Using Google Drive to write, review, revise, repeat

Phew! I feel like I've been running a marathon for the past week and here we are back at Monday already. My students are about 1/2 way through our largest project of the trimester (it's morphed into something a bit bigger than planned because of testing interruptions and delay days), and I think it's going well. Students are in my favorite, and sometimes the most frustrating, phase of the project. The review & revision phase. I haven't posted in a week and half so I've been trying to think about how to write an update on our current project and it hit me.

Think about the process. How did we get to where we're at right now, technologically speaking. In other words, how has tech, specifically Google Drive, helped move the curriculum, collaboration, and student work along?

Here's a brief overview of the project:

• Driving Question learners will strive to answer - "How can we make America great?"
  *Disclaimer: This is in no way based on Donald Trumps campaign. It actually came out of the video we used for our Entry Event from the pilot episode of the TV show Newsroom ("America Isn't the Greatest").
• Objectives - Students will...
• Improve research skills as they enter into the initial inquiry process and research the topic of their choice
• Analyze the issue of their choice and attempt to figure out why it's an issue and what can/should be done about it based on past, present, and future facts
• Work towards understanding how to form a strong argument based on credible support
• Integrate support throughout an argument in order to persuade their audience of "Appropriate Decision Makers"?
• Review business letter format including layout and tone while considering their audience

This project was organized into three phases including research, writing/revision, and oral communication. As of today we're in the midst of the messy writing and revision phase which is both my favorite and least favorite part.

This, however is where I want to focus my post. As a part of the tech integration specialist team in my district we often hear people looking for the latest greatest websites and apps to bring into their classroom. While being innovative is all well and good, I'm constantly telling other facilitators, "Less is more". In my classroom, I will occasionally bring in a cool website or app or I'll suggest an extension to a student if I think it will be useful. However, the tech I most commonly rely on day in and day out is Google Drive.

For the writing/revision part of the project, the use of Google Drive was especially important for planning, feedback, and revision (over and over).

 

Top: Sample of a bullet outline created in Google Docs.
Bottom: Sample of a visual (flow chart) outline created
in Google Drawings. 

Planning

Students started the transition from research by creating an outline of their argument. Based off a previous reading they had to have claims/subclaims, counter claims, a proposition, and credible support. They did this one of two ways - through Google Documents in a bullet style outline or in Google Drawings through a flow chart style outline. Students were given an example of both the bullet outline and the flow chart outline to demonstrate what each looked like.

I did, however, need to clarify with students that those were meant as examples only and they weren't meant to be copied (ie-"Make a Copy" function in Google Drive). The visual outline posed an issue I didn't even think about. Students were copying the sample and then trying to make their arguments fit within that sample (2 claims, 1 counterclaim, 4 subclaims, etc.). I had to clarify the next day that they were to break from that and do what worked for their arguments (see visual outline sample 2 at the end of this post).

Writing First Draft

When, and only when, their outline had been reviewed and edited if needed, students could move on to the writing process. We talked about making sure they understood their direction before they just jumped into their writing. So often students just start typing on the keyboard and when they're done they've really said nothing, or it's just so unorganized that it seems like they've said nothing. This project also has the added difficulty of writing a letter as a group of three to four.

First drafts had to be formatted in proper block business letter format and when submitted needed to look like a full, complete letter (no more than 2 pages).

Give Feedback

At this point, I gave students feedback via Google Document's comment function. I did very little with the "suggesting" function at this point and tried to avoid simply "editing". I wanted to look for big ideas - claims, subclaims, counterclaims, and credible support. By commenting in Google Docs students were able o walk into class and get their feedback instantly, and the majority of students started discussing the feedback as a group and making revisions right away. I also LOVE that I have a history in both past comments and whether or not they accepted/rejected suggestions.

Check out the table below for different ways to give feedback in Google Docs.

Click to view the original in Google Drawings. 

Revise

Now, after they received their first round of feedback students went into revision mode. Something I like to use to track revision is the Draftback Add-On. While the revision history (Shift + Alt + Ctrl + H) is nice, Draftback provides much more data that revision history doesn't including when the students worked on the document and how long the writing session lasted. My students seem to push  themselves more when they can see that small Draftback revision number staring them in the face, and some even turn it into a competition.

Repeat

As we continue through 3-4 drafts and into the final draft, students will continue to receive feedback both from me and their peers. When we're ready for final drafts students must change the document name to "final draft", and they must resolve any comments and either accept or reject any suggestions to submit a "clean copy" of their document.

To view more samples check out the project folder in Google Drive!

YouTube Closed Captions - Uploading a Transcript

In a previous post, I talked about adding closed captions to flipped instruction videos. I said, "I will tell you that ideally you should write script before you record your video. You should do this whether or not you have to add captions, but I'm telling you it will save you a lot of headache if you have to put closed captions on your videos."

Today, I did just that.

This was not my first time writing a script, but it was my first time writing it with the intention of uploading for closed captions. It took me a few more tries when I started recording as I really like to ad lib or go off on a tangent. Having the script actually helped me stay focused on only the necessary information and kept my video short!

