Student Choice - Book Trailers

In a classroom of iPads and netbooks, I have a great deal of choice.  My students, therefore, also have choices when it comes to creating projects.  Personally, I prefer iPad apps to complete my projects.  My students, however, sometimes pick what they're most comfortable with or have the most experience with when creating projects.

My last assignment was to create a book trailer for their lit circle novel.  Students could choose from iMovie, Keynote, PowerPoint, Windows Movie Maker, and Photostory.  Students who chose iMovie were limited in their choice of music because they could not access their own iTunes accounts.  Wouldn't it be great (if we go 1:1 with iPads) if students could access their own music for presentations?  They could take so much more ownership in their projects.

One drawback to using Keynote is that students were not able to put music or sound into their presentations.  After doing a little research on the topic, it seems Keynote presentations can have sound, but the steps are rather laborious.  If anyone knows of an easy way to accomplish this task, PLEASE let me know!

The students who used PowerPoint for their project were comfortable with certain tasks, but many were clueless when it came time to animate the slides so it was a continuous show.  I wasn't able to replicate myself throughout the classroom, so students taught each other how to animate.  I highly recommend this model if you're not doing it already.

Here is my all-time favorite book trailer.  It was made with PowerPoint, but this student effectively used transitions and music to convey the emotions and conflict in the novel.

I'm looking forward to the day when students have their iPad to work on projects at home, but until then, offering choices and empowering students need to be at the forefront of any assignment.

Fearing Freedom

As a model classroom participant, there is a great deal of uncharted territory through which to navigate.  Over the last few days, students have really challenged my thinking of what "freedoms" should be allowed when working with the iPads.

Our classroom iPads have restrictions enable, as they should.  Lately, though, I've been questioning how much should really be restricted on the iPads.  An easy answer is that students should not be allowed to purchase any apps.  This is an easy restriction for us as none of us, students and teachers, knows the iTunes password.  I'd like to keep it that way.

In an experiment with freedom, I've been leaving the app store available to students and the results have been shockingly good.  It's been an easy and fast way to get updates through for twenty-eight iPads.  It's also a lesson in technology and problem-solving, and it saves me and the tech department a great deal of time.  Today, I've allowed students to navigate the app store independently, and as I type, I'm listening to my kids compete over their success with different grammar apps and Stack the States.  Usually, my kids want nothing to do with grammar.  When I told them I trust them to go to the app store and get grammar apps or Stack the States, they jumped at the chance.  Since these free apps were previously "purchased," students simply had to get them off the cloud.  No password required.

I know I'm repeating myself, but I'm literally hearing kids argue over state flags, concrete and abstract nouns, and fun facts about states.

Freedom is not something to be feared.  Laying out explicit expectations and consequences give students control in an environment where they systemically have none.  When students feel empowered, they are more willing to take control of their learning.  Today really opened my eyes to what students need to succeed.  Common Core State Standards push student choice, as done current research.  If I would have given students optional grammar worksheets or crossword puzzles, I would have ended up with a pile of garbage.  Choice needs to come with trust.  I trusted students to be on educational apps rather than just surfing the internet or browsing YouTube, and they rose to the occasion.

I'm starting a bulletin board in my room that will include pictures of these "free time" or "I'm done" apps.  Students will be able to add to this list as the year goes on.  I've made it clear and will continue to remind students when it's appropriate to be on these apps.  Until then, let's see what happens!

What I Wish I Would Have Known... Part 3

This is the third post in a series of posts dedicated to the challenges and solutions of an iPad model classroom.  This post focuses on the use of iMovie in an instructional setting.

Part 3:  iMovie

Completing book trailers and other digital movies takes time.  In the past, students used Photostory or Windows Movie Maker for these types of assignments.  I ran into a great deal of difficulty with these projects.  Students could not easily transfer their work from home to their netbook here at school.  It required much more than just a flashdrive; students needed to also save their images in source files on each computer.  Students had to restart or replace lost images.  When dealing with audio, students were in an endless cycle of recording and re-recording, only to find that this feature on their netbook was simply broken.  I was sending students, two or three at a time, daily to the tech office for assistance.  It made me shy away from assignments and assessments based on digital applications.

Enter: iMovie

From day one using iMovie, I was hooked.  It is extremely easy to learn the app just by playing around for a few minutes.  There are two options when creating a movie in iMovie: trailers and projects.  For beginners, I'd recommend using a trailer.  Trailers are set up like a template.  Music, effects, and text placement is already programmed into each trailer.  There are also a variety of themes from which to choose, ranging from "Scary" to "Bollywood."

