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Crash Course - History & Science
How to Cut & Splice a clip: DragonTape
Wednesday, October 28, 2015
Chromebook: Online Tools for Common Tasks
Check out this handy resource for Chromebook apps & extensions:
Another one you might find interesting to explore for App Recommendations:
Another one you might find interesting to explore for App Recommendations:
Monday, October 26, 2015
From Ronald 10/26/15
Thank you for the mini-lessons, Susan. I have enjoyed my use of a few videos and tutorials (along with reflections or questions that I provided in the Class assignment) and have been wondering about how better to shepherd that kind of learning. I did follow your suggestion to use the advanced search, spending most of my time (with Rick) with flash and powerpoint. There were some tech troubles that Brian helped me to resolve.
I want to ask the kids specific questions and have them use curated resources to build evidence of what they have learned. So far, I have found that my writing the reflections or questions is my best way of having them process their thinking and learning and would love to land on sites that more effectively help process (or evaluate) their information. Ben had mentioned looking specifically at pdf's (through same "advanced search" I believe); perhaps I'll find such documents that way.
This still feels daunting, but I am hanging in there.
Thank you for the mini-lessons, Susan. I have enjoyed my use of a few videos and tutorials (along with reflections or questions that I provided in the Class assignment) and have been wondering about how better to shepherd that kind of learning. I did follow your suggestion to use the advanced search, spending most of my time (with Rick) with flash and powerpoint. There were some tech troubles that Brian helped me to resolve.
I want to ask the kids specific questions and have them use curated resources to build evidence of what they have learned. So far, I have found that my writing the reflections or questions is my best way of having them process their thinking and learning and would love to land on sites that more effectively help process (or evaluate) their information. Ben had mentioned looking specifically at pdf's (through same "advanced search" I believe); perhaps I'll find such documents that way.
This still feels daunting, but I am hanging in there.
Using resources to expand opportunities
Feeling overwhelmed by options
Do teachers have to do some limiting of resources? Is this our adult assumption that we need to do this all this sifting?
So many materials, need to pick carefully
Interest in learning more about webquests as a format for using multiple resources (Ryan sent out an explanation)
If you put in you tube with a student interest (such as welding and Spanish), you can get videos for a kid
Final product might not be differentiated but resources and means can be
There are series/channels on youtube of same person/type that can work for diff kids and then you can get more from same channel
Probably a learning step is how to frame problems/work so kids can be the filter, not have to be curated by teacher
More worthwhile for teacher time to sift for resources for a unit vs a single class period
Need to teach kids google advanced search skills so they can search more skillfully
Look forward to future years when you have archived already accumulated resources, videos, youtube playlists, assignments, etc.
Feeling overwhelmed by options
Do teachers have to do some limiting of resources? Is this our adult assumption that we need to do this all this sifting?
So many materials, need to pick carefully
Interest in learning more about webquests as a format for using multiple resources (Ryan sent out an explanation)
If you put in you tube with a student interest (such as welding and Spanish), you can get videos for a kid
Final product might not be differentiated but resources and means can be
There are series/channels on youtube of same person/type that can work for diff kids and then you can get more from same channel
Probably a learning step is how to frame problems/work so kids can be the filter, not have to be curated by teacher
More worthwhile for teacher time to sift for resources for a unit vs a single class period
Need to teach kids google advanced search skills so they can search more skillfully
Look forward to future years when you have archived already accumulated resources, videos, youtube playlists, assignments, etc.
Supporting Materials for SPA INT unit on chores
Here's a video to help learn the vocab for this unit
Here's another video with (sometimes different) vocab
Here's a third video with a mom and a kid (who, it must be noted, is not really doing any of the chores he's demonstrating). Perhaps that's why his mother is yelling at him all the time. :/
Here's a PowerPoint (which, although I'm linking it directly here, I would upload and convert to Slides so students could view it)
Here's a quiz to check understanding
In addition to the videos, I would use the print materials that I've prepared--there's a story (Spanish version of Cinderella), there are dialogs with questions, and also low tech projects and activities to help students connect authentically to what they're learning.
I'm now going to email my children to pass this along to them at home. ¡La casa es muy sucia!
Here's another video with (sometimes different) vocab
Here's a third video with a mom and a kid (who, it must be noted, is not really doing any of the chores he's demonstrating). Perhaps that's why his mother is yelling at him all the time. :/
Here's a PowerPoint (which, although I'm linking it directly here, I would upload and convert to Slides so students could view it)
Here's a quiz to check understanding
In addition to the videos, I would use the print materials that I've prepared--there's a story (Spanish version of Cinderella), there are dialogs with questions, and also low tech projects and activities to help students connect authentically to what they're learning.
I'm now going to email my children to pass this along to them at home. ¡La casa es muy sucia!
Consistency in Using Google Classroom
Many kids use just assignment stream and don't go to the individual classroom site.
No access to announcements, questions, etc from this assignment list.
