Welcome to the Teachers Need Teachers Podcasts, the podcast for teachers who don't want
to just survive their first few years but actually thrive. I've been teaching for
twenty two years, and I'm pretty much set in the way that I teach
and do things in the way that I run my classroom. But at the
same time, I've always wondered in the back of my head, how could
I be a better teacher? I mean, I have a solid grasp of
classroom management and standards and what I need to teach the kids and even how
I want to teach them. But at the same time, I know that
not everyone is having their needs met. I know that there are students that
are woefully behind and just don't really want to speak up about it and may
never catch up because I don't have time. I also know that there are
students that are really ahead and are bored, and just because they like me,
they don't get themselves to the trouble. But I know that they really
need to be challenged. So what am I supposed to do? In this
episode, which is part two of a two part series about the Modern Classrooms
Project, the co founder of the Modern Classrooms Project Kareem Farah and I are
discussing how to implement the model that has really revolutionized teaching. Tens of thousands
of teachers are implementing this model and have not only seen great gains in their
students, but they're actually catching up students who fell behind during the pandemic.
So if that's you and you really want to start being frustrated with teaching,
be sure to stick around, especially to the end where I talk about how
you can start doing this in your classroom right away. So if you miss
the first episode of this two part series, be sure to go back to
that because Kareem and I discuss not only what the Modern Classrooms project is,
but also how it works and how you can start wrapping your brain around implementation.
In this particular interview, we're going to be talking more about what it
looks like with assessment and what it looks like in your classroom. So here
we go. So I wanted to switch care real quick to implementation. So
hopefully we've convinced people that you know, this is something that will really have
an impact. It has had an impact because you have tens of thousands of
educators using this model. I will have to say that it does look like
a lot of work. Like initially, I have always wanted to try this,
and it just seems like every day I'm bouncing around the classroom as opposed
to I just have to deliver a lesson and let kids work. I mean,
I'm not gonna lie. After twenty two years of teaching, that's how
I keep myself from getting exhausted. But now it sounds like I'm having to
keep tabs on all thirty six of my students per period and it feels like
a lot of work. What do you have to say to those of us
that are a little bit hesitant because of it? So, I mean,
the workload is on the prep, it's not on the actual classroom experience.
I mean, without a doubt, the educators who have done our model say
that they find the classroom experience substantially less stressful. In fact, eighty six
percent of educators who do our model find the job more sustainable. Ninety five
percent say they feel more optimistic about the future of teaching. So I think
what you find is, once you actually get it off the ground and running
and can execute it, you will find the job to be one that is
filled with more joy and one that feels like you can do it for a
longer period of time. There is a workload component on the front den that
is real, like you are changing the way that you deliver instruction, which
means you need to change the way that you created your resources. And in
that piece, you just have to be disciplined around wanting to do that and
planning ahead of time. So most educators will plan a unit in advance.
They will invest a fair amount of time in the summer to really think through
how they want to design their modern classroom. But the beautiful thing with that
is once you plan it for your course, it's planned. Like I have
to joke, I found it a nonprofit in the third year of implementation because
all my courses were planned. So I would come in every day, my
classroom would kind of run itself and I'd be the facilitator. I'd be grading
in the class period because I'd be delivering live feedback. I had very little
planning to do it that All my videos have been created and been used multiple
years. I made tweaks year over year to make it right. So there's
also like this really cool feeling for the first time when you design a modern
classroom, like the time that you're putting into planning is not just necessary,
but it's actually paying back long term in the amount you work and kind of
what the classroom experience feels like. I think it was really frustrating for me
when I taught traditionally. I felt like every minute I was adding to my
planning wasn't translating to any real gains in the classroom. It was like I
was hitting a wall in that wall wasn't It wasn't. My ceiling on meeting
students needs wasn't in particularly high right. It was like a huge percentage of
students feel like they're not being able to have their needs men, I have
no plan to address that. That's true. If I have one or two
students that are far behind, I had to ask myself, what am I
going to squeeze in? Am I going to take up my lunch for them
to come in or after school? Do I just say oh well and move
on and hope they pick it up along the way. So I could see
how, definitely how this would help catch them up. But the one thing
that also like it's not so much a red flag, but I was concerned
about, is it feels like there's a lot of assessing. So I mean,
maybe this is just me still trying to grapple with this because it feels
like I have to do with these checks. Or do I just do a
check when they turn in the mastery check and then have them go back and
redo it. Is it constant student revision? Or can I how do I
catch them before they even get to that part? Because I'm a big believer
in not grading everything and really minimizing the number of things that students submit,
because I think grading really sucks up a lot of our time. So you
all, I mean, first of all, teachers do this in a million
different ways. So one of the kind of beautiful ways modern class from this
project views change in glassroom instruction is that ultimately the educator decides how to do
the model, and the way is to do it correctly. There are some
educators who only grade mastery checks. There were some educators who grade every single
thing that a student turns, and that is totally up to the educator.