Here are the steps I went through before uploading to YouTube. They're very similar to what I outlined on my previous post.

1. Outline what I want learners to take away from the video
2. Write out the transcript
3. Practice a few times before recording, make adjustments to the script - KNOW what I'm going to click on and when
4. Start recording
5. Make any changes/adjustments to the transcript
   NOTE: This will be uploaded and added to the video exactly how it's written so if you change any words or add any information off the cuff, you need to add it to the transcript! 
6. Upload the video to your YouTube channel - if you used Screencastify you can simply click the "share" button a the top of the screen
7. Save the transcript as a Plain Text (.txt) file
   In Google Drive - click "Download as..."

The video below will explain the process of adding the captions to the video from your YouTube account.

Critical Reading Strategy: Central Question Diagram [With Graphic Organizer]

This trimester I'm currently teaching a class called Critical Thinking & Argumentation. The class is primarily juniors, and I knew I wanted the course to focus on research skills, critical reading skills, and written and verbal argument skills.

So far, I've discussed the critical reading strategy SQ3R on a previous post. We used that reading strategy at the very beginning of the year to read a chapter from a textbook that serves as the framework for the entire course.

The next reading strategy we used was the Central Question Diagram. I chose this strategy because it set the framework for our project up really well by introducing the students to the idea of a central question.

To introduce our week long research/argument project I chose an article about self-driving vehicles and gave students our central question, "Should research and development of autonomous cars continue?"

Students start at the top of the diagram by filling out the pros and cons with their own ideas or opinions. If students don't know a lot about the topic they may not have muh information in this section. It's OK to make assumptions here. It's not necessarily about the right answer, but about activating background knowledge and creating interest.

Next, students should read the article. I ask students to annotate as they read through the first time and set the diagram aside. Then we discuss any clarifying questions. When I prompt students to do their second read, I tell they they're searching for the pros and cons the author presents. They should list these pros and cons on the central question diagram. I allow either quoting or summarizing, but I do require proper in text citations for each pro/con entry.

For the article we read in class, students quickly realized that the author was very much against autonomous cars and the con side is quite full.

This strategy helps students analyze all sides of an issue before discussing or coming to a conclusion. You can also have students use the diagram to collect info from multiple articles on a single diagram.

Resources:

• Central Question Diagram Template
• Completed Central Question Diagram Example
• Central Question Diagram Step-by-step Video

Check out my Padlet page with other critical reading strategy resources. 

UPDATE: Boolean Search Phrases

Update 9/26 @ 1:06pm -- Just saw a student voluntarially referencing the cheat sheets we created in this workshop!! #teacherwin
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As learners are preparing to jump into the research phase of our next project, we did a workshop on Boolean Search Phrases today. Students, I think understand the big idea behind Boolean Search Phrases and why they should use them, however I think the missing piece was the fact that they don't quite understand what each operator does and why they would use each specific operator. You can read my previous post about the struggle with understanding what I've already taught here. 

Today in class I started by putting one of my research questions on the board (pictured on the right). Then, I created a set of two Boolean Search Phrases, both of which had issues.

I prompted students to take one minute to discuss the phrases with their group. Then we came together, and I asked them what was wrong with the phrases.

The first phrase needed a few adjustments, but the other phrase was not even considered Boolean Search Phrase because it had no Boolean Operators.

I stressed that I have been seeing similar phrases on the test they took last week as well as in their research notes from the last project.

We then corrected the search phrases together and talked about the following reminders:

• Eliminate any small, unnecessary words such as - in, it, as, so, the
• Search phrases MUST have Boolean Operators in them, otherwise it's just a plain phrase and you're not forcing Google to do anything special
• Use quotes carefully!! Anything in quotes means you're telling Google you want those EXACT words in that EXACT order. I also tell the learners they really don't want more than 3-4 words in quotes otherwise they're getting too specific. 
• Boolean Search phrases shouldn't be more than 5-6 words 
• A student suggested looking at the research question and eliminating small, unnecessary words. Others simply make a list of keywords to start their phrase

I also realized that a big problem students were having was that they really didn't understand what the Boolean operators actually DO. Why use AND? Why use "quotation marks"? 

To round out our workshop I asked them to pick one of their research questions, pull out the keywords, and then use operators to turn the keywords into a Boolean Search phrase. I then walked around to discuss each group's search phrase, ask questions, and clarify. 

Once they talked with me, they grabbed a piece of construction paper and listed the research question and Boolean Search Phrase.

Then, I asked them to explain WHY they chose to use the Boolean Operators the way they did. For example, if they put a phrase in quotes, they had to explain why.

I really think this was a huge point of clarification for them. If they can understand, "What are they telling Google to do by using the operators and keywords they choose?" I think they'll be more thoughtful in forming them. 

They jump into full research mode on Monday so we'll see how much of an improvement I see in search phrases.









More examples of their explanations. Now we have a ton of example Boolean Search Phrases along with research questions and explanations of each operator.

