Let's Discuss Schoology Discussions

For anyone that knows me, it's no surprise that I am obsessed with Schoology. I bombarded my district's in-house professional development program with courses about how to use Schoology and courses taught online completely in Schoology. I recently tweeted about an easy way to have students evaluate each other's work through a Schoology discussion, so I decided to elaborate on that in today's post!

Here's what my eighth graders did in Technology Applications:
As their first coding project, students create a "guess the number" game in Scratch. It's pretty simple - the player is supposed to guess a number within a given range, and the player will receive hints like "too low" or "too high" each time they guess incorrectly. The player has five chances to get it right before the game ends. Because Scratch is such a visual program, I also use this game to teach students the elements of game design. Students incorporate these elements in their game; for example, a game might be along the lines of "Help me figure out my locker combo so I can get to class on time" game. Students (or should I say, game designers) develop a scenario and a space where their guessing game takes place. They incorporate components that enhance the game play experience.

And here's where Schoology comes in:
Playing the games in the end is one of the best parts of the project! So often, I've seen students create amazing projects using some technology application, but then the only person who ever sees the project is the teacher. I get it, there isn't time for students to present every project they create. This is where Schoology discussions shine. They allow students the ability to link or attach any product to their post. As the teacher, I can also grade the projects using a rubric attached to the discussion.

Once everyone's work is posted, students can view each other's projects easily and quickly. For this particular project, I assign three questions that students must answer in their reply to a peer's posted guessing game. To make sure everyone receives a comment, I require that students reply to whoever posted just before them (or just above them if you're thinking about the discussion thread visually). How easy is that?! I project the questions for replies on my SMART Board and then students get to work. Once students reply to their required "partner," they are free to play and comment on anyone else's game.

Requiring that students evaluate and think critically about their classmate's work is essential to learning. We can not expect student growth if students are not required to evaluate their own work and the work of others. Receiving deliberate, constructive feedback on their work from a peer may be received more positively than the feedback of a teacher. Crafting feedback for peers requires a deep level of critical thinking. Schoology discussions provide my students the medium for sharing and reflecting on their own work and the work of the peer's. There are so many positives to Schoology discussions, but this is definitely one of the strongest in my opinion.

The Algorithm is Gonna Get You

One of my biggest challenges is getting students in my Technology Applications course to understand the value of coding and technology in our everyday lives. Yes, students use technology every single day. They don't even know what life was like without a smart phone, and yet, they don't seem to question how this technology works or appreciate the massive impact technology in our lives today.

Determined to bring the real world into the classroom more, I recently added on to my introductory Algorithms lesson. I typically introduce algorithms with the Friendship Algorithm featured on The Big Bang Theory. Sure, this is a great hook, and an awesome introduction to flow charts, as well, but I still wanted more.

I found four super interesting articles featuring "algorithms in the real world." I've linked them here:

Mercedes' Self-Driving Cars Will Save Passengers, Not Bystanders

What Happens When Algorithms Design a Concert Hall?

Every Trump Tweet Activates Thousands of Algorithms

Facebook Trending Topics Algorithm Changes to Better Reflect Real News

I kept things simple: I printed copies of the articles, each on their own color of paper. I passed the articles out to the students so that each student read one. Using the traditional jigsaw strategy, students then matched up with the other three colors of articles and shared what they read about.

Perhaps the most interesting article was the one on self-driving cars and the "kill the driver or kill the pedestrian" algorithm. The article led us into rich discussion about ethics and the role of humans in designing technology. We also spent some time debating the "trending topics" algorithm. Do algorithms designed to show us what interests us make the Internet more appealing to us or simply keep us wrapped up in our own bubble?

It seems really corny, but as I took in the discussion, I saw the faces of some of my students light up. It was a humbling reminder that as much as my students can't wait to get to work on their computers, it's so important to also TALK about technology and the effect it has on us.

Tech Three - January

You may remember my first Tech Three post.  The LMC-Tech teachers at my school sends out a monthly tech tips email.  Well, here is the latest from me - January's Google-themed Tech Three:  

1.  Create Google Docs quickly from anywhere in your browser!  You do have to use Chrome, but all you have to do is download the free Google Docs Quick Create extension for Chrome.  It adds a button to the Chrome toolbar so you can create a new doc, presentation, or spreadsheet with one click! (I'm in love with this!) 

2. Google Drive has a new feature for tracking your file activity.  Clicking on the ⓘ icon that appears in your Drive home screen displays a stream of activity showing you who has most recently taken action on your files. You can also select an individual file to view activity for that particular doc.  This does not replace the Revision history on a document! Check it out more here. 

