Posted in Cool Tools, Quiz Games

FlipQuiz – Game Show Style Review Games Making a Comeback!

Jeopardy has always been a teachers bread and butter when it comes time for review games. Back in the days when I was using PowerPoint, I had some really sweet templates that I would whip out and modify for whatever topic was up for review. My template was so awesome that it even played the Jeopardy theme song and countdown music for Final Jeopardy. Yeah, man, I was the ish.

Fast forward to today and things have gone a little south. My beloved PowerPoint template does not play nice with Google Slides and the Google Slide Jeopardy game that I made a copy of is a bit time consuming to edit because I somehow managed to make all icons point to the wrong place and for the love of God, why doesn’t it work?!?!

Sorry, moment of personal crisis. Which is why I am super excited to tell you about an online quiz game I found that you can use with your students. FlipQuiz provides you with a quick way to create your own game-style boards (ahem, Jeopardy like). With a few clicks of your keyboard, you can create your categories, write your questions, include images if you want to get all fancy pants, and run an awesome game.

You can sign up for a free FlipQuiz account by going to http://www.flipquiz.me. The free account is robust enough for you to create basic games to play. As always, there are upgrade options. The pro version of FlipQuiz will allow you to create teams and digitally assign points so that the one kid who is good at math doesn’t have to keep score the entire time. It also allows you to do a few other things like upload private images, copy boards, and create flashcards. I am pretty sure you can get by with just the free version, but I wanted to let you know that the upgrades are there.

Check out FlipQuiz. I think you will like the simplicity of it.

Posted in Building Relationships, Cool Tools, Creating Accessibility, Student Creation

Build Relationships and Engage Students With Seesaw

This summer, I attended a conference and Joe Sanfelippo, the author of Hacking Leadership and The Power of Branding, was a keynote speaker. He passionately spoke with us about the idea that educators need to share what is happening in our classrooms with our families and the community at large. Joe wants us to build relationships while we flatten the walls of our school and broadcast student voices. A major point he hit on is that we need to share our stories to build relationships with our families because if we don’t show them what we are doing in our classrooms all day, families create their own truths. By using tools like Twitter, Facebook, and Instagram, we can reach our families and give them a peek into what is happening in our classrooms every day.

I love his ideas and his passion, but I know that some teachers are hesitant to begin this journey because they feel that they don’t have time to be snapping pics and crafting posts for the interwebs to view. They are more focused on the teaching and learning that is going on in their classrooms and not necessarily on sharing all of the wonderful things that are happening within their walls.

Would you be excited if I told you that there is a tool out there that allows you to inspire learning, engage your students, create amazing activities, give students opportunities to explain their thinking and share their voices, and communicate with parents all while saving teacher time? Well, there is a tool and that tool is called Seesaw!

Seesaw is considered to be a digital portfolio and while it is definitely a place where students can collect and reflect on their learning, it is so much more than a digital portfolio. Seesaw gives students powerful creative tools to capture their learning but it doesn’t stop there. Once students have added materials to their online journal, those learning moments are then shared with their teachers and even more importantly, their families! Families can view their child’s work in the Seesaw app right from their phone, tablet or computer. And since families are already connected, the teacher can send out daily updates, announcements, cute pics of students at work, videos of happenings in the classroom and weekly newsletters.

As a communication tool, Seesaw gives students an audience for their work. It gives families a window into what’s going on every day in their child’s classroom. It, as Joe Sanfelippo suggests we do, flattens the walls of your school and broadcast student voices. Teachers can quickly and easily share all of the amazing things that happen every day in their classroom with just a few clicks of a button.

As a teaching and learning tool, Seesaw excels! The teacher can create activities for students to engage with. These activities can be varied, but the point of them is that it is an opportunity for students to “show what they know.” Seesaw gives students creation tools like a camera to create a video or still images, and drawing tools and text features so that they can explain a concept, write and reflect, capture an experiment or share their newfound knowledge.

When you see Seesaw in action, you will know that it is going to be the tool that will be a game changer for you. I found this awesome video from fellow user, Suzanne Awrtey, that shows some quick ideas about using Seesaw with primary age children. If you don’t want to watch the entire video, check out clips at 2:44, 3:12, 4:10, 4:43 and 5:49.

It might seem overwhelming for a teacher new to Seesaw to come up with activities for their students, but fear not for Seesaw now has a library with activities that are already created by fellow teachers. Browse through and select activities that match your grade level and subject, hit the “Share” button, and you are in business! Just look at some of the amazing activities I found!

