Pairing guided notes with instructional videos can: 

• Increase with learner engagement

• Improve retention of content

• Be a valuable learning tool

• Lead to increased academic performance

• Foster executive functioning skills

Guided notes keep students engaged, help students retain what they see, and improve students’ academic performance (Konrad et al., 2011).

Guided notes can be incorporated into any content area and allow students to become active participants in their learning. 

Types of Guided Notes

Guided notes come in many shapes and sizes. Here are several templates that Modern Classroom educators can use:

Graphic Organizers

• KWL 

• Frayer Model 

• Circle Map

Scaffolded Notes

• Skeleton Notes

• Sorting

• Problem Solving

Note-taking Structures

• Cornell Notes

• SQR3

• Note-Taker

Graphic organizers help students to organize their thoughts while interacting with an instructional video or other instructional content. When picking the best graphic organizer for your guided notes, consider how the note structure will support student learning. 

KWL Chart

Frayer Model

Circle Map

Download any of these templates to support your own students.

Scaffolded Notes

Scaffolded note structures can keep students engaged and help them retain content from videos. Scaffolded notes provide additional structures to help students stay engaged and allow them to retain content from videos. 

Scaffolded notes may utilize the following structures: 

• Fill-in-the-blank

• Copies of video slides with content removed

• Sorting/moving text and/or photos

• Problem solving 

• Digital or paper format 

• Curricular tools (student work books)

Like with graphic organizers, as you are determining what type of scaffolded notes to use, consider how the note structure you provide will support student learning. 

Types of Scaffolded Notes: Skeleton Notes

Skeleton notes, sometimes referred to as fill-in-the-blank, incorporate lesson content information with strategic “blanks” in which students fill in information.

• Some educators make their own skeleton notes, while others print out their instructional slides for students to complete. 

• Within the instructional video, educators fill in the blanks, either through text, transitions, or on screen annotations. Students then fill in their notes. 

• Skeleton notes can be in both digital and paper formats.

Types of Scaffolded Notes: Sorting

Sorting notes let students sort (either digitally or in a cut and paste format) pertinent information together. This can be a great way to introduce notes to younger learners and/or learners who are new to taking notes. Within the instructional video, teachers either sort the information themselves, or have the information appear in the correct spot so that students can then engage in sorting. 

Sarah Moon has created a tutorial on how to create your own digital sort in Google Slides or with PowerPoint. 

Types of Scaffolded Notes: Problem Solving

Problem solving notes outline the model problems in an instructional video and provide space for students to solve alongside their teacher. Some educators make their own notes, while others may utilize school and district resources such as workbooks. 

Note-Taking Structures

Some note-taking structures require more executive function skills, so be sure to consider how you will introduce these guided notes and support learners during use.

Cornell Notes

SQR3

SketchNotes

Note Takers

• Cornell Notes are a less scaffolded note taking format that allow learners a place to write down facts, questions and summarize what they’ve learned.

• SQ3R is a reading comprehension method. The five steps (survey, question, read, recite, review) are meant to help learners gain as much information as they can from a text.

• Note Takers allow for students to make connections to what they hear and determine important themes in content. There is also space for ongoing questions.

Teaching Students How to Take Notes

Students may not yet know how to take good notes. It’s important to teach this skill explicitly (Boyle, 2013). Here’s how you can do that:

• Model during a Unit Zero, or at the beginning of a new unit. Show students explicitly how to fill in their notes while watching an instructional video. 

• Cue during the instructional video. At the beginning of an instructional video, show or explain briefly what type of guided notes students should take, and then cue the students throughout the video when they should pause to take notes. Cues may be verbal, visual, or embedded with a tool like EdPuzzle. 

Supporting Students With Taking Notes

When it comes to note-taking, students have different needs. Here’s how to meet them all: 

• Add structure as appropriate. Students may not yet be ready for independent note-taking structures such as Cornell Notes. A scaffolded note-taking method, such as sorted notes, can help students build this skill while improving student understanding of the material (Haydon et al., 2011).

• Reduce writing. A less writing-intensive structure, such as skeleton notes, can help students learn the skill of note taking over time.

• Provide a notes “answer key”. It can be helpful for students to “check” their notes with a completed copy. This helps students ensure that they’ve taken quality notes while allowing them to reflect on their note-taking skills.

• Digitize notes. For students who may have difficulty with writing and/or copying, completing notes in a digital format (and utilizing features such as voice-to-text) lets students focus on the information itself, instead of the act of writing.

Summary: Making Guided Notes Work in a Modern Classroom

 In choosing how your students will learn to take notes, it is important to consider: 

• What type of guided notes will work best for your students and content? Consider how the format of your notes will help students engage with the instructional video and the information presented therein. 

• What supports do students need to be successful with note taking? Do students need explicit instruction of the note taking format? Or, a set of model notes they can reference?

It is important to plan how you’ll introduce and support guided note-taking as well as creating the guided notes themselves.

References:

Boyle, J. R. (2013). Strategic note-taking for inclusive middle school science classrooms. Remedial and Special Education, 34(2), 78-90. https://doi.org/10.1177%2F0741932511410862

Haydon, T., Mancil, G.R.,  Kroeger, S.D., McLeskey, J., & Lin, W.J. (2011). A review of the effectiveness of guided notes for students who struggle learning academic content. Preventing School Failure: Alternative Education for Children and Youth, 55(4), 226-231. http://doi.org/10.1080/1045988X.2010.548415

Konrad, M., Joseph, L. M., & Itoi, M. (2011). Using guided notes to enhance instruction for all students. Intervention in School and Clinic, 46(3), 131–140. https://doi.org/10.1177/1053451210378163

Explore more best practices in our Free Online Course.

Clinton Elementary School in Chicago is a diverse school community in an urban area, with a high percentage of newcomers, representing over 50 different languages! Three years ago, school leadership implemented a personalized learning framework. Using individual learner profiles, they set goals around agency and equity, but allowed grade level teams to determine how they fulfilled these goals. The 6th grade team spent that year learning about the model and building new skills to meet the needs of their learners, particularly in math.

Miguel Melchor, 6th grade educator, led the charge with the 6th grade team and saw improvement in student performance in just one year.

Together, the 6th grade team built instructional content to support student learning at various learning levels, built classroom structures to support a flexible-paced classroom, and oriented learning toward mastery. When used together, this creates lessons that build on one another, but allow students to drop into learning based on their level of mastery.

Benefits for Students

• Transition from memorization & summarization

• Increased independence and autonomy

• Multiple chances to revise and master content

Benefits for Teachers

• Built-in professional learning community

• Shared planning load

• Consistency across grade level

REACH Performance SY 2022-2023

This massive shift in student performance has led to schoolwide adoption across the Clinton Elementary community of educators, which further promotes student achievement. 

“Because more teachers are using the model in my building, students are getting used to the structures of the personalized learning framework. They're coming in with more experience and they're excited because they know what's expected.”

Ready to transform teaching?

Modern Classrooms Project’s research-based instructional model and Snorkl’s AI-powered assessment tool empower every student to master math at their own pace.

March 3, 2026 – One of the keys to teaching math effectively is providing prompt and precise feedback on students’ work. When students know they understand a particular concept, they can confidently move on to the next, and when they have misconceptions or get stuck, the right feedback can get them back on track towards understanding. As a result of the Modern Classrooms Project (MCP)’s partnership with Snorkl, giving students targeted feedback, encouragement, and support is now easier than ever before.