3.  Turn on Desktop Notifications for Gmail! You'll see a pop-up when a new message arrives so you can keep track of your mail without really checking it. The notifications work in Chrome, Firefox, and Safari. (Just keep this in mind if you're projecting your laptop!) Follow these steps to turn notifications on. 

UNEED a PDF Annotator: Try UPAD!

On Friday, I had the opportunity to help out at another school in my district during a morning of iPad-themed professional development for our future 1:1 teachers.

I led sessions about UPAD, the PDF annotating app that we primarily use.  (We also have students evaluating Good Reader so we can compare before distributing more iPads next year.)  Anyway, the experience was really fun and rewarding.  UPAD is probably the app our pilot students use the most so it seems a bit mundane at this point, but introducing it to a fresh set of eyes really reminded me about how much the app can augment and modify certain tasks.

After looking at some samples of student and teacher work in UPAD, we reviewed how to convert Word, Pages, and Google documents into PDF's.  Then it was time for to explore the app! Here is the practice activity I created as a simple way for the participating teachers to explore the common tools in the app.  We practiced free writing, typing, highlighting, and inserting images, while looking at lots of other settings and features!


The most interesting part of each session was the discussion that ensued throughout.  Here are some of the highlights:

If you're just doing guided notes or fill in the blank, how is this really different from using paper? 
Until you have an iPad every day, it's really not very different from completing the task on paper.  It's simple substitution.  When our pilot students were surveyed, however, the #1 advantage they see in having an iPad is their organization.  Organization has improved, students lose less work, and students have work available at all times.  At that point, UPAD becomes a necessary part of your workflow.

And along with that, how does the app make things better? 
How many times do you have a student ask you for a pencil every day? No student is going to forget his or her iPad!  Three of my favorite features are:
1.  User has access to a bunch of different pen colors
2.  User has access to a bunch of different highlighter colors
Great tool for locating different elements in non-fiction reading!
3.  User can quickly insert (and annotate on) images from the camera or camera roll
Excellent for science lab reports!

How are you teaching students to use this app? When do you do it - during the core class? 
Ideally, this type of learning is integrated at the time that the students use the app.  One practice that we have found successful is learning to use apps in "low stakes situations."  For example, we often show students some of the basic features of an app during a Homeroom period, and then give them the time to explore the app on their own or with a partner.  Sometimes we even include a "low stakes" assignment to accompany this exploration.  We also know that students are excellent at exploring apps on their own.  We often encourage students to look at an app at home before we know we are going to use it in school. Because of the nature of the teacher teams and student schedules, that's what has worked for us.


I highly recommend UPAD if you're looking for a PDF annotator.  We've run into a few cases of the disappearing document, but since students back up each night, we've been able to retrieve all work. And like all apps, don't be afraid to let the students explore (never play with) the app and teach each other and you!  For example, our students are the ones who figured out how to create folders and color code them in alignment with their regular paper folders. And your teachers will find great ways to use it too!  In one class, when students digitally submit work, the first page is always the rubric.  The teacher can then open the assignment in UPAD and mark up the rubric on her iPad.  Work is then sent back to the students digitally, rubric included!  It's pretty amazing how a simple app can completely change the workflow of a classroom for the better!

Popplet Pops With CCSS!

I love Popplet. It's one of my favorite Web 2.0 tools.  Straightforward and easy to use, it does just what you need it to.  If you are unfamiliar, Popplet is a mind mapping tool accessible via web or app.  The user creates "popples" (what we would call the bubbles on a web) in which to enter information, and popples can be connected by lines.  

Some of its best features are:

• Quick account creation that allows you to save Popplets 
• Collaboration & Sharing so multiple users can edit a Popplet
• Color options for popples 
• Super simple sharing via link, email, or embed code

Some of the ways Popplet augments the creation of a mind map on paper: 

• You can color code popples to enhance organization or visual understanding! 
• You can QUICKLY rearrange popples! 
• You seem to have an unlimited amount of workspace! 
• You an easily delete, move, disconnect, and reconnect the lines that connect Popples!
• You can insert links and images inside popples! 

It's just an awesome tool.  While using it with students, I've had so many great conversations about the ways we can organize information.  Students discuss how they color code their popples and why they place the lines where they do to connect popples.  They actually have to think about what makes the most sense to them visually, and because revision is so simple, they actually DO revise and adjust their thinking. 

