Flipgrid/Wheeldecide

My last post was pretty dense, so I thought I would follow it up with something a little lighter and something you can immediately implement into your classroom. I am sharing two different 'tools' that could be used in just about any grade or subject area. 

Flipgrid

First, a shout-out to Anissa Kramer for showing me this awesome tool!

Flipgrid is a way to get 100% of your class engaged in giving feedback using short video clips. It starts with you (the teacher) posting a question or prompt to your students (via text and/or video). Students then respond by recording a  short video clip back. 

As the teacher, you can choose how long the maximum recording time is (free version is 15 or 90 seconds). You also can choose to 'approve' submissions before they are posted for the rest of the class.

Here is the best part: The students do not have to set up an account or sign in to anything! They follow a link (or for younger students you have it set-up already), and they record! For those with limited technology, you could have one Chromebook or iPad set up and rotate your students through, again without having to sign in or out (older students could even use their phones...so taboo!)

You know who is responding because they take a picture to use as a thumbnail and enter their name before submitting. I saw a demo that allowed students to post beyond the maximum allotted time by giving multiple responses and using their thumbnail picture to signify the order to watch them in (holding up fingers 1,2,etc.). I thought that was clever. 

All the responses appear in a 'grid' for you and others to see, and if you wish, respond to.

Hey...Let's Try it!  

CLICK HERE and respond to my prompt! All respondents will have a chance to win a prize (Choice of free jeans day or coupon to leave after the buses). Keep reading for details...

Wheeldecide.com

Wheeldecide.com is a place where you can make your own virtual spinner. They are really easy to make and have multiple applications. Here are a few examples of how they could be used:

- Put all the names of your students on the wheel as an alternative to 'picking sticks'.

- Give students a 'choice' by adding different types of class readings (popcorn, jigsaw, independent, small group, etc.)

- Phy Ed: put on an iPad and have students spin the wheel to see what exercise they have to do for a warm-up (15 push-ups, 20 sit-ups, etc.)

- mix up your classroom music by listing different genres (weight your favorites by listing them more than once!)

- Make a list of questions or problem numbers to assign out work (could use multiple wheels: 1 for questions and 1 for students)

- Decide where you are going for lunch!

One cool feature of Wheeldecide is that you can eliminate a choice after it has been selected. Useful for choosing the order of presentations or to make sure everyone participates equally.

How does it work? You just go to the website (www.wheeldecide.com), enter up to 100 items in your list, customize your wheel's colors/settings, and then share or embed your wheel somewhere to use it (works great using 'embed the web' content block on Powerschool Learning). That's it! There are also many pre-made wheels to choose from.

Contest details: I am going to take the names of all respondents to my Flipgrid and put them on a wheeldecide to choose the lucky winner of the prize. Deadline to respond is Thursday, November 2 at 4:00pm. Winner will be announced on Friday 11/3!

Thanks for reading and enjoy the last of the fall colors!!

It's Not About the Tool...

It's Not About the Tool...

Happy Fall! I hope your school year is off to a great start. For me, it seemed like the 'first week' of school lasted all of September (thus, why my first post is in October). There is a lot to be excited about at the beginning of the year, and I have seen teachers doing great things with technology already. I encourage everyone to take a chance and try something new this year (tech-related or not). There are so many resources out there, dive in and take a risk. If you try something and it doesn't go well, it might be reaffirming that what you are doing is effective! 

In the past, I have shared many technology tools with you that can help you achieve things in your classroom that would be near impossible to do without those tools. However, I am writing this post to tell you that those tools are not what is important. What is important, is the OUTCOME. That is, teachers should plan with the end in mind, and find the tool that gets them there after the fact. 

This sounds like a no-brainer because we do it all the time in our lives. When our sink breaks, we don't call a plumber and ask for him to bring a wrench. We ask him to fix our sink. He decides on the tool to achieve the outcome. If a plumber decided that he was only going to bring a wrench with him today, but the best tool to achieve the outcome is a plunger, he might leave that outcome and go find one he can fix with a wrench. 