In schools across the country, teachers using MCP’s self-paced, mastery-based instructional model to teach math can now use Snorkl to give students immediate, AI-generated feedback on end-of-lesson formative assessments that prompt students to explain their thinking. Based on the feedback they receive, students can advance to the next lesson if they are ready, or revise and reassess until they demonstrate mastery. Teachers can use Snorkl’s AI-powered insights to determine which students need what support, then spend the time they save on grading to work closely with their students in data-driven one-on-one and small-group interventions. 

“Teachers’ time in class is both valuable and scarce,” said former math teacher and Modern Classrooms Project CEO Kareem Farah, “and Snorkl helps Modern Classroom educators optimize it. Snorkl’s data-driven insights help teachers identify who needs help with what, and Snorkl’s AI feedback gives teachers the time to provide it. In that way, Modern Classroom educators can use Snorkl to its fullest instructional potential, and Snorkl can supercharge those educators’ math classrooms.” 

MCP and Snorkl are currently supporting math teachers in multiple districts across the country, including West Chester Area Schools (PA), with wider release planned during the 2027-28 school year.

About Modern Classrooms Project

Modern Classrooms Project is a nonprofit organization that empowers educators to design classrooms that meet the needs of every student. Its instructional model—grounded in blended instruction, self-paced structures, and mastery-based grading—has reached tens of thousands of educators worldwide and is reshaping how teaching and learning happen across the country. Learn more at modernclassrooms.org.

About Snorkl

Snorkl is a classroom AI tool that provides immediate, personalized feedback on students’ explanations, supporting learning across math, science, ELA, and more. Trusted in thousands of schools worldwide, Snorkl helps educators understand each student’s thinking and make informed instructional decisions. Learn more at Snorkl.app.

Posted by PR Newswire on March 3, 2026

Interested in bringing this work to your school or district? Connect with us.

Note that these rubrics are generally more applicable to regular mastery checks than they are to more formal end-of-unit assessments. For those assessments, we recommend that separate rubrics be created and used.

Example #1: Grace’s Writing Checklist

*** Teacher’s explanation: During an English Unit, students are often asked to write full paragraphs based on work they have done in class. These paragraphs ultimately serve as draft pieces of each unit’s final essay. This rubric is used to assess a student’s draft paragraphs; a student must reach the 80% line to move on to the next lesson, but is encouraged to reach the 100% line to produce a draft that is as strong as possible .***

Mastery Checklist for Writing Tasks

• Correct capital letters, periods, conjunctions, and commas

• Topic sentence

• Evidence

• Analysis/paraphrase

--------80% Line--------------------------

• Transition Words

• Vocab Words

• Style 

--------100% Line------------------------

Example #2: Rob’s Math Rubrics

*** Teacher’s explanation: When a student completes a math lesson, I give them 1-2 problems as a mastery check.  I print the rubric below at the bottom of each mastery check, and ask students to self-assess before giving their work to me.  I then review and score the student’s work - during a brief conversation with the student where possible.  If the work scores 3 or above on all three dimensions, the student can advance or reassess (to get a 4); if not, the student must revise and reassess (to get a 3 or 4).  I then enter the score of 3 or 4 into my gradebook.***

Student-Facing Directions: Once you have completed your work for any lesson, and before presenting your work to a teacher, complete the self-evaluation below.  Don’t forget explanations.  Remember that if you have any score of 3 or less, you will need to revise your work!  Once ready, review your work and this rubric with a teacher.  Your teacher will discuss your work and give you a final score accordingly.

Mastery Check Rubric

4 (A)

3 (B)

2 (C)

1 (D)

Understanding of Content

Application of Knowledge

Quality of Communication

I understand ALL of this lesson’s content.

I applied ALL of what I learned.

I expressed ALL of my work clearly.

I understand MOST of this lesson’s content.

I applied MOST of what I learned.

I expressed MOST of my work clearly.

I understand SOME of this lesson’s content.

I applied SOME of what I learned.

I expressed SOME of my work clearly.

I understand LITTLE of this lesson’s content.

I applied LITTLE of what I learned.

I expressed LITTLE of my work clearly.

Example #3: Narrative Writing Rubric

*** Teacher’s explanation: This teacher uses a four-point rubric to assess mastery checks and communicate next steps with her students. The next steps at the bottom of the rubric support clear procedures for all learners.***

4

Students meet all of level 3 and are able to accurately descrive how to use 3 or mnore narrative elements in their example vignette.

3

Students are able to identify a clear and specific moment to write about.

Students are able to accurately describe how to use 2 narrative elements in their example vignette.

2

Students are able to identify a clear and specific moment to write about.

1

Students attempt to complete the mastery check, but they are unable to complete it without help.

Move on to next lesson and plan to complete any Aspire To Do components.

Move on to the next lesson.

Redo the lesson.

Re-teach with the teacher.

Example #4: IB Writing Rubric

*** Teacher’s explanation: This example is from a teacher in an International Baccalaureate school, thus the 0-8 scale. You’ll notice that this teacher worked in Must Do, Should Do, and Aspire to Do into their rubric. This allows students to see what work they will need to do in each classification. ***

Example #5: Elementary Math Rubric

Example #6: Elementary Phonics Rubric

*** Teacher’s explanation: This example is from a Kindergarten teacher and is used within a sequence of lessons that covers teaching letter sounds. This teacher will be using the colors to help share feedback with students but also has a written explanation that is helpful for caregivers and other stakeholders. On the right, the teacher explicitly states the expectations for how many problems the student will need to get correct to show they have mastered the content.***

How are you measuring mastery? We invite you to explore more resources related to mastery, including:

• Read 📖 Education Week: “Building a Culture of Revision, Reassessment and Reflection in Pursuit of Mastery”

• Listen 🎧 the Modern Classrooms Project Podcast episode 189: “Mastery-Based Teaching and Learning”

• Listen 🎧 the Modern Classrooms Project Podcast episode 254: “Mastery-Based Learning Insights”

• Read 📖 NGLC: “A Leveled Approach to Mastery-Based Grading”

• Read 📖 Cult of Pedagogy: “How to Set Up Mastery-Based Grading in Your Classroom”

• Discover the research: “Promoting Positive Learning Experiences in Middle School: The Middle School Modern Classroom: Why a Blended, Self-Paced, Mastery-Based Grading Classroom is Ideal for Middle School Students”

Interested in learning more?

Michelle Gross, a math teacher at Spencer County Middle School, was named the 2026 Kentucky Teacher of the Year and Kentucky Middle School Teacher of the Year.

Michelle is a 22-year veteran math educator who teaches 7th-grade math and a Gifted & Talented class where students pick a subject area to explore more deeply. She loves teaching math because not only is she good at it, she also loves helping students see how the subject connects to the real world.

Prior to implementing a Modern Classroom, Michelle struggled to support students when they missed class. “This model has helped because students know the routine and never have to ask, ‘What did I miss?’” Michelle says. She also said that enrichment was hard to make time for in a traditional classroom. But as Michelle says, “the foundation of this model is that students are never done, and my students have adapted to that well!”

Now, Michelle is seeing students develop greater motivation and the ability to be drivers of their learning. “Students who already like to work ahead are not only able, but encouraged to. Right now, halfway into the school year, I’m seeing students who struggled with self-pacing at the beginning of the year doing much better. And I’m happy to say that our winter test scores reflect that!”

Not only has it shifted students’ experience in the classroom, but it has transformed Michelle’s, as well. “As for me, I love having the time to work with small groups,” Michelle says. “It allows me to provide one-on-one help to students and strengthen connections made with them.”

