M2 provides a wealth of information outside of what you already know. It’s a form of differentiated instruction. Every day, I am learning how to be a better teacher because of M2.

Danica Rose Garay | Kankakee School District, IL

USE CASE

Supporting differentiated instruction in special education

Danica Rose Garay

Special Education Teacher

School/District:

Kankakee School District, IL

Grade Level 9-12

Everything, everywhere, all at once

Danica Rose Garay teaches instructional sciences in a self-contained special education classroom, a complex setting to say the least. Throughout her day, she guides students from freshmen through seniors through biology, chemistry, physics and engineering, and environmental science.

Her students have diverse needs: some have autism, others have specific learning disabilities or intellectual disabilities. Many are English language learners navigating both a new language and complex scientific concepts simultaneously. Each student’s Individual Education Program (IEP) requires different accommodations, different pacing, different approaches.

Before M2, Danica managed these intersecting challenges largely on her own. When a Spanish-speaking student needed help understanding instructions, she would stop teaching, pull out her personal phone, type into Google Translate, hand the phone to the student, wait for his response, and pass the device back and forth. The back-and-forth ate up precious instructional time. Meanwhile, the rest of her class waited.

The pattern was apparent with conceptual questions too. A student would ask for more examples of chemical compounds, and Danica would cycle through the same familiar ones: water, carbon dioxide, maybe a couple others she could recall in the moment. With four different science subjects to teach across multiple grade levels, she couldn’t always hold every example at her fingertips.

Curiosity is a catalyst for learning

The real cost was not just loss of time but loss of opportunity for her students to go deeper with their learning. Danica shared a simple, but fundamental philosophy about how she analyzes student learning in her classes:

When students are curious enough to ask, that’s when real understanding begins.

But curiosity can be fleeting if the flame gets extinguished. When a student asks a question tied to what they’re learning right now, and the teacher has to say “I’ll get back to you tomorrow,” oftentimes by the next day, the student has often forgotten what they wanted to know. The spark is gone.

“It’s disheartening when I don’t have time to answer all of their questions,” Danica explains. In a class where students already face extra barriers to engagement, losing those moments felt like losing the students themselves.

The promise of equitable education for students with disabilities is that they’ll receive the support they need to access learning alongside their peers. But when one teacher is responsible for an entire classroom of individualized needs, that promise gets stretched thin—not because of lack of care or effort, but because of the limits of time and human capacity.

So long Google Translate

When M2 arrived in Danica’s classroom, it addressed both challenges at once: the language barrier and the knowledge gaps.

During a lesson on elements and compounds, Danica explained the instructions to her class. Then she turned to M2: “Can you please translate that into Spanish?” Instantly, M2 repeated her instructions in Spanish–no phone to fumble with, no broken flow, no student left waiting while others moved ahead.

Her Spanish-speaking students could hear the translation in real time, ask his own questions to M2, and stay engaged with the lesson without falling behind. Danica recalls:

And when students asked for even more examples of chemical compounds, M2 provided them: methane, sulphuric acid, and so on, beyond Danica’s immediate recall. M2 could also repeat and review content while students worked independently, reinforcing concepts without requiring Danica to pause her one-on-one support with other students.

Curiosity for the curator too

Another benefit for Danica was M2’s real-time coaching feedback. After her first period class, Danica read M2’s suggestion: she could increase engagement and elevate her questioning skills by asking students to provide more examples rather than providing most of the examples herself.

“I can’t believe I forgot about this fundamental technique,” she realized. She had been so focused on optimizing her pacing and delivering content efficiently, she had missed opportunities for students to demonstrate their own understanding, too.

In her second and third period classes that same day, Danica incorporated the feedback. Instead of listing examples herself, she asked students to generate their own. The difference was immediate:

Letting teachers be teachers

Looking ahead, Danica sees M2 as part of a larger shift in how teachers can support diverse learners. “This is a great innovation for us. It takes loads off of teachers’ plates: constantly needing to prioritize, process, and execute based on individual learning plans.

But she’s also thoughtful about the boundaries. “We should strive to find our balance with AI. Teachers don’t always know where to draw the line.” She sees M2 for what it is: a partner that isn’t meant to replace her or take over her instruction entirely. It’s supplemental and an extension of what she is already trained to do, providing the extra voice, extra language, and extra set of examples when students need them.

“Some teachers – including myself, sometimes – are really scared to find out what we don’t know,” Danica acknowledges. 

“It boils down to this: M2 can provide a wealth of information outside of what you already know. It’s just a form of differentiated instruction. Every day, I am learning how to be a better teacher because of M2.”

