Digital Portfolios and Student Lead Conferences

“Time has a wonderful way of showing us what really matters.” By Margaret Peters

Digital portfolios (or sometimes known as e-portfolios) allows opportunity for students to showcase mastery of content through a variety of methods other than paper and pencil. It allows students to show evidence that they are working toward a goal and improving skills based on objectives. Students gain confidence, learn to reflect on their multimedia work, track and demonstrate growth based on their level of learning and most importantly improve self reflection and build learning independence.

Why are we hearing more about digital portfolios lately? Because more colleges and Universities are not just excepting SAT scores but portfolios. There are many applications you can use for digital portfolio such as blogging, 3 Ring, wikispaces, Google Drive, Livebinders, Gaggle/Edmodo, or Evernote. Evernote is my favorite for many reason but mostly because it’s free, works on all devices and you don’t need internet except for syncing.

In Evernote you can make folders for each students, where they can upload their projects or documents to show mastery. I prefer portfolios because it takes the pressure off of grades and focuses on growth. It also helps set the tone in the classroom environment that we are all different and we will make mistakes but we can learn from them.

I set up my conferences so that I was conferencing with my students in every subject, at least once a week. During this time (because I only had one iPad) I would write the conference notes in their digital portfolio. Over time we could see their progress and growth.

During the conferences, I would discuss with the students individually about what they did well, what they needed to work on and a plan on how they were going to improve. This allowed ownership and also held the students more accountable through reflection. I became the facilitator making sure they made goals that were best for them and that were based on their needs.

Inside the portfolios the students would take pictures of projects they had created, such as the thermal solar house they built or they would upload their best writing piece. Sometimes we recorded our reading fluency so they could hear themselves and make improves. Setting up my portfolios this way allowed the students and I to build a relationship and helped me easily differentiate based on needs and their interests.

Naturally came student lead conferences, where the student walked their parents through their digital portfolio. The students knew their strength and weaknesses and didn’t need ‘prepping’ because they did this naturally every week. It showed the parents the students understood their strength and weakness and allowed the parents to ask their students questions. Because the parents realized that their children understood their learning so well, I found that more parents engaged with their child’s education because they didn’t feel the pressure of figuring out what the student needed to work on. It also naturally helped me, get the parents to see that there is more to education then just grades, taking pressure off some students by default. I also noticed that students had more confidence in themselves because they weren’t comparing themselves against anyone but themselves.

When I left the classroom, I was able to help other teachers set up these portfolios. One teacher @missbrinnsclass, started them. The students are in first grade and it is amazing to see them take control of their learning. Here is a sample of a students writing and her reflection on her work.

This is a video of Madison leading her conference in front of her parents and teacher.

I would love to hear how you are using digital portfolios in your classroom or tools that you are using.

Transforming the Classroom with ‘Touting’

“Believe you can and you’re halfway there.” By Theodore Roosevelt

There is a new social media called Tout. To Tout you capture 15 second status updates and publish them online. The recordings can be about news, gossip, places etc. When reading about Tout a month ago it got me thinking; we can use this concept in the classroom. This would allow students to be 21st century learners by communicating, collaborating, critically thinking and creating.

I decided I wanted to try this concept of creating 15 second videos first with having students act out vocabulary terms. I shared my idea with a 3rd grade teacher, Ms. Mehta (@megan_mehta) and we used her class as our ‘guinea pigs’.

We explained to the students that they were going to act out the fraction vocabulary terms (3.NF). The rules were that they couldn’t say the word and the clip had to be under 15 sec. This allowed the students to use all their 21st century skills. The students had to collaborate together and decide how they wanted to act out their vocabulary word, they had to critically think about what was most important about the vocabulary word in under 15 sec, they had to communicate this effectively so the other students could figure out what the vocabulary word was and then create the video.

Ms. Mehta model what acting out a vocabulary word looked like by acting out the ‘life cycle of a plant’ in under 15 secs. We then gave the students about 10 minutes to brainstorm in their groups while, Ms Mehta and I facilitated and asked guiding questions.

