Last year I sat at home in Indiana and watched the #notatISTE tag and to be honest, had some FOMO, but it wasn't just fear of missing out, I knew I was missing out. I wanted so badly to be at ISTE that I decided that this year, in Denver, I would. I would find a way to get to Denver.
So here I am, sitting in the airport waiting to board that plane and I couldn't be more excited, nerdy excited. I'm excited to learn more about coding, 3D printing, computer science, the latest and greatest in the edtech world.
However, I am most excited to be surrounded with educators who are like me, passionate, energized, and taking it all in. Educators who are not content doing the same thing day in and day out and claiming that it is "good enough." Educators who have made innovations to the way we can teach students that have been tested, used, and enjoyed in a real classroom.
There are some conferences that get the creative juices flowing and the continuous stream of ideas being bounced off other excited professionals. There are conferences you leave ready to throw yourself back into your classroom because you can't wait to try whatever new idea or lesson you put together the evening after a long day of conferences; you just couldn't wait.
This is the type of conference I look forward to at ISTE this year. One of those that your brain feels so full that you don't know where to start, but at the same time you want to start everywhere.
So as I get ready to board my plane, I'll let the excitement continue to build and hope that it will be everything I imagined sitting on the other side of a computer last year. See you in Denver!
Saturday, June 25, 2016
ThingLink: Class Fun!
As the end of the year approaches, teachers are always trying to come up with something new to try in their classroom to commemorate their students, their classes, and their year. This is SO easy to try, and it is a great way to engage the parents as well.
ThingLink as a video yearbook! (In less than 30 minutes!)
I have to start by saying that this idea did not entirely stem from my own brain; I saw something similar sent home with my niece this year as her kindergarten year comes to an end. It was shared with parents, and parents loved it to much they sent it to ALL the extended family--hence how it ended up on my phone.
I loved the idea and immediately began texting a friend of mine who teaches 2nd grade. It was a Friday night, and I am (somewhat) ashamed to admit that our excited conversation took over an hour of our Friday night. She was ready to go Monday. Here are her results!
Repeat. Repeat. Repeat... until your class is finished.
Helpful Hint: Use a tablet or a phone to make the ThingLink. Linking to videos is a little easier. (At least I think so.)
My niece shared what she wanted to be when she grew up. They even used the Green Screen app and put her in an operating room as she was talking about being a doctor. So cool!
Have a teacher retiring? Instead of the notes and books, take a picture and have the students record special messages to the teacher or administrator sharing their favorite memory, what they will miss most, or what they should do in retirement!
In this case, they actually shared it with the first graders so they would know what to look forward to as they prepare to enter second grade next year!
ThingLink as a video yearbook! (In less than 30 minutes!)
I have to start by saying that this idea did not entirely stem from my own brain; I saw something similar sent home with my niece this year as her kindergarten year comes to an end. It was shared with parents, and parents loved it to much they sent it to ALL the extended family--hence how it ended up on my phone.
I loved the idea and immediately began texting a friend of mine who teaches 2nd grade. It was a Friday night, and I am (somewhat) ashamed to admit that our excited conversation took over an hour of our Friday night. She was ready to go Monday. Here are her results!
Step One: Set up your account.
It's free! Just connect it to your Google Plus or set up a stand alone account. Quick. Easy.Step Two: Take a pic of your class.
Step Three: Load the main picture into Think Link.
Select Create New. Select your photo and upload it. (You can even pull an image off the internet if you are wanting to use Thing Link as a research portal.)Step Four: Start Adding Videos
Click on your student to add a tag. Then, "Add Media." Video record your student talking. Voila! The play arrow is now a direct link to that student's video.Repeat. Repeat. Repeat... until your class is finished.
Helpful Hint: Use a tablet or a phone to make the ThingLink. Linking to videos is a little easier. (At least I think so.)
