In January and February, I have had the privilege of working with youth librarians of the St. Louis County Library system around the topic of Makerspaces. Agendas and resources can be found below:
January 8, 2015
What is a makerspace?
What’s currently happening at SLCL in terms of Maker culture?
What questions would you like answered?
Possible resources (Blendspace below):
February 5, 2015
Agenda below. Resources will be updated closer to the event.
Recap of questions from last time
Google Hangout with Patrick Dempsey, middle school teacher at Hixon Middle School in Webster Groves and creator of a “mobile makerspace”.
Create a personal “maker” plan — what would you like to learn? what would you like to see children served by your branch learn? Share these and discuss partnerships among branches. There seem to be resources at one branch that other branches were not aware of.
Potential contacts beyond libraries for future learning / partnerships
Young men in Chemistry class now enjoy one of teacher Nick Kheriaty’s favorite labs — one he’s been meaning to teach for years. Math teacher Will Thomas sees more thinking, more collaborative conversation, more hard work in ACC Algebra. Freshmen in Jillian Hoge’s classes practice pig grunts — laughing and learning their way through tough but vital grammar concepts.
What’s going on? A “flip” has happened. A new instructional pattern has been emerging as educators around the world leverage video tools to “flip” instruction — assigning direct instruction as “homework” and guiding practice during class time.
In August 2012, Keith Touzinsky and I were chatting about our plans for the school year. He had decided that this year he was going to involve his kids with hands-on investigations more than ever, but he needed to buy time for these interactive lessons. His solution? “I’m going to flip my classroom,” he said. Keith recorded a video for each of his units and posted them to this blog. The result? Keith bought the time he needed and more.
Then, he shared his idea with Nick Kheriaty.
Nick did the same with his Chemistry class, but shortened his videos, cutting them into 5-8 minute segments. He doesn’t flip the entire semester, but chooses where flipping makes the most sense with his style of teaching.
“Where I anticipate roadblocks, that’s where I flip,” he says. “As a teacher, you get a sense of where students will make mistakes. Pre-loading [students] with a warning to ‘Watch out for this!’ didn’t work. I had to be there when the roadblock happened. It’s much more effective to allow kids to encounter the mental conflict and then be there.”
Stress can deepen associations within our brain, but an excessive amount can shut down our ability to learn. Flipping instruction allows Nick the ability to walk students through that stress in the moment, rather than waiting almost a full day to resolve a student’s question. This means students see repeated success in a challenging subject more often.
For his ACC Algebra class, Will Thomas sees flipping as a way to allow students the freedom to walk through the process of problem solving over and over until they understand it. Will is in the process of flipping his entire course, a daunting task, but one that he says is “worth it.”
“[Students] work together, they collaborate, they work very hard. This new format gives me more class time to assess them and answer questions as well. Also, if they need a refresher, they can always go back and re-watch any video they need to. My students are now spending class time doing instead of “absorbing.” I’m a huge believer in doing it this way for math and I wish I had started doing it this way a long time ago.”
The two playlists below are examples of single units (rather than courses) flipped by social studies teacher Brandon Lewis and English teacher Jillian Hoge. Flipping direct instruction of grammar concepts allows Jillian to focus on application in her writing class, while Brandon’s flip of his Nationalism unit bought valuable time for a collaborative project for his sophomore world history class.
Tips from Our Teachers
For educators who might make be interested in trying out a flipped approach to a lesson, unit, or entire course, the following tips have helped students succeed in flipped classrooms at St. John Vianney High School:
Making the videos
Shorter is better - Nick Kheriaty encourages shorter videos, not only because research suggests they are better for student engagement, but also because they allow a teacher to teach without worrying, “Have I covered everything they need before they watch the video?” With shorter videos, you can skip some and use others without guilt.
Ask students to do something as they watch – Jillian Hoge peppers her videos with jokes or asks students to make silly noises when they see certain slides, breaking up what might be a monotonous subject. She also provides students with a video “guide”, which students fill out at specific parts of the video.
