English 9 Students Blogging About Literature Circle Books

Blogging is going to be our "go to" tool for students to express a number of aspects of the book they are reading from literature circles.  While blogging can be done on an iPad through Safari, images are a challenge to insert.  We will be using computers or Chromebooks located in various learning areas for our students to incorporate images.

We explained the "set up" process for students in Large Group Instruction.

Ms. Alger-Feser, Ms. Kennen, and Ms. Kohls did a great job of creating blog post entries.

Using an LMS in Flex Mod

We believe at Pulaski High School that a Flex Mod schedule is the best schedule for students.  In the last two weeks we have had Liberal High School in Kansas and SPASH in Stevens Point visit us to see how our schedule works.

We are in year three and believe and LMS (learning management system) is essential for students and staff to maximize classroom and personal learning time (PLT) for a positive learning experience.

Below is the presentation that outlines some major ways we utilize our lms, Canvas.  No matter what lms is used, a "one stop shop" for course resources is essential for success.




I created the presentation in Keynote and exported it to YouTube.

Switcher Studio Provides Perfect Tool to Record Foods For Life Demonstration

We've always wanted to "set up" our foods lab with a multiple camera production studio to provide students with adequate viewing of demonstrations.  Below you will see our production with Switcher Studio, AirServe, three iPads as cameras, and one director iPad.  All iPads are located on the same wi-fi network and we recorded the production as it happened.

VIEW PICTURES

The final production after editing in iMovie on the iPad is below.

Adobe Spark Pages as a "Get To Know Me" Activity in Health Class

Mrs. Moseng learned about Adobe Spark Pages during a recent Lunch N' Learn.  She decided to use the iPad app, Adobe Spark Pages, as the tool for the students to create something that would help Mrs. Moseng know more about the students.

Ryan's Spark Page
Jade's Spark Page
Hannah's Spark Page

If you would like to know more about Adode Spark Pages view how a Flex Mod schedule works.

Flex Mod Feature - Course Phasing

I was asked by our assistant principal to create updated videos that help others to understand the features of a flex mod schedule.  Two years ago, we created a series of videos called "40 Seconds With Flex Mod" which asked a question and got an answer.  This was created to inform students and parents while we prepared to enter the flex mod schedule which was eight months away.

We started the flex mod schedule in the fall of 2015, and we felt it was time to "tell our story" as it pertains to our unique schedule.

The process for completing the video started with filming of the three phases of the course.  I used the S1 Shoulder Pod iPhone Mount, an iPhone 6s Plus, MacBook Air, iMovie on a Mac, Canva, and YouTube.

The Process:

• Determine the meeting times of Chemistry for an entire week.  We always think of courses in weeks and how it looks.
• Capture video from Large Group on Wednesday using the S1 Shoulder Pod and iPhone
• Capture video from Small Group on Thursday using the S1 Shoulder Pod and iPhone
• Capture video from Lab on Friday using the S1 Shoulder Pod and iPhone
• Transfer video into three different folders on the MacBook Air utilizing AirDrop (amazingly fast and efficient)
• Import video into iMovie and edit
• Confirm names and spellings of students in movie via Chemistry teachers
• Create a YouTube Thumbnail in Canva
• Upload the video into YouTube (two places: PHS YouTube and my YouTube channel) and add a customized YouTube Thumbnail

Making a video takes time!  Everything does!  However, the tools are present that help the process to be efficient.  Hopefully, the final product(s) can be something that transports a viewer to the experience and walks away with a better understanding of the subject.  You owe it to your learning environment to "tell your story".  I look forward to seeing what you produce!

I would like to publicly thank Mr. Manning, PHS Media teacher, who I've had the fortunate opportunity to spend many hours creating videos so that we can tell our school's story. He has truly taught me so many video producing skills in the past five years.  I really didn't know what I didn't know!  However, that's the beautiful thing about a high school.  In a sense, it's a village or city with every profession who has a master trades(wo)man.  There is always someone who knows something about something.  And as teachers are always willing to do, they help people understand how to make, fix, or create something.

