This week has been an interesting experiment. Shelby Acevedo did these "menus" in her classroom and it worked so well, that I decided to try it as well. I was looking for a fun project for World War II that could incorporate much of the new technology. In years past, I have done the typical poster project, an ABC's of World War 2, even had students create PhotoStories. While I got some interesting projects, each student only became knowledgeable on their own topic. So this year....menus. What are menus? Menus are a series of assignments that the students can choose to do. There is a list of several 2 point options, 5 point options, and 8 point options. Students could choose which activities they wanted to do as long as their options added up to 10 points.
The students have been working on these for a week doing everything from presentations on proganda during World War II on Google Apps, creating study flashcards on StudyStack, reading Night by Elie Wiesel to complete a book study on Ning, using BrainPop to study major events, or using the Wii to simulate the landing on the beaches of Normandy for D-Day.
By being able to give students all these options, we are able to reach so many more students. Not only the auditory or visual learners but also the tactile-kinesthetic. Students are able to have a sense of empowerment in their learning and choose what most interested them, while still reviewing the necessary material to pass the exam. Differentiation of the material becomes easy as students are able to choose what best supports their needs. Students today are bombarded with changing technology everyday and we must as educators find a way to tap into that knowledge, draw them into the classroom and have every student engaged, teaching them both the content (in this case, US History) but also the 21st century skills to succeed in the future. While technology may not always be the answer, it should be a tool in our toolbox that is readily available if needed.
Thursday, January 28, 2010
Friday, January 22, 2010
The War of Centers and World War 2
Sorry there haven't been posts in a little while. The joy of starting a new semester has slowed down and at least for me, I have finally slowed down to take a breath. We begin the semester with a small review of the New Deal and then begin World War 2, which is what I was looking for because I was finally going to get to incorporate all of the components of the PTL grant. Here is a quick run down of my centers. (I only used 3 netbooks for this exercise)
Center 1: Europe at War.
Our kids like many others don't remember what they learned in the past, so I felt it was important to give them a quick recap of the world events that led to the outbreak of World War II. They were able to watch a video on the netbooks, read a primary source, and then answer questions.
Center 2: The Holocaust
Students were able to read an excerpt from The Book Thief and view pictures of the Holocaust and interpret what the pictures were. They also had to discuss why they thought no one stopped the Nazis before it was too late.
Center 3: Pearl Harbor
Students again watched a video from Discovery Education and then read primary sources to analyze reasons for the Japanese attack on Pearl Harbor and then explain the consequences.
Center 4: American Propaganda:
Students received copies of 10 different propaganda posters and had to analyze them for message, feeling, and impact.
Center 5: Japanese Internment
Students viewed a video on Japanese internment and then had to discuss whether or not civil rights can be taken away during times of war.
Center 6: Wii: Battles for the Pacific
Students were able to play the History Channel's Battles of the Pacific to attempt to get a message to General MacArthur in the Phillipines. They had to fight Japanese soldiers to get through.
Positives:
All the students were very engaged in the lesson and asked lots of great questions.
Students were able to use a variety of mediums to learn material and were able to use multiple levels of Bloom's to gain the understanding needed.
Negatives:
Volume on the netbooks had to be adjusted so that all three videos could play at the same time without disrupting the others.
Centers took longer than expected. They were given 15 minutes for each, 20 would have been better.
All in all, it was a great experience. With the resources provided online (Library Resources) the research was easy and setting up the centers was relatively painless. Teachers are often scared of centers because they are concerned with the amount of planning and need from the students. I actually found these days to be a breeze because all the students were engaged in their centers and with the quick turnaround there was not a lot of "down time" so the students were always looking forward. Great experience in all.
Aside from that, this experience has been awesome as working with three other outstanding teachers, I have gotten so many ideas and we are all able to adapt each others ideas to suit our classroom.
Next up for me- menus where students get to choose what they will get to study (Thanks Shelby!!) more details to come...................
Center 1: Europe at War.
Our kids like many others don't remember what they learned in the past, so I felt it was important to give them a quick recap of the world events that led to the outbreak of World War II. They were able to watch a video on the netbooks, read a primary source, and then answer questions.
Center 2: The Holocaust
Students were able to read an excerpt from The Book Thief and view pictures of the Holocaust and interpret what the pictures were. They also had to discuss why they thought no one stopped the Nazis before it was too late.