Set aside the time – Will Thomas suggests that teachers who are the “all-in” type might want to start making videos over summer break, or at least be ready to be just a step ahead of the kids. “There definitely is a lot of work on the front end,” he says, “but it’s worth it.”
Coach for comprehension – Nick also suggests that teachers give students instruction on how to engage with instructional videos. Students often watch on their phones, sometimes without turning on the sound. Student understanding can increase when teachers take the time to coach students how to productively use these new instructional materials.
If they watch it, you will ask – A common thread among all the teachers above is the importance of holding kids accountable for this work. “You can’t assign a lecture and then not return to it,” Nick Kheriaty observed.
Quizzes and cards – That assessment can take multiple forms. Keith, Brandon and Jillian give open note quizzes, based on the guides students fill out as they watch the videos. Nick has a set of note cards with student names and will ask randomly selected kids review questions that connect with the video students just watched. Regardless of the mode of review, teachers at Vianney have found this an essential element to the flipped experience
For our teachers, the flipped approach to instruction is buying time, increasing student engagement, and providing more flexibility to lesson and unit design. If you’d like additional information, or would like simply to connect with some great teachers, seek them out online: Keith Touzinsky, Nick Kheriaty, Will Thomas, Brandon Lewis, Jillian Hoge.
Dawn Finley was looking for a way to hook her Junior Honors English students into early American literature. Certainly students could read the book, take the typical quiz, and then discuss with one another, but Dawn was hoping for something more. She was hoping for students to care about the book. She was hoping for an argument.
Arguments, Dawn says, force students to have evidence that supports their opinion, a critical skill for literary analysis, and for life. What better story to stir up a few arguments than a detective novel? Even better, the first American detective novel, Mark Twain’s Pudd’nhead Wilson. Written by one of early America’s most well-known and talented writers, Pudd’nhead Wilson also bears the mark of being the origin of modern police fingerprinting practices.
“This book builds on our students’ prior experience with Forensics [a class all Vianney freshmen take],” Dawn relates. “I wanted our boys to become part of that world, to take a stand, and to have practice refuting arguments. I decided that they should put the characters on trial.”
Also Vianney’s debate coach, Dawn pulled from her experiences getting students ready for competitive speaking environments. She organized students into teams and set out parameters for the debates.
worked in groups of around 6 people: 3 working on the character’s defense, 3 on his or her prosecution
crafted an opening statement of their position
wrote and performed the testimony of 3 witnesses supporting each side
created 3 pieces of “evidence”, physical or digital, that supported their assertions
presented to their peers, who acted as a jury in the case
gathered raw material for digital evidence from a Google Image search
filmed “surveillance videos” (in a moment of breaking from the historical feel) on phones and posted to YouTube
displayed digital evidence through Google Slides
A sample evidence Slide deck:
As her students were putting these arguments together, it wasn’t uncommon to hear “No, he wouldn’t have said that!” or “She should say it this way!” Dawn points to interactions like these as indications that students were doing the important work of stepping into a character’s shoes.
When a student is able to speak as another character, accounting for the person’s personality, emotions, and relationships with others, he builds something that transfers far outside the classroom. He builds a capacity for empathy.
Empathy. Argument. Collaboration. The combination engaged sixty young men who thought they were simply going to read a detective novel. Early American literature, yes, but also some enduring lessons for modern American life.
Questions about the project? Reach out to Dawn on Twitter, @dk_finley .
This January, our faculty began a work of understanding data we regularly collect in order to strengthen student skills and evaluate our curricula. Myself, two math teachers, and our head of guidance put the following presentation together to lead a 1-hour development that will set the tone for further work this summer and into next year:
Our teachers will voluntarily reconvene in May to examine data from the incoming 8th graders as well as our present 9th, 10th, and 11th grade students, looking over comparison data within a specific graduating class as well as general score reports.
In August, we will begin conversations about how departments can move the needle for our students. Craig Kennedy, math teacher at Vianney and former data specialist for the Rockwood School District, said it best during the presentation: “The most powerful thing we can do for these kids is change what it means to be ‘normal’ for Vianney. ‘Normal’ here ought to be exceptional everywhere else.”
