Mapping Centres

Second of week of school and it was time to introduce social studies centres. I have a small enough class that I was able to do this early. Despite a smaller class (22), the class make up made me decide to keep the groups small, especially as it is September.  When I do centres I almost always have one if not two technology centres.

Planning

I wanted to address a variety of different learning styles/multiple intelligences. 

1. Video - On Discovery Education there is a 15 minute video called Maps: Keys to Everywhere. (logic smarts)
2. Books - I have a number of books on mapping at the grade 1-3 level. As well, I raided the balanced literacy leveled book supply for six copies of Where Do We Live, Really. (word smarts)
3. Puzzles - I have a floor puzzle that is a map of Canada and a few 100 piece map of Canada puzzles. (people smarts)
4. I created a worksheet where students had to follow instructions and draw a map. (picture smarts)
5. I had a worksheet on file called Another Close Call - where students have to follow directions and answer questions about a map based on the story the Three Little Pigs. (word smarts)
6. Internet games - I have a collection of online activities that support the topics for mapping in grade two. I put these on my class website along with embedding a video/song about the provinces/territories of Canada we have be watching in class. (music smarts and logic smarts)
7. I broke students up into six groups, making sure there was someone who was a stronger reader in each group to support their peers if I was not nearby. I put these on the Smartboard so students could see which centre they were to be in. 

Reflection

It worked really well. We did four rotations, so will do the last two rotations this week. The small groups minimized problems and those that came up I was able to problem solve. Most of the work was at a level where students were challenged but did not need a great deal of assistance, so I was able to circulate and support as necessary. Students in the book and worksheet groups had the option of working on their own (self smarts) or with their peers (people smarts). 

The task that students were the least on task for was the book centre. I have a large number of students not yet reading at a grade one level. Originally I had planned on making it partner reading however many of my groups had only three students. 

I realized that I had titled one of the worksheets "Make a Map" on the Smartboard but the actual sheet was Draw a Map. That caused a bit of confusion. A few students finished the worksheets about 4 - 5 min. before we switched centres. So I gave them the option of adding details and colouring to their work or they could work on a mapping vocabulary word search in their booklets. All the other centres had built in extensions. The book centre had enough books that students just kept choosing new books. The puzzle centre had the big puzzle and a small puzzle. Once students were done the big puzzle, they could then try the small one (only one group actually made it to the small puzzle). On my class website I put a number of mapping links that students could work on and revisit if they completed them all. The video centre was my timer. I kept an eye on how much time the students had left in that centre and when there was only 5 minutes left, I put a timer up on the Smartboard. 

Internet Resources

Canada Map Puzzle
CG Kids Map of Canada Puzzle
Map Skills – Compass Skills
Interactive Map: Use a Compass Rose

Calgary Summit: Apps, Extensions, Add-Ons, Links and Tips Oh My

This summer I went to the first annual EdTechTeam Calgary Summit featuring Google for Education. This was my third "GAFE Summit". My primary reason for going to such an intense event during my summer HOLIDAYS was to get more experience with presenting. However, I also went because my previous two experiences were energizing and motivating.

As I presented three times, I missed out on attending a number of great sessions. However, I still came away with a number of ideas and contacts. I hope to share some of the ideas/links that I found inspiring and interesting. If you want to delve deeper than what my blog post provides, you can check out the Collaborative Notes from the Summit.

Going to GAFE Summits are great because they include educators from a vast majority of backgrounds and teaching positions. In this blog post, I will be sharing what I think may be useful for division one teachers.

Apps, Extensions, Add-Ons, Links and Tips Oh My

I stole this title almost straight from Michelle Armstrong who did a session on apps, extensions and add-ons. However, I will be sharing ideas from a variety of sessions.

What Are They?

