Plicker

Ever want to quickly poll your students but don't want to hassle with the time it takes to set up devices? Plicker is for you!
I recently read a blog post from Richard Byrne about the top ten technology tools for educators this year and Plicker was on the list. Having not heard of Plickers I decided to look into it. Intrigued by what I read I emailed a teacher who I knew would be willing to try them out. Less than 24 hours later Plicker has been tried and deemed pretty darn cool by all involved.
What is Plicker? First of all, the word Plicker is a shortened form of "paper clicker". You know TurningPoint, right? Great tool, but sometimes finicky. The batteries in the clickers go dead, the students can't get their response recorded no matter how carefully they point to the receiver. Sometimes you just don't want to bother with checking out a TurningPoint kit from the library. With Plickers you print out a set of cards that have what look like black puzzle pieces on them, each side labeled with A, B, C, or D. Each student is assigned a unique Plicker (the Plicker below is #13). As with TurningPoint, students do not see how other students answer. Students display their Plicker with their answer choice facing outward (the Plicker below would register answer A if held in this position).

From the front of the room the teacher uses their smartphone to do a "sweeping" scan of their classroom as students hold their Plicker up to answer the question displayed. We found that as students saw their name checked off it worked best if they turned Plicker facedown - that way the teacher easily knew which Plicker still needed to be scanned. Teachers can enter questions on the Plicker site, or on their smartphone. As the teacher scans the classroom a chart shows on the phone which answers have been registered, and they are coded red/green for incorrect/correct.

The question is displayed via the LCD hooked up to the teacher's computer with the teacher signed into their account on the Plicker site, along with a list of the students in the class. The student list can be displayed by card number, first name, or last name. Teachers also have the option of displaying the answers next to the student name. Once all have answered you can display a graph of the answer choices, with or without the correct answer displayed.

   

The reports from Plicker do not compile all the results into one score, just by question. However, it makes a super tool to use for quick checks and exit tickets. Yes, you need a device on which to use the app - but there are Apple and Android versions. The version used to test Plicker was an Android. Since there is an Apple app, it is possible that an iPad could be used rather than an iPhone. Plicker cards are probably best used on card stock. The site does say if you laminate the cards to use a matte laminator so the glare does not interfere with your scan. 

Improving Student Writing with Google Drive

This session from the VA GAFE Summit was presented by Melissa Powell, a 6th grade reading teacher and Katie Plunkett, an ITRT - both from Charlottesville City Schools (CCS). CCS began using Google in October of 2013, so this was still fairly new to the presenters. Students were given basic training, such as how to log in, creating documents and sharing (view, comment, edit rights). After a short period of time it was obvious the students needed more training, such as formatting and how to organize their Drive.
Melissa wanted to move student writing to Google Drive for a number of reasons - get rid of the stacks of paper journals, ease of drafting and rewriting, convenience of commenting; and most of all, to give students a wider audience for their work.
Students were taught  how to give quality feedback and to comment properly. This process was modeled using a fake document. The teachers used a simple technique called TAG:

• Tell something you liked
• Ask a question
• Give a compliment

As both teachers and students became comfortable with the process the projects grew in length and rigor. Some of the projects included:

• Spooky story starters - a way for students to begin collaborative writing (example - notice teacher comments for the students on the right side).
• Personal narratives (example)
• Using Google Draw to create simple layouts to demonstrate text features of non-fiction (example)
• Poetry writing

Looking back over the transition to use of Google Drive the teachers had the following reflections:

• Start at the beginning of the year
• Student writing increased because the students liked using Google Drive
• Composition and expression improved
• Mechanics are improving more slowly
• Drive allows for more efficient, quality feedback and comments
• The need for more structure in the form of checklists and notes sheets (hard copies)
• No carrying notebooks and papers home to grade
• The need for more front end organization - organizing teachers' Drives to handle all the student work being shared - set up folders, color code, mini-lessons to show the students computer skills needed.
• Use Google Sites to create student portfolios

The Ultimate Workflow

As most readers have gathered by now, Larry and I went to the Virginia Google Apps for Education Summit in Charlotttesville, VA in early March. Larry has been posting about some of the things he picked up and now it is my turn.
The first session I attended was The Ultimate Workflow presented by Ken Shelton, a Google Certified teacher and Apple Distinguished Educator from Los Angeles. The topic was using Google Docs to maximize productivity and he was full of tips and tricks. When we migrate to use of GAFE in the 2014-15 school year, these will come in handy! Remember, workflow = productivity.