One of the most powerful aspects of this technology is its ability to give personalized feedback that meets a person where he or she is, and to give that feedback regularly, allowing the individual to make incremental changes in order to improve. Small goals and regular success is addicting — wouldn’t that be great in a PE class?
It’s this personalized, visual motivation that Dave Gauvain and Eric Brown, PE teachers at St. John Vianney High School, had in mind when they selected curriculum-specific technology for their department. Instead of laptops or tablets, Dave and Eric chose the Polar GoFit program, an integrated way for students to keep track of their own progress during workouts and athletic exercises.
I caught up with Dave Gauvain during a dodgeball unit and he walked me through three elements of the technology he thought held the most merit.
“We want guys to learn what it feels like to be in their target heart rate,” Dave comments. The longer and more regularly they stay in that target area, the easier it will become to maintain without the devices. That’s the transfer goal: a physical perception our young men can work towards outside of class.
Each boy is outfit with a heart rate monitor on a chest strap and a wristwatch. The boys put in their height and weight into the watch at the beginning of every period. The heart rate monitor broadcasts to both the boy’s watch as well as to the iPad Dave carries throughout the period. Teacher and student each have an easy way to measure a student’s effort in class.
The Polar GoFit program not only shows a real-time display of student effort – it also tracks this over time. Each student’s performance throughout the period is graphed and stored in a password-protected online service. On his iPad, Dave can see these graphs, and he periodically calls students over to chat about how much (or how little) they are working themselves on the field. Off the court, students can log in to the Polar website to see their performance across multiple class periods.
While he’s not sure how the technology will impact his grading system just yet, Dave does believe he’ll begin using this data to inform how he judges how successful students are in his class, and how effective certain activities are at helping his students meet their heart rate goals.
This objective measure of effort gives a different feel to a PE class. “It allows students to feel good about their athletic work, even if they might not identify themselves as athletes,” Dave observes.
To an extent, it levels the playing field. Students involved in regular athletic programs must work harder to keep their heart rates up. Students who may not be involved in regular activity see incremental successes earlier and more often.
Polar even has special badges students earn for staying in the target heart rate area for certain amounts of time. Students compete against themselves as well as others in the class for more badges, and the bragging rights are available to anyone who’s willing to put forth the effort.
Dave and Eric’s application of the Polar GoFit technology sends a positive message about the benefits that data and computing can have on our behavior and our health. We are excited to see how our teachers use the GoFit to help our Griffins get fit and stay fit.
The final volume, Trends and Technologies attempts to describe larger movements in the online learning space. These are addressed in a brief overview of each of the four topics below:
Managing Large Online Courses
I appreciated the narrative approach of the contributing author who wrote the chapter on managing online courses. His description of pitfalls, strategies, and successes read like an experienced advisor speaking to a new teacher. The other chapters are overviews of the remaining topics, with descriptions of related tools and technologies.
While I appreciate the topics themselves, I’m afraid the tools mentioned seemed to give these chapters a hint of obsolescence, as many were “new” at the time of drafting but are now well-used or no longer used by teachers in the k12 environments near me. I would have appreciated access to the authors’ thoughts on current technologies that relate to those they were observing in 2013. I believe this volume in particular could have benefited from digital supplementary material.
Overall, these three volumes represent a compendium of research on the topic of online learning. In my opinion, they serve less as a guidebook and more as reference texts for teachers or designers who want to compare their progress with models and processes used in other online courses.
For the new designer, the middle volume may provide the most applicable, near-term guidance, while the bookends can provide a richer picture of the design process and factors affecting online learning.
Hirumi refers to this volume as “the heart” of the Grounded Designs series. I heartily concur. Of the three volumes, Designs in Action comes closest to a practicable guidebook for designing learning activities for an online course. The chapters may be grouped into three categories: general instructional models, subject-specific strategies, and general strategies.
In my opinion, all of the above models moves my planning through a process that generates ideas and rewards creativity. For those who are looking for a model to spur their imagination or those who would like to examine the WHERETO acronym through a different lens, these chapters will reward the reader.