While I took the students out into the hallway to help record, Ms. Mehta continued with her math workshop and we rotated the groups until all the students recorded their vocabulary words. The students then uploaded them to their Gaggle digital lockers and added them to the class social wall. (This could also be done on an Edmodo or Schoology account) The students then reviewed each others videos and guessed what word the other groups did. They now can review these vocabulary words visually at anytime by logging onto their Gaggle accounts. Here is an example: Can you guess what their math vocabulary word is?

That is right – Fraction! We felt this was successful because this allowed students to review vocabulary words for the state test without ‘drill and kill’. The students loved the activity as well. We did decide not to tell the students about the ‘Tout’ site as we didn’t want them to go home and look it up as it does have some inappropriate videos for young students. (FYI-Tout: You should make an education version for students that is safe for them)

This activity can easily be differentiated but giving ‘harder’ vocabulary words to the higher level students and the easier vocabulary words to the lower students. This way they are all doing the same activity and it is not apparent that they are on different levels.

My next idea for this tout concept is with middle and high schoolers; I want them to ‘tout’ status updates about what they are learning and then share with friends. This will allow the students to reflect on what they are learning like a twitter status update but visually. They will also put these on the classrooms Gaggle social wall so they can view each others.

I also think you can use this concept as a way to informally assess what the students understand. I would love to hear other ideas to make these idea even better. I hope you try it out in your classroom.

Discovery Education: Changing the Classroom with Techbooks

“There are only two lasting bequests we can hope to give our children.  One of these is roots; the other wings.” by Hodding Carter

Discovery Education has been a wonderful tool in my classroom and in our district. A few days ago, Discovery Education announced at the NSTA conference, that any teacher in the country may have free access to their Techbook from now until the end of June.  This is exciting for many reasons! Techbooks are going to change the classroom and offer students more interaction then just a regular textbook. Another great reason to start this free trail even though it is towards the end of the school year because it is a great way to review for the end of year tests your state has without teaching to the test.

This is the link for the DE Techbook free trial. It is very easy and DE helps you walk through the steps. Once you begin your free trial there is a 4 min video tour before you begin your exploration.

Great Features of the DE Techbook for the Teacher: 

- Curriculum correlates with State Science Standards (Ex: NC 2.L.1.1 – Summarize the life cycle of animals)

- 5E plan with essential questions with built-in prep and big ideas (To learn more about 5E see previous blog post)

- Lessons are broken down into time segments to give you, as the teacher, a rough idea about how long that portion of the lesson should take

- Easy navigations and can add lessons into ‘My Content’ to stay organized

- Offers Hands On Activities suggestions with directions

Great Features of the DE Techbook for the Student:

- The students can highlight and take notes and interact with the text

- You have the option of having the techbook be read to you

- Embedded videos and interactive glossary for the students use.

I highly suggest you check out this free trial from DE. They also offer Free Webinars to ’dive deeper’ into how to use Techbook in the classroom. They also offer Quick-Start guides, that you can download for the Techbook you want to explore more. I hope you enjoy DE’s Techbook as much as I do!

* I am also excited to learn more about DE’s ideas when I attend Discover Educator Network Summer Institute (#DENSI13) this summer in Vermont.

Web Tools for Shift 6 – Academic Vocabulary of the Common Core

“One forgets words as one forgets names. One’s vocabulary needs constant fertilizing or it will die.” Evelyn Waugh

In the Common Core  State Standards (CCSS)- Literacy there are six instructional shifts that are needed to effectively implement the CCSS. In this post I am going to focus on shift 6.

We can use web tools seamlessly with shift 6 to build academic vocabulary. It is important to remember even if we teach math, science, physical education; vocabulary is crucial in learning. The shift 6 – Academic Vocabulary tiers are:

Tier 1: Words we use every day such as chair.

Tier 2: Words that frequently appear across all domains and have shades of meaning such as relieved.

Tier 3: Words that have a specific domain such as photosynthesis- domain: science.

The web tools I highlight can be used in any subject and within each tier.

1. VisualThesaurus is a free mind mapping vocabulary tool that takes one vocabulary word and branches out related words visually. The students can see the different parts of speech and these are color coded. If the student spells a word wrong they offer suggestions helping the student learn the vocabulary. You can have students make their own individualized tier 2 and 3 vocabulary lists to help differentiate. You can also search for word lists, such as this general academic vocabulary.