"boolean search phrases" AND students AND (confused OR perplexed) -understanding

Google searches. Most of us, including students, do Google searches on a daily basis. However, my students always complain that Google returns lot of junk or that it takes them a really long time to find the information they need, want, or can trust.

I've tried multiple times over the past year to teach students how to use Boolean Operators to create Boolean Search Phrases in order to narrow and improve their search results on Google.

They still don't seem to get it.

It's not that they're not trying. They are. They write long, wordy search phrases and seemingly randomly stick in quotations or parenthesis and sometimes an "AND". But I can tell they still don't quite grasp it.

My mission over the next week is to develop a set of workshops and class activities where we will just hammer how to create Boolean Search Phrases, what the different operators do, and how to put them together in a way that makes for more effective searches.

I'm planning to review the presentation I used previously to introduce operators and how they work, and then I'll have to come up with other activities that might help clarify the process.

If nothing else ask WHO and WHY when evaluating sources

Last week, I continued to work with students on their basic research skills. As juniors, they're mostly aware of the necessity of evaluating the trustworthiness of their sources, however most still lack the skills or motivation to do so.

My current course, Critical Thinking and Argumentation, focuses on evaluating, assessing, and creating arguments. I really wanted to focus on getting students to think about the websites they're choosing to get information from, but I didn't want it to be "yes, the website is good, or no, it's not". Instead, I wanted to focus on possible bias or ulterior motives within websites that may have quality information. It all falls back on author's purpose.

Anchor chart that I created
for my classroom that goes
over the basics of evaluating a
source using WHO and WHY!

After finding a blog post that really clarified and simplified website evaluation, I pulled an example website and planned a 15 minute workshop.

I created an anchor chart that encourages students to, if they do no other evaluation, ask two questions -- who and why?

• Who created or wrote the information? 
• Who published the information? 
• Why did they create it? (Intended audience, purpose, and ulterior motives)

Initially, students found the website to be trustworthy, and they thought it contained quality information. They felt the fact that it was a .org and a non-profit organization made the site even more trustworthy. Students also noticed the celebrity endorsement, and they felt Danica Patrck wouldn't endorse something untrustworthy. 

After I asked students for their decision and listened to their feedback we had the following conversation. Keep in mind that I'm summarizing the answers I heard from 3 different classes, so their wording may not match exactly, but I want to convey their overall thinking. 

Q1: What is the purpose of the website?

A1: To teach people about different types of insurance. To educate people about purchasing insurance and choosing insurance companies.

Q2: So they're teaching people what insurance they need out of the goodness of their heart? 

A1: (Usually) Yes. 

I then asked,

Q3: Who is the publisher? 

Screen shot from the Life Happens website
outlining who the organization is and how
they got started. 

A3: Life Happens - the non-profit organization

Q4: Who is in charge of Life Happens? 

A4: Most found the CEOs name, some found that it was started by a group of insurance companies. 

At this point, I directed the students to the About page and ask them to look at the page that says Who We Are. I gave them time to read through the paragraph and then we discus why that might make the website a bias source. If they don't catch on right away, I ask, "What do insurance companies do?" Almost all respond with, "Sell insurance".

Q5: Does the fact that this was started by insurance companies, make them bias?
A5: Most answer yes, but can't explain why. Most still truly believe the purpose of the website is to educate people on insurance options.

If they're still struggling we discuss the meaning of ulterior motives. I give them the example of doing volunteer work out of the goodness of their heart versus doing volunteer work to put it on a resume. Either way they're still doing volunteer work, but the reason behind it is different.

Then I ask,
Q6: What might be this non-profits ulterior motive? Why would they want to educate people about insurance?
Q6: To get people to buy insurance!

I also pointed out that everything on the website explain why I NEED insurance. Nowhere does it give me reasons a particular policy or type of insurance might be unnecessary.

We ended the discussion by explaining that this doesn't mean that the information on this website isn't quality. There might be an article on the site by an insurance expert that is very informative. BUT I use this to show students that you have to think about the author's/publisher's purpose. What do they want you to think/do/say as a reader? 

Students are used to the "assess your sources" conversation. It's something they hear over and over in our building, but they rarely actually do it. I think by narrowing the information they have to look for to the WHO and they WHY makes it a bit easier for students to digest and use. I actually had a colleague come up to me this week and say, "Hey, we're talking about evaluating sources and writing research questions in my Chemistry class and students said that they'd done that in your class already."

Students making cross curricular connections and realizing that sometimes the skills we teach them go beyond a single classroom or assignment.

It' a beautiful thing.

Surviving Sickness with Flipped Instruction

So sickness has hit my household hard this year! My 13-month-old daughter is in a corporate daycare
full time, and she is bringing home sicknesses I have never heard of. After two days out with my own illness she contracted hand, foot, mouth disease, which is terrible. It is also very contagious, and a week later it hit my husband and then me. So three weeks into school, and I've already been out of the classroom for five days, including one professional day for a meeting.

Needless to say it's been a rough start, however I'm happy to say I think the students are still learning something even in my absence.