This is too often how we plan for tech integration. We start with the tool in mind, but not the outcome. When we start with the tool (Powerschool Learning, iPads, Chromebooks, etc.), we don't give enough consideration to the WHY (increase engagement, increase communication, efficient collaboration, etc.). 

Many of us are setting goals (PPG's, SLO's) at the beginning of the year. Please make sure to reflect on what the outcome of those goals should look like. If you are reading a book, the book study is not an outcome. Why are you reading the book? To increase knowledge in ________? That could be your outcome. These are some outcomes of successful technology integration:

- Increase student engagement and motivation

- Gather and display data

- Collect formative feedback (Opportunities to Respond)

- Enhance classroom communication

- Provide individualized learning experiences

- Provide access to broader or deeper curricula

- Do things more efficiently

- Provide authentic experiences

- Allow for student creation/self-expression/creativity

I think this conversation leads to a review of the SAMR model of meaningful technology integration, because technology can be the medium to accomplish things we know are important (having students create, evaluate, analyze, etc.). I wrote more in-depth about SAMR in this post, but here is a useful graphic that bridges the SAMR model and Bloom's Taxonomy:

Looking back, I got pretty deep for the first post of the year, but I feel it is important to encourage growth in addition to providing support with tools. I will be referring back to this throughout the year, but I also want you to know I am available to help you integrate MEANINGFUL technology into your classroom. Just give me a call or book a time for us to talk about what outcomes you want to see in your classroom, and I will help get you there. 

As always, thanks for reading and I look forward to working with you all this school year!

(Un)written Code of Email Etiquette

The (Un)written Code of Email Etiquette

Emails are one of the most efficient means of communication we have. It's fast, easy, and your message can reach a large audience with the click of a button. However, emails can also be quite obnoxious, especially when you are on the receiving end of emails that do not pertain to you or provide no useful information. Let's take a look at some tips that are generally accepted as proper email etiquette.

When to use Email/When to Not

Every email that you send is on record, whether you delete it or not. There are times when a paper trail is very useful, and times when you want to be 'off the record' or sharing private information. This should be your first consideration..."Do I want to create a record for this information?" More considerations follow:

DO use Email:

- To provide quick information to one or multiple parties

- As a means of delivering/carrying longer messages by using attachments or links.

- When it is timely to do so (matters that cannot wait for snail-mail or an upcoming meeting and face to face or telephone is not a viable option).

DO NOT use Email:

- To give bad or negative news or information that could be misunderstood depending on tone/emotion (context)

- To deliver complex information or directions.

- When the receiver is expected to respond immediately

- To carry on a conversation among a group that regularly meets unless absolutely necessary

- When you could deliver the same message with similar energy via other means (walking and talking are good!).

Reply, Reply All, BCC:

Let's take a second to differentiate between these terms:

Reply: Receiver responds only to the sender

Reply All: Receiver's response is sent to all recipients of the original email

BCC: Blind Carbon Copy - Used by the sender to prevent group discussion. Should recipient reply all, it only will include original sender. Also, privatizes list of recipients (receiver does not see other recipients under BCC)

We have all been victims of the annoying 'Reply Alls' that go on and on and require us to delete countless emails. Perhaps we have been the inadvertent sender that replied all when we only wanted to reply to the sender (many funny stories out there on Reply All oopsies). 

So how do you know which one to use? One way is using THIS AWESOME FLOWCHART.  The general rule is that in order to Reply All that the message should be intended (and useful) for at least 70% of the audience. If it is not, then simply reply. There are better ways to have discussions/conversations than group reply- all emails. One email can get necessary participants together, and if necessary a new email can be started with only interested participants, sparing all others of worthless emails needing to be deleted.

When sending out an email, consider using the BCC field when using 'All Staff' or a large recipient list, especially if no response is expected/needed.  This can spare members of the reply-alls that sometimes come with long recipient lists.

In conclusion, we all can use occasional reminders of proper email etiquette and usage (myself included). Especially as public employees, we need to be mindful of how we are using this tool. Thanks for reading and have a great end to your April and start to your May!

