Note video done with Educreations and screencasted using Screencast-o-matic
Moving Word Journeys from paper to iPad using Educreations. Students type words individually in text boxes on Educreations, create a video of their words, then take pictures of themselves that represent the words. Still working out the kinks, but would love any feedback on the ideas behind this endeavor. Will be uploading a more specific lesson plan soon.
Throughout the past year, my teaching style and emphasis has undergone quite a change. From focusing on making lessons innovative simply by using my own brain power, Google search and the copier, I have become a Twitter enthusiast, Tumblr loving and tech inspired guide in my classroom. No longer do I create a worksheet and print it off, but I push myself to find a technology tool I want to explore and then think about whether or not a lesson could utilize that tool in a positive way.
Over the past year I have tried to create a mission statement for myself in regards to technology in the classroom. Thinking through why I use a technology before how I will do it and what I will use is vital to a progressive lesson.
Some important learnings over the past year since I embarked on a self revolution:
So my first draft of my technology mission statement as of now is as follows: I use education technologies with the purpose to allow students to grow their imagination, perplexity and acceptance of failure in a learning environment that is physically and digitally adaptable for independent and collaborative work that continus to focus on understanding the whys behind learning not the what.
Source: http://www.flickr.com/photos/shutterhacks/4474421855/sizes/z/in/photostream/
"Really, I can choose my author?" Kids love choice. Teachers want kids to read and to be engaged with projects. Currently, I have taken on an author project. My fifth grade students choose a favorit author, research him or her, write a persuasive book review on one of the author’s books and then create a podcast interview with their author using Garageband. Here is a great video on podcasting.
I am excited about gaining the experience with using Garageband as it is a tool I have limited knowledge of. My edtech department did a wonderful pd on using this software, see here. While my students know iMovie well, I am choosing to use Garageband for this project because it is much better at sound recording and editing whereas iMovie is better for video and movies with photos.
My students have some experience, but overall it will be a new technology for most of them. Generally when I introduce a new piece of technology, we walk through the process step by step so that no one falls behind. It is great to give students a print out of where you are going with the lesson, as I have found they are more able to stay on track and on task if they have a generally idea of what they are going to be learning.
Additionally, a tip sheet is a nice item to have as well. That being said, I have found it a bit hard to find kid-friendly tip sheets for technologies as usually this type of thing is directed more at adults seeking out information.
I’ve linked my podcast lesson handout here for your to open as a Googledoc. The general time line is as follows:
Enjoy!
Persuasive Writing, Book Reviews
Key Words:
Lesson Objective/Brief Description
Students will write persuasive book reviews encouraging other students to read or not read a book they have read recently.
Standards:
2.4 Write persuasive letters or compositions:
a. State a clear position in support of a proposal.
b. Support a position with relevant evidence.
c. Follow a simple organizational pattern.
d. Address reader concerns.
Goals/Objectives:
Students will be able to write a persuasive book review following a specific format discussed as a class. The goal is for students to recognize the various types of persuasive arguments (emotional, logical, expert), organize their thoughts logically, and to support an opinion with facts.
Required Materials:
Links:
Read, Write, Think has some great graphic organizers and other lessons regarding
http://www.readwritethink.org/files/resources/interactives/persuasion_map/
Instructional Procedures
o Distribute sample book reviews for students to read on their own. Ask students to underline what they found helpful; highlight what interested them, and identify what they thought was not helpful.
o With a partner, generate a list of “qualities of good book reviews” in your writers notebook
o Discuss as a class—share pre-created list of book review qualities for them to add to their lists
o Reference back to Black Eyed Peas example when applicable (audience, supporting facts, details)
o Ask students to think of a book they have read recently that they would either like to persuade a fellow 6th grade student to read or to not read (book clubs, reading for enjoyment, Year of the Boar, etc.)
o Now think of reasons why another student should or should not read it
o Create a bubble map on the board as an example
o They should complete the same process in their notebook
o Share their bubble map with a seat partner
o Explain to students that they will complete a plan for their book review first and then type their book review on their laptop today. When they complete their plan they may get started on the laptop.
o Pass out “Critiquing a Book” handout—prompt students to begin working
o Students will place finished book reviews in a class binder that will be kept by the class library. This will serve as a reference tool for students to use in choosing a book to read.
o When students have printed their assignment they may begin reading their classmates’ reviews or write a second review to add to the class library.
o Ongoing: Students will be required to write 2 book reviews a semester on books they have read at home or in class.
Assessment Based on Objectives:
Teacher will read and grade essay based on a rubric. Some schools have specific rubrics based on the genre a student is writing on. Use whatever rubric matches your grading system.
