Using Explain Everything to create an explanation of Magnetic Poetry.
View The Video
Impact On Students:
Critical Thinking: Having students discuss, analyze, and explain their creations is a skill that students can continue to improve upon.
Tuesday, March 4, 2014
Monday, March 3, 2014
Explain Everything - Inserting Objects For Creating & Reflecting
Our Lunch N' Learn topic for Tuesday, March 4, 2014 and Breakfast Bytes topic for Thursday, March 6, 2014, will be a quick tech tool follow up to "What's Your Clock?"
Explain Everything is an app from the TOP TECH TOOL list that can help with one of the quarters in your class, week, or unit preparation.
View The Topic
After viewing the video I noticed the last portion of the video with a video inserted caused an echoing effect. I immediately contacted Reshan Richards who steered me in the direction of MorrisCooke, the iPad app company.
My email stated this:
Within five minutes, I received a product response! Awesome!
I completed OPTION 1 from above with great success!
View The Topic Without Echoing and How It Was Done!
See you tomorrow for Lunch N' Learn!
Explain Everything is an app from the TOP TECH TOOL list that can help with one of the quarters in your class, week, or unit preparation.
View The Topic
After viewing the video I noticed the last portion of the video with a video inserted caused an echoing effect. I immediately contacted Reshan Richards who steered me in the direction of MorrisCooke, the iPad app company.
My email stated this:
I am trying to have students/staff realize the power of inserting video for authentic reflection using the EE app.
I am finding that when I record a video, insert it into EE, and then record movements on the canvas while the video is playing a echoing affect is taking place.
Here's the example: http://www.youtube.
Am I missing something? Do I have the steps correct?
1. Push record for the EE slide.
2. Push play on the video.
3. Use annotating tools during video playback and canvas record.
Thanks for any help you can provide.
Within five minutes, I received a product response! Awesome!
Hi Clay,
thank you for contacting us!
The echo problem occurs when the sound of a video played within Explain Everything is also carried over to the microphone - this might happen when playing a video within the app and simultaneously recording.
To fix that in a new recording, you may use 2 approaches:
1. If you want to just have the sound from the video - since 2.05 there's a setting (see attached screenshot) that will mute the sound from your microphone when exporting an XPL project with a playable inserted video. Setting this to "ON" will fix the problem with the echo.
2. If you want to record your voice over the video - you can use the volume control to turn down the sound from the video, and additionally use iPhone headphones with a microphone, so that the sound from the video is not heard. You can also turn down the volume on the iPad speakers as well.
Let me know if this helped!
Best regards,
Daria
I completed OPTION 1 from above with great success!
View The Topic Without Echoing and How It Was Done!
See you tomorrow for Lunch N' Learn!
2014 Education App Bracket
March Madness is upon us! Uh, Let's call it App Madness!
We love sports in the iPaddiction & RecessDuty world!
I used Bracketeers to create a scheduled 64 app bracket. The Bracketeer app was so easy to use. Create a title for the challengers, add an image or a link, and seed them. The seeding part is a fantastic tool.
Bracketeers could be used for "Battle of the Books", "Classroom Ideas or Topics", Favorite Anything", and really any topic!
Voting Has Started! Join In! CLICK HERE
Friday, February 28, 2014
Google Custom Maps and CNN Student News
Our seventh grade social studies teachers, Mrs. Kust and Mrs. Brittnacher, would like students to create a custom Google Map based on events discussed in CNN Student News episodes.
On a Chromebook, students will watch a CNN Student View episode, record in some way (digitally or on paper) the cities or countries that are featured, some details about the event, and place all of that information on a point on a map. Students can also share the map with their instructor similar to sharing any Google document.
Watch Tutorial
The instructor asked me to include specifics about the information that students should include in their summary of information for each point on the map. This occurs at 2:17 of video. In addition, the teacher did not want the sharing option at the end as she did not want in email inbox to be flooded. The sharing part has been removed from the end of the tutorial.
View Updated Video
On a Chromebook, students will watch a CNN Student View episode, record in some way (digitally or on paper) the cities or countries that are featured, some details about the event, and place all of that information on a point on a map. Students can also share the map with their instructor similar to sharing any Google document.
Watch Tutorial
The instructor asked me to include specifics about the information that students should include in their summary of information for each point on the map. This occurs at 2:17 of video. In addition, the teacher did not want the sharing option at the end as she did not want in email inbox to be flooded. The sharing part has been removed from the end of the tutorial.
View Updated Video
Thursday, February 27, 2014
Google Account Notification To Seniors
Hello Class of 2014
Congrats on your upcoming graduation. We wanted to make you aware that as of July 1st, 2014 your current google account will be deactivated. There are steps you can take to transfer ownership of documents if you create another google account.
To those that are OWNERS of a document for a club, please make sure you share all documents with another student that will be here next year. In addition, we are recommending that you share documents with your club advisers. The instructor or student that you share the document with will need to "make a copy". This will allow the new OWNER to have full access. Please talk to your club advisers or come to the HUB with further questions.
If you are unsure of how to share a document, here are further directions. If you have an enormous amount of information, you may want to use Google Takeout.
You can also create an automatic message on your old/current Google email in case you need to get responses from people to indicate you are transitioning to a new account. This automatic response will give them the new email address. This is especially helpful if you are working with colleges.
Again, please let us know if we can be of any further assistance, best wishes for a BRIGHT future!
