Thursday, September 24, 2015

Google Forms for Parent/Guardian Contact




It seems so simple and so obvious that once you start using it, it will be unfathomable to switch. It most schools, administrators require teachers to not only contact home for those in danger of failing, not turning in assignments, and an array of behavior issues, but to also document those contacts. Required or not, documentation that the teacher is doing everything in their power to make sure that all stakeholders are aware, both positive and negative is a best practice. Most teachers design nice spreadsheets or tables, print many copies, place in a binder to record it.

What purpose does that serve? Besides covering the bases, what purposes does recording that information? The end must justify the means.

In comes Google Forms. Last year, I utilized a simple Form to record every contact with parents last year, ending up with over 380 contact events (email, phone, letters, etc.). It was fast and efficient, but it still failed to prove any useful data. Did that student have issues with other teachers? A time of day? Did that teacher also call home?

This year, my principal collaborated on expanding some options on the Google Form for parent contacts and sent it schoolwide. Teachers get updates when certain students they mentor appear on the form, administrators get updates on the grade level they oversee.

I've added a form below. Feel free to "Make a Copy"

Edit Form

Live Form








Thursday, September 17, 2015

Short Movie Clips and CCSS Complex Characters

The environment often dictates the amount of educational technology that a teacher can implement. Using some of the awesome programs found on Tweet, blogs, and Google searches, often becomes a dream for some teachers, who then turn in disappoint to feel that they do not have the technology needed to integrate at all.

Soft-edtech refers to using the minimal amounts of technology typical found in schools. Most schools have some sort of projection system, whether portable or installed, that a teacher can display their computer or at the very least a DVD. Two of my classes utilize 1:1 technology for the academy and I often find myself finding ways to Soft-edtech the same lesson that has high-student involvement and media and technology implementation.


After reviewing complex characters, their traits, and motivations, students were provided a document that outlined the three clips, all under five minutes, we would watch and analyze. While viewing the clip, students recorded their evidence of the protagonist's thoughts, emotions, and pertinent actions. In the next steps, student took the evidence and composed a response to the character's feelings/emotions that were specific to that scene. For instance, an answer of "Nemo is sad" is insufficient and students must utilize for specific and sophisticated vocabulary. I tier the resources handed out that have lists of such words. Next, students use their evidence and the character's emotions, to determine the character's motivation for that specific scene. Regardless if they've seen the movie or not, they must utilize the evidence in that one clip to determine what is their immediate motivation. This often leads to a discuss of how character's often have a couple long-term motivations, but several smaller motivations
when faced with conflicts in the rising action. Finally, students use all of their analysis to predict upcoming conflicts in the next scene, which we do not watch. I often phrase it for students to consider, "Based on the character's emotional state and their immediate motivations, what will oppose or try to prevent the motivation from becoming a fulfilled dream or goal. One note, students must phrase this using protagonist versus antagonist + antagonistic element.

Regardless of the level, all students are engaged in analysis and critically thinking about characters.




Monday, September 7, 2015

Transparency in Planning

Professional Development Goals
  • Describe the need for transparency in planning
  • Setup and organize Google Calendars for Online Planning
  • Setup and create units and lesson plans using TeacherCal in EduSync
  • Embed calendars in class website

Transparency in Planning
  • Students learn more efficiently and retain more information when they know where they are going
    • Lessons are no longer just for teachers to organize lessons
    • Become a road map for students to know where they've been, where they're going, and how they're getting there
  • Strengthens connections between all stakeholders involved
  • Reduces paper, ink and creates a green planning classroom
    • Saves expenditures on items
  • Extends learning and resources beyond classroom walls
  • Easier to plan with those who can't be in planning sessions
    • Special education, ELL staff, etc.
  • Provides a chance for prelearning
    • Shift from students needing extra time after to having access beforehand
      • Students read a text before coming to class who may need to read it two or three times compared with their peers
Google Calendar
  • DeFlitch models Google Calendar as Example
  • Create Calendars and review settings
    • Note on attaching Google Docs, Slides, etc.
      • Always click share anyone with a link can view
    • "Make Calendar Public"
    • Color Code Calendars
  • Export/Embed Options
Edusync Setup and TeacherCal
  • DeFlitch Models and reviews TeacherCal
  • TeacherCal Account Creation
    • Click Sign Up
    • If you plan on using Google Classroom at any point this year, use the district's Google Account for creation
      • If not or you have all you information in another drive, use that information
  • Create a lesson and view in Google Calendar as well
Embedding Google Calendar
  • Embed in Class Website
Sandbox
  • Create 2-3 lesson plans in TeacherCal

Sunday, September 6, 2015

Put Down the Cards and DiiGO




In my mind, it wasn’t too long that I remember heading to the library with a large stack of notecards hung on a metal ring. We spent days in the library doing nothing but finding information related to a provided topic and recording every piece of textual evidence on a new page, as well as recopying down all the MLA information for the book. Even when we got a chance on the computer, the same process remained, which always made no sense. Why couldn’t I just copy and paste the information to a document to print at the very the least.

Today’s generation has numerous tools that not only make research more efficient, but also more meaningful. Last year, I first implemented Diigo for our students. I thought it would go as another ho-hum tool that students would feel was forced upon and use because they had to use it.  The exact opposite happened. Students spent hours researching and annotating websites. While they started the year highlighting irrelevant information or entire paragraphs and section, almost all became advanced, choosing very specific and powerful information.

Diigo Preparation

To prepare, I created two accounts (before the Diigo Education account was available). I went through and recorded each of the steps for creating an account, installing necessary tools and locations of where to access information. I then went through each of the assignments as a student to consider any issues they might have, but also how the completed assignment looks on the teacher end.

As students add to Diigo, I setup the notifications to email me so that I can glance who is doing research, when they are doing it, and what they are doing.

I advise anyone who is unfamiliar with Diigo to follow the same tactics.

Diigo Groups

I create and assign my assignments through public groups. The group is named after the topic of our research (MRSA in Southern U.S.) and students tag all of their research with key words, as well as adding to the specific, relevant group. This alters the concept of research as being an individual, information gathering task that only benefits one. Instead, we are taking the concept of research to a social aspect, where students complete research that others can use for their own writing and product creation.

To make sure that all students complete research, I usually assign that students post two-four websites with annotations (highlighting and stickynotes). To all groups related to the assignment. I usually don’t give a prescribed amount of how many annotations, because all websites /online materials are different. When instructing and directing students, I explain that the amount must be relative to the information in front of them. What is good? What is valid? What is relevant? What proves their thoughts and conclusions?

Students then begin their research, tag their sources, add to groups and then my phone vibrates with a detailed email of their work. When I setup these notifications, I was clueless to how much high school students like to read and consume information they are interested in. Students stay up, researching at midnight, poring over so many websites that seem to further their understanding of their topics.

I found that students also use Diigo in ways I never thought of for them. Students were finding poems, stories, and articles read in class online through searching Google. Not only could they take screenshots, but they also would annotate the text online…Students did this with ZERO direction from me and ZERO prescription to do so.

This is a must have tool for 7-12 educators in all content areas, particularly those required close/critical reading for assignments or research opportunities. I bet most of you will also find this useful and begin using it in your professional studies as well!