tag:blogger.com,1999:blog-41001390742215860442024-03-13T11:18:06.622-04:00iPad and Learning Adventures at Lower SchoolJenni Swanson Voorheeshttp://www.blogger.com/profile/11444468697306417841noreply@blogger.comBlogger116125tag:blogger.com,1999:blog-4100139074221586044.post-87863781737540358982014-11-03T06:00:00.000-05:002014-11-03T06:02:07.578-05:00Paper Blogging: Take Two! <span style="font-family: Georgia, Times New Roman, serif;"><span style="color: #333333; line-height: 19px;">Now launching - year two of the 4x blogs! </span></span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><span style="color: #333333; line-height: 19px;"><br /></span></span>
<span style="font-family: Georgia, 'Times New Roman', serif;">Last year's experiment went really well - 4x published over 500 blogs posts! Over 500 pieces of writing, artistic projects, personal experiences, and you tube videos about raining tacos were shared amongst a growing community of writers and communicators. I couldn't have been prouder. I learned a lot (which I mean to write about in a separate post) and I am really excited to see what this class of students does with the opportunity. </span><span style="font-family: Georgia, Times New Roman, serif;"><span style="color: #333333; line-height: 19px;"><br /></span></span>
<span style="font-family: Georgia, Times New Roman, serif;"><span style="color: #333333; line-height: 19px;"><br /></span></span>
<span style="font-family: Georgia, Times New Roman, serif;"><span style="color: #333333; line-height: 19px;">This year's students really took the paper </span><span style="color: #333333; line-height: 19px;">blogging</span><span style="color: #333333; line-height: 19px;"> challenge on with gusto <a href="http://teacherlesley.blogspot.com/2013/10/paper-blog-preview.html" target="_blank">(click here for a post on last year's lesson)</a>. First we </span></span><span style="color: #333333; font-family: Georgia, 'Times New Roman', serif; line-height: 19px;">watched a really great video from </span><span style="color: #333333; font-family: Georgia, 'Times New Roman', serif; line-height: 19px;">BrainPop</span><span style="color: #333333; font-family: Georgia, 'Times New Roman', serif; line-height: 19px;"> on exactly what </span><span style="color: #333333; font-family: Georgia, 'Times New Roman', serif; line-height: 19px;">blogs</span><span style="color: #333333; font-family: Georgia, 'Times New Roman', serif; line-height: 19px;"> are and </span><span style="color: #333333; font-family: Georgia, 'Times New Roman', serif; line-height: 19px;">discussed the purpose of a </span><span style="color: #333333; font-family: Georgia, 'Times New Roman', serif; line-height: 19px;">blog: to share ideas and connect with other people</span><span style="color: #333333; font-family: Georgia, 'Times New Roman', serif; line-height: 19px;">. I explained that paper </span><span style="color: #333333; font-family: Georgia, 'Times New Roman', serif; line-height: 19px;">blogging</span><span style="color: #333333; font-family: Georgia, 'Times New Roman', serif; line-height: 19px;"> would let us practice the three roles of </span><span style="color: #333333; font-family: Georgia, 'Times New Roman', serif; line-height: 19px;">blogging</span><span style="color: #333333; font-family: Georgia, 'Times New Roman', serif; line-height: 19px;"> (writers, readers, and comm</span><span style="color: #333333; font-family: Georgia, 'Times New Roman', serif; line-height: 19px;">enters) offline before we moved </span><span style="color: #333333; font-family: Georgia, 'Times New Roman', serif; line-height: 19px;">online</span><span style="color: #333333; font-family: Georgia, 'Times New Roman', serif; line-height: 19px;"> to our </span><span style="color: #333333; font-family: Georgia, 'Times New Roman', serif; line-height: 19px;">KidBlogs</span><span style="color: #333333; font-family: Georgia, 'Times New Roman', serif; line-height: 19px;">. </span><span style="color: #333333; font-family: Georgia, 'Times New Roman', serif; line-height: 19px;">Then students got to work writing their first </span><span style="color: #333333; font-family: Georgia, 'Times New Roman', serif; line-height: 19px;">blog</span><span style="color: #333333; font-family: Georgia, 'Times New Roman', serif; line-height: 19px;"> posts on something that they loved. </span><br />
<span style="color: #333333; font-family: Georgia, 'Times New Roman', serif; line-height: 19px;"><br /></span>
<span style="color: #333333; font-family: Georgia, 'Times New Roman', serif; line-height: 19px;">It was really fun learning more about my kids and the things in their lives that they like and love to do. I think they enjoyed learning more about each other too - an added community building bonus! They added an artistic design and submitted it for "publishing". This year we "published" the paper </span><span style="color: #333333; font-family: Georgia, 'Times New Roman', serif; line-height: 19px;">blogs</span><span style="color: #333333; font-family: Georgia, 'Times New Roman', serif; line-height: 19px;"> on lockers. We used post-its for "comments" and everyone was encouraged to make sure they continued the conversation. They actually are going back to read each other's comments, ask questions, answer questions and generally make their paper blogs a really vibrant place for discussion. Some students took the opportunity to redesign their </span><span style="color: #333333; font-family: Georgia, 'Times New Roman', serif; line-height: 19px;">blogs</span><span style="color: #333333; font-family: Georgia, 'Times New Roman', serif; line-height: 19px;"> or added updated posts - all really cool ideas that they will be be able to do with their </span><span style="color: #333333; font-family: Georgia, 'Times New Roman', serif; line-height: 19px;">online</span><span style="color: #333333; font-family: Georgia, 'Times New Roman', serif; line-height: 19px;"> </span><span style="color: #333333; font-family: Georgia, 'Times New Roman', serif; line-height: 19px;">blogs</span><span style="color: #333333; font-family: Georgia, 'Times New Roman', serif; line-height: 19px;">. The next steps are to transfer these skills online, get used to </span><span style="color: #333333; font-family: Georgia, 'Times New Roman', serif; line-height: 19px;">KidBlog</span><span style="color: #333333; font-family: Georgia, 'Times New Roman', serif; line-height: 19px;"> as an app/website, and start sharing, documenting, and reflecting on our work! </span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><span style="color: #333333; line-height: 19px;"><br /></span></span>
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<div style="color: #333333; font-family: Georgia, 'Times New Roman', 'Bitstream Charter', Times, serif; font-size: 13.333333015441895px; line-height: 19px;">
<a data-mce-href="http://files.kidblog.org/477418/files/20141103-053916.jpg" href="http://files.kidblog.org/477418/files/20141103-053916.jpg"><img alt="20141103-053916.jpg" class="alignnone size-full" data-mce-src="http://files.kidblog.org/477418/files/20141103-053916.jpg" src="http://files.kidblog.org/477418/files/20141103-053916.jpg" style="border: 0px; cursor: default;" /></a></div>
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<a data-mce-href="http://files.kidblog.org/477418/files/20141103-053928.jpg" href="http://files.kidblog.org/477418/files/20141103-053928.jpg"><img alt="20141103-053928.jpg" class="alignnone size-full" data-mce-src="http://files.kidblog.org/477418/files/20141103-053928.jpg" src="http://files.kidblog.org/477418/files/20141103-053928.jpg" style="border: 0px; cursor: default;" /></a></div>
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<a data-mce-href="http://files.kidblog.org/477418/files/20141103-053937.jpg" href="http://files.kidblog.org/477418/files/20141103-053937.jpg"><img alt="20141103-053937.jpg" class="alignnone size-full" data-mce-src="http://files.kidblog.org/477418/files/20141103-053937.jpg" src="http://files.kidblog.org/477418/files/20141103-053937.jpg" style="border: 0px; cursor: default;" /></a></div>
Anonymousnoreply@blogger.com1tag:blogger.com,1999:blog-4100139074221586044.post-67884258426665653462014-06-23T10:44:00.001-04:002014-06-23T17:40:34.658-04:00Why and Try - A Reflection<div class="MsoNormal">
Last week, I went to iPadpalooza in Austin, TX.<span style="mso-spacerun: yes;"> </span>While there, I learned some new things and
participated in “The App-mazing Race” – a contest among participants where we
had to complete various challenges and make a two-minute video.<span style="mso-spacerun: yes;"> </span>We didn’t win anything, but it was a lot of
fun!<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Denise Coffin and I presented a session called “Why and
Try”.<span style="mso-spacerun: yes;"> </span>We talked about the importance of
helping kids name different types of thinking and then document their
progress, emphasizing that the process is more important than the product.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
In the spirit of trying new things from the conference, I
have created a “Smore” – an online poster – of our session below.<span style="mso-spacerun: yes;"> </span>Enjoy!<o:p></o:p></div>
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<iframe allowtransparency="true" frameborder="0" height="600" scrolling="auto" src="https://www.smore.com/tak9j-why-and-try?embed=1" style="border: none; min-width: 320px;" width="100%"></iframe>Eve Goodsell Eatonhttp://www.blogger.com/profile/15427779946634319962noreply@blogger.com1tag:blogger.com,1999:blog-4100139074221586044.post-185762070665825792014-06-18T13:34:00.001-04:002014-06-18T13:34:08.899-04:00Blogging about Blogging<div dir="ltr" style="text-align: left;" trbidi="on">
It's been awhile (6 months - yikes!) since I've posted. I have several drafts saved, but nothing published yet. Where did all the time go? I need to figure out how to maintain my blog entries while teaching at the same time. Here's to a summer filled with time to complete a few reflective entries!<br />
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This school year was my first adventure with personal blogging, but also blogging with kids. The whole experience has been wonderful and I highly encourage other educators to dip their toes into the blogosphere. I have learned a whole lot and am excited about doing a second year in the fall with my students.<br />
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Working with our Idea Lab Coordinator, I set up a class account on KidBlog.<br />
I like KidBlog for many reasons:<br />
1) They have a great app for the iPad which is wonderful in a 1-1 iPad setting<br />
2) The kids don't have to have an email address to use this site or provide any personal information<br />
3) Teachers have administrative control over all the student blogs allowing them to invite parents and others if and when needed.<br />
4) The blogs are private, unless the teacher makes them public.<br />
5) The site allows students to create video or text entries - LOVE!<br />
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Check it out: <a href="http://kidblog.org/">Kidblog.org</a><br />
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Prior to launching into writing entries we had discussions about our digital footprints. These discussions were powerful and I intend to "beef" them up next school year. We talked a lot about the lasting impression of our words online. I wanted the kids to be thoughtful about what they wrote and how they presented themselves to their classmates and any others that might see their blog. We talked about how the presentation of their content was important and would leave readers with a lasting impression on who they were as a learner. What lasting impression did they want to leave?<br />
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Stealing an idea from my colleagues, we started our blogs - on paper. Yep. Paper. Baby Steps!<br />
The beauty of the paper blog is that everyone could see all the blogs around the room at one time. It was also a wonderful way to discuss commenting. What was a productive comment? What would be considered helpful or hurtful?<br />
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Our paper blogs had a border around the outside that the students decorated at home as an expression of themselves. Then, the students wrote an entry about a small moment in their lives. We brainstormed suggestions about what to draft and since we did this right around Halloween, many of the entries were about favorite costumes or trick-or-treating. Once all the entries were complete it was time to read each other's work and comment. We used post its to write our comments and off we went.<br />
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The kids loved this process but the best part was the reflection at the end. All of the students took the time to read their classmates' comments and then we came together. I asked them, "What did you think about the comments?" We ended up with this chart:<br />
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This lesson is a keeper! When we went on to online blogging, the kids were aware of how their comments would impact the author. One suggestion for myself for next year is to do this lesson again after they have had experience posting and commenting. I think that would elevate the comments even farther.<br />
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Getting up and running with KidBlog was super easy and the kids took to blogging like champs! I invited the parents to join our blogging community by creating an Explain Everything movie with step by step instructions about how to sign in and comment. To be honest, very few parents checked the blog, but when they did leave comments, the kids were ecstatic!<br />
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When we first started blogging I had a lot of controls up. For instance, I made it so that I read every comment before it was posted. I told the students that putting on those controls was similar to training wheels. I just wanted to make sure we were all in the same mindset. One of my more witty students wrote the following comment: <i><span style="color: blue;">"This is very fun but I hope you let go of the bike later and let us make decisions on our own." </span></i><br />
<i><span style="color: blue;"><br /></span></i>Hmmm. Good point - thanks Nan. So, I took off the controls and off they went. I spot checked all the comments, but there was never a problem. Sometimes a student would leave an inadequate comment, but the kids would call each other out and state that the comment needed more development. Parents were even chiming in to their own child's blogs - which the kids LOVED.<br />
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<b><i><u><span style="color: red;">The Aha! Moment </span></u></i></b><br />
What I quickly realized is that KidBlog wasn't for me to assess work or to see how well they were writing. <span style="color: blue;">Kidblog was about the kids.</span> It became an online extension of our classroom community where the students could share ideas, comment on work - have a conversation. It is a beautiful thing.<br />
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Some of the posts we all did:<br />
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<b><u><i><span style="color: blue;">Reading Fluency</span></i></u></b><br />
The kids used the video capture to record themselves reading their current read aloud. After listening to their reading, the wrote a reflection on what they noticed and set a goal for the next trimester. We did this twice in the year. I would definitely do it more often.</div>
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<b><i><u><span style="color: blue;">Book Sharing and Reflections</span></u></i></b><br />
After finishing each independent reading book, they posted a summary/book intro and a short reflection about the story. It was a great way to track their independent reading but also a huge resource for the class to discover new selections.<br />
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<b><i><u><span style="color: blue;">Digital Portfolio</span></u></i></b><br />
I'm still messing around with the best way to collect and share student work so we used KidBlog as part of this process creating a digital record of some of their work. We posted pictures and/or videos of the projects kids shared with their classmates. So, during the presentations the kids took notes and wrote down questions for their classmates. I made sure to take a picture of them and then airdropped it to their iPads. Afterwards they uploaded their picture (and sometimes their presentation if it was a video) creating a new post. Then the whole class added their comments for each of their classmates. This kept their presentations alive long after the actual presentation.<br />
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<span style="color: blue;"><b><i><u>Blog Mentors</u></i></b></span><br />
One of our favorite blogging activities was helping a 1st grade class get acquainted with KidBlog. The 4th grade students mentored a first grader and helped them log in for the first time. The mentors helped the 1st graders create a video post as well as add their picture and change the background to personalize their blog. Winner Winner Chicken Dinner! We definitely plan to do it again next year!<br />