For Danica, the vision is clear: use M2 to ensure that no student is left at surface-level understanding simply because she could not address it in that very moment. Keep the questions alive. Keep the curiosity alive. Keep the evidence of learning alive.

The post Achieve differentiation in special education with M2 appeared first on Swivl.

After explaining the differences between assets and liabilities for the umpteenth time, I asked M2 and BOOM. It gave us relevant and interesting examples I had never thought of before.

Travis Paulsen | Owatanna Senior High School, MN

USE CASE

Turning “busy work” into deep learning

Travis Paulsen

CTE Teacher

School/District:

Owatanna Senior High School, MN

Grade Level 9-12

“Accounting isn’t fun.”

Travis Paulsen teaches business and accounting classes to 9th through 12th graders at Owatanna Senior High School, and he’ll be the first to tell you that making accounting seem interesting is no small feat. Like many Career and Technical Education (CTE) teachers, he faces a unique challenge: “Accounting isn’t fun,” jokes Travis.

He knows accounting concepts—debits, credits, financial statements—don’t naturally generate excitement for teenagers. And business classes aren’t the only options competing for student enrollment. “We’re constantly competing with band, choir, arts, and other electives,” he notes. Those programs offer built-in opportunities for students to showcase their hard work and skills: concerts, performances, and other forms of creative expression. Completing an accounting course, by comparison, doesn’t get you bouquets or award ceremonies at the end of the year.

The double-entry dilemma

Accounting is also challenging. “The hardest thing for students to grasp is that in every transaction, two different parts of an equation are affected,” Travis explains.

Travis is describing double-entry accounting: the principle that every financial transaction affects at least two accounts. It’s fundamental to the discipline. It’s also abstract and difficult to visualize for students encountering it for the first time.

“We’re constantly trying to think of different examples to explain this concept,” Travis says. But coming up with fresh, relevant scenarios on the fly, multiple times per day, across multiple class sections? That’s a tall order even for a seasoned veteran like Travis. 

M2 balances the books

M2 made quick work of the double-entry dilemma. Travis recalled:

Another breakthrough came when Travis reimagined how his end-of-chapter questions  (something he calls “busy work”) could become meaningful learning opportunities when delivered by M2. 

The incentive is simple but powerful: if a student successfully argues their logic out loud with M2 then they don’t have to complete the end-of-chapter written assignment. It’s a win-win for everyone.

M2 also freshened up the feedback cycle in his classes.

He admits: his feedback to students was starting to feel perfunctory every time he graded those end-of-chapter worksheets.

He knew students deserved something more genuine, but the reality of teaching multiple classes with virtually no prep time was making that level of individualized attention impossible.

Now, students receive in-depth, personalized feedback through their conversations with M2 and it’s not all sunshine and daisies. M2 keeps rigor high, asking follow-up questions with every piece of encouragement, e.g., “Have you thought about it this way instead?” “What might change your mind about this topic?” M2 challenges students to work through their misconceptions and provides scaffolding that deepens their understanding.

This tech just hits different

It was clear that M2 was making accounting the most popular CTE class offered in his program and Travis has a theory as to why. He jokes:

It may sound self-deprecating at first, but there’s awareness and honesty here. When we chatted with Travis he shared some light-hearted examples of back-and-forth banter he has with his students every day. Their rapport is strong. But this technology just offers a different kind of engagement.

M2 provides novelty, patience, and a judgment-free space for students to work through complex concepts. Students can ask questions they might hesitate to raise in front of peers. They can take their time without worrying about holding up the class.

And Travis is strategic about deployment. “We don’t use M2 for everything,” he emphasizes. During regular instruction, “we’re still analyzing transactions and still having real discussions in class.” But M2 is there to make the grind of drilling tough concepts more relatable and easier to digest for learners.

The approach maximizes M2’s impact while maintaining Travis’s essential role as teacher and mentor.

Making CTE relatable for all

Ever since Travis brought M2 into his class, he’s witnessed a remarkable shift in his own teaching practice and his students’ attitudes toward learning, so his advice for fellow CTE teachers on where to start? Use M2 to provide real-world, relatable examples for challenging concepts. Whether it’s assets and liabilities in accounting, legal precedents in business law, or case studies in management, M2 can generate contextual examples instantly.

The result? “An instant launch pad for deeper discussions in your classes,” proclaims Travis. “This will put you on the map,” Travis says, speaking to the competitive reality of elective programs, “and students will want to sign up for your classes.” 

But beyond marketing advantages, M2 addresses a fundamental challenge in CTE education: how to make technical content accessible, genuine, and relevant for students who are still discovering their future selves. 

The post CTE gets a glow up, courtesy of M2 appeared first on Swivl.

