When I initially set out to start this blog, my goal was for it to serve as a universal resource for all educators. My mission was to have weekly contributors, sharing practical ideas for implementing technology into the classroom. It is still my hope that this will happen and to promote this new phase, I want to introduce Collaboration Fridays!
Collaboration Fridays will showcase technology driven lesson plans and ideas that teachers have successfully used in their classroom. Teachers in any discipline are urged to share their ideas and I will post as many lessons I receive each Friday. I felt Friday would be the best day to showcase outside lesson ideas because Friday we can look forward to the weekend and possibly reflect on a new lesson or work on designing something new for the upcoming week.
All teachers who share in this collaboration will receive full credit for their work and the same audience that all of my regular posts receive. Plus you will be noted in the contributors section that will be viewable this Friday. All work is protected and licensed through the creative commons license at the bottom of my page. In short we encourage educators to use and share this work, but not for commercial purposes.
Those who wish to share an idea or lesson are urged to do so and provide the following information:
Name:
e-mail:
Title/Position:
A brief summary of who you are:
Website or Blog:
Your written lesson with attached documents or examples of work:
You can e-mail Collaboration Friday Submissions to:[email protected]
You can send video, document (MS Word, PDF, etc.) and audio attachments to my e-mail.
Any questions or comments please let me know! Thanks for sharing and I look forward to
Today I will begin a two part series on ways to enhance studying through various free and practical online resources.
As most of us learn throughout our educational studies, no two students learn in the same fashion. Therefore, we are constantly summoned to differentiate our instruction. It is has become the most important component of any lesson plan in education today. Some of our students learn better visually; some have superb auditory functionality. So why not combine the two and utilize it in your classroom.
Here’s one way to do differentiate your instruction and incorporate a practical use of technology.
Scenario:
You begin your new vocabulary unit on Monday, with a looming quiz on Friday. You spend some time going over the list of twenty words and definitions in class, allotting time for definitions, context clues and usage. For homework you ask students to make flash cards for Friday’s quiz.
Same Scenario; Different Process
You begin your new vocabulary unit on Friday after the quiz, with a looming quiz the following Friday. Your students align with their assigned weekly vocabulary partner. They discuss the word together and develop a script. The students obtain a laptop from the COW (Computers on Wheels) and a microphone and begin recording. Students utilize the free Audacity program and create a 30 second public service announcement or commercial for the word they are assigned. Their script must include:
The correct pronunciation of the word.
The part of speech
The definition of the word consistent with the part of speech
Correct usage of the word in your commercial or PSA.
An example script may look like this for the word “Glean”
Joe:This spring, students take to coffee shops around college campuses to glean information from their semester notes. Yes folks you’ll want to stay home, it’s college exam season.
Mary:That’s correct Joe, college students around the country are racing to gather information, bit by bit in order to pass their final exams. Citizens of these communities are being asked by officials to stay at home while over caffeinated college students run ramped.
Joe:Thanks Mary, for that riveting information! Now on to sports.
That is just one example of what your students could write, record and distribute to your class. It brings vocabulary to life and allows students to understand and use the word beyond memorizing the definition. Audacity files can be saved to your wiki or class moodle and it would even allow students to upload to their iPod.
This lesson is not to take the place of studying vocabulary, but it should enhance the process and for some, help understand the words better. You can also assign your students to simply record the word, definitions and part of speech to serve as a supplemental audio study guide for vocabulary.
With the audacity program, teachers and students in all disciplines can enhance the audible capabilities in the classroom. This program can be used as a study guide tool in various disciplines.
I look forward to hearing how you have used audacity or similar programs in your classroom!
As the school year dwindles down towards summer days and departmental planning for next year, why don’t you take an educated risk and start a Ning in your school or department for next school year!
A what now?
A Ning! A Ning is a social networking platform that allows users to create their own network! It is very easy to setup and use, plus the collaboration aspect is excellent! Creating a ning allows users to share information, such as links, personal blogs and even create discussion forums. You can make your Ning private or open it up to the entire world. Users can send messages, write on your personal page and share, share…share! Plus it would flatten the walls of your department and allow you to collaborate easily in the summer and over vacations.
A district wide Ning would be a great idea, but starting small within your department would be a more practical idea for next fall. Plus, when you and your department are talking about this cool new word next year and sounding like a movie reference from Monty Python and the Holy Grail, you can then begin to pass on the great idea to other departments.
If you are still confused and still trying to figure out just exatcly what social networking can do for your school or department, I will leave you with a brief video courtesy of Mr. LeFever. Enjoy and I look forward to hearing about all great departmental Ning’s you have created!