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So, there is my year of blogging with kids. I'm super pumped about the next year and know that we will continue to explore KidBlog and how it can enhance our 4Z learning community! One idea I'm working on is connecting with another classroom and allowing online buddies to share blogs. I have a friend that teaches in Hong Kong so this would also create a global aspect that is intriguing.<br />
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The sky is the limit!<br />
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Carrie Strine<br />
<span style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 20.790000915527344px;">http://theclassroommuddler.blogspot.com</span><br />
<span style="background-color: white; color: #333333; font-family: Arial, Tahoma, Helvetica, FreeSans, sans-serif; font-size: 15px; line-height: 20.790000915527344px;">Twitter: @carreenstrine</span><br />
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4100139074221586044.post-35771360729488472052014-03-01T15:44:00.002-05:002014-04-07T15:51:32.360-04:00Ansel Adams Through a PK Lens<div style="margin-bottom: 1.2pt; margin-left: 0in; margin-right: 0in; margin-top: 1.2pt;">
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<span style="font-family: Helvetica, sans-serif;">One of the
many things we did during our five senses curriculum in prekindergarten was examine
artist, M.C. Escher and photographer, Ansel Adams' use of black and white
imagery. Students had an opportunity to look at several close-up and
distant images photographed by Ansel Adams during their leisure time a week
prior to studying Ansel Adams' work in our class. The following week,
students were shown various photographs from</span><span class="apple-converted-space" style="font-family: Helvetica, sans-serif;"> </span><i style="font-family: Helvetica, sans-serif;">Portfolios
of Ansel Adams</i><span class="apple-converted-space" style="font-family: Helvetica, sans-serif;"> </span><span style="font-family: Helvetica, sans-serif;">and</span><span class="apple-converted-space" style="font-family: Helvetica, sans-serif;"> </span><i style="font-family: Helvetica, sans-serif;">Ansel Adams</i><span style="font-family: Helvetica, sans-serif;">. We utilized
the “see, think, wonder” teaching strategy to assist students in making their
thinking visible. We showcased each photograph for 45 seconds (a long
time for a prekindergartener) and encouraged them to look thoughtfully at the photograph
before we posed the first question.</span></div>
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<i><span style="font-family: Helvetica, sans-serif;"><br /></span></i></div>
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<b><span style="font-family: Helvetica, sans-serif;">What do
you see?</span></b><span style="font-family: Helvetica, sans-serif;"><o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: Helvetica, sans-serif;">"I see
wood."<o:p></o:p></span></div>
<div style="margin-bottom: 1.2pt; margin-left: 0in; margin-right: 0in; margin-top: 1.2pt;">
<span style="font-family: Helvetica, sans-serif;">"I see
scratches in wood."<o:p></o:p></span></div>
<div style="margin-bottom: 1.2pt; margin-left: 0in; margin-right: 0in; margin-top: 1.2pt;">
<span style="font-family: Helvetica, sans-serif;">"I see
leaves."<o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: Helvetica, sans-serif;">Once
students exhausted answers to the first inquiry, we followed up with the next
question.<o:p></o:p></span></div>
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<br /></div>
<div style="margin-bottom: 1.2pt; margin-left: 0in; margin-right: 0in; margin-top: 1.2pt;">
<b><span style="font-family: Helvetica, sans-serif;">What do
you think?</span></b><span style="font-family: Helvetica, sans-serif;"><o:p></o:p></span></div>
<div style="margin-bottom: 1.2pt; margin-left: 0in; margin-right: 0in; margin-top: 1.2pt;">
<br /></div>
<div style="margin-bottom: 1.2pt; margin-left: 0in; margin-right: 0in; margin-top: 1.2pt;">
<span style="font-family: Helvetica, sans-serif;">"I
think it's wood."<o:p></o:p></span></div>
<div style="margin-bottom: 1.2pt; margin-left: 0in; margin-right: 0in; margin-top: 1.2pt;">
<span style="font-family: Helvetica, sans-serif;">"I
think it's a old piece of wood."<o:p></o:p></span></div>
<div style="margin-bottom: 1.2pt; margin-left: 0in; margin-right: 0in; margin-top: 1.2pt;">
<span style="font-family: Helvetica, sans-serif;">"I
think it's a tree."<o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: Helvetica, sans-serif;">Once
students exhausted answers to the second inquiry, we followed up with the final
inquiry . . . "What do you wonder?" Often times, the
prekindergarteners confused what they thought and wondered. <o:p></o:p></span></div>
<div style="margin-bottom: 1.2pt; margin-left: 0in; margin-right: 0in; margin-top: 1.2pt;">
<br /></div>
<div style="margin-bottom: 1.2pt; margin-left: 0in; margin-right: 0in; margin-top: 1.2pt;">
<b><span style="font-family: Helvetica, sans-serif;">What do
you wonder?</span></b><span style="font-family: Helvetica, sans-serif;"><o:p></o:p></span></div>
<div style="margin-bottom: 1.2pt; margin-left: 0in; margin-right: 0in; margin-top: 1.2pt;">
<br /></div>
<div style="margin-bottom: 1.2pt; margin-left: 0in; margin-right: 0in; margin-top: 1.2pt;">
<span style="font-family: Helvetica, sans-serif;">"I
wonder if it's a tree."<o:p></o:p></span></div>
<div style="margin-bottom: 1.2pt; margin-left: 0in; margin-right: 0in; margin-top: 1.2pt;">
<span style="font-family: Helvetica, sans-serif;">"I
wonder if it's wood."<o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: Helvetica, sans-serif;">Initially,
the prekindergarteners shared thoughts that were more concrete and visible,
however, as the process progressed over the span of a week, students' responses
became more attuned to the details of the photographs. <o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: Helvetica, sans-serif;">After
analyzing Ansel Adams' close up and far away images, we discussed how one's
vantage point impacts perspective (in a PK friendly way). <o:p></o:p></span><br />
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<b><span style="font-family: Helvetica, sans-serif;">Integration of iPads into the PK Curriculum</span></b></div>
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<span style="font-family: Helvetica, sans-serif;">The
following week, our class learned how to use the iPads to take pictures.
We highly suggest using iPads with the <a href="http://www.ebay.com/itm/like/111169457155?lpid=82" target="_blank">“Grabbit” handle</a>. iPads
with the Grabbit handle accessory enables students to photograph images
independently and without teacher support. The Grabbit handle frees up
one hand to hold the iPad and the other hand to photograph images.
Consequently, students do not have to focus all of their energy on
holding the iPad with two hands in addition to pushing the button on the screen.
Students were taken outside individually to photograph something close up
and something from a distance. Afterwards, students used their iPad to
convert both of their images to black and white by clicking on edit, filters,
mono, apply, and save. Our prekindergarteners were extremely proud of their
photographs and their ability to convert their work into black and white
masterpieces.</span></div>
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<span style="font-family: Helvetica, sans-serif;">In addition to photographing images outdoors, each student had an opportunity to photograph a classmate and convert the portrait to black and white as well. Photographing each other provided our class with an opportunity to practice digital citizenship. Each student either consented to the photograph taken of them or requested that their picture be retaken for our “Black and White Perspective” bulletin board. Our photographs are currently on display outside of the PK class and will be showcased at our Upper School at the end of March.</span><br />
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<b><span style="font-family: Helvetica, sans-serif;">Reflections</span></b><span style="font-family: Helvetica, sans-serif;"><o:p></o:p></span></div>
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<span style="font-family: Helvetica, sans-serif;">Our
prekindergarten class (teachers included) enjoyed this learning experience
immensely. Our seasoned photographers love
viewing their photos on the bulletin board! In the future, we will showcase
similar photographs in clusters during group discussion in hopes of sparking
conversation about item(s) photographed by multiple students from different
vantage points. This showed varying
perspectives of these photographs thus strengthening our students’ personal
connections and understanding of perspectives. For example, three
students photographed the water fountain on the playground, however, each
photograph tells a different story. Why do these photographs tell a
different story? What factors impacted the outcome? We look forward to more discussions sparked
by our students’ view through the iPad lens.</span><br />
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PKTechieshttp://www.blogger.com/profile/00973357740327146352noreply@blogger.com0tag:blogger.com,1999:blog-4100139074221586044.post-42213019394856354112013-12-19T06:26:00.001-05:002013-12-19T07:24:45.937-05:00Baby Steps with Thinglink<div dir="ltr" style="text-align: left;" trbidi="on">
ThingLink hit my radar at the EdTech Conference in Boston (11/2013). The whole conference was quite an educational experience. EVERY session I attended made my mind spin - in the best possible way. Since the conference I have made a huge effort to try out some of the iPad uses shared at the presentations. Exploring, however, takes time. Time is not a teacher's friend. Worry not - I have been exploring and working and failing.....and succeeding!<br />
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Before I get started with my experience - I must give credit where it is due. Lisa Johnson, also known as <a href="http://www.techchef4u.com/blog/" target="_blank">TechChef</a>, was the presenter for <a href="http://www.thinglink.com/" target="_blank">Thinglink</a>. She was VERY enthusiastic. I sat at the edge of my seat, trying to keep up with all the information she threw out to the audience. THANKFULLY she left us with her contact information and links to her <a href="https://www.thinglink.com/scene/456869858361999362" target="_blank">presentation</a>. This proved extremely useful as I started in on my own adventure.<br />
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I thought long and hard about how I could use Thinglink in my classroom. I decided my first effort would be to use it to jazz up our classroom weekly newsletter.<br />
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Here is my process:<br />
Step 1: Create an image<br />
I do not consider myself creative, so this part was quite challenging for me. I used shapes and banners in Microsoft Word. In each of the shapes, I designated one part of our weekly activities: Independent Book Project, Endangered Animals, Holiday Concert, Math and Service Learning. Once I had the image composed, I used the "snipping tool" to cut and save the image to my desktop. It was then quite easy to upload that image to <a href="http://www.thinglink.com/" target="_blank">Thinglink</a>.<br />
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Step 2: Create Content for icons<br />
Here is a picture of my image with the icons:<br />
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<a href="http://1.bp.blogspot.com/-eNDJL_YHE5Y/Uqd-LuhRw-I/AAAAAAAAB6w/ELb5trDdH9E/s1600/Screen+Shot+2013-12-10+at+3.46.51+PM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="217" src="http://1.bp.blogspot.com/-eNDJL_YHE5Y/Uqd-LuhRw-I/AAAAAAAAB6w/ELb5trDdH9E/s400/Screen+Shot+2013-12-10+at+3.46.51+PM.png" width="400" /></a></div>
Don't judge the image - it was a first effort!! The icons were easy to add - just click on edit then touch the picture where you want to add the icon. Once the icon is placed you can add text or even a video. Being able to add video was something that really appealed to me. So, for two of the icons I used text, but for the other 4 I used videos of my students sharing what had happened that week.<br />
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I asked several students to help me out with this project. Each of them took a few notes, practiced with a partner and then when they were ready I filmed them using the camera on my iPad. This process - for all four students took only about 10 minutes!<br />
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Step 3: Get videos from iPad into Thinglink.<br />
I used our school Youtube account to upload the videos. Once in Youtube I copied the link and attached to an icon on the image.<br />
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Step 4: Publish to our school webpage (Haiku Learning).<br />
On the left side of your image, there is a small share icon:<br />
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<a href="http://4.bp.blogspot.com/-yd0FWvYyx4E/UqeANOoFyPI/AAAAAAAAB64/_mXk1M80xVc/s1600/Screen+Shot+2013-12-10+at+3.56.49+PM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="http://4.bp.blogspot.com/-yd0FWvYyx4E/UqeANOoFyPI/AAAAAAAAB64/_mXk1M80xVc/s200/Screen+Shot+2013-12-10+at+3.56.49+PM.png" width="176" /></a></div>
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Once you click on the share option you are given both a link and an embed code. Thankfully Haiku Learning works really well with embed codes so that is what I used.<br />
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Blogger is not as kind with Embed Code. But I did a quick search on how to do that. When you are in the I did have to figure out how to put the embed code into Blogger though. In Thinglink make sure to check the box "iframe embed". Alter the size by clicking on the down arrows. I had to change the size to about half the original in order to fit it nicely onto Blogger. Click "copy code to clipboard". Then go back to Blogger and click on the HTML button on the left. Put the cursor where you want the image and do a paste. Make sure to save before going back to "Compose". Voila!<br />
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<a href="http://2.bp.blogspot.com/-0KO4WPqS_-0/UqeGLl-YO2I/AAAAAAAAB7I/gke0pn7sOyU/s1600/Screen+Shot+2013-12-10+at+4.22.11+PM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="http://2.bp.blogspot.com/-0KO4WPqS_-0/UqeGLl-YO2I/AAAAAAAAB7I/gke0pn7sOyU/s320/Screen+Shot+2013-12-10+at+4.22.11+PM.png" width="224" /></a></div>
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Here is the final ThingLink:<br />
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<iframe allowfullscreen="" frameborder="0" height="280" mozallowfullscreen="" scrolling="no" src="//www.thinglink.com/card/465189616459186176" type="text/html" webkitallowfullscreen="" width="460"></iframe><br />
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There you have it! My first Thinglink! I'm a little embarrassed by juvenile image, but it works. Since we had a snow day today I decided to fool around and create more sophisticated image. I used Canva, another recommendation from <a href="http://www.techchef4u.com/" target="_blank">TechChef</a>. MAN - I LOVE <a href="http://www.canva.com/" target="_blank">Canva</a>. It's easy and FUN!<br />
Here's the image I settled on:<br />
<iframe allowfullscreen="" frameborder="0" height="461" mozallowfullscreen="" scrolling="no" src="//www.thinglink.com/card/467059722101456897" type="text/html" webkitallowfullscreen="" width="461"></iframe><br />
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Much better, right? None of the links are active yet - as I have to finish out the week and film the kids. But I'm excited about the direction in which I'm heading!<br />
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Now I have to come up with some ideas for how to use Thinglink to support the curriculum. Have any ideas? Please share!<br />
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Thanks for reading!<br />
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Carrie Strine<br />
http://theclassroommuddler.blogspot.com<br />
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4100139074221586044.post-35563495088366844452013-12-11T22:23:00.001-05:002013-12-11T22:26:33.377-05:00Choice<div dir="ltr" style="text-align: left;" trbidi="on">
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<a href="http://2.bp.blogspot.com/-hc_gAXRzOSk/UpDuaQEAzJI/AAAAAAAAB6U/E7p6hda9SSI/s1600/IMG_1302.JPG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="150" src="http://2.bp.blogspot.com/-hc_gAXRzOSk/UpDuaQEAzJI/AAAAAAAAB6U/E7p6hda9SSI/s200/IMG_1302.JPG" width="200" /></a>It’s been two weeks since I've returned from the EdTech iPad Summit in Boston. The two professional days were extremely intense - but in the best possible way. Weeks later, and I still find myself processing all that I saw and heard. I’m amazed and in awe of what some teachers are doing in their classrooms. It’s all so exciting and stimulating - it’s hard to even know where to begin.</div>
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My biggest takeaway from the conference though can be summed up in one word - Choice. </div>
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The iPad is an amazing tool with so many possibilities - so many choices. But here’s the thing - the choice isn't all mine. The kids have choice as well. I don’t have to decide ahead of time what app the kids will use. They can do that all on their own - and often in a WAY more effective way than I could have imagined.</div>