It’s no longer me just observing, writing notes, having a meeting, and only then creating a solution. It’s me seeing the data and showing up to our first meeting with solutions.

Michelle Ashmore | Newnan High School, Coweta County School District

USE CASE

On-the-spot feedback for every teacher, regardless of experience level; massive improvement and scalability in coaching conversations

Michelle Ashmore and Allison Hurston

Instructional Coaches

School/District:

Newnan High School, Coweta County School District, GA

Grade Level

Adult/Professional Development

What fire will we extinguish today?

Michelle Ashmore and Allison Hurston, instructional coaches at Newnan High School in Georgia, struggled to keep up with the demands of supporting their diverse teaching staff. With limited time and resources, they found themselves constantly “putting out fires” rather than implementing strategic coaching plans.

“As instructional coaches, we get requests all the time,” Allison explains. “Sometimes teachers invite us into their classrooms; sometimes they don’t. And even when we observe, we’re only seeing a short snippet. There’s no way we can capture the essence of what a teacher is doing unless we were in there every day.”

This reactive approach meant they couldn’t connect meaningfully with every teacher, and the interactions they did have often felt rushed and surface-level. That changed when Newnan High introduced M2—the intelligent co-teacher that provides real-time instructional feedback and a space for active teacher reflection. 

M2’s eyes open our own

Within just days of implementing M2, Michelle and Allison noticed a fundamental shift in their coaching workflow. Instead of spending precious time identifying issues through limited observations, they could now focus on what they do best: delivering targeted solutions based on comprehensive data.

“It’s almost like a second pair of eyes for us,” Michelle says. “We’ll still go into classrooms, but M2 gives us a different lens to look through. It shortens the time between observation and action—I can go back in a day versus it being a week.”

The traditional five-step coaching cycle has been streamlined. “It’s no longer me just observing, writing notes, having a meeting and only then creating a solution, then having another meeting,” Michelle explains. “It’s me seeing the data and showing up to our first meeting with solutions.”

M2 gives us a different lens to look through. It shortens the time between observation and action—I can go back in a day versus it being a week.

Michelle Ashmore | Newnan High School, Coweta County School District

Showing veteran teachers new tricks

Perhaps most surprising has been the enthusiastic adoption by one of Newnan’s most accomplished veteran educators. Susan Turner, a Family and Consumer Sciences teacher with over 20 years of experience, has become one of M2’s biggest advocates.

“I can’t even describe how excited she was,” Allison said. “She was absolutely glowing. She talks a mile a minute—what she calls ‘Turner time’—and at one point, M2 suggested she slow down because her pace might be surpassing what kids could understand.”

Susan took this feedback and immediately adjusted her teaching in the moment. For her next class, she proactively addressed her pacing, which students immediately benefited from. 

I thought I knew all the tricks, but [M2] is helping me really pay attention to my kids in the moment.

Susan Turner | Newnan High School, Coweta County School District

What’s remarkable is that Susan had initially been skeptical of AI tools. Allison said, “She would leave conferences saying, ‘I’m too old for this. I’m not doing this AI stuff.’ “Now she’s spearheading other teachers in her department to use it.”

Susan herself admits the impact: “I thought I knew all the tricks, but [M2] is helping me really pay attention to my kids in the moment.”

Building teacher leaders from their newest crop

While veteran teachers are finding new insights, newer educators are using M2 to build confidence and resilience. James Drayer, a third-year Geometry teacher, has been dealt a challenging hand, but consistently strives to rise above. During his first year at Newnan—amid the aftermath of a tornado that forced classes into trailers with limited resources—James found himself trying to balance the school’s situation in addition to classroom management challenges that every first-year teacher faces.

One of the first to jump at trying M2, Allison said that James is “using M2 to get feedback on how his class flows, looking for choppy transitions or ways to explain concepts differently.”

James also uses M2’s recording feature which automatically tracks and zooms in on him as he teaches to understand his true presence in his classroom. This eye-opening reflection opportunity combined with the daily feedback M2 provides has accelerated his growth significantly.

James has made such progress in his various strategies and practices that he’s been chosen to present at Coweta County’s Innovation Summit this summer, demonstrating techniques he refined with M2’s assistance.

From fighting fires to strategic, supportive coaching

For Michelle and Allison, M2 has fundamentally changed how they approach their roles as instructional coaches.

It cuts out the guesswork of how to support every teacher and gives them back the time they need to actually implement strategies that help teachers overcome their challenges. “It makes us more effective. It makes the teacher more effective,” Michelle concludes. “And it addresses every teacher’s biggest challenge: time.”

