Tuesday, May 2, 2017

ITIP Google Summit 2017

I had a great time at the ITIP Google Summit this year... connecting with my PLN, acquiring some new skills, and presenting a couple of my favorite things.

Thank you to everyone who attended my session and checked out my Google SLAM! I've included my slideshows for you to view. Click on the "open slideshow in a new window" if you want to create your own copy. Use these as you wish! Share with others!

Follow me @rhondaluetje
Visit my TUGR (The Ultimate Google Resource) website!

Google Tour Builder

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Google SLAM - Using Google Slides to Create a Stop-Motion Animation

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Thursday, March 9, 2017

Front-Loading your Plinko

So what does Plinko have to do with Blended Learning?
Have you ever watched The Price is Right or any other game or talk show? All game shows and talk shows have recurring games that are periodically revisited. These are designed to create familiarity between the audience and the show, and is an efficient system for running things. When Drew Carey announces that the next game is Plinko, are you able to quickly envision what that looks like? When Jimmy Fallon announces that he will be writing Thank You Notes, do you know what to expect?
Creating objects in a blended course is a lot like that. Identify some rich collaborative activities that can be applied to many circumstances. Over the first month of school, Invest time to teach kids the norms of your games so it won't be necessary to explain them each time. After kids have learned them, they can engage independently without much teacher prompting. If your independent work time includes several options for kids around some familiar activities, they can have autonomy to direct their own learning path in selected rich activities.
Remember that blended means a mixture of online and offline. Be careful not to fall into the trap of too much screen time. Many of these Plinkos should be collaborative and engaging activities with multiple entry points and no ceiling. Use pop culture to help you generate some ideas.
Here are some examples:
  • 3-2-1:  Partner up and share 3 things you learned, 2 things you still have questions about, and 1 thing you are curious about. 
  • See-Think-Wonder:  Partners find a picture that releates to their learning. What do you see/observe? What do those observations make you think/believe(inferences)? What do you now wonder? 
  • Analogy: Create an analogy for a new concept that utilizes a familiar example. Example - How are the organs in the digestive system like the parts of a car?
  • Shape Spelling:  Create a picture from a vocabulary word where the picture illustrates the meaning.
  • Maker: Identify a question or problem that applies to what you're learning. Research and create a solution. Test it out - Does it solve the problem or communicate an answer to a question? Redesign if neccesary. 
  • Play by Play:  One student solves a problem or draws a picture while another records and narrates the play-by-play. 
  • Word Sneak:  Partners each generate a list of 10 vocabulary words from the unit, then sit "knee to knee." They have a casual conversation and try to sneak the words into the conversation. (See the example below)
  • Logo: Without using words, design a logo or create an illustration that conveys an idea. Share the logo/illustration with a partner and have the partner describe all the symbolism they can find. Then switch roles with your partner's drawing.
  • Comic Strip:  Fold a piece of paper in half and half again to create 6 equal squares. Use the paper to draw out a process or event. Make use of background/setting, characters, and dialog.
  • Thank You Notes:  Think Jimmy Fallon - Compose quick thank you notes that reveal truths or facts in a creative way.
  • Editorial Cartoon:  Create a single scene with a speech bubble or two that illustrate a concept or event.
  • Headline or Hashtag:  If you were to summarize this concept in a newpaper headline, what would it be? Be clear, succinct, creative, and select power words. Creating a hashtag is a similar idea, but utilizing words strung together. #sharinglearningwithpopculture
  • Slogan or Jingle:  Sell a new idea by writing a catchy slogan, or changing the words to a well-known jingle.
  • Top Ten List:  Title the top ten list to indicate the content, then list the top ten items that support that topic. 
The beauty of investing time at the beginning of the year to develop your Plinkos is that these same activity choices can be included again and again. Within different context, the norms don't change, but the thinking does.
Does your unit of study include some vocabulary? How about using Word Sneak?

Thanks to @CatlinTucker for the inspiration!


Tuesday, January 31, 2017

Google Tourbuilder is Worth a Look!