At the ceremony in early October, Michelle said, “I want to build a culture of learning throughout the state of Kentucky that’s rooted in community. I want to see every voice uplifted. I want it expand beyond a single classroom or a single year.”

Kentucky Teacher, a publication of the Kentucky Department of Education, wrote a description of some of the projects Michelle runs in her classroom:

One project that Gross leads is the ratios recipe project. Students pick a recipe and use math to scale it up for a crowd or scale it down to feed just a few people. Then they actually cook the food, either for their family or their class.

Gross also started a class initiative called the Dream Homerama project where each January, math students design and build a model of their dream house. They start by researching architecture and design concepts, then gather inspiration.

Using the math they learn in class, students draw their house to scale on blueprints. Then they design it digitally and build 3D models using whatever materials they want.

Gross said she enjoys seeing students getting creative with it by using materials such as popsicle sticks, LEGOs, cardboard and foam board.

Each year, students have the opportunity to present their houses in front of architects, contractors, interior designers, real estate agents and community members. Students present what the inside of their houses look like, explaining how they used math to determine design features and how much paint they would use.

“It has become a big deal over the past few years,” Gross said. “I love looking at being creative and looking at ways kids can use the math they’re learning, but in a way that would make sense to them or a way that they might use in the future.

Michelle’s classroom shows what’s possible when mastery, self‑pacing, and real‑world problem solving come together with a teacher’s relentless care. Her students aren’t just memorizing formulas—they’re applying mathematics to create, iterate, and present with confidence. The result is measurable growth, deeper motivation, and a learning culture where every voice matters. As Kentucky’s 2026 Teacher of the Year, Michelle’s work is a reminder that when we trust students to drive their learning - and give teachers the time and tools to coach them - school becomes a launchpad for life.

Interested in learning more?

Most of our K-12 teachers have received little pushback on their use of public pacing trackers in their classroom. When there have been issues, they have generally stemmed from a parent’s or administrator’s misunderstanding of the tracker’s purpose and what it reveals.

Key points to address if misunderstandings arise:

• Teachers do not display grades or ability, just progress through a specific unit.

• Students always have the opportunity to catch up.

• The tracker should not reflect ability level but instead effort. If it reflects ability level, then differentiation needs to be addressed.

• It can be a very powerful tool for collaboration. Students can identify peers who have mastered skills and can support them without having to go straight to the teachers.

Alternatives to listing students, by name, on a public pacing tracker:

Whether you use a progress tracker is completely your choice. We have a number of teachers who use personal “game boards” or individual trackers students keep in their binders. Alternatively, you can take some of the pressure off the progress tracker by using student initials, emojis, or nicknames (which students can choose/change). This can make the tracker feel more friendly to students as well as parents.

Our teachers, in their own words:

“I introduced the pace tracker as a means of holding ourselves accountable for our learning. We talked about learning being a journey and not a race. In other words, we aren’t racing to the finish and you shouldn’t feel like a failure if you’re not at the same spot as someone else. This became part of the classroom culture. The kids loved seeing the pace tracker! In fact, they let me know if I forgot to move them!” - Leah Frederick, 4th-grade teacher

“The public pacing tracker became an integral part of my classroom this past year. It kept students highly motivated to stay on pace and to continually revise work. Especially when the pandemic closed schools, it became an essential tool for keeping families informed about student progress and supporting students in staying organized and managing time.” - Emily Culp, 6th-grade teacher

Interested in more classroom-tested tools and techniques?

This landmark initiative launches in spring 2026 with at least two TIP member districts (serving over 30,000 students) for the first cohort of comprehensive professional learning. A second cohort will launch in 2027. Through this collaboration, TIP and Modern Classrooms Project will deliver large-scale, sustainable instructional transformation for North Carolina’s students and educators.

"North Carolina educators are leading the way in classroom innovation. This partnership will support educators across the state at scale, allowing them to better meet the needs of every student," shared Modern Classrooms Project CEO and co-founder Kareem Farah.

TIP CEO, Dr. Sharon Contreras added, “We are excited to bring this innovation into TIP’s portfolio and help our member districts leverage the opportunity to accelerate learning for students, unleashing their potential.” 

About the Partnership

1. Scope & Scale: At least four TIP member school districts over two years will participate in modern, mastery-based professional learning in 2026 and 2027.

2. Support & Sustainability: TIP and Modern Classrooms Project will collaborate to integrate innovative practices into comprehensive district strategies, support implementation in project-ready schools, drive communications and awareness statewide, and co-convene major stakeholder gatherings for shared learning.

3. Investment & Commitment: Modern Classrooms Project has made a $1 million commitment to expanding math mastery in North Carolina, which will provide philanthropically funded support to TIP districts.

4. District Participation: Each district will pilot new instructional strategies over two years—with the first year fully funded and the second year subsidized at 50% through philanthropic support, making powerful, sustained instructional transformation accessible to all participating schools.

The Power of Collaboration

TIP’s statewide network connects North Carolina’s largest and most innovative districts—representing some of the largest systems nationally, as well as smaller, rural districts embracing innovation. This partnership will foster lasting instructional change and unleash student potential, especially in districts serving students from historically marginalized communities.

For district leaders and educators, this partnership provides comprehensive professional learning, aligned resources, and a statewide platform for showcasing innovation that works. Modern Classrooms Project and TIP invite all members of the education community to join in advancing mastery-based learning for North Carolina’s students.

Learn more about this opportunity!

Why Canvas?

Canvas is a web-based learning management system that allows educators and students access to blended, self-paced, mastery-based learning.

Educators may find the following features useful to meet the needs of their students:

• Ability to differentiate learning activities through Mastery Paths

• Embedding frequently used resources such as the progress tracker and instructional videos to limit navigation away from Canvas

• Create multiple versions of Mastery Checks through Question Banks

Many districts purchase Canvas for their educators and you may have access to more features than are listed here. Canvas is also available for free for educators.

Tip #1: Simplify the Student Experience

Limiting the number of clicks students need to make to find their learning materials is key to making Canvas accessible. Fewer places to navigate means fewer opportunities to complete work out of sequence!

• In settings, create a custom navigation bar link to websites that students will frequently access in your course.

• Create a Welcome Page with buttons for easy navigation to current units.

• Create a resource module where students can access their tracker, additional learning resources, and office hour information.

Tip #2: Create Mastery Paths for Differentiation

Mastery Paths offer students a differentiated learning experience. Using Mastery Paths, students take a pre-assessment, which will determine what work or path they will follow in the module.

• To turn on this feature, go to Settings and scroll to Feature Options.

  • Note: This may need be turned on by your administrator.

• Mastery Path defaults to three different paths, but you can always make two paths identical if you only want two different mastery paths.

• Create a module that contains all the possible assignments for all paths.

Example: Cold War 

Educators create a pre-assessment that covers the Cold War content that will be taught. Based on a student’s score, they will have certain lessons that open up to them. 

• The first row illustrates the learning path for students who score 70% or higher on the pre-assessment.

• The second row shows the learning path for students who score in the 40%-69% range.

• The last row shows the learning path for students who score in the 0-39% range.

Example: Interest Quiz

Educator creates a quiz that asks students about their reading interests. Based on a student’s responses, they will have certain books and lessons opened up to them in their assignments.

• Create a simple quiz with one question.

• Set the Mastery Paths so everyone who selects “Ocean” will receive a 100% on the quiz, and will get the “Ocean” reading.

• Set the bottom path (students who receive a 0%) to see the “Jungle” reading.

Tip #3: Utilize Question Banks

Question Banks are a great way to quickly create multiple versions of a Mastery Check.