What I would say is I could use by example, students had assignments they
were completing in activities, and then they had mastery checks that they completed,
and then there were summative assessments, and the summitive assessments are graded like all
smitive assessments are graded. You know, they're a bunch of skills in one
you grade them, and you don't grade for mastery there, you mean you
greade for mapstery. But a student can actually get a seventy percent on that.
Whenever I had assignments, I spot checked assignments and I spot checked assignments,
and I used kind of the high leverage spots on the assignments where I
knew skills were being kind of tested, not like an assessment way, but
like a student was applying a new component of the lesson. There. Let
me spot check this to see if I'm seeing any glaring years. And that
was very quick, like I could look at that and within minute understand whether
a student was on the right track or not on the right track. The
things that I graded closely were mastery checks. But one of the things that
teachers learned both in our mentorship program and the free course is mastery check must
be designed to be very easy to grade, and you must be able to
deliver multiple forms. But that is your tool to understand whether the student has
actually understood the skill. So when a mass tree check comes in, they're
usually half sheets of paper one to two questions. Don't worry about assessing every
single component of a lesson. Focus on those high leverage components the lesson and
those ones you should grade. But you're grading in class. You're literally doing
ninety percent of that grading live when it comes in, and then you're deciding
whether that student has mastered the skill or you're going to pull them down.
So you're probably doing a little more grading than you would in a traditional setting,
but you're spending a fairly large chunk of time doing that during the class
period. It's driving a lot of the discussions. Yeah okay, yeah,
so a lot of like over the shoulder, I can see what you're doing
right now grading, which I also like because again that's not something that I
have to create later on. I'm grading in real time. So for you,
what did the students ever, like, physically or electronically submit? I
had two? I mean mine was very paper based. Sorry to the cling
like, well did they give you like that? You actually collected? Yeah,
so you add two components of every lesson. Generally speaking, you had
your assignment. In some cases that was an activity they did on a piece
of paper. In some cases there was a word sheet, in some cases
there was something they had to write up. In some cases it was a
Google sheet where they'd grasp some data and that would be the assignment component that
they would submit to me. And if it was physical that i'd have been
there was blue colored. I believe that was from my assignments. And as
soon as you submit an assignment, UN grabbed your mastery check, which was
a half sheet of paper which was your actual end of lesson assessment, and
you would take that in a special part of the room. That special part
of the room was for match tree checks where you had to stay silent,
you had to do it independently, and they would turn that in. So
I would spot check the assignments and then I would grade the mastery checks closely,
and in some cases I didn't even touch the assignment. So if the
student was consistently getting the assignments correctly and then able to tackle the mastery check,
but I would focus on the mastery check, and if they didn't get
the mastery check right, then I'd pull their assignment out and I'd say,
let's see what you did here on the assignment. Were you cruising on the
assignment or not? And if you were in, let's try to figure out
where this misconception is and let's have a discussion, and then when you're ready,
you're going to go ahead and execute the actual mastery check again with different
sets of questions. So that's what they were turning in and generally speaking,
like, you know, if you had a thirty student class period, let's
say on average, every kid turned in at least one assignment. If thirty
assignments came in that day and another eighteen mastery checks, I generally would get
through eighty percent of that grading in class. Okay, that works. Yeah,
I like that because I couldn't wrap my brain around around the assessment part,
because that's how you give the feedback. You know, we know that
timely feedback is really important, but it also sounds like if I'm doing over
the shoulder grading, if I'm grading in real time, then I can give
that immediate feedback instead of typing it up and the student doesn't even look at
it. That's the most frustrating part is to spend the time and effort to
show them what they can improve, but then they would rather just move on
and take the sea or something like that. I mean, the students in
a modern classroom demand feedback within twenty four hours because they're used to get kind
that way, right. So like when a student is going to turn in
their assignment and mastery check, they're expecting to get feedback on that same day,
And if they don't get it same day, they know they're going to
get in the beginning of the next class period. So there's this real kind
of pressure you put on yourselves. But expectations students have that they're going to
hear about their progress and performance almost immediately after they submit something, or within
the next day that you return. And what if they don't hit mastery,
even though they've tried several times. At what point do they just get to
move on and say this is the best that I can do? You know,
I don't actually think that that's really ever a scenario that exists. I
mean, I think generally speaking, in modern classrooms, we're all very cognizant
the fact that you can demonstrate master in a variety of ways. A student
