[Grade 9] Preparing to blog - creating a blogging manifesto

I am very keen for my Grade 9 class to have their own blogs as this is a fantastic way to teach online safety. I read a lovely blogpost by Jacqui Murray about creating a blogging manifesto with a class and decided to use this idea with my Grade 9 class. What are good guidelines for young bloggers? My thought was that we would discuss the topic and create some guidelines for ourselves in preparation for when we create our blogs.

We then started on the process of creating our own blogs using Blogger. Here is the presentation I made for the students to refer to if they felt lost!



Their final task was to:

• Pretty up their blogs by adding a background etc. 
• Add a post today about the blogging manifesto we created

[Grade 9] Make notes when watching an online video using Videonot.es

There are so many amazing educational videos in YouTube. How does one easily make notes from a video? I thought I would introduce the class to VideoNotes today. 

• The students were first of all introduced to Google Drive.I made sure they know how to log in to their Google Drive account.
• We then look though and discussed this presentation I made on using on Videonot.es.

The task I set was that they would use VideoNotes to summarise a video about blogging. I found a useful video on YouTube called ‘How to blog’. This is all in preparation for the blogs we will be creating soon.)



The students first opened Videonot.es and then opened the blogging video into the Videonotes interface. They summarised the video and then shared the file with me in Google Drive so that I can mark the file and return it via Google Drive.

This all worked REALLY well. I love using VideoNotes and highly recommend it!

Linoit boards (sticky notes online) can be very useful in your classroom

Recently I tried out a lovely, free tool in my Grades 8 and 9 classroom - a Linoit board. I wanted the classes to introduce themselves to me using the 3-2-1 method since the period wasn't long enough for everyone to do this verbally. It worked like a charm! We loved it.  

A linoit board is a virtual free bulletin board which can be populated with online stickies. These stickies can have resoeurces such as videos, weblinks and images added as well as text. You can organise the board in any way that you want. The board can be public or private and stickies can be moderated before being published by the creator. Only the creator of the board can delete stickies.

How to create a Linoit Board
I showed the class a presentation on how to create a Linoit board in case they wanted tocreate their own at some stage. Here it is. 


A tutorial
Here is a great tutorial on using Linoit from YouTube



Classroom uses
1. Great for student discussions – student opinion can be collected http://goo.gl/qcNGK3
2. It is a great way to share resources and links
3. A great way to check for understanding when a topic has been taught.
4. A great place to store personal and class notes
5. A classroom bulletin board—putting up assignments, class announcements, links that are of interest, pictures from class or from projects, etc.
6. Writing responses
7. As a KWL chart using different colours for the categories
8. Analysing a character in Literature or History
9. You could post a video on the board with a task underneath and let the students add their comments on the board. http://linoit.com/users/seburnt/canvases/Job%20Interviews
10. A collaborative birthday greeting

I think I'll be using Linoit boards a lot more in the future. 

Let's learn about searching using Google Chrome

I am most definitely a Google Chrome fan! I have discovered that it is incredibly useful for students. 

At the recent Google in Education Summit in Cape Town there were a number of presentations outlining the usefulness of Google Chrome as a browser option (one of them was given by me!). Not only is it fast and reliable as a browser but it has a unique way of enabling almost everything that you want to do in your browsing session work right from the browser bar - by means of extensions.  This is what my browser bar looks like currently and the list is growing.



Another unique feature in Chrome is that the Omnibox can be used for so many different purposes in addition to being the place where the page URL is shown.  This is a great time-saving feature for students.

So I thought that it would be a good idea to introduce Chrome to my students showing in particular these two features to start off with. This presentation introduces six useful extensions for students as well as seven useful ways of searching from the Omnibox.



Note: One point to remember is that Google is always improving matters, so nothing remains static. Even extensions are improved and changed. This presentation might already be out of date!

Three TeachMeets taking place in South Africa soon!

TeachMeets are a great way to be exposed to new webtools that other teachers are using successfully in their classrooms. In South  Africa I created a TeachMeet-SouthAfrica wiki to keep a record of these happenings in South Africa wiki http://teachmeet-southafrica.wikispaces.com/. This wiki also gives ideas on one you can start a TeachMeet at your school. 