• Having multiple versions allows for easy reassessment and limits the ability for students to copy their peers.

• You can also add question banks across for use in other quizzes or courses.

  • Click on Quizzes, and click on the three dots at the top right hand corner to access “Manage Question Banks.”

  • Create a Question Bank for specific units by adding all the questions learners should be able to master.

  • Create a new assessment, and select “Find Questions” to add how many questions from the Question Bank you would like to appear each time a student attempts a Mastery Check. 

Tip #4: Embed Frequently Used Resources

Embedding resources limits how often students navigate away from Canvas by decreasing the number of external links students need to access. 

• Embedding the tracker can support students and caregivers with monitoring their progress as they access their learning activities in Canvas.

• Embed other resources like EdPuzzle videos or daily SEL surveys or Google Slides.

• This slide has books and other items students can click on! 

Tip #5: Integrate with Popular Apps

Canvas allows for a variety of apps to be integrated into the LMS, including many free apps. Whether you are a Google or Microsoft school, there are ways to integrate and streamline assignments and grading.

Google Assignments LTI

• Streamlines assignment distribution

• Grade with Canvas SpeedGrader or Google Assignments

• Educators can see student progress on Google Assignments

• Ensure educators and students only use school-issued accounts

Read more and watch a video about Canvas + Google Assignments LTI.

Microsoft Office 365

• Use single sign-on technology to log in to Canvas

• Create documents in Office 365 and submit them as Assignments

• Grade with SpeedGrader

• Link to Office 365 docs in the Canvas Rich Content Editor

• Push assignments and grades directly from the OneNote Class Notebook to Canvas

Read more and watch a video about Canvas + Microsoft Office 365 Integration.

Next Steps in Canvas

As you begin using Canvas with your learners, remember that Canvas can do many things. Don’t feel like you have to use all of the features, especially to start. Your learners will benefit from a simple, easy to navigate LMS. You can always add more later! See below for how you might start.

Must Do

✓ Create your Canvas course or log into your district provided Canvas homepage.

✓ Edit the layout of your homepage to meet the needs of your learners. 

✓ Create a course that is easy to navigate and well-organized, and teach your students how to use it. 

Should Do

✓ Explore the free Canvas Training opportunities to deepen your understanding and find new ways to use Canvas.

✓ Embed your progress tracker into a page, linking assignments to the tracker where possible.

Aspire to Do

✓ Collaborate with colleagues to share ideas for Canvas best practices. 

✓ Try using outcomes to track mastery within your course by using the Learning Mastery Gradebook. 

Ready to transform teaching?

Why Canvas?

Canvas is a web-based learning management system that allows educators and students access to blended, self-paced, mastery-based learning.

Elementary educators may find the following features useful to meet the needs of their students:

• Ability to simplify the student experience

• Options for content delivery & assessment

• Canvas for Elementary theme

• Integration with Google and Microsoft Office

Many districts purchase Canvas for their educators and you may have access to more features than are listed here. Canvas is also available for free for educators.

Tip #1: Simplify the Student Experience

Limiting the number of clicks students need to make to find their learning materials is key to making Canvas accessible, especially for young learners. Fewer places to navigate means fewer opportunities to get lost!

• In settings, hide pages that students don’t need to access.

• If possible, use one course for all subjects.

  • Create buttons in homepage for easy navigation between subject areas.

• Link buttons to progress trackers by subject embedded in Pages.

• Embed links to activities in the progress tracker.

Tip #2: Utilize the Various Content Delivery & Assessment Options

Utilizing a variety of turn-in options engages all learners by allowing educators to assess understanding in different ways.

• Assignments can be marked to be turned in online, on paper, or using an external tool.

  • Online submissions include text responses, video recordings, and picture uploads.

  • Assignments turned in on Canvas can be easily graded in SpeedGrader and given written, audio, or video feedback.

• A discussion assignment allows students to respond in video form to a prompt and to their peers.

• With 12 different types of questions, the quiz option works well for mastery checks or summative assessments.

Tip #3: Create an Elementary-Level Theme

Some districts have the option of using Canvas for Elementary. This feature allows for an even easier navigation for students by allowing educators to set up a homeroom course as well as a course for each subject.

• “Courses” changed into “Subjects.”

• Homeroom announcements and subject-specific announcements are available in this version.

• Students with teachers who departmentalize can still access all their subjects in one place.

• Updated font for easier readability

• Additional icons for navigation

Read more about how to use Canvas for Elementary.

Tip #4: Integrate with Popular Apps

Canvas allows for a variety of apps to be integrated into the LMS, including many free apps. Whether you are a Google or Microsoft school, there are ways to integrate and streamline assignments and grading.

Google Assignments LTI

• Streamlines assignment distribution

• Grade with Canvas SpeedGrader or Google Assignments

• Educators can see student progress on Google Assignments

• Ensure educators and students only use school-issued accounts

Read more and watch a video about Canvas + Google Assignments LTI.

Microsoft Office 365

• Use single sign-on technology to log in to Canvas

• Create documents in Office 365 and submit them as Assignments

• Grade with SpeedGrader

• Link to Office 365 docs in the Canvas Rich Content Editor

• Push assignments and grades directly from the OneNote Class Notebook to Canvas

Read more and watch a video about Canvas + Microsoft Office 365 Integration.

Next Steps in Canvas

As you begin using Canvas for your elementary learners, remember that Canvas can do many things. Don’t feel like you have to use all of the features, especially to start. Your learners will benefit from a simple, easy-to-navigate LMS. You can always add more later! See below for how you might start.

Must Do

✓ Create your Canvas course or log into your district provided Canvas homepage.

✓ Edit the layout of your homepage to meet the needs of your learners. 

✓ Create a course that is easy to navigate and well-organized, and teach your students how to use it. 

Should Do

✓ Explore the free Canvas Training opportunities to deepen your understanding and find new ways to use Canvas.

✓ Embed your progress tracker into a page, linking assignments to the tracker where possible.

Aspire to Do

✓ Collaborate with colleagues to share ideas for Canvas best practices. 

✓ Try using outcomes to track mastery within your course by using the Learning Mastery Gradebook. 

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This model fostered collaboration, metacognition, and a sense of student ownership. However, I noticed memorization, repetition without a deep understanding of underlying concepts, and a lack of authentic inquiry. For students to truly learn the material, they needed opportunities to explore.

To strengthen my Modern Classroom Project course with inquiry-based learning, I attended a workshop focused on using inquiry in Modern Classroom settings. I was especially struck by research presented in the workshop, which highlighted how inquiry-based learning increases student engagement, boosts academic achievement, and enhances learners’ ability to direct their own learning. The workshop introduced the 5E instructional model—a constructivist framework developed in the late 1980s by the Biological Sciences Curriculum Study (BSCS) under the leadership of Roger Bybee—as a common structure for implementing inquiry. The model is grounded in Jean Piaget’s theory of cognitive development and Lev Vygotsky’s social learning theory. The five Es are: engage, explore, explain, elaborate, and evaluate.

A Modern Classroom lesson typically consists of an instructional video, individual practice, and a mastery check. These elements naturally align with the explain, elaborate, and evaluate components of the 5E instructional model. However, without opportunities for engagement or exploration, these components became less meaningful and impactful.

Shortly after the workshop, I began planning my unit on exponential and logarithmic functions, determined to create opportunities for students to engage deeply and explore the content. The first lesson focused on exponential growth and decay, and I saw a natural opportunity to engage students by using models based on the infection rates from the COVID-19 pandemic in 2020. I challenged students to investigate two types of exponential graphs and determine which would more accurately model this real-world phenomenon.