• Color code your folders within your Drive to visually identify the content of the folder. Documents are automatically created in whatever folder you have open.
• Name your documents immediately!! (There is no "File - Save" option in Google as documents are automaticaly saved every 3-7 seconds depending on your network integrity.)
• When using Drive with your students have a naming convention and use it. "Section First Last Project" (or something similar) - such as "2 John Doe Recycling Project". The individual pieces of the name are searchable within your drive.
• Right click on any word in a document and select define for definition or research to automatically search Google for information The research pane allows you to preview the web page, insert a link and also cite the page without leaving the document. Can use arrow at top of research pane to change the style of citation between MLA, APA and Chicago. Can also use that arrow to change the license filter. Can toggle between definition and research pane. If you highlight footnote number along with anything you want to move it will automatically renumber footnotes. Under the research pane you can change the source of searching from everything (web), images, scholar, quotes, dictionary, personal, tables.
• Use of the comment feature in Docs allows for timely, meaningful feedback. They are dated and time stamped. Comments will automatically disappear when marked by a user as resolved - you can elect to receive an email when this occurs so you know when your students have resolved an issue.
• Notifications - set at “all” so you have a record of everything that went on in the document.
• Share documents from folders so anything in the folder defaults to the parent permission of the folder. You must manually change a document in the folder you do not want shared (or put it in a different folder.
• You can use Revision History to see who is doing the work in a collaborative document. The revision history shows who did what, such as deleting crucial parts of document. Once in revision history pane you can see detailed revisions.
• In your Drive, going back to “Recent” and “List view” shows the items that have been modified most recently - can see if a student is not working and should be.  Naming protocols are very useful here.
• When sharing documents keep in mind the various permission levels. "Can view" allows users to view the document but make no changes or comments. "Can comment" allows users to comment on the document. This is useful for peer review as well as teacher grading. "Can edit" gives users complete rights to make changes to the document, as well as comment. Students need to be very familiar with these levels.

Newsela - Non-fiction Literacy and Current Events

from guest blogger Adam Hopkins:

Tired of not having enough nonfiction selections for your class?  Trying to teach comprehension using articles?  Upset about not finding enough on your class’ diverse lexile ranges?  Are you sick of foraging through the library for nothing but outdated nonfiction books?  You can relax now.  Newsela.com is a new website that seems like it was made with exactly these concerns in mind! 

            The mindboggling selection was the first thing I noticed when I stumbled upon newsela.  The articles are broken down in seven subsections ranging from articles about money, to articles about sports, and even one that keeps the class updated on current events.  If our students are interested in it newsela.com has articles about it.

            “Yeah but are they reading in their lexile ranges?”  Sound familiar?  I’m sure you’ve heard it once or twice at least as an English teacher but now we have the power to CHANGE the article’s lexile level.  Yeah, you heard that right!  Each article comes with a slide bar that allows the reader to seamlessly transition from as high as 1250L to as low as 700L. 

            The final benefit of newsela.com is the ability to sign your classes up.  (For free I might add, so nobody will make you feel bad about filling out a purchase order.)  After signing each class up you have the ability to assign articles to your classes.  When they login to the website they will have an online folder with anything you have assigned to the class.  Still not sold?  Then maybe the fact that most articles come with a comprehension quiz will get you interested.  If nothing else newsela.com could be just one more tool in your tool belt. 