I have to admit I have the concept of flipped instruction to thank for that. I've been using flipped videos in my classroom for the past few years, but only occasionally. Now, this year I've discovered how helpful they can be when I'm absent or even when students are absent!

In the wake of a new Learning Management System (LMS), new devices, and new course curriculum, AND this sickness, I've had to take advantage of the flipped instruction model more than I have in the past.

I wanted to take some time to share out the different ways I make his work in my classroom including:

• Using Screencastify (free Google Chrome extension)
• Editing in YouTube Editor
• Adding closed captions in YouTube

I won't go into great amounts of step-by-step detail because I have to take advantage of my current sick day to get some grading finished. (Teachers never truly get a sick day, right?)

Screen Recording with Screencastify

First, Screencastify is a fee extension for Google Chrome. If you haven't discovered extensions yet you need to browse the Google Chrome store and see what's available. Extensions are basically magical little buttons that get added to your Google Chrome browser for easy access. What Screencastify does is it allows you to record, up to 10 minutes, of video. It records your computer screen (single tab, multiple tabs, or entire screen) and audio with the option of also recording a video of your smiling face in the bottom right corner of your video. Check out this tutorial for step-by-step instructions on how to use this fantastic extension . 

When it comes to flipping my instruction, I've been using Screencastify to how students how to do various critical reading methods and how to use graphic organizers I've created to go along with the critical reading method. In the past I would sit in the front of the room with my computer and/or a document camera and demo how to do the reading method, however by using flipped instruction I can instead walk around the room and provide one-on-one instruction and/or clarification as needed. This allows students who understand the method faster to get right to work, and those who need a little extra instruction or prodding to access me right away rather than me sitting up front for 20 minutes for everyone. 

I've embedded one of my most recent flipped instruction videos below. 

Editing Flipped Videos with YouTube Editor

Second, I've learned to avoid hitting the stop button when I mess up recording my videos. It can be really frustrating when you get 3 minutes into your recording and someone comes over the school PA or your classroom phone rings. Take a deep breath, count to five, and start a little before where you got messed up. YouTube actually as a pretty basic editing function that can be helpful in cutting out these little bloopers and saving the edited video to your YouTube channel. Now, Screencastify's default is to save the video to your Google Drive, so obviously if you want to do some editing in YouTube's editor you'll need to first upload your first draft of the video to your YouTube channel. Don't worry, you can upload it with the "Private" setting and no one will be able to see the video with the mistakes. I usually delete the one with all the bloopers after I've finished my editing. 

Adding Closed Captions

Next, I recently had a hearing impaired student join my class and had to scramble to figure out how to add closed captions to my existing videos. I first turned to YouTube and got extremely frustrated with how their captioning worked, however I realized I was in the wrong function/setting and was making it way more difficult than it needed to be. I will tell you that ideally you should write script before you record your video. You should do this whether or not you have to add captions, but I'm telling you it will save you a lot of headache if you have to put closed captions on your videos. Here is the step-by-step document I used when I was trying to figure this out. 

When you get to the point that you have to select a method for how you want to add subtitles, you'll have three options. The first is "Upload a file", which is where having a written script that you followed while recording is helpful. The second option is "Transcribe and auto-sync", which is the method that I had to use with my first closed captioned video. It took a while to transcribe, but YouTube worked out the timing perfectly. The third option is the one that I wasted a lot of time with. Let Google do the timing for you, with option number two. It's actually more accurate than trying to do it yourself. 

My school uses our own LMS provided by New Tech Network to distribute work to students, which is how I get them my flipped videos. Once your videos are on YouTube though you can get the links to students via Google Classroom or even QR codes. If YouTube is blocked in your school, you can download the video from YouTube and place it in your Google Drive. Be aware that if you download the video, you lose your closed captions, however you can always provide the student with the original script. 

Critical Reading Strategy: SQ3R [with graphic organizer template]

A screenshot of my SQ3R notes from the Critical Thinking and 

Argumentation course. Students read an excerpt from the 

academic text, Argumentation & Critical Decision Making by Rieke.

This past week my Critical Reading and Argumentation class was a bit chaotic. I was out sick for two days (yes in the first five days of school), and had to alter my original plans for them a bit. It actually ended up working out pretty well because I was able to integrate an academic reading that I found this summer. I knew that I wanted students to read it because it laid a pretty good foundation about argument structure and gave us some good key terms to work on throughout the rest of the trimester. I hadn't, however, thought about when to use it.

Sick days and sub plans turned out to be a great opportunity.

One of my big goals this year with this course, and all my courses really, is to give the students multiple critical reading strategies that they can add to their "Reading Toolbox". I want to discuss how not all tools I teach them will fit their personal preferences or every reading they read. Students will hopefully realize that the tools we learn and practice will be helpful in their other courses as well.

So, it seemed only fitting since they would be reading an excerpt from an academic textbook that we start out with the SQ3R critical reading strategy. This is one that I learned from a co-teacher a few years back, and I always struggle to remember what the letters stand for so I knew I wanted a way to make it simple for my learners.