Why Get Google Certified

Google Certification

G-Suite for Education (formerly Google Apps for Education) has a certification program that teaches and tests various technology-based skills surrounding their various apps (Gmail, calendar, drive, sites, etc.). I want to share a little bit about this program (mainly the Level 1 program), and why I think any teacher would benefit by becoming a G-suite Certified Educator. 

First, you don't have to be a 'techie' to become certified. After you register, you will gain access to multiple training modules. You can go through them as fast or as slow as you wish. The modules cover more than just pure technical skill but help you gain an understanding of best practice of incorporating technology into your classroom. The modules in Level 1 include increasing efficiency and saving time, facilitating and inspiring student learning and creativity, and using technology to facilitate professional growth and leadership.

You can choose which things to spend more time on and which you want to skip through. At the end of each unit, there is a short quiz (that you can take as many times as you need). Once you have completed all of the modules, you have to create a 2-part exam. Part 1 is a traditional multiple choice style test and Part 2 is a performance exam. In Part 2, you are given a new google account and asked to do various tasks like sending an email with an attachment, invite someone to a calendar event, create folders in your drive, etc. I learned a lot of little tips and tricks that I use everyday and I appreciate the time I have gained back in my workday by using some of these skills.

The level 2 program is similar to the level 1 program with more advanced trainings on data, online collaboration, and some other google tools. While this could be valuable to any educator, I don't think it would provide as much practical, useful tools as the level 1 course. I just completed the trainer course and do not think it would be of value to the general teacher. The innovator course is for those who can write code in google script, something I don't think I will pursue.

One option for those interested in gaining the certification would be to do it as a group. I would be glad to head trainings and help you prepare for the exam. You can build this into your PDP or PPG, or could just do it over a rainy spring break, a bus ride to New York, or something to do to grow over the summer!

To get started in the process, go to https://edutrainingcenter.withgoogle.com/certification_level1.

Hope everyone has a wonderful spring break and a Happy Easter!

A School Without Substitutes?

A School Without Substitutes?

This post was inspired by a tweet I came across a little while back. Here it is:

The caption reads "Today is beta test of substitute-free teacher absences. Students are using @Schoology & common areas/labs to report to class and do work." (For those that don't know, Schoology is a Learning Management System similar to Powerschool Learning). This is happening at the high school in Austin, Minnesota. Their mascot is the...Packers! (Marquis knew that already).

I think we can all relate to some situation that caused frustration regarding quality substitute teacher availability:
- Many of us have had to cover other classes during our prep hours. 
- Others of us maybe have been absent with the hopes of our prepared lesson being executed while we were gone to find out that there was no sub so our students were sent to the library for a study hall. 
- Maybe you are that librarian or other staff member that gets kids 'dumped' on you with nothing to do.
- Perhaps you did get a sub, but don't trust that they will be able to deliver the lesson to make it worthwhile so you instead get a lesson-plan-in-a-can (movie) or find some busy work for your kids to do knowing it will be a wasted day.

Disclaimer: I am not at all trying to degrade/diminish/minimize/criticize what substitute teachers do or have done for schools and specifically my classroom. It is a thankless, difficult job that I have some experience with and no desire to ever do again, and I have great appreciation for those that do it. The point is there are many good ones, some bad ones, and overall not enough.

Anyway, I think what this school is doing creates great conversation. Here are some questions (and my answers) to how this might work:

- Who is watching the kids? They are in a semi-monitored area according to the follow up posts. Library, Commons, etc. Areas that an adult may be present but doing other things, or areas that have cameras that can be watched by other school personnel. 
- How is attendance taken? Maybe a staff member stops in, or like in this situation, the class activity was only accessible during that class period. Students had to log on, complete a task showing their presence during that time, or marked absent.
- What are the kids doing? Whatever the teacher assigned on the LMS. Maybe it was a reading with some discussion questions. Perhaps they were working on a project. Maybe they are watching a video of their teacher giving a lecture, and filling out a study guide along the way. Lots of possibilities.
- How would this even work? A teacher would prepare directions and class activities on their LMS (Powerschool Learning for us). Students would go to the designated area, log on, and complete the work. 
- So if this model works, why do we even have teachers? Why not just go all online, all the time? First, nobody is trying to replace teachers or make them robots by using technology. This model uses technology to embrace the role of the teacher by making their presence felt even when they are not there. Research shows the enormous impact an effective teacher and the relationship students have with that teacher has on student learning. It takes an effective teacher to create a lesson that will keep students engaged and learning, with minimal supervision, for an entire class period. Think of it as a 'flipped-classroom' for a day. Also, compare what you and your students could accomplish versus a 'wasted' day watching a movie or having a study hall.

No question, going totally 'sub-less' is far-out thinking. However, we can at least take away that there are some possibilities to enhance the experience for students, substitutes, and teachers when teachers have to be gone by effectively using Powerschool Learning. 

In my position, I often miss classes for meetings, trainings, etc. I have relied heavily on Powerschool Learning to execute my lessons when I am gone. I have done video directions directly to a class of students like this:

I have found that my class is much more productive when I am delivering the content (even if not in person) than when I ask someone else to relay the information via sub plans. 

I have worked with a few teachers who really beefed up their PSL because they were going to be gone on maternity leave or other extended absences. They too can comment on the value and ease of using PSL when you are gone.

What are your thoughts? Can a school work without subs? What issues do you see? What have your experiences been? Share out in the comments section! 

Enhancing a Youtube Video

Enhancing a Youtube Video

Using TubeChop and EDpuzzle

 

Just about every teacher uses a youtube video at some point during the school year to enhance a lesson. With the addition of Powerschool Learning to grades 6-12, using video in class is made easy.

However, using youtube videos in class can create some a few challenges. 1) What if you only want to show part of a video? Do you have to take time each hour skipping ahead? Do you have to tell students to start watching at a certain point and stop and another? 2) How do I know the students even watched the video? How can I assess what they learned?

Well, the two tools I am going over today can help with both of these issues.

TubeChop

TubeChop makes it easy to crop a video so you only have to show the part you want students to see. It's fast and easy and requires no log-in.

Here is what you do:

1) Go to youtube and find a video. Copy the URL to the video.

2) Go to TubeChop and paste the link.

3) Move the sliders at the beginning and end of the clip so that only the part you want is left.

4) Share your video out using a link, embedding it, or many other options.

Here is a quick video of TubeChop in action:

EdPuzzle

EdPuzzle does what you probably do when you play a youtube video in class, but it does it for every student who watches the video. You can:

1) Crop the video (like TubeChop)

2) Add your own narration on top of the playing video.

3) Have the video automatically pause, play a recorded comment, and then automatically resume.

4) Insert open answer or multiple choice questions directly into the video at any point. You can also insert 'reflection prompts' that do not require an answer, but does require the student to click a button to continue after thinking about your prompt.

5) You can then track who watches the video and their answers to your questions.

To use EdPuzzle, you do have to set up an account (using your google sign in, takes seconds) and you also have to set up a class (students add themselves with a link and a code, also using google). I set up my account and a class in under 5 minutes.

Here is a video on the creation process:

Integration Tips for Both Tools

For teachers in grades 6-12, I would suggest utilizing Powerschool Learning to embed your videos or give students necessary information (links/codes) to join your class in EdPuzzle.

For grades 3-5, you can use Google Classroom to play youtube videos (chopped or otherwise) as well as posting links to your EdPuzzle Class.

All grades (K-12) can use an EdPuzzle video as a whole-group activity. For the younger grades, I can envision a youtube video of a popular children's book that has comprehension questions inserted using EdPuzzle that the teacher would prompt the class to answer together (using SMARTboard). Older grades could have the questions pop up on the projector and each student could answer in a journal if you didn't want to give each student a device.

I think these two tools have a place in every classroom. For more information or for help integrating them into your class, please contact me. Thanks for reading!