2. Make Beliefs Comix is a free comic strip maker that allows you too create simple free comics strips. Having the students show master of a vocabulary makes the students critically think, create and communicate their knowledge. Giving them a vocabulary word such as ‘absurd’ and having them demonstrate though making a comic. You can assess mastery without a paper and pencil vocabulary test.

3. Sketch Odopod is a free web tool that you can have the students draw out their vocabulary knowledge. Having the students represent a non-linguistic approach. You don’t need to have an account unless you want to save the pictures. Here is one done on the elements of fiction and on the water cycle.

Ninjawords is a fast dictionary students told me about the other day….they love it because it gives them the definition fast. (It is an iPhone app as well)

Want to learn three more web tools for shift 6 you can use in your classroom check out this blog post, 3 Digital Tools For Common Core Academic Vocabulary by Susan Oxnevad

Please share other ways you are teaching shift 6 in your classroom so we can learn and grow together!

Introspective of ‘A Whole New Mind’ By Daniel Pink

“Reading without reflecting is like eating without digesting.”  ~Edmund Burke

This week I finished the book A Whole New Mind by Daniel Pink (@danielpink). It was an amazing ‘read’ (I did it as an audiobook) and one that made me look at things in a new way. I highly recommend this book to anyone but especially educators as it takes a look at our students as 21st Century learners.

Daniel Pink says, “We are moving from an economy and a society built on the logical, linear, computer like capabilities of the Information Age to an economy and a society built on the inventive, empathetic, big-picture capabilities of what’s rising in its place, the Conceptual Age” (1-2)

Pink states that there are six fundamental right-brain aptitudes and I have added some of my own thoughts as well for how to apply them to the classroom:

• Design – Moving beyond function to engage the sense.  He discusses how improving school environments could increase test scores. If you think about it, where would you rather work/learn? At a desk and chair with pencil and paper or in a relaxed environment on a comfy couch or chair with your device. We need to get teachers comfortable in changing the environment so it is not as structured, no more rows or assigned seats. (To learn more about what I think the classroom environment should look like, check out my previous post: 21st Century Classroom Environment)
• Story – Narrative added to products and services – not just argument. What do you remember about the Space Shuttle Challenger disaster? I remember the story of the first teacher going to space, not the facts about the disaster. With students, connecting facts/events to story will help them not ‘memorize’ but think deeper about the events. This can easily be done in the classroom with digital storytelling.
• Symphony – Adding invention and big picture thinking (not just detail focus). This works well in the classroom with goal setting. Having students looking at the bigger picture is a great way for them not to work about just one grade but how they master a concept over time. Having symphony in the classroom allows students to be critical thinkers and problem solvers because you are looking for solutions for problems. Similar to Challenge Based Learning (CBL) style. 
  
• Empathy – Going beyond logic and engaging emotion and intuition. In the classroom this is helping students having a global perspective and aware of people outside of themselves. This is part of the ‘hidden curriculum’ and part of building well-rounded students. Having students participate in community service events and getting them involved with emotions. In my classroom, I would engage the students in a few videos about the hunger problems in our world to make them aware. I then posed the question, how can we help? The students brainstormed ideas of ways that we could help and then we took it a step further and carried out those ideas for example we held a food drive. I always tied in the curriculum by having the students create persuasive ads to entice others to want to donate and I had them collect data on what items we had then graph the results.
• Play – Bringing humor and light-heartedness to business and products. Pink discusses how we should blur the link between work and play. I don’t consider my job ‘work’ as I enjoy it, I can ‘work’ for hours on school stuff and not even realize how much time has gone by because I love it. To me, work is going to the gym, where I watch the clock and think, is this over yet? I am ‘doing it’, because I know it is good for me and I should, but I am not enjoying going to the gym. We need to do the same in schools. We need to make the classroom environment be a place where students ‘get lost in learning’ and not be looking at the clock thinking is it over yet. Pink discusses how game based learning (GBL) in the classroom can help students with this concept. Check our this site for more about GBL and A Whole New Mind. 
  
• Meaning – the purpose is the journey, give meaning to life from inside yourself. In the classroom, we need to teach concepts that are related to the real world so students see the connection.