Center 3: Pearl Harbor
Students again watched a video from Discovery Education and then read primary sources to analyze reasons for the Japanese attack on Pearl Harbor and then explain the consequences.
Center 4: American Propaganda:
Students received copies of 10 different propaganda posters and had to analyze them for message, feeling, and impact.
Center 5: Japanese Internment
Students viewed a video on Japanese internment and then had to discuss whether or not civil rights can be taken away during times of war.
Center 6: Wii: Battles for the Pacific
Students were able to play the History Channel's Battles of the Pacific to attempt to get a message to General MacArthur in the Phillipines. They had to fight Japanese soldiers to get through.
Positives:
All the students were very engaged in the lesson and asked lots of great questions.
Students were able to use a variety of mediums to learn material and were able to use multiple levels of Bloom's to gain the understanding needed.
Negatives:
Volume on the netbooks had to be adjusted so that all three videos could play at the same time without disrupting the others.
Centers took longer than expected. They were given 15 minutes for each, 20 would have been better.
All in all, it was a great experience. With the resources provided online (Library Resources) the research was easy and setting up the centers was relatively painless. Teachers are often scared of centers because they are concerned with the amount of planning and need from the students. I actually found these days to be a breeze because all the students were engaged in their centers and with the quick turnaround there was not a lot of "down time" so the students were always looking forward. Great experience in all.
Aside from that, this experience has been awesome as working with three other outstanding teachers, I have gotten so many ideas and we are all able to adapt each others ideas to suit our classroom.
Next up for me- menus where students get to choose what they will get to study (Thanks Shelby!!) more details to come...................
Saturday, December 5, 2009
Point of No Return! (continued)
Research that I used to give myself the confidence to take the plunge (because of the availability of netbooks/gaming products) and "minimize myself on the desktop" in the academic (inclusion classroom) and allow students to "self-pace", some "freedom to choose" how/what they learn, and accelerate when the ability/interest call for such:
From the book A Love for Learning: Motivation and the Gifted Child by Carol Strip Whitney, Ph.D., with Gretchen Hirsch
"As the world becomes more wired, technology skills will be required in every aspect of adult lives. For gifted girls, self-paced computer programs allow them to move quickly through material they understand and repeat lessons that may be more abstract and difficult for them. Computers allow them considerable control over their learning and invite them to become more technologically competent." (page 192-193)
"In many classrooms, technology had revolutionized instruction." (page 98)
"Educational fit means that classroom instruction challenges students in their 'zone of proximal development'--that is, just far enough above their comfort level to ensure that they are neither bored nor inordinately frustrated. Finding the best match between the child and the learning challenge is essential if the student is to be motivated to learn and achieve in school." (page 99)
"Asking such children [gifted] to spend an entire school year learning what they already know puts them on a treadmill to nowhere, and equally important, it requires them to underachieve." (page 100) It seems that this is particularly true for the most able students who have failed/opted out of Pre AP/AP classes and are (choosing to hide) in the academic classroom.
"In a differentiated classroom, a teacher must take care to ensure that each student's work is interesting and appealing. No student should perceive his work as dull and humdrum while others are involved in tasks that he believes to be more exciting and fun." (page 102) This is TOUGH without technology...especially 1 to 1 computers/laptops/netbooks. The 1 to 1 ratio makes differentiation possible. Why? One, the student has something with which to interact with that is multi dimensional (not so true with pen/paper/textbook). Two, the netbook is literally an endless source of info/learning tools. So regardless of the students "zone of proximal development" there learning task can be made appealing and appears to be as technological advanced as everyone else's in the classroom. Three, our professional/educational culture is fast/real time/NOW and the 1 to 1 netbooks in the classroom cause the classroom to mirror the real world. The students do not have to "power down" when in the classroom (quote from Superintendents Convocation speech in 2008.