This slideshow requires JavaScript.

Once you begin using Seesaw in your classroom, you will find that Seesaw makes the paperwork beast easier to manage since you won’t be lugging papers back and forth every night. Instead, you can see and hear what your students are thinking and create new opportunities for learning based on their responses. The best part is that Seesaw works on all devices! It works in an environment where every student has a device just as well as in a room where you only have 1 or five devices. Students can still use Seesaw as part of a center activity or as a journal activity. You don’t have to be 1:1 to be able to implement Seesaw in your classroom.

As you are reading about Seesaw, you might be worrying about who will be able to see the work of each student. Don’t worry because privacy is a big deal with Seesaw. By default, all student accounts are private to the classroom only and you decide when it is time to begin sharing student work. When you are ready, you invite parents to be a part of your Seesaw community, and once they join, they only have the ability to see the work of their own child or any announcements that you send to the class. And unlike other tech companies, Seesaw doesn’t collect or sell student and teacher data, nor do they claim ownership of any material you put into Seesaw.

The takeaway from all of this is that Students are empowered when they use Seesaw.  The creative tools allow for choice, collaboration, and sharing.  During this process students reflect and apply critical thinking skills, and these insights are shared with important audiences.

Who is Seesaw for? Every student from PreK to grade 12. And the best part? Seesaw is free for teachers and families! The free Seesaw account allows the teacher to have up to three Seesaw classes and 100 activities in use. Of course, if you fall in love with Seesaw, there are upgraded options that give you even more of the good stuff.

To get started with Seesaw, go to seesaw.me and create a free account. Or, if you want to try out Seesaw Plus for 30 days, click on this link before you create your account. One of the awesome things about Seesaw is their PD program where you can be a self-directed learner by using their “Help” center. In fact, here is their “Get Started” guide. They also have an amazing PD in your PJs program to help you learn at your own pace.

What are you waiting for? School is starting and your students are ready to share their voices! Make Seesaw a part of your classroom this year.

 

 

Posted in #onenewthing, Creating Accessibility, Google Classroom, Student Creation, Teacher Workflow

Spend Your Summer Trying #OneNewThing

It is almost time for summer break, where all teachers stop working and spend the summer working on their tans while they sip frosty beverages by the pool!

HAHAHAHAHAHA….excuse me for a second. I think I might have just laughed so hard that I peed a little.

This summer, like every summer, most of us are going to spend significant time on our teaching craft. Self-directed learning, grad classes, conferences, seminars, professional books, team plannings, curriculum overhauls; you name it, we are doing it.

My district is hosting a Twitter challenge where teachers are encouraged to tweet about one new thing they are working on this summer. This new thing can be something for school or something personal. For example, my #onenewthing on a personal level is I am going to try running a mile…without dying. On a professional level, my #onenewthing is attending ISTE for the first time to hopefully learn more about using edtech to personalize learning. When you think about what you want your classroom to be like next year, what one new thing are you going to focus on this summer? Can I make some suggestions?

Master Teacher and Student Workflow in the Classroom

If you haven’t yet embraced it, make learning how to use Google Classroom your #onenewthing. Google Classroom provides you with the ability to create a well-defined workflow for yourself and your students. Get yourself organized. Get your students organized. Make it the one-stop-shop for your students. Use it as a place where students can create, collaborate and share. One of my favorite ways to use Google Classroom is as a way to give timely feedback to students. A great resource to help you get started is 50 Things You Can Do with Google Classroom by Alice Keeler and Libbi Miller.Image result for 50 things you can do with google classroom

If you aren’t the book-buying type, check out the Google Classroom section of www.alickeeler.com or the Google Classroom section of the Shake Up Learning website.

Increase Student Engagement and Amplify Student Voice

Have you been acting as the “sage on the stage” in your classroom? Does all information run through you and you direct access to content while controlling the pace with which students interact with said content and show mastery? Do your students all show mastery in the exact same way and either turn in identical answers on assessments or projects that are almost identical to each other? If you are ready to start giving students ownership of their learning and a choice in how they show what they know, then make your #onenewthing all about student empowerment and student agency through voice and choice in the classroom.