What is a TeachMeet?

A tiny professional development “un-conference” where teachers get together to simply share ideas or lessons using ICT as a tool using different devices. If one cannot attend but would like to share…why not Skype or submit a video which I will present for you.


How long is a TeachMeet?

2 hours is usually a good stretch of time to hold a TeachMeet.


What happens at a TeachMeet?

On sign-up one indicates whether to attend as:
1. Keen Bean – prepare and share a 3 min idea or lesson
2. Enthusiastic Lurker – relax, learn and absorb!

Upcoming TeachMeets

1) East London TeachMeet 15 October 2013

Date: Tuesday 15 October 2013.
Refreshments and networking: 14:30 - 15:00
TeachMeet time: 15:00—17:00
Venue: Stirling Primary, Epsom Road, Stirling, East London
Twitter hashtag: #ELTeachMeet


Note: Sign up for the TeachMeet by Friday 11 October 2013 - Click here,
Contact Claire Dean (claire@stirlingps.co.za)
Sharon Cox (coxs@clarendonprimary.co.za) for any queries.

________________________________________________

2) TeachMeet Durban 16 October 2013

Join this TeachMeet to share ideas and resources and collaborate with other teachers.
Register here to join in for a fun filled evening whether you are a Keen Bean or an Enthusiastic Lurker.
Date: 16 October 2013
Venue: St Mary’s DSG Kloof - Creativity Centre
Time: 18:00 for 18:30
Refreshments Tea and coffee will be served and a cash bar will be available.
Twitter hashtag: #TMDurban

Note: For more details visit their Wiki or follow them on Twitter
Contact llocke@stmarysdsg.co.za, sgordon@stmarysdsg.co.za or
mhartmann@ stmarysdsg.co.za for any queries.

__________________________________________________

3) Elkanah House on 2nd November 2013

Date: 2 November 2013

Venue: Elkanah House High School Library Resource Centre
Time: 10:00 – 12:00
Refreshments Tea and coffee will be served
Twitter hashtag: #elkteachmeet

Note: Click to sign up HERE or
1. Email teachmeet@elkanah.co.za
2. Visit the TeachMeet website on: http://elkteachmeet.pbworks.com
3. via the Faceboolk event:http://www.facebook.com/events/ 220751634753608/

[Grade 9] Learn about Google search using the Chrome browser

Google Chrome is a really good browser to use and I want ot make sure my students know all its benefits. Today's task centred around learning how to use Google Chrome to search for information one needs for completing school tasks.

Here is the presentation we used in class



Exploring Google Chrome
a) We signed in to Google Chrome yo create our own profiles
b) We added some useful extensions - Diigo bookmarking, Google Dictionary, Text to Speech, Google Translate, Basic calculator, Google similar pages,
c) We tried out some of the useful search tips using Chrome's omnibox

Short Videoclips we watched today
These are lovely. The students enjoyed watching both of them.

a) Chrome fun




b) Google search highlights 2012

Try using this very useful tool, Padlet, to collect student responses

In the past I loved using Wallwisher for students to write responses to various questions in various lessons. The creators of Wallwisher recently felt that the name Wallwisher did not live up to their mission of having an online virtual surface that has all the benefits of being digital and the simplicity of a notepad. So the name was changed to Padlet (http://padlet.com) 

Padlet can be described as an ‘online graffiti wall where teachers and students can have discussions, share web links, post notices, collect feedback, or watch and share videos’. 
(http://classroom21.ncdpi.wikispaces.net/Padlet)

A teacher poses a question or thought on the padlet they have created, and students’ responses appear like little sticky notes scattered around on the padlet. The biggest plus is that students do not need to sign in to write on the wall.

How to create a Padlet for your class to write on (by Fiona Beal)

Here are some step by step instructions to help you get started.


Great new features in  Padlet

Richard Byrne on Free Technology for Teachers points out some great new features:
1. You can moderate all notes before making them public
2. A new group blog option was added.
3. Padlet offers an option to download the contents of your walls as PDFs, images, Excel, or CSV files. Once downloaded you can print the contents of your walls.
4. Padlet has a Chrome app too.