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<u>My goal for the next few weeks is to explore:</u></div>
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<li><b><u>Subtext -</u></b> Super excited about using this for small group work in our research unit.</li>
<li><b><u>App Smashing-</u></b> Okay, I’ll admit, this session was mind-blowing! But I got home and tried to do it and was totally unsuccessful. I love this idea and I think the kids will take this and run with it.</li>
<li><b><u>ThingLink </u></b>- LOVED this - but need more time to explore and make something. I’m not sure this is super useful for our kids, because the app isn't as smooth as the online interface.</li>
<li><b><u>Flipped Classroom</u></b> - I need to get on this. I love this idea, but once again, need time to make it all work.</li>
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My exploration needs to include my students, because let’s face it. They are WAY more adept at picking up how to use the apps on the iPad. AND - they love being able to help their classmates (and their teacher). Tech Tuesdays, something I've been doing for several weeks, will feature these apps. I know the kids will get it sorted out.</div>
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Here is example of how choice can work - </div>
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Two girls in my class are reading partners and both have been drafting a literature reflection in Google Drive. One of them noticed the comment button and figured that since they can share their documents with me, they could also share their documents with each other. So, as part of the revising process, they started commenting on different sections of each other’s papers. I just so happened to discover this while I was at the iPad conference. Between sessions I “looked in” on the literature reflections that they were working on in school while I was at the conference. </div>
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Check out this comment: </div>
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<span style="font-family: Arial;">I almost cried when I saw it. When I got back from the conference I asked them if they could share how they were revising each other’s papers. They were excited and enthused, but alas, time kept getting in the way. So, then they asked if instead of just presenting in front of the class, they could use Explain Everything to show their process. They thought it would be easy to document their comments on the camera, and then talk through the process on that app. What? How do they know about </span><b style="font-family: Arial;">App Smashing</b><span style="font-family: Arial;">? They mentioned that I could put it on the class website so their classmates could watch it at home. What? How do they know about a </span><b style="font-family: Arial;">flipped classroom</b><span style="font-family: Arial;">?? </span></div>
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<b>Choice. It works.</b></div>
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<b>Carrie Strine</b><br />
<a href="http://theclassroommuddler.blogspot.com/">http://theclassroommuddler.blogspot.com/</a></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4100139074221586044.post-36322085532783612032013-11-18T12:58:00.000-05:002013-11-19T09:34:51.330-05:00Paradigm ShiftIf we are to truly become 21st century educators, then we may need to surrender some of our archaic methods of instruction and meet today's 21st century student/learner in their experience. For some, this will involve a paradigm shift not only in our thinking, but in our instructional practice as well. I don't use the term archaic in a cutting or derogatory manner, but in its true sense of being historically outdated, not meeting the needs of today's experience. I make that statement being an educator and citizen that has had a difficult time transitioning to the high technology lifestyle that is now our common experience. I still carry a notepad and mechanical pencil in my handbag. When a car rear ended me 5 years ago, I pulled out pencil and paper to start taking down the offender's information. My then 11 year old suggested I take pictures with my phone. This was a novel idea to me, but was perfectly normal and par for the course for my children growing up in this technologically advanced world.<br />
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It will take much effort on my part to fully embrace the meaning of and place of technology in today's classroom. But I must be committed to this journey in order to ensure that I am truly providing a 21st century education to the wonderful children in my charge day after day. I am ready. iPads in our classrooms are just the beginning, and what an incredible resource they are. Attending the <a href="http://ipadsummitusa.org/about/ipadsummit-archives/presentation-materials2012/" target="_blank">EdTechTeacher iPad Summit</a> in Boston this past week, enlightened my thinking and opened the floodgates to my better understanding why it is so important to see iPads as more than a sophisticated tool to use in place of pencils, papers and folders. Yes, the iPad can be a valuable tool for teachers to gather information about our students and review and assess their progress. We can create digital portfolios which children can carry with them always. Students can master the numerous educational apps available, take photos and make iMovies. But what has struck a chord with me is this idea that an iPad can take anyone, anywhere, global. There is exposure to the greater world and connections are formed to our global family. We have equal access to information as people around the world make their knowledge public via the World Wide Web. Typing this phrase (www) just gave me a little chill as I finally grasp the magnitude of its meaning. Where have I been all this time??<br />
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We have become a globally accessible community, and mobile devices have provided this accessibility at our very fingertips. My students and I may never visit the first graders in a classroom in Peru, but we can read and write a book together using the apps <a href="http://www.subtext.com/" target="_blank">Subtext</a> and <a href="http://www.redjumper.net/bookcreator/" target="_blank">Book Creator</a>. When students are curious about something, instead of heading to the library to grab an encyclopedia, they are suggesting we "Google it." Blogging and Twitter feeds reach thousands of people whose thoughts and ideas spark dialogues that lead to the sharing of even more thoughts and ideas. We have access to people and information around the world! <br />
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The benefits from global sharing of ideas and knowledge are too numerous to list. If our goal as educators is to help our 21st century students become thirsty learners, critical thinkers and globally connected citizens, why then would we not shift our curricula and instructional methods into the 21st century as well? Just a thought...<br />
<br />Amie Wallacehttp://www.blogger.com/profile/04442032090023026005noreply@blogger.com0tag:blogger.com,1999:blog-4100139074221586044.post-373175647155411042013-11-04T12:10:00.001-05:002013-11-04T12:10:11.557-05:00Sharing Personal Narratives with iMovie<div dir="ltr" style="text-align: left;" trbidi="on">
<span class="Apple-style-span" style="border-collapse: separate; border-spacing: 0px; font-family: Arial;">10/2013</span><br />
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My class is so lucky to have 1-1 iPads. Too bad the students aren't in the hands of a teacher who is proficient at integrating them into our daily classroom life! It's true - I have a lot to learn. BUT I am motivated and I'm always looking for ways to improve.</div>
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I'm committed to trying to find new ways to use the iPads. My first strategy was to implement Tech Tuesdays. Students are invited to come in during lunch recess on Tuesday for app discovery. Together we explore and learn about the apps already loaded on their iPads. We can explore and learn together. The best part, however, is that they become digital leaders in the class! It's a win-win!</div>
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On our first Tech Tuesday I asked the small handful of students who arrived to explore iMovie. We were just about to finish publishing our personal narratives using Google Docs. The kids really wanted to share their stories with each other using QR Codes. I decided to add in the iMovie presentation. Using iMovie allows the students to show the documentation of all their work that went into the final draft of their narrative. </div>
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Here's how I went about the project.</div>
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Step 1: Document their work </div>
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The students took pictures of the work they did in their reading journal, their drafts, etc. to share their process.</div>
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Step 2: Record voice</div>
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Thankfully the noise canceling headphones made this a much easier task. This was harder than it was supposed to be for some kids. I had to work with them on not feeling the need to hold the iPad and their narrative in their hands as they read aloud. Once they felt comfortable leaving the iPad on a flat surface and not looking at while they read, the process got a lot easier.</div>
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Step 3: Edit photos</div>
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One thing we had to manage was the "Ken Burns Effect". It is possible to turn this effect off on a laptop/desktop computer, but on the iPad you can't turn it off. So, you have to manage it for each picture. It took us some time to figure this out. The apple website was incredibly helpful. </div>
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Step 4: Insert titles on photos</div>
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This is was a cool step. The students were able to put a title on each picture noting what part of the process was being shown. So, they labeled pictures with "pre-writing" or "draft" or "revising". </div>
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Step 5: Upload to school's YouTube site</div>
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This was new to me and took many trips to the school tech team. Now that I have done it once, the next time will be a LOT easier. <br />
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<a href="http://www.youtube.com/watch?v=9c4xDf5JnN0" target="_blank">Sample iMovie Narrative</a></div>
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Step 6: Share URL's on class webpage</div>
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For this I just copied and pasted the YouTube Url onto our class webpage. This allows all the students and parents to each other's iMovie presentations.</div>
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Step 7: Print QR codes for students to display on bulletin board.</div>
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Athough I think the kids could do this on the iPads, I ran out of time for completing this, so I just did this task myself. I used the website <a href="http://qrstuff.com/">QRstuff.com</a>. Super easy but it did take a little time.<span id="en-editor-last-insertion-point"></span></div>
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<span id="en-editor-last-insertion-point"></span>The kids did an amazing job and took the task seriously. The number one blessing for this project was the delivery of noise-cancelling headphones for each child. The headphones have a microphone which really helps manage the noise level with all the kids working at the same time. </div>
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Things I have learned for next time:</div>
<div>
1) After the students take pictures, go back into "Photos" and edit BEFORE inserting them into iMovie. This was particularly important when a picture needed to be rotated.</div>
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2) It was easier for the students to record their whole paper in one sitting. Some students broke up their recording into parts but most found that challenging.</div>
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3) Make sure the students don't have their last names anywhere in the story to protect privacy when published on YouTube.</div>
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Next steps:</div>
<div>
1) organize their photos into albums so that they don't' have to spend so much time scrolling to find what they need.</div>
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This is a pretty easy process on the iPad and so necessary if they kids are taking lots of pictures. I think it will save considerable amounts of time when they are trying to sort through all the pictures they have taken with their iPad.</div>
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Although I found this project valuable, I am now thinking of different ways to make their thinking and writing process visible. I'm reading a book called <u>Making Thinking Visible</u> (Ritchhart, Church, Morrison) as part of Professional Learning Community at my new school. On page 39, the authors state, "Documentation of students' thinking serves another important purpose in that it provides a stage from which both teachers and students may observe the learning process, make note of the strategies being used, and comment on the developing understanding. ….documentation demystifies the learning process both for the individual as well as the group, building great meta cognitive awareness in the process." </div>
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Documenting their writing process is a good step. But truly, to make the thinking visible, the students need to share what they did and how it helped them move through the writing process. If we did this process again, I would have the students record what they were doing and why for each piece of documentation. After sharing their process, they could add on a reading of their narrative. </div>
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<br />
Carrie Strine<br />
Sidwell Friends School<br />
Grade 4 Teacher<br />
theclassroommuddler.blogspot.com</div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-4100139074221586044.post-37867535879048697992013-10-21T13:07:00.002-04:002013-10-21T13:07:50.233-04:00Proactively Teaching Digital Citizenship<b>The children are connected and online. </b>And now they are connected not just at home, but in school too. With powerful tools, students are ever more able to find out what they want to know, to share that knowledge with people around the world, and to actualize their own ideas. How does the role of the teacher evolve in the connected classroom? Teaching with iPads has challenged me in ways I wasn't expecting and keeps me on my toes because while it's reasonable to expect a 10 year old to teach themselves to use a camera or an app, it is our job to teach them how to do what they are capable of well and responsibly.<br />
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I feel this responsibility most when we are discussing digital citizenship. In the fourth grade we want our kids to be online in ways that are meaningful, but "Safety" and "Privacy" are illusions. We can't promise to protect our students from all of the possible troubles being online brings, as much as we would like to. We <i>can </i>teach students to proactively use technology in a wise and kind way. We can teach them to decide what kind of mark they want to leave before saving, sending, or posting. We can teach them to be good digital citizens.<br />
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Our fourth grade curriculum has a comprehensive, interdisciplinary, digital citizenship program that is co-taught by classroom teachers, our technology coordinator, and our librarian. Good digital citizenship is not just an individual aspiration, it is a community necessity. Ideas and norms are reinforced by all of the other adults and students in the building as we all work with the same lessons and language. Consistency is important in a connected school. The expectations have to be the same for everyone whether they are 4 or 40. <br />
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<b> iPad Rollout Training Sessions and "Just In Time" Lessons</b><br />
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Our first sessions with the iPad are designed to introduce the technology (without assuming every child has had the same level of experience with the device) and its power. After exploring the buttons and icons, we talk about what our tech coordinator calls "the most powerful app", the camera. We spend time role playing different scenarios where a photo of someone might need to be taken and how to gain permission from others to take those photos. Children are given the power and language to say no: they don't want to be photographed or they don't approve of an image or they aren't comfortable with how the photographer intends to use it. Our class came up with norms and an agreement that we have posted and will refer to throughout the year. <br />