The exploration task was inspired by Peter Liljedahl’s Building Thinking Classrooms framework. Key elements included students working at vertical surfaces, random grouping, group roles based on student readiness, and the use of well-posed questions to construct conceptual understanding. Afterward, the class engaged in a consolidation activity. Students completed a noteguide chart either independently or in small groups. This note guide was intentionally minimal, offering only key vocabulary terms and space for students to record examples and definitions in their own words. Following this, the class came together to discuss the concepts and examples, collaboratively filling in a master note guide sheet, which was later shared online. By generating their own definitions and examples before the class discussion, students actively constructed their mathematical understanding, rather than passively receiving information.

Students shared that the task helped them better understand the differences between exponential growth and decay. They also gained confidence in representing key characteristics of these functions graphically and in tables, and in interpreting the data.

After completing the exploration task, students transitioned to the explain phase of the 5E instructional model. They engaged with either a teacher-created instructional video on Edpuzzle or participated in small-group direct instruction. Some students preferred the video format, appreciating the opportunity to take ownership of when and how they learned the concept. Those using the video remained engaged through Edpuzzle’s embedded multiple-choice questions and guided notes. The same guided notes supported both video-based and small-group instruction.

Students expressed greater confidence when learning from the video, as their prior exploration gave them a strong foundation. They experienced fewer misconceptions and, as a result, asked fewer clarifying questions.

Having completed the engage, explore, and explain phases of the 5E instructional model, students moved into the final two phases: elaborate and evaluate. During the elaborate phase, students deepened their understanding through required individual worksheets, along with optional online practice for additional support. The evaluate phase was centered around a mastery check, which served as a formative assessment to ensure students had a solid grasp of the material before progressing to the next lesson.

In earlier iterations of this lesson—when real-world applications and the Building Thinking Classrooms task were not included—students relied heavily on answer keys during practice and on multiple revisions or reassessments during mastery checks. This time, I noticed that students relied less on those structures and instead drew upon the generalizations they developed through exploration, supported by their guided notes and practice.

The inquiry-based learning workshop I attended transformed how I approach teaching by helping me make every concept more meaningful and connected for students. It shifted my focus from purely procedural instruction to fostering deeper, relational understanding—enhancing the efficacy of my Modern Classroom.

Joseph Chaves Lombardi holds a B.S. in Mathematics from Southern Connecticut State University, an M.S. in Mathematics from Central Connecticut State University, and is currently completing a Sixth Year Diploma in Educational Leadership at Quinnipiac University. He has five years of classroom teaching experience in both suburban and urban settings and has taught a wide range of courses, including Pre-Algebra, Algebra I, Honors Algebra I, Honors Geometry, Precalculus, AP Calculus, Modeling with Mathematics, and Problem-Solving. Mr. Lombardi serves as an Expert Mentor for the Modern Classrooms Project and teaches Precalculus and Calculus in the Early College BioCity Pathways program with New Haven Public Schools. Beginning in August 2025, he will also serve as an Adjunct Professor in the Department of Mathematical Sciences at Central Connecticut State University. Follow Joseph on LinkedIn.

Starr emphasizes the importance of giving students voice and choice in what they do and iterates that learning doesn't always look one way.

Here are three key takeaways from this podcast episode:

• Challenging Traditional Assessment: Starr advocates for moving beyond "inhumane" and traditional grading practices, emphasizing the need for more learner-centered approaches that provide students with agency and voice.

• The Power of Reflection and Community: Educators should constantly reflect on their teaching and assessment methods, and if they lack support within their school, they should seek out online communities to find like-minded individuals and resources. Starr urges educators to reflect on their practices, even if it's just questioning "at least one thing you do."

• Prioritizing Collaboration and Meaningful Learning: Shifting from competitive to collaborative learning environments and ensuring that assignments are meaningful and relevant will motivate students more effectively than traditional grading.

Starr’s book, Hacking Assessment, aims to provide a sustainable and replicable system for teachers to transition to more student-centered methods, addressing common concerns about time and control. She highlights that a significant update in the second edition was the inclusion of diverse "hacks in action" from various educators and content areas. Starr also mentions her upcoming book, Solving School Challenges: The Everything Guide to Transformative Change, which focuses on celebrating and elevating successful solutions to educational challenges.

Discussion questions for PLC and PD: 

• Starr challenges the notion of "inhumane" assessment practices. What specific traditional assessment methods in your experience might be considered "inhumane" by her definition, and what are some immediate, small steps you could take to make them more learner-centered?

• The summary highlights the importance of reflection and seeking community when innovating. How do you currently reflect on your own teaching and assessment practices, and what strategies could you employ to build or find a supportive professional community, especially if you feel isolated in your school building?

• Starr states that "learning doesn't always look one way" and encourages fostering collaborative learning environments. In what ways can you adjust your classroom activities to prioritize collaboration over competition, and how might this shift impact student motivation and engagement?

Our Host

Toni Rose taught MS English for 10 years and will forever identify as a teacher. Toni Rose strives to be the teacher that they never had growing up and wants to create a brave space for everyone around them. They understand just how important it is to be represented, be valued, and belong. They especially love being a thought partner for and celebrating teachers.

Our Guest

Starr Sackstein

Starr Sackstein is an accomplished educator, author, and advocate, dedicated to transforming education through innovative practices. With a background in secondary humanities education, she has championed learner-centered paradigms, assessment reform, and technology integration. As an author of many influential books, including Hacking Assessment, Starr empowers educators globally with practical strategies for creating learner-driven classrooms. Her insights, shared through speaking engagements, workshops, and online platforms, inspire educators to reimagine traditional teaching paradigms. Starr's commitment to fostering critical thinking, growth, and equity underscores her role as a thought leader shaping the future of education. Starr is the Massachusetts State Coordinator for Educators Rising, an organization centered around solving the teacher shortage and creating a more diverse educator workforce locally. Additionally, Starr is COO of Mastery Portfolio, a boutique edtech company supporting schools as they shift to competency-based or standard-based learning and assessment.

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Dana, a former neuroscientist, was inspired by her children's experience at Khan Lab School and aims to bring the "magical feeling" of independent learning to all classrooms. She shared more about a new tool for teachers call Wavio Pulse. This virtual progress tracker, developed in partnership with Modern Classroom educators, provides teachers with data visualizations and students with a clear path to track their progress, fostering a sense of accomplishment.

Here are three key takeaways from this podcast episode:

• Wavio Pulse is a progress tracker designed specifically for self-paced, mastery-based learning environments. Aimee says the tool "is so sustainable, it is so easy to use, so user-friendly, and Wavio completely adapted to what our needs were and made it happen.”

• The platform aims to enhance teacher efficiency in tracking student progress and empower students with a clear understanding of their learning journey. Students enjoy the "sense of accomplishment when they check off things."

• Teacher and student feedback has been overwhelmingly positive, emphasizing ease of use and the motivational aspect of visualizing progress. As one teacher noted, it allowed them, "for the first time in a very long time, I could take a personal day and not worry about leaving my kids with some fluff."

Discussion questions for PLC and PD: 

• Empowering Student Agency: The podcast episode highlights how Wavio aims to give students a greater sense of control and visibility over their learning progress. In what ways do you currently foster student agency in tracking their learning, and what potential benefits or challenges do you see in utilizing a platform like Wavio to further enhance this?