might have a particular learning disability, or maybe they need to deliver their understanding
in an auditory fashion, right or maybe they need to be having a conversation,
right, So there's a variety of techniques you can use to assess for
mastery outside of one dimension. But I think it's part of our ethos to
say that, you know, if you're in a math class or in English
class, like you need to master how to write a thesis statement, you
need to matchter how to add fractions before you go divide fractions. And I
think in our in our environment, we're pretty committed to that idea. And
I think that means that students will get frustrated sometimes, which we kind of
love. I mean, I love when students would say, just give me
the four out of ten, and I'd be like, I don't. I
don't speak that language in this classroom. I don't know what a four out
of ten is. What I know is that you haven't understood how to add
fractions, and you're going to keep working on that until you do, So,
you know, I don't think we really ever think that a student is
not going to be able to match the scale. I think the reality is
time can run out on the burst of seas, meaning if you have to
master five skills in a week, you can run out of time. Then
if you do run out of time, then you may need to spend time
outside of the class period addressing it. I will say we do have a
must should do, aspire to do framework, which means we do isolate within
each burst of self pasting what skills are mustus non negotiables, should dous,
which we'd like every student of master, and aspired to do, which be
extensions. So certainly students will not master should do as an aspire to do.
But I think it's those mustadudes that we do truly see as non negotiable.
And I also think that again goes back to your kind of data point
where if you have a student who really can't master the must do skills,
there's a broader conversation that needs to be added with more supports at the school
to ask, hey, like, how come this? How come the students
really struggling with the most fundamental concepts in my classroom? And how can we
create more supports to get them there? Right? Because I think about students
who are like reading below grade level and so have a difficult time even just
accessing the text, and you know, I'll give them scaffolds for that,
But then if on that text, they still, like you said, can't
write a thesis statement or somewhearing well. Now for them to practice again,
they have during another text, which I could see as being frustrating for them.
So I guess I would have to think of ways for them to practice
without overloading them, you know, the mental load of all of that practice.
But I just know that they're just sometimes some students who after they're just
so used to giving up on themselves. So maybe this is like the way
to teach them to persevere and have some grit, when other teachers would have
just said, okay, let's just move on because we have to get through
the next lesson well. And that's why it's super important to engage in lesson
classifications because if you're going to have a student who struggles and doesn't have the
prerequisite skills, spend three class periods on a scale that one student is working
through in forty minutes, something has to get right. You can't then expect
that a student to work three x the amount of time on every skill.
And that's why important it's important to say, if I have ten skills,
only five of these are mustus. And then when that student does master the
mustus skill you recognize and sure you master the muscles skill, You're not gonna
have to worry about the should news and aspired news. I really want you
to focus on these five months do skills so student that they're getting something in
return, right, because otherwise, I mean in this I've had funny arguments
with Admin about this at times, because it's like, look, if you're
gonna if you're gonna have a group of students who are ranging between a fifth
grade English level or reading level and a tenth grade reading level, to suggest
that they're all going to learn the exact same amount of skills at the exact
same pace in one hundred eighty one days is just like living in lah lah
Land. That makes absolutely no sense, right, So we as to being
able to differentiate. Understand that some students by master one hundred skills in a
year, where another group of students master seventy five, and that's okay,
Let's not reduce the rigor of the seventy five. Let's just hold them to
the expectation of match and let's just reduce the amount of skills to master.
Okay, Now that works, And then I you know something that also that
I love to do in my classroom is have students work collaboratively. I would
say the majority of the time spent in my class is collaborative, but it's
all of the students working on the same thing. And so how with your
model, how does collaboration work when everyone is self paced? So keep in
mind we're talking about self pacing at five lessons at once, right, So
students are in the same group of lessons, and they're generally not particularly far
apart, right, because they're all in the same week or two weeks worth
of content. The second thing is we structure collaboration in two ways. We
have what we call organic collaboration, and then we have what we call plant
collaboration. Organic collaboration is the idea that I'm working in a self based learning
environment, and there are systems and structures in place such that I work with
my peers to tackle these activities naturally. I often describe it as how you
would learn in college. Frequently, I'd bet a lot of learning in college
collaboratively. But it's not because my professor said, you know, go after
class and like meet at the cafeteria and hang out with your friends. We
chose to do that because it helped us in our mission to learn the content.