This post is going to focus on a website that all teachers can utilize in his or her classroom immediately and it is very easy to use. The site is called “Toon Doo”. Toon Doo is a free open application that allows anyone to create a comic strip. All it takes to sign up is a username and password. Easy enough! And no spam e-mails!
Here is how you can get started on Toon Doo…
Here is an assignment that I assigned for my class for our initial reading of Hamlet.
Read Act 1 of Hamlet
Take notes on the lines or passages you find important.
Provide at least 5 passages (one for each scene, but you can use more than five).
Provide the Act, scene and line number in this format I, i, 1-10
Provide a brief summary (short paragraph) of why you chose that passage.
This was their homework and the next day we discussed and reflected on their first reading in class. Then I had the take their passages and translate them into a comic strip via Toon Doo. Here was my model that I showed them.
I feel Toon Doo can be used in any classroom at any level and it is easy for students and teachers to create. Plus, it will give you something that you can print out and post on your bulletin board for back to school night or simply for your Administrators to see! Here are some more ideas for other disciplines:
Math and Physics – Create a Toon Doo for a three-step equation. You can use symbols and text and if you wish to make it flashy and creative you can have characters embedded as well. When you are finished, you can hang them around on a bulletin board or post on your class website.
Special Education – The possibilities are endless for your students! Have them create a Toon Doo simply for fun! Or you can give them a specific task to create a Toon Doo for, possibly a life skill task or conversation skills between two people. I’d be interested to hear feedback on what you used Toon Doo for!!!
History and Government – Like language arts, you can create a Toon Doo for a specific moment in History. Example: The signing of the Treaty of Paris.
Foreign Language – Have students create a conversation between two characters in the language you teach. Or you can create a conversation between two people in English and have the students translate into French, Spanish or German.
Have you ever wanted your students to make a video for a class project but felt uneasy about the laborious process and the amount of class time it would take to accomplish this task? Fear not! Animoto is here to save you time and still give you the video your students can enjoy and share!
I have personally used Animoto for back to school nights and in my Language Arts classes to help students understand themes, characterization and symbolism within the novels we cover. Animoto is simple, easy and free for educators to use. All you need is a digital camera (or properly cited photos form the web), a laptop and an Animoto account for educators. Watch how simple it is…
Here are some ways you can utilize Animoto in your classroom
Create Novel Movie Trailers!
Animoto utilizes “MTV Style” editing to show brief clips of a specific subject or theme set to music. This is perfect for gleaning the main elements of a novel or chapter you just read in class.
At the end of the school year when you are reviewing for finals or mid terms (depending on your schools academic calendar) have the students make a brief Animoto video that they can use to
Reflect on what the novel or unit was about
Pick out the important elements of the chapter or novel
i.Main Points
ii.Characters
iii.Themes
iv.Symbols
v.Setting
Tell them that their audience will be next year’s incoming class and they have to convince them that this novel will be an amazing read! Just like film directors would do with a summer blockbuster.
If you want to stretch out this assignment and go a step further, visit http://www.bighugelabs.com/flickr/ and you can create movie posters for the novels.
i.You see what is happening here…Students are creating a product that requires them to use prior knowledge and also display that knowledge in a creative manner.
As a teacher, you can show these videos on the first day of class next year. You can print out and hang up the movie posters of the novels on your bulletin board.
Here is how easy it is to create an Animoto video
and…
Here is what I just created in roughly five minutes
Creating Animoto Videos in other Disciplines!
For Vocabulary words
At the beginning of the Vocabulary unit have go over the list of words with your students as you normally would at the beginning of a unit.
Have students define words, provide proper parts of speech and provide sentences (maybe 3 to 5).
Students are arranged in groups of two. Each group will be given the following:
i.One digital camera
ii.One Vocabulary word
Students will have to create an Animoto video for the word they are given. Students must include in their video:
i.The word
ii.The part of speech
iii.The definition
iv.At least two sentences
v.An image relating to the word
Once the videos are created, the teacher will present the videos to the class and will serve as a brief review for the upcoming Vocabulary quiz.
For Math teachers
This would be a flashy way to introduce a new formula or problem. You can take the above examples and apply it to your discipline.
For History teachers the possibilities are endless.
In history class you could have students research an Amendment and make an Animoto video displaying the main points of that Amendment and also find images that represent that Amendment. This could work for numerous historical units:
i.Presidents
ii.New Countries covered
iii.Bill of Rights
iv.American Wars
For Special Education and Life skills Teachers
This would be a great way to show your kids how to perform a basic task such as raising your hand
Students, with assistance, can find images of kids raising their hand in class. Students and teacher can assemble the images and even take a photo of the child performing the task, and compile them into an Animoto video.
