The Timeline App is a tremendously easy app (or website) to create timelines. So many of the timeline apps are extremely expensive. This app allows for three different options for organizing events:
Date
Time
Event
A timeline that graphically represents related items or events in a sequential order and displayed along a line can be another method for students to "show what they know".
Exporting Options are as a JPG or as a PDF. Collaboration is also possible as a "file" type .RWT can be emailed or Airdropped so that students can add their portions to the group timeline. View the steps.
Our Civics teachers are formulating a plan to enable groups to gather information, interpreting of that information, and providing the information for other students enrolled in the course.
Prior to the flex mod schedule, students (about 280 of them) would be assigned the project, work in groups on consecutive days, and present those findings to their classmates. With the flex mod schedule (and unless a person is in it, it may not actually make sense) students are together on Monday in a lab, but the same group of students are NOT together until the following Monday. Our workflow for this project provides an opportunity for students to complete the project outside of class via Google Documents and Canvas. We have chosen Thinglink as our creation tool as it provides the same user experience on the iPad or on a computer. Below is a tutorial to explain Thinglink.
While thinking through the project has required some time, we believe that the project has retained its integrity minus one element. In the past, students have presented their information in person to their classmates. We were unable to work that aspect into this particular project. We will find another project to practice those skills.
Some forms that were used to facilitate the process.
The AP Human Geography teacher wanted a different method for students to learn the content. We chose Todaysmeet.com to create a quick and easy way to collaborate between class periods. The teacher focused on the content, while I focused on the logistics of the technology tool.
Students were paired up with another student in a different class. The learning environment created in todaysmeet.com was simply made by using initials from the students in the class.
We took a hint from Twitter chats by using Q1 and A1 for questions and answers between the two students in each class.
See the process and the reflection by the classroom teacher.
The following reflection outlines the process of my math class yesterday while introducing a new concept and new algorithm.
I have utilized movement in my class room (up to 4 times in one class period) as a method for stimulating learning.
Students moved back to the "direct instruction" area to direct self learning in finding information on the web or in an app related to the "Zero Product Property".
After students had time to discover, they became the teacher. I am always amazed as to the information that students find. Equally amazing is how well students listen to students teaching. Of course, my questioning guides the students to produce additional, relevant information.
After the presentation of information by students, I provided direct instruction with all the steps to complete ONE problem. Following this, students watched one video of ANOTHER video that I created. I have never tried this, but the response was overwhelmingly positive from the students. The reason? Students were able to stop, rewind, and review the process of completing a problem. This was incredible as students received more direct instruction, but the students that understood immediately could move on to group work, while students who needed more information could watch the video as many times as they wanted.
This became a great use of teaching through video!
I believe this lesson typifies how my classroom instruction has changed in the last year. Our scope and sequence called for an introduction to parabolas. If an iPad with searchability features and creation apps didn't exist, our students would have been stuck with their textbook and me for information about this topic.
Instead, multiple tools were used to obtain detailed questions on parabolas. This provided students a great opportunity to become self directed learners, questioners, and creators all in a 45 minute class period.
My role revolved around questioning students so that they discovered the answer on their own, they discovered what tech tool would be the best to use to find the information, and they decided how they wanted to create a product that proved they knew the information.
The multiple videos are below in sequential order.
As stated in many posts, the digital device (iPads) have allowed me to print little to no paper. With today's lesson, I created for individual pieces of information in a Google doc which automatically comes with a URL for sharing in my blog. This gave the information to the students without having to print paper!
You will notice that we used paper today in the form of a large piece of graph paper. I felt it was the best tool for the job!
Total group working together!
Everyone engaged in the problem.
As mentioned before, changing from a lecturing atmosphere in math to a collaborative and engaging atmosphere has been one of the most fulfilling changes to come about due to iPads. Students are fully engaged in mathematical discussions.
I continue to be pleased with the group whiteboards that were created at the beginning of the year. This video is a great example of how the whiteboard is large enough to facilitate all students participating at the same time.