Curriculum specialists who support science or social studies may appreciate the chapters on the Scaffolded Vee Diagrams (Science) and Authentic Historical Investigations (social studies). Each approach scaffolds the professional practices of physical and social scientists into steps that students can manage. In addition to helpful question sets and design templates, these chapters also include effective, interesting lessons built with each respective strategy. I will be sharing many of the resources and tools mentioned in these chapters to colleagues teaching these subjects.
Two additional general purpose strategies make up the remaining two chapters: Webquests and Game-based Learning. The Webquest chapter is detailed, reflecting the quantity of research available on this topic, but I was hoping for a deeper treatment of moving webquests into tasks that push higher order thinking. For someone new to facilitating a webquest with students, this may be a good introduction, but my one word of caution is that a webquest can quickly become an exercise in “seek and find” rather than synthesize and argue. Crafting meaningful tasks and challenging questions is critical when designing one of these activities.
The chapter on game-based learning is also an introductory chapter for what has developed into a leading topic among teachers and instructional designers. The contributing author mentions a number of case studies that are well-worth investigating, and I am especially interested to learn more about Ko’s Journey, a game-based approach to middle school math objectives.
This text provides a broad introduction to how instructional design principles might be transitioned into an online space, especially in post-secondary environments. For those familiar with the ADDIE instructional design framework, the topics addressed by the contributing authors will read more like a review than new information. For those in a k12 context, or unfamiliar with ADDIE, the number of tables and rubrics to fill out during this systematic design process might seem daunting. Regardless of context, I found at least three valuable tips for those looking to lead an online course.
A regular reminder throughout the text is that the online environment is a persistently disorienting experience for students. Elements of the face-to-face classroom that most of us take for granted must be explicitly outlined, communicated, and assessed for comprehension within an online space.
No process or expectation should be taken for granted. From the process of turning in work to the protocols involved in crafting civil, productive discussion online, the professionals designing and facilitating an online course cannot afford to assume that participants will be able to step in to the course and succeed from day one.
A strength of the ADDIE design framework is its focus on assessment throughout the progress of a course. I appreciated the reminder that many and varied assessments are appropriate, including multiple choice, checklists, and rubric-based evaluations.
From a k12 perspective, I often forget that a checklist can be an empowering tool to help students see progress. With online courses, checklists are especially important to help students see processes that would be more implicit in the face-to-face classroom.
The designer of an online learning experience must account for the sometimes invisible interactions that each learner experiences. Hirumi creates an exhaustive list of these interactions and the describes the effect their interplay has on the learning process.This resource alone would be a great help to the teacher working towards a positive learning experience for her students.
In addition to the resources and reminders above, this volume includes outlines collections of web resources available to the instructional designer, a helpful introduction to Universal Design principles, and planning templates for each stage of the ADDIE design process.
I received a intriguing question from Brandon Lewis, a social studies teacher at Vianney, about how to crowdsource the archiving of an upcoming field trip sponsored by his History Club.
I am looking for an easy way for students to take pictures at the WW1 museum and for me to be able to catalog the day. I think that Twitter would be an easy way to do this by just creating a # for the day. For those students who do not have twitter do you know of a way to easily collect pictures?
Cataloging a field trip is an exciting way to allow others to participate in the experience with the class. Whenever I would take classes out on a trip, there were always half a dozen students who could not make it for one reason or another. With technologies like Twitter hashtags, teachers can now make these experiences more interactive, even for students who might be in the classroom back at school. Building a collection from a Twitter hashtag in Tweetdeck or through Storify works great, but not every student has created a Twitter profile. What other options are out there?
Guidebook is an app that’s built to organize events. With attendees less than 200 people, you can get by with a free account that allows you to build one “guidebook”, complete with maps of the building and a shared photo album.
Benefits: Free. Plenty of people allowed to the event, considering the size of a typical field trip attendance. Teacher has the ability to “mail” students information during the trip (though it doesn’t create a push notification on the free plan). Students have maps of the location at their fingertips.
Constraints: Students must have smartphones with a data plan (or access to open wifi at the location). Students must also create an account with Guidebook.com.