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This exercise made the teachers rethink how we document what is happening in the class (often taking pictures of kids in action without asking their permission). We also developed a contract and those children who don't mind us taking their pictures for our Haiku page or this blog have signed it. Those who are not comfortable with having their image shared will not be featured in any photos or video.<br />
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We are now preparing for training in Google Drive and our school Email system. We will spend some time explaining how to use these accounts for our work flows, but we will also touch on the idea that these are their "professional" accounts to be used for school business. We will review the major points of our school's responsible use policy, and we will practice email etiquette. <br />
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Our classroom generally suggests that students not email other students with their Sidwell Friends account unless it is school and work related. We don't have the capacity to truly restrict their access so we do it on an honor system, and last year it worked fairly well. This recommendation is always a debate, but it exists out of respect for different policies about email access among our families and to discourage writing and answering personal emails during the school day. Fourth graders are also still learning to manage offline relationships and need to practice asking for playdates, joking, and apologizing in person. <br />
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Our technology coordinator is also developing a series of "just in time" lessons that will be touchstones throughout the year. The topics include integrity, balance, and digital sharing. With this model in place we are prepared to address any new situations that arise. We hope that starting this dialogue in elementary school will impact our students' choices later on and that common language and experiences will enable them to navigate future opportunities with compassion and respect. <br />
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<b>Project Redwood Literacy Connection</b><br />
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For the past two years, we have developed an interdisciplinary literature unit using a book called <a href="http://www.operationredwood.com/" target="_blank"><i>Operation Redwood</i> by S. Terrell French</a>, a SFS alum. <br />
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This book is taught as a piece of literature, and we explore the characters, settings, plots, and themes. Sustainability and stewardship connections are made, and students do research about the plight of the California Redwoods. The characters also engage in questionable digital activities, which gives our students a chance to collectively discuss and evaluate such behavior in a meaningful way. With lessons co-developed and taught by our librarian, technology coordinator, and the classroom teachers, students are fully supported as they grow their sense of citizenship in our digital world.<br />
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<br />Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-4100139074221586044.post-33493016841056738322013-10-10T19:38:00.000-04:002013-10-10T19:42:06.063-04:00Articulation, Documentation, ReflectionSince my last post to this blog (months ago - yikes!), I have spent a good deal of time considering how I approach the <b>creation and cultivation of my own classroom culture</b>. While some classrooms are plumping up their "academic" approach and priding themselves in their reputations for rigor, I am looking to "take back" kindergarten. In other words, <i>what makes sense in my kindergarten classroom culture right now?</i><br />
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<div style="text-align: center;">
<u>I asked myself:</u></div>
<i> </i><span style="font-size: large;"><i>What types of activities, projects, and assignments will really make the difference in the educational experiences of my students?</i></span><br />
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<div style="text-align: center;">
<u>I started with:</u></div>
<ul>
<li>I still believe that there is a<a href="http://sfsipads.blogspot.com/2013/02/you-can-put-down-ipad.html?q=documentation" rel="nofollow" target="_blank"> right tool for the job.</a></li>
</ul>
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<ul>
<li>I still think that <a href="http://sfsipads.blogspot.com/2012/11/documentation.html?q=documentation" rel="nofollow" target="_blank">documentation</a> in the classroom is important and that the iPad is the most accessible and efficient way to do that.</li>
</ul>
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<ul>
<li>I still think that (to a certain degree) the <a href="http://sfsipads.blogspot.com/2012/11/teaching-learning-ipads-and-space-junk.html?q=documentation" rel="nofollow" target="_blank">apps don't really matter</a> - it's how they're used that does matter.</li>
</ul>
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<u>And then:</u></div>
This past summer I decided that it was time to re-evaluate how we use many of our classroom materials and how students use those materials to be partners in their own learning. I considered how I might shepherd the kindergarteners as they <b>go from being partners to being <i>owners</i> of their learning - in kindergarten-age appropriate ways.</b> (for me, that changes how students approach learning - are they engaged? are they self motivated? will they be able to continue even if and when I am not there?)<br />
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<u>What I Read:</u></div>
<a href="http://1.bp.blogspot.com/-9qVhEcJ6T3o/Ulcmsq2K9MI/AAAAAAAACzA/adTClqS5jDU/s1600/photo(1).PNG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="240" src="http://1.bp.blogspot.com/-9qVhEcJ6T3o/Ulcmsq2K9MI/AAAAAAAACzA/adTClqS5jDU/s320/photo(1).PNG" width="320" /></a><br />
I am always moved by the resources shared by Ron Ritchhart and his <a href="http://www.ronritchhart.com/COT_Resources.html" rel="nofollow" target="_blank">Culture of Thinking</a> as well as his work on <a href="http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03b_Introduction.html" rel="nofollow" target="_blank">Making Thinking Visible</a>. I used the <a href="http://www.essentialquestions.org/" rel="nofollow" target="_blank">Essential Questions</a> by Jay McTighe and Grant Wiggins to help shape my own practice and reflections. I also keep in mind a quote from <a href="http://www.seussville.com/" rel="nofollow" target="_blank">Dr. Seuss</a>, "It is better to know how to learn than to know."<br />
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Using these resources as jumping off points, I have refined the use of iPads in my classroom as threefold:<br />
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<span style="font-size: x-large;">Articulation, Documentation, Reflection</span></div>
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<i><span style="font-size: large;">Articulation:</span></i></div>
<div style="text-align: left;">
One of my goals as a teacher of 5 and 6 year olds is to encourage them to practice articulating their thinking. We want varied ways for our varied learners. We want them to feel safe enough and to feel bold enough to find some way to share their ideas, connections, predictions, and opinions.<br />
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<b>I might ask: "What apps can you use to help tell the story of your learning on this?"</b><br />
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<i><span style="font-size: large;">Documentation:</span></i><br />
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Even the youngest students can get involved in the collection and curation of their thinking. We aren't looking for photos of beautiful finished work, but the mess and mistakes and challenges that happened along the way.<br />
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<b>I often ask: "Can you find a way to share with me the goofs that helped you figure it out?"</b></div>
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<i><span style="font-size: large;">Reflection:</span></i><br />
We reflect daily on our work in order to practice challenging ourselves and to use what we notice to help us grow. The students look at their finished work (and their thinking) together and then look for ways to improve upon an idea or for ways to approach a problem from a different angle. We also practice listening to a friend's thinking and then try to use those ideas to see something from a new perspective.<br />
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<b>I love to ask: "How has your approach to this idea changed / grown / evolved?" </b><br />
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<i>In all of this, there is a long list of apps that I might recommend... but it really doesn't matter as long as you have a handful of open-ended apps that allow students to share their thinking in a variety of ways. They should be apps that you are comfortable with and that make sense for your own classroom culture.</i><br />
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Of course, much of this is messy and the classroom can get wonderfully noisy with the sounds of articulation, documentation, and reflection. The students are happier, more independent, and are becoming bigger risk takers.<br />
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<br />Denise Coffinhttp://www.blogger.com/profile/17228255293878272210noreply@blogger.com0tag:blogger.com,1999:blog-4100139074221586044.post-31190432166685734232013-09-29T11:02:00.000-04:002013-10-01T09:12:40.923-04:00"May I take your picture?" - iPad Photography in the Classroom<br />
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<span style="font-family: Comic Sans MS;">Last week we had another introductory lesson for iPad use
with our First Grade students, which focused on taking pictures.<span style="mso-spacerun: yes;"> </span>We started by discussing why we might need to
take a photo of someone.<span style="mso-spacerun: yes;"> </span>Perhaps the
student might need an image of a person in the story he is writing.<span style="mso-spacerun: yes;"> </span>Maybe she is creating a photo collage to
demonstrate something learned. <span style="mso-spacerun: yes;"> </span>Teachers
want to have photos of students to document what is happening in the
classroom.<span style="mso-spacerun: yes;"> </span>There are so many reasons why
we might need to take a picture at school.<span style="mso-spacerun: yes;">
</span>Now with iPads in the classroom, it is ridiculously easy to take multiple
photographs.<o:p></o:p></span></div>
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<span style="font-family: Comic Sans MS;">In the classroom – how do you make sure everyone is ok with
the picture?<span style="mso-spacerun: yes;"> </span>To demonstrate, the First
Graders acted out several scenarios and we created a flow chart on the
board.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span style="font-family: Comic Sans MS;">1. <b style="mso-bidi-font-weight: normal;">Ask the other
person if you can take their picture</b>.<span style="mso-spacerun: yes;">
</span>If they say no – stop.<span style="mso-spacerun: yes;"> </span>Go find
another person and start over.<o:p></o:p></span></div>
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<span style="font-family: Comic Sans MS;">How often do teachers just start snapping away in class to
document the activity?<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span style="font-family: Comic Sans MS;">2.<span style="mso-spacerun: yes;"> </span>If the other
person says yes, take the picture, and then <b style="mso-bidi-font-weight: normal;">show it to the other person for approval</b>.<span style="mso-spacerun: yes;"> </span>If he doesn’t like it, retake the picture
until it meets his approval.<o:p></o:p></span></div>
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<span style="font-family: Comic Sans MS;">I know as a teacher, I am often guilty of not doing this
step.<span style="mso-spacerun: yes;"> </span>When every child asks, “Can I see
the picture?” I am thinking that I have 24 kids to photograph and showing each
of them the picture will take time.<span style="mso-spacerun: yes;"> </span>In
reality, it isn’t too much time to show the picture and retake it if the child
requests.<span style="mso-spacerun: yes;"> </span>More often than not, children
are happy with what they see!<o:p></o:p></span></div>
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<span style="font-family: Comic Sans MS;">3.<span style="mso-spacerun: yes;"> </span>Once the picture
is taken and approved, <b style="mso-bidi-font-weight: normal;">tell the other
person what you are planning to do with it</b>.<span style="mso-spacerun: yes;">
</span>Then show them!<o:p></o:p></span></div>
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<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Comic Sans MS;">All of these steps may seem like very strict guidelines, but
we are looking at a life lesson here.<span style="mso-spacerun: yes;"> </span>If
children can learn at this young age that they need to ask to first take then share
someone’s image first, maybe then as these students get older, they will think
twice before posting an embarrassing picture of their friend.<o:p></o:p></span></div>
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<div class="MsoNormal" style="margin: 0in 0in 10pt;">
<span style="font-family: Comic Sans MS;">One of my goals for the year is to constantly be aware of when
I am photographing the students in my class and letting them know.<span style="mso-spacerun: yes;"> </span>I plan on telling the children that I am going
to post the pictures to our class website and then showing it to them.<span style="mso-spacerun: yes;"> </span>I was able to put this process in practice
immediately as we made a grade wide movie trailer for a school assembly last
week.<span style="mso-spacerun: yes;"> </span>I had to explain to all 48 first
graders what was happening, why we were photographing them and retaking several
shots when students weren’t satisfied with the initial results.<span style="mso-spacerun: yes;"> </span>It didn’t take as much time as I thought it
would, and was a nice reminder to me that this is an important practice to
demonstrate as we are asking the students to do the same thing.<o:p></o:p></span></div>
Eve Goodsell Eatonhttp://www.blogger.com/profile/15427779946634319962noreply@blogger.com0tag:blogger.com,1999:blog-4100139074221586044.post-17644256548247914872013-09-23T10:41:00.001-04:002013-09-27T07:09:26.041-04:00iPrep for iPads: Apps To Invite BackiPad Rollout Day! 4x is super geeked for the introduction of iPads today. It is the beginning of a journey with this class to collaborate more, create more, and learn more. There were so many highlights of piloting 1:1 iPads in 4th grade last year. Some of them were hard earned successes seeded by careful plans, but most of them were unexpected surprises. What will inspire, excite, and obsess this year's class? We don't know yet, and so we will try to leave room for everyone to discover something new. <br />
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What we do know is that not all apps are equal. There were some that sparked our students' imaginations and others that fell flat. Some that provided valuable skill practice and others that weren't worth the free download. So which apps are being invited back? Here's our short list:<br />
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<u><b>Creativity Apps: open ended, good for any subject</b></u><br />
<u><br /></u><a href="https://itunes.apple.com/us/app/book-creator-for-ipad/id442378070?mt=8" target="_blank">Book Creator</a><br />
Chalkboard<br />
<a href="https://itunes.apple.com/us/app/drawing-box-free/id417861734?mt=8" target="_blank">Drawing Box</a><br />
<a href="http://www.educreations.com/" target="_blank">Educreations</a><br />
<a href="http://www.explaineverything.com/" target="_blank">Explain Everything</a><br />
<a href="https://itunes.apple.com/us/app/imovie/id377298193?mt=8" target="_blank">iMovie</a><br />
<a href="https://itunes.apple.com/us/app/istopmotion-for-ipad/id484019696?mt=8" target="_blank">iStopMotion</a><br />
<a href="https://itunes.apple.com/us/app/keynote/id361285480?mt=8" target="_blank">Keynote</a><br />
<a href="http://pic-collage.com/" target="_blank">Pic Collage</a><br />
<a href="https://itunes.apple.com/us/app/strip-designer/id314780738?mt=8" target="_blank">Strip Design</a><br />
<a href="https://tellagami.com/" target="_blank">Telligami</a><br />
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<u><b>Productivity Apps: for getting the work done</b></u><br />
<br />
<a href="https://itunes.apple.com/us/app/google-drive/id507874739?mt=8" target="_blank">Google Drive</a><br />
<a href="http://www.i-nigma.com/downloadi-nigmareader.html" target="_blank">I-nigma QR code ereader</a><br />
<a href="https://itunes.apple.com/us/app/inspiration-maps-lite/id510031612?mt=8" target="_blank">Inspiration Lite</a><br />
<a href="http://kidblog.org/home/" target="_blank">KidBlog</a><br />
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<b><u>Exploration Apps: for seeing new things</u></b><br />
<br />
<a href="https://itunes.apple.com/us/app/google-earth/id293622097?mt=8" target="_blank">Google Earth</a><br />
<a href="https://itunes.apple.com/us/app/star-walk-5-stars-astronomy/id295430577?mt=8" target="_blank">Star Walk</a><br />
<a href="https://itunes.apple.com/us/app/solar-walk-3d-solar-system/id347546771?mt=8" target="_blank">Solar Walk</a><br />