Ideas:
My colleague had the students record videos about the best part of second grade to share with parents and the first graders!My niece shared what she wanted to be when she grew up. They even used the Green Screen app and put her in an operating room as she was talking about being a doctor. So cool!
Have a teacher retiring? Instead of the notes and books, take a picture and have the students record special messages to the teacher or administrator sharing their favorite memory, what they will miss most, or what they should do in retirement!
Step Five: Save the Image.
Click the save the image button and you will get a sharable link to your ThingLink. Send it to parents and the school community!In this case, they actually shared it with the first graders so they would know what to look forward to as they prepare to enter second grade next year!
The Final Product!
I hope this gave you a neat idea about how to end the school year. As a teacher, I love the idea. As a parents, I would think this was a pretty neat way to remember the school year!
Lessons from the Swimming Pool: Guided vs. Independent Practice
What Teaching my 3 Year Old to Swim Taught Me about Instruction
We took the long trek from Indiana to Florida only a couple days ago. Armed with our puddle jumpers, my 2 kids under 4 were ready to take on the pool and the ocean. By the way, whoever invented the puddle jumper deserves the millions they now have stashed away; those are unbelievable!
My 3 year old, Gabe, is a puddle jumping fool. This is his 2nd summer with the jumper, so he is able to swim the length of the pool, jump off the side, climb on rafts and essentially enjoy every aspect of the pool. He's brave and fearless... because he knows there will always be something there to support him. If he messes up and forgets to kick one time, it doesn't matter; he'll pop right back up. He also knows Mom isn't going to pull him from the water and refuse to let him cannonball off the side simply because he messed up one time. He's learning.
On day 2 at the pool my 3 year old decided it was time to attempt the solo journey-- just a few feet from the wall to me but still scary. As he peeled off his puddle jumper and tossed it to the deck, you could see a little bit of his confidence slip away, but he was still ready to go.
With a deep breath he released his grip from the wall and pushed off, kicking his legs with all his might trying desperately to get closer to me. The five feet seemed like a mile, and the 3 seconds seemed like 60 as he kicked his way to me arms outstretched. He grabbed my neck; "I did it!" He did. It was 5 feet with almost all the distance coming from the push off the wall, but he did it.
He kicked his way back to the wall with big arms and big legs with just a single hand underneath supporting his belly. One little push off does not mean, I know, that he can go unsupported. He's still going to need me there to catch him, to support him, and to swim around with him on my back like a pirate ship. It also doesn't mean he doesn't need his puddle jumper ever again; in fact, he put it on a little bit later so he could swim longer and jump more freely.
So what does this long vacation analogy truly mean? There must be a balance between guided practice and independent practice, and frankly, we cannot expect our students to perform at the same level, with the same level of support, and for the same duration in independent practice as guided practice. Independent practice doesn't mean students go unsupported. Gabe was able to be brave, daring, and adventuresome in his learning while he was flying solo because he knew there was always going to be something there to support him, be it Mom or that crazy puddle jumper.
However, when we are in guided practice with Mom, we take off the puddle jumper. I work one on one with him and push him past what he is capable of by himself. I know I have to be more hands on during this stage of the learning process. I have to be in the water with him, not watching from the sidelines and barking directions from my lounge chair. Our mini swim lesson is more difficult than any adventure he can delve into with the jumper on; I am pressing his skill set outside his comfort zone, but again with the support and trust that all will be fine. Our mini lesson doesn't last for long; it's tiring when you are trying something new and challenging; your brain and body can't go for as long of a period of time.
As he gets stronger at the skill, I will slowly take away some of the extra support. As he starts to fly solo, he knows I will still be there when he needs me. I don't expect him to be able to complete the same level of difficulty in activities when flying solo the first time. He's not going to be bellyflopping for a frisbee and swimming the length of the pool the first time. I provide shorter, easier tasks so he can feel success without that extra support. I praise him for his little accomplishments and celebrate every step along the way.