"In the differentiated classroom, teachers are not simple reciters of facts ("sage on the stage"); they are facilitators who work with individual students on various aspects of their learning ("guide on the side"). They ask questions; listen to the students' answers; provide immediate, relevant, and understandable feedback; and measure progress toward stated goals." (page 104)
Multiple times in this semester, I have been asked about my vision in regards to the PTL grant. And, each time I have had to respond to that, I thank my lucky stars that I am answering that question online because I was not sure what my vision was exactly and, if asked in person, my answer would have definitely seemed wishy washy. However, I know that the description in the quote above is 85% of my vision. My vision/goal is to successfully manage a constructivist classroom. I know that there are numerous risks involved especially in terms of TAKS and end of course exams, but, in my short career, I have come to believe that there are far more risks involved in not doing so, i.e, our most able students never being challenged and losing their abilities, disinterest in school/learning, misbehavior in classroom that causes so much disruption that there is no learning going on or cause the teacher not to be available to students who do want to learn, and the involuntary support of non-learning teacher pleasers (they are present, do all the work, behave,make good grades, but do not learn anything they did not already know or could teach themselves)---thought from the book Intelligent Life in the Classroom: Smart Kids and Their Teacher by Karen Isaacson.
Personal Reflection and Next Step:
I have to accept that if my classroom is going to become the classroom of my vision I am going to change my behavior and accept the I am going to be more of a diagnostician and instructor. In that I will be observing students working/learning/products of learning and designing instruction based on individual student need. This is going to require that I make myself let go and relinquish my constant need to be in control and overtly direct classroom activities.
It seems that boys are benefiting significantly more than girls from the use of the netbooks. 3 boys received perfect scores on the last unit exam (this was the first unit in which I only lectured one time). Rarely, does anyone get a perfect score on a unit exam without the aid of bonus points/questions. Score for the netbooks/loss for Mrs. Acevedo's lecture :/. Support for this hypothesis: "With boys, show, don't tell. Keep instruction short and to the point." (page 193 in A Love for Learning Motivation and the Gifted Child).
My next step in to implement the use of menus which would allow the students to choose how they show what they have learned. Initially, there will be a significant amount of guidance for some of my students, but their are a few that I am going to let take complete control of their learning and use me when they need me.
From the book A Love for Learning: Motivation and the Gifted Child by Carol Strip Whitney, Ph.D., with Gretchen Hirsch
"As the world becomes more wired, technology skills will be required in every aspect of adult lives. For gifted girls, self-paced computer programs allow them to move quickly through material they understand and repeat lessons that may be more abstract and difficult for them. Computers allow them considerable control over their learning and invite them to become more technologically competent." (page 192-193)
"In many classrooms, technology had revolutionized instruction." (page 98)
"Educational fit means that classroom instruction challenges students in their 'zone of proximal development'--that is, just far enough above their comfort level to ensure that they are neither bored nor inordinately frustrated. Finding the best match between the child and the learning challenge is essential if the student is to be motivated to learn and achieve in school." (page 99)
"Asking such children [gifted] to spend an entire school year learning what they already know puts them on a treadmill to nowhere, and equally important, it requires them to underachieve." (page 100) It seems that this is particularly true for the most able students who have failed/opted out of Pre AP/AP classes and are (choosing to hide) in the academic classroom.
"In a differentiated classroom, a teacher must take care to ensure that each student's work is interesting and appealing. No student should perceive his work as dull and humdrum while others are involved in tasks that he believes to be more exciting and fun." (page 102) This is TOUGH without technology...especially 1 to 1 computers/laptops/netbooks. The 1 to 1 ratio makes differentiation possible. Why? One, the student has something with which to interact with that is multi dimensional (not so true with pen/paper/textbook). Two, the netbook is literally an endless source of info/learning tools. So regardless of the students "zone of proximal development" there learning task can be made appealing and appears to be as technological advanced as everyone else's in the classroom. Three, our professional/educational culture is fast/real time/NOW and the 1 to 1 netbooks in the classroom cause the classroom to mirror the real world. The students do not have to "power down" when in the classroom (quote from Superintendents Convocation speech in 2008.
"In the differentiated classroom, teachers are not simple reciters of facts ("sage on the stage"); they are facilitators who work with individual students on various aspects of their learning ("guide on the side"). They ask questions; listen to the students' answers; provide immediate, relevant, and understandable feedback; and measure progress toward stated goals." (page 104)
Multiple times in this semester, I have been asked about my vision in regards to the PTL grant. And, each time I have had to respond to that, I thank my lucky stars that I am answering that question online because I was not sure what my vision was exactly and, if asked in person, my answer would have definitely seemed wishy washy. However, I know that the description in the quote above is 85% of my vision. My vision/goal is to successfully manage a constructivist classroom. I know that there are numerous risks involved especially in terms of TAKS and end of course exams, but, in my short career, I have come to believe that there are far more risks involved in not doing so, i.e, our most able students never being challenged and losing their abilities, disinterest in school/learning, misbehavior in classroom that causes so much disruption that there is no learning going on or cause the teacher not to be available to students who do want to learn, and the involuntary support of non-learning teacher pleasers (they are present, do all the work, behave,make good grades, but do not learn anything they did not already know or could teach themselves)---thought from the book Intelligent Life in the Classroom: Smart Kids and Their Teacher by Karen Isaacson.