M2 addresses every teacher and coach’s biggest challenge: time

Allison Hurston | Newnan High School, Coweta County School District

The non-evaluative nature of M2’s feedback has also created a safer space for growth. Michelle says. “With M2, our teachers know their feedback will not go toward their evaluation or be sent punitively to an administrator. They share their reflections with us, and I can immediately take a solution-oriented approach rather than one that involves a fire extinguisher.”

This changes the entire tone of coaching conversations and helps them in their mission to support every single teacher at Newnan: “We can immediately start with the positive: ‘I saw your reflection and what you said. I’m here to help you. Here are some strategies'” says Michelle. 

We can immediately start with the positive: ‘I saw your reflection and what you said. I’m here to help you. Here are some strategies.’

Michelle Ashmore | Newnan High School, Coweta County School District

With M2 as their trusted partner, Michelle and Allison don’t just solve problems—they empower teachers to join them in crafting solutions, creating a culture where both veterans and newcomers thrive.

The next frontier in coaching has arrived

Meet M2 – every teacher’s intelligent co-teacher and every coach’s new best friend. MirrorTalk powers it and helps you take your coaching to catastrophic heights. Learn more.

The post Balancing confidence: M2 uses AI to help coaches transform teaching at both ends of the scale appeared first on Swivl.

Swivl is proud to announce our partnership with Fresno County Superintendent of Schools and the California State University Chancellor’s Office in their groundbreaking initiative to enhance academic literacy and college readiness across California, New Mexico, Hawai’i, and Washington through the Expository Reading and Writing Curriculum (ERWC). Developed by California State University, the ERWC has received praise for its impact on student achievement and its use of rhetorical inquiry and is generously funded by a prestigious Education Innovation and Research Expansion grant by the U.S. Department of Education.

Through the grant, high schools will implement the ERWC and WestEd will evaluate the impact on student achievement. This opportunity also comes with the chance to try Swivl’s innovative technology in your classrooms to enhance literacy education for students in grades 9-10 and professional development for their teachers.

Transforming literacy with comprehensive curriculum

The ERWC stands out for its cutting-edge approach to developing critical thinking and literacy skills, integration of Universal Design for Learning principles, and the use of Integrated and Designated supports for ELD. The curriculum features yearlong thematic courses with multiple pathway options, emphasizing oral communication, collaborative discussion, and civic discourse. Aligned with Common Core State Standards for ELA, and combined with the power of Swivl tools for student communication and collaboration, the curriculum applies an advanced integrative approach to improving literacy outcomes. A recent report by WestEd highlights the impacts on students:

“My students were able to move from surface-level understanding to higher levels of thinking,” reports one participating teacher.

Another participant praised the curriculum for its usage of culturally relevant and engaging text throughout: “When you’re talking about texts that they actually have an interest in, they start asking better questions, they start writing more, they actually want to know about it.”

This transformation in student engagement is a common thread among ERWC classrooms, where teachers consistently observe enhanced critical reading and writing skills, particularly in students’ ability to analyze texts and question the author’s purpose more deeply.

Super-charge teaching with advanced technology

In addition to the curriculum provided, school participants will have access to Swivl’s innovative technology for instructional coaching and teacher reflection. Participating schools receive Swivl tools as part of their participation, enabling teachers to record, review, and reflect on their teaching practices. This technology integration also supports the implementation of Jim Knight’s High Impact Instruction Toolkit, providing teachers with concrete ways to enhance their instructional practices and questioning techniques.

Unlock substantial benefits

Schools who participate will receive:

• Comprehensive professional learning opportunities, including dedicated support for site-based communities of practice, summer workshops, and one-on-one coaching
• Access to the complete ERWC for grades 6-12
• Free materials, including student books
• Included Swivl technology for teacher reflection and student development
• Substantial stipends for participation:
  • Up to $8,000 for ERWC teachers
  • Up to $2,000 for traditional English teachers
  • $3,000 for school site leads
  • $20,000 for schools
  • $5,000 for districts

Do you qualify?

High schools in New Mexico, Hawai’i, and Washington state are encouraged participate and are eligible as long as the school’s overall enrollment requirement meets or exceeds 800 students.

Participating schools must:

• Have at least two teachers for ERWC and one for traditional English in grades 9 and 10
• Implement random student assignments between ERWC and traditional English classes
• Participate in data collection by WestEd throughout the study

The curriculum will roll out over three years, beginning with grade 9 pilot implementation in 2025/26 and concluding with grade 10 evaluation in 2027/28.

Take the next step toward literacy excellence

This partnership represents a unique opportunity to enhance student literacy while supporting teacher professional development through innovative technology. Schools interested in participating in this transformative curriculum are encouraged to complete the interest form to learn more.

