One of the best features of having the iPad is that the camera allows instant upload of videos to YouTube. Students have become the teachers and produced quality explanations for additional reinforcement at home.
Our YouTube Channel
Friday, September 30, 2011
Wednesday, September 28, 2011
Tuesday, September 27, 2011
Posting Pictures Using Blogger App & Resources From Google Docs
We created a "Ten Slide Story" of what "America Means..." to students. I used the "Explain Everything" app on my iPad to create the directions for student to follow. (My first attempt using "Explain Everything" app. It is the reason for it on the side.)
After that students needed to publish their "America Means Resource" Google Doc so that credit could be given to the owners (sources) of the pictures that students used. Again, I used the "Explain Everything" app on my iPad to give directions.
Wednesday, September 21, 2011
Scatter Plot
With the help of Dan Meyer and his continued out of the box thinking, our scatter plot went from our textbook to something that the students were totally engaged in. While I didn't use the "How I Met Your Mother" episode because of the content, I did use ten different types of songs and their respected videos. Thirty minutes were spent gathering data and placing it into tables for organization. Twenty minutes were spent creating four scatter plots.
Our next step was to create scatter plots based on the data. We chose four comparisons.
1. Whole Class Comparing Staying Alive music and length of song.
2. Time vs. Music
3. Video vs. Music
4. Music vs. Video
**Music and Video were ranked according to a student's likeness.
1 = wouldn't buy the song
2 = would download it and share it with my friends
Our class graph for Staying Alive is below.
Overall, the hook was the videos...students left the class totally wondering why we were watching videos and what we were going to do with them. In addition, students were able to relate the data collected with analysis and predictions of how long people wanted to listen or watch a video.
Awesome!
Our next step was to create scatter plots based on the data. We chose four comparisons.
1. Whole Class Comparing Staying Alive music and length of song.
2. Time vs. Music
3. Video vs. Music
4. Music vs. Video
**Music and Video were ranked according to a student's likeness.
1 = wouldn't buy the song
2 = would download it and share it with my friends
Our class graph for Staying Alive is below.
Overall, the hook was the videos...students left the class totally wondering why we were watching videos and what we were going to do with them. In addition, students were able to relate the data collected with analysis and predictions of how long people wanted to listen or watch a video.
Awesome!
Tuesday, September 20, 2011
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