• Teacher Workflow and Sustainability: Teacher users emphasized Wavio's ease of use and its contribution to a more sustainable teaching practice. How does your current method of tracking student progress impact your workload and planning? What features in a progress tracking tool would be most beneficial in streamlining your workflow and promoting sustainability in your teaching?

• Scaling Modern Classroom Practices: Dana's motivation for developing Wavio stems from a desire to see self-paced, mastery-based learning adopted more widely. What are some of the biggest barriers you see to implementing or scaling Modern Classroom practices in your context, and how might tools like progress trackers help or hinder these efforts?

Our Host

Aimee Yocom is an 8th grade US History teacher in Antelope, California. She has been using Modern Classrooms Project in her classroom since 2021. She has been a DMCE and Mentor since 2022.

Our Guest: Dana Kravchick

Dana holds a doctoral degree in Neuroscience and is deeply interested in student learning. She was previously a scientist at Bristol-Myers Squibb and SanBio, as well as a Research Fellow at the National Institute of Mental Health (NIMH). Over the past three years, she has transitioned from her full-time role as a Neuroscientist in biotech to pursue her passion for education as a founder and CEO.

As the founder of Wavio, an edtech company, her team developed software to make mastery-based learning sustainable and scalable for teachers globally. Most recently, they partnered with Modern Classrooms Project to build Wavio Pulse - an innovative progress tracker to help educators implement and track students' progress.

She firmly believes in the boundless potential of every individual to shape a better world. It is her dream to enhance students' agency by providing students, teachers and families with the best tools available. With a relentless commitment to creating a brighter future, she is committed to equipping educators with the resources they need to unlock their students' potential.

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Jocelyn addresses the emotional impact of high-achieving students receiving their first B, emphasizing the need to reframe success beyond traditional letter grades. She highlighted the importance of open communication with both students and parents, sharing an instance of comforting a student crying over a B. "Getting a B is mastery. That's success."

Here are three key takeaways from this podcast episode:

• Reframe the concept of success to emphasize mastery over solely achieving A's. This is crucial when supporting advanced students in self-paced learning.

• Clear communication, consistent implementation, and building trust with students and parents are essential in addressing pushback and concerns about the Modern Classroom model. Jocelyn finds the model incredibly beneficial, especially for neurodivergent educators like herself, due to its clear structure. "I'll never go back," she affirms.

• Intentional design of video content and collaborative activities can differentiate the Modern Classroom experience from negative associations with emergency remote learning. Jocelyn acknowledges the association some students make with distance learning due to COVID, stressing the need for engaging and personal video content and intentional collaboration opportunities.

Looking ahead, Jocelyn aims to continue refining her teaching practices and hopes to see wider adoption of the Modern Classroom model. She values connecting with students and embracing new approaches throughout her career.

Discussion questions for PLC and PD: 

• How can educators proactively address the emotional concerns of high-achieving students who may struggle with a shift in grading philosophy towards mastery in a self-paced environment? What specific strategies can be implemented in the classroom and during communication with parents?

• What are some practical ways educators can clearly articulate the benefits and structure of a Modern Classroom model to students, parents, and administrators to mitigate resistance or misunderstandings, particularly in relation to past experiences with remote learning?

• In what ways can educators intentionally design learning experiences, including video content and collaborative tasks, to ensure engagement and differentiate the self-paced model from potentially negative associations with emergency remote teaching during the COVID-19 pandemic?

Our Host

Toni Rose taught MS English for 10 years and will forever identify as a teacher. Toni Rose strives to be the teacher that they never had growing up, so they focus on anti-bias, anti-racist work and wants to create a brave space for everyone around them. As a queer Filipinx, they understand just how important it is to be represented, be valued, and belong. They especially love being a thought partner for and celebrating teachers.

Our Guest

Jocelyn Hieatzman

Jocelyn has 21 years in the classroom teaching everything English Language Arts, from grade 6 through graduate school. Her current position is in 8th-grade ELA, and it is her 5th year as a Modern Classroom educator. She also loves hiking, horror movies, and binge-watching Community.

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They emphasize the joy their students bring, especially witnessing their growth during testing season, with Amy noting, "it's just truly the best time to be a fifth-grade teacher is when you're at the end watching all the hard work that you've put into them."

Here are three key takeaways from this podcast episode:

• Strong teacher collaboration is crucial for successful implementation and provides essential support and shared problem-solving. Madeline highlighted the strength of their team, stating, "when you find a good team, it is worth the paycheck. It is worth its weight in gold."

• Student-led learning fosters independence and confidence, empowering students to take ownership of their progress. Technology use is balanced with hands-on activities, and parent response has been positive, particularly through student-led conferences.

• Thoughtful planning and consistent communication across different subject areas ensure a cohesive and supportive learning environment for students. They navigate the challenges of mastery checks and workload by supporting each other and encouraging students to take ownership of their learning. Despite teaching different subjects (math, reading, and everything else), the team plans collaboratively, meeting in the summer and communicating constantly throughout the school year to ensure consistent learning experiences.

Their adoption of the Modern Classrooms Project began with a professional learning day and evolved into a cohesive fifth-grade approach, fostering independent thinking and increased student confidence. Abby described the positive shift, stating, "...they've responded incredibly well to this process."

Discussion questions for PLC and PD: 

• The fifth-grade team highlighted the importance of strong collaboration. How does your current school or team structure facilitate or hinder deep collaboration among teachers, and what specific strategies could be implemented to foster a more supportive and communicative environment like the one described?

• The team observed increased student independence and confidence through their implementation of self-paced, mastery-based learning. What are some potential barriers or challenges you anticipate in fostering this level of student agency in your own context, and what strategies could you use to address them effectively?

• The summary emphasizes the team's proactive planning and consistent communication across different subject areas. How might educators teaching different subjects or grade levels identify opportunities for meaningful alignment and communication to create a more cohesive and supportive learning experience for their students? Can you share examples of successful cross-curricular collaboration you've experienced or envision?

Our Host

Toni Rose taught MS English for 10 years and will forever identify as a teacher. Toni Rose strives to be the teacher that they never had growing up, so they focus on anti-bias, anti-racist work and wants to create a brave space for everyone around them. As a queer Filipinx, they understand just how important it is to be represented, be valued, and belong. They especially love being a thought partner for and celebrating teachers.

Our Guests

Madeline Cole

Madeline has been teaching 35 years, the last 27 at Rover Elementary School in Tempe, Arizona. She has taught first through fifth grade levels, and gifted programs in California. "Teaming is the ultimate way to sustain interest and passion in this profession, because we enter into teaching because we love kids, but staying in it is the challenge."

Abby Munn

Abby is in her 12th year teaching. She has taught both 4th and 5th grade. She is originally from Madison, Wisconsin and after high school did her undergrad at the University of Vermont before moving to Arizona.

Amy Wisehart

This is Amy’s 25th year teaching. She has taught 2nd, 4th, and 5th grades in addition to being a literacy coach and an interventionist all in Tempe, Arizona.

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Unlike special education, gifted education isn't federally mandated, leading to varied state definitions and services. Baltimore City Schools identifies GAL students through ability and achievement measures, categorizing them as talent development, advanced, or gifted. In this conversation, we explored twice-exceptionality, where students possess both giftedness and learning differences, highlighting the need for early identification and tailored support.

Here are three key takeaways from this podcast episode:

• Equitable Identification is Paramount: Baltimore City Schools actively works towards fair representation in gifted education by utilizing ability assessments early on and addressing potential biases. As Alex stated, "We are always happy to look for more students, and we are happy to hear educators advocating for a student who maybe just missed a cut-off score, because we do want to be as inclusive as possible and look for talent everywhere."