Sure, you can use Google Classroom to pass out and collect assignments and you can use other Google tools to provide lecture notes and guided learning opportunities, but if you become more innovative and embrace learning in a digitally rich environment, Google Classroom and other GSuite for Edu apps can have a profound impact on student learning. Instead of just having your students write a paper, why not give them a choice of tools to use to either create an infographic, a video, a presentation or any other way they might decide best allows them to show their learning? Perhaps your students will combine Google Draw and Screencastify to explain their mathematical thinking and create a visual of the problem they are solving. Or maybe your students will use Google tools to collaborate with other students in the next classroom, the next city or the next state.

To get started with this #onenewthing, check out one of these three awesome books (click on each cover for more information):

Image result for google infused classroom

Image result for 50 things to go further with google classroom

Image result for google apps for littles

 

Package Lessons to Allow for Choice, Pace, and Place

Are you ready to take that increased student engagement and amplified student voice and kick it up a notch? Are you ready to be a “guide on the side” and give students the ability to learn at their own pace and perhaps even in their own place? If so, then make HyperDocs your #onenewthing. HyperDocs are lesson designing for the 21st-century classroom because it removes the teacher from the front of the room and creates opportunities for the students to engage with content in a way that forces them to move from consumption to creation. The tenants of a HyperDoc require a student to engage, explore, explain, apply, share and reflect on their learning. Since the lesson is packaged in a digital format (which means that you can give students a choice in how they access content), it allows the teacher to remove themselves from the front of the room and assist students on an individual basis as they work through the HyperDoc. And since students are not bound by a traditional lecture session, they are able to work at their own pace, often in their own place, seeking out assistance as needed. To learn more about HyperDocs, check out the official website, https://hyperdocs.co/ or explore the HyperDocs Facebook group to interact with other teachers on this HyperDoc journey. There is also an awesome book that will walk you through the philosophy and creation of Hyperdocs.

The HyperDoc Handbook: Digital Lesson Design Using Google Apps by [Highfill, Lisa, Hilton, Kelly, Landis, Sarah]

Gives Students a Platform to Share and Celebrate Their Awesomeness

We live in a Youtube world where people have become millionaires by sharing videos of the most mundane aspects of their lives.  I cannot even count the number of times I have seen my kids watching videos of other kids play video games, playing with slime, unwrapping boxes or sharing their thoughts and beliefs about any random topic that pops into their minds. Our students want to be heard. They want to leave a footprint and they want to see what their peers are up to. Not only do kids want to see each other, but their parents want to be able to see what they are doing as well. That is why learning how to use social platforms like Flipgrid or Seesaw might be a great #onenewthing.

Image result for flipgrid iconFlipgrid bills itself as a place for students to go to share ideas and learn together. Give your students a prompt. Give your students a place to share. Allow them to be creative and express themselves as individuals. Spark discussion and find opportunities to share with other Flipgrid classes from around the globe! Or, keep your discussions personal and give students a chance to speak directly to you without other distractions. Check it out and I promise you won’t be disappointed.

Image result for seesaw icon Seesaw is is a student-driven digital portfolio that empowers students to independently document what they are learning at school. The family of each student has the opportunity to connect with the Seesaw classroom to see videos, pictures, and the awesome work of their very own child.

What Should Your One New Thing Be?

I know that trying new things in the classroom can be daunting and intimidating, but never forget that your students are trying something new every single day at school. Spending the summer as a learner is an amazing way to connect with your students. If you try out any one of these new things, or any new thing for that matter,  you are modeling risk-taking and growth mindset for your students. Be a learner! Be a risk taker! Try out just #onenewthing this summer that will help turn your fall classroom into a place where learners feel engaged and empowered.

 

 

Posted in Cool Tools, G-Suite for Education, Student Creation

Combine Google MyMaps and Screencastify For Awesomeness!

Recently, I had a high school French language teacher approach me to ask for help designing an activity where students research Parisian monuments and locations of interest, report pertinent information and show pictures and location of the monuments. And of course, since this is a French class, they would need to use their French language skills as they report on all of these interesting sites.

I immediately knew what tools to share with her; Google MyMaps and Screencastify. MyMaps allows for students to collaborate on the same map, write interesting information right on the map, and add images to their points of interest. Once the students create the written and visual portion of the assignment, they can use Screencastify to record a personal tour guide narrative as they click through their points of interest.