I'm in love. I attended Google Boot Camp this past summer, and one of the tools I learned about was Google Tourbuilder. This tool allows you to create a tour that includes...
  • Feature locations on a map in a specified order
  • Specify view, even lock in a peg man view of a 360° photo
  • Add rich text - including links
  • Include a photo/video album along with descriptions - up to 25 items
It's hard to describe in words what this tool can do, so I created a Google Tour Builder tour with all of the bells and whistles so that you could wrap your head around what it can do. As you travel virtually with me, it may also convince you to book a Land & Sea tour of Alaska! My dad and I took the Denali Explorer Cruisetour to celebrate our 50th/80th birthdays!

This video will walk you through the features that I've included in my tour.



Application of Google Tour Builder in the classroom
As a Technology Integration Specialist, I never want to do anything just because it's cool. I want to think about ways where tech tools can be integrated to engage students and impact learning. This tool has many applications.

I want to start with a disclaimer and a feature request. Google Tour Builder allows for only one author. Unlike other Google tools, students cannot collaborate to create a Google Tour Builder project. That being said, there are work-arounds! Students can work together using a shared Google folder to collect pictures and a shared Google Doc to collaborate on text, links, and map locations. After collecting all of the components, one person in the group assembles everything in the group's tour.

Social Studies
  • Trace the path of a historical events - battles in a war, etc.
  • Trace the path of exploration
  • Identify points of cultural significance
  • Feature the 7 man-made wonders of the world
  • Create a virtual 8th Grade Washington DC trip and make use of the students' journal entries and photos
Science
  • Identify points on a map that illustrate Earth movement
  • Identify points on a map that specify biomes
  • Identify points on a map that demonstrate climate change
  • Feature National Parks 
  • Feature the 7 natural wonders of the world
  • Create a virtual 6th Grade Camp trip and make use of the students' reflections and photos
English Language Arts
  • Identify points in a city that correspond to a book (lit tour)
Other Ideas
  • Virtual 8th Grade Washington DC Trip
  • Virtual tour of School
Tutorial
View the video below for a step-by-step walk through of the Google Tour Builder tool.


Credits
Thank you to @ericcurts for sharing Google Tour Builder with me! This was one of my favorite take-aways from my summer Google Boot Camp!

Thursday, January 5, 2017

Making the Most of an LMS in a Blended Approach within Workshop Model


My school district utilizes Schoology as our Learning Management System. This is the first year of implementation, so we are still learning the navigation and productivity aspect of the LMS itself. Some teachers have mastered these foundational skills and are ready to use Schoology as a transformative tool!


Workshop Model
Warm Up
Begin the class with a warm-up activity (not necessarily related to the topic)

Mini Lesson

The Mini-lesson supports one or more of the learning targets, especially those concepts that item analysis in the Check Your Understanding formative assessment indicated were troublesome to many.

Individual Work Time

After 10-15 minutes, students are released to work through the Schoology learning pathways. Teacher uses the individual work time to:
  • Circulate around the room during the student work time in the Learning Objects folder
  • Touch base with individual students who are having trouble with the Checking Your Understanding test/quiz.
  • Monitor students who have reached the Lab Activity (safety).
  • Be available for student groups of 3 as they reach the Discussion item.
Reflection and Sharing
Don't forget to take 5-10 minutes at the end of the period to wrap up. Reflection and sharing are important parts of workshop!
  • Reflect on your thinking, learning, and work today. What are you most proud of?
  • What caused you frustration, and how do you plan to work through that frustration?
  • What made you curious today? What did you wonder?
  • What are your goals for tomorrow?
  • Were you a help to the classroom today, or did you hinder your classmates’ growth? How can you remedy that for tomorrow?
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Schoology Learning Pathway - Law of Conservation of Mass Sample
Here is a screenshot of the Model folder I created. The description of these features follows...
       

Use Student Completion rules on folders in Schoology to create a variety of learning paths that students can traverse at their own pace.