Planned collaboration is actually when we say we're doing this activity on Tuesday,
everybody's doing it together, and it's going to be a collaboration day or activity.
Those can beat PIDAA seminars, those can be labs, those can be
opening discussions. That's planned experiences that are fundamentally designed that way. And then
there's a little there's there's examples where you can do a little bit of both,
meaning like the self pacing learning exercise is designed to be done in pairs.
Go find someone who's on the same liston as you are, and go
tackle this together. So there's kind of those two big buckets, and then
there's some overlap and you can get pretty creative with Okay, So I guess
then, rather than students being assigned to a seat permanently, it sounds more
like it's it's more of a flexible structure. Because you're going to be working
over here with someone else, you're always going to be in this seat.
Yeah, I don't. There's rarely assigned seats in modern classrooms. So frequently
you'll walk into a modern classroom and they'll be group banks, they'll be you
know, everyone I lesson four is going to be at this table, everyone
I lesson five is from me at this table, or they'll be heterogeneous group
bank. So there's but the classrooms actually quite um. The physical environment requires
a lot of movement because you're going to go to certain places for master checks,
You're gonna go to certain places to watch instructional videos. So it's intentionally
designed to be a little bit like a little city that students are navigating,
as opposed to one where everyone's in the same spot as they always are.
I could see some teachers bristling at that because it sounds a little bit like
structured chaos when they're used to, you know, especially if you are used
as kids sitting in rows and um, you know, this is where you
sit and it's always going to be like like. So I could see that
it could be frustrating for them. I could see it as a hard transition.
Is it supposed to be an easy transition, but it's supposed to be
one that's good for them and their students, So totally. I mean,
we describe our model as one that's built around controlled chaoss and without controlled chaots,
you get pretty you get pretty restrictive learning environments where a lot of students
are kind of left behind and affect their needs are met. So you got
to be excited for controlled chasts if you're going to do our model, otherwise
stay away from it. That's a good point. Yeah, if you're someone
who needs it to be completely silent while you talk, this isn't the model
for you. It sounds like like oh, absolutely and absolutely so, then
let's I just one again objection or one reason why some teachers I could see
being skeptical again is the classroom management portion of it in terms of students staying
focus, Like if you have a student who just comes in, they're like,
I'm not going to do any work today, or they don't really care
where they are on the pace. Does that has that been much of an
issue when teachers are starting out, or does the model just somehow fix that?
Nothing fixes that? You know. What we often say is whenever someone
poses that question to me, I often pose a question in return, which
is what is that student doing in a traditional environment? And usually the answer
is nothing different. But you're operating in an environment that's generally built out of
compliance, and they might be compliant, but compliant isn't engaged. So I
think one of the things that our model does is it really shines a spotlight
on students that are compliant in traditional environments but actually disengaged, because being compliant
doesn't get you anywhere in a modern classroom. You have to get your guided
notes out, you have to watch your instructional video, you have to complete
your matchy checks. So I think the reality is is you will suddenly see
the degree with which certain students are actually waiting for learning to just kind of
hit them in the face. And if it doesn't just hit them in the
face, then they're just kind of not going to learn the content. And
at that stage, the only solution is to build strong relationships with those students
and figure out when motivated right, you have no other pathway out right,
And I think our model gives you the time to do that, Whereas in
a traditional setting you're just kind of going to let them slide by being compliant
and move on from one less to the next, one unit to the next,
one school year to the next, not necessarily performing well, maybe just
kind of passing, and that's not really doing much for the students in the
long run. In fact, it's probably just widening some of those learning gaps
I could see, especially with my I teach song grade. Of my incoming
song graders, they need so much hand holding, and so I have a
feeling it's going to take a lot of training in the beginning for them to
be self reliant because a lot of times I've even told them, if you're
absent, go to Google classroom and you can see what we did for the
day, and they still email me, I'm going to be gone today.
What are we doing today? So how do you train these students to actually
believe in themselves enough to be self guided? Super super tight structures. Modern
classrooms usually have some of the most intense structures and systems in place, so
you know, if you're going to give students great or freedom over their time,
you need to build some really high quality systems such that they know how
to use that time effectively. Our teachers have the most organized learning management systems.