The steps to set-up the project were relatively easy since students will be doing most of the creation. Michelle, the French teacher, created a MyMap with the satellite view that plunked the user right in the center of Paris. She copied the map four times to share with each of her classes, made the maps editable by anyone with the link and then grabbed the share link to put into an assignment in Google Classroom. Expectations for students are that they are to pick three or four points of interest in Paris to research and provide basic visitor information that would entice tourists to come to take a look.

satellite map showing the center of Paris with guides and layers on the left.
Blank MyMap of Paris – students start here

Since multiple students are sharing the same MyMap, they can create their own layer to house their points of interest. The layer building process is very easy:

  • Click on the layer name (should currently be called Untitled Layer). Students type in their names. Once someone grabs the first layer, they will need to add a new layer by clicking the “Add Layer” button and then add their name to
  • Students type their place of interest or monument into the search bar at the top of MyMaps
  • Once the location has been identified, they can either click the “+” button on the details dialog box or click the “Add a Marker” icon next to the hand icon on the map.
  • Now they can add details by typing in the text box and add images by clicking on the camera icon. Images can be added from a Google search or pulled from a student’s Google Drive. Multiple images can be added to any point of interest on a MyMap.
  • They can then use the bucket tool and select a color for all of their pins. This allows them to quickly differentiate their pins from those of other students.

This slideshow requires JavaScript.

Now comes the fun part! Once the students have created their 3-4 point of interest, they will act as a tour guide and share their findings by narrating (in French, of course) as they click through their map points and images. They will use Screencastify to record their work since it so easy to use and stores right in Google Drive.

The final part of the activity will have the students posting their Screencastify videos into a collaborative Google Slides presentation. Instead of having to sit and listen to presentation after presentation like they have done in the past, students will select five or six videos created by their peers, watch them and then talk about which Parisian sites they would like to visit based on what they saw in the videos.

I love this project! It allows students to choose the sites that interest them the most, gives them opportunities to create in a digital environment while they practice their language skills, and allows for peer-to-peer feedback on the final project. I can see this type of activity being used in so many different subject areas and classes. Why don’t you give it a try?

Posted in Creating Accessibility, Feedback, Google Classroom, Teacher Workflow

Feedback of Awesomeness in Google Classroom

Giving feedback to students is an essential part of teaching. Back in the dark ages, before tools like Google Classroom had been invented, I taught language arts. I would collect assignments and then spend my entire weekend giving students meaningful and useful feedback on their writing. Oh, the suggestions I made! The wit with which I dispensed my wisdom in the margins of their papers! I was certain that this valuable feedback would change the course of their work and lead them to be the Pulitzer Prize winners of the future! Of course, when I handed it back to them, all of my meaningful and useful feedback would wind up in the recycling bin with no one ever looking at it, fueling my eternal rage. But, you know, bygones…

In the past, it seemed that most of my feedback was after-the-fact feedback. Students were already done with their work and the feedback I was giving was no longer meaningful. Since the students had already received a grade on their work they felt that they were done with the assignment and were not willing to dig back into it. The feedback would have been worthwhile if I could have offered it while the students were working, but short of cramming more writing conferences into my already packed class period, I struggled to give the feedback in a timely fashion. Fast forward to 2018 and a little tool (Google Classroom) and her useful friends (private comments, Screencastify and Google Keep). Feedback no longer has to be scribbled in the margins of student work with the hopes that students will read it and do something with it, I can now reach the students while they are working and guide them in their work even if I don’t have the opportunity to speak with them face to face. Providing students with digital feedback as they work creates more personalized learning for students.

Private Comments: Google Classroom has a neat little feature where you can send private comments to individual students. To do this, simply open up the view of student work and click on the individual student. A private comment box will be below their work attachments.

Private comment in Google Classroom

The student will get an email notifying them of the comment and when they click the blue reply button, they will be taken directly to the assignment. You can have an entire conversation with the student about their assignment via private comments.

The important thing to remember with this is to create comments while the student is still working and not after they have already turned in the assignment. Once that assignment is turned in, the student counts it as done and any feedback you give will be wasted. With this in mind, it is a good idea to not give students a grade on their work until after they have attended to any feedback.

Private Comments and Video Feedback: Sometimes you really want to dig into the work of a student and just leaving a few sentences is not enough. To do this, I like to use a program like Screencastify in conjunction with the private comment feature. When I want to give more detailed feedback, I open the student’s work, open Screencastify, record my screen and voice while I give feedback and then share the link to the video in the private comments. The student can then access the video and see/hear the feedback while they revisit their work.

Here is an example of how to create this type of feedback:

Once I have created the video, I simply grab the link to the video (which is now housed in my Drive in a folder called “Screencastify”) and place the link in the private comment section for the student.