The HUB Staff
Tuesday, February 25, 2014
What's Your Clock? - Moving From Substitution To Augmentation
In the last month, our district has tripled the amount of devices present in departments throughout the high school. Chromebooks and iPads are more accessible than ever.
With that our Lunch N' Learn topic is focusing teachers on how to move up on the SAMR model. We discussed the SAMR model earlier in the year, but the lack of devices limited teacher's accessibility.
Now we have devices and are looking at restructuring the lessons to move up from Substitution to Augmentation.
The Lunch N' Learn Presentation:
Slide 2: The amount of devices available has tripled.
Slide 3: Thinking about restructuring a lesson so that the time phrase is broken into four quarters can be a start. Think about each of the "clocks" as the lesson and how it is perceived from a student and a teacher perspective.
Slide 4: There are five clocks per class in each week. Can you restructure one of the clocks (lessons) to incorporate.
Slide 5: The first part of the lesson could be review from previous day/direct instruction/proposing driving question. The second part could be students using the tech tool (Chromebooks or iPads) to investigate information to support the driving question, disprove information, add to information, cross check references, provide something unique to share with class. The third part could be collaboration and discussion using a medium that allows for print, video, or audio input. The fourth part could be creating the solution to the driving question or follow up direct instruction for finalization of the topic. Don't forget the Top Tech Tools for choice by the student.
Slide 6: So many parts to a learning experience.
Slide 7: What's a clock that you created? Bring it next week.
To follow up with this, an infographic was found that could help teacher support staff with "what to look for" while viewing lesson structures!
Get Infographic
With that our Lunch N' Learn topic is focusing teachers on how to move up on the SAMR model. We discussed the SAMR model earlier in the year, but the lack of devices limited teacher's accessibility.
Now we have devices and are looking at restructuring the lessons to move up from Substitution to Augmentation.
The Lunch N' Learn Presentation:
Slide 2: The amount of devices available has tripled.
Slide 3: Thinking about restructuring a lesson so that the time phrase is broken into four quarters can be a start. Think about each of the "clocks" as the lesson and how it is perceived from a student and a teacher perspective.
Slide 4: There are five clocks per class in each week. Can you restructure one of the clocks (lessons) to incorporate.
Slide 5: The first part of the lesson could be review from previous day/direct instruction/proposing driving question. The second part could be students using the tech tool (Chromebooks or iPads) to investigate information to support the driving question, disprove information, add to information, cross check references, provide something unique to share with class. The third part could be collaboration and discussion using a medium that allows for print, video, or audio input. The fourth part could be creating the solution to the driving question or follow up direct instruction for finalization of the topic. Don't forget the Top Tech Tools for choice by the student.
Slide 6: So many parts to a learning experience.
Slide 7: What's a clock that you created? Bring it next week.
To follow up with this, an infographic was found that could help teacher support staff with "what to look for" while viewing lesson structures!
Get Infographic
Monday, February 24, 2014
What's Your Clock?
What: Lunch N' Learn
When: Tuesday During Lunch
Why: Integration Creates Efficiency
When: Tuesday During Lunch
Why: Integration Creates Efficiency
Wednesday, February 19, 2014
Teacher Effectiveness Survey - Formulating Neutral Questions
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| Source |
To answer this, I asked our high school stats teacher, Mr. Martinson, to provide some examples as to what makes a valid question. In his course work, students are instructed to always collect valid data and analyze it. He sheds some light on specific examples that could be included on a survey.
- Questions should be neutral, meaning they don't encourage a particular response.
Example:
Neutral: How does today's lesson compare to yesterday"s?
Leading: Didn't you like today's lesson better than yesterday"s?
Neutral: How does the use of technology affect your learning?
Leading: Many students feel technology helps them engage in their learning. How do you feel about technology?
- Avoid terms all students may not understand.
example: use the terms tests, quizzes, instead of formal assessment.
- Questions should have as many good options as bad options.
example: strongly disagree,disagree,agree, strongly agree
- People will often pick the middle if given an odd number of option (if providing an even number of options you can avoid this)
- Make sure every possible response has a place and that options are
mutually exclusive (response should fall in one category, not more than one)
Breakfast Bytes Organizing Google Form Data
We have all been asked to complete a survey as a requirement for Teacher Effectiveness. Most of us have used a Google Form to gather our information.
Now What?
Many features in Google Forms/Spreadsheets will help us organize the data.
Breakfast Bytes
Thursday, February 20, 2014
7:05 AM In The Hub
I used Canva to create the visual above. It is a fantastic tool for creating media desings for social media, presentations, posters, blog graphics, cards, photo collages, business cards, and invitations. It can be used on a Chromebook!
Tuesday, February 18, 2014
Student Survey Responses - Analyzing The Data
You've given the student surveys using a Google Form or utilizing a paper survey and results have been tabulated in a Spreadsheet.
You've received the data.
Let's analyze it.
Averaging Numerical Responses
Rounding The Numbers
After analyzing the data, complete the "Survey Analysis" in My Learning Plan.
You've received the data.
Let's analyze it.
Averaging Numerical Responses
Count If (Great For Multiple Choice Questions)
Filter
Conditional Formatting
After analyzing the data, complete the "Survey Analysis" in My Learning Plan.
Please complete by the end of February even though the "Survey Growth" states October 15. Next year, it will be October 15.
Green Bars In My Learning Plan
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