What I Wish I Would Have Known

1) Trailer templates are extremely fixed.  This can be a great feature for students who don't know what they're doing.  However, for students who want to be more creative, this can lead to frustration.  The timing of the pictures is sometimes extremely short (less that a second), and students want viewers to see more.  An easy fix for this is to use the same picture for multiple sections of the video.

2) When putting in text, space is limited.  Large amounts of text cannot be put in.  To fix this, create a project instead of a trailer. (See #4)

3) Projects start from scratch.  Literally.  Sometimes this causes stress on students who have absolutely no idea where to start.  As with any new concept, modeling is the key.  Show examples, start creating one with the class, and don't forget to reteach along the way.  I've seen students pay attention during demonstrations of text and audio, but they only focus on one skill at a time.  They don't really pay attention until the actually utilize a different skill in the video.

4) Projects allow room for text, but the text space is limited and sometimes does not give the audience enough time to read.  To fix this, students created text boxes in other apps such as Pages, took a screen shot, edited the picture, and then inserted it into Pages.  It takes a few steps, but it's a relatively easy process.

5) Audio is limited.  Since students do not have access to iTunes, they can only choose from the preloaded music and sound effects.  This isn't a huge problem, but be prepared to hear the same theme music multiple times.  Don't penalize for lack of creativity.  Encourage other uses of audio, such as personal narration.

Would I do it Differently Next Time?

I don't think so.  I think with any project or app, it's necessary to adjust expectations, but I would absolutely allow students to create videos again.  It's a great way to have students CREATE new content rather than just spit it back at me.  Students crave the opportunity to be creative (whether they admit to it or not).

Here are a few shots of projects in progress:

* Students read a novel about a character facing adversity.  To assess their understanding, a book trailer containing a plot summary and answers to our unit's essential questions was assigned.  Enjoy!

What I Wish I Would Have Known... Part 2

This is the second post in a series of posts dedicated to the challenges and solutions of an iPad model classroom.  This post focuses on the use of Dropbox in an instructional setting.

Part 2:  Dropbox

Handouts, readings, worksheets, notebook paper…

Sometimes it feels as though I spend most of my mornings at the copy machine.  Seventy-five copies here, one-hundred copies there, only to hear from students, “I can’t find it!” as the days and weeks go by.  I think all teachers can relate to the headaches and green guilt we feel as we run another master through the machine.  The most difficult challenge in organizing a classroom is getting our students and their papers organized.  I get lost in the piles on my desk and have to admit that on more than one occasion, I couldn’t even find the handout a student requested! 

Enter: Dropbox

Dropbox solves most of the copying nightmares for teachers.  It is a website/app that easily stores documents on its cloud and can be accessed at anytime.  It is very easy to set-up an account and to upload documents directly to it.  It updates each device as uploading happens.  Many of the documents I need my students to read on their iPad are on my school’s server.  Not a problem.  Dropbox automatically adds a folder on my desktop into which I can easily drag and drop documents.  Students can open a Dropbox document and send it Pages to edit.  They can even save their edited documents back into Dropbox for me to grade!  The possibilities are simply endless. 

There are so many possibilities that I haven’t taken advantage of yet.  If there’s something you do with Dropbox that could help my classes, let me know in the comments!

What I Wish I Would Have Known

1)   Storage is limited.  Free accounts have a limit, but more storage can be added by sending referrals, linking accounts, and grabbing other “bonuses” Dropbox offers.  Cleaning up folders often helps to keep space available.

2) Anyone who has the username and password can delete files.  When we first started using Dropbox, I decided to set up a classroom account.  All of the students logged-in with a username and password I provided.  Before students understood the app well, files were accidentally deleted. Be prepared for this by always keeping a master document (digitally) close by.

3)  PDFs can take forever to load!  Larger files on Dropbox can take a few minutes to load.  This, in teacher time, seems like an eternity.  To prepare for this, have students open the file BEFORE introducing the task/assignment.  This buys you a few minutes and allows the file to load.

4) Saving files back into Dropbox takes time.  As students start working on assignments, the goal is to have them save back into Dropbox.  It can be done rather easily, but the time it takes to upload needs to be taken into consideration.  I think having almost thirty student upload at the same time eats up most of the server’s attention.  An easy fix is to have a select group of students upload at once.