How can a Padlet be used in a classroom setting?

1. Use Padlet for introductions
I recently used Padlet for students to introduce themselves and say what they are hoping to learn. It worked really well.  There are a myriad of uses for this application.

2. Use Padlet as a KWL chart
Ask students to share anonymously what they know and what they want to know about a topic.

3. Use Padlet for group research
Let the students add videos and notes about their research on a particular topic.

4. Use Padlet as a showcase of your students’ work
Let your students add links to their various online creations

5. Use Padlet as a book review platform
Let students write their comments on a chapter they have read.

6. Use Padlet as a thankyou wall
Let your students thank speakers or a special teacher or anyone you choose to and email them the link.

In fact here are 32 ways to use Padlet in the classroom (started by Jen Hughes). This was created when Padlet was still called Wallwisher. 



Try Padlet - you'll love its simplicity and versatility. 

[Grade 7} Icebreakers for getting to know my new Grade 7 class

I have been out of the classroom for two years! I am now volunteering at a small school near where I live as their ICT Technology teacher - and I am am ever so excited. Of course I wanted to get to know them! So, after introducing myself we played the 3-2-1 game.  I got this idea from a lovely Slideshare by Shelley Terrel http://www.slideshare.net/ShellTerrell/10-getting-to-know-you-activities-for-teens-adults

Task 1: Icebreaker" The 3-2-1 game
This idea is adapted from the Slideshare above. I have used one of the pictures in the Slideshare and changed it by adding my own categories.

Each person shared:
3 interesting things about yourself
2 things you'd like to be able to do in computer lessons
1 favourite thing you already do on the computer.

Task 2: Complete a Google form
The students then completed this Google form with information about themselves for my eyes only. 






An interesting video we watched in class

This was introduced after asking the class what they think students of their age are learning about technology in other parts of the world. We watched an 11 year old keynote speaker speaking on technology

It was a great lesson! Yay!

Wonderful Symbaloo mixes to share with your Foundation Phase Learners

One of my favourite people to follow is Matt Gomez who has a Kindergarden blog http://mattbgomez.com/. He shares amazing ideas for the Foundation Phase classroom on his blog.   Through him I was introduced to the potential of using Symbaloo in the classroom. Last year I wrote a post entitled ‘Get to know Symbaloo as a bookmarking or curation tool’ which explained how to create a Symbaloo mix.

In this post I want to highlight some of my favourite Symbaloo mixes for Foundation Phase learners. I found these wonderful Symbaloo collections on the Kinderchat Symbaloo webmix site. 
http://www.symbaloo.com/profile/kinderchat. On this site you’ll find great selections of free e-books, online stories, songs etc.

Just click on the image (or the link) below to be taken to the actual mix where you can listen to or watch the various media.

1) National Geographic e-books
http://www.symbaloo.com/mix/natgeobooks




2) Online stories
http://www.symbaloo.com/mix/bnonlinestorytime





3) Sesame Street popular videos
http://www.symbaloo.com/mix/sesamestreet




4)  Letter sounds
http://www.symbaloo.com/mix/storybotslettersounds




Uses for Symbaloo in the classroom
1) You can find out what other Symbaloo users are doing and learn from them using the easy Share and Gallery options.

2) You can create a starter page of Intenet sites for your students to use on a project – or your students can create their own.

3) Symbaloo opens its tiles in a new window so that the original always remains as a reference point. It can be used really well with webquests.

4) As a teacher you can save your favourite tools so that they are always handy for you to use.

5) You can use it an Index post for a number of blog posts you have created around a topic.

6) I love the way this teacher uses Symbaloo in his kindergarden class.
http://mattbgomez.com/just-dance-video-webmix/

7) Listen to this Grade 7 student from the post http://fishingforedtech.com/2012/03/01/4-ways-to-use-symbalooedu/ showing what she does with Symbaloo http://fishingforedtech.com/2012/03/01/4-ways-to-use-symbalooedu/ showing what she does using Symbaloo

[Grade 9] Using Padlet to get to know my Grade 8&9 students

Today I had my first lesson with my Grade 8 and 9 group and of course it was a day of using ice breakers to get to know them. I also told them about about using Padlet as a way of interacting with others, and to demonstrate this I showed them the presentation I had created on Padlet. Padlet is a great way to get discussions going and if you would like to create one yourself sometime please follow the instructions on this presentation. 