Google Keep, Screencastify and Private Comments: I am a huge fan of Google Keep and feel like it is the best-kept secret in the Googleverse. I have written a few blog posts about the awesomeness of Keep. Check them out here. If you find that you are giving the same feedback over and over, creating that feedback in Keep notes will help streamline your workflow. You can easily open up the Keep notepad in Docs, Slides and Drawings and copy and paste the feedback from the Keep note into a comment dialog to quickly give feedback. You can even include links to mini-lessons or videos to help the student understand the concept they are struggling with. An even fancier idea is to combine the Google Keep feedback with video feedback. By doing this, you are not only giving them solid and concrete visual feedback via Keep, you are also giving them verbal feedback. I don’t know about you, but it seems like students pay a lot more attention to what I say than to what I write.

No matter how you slice it, Classroom makes it easier for you to give meaningful feedback to your students before they finish an assignment. I’m not going to lie and say that it will save you a ton of time. In fact, once you start using private comments, your email is going to blow up. One of my favorite edtech gurus, Alice Keeler, has written an excellent post on how to manage the private comment workflow and email explosion. Rather than try to recreate her awesomeness, here is the link to her original post: My Respond to Private Comments in Google Classroom Workflow. Her suggestions will help save a lot of headaches and keep you from just deleting your email app and heading for the hills.

Inspire your students to revisit their work. Inspire your students to dig back in and make their work better. Do this by giving them meaningful feedback.

 

 

 

Posted in Cool Tools, Curating, Teacher Workflow

Curating Content From Your PLN

When creating a PLN, the sheer amount of content that you interact with can be mind-boggling. You read a great tweet that has content you want to remember for always!  You stumbled on a blog that has realistic suggestions that you want to incorporate into your classroom. You find an article that was meaningful and full of insights that you relate to.You found a rock star blogger and you want to read every single thing that they write! Oh, what to do with all of these knowledgeable people and their amazing resources? How do you organize or curate the content that you want to keep?

There are three tools that could be very useful in the curation of content from your PLN; Feedly, Diigo, and Google Keep. Each tool has definite strengths and depending on your needs, can be used in isolation or together for maximum, professional librarian style curation! Feedly and Diigo offer a free basic account for users, but as always, there are upgraded accounts available. Google Keep is a free component of G Suite.

green feedly logoFeedly: www.feedly.com – At its core, Feedly is an old-fashioned news aggregator. Select websites, blogs and Youtube channels that interest you and add them to your news feed. Instead of having to remember to visit your favorite websites and blogs each week, you can instead just visit Feedly and review everything you missed since the last time you checked in. What makes Feedly so useful though are the ways you can customize your feeds by category. Your feeds can be categorized into topics such as edtech, innovation in education, classroom management, or frosty beverages to make after a really long day at school. Feedly also has a cool feature called “Boards.”  Boards are digital spaces where you can pin material from your current feed or directly from the web using the “Save to Feedly Board” chrome extension. These boards are great for when you are working on an initiative and you want to put all of your research material in one place. With the free account, you can create up to three boards. No more desperate searching for that article or blog that touched your soul but disappeared when you accidentally closed your browser! Feedly will keep it all in one place for you.

diigoDiigo: www.diigo.com – Diigo, which stands for “Digest of Internet Information, Groups and Other Stuff,” is a tool that allows the user to store, organize and annotate content found on the web. By using the bookmarking and tagging system in Diigo, you can create an online library or collection of material that is useful and meaningful to your projects and personal learning. Whether the content is from a blog or webpage, you can simply use the Diigo chrome extension and save it to your Diigo library. When saving material, you have the option to add tags for easy organization and retrieval. You can even mark the item as “Read Later” which will then show it as new content when you login to your Diigo library. One of the best features of Diigo is the ability to annotate any content that you find online. Once material has been saved via the extension, Diigo provides tools for the user to highlight specific phrases or content and add personal sticky notes. If you want to do more than just collect URLs, then Diigo is an excellent option for your curation needs.