Notability Student User Guide Complete With Entertaining Clips To Stay Focused

As we progress through using iPads, Notability is a must have app for students!  I used the Notability app to create a High School Student User Guide and a Middle School Student User Guide.

I was also given the task of creating a video tutorial for our high school homeroom within a flex mod schedule day.  There are certainly hundreds of tutorials out their, but I felt it was important to capture all of the features of Notability while maintaining the interest of fifteen to eighteen year old students.

I used Camtasia  for the screencasting and Canva for the video thumbnail.  Truthfully, this project has used about 10 hours of my time to create.  Was it worth it?  I hope that it keeps the attention of the students and teaches valuable skills to be a successful Notability user.

Newscast From The Past Using Green Screen by Do Ink In World History

Last year, we conducted the same learning opportunity, but some things were note perfect.

• Students didn't stand in the correct place for adequate backgrounds
• Students were expected to record and create all within the same small amount of time.
• Students were sharing 30 iPads.

This year, we are organizing it differently.

• Due to the flex mod schedule, I was able to teach the following information three times to all of our sophomore class students (about 350) in one day.
• Students viewed the Green Screen during the entire large group mod to "make it real."
• Students will sign up for a specific recording time.
• Students will only use one iPad (we've purchased more iPads).
• Students will have one one full week to create the video using the Green Screen app by Do Ink.

After producing the videos either completely in the DoInk app or in iMovie, a few of the final products were saved and can be viewed.

To practice and to show students an example, I created  a video for the iPadU Conference which I will  be speaking at in July.


View some recording images and videos
View Student Final Products

Innovative Ideas: Objectives Met Through Choice In A Flex Mod Diversity Class

Through a conversation, I reached out to Mr. Rodal, Social Studies (Diversity Class), to provide an opportunity for students to meet specific objectives while choosing the product they create.

It's always a balance between "old school" education which entails read this, listen to this, and answer questions that somehow shows you understand the objectives that need to be met, and the "new school" movement that allows for students to meet objectives while choosing the path to acquire the information.  In addition, providing students the opportunity to "show what they know" in a creative fashion.  I say "balance" because this class is "transcribed" with a technical college which, in my opinion, is of the "old school" model for learning when comes to this class.

The objectives met with choice!

Mr. Rodal's students will

• Discover the four main groups to study in a flex mod large group
• Know the objectives that need to be met 
• Propose (through a Google Form) why they should be able to study the group during a flex mod large group (partners are acceptable)
• "Pitch" to their peers in a flex mod small group what their final product will be to display that they "know the objectives."
• Peers provide feedback to each "pitch person" during flex mod small group
• Students work during flex mod labs with students possibly not in their lab group through a collaborative technology tool.
• Students "polish" the product during second flex mod large group
• Students produce a "final product" showing objectives being met during a flex mod large group.

Students will be held accountable for "work time during the work day" during flex mod PLT (personal learning time) by acquiring signatures from monitors.

We would like technology to be used because of the skills we are seeking to master other than just the objectives.

All the resources can be found HERE

Innovation Ideas Opportunity For AP Students

VIEW ALL RESOURCES  

Everyone associated with high school AP (Advanced Placement) classes knows that "after the test" can be a challenging time to engage and empower student to continue to learn.  This year, through the original creation of Ms. Slusarek, I adapted the Genius Hour she created for her Spanish I students to Innovation Ideas that any content teacher could use.  Ms. Slusarek had one student in particular create an amazing project.  She is a French V student who took Spanish in her senior year.  She wanted to know more about a topic and did an incredible job of presenting per product.

Mr. Martinson, AP Stats, and Mrs. Krause, AP European History, spent one hour apiece with me understanding, learning, and designing what a two to four week "Innovation Ideas" learning opportunity looks in their classes.  We really want students to find their passion relating to a concept or two that was learned during the year.