<b><u><br /></u></b>
<b><u>Tools and Resources: </u></b><br />
<br />
<a href="https://itunes.apple.com/us/app/geoboard-by-math-learning/id519896952?mt=8" target="_blank">Geoboard</a><br />
<a href="https://itunes.apple.com/us/app/landforms/id474104965?mt=8" target="_blank">Landforms</a><br />
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<b><u>Games and Puzzles</u></b><br />
<br />
<a href="https://itunes.apple.com/us/app/bigseed/id482245645?mt=8" target="_blank">Big Seed</a><br />
<a href="https://itunes.apple.com/us/app/bumpling-free-challenging/id423715243?mt=8" target="_blank">Bumpling</a><br />
<a href="https://itunes.apple.com/us/app/cargo-bot/id519690804?mt=8" target="_blank">CargoBot</a><br />
<a href="https://itunes.apple.com/us/app/kickbox/id438373028?mt=8" target="_blank">Kickbox</a><br />
<a href="http://movetheturtle.com/" target="_blank">Move the Turtle: Programming for Kids</a><br />
<a href="http://www.carstensstudios.com/mathdoodles/mathdoodles.htm" target="_blank">Math Doodles</a><br />
<a href="http://www.carstensstudios.com/mathdoodles/symmetryshuffle.htm" target="_blank">SymShuffle</a><br />
<a href="https://itunes.apple.com/us/app/slice-it!/id388116298?mt=8" target="_blank">Slice It!</a><br />
<br />
There are a few fan favorites that our class doesn't plan to use with students this year: Evernote, Skitch, Notability etc. Some of these we tried, and for various reasons, they didn't work out. Some we don't need because we can do something similar with another program that we like better. On the other hand, a comeback might be just an update or project need away. Instead of spending a lot of time investigating new apps this year, we want to find more innovative ways to use the apps we have, especially if they are open ended and multifaceted. (We will take recommendations so if you think there is an app we should consider, let us know.)<br />
<br />
<a href="http://1.bp.blogspot.com/-9txxZCdjOLU/Uj-sclK8DbI/AAAAAAAABcM/bXkqltywUCo/s1600/long_division.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="http://1.bp.blogspot.com/-9txxZCdjOLU/Uj-sclK8DbI/AAAAAAAABcM/bXkqltywUCo/s200/long_division.png" width="142" /></a>There was one app designer that really caught our attention last year. <a href="http://idevbooks.com/" target="_blank">Esa Helttula of idevbooks </a>makes a mean math program. The clean design and flexible settings allowed our students to practice important arithmetic skills at their own pace in a way that emphasized how and why various algorithms work. We'll be adding several of those (multiplication, long division, partial quotients) as we teach the concepts.<br />
<br />
Additionally, backchanneling at conferences has encouraged me to try websites like <a href="http://todaysmeet.com/" target="_blank">TodaysMeet</a> or <a href="http://www.polleverywhere.com/" target="_blank">Poll Everywhere</a> or <a href="http://padlet.com/" target="_blank">Padlet</a> with students. We are also looking forward to developing a better relationship with our AppleTV, which was not playing nice last year.<br />
<br />
What else do we know for sure? There is no shortage of well thought out tools for the classroom. By choosing carefully and limiting the scope, we can focus on helping our 4th graders develop and express their ideas.Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-4100139074221586044.post-70261358444202200782013-09-23T08:03:00.001-04:002013-09-23T08:16:08.136-04:00iPads in the First Grade Classroom: Start of Year 2<br />
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<b><span style="color: black; font-family: "Noteworthy","serif"; font-size: 13.5pt; mso-bidi-font-family: Calibri; mso-fareast-font-family: "Times New Roman";">We are starting Week 4 of school and
already I can see a difference in the way we are integrating iPads into our
classroom. A main change I can see is that we are rolling things out
slowly. Last year, using iPads in the classroom was such a new idea, I
felt that I had to just jump in and try things. Many times, we had to
scramble to figure out where to go next, or we completely failed in our
attempts to use iPads in certain areas. I spent countless hours thinking
about and planning how to possibly use the iPad in the classroom only to
realize that it wasn't the right place for this tool when actually working with
first graders. All that said, I feel that was the right way for me to try to
integrate this new tool into the curriculum. It gave me a good idea of
where it could fit and where it could be left on the shelf.<o:p></o:p></span></b></div>
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<b><span style="color: black; font-family: "Noteworthy","serif"; font-size: 13.5pt; mso-bidi-font-family: Calibri; mso-fareast-font-family: "Times New Roman";">This year, we have learned to roll
this tool out with purpose and not just jump in. We started with a review
of the device itself. What do the various buttons do? Where is the
volume? How do you turn the device on and off? How do you know how much battery
power is left? When do you need to tell a teacher your device needs to be
charged? How do you take a picture? Where is the front camera? Where is the
back camera? It was a great review for the students and teachers alike. And
the big idea that this device was to be used differently in school - it's not
your mother's iPad! </span></b><b style="line-height: 18pt;"><span style="color: black; font-family: "Noteworthy","serif"; font-size: 13.5pt; mso-bidi-font-family: Calibri; mso-fareast-font-family: "Times New Roman";"><o:p> </o:p></span></b></div>
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<b><span style="color: black; font-family: "Noteworthy","serif"; font-size: 13.5pt; mso-bidi-font-family: Calibri; mso-fareast-font-family: "Times New Roman";">Since it is still the beginning of
school, another routine practiced over and over again was "belly buttons
down" - a favorite of mine. This is the signal that all students
must stop working, turn their iPad over, and listen to whatever message needs
to be delivered. We practiced this signal many times, the message always
being that you can always return to your work, but you need to listen now.<o:p></o:p></span></b></div>
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<b><span style="color: black; font-family: "Noteworthy","serif"; font-size: 13.5pt; mso-bidi-font-family: Calibri; mso-fareast-font-family: "Times New Roman";">Our grade level team has started
discussing where we can go with this tool. How do we want students to use
it in the classroom? Are there certain skills or experiences we want all kids
to have before the end of first grade? We haven't come to any conclusions
yet, but are thinking and talking about it. I am excited for another new
year of growth! </span></b></div>
Eve Goodsell Eatonhttp://www.blogger.com/profile/15427779946634319962noreply@blogger.com0tag:blogger.com,1999:blog-4100139074221586044.post-63386553382268450912013-09-22T12:02:00.000-04:002013-09-22T15:12:19.929-04:00iPrep for iPads: The Game Plan (and Blogging!)<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt; text-align: left; text-indent: 36pt;">
<span style="font-family: Arial; font-size: 15px; line-height: 1.15; text-indent: 36pt; white-space: pre-wrap;">With a great deal of deliberation, 4x has not launched the iPads yet. We will this week – the fourth week of school. It is the halfway point in the first six weeks – a critical time for routine setting and generally getting to know one’s students. We waited for a few reasons. One, a guiding philosophy is that the iPad is a tool and one tool of many that students are equipped with. It can be perfect or wrong depending on the task, and our students need to now when to use it and when to put it down. Two, we don’t want the iPads (or any particular technology) to be the center of our classroom or our curriculum so we have been doing other stuff with books and color pencils and paper and glue and scissors and poster board. The pedagogy is leading, and the iPads will literally follow.</span></div>
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<span style="font-family: Arial; font-size: 15px; text-indent: 36pt; vertical-align: baseline; white-space: pre-wrap;">When we do launch the iPads on Monday, we are going in with a game plan. Our tech integration and rollout plan will include “just in time” <a href="http://sfsipads.blogspot.com/2013/09/guided-discovery-1-not-your-mothers-ipad.html" target="_blank">digital citizenship lessons taught by our Technology and Idea Coordinator</a>, guided discoveries of apps, introductions to supplementary accounts with GoogleDrive and Haiku, </span><span style="font-family: Arial; font-size: 15px; line-height: 17px; text-indent: 36pt; white-space: pre-wrap;">email etiquette and protocols, a</span><span style="font-family: Arial; font-size: 15px; line-height: 1.15; text-indent: 36pt; white-space: pre-wrap;">nd the piloting of student blogs via KidBlog.</span></div>
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<span style="font-family: Arial; font-size: 15px; line-height: 1.15; text-indent: 36pt; white-space: pre-wrap;">I've selected a few guiding principles or "professional development mantras" to help me stay focused throughout the year, a</span><span style="font-family: Arial; font-size: 15px; line-height: 17px; text-align: justify; text-indent: 36pt; white-space: pre-wrap;">nd I look</span><span style="font-family: Arial; font-size: 15px; line-height: 17px; text-align: justify; text-indent: 36pt; white-space: pre-wrap;"> forward to conversing with colleagues about what motivates and guides them. </span></div>
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<a href="http://1.bp.blogspot.com/-xHkRUlAVa3c/Uj38UdrPVWI/AAAAAAAABb8/afLIunkkU_Y/s1600/MantraPoster.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="http://1.bp.blogspot.com/-xHkRUlAVa3c/Uj38UdrPVWI/AAAAAAAABb8/afLIunkkU_Y/s1600/MantraPoster.JPG" width="213" /></a></div>
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We will focus on introducing open ended, creativity apps through meaningful curricular tasks and assignments. When exploring apps, we give minimal instruction. There is usually a list of things to find or include; part of the learning process is figuring out exactly how to do so. They teach themselves, each other, and often their teachers! Once the children know enough about these apps, the goal becomes enabling them to choose how to demonstrate what they are learning. We want them to select the digital or non-digital method/format that is right for them. We want students to think: </div>
<h2>
<ul>
<li><span style="font-family: Arial, Helvetica, sans-serif; font-weight: normal; line-height: 1.15;"><span style="font-size: small;">How can I best communicate what is in my head? </span></span></li>
<li><span style="font-size: small;"><span style="font-family: Arial, Helvetica, sans-serif; font-weight: normal; line-height: 1.15;">What project can I manage effectively and efficiently</span><span style="font-family: Arial, Helvetica, sans-serif; font-weight: normal; line-height: 1.15;">? </span></span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif; font-weight: normal; line-height: 1.15;"><span style="font-size: small;">"What can I do well?" </span></span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif; font-weight: normal; line-height: 1.15;"><span style="font-size: small;">"What risk could I take?"</span></span></li>
</ul>
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<span style="line-height: 1.15; white-space: pre-wrap;"> I am most excited about our </span><a href="http://kidblog.org/home/" style="line-height: 1.15; white-space: pre-wrap;" target="_blank">KidBlog</a><span style="line-height: 1.15; white-space: pre-wrap;"> pilot where students will curate their best work and reflect on their learning. Creating digital portfolios is an important next step - the absence of which left last year's program feeling incomplete. We have heard many good things about this platform, and I am hopeful it will help us achieve our goals. We are currently in the process of developing curriculum on publishing and commenting. Some inspiring work comes from:</span></div>
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<a href="http://www.notesfrommcteach.com/2010/09/learning-to-blog-using-paper.html">http://www.notesfrommcteach.com/2010/09/learning-to-blog-using-paper.html</a></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><span id="docs-internal-guid-1d663c4d-41f3-ea58-2aa0-32654f155236"><span style="color: #1155cc; text-decoration: underline; vertical-align: baseline;"><a href="http://educational-blogging.wikispaces.com/" style="text-decoration: none;">http://educational-blogging.wikispaces.com/</a></span></span></span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><span id="docs-internal-guid-1d663c4d-41f4-358d-9207-aa342f9899fe"><span style="color: #1155cc; text-decoration: underline; vertical-align: baseline;"><a href="http://studentchallenge.edublogs.org/about/info-for-first-time-visitors/" style="text-decoration: none;">http://studentchallenge.edublogs.org</a></span></span></span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"> If you have blogged with students (especially elementary school students) and have some advice, we would love to hear from you!</span></div>
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Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-4100139074221586044.post-65144441063616709722013-09-21T15:10:00.001-04:002013-09-22T08:39:52.160-04:00iPrep for iPads: Mobile Learning Experience 2013<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt; text-indent: 36pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">I just got back from Tucson, Arizona where Jenni Voorhees and I attended the <a href="http://mobile2013.org/" target="_blank">2013 Mobile Learning Experience</a> hosted by Tony Vincent and the Arizona K-12 center. I thought I was crazy to sign up for a conference taking place the third week of school, but the reality is I have a great co-teacher and an experienced sub to rely on. It was a terrifically run conference at a fabulous location and well worth the trouble. Moreover, as we prepare to launch the second year of our 1:1 iPad program, the chance to connect with other educators offered inspiration and new ideas, which will ultimately benefit our students. </span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt; text-indent: 36pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">In addition to attending the conference, I was selected to present on last year’s 1:1 program, as well as a cornerstone of our professional development program, the PD mantra. </span><span style="font-family: Arial; font-size: 15px; line-height: 1.15; text-indent: 36pt; white-space: pre-wrap;"><a href="http://prezi.com/aibyr8flemao/?utm_campaign=share&utm_medium=copy" target="_blank">Here is a copy of the Prezi for "How iPads Revolutionized our 1:1: Program":</a></span><br />
<br />
<br />
<iframe frameborder="0" height="400" src="http://prezi.com/embed/aibyr8flemao/?bgcolor=ffffff&lock_to_path=0&autoplay=0&autohide_ctrls=0&features=undefined&disabled_features=undefined" width="550"></iframe></div>
<b id="docs-internal-guid-21b4adc6-41d2-609a-15ed-7a85cc74e9bf" style="font-weight: normal;"><br /><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
<br />
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt; text-indent: 36pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"> Presenting is such a reflective experience. Sharing our successes and failures, surprises and challenges, as well as the work of our students, is an honor and a pleasure. It gives me time to pause and question and hope and plan for this year. </span></div>
<b style="font-weight: normal;"><br /><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
<br />
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt; text-indent: 36pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><a href="http://mobile2013.org/" target="_blank">Mobile 2013</a> reminded me of a few things I do not want to forget: </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: italic; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">We are a student centered, student powered classroom. It is not what they know, but what they can do, make, and create. Teachers are not to be the “sage on the stage” or the “guide on the side”. Be the “mentor in the center” who is active, alert, and ready to respond to the many teachable moments that will arise. Asking good questions is a teacher trait that will never go out of style. Creativity is a muscle that needs to be exercised. </span><span style="font-family: Arial; font-size: 15px; font-style: italic; line-height: 17px; white-space: pre-wrap;">True humor is deep, thoughtful, and requires critical thinking. </span><span style="font-family: Arial; font-size: 15px; font-style: italic; line-height: 1.15; text-indent: 36pt; white-space: pre-wrap;">Children (and adults!) need to play. Everyone in the room should experience the joy that is learning. </span></div>
<b style="font-weight: normal;"><br /><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
<br />