Ryan has work or discussions that are in the stream and even has them posted as an assignment to go to the stream but some students don't go to their classroom stream site. They don't understand stream.
Also might miss materials that are in the classroom site.
Louise will keep changing an assignment (and due date) as she adds next piece and next piece. It keeps popping up as a new assignment to them that way.
Teachers have started a question stream in classroom that they may even start in class and it doesn't seem it should be changed into an assignment.
Had a yeasty discussion about how to use question feature and the value of this.
Also had a nice sidetrack to posting into announcements agendas for class that can then also be made into an assignment for notetaking in classroom.
Side comment on posting assignments not after 230 for the next day and it should be verbally mentioned in class as well.
Alexandra pointed out need to listen to kids and the assignment list as to-do is only useful to them if it holds all (most) of what they will need.
Need to teach kids how to bookmark classroom (and for each class) and have them keep stream open all day (like they probably do for facebook)
Also, need to post long term things on the about section and kids need to be trained to check this as well.
SUSAN: Do kids get any notification when we modify assignments?
Agreements:
* Assignments should be posted by the time kids leave school (2:15) unless there are extenuating circumstance (such as modifying assignment based on class that day, esp if it was last period, or if the assignment is due more than 1 day away, or if you told the kids directly)
* Anything that is to be handed in is posted as an assignment
* Use the questions feature only for in-class work. If you were to use question for out of class assignment, then post this as an assignment to do the question.
* Train kids to bookmark google classroom and check stream
* Tell kids to check the stream at least daily: Remind kids of this.
* Kids responsibility to get assignments in a format they can access if they don't have internet access at their home
Many kids use just assignment stream and don't go to the individual classroom site.
No access to announcements, questions, etc from this assignment list.
Ryan has work or discussions that are in the stream and even has them posted as an assignment to go to the stream but some students don't go to their classroom stream site. They don't understand stream.
Also might miss materials that are in the classroom site.
Louise will keep changing an assignment (and due date) as she adds next piece and next piece. It keeps popping up as a new assignment to them that way.
Teachers have started a question stream in classroom that they may even start in class and it doesn't seem it should be changed into an assignment.
Had a yeasty discussion about how to use question feature and the value of this.
Also had a nice sidetrack to posting into announcements agendas for class that can then also be made into an assignment for notetaking in classroom.
Side comment on posting assignments not after 230 for the next day and it should be verbally mentioned in class as well.
Alexandra pointed out need to listen to kids and the assignment list as to-do is only useful to them if it holds all (most) of what they will need.
Need to teach kids how to bookmark classroom (and for each class) and have them keep stream open all day (like they probably do for facebook)
Also, need to post long term things on the about section and kids need to be trained to check this as well.
SUSAN: Do kids get any notification when we modify assignments?
Agreements:
* Assignments should be posted by the time kids leave school (2:15) unless there are extenuating circumstance (such as modifying assignment based on class that day, esp if it was last period, or if the assignment is due more than 1 day away, or if you told the kids directly)
* Anything that is to be handed in is posted as an assignment
* Use the questions feature only for in-class work. If you were to use question for out of class assignment, then post this as an assignment to do the question.
* Train kids to bookmark google classroom and check stream
* Tell kids to check the stream at least daily: Remind kids of this.
* Kids responsibility to get assignments in a format they can access if they don't have internet access at their home
Agenda for Inservice 10-26-15
We stated our outcomes & goals together during our August work. Here they are as a reminder to guide our work:
Goals & Proficiencies for our work together:
**1) Management system for assignments, feedback, etc.
- Google Classroom
2) Proficiency based collection process of evidence
3) Teachers using proficiencies to define unit and lesson planning
- Establish proficiencies for our two-days together and use them to check in and reflect on our learning
4) Learning about cool tools and apps that could be incorporated into teaching to enhance engagement, personalization, etc.
**5) Thinking about how to differentiate in assignments/units using management system
Today we will dive into #1 and #5
#1 - As a full group, discuss ways to coordinate the use of Google Classroom amongst the staff to help streamline the experience for the students. More consistency might lead to better navigation.
- Please post notes and agreements to the Compass Blog.
#5 - Using digital tools to differentiate learning opportunities:
- Explore ways to find multiple resources (texts, videos, simulations, etc.) for student choice and elaboration when needed by learners.
- Build Playlists - Explore ways to organize and share learning sequences that allow for individual pacing and asynchronous learning.
Please go to our Google Classroom TIIE Compass Learning Community course to be guided through these explorations.
Wednesday, October 14, 2015
Tech talk with half staff
Enhanced learning?
Kids at own pace on computer- in math (example: Kahn Academy)
Spanish dual lingo? (problem: takes students on tangents that don't easy fit conversation based curriculum)
Sharing links on classroom - Extends resources-
videos bring outsiders in
permission to make a post- kids have been leaving links for others- good for those kids who always need to share
used to have to choose one for all. Now can leave a number of links and they can choose- with no copying
evaluating resources is pushed on the kids
Kids are owner the process/product more
?Will it lose its shininess
more sesame street? Quicker snippets rather than longer videos.