Students will need to

• Find passion utilizing tools such as the "Passion Bracket"
• Devise a question that will help them create a product
• Create a "Shark Tank" pitch for peers with constructive feedback
• Develop several quality steps to accomplish the learning
• Create a final presentation of concepts learned and problems solved
• Reflect on Epic Fails and Epic Successes

For those teachers who have seniors and a smaller time frame, we will utilize a Canvas assignment for uploading of the presentation slides along with an audio recording of their final presentation.  If seniors want to video tape a presentation they can do that as well.

VIEW ALL RESOURCES

All of the resources can be "copied" by clicking "File" then "Make A Copy".  They can be customized to the teacher's content.

From a technology stand point, we are focusing on "creativity" and "communication".  As educators, we are asking students to complete tasks and reflect on the process.  We will do that as educators as well with the entire process.

UPDATE: Students presented their "Shark Tank Pitch" and received feedback from students.

UPDATE: Students working through part 3.  The Process!

Twitter Exit Ticket

In the Flex Mod we have options for having a large group information presentation session.  As the World History group of teachers continues to add new ways to engage students, we decided to create a Twitter Feed Timeline for information pertaining to the Russian Revolution.  I am a member of their team because in the flex mod, teachers have collaboration time once a week.  As a technology integration support teacher, I am in the meetings discovering what the teachers are teaching and adding "technology integration ideas" when appropriate.

It started when I found the ClassTools.net Fake Twitter Feed.  However, in large group the time and process would have been larger than we would have had access to if completed online.

I decided to created a "fake Twitter profile and timeline" using Google Draw that would become a paper copy.  While the images are below of what we printed off you can access all items in a

Twitter Exit Ticket Folder (click)

so that you can use the exit ticket digitally or on paper.

Fantasy Geopolitics Draft Day

It all started with a Tweet by someone (can't remember) that touted Fantasy Geopolitics, the online game that includes everything from geography to current event articles to education gaming!  I looked into it and proposed it to Mrs. Brylski our Human Geography teacher.  We created a "teacher league" as a test run and realized right away that Fantasy Geopolitics was a legitimate contender for including during one of our units in social studies.

Set up was easy!  We created the league and acquired the "invite link".  We placed that link on Canvas, our LMS.  Students clicked on the link and entered our "code" for the league which required the students to create an account.  We used our school email address.  We had NO problems working on the iPad as you will see, but some students did open the "Fantasy Geopolitics" site "in Safari".
View a condensed version of the 35 minute learning experience.

To keep students interested in the three week game we will:

• Create discussion questions in Canvas 
• Require students to trade one country
• Reflect on one current event article from one or more countries that they own
• Create a reflection on the process one to two weeks into the game

The energy and enthusiasm by the students was evident.  We look forward to continuing the "gaming" of geopolitics.

Imperialism Takeover - iPad Consumption

We are really trying to focus our learning opportunities with iPads to be "more than just projects".

Mrs. Brylski, Mrs. Krause, and Mr. Emmerich, our World History teachers, allowed seventy-five students using iPads or personal devices at the same time to effectively research the "best African country".

View how it's done.

3 Digital Artifacts Every Graduate Should Have Before Leaving High School

As we progress through our Flex Mod homeroom, we have a Universal Learning topic every Thursday.  This Thursday, we are presenting students with "3 Digital Artifacts Every Graduate Should Have Before Leaving High School".  I incorporated an iRig Mic, iPad, and iPad stand to record the "guest speakers".



Appreciate George Couros for some direction.

PechaKucha Created With Explain Everything On the iPad For Sociology Final Assessment

*My PechaKucha example at end of post.

In spending more time in our high school Sociology class with Mrs. Krause, we have experienced a few "Show What You Know" learning opportunities with the iPad as the technology tool of choice.  We've already used  Popplet as a tool on the iPad to "Check For Understanding".



As we approach the traditional "final exam" period which comes at the end of Semester 1, we will not be conducting the multiple choice, true/false, essay exam.  Instead, students will be analyzing all of the content they discovered over one semester and apply that to their life.  We are focusing on taking one or two concepts that spoke to the students. Students will then take these concepts and demonstrate how it has impacted their life.