Possible Connections to Other Subjects:
Persuasive writing can be used on a variety of books and work with many subjects. Students could read non fiction and write reviews on these books as well.
Adaptations and Extensions:
This assignment could be done throughout the year as a way to keep students working on persuasive writing in congruence with their reading.
Additional Notes:
The book review is tied to other projects in the Author Unit. For example, students can choose a favorite author, create a presentation or a podcast interview (use garage band) and then present their information to the class. Book reviews can be given to each child so that he or she has a set of class works.
Use this tool kit to create meaningful, project based learning opportunities for your students.
David Kelly of IDEO talks about the necessity of human-centered design. After taking a course at Stanford on using design thinking in teaching, this video re-inspired me to remember the importance of delving into this style of thinking with our kids.
From: Creative Commons Search, http://www.flickr.com/photos/audiolucistore/7403731050/sizes/c/in/photostream/
Recently, a colleague and I decided to combine our two small classes (one of 15 and one of 16) in order to create more time in our schedule for science. For the past 6 months, I’ve been teaching at Korea International School in Seoul and the class sizes are quite small in elementary. That is a stark contrast to the classes of 27 or 30 I had in previous years of teaching back in California. The scary part is, 27 is not that bad in public school in the states.
Thus, when we combined the classes, I had an interesting time reflecting on the importance of student to teacher ratios. While it wasn’t too bad to teach 30 kids this time around (they were working in groups), I still was not able to deliver the 1 on 1 attention I have been able to recently.
I have found that I am able to notice more of what my students need on an individual basis since there are fewer of them. I can actually look at their math homework and read over their essays in detail without feeling like I have no life. To me, the value of individual time with kids is sometimes what can make or break a child’s year in the classroom.
I think it is interesting to think about how class size is going up since public schools in the states have little money, yet we are all in a panic since the US is doing poorly among country ratings as a nation. The discrepancies in what we want as a nation and what we are giving our students is confusing to me as an educator. With so much change needing to happen, I feel that smaller classes is a good place to start. But I know money is the driving force of so much and I know it is in high demand for many government funded programs etc.
New York Times article, from 2011, but still seems relevant.
From: http://www.flickr.com/photos/taedc/6217825860/sizes/z/in/photostream/
A current program I am participating in, just sent me the following question to answer for an assignment. I loved the question so much that I wanted to post my answer. Respond with your own ideas or comments on mine:
Imagine a technological tool or resource that would be really helpful to you and/or your students. What would it do, and why would it be beneficial? For this assignment, think outside (perhaps -way- outside) the box and describe what would be wonderful to have as part of your work. As with your other follow-up classes, you must leave a comment to others’ posts, and I’m hoping there will be plenty of fodder in this assignment for that!
My educational career was inspired by the Stanford dschool, so the tool I want to create revolves around that style of thinking, learning and designing. Additionally, with my background in architecture, I constantly think about how architecture and education are intertwined. There is no reason why schools should look so similar to how they were constructed in the 1920s today, aside from money and bureaucracy. My out-of-the-box educational tool revolves around the alternation of the learning space itself. I feel space has a dramatic influence on the ability of both teachers and students to inspire and to be inspired or on the other hand to feel constrained. Often, I feel stiffened by the space I have, mostly in regards to brainstorm space for students and flexibility for work space. Rather than a tool, I am proposing a company called FlexiLearn. This company would be able to come to a school and then survey the classrooms and the supplies and be able to help, in a cost effective way, create learning spaces that are flexible and effective rather than static and constraining. Hardware that is a part of the company’s development in each classroom would be as follows:
My idea would be that the building itself also teaches students about the environment, green energy, and more. Flexilearn would be able to then direct schools to LEED companies that could help schools figure out how to become certified as a green building. Overall I believe that buildings are not only space for us to be inside, but spaces that should inspire us. Just because we need a great number of schools doesn’t mean that we should make them suffer from a lack of creativity. Check out the following schools that have already done this and some companies that are striving to breath life and creativity back into schools themselves:
With winter break only four days away, I wanted to find a lesson on online etiquette or as it is now deemed—netiquette. I am motivated to be sure that my students are operating as good digital citizens since I know that they are respectful, kind ones in person. That being said, the difficulties with online interactions are heightened by the anonymity of interacting online. It is hard for kids to see the human side to texting, chatting, or emailing when they can’t see the person’s face. I am going to be starting to use the commonsense media lessons for grades 3-5 beginning in January as a way to build into my tech innovation the importance of digital literacy and common sense.
Today it was such a joy to officially have our novel study groups Skype with Springer School in Los Altos. Each group had one computer, and about 30 minutes to discuss their novels. Overall I would call it a succes as we only had a few technical hiccups where video dropped out and we had to go to imessaging back and forth instead. While I don’t think there was intense intellectual discussion, it made my heart soar to watch my students interacting with 12 year olds in another country.