5)  If you have a classroom folder, students can access each other’s work.  Since my classroom isn’t 1:1 (for iPads) yet, students see each other’s work not only in Dropbox, but in all apps.  Take the time to discuss responsibility and integrity.  Mistakes happen.  Files get deleted.  Keeping an open dialogue about individual work keeps students honest and assignments authentic. 

6) Allow students to download or access Dropbox at home.  Many of my students have downloaded Dropbox on their smartphones or home devices and can complete reading assignments whenever it’s convenient for them.  Many of my students have done their homework on the bus or on-the-go, and it’s been really easy for students to access what they need.

Would I Do It Differently Next Time?

Looking back, I don’t think I would change my use of Dropbox.  Students have responded really well to it, and it’s a perfect addition to “going green” in the classroom.  I’m looking into apps that have a direct link to Dropbox such as iAnnotate PDF.  This would allow students to actually write on a document and then send it back for assessment.  It is quite costly at $9.99, but the ease of use and potential benefits outweigh the cost.  If you have any suggestions about Dropbox or other annotating apps, let me know!

Next Time:  What I Wish I Would Have Known About… iMovie!

What I Wish I Would Have Known...

This post is the first of many reflective posts sharing the challenges of being a part of the Model Classroom Initiative.  The purpose of this post is to document what I wish I would have known earlier in an effort to help future pioneers. The good news is, my friends, is that I've been there, and I've found some solutions to my questions.  Enjoy!

Part I:  Email Accounts

In a previous post, I alluded to my students setting up Gmail accounts. The purpose of setting up email accounts in the iPad classroom is to have a way to sign-up for some apps, share Google docs with me, and have a way to personalize an iPad that is shared with other users throughout the day. The process of setting up email accounts, however, was not documented.  Since this post, I've learned a thing or two about navigating email for over one-hundred students.

My students set-up email accounts either at home or at school.  For the students who set-up at home - THANK YOU!!  For the students who registered at school, here's the truth about the process.  While Google makes it really easy to go through the process, they also want to make sure that each account can be verified.  In order to verify the account, Google sends a verification code in a text message.  Therein lies the problem.  At first, I put in my own cell phone number (I have unlimited text messages), but after about twenty students or so, I had reached Gmail's limit.  I then had to break, with my Assistant Principal's permission, the no-cell phone rule.  Students needed to access their text messages to verify their account.  While it was a difficult process to get through initially, once the accounts were set-up, I have not needed to do any account maintenance.

What I Wish I Would Have Known...

While discussing the pitfalls of setting up email accounts, a colleague shared that he was using +1 accounts for his class.  This teacher only has a class of under thirty students, but it could work with more students.  Here's some info on creating +1 accounts.  One of the pitfalls with this process is the longevity of the account.  I think this process is rather easy, but it seems like a temporary solution.  I think it's important for students to think about their digital footprint and be able to access their Google docs for as long as they need to.  A personal email account also allows students to build contact lists for future recommendation requests or questions.

Would I Do It Differently Next Time?

For this topic, I'm not sure I would change my process.  While the initial steps took some time and created a few headaches, students now have a permanent, school-only email address accessible for as long as they need it.  While creating distribution lists was a concern, a class Dropbox account easily fixes this issue.

Next Time?  What I Wish I Would Have Known... About Dropbox!

Grammar, Grammar, Grammar

It's the seven-letter word separating the men from the boys.  It's the secret language English teachers speak only to fall on deaf ears.  It's the difference between, "Let's eat, Grandma!" and "Let's eat Grandma!" (Poor Grandma!)  Now, while I don't claim to be an expert, I have studied more and more on the subject of grammar, and I try to pass along this knowledge to my students.  Lately, I've noticed a decline in the amount of time we, as teachers, spend on the topic.  Essay after essay, I try to mark their papers - not in RED ink, of course - for the errors I find.  I always get questions during the dreaded essay return day, but my explanations carry ZERO instruction.  There are many schools of thought on how to effectively teach grammar.  Some say that it must be relevant to student writing; I must use student samples to illustrate grammar concepts.  Others teach it like math: examples, examples, examples.  With the advent of technology, I've chosen to unite the division.  

Enter: iPad.