Both classes then introduced themselves on the Padlet wall. I think they also enjoyed reading what their peers had written.http://padlet.com/wall/rockacademy8and9  

Project-based learning step by step!

http://www.bie.org/about/what_is_pbl

After I gave my session on project-based learning at our staff development day I promised I would put all the information on a Google site - whigh I haven't done yet! Oh dear! In the meantime I thought I would write a comepehensive post about it. I have added Michelle's prezi and video again at the end to round off. 

In this post we'll go through the steps to implementing project-based learning in your classroom and then we’ll hear from an expert in designing projects – Michelle Botha from Somerset House and see how she does it.

Introduction

The old-school model of passively learning facts and reciting or memorising them out of context is no longer sufficient to prepare our students to survive in today's world with its complex problems. In order to be a problem solver students need both the fundamental skills (reading, writing, and maths) AND 21st century skills (teamwork, problem solving, research gathering, time management, information synthesizing, utilizing high tech tools etc). With this combination of skills, students become directors and managers of their learning process, guided and mentored by a skilled teacher – a great preparation for the work world. This process is known as project-based learning (PBL).

Let’s just add to the 21st century skills mentioned above the following:

• personal and social responsibility
• planning, critical thinking, reasoning, and creativity
• strong communication skills, both for interpersonal and presentation needs
• cross-cultural understanding
• visualizing and decision making
• knowing how and when to use technology and choosing the most appropriate tool for the task

This video, made by Common Craft for the purpose of introducing teachers to project based learning, is a good place to start.


http://www.youtube.com/watch?v=LMCZvGesRz8

What is project-based learning?

So what is project-based learning? In it’s simplest form project-based learning is a dynamic approach to teaching in which students explore real-world problems and challenges. With this type of active and engaged learning, students are inspired to obtain a deeper knowledge of the subjects they're studying. Project-based learning has been developed in response to the results of studies done on how children learn most effectively. The most important thing is that studies show that PBL can increase retention of content and improve students' attitudes towards learning, among other benefits.

This video from Edutopia gives us an introduction to a project that is being done as a project-based learning approach. Would you say this is the same as the general current approach to doing projects at school?



The video showed students designing, planning, and carrying out an extended project that produces a publicly-exhibited output such as a product, publication, or presentation.

What is the difference between 'doing projects' and 'project-based learning'?

This is a useful downloadable chart created by Amy Meyer of Fried Technology showing the difference between the way projects are often done currently and project-based learning.




What does PBL essentially involve - in a nutshell?

Project-based learning essentially involves the following factors. Let’s list them and then tackle project-based learning step by step.

• students learn knowledge in order to tackle realistic problems as they would be solved in the real world
• increased student control over his or her learning
• teachers serve as coaches and facilitators of inquiry and reflection
• students (usually, but not always) work in pairs or groups
• the end result is presented to a wider audience than the classroom

Results of project-based learning

Ownership – students work harder when they take ownership of a project and have some say in the choices for the project. For instance, these days, it's common for students to know more about technology than their teachers. They may have some computer shortcuts or ideas for the final product that you didn't even know were possible.
Creativity – in a carefully constructed project creativity can soar
Collaboration – together we can achieve more
Critical thinking - improves radically. Allow the students to solve problems
Fun - brings fun to learning


Project-based learning step by step 

So let’s imagine that you want to get started in project-based learning in your classroom. What are the steps?

Step 1. The Big Question (Begin with the end in mind)

This comes from Edutopia's free downloadable PBL PowerPoint

This question focuses your project. It should be compelling and open ended and should appeal to your students.

1) So what is this ‘big’ question?

• It should be a question that people ask in the ‘real world’
• It should be a question that has no easy answer, and stretches students’ intellectual muscles
• It should be a question that ignites students’ imaginations.