I think this would be a wonderful book study for schools or personal learning networks (PLN). Mr. Pink even provides you with discussion questions for this book and I found a Livebinder full of resources that would also guide your school/PLN to effectively use this for Professional Development by Julie Hart & Jill Rubinstein, from University of Colorado Denver.

I know I do not do this book justice but hopefully I have enticed you enough to read it. I would love to hear what others think of A Whole New Mind and I can’t wait to read more of his books. Next up, Drive! Happy Reading!

What I Learned from ASCD from My Couch

“We may encounter many defeats but we must not be defeated.” Maya Angelou

I unfortunately could not attend ASCD 2013 this year but because of Twitter, it was like I was there! I learned a lot and still walked away with some great resources, right from my couch! Below I share the things I learned. There are a lot of embedded links so don’t miss out!

1. Maya Angelou speech was inspiring even though I couldn’t hear it. There were many tweets quoting here and this poem is one she recited.

http://www.inspirationpeak.com/poetry/bravetruth.html

2. Fisher and Frey’s – YouTube Channel has great resources

3. Engaged Learning and Teaching with Technology by Meg Ormiston had great insights and it was like I was there with Nicholas Provenzano (@thenerdyteachers) notes.

4. Great Common Core resource site shared by Eric Sheninger @NMHS_Principal called Wiki-Teachers. the site has all of the standards unwrapped with lesson plans, videos and assessments.  http://bit.ly/15k13MX 

5. Link shared by @WholeChildADV Andy Hargreaves and Pasi Sahlberg: Where are We Going and Why? — Whole Child Education

6. 10 Ways to Spice Up Faculty Meetings  by @bcurrie5

7. Leading Technology Integration on Campus: Livebinder of Resources

8. A great chart on managing complex change Tweeted by @RemynesES

9. ”If you really want to do something you’ll find a way. If you don’t, you’ll find an excuse.”  Jim Rohn Tweeted by @lindapemik

10. ASCD report 1 and report 2 along with blog post about Edcamp invasion of ASCD from http://www.schooltechnology.org

Even though I could not attend ASCD13, I was still able to learn a lot because of Twitter. Next year, hopefully I will be there and sharing resources for others who couldn’t make it.

Creating Games with the Tiny Tap App Based on Common Core

“Any teacher that can be replaced by a computer, deserves to be. ” By David Thornburg

Tiny Tap is an app that I came across when I was waiting to get my oil changed in my car. I was sitting next to this little girl who was in Kindergarten and she was playing on the app. I asked her to tell me about it and she was showing me all the games she could play on the app and then the game she created on the app herself. Of course I had to also test out this new app and see how I could apply it to the classroom curriculum.

Tiny Tap is s a free iPad app that allows you to create simple games based on pictures that you take, find or ones you draw. The app is very user friendly, even a Kindergarten could make a game. It is easy for teachers to use for differentiated instruction because students can play a game that is based on their needs. Within 10 mins I made a game that connected with the Math Common Core standard K.CC.7.

Here are the steps on how to create a game:

1. Click on create a game and add the title of your game.

2. Tap on the add photo and either upload pictures, take new pictures, find picture on the web or draw a picture based on your Common Core curriculum standard you want to address.

3. To create your question press the record button and start talking.

4. When you have finished recording, select the portion of your picture that is your answer by circling it.

5. Click on done and it will appear on your shelf.

If you want to go back and edit any of the games you created, you can at any time, by clicking on the edit button in the top right corner.  There is also a TinyTap Market where you can see what other people have created, some are free and some are paid. You can also edit others games once it is downloaded into your shelf.

The best part is students who have shown mastery can make games for students that still need to practice certain curriculum skills. This allows students to use their 21st century skills by allowing them to critically think, communicate and create.

I hope you enjoy this app as much as I have!

Reflecting on NCTIES Conference

“Change is the end result of all true learning.” by Leo Buscaglia

The North Carolina Technology in Education Society (NCTIES) took place in Raleigh, NC this week. It was a great time to present my knowledge but also gain knowledge from others. After synthesizing everything I decided to share  some of my favorite sessions and resources.