Personal Reflection and Next Step:
I have to accept that if my classroom is going to become the classroom of my vision I am going to change my behavior and accept the I am going to be more of a diagnostician and instructor. In that I will be observing students working/learning/products of learning and designing instruction based on individual student need. This is going to require that I make myself let go and relinquish my constant need to be in control and overtly direct classroom activities.
It seems that boys are benefiting significantly more than girls from the use of the netbooks. 3 boys received perfect scores on the last unit exam (this was the first unit in which I only lectured one time). Rarely, does anyone get a perfect score on a unit exam without the aid of bonus points/questions. Score for the netbooks/loss for Mrs. Acevedo's lecture :/. Support for this hypothesis: "With boys, show, don't tell. Keep instruction short and to the point." (page 193 in A Love for Learning Motivation and the Gifted Child).
My next step in to implement the use of menus which would allow the students to choose how they show what they have learned. Initially, there will be a significant amount of guidance for some of my students, but their are a few that I am going to let take complete control of their learning and use me when they need me.
Point of No Return Reached!
The past month has been crazy in terms of changes in the classroom "everything" as a result of the netbooks. I was talking to Sara Russo about the improvment of my students' behavior (6th period in particular) and retention of the "TAKS facts" and in doing so I communicated that "I can't go back" , and that I fear not having a 1 to 1 netbook/laptop classroom.
What I have been doing?
My personal philosophy of teaching is that whole group instruction is a of waste "everything". Every professional development that I have attended proposes differentiation (wisely so), but, this is very difficult to do without technology (especially in large academic classes). For the past 1 1/2 years I have participated in Dr. Breedlove's GT book studies via blog and these have been priceless in terms of learning strategies on providing differentiated instruction and in learning (by experience) the value of having discussion via blog. This experience gave be the confidence and know how to implement this in my classroom.
That being said, my original goals for PTL have changed a bit. Initially, especially immediately after the aquisition of the technologies, I was determined to use as many Web2O tools and other technologies as necessary to "update or 21st Centurize" my lessons from previous years. My students were quick to show me that this I was doing nothing more than "putting a new coat of paint on a junked car". It will be initially appealing, but it is only a matter of time for the reality is no matter how good it looks on the outside the car still does not work. They are way more perceptive than I give them credit for....WAIT...what did I just realize? Yeah, that last statement was the moment in November that I realized I was the problem. I was the rock....hmmm...boulder in road between my students and them actually learning. I needed to get of the way in the classroom or...wait...let's get techy and say..I had to "minimize myself on the desktop". Technically, I am still there, working, accessible in a click (or a "Hey, Miss"), but not blocking the view (learning) of the user....student.
So, the past 2 weeks I experimented a bit with "minimizing myself on the desktop", and sadly, I my suspicions seem to be correct. Most of my students don't need me to talk (lecture) or explain everything. Ouch...you did not hear that, but my heart just cracked a bit and my ego just shattered. What was the experiment? I forced myself to not lecture. I uploaded all the notes for the last chapter on to a blog on the class Ning and had the students complete all the basic tasks we would normally do on there own on the netbooks. They were responsible for getting on completing assignments (commenting on concept/knowledge question on the blog, competing outline notes, watching Discovery Ed Video, etc.). If they needed me to explain or prefered traditonal style teacher teaching they got it. They got it while others controled their own learning (pace, order, and style). Everyday of this was torture for me because I truly felt a tremendous amount of guilt and fear. Fear that we were going to lose all this time and none of them were learning anything because I was not teaching (guilt). However, on review day, most of my students regardless of ability level knew most of the facts. I know knowing the facts is the base level of Bloom's, but let me tell you...this is huge in my experience (6 yrs) at my school with my students this early in the year. Even my 2nd language learners, who typically struggle with learning history in a foreign language had managed to aquire the facts without me talking/explaining/teaching.