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt; text-indent: 36pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">These are wise lessons offered by wise educators who believe that technology is a fundamental part of learning experiences today. Teachers must be creative, nimble, responsive, and flexible. We don’t need to chase fads, but the world is a-changing, and we are currently in possession of the ones who will create tomorrow. We have to be on top of our game, or they will resent us for holding them back.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">A great experience in Tucson was meeting Ben Loker, owner of <a href="http://arizonastartours.com/" target="_blank">Arizona Star Tours</a>. He told us that when he was about 10 years old he discovered he loved the moon and the stars and began a lifelong journey to study astronomy and keep an eye on the sky. He started out by getting broken telescopes and fixing them. The shop owners who supplied him with what he needed eventually gave him a job. He worked for a star tour company and ultimately bought them out. Now he owns his own business bringing the highest quality portable telescopes to your conference or wedding and teaching you to see what he sees. He spends hundreds of hours doing exactly what he loves and shares that love with others. I left that conversation wondering, </span><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><i>how can I better support in my students in finding and pursuing the things they love? How can we employ the iPads and technology to foster passion? How will I take what I've learned here and turn it into actual enacted curriculum?</i></span></div>
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<span style="font-family: Arial;"><span style="font-size: 15px; line-height: 17px; white-space: pre-wrap;">I owe it to my students to keep trying new things and figure it out.</span></span></div>
<br />Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-4100139074221586044.post-61769719336136658762013-09-17T00:29:00.000-04:002013-09-17T00:29:51.475-04:00Guided Discovery #1: Not Your Mother’s iPad<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">This year we are rolling out 1-to 2 iPads in K and 1, and 1-to-1 iPads in grades 2, 3, and 4. In each class I have the opportunity, during the critical first six weeks of school, to create expectations for how the iPads are seen and treated by kids. With two years of iPads to reflect on, my goal is to give the students full credit for what they already know about iPads, while making sure that the difference between a school iPad and a home iPad is established.</span></div>
<b id="docs-internal-guid-2b0e4ea7-2a29-d68c-57d5-2f436bd19608" style="font-weight: normal;"><br /><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Not Your Mother’s iPad</span></div>
<b style="font-weight: normal;"><br /><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">In our first session, we talked about how this iPad is a classroom tool with apps that will help them create and share work for their classes. It’s not the iPad your mom hands you when the food is late at the restaurant, or you’re bored in the backseat. While your mom’s iPad might have games on it, and she might let you do whatever you like, the school iPad has apps carefully chosen by your teachers and you will use them for projects in school. </span></div>
<b style="font-weight: normal;"><br /><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Encouraging Students to Discover and Share</span></div>
<b style="font-weight: normal;"><br /><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Next, I drew an outline of an iPad, with our iBallz “case” and asked them to help me fill in the blanks. I decided to do this intro “old school” - on an old-fashioned white board or chart paper. This way our work could stay around for students to look at for a while. I asked students to tell me what was missing from the picture. As they came up and added things, we named them, and talked about what they did. An example is the “home” button, that has many jobs and many names. I left it up to the class to decide what to call it, although my personal favorite is “belly button”. After a few important additions were made to the drawing, I invited the students to take their iPads and spend three minutes exploring them without opening any apps. They were charged with finding three things to share they thought others might not know. </span></div>
<b style="font-weight: normal;"><br /><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
<div dir="ltr" style="line-height: 1.15; margin-bottom: 0pt; margin-top: 0pt;">
<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The exploration time helped students who were not as familiar with the iPad share discoveries and feel empowered by them. Depending on the group, we learned gestures, how to manage open apps, and how to use the search feature. When we added the battery symbol and % we were able to mention that when the battery is at 20% students should ask the teacher to charge their iPad at the end of the day. Many small details like that came out in this discussion that should help everyone feel more confident later.</span></div>
<b style="font-weight: normal;"><br /><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">The final drawing looked something like this:</span></div>
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<b style="font-weight: normal;"><br /><span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"></span></b>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">After this, we guided students through using the camera app to take a photo of themselves with the front camera and set it as their lockscreen. Although the student’s name is on the back of the iPad, it is helpful to be able to press the home button and see the owner’s face as well.</span></div>
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<span style="background-color: transparent; color: black; font-family: Arial; font-size: 15px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Last but not least, we practiced putting the iPads away properly and making it clear that each of them is responsible for doing this well. The second session is about photos and how we establish class norms for photo-taking that everyone is comfortable with.</span></div>
Jenni Swanson Voorheeshttp://www.blogger.com/profile/11444468697306417841noreply@blogger.com0tag:blogger.com,1999:blog-4100139074221586044.post-33407611544497519342013-05-14T17:14:00.001-04:002013-05-14T17:14:58.393-04:00Striking the Right Balance<b id="docs-internal-guid-304aac64-a4c2-5266-2d5c-2a94a7abfa89" style="font-weight: normal;"><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Our 4th grade studies ancient Chinese history along with an introduction to Chinese culture and language. We recently finished a project looking at Ancient Chinese inventions, one of which is a set of tuned bells. 2500 years ago, craftspeople in China were able to create large, beautiful sets of bronze bells that each had not one, but two tones depending on where they were struck. There was mastery in creating the tool, and also mastery in playing it.</span></b><br />
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<span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">Our year in iPads has been like that. We have discovered that the iPad is an incredible personal and educational tool, masterfully thought out and created. In the hands of our children and teachers, powerful experiences are possible - but only when the device is well played. </span></div>
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<span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">I recently had a conversation with a concerned 3rd grade parent who had good questions about how we use iPads and valid concerns about how our program will grow in the coming years. It dawned on me that she didn’t need a demonstration and sales pitch about the iPad itself. What she needed was reassurance that I, as an educator who would potentially use this technology with her child, knew how to use it well. Of course creating a host of online addicts who can’t break away from their screens to have a coherent conversation with live people at the dinner table is not on my list of goals for our 1:1 program. But how do I enthusiastically experiment with technology while demonstrating restraint? How do I promote our program while supporting the wisdom of moderation and limiting screen time?</span></div>
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<span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">It feels good to reassure parents and colleagues that, as experienced educators, we are always starting with “why” when making a decision to use or not use these devices. We just use them frequently because as it turns out there is a lot of work to be done in 4th grade and an iPad (along with Haiku, Google Drive, and our email system) allows us to do some of that work more easily, more conveniently, and more creatively. Of course we still draw, paint, practice handwriting, use paper, sharpen pencils, and read books because sometimes those processes are more meaningful and more effective. As it turns out, when seeking to inspire neither digital addicts nor luddites, what feels really good is balance. We</span><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"> talk about balance explicitly with our students as part of our digital citizenship curriculum</span><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"> so it makes sense to live it in the classroom. </span><br />
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<span style="font-family: Arial; font-size: 15px; line-height: 1.15; white-space: pre-wrap;">Another guiding principle in deciding who, what, where, and when about the iPads is consumption vs. creation. We try not to consume very much on our devices in class since generally that feels passive, less worthwhile, and more like the gratuitous use people are afraid of. You might say we don’t really like that tone so we still use paper packets and copied math homework. We could put them online, but that might not be the best use of our students' screen time. Instead we have learned to lean toward opportunities for students to create, to choose how to express themselves, and to share and document their work. What results are processes that are unrestrained by medium because we can choose from the best of both online and offline worlds, mixing and matching them to suit student and teacher needs. </span><br />
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<span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;">For our next research project on daily life in ancient China we will research using books and take notes on paper. We will draft pieces in our writer’s notebooks then type, share and edit in google drive. In addition to performing the resulting historical fiction monologues for each other live, students might choose to record them in iMovie or to create a Telligami video. At this point in the year, we enjoy considering all of our options and striking a spot that hits just the right note. </span></div>
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<b style="font-weight: normal;"><span style="font-family: Arial; font-size: 15px; vertical-align: baseline; white-space: pre-wrap;"></span></b>Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-4100139074221586044.post-88162209569151444432013-05-01T15:55:00.000-04:002013-05-02T10:50:19.519-04:00Learning from Setbacks<span style="font-family: Noteworthy; font-size: 13.5pt; line-height: 18pt;">I just got back from an inspiring presentation by
</span><span style="color: lime; font-family: Noteworthy; font-size: 13.5pt; line-height: 18pt;">Carol Dweck</span><span style="font-family: Noteworthy; font-size: 13.5pt; line-height: 18pt;">, author of </span><u style="font-family: Noteworthy; font-size: 13.5pt; line-height: 18pt;"><span style="color: lime;">Mindset</span></u><span style="font-family: Noteworthy; font-size: 13.5pt; line-height: 18pt;">. In her presentation (and book, which I am
thoroughly enjoying reading) Carol talks about two approaches to learning -</span><span style="color: blue; font-family: Noteworthy; font-size: 13.5pt; line-height: 18pt;"> the
fixed mindset</span><span style="font-family: Noteworthy; font-size: 13.5pt; line-height: 18pt;"> and </span><span style="color: blue; font-family: Noteworthy; font-size: 13.5pt; line-height: 18pt;">the growth mindset</span><span style="font-family: Noteworthy; font-size: 13.5pt; line-height: 18pt;">. In a fixed mindset, a person believes
that they have a certain amount of intelligence and that's it. In a growth
mindset, a person believes that they can always learn, and if they put effort
into something they will get results. Failures do not stop people with a
growth mindset. These setbacks often spur these people on to work harder
and make new discoveries.</span><br />
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<span style="font-family: Noteworthy; font-size: 13.5pt;">This got me to thinking about my teaching and learning
this year. This has been a huge year of growth for me personally and I have
noticed that I am more reflective about my teaching. One might say
I am in a growth mindset now! <o:p></o:p></span></div>
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<span style="font-family: Noteworthy; font-size: 13.5pt;">I have been thinking about how we teach and assess
children. If we want our students to learn and grow, then we have to
give them ample opportunities to try new things multiple times. Recently,
the Spanish teacher at our school started a project with the students in our
class using Book Creator. After the first session with them, she came to tell
us the conversations that were happening in her class as the students were
creating their books in Spanish. They weren't afraid to experiment with
various things in their books and helped each other throughout the process. As
she was talking about the way the children were forging ahead with the project,
I couldn't help but think back to the beginning of the year and the first Book
Creator books. The students were afraid to try new things, and wanted us
to talk them through every step. I remember thinking at this point if it
was worth the effort of giving the students this experience. It took a
lot of resolve on my part to find another time for students to experience Book
Creator again. They did, several times, and each time more students felt
more comfortable with their results. The ones who were willing to experiment
and make discoveries seemed to generate a "can-do" attitude in the
classroom. </span><span style="font-family: Noteworthy; font-size: 13.5pt; line-height: 18pt;"> </span></div>
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<span style="font-family: Noteworthy; font-size: 13.5pt;">Listening to Carol Dweck tonight, I realize again how
much impact teachers (and, of course, parents) have on the children in their
lives. If I had let my frustration and discomfort with the project affect
the students' access to discoveries, they wouldn't have had the same learning
experience in Spanish class. It reinforced my belief that students need
multiple opportunities and ways to show us what they know. Just because they
have one setback doesn't mean that they can't learn! Thank you to Carol Dweck
for your inspiring words!<b><o:p></o:p></b></span></div>
Eve Goodsell Eatonhttp://www.blogger.com/profile/15427779946634319962noreply@blogger.com0tag:blogger.com,1999:blog-4100139074221586044.post-53074518139124530172013-04-13T10:10:00.001-04:002013-04-13T10:23:39.054-04:00Reaching Redefinition and Nurturing Passion<a href="http://ipadsummitusa.org/full-schedule/conference-survey-presentation-materials-2/" target="_self" title="">The EdTechTeacher iPad Summit in Atlanta</a> has been another wild ride through all kinds of amazing ideas for learning with iPads, and many deep thoughts about learning goals and putting students in the center of their learning. It is too soon to know what will filter out as the most significant messages from these packed two days, but there are two big ideas that immediately come to mind.<br />
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Reaching Redefinition</h4>
We met <a href="http://www.hippasus.com/rrpweblog/" target="_blank" title="">Dr. Ruben Puentedura</a> at the <a href="http://institute2011.auburnschl.edu/Leveraging_Learning%3B_the_iPad_in_Primary_Grades/Quick_View.html" target="_blank" title="">Leveraging Learning Institute</a> iPad conference in Maine in November, 2011. The conference was small and Ruben could often be found deep in thought, alone at a table. My colleague and I were relentless about sitting with him and grilling him on all the topics we could manage. We left with our heads full of information and audacious goals about elevating our integration of iPads in our classrooms.<br />
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<a href="http://4.bp.blogspot.com/-tc3GO9LUhkg/UWln86TI7UI/AAAAAAAACgU/bdEnUaH4lqI/s1600/SAMR.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="251" src="http://4.bp.blogspot.com/-tc3GO9LUhkg/UWln86TI7UI/AAAAAAAACgU/bdEnUaH4lqI/s320/SAMR.JPG" width="320" /></a></div>
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We got back to school with the SAMR model and began to look through that lens at our iPad integration. There were many examples of Substitution - students typing papers on iPads, or reading websites for research. There were some classes moving up the list to Augmentation, for instance posting materials on our Haiku pages to upload and use in a <a href="https://itunes.apple.com/us/app/pic-collage/id448639966?mt=8" target="_blank">PicCollage</a> project and Book Creator projects that include student narration and artwork. We have even reached Modification with some storytelling projects. But truly achieving Redefintion has challenged us in many ways. These types of projects are usually glorious, messy, engaging, and often unending - once you set the students loose absorb them for countless hours.<a href="https://itunes.apple.com/us/app/imovie/id377298193?mt=8" target="_blank"> iMovie</a> trailers to teach peers to use <a href="https://itunes.apple.com/us/app/screenchomp/id442415881?mt=8" target="_blank">Screen Chomp</a>, <a href="http://www.boinx.com/istopmotion/mac/" target="_blank">iStopMotion</a> projects to illustrate the growth of a redwood tree - mash ups of those and other apps in <a href="http://www.explaineverything.com/" target="_blank">Explain Everything</a>. Wonderful, noisy, chaotic class periods that bleed into recess and never seem to be done to the student's satisfaction. What does Redefintion lead us to? Discovering and nurturing passion!<br />