Apps and extensions are mini-programs that enhance the Chrome browser. Add-ons are usually former scripts that enhance Google Document or Google Sheets. You access all of them from the Chrome Web Store. Note, there are two add-on stores: a Docs Add-On store and a Sheets Add-On store.  Like all things on the Internet, not all apps/extensions should be trusted. Check out the ratings and reviews. Also, it should be noted that having too many extensions running, doing so can slow down your browser. You can still have them installed but turned off until needed (see below for an extension to help with that). 

Extensions

• Awesome Screenshot  - allows you to edit, annotate, and share images. What I liked is that you could blur out part of an image. 
• Speak It and Announcify - read websites out loud.
• Extension Manager/Switcher - allows you to easily turn on and off your extensions.  
• Adblock and Adblocker Plus - Block advertisements. How are they different? One forum I read said that Adblock is developed originally for Chrome, and Adblock Plus comes from Firefox.
• One Tab - When you have a number of tabs open, OneTab will convert all of your tabs into a list.
• Screencastify - video screen capture software.
• Read and Write For Google - Free for teachers! In the premium version, it has a variety of for reading and writing supports. In the free version, students can have text read to them in Google Document.
• Boomerang for Gmail - remember MS Outlook's delayed send option? This replaces it for Gmail, basically it schedules messages to be sent at a later time.

Want more extension ideas? Check out the blog post Great Classroom Specific Chrome Extension by Holly Clark (who is a regular GAFE Summit presenter).

Apps

• Pixlr - photoshop but easier
• Tab Timer - timer shows in the tab while you work in other tabs

Add-Ons

• Doctopus (for Sheets)- a super easy way to share documents from your drive with others. Google Classroom looks like it will do the same. 
• Flubaroo (for Sheets) - a grading add-on. 

  

Links

• Kahoot - Online quizzes, make computers and mobile devices into smart responses.
• Flippity - makes flash cards from a Google Sheet.
• Google Doc Story Builder - user created videos that the viewer will think are being created in Google Document. Easiest just to watch an example. 
• Build With Chrome - lego online
• You Tube Teacher Portal  - Curated playlists by teachers
• Google Cultural Institute - three sites in one; navigation similar for all of them (intensive on your bandwidth).
• Art Project - has videos; can compare art side by side
• Historic Monuments - can become a virtual textbook; access to LIFE photo collection 
• World Wonders - time lapse street view!
• Digital Citizenship Links
• CommonSense Media - for kids, parents and teachers. All free - foundation funded
• Media Smarts (Canadian!)
• Bullying.org

Tips

• If you have the new Google Drive, change your drive to grid view and colour code your folders. If you associate one colour for each class / subject / theme and use then use that colour scheme across all your google apps.

• Edit (or completely remove) your bookmarks’ names so they are only icons, giving you more bookmark toolbar space.

The Sequel: This is the blog post that doesn't end. Yes, it goes on and on my friend.

During the 2012-2013 school year I wrote a blog post that I updated throughout the year to capture what technology looked like in my classroom. Since then I have been to three GAFE Summits and many EPSB Community of Practice Sessions. So, while it is only two years later, I feel it is time to do this again! Please join me on my journey!

School Set-Up

Before students arrive in my classroom, there are a number of things I do to get my classroom technology ready. This year I'll be adding Google Classroom to the mix.

Computer Code Cards

In division one it is tempting to write student's usernames AND passwords on their nametags or have them in other visible places in the classroom. The issue with that is it is not encouraging digital citizenship in regards to password safety. 

While it is not perfect, I use computer code cards instead. Each student gets a laminated card to keep in their desk. It has all their usernames and passwords, as well as the computer/laptop/tablet number they have been assigned. I also like to sent home a copy as well. 