Happy reading,

Adam Hopkins (AMS)(PPRD)

Posters with Quotes

I recently read an article about several websites that allow the user to create a poster with some sort of quote and thought teachers could make use of these sites in many ways.

1. Create posters for your classroom.  While many of the sites want you to purchase a printed poster from them, several allow you to download the poster and print it yourself. Perhaps a poster of your class rules?
2. Use a poster to peak your students’ interest in an upcoming topic.
3. Of the sites I tried none required any type of log in so students could:

a.      create a poster about the topic you are studying.

b.      use a quote from a book they are reading.

c.       create virtual postcards.

d.      write short poems and “posterize” them.

e.      summarize a book in poster format.

f.        create book covers or posters for a film or book.

The possibilities are endless. Each of the sites is different, but they all allow you to combine typography with pictures into an attractive piece of art.

1.       Recite (http://www.recitethis.com/) – go to the website, type in your quote and then choose from one of the many templates displayed with your quote. While your options are to order the quote printed on canvas, or share it on sites that are not allowed in ACPS (Facebook, Pinterest, Tumblr) you can use the snipping tool like I did to grab the image and print it yourself (for free).

2.      QuotesCover.com (http://quotescover.com/) – choose a quote from a database of famous quotes, ancient proverbs, greetings & messages, or invitation wordings, or create your own quote.  Next step is to choose your editor (Facebook cover, Google+ cover, eCards, Wallpaper Maker, and For Print). You can then rotate, scale/resize, move your quote, change the font and color scheme, and then upload a picture for the background. Download your finished product to print.

3.      Pinwords (http://www.pinwords.com/) – “instantly add beautiful text to your images”. If you don’t have an image you can choose from one the site offers. Choose from one of six styles, write your quote, choose the font style, choose the font color.  I used the snipping tool to grab the image.  You may email it if you choose.

Open Educational Resources

Please note: this article uses inline links. Please click on the links for more information.

This past weekend, I was faced with a perplexing dilemma.  One of the blades on my riding mower had to be replaced.  I had never done this particular procedure before, so I did what anyone living in 2013 is likely to do:  I Googled it.  I found diagrams and photographs, and even downloaded the manual for my particular model of lawn tractor.  I also found numerous videos on Youtube that showed in precise detail how blades are changed on that mower.  Years ago, I would have had to rely on the expertise of someone else to accomplish this task.  I would have had to take my tractor to someone who knew how to do it, or I would have to find a friend with the required free time to come and wrench on it in my yard.  In short, I would have been stuck.  I was able to affect the repairs myself, because of all the materials freely available online.  I didn't have to pay for a book or a manual, I didn't have to pay for a mechanic to fix it, and I certainly didn't have to pay for someone to teach me how to do it myself.

The incident with my tractor pretty fairly sums up the topic of this discussion: Open Educational Resources.  The idea is that educational resources don’t have to be expensive.  In fact, some of the best materials can cost nothing at all.  Schools and classrooms across the country are moving towards open source software to support education.  Instead of paying thousands of dollars for licenses for Microsoft Office, they are using Open Office, which does most of the same things, but for the low low cost of nothing.  Word processing, spreadsheets, presentations… it’s all there.  Instead of paying for Photoshop, people are downloading and using GIMP, which has most of the functionality but is, again, without cost.  This paradigm is transferring to educational resources as well, including textbooks and instructional videos and interactive simulations.  When my daughter needs help in a few years with Algebra, I will show her what I can.  Later on, when she needs help with more advanced topics like trigonometry or calculus, she very well might turn to Khan Academy or some similar source of Open Educational Resources. 

There is, and always will be, money to be made in educational materials.  Many people will say “you get what you pay for.”  This is true to an extent, but it is interesting to note that MIT has been posting course materials online, including texts and lecture videos, since 2007.  Anyone can study thermodynamics from MIT now.  However, you have to pay tuition in order to get a diploma from them.  As school divisions and teachers struggle to pull together the ends of the educational funding rope, it is good to know that there are resources available to them that can supplement, if not supplant, the materials they are already using.