See next post for research/reflection/immediate future plans.
What I have been doing?
My personal philosophy of teaching is that whole group instruction is a of waste "everything". Every professional development that I have attended proposes differentiation (wisely so), but, this is very difficult to do without technology (especially in large academic classes). For the past 1 1/2 years I have participated in Dr. Breedlove's GT book studies via blog and these have been priceless in terms of learning strategies on providing differentiated instruction and in learning (by experience) the value of having discussion via blog. This experience gave be the confidence and know how to implement this in my classroom.
That being said, my original goals for PTL have changed a bit. Initially, especially immediately after the aquisition of the technologies, I was determined to use as many Web2O tools and other technologies as necessary to "update or 21st Centurize" my lessons from previous years. My students were quick to show me that this I was doing nothing more than "putting a new coat of paint on a junked car". It will be initially appealing, but it is only a matter of time for the reality is no matter how good it looks on the outside the car still does not work. They are way more perceptive than I give them credit for....WAIT...what did I just realize? Yeah, that last statement was the moment in November that I realized I was the problem. I was the rock....hmmm...boulder in road between my students and them actually learning. I needed to get of the way in the classroom or...wait...let's get techy and say..I had to "minimize myself on the desktop". Technically, I am still there, working, accessible in a click (or a "Hey, Miss"), but not blocking the view (learning) of the user....student.
So, the past 2 weeks I experimented a bit with "minimizing myself on the desktop", and sadly, I my suspicions seem to be correct. Most of my students don't need me to talk (lecture) or explain everything. Ouch...you did not hear that, but my heart just cracked a bit and my ego just shattered. What was the experiment? I forced myself to not lecture. I uploaded all the notes for the last chapter on to a blog on the class Ning and had the students complete all the basic tasks we would normally do on there own on the netbooks. They were responsible for getting on completing assignments (commenting on concept/knowledge question on the blog, competing outline notes, watching Discovery Ed Video, etc.). If they needed me to explain or prefered traditonal style teacher teaching they got it. They got it while others controled their own learning (pace, order, and style). Everyday of this was torture for me because I truly felt a tremendous amount of guilt and fear. Fear that we were going to lose all this time and none of them were learning anything because I was not teaching (guilt). However, on review day, most of my students regardless of ability level knew most of the facts. I know knowing the facts is the base level of Bloom's, but let me tell you...this is huge in my experience (6 yrs) at my school with my students this early in the year. Even my 2nd language learners, who typically struggle with learning history in a foreign language had managed to aquire the facts without me talking/explaining/teaching.
See next post for research/reflection/immediate future plans.
Wednesday, December 2, 2009
Blogs, Movie Guides, and the Election
It has been a little while since I have been able to sit down and post since I have now jumped into the technology with both feet. With everything else going on, I was a little behind the curve on fully incorporating the technology until the middle of October. However, the netbooks have made everything in my classroom go much smoother. This is my synopsis of my 2 different classes and their exposure to the grant.
US History: After setting up the Ning network, my US History students began working on blogging full time. They first would go to the Ning to get a pdf of their notes for the day and where able to fill in their notes on their pace. With some of my classes being almost 30% Special Ed. this was an AMAZING transformation. The information was in a condensed version right in front of them, and they did not have to tell me to slow down so they could get all the notes. They were able to do it and ask in depth questions. Once they were finished with the notes, they had to answer questions on the blog that asked them to analyze the notes and what they had learned. They were then able to use their netbooks and notes to create sensory characters of the Jazz Age where they drew a person from the Jazz Age depending on who they drew from the cup (i.e Charles Lindbergh, Clarence Darrow) and show what that person would see, hear, or feel. I feel like in this lesson we incorporated both the tecnology and the tactile learning that students enjoy so much. I had several students tell me it was the best class they had ever had. I also had a student that can be a trouble maker in general, that never asks questions, ask pointed questions about the lesson and was able to make inferences, asking "What effect does illegal money (i.e. bootleggers) have on everyone else?" It honestly took me a moment to answer because I was so surprised :)
AP Government: My AP students have also done their notes on the Ning, but my favorite activity with them has been a twist on the traditional movie guide. I only show one movie in my AP class, so they were all ready to watch. When they came in to class, they got the netbooks and logged onto the Ning. As they watched, during key moments, I would post a question on the blog that they had to answer. It was an interesting experience to get real-time feedback on the pressing issues of the movie. In one class I had over 150 responses.