Learning Targets (page)

  • This is open to all students when they open the folder main folder. 
  • Specifies what students should know and be able to do.
  • View this item, and the Learning Objects folder and Check Your Understanding become available.
Learning Objects (folder)
Check Your Understanding (test/quiz item)
  • Test/Quiz acts as a gatekeeper - moves students from learning area to the application area of the folder
  • Short - 5 questions or less designed to check mastery
  • Non-graded
  • Unlimited attempts
  • Although students may take the same test multiple times, the answers they choose give multi-media feedback based on the responses given. It is in the feedback that students will experience variety in the assessment.
  • If a student gets less than 100%, they should return to the Learning Objects folder and view another item to help them understand and practice what they missed.
  • If a student gets 100%, the next items (the application items) become available.
  • Teacher uses test/quiz results to identify students who are struggling. Teacher touches base with students during individual work time.
  • Item analysis also identifies items are troublesome for the group. These concepts can be addressed to the group as a whole during the next day’s mini lesson. 
Apply What You Know (folder)
Lab Activity (assignment)
  • Text with clarification.
  • Google Doc - force a copy
  • Multiple submissions - photo/video, and Google Doc
  • Can work alone or with a group
  • Teacher video directions
  • Grading with a rubric
Discussion (discussion item)
  • Write your name on the board - Once there are 3 names, circle the group of names and sit down with the teacher for a face-to-face discussion.
  • Reflection questions while you wait for a group. Answer in the comments, and comment on other students’ responses.
  • Students won’t see classmates’ comments until they respond first
Extension Activities (assignment)
  • Students create a learning object for other students
  • Product should be focused on one or a few learning targets
  • Students may select any type of product - If it’s paper/pencil, they use a camera to submit a picture or video with explanation. 
  • Badge is earned once a DLO is submitted!
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Putting it All Together
Please take a look at this video. It will walk you through the model I put together. Keep in mind that this framework and thinking can be applied across any level, subject, or LMS. How would this work in your classroom?




Friday, February 12, 2016

Conferencing with Your People


Although the title suggests that I attended Comic Con, I did not actually attend Comic Con. I did, however, recently attend the OETC (Ohio Educational Technology Conference) in downtown Columbus, Ohio.

There's something about attending a conference of your PLN - especially those you don't see face-to-face very often. I know many of these folks not just through professional reputation, but also through Twitter chats and a frequent response for help. It's good to have an actual conversation from time to time. These are some amazing and talented people, my PLN!

Attending a conference with your people is energizing. I left the second day mentally exhausted, but professionally re-charged! The Greater Columbus Convention Center was full of 4,000 educators whose dedication, hope, and positivity reminded me what a noble profession I have chosen. "Teachers touch eternity through their students." ~ Freeman Hrabowski. True that...

Each year that I attend the OETC conference, I pick a focus. This year, I decided to extend my enthusiasm from The Hour of Code, and attend sessions to support my growth in being a Computer Science Evangelist.

It all started in December of 2013. I acted as the Pied Piper for a small number of Dublin Teachers into the first year of The Hour of Code.  December 2015 marked our third year of participation, and the number of "student hours" spent in coding activities has grown exponentially. The Hour of Code has become my thing.

A highlight of the conference was getting to hear Hadi Partovi, the Founder and CEO of code.org, and the founder of The Hour of Code.

A quote that struck me was "How can we change the stereotypes without changing the facts on the ground." Hadi Partovi continued to talk about the discrepancy between girls and boys entering the field of Computer Science. As a woman, I want to encourage girls to jump into computer science with both feet and love it as much as I do. I know girls are just as capable as boys. Loud and clear was the message that coding is more than cryptic text on a page. Yes, it's about logic, patterns, sequences, and conditions. But it's also about working together to solve a problem. It's about communicating and collaborating.

So what now? 
I will continue my enthusiasm, encouragement, and support in The Hour of Code, and provide activities and resources for students who want to continue growing their skills. Next year's students potentially have been participating in introductory activities for 2 or 3 years. We need to have more "stretch" in our offerings for them. That is certainly a nice problem to have!

Dublin is adopting an LMS in the fall. I gathered a ridiculous amount of valuable resources that can be included in a course for intermediate and middle school students. How can I include collaborative activities for students outside of the online environment?

Several "Girls Who Code" clubs have started around the district. As much as I'd like to believe that girls don't need a club separate from boys, the data does not support that. Understand it or not, I'd like to provide girls some opportunities to build their foundational skills and confidence so that they may pursue computer science in high school and beyond.

I want to make a difference.