This initiative promises to create lasting positive change in how we prepare students for college-level academic challenges by combining proven curriculum approaches with cutting-edge professional development tools.

Complete the interest form today to take the first step!

The post Transform high school literacy with the ERWC and Swivl appeared first on Swivl.

AVID classrooms pulse with energy—students engage in collaborative projects, tackle challenging inquiries, and dive deep into dynamic learning experiences. But when the buzz of activity subsides, educators face a crucial question: How do we effectively measure what each student has truly learned?

Elevating collaborative learning with stations

AVID’s emphasis on collaborative work finds a perfect partner in M2’s physical learning stations. Equipped with built-in tools like Whiteboard, Timer, and Polls, M2 serves as an intelligent group facilitator that keeps students focused and engaged. Teachers can set up M2 stations with customized activities from the Library or create their own based on specific lesson objectives.

Brittany Carpenter, a Technology Instructor and RESA Coordinator at Lamar Consolidated Independent School District, speaks to M2’s versatility: “M2+MirrorTalk is the ultimate blended learning tool. In the pre-reflection workspace, we can set up a variety of tools to assess the students’ actual math skills and their post-workspace reflection deepens our understanding of how their experience went and what challenges they faced.”

Capturing individual voices in collaborative learning

MirrorTalk transforms post-activity assessment by allowing students to verbalize their understanding through structured spoken reflections. As Gabe Nemiroff, a teacher at Albuquerque Public Schools notes, “Students are immediately curious about their understanding and mindset scores in MirrorTalk which immediately opens the door to conversations about growth.” This approach ensures that even in AVID’s collaborative environment, individual student voices and needs aren’t overlooked.

Immediate feedback drives continuous growth

In AVID’s fast-paced learning environment, waiting days for feedback can break the momentum of student progress. MirrorTalk eliminates this delay by providing instant, AI-powered feedback that helps students understand their progress and areas for improvement in real-time. Annette Lang, a Technology Teacher and Instructional Coach at Bio-Med Science Academy, has experienced this transformation firsthand: “I am able to invite all 104 of my students to talk through their learning experiences regularly and bring feedback to them instantly.”

Empowering data-driven instruction

MirrorTalk’s AI analysis goes beyond surface-level assessment, uncovering nuances in student understanding that traditional methods might miss. This deeper insight enables AVID educators to:

• Identify patterns in student learning, mindset, and challenge levels
• Adapt teaching strategies based on concrete data
• Target support where it’s needed most
• Track individual and class-wide progress over time

Freeing educators to focus on what matters

AVID educators wear many hats—facilitator, mentor, and coach. MirrorTalk automates the time-consuming aspects of assessment, allowing teachers to focus on these crucial roles. Instead of spending hours grading, educators can dedicate more time to supporting and challenging their students, leading to richer, more impactful interactions.

Angela Foley, a Teacher and Principal in Training at Elmore County Public Schools, describes the impact on her workflow: “MirrorTalk offers something more personal than traditional edtech tools. Instead of spending hours reviewing student videos and providing feedback, the AI analyzes their responses and helps me quickly identify what needs reteaching. It’s made my workflow so much more sustainable.”

The path forward

By seamlessly integrating with AVID’s interactive approach, MirrorTalk creates a feedback loop that benefits both students and educators. Its physical stations facilitate engaged group work, while its assessment capabilities ensure every voice is heard. Students gain immediate insights into their learning journey, while educators receive the data they need to make informed decisions about instruction and support. This powerful combination ensures that every student’s voice is heard, every learning opportunity is maximized, and every educator can focus on what truly matters—helping students succeed.

Curious to see how MirrorTalk can collect crucial data for your AVID classroom?

Try M2+MirrorTalk

MirrorTalk + M2 is the unique classroom assistant that captures the best data for observation and daily feedback for teachers, turns small group station dreams into a reality, and prioritizes reflection for everyone in class.

The post Enhancing AVID classrooms with MirrorTalk: Where student voice meets data-driven insight appeared first on Swivl.

In today’s AI-driven world, it’s easy to fall into the trap of letting technology do our thinking for us. But at MirrorTalk, we believe in a different approach: using technology to help you think better, not to think for you.

The challenge of reflection

Reflection is hard. It requires us to pause, look inward, and critically examine our thoughts and actions. For many students, this process can feel daunting or even frustrating. But here’s the truth: if reflection feels challenging, you’re doing it right.