The power of technology at our finger tips is incredible. To be able to work with people you’ve never met as an adult is useful and as a kid it is like magic. I am incredibly proud of my students and how they adapt and and run with lessons I give. At times I forget how young they are and today I was just so proud of their ability to adapt to technology. See here for links on our class website to their blogs where they discuss their own reactions to the Skype session today.
All this being said, today we had our first snow in Korea. At the end of the day, I noticed all of us were more excited about snow than math so we put aside our computers, pencils and paper and took time to just be kids. Playing in the white powder snow was an incredible feeling! We were all kids without any cares in the world.
While Korea doesn’t celebrate American Thanksgiving, today at lunch we had a feast fit for any suburban family. Complete with Costco pumpkin pie, turkey, corn, mashed potatoes, and salad, it was a lovely time.
Throughout the meal I was admiring the kindness of my students and thinking about all that I am thankful for in my life. So I decided it would be applicable to write an education blog post about all the edtech tools I am thankful for:
Teaching students how to use HTML to embed a video into their blog post. It is important that students realize websites are made possible by more than just their typing and pressing buttons. Hoping to have my husband introduce some basic coding skills as well in the near future. Enjoy the screencast and check out other blogger screencasts here.
Wednesday proved to be a low point in my patience level. In our reading groups, students are working collaboratively on a Google doc. While in class, I had students who did not read the right pages even though they were explicityly stated on the Google doc. Additionally, I had assigned a screencast video on how to add labels to blog posts and how to copy and paste a Google doc into blogger so it was properly formatted. However, upon checking over their work I had about half my class forget to do one blog post.
Bubbling up to the surface, I felt a great amount of annoyance that the kids did not follow directions. I realized that they are only 10 but in the moment during class I just couldn’t handle it. Clearly they sensed my frustration and most were very quiet during the remaining part of the class period.
After the kids went to lunch, I sat at my desk and had a personal reflection period due to feeling incredible awful in regards to loosing it with my kiddos. I am trying to teach them how to use Google docs, learn independently, create Google forms, write blog posts with tags, upload Google docs, insert images, create iMovies, use Today’sMeet, watch Khan Academy videos on unknown math concepts so I can flip the classroom, work on Edomodo with students in California, and still remain kids.
I am out of breath simply typing all that I have asked of my students. So upon this realization, I feel that I need to have grace with them when issues come up. Many of these kids never used Google docs before August of this year and now they are soaring. I am impressed inside and out with how much technology they have learned and been able to apply across the subject areas.
If I think back to my fifth grade year, I remember non of the types of projects I am having my students work on now. My hope is that they look back on this year and feel they truly learned skills that they will utilize beyond 5th grade.
On that same note I hope that they remain kids this year too. I wonder if I push too hard at times and expect too much. Hopefully reading picture books takes care of that : )
My students each have their own blog. Sometimes issues come up at home or in class that I don’t have time to explain. By making a screencast or a “How to…” video on a topic such as inserting an image, copying a Google doc over to the blog etc. I limit the in class time spent on a task students can do at home. Some of the videos are softer in volume than I’d like, but that all comes with practice. Check out my YouTube playlist on Blogger how tos here.
Currently, I am undertaking developing a trans-pacific book club with Springer Elementary’s 6th grade class in Los Altos California. Being at a global international school, my students in Korea need to be able to learn how to interact with people in other countries using technology.
With a husband who freelances for US companies doing programming, I am well aware that no longer do you need to work in the same location as your colleagues. Thus, I want to prepare my students with the understanding that they can communicate with people who are very far away.
The other teacher in California and I have put together small discussion groups using the small group feature on Edmodo as a way for students to post their literature discussion questions and have multiple people respond to them.
In addition to Edmodo, we have created a Google doc where all members of a book club group will add information as they read. Information will relate to the main events, inferences, vocabulary, discussion questions, theme and more. Using the comment feature, which both she and I have taught our students how to use in a constructive way, students will be able to add onto what others say as well.
Today, students took time to use Google spread sheets to create a rubric on which they will grade themselves. By allowing students to be able to self assess, they will take more ownership over their own work since they know exactly what they will be assessed on. Normally, I would give this rubric out, but having students create one gives them a deeper understanding of the purpose of using them.
During this time, my students will be blogging about their novel as well. We will then take their blog content and create a digital newspaper as one of our final projects using paper.li. Additionally, we plan to have two to three Skype, face time or Google hangout sessions so groups can discuss their novel face to face.