They have the most organized kind of lesson been setups in their classrooms.
They have some of the most clear routines because ultimately students are going to be
in the driver's sali learning experience, so if you don't have those in place,
they will feed off that kind of chaotic energy and they won't actually use
their time effectively. The other thing is, I think it's almost more important
than the content is to actually ensure that the students are building those twenty first
century skills as well. So that's why you got a self paced in short
chunks. You got to do frequent check ins, you got to engage in
a series of reflections with students that they're able to say, here's why I
use my time and effectively goss unit. This is why I only mastered three
out of six skills. This is what I'm going to do differently. So
it requires patients, it requires really high quality structures, and I think over
time those gains will happen. But one thing I tell folks all the time
is some of the best, if not the best, at scale modern classrooms
are elementary classrooms. And I think it's a big myth that sort of young
the students aren't developmentally ready to be in control of the learning environment. And
we heard that early on in modern classrooms. Oh, this has got to
be just a secondary model. And it's actually the opposite that usually the older
the student, the more they're used to these highly rigid learning environments and the
more of a change in style it is. You walk into a second grade
classroom that's doing a modern claps rim and you'll be shocked. I mean,
these students are like a little city and they're driving their own learning and they
know it to do next. And that's because elementary teachers are some of the
most effective at building systems and structures. But also those students haven't had the
kind of self direction kind of weaned out of right. It's like, over
time we turned war into robots and less into self directed leartners, which for
folks feels like the opposite pattern you would expect that. It's the reality.
That's actually a big complaint about public schools in general, that they are being
run like factories anyway, both students and parents, you know, they complain
that their needs aren't being met or school is boring, and it sounds like
this. It's it's a huge like mental shift, for sure, but this
could be what cures education, especially since there's so many teachers not wanting to
go into education anymore and so many teachers quitting. That's right, that's right.
It's a core way that we think about how you change some of the
patterns of education that we're design out of convenience and not what's best for students.
And I think we know that that I've been working and I think frankly,
the big technology push is also proving it right. Students are starting to
realize, like, why do I have to sit here and wait for you
to tell me this when I can just open up a computer and find the
information, most specially with AI too. We gotta be ready for that.
So one thing I was thinking, because you had to mention that you use
paper, and I met a school that's completely one to one, what would
you say is the minimum technology set up for this to run smoothly? I
mean, there's folks who do it in a really low tech environment, but
generally speaking, I'd say a two to one. And it doesn't mean that
the kids need to take the devices home with them, but generally speaking,
you probably want a device for every two students. I mean, students are
not spending that much time on computer screens. I think a pretty small amount
of time frequently on computer science unless the activity is you know, on the
computer, because the instructional videos should be nine minutes or under, ideally six,
so you know, your These instructional videos are very bite size, so
two to one usually gets gets you what you need. Um, you know,
one to one's ideal, But isn't is that what everyone has access to?
Okay, that's good to do, because I yeah, with the video
component, I mean, we can assume that we can flip the classroom completely
and have students watch the videos at home. But I'm not a believer in
giving homework anyway, So I think that it's kind of a waste of time
to an energy to get upset when students don't do homework because I can't control
what happens the minute that they walk out of my door. So I just
wanted to see how other teachers are doing this if they don't have a device
for every student. Yeah, I mean, the expectation is not that assumes
to this work at oh and in fact, it's usually a pretty clear expectation
that the only time you have homework is when you're not on pace. So
it creates this nice structor where it's if you're not using your time, it's
actually the a if stuffs you do, but if you're using your time effectively,
you don't. Yeah. Now I wanted to let the audience know that
you guys have a Facebook group. Then I've been in very very helpful Facebook
group. Everyone is sharing resources. You had mentioned the structures, and there
people are sharing screenshots of how their Google classroom is set up, or they're
pacing guys, or they're tracking you know, checkers. It's amazing how collaborative
your community is. I mean, they're cool. Also, oh go ahead.