Scaffolding the journey

MirrorTalk is designed to scaffold the reflection process, making it more approachable and rewarding for students. We’ve created a three-stage approach to help educators guide their students through the productive struggle of self-reflection:

1 – Encouragement first:

Begin with a Session group, where students receive immediate feedback focused on praise and small prompts to improve their thinking.

2 – Share the Lesson:

Progress to a Limited Dashboard group, introducing students to their personalized “Lesson” – a key insight they might be overlooking – along with their Understanding score.

3 – Dig into all insights:

Finally, expand to the Full Dashboard, where students gain access to a wealth of insights to help them manage mindsets, refine communication, and more.

Embracing the struggle

Remember, the goal isn’t to make reflection effortless – it’s to make it meaningful. When students grapple with their thoughts and ideas, they’re exercising the most powerful tool they have: their own minds.

By using MirrorTalk’s scaffolded approach, you’re not just helping students reflect; you’re teaching them to embrace the productive struggle that leads to genuine growth and learning. We’re empowering you to take your role as a reflective educator and help your students cultivate this essential lifelong skill for themselves.

Here’s how you can maximize its impact:

• Use the scaffolded approach to gradually deepen students’ reflective abilities.
• Incorporate MirrorTalk insights into your feedback and assessment processes.
• Encourage peer discussions about reflection strategies and insights gained.

A tool for thinking, not a replacement for thought

Unlike AI systems offering instant answers, MirrorTalk is a personalized thinking tool that creates conditions for effective self-reflection. As educators, your role is to help students value this approach. By guiding them through reflection, you’re cultivating a mindset that extends beyond the classroom. In a world where technology will never stop evolving, MirrorTalk helps students develop their most timeless asset: the capacity for thoughtful reflection and critical thinking.

Take scaffolding to the next level with MirrorTalk + M2

MirrorTalk + M2 is the unique classroom assistant that captures the best data for observation and daily feedback for teachers, turns small group station dreams into a reality, and prioritizes reflection for everyone in class.

Schedule a live demo to learn more!

The post Product highlight: Embrace productive struggle – how MirrorTalk helps students grow appeared first on Swivl.

M2 is an AI-powered device that helps teachers engage students better in class, deepen everyone’s thinking, and effortlessly enhance instruction with real-time feedback and automated insights. Its integrated MirrorTalk software automates reflection with customized prompts. Durable, mobile, and uniquely sized, M2 serves as an intelligent co-teacher in various educational spaces.

Your AI Teaching Companion

M2 is more than your average video tool. We leveraged our 12-year expertise in video observation by working with Swivl Robot users around the world to give teachers the best experience when recording themselves for observation and coaching. We built M2 to become your AI teaching companion and help you build skills while you teach by delivering on the spot feedback and strategies for keeping students engaged. For formal observation, M2 features a 180° camera with automated tracking, high-quality audio, and follows up each recording experience with a reflection to capture the teacher’s experience, while its still fresh on their minds.

Small group leader

M2 is also a multi-modal small group leader for classrooms, featuring built-in tools like Recharge, Whiteboard, Links, Timer, Recording, and step-by-step directions to keep students focused. Teachers simply set up M2 at a designated station and load an activity from the Library or create their own based on their lesson plan. After each activity, students reflect on their learning and receive instant feedback.

Reflection kiosk 

M2 prioritizes and measures metacognitive skill development. Its presence constantly offers immediate, personalized feedback for growth as learning happens. Educators gain key insights into participants’ thinking, including understanding, mindset, and challenge level, and actionable feedback to help their participants improve.

In this article, hear from real M2 users about the unique ways they are making the most of this intelligent co-teacher!

Student projects and presentations

M2 enhances projects and presentations by fostering peer collaboration without classroom chaos. Its built-in Workspace tools keep small groups focused, allowing teachers to assist students who need extra help. After completion, M2 prompts student reflection, provides instant feedback, and gives teachers automatic insights into the learning experience.

Hear from several different teachers on how they have transformed their classrooms into project-based learning centers with M2:

M2’s Workspaces are transforming our mathematics instruction. Students enthusiastically solve problems and reflect together, celebrating successes while thoughtfully addressing challenges. It’s remarkable to watch how this guided group work naturally cultivates growth mindsets and genuine excitement for learning.

Brittany Carpenter | Technology Instructor and RESA Coordinator

With M2 Workspaces, science teachers don’t have to keep repeating the same safety procedures and instructions for a lab, they are just built into every activity automatically. This kind of autonomous guidance truly helps teachers meet students where they are with minimal lift on their part.

Phyllis Balcerzak, Ph.D. | Associate Professor, University of Missouri – St. Louis, MO

We love how M2 offers the students many opportunities to practice. Even if a student doesn’t feel like their initial presentation went well or they didn’t master a concept, we can just structure a workspace to include a quick resource, like a video, to watch before they practice it again. And during the reflection, they still get a separate opportunity to explain what they really know about the concept.