Survey - look over the reading and note anything that stands out or seems important (title, author, dates, headings, subheadings, photos, graphics, charts/graphs, captions, etc.

Question - turn each heading and subheading into a question using who, what, when, where, or why. Since you haven't yet read the section, you may be able to form couple questions but only answer one after reading. That's fine. 

Read - this one is obvious. Read the text. I do, however, discuss with students the fact that I cannot read straight through 12 pages of text and pay attention that long. I tell them that I like to read each section then stop and Recite or answer my question for that section. I encourage them to make stopping points for themselves, whether that's every section or every three sections.  

Recite - I mentioned this under read, but this is where students will stop and try to summarize what they read in a section in order to answer the question they wrote.  I encourage students to try to write their answer without looking back at their reading, then double check themselves. I explain that if I'm looking at the reading when I write my answer, I'm more likely to plagiarize and write an answer that is too close to the original text. 

**Note: Students may go back and forth between the Read and Recite steps multiple times. That's perfectly fine!  

Review -  This final phase may come immediately following the reading or later on. I stress to learners that when they're finished they have a great set of notes to use as review before discussion, a quiz, or a test. They now have one page to review with instead of having to re-read the entire reading. 

We're a GAFE school so I decided to make a graphic organizer template in Google Documents. Now, teachers are highly encouraged to go paperless so students typically read on their devices (Lenovo Chromebooks), which have pretty small screens. It's not logical for them to have the graphic organizer pulled up beside the reading. I encouraged them that if they wanted to print the graphic organizer and hand write their notes they could do that if it worked better for them.

After modeling how to use the graphic organizer with my first period class (I had to come in sick for the first hour of school to get sub plans together), I created a flipped instruction video for my afternoon classes.

Then, students went through and Read/annotated the reading while also going through the steps of SQ3R. In the case of this assignment, I actually had students complete the Review step with  partner and compare notes on the second day I was absent. They also used Quizlet to make flashcards for the reading's key terms.

If you have other SQ3R resources or suggestions feel free to share them in the comments section. If any of the links or templates don't work please email me!

Flipped Instruction Video - explains SQ3R and using the graphic organizer template
SQ3R Graphic Organizer Template - created in Google Documents, the link will force you to make a copy of it so the original doesn't get messed up

To check out this and other reading strategies and tools, visit my Padlet page. https://padlet.com/mamason0725/criticalreadingstrategies

What's Happened??

So what's happened since my last [November] blog post??

Some pretty big things...

1. I am now the proud mama of a one-year-old toddler (yikes!)
2. I completed my masters degree in Education and Technology (basically technology integration and curriculum design with tech in mind)
3. I signed on for another year as a technology integration specialist (one of two in my building)
4. I officially made it past the 5 year hump in teaching! (The start to year 6 has been my toughest so far...or at least it seems like it after week one.)

Sharing, evaluating all student work in Google Drive

Students in my classroom are expected to use Google Docs for all creation, Peer editing, feedback from me, as well as final submissions. This goes for all written papers and products. They're also encouraged to use Slides and Drawings for presentations and visual producs, but not required. If they have another piece of tech that works well for them and/or their group, they may choose to use it.

Learner Organization:
On day one, learners must create a folder in their "My Drive" folder. The folder must have four elements (not necessarily in this order).
    • Trimester number
    • Current calendar year
    • Student last name
    • Class Name (abbreviated if needed)
☆For example:
    Mason T2 2015 English 11A

These four elements allow me to keep their folders straight but also enable students to tell the difference in their classes from year to year. By their senior year they'll have all their work saved and organized, especially if you can get the entire department or even the entire teaching staff to enforce this.

The next, important, step is to have students share their folders with you and anyone else who might want access to their student work (ie-special ed. teachers). Follow these steps to share a folder.
1) Right click on the folder
2) Choose "Share"
3) Type in the email of the person/people they want to share it with

They can always go back and add or delete people later.

For the remainder of the course, students create project folders within this class folder. The BEST part of sharing a folder is, because they shared their class folder with me already, I'll be able to see anything created or dropped into that folder  (or folders within that folder).

Students can share project folders with their collaborative group members, just like they did with me, and group members can all work out of one folder. This eliminates the, "Sally is sick today and all our work is on her computer" excuse. Remember: stress that students should create and share a project folder, NOT their overall class folder.

Facilitator Organization:
Once students have shared their folder with me I create two sets of folders in my own Drive. I first create a folder that has the current school year+student folders (ie-2015-16 Student Folders). Then I create a folder for each class including the trimester number and course name (ie-T2 Eng 11A). Then, as students share I go into my "Shared With Me" section and I drag and drop their student folder into the appropriate class. If I have students in more than one class I require them to create a folder for each.

Once the student folders are moved, they'll update automatically. No more huge lists of documents in the "Shared With Me Section". No more digging for that students file. No more email updates that a student has shared a document with me.

So that's it. That's how I'm going attempt to stay sane as I use Google Drive for ALL 70+ students in my 4 English/Journalism courses.