As an aspiring edtech jedi, I began my training in the Dagobah System or rather in the html code and teachings of Blogger. Guided by my Yoda master at school, he spoke to me with great wisdom, “Do or do not there is no try.” So do I did. Back in September, I laid out a lesson with my edtech master Tim Bray who is full of great strength and great wisdom. Together we would conquer the Blog.
My process for teaching 16 fifth graders how to use Blogger was very simple and I was heaviliy relying on the fact that they were already very used to using google docs and other google products.
Here is a link to my lesson plan for setting up a blog on lessonopoly.org. Below is a general outline of what I did in my lesson (1 hr):
Currently students write about two to three blog posts a week on a variety of topics. Generally I use their blogs for weekly reading letters each week and then the other posts vary. Sometimes students will watch a TED talk and then respond to it or they will share something they learned that week in class.
Students enjoy blogging because it gives them a way to read other studnets’ work, share with a wider audience, have a reflective space, and work on their writing skills.
Being in Korea, almost every student in my class has a smart phone. Now, I know that they are experts in using them, so why should I not tap into their excitement in being able to use their phones in class?
I already allow them to use their devices during a word study period in which once a week they have to look up the definitions of words they are analyzing. Taking this into consideration, I decided to figure out a way to use them in my lesson on people’s access to clean water around the world.
Now, also in Korea, there are QR codes everywhere you can imagine. Thus, I knew my students would be familiar with what they are. Rather than just printing off photos from National Geographics phenomenal website on freshwater and the environmental issues surrounding it, I wanted a way to have my students react authentically to them, in essence to be surprised.
I decided to change the photos from National Geographics gallery on Freshwater Conflict photos, by pasting their URL into a QR code generator, like this one here. Then, I printed off the images of the QR codes and hung them around the room. Students, with a partner, silently took their device around the room and using the Red Laser app, scanned the codes. They then answered three items on post-its about the photo: 1) how does it make you feel? 2) What did you learn? 3) Do you have any questions?
They would put up the post-its by the QR code and then wander to another station in the classroom to check that one out. It was remarkable to see the students working together to figure out how to use the QR codes and reading about the photos on their phone. Because many of the students had never thought about the scarcity of water, this was an incredibly powerful activity that sparked a great discussion.
For our next two lessons on water and its scarcity, we’ll be reading the book One Well by Rochelle Strauss and then we will read non-fiction articles on water use in Africa, the importance of water and more. Articles can be found in many major newspapers on water and it is a wonderful way to have students read non-fiction which is becoming a bigger necessity as people must be able to take information from other sources and apply information or formulate opinions. Students will write their reactions to the article, what they learned, what they didn’t understand, and what they’d like to know more about.
Finally, we will analyze info-graphics about the use of water around the world and then take the information we learned in our non-fiction articles and create our own info-graphic as a class. Check out our website for some I downloaded off a pintrest search for water infographics.
Last night at about 10 pm, I received an email from a student kindly and maturely explaining that she was utterly confused by dividing decimals into other decimals. Only an hour or so prior to this, I had g-chatted a student who also was in a pickle about dividing decimals.
I scratched my head and decided to watch the Khan Academy math video I had assigned one more time to asses it for confusing pieces. After watching it through, I discussed it with my husband and we came to the conclusion that while I understood the video, a 10 year old at home with only Mr. Sal Khan and his or her math notebook for guidance might find the video confusing.
Post video assessment, I logged onto Khan Academy to view the work of my students (one of the many benefits of using Khan academy both in and out of the classroom is that one can actually see the modules that students are struggling on, haven’t started, are proficient at or need to review). Once I found the two selected modules I had assigned, I noticed that quite a few students had been struggling. What I also noticed is that quite a few students seemed to give up after a few problems.
At this point two thoughts crossed my mind 1) Did they give up because they truly didn’t understand? or 2) Did they give up because they wanted the answer spoon fed to them?
My biggest cultural shift since coming to Korea as a teacher, has been realizing that my students truly need to learn how to critically think about their work, understand why something is the way it is, and then apply their knowledge.
That point aside, I brushed my teeth, put on my PJs, and hopped in bed with my ipad and stylus. Then I opened up Educreations and started making a video for my students regarding dividing decimals. What I realized was the kids needed a real life situation to think about dividing decimals in and they also needed a simpler problem in which to first learn the concept.
Upon arriving at school, we watched the video as a class. As the kids watched the video, I watched their faces. It seems some concepts were sinking in, it seemed that some questions were cleared.
I am a firm believer in the power of explanation and Educreations makes it incredibly easy to explain a concept exactly as you would like your students to understand it. Additionally, there is great worth in exploring Educreations in general as there are many videos already created by other teachers that you can use.
Using Educreations in congruence with Khan academy also makes even more magic happen.