When introducing the computer code cards, I want to talk about passwords and keeping them private. I like CommonSense Media's K-2 lesson about powerful passwords. 

iPod Music Centre

I try to start the day with music. I play music during independent working time, when appropriate, especially during art. I had a small iPod that was not being used at home. So I loaded it up with a number of playlists: 

• Good morning music - mellow music with no lyrics for when students enter class.
• End of day music - exciting music, like What The Fox Say, for when students leave.
• Movement breaks - music that students can move to for a break.
• Curriculum songs - songs that relate to math, science, etc. 
• Songs to borrow from - traditional songs that we can use to make up new songs (for instance last year we used Row, Row, Row Your Boat to write Melt, Burn, Cook, Boil to show what the class learned about hot temperatures. 
• Whole albums - I have a number of children's albums I also uploaded (such as Raffi, Michael Mitchell)

I used the iPod a bit last year, but  I would like to turn it over to student helpers more this year. 

Headphones

Each year I include headphones in my supply list for parents. However, some headphones that arrive do not last long. As well, there are occasionally students who do not bring any initially. So I always have about 5 extra headphones for use in class. As well, I offer to sell them to families who did not send them at cost. I buy them at dollar stores. The over the head type are not always at the dollar stores, so I stock up when I can find them. August-September is a good time of year to look.

Google Classroom

Our district now has Google Classroom. However, I believe that it will no longer be invite only soon. I set up my class and took the tours that popped up as I did so. I also looked at Google Classroom Set Up and Tips For Teachers. I turned the email notifications off as I do not think this is needed in grade two. 

What It Does (based on my initial experimentation)

• Allows you to share items from your drive with students, much like Doctopus does. 
• Allows you to post announcements on which students can comment.
• Allows students to submit their work easily, much like the hand-in option on SchoolZone
• Allows you give feedback to students on their submitted work. 
• Allows you to record the grade you give an assignment. 

What It Does Not Do (as far as I can tell)

• Give parents access, like SchoolZone
• Embed a classroom calendar
• Replace ePortfolios
• Give you access to a "student view"

Google Classroom - Set Up and Tips for Teachers from John Sowash

SchoolZone Set-Up

For the past few years I've tried to go as paperless as possible for classroom-home communication. So I have tried to maximize my use of SchoolZone. I post topical items in the news and events sections. I use the resources section as a database and archive. 

This year I have created one entry in resources with headings for each subject area. That way I can add to the entry as needed while still keeping it easily to navigate for parents. 

September: First Weeks Of School

Usernames, Passwords, Memberships, Oh My!

More information coming soon.

Class Writes on The Blog

More information coming soon.

Logging In For The First Time

Second week of school! Get helpers!

• RazKids!

Spelling Online

• SpellingCity (multiple times)

Blogging

• Kidblog - writing comments

Repetition

October

No More Pencils, No More Books...Gafe in Division One

Teacher Made Materials Using GAFE...in Division One

Thanks to Kelly Maxwell for sharing how she uses video in her grade two classroom. Students watch videos embedded in Presentation and then record what they have learned in a paper booklet. 

Final Project, Choice and Technology

Last year I began to use RAFT with my grade two students when working on writing projects. The main reason was to provide choice for my students but still provide structure. I plan to continue to use it next year. Like anything new we try in the classroom, there are kinks to be worked out. Here is my reflection on using RAFT and letting grade two students choose the format for their final product.

What's It Is Like To Be In A Play

I have done reader's theatre with my students for many years. After the plays, I usually have students write/reflect about what it is like to be in a play. This year I decided to apply RAFT to the activity. Each time I do RAFT, I leave one of the elements open for choice. This time I decided to leave format open. As a class we brainstormed possible ways to share information with next year's grade twos. They came up with:

• letter/email
• blog post
• instructions
• video (which would need a script)

Brainstorming and Planning

I told students: No matter your final format, you'll  need a first draft. 
I asked students: How are you going to organize your ideas?

A class discussion led to the decision that a descriptive organizer was the best option. As a class, we did a circle map brainstorm of ideas that should be included in the writing. Then students wrote their first drafts. I edited the drafts.

Publishing

All student work was published on our class blog, except the email one. I scanned the posters and embedded the videos. Students who chose a blog post, wrote their final copies directly on the class blog. Parents had already signed FOIP forms in September. However, I sent home a note informing them about this specific project because some students were on video. 