• Self-Paced Learning Caters to Gifted Learners: The flexibility of self-paced learning aligns well with the quicker processing and mastery of gifted students, preventing them from being held back. After all, the goal, as Alex says, is to help kids enjoy learning. "I want all kids to enjoy learning so much that it feels like fun and play and… they feel like they have some control."

• Comprehensive Support for Educators is Crucial: Districts need to provide teachers with the "how" of differentiation and foster collaborative learning opportunities to effectively meet the diverse needs of students, including those who are gifted and advanced.

Discussion questions for PLC and PD: 

• How can your school or district implement more equitable identification practices for gifted and advanced learners, taking into account potential barriers related to language, background, and prior achievement? What specific strategies or assessments could be explored or refined?

• In what ways could self-paced learning strategies be incorporated into your classroom or school to better meet the needs of gifted learners who may master content at a different pace than their peers? What structures or resources would be necessary to support this type of learning environment effectively?

• What professional development or collaborative learning opportunities would best equip educators in your school to understand and address the unique academic and social-emotional needs of gifted and advanced learners, including those who are twice-exceptional? How can schools foster a culture of shared learning and expertise in this area?

Our Host

Toni Rose taught MS English for 10 years and will forever identify as a teacher. Toni Rose strives to be the teacher that they never had growing up, so they focus on anti-bias, anti-racist work and wants to create a brave space for everyone around them. As a queer Filipinx, they understand just how important it is to be represented, be valued, and belong. They especially love being a thought partner for and celebrating teachers.

Our Guests

Alex Clough

Alexandra Clough has been in education for over 25 years with experience as a Classroom Teacher, School Counselor, and Gifted Resource Teacher. She currently serves as an Educational Specialist in the Office of Gifted and Advanced Learning in Baltimore City Public Schools where she specializes in twice-exceptional learners, addressing social and emotional needs of gifted children, and developing professional learning for educators. She is also a Senior Adjunct Lecturer at McDaniel College in their GATES certificate program teaching several courses on gifted learners. Alex's personal and professional lives overlap as she is also a homeschooling parent of two delightfully twice-exceptional teens.

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Their conversation acknowledges AI's potential to personalize learning and free up educator time, but they also cautioned against its misuse, highlighting that "AI is not the answer. It's a tool." Carlos stresses the necessity of human curation and the 80/20 rule, where educators maintain significant oversight over AI content.

Here are three key takeaways from this podcast episode:

• Carlos believes that AI should be viewed as a tool to enhance teaching and learning, not a standalone solution. There are limitations of AI in understanding nuance and context, and Carlos reinforces the irreplaceable role of human teachers. Carlos stated, "Connection is the most important part of creating meaningful learning experiences for scholars."

• Educators must actively work to mitigate bias in AI and prioritize human connection and context in their practice. Carlos urges educators to critically evaluate outputs and involve students in the feedback process. Carlos said, "We need more critical, analytical thinking skills, right? And if we're continuing to rely on AI for that, then that does not help."

• Intentional design and ongoing evaluation are crucial for effectively integrating AI to support diverse learners and foster collaboration. The conversation explored how AI can support self-pacing while intentionally fostering collaboration and community. Carlos noted that "teachers will not be replaced by AI bots, but they will be replaced by teachers who know how to utilize AI to leverage it and improve learning."

Discussion questions for PLC and PD: 

• How can educators strike a balance between leveraging AI tools to personalize learning and ensuring that human connection and collaboration remain central to their teaching practices?

• Given the potential for bias in AI, what specific strategies can educators implement to critically evaluate AI-generated content and promote equity and inclusivity in their classrooms?

• In what ways can educators intentionally design learning experiences that integrate AI to support self-pacing while also fostering a strong sense of community and collaboration among students?

Our Host

Toni Rose taught MS English for 10 years and will forever identify as a teacher. Toni Rose strives to be the teacher that they never had growing up, so they focus on anti-bias, anti-racist work and wants to create a brave space for everyone around them. As a queer Filipinx, they understand just how important it is to be represented, be valued, and belong. They especially love being a thought partner for and celebrating teachers.

Our Guests

Carlos Canela

Born and raised in the Bronx, Carlos discovered the transformative power of reading as an adult, igniting his lifelong passion for literacy. With over a decade of experience as an educator, he's dedicated his career to empowering teachers and school leaders to cultivate engaging literacy experiences that inspire students.

Carlos is the founder and CEO of Literacy Tech Solutions Consulting, where he specializes in evidence-based literacy strategies combined with cutting-edge technology integration. Through customized workshops, dynamic curricula, and personalized learning experiences, Carlos helps schools unlock student potential, enhance teacher effectiveness, and promote literacy as a foundation for lifelong success.

If you like what you hear in this episode, share it with a friend or subscribe to get updates when new podcasts are published. 

Ernest, who transitioned from psychology to education, shared his journey implementing modern classrooms and how it addressed the learned helplessness he observed in students accustomed to passively receiving grades. In their conversation, they emphasize the importance of reframing failure as "you're still figuring this out," and providing options for revision and mastery checks, including "spice levels" to cater to different learning needs.

Here are three key takeaways from this podcast episode:

• Learned helplessness, stemming from repeated negative experiences, can lead to disengagement and low motivation in students. Ernest adds, "I define learned helplessness in my classroom as students receiving the answers to something without putting in the work."

• Reframing failure, providing options for learning and assessment, and fostering a collaborative learning environment can combat learned helplessness. Ernest highlighted the power of community in learning, using peer "tour guides" to support struggling students and states, “Practice makes progress, not perfect."

• Implementing Modern Classroom strategies, like progress trackers and self-paced learning, can empower students and improve their sense of control over their learning. Ernest’s second year of implementation involved making "should do's and aspire to do's a little bit more fun" and seeing improved student engagement and data.

Discussion questions for PLC and PD: 

• How have you observed learned helplessness manifest in your own classroom, and what systemic factors within education might contribute to this phenomenon?

• The summary highlights the importance of reframing failure and providing options. What are some practical strategies you can implement or adapt from Ernest's experience to encourage a growth mindset and increase student agency in the revision process?

• Considering Ernest's hope for the future of education, what small, manageable elements of the Modern Classroom model (like progress trackers or varied mastery checks) could you realistically incorporate into your teaching practice to foster student ownership and a deeper understanding of their learning journey?

Our Host

Toni Rose taught MS English for 10 years and will forever identify as a teacher. Toni Rose strives to be the teacher that they never had growing up, so they focus on anti-bias, anti-racist work and wants to create a brave space for everyone around them. As a queer Filipinx, they understand just how important it is to be represented, be valued, and belong. They especially love being a thought partner for and celebrating teachers.

Our Guests

Ernest Rodriguez

Ernest is a high school teacher born and raised in the Bronx, looking to catch up the current education system with our current technological discoveries.

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Initially piloting Modern Classrooms Project in driver's ed, Debbie quickly recognized its value, particularly the self-paced, blended learning model. Debbie emphasizes the importance of mastery checks and clear pacing, which have significantly reduced student anxiety and increased engagement.

Here are three key takeaways from this podcast episode:

• Modern Classrooms Project can be effectively implemented in diverse subjects. For example, Debbie modified the model to work in a weight-lifting class by using parts of the model, like self-pacing, and aspire to do activities. She encourages educators to "trust the process" and start with small changes, emphasizing the positive impact on student motivation and achievement.

• Clear pacing, mastery checks, and structured team roles significantly enhance student engagement and reduce anxiety. Debbie used a public tracker and highlighted students who were on pace, which motivated students to stay on track. She also used mastery checks to build student confidence before they took the DMV permit test.