The basic component necessary for understanding grammar is the understanding of the parts of speech.  It is amazing to see how many students cannot recognize a noun or a verb.  Rather than having students look at random sentences, I had students CREATE nouns and verbs.  This wasn't the case with nouns, however.  Those were already created.  Verbs, though, took a little more work.  Here's what students "created" and labeled:

 

Verb:  Working

Verb:  Hiding

 

Nouns:  clock, door, student

Verbs:  sharing, helping

There are many more pictures out there,  but I think you get the idea.  I think EXPERIENCING the parts of speech is much more useful that reading random sentences.  

Next up: Students are creating Grammar manuals to refer to throughout the year.  We'll include nouns, verbs, and prepositions in our first draft of it, and we'll add more as we get to more complicated rules.  Stay tuned!

Building Schema with Apps

** Originally posted on October 12, 2012

One great comprehension strategy is to activate and build schema before reading or introducing a topic.  Schema is defined as all of the background knowledge we have about a particular topic.  When students learn, the brain attempts to make connections to prior knowledge, and the more background knowledge a student has, the easier it is for the brain to "organize" new knowledge.

In my Accelerated Language Arts class this week, students began reading an Agatha Christie short story, and I expected some schema gaps.  Since the story "The Adventure of the Cheap Flat" is part of the Poirot Investigates collection, I wanted students to read a little bit about both Christie and the collection.  To help find information, I showed students how to use the Wikinodes app, and they had a great time finding information.  Wikinodes, powered by Wikipedia, is a great resource for students to use to get basic information.  The presentation of information is in the form of webs, and students who are visual learners get to interact with a web and make it as complicated or as simple as they would like.  Here's a screenshot of a search:

After students were finished reading, they were instructed to use Today's Meet to share new learning with their classmates.  Here's a sampling of their activity:

The way the students would use Today's Meet is to start at the bottom and follow along as new messages are posted.  It takes a little getting used it, but the students have gotten much better at posting, reading, and even responding to each other.  Overall, combining these two apps in a matter of ten minutes was quite successful!  It also provides a way to backchannel when needed.  

Beginning of the Year Reflections

** Originally posted on September 19, 2012

It's been quite some time since I've added thoughts to this site.  In the last 18 days, things around the model classroom have been slow-going.  In my content classes, Language Arts and Accelerated Language Arts, we spent a good three days getting Gmail accounts set up.  Since then, though, students have been much faster logging in and creating documents.  They've even submitted (shared) an assessment with me!  What I find amazing is that students learn a process once, and they are set!  There are a few students here and there who need password reminders or who can't find the app, but other than that, the students seem to love having a new piece of technology in their hands.  

Since our slow start, I feel like I can finally get moving through content, delivering it with style through the iPads.  From a logistical standpoint, I've spent less and less time by a copy machine getting prepared for the day.  Students have preferred reading PDFs through Dropbox or taking notes on Evernote.  They've loved showing ME how to use an app.  My students today showed me how to sync iTunes between my laptop and iPad.  They were shocked that I didn't know how!  

I think the best aspect of this experience so far has been learning from the students.  I don't have all the answers when trouble-shooting specific issues, but the student next to them does.  My kids have loved showing off their skills to each other, and I've learned more than I ever imagined I would.  My students are extremely capable of learning on-the-fly.  As we keep moving forward, I'm confident the iPad will be a seamless piece of the classroom.

Let's go back in time...

to 2010.  Onto the stage walks Steve Jobs, the founder and CEO of Apple.  His keynote address introduces, you guessed it, the iPad.  It's hard to believe it was only two and a half years ago!

Back to School!

** Originally posted on August 24, 2012

During our Back to School meetings, Dr. Stawick, District 146 Superintendant, encouraged teachers to think more deeply about how we, as classroom teachers, are tailoring our teaching to meet the needs of students in the ever-changing twenty-first century.  This video is a great introduction to the changing view of education.  Enjoy!

At one point in the video, the screen reads, "our world is changing, but our schools remain unwaveringly the same..."  I'm happy to say that this is just not the case this year.  My classroom is changing daily.  I'm extremely excited to be a part of a district ready to head into the future of education.  Here we go!

Welcome to LyonsTeach!

In the new school year, I have the great opportunity to turn a "normal" classroom into an experiment in utilizing technology to push my students further than they've ever been pushed before.  The new look of the classroom will feature a classroom set of iPads for student use.  Our classroom will be one of ten "model classrooms" across the district.  This website will be a way for students, parents, and the district community to keep track of our progress as we search for the newest, most effective ways to utilize technology in education.  Visit often!