google-keep-iconGoogle Keep: keep.google.com – Google Keep is a multi-use app that has recently seen some upgrades which could make it a valuable curation tool! Every G Suite user already has a Google Keep account, and you might have even used it in the past to make a to-do list or jot down some important information you didn’t want to forget. Keep’s sticky note feature is excellent because within each sticky note you can copy and paste links, add images and type in your own material. Individual notes can also be shared with collaborators in the same way that Docs, Sheets, and Slides can be shared. There is even a new feature where you can load your Google Keep notes as a side panel in Google Docs. This will allow you to drag and drop items from Google Keep right into the flow of your writing. (See this article by Eric Curts at Control Alt Achieve for more on this). But what makes Keep an excellent curation tool is your ability to save web content to Keep by using the “Save to Keep” extension. After you have found an article or blog that interests you, click on this extension and then “add a label” so that you can easily find it in on your Keep board later. As your PLN grows, you can add new labels to Google Keep at any time! And since Google Keep is always free, you will never need to worry about your curated content disappearing. For more on Google Keep, visit my earlier posts, Google Keep – The Gift That Keeps on Giving

Whether you choose to use one of the three suggested tools or decide to travel down your own path, curating your PLN content is valuable and worthwhile! You just never know when you are going to want to revisit something you read, and falling down the black hole of Google trying to re-locate it can be a very frustrating experience! Happy curating!

Posted in Cool Tools, G-Suite for Education, Teacher Feature

Risk Takers – Susan Bost and Her Bad Tech Mojo

Susan Bost, Spanish I teacher at Lebanon Junior High, is always looking for ways for her students to be able to practice their burgeoning language skills. Since students are in the initial phases of language acquisition, they are often shy with their language sharing and feel intimidated when attempting to speak in front of other students. Knowing this, Susan wants to give her students opportunities to practice their language skills in as many ways possible. I send out regular suggestions to the staff here in Lebanon about innovative ways to use GSuite tools or other apps like Flipgrid and Pear Deck. Sue reads these suggestions and her mind starts racing with potential ideas for how to implement them in her classroom. However, Sue is a possessor of very bad tech mojo. Like, very bad. Very, very, very bad. Sometimes you come across a person in life who just has really bad tech mojo. You know that person; nothing ever works the way it is supposed to. Apps won’t open, programs won’t run, projectors just randomly shut off. There is no rhyme or reason for these things happening, it is just bad tech mojo and Sue is infected with it!

Even knowing this, Susan still wants to use edtech tools to give her students the best learning opportunities and that is why she is my featured risk taker this week. She is willing to try something new, even though the chance that it will go horribly wrong is always present.

One of the first big activities we tried was using Flipgrid for a formative assessment activity. As part of her program assessment, Sue gives the students prompts that they orally respond to in Spanish. In the past, this formative assessment activity has eaten up a lot of her class time since she has to sit with each student to give them the prompts and then listen to their responses. We used Flipgrid to create an assessment platform where she recorded the prompts as a grid topic and allowed the students to Flipgrid their responses. I believe that this took a lot of the pressure off since students could take time to collect their thoughts, rehearse what they wanted to say, and then record themselves without worrying about other students hearing them. She was also able to whittle down the amount of class time that she gave up for the assessment process using this method. Now, we did run into a few issues with the bad tech mojo and there were a couple of frantic emails from her the morning she began the assessment process, but if you ask her, I think she would say it was a great success! She has gone on and continued to use Flipgrid for other speaking activities and is using the private feedback option to respond directly to students and coach them on their language acquisition.

Another activity that we took on was creating opportunities for students to practice their Spanish writing skills through digital collaboration. Knowing that in order to be competitive in a global job market students are going to need to be able to collaborate with a person that they might never see face-to-face, Sue came up with an idea for the students to have “silent conversations” on a digital platform. She created a group work assignment for the students on a Google Doc. Using Google Classroom, she assigned the Doc to a group leader who then added his or her group members as collaborators. The students had to complete the assignment together, but they were not allowed to speak in class. They had to use the “comments” feature in Docs to discuss the work to be done and then collaboratively make the changes before turning their completed project back in through Classroom. Sue was able to monitor the work they were doing through Classroom and also use the comments feature to give the students just-in-time support and lead them forward on their projects. All in Spanish, of course. She tweeted a small snippet of this activity- check it out here.

There have been many other activities that we have tried, including animating Google Slides to illustrate Spanish vocabulary, teaching the students how to use Screencastify to annotate their digital work, and most recently using Pear Deck to give students photo prompts to respond to with appropriate forms of tener. This activity not only forced her students to think creatively, it also gave them an opportunity to anonymously share their writing. Sue was able to lead a class discussion based on their responses, leaving the students with a much better understanding of the concept.  Have all of these edtech based activities gone off without a hitch? Not even close. But, she keeps trying and we keep finding successes!

