooms into the virtual learning space. For most, the difficulty was in deciding what tools and strategies to use and knowing whether students had access to devices or their class materials. In this blog, I wanted to provide meaningful and authentic opportunities that would enable all students to engage in learning, while being mindful of individual circumstances that may have made that difficult at times. We know there is definitely not a shortage of digital tools and options available to us as educators for expanding the how, when and where students learn, however there are a few important things we need to consider, not just now, but always.

As we look to the new school year, with many unknowns when it comes to where learning will take place, we should focus on these considerations first, when thinking about the types of lessons and opportunities we will choose and design for our students.

First, what access do our students and their families need and what do they have? Second, are we using digital tools in our classroom that families will be able to help support students if they must learn from home? And third, what types of learning experiences can we create for our students that enable us to work together even when apart? Experiences that promote student choice in learning, leveraging technology where it makes sense, while also making sure that we can support and involve families are good options.

Choose a method not a tool

With school closures, it was an opportunity to try new ideas and tools, or perhaps to bring back some methods that we got away from. Project-based learning (PBL) is something that We believe worked well during this time, regardless of content area, grade level, or teacher experience with PBL in the classroom. I also believe that it will allow for smoother transitions in the event we have to shift throughout the upcoming school year.

PBL is “a teaching method in which students learn by actively engaging in real-world and personally meaningful projects.” PBL is an iterative process requiring reflection, which makes it a good method to guide students to become more independent learners and to develop a greater motivation for learning. Through PBL, we help students to focus on the process of learning itself and not on a final product that serves as an end to a unit of study and is forgotten.

With PBL, the learning space itself does not matter, it simply requires that we set up guidelines and work through the challenges that may arise as we go. PBL gives students the opportunity to explore their passions, design their own problems or challenges, and have the time to focus more on the process rather than the product of learning. To best prepare students for the future and for navigating what may be a constantly changing look of school this year, we need to offer experiences which promote curiosity, independent learning, and working through productive struggle. PBL is good for this and is also a great option for addressing the 4 C’s: critical thinking, collaboration, communication and creativity.

Tools for PBL

Moving beyond the traditional classroom time and place is easier with technology, and it only takes that first step to begin creating these opportunities for students. In my classroom, we leveraged some digital tools for students to explore global issues and broaden their cultural awareness and global understanding, which led to more meaningful and authentic learning experiences for them. The use of digital tools to connect with other students, educators and experts adds to the authenticity and meaningfulness of the work they are doing.

Through PBL, I have been able to learn more about my students and their interests and to become a learner along with them. While in the physical classroom space, PBL promotes the development of SEL (Social Emotional Learning) skills, students also become better at collaborating and providing ongoing feedback and support to their peers. However, when not in the  same physical space, we need to find ways to foster the development of these same skills.

Tools that we can use:

1.Ideas for PBL: Students can find ideas on Wonderopolis that promote curiosity for learning about new ideas and challenges. With platforms like Thrively, educators and students have access to a project library of standards-aligned projects, including rubrics and resources such as documents, videos, and website links, making it easy to get started with a ready-made project or to start from scratch. With the tools available, students can work in real-time with classmates and teachers through the collaboration feed and also build digital portfolios to track their work.

2. Collaborative spaces: Padlet, Wakelet, Trello, LMS such as Google Classroom, Edmodo. With these options, students can work together and interact in the virtual space and will help with the transitions we may need to make in this school year. The use of tools such as these also enables students to share their work with a larger audience, bringing in opportunities for global collaboration through these platforms.

3. Providing feedback: Being able to give students timely and authentic feedback is critical for learning. It is also important that our students be able to provide peer feedback and develop their skills of communicating and collaborating with their classmates. Some of the tools that help this give students the opportunity to build confidence in learning and be able to share through voice or video or combination are Flipgrid, Synth, Anchor, and Kialo. With Flipgrid, educators can even explore topics in the Disco Library for students to use as a  PBL focus and with the  features, students have many options for sharing their learning. Through Kialo, students have a space to ask questions, engage in discussions and exchange ideas.

4. Backchannel discussions: Having a space where students can continue to share their ideas beyond the class period is important. Using digital tools for backchannel discussions not only removes the time and space limitations on conversations but also helps students to build essential digital citizenships skills as well. Some tools that are easy to get started with are Backchannelchat, Padlet, YO teach! Each of these promote asynchronous as well as synchronous conversations and are good for promoting communication during the learning  process.

5. Products of learning: It is important for students to have choices when it comes to sharing what they have learned, especially for creating something to share with a public audience. Leveraging some of the different digital options out there will give students choices such as blogs, infographics, podcasts, videos, and interactive, multimedia class presentations. Students can create a multimedia presentation using Buncee and then all students can share their work on a Buncee board, with the ability to comment and give feedback. Using a tool like Nearpod, students can include additional content such as virtual trips, polls, collaborative discussion boards and more. With options such as WeVideo or even Screencastify,  students can create a video to share what they have learned and use their work as a teachable resource for others.

6. Reflections, revisions and project workflow: It is also important to provide students with a space to work through the different phases of PBL and develop a system for project management and working through feedback.  The use of tools like Google Forms to submit ideas, voice recordings within Google documents or Microsoft OneNote are quite helpful. In addition to these, there are larger platforms available for an all–in-one PBL work. Headrush is a PBL management system that enables teachers to provide a space for students to design their learning journey. Through Headrush, students have access to task boards, to-do lists, and can create a digital portfolio full of artifacts of their PBL work. Teachers can provide ongoing feedback for students and keep the discussion going regardless of where learning is happening.

It is all about having choices. Promoting student choice and voice through PBL and leveraging the digital tools available will engage students in more authentic and personalized learning experiences regardless of where learning is actually taking place.