Just like Gabe, my students need me to praise small steps and accomplishments. I need to remember that the first time they fly solo it might be at a slightly lower level of difficulty, and I must remember that my students will go back and forth with levels of support and assistance. One time solo does not mean that skill is independent practice forever.
Just like Gabe, my students need me to praise small steps and accomplishments. I need to remember that the first time they fly solo it might be at a slightly lower level of difficulty, and I must remember that my students will go back and forth with levels of support and assistance. One time solo does not mean that skill is independent practice forever.
When I guide my students, I can push them harder and farther into a skill. When they are flying solo, I need to understand 3 things.
1. They still need some support.
2. They won't be able to last as long without the extra support.
3. We still need to celebrate at steps along the way!
Is there all this pedagogical ideology with guided and independent practice? Of course, but maybe Gabe said it best. What did you like about swimming without your floaties? "It was cool... oh, and I got to swim to Mom." Thanks, Gabe.
Is there all this pedagogical ideology with guided and independent practice? Of course, but maybe Gabe said it best. What did you like about swimming without your floaties? "It was cool... oh, and I got to swim to Mom." Thanks, Gabe.
Create your own Dry Erase Tables, for CHEAP!
Last summer I was scrolling through my Twitter feed and I saw a post about redesigning your classroom. All these fantastic ideas were being shared, but frankly they all cost a lot of money, and I knew that there wasn't that kind of cash stashed away for a classroom redesign. I also knew that, in reality, no one was going to pick the person with such a small following to allow them to "trial run" their totally awesome new -fill in the blank-. Last, I knew that I'm a do-it-now kind of person, so when an idea gets stuck in my mind, it is go time!
I wanted dry erase tables in my room. And I did it! Here is the finished result, but I want to provide a step-by-step to making this a reality in your classroom and a couple lessons I learned along the way.
I wanted dry erase tables in my room. And I did it! Here is the finished result, but I want to provide a step-by-step to making this a reality in your classroom and a couple lessons I learned along the way.
In only a couple, simply steps and only a (relatively) small amount of money, you can create these tables in your class as well.
Materials:
-Old tables
-Showerboard/ tile board from a home improvement store ($12-15)
-Liquid Nail ($2/tube) You will need about 2 tubes per 3 tables.
-Caulking Gun
Optional Materials Basket Attachment:
-Screws
-Cordless Drill
-$1 Plastic Bins
Step 1: Get some old tables.
I started at first with wood and begging my husband to build me tables from scratch. He did; it was shaky; I moved on.
Instead, I went into the deep, dark closet that every school has somewhere of "old stuff." They were getting ready to throw out some different tables that were just plain old, and no one was using them. They were different sizes, but that really doesn't matter for what you are doing. Just make sure you ask your principal because what you are about to do will ruin the original table. Just saying.
Measure your tables and write it down before you moving to step 2.
Step 2: Get some tile/showerboard.
Head to Lowes or Home Depot and find their tile/showerboard. It is called both things depending on where you live, but the people there will know what you are talking about. Online, it is even called Hardboard. Essentially, it is fake dry erase board and it functions just like regular dry erase. They run around $12-$15 per board.
Find a helpful person there; they will be with you for awhile, so remember you get more flies with honey. Ask the employee, ever so politely, to please cut the boards to size. They will. Just give them the measurements you brought with you and they will make it happen. At least in Indiana, you do not pay extra for them to cut everything. Even if there is a small charge, it is totally worth how easy the next few steps will be.
You will have extra from each table because you don't want to piece together a table; a solid sheet will work better. Suggestion: Have them just cut the extra into little handheld dry erase boards. We still used them for games and such when you want to "hide" your answer.
Take it all to your classroom.
Step 3: Attaching it.
All you need is liquid nail (I recommend clear), a caulking gun, and an assistant. We had a caulking gun at home, but our custodian also had one that he said I could use. I just stole another teacher who was there working for a couple minutes.
-Clean the table you are going to use and match it up with the correctly sized showerboard.