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Nurturing Passion</h4>
<a href="http://www.angelamaiers.com/2012/01/the-you-matter-manifesto.html" target="_blank">Angela Maiers</a>' opening keynote, "Passion - the Difference Maker" started us out with enthusiasm for our role as educators, and empathy and appreciation for the genius in all those around us. Indeed, if we are to truly see the world as she does, then we will "honor people, always act as if the person sitting next to you has genius. Your (student or colleague) has a thought or idea that could change your life, remember that you are in the presence of genius." What would a classroom that had that belief at its heart look like? I think it would look like those crazy, messy class sessions we have had when every student was in the midst of expressing what they know, making their learning visible, using transformative tools that redefine class projects. This is passion with a purpose. Students who are allowed to act on their passions are happy, engaged and willing to take on difficult challenges as they joyously struggle to complete a project or reach a goal. When we nurture passion we redefine what it is to create and learn.<br />
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Jenni Swanson Voorheeshttp://www.blogger.com/profile/11444468697306417841noreply@blogger.com0tag:blogger.com,1999:blog-4100139074221586044.post-63355785002953496462013-03-22T08:02:00.000-04:002013-03-22T08:02:33.006-04:00Spy vs Spy - Digital Sharing in the iPad Classroom<div style="text-align: center;">
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Last Friday a fourth grade parent received an email from her son with the subject line "Mrs. ****'s Due!" In the body of the message was a photo of the teacher in question, taken (according to the time stamp on the email) during a math lesson. The parent forwarded the message to the teacher, wondering if this was an announcement of an expected arrival. Actually, it was a misspelling of 'Do as in Hairdo.<br />
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However innocent the message and intention, we welcomed the unexpected teachable moment that gave context to the usual digital citizenship lectures. It also made us realize that the combination of email, cameras, videos, and an online connection on the iPad offers fertile ground for all sorts of sharing right from the classroom. While I have worked with these students since First grade on topics such as not sharing personal information about yourself, your friends, or your family, and not spreading rumors, jokes, or inappropriate comments via email, none of those discussions came to mind when our student snapped the photo and sent it to his mother. There is no single inoculation for poor decision making about digital sharing. The message must be framed and reframed - and ideally put into a recognizable context. For this reason, the incident was a gift.<br />
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I prepared a simple Prezi, and called a fifteen minute meeting which began with a game of telephone. I whispered "Miss Cunningham sure is wearing worn out shoes!" to the closest student. As the rumor was passed around the circle the game was clearly doing its job. Looks of confusion, but a willingness to pass the rumor along kept it going until the big reveal - of nonsense. We talked about rumors and how often they are passed without any question as to their verity, but how if they are in the classroom at least they are staying in the classroom. I then showed the slide with the actual sentence and my own worn out shoes. This brought the conversation about how far this comment, combined with a photo, might go without the knowledge of the subject (or victim as the case may be.)<br />
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iPads offer so many ways to share, and their online connection and easy email are part of their appeal in the classroom. Our students frequently take photos to use in projects, yet now I have asked each classroom to create an agreement among themselves about asking permission before we photograph each other and a mutual understanding about how that photo will be used. We found that we, the teachers, had to explain and apologize for eagerly taking photos and videos of the classes at work. Although we have permission from parents to share images of children, we hadn't thought about the importance of modeling asking permission from the children themselves. </div>
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I am glad to discover the power of the short, focused discussion on a topic we often save for one big lecture that is overloaded with subtopics and too much detail. My goal is to create a variety of these simple conversations on topics based on our own experiences - a homegrown reality-based digital citizenship curriculum. To that end, the Prezi I shared is available to be copied and edited for use elsewhere. The iPad, while a potential liability where sharing is concerned, is offering great opportunity for us to think about what is important and help shape good habits of thought for our students about their digital lives.</div>
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<br />Jenni Swanson Voorheeshttp://www.blogger.com/profile/11444468697306417841noreply@blogger.com0tag:blogger.com,1999:blog-4100139074221586044.post-40499134482965521992013-03-12T08:27:00.000-04:002013-03-12T20:37:00.320-04:00A Few Problems, Many SolutionsAt this point in the year, the iPads are pretty integrated into our class's curriculum and daily routines. We have prioritized exploring what we call "creativity apps" as opposed to games and apps with a singular focus. Meanwhile in math, our class has begun utilizing Exemplars problems and rubrics to further student problem solving, math thinking, and math communication (<a href="http://sfsipads.blogspot.com/2013/02/assessing-to-strengthen-learning-and-to.html" target="_blank">see Merry Melvin's previous post for more on assessment</a>). Each problem is rich with multiple questions, levels, and solutions, and our students are finding them appropriately challenging. We gave them free range to decide how to present their work.<br />
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Here are some solutions from the one about predicting the number of Sweethearts in a box:<br />
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And the one about planning the sleeping arrangements for class camping trip:<br />
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And our most recent problem about carpeting a basement:<br />
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Each solution requires a written explanation and a visual representation. Some students decide to use the iPad to prepare both. Some students use different apps depending on what they are being asked and some have a favorite they choose consistently. Some students create their graphs and diagrams using physical materials such as Base Ten blocks or tiles or puff balls and then document or enhance them by importing a photo. Some students are comfortable emailing us their work and some students prefer working offline and turning in physical products. We remain open to all of their preferences and meet them in their comfort zone. <br />
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While it was no surprise that many students elected to use their iPads to prepare their final solutions we were fascinated by the range of apps children chose. Through regular explorations and many months of projects, Drawing Box, AiWriter, Educreations, Explain Everything, Keynote, and Inspiration Maps have become familiar friends. Left to their own devices, students have to decide whether the iPad and our creativity apps are the <a href="http://sfsipads.blogspot.com/2013/02/you-can-put-down-ipad.html" target="_blank">"right tool for the job"</a> and which tool will serve them best.<br />
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Of course we do have some students who insist that the iPad is the best tool for them and it's really not . But after a few experiences of being distracted and not completing their work on time, they learn that lesson too and change tactics. At the beginning of the year, <a href="http://sfsipads.blogspot.com/2012/11/goal-settingand-thanks.html" target="_blank">we set a few goals for our 4th grade 1-1 iPad program</a> and progress is visible on many fronts. To me, these are examples of students taking charge of their learning and our classroom becoming a place that fosters and supports creativity, independence, differentiation, and meaningful assessment.Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-4100139074221586044.post-40500038143666754512013-03-06T12:23:00.001-05:002013-03-08T16:06:48.431-05:00Resolve to be more Interested, less InterestingThe <a href="http://annualconference.nais.org/Pages/default.aspx" target="_blank"><span id="goog_1256721295"></span>NAIS Annual Conference<span id="goog_1256721296"></span></a> just took place in Philadelphia and we were once again amazed and overwhelmed by the brilliant speakers and rich, inspired dialogues with our colleagues. As I left by car for a weekend in Ottawa (another story), the many messages began to sift through my mind and resolved in one thought that has been raised to the level of "mantra" over the last few days. This came from Pat Bassett, outgoing NAIS President:<br />
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Resolve to be more <i>interested</i>, instead of trying so hard to be <i>interesting</i>.</div>
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His thought came in reference to what he's come to realize over the years, and I recognized it immediately as the natural evolution of my previous "mantra" from the Singapore schools: Teach less, learn more. </div>
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<b>Teach Less, Learn More - Exploration vs Explanation</b></div>
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I was inspired by Tom Daccord's reference at the <a href="http://ipadsummitusa.org/" target="_blank">EdTechTeacher iPad Summit</a> to this goal for teachers in the Singapore school system. I realize that when I teach students or teachers to integrate technology into their schoolwork I have often started from a "I'm going to show you how to use this" stance. That approach puts me in front of the group, showing, demonstrating, and then turning it over to the class to try all those steps out. Inevitably I find students and teachers alike assume that they can only proceed to the next step with my permission, or they are defeated by the overwhelming prospect of tackling the project solo and never feel the confidence to work on it outside of my class.</div>
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This year, with iPads being used daily in classrooms, we changed our approach from showing and explaining apps and assigning specific apps to projects, to giving students (and teachers!) a dedicated time to explore and discover apps, share what they have learned with each other, and thus build a community of resources in every classroom. As students have explored the apps, we have all learned surprising things about them, which in turn, has helped teachers feel more confident about implementing them. When teachers build in the exploration time before a project is launched, it helps with iPad management, because students can openly share their enthusiasm, knowledge, and creative ideas in a free-wheeling format where sudden discoveries are encouraged. Once the apps are explored, many of our teachers have been willing to present the plan and purpose of the project, and let the students choose the app(s) to use to fit their own vision. Best of all, it is way more fun to explore and learn from each other than to be the fount of all knowledge!</div>
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<b>Resolve to be more <i>interested, </i>less <i>interesting</i></b></div>
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I love this transmutation of the previous idea. What if we, as teachers, spent less time sharing what we know and assuming that what we know is the most interesting thing our students (or colleagues, friends, family, etc!) will ever hear. What if class time was organized around learning from our students about their interests, letting them share what they are learning, with a focus on collaboratively discovering new information. What if we let students take charge of their learning in more ways than just which desk or table they work at? What if we spent more time learning from our colleagues, taking turns, and respecting each other's knowledge and experiences, across all the disciplines? What would it feel like to invest part of every day to actively listening, responding authentically, and using what we learned to create a richer teaching and learning experience for the whole school?</div>
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These thoughts are going to be rolling around in my head for a long time to come. I'm interested to hear what all of you are thinking!</div>
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Jenni Swanson Voorheeshttp://www.blogger.com/profile/11444468697306417841noreply@blogger.com1tag:blogger.com,1999:blog-4100139074221586044.post-60268260337489165342013-02-13T16:17:00.001-05:002013-02-13T16:17:31.991-05:00Assessing to Strengthen Learning and to Support Teaching<div class="separator" style="clear: both; text-align: center;">
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While we have always had the ability to look at student work
for evidence of learning, various Apps are giving us all the more reason to be
learning to assess in an increasing number of formative ways. Not only can we
use assessment to steer our instructional decisions, targeting instruction
and/or differentiating subsequent math learning times based on evidence of
student learning; we can set up routines so that the students can self-assess
and support one another, simultaneously bolstering their metacognitive skills
and math thinking, as well.<br />
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<a href="http://www.blogger.com/blogger.g?blogID=4100139074221586044" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="http://www.blogger.com/blogger.g?blogID=4100139074221586044" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="http://www.blogger.com/blogger.g?blogID=4100139074221586044" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="http://www.blogger.com/blogger.g?blogID=4100139074221586044" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><a href="http://www.techsmith.com/screenchomp.html" target="_blank">ScreenChomp</a>, <a href="http://www.explaineverything.com/" target="_blank">Explain Everything,</a> <a href="http://www.showbie.com/" target="_blank">Showbie</a>, and <a href="http://www.educreations.com/" target="_blank">Educreations</a>
are examples of some of the Apps my colleagues are using in math class to have
students explain their math thinking. When a student records his or her
explanation of how he or she solved a problem using one of these Apps (or on
paper), that student reveals all sorts of evidence of their learning. The
beauty of these Apps is that they include the student’s voice overlapping with
what they have written and/ or drawn. From our experience, it seems the
students are more likely to go over and revise their recordings and written
work, which was more like “pulling teeth” when just paper, was involved. For
many of them, each time they re-record, they clarify their thinking and hone
their ability to articulate mathematical ideas.<o:p></o:p><br />
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Can we scaffold this process to ensure the students can
become even more facile in communicating their math thinking? I think the
answer to that is yes. We can give the students check lists and rubrics to
guide their work. Not only can we
provide rubrics, so they know the components to focus on, we can set up
partnerships wherein they can peer conference with one another and
collaboratively strengthen their understanding and ability to communicate that
understanding. <o:p></o:p><br />
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There are many sources for rubrics online and we can create
our own. The best thing about choosing
and developing these assessment tools is that it forces us to think deeply
about our teaching. The standards-based Exemplars rubric prompts us to look at the
students’ work in five ways:
Problem-Solving and/or basic Understanding, Reasoning and Proof,
Communication, Representation, and Connections. To help students assess their understanding of
a problem, as teachers we can ask them (or their peers can ask them): What do
you know and what are you trying to find out? What strategies are you going to
try and why? What tools do you need?