To do this we are incorporating a "presentation" method of PechaKucha.  Truthfully, until TIES 2015 and Ben Friesen's introduction, I had not heard of this presentation method.  Discover the history behind PechKucha or see one of many examples.

Of course, readers of iPaddiction know we are focused on creation and workflow utilizing iPads. In other words, how are we going to create a PechaKucha on the iPad?

Explain Everything is going to be our tool of choice.  Placing one image or a collage of images on a stage while recording is easy. Since we are modifying the PechaKucha format slightly (using 10 slides x 20 seconds each vs. 20 slides x 20 seconds each) Explain Everything's visible clock while recording is SO helpful.  Students will record each slide for 20 seconds.
Their thoughts. 20 Seconds. Don't Go Over!

Also, if students error while recording one slide, the entire presentation is not ruined.  Students simply rerecord the slide that is incorrect.

Another awesome feature to Explain Everything is the feature of easy access, viewing, copying, and moving of each stage (slide).  Ten slides are needed.  Since we have used Explain Everything before, it will be very easy for students to create and arrange the slides according to their needs.

Once students create, arrange, and record each slide to their liking, students will export the video to the camera roll.  Students will then "submit" this video as their assessment to Canvas which is our Learning Managment System.  Students will view each other's creations.  While students are watching presentations, students will be engaged in a discussion utilizing Canvas' Discussion option.  We provided them with a rubric and guidance.

My PechaKucha example to the students is below.  

Option:

• Have students create each slide with silence and have students speak in front of the class while their "silent movie" is running on the screen.

Creating a PechaKucha utilizing Explain Everything was extremely simple and effective.  I'll post more about the process and student examples as the students complete the learning opportunity.
Images from our "recording day" are HERE.

• Students in our Spanish II class are utilizing the PechaKucha speaking option.  Due to the "second language" concept, students are being given the "leveling up" option.  This option gives an "exceeds expectations" status to the presentation if note cards are not used.  If note cards are used, a "meets expectations" status is given.  We feel that with the added element of speaking in a second language students should have the opportunity to have note cards.  It is our hope, however, that they will be used sparingly.

Reflection:
I am so impressed with our students and the presentations they have conducted.  The fact that the "slides" kept moving motivated the students to talk to the audience as opposed to reading cards.  Students also needed to "think on their feet" if they finished early on a particular slide or "fill in" if they finished early.  There was also REAL connection from concepts in Sociology to their life.

That's what we want!

Students applying knowledge gained to life experiences.  The PechaKucha format really provided a great medium for students to "Show What They Know".

About.Me Student Digital Life

As we move into a new way of thinking, we are encouraging students to positively portray themselves online.  By "new way of thinking" I refer to a past practice where we encouraged students to limit items online.  Today, we need to encourage students to have three major digital items before leaving high school.  As George Courcos elaborated on these items in his 2015 TIES Conference Keynote, we must mold student's behavior and knowledge so that they are positively portrayed online.

Mr. Otto, business teacher, was already in the midst of having his students develop a resume.  We decided that students would create an About.Me page so that they begin to have one of the three items they need to have before they leave high school.

Images of Students Creating

Our students and instructor created some amazing pages on their way to a positive, digital life.  I used the embed feature from About.Me to create the information below.  If you are in the About.Me community, consider giving the students a compliment.

iPad Apps and Technology Tools For Learning Vocabulary Terms

Writing a vocabulary word followed by a dash and the definition is fairly isolated learning.  Enhancing the learning opportunity through connecting to real life situations and experiences can be so much more valuable.  In the upcoming semester, provide consider using offering technology tools to solidify a student's understanding and application of vocabulary in specific content areas.

Explain Everything
With an endless stage and the ability add images, videos, web pages a student can provide imagery to words.  Add in the ability for students to record their voice for understanding along with easy exporting to the camera roll, Google Drive, or Canvas and Explain Everything is perfect.


Popplet
A screen that provides web making options to tie all of the terms around a main idea fits learning vocabulary terms easier.  Adding images in the same "bubble" as the words and definitions will add to the understanding.  Text is easy with the typing of characters or writing with a utensil.  Easy exporting to the camera roll, Google Drive, or Canvas allows for an efficient "Check For Understanding".