*The other activity that we did, was internet based. When studying the election process, students participated in an election simulation from http://broadband.ciconline.org/elections/ where they had to choose which party they were running from, where to campaign, how much money to spend, etc. After winning or losing the election, they had to blog about their decisions and how it affected the outcome. It was interesting to see the students get active information that they could then incorporate to their learning style.
The best thing about the grant aside from seeing the students constantly being actively engaged, is the ease of differentiation. We try to differentiate as much as possible but there are certain things that it becomes difficult to do without separating the students. With this, there is an ease and every student is able to do and learn the best way for them.
Next up for me is learning how to work the Wii games for the classroom, as we start World War II in January so with both me and the students being excited about the prospect, it should be a great Spring semester.
US History: After setting up the Ning network, my US History students began working on blogging full time. They first would go to the Ning to get a pdf of their notes for the day and where able to fill in their notes on their pace. With some of my classes being almost 30% Special Ed. this was an AMAZING transformation. The information was in a condensed version right in front of them, and they did not have to tell me to slow down so they could get all the notes. They were able to do it and ask in depth questions. Once they were finished with the notes, they had to answer questions on the blog that asked them to analyze the notes and what they had learned. They were then able to use their netbooks and notes to create sensory characters of the Jazz Age where they drew a person from the Jazz Age depending on who they drew from the cup (i.e Charles Lindbergh, Clarence Darrow) and show what that person would see, hear, or feel. I feel like in this lesson we incorporated both the tecnology and the tactile learning that students enjoy so much. I had several students tell me it was the best class they had ever had. I also had a student that can be a trouble maker in general, that never asks questions, ask pointed questions about the lesson and was able to make inferences, asking "What effect does illegal money (i.e. bootleggers) have on everyone else?" It honestly took me a moment to answer because I was so surprised :)
AP Government: My AP students have also done their notes on the Ning, but my favorite activity with them has been a twist on the traditional movie guide. I only show one movie in my AP class, so they were all ready to watch. When they came in to class, they got the netbooks and logged onto the Ning. As they watched, during key moments, I would post a question on the blog that they had to answer. It was an interesting experience to get real-time feedback on the pressing issues of the movie. In one class I had over 150 responses.
*The other activity that we did, was internet based. When studying the election process, students participated in an election simulation from http://broadband.ciconline.org/elections/ where they had to choose which party they were running from, where to campaign, how much money to spend, etc. After winning or losing the election, they had to blog about their decisions and how it affected the outcome. It was interesting to see the students get active information that they could then incorporate to their learning style.
The best thing about the grant aside from seeing the students constantly being actively engaged, is the ease of differentiation. We try to differentiate as much as possible but there are certain things that it becomes difficult to do without separating the students. With this, there is an ease and every student is able to do and learn the best way for them.
Next up for me is learning how to work the Wii games for the classroom, as we start World War II in January so with both me and the students being excited about the prospect, it should be a great Spring semester.
Tuesday, November 10, 2009
Google Docs Fun Times
Working with Google Docs has definitely been a new experience for all of us. My students have slowly warmed up to the idea, but still prefer using Microsoft Office as to avoid the log-on process. However, we all just need to get over it because it's cheaper to work in the clouds and accessible to them at home if they themselves dont' have Microsoft Office! Below, I have written a few tips to help teachers using google docs for the first, second, third, or even fourth time not to go too crazy :)
Tip#1 Write this statement somewhere on your whiteboard:
Please check these things below before asking me to help you log-in...or else :)
(1) Press Fn + NumLK (this will turn numbers into letters and allow you to type normally)
(2) Do not use Caps Lock when trying to log-in for any reason (your password will not work)
(3) Use the Shift key to capitalize letters in your password (you must capitalize password letters)
If you choose to not follow this very essential tip, you will have twenty hands in the air at any given moment asking one of these three questions :)
Tip#2 Have students practice logging in and logging out multipe times for a warm-up assignment.