Annette Lang | Instructional Coach, Bio-Med Science Academy Stem School, OH

Multi-modal learning for ELLs

M2 assists teachers in balancing ELL and native English speaker needs. It allows ELLs to access content in their native languages and reflect independently, while providing teachers feedback in English. Tools like whiteboard, timers, and group reflection foster digital collaboration, peer modeling, and language practice for all students.

M2 bridges crucial gaps for our newcomer students from El Salvador, recognizing their true academic capabilities while addressing language barriers. By enabling initial reflections in Spanish, then slowly transitioning to English, it builds confidence and creates pathways to their English acquisition, helping these students demonstrate their actual academic potential and integrating them into our classroom community.

Harley DeKeyzer | Librarian/Technology Coordinator, Albany Middle School, Livingston Parish, LA

PBIS that really supports

Transform tense moments into opportunities for growth with MirrorTalk on M2. Placing this powerful tool outside counselors’ or administrators’ offices works wonders for dysregulated students. It guides them through calming exercises and self-reflection, empowering them to process their emotions at their own pace and verbally reflect on their their experiences more productively. Watch as students shift from stressed to serene, ready to engage in constructive conversations. M2 isn’t just a device – it’s a game-changer for student well-being and conflict resolution.

M2 uniquely supports students from challenging home environments by providing a safe, structured space for conflict resolution. Through guided dialogue and calming exercises, it helps students who frequently experience behavioral issues develop essential communication skills and emotional regulation strategies before returning to class.

Rachel Tyson-Wiley | Teacher, City Of Chicago School District 299, IL

Amplify the power of instructional coaching

M2 is the ultimate ally for instructional coaches—because it’s every teacher’s ally too. This powerful tool streamlines teacher development, providing real-time feedback from pre-observation prep to post-lesson reflection. It captures every teachable moment, delivering instant insights and end-of-class summaries that help teachers understand and refine their practice.

With M2, teachers can reflect out loud, deepening their learning, while coaches gain invaluable insights into mindset, tone, and cognitive bias. Skip the recall—jump straight into meaningful, targeted discussions with every teacher that drive real growth.

M2 has completely changed how teachers engage with feedback. The moment they receive a meta-analysis with different strategies, they’re instantly thinking, ‘I can try that!’ The ‘Team Learning Summary’—our coaching strategy—has been a game-changer. Every time teachers see it, they get excited to implement new ideas. It’s not just improving their practice; it’s making them more receptive and fully bought into our coaching cycles.

Meagan Stass-Macdonald | Instructional Coach, Barrington School District 220, IL

Actually measure PD’s impact

Empower everyone with M2! Watch as it transforms post-PD moments into goldmines of insight. Teachers pour out their thoughts at the door, while facilitators instantly gauge their impact. It’s a win-win: educators feel valued, and PD becomes razor-sharp. With M2, every reflection sparks growth, turning feedback into fuel for educational excellence. Get ready to revolutionize professional development – one M2 at a time.

M2 has been an invaluable resource for our PD program: it’s a comprehensive coaching platform, facilitating anonymous PLC feedback, structured support cycles, and data-driven professional development planning.

Amarius Reed | Elementary Math Coordinator, Atlanta Public Schools, GA

Involve the whole community

Unleash M2’s magic at your next school event! From art shows to open houses, M2 captures honest feedback from parents and community members in a private, judgment-free zone and turns them into active participants. Watch as stakeholders dive deep into school initiatives, sharing thoughts that truly matter. Get ready for a avalanche of insights that’ll supercharge your community relationships. With M2, every event becomes a launchpad for meaningful connection and school improvement. Don’t just host events – ignite engagement!

The problem with feedback tools we’ve used in the past is that there is no accountability for the parent (usually a form we send digitally afterward) and then it takes a while for us to sift through the data and publish what we find. M2 is quick, painless, and enjoyable for parents and lets us instantly collect and disseminate the data we gather.

James Wilborn | Elementary Educational Technology Specialist, Atlanta Public Schools, GA

M2 is the intelligent co-teacher that helps teachers engage students better in class, deepen everyone’s thinking, and effortlessly enhance instruction with real-time feedback and automated insights. With all these ways (and more!) it could support your school, isn’t it time to let M2 do the heavy lifting? 

Watch me do even more tricks!

Schedule a live demo to learn more!

The post M2 is the intelligent co-teacher to help you reflect, instruct, and grow appeared first on Swivl.

