Brooks Smith at AMS

Prioritizing what works best for kids over what works best for us is how we’ll grow and learn together.

Several weeks ago when I visited Aledo Middle School to present a couple of Ed Tech tools, Brooks Smith shared some of the awesome ways he’s been using Google Sites to manage his Science classroom. I was blown away by his website. He runs most if not all of his quizzes, tests and content right from his Google Site. Keeping his content in one place helps his students know where to find information for class. In an age where technology tools are plentiful, it’s especially important to have a sort of “home base” where students know they can find the resources they need.

So, I knew about some of the awesome things Brooks was doing back a few weeks ago, but when proud principal, Mandy Musselwhite sent the Science Specialist, Michelle Yates and me a text Friday afternoon raving about what he’s doing with his ADIs for 7th grade Science, I just had to go back.

This. (pulls out his iPhone) This is how those particular kids are most comfortable. A paper and pencil test is a format that doesn’t work best for them.

Aledo ISD participates in the ADI (Argument-Driven Inquiry) program in Science classes for grades 5-12. ADI is an instructional model that promotes inquiry and encourages students to develop their own method for generating data and conducting investigations. Gone are the days of prescriptive, predictable labs. With ADI, students work through 8 stages to learn engineering practices and the process of scientific inquiry.

Brooks does things differently in his classroom by utilizing his website to drive the group’s work. Toward the end of each ADI, students must write a report of their findings. Remember how group work used to be one kid doing the bulk of the work while the others talked or did other things? This doesn’t really happen much in Brooks’ class. He told me that he’s been using district Chromebooks and Google Docs to have all of his students work on their reports at the same time. Since each teacher has 5 Chromebooks, he said he regularly pools together devices from other teachers to make enough for students to complete work requiring technology. Because the report is divided into various sections, and students have already done the “thought work” together, each student writes a different section for the report–all in the same Google Doc, and mostly at the same time. Brooks was especially proud of the dedication of his students to finish their work. He proudly showed me how students worked on their assignment at home, in the evenings and on the weekend if they needed to complete it (he can see the dates and times students accessed their report in Google Drive). He said previously, it was difficult for them to collaborate because they had to leave their report at school to ensure it would be in class every day for the group to work on.

When students finish their report, they complete the Turn-In Form on Google (below). This allows them to enter their group number, names of the students in the group and to upload the appropriate file for their report.

Here’s where it gets really interesting…Brooks embedded the folder of all of the group reports on his website so everyone could see them (below). They are instructed to choose a group and complete a peer review form. On most of the points of the rubric, students choose a number between 1-5 to indicate the strength of each skill or requirement. If they choose a 1 or 2, they must make a comment to let the other group know what the reviewer thought they should change.

I think the peer review idea is stellar because, as we all know, students perform a little differently when they know their peers are going to read their writing. I distinctly remember a student grabbing his paper back from me after turning it in and saying “Gah! I didn’t know they were going to read it. I thought it was just you. I need to fix some stuff.” :/

…the teacher’s utilization and application of the tool as well as her or his ability to use technology to elevate the overall learning is what truly makes a difference.

Another awesome way Brooks is utilizing the website in his class is by using Google Forms to give quizzes and tests. We often say that it’s not the fancy factor that makes technology work in the classroom. Rather, the teacher’s utilization and application of the tool as well as her or his ability to use technology to elevate the overall learning is what truly makes a difference. Brooks said he sometimes requires a grade of 100 for each and every student who does not pass a test or quiz the first time. I could feel my eyebrows raise until he explained further. “They need to really know these concepts. All of them,” he said. “So, I let them take the quiz as many times as they want. See? Some of these kids had to take it 4 or 5 times, but what do you think that repetition did for them? They got closer and closer every time and they’ll remember this stuff.”

They need to really know these concepts. All of them,” he said. “So, I let them take the quiz as many times as they want. See? Some of these kids had to take it 4 or 5 times, but what do you think that repetition did for them? They got closer and closer every time and they’ll remember this stuff.

Brooks has also noticed performance on quizzes increase since he began quizzing students through Google Forms. “Some of the kids who were making 30s and 40s are consistently making 70s or higher.” “Why do you think that is?” I asked. He pulled out his iPhone. “This. This is how those particular kids are most comfortable. A paper and pencil test is a format that doesn’t work best for them.” His next plan is to make the poster section (pictured below) of ADI digital by having students collaborate in Google Slides.

We may not be able to have our kids only work digitally (and truly, we shouldn’t since they’ll have to be able to do both). It’s the attitude Brooks has about it that’s remarkable and encouraging (and one I wish we saw more often). Prioritizing what work best for kids over what works best for us is how we’ll grow and learn together.

McCats “Travel” to Los Angeles

For the past few months, students at McAnally Intermediate have been working in Mrs. Reed and Mr. Sapaugh‘s classes on their own version of street art. After studying the artist Morley, students created posters and placed them around the school.

Morley bulletin board
Morley’s art is displayed for students at McAnally

Unlike other artists, Morley creates posters that also include an image of himself making the piece. Mrs. Reed and Mr. Sapaugh regularly partner to integrate technology and art, always with amazing results and phenomenal levels of student engagement. After studying Morley’s art, students created their own uplifting message to post in McAnally. Mrs. Reed then had students use a green screen to superimpose their poster onto an image of a building (below).

 

Throughout the students’ study of Morley, Mrs. Reed and Mr. Sapaugh kept Morley informed of the students’ progress. They sent him samples of the students’ creations and he sent them autographed posters to display at school.

The culminating event for the students was to participate in a Google Hangouts Meet with Morley himself. Students signed up to attend the Q&A session during their lunch period. The sixth graders entered the classroom that day with a sort of reserved excitement–like young professionals out to prove themselves to a mentor. After connecting in Hangouts Meet, students asked Morley questions about his art, his life and even his gigantic poster machine.