Skitch
While Evernote is ending it's life with Skitch in mid 2016, Skitch continues to be a tremendous tool for an image annotated with shapes, text, or drawings.  The only negative would be the option to only add one image at a time.  If a variety is needed before the end of the school year in 2016, give Skitch a chance.


PicCollage
With the opportunity to have a controlled, framed image or a scattered image, multiple words, pictures and definitions can be placed on to one collage.  Exporting to the camera roll, Google Drive, or Canvas is simple for students.


SimpleMind
Perfect for word webs only, SimpleMind has the opportunity to be color coded with words, definitions, problems & solutions to understand the vocabulary word.  Exporting is easy as an image once the web is completed.  No inserting of images is available in the free version.


Stick Around
While our district has not purchased an entire district set of this app, Stick Around is perfect for labeling and practicing terms relating to images. Currently, the Science and some of the social studies' iPads have Stick Around available for use with students.


Google Drive & Shared Document
Having students create a folder for images that represent the definitions or applications of vocabulary
words could be a method for putting all of the information in one place.  Don't forget that a document shared with partners or groups could be a method for collaborating on words and definitions.  One students could be responsible for the word and an image, while another student could be responsible for the "book definition" and parts of speech, while a third student could be responsible for an applicable activity or statement.



Quizlet
This tool can be a place for students to create "flashcards" in which to study.  Images can be added.  Learning is one section but two games exist, Scatter and Gravity.  Surprisingly high school students like these games which is evidence by the "what time did you get" comments that occur followed by a "let's do play it again". Lastly, all of the terms can be included in a custom designed test filled with written, matching, multiple choice, and true/false assessments.

Market Place Project Digital Skills To Master in Explain Everything

The Market Place Project in Spanish II has always been an enjoyable experience.  This year, we are continuing the project, but the students will utilize Explain Everything to demonstrate proper dialogue while bartering for a product.

This will be our third time using Explain Everything.  Mini projects one and two were introduced through tutorials.  We are increasing the levels of digital skills each time we innovate with Explain Everything.  Our hope is to continue to build on the creativity and other modern day skills with the students.  We are already seeing students not "concerning themselves with learning the tech" as Explain Everything is just "our tool".  The process of learning the content is becoming the focus.

The Spanish teachers and I discussed the Unit 3 Market Project and collaborated on how it would look.  Some areas of emphasis for me as a technology integration specialist include Creativity and Global Communication.

The Exceeding Expectations is highlighted because we are going to encourage students whose final products are pleasing to them to post them on Twitter, Instagram, or Facebook with #RaiderStrong 

Our Day 3 which is when the Explain Everything App is utilized looks like this:

As a help tool, I demonstrated the three skills that students will need to master 

• Background
• Characters
• Layering
• Animation

Using Explain Everything.



UPDATE:
We played the video above and walked students through each of the three skills that were to be mastered.  Students, all 168 of them, have completed the assessment.  We are SO impressed!
Please view the conversations from "The Marketplace" that students created.

EDpuzzle

Providing instruction is one thing, showing it successfully in action is another.  The video below demonstrates students utilizing EDpuzzle with students on an iPad through the app or in Safari.  Either tech tool on the iPad works perfectly.

Listen to the teacher's reasoning and planning and feedback from a student.

Explain Everything for Spanish 2 Directives (Morning Routine)

Students continue to learn the features of Explain Everything while practicing the Spanish language.

Utilizing Canvas' Peer Review Option

In creative writing, Mr. Krause and Ms. Tubbs utilized the "peer review" feature in Canvas.
Positives:

• Automatically assigns a peer to review the paper
• In Speedgrader, the instructor can see both the original paper, and the peer review

Challenges:

• When using Google Docs, students must have viewing rights of their paper open so that the peer can review it.
• The questions to guide the peer reviewer on not able to be placed in Canvas.  We wrote them on the board.

Witness the process:



LEARN MORE from Canvas