This article pertains to the M2 device (hardware). Looking for an easy way to get started with MirrorTalk reflection activities that work on any device? Check out this article.

Get ready to meet your new classroom guide! M2 is an AI-powered device to revolutionize small-group learning. This clever all-in-one platform not only offers daily feedback and actionable advice for teachers, it is powered by MirrorTalk, software that automates the entire process with customized prompts and instant feedback for students and teachers. Packed with pre-built thinking activities, MirrorTalk unlocks peer-to-peer chatter, creativity, and teamwork while keeping classroom chaos at bay.

The data you’ll gather from MirrorTalk is a goldmine for student growth, providing educators with automatic insights into understanding, mindset, zones, and more. Say farewell to hours of planning and hello to effortless collaborative experiences from day one – MirrorTalk + M2 is about to become your go-to tool for small-group magic!

Here are 10 fun out-of-the-box activities to get your small group stations rolling! 

Get them talking

Activity: Presentation/Speech Practice

Students need strong presentation skills to thrive in today’s communication-driven world. Whether pitching ideas, defending their work, or simply expressing themselves clearly, the ability to present confidently and effectively opens doors in students’ futures.

Activity: Collaborative Storytelling

Students who become skilled storytellers develop a powerful tool for engaging audiences and conveying complex ideas in memorable ways. The art of storytelling not only enhances communication, but also fosters creativity, empathy, and the ability to connect with others on an emotional level – all valuable assets in school and throughout life.

Activity: Discussion Warm Up/Calentamiento de la discusión*

Increasing opportunities for communication between non-English speaking students and their native English-speaking peers promotes cultural exchange and mutual understanding. These interactions not only accelerate language acquisition for non-native speakers but broaden the worldview of native speakers, preparing both for success in our interconnected global society.

*available in Multiple Languages

Get them doing

Activity: Prototyping

Learning to prototype empowers students to transform abstract ideas into tangible solutions. Prototyping helps students develop critical thinking abilities, learn to iterate on their designs and gain valuable hands-on experience that bridges the gap between concept and reality.

Activity: Tallest Paper Tower

Learning to build things with their hands gives students a unique sense of accomplishment and helps develop practical problem-solving skills that can’t be gained from textbooks or personal devices. Hands-on experiences not only enhance spatial awareness and fine motor skills but also boost confidence, creativity, and the ability to think in three dimensions – all valuable assets for students to possess if they ever want to become engineers, architects, or designers.

Get them in the zone

Activity: Stress Transformer

Learning effective stress-coping techniques improves students’ mental health and enhances their academic performance and social relationships which helps them navigate life’s challenges even beyond the classroom. 

Activity: Brain Break

Brain breaks are essential for students to recharge and refocus, preventing mental fatigue and improving overall learning. These short, intentional pauses during the lesson allow the brain to process information, boost creativity, and enhance attention span, ultimately leading to better retention of material and more productive learning.

Let them have fun

Activity: Pictionary

Pictionary is a fun and engaging way for students to reinforce vocabulary while honing their artistic abilities. As students strive to convey words through quick sketches, they not only practice using and recognizing key terms but also develop their visual communication skills, creativity, and ability to express concepts through art – all while enjoying an interactive game with their classmates.

Activity: Number Hop

Getting kids on their feet to practice math skills transforms abstract concepts into physical, interactive experiences, making learning more engaging and memorable. This approach not only caters to kinesthetic learners but also increases overall student participation, boosts energy levels in the classroom, and helps children associate math with fun and movement – potentially reducing math anxiety and improving retention of mathematical concepts.

Activity: What is your favorite food/¿Cuál es tu comida favorita?*

Discussing favorite foods provides a relatable and enjoyable topic for non-English speaking students and their native English-speaking peers to connect, bridging cultural gaps and fostering genuine friendships. This culinary presentation not only enhances language skills for non-native speakers but also expands the cultural awareness of all students, creating a more inclusive classroom environment. 

*available in English and Spanish

The now for the best part

With MirrorTalk + M2, you’ve got a clever all-in-one platform that offers ready-made activities that foster lively student interaction, imaginative thinking, and collaborative efforts, while maintaining a structured learning environment. You can even copy our pre-made templates to get some inspiration for your own activities.

And perhaps the best part? While M2 keeps your small groups humming along, you’re free to move around the class, giving extra attention to students who need it most. When students are finished, you’ll get actionable insights on their work from their reflection and – perhaps most importantly – get to watch all of the fun they had!

See it in action!

Ready to turn your classroom into a collaborative maker-space?

Schedule a live demo with the Swivl team to learn more.

The post 10 small group activities that M2 offers, right out of the box appeared first on Swivl.