Returning after maternity leave

So tomorrow is my first day back to school after a 2 1/2 month summer and 2 1/2 month maternity leave. I'm nervous to say the least. I'm know it's just like riding a bike, but I have a serious case of the back to school jitters.

As I sit here snuggling my four month old little girl, I'm thinking about how I'm going to integrate technology during my first week back. Sad but true. I figure I'm one of the technology integration specialists now, so I best set a good example.

Looking over my rough plans this week, I know we'll be using our LMS, Echo, as well as lots of Google Drive. I plan on test driving Google Classroom this trimester too, which, frankly, I'm not very excited about.

But, it'll be good to be back in the classroom with my 70 big kids, even though I'm sad to leave my little kid at home with grandma.

Ready or not, here goes nothing.

Screen Capture Extensions for Google

I just wanted to write a quick post to point out a few differences between Screencastify and SnagIt. Both are extensions for Google Chrome that allow the user to capture video and audio of what is on their computer screen.  

I was previously pretty dedicated to Screencastify because of it's simplicity and ease of use, however a colleague recently convinced me to give SnagIt a try. While creating a video for some graduate work this evening I realized a major downside to SnagIt, which was beginning to grow on me. It does not allow a use to capture the screen when a Google Document is open. I was trying to create a screen capture of a Google Document and the SnagIt bar would not pop up. As soon as I switched to a tab that just had the basic Google search page open, SnagIt cooperated.


So after bouncing back and forth I think they each have advantages and disadvantages. Here is the breakdown I've come up with based on how I use them and what is important for me and my students in the classroom.

SnagIt

• Quick, easy Chrome Extension
• Records audio and video of the screen
• Can record multiple tabs in the browser, making switching back and forth easy
• Multiple choices of what can be recorded (tabs, one tab, entire screen, desktop only, etc.)
• Automatically saves to Google Drive
• Also does screen capture images
• Cannot capture Google Drive documents, presentations, etc.

Screencastify

• Quick, easy Chrome Extension
• Records audio and video of the screen
• Can only record one tab at a time (must hit alt+shift+F if you switch) -- it really stinks when you forget this and you keep on talking forgetting viewers cannot see what you see!! 
• Can put a small webcam window with video of you speaking on the bottom
• Can choose whether or not to include the audio on the browser tab you're showing (ie-can choose to turn sound off if you have it on a presentation already but don't want to talk over it)
• Option to save to YouTube
• Automatically saves to Google Drive
• Can capture Google Drive documents, presentations, etc. 

TRUDACOT as Curriculum/Technology Evaluation Tool

For my most recent graduate class, I had to look at various tools and rubrics that could be used to evaluate possible technology tools that teachers could integrate into their curriculum.

Technology Tool

In order to go through the evaluation process using my rubric of choice, I chose to evaluate a technology tool that I'd used previously called VideoNot.es, which can be found at http://www.videonot.es/ This tool allows students to watch YouTube videos and create time-stamped notes, which automatically save to Google Drive.

Video I created explaining the assignment to students. I created this video because I was absent the day students were working on this task, but this could also be used for flipped instruction and students could complete the task for homework. 

Technology Evaluation Rubric

I chose a rubric that my corporation is actually using for our current technology overhaul. The “Technology-Rich Unit Design And Classroom Observation Template” or TRUDACOT is a protocol rubric, adapted and provided to my corporation by Five Star Technology, that facilitators can use to evaluate their use of technology as well as the design of their curriculum. We’re also using the rubric to observe other facilitators, discuss lesson ideas or plans (past, present and future), and self-reflect on our practices. Our trainers have explained that TRUDACOT was, in part, adapted from the SAMR (substitution, augmentation, modification, redefinition) model, which according to Schwartz (2014) “doesn’t provide enough guidance” to teachers when it comes to integrating technology of value into units and lessons.

The TRUDACOT rubric has nine sections of evaluation that, when incorporated can strengthen the overall design of a unit or lesson. Each section has a small, simple rubric, and each rubric has a line to evaluate the technology. For example, if a project requires students to collaborate, as is required in our instructional setting, the facilitator can go to section F of the rubric and evaluate how collaboration is being used in the unit. The technology specific row asks, “Collaborative Technologies. Are digital technologies being used to facilitate collaborative processes?”

I partially chose this rubric because it is the one that my district is using for curriculum design and evaluation as well as technology design. But my decision goes deeper than the idea that “it’s what we’re already doing.

