Our high school physical education students will be creating energetic lifting videos. We will be teaching them how to film correctly when using an iPad.
After each "deadly sin" was introduced, students partnered with another student and practiced how to properly film based on each of the "sins".
I liked how students saw what was an incorrect/correct skill and then practiced the skill correctly.
I also believe this was an outstanding example of how iPads are so portable and function in so many ways. If we had Chromebooks in our school as our one to one device, this would not have been as efficient as the "all in one" iPad. You'll also see a great example of team teaching and the very best thing I like about my job. After the introduction to the learning opportunity, I presented the tech skills that students will be using. To complete the introduction, the physical education teacher, Ms. Retzlaff, provided the specific requirements and expectations.
The teacher is the facilitator of the content.
The digital learning specialist (me) is the facilitator of the tech tools & skills associated with content.
Students from one of our elementary schools have been helping our Culinary 2 students design new menus. Providing healthy foods that elementary students have interest in will promote healthy eating habits.
We were thrilled to use Google Hangouts as a quick and easy tool for collaborating during this learning experience.
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.
We are continuing our #RaiderFieldofDreams social media campaign with our Principles of Marketing students. Today we are introducing them to some advanced tips and Tweetdeck!
Since Mr. Otto and I met the first time, I have always liked the purpose for this learning opportunity. Students are learning about "Marketing Principles Objectives" at the same time that they are learning about "Personal Branding" objectives. All within the confines of a real situation that can benefit our school.
Today we introduced the Social Media Campaign and aspects of Twitter, Instagram, and Facebook.
After the presentation, all of the students were working diligently to clean up their social media feeds. I believe that the purpose for cleaning up the feeds was that tomorrow four clients are coming in to explain what they want in the social media campaign.
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.
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.
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.
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!
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.
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".
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.
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.
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".
I asked the student to demonstrate how the she accomplished the required task.
In the business world, more efficient, creative ways to accomplish tasks correctly is always rewarded!
As with everything, the bad of using Snapchat can always occur.
George Couros pointed out in his TIES 2015 Keynote on Tuesday a time when he gave a hashtag out to high school students while he was presenting. I wish I could find the exact Tweets, but I can't at this moment. I can share the summary of the story. Three students immediately used the hashtag to display their displeasure with George's words while they were sitting and listening. Of course, their language was graphic. However, one Tweet by as student was noticed by George during the speech that was EXTREMELY positive! George spoke up to the crowed asking where/who the student was that posted the positive comment. George THANKED the student and told him how much he appreciated the positive comment. The student was a "larger than life" football player. Once George acknowledged the positive tweet many, many other students jumped on board the positive Tweeting bandwagon.
Sure, something could have gone wrong with the student using Snapchat, but it didn't. If it did, it would be addressed. Now, the student feels empowered and invested in this process which allows her to "show what she knows."
Let's hope that our schools and the educators involved can be more comfortable allowing creation and productivity to have a personal touch! Eventually, the innovation and creation will be rewarded.
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.
In Spanish II, students created a postcard in Spanish that pertained to a place that they visited. With Explain Everything's features
Easily crop images
Layering
Multiple text font and size options
Exportable as a PDF to Google Drive
the students were able to create their two slide PDF, export it to Google Drive, and share it on Canvas. All within a 55 minute mod.
The students who were prepared simply copied their paragraph from their Google Doc app into the Explain Everything text boxes.
As a technology integration coach, I presented the features to Explain Everything for about 5-6 minutes using AirServer. Since this learning opportunity was multiple sessions, I taught the first Explain Everything tutorial and stayed in the classroom for the entire 55 minutes. The second time I taught the tutorial, but then left the classroom. The third and subsequent times after that the content teacher Ms. Slusarek taught the entire lesson. This will be the case when I am in Mrs. Van Gheem-Rottier's room tomorrow. As the first slide of the video displays, while the instructor is focusing on the content, we have instilled an expectation of creativity which aligns with the four c's.
WITHOUT the use of the iPad and all its apps, Google Drive and its collaboration capabilities, and the incredible creativity by our staff and students, these videos would NOT have been completed in LESS THAN 24 HOURS!
Making these videos required an efficient Digital Workflow. The process included:
Google form to gather questions from students after the introductory video
A black background was placed for two seconds before and after the video to allow for the music track to work
The audio track was cut at the time the student started asking the question and the teacher ended answering it. The audio during the speaking was dropped to 30% of the original volume
The video was renamed the question and produced to the camera roll.
As many readers of iPaddiction know, I have been in a three week process of learning with the Biology teachers and integrating the Explain Everything app.
An additional piece of data needed to come from the students.
I utilized Google Forms to acquire information to students on the final day of production with the Explain Everything app. Students completed the survey on the iPads.
I was in the process of using Piktochart to create an infographic of the details but realized I didn't have the time to create a detailed infographic of the data. Instead, I used screen shots of the "Summary of Responses" from the spreadsheet in Google Forms and placed them quickly on a Google Draw palette. The information is here or below.
Some thoughts after viewing the results:
Students REALLY enjoyed using the iPads and Explain Everything
Three questions had over 63% of the students liking/enjoying the Explain Everything learning experiences over a traditional lecture/multiple choice test.
Students may not have "learned the content better" because they didn't feel like the teachers spoon fed the information in a lecture format. Students were given the basic information of mitosis with the option to become "proficient or advanced" via self learning while creating the Explain Everything product. This was different for students.
Some free response from students to the question "In what ways did you feel you used your brain more to know the content using the iPad versus a multiple choice test?:
The iPad gets kids interacting with technology.
You have to know how to present the information instead of just filling in blanks and bubbles.
I had to put things into my own words.
I feel like in order to create this presentation we really had to be educated and know what we were talking about.
You had to find things out for yourself, as well as figuring out how to do some of the things you wanted to do.
You got to be more creative and think more about the topic.
Personally, I am a hands on learner so using the iPad and explaining it to someone else helped me more than just memorizing and forgetting.
While it may have taken a few minutes to have the students complete the form, it certainly provided some insight in moving forward.
Today was reflection time with our biology teachers. Forty minutes of uninterrupted time with the teachers guided by a Literacy Coaching Clearinghouse Coaching Tool designed by Krista Jiampetti.
Our reflection time was truly beneficial for the establishment of success, things to consider, and student reactions. We, the biology teachers and myself, were truly blessed with uninterrupted time to talk through the learning experience from start to finish.
I should be able to add more student creations along reflections on the rubric after student creations have been assessed.
I am truly humbled to have been a small part in this entire process. I feel that the entire "peer coaching" model was followed with successes and failures. Our biology teachers and students were tremendous to work with during the process.
Our high school physical education students will be creating energetic lifting videos. We will be teaching them how to film correctly when using an iPad.
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