Step out of your comfort zone and be a risk taker. It might be a little scary, but if you start with sound pedagogy and teaching methods, the lesson will stand up even if the tech does not.

 

 

Posted in Cool Tools, Creating Accessibility, Teacher Feature

Teacher Feature – Risk Takers – Roxana King

Risk taking in education is nothing new. For centuries, teachers have been willing to push the envelope, leap over obstacles and climb any mountain in the name of reaching our learners and making school meaningful for all students. As educational technology has begun to change the landscape of our schools, some teachers have charged ahead and jumped in with both feet, but others are slowly testing the waters and learning how to work outside of their comfort zone. These teachers consider themselves to not be very techy and in many cases, would call themselves technophobes. These are the teachers I want to celebrate! They are taking risks, putting themselves out there, and doing things that scare them. And they are doing all of this because they want to engage and empower their students!

With this series, I am going to feature different Lebanon City School teachers that are working outside of their comfort zones and taking big risks for their students. First up, Roxana King:

Roxana King – Family and Consumer Science Teacher

Roxana, a long-time teacher at Lebanon High School, is one or two years away from retirement. Her course load this year is foods, careers and consumer economics. I especially love working with her on cooking days and have had more than my fair share of fudge when I go to visit her. Roxana first reached out to me because she wanted to get a better handle on managing her Google Drive, her email, and just general computer processes.

During one of our work sessions, Roxana began to talk about how she really wanted to find a better way to engage her learners. She was looking for digital opportunities that would get students to participate in their own learning and would allow them to show what they know throughout the learning experience, not just at the very end. Roxana also wanted her students to have access to course information from anywhere so that they could review concepts whenever they needed, not just during the time they were in the four walls of her classroom.

After looking at the many different edtech tools available, Roxana settled on Edpuzzle and Quizlet.

EdPuzzle:

When I worked with Roxana, she told me about video content that she shares with her students. This video content is really well done and has fantastic and applicable information, but she knows that when she shows the videos in class, the students tend to tune out and not really internalize or engage with the information. When she discovered Edpuzzle, she immediately felt that this tool could be a game changer for her. With a little bit of practice and a lot of patience, Roxana learned how to use the voice over and quiz features in the program. She now feels that her students are much more engaged with the content since they know that there will be checks for understanding scattered throughout the videos. The feature that allows students to rewatch video portions over again until they understand the concept is an especially powerful learning tool. In addition, students that were absent in class (or students that just need a little review) can access the videos from their personal devices at any time of the day or night.

Quizlet:

Roxana’s use of Quizlet is really exciting. Students are taking concepts covered in class and creating their own flashcards. Once they have created their own, they crowdsource them and share them with the entire class. As a group, they go over the flashcards and pick the ones that they feel best illustrates and defines the concept. Then, using the quiz and game features in Quizlet, the students play games and take quizzes over the concepts. Since the students have to create the flashcards and identify which cards best illustrate a concept, they are taking ownership of the material taught in class. It is no longer Roxana handing them the answers and hoping they take the time to learn it. They are engaging and creating, which is the fastest path to understanding.

I am so proud of the work that Roxana is doing and how she is pushing herself. When I say that Roxana is not a techy teacher, I am not exaggerating by any stretch of the imagination. It takes a lot of hard work and patience for her to figure out how to use these programs, but she is sticking with it because she wants ways to have her students engage more authentically with the material she is presenting in class. And for somebody who is nearing the end of their career to jump in with both feet and take these kinds of risks, I think she is amazing!

 

 

Posted in Cool Tools, G-Suite for Education, Google Forms

Use the Magic of Google Forms to Differentiate Instruction and Assessment!

We have all probably experienced Google Forms in their most common, er, form. District admins love to use them for PD planning or information gathering. Teachers love to use them as quizzes, quick exit tickets, surveys or ways to get contact information from parents. LuLaRoe sellers love to use them to take all of my money. Typically, the Forms you have interacted with before have been designed in a linear fashion where the user starts with the first question and works their way through until all questions have been answered and the submit button is the final option. Easy peasy, lemon squeezy.

But, what if I told you that every student does not have to answer every question you have in a Form? Would your mind be blown if I told you that you could customize your Form to guide students through an activity that levels itself for their specific skill level? Would you kick your heels in glee if I told you that you can create a Form that allows students to review important concepts if they get a question wrong? Or a Form that allows students to engage in challenge or enrichment activities while freeing you up to work with students that need more assistance? All of these things are possible with the magic of Google Forms. Read on to discover how you can use the magic of sections to create Forms of Awesomeness!