In multiple discussions with the technology director as well as the other technology integration specialists, we’ve talked about the fact that the technology really doesn’t matter if the design of the lesson/unit is poor. In order for the technology to engage students and serve a valuable purpose, the facilitator’s goal for the lesson/unit/project, must have specific learning goals (outlined through the rubric) in mind. If it does not it’s technology for technology's sake, and it won’t matter how “good” the tech is if it’s not being used in a way ta promotes collaboration, communication, critical/deeper thinking, agency, personalization, discipline/self inquiry, or authenticity/relevance, 
Evaluation Tool Findings
For the sake if this assignment I evaluated my use of the tool VideoNot.es as I used it in a poject last April. I had my students use VideoNot.es on a day when I was out of the classroom for a professional day. My students were, coincidentally, studying how advances and increase in technology has affected their education. They were tasked with watching a YouTube video called, “How Google Saved a School”,and while watching, they were required to take notes using VideoNot.es. This served a few purposes. I wanted them to think critically about the video they were watching rather than simply watching it and checking it off their to-do list. I wanted them to take notes and reflect upon what they were noticing in the video. The next day they pulled up their notes and used them in both small group discussion as well as a guided class discussion. Then they had to write a reflection that included specific quotes of support from the video, which they could go back and find using their VideoNot.es, on how their educational experiences with technology were similar or different to those of the students in the film despite being from very different backgrounds. 

After working through the evaluation tool, I realized that it is a largely valuable tool in the deeper/critical thinking categories, and slightly less beneficial in the communication and collaboration areas. I think with some minor tweaking to the activity it could be strong in each category. Now, that was taking into account the specific structure and format of the activity in which I was using the technology. As far as the piece of tech itself, I think, again, it can make a strong piece for the deeper/critical thinking category. Depending how a teacher decided to integrate the tool into his/her curriculum the other categories could have evaluations that come out a bit stronger than they did in my case. 

I really enjoyed using the TRUDACOT rubric because I think it made me think critically about not only the tool, but how I was using it in my curriculum. I think that helps cement the idea that no matter how amazing the tech tool is, it’s only as good as how it’s used in the curriculum. 

Technology Resource Recommendation

I would highly recommend this technology tool, but I would also caution facilitators on how it is incorporated into a project. The facilitator really needs to think critically about how the tool is used. In order to be used in a way that really facilitates critical thinking, collaboration, authentic learning experiences, communication, agency, and personalization, the facilitator cannot just give students a video and tell them to take notes. 4

The activity needs to extend beyond the at of taking notes, and there really needs to be more to the activity. For example, students should have collaborative discussion after watching and taking notes or the notes/quotes should be used in a writing piece. 

References

Five Star Technology. (2015). Technology-Rich Unit Design and Classroom Observation Template, Version 2. Retrieved 28 August 2015, from https://docs.google.com/document/u/1/d/1zxFeRx6sOYZOOo_ZMec8KcmN1DNPF1EBcbqDllz0vyE/view

Schwartz, K. (2014). Taking Classroom Tech Use to the Next Level: Specific Traits to Look For. MindShift. Retrieved 28 August 2015, from http://ww2.kqed.org/mindshift/2014/09/10/taking-classroom-tech-use-to-the-next-level-specific-traits-to-look-for/

Walker, H. (2010). Evaluation Rubric for Education Apps. Learning in Hand. Retrieved on 28 August 2015, from http://learninginhand.com/blog/evaluation-rubric-for-educational-apps.html  

I'm back!

So I stepped away from this blog for a while, but I'm back. Well...sort of. I'm currently on maternity leave and won't return to the classroom until November, however I'm working on my masters degree. For the past year I've been teaching at Eagle Tech Academy, a New Tech Network School which is a part of Whitley County Consolidated Schools.

I'm enrolled at Western Governors University working through my masters degree in Education: Learning and Technology. My hope is that it will be a stepping stone on my path to a curriculum/technology coach or a technology director.

One of the pieces I need to create for my coursework is an ePortfolio called Curriculum Corner. My hope is that even after I graduate (hopefully by Christmas) I can keep up with the curriculum website I've created as well as this blog. I'm also working in a Technology Teacher Leader (Tech. Integration Specialist) position this year, which means I'm working on student resources as well as staff professional development. I plan on sharing those resources here as well!

I'm going to try to keep updating with different curriculum and technology resources even before I return to teaching full time, but we'll see how much time I have between feedings and diapers. :)

Speaking of...baby calls. Until next time, please check out the Curriculum Corner site!

Failure to Launch (Rethink, Relaunch)

So yesterday (Tuesday) I launched my project with my 3^rd period freshmen. For my launch and entry event, I put this flyer up on the projector and had the kids read it. I have to say that I’ve changed this project from how we did it last year. I was a little wary of the changes I’d made, but I forged ahead and launched it anyway. After the kids read the flyer I knew it wasn’t going to go well. I had kids that were distracted and not reading what I put up there, and I think even if I’d given them a physical copy of it they wouldn’t have paid attention to it. So to try to recover the launch I read it out loud and then tried to spark a discussion with them. To make a long (and painful) story short…I did not capture their attention, which is the entire purpose of an entry event. I went on to explain the project, try to calm some of their frustration, and attempt to bring them back to me. I think I “salvaged” it, and I use that phrase very loosely.

I went home last night and the first thing I said to my husband was, “Ugh, I hate this new project already and the kids hate it, too!” I was so disappointed. That’s when I decided that I could still recover and save the project in my 7^th period. I immediately decided how I was going to change the launch and add to the entry event to try to capture their attention better than my 3^rd period students.