This will help get the process running smoothly by students logging on immediately vs. 15 minutes into the class period. It might be good to do this warm-up two days in a row. It's pretty surprising how difficult for the students logging on to google docs can be, so prepare and set aside time to practice, practice, practice!
Tip#3 Have students save files from Google Docs into their Norway student file as back-up.
To do this click "File" (within the google docs, not the Internet Explorere "File"), click "Download As", click whatever format you want the file to be downloaded as (their will be a list), Click "Save", Click the pull-down tab to find norway, Click "Norway", Click graduation year, Click student folder, Click SS Portfolio (or whatever portfolio your class is using), Click "Save, and you're done!
That's all she wrote!
Until next time,
Mrs. Williams
Tip#1 Write this statement somewhere on your whiteboard:
Please check these things below before asking me to help you log-in...or else :)
(1) Press Fn + NumLK (this will turn numbers into letters and allow you to type normally)
(2) Do not use Caps Lock when trying to log-in for any reason (your password will not work)
(3) Use the Shift key to capitalize letters in your password (you must capitalize password letters)
If you choose to not follow this very essential tip, you will have twenty hands in the air at any given moment asking one of these three questions :)
Tip#2 Have students practice logging in and logging out multipe times for a warm-up assignment.
This will help get the process running smoothly by students logging on immediately vs. 15 minutes into the class period. It might be good to do this warm-up two days in a row. It's pretty surprising how difficult for the students logging on to google docs can be, so prepare and set aside time to practice, practice, practice!
Tip#3 Have students save files from Google Docs into their Norway student file as back-up.
To do this click "File" (within the google docs, not the Internet Explorere "File"), click "Download As", click whatever format you want the file to be downloaded as (their will be a list), Click "Save", Click the pull-down tab to find norway, Click "Norway", Click graduation year, Click student folder, Click SS Portfolio (or whatever portfolio your class is using), Click "Save, and you're done!
That's all she wrote!
Until next time,
Mrs. Williams
Monday, November 9, 2009
Facebook Profile Creation
"Williams' GeoWorld" is the page I have created on facebook for my students to blog, comment on other students' blogs, post pictures, and post videos onto. My students have had a blast creating academic and school appropriate facebook profiles connected to their mysbisd gmail accounts!
Step 1: Sign-up for facebook (www.facebook.com ) using mysbisd gmail accounts
Step 2: Open mysbisd gmail account to confirm e-mail before (open e-mail from facebook, click on blue link, this will get you back to the facebook site)
Step 3: Create facebook profile (Make sure to have a conversation before students begin sharing too much information on facebook about what is appropriate a.k.a. do not put things like phone numbers, address, cuss words, inappropriate pictures, etc.)
Step 4: Take a facebook profile picture using the webcam on the Asus
Signing up and creating their profiles took a full class period and a little of the next class for some. Most, however, were able to get write into blogging, commenting, and posting the next day.
The first question I asked them to blog is below. I also asked them to thoughtfully comment about at least two other student's blogs. This was a lot of fun! I put the Williams' GeoWorld page up on my Activboard screen, which they liked because they could see when people posted and all that good stuff!
Williams' GeoWorld
If you were a photographer for the book called “A Day in the Life of America” or the video “America Through My Eyes” what 10 things would you photograph? Give a brief explanation of why for each of your choices.
Step 1: Sign-up for facebook (www.facebook.com ) using mysbisd gmail accounts
Step 2: Open mysbisd gmail account to confirm e-mail before (open e-mail from facebook, click on blue link, this will get you back to the facebook site)
Step 3: Create facebook profile (Make sure to have a conversation before students begin sharing too much information on facebook about what is appropriate a.k.a. do not put things like phone numbers, address, cuss words, inappropriate pictures, etc.)
Step 4: Take a facebook profile picture using the webcam on the Asus
Signing up and creating their profiles took a full class period and a little of the next class for some. Most, however, were able to get write into blogging, commenting, and posting the next day.
The first question I asked them to blog is below. I also asked them to thoughtfully comment about at least two other student's blogs. This was a lot of fun! I put the Williams' GeoWorld page up on my Activboard screen, which they liked because they could see when people posted and all that good stuff!
Williams' GeoWorld
If you were a photographer for the book called “A Day in the Life of America” or the video “America Through My Eyes” what 10 things would you photograph? Give a brief explanation of why for each of your choices.
Subscribe to:
Posts (Atom)