Finding a question that fits these three criteria is not easy: it takes time. The ideal answer to the question will result in a product or performance that has personal and/or social value.

2) To get started take a look at your CAPS curriculum and perhaps consider combining two subjects (Microsoft’s research says that a project should combine at least two subjects). Think of a big question to ask. This is an open-ended question that is often referred to as an Essential question. SO:

• Start with the Essential Question.
• Take a real-world topic and begin an in-depth investigation.
• Make sure it is relevant to your students.

This open-ended question should be something that engages your students, engages you and will lead to meaningful learning at the end.

3) Examples of big questions:

• How have the simple inventions of the past helped to create the complex life of today?
• How can an idea be transformed into a product that could make us millions?
• Why do humans need to protect the earth, and how can we as 12-year-olds play a role in this?
• How have ancient civilizations influenced each other?
• How do drugs impact our bodies, our families, our community, and our world?
• Is war ever justified?
• How have maritime discoveries, advancements, and events shaped our world?
• How can an election candidate effectively persuade voters to elect her/him?
• How can a home be designed to have minimal impact on the environment?

4) Once you have your question, think of a fun way to express this question to make it really seem real and exciting to solve. We’ll provide a relevant example from Michele Botha at the end of this post.

Step 2: Plan

If this is all new to you start small. Take a favourite project and turn it into project-based learning. The interesting part of planning is that you mainly do it WITH the students so that they take ownership of the project ALTHOUGH you will have thought it all out before you start. Involve students in the questioning, planning, and project-building process.

• Teacher and students brainstorm activities that support the inquiry.
• Plan your structured group work taking into account the student suggestions
• Use groups of three to four students, with diverse skill levels and interdependent roles
• Implement team rewards
• Encourage individual accountability, based on student growth
• Plan an exciting entry event. This could be something like be a guest speaker (make sure the person is an engaging storyteller), field trip, lively discussion, puzzling problem, interesting video, or thought-provoking activity or piece of reading.
• Conclude the project with a bang. This should be an event that has a real audience other than classmates, and a real-world connection.

1) Before planning the project with your students make sure you have thought around it carefully.

Decide what you want your students to learn, and plan ‘backwards’ from there. I’s a good idea to make a list of the things you expect your students to have learned: this should include subject content, skills, as well as attributes to be developed (e.g. confidence, resilience,resourcefulness).


2) To begin, write down everything that you expect your students to learn from doing this project. 

This could include all kinds of things: knowledge of subject-specific content (CAPS), ‘generic’ skills like working in teams and critiquing drafts, specialist skills, (which could range from statistical analysis to carving wood), and personal attributes such as self-confidence. It’s helpful to write everything down in your own words, but this is a good time to see what ‘required’ content (such as CAPS) your project can cover. Once you have your list of ‘learning goals’, decide how you will be able to tell whether or not a student has learned each item on the list. Once this is done, you have the project’s learning outcomes and a plan for assessing them. This will make your project more robust, and give you something to show anyone who comes around asking to see some evidence that you’re doing ‘serious’ work. Also, don’t forget about the final exhibition – it’s never too soon to start thinking about how and where the work will be exhibited.

3) By the way – test drive the project yourself first before you start the project with your class.

If you are asking your students to conduct research and build, design, paint, draw, or write something, you will have much more success if you do it yourself first before you ask them to. There are several reasons for this such as - If the project is unworkable, you’ll find out in advance (this does happen).

4) Particularly when you’re starting out, it’s much easier to plan your project using a template 

Following a template will also ensure that you don’t forget about anything important. Here is an example of a template from Edutopia that you can download.




The first thing to do is fill in the plan with everything you’ve already done - the project idea that you’ve already sharpened up with a colleague, the things that you want every student to have learned by the end of it, and the ways that you intend to assess them. Your project plan won’t be complete until you’ve gone through every step in this section – and even then, it will be substantially revised after you hold a tuning session.

5) Once you have designed the project you can then include your student’s thinking

Adapt what you have planned. It is important that you first know how to go about things yourself so that you can set parameters.