This could work with various life skills
i.Crossing the street
ii.Washing your hands
iii.Brushing your teeth
Again, this is another practical, easy to use application that every teacher and student can use. I hope this idea has helped to bring technology into your classroom and look forward to hearing how you are using Animoto in your classroom!
As the temperatures begin to heat up in classrooms around the country, I felt it was a good time to discuss summer reading lists!
Summer reading has always been an unorganized disaster that most school districts fail to upgrade year after year. At my previous district we assigned one book per summer. The following September we would begin the year with an essay exam in which students could respond about a book they
A)Did not read
B)Read in June when it was assigned
C)Read the back cover and sparknotes
Personally, I found this exercise to be a waste of time and resources. Plus, students were only assigned to read one book! ONE! I know some districts have reading lists that students can select from or offer free personal pan pizzas when you finish a book…BOOK IT! (clap if you remember!) What a great way to educate and fatten at the same time! Go America!
In order to make summer reading an effective tool in our academic arsenal, we need to first define what we want our students to gain from their summer reading lists. The obvious answer is to get them reading during their summer long down time. That’s the wishful thinking response. Other responses might include preparing students for the initial unit next fall, introducing a theme or simply to expand their world view on books teachers cannot fit in during the school year. While all these examples are practical, there is no checkup through out the summer and no way of collaborating.
Here are my problems with summer reading:
Why is there not summer reading for every subject?
What is our objective and end goal for reading in the summer?
Why is there not summer reading for Faculty and Administration?
Now some of you may work in districts that can answer all of those questions with specific examples of how your district has integrated summer reading programs, but I am here to provide an answer to all of the above through two free web applications.
If you are unfamiliar with these applications let me briefly explain what they can do. Enjoy!
In short, Goodreads and Shelfari are social networks for people who love reading and sharing their thoughts on the books they read. Here are some ideas in which you can make Goodreads and Shelfari a part of your summer reading curriculum:
Create a class group and assign a reading list for the summer.
Have students post a discussion topic on the book they are reading and respond to other student posts weekly
Teacher can create a rubric for discussion posts.
Use the online discussions as an icebreaker for the following year or segue way into the first unit.
Include parents in on the summer reading fun! Parents can read along and include their thoughts on the books!
If students do not have computer access it will give them a valid excuse to visit a library (shiver!), Internet café or school districts could (if available) laptops for the summer.
Create a group for cross-curricular reading, i.e. Language Arts and World History.
Create a faculty reading group!
This is a great way to share good reads (pun intended) concerning education. Most of us take courses throughout the year and are introduced to various new books on our craft. Every teacher should have a good reads or shelfari page!
Make reading interactive and fun! Like Facebook!
Hope this helps and I would love to hear ideas and feedback on how your district is approaching summer reading this year.
Yesterday I posted on the great features of SlideShare. Today I received this response on my Ning…
Googledocs is better as it is more collaborative and allows the easy use of Youtube videos. Slideshare is merely passable as you lose all music, animations and video. At that point you might as well output your ppt as jpegs and drop them into a java slideshow which is essentially what slideshare seems to do.
While this author makes a valid point about the collaborative nature of GoogleDocs and the ability to embed video and animations, he fails to miss the – get ready to LOL at this intended pun – point of the intended nature of my students’ powerpoint.
Here was my response…
For the project I assigned above, my students were only allowed to use images and brief text to convey their idea. When you rethink the idea of a powerpoint what does a video, massive amounts of text and neat animations provide an audience anyway? If you are presenting it is YOU who is presenting the information, not the powerpoint. If you embed YouTube videos and animations then you might as well tell your students to create an imovie and let the students sit back and watch while the presenter joins in the viewing.
I want my students to be thorough with their research and knowledgeable presenters who can think on their feet and are well versed on what they are presenting. I alway show the first few minutes of Al Gore’s movie, “An Inconvenient Truth” to help students understand what a good presentation looks like. The presentation should be the backdrop to the presenter not overly animated and visually distracting.
Nothing against Googledocs, but when you want students to PRESENT and not ENTERTAIN then have them use slideshare!
I’ll leave you with this from a former colleague of mine who was helping students rethink and redesign powerpoint…
If your students are presenting on hieroglyphics, which slide looks better to as an audience member? Which slide intrigues you more? Which slide requires more presenter involvement and knowledge?
or…
When I am sitting back in the audience grading a presentation, I want to see slide #2! I have created – back in the days of primitive powerpoint (insert golf clap for alliteration! Teaching moment!) – and have sat through numerous presentations using slide #1 and it is torture to an audience member.