I mean, we describe ourselves as a movement, so I always say,
like, the best people to talk to our teachers. So that Facebook
groups one of my favorite things that we have. We never intended it to
be some big thing. We just create a group and suddenly thousands of teachers
are in there. So I agree, it's like the coolest part about our
work is that little Facebook which is not. Yeah, as soon as I
joined, I was just bombarded with all of these posts of people just sharing,
I mean just sharing everything, asking questions, no judgment. And then
also I've been through the course and the course itself. Considering that you're offering
a free course, it's very thorough. I like the fact that you're modeling
how the lessons are supposed to be in terms of length and the resources that
accompany it. How did this course come about? How came you're offering it
for free when you could easily be charging for this. Well, I mean
we're a nonprofit, so I mean to start. You know, the organization
was always built as a nonprofit, and it was built through the lens of
we will never hide content from educators, part of the ethos of our organization.
Like, it's hard enough to be a teacher. It's the hardest thing
I've ever done. I've been leading the Modern Classrooms project for over five years
now, the organization's grown, They've trained thousands of teacher. There's nothing it
was harder than trying to figure out how to meet thirty highly diverse students with
very very different needs in a sixteen minute class period one hundred eighty days the
year. So I don't think we need to be holding very valuable resources back
from educators. They should have everything that could possibly need, so, you
know, the things we charge for the Modern Classrooms or when we actually have
to use human time, which, by the way, that the people who
do to training our teachers themselves, they're usually teach our mentors. So the
course was just an idea that my co owner and I had and we realized
people wanted this, we thought, well, why don't we just create a
place where any educator can learn the model and a self based format start building
it out. So it's where I send everybody to go first. We do
have a much more structured mentorship program that has a cost associated with it,
and that's kind of how we partner schools and districts. But that free course
has ever. There is not a sales everyone. There's not a hidden template
or resource of the modern class from the project where if you pays five blocks,
suddenly at old Pier doesn't exist. Everything's in that free course. Well,
especially when you pair that free course with the free Facebook group, kind
of got it all in there because you also do have some built in guidance
in there from everyone helping each other out totally. There's a lot of really
cool staff you can learn from the free course and from the people in the
community. And what I mean on a personal note, this is something that
I've been wanting to do. This model is something that I've been wanting to
do for over a decade, but I couldn't wrap my brain around it.
And I love that your organization has systemized it. It answers you know,
the ethos of it and wrapping your brain around how it actually works in the
classroom implementation strategies. You know, some of the objections that people might have.
It addresses those as well, and it also models it, which I
think is great because I love the module on how to actually just create the
videos and how easy it is to just pop in there make a video and
it doesn't have to be polish. You know, there's some teachers who are
afraid that, you know, students are going to make fun of me if
I make a video, And in my mind, I'm like, they're not
making fun of you anywhere than they would in class because that's just how kids
work. So does it really matter. No, they're not going to necessarily
screenshot your phineas and posted on TikTok. They don't got time for that.
So I really appreciate what you guys are doing, and I'm hoping that more
teachers will start to embrace this idea of not having to control everything in a
classroom. I totally agree. And the one thing I remind everyone is the
model is designed to be customizable, so make it your own, like you
don't need to go in teachers are rule followers, it's so fascinating. It's
so fascinating. So I always tell the story of when before we had the
free course, we were a little fellowship in DC and we trained our first
aid educators and right when the school year started, I got calls from them
saying, am I allowed to talk at the front of the room? Like?
Am I allowed to do this? And I remember thinking like if I
said no, would you listen? Right? Like? So, um,
what I'd tell every educator out there is like there's some gold in that course,
but you don't have to use every single component of it. You don't
have to use every template, and you can certainly make it your own.
And that's what we want, Like, we believe educators are the most important
people to invest in in K twelve education if we want to see long term
change, and this is just an avidant to do that. Well, thank
you so much for taking the time to share this to educators, especially future
and new educators. Where can they find you if they want more information?
Want to stock to online? Yeah, I mean I have like a LinkedIn
and a Twitter account, but I think what's more important is the organization.
So all of our social media accounts on modern classrooms are Modern class rojpr o
J. But you go to our website Modern Classrooms dot org, just make
sure you put a NASS on it. Modern Classrooms. That's our website,
and the free course is learned Modern Classrooms dot Org and in those are the
best places to go. I mean, I think we have enough of the
digital footprint now that if you just kind of search us, you'll be able
to see all those things. But those are the two best spots to go
to really dig in and learn our work, okay, And I'll be sure
to post the links so you guys can find those easily. So what do
you think? Are you guys? In? Are you going to try this
out with me? Let me know. You can send me an email at
Kim at Teachers need Teachers dot com and let me know if you have any
reservations and things that you're wondering about in terms of implementation. Thanks for hanging
out with me to day, you guys, and I will see you next time.