Step 3: Schedule

Setting a schedule is one of the most important ‘structures’ a teacher imposes on a project, because it makes a potentially daunting project feel manageable to students, and helps you make sure that they will have time to accomplish everything that you expect from them. If possible, post your timeline online so that students, parents, and other members of staff can check it whenever they need to. This involves:

• The teacher and students together design a timeline for the project components.
• Set benchmarks
• Keep it simple and age-appropriate.

Step 4: Monitor

• Facilitate the process
• Mentor the process
• Utilize rubrics

1) It’s a good idea to hold weekly check-ins with all your students (or all the groups, if the students are doing the project in groups). At each check-in, work with students to set tasks for completion by the next check-in, and make sure you both have a copy of the tasks you’ve agreed (again, it’s best if this can be stored online). Check-ins also give you the opportunity to find out how the project is going so that you can make adjustments to your plans.

2) In addition to the check-ins, you will need to set interim deadlines. This will include deadlines for drafts, and final deadlines for specific components of a product (such as the videos in the Blood Bank project – see page 92).

3) You may also want to schedule quizzes to make sure students are gaining the knowledge that they need to be acquiring.

4) Make sure you have some checklists for the students to look at for guidance

Step 5: Assess

Assessment is not something that happens once, at the end of a project – you assess your students’ work throughout the process. On your timeline, plan in a series of ‘check-ins’ to take place throughout

• Make the assessment is authentic. (Know that authentic assessment will require more time and effort from the teacher.)
• Vary the type of assessment used.

1) On your timeline, plan in a series of ‘check-ins’ to take place throughout the project, to make sure students are on track. These may be short papers, quizzes, journal entries, meetings with the teacher, and critiques.

2) Types of assessment tasks:

• true-false or multiple choice
• Constructed-response items: a student has to state the answer to a problem. These tests often can allow more than one answer letting all students have a chance to demonstrate their new knowledge.
• Essays: students are asked to analyze and synthesize their new knowledge and then write about it.
• Performance tasks: students are asked to perform a task that will demonstrate the application of the new knowledge.
• Exhibitions and demonstrations: these projects can be done individually or within a group and demonstrate the application of the new knowledge.
• Portfolios: students keep a collection of work that best demonstrates the understanding and application of the new knowledge.
• Classroom presentations and oral discussion: students can orally demonstrate the application of the new knowledge.

Step 6: The final presentation

When students know that the work they are creating in a project will be displayed publicly, this changes the nature of the project from the moment they start working – because they know they will need to literally ‘stand by’ their work, under scrutiny and questioning from family, friends, and total strangers. This inspires a level of ambition and commitment much greater than is fuelled by the incentive of ‘getting good marks’. In addition, students’ families, as well as other people from the local community, get to see what is going on in the school, providing an opportunity to strengthen the relationship between the school and community.

Step 7: Evaluate

• Take time to reflect individually and as a group.
• Share feelings and experiences.
• Discuss what worked well.
• Discuss what needs change.
• Share ideas that will lead to new inquiries, thus new projects.

An example of project-based learning from Michele Botha of Somerset West

Michele is the Head of Curriculum and also the Technology Integration Specialist at Somerset House Primary. She creates wonderful projects using the project-based learning approach and I have learned so much from her. I asked her to give her views on project-based learning and she created this screen cast for me:

1) If you would like the link to Michele’s prezi here it is:
http://prezi.com/scmmw9ja9csq/project-based-learning/

2) In this great screencast Michele explains her Prezi

3) The PBL Essential Elements checklist (from the Buck Institute of education)   that Michele refers to can be downloaded. 

Resources

Edutopia, the Buck Institute of Education and Intel have some amazing project-based learning resources:

1) Resources for Project-Based Learning

2) Getting Startedwith Project-Based Learning (Hint: Don't Go Crazy) 

3) Hands-on lessons you can adapt for your PBL workshops

4) Project-basedlearning template

5) 10Takeaway Tips for Project-Based Learning

6) WhyTeach with Project-Based Learning?: Providing Students With a Well-RoundedClassroom Experience

7) Project-BasedLearning

8) Project design from Intel

We hope that you will try out project-based learning if you are not familar with it. Start small! Enjoy!