1. Richard Bryne, @rmbyrne, was a featured speaker at the conference. One of his sessions was sharing 65 web tools in 50 mins. It was a fast paced session and some I knew but I learned some new tools as well. Three of my favorite that I learned and will be implementing are…

-  Pixabay:  Has free public domain images with no login required (Like the one at top of the page)

- Meograph: Four-dimensional storytelling

- Real Time Board: Great for online collaboration, sharing ideas or presentations.

2. The conference theme was ‘Game On’ and many sessions were on Game Based Learning. One of my favorite sessions curated all the GBL sites by type of game (ex. strategy, puzzle, role play etc). Check it out here: https://sites.google.com/site/kbkvgenz

3. Sam Walker, @swalker2, presented on how to use digital passport to help teach digital citizenship with gaming. Check it out here: https://digitalpassport.org/educator-registration

It was a pleasure to also present on the topics of Bring Your Own Technology (BYOT) and Twitter for Educators.

Skills a Great Leader Should Possess

“Before you are a leader, success is all about growing yourself. When you become a leader, success is all about growing others.” By Jack Welch

This past week my favorite Principal, Raymond Giovanelli (@rjgiovanelli), is embarking on a new adventure by opening a new school, something he has not done before. At his ‘farewell party’ it really got me thinking about what skills a great leader requires, he has made me a better educator (more that he knows) and this blog post is dedicated to him. Mr. G contains all of the below skills and are skills a great leader should possess.

1. They have goals and they share their goals with others.

2. They are positive and happy.

3. They have passion for what they are doing.

4. They exhibit all the best character traits.

• Respect: Show high regard for everyone
• Responsibility: Shows this for themselves, school and community.
• Honesty: Be truthful (actions speak, louder then words)
• Caring: Takes care of staff and students while bring understanding and compassionate.
• Justice and Fairness: Shows unbiased treatment for everyone
• Citizenship: Involves the community around the school
• Courage: Know that it is okay to fail and try new things.
• Perseverance: With no raises and budget cuts-you stick to what matters the students
• Hope: Believe in yourself and everyone around you.

5. They celebrate others accomplishments and don’t compare themselves to others.

6. They collaborate with others through Personal Learning Networks- PLN’s.

7. They leverage peoples strengths but also push them to grow.

8. They know when to listen and when to support.

9. They prioritize and manage time wisely.

10. They know how to delegate but share their decision making with others.

11. They find balance between work and home.

12. They are forward thinkers, innovators and think of solutions, not problems.

Thank you for everything you have done and I know will continue to do for your staff and students. You are a great leader!

You can read my past blog post on ‘Why We Need More Principals’ like him here.

Preventing Social Loafing in the Classroom

“Unity is strength… when there is teamwork and collaboration, wonderful things can be achieved.” by Mattie Stepanek

Many times in the classroom when a group of students are collaborating on a project, we see one or maybe two students not pulling their weight or working to their potential. This is called, Social loafing. Social loafing is the tendency to reduce individual efforts when working in groups compared to the individuals effort expended when working alone (Williams & Karau, 1991). Social loafing can also happen within online groups as well. How can educators prevent social loafing in the classroom? Here are my top 5 ideas on how to prevent it.

1. Create rubrics. Set expectations for the project with a rubric but also include a team work component. Have students evaluate themselves as a group before turning in the project, this allows for individual accountability for the group as well.

2. Create reasonable sized groups. Making sure groups sizes are not too large will help with social loafing. Groups sizes should be between 3-5 members, to see the most productivity.

3. Have the students develop rules for the group. Setting rules at the beginning will help all group members achieve the goal. I would give 5-8 minutes for the students to decide on the rules of the group. This allowed them to take ownership of the group along with teaching them real word skills. If you want, the teacher, can also create the rules and assign the jobs for each group member.

4. Model and teach students how to use accountable talk. Accountable talk refers to the ways that educators precisely encourage their students to think deeply, articulate their reasoning, and listen with purpose. There is a great book called, Comprehension through Conversation that helps give you strategies for you to model and teach students to have these rigorous conversations.

5. Highlight individual and group achievements. Everyone wants to feel accepted and highlighting students strengths and achievements will help show that they are a value to the group. I do this by facilitating around the room and making sure each time I go to a group, I make a comment about a different team members progress.

I would love to know any other ideas on how to prevent social loafing in the classroom. Please share your ideas in the comment section.