As I try to challenge students more in developing mathematical thinking. Basically trying to follow some advice from Dan Meyer! I went about a problem that was presented in our textbook, which of course, laid out the entire problem for them, in a slightly different way.
My plan presented them with this blog post and nothing more!
Students really struggled with the question of what to do. Some even displayed their frustration through loud speaking!
I don't get this!
What are we suppose to do!
Where's the math in this!
Eventually, a student realized they need to research plans to see what the most cost efficient plan would be based on minutes.
After the initial fury of questions and debates, I presented the students with another Dan Meyer tactic. A very small piece of the problem.
Finally, students started to use resources that seemed to fit the task. The Graphing Calc app was used by this student to compare different plans that were presented in the problem on our blog. I really liked how this student explained the reason why he was using the app.
As a bonus, I was able to utilize my new podium placement with a student immediately placing their graph so all of the students could see. I really like this podium placement as it is centrally located. I also have another mirror connection cable so that students in the front of the class can quickly display their iPad screens.
Today I was asked by our tech coordinator to create a video that details my classroom set up. As I looked through the videos, I really liked what I saw. I couldn't imagine going back to lecture by me and sit and get in rows by the students.
If you are thinking about changing the configuration of your room, maybe these videos will help.
Sometimes in using iPad apps, an educator needs to think outside the box. I incorporated a MemMatches App as an introduction to combining like terms. See how we did it and most importantly a reflection from students!
Can play against one another-always a big hit!
This helped bridge the gap between the game and math concepts!
Great reflection as students use the game and concepts to understand the math!
So we wanted to continue to emphasize responsible digital citizenship and we wanted to create a lip dub! We accomplished both!
The entire process took four days. However, our resource teacher, Mr. V., spent numerous hours writing the scrip and stating the process. Also, a huge thank you goes out to the other members of our 8th grade team for providing additional students during taping!
Our Story Board
Some Direct Instruction
We walked through the scrip with a video shown to students.
All 47 students were given specific tasks to create props for the video. Students worked together for two days to create signs that are seen in the lip dub!
How does a teacher make a classroom of 24 students and 1 teacher into a learning ratio of 1 teacher to 3 students?
By implementing whiteboard collaborative spaces!
We have implemented whiteboard collaborative areas in our classroom this year. This is an update as to their use. Students are really starting to use the tools in the areas. The small whiteboards are cut from a 4 x 8 piece of shower board from Menard's or Home Depot.
One of my favorite aspects of these areas is how much positive learning conversation is generated while students are in these groups. In the old days (5-10 years ago), two people always dominated the classroom conversation: the teacher and the student that was called upon.
While these groups are in session, I am always taking pictures of students' work and sending it to our classroom blog. You can set that feature up on your classroom blog by completing the posting section as an email.
I can remember a time when we "went to the computer lab". I am SO thankful that this is not the case in my educational setting. Many people have viewed how we "use iPads in the classroom". Today, I have written an entire educational opportunity on our classroom blog. This demonstrates exactly how technology tools along with paper and pencil and varying conversation are intertwined in a learning experience.
From beginning to end, the students are
➽in and out of technology.
➽in and out of camera use.
➽in and out of the web.
➽in and out of a Google Form.
➽in and out of an iPad2 app.
➽in and out of a calculator.
➽in and out of collaborative whiteboard areas.
➽in and out of direct instruction.
➽in and out of an intellectual conversation with an adult.
**Raw footage taken by me while teaching. The video is a playlist of 23 videos. Enjoy!
Reflection:
The lesson really went well because I am seeing how students use their tech tool of choice. I am certainly NOT standing in front and lecturing. I especially liked how it flowed smoothly. I do wish students would have tried the SimpleMindX app. Maybe next time.
Our language arts/science teacher created a form that allowed for students to be quite productive in editing a student's paper. See and hear how it works. While this form is on a desktop other students were on iPad2s or Netbooks completing the editing. THE EDITING FORM