Two years ago our assistant principal gave a powerpoint presentation using a stoic white backdrop that was flanked by default black text. Despite numerous misspellings, the powerpoint was a flop. A flop in the vein of The Love Guru.
My point is that no matter what housing forum we use to share and embed our powerpoints, we need to understand that powerpoint is a tool for a presenter; it is not intended to replace the presenter. As teachers we must also employ this same method when presenting to our students. Many times we don’t practice what we preach and torture our students with text laden powerpoints that go on for days.
The next time you create a powerpoint for your students, think about how it would feel to view the same powerpoint you just created. What effect will it have on learning? If you are just dictating notes via a powerpoint to usurp valuable class time, then simply give them a hand out or post the note filled powerpoint on your class wiki for students to view at home, take notes and then discuss the next day in class. This will surely save class time and your students will love you for it!
I’m not saying that SlideShare will change the way we present, but it gives us an option to display the powerpoints we want, while providing a central location for viewing and sharing them.
I hope this helps in your classroom and I always welcome feedback!
Have you ever plugged in your flash drive into a laptop, opened a powerpoint presentation and it doesn’t work? Have your students ever done the same thing, and used technology downfall as an excuse to get out of presenting? Have you ever wanted to embed your powerpoint slides on a wiki to share with students and parents? If you answered yes to all of the above then I have your solution.
Slideshare is a site that allows users to upload, store and share powerpoint slide presentations. Slideshare gives you the ability to have your powerpoints at your disposal where ever you go and the best part is that it is totally free!
Last year while I was teaching 1984, I utilized slideshare with my students who were presenting chapters of the novel to the class. I introduced them to slideshare and they were able to upload their presentations and then post them on our class wiki. If you reference my earlier post on wikis in the classroom, you will see that I had students maintain a daily log of their work on the presentations. They had to provide progress, group tasks and any documents they would be handing out during their presentation. Here are two of the examples that students used via slideshare.
You will notice that once the presentations are embedded into your blog or wiki, they allow you to utilize most of the functions that is alloted in a presentation program. Also, teachers can utilize this with all of their presentations they use in the classroom. You can even email them to students if they missed a class in which you gave a presentation. Slideshare is also useful for professional development classes and workshops. It is one way in which you can share your presentations and student work without having to locate, find and sync a flash drive.
Students and colleagues alike can follow along with a slideshare presentation as well. If teachers embed their slideshare presentation to a blog or wiki, students and faculty can follow along on their laptops. This may assist students who have trouble following slides or if students wish to use the presentation as a study guide later in the unit.
I hope you enjoyed this idea and would like to hear feedback about how you utilized slideshare in your own classroom!
Today I will be beginning my two part series for Earth Day! These two lessons will help you reduce paper usage in your classroom, library and school building, while educating your students with great web tools for research and presentation. However, be careful of jealous colleagues when you are suddenly viewed as the “green teacher”. I was told once that I was, “making everyone else look bad and ignorant.” This comment came after I began piloting my paperless classroom. I put a lot of time and effort into reducing paper in my classroom, only to be scoffed at by several colleagues who were not willing to…
Try something new after 30 years of teaching
Improve their classroom organization and reduce clutter
Enjoy their prep period rather than spend it fighting with the copier
Enough about my ranting and on to the content for today! Go GREEN!
Today I am presenting a wonderful web-clipping tool that both teachers and students can use in a variety of ways. The tool is called Evernote. Evernote can be downloaded on to MAC and Windows operating systems and is completely free. This can also be used on smart phones and the iPhone.
Here is an introduction to the basic features of Evernote
Evernote allows you to gather clippings from various websites without having to bookmark every single site you enjoy. In short, you can select the text and photos that areof importance to you! So, let’s consider Evernotes practicality in the classroom.
Language Arts/History
Think about students doing research. The teacher gives his or her students a credible, academically authored list of websites. This list can be posted on the class wiki or moodle in order to save all the future trees that will be planted tomorrow! Students review the sites and find a piece of information they really like on George Orwell.However, time is running out and for most students they would immediately select FILE > PRINT. And what prints out? The entire web page! (Insert old school Mr. Yuck sticker here!). The student takes the 15 pages that just printed out, stuffs it into a folder and forgets that good bit he or she was reading right before the sound of the bell. This is the old way. Let’s have our students try the new way!