-Flip it over and apply liquid nail all over the back side of the showerboard. Make sure to hit the corners and the edges as those are what will peel up if anything. To honest, it's also what kids will pull on while they are sitting there.
- With your assistant, lift up the board, flip it on top of the table, and press down.
-Once pressed down, add some weight on top of the table. I used textbooks, dictionaries, small shelves, etc.
-Let it dry over night.
-Want to get fancy? I have to be honest, my custodian did this just to be nice one day and I LOVED it! He took a jigsaw and rounded the edges of the table so it wouldn't catch on students and to make it more difficult to pull on the corners.
Step 4: The Materials Basket
In reality, you are ready to go at this point, but I kept having nightmares about passing out dry erase makers, erasers, and cleaners. Also, what if I wanted them to write on the fly? The materials needed to be readily accessible, and while I thought about just putting a bin in the center of each table, I thought about the actuality of that high schoolers would move the basket whenever and where ever they wanted.
Get 2 screws and a dollar basket from Walmart or the dollar tree.
-Holding up the basket, make a mark where you want each screw to go. The idea is that the basket will just slide over the screws so the basket can be removed. In other words, the screws will not go all the way into the table.
-Check the sides of your table; wood sides and metal sides might need different screws. I had both types, so I did use 2 different types of screws to make it easier to get threw the metal.
-Bring a cordless power drill with you (or borrow your custodian's) and place the screws where you put the dots.
-Voila! Hook the basket on the screws and fill with goodies!
I started with just dry erase markers, erasers, and cleaner, but ended up adding scissors, post-its, and other materials based on what we were doing in class. It took that obnoxious step of distributing materials for whatever product we were working on at the time.
Helpful Hints:
1. Invest in good dry erase spray or an all-purpose cleaner. Train students that erasing the board also involves them cleaning it with whatever you put in your baskets. Tossing paper towels in the basket is a good idea, too. The showerboard is not as nice of a dry erase as a true dry erase, so it won't erase as well. However, if you actually clean it after using it, it will hold up beautifully.
2. Encourage students to use it! It got the point where students would ask if they could just take their notes on the table. Sure! If a student wanted to keep them, they just took a picture.
3. I'd skip on the numbers. I bought little numbers and package-taped them to the corners for seat numbers like I had always done on my previous desks. The packaging tape if pulled at all liked to pull up the dry erase part in the corners.
4. Let kids doodle. You'd be surprised how many will actually doodle related to the topic, and it's great for those fidgety learners in your classroom.
Other Ideas with Showerboard:
1. Follow the same steps but put it on the wall or cabinet doors. Walls, you will have to hold while it starts to dry. Doors, I would just clamp it in a couple spots to keep it from sliding.
2. Those home improvement stores will just cut the board into different sized dry erase boards to use.
3. Your desk: talk about awesome to do lists!
Try it out! If you do, please share a pic of your transformed space on a budget!
Let Them Choose WITHOUT Losing Your Mind!
Recently for an online class, we were asked to examine where we fell on a matrix of tech integration. I always try to infuse technology with the curriculum as I know that it serves as a method of student engagement. I also try to provide authentic learning experiences for my students, although I think we all know that is easier said than done. Have I done it? Yes, I truly think I have, but day in and day out making learning authentic is a difficult task for anyone. However, by providing choice for our students, they are able to engage in a mode that interests them and in a way, that provides a more authentic learning experience for that student.
The basis of letting of them choose without losing your mind is that if we focus on the standard, we can provide unlimited opportunities for students to demonstrate mastery of a standard without stressing ourselves out with 17 rubrics and the fear that we don't really know what they are doing. The first time I ever used this format was in a unit with The Pearl by Steinbeck. I found it to be successful, and I felt myself sitting back and watching the students have authentic conversations about the topic. There were even some moments, I have to admit, that they didn't need me at all. I could have walked out of the room, and I don't think most of the students even would have realized it. But, isn't that our end goal?