In an attempt to encourage my sixth grade teachers to integrate Popplet more, I created this Popplet which provides simple examples for how to use Popplet with the new 6th grade CCSS for Reading!  

Happy Popping!  Can I coin that? 

    

Tech Three - November

Every month, on a Thursday, one of the tech or LMC teachers at my school sends out a "Tech Three" email with three tech tips.  

Below is this month's that I just sent out.  Maybe you'll find a new tip!  

1.  Are you logged into gmail and wondering where the quick link to Google Drive or other google apps went? Click on the nine-square grid in the top right corner (next to the bell icon) to see shortcuts to things like Google Drive, Google Calendar, Sites, and EasyBib. Note that in order to find EasyBib, you will have to click on "More" and scroll until you find it!  (See screenshot)

2.  Songza - Do you like to play music in class? Songza is a free website just for that! Use Songza's music concierge to choose music based on a mood or time of day, or stream music based on eras, artists, and genres.  You can even select music without lyrics!  

3.  NASA Space Math is a NASA website containing space-themed math lessons for students in elementary school through high school.  The lessons are aligned with actual NASA missions and contain videos, PDF activities, common core standards, and even press releases from the real missions. 

The Importance Prepping Parents for 1:1

Here we are about three months in to our 1:1 iPad Pilot, and we have just received the Survey Monkey results from our first parent survey.  Now I will say that some of the pilot teachers were a bit frustrated, but deep down we all realize that none of the feedback was much of a surprise.  And now we have confirmation that we are on the right track, and we know exactly what we need to improve.  Like I told one (the most upset) pilot teacher, "the good thing is, we can only go up from here!"  (That makes it sound like the feedback was awful, and it really wasn't, but sometimes we can take things a little seriously and personally.) 

The BIGGEST trend we saw in parent open-ended feedback was this: 
"I don't know what my child is doing in school anymore!" 

Here's the my-school-specific disclaimer: this is always a major concern from parents in the transition from 5th to 6th grade, but we know there are ways the iPads have intensified this parent frustration.  

So, here are our lessons learned that you can hopefully use to your advantage: 

1. Don't spend so much time supporting the teachers and students that you forget about parents.  One parent night at the beginning of the program isn't enough!
2. Try to feature something about the iPad or other device (hopefully in a nice, integrated manner) in the email updates you already send home to parents.  A lot of the surveyed parents didn't know how the iPad is affecting their student, because they don't really know what their student is doing, and in particular, creating on the iPad!
3. In general, communicate with the parents about what great things are being done with or on the iPads.  Send sample projects home, have students email their work to their parents, let parents know what, specifically, they should ask their child to show them.  This was the hardest thing to take for us.  We know we've done some amazing things that have required a lot of blood, sweat, and tears, but guess what? The parents have no idea!        
4. Provide parent education.  Parents want to know what apps their children are using.  What are they using to take notes?  Are they keeping a calendar?  How did they make that really cool podcast you emailed us?  Even send them articles about how to support a child in a 1:1 program. 
5. This one's tough - Remind parents to talk to their children about school.  Okay, I might be a little snotty on this one, but it's hard to feel bad that you can't go in to your child's backpack while they're asleep anymore and look through their folders.  Sit down with your child.  Have a conversation.  Ask him or her to show you two things from the school day.  And now I'm really going on a rant, but if we're so afraid that technology de-socializes us, why aren't we TALKING more?! 

So, let's get back to the professional stuff.  Here's what we're doing at my school to make parent communication in the pilot program better.  Most of this was in the works a few weeks ago, but now we've realized we need to speed up the process a bit.  

1. Distributing Schoology parent access codes.  Teachers were very hesitant about this, but now that we've had a chance to explore the parent view, we are just about ready to grant parent access.  Parents will have access to each course calendar, assignment, and teacher feedback on individual assignments.  Of course, this does require parent education. 
2. Creating student-driven team blogs.  One team is creating a blog, which will be updated weekly by assigned students, to share what exciting things are being done in class.  Parents can subscribe to email updates from the blog.  Pictures and other media will be included.  In fact, I just got the team news reporters started on this today! 
3. Hosting a parent night.  We envision something where our students teach parents how to use the apps and share some of the things they've done in class this year.  This is the one thing we've got to hash out the most.  

In general, you will find, like us, that parents are excited and happy with the program.  Most of their multiple choice responses were "good" or "very good," but it was clear, whether they came out and said it (and you know they did) or they implied it, that they just want to be more in the loop.  And I WANT them to be in the loop.  I WANT them to know how amazing the iPads are, and I WANT them to see all the exciting things we are doing in and out of class.