Art/Graphic Design
Let’s consider what an art teacher might use Evernote for…
Using Evernote in the classroom is always a great way to help students understand the importance of a “Tag”. Provide students with a mini lesson on tagging and how it can save them time when conducting research.
I hope this has been a valuable asset to your class and look forward to hearing how you use Evernote in your class!
I have been using Twitter for over a year. Since New Years 2009, Twitter has taken off to new heights.Everybody wants you to follow him or her on twitter, from United States Senators to Shaq, twitter has become a ubiquitous forum for those who want to know everything.
So, why is Twitter so cool? I still haven’t figured that out yet but it has become a forum for all of us to communicate and collaborate. So how can we utilize the concept of twitter in our classroom? Here are some ideas I am pondering…
…but first, let’s learn about Twitter in Plain English…
Language Arts
Objective: Have students twitter between characters in a story from the previous nights reading.
Process: Students will read chapter 1 of Lord of the Flies. After they read they will construct a twitter list between Jack and Piggy
This twitter list must include the following elements:
Setting
Characterization
Context
New Vocabulary
A twitter screen name for Jack and Piggy that reflects their character.
NOTE: Entry can only be 140 characters long! Be specific and concise.
EXAMPLE
LeaderJack: Looks like we are stranded! Fat kid is freaking out. I call him Piggy.
TimidPiggy: There are no adults here! My Auntie says I should not go swimming because of my Asthma.
TimidPiggy: Where are the other boys. Found a coch shell – Raplh blew it and we found the other children
LeaderJack: Piggy wants order. I blew the conch shell and we gathered everyone.
LeaderJack: They elected me chief!
Have students read their twitter posts out loud in class and explain why they selected their material. Segue this into a class discussion. Compare and contrast postings from other students.
Social Studies
Students can make a twitter list for historical figures. Like the language arts example, students can glean the main points of a specific historical figure and use that to understand whom this historical figure is.
Activity 1:
For homework, assign students a historical figure based on the current unit of study.
NOTE: you can also use this to personify Amendments, Bills, etc.i.e. what would the First Amendment twitter about?
Students construct a twitter list for the aforementioned assignments. Students must provide the following elements for their twitter list:
A screen name that represents the personality of the figure, Amendment or bill.NOTE: it will be the roles of your classmates to guess whom you are referring to based on your twitter information.
Organize your “tweets” chronologically.
Provide context and information pertinent to your subject.
Students bring in their Twitter list and present it to the class. Students will try and figure out who is Twittering based on the information provided.
This is a great idea for a unit review and students can use their “tweets” as a focused study guide.
Activity 2:
This activity would target secondary and middle school students.
Objective: Have students create their own twitter account and follow a US or State Senator or Representative.
Process:
Students find a US, State or local dignitary to follow on twitter.
Students will follow what the dignitary is “tweeting” about and file a twitter report each week on whom they are following
This could be a form of current events in the classroom.
Recommendations: Make sure you alert administration, parents and your tech director before allowing students to participate on twitter.
Mathematics
For math, teachers can use this tool very simply.
Every night one student will tweet a selected math problem to the class.
EXAMPLE:32 + 43 = ?
Students will have to answer the problem by the student posted for that night as an extension of the homework.
NOTE: Based on grade level, you can make your tweets more challenging. I see this working well with more involved math such as Algebra, Trigonometry and Calculus.
Colleagues
I have always felt twitter would be an effective tool for teacher collaboration. Imagine a world where your entire school building is on twitter. Your principal opens up his twitter account every morning and can see what you will be covering in your classroom today. Maybe something peeks his interest and he sends you a direct message to ask if he could drop in to see this lesson. Cool right? Unless you don’t care for your principal and feel that he or she serves a better purpose at his or her desk then in your classroom.
Or imagine collaborating with other teachers on your own twitter account. Say you are covering Hamlet and a neighboring teacher is covering the same unit. You collaborate through twitter about what you are covering each day. Maybe even set up a web cast between your students where you can discuss Hamlet Act 1 Scene 1.
The above examples are simple blueprints of what you can do within the parameters of a twitter post. And you thought only celebs and Senators could twitter! Pshawh! Also, check out TWEETDECK. It is a great forum to organize all of your tweets on your desktop!
I hope these ideas peeked your interest and that you take leap and make twitter part of your classroom! I look forward to hearing your feedback and how you have used twitter in your classroom and school district!
When I initially set out to start this blog, my goal was for it to serve as a universal resource for all educators. My mission was to have weekly contributors, sharing practical ideas for implementing technology into the classroom. It is still my hope that this will happen and to promote this new phase, I want to introduce Collaboration Fridays! 