So here is how it works. These are screenshots of my upcoming presentation. If you are going to be at Clark County Connected, please join me!
Step 1: Identify the skills, not the product you want to assess.
Step 2: Create your options that will demonstrate those skills. Someone once asked me, what if they come with a different idea? Absolutely! I had students create Powtoons and so many other options for this project. I just gave them the outline, again focusing on the skill.
My Options:
--Digital Playlists
--Edited Video
--Online Videogame
Step 3: Let them Go!
It works for some many subject areas and grade levels. Here is a sample for 2nd grade types of sentences.
What I Learned?
When I let go, my kids learned so much more and their engagement was real and authentic. I have students who plan on studying videogame design in college, so why not let them use that in some small way to show me they know the skills and standards of my classroom?
With technology, it is easy to assess the tech, but I think as teachers we need to remember that the tech is not really what we are assessing. If your rubric starts to look more like a checklist for the technology application, I think we are missing the point of technology. If our rubric takes complete control over something that frankly is not our standards anyway, then we are stifling their creativity to display their knowledge and it becomes another school assignment, not an experience.
We won't always be the experts. I had no idea how to make an online videogame when I put it as an option, but the kids did. They showed me; I could make a very basic one now, but I had to be okay that they knew more than me. Surprisingly, the kids were too.
I don't have to be the one with all the knowledge; I just have to facilitate their learning and their growth.
The basis of letting of them choose without losing your mind is that if we focus on the standard, we can provide unlimited opportunities for students to demonstrate mastery of a standard without stressing ourselves out with 17 rubrics and the fear that we don't really know what they are doing. The first time I ever used this format was in a unit with The Pearl by Steinbeck. I found it to be successful, and I felt myself sitting back and watching the students have authentic conversations about the topic. There were even some moments, I have to admit, that they didn't need me at all. I could have walked out of the room, and I don't think most of the students even would have realized it. But, isn't that our end goal?
So here is how it works. These are screenshots of my upcoming presentation. If you are going to be at Clark County Connected, please join me!
Step 1: Identify the skills, not the product you want to assess.
Step 2: Create your options that will demonstrate those skills. Someone once asked me, what if they come with a different idea? Absolutely! I had students create Powtoons and so many other options for this project. I just gave them the outline, again focusing on the skill.
My Options:
--Digital Playlists
--Edited Video
--Online Videogame
Step 3: Let them Go!
It works for some many subject areas and grade levels. Here is a sample for 2nd grade types of sentences.
What I Learned?
When I let go, my kids learned so much more and their engagement was real and authentic. I have students who plan on studying videogame design in college, so why not let them use that in some small way to show me they know the skills and standards of my classroom?
With technology, it is easy to assess the tech, but I think as teachers we need to remember that the tech is not really what we are assessing. If your rubric starts to look more like a checklist for the technology application, I think we are missing the point of technology. If our rubric takes complete control over something that frankly is not our standards anyway, then we are stifling their creativity to display their knowledge and it becomes another school assignment, not an experience.
We won't always be the experts. I had no idea how to make an online videogame when I put it as an option, but the kids did. They showed me; I could make a very basic one now, but I had to be okay that they knew more than me. Surprisingly, the kids were too.
I don't have to be the one with all the knowledge; I just have to facilitate their learning and their growth.
Reflections of a Digital Learning Coach: One Year Later
Almost one year ago, I walked into my new tech lounge with a new title, Digital Learning Coach. To be frank, I had no idea what to expect. I knew I loved trying new things; I knew I loved showing others new ideas; I didn’t know what that would look like in this brand new district role.
We are a K-12 building, graduating around 55 per year. We have never had a digital learning coach; through a grant from the Indiana DOE we were able to get this new position up and running. But what exactly would I be doing every day? What exactly was my job description? I had a vision in my head, but let’s just say it was more than that.
I read on Twitter a post about wanting a job description for a tech coach job and the response “Anything and everything.” Truer words have never been spoken.