When you are ready to explore the options out there, here are a few more places to start:

http://en.wikipedia.org/wiki/Open_educational_resources

http://www.oercommons.org/

http://kihd.gmu.edu/aim/policies/

More technology recommendations from ACPS teachers

I've learned a lot about different types of technologies. I have tried a lot of different activities with my students and a few stand out. My QR Code lesson went really well, and my students loved it. BigHugeLabs has a lot of great activities on it that I want to try with my students. I have learned to try new things. Not everything works for me, but I've given it a try. I want to try to master Prezi. I think it is a great and interesting tool for students and I want to be able to use it. Technology can be a great vehicle to success for many of our students.  Amanda - NHS

Nanoogo is an excellent site because it allows for and basically encourages student creativity to flourish. For instance, you could have students write a poem with illustrations, present a paper with illustrations, create their own cartoons, etc. Students loved using Nanoogo in my class, and as some sites good old after a while this site never did. Also, I wanted to say that after we introduce some websites which students can use, give them the option to pick which ones they feel comfortable using because the results are only going to be better in this case. Edmodo is an excellent site for many purposes, it engages the students, allows shy students to seek help, is good for organization, and best of all is ideal for parent communication. Quizlet is an excellent way to create and review flash cards, because it has exciting games and offers pictures for those visual learners. And finally, flip cameras really have no limits on creativity, all it takes is a creative mind and you instantly have a cool project.  Steve – AMS

The tools that I have used the most in class are Edmodo and Flashcard Machine. I like to be able to post assignments and notes so that students will have access to them outside of the classroom. Flashcard machine is great. I have seen a major change in the vocab grades since using this.  Connie – NHS

I've had a good time bringing what I've learned in class back to my team. I have collaborated with the English teacher on a few projects. We used Edmodo as the vehicle for our students to turn in their WAC papers. The English teacher joined my groups and I made her a co-teacher. This meant that she could also see their writing and help with the grading. I also shared Study Stack with her, and now the students are putting their personal dictionaries on Study Stack. I really like Study Stack because it is easy to use, I don't have to set up student accounts, and the different options it gives for review. The more we all share with each other and make use of the technology, the more competent our students will become, too.  Nancy – NMS

I didn't know you could monitor your student's progress using Khan Academy. Have students create their own free accounts and have them check you as the coach...they can have more than one coach. Coaches have access to all of their students' activities and achievements. It is an easy way to assess and provide feedback to the teachers.    Suzy – NMS

If usage time of tools during this class is any indication, student-generated videos and new presentation tools, such as Kizoa, will have the biggest use in the library. Both were fairly quick and easy to learn, and both are easy to work in to the library setting. I have enjoyed using both in efforts to promote reading. Another valuable benefit is that students are using technology to promote reading by using a Flip camera, computer, and LCD projector. I hope to have students create other and more presentations that promote reading and display them on a computer and LCD projector. My experience has been that students respond very strongly and positively to the videos of themselves and their peers, and, furthermore, many of them check-out the books that are recommended on the presentations. It’s been a beautiful thing.  Mary Margaret – NMS

Many of the 21st century technology tools, studied in this class, are great to help students learn. Many students have been using online flashcards to master essential knowledge. There are quite a few excellent U.S. History flashcards on Study Stack and Quizlet that have been proven to be extremely beneficial to my students while we have been preparing for the SOL test. I will also be using presentation tools to help students’ master essential knowledge. These presentation tools can really jazz up dull, boring Power Points. Therefore, I will be using online flashcards and presentation tools most often with future students.    Mary – AMS

I set up Edmodo for my class and the kids LOVED it. They were talking "math" on the weekend! We did a poll and they communicated with each other about the project they are working on. When they got ready to dig into the meat of their project, we set up groups for them to communicate in. They liked being able to ask me questions from home, and I liked seeing them excited about learning!  Angela – NMS