Monday, February 1, 2016

Published!






If I were to tell you that I am a published author, would you feel like you were talking to a big shot? After all, not just anyone can publish a book, right? The truth is that I have published a book... albeit a 17-page book on the iBooks store where anyone can publish their work. Still, the process changed me.

Let me rewind a little...
I am a Technology Support Teacher in Dublin City Schools. In this position, I focus on tools and their use in the classroom. I help teachers select appropriate tools for a job, and coach them in integration ideas and logistics. I rely on collaboration with teachers where I am the expert at the tools and their potential, and they are the experts in classroom instruction and content. Many teachers I work with are rock stars in workshop model, and I'm learning so much from them!

A couple of months ago, Franki Sibberson asked me if I could come show her kids the Book Creator app. I gladly accepted the invitation, and worked up an example to share with the kids. My focus was the tool and its bells and assorted whistles.

Fast forward to last week...
My colleague Laura Tucker shared with me that Book Creator had added some comic book layouts and features. I was pretty excited, and immediately grabbed my iPad to take a look. The next sentence out of her mouth is what changed everything... "Have you ever published anything to the iBooks Store?" I was game to give publishing a try so that we could work through the process. In order to do that, I decided that my book had to be publish-worthy. I started from scratch because things just got REAL!


Here was my thinking process:
  1. What should I write about? It had to be something personal so that I had something to say. I decided to write about The Columbus Zoo and Aquarium since that is near and dear to me!
  2. Who was my audience? I decided that children would enjoy a book about the zoo, so I picked primary students as my audience.
  3. What features did I want to include? 
    • Primary students would likely respond to pictures, so I wanted to include photos that I had taken. 
    • Many children have experiences of their own at the zoo, so I wanted to teach them about some of the animals. Text blocks would provide children with some information.
    • Since some of the words may be difficult for young children to read independently, I wanted to have the book read selections aloud.
    • Sound effects would add a fun factor!
    • Links - YouTube playlist of my own zoo videos and interactive activities on the Columbus Zoo website.
  4. What was my voice? Rather than being very formal, I wanted my book to sound like me and have an informal, conversational tone. 
  5. How would the book flow?
    • establish the voice in the role of docent
    • overview of the sections of the zoo - representative animals and the section's logo
    • showcase my favorite area, The Heart of Africa
    • share some interesting facts about a few animals 
    • favorite experience - the LOUD call of the Gibbon
    • some favorite animals
    • credits, why the zoo is important to me
  6. What specifics did I have to do to make the book publish-worthy? I had to be sure to model good digital citizenship by giving credit to pieces of the book that weren't my own. I carefully checked that spelling, grammar, punctuation were correct. Fact checking was important. Ensure that all links worked.
Publishing is a game-changer. Before I was considering publishing this book, I was focused on the tool. Once I shifted to publishing, my focus changed. It became more about the writing. How many students focus too much on the bells and whistles and not enough about the writing? Could publishing be the light switch for them too?
     
Since I've published this book and shared it with colleagues, friends, and family, I've had some unexpected conversations. Franki Sibberson, my writing workshop hero, asked me to come back and talk with her students about my thinking process. Friends shared with me that they downloaded my book and read it with their child. Twitter was all a-flutter with accolades. My mom thinks I should quit my job and become a writer!

What could publishing do for your students? Could they be transformed, too?

Check out Franki Sibberson's blog this week! She shares her perspective on Book Creator as a writing tool, and her students' writing process in workshop.

Visit Jon Smith's website where he talks a lot about the Book Creator app and his students' publishing to the iBook Store.


Tuesday, October 27, 2015

Google Collaboration and Developing New Authors



In Mrs. Cramer's fifth-grade class at Glacier Ridge Elementary, a free-writing activity gave birth to four new authors. Acadia, Logan, Aleyah, and Alyssa learned how to collaborate using Google Docs. Google gave students the opportunity to write together... any time, any place, and from any device. Their short story became a 42-page book, part 1 in a series. The authors are now in sixth grade and continue to write together to create additional books in the series.

Read their book here:
Great Scott, The Hidden Power

Check out my interview with the authors! I love hearing these kids talk about their writing and how it changed them.