Case Study for Forms of Awesomeness:

The students have learned a new math skill and I want to be sure that they have ample opportunities to master the skill or try out the skill in new situations. To do this, I create a Form where the first question asks the students to reflect on their comfort level with the unit we just finished.

Question on Google Form that shows four levels of comfort with unit material

Based on how they answer the first question, they will be directed to a specific section of my Form.

Section View

Within each section, I build activities that have the students complete leveled practice or enrichment activities. Within these sections, the students will find videos, tutorials or other resources that will help them as they work through questions that, based on how they answer, will allow the student to move forward or repeat the learning activity until they are able to get the question right.

 

This slideshow requires JavaScript.

While students are working independently, I can pull individuals or small groups of students that have either indicated they need help or are not making any progress on their section of the Form. If students have overestimated or underestimated their skill level, they can always start over by going back to the Form and selecting a different response to the first question. As they work, the Form is collecting data to show their progress and instead of standing in the front of the room, I now have the freedom to meet the students where they are as they work independently.

If my Google Fu is strong and I am so inclined, I can even set the sections to loop the student to the other sections I have created. If they cruise through one of the easier sections, I can have the student advance to a more complex section with a simple click of a button. Or, if they continue to get answers wrong, I can set the Form to have them wind up in the guided practice section. Sections allow for so many possibilities!

Building Your Magical Form of Awesomeness

To create a nonlinear Form, you will need to use the “Sections” feature. This feature is located on the quick menu the scrolls along the right side of the screen as you are building your Form. shows a Google Form with the section icon highlighted

Sections are essentially self-contained content and question sets. When I am creating a multi-section Form, I like to build each section as if it were going to be given to the students by itself. I find it easiest to build each of my sections first and then set up the navigation later once I have created the content I want my students to interact with. Here is a quick video that gives a basic overview of how working with sections in Forms works.

I used a math lesson and a funny little cheese activity for my Forms, but really, there are so many ways that you can use these with your students. Science lab activities, social studies lessons about government types, choose your own adventure style writing and reading activities. Can you think of ways that you would like to use the magic of Forms in your classroom?

 

Posted in Google Classroom, Mastering Your Google Drive, Quick Tech Tips

Easily Access Google Classroom Materials in Google Drive

Did you know that the materials you use in Google Classroom are easily accessible right in Google Drive? As soon as you create a class in Classroom, a new folder called “Classroom” magically appears in your Drive. Within that folder you will find subfolders with the name of each class you have created. Any time you create an assignment in Classroom, a corresponding folder with assignment name appears as well. What you will find in those folders will be the work that you have assigned to your students in whatever stage of completion it happens to be on any given day. You will also find any external files (not Google products) or attachments you have used with the different assignments.

Students have the same structure in their Drives as well. Once they join their first Classroom, they will now have a Classroom folder with subfolders titled with the name of the class. Unfortunately, their materials are not organized by assignment, they are just loosely placed in the folder for their class. The good thing about this folder is that their materials will now follow them from year to year, even after they leave your class and move on to a new teacher. What an excellent way to track personal growth!

Accessing these materials is a simple process for both you and your students. There are two ways to do this:

Option One:

  1. Go to Google Drive
  2. Locate the “Classroom” folder
  3. Open the “Classroom” folder, locate the folder for a specific class and view the materials inside

 

Option Two:

  1. Go to Google Classroom
  2. Click on the Folder icon on the bottom of the tile for the chosen class.

 

Students have an even better option where they can see all of their assignments and the status of all of those assignments with a simple click of a button.

  1. Go to Google Classroom
  2. Click on the icon on the bottom of the tile that looks like a person

A special note about document ownership: The way the materials in Google Classroom work are based on ownership. When you create the assignment, you are transferring ownership of the item to the students so that they can work on it. When they turn that assignment back into you, they lose ownership of that item to you. This means the student is UNABLE TO SEE ANY COMMENTS ON THE DOCUMENT OR MAKE ANY CHANGES TO THE DOCUMENT while the teacher is the owner. You must use the “Return” feature in Classroom to give ownership of the document back to the students so that it once again belongs to them and follows the student instead of the teacher. Watch this video for a better explanation and example of how this works.