Eversnap and Strudel are strictly photo sharing services. Users download one of the apps and then upload their pictures to a secure album.
Benefits: The primary benefit of these two apps is their “Live Photo Wall” feature, where all the pictures captured by participants happen in real time. This generates participation as people see their own photos display on the screen, or, in the case of a field trip, where kids who could not make the experience can see what’s happening “on location”.
Constraints: The free version of these apps allow up to 20 people to participate in the shared album. Students must have smartphones with a data plan (or access to open wifi at the location). Students must also create an account with Guidebook.com.
PicShareParty has similar features as Eversnap and Strudel, but instead of connecting through an app, studnets upload pictures (or video) through texts.
Benefits: No account creation necessary for students to participate. Teacher has the ability to vet all photos before sharing the gallery link to the group. Students do not need a smartphone to participate, but will need the ability to text pictures and / or video.
Constraints: The free version only accepts 30 pictures. This might be a great option for a very, very short field trip, or a teacher with thirty kids could ask each student to share his / her best photo of the day.
DropEvent allows a teacher to set up a shared album, like the services above. The difference with this service is that uploads happen through the browser of the device.
Benefits: Students do not need to create an account with the service. They do need an e-mail address, but this can be a mailcatch address if necessary. There is no published cap on the number of people contributing photos or the number of photos accepted for the event. There is a 1 GB cap on the album as a whole, which will limit the number of photos at some point.
Constraints: DropEvent generates revenue through advertisements displayed on the website. These display on each page of the upload process, and I had to do some considerable zooming on my browser in order to complete the upload process.
Regardless of the method, I am excited to see how this field trip is enhanced by a photo-sharing experience.
If you’ve been listening to the buzz around our school the last few months, you may have heard students and teachers talking about Google’s new learning management system, Google Classroom. For a brief introduction and a view into a Classroom course, check out Jared Weber’s use of the tool below:
As you can see, Classroom focuses on doing a small number of things really, really well. It is especially good at …
Organizing: Google Classroom gathers and organizes Google documents that your students produce as part of an assignment
Turning in work: Google Classroom creates a workflow that’s very similar to one you’d find in the physical classroom. A teacher creates an assignment, maybe distributing “copies” of a template that students fill out. The students complete the assignment in some fashion (documents, videos, drawings, etc.) and then “turn in” their work. The same workflow occurs in Classroom.
Grading: Google Classroom arranges student work in an easy-to-read, gradebook-like format that allows teachers to leave feedback quickly on documents and other artifacts.
Most often-asked question: So, does this replace Schoology?
Answer: Well, maybe. It depends on how you were using Schoology.
A quick feature break-down
Assignment system involves uploading or connecting, and giving
feedback involves a system separate from Drive
Amazingly efficient, as the workflow is built for Google Drive from the
Folders and subfolders mimic arrangement of unit materials typical
in the planning process
No support for folders yet, though you can create something akin to
folders by attaching Google Docs to the “About” tab.
Quickly assess small-group or full-class discussions for who
participated and how well
The classroom “stream” is more similar to that of Facebook.
Posts and replies are nicely indented, but you might have to do a bit of
scrolling to check in on participation.
Full-featured assessment engine allows for free response and multiple
choice, and can import quizzes from ExamView.
No testing engine yet, though Forms and Flubaroo do allow for
auto-grading of multiple choice assessments.
If you were using Schoology primarily to deliver and collect digital student work, Classroom is a fantastic option. The single sign-on option, ease of feedback, and intuitive work flow is hard to beat. If you were organizing class materials, discussions, and assessments so students could return to those at different points in the course, you might find a conventional learning management system better meets your needs, or you can combine other Google tools with Classroom, building your own LMS environment.
Interested to know more or to give Classroom a try? Touch base with me or chat with any of the following teachers for more information: Jillian Hoge, Brandon Lewis, Carrie Mitchell, Keith Touzinsky, Sean Scanlon, and Jared Weber.
Beg to differ with the feature break-down? Using Classroom and didn’t see your name above?