After I posted the projects on the blog, I selectively shared our blog post with some G+ groups. We got one great response! Another teacher was going to share the videos with her class. I also shared all the videos, posters and blog posts with the class so they could see each other's final projects.

Reflections 

Overall, it was a successful project. If I were to do it again, I would limit the choice to two or three items. Providing instructions was the least successful product as students struggled with how to show this and it was decided a poster would be the best option. The email option worked well enough, but I had the student sent it to the grade one teacher to share with her class. I am not sure he got the same sense of accomplishment as the other students. The video option went much better than I had anticipated. 

Student Examples*

Poster

Video

Blog Post

Email

* permissioned obtained by parents to share these projects on this blog specifically.

Twitter Favourites and Finds

Favourites = To Do List

Often when I am reading my Twitter feed, like most on Twitter, I don't actually have time to properly read the links that the people I follow share. So I star them to read later. Three years and 476 favourites later...

A To Do List on the To Do List

This summer I made a fun but perhaps overly ambitious to do list. On that list is  25. Actually look at 40 of the items I “favourited” on Twitter to look at later. So today I set up my laptop on my balcony, put my feet up and started reading. Below are the things I thought were worth sharing.

My Favourite Favourites

Three Working Models to Integrate Technology in Your Teaching

I liked the emphasis put on technology for a purpose in this blog post: Knowing how and when and for what purposes to use this technology is much more important than the technology itself. In this post the author provides three different ways to approaching integrating technology into the classroom. The first was the SAMR model, which I was familiar with. The second model reviewed was TPACK, which I was not familiar with other than seeing the acronym previously, so the link to a 2 minute video was worth watching. The final model was Maslow's, which I was familiar with from my university days but not with the technology connection. The blog post directs the reader to an article by Jackie Gerstein which discusses how technology integration strategies can be used to address the needs identified by Maslow. The blog post is neutral in identifying which is the best or the pros or cons of each. You are left with a general understanding of three models of technology integration. 

Universal Design For Learning Guidelines Graphic

A great visual about the different elements of  Universal Design For Learning (UDL). Whether you are just starting out on your UDL journey or you are a veteran, I think this graphic is worth bookmarking. 

gratitude would have been better

I liked this blog post because it helped me see the issues around creativity and copyright in action. As Chris Hadfield said in his tweet that I favourited, the article "has good balance on copyright and & Space Oddity". My take on the issue and article - while creative endeavours now have more flexibility within the copyright laws, respect and gratitude for original content should not be tossed aside. 

Reflecting on Work Improves Job Performance

I came across this article from Harvard Business School because @JeffMerrell accompanied the link with the phrase my pitch for blogging.

I blog for myself (reflection) but love when it sparks discussion and sharing (which in turn usually leads to more reflection). In this article the findings of research by Francesca Gino and Gary Pisano around reflection and sharing are shared. Their research "show how reflecting on what we've done teaches us to do it more effectively the next time around." Francesca Gino states that "When we fall behind even though we're working hard, our response is often just to work harder. But in terms of working smarter, our research suggests that we should take time for reflection." 

I would argue this research does not only support why blogging is useful but why commenting on blogs is equally important. Without comments, blogging is simply reflection. 

A Dr. Seuss-Inspired Guide to Twitter [Infographic]

New to Twitter? Know someone who is? This poem is a fun way to explain some of the basics. 

Teaching Isn’t Rocket Science. It’s Harder.

Ever have one of those days when you let a comment about how easy teachers have it get to you? Keep this blog post bookmarked and read it on that day.

Favourite Resource

Math and Grammar Fortune Teller

Favourite Picture

Would love to see this at our school. So many stairs, let's make use of them!

Favourite Quotes

Good statement to reflect on as you look at who you follow on Twitter and Google+. 

Only 435 To Go!

So three hours later and I still have a lot of favourites to go through. While I can officially cross it off of my summer to do list, I hope to make some more time later this summer to continue to read and review what I did not have time for during the school year.