Able to provide wider range of videos since media is no longer in half hour chunks
How are we differentiating based on the temporal experience of our students? How can we create student ownership by opening up youtube content?
Not work?-
On screen discussion- don't have their books opened anymore and don't look at each other in the face
half an ear- hoping that half ear is motivating and pushing rather than distracting
Kids at own pace on computer- in math (example: Kahn Academy)
Spanish dual lingo? (problem: takes students on tangents that don't easy fit conversation based curriculum)
Sharing links on classroom - Extends resources-
videos bring outsiders in
permission to make a post- kids have been leaving links for others- good for those kids who always need to share
used to have to choose one for all. Now can leave a number of links and they can choose- with no copying
evaluating resources is pushed on the kids
Kids are owner the process/product more
?Will it lose its shininess
more sesame street? Quicker snippets rather than longer videos.
Able to provide wider range of videos since media is no longer in half hour chunks
How are we differentiating based on the temporal experience of our students? How can we create student ownership by opening up youtube content?
Not work?-
On screen discussion- don't have their books opened anymore and don't look at each other in the face
half an ear- hoping that half ear is motivating and pushing rather than distracting
Tech talk- Half staff
Ways that tech has enhanced learning and ways it hasn't:
- Ronald: Middle school kids did lab reports in science. Each team (3-4 kids per team) had an ongoing google doc on which team members contributed to the document. Easier for teacher to track group thinking and give ongoing feedback and coaching. Enhanced teams' ability to collaborate. Streamlined flow of work -- would have been a big mess doing it with paper. Students could focus on critical thinking.
- Gabe: Many things fall in "substitution" level, but have enhanced efficiency. One activity: a test... sources of information that students had to analyze were largely youtube clips. Each student could individually view it, pause it, view again, look at their notes, go at own pace -- very effectively enhanced critical thinking. This bordered on redefinition compared to the the traditional test on this material.
- Alexandra: Using google classroom as repository of resources for the class-- links to explanations of parked questions, answer keys to problem sets, etc. Alexandra has a shared google doc for questions that arise for students that they want to ask about. Alexandra can then answer the question, or post a link that addresses the question. Khan Academy: allows students to move at own pace, good for extra credit,
- Eric: Extensive use of Khan Academy-- kids get instant feedback, instant hints and explanations, using Google classroom is in many respects a substitution, but one that dramatically increases efficiency. Teachers can see student homework ahead of class. (We talked about a number of ways that Classroom really augments the teaching/learning process...
Goal Setting
Goal-Setting:
Whole-School Goals:
Be comfortable with I can statements and creation of learning scales (Jan and Feb. days will be that in some way)
- Integrated Unit: align this with proficiency
- 2-3 expert terms - taught w/ learning scales
3. Activity:
- Do Step 1 initial fantasy step (what it will look like when accomplished)
- Identify what baseline evidence you can collect today.
- Consider using a mindmapping tool like MindMeister
- set checkpoints in your calendar
- 10-19-15 to Karen
4. Goal-setting in a personalized environment:
Students who invest in their goals also demonstrate greater persistence, creativity, and risktaking in their achievement of those goals. (Dewett, 2007; Lepper, Greene, & Nisbett, 1973). For example, Moeller, Theiler & Wu (2012) conducted a 5year long quasiexperimental study to investigate the relationship between student goal setting and achievement in high school Spanish language classrooms. This longitudinal study with 1273 students in 23 high schools used languagelearning software with a goal setting process. The goal setting process required students to establish personalized goals and action plans in accordance with chapter objectives, to collect classroombased evidence throughout a chapter or unit. Students wrote a reflection at the end of the chapter. This process was repeated with each subsequent chapter. Results of this study showed a significant correlation between student goal setting, persistence and language learning achievement (Moeller, Theiler, & Wu, 2012).
Another important learner behavior that determines the effect of goal setting on learner achievement is self regulation. Self regulation is one of the most critical skills for success (Getzels & Csikszentmihalyi, 1976). When people commit in achieving their goal, they are likely to self regulate their behaviors towards this achievement. Therefore, goal setting and commitment may enhance students’ self regulation skills. A self regulated learner is able to set task related, reasonable goals, taking responsibility for her learning (Schunk, 1991). Arguably, self regulation is becoming especially crucial in the 21 st century as the majority of students’ learning takes place outside of traditional classrooms and in digital learning environments (i.e., flipped classrooms, MOOCs). In fact, some online learning environments (e.g, Khan Academy) recently started to utilize goal setting to help learners regulate their own learning. Pearson’s new Efficacy Tool is also designed based on the goal setting theory of motivation. In addition, there are various mobile and web applications designed to help people with their self regulation skills, set goals and track their progress (i.e., goalmingo.com, goalbot.com). Many of these web applications are free and easy to use.
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