I came in today very nervous, and of course had to wait all the way until 7^th hour to launch. (Dan’s rocket fuel coffee this morning did not help calm my nerves, so thanks for that Dan!) After explaining the first step of PBL (Launch, Entry Event) I went into the new, and hopefully improved, launch.

This time I told the kids we were going to have “story time”. I told  them to put everything away and out of sight, including their phones, and then I asked if they wanted to sit in their desks or on the floor. Of course they opted for the floor. They all crowded around the chair I have in the front of the room and I explained the them that I was going to read them a story, and all I needed them to do was to be respectful and listen. I told them if they wanted to close their eyes while they listened they could but they had to stay sitting up.

I began to read (and attempted to hide my shaking hands as I went). Nine pages later I put down the final page and looked around. The kids were silent. I asked them what they thought. Some responses include, “I want to know what happens because it didn’t really have an end.” “I like the theme.” “I feel bad for the main character, the story sounds sad.” “I want to know what happened to her brother.” Etc.

Then I told them how much I’d loved to write in elementary school, but, much like my love of reading, I lost that love when I moved on to MS and HS. Then I told them that what I’d just read them was the first chapter of my book. (They know I’ve been writing because sometimes I share examples or my struggles with them, but I haven’t told them much more than that.) They were speechless. One girl asked, “YOU wrote that?!” After answering questions and details about length, plot, theme, etc. I told them that the reason I read it to them was because they were going to have to, on a much smaller scale, write a story like I am. J

I am so proud to say that I did not hear ONE. SINGLE. “Ughhhhhhh, are you kidding? No way.” SO EXCITED! I asked them to go back to their seats and THEN I showed them the attached flyer. At that point they started to ask questions and picked up on the idea that we’re going to try to publish it. We’re going to read our stories to others just like I did, and that we’re going to have an autograph session.

The last five minutes of class students were coming up to me with their ideas and questions. “Can I write about my life?” Sure. “Can I write about talking animals?” Why not? “Can I do a graphic novel?” I think that’d be really cool! “Can I bring in a story that I started last year but never finished?” Sure, that’d be a great starting point.

Yesterday was a failure.

Today was a huge success.

I just wanted to share that I don’t have this all figured out. I don’t know what I’m doing 100% of the time. But I’m willing to try things. I’m willing to fail. And I’m willing to try again. Not saying that you all are not (I don’t’ want it to come off that way), but I just felt like I needed to share that it’s so important to be ok with that. There is no perfect formula. There is no one, exact right way to do PBL. That is HUGE of this process and I can’t even begin to stress what an important part it is. I even shared my frustrations with my 7^th period before the launch and then asked for feedback at the end. Overwhelmingly, the class said that the launch was successful and grabbed their attention.

On that note, I want to invite anyone in on Friday who has 7^th period prep or if you can get someone to cover your kids. If you’d like to see step 2 of the project come on down!

Now that we’ve launched and the kids have their “Driving Question”, our next step is to write our “Problem Statement”. This is the part of the project that, as a class, we figure out how we’re going to answer the DQ. The statement is formed by filling in the blanks for the following statement.

We as __________ will __________________________ so that ______________________.

Summer -- PD -- All Write 2013 Conference

Kate Messner
Revision Workshop

Here is a poem I wrote (very, very rough draft) in the Revision workshop with Kate Messner.

One time on our porch in Warsaw

One time on my patio in Bloomington,

Where traffic rushed by noisily on the highway,

Where the unexpected woods butted up against our town home,

I would sit and dream.

Wonder, we’d be

in one year,

two years,

or ten years from here.

After school was said and done,

we moved on from

that patio next to the woods.

One time on my balcony in Lowell,

Looking down from high above.

Looking over the third story, plastic

railing sitting, perched on my black bar stool.

I listened as the water trickled,

from the fountain into the pond.

I took a deep breath of,

not so fresh, region air.

After two jobs, unemployment

and teaching take one,

we were ready to move on down Old 30

to the next chapter of our life.

One time in our flower bed in Mentone,

Yes, that’s right my flower bed.

At this duplex

there was no porch,

or patio,

or balcony.

In this town the roads are quiet,

the air is clear,

and the stars twinkle bright at night.

And here,

with no place for patio furniture

two green chairs sit in the rocks

to enjoy our 10x10 yard.

One time on our porch in Warsaw,

I sit and drink coffee

as Jethro sniffs along the fence.
Our fence.

The sound of birds tweet

from tree to tree.

There is a faint sound of cars in the distance,

but no semis or big rigs rumble.

One time on our porch in Warsaw,

the tomato plants blow in the faint breeze.

Jethro tosses a stick around the yard

and wages an epic battle

with a fragment of rawhide bone

he left to the rain a few days earlier.

On time on our porch in Warsaw,

I push in the chair on our patio furniture.

Whistle for the dog who

comes bounding up to our porch,

with his tongue hanging out.

As his nails tick across our deck

he drops the bone at our door.

One time on our porch in Warsaw,

I look back and think,

How far we’ve come.

From patio,

to balcony,

to nothing but a flower bed.

It’s hard to believe it took us

five years to find

our home.