Could there be more than one solution? Could you solve this problem two
different ways? To help students explain their reasoning and proof, we can ask
them (or their peers can ask them): Does that make sense? Why is that true? Is
that true for all cases? Could you prove it? Can you think of a counter
example? To help students communicate
clearly, we often remind them to use their mathematical vocabulary and to
describe their thinking with words, numbers (equations), and pictures,
diagrams, models or graphs. We often have to prompt them to create a diagram,
make a table, use a number line, put things in order, or act a problem
out. In order to encourage students to
make connections, we need to give them time to be reflective. We can ask (and
they can ask one another): Does this remind you of other problems we have
solved? How does it relate to ………..? Why
does your answer seem reasonable? Do you see a pattern? Can you explain it?<o:p></o:p><br />
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In making check lists and rubrics to scaffold our students’ efforts
to explain their mathematical thinking, we ourselves can think about how much
time we spend developing mathematical thinking with effective questioning in
our classrooms. When we are asking good questions, we are modeling thinking
strategies. As we are making our thinking visible, we are highlighting the ways
our students think and explain their thinking. We also can use models, diagrams,
drawings, graphs, and equations to show how we are thinking and how we imagine
our students are thinking. We need to listen carefully to honor our students’
thinking authentically. Elementary
school age students need daily exposure to representations of mathematical
ideas before they can create these independently. <o:p></o:p><br />
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One of the best results of the iPad program in 4<sup>th</sup>
grade at our school has been its inherent student-centeredness. The students
now have the ability to communicate their mathematical thinking both orally and
by drawing and writing as well as the ability to easily revise and refine their
work. They feel empowered when they use these Apps
to explain their mathematical thinking.<o:p></o:p><br />
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Let it remind us again as teachers to continually reflect on
our teaching when we look and listen to that student’s work for evidence of
learning. <b>Teaching ≠ learning: in other
words, just because we “taught it” does not mean the students “learned”
it. </b>Assessments can reflect many nuances
in student understanding and inspire many forms and variations of
differentiated, intentional instruction. <o:p></o:p></div>
Merry Melvinhttp://www.blogger.com/profile/06528831794623032490noreply@blogger.com0tag:blogger.com,1999:blog-4100139074221586044.post-66336485395204536772013-02-08T10:12:00.000-05:002013-02-08T20:55:28.526-05:00“You can put down the iPad…”<!--[if gte mso 9]><xml>
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<span style="font-size: large;"><span style="font-size: large;"><b>OR....</b></span> “The Right Tool for the Job.”</span></div>
<div class="MsoNormal">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://3.bp.blogspot.com/-L0JsL_CyryM/URUPBlr9RUI/AAAAAAAACn8/0HkHlkg3Y0U/s1600/imageshammer.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="188" src="http://3.bp.blogspot.com/-L0JsL_CyryM/URUPBlr9RUI/AAAAAAAACn8/0HkHlkg3Y0U/s200/imageshammer.jpg" width="200" /></a></div>
<div class="MsoNormal">
<a href="http://4.bp.blogspot.com/-WJKrQjd1XrE/URUPB6iEl3I/AAAAAAAACoA/1wvk7ThW_x0/s1600/imagespliers.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="133" src="http://4.bp.blogspot.com/-WJKrQjd1XrE/URUPB6iEl3I/AAAAAAAACoA/1wvk7ThW_x0/s200/imagespliers.jpg" width="200" /></a><b>Here are two great tools</b>.<span style="mso-spacerun: yes;">
</span>You can accomplish a variety of tasks with either tool.<span style="mso-spacerun: yes;"> </span>However, for some jobs, neither the hammer nor
the pliers is the right tool.<span style="mso-spacerun: yes;"> </span>You can’t
paint a wall with either one – that requires a different tool.</div>
<div class="MsoNormal">
<br />
<br />
<br /></div>
<b>The same idea holds true for any classroom tool, they may or may not be the right tool for every single learning goal we set forth in our
classrooms.</b><span style="mso-spacerun: yes;"><b> </b> </span>You probably wouldn’t use
blocks to teach spelling just as you likely wouldn’t use magnetic letters to
teach geometry.<span style="mso-spacerun: yes;"> </span>So why then would we
pull out iPads and try to apply them to <b>every</b> activity in our classrooms?<span style="mso-spacerun: yes;"> </span>The answer is:<span style="mso-spacerun: yes;"> </span>we wouldn’t.<span style="mso-spacerun: yes;"> T</span>hese are the scenarios to consider
when using iPads:<br />
<br />
<span style="font-size: large;"></span><br />
<ul>
<li><span style="font-size: large;"><span style="-moz-font-feature-settings: normal; -moz-font-language-override: normal; font-family: "Times New Roman"; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"></span><b>Sometimes iPads will be the right tool for
everyone
</b></span></li>
</ul>
<br />
<div class="MsoNormal">
</div>
<div class="MsoNormal">
<a href="http://4.bp.blogspot.com/-zAJCFFmKUnM/UK5Yi9sZ3aI/AAAAAAAACnQ/Z9kpUzq3FO8/s1600/SAMR-model.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="150" src="http://4.bp.blogspot.com/-zAJCFFmKUnM/UK5Yi9sZ3aI/AAAAAAAACnQ/Z9kpUzq3FO8/s200/SAMR-model.jpg" width="200" /></a>Think about the Substitution level of the SAMR model created
by <a href="http://www.hippasus.com/rrpweblog/archives/2013/01/30/SAMRAndTheFlippedClassroom.pdf" rel="nofollow" target="_blank">Ruben Putendur</a>a.<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Everyone in your
class might be on iPads to do research, to write papers, etc.<span style="mso-spacerun: yes;"> </span>This shouldn’t be the most common scenario
however.<span style="mso-spacerun: yes;"> </span>It brings to mind images of
students lined up in desks, plugged into computers, consuming rather than
creating or collaborating.</div>
<div class="MsoNormal">
<br /></div>
<ul>
<li><b><span style="font-size: large;">Sometimes iPads will be the right tool for some
</span></b></li>
</ul>
<div class="MsoNormal">
<b>This is where differentiation stands out and really helps
your students with varied learning styles.<span style="mso-spacerun: yes;">
</span></b>Consider your students when designing projects and offer options for the
finished product.<span style="mso-spacerun: yes;"> </span><a href="http://sfsipads.blogspot.com/2012/11/great-teaching-is-about-process-not.html" rel="nofollow" target="_blank">It’s really the learning that happens during the process that counts after all.</a> Allow students
to make a movie, create a cartoon strip, record an original song, make a book,
etc., to demonstrate understanding.<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormal">
<br /></div>
<ul>
<li><span style="font-size: large;"><b>Sometimes iPads will be the right tool for part
of a project</b><b> </b> </span></li>
</ul>
<div class="MsoNormal">
We love to combine paper/pencil, iPad, manipulatives to
investigate an idea or <i>deepen our thinking</i>.<span style="mso-spacerun: yes;">
</span>This might be a project that involves creating a book about a math
concept.<span style="mso-spacerun: yes;"> </span>Students might use a math app
or watch a math video (think Flipped Classroom) to get some background
content.<span style="mso-spacerun: yes;"> </span>They might then use math
manipulatives to practice/demonstrate understanding and to find complexity.<span style="mso-spacerun: yes;"> </span>The next step could be to <i>choose how they
articulate their thinking</i> centered around this project – some might choose an
iPad path, others might choose paper/pencil.</div>
<div class="MsoNormal">
<br /></div>
<ul>
<li><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><b><span style="font-size: large;">Sometimes iPads might not be the right tool for
anyone or any part of a project</span></b></li>
</ul>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: large;"><i><b>In the end, as with any learning goal you have, it is really
all about your classroom culture.</b></i></span><span style="mso-spacerun: yes;"> </span>What
makes sense for your teaching style?<span style="mso-spacerun: yes;"> </span>For
a given group of students? For the subject matter? For any particular
project?<span style="mso-spacerun: yes;"> </span>Consider the types of thinking/learning
you wish to have your students do: consider different viewpoints, find
complexity, deepen understanding, make connections, create, imagine, question,
observe, or investigate.<span style="mso-spacerun: yes;"> </span>Consider how
the iPad can add a dimension to your students experiences that they would not
get any other way. (redefinition, SAMR)<span style="mso-spacerun: yes;">
</span>And then, <i>give yourself permission to let your students find their own
individuality and their own unique way of articulating their thinking/learning.</i></div>
<div class="MsoNormal">
<br /></div>
Denise Coffinhttp://www.blogger.com/profile/17228255293878272210noreply@blogger.com2tag:blogger.com,1999:blog-4100139074221586044.post-19390897295449412852013-02-07T17:14:00.000-05:002013-02-07T21:17:57.936-05:00Learning is Creation<span arial="" font-family:="" sans-serif="" style="font-family: Arial, Helvetica, sans-serif;">Our team has been focusing on using mantras to focus our thinking about iPads and how we are using them in the classroom as we talk about, write about, and share our experience with others. What's mine right now?</span><br />
<span arial="" font-family:="" sans-serif="" style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">"Learning is Creation" </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">In a previous post I wrote about "creativity" being a goal of the fourth grade one-to-one program. When I heard or saw some iteration of the above statement at the EdTech iPad Summit in Boston, I was taken aback because though I have always firmly believed in "creativity as an essential component of learning", this sounded different. I enjoy semantic banter from time to time so I turned the phrase over a bit in my head. <span arial="" font-family:="" sans-serif=""> It wasn't learning is creative or learning involves creativity. It was <u>"learning is creation"</u>. </span>A big theme of the conference was</span> <span style="color: #222222; font-family: Arial, Helvetica, sans-serif;">how the expectations for students and workers and citizens are changing. With knowledge being something of a cheap commodity these days it's much less about what you know and more about what you can do with what you know. The models of education that are about consumption of information are becoming less useful than situations where students are given opportunities to use what they know to do something innovative.</span><br />
<span style="color: #222222; font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">It reminds me of the contrasts made between passive and active learning. However, it is different because I can imagine situations where students look active and are being creative, but are not necessarily producing or experiencing anything novel, new, or innovative. An engaging lesson can still place the student in the position of the consumer if they are "doing" the ideas and processes and products of someone else. Until they are owning one of the three, they might not be creating anything, no matter how creative the result appears. Throughout the conference and after, I really became fixated on what types of things I had been asking my students to do, why I wanted them to do them, and what they were gaining by doing them. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">Of course a parallel thought was how could the iPad positively impact what was being done in our classroom. <span style="color: #222222;">I ruminated on what kinds of things were bring created in our classroom and my first thoughts were pretty literal. Art, of course. Writing. And then I talked to people about it and the list grew: understanding, ideas, opinions, perspectives, processes, problems, solutions...the list goes on. </span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: #222222;"><br /></span></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: #222222;">I </span>definitely feel that iPads are revolutionizing our class's one to one program. Moving from netbooks to iPads means that children are engaging with the available technology in much more meaningful ways and those ways really have to do with what the devices allow our children to create. Now I <span style="color: #222222;">see creation happening when they are use <a href="http://www.drawing-box.com/" target="_blank">Drawing Box</a> to design maps that show their understanding of landforms and orientation:</span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span arial="" font-family:="" sans-serif=""><br /></span>
</span><br />
<div style="text-align: center;">
<a 1em="" href="http://4.bp.blogspot.com/-J38wQPYmKec/UQiR8sBp-ZI/AAAAAAAABBE/rOkdc2DUDnc/s1600/map.jpg" imageanchor="1" margin-left:="" margin-right:=""><span style="font-family: Arial, Helvetica, sans-serif;"><img border="0" height="320" src="http://4.bp.blogspot.com/-J38wQPYmKec/UQiR8sBp-ZI/AAAAAAAABBE/rOkdc2DUDnc/s320/map.jpg" width="254" /></span></a></div>
<span style="font-family: Arial, Helvetica, sans-serif;"><span arial="" font-family:="" sans-serif=""><br /></span>
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<span arial="" font-family:="" sans-serif="" style="font-family: Arial, Helvetica, sans-serif;"><span style="color: #222222;">Or<a href="https://itunes.apple.com/us/app/inspiration-maps/id510173686?mt=8" target="_blank"> Inspiration</a> maps to create an organized flow for their research paper:</span><a href="http://1.bp.blogspot.com/-nzIiHGTgwaw/URQkrZ7kOxI/AAAAAAAABBU/PyGi-ssDsuc/s1600/Leylas+Map.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="260" src="http://1.bp.blogspot.com/-nzIiHGTgwaw/URQkrZ7kOxI/AAAAAAAABBU/PyGi-ssDsuc/s400/Leylas+Map.jpg" width="400" /></a></span></div>
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<span arial="" font-family:="" sans-serif="" style="font-family: Arial, Helvetica, sans-serif;">Or when designing a process to finish a project. Using <a href="http://www.educreations.com/" target="_blank">Educreations</a> and <a href="http://www.explaineverything.com/" target="_blank">Explain Everything </a>we've been making screen casting videos in math to demonstrate and record procedures and solutions. We decided not to show them how to use either program; one of our goals was for them to design a process that allowed them to meet the objectives: make a video that shows how to solve an area and perimeter problem for a chosen rectangular object. Include a photo, text, and your voice. Good luck!</span></div>
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</span><a href="http://1.bp.blogspot.com/-s2dGMnExiNE/UQiQEq1MZ8I/AAAAAAAABA8/gX6YADYxHSA/s1600/Screen+shot+2013-01-29+at+10.11.02+PM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><span style="font-family: Arial, Helvetica, sans-serif;"><img border="0" height="212" src="http://1.bp.blogspot.com/-s2dGMnExiNE/UQiQEq1MZ8I/AAAAAAAABA8/gX6YADYxHSA/s320/Screen+shot+2013-01-29+at+10.11.02+PM.png" width="320" /></span></a><span style="font-family: Arial, Helvetica, sans-serif;"><span arial="" font-family:="" sans-serif="">Here the process of making the video was just as important as the math concepts. Along the way they demonstrated an ability to measure and multiply, but they also learned to work through frustrations and create solutions to apparent and surprising problems. </span>Following our last screen casting project using Educreations a pair of students wanted to make another screencast. They heard we had a similar program called <a href="https://itunes.apple.com/us/app/screenchomp/id442415881?mt=8" target="_blank">Screen Chomp</a>. They asked to make a screencast showing how to use it. These two children came in at recess to work on their project for over a week. All of a sudden they were in iMovie filming themselves using the program. They added credits and music and then created a<a href="http://youtu.be/nmiaZ2GBWAY" target="_blank"> trailer</a>. <span arial="" font-family:="" sans-serif="">We started having "production and promotion" meetings to determine an audience and possible distribution channels. They showed it to some classmates, who pointed out a few flaws, and decided to organize their feedback using a survey created in Google Forms. Through their own initiative, they sure have learned and taught themselves a lot. All that they needed was the space, time, and tools to bring their ideas to life. They are now teaching themselves <a href="http://www.apple.com/ipad/from-the-app-store/" target="_blank">Keynote</a> so that they can teach the class how to use it, and several other students have developed projects for <a href="http://boinx.com/istopmotion/ipad/" target="_blank">iStopMotion</a> videos, book trailers, and movies to promote our upcoming class play</span><span arial="" font-family:="" sans-serif="">.</span></span><br />
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<span arial="" font-family:="" sans-serif="" style="font-family: Arial, Helvetica, sans-serif;">Learning is creation.</span>Anonymousnoreply@blogger.com0