• Collaborative learning and a supportive school environment are crucial for successful implementation. She highlights the collaborative nature of Modern Classrooms, crediting her supportive administration and fellow educators for their guidance.

Discussion questions for PLC and PD: 

• Debbie emphasizes the importance of clear pacing and mastery checks in reducing student anxiety and increasing engagement. How can educators adapt these strategies to fit the unique needs and constraints of their subject areas and student populations, particularly in subjects that are traditionally less "academic" like PE or driver's education?

• Debbie highlights the collaborative nature of implementing Modern Classrooms Project, including learning walks and online communities. What strategies can schools and districts employ to foster a culture of collaboration and shared learning among educators, particularly when introducing new instructional models?

• Debbie advises educators to "start small" when implementing MCP and to "trust the process." What are some specific, manageable first steps that educators can take to begin incorporating elements of self-paced, blended learning into their classrooms, and how can they cultivate a mindset of flexibility and adaptation in the face of initial challenges?

Our Host

Toni Rose taught MS English for 10 years and will forever identify as a teacher. Toni Rose strives to be the teacher that they never had growing up, so they focus on anti-bias, anti-racist work and wants to create a brave space for everyone around them. As a queer Filipinx, they understand just how important it is to be represented, be valued, and belong. They especially love being a thought partner for and celebrating teachers.

Our Guests

Debbie Fry

Debbie Fry is a Health, Physical Education, and Driver Education teacher at Indian River High School in Chesapeake, Virginia. She has 22 years of teaching experience at middle and high school levels. She earned her bachelor’s degree from Old Dominion University in Norfolk, Virginia, and is pursuing her master's degree in educational leadership. She is the current department chair at Indian River High School and has worked on curriculum development with Chesapeake Public Schools and the Virginia Department of Education. She is a year one MCP educator and is an advocate for student-led inclusive classrooms.

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Sam, a former lecturer, shifted his teaching approach by focusing on active learning and student engagement. Sam emphasizes the importance of "at-bats," or opportunities for students to actively participate, rather than passively listening. He found that self-paced, skills-based learning, though requiring more upfront planning, led to greater student engagement and understanding.

Here are three key takeaways from this podcast episode:

• Enhancing Engagement and Understanding: Sam prioritizes active learning in his class by creating a cell phone policy. This can significantly increase engagement and understanding. "People don't learn from when you talk at them, they learn when they do things," Sam stated.

• Making Technical Subjects Available: Real-world applications, like troubleshooting a fake cyber attack or a caption contest using AI, make complex technical subjects more relatable.

• Effective Self-Paced Learning: Providing meaningful feedback on self-paced work, avoiding assumptions about student learning speeds, and focusing on skill development rather than busy work are crucial for effective self-paced learning.

Sam advises teachers to provide meaningful feedback on self-paced work and avoid assumptions about student learning speeds. He hopes to see a future where education focuses more on skill development and less on standardized testing.

Discussion questions for PLC and PD: 

• Student Autonomy and Classroom Management: Sam found that allowing students to create their own cell phone policy significantly improved their engagement and sense of ownership. How can educators effectively incorporate student autonomy into classroom management, particularly in areas where rules and expectations are traditionally teacher-driven, while still maintaining a productive learning environment? What are the potential challenges and strategies for overcoming them?

• Bridging the Gap Between Technical Concepts and Real-World Application: Sam successfully used real-world scenarios, like staging a fake cyber attack, to make complex technical concepts more available to students. How can educators in various disciplines bridge the gap between abstract concepts and practical applications, especially in subjects that students may perceive as irrelevant to their daily lives? What are some creative and engaging methods to achieve this?

• Feedback and Assessment in a Self-Paced Learning Environment: Sam emphasizes the importance of providing meaningful feedback on self-paced work and moving away from assumptions about student learning speeds. How can educators effectively manage feedback in a self-paced environment to ensure students feel supported and their work is valued? Additionally, how can assessment strategies be shifted to focus on skill development and individual progress rather than solely on standardized testing or arbitrary thresholds?

Our Host

Toni Rose taught MS English for 10 years and will forever identify as a teacher. Toni Rose strives to be the teacher that they never had growing up and wants to create a brave space for everyone around them. They understand just how important it is to be represented, be valued, and belong. They especially love being a thought partner for and celebrating teachers.

Our Guests

Sam Meisenberg

Sam Meisenberg is the co-founder of study snacks, a learning company. He spends his days cooking up learning experiences that don't taste bad. He loves petting dogs and is a New York Yankees fan.

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Jake emphasizes the importance of building a strong foundation for healthy movement and social-emotional learning in elementary PE. He describes his methods for managing large classes and diverse skill levels, including the use of differentiated equipment and clear protocols.

Here are three key takeaways from this podcast episode:

• Jake explains that PE teachers play a crucial role in developing fundamental movement and SEL skills, particularly in elementary education.

• Creating a safe and inclusive environment is essential in PE, requiring clear protocols, reflection, and peer feedback. Jake states, "I really want my students to have fun, be challenged, develop their skills. And sometimes students say, ‘What are we playing today?’ I really want to go from that to ‘what are we learning today?’"

• Advocacy within and beyond the classroom is vital for supporting PE and health programs. Jake shares, “Prevention is better than intervention if we can advocate and show all the good stuff that's happening in our classes and what others are doing before we need an intervention, or before a crisis happens."

Jake expresses his excitement for implementing the MCP model in his PE classes, and his hopes for creating a community of PE teachers utilizing the model, "I believe with this program, I can be the best version of myself."

Discussion questions for PLC and PD: 

• Creating Inclusive Spaces: Jake emphasizes the importance of creating a safe and brave space for all students in PE, especially considering the public nature of the class. How can educators in other subject areas adapt and apply similar strategies (like check-ins, reflection, and peer feedback) to ensure inclusivity and student comfort in their own classrooms?

• Advocacy and Program Support: Jake’s advocacy efforts highlight the need for educators to proactively showcase the value of their programs. How can teachers, especially those in specialized areas like PE and health, effectively advocate for their subjects and programs within their schools and communities, and what are some practical steps they can take to build those advocacy skills?

• Implementing New Models: Jake is enthusiastic about implementing the Modern Classrooms Project model in his PE classes, even though he's in the early stages of learning about it. What are the challenges and opportunities educators face when trying to implement new instructional models or strategies, and how can they ensure successful integration while maintaining student engagement and achievement?

Our Host

Toni Rose taught MS English for 10 years and will forever identify as a teacher. Toni Rose strives to be the teacher that they never had growing up, so they focus on anti-bias, anti-racist work and wants to create a brave space for everyone around them. As a queer Filipinx, they understand just how important it is to be represented, be valued, and belong. They especially love being a thought partner for and celebrating teachers.

Our Guests

Jake Bersin

Jake Bersin is a certified health and physical education teacher that has been teaching for over 20 years. He is a Health and Physical Education teacher in Central Massachusetts. Jake has been a member of the Massachusetts Association For Health Physical Education Recreation and Dance. (MAHPERD) board for many years and also sits on the Eastern District Association (EDA) board for PR /advocacy.

He also has experience working at the district level coordinating and overseeing curriculum and professional learning for Health and P.E. Teachers. He believes what we do in the class is essential but we also need to advocate beyond the walls of gymnasiums. He believes in pushing ourselves, our students and our profession to the next level. Jake was awarded the MAHPERD Elementary Teacher of The Year (TOY) in 2021.

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