What does a day or a week look like as a digital learning coach? No 2 days are ever the same, and I can say I have done things I never even thought I would.
So here is my job description for a new digital learning coach starting with the obvious and moving the more obscure!
- Provide trainings during and after school
- Co-teach or provide mini lessons for another teacher’s class
- Intake broken pieces of technology, repair those you can, and send off the broken to depot
- Manage and train a tech team of students to call in broken chromebooks and “play” with tech
- Restart, reboot, and restart whenever something doesn’t work
- Build and manage the corporation’s website
- Provide training and support for those teachers in need for all teachers to have teacher websites loaded on the corporation website
- Develop how-to guides for new pieces of technology or programs
- Select, choose, and train for new online programs
- Call tech support for online textbooks, or anything for that matter
- Put a lot of screws into the back of chromebooks
- Load and organize apps onto tablets
- Contact and organize personal insurance policies for all devices
- Participate in way too many Twitter chats for ideas
- Run the corporation Twitter and Instagram accounts
- Create custom audio QR codes for teachers
- Teach a lesson in a 1st grade class, then run over to a sophomore class, and change gears quickly
- Write grants
- Add and develop a maker space with a 3D printer
- Google--everything. I google multiple times a day how to do something. No shame.
- Climb into a ceiling and check electrical outlets
- Explain to students that their chromebook didn’t magically get a broken screen tucked safely away in their case and their backpack. It didn’t happen.
- But the coolest, and I’m not going to lie, I’m a nerd… create some totally new and awesome idea with a teacher that snowballs into something you could have never imagined in the beginning
So maybe the easiest way to post the position is just like the response on Twitter… ANYTHING and EVERYTHING! Be prepared to google, ask questions, and learn something new every day.
Do I love my new job? Yes! Are there days I don’t eat lunch until after 2 or not at all? Yes. Would I change my decision and go back to the high school English classroom? Nope. I’ll stay right where I am, crazy job description and all.
Quick Ctrl of Chromebook Shortcuts
Chromebook Shortcuts
Can't find your bookmarks bar? Ctrl Shift B --and, POOF! They're back.
Want to bring up your files without going all the menu clicks? Alt Shift M ---and a separate file window will pop up where you can access your drive and your downloads!
Know that student is doing something on their chromebook but when you check all their tabs seem legit? 3 Finger Swipe Down on the mousepad and you have ALL their windows for view.
I wanted to share a few different shortcuts that might make your lives a little easier and faster! There are hundreds more available online, but I tried to give you the most frequently used or most helpful. Hopefully there is at least one new one that will help you out in a new way!
Working with Text
Ctrl A: Select all the text on the page
Ctrl C: Copy the selected text
Ctrl V: Paste the text
Ctrl X: Cut the selected text (It will automatically copy what you cut to your clipboard.)
Ctrl Z: UNDO
Ctrl B: Bold selected text
Ctrl U: Underline selected text
Ctrl I: Italicize selected text
Ctrl-Shift 8: Create bullet points on the fly
General Shortcuts
Ctrl F: A find box will pop up in top right corner, search a word and find in document or webpage
Ctrl P: Print the page
Ctrl R: Reload the page you are working with
Ctrl D: Mark the current page as a bookmark (favorite)
Ctrl L: Select the entire content in the web address bar
Alt-Shift M: Bring up your files window (can get downloaded or drive documents from here)
Ctrl T: Open a new tab in same window
Ctrl N: Open a new window
Ctrl +: Zoom In
Ctrl -: Zoom Out
Ctrl 0: Reset Zoom
Ctrl-Shift L: Locks your computer if you have to step away from it
Ctrl-Shift B: Add or remove the Bookmarks bar
Mousepad Controls:
3 Fingers Swipe Down: Bring up all the windows open on the computer
Swipe Right or Left: go forward or backward between web pages previously visited
Want a downloadable cheat sheet? Click here and ENJOY!
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