One of the students asked Morley why he chose to display his art on buildings. He responded that to him, it was more intimate– that he liked the idea of people accidentally discovering it, much like they would a talented street performer.

He also made important points about empathy. He discussed the importance of considering one’s audience. He thinks carefully about the message he chooses to share, always striving to communicate ideas that others will find empowering or uplifting. I couldn’t help but to think of how important the message is when we think of how we talk to our kids about social media and how just because they can say something they think or feel, it doesn’t mean they should.

We (as well as the students, I’m sure) are looking forward to the next big thing to come out of the MACS (Art/Computer) program. Thanks Sara and Micah for inviting me to observe this awesome undertaking and for being willing to let me share it with others.

February 28: Multitasking, Split Screen and Slide Over

iPad 

**Please make sure you’re updated to the latest iOS. The majority of the functionality shown in this video is only available with the latest update. If you try what I’m doing here and it’s not working at all, head to your Settings–>General–>Software Update to check and see if you need the latest version of iOS.**

Multitasking, slide over and split screen can make working with multiple apps much easier. You can switch back and forth, or use two or even three apps at the same time and on the same screen.

February 27: Photo-Fantastic Feedback

February 27: Photo-Fantastic Feedback

iPad and iPhone

With more and more teachers trying to get away from so many paper-pencil assignments, the issue of grading and feedback sometimes presents itself. How can teachers effectively provide feedback on a STEAM project or a sculpture, for example? I’ve personally worked in groups when we’ve tried to develop new ways of assessing student learning, but inevitably one of us would say “But it’d be too hard to give good feedback on that.” No more. 🙂 By snapping a photo using your iPad or iPhone (iPad would work much better because of the surface area of the screen), you can provide feedback that is specific and aesthetically pleasing.

February 25: Time Lapse is Cool (especially for teachers!)

iPad and iPhone

We know the importance of teaching students grit and resilience. Through research by Angela Duckworth, among others, we’ve learned just how important it is for students to persevere, try again and appreciate process over final product. What becomes difficult, though, is communicating their journey when everything is said and done. One of the most important parts of the learning process is reflection, yet as humans, we often want to wrap things up and move on as soon as we can.

Imagine that your students are assigned a STEAM project where they have 2 hours to design a boat that will float and withstand 20 mph winds. When everything’s complete, they have 5 prototypes they’ve tested, 8 failed attempts and 1 success. Asking students to reflect on their process is helpful, but imagine how much more information they could comment on and how proud they would be of their perseverance if they could see the whole thing compressed to mere seconds.

In this video, we’ll talk about how to use time-lapse photography to document a process, and increase students’ resilience and pride in their work.

February 23: “How did they know I need a new suitcase?” Managing Privacy

iPad and iPhone

If you’ve ever been on one site looking for a suitcase and given up only to be peppered with ads for luggage on every site you visit afterward, you’re not alone. Advertisers spend billions in consumer research every year in an attempt to find out what you’re willing to buy. Sometimes, that can actually be helpful and some may appreciate ads being tailored for them. I mean, it doesn’t help me at all to see ads for a new football helmet or baby food at this point in my life. The important thing is to be informed of what information you’re sharing and how to exert at least a modicum of control over how it’s shared.

February 18: “Better 1 or 2? A or B? B or A?” Display Accommodations

iPad and iPhone

You may think you don’t need any display accommodations, but in this video, you’ll also learn how you can make displaying your iPad in the classroom a little friendlier for you and your students. Imagine you’re teaching and displaying small math problems on your iPad. By using the “Zoom” feature, you can quickly see parts of the screen magnified, so you don’t have to keep zooming in and out. We’ll also talk in this video about some changes you can make to colors that could help those with many types of visual needs like colorblindness.

February 15: You’ll Be an Almost-Astronaut with Night Shift

If you’re not familiar with the effects of blue light, you might want to read about it. We’ve heard for the past few years that it’s a good idea to not watch TV or use any other electronic devices starting an hour before you plan to go to bed. That’s because many electronic devices emit blue light which limits the production of the hormone, melatonin, which is essential to sleep. Shutting off electronics, is more difficult for some than others. Night Shift is a feature that allows you to set a time (or turn it on and off manually) that your device will emit warmer lights and limit the use of blue light, theoretically allowing for more restful sleep.

 

 

February 14: “Nope.” Restrictions

iPad and iPhone

As our kids grow up, we may (hopefully) try and give them more freedom and privileges. Sometimes though, it seems difficult to institute a “dimmer switch” when it comes to technology. By setting up restrictions on an iOS device, it’s much easier to limit certain apps and features so you as a parent or teacher can decide which apps are appropriate for your little ones.

February 12: “Shoot! I blinked.” Editing a Live Photo

iPhone and iPad

Maybe you’re sick of taking 17 pictures because someone in your group keeps blinking, or you may keep missing that action shot at Junior’s peewee football game. At any rate, I’m sure we can all find a use for this tip–editing a live photo.

You may have noticed that your photos are actually 3-second videos. That’s why they move around when you hold your finger on them. Watch the video to learn how you can actually use any part of those 3 seconds to have a much better chance of finding the perfect still image.

Special thanks to my office neighbor, Scott, who volunteered to star in this video.

February 11: Do More Than You Thought You Could with Apple’s Native Notes App

iPhone and iPad

It’s probably the most underrated native app we have on our iPhones and iPads. When it was first introduced, the Notes app was for typing. After several updates, however, we’re able to now add photos, videos, sketches and tables. Additionally, we have functionality that allows for document scanning, editing and marking up documents and photos. This one’s a little longer, too at 07:02.

 

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