Twinkle, Twinkle Little Star

Students were given the challenge of figuring out the melody to Twinkle, Twinkle Little Star. They were allowed to use their instruments to assist. As they figured out the notes to this familiar tune, the students typed the notes into the noteflight website.

The Many Uses of "Google Classroom"

Throughout the year, I have utilized "Google Classroom" in a variety of ways as an ongoing communication tool between students, parents, and me.  Each class has their own Google Class site.   https://classroom.google.com/c/MTU1ODM2NVpa

Some of the ways we used Google Classroom include:

• Sharing a "Math Procedures" presentation at the beginning of the year.

https://docs.google.com/a/richland2.org/file/d/0B9evqcP_1tpebkFOWXo0MjV1Qm8/edit

• Posting daily homework assignments and announcements.
• Sharing warm-up, journal writing, and other class assignments.

https://docs.google.com/a/richland2.org/document/d/10pVAcUyF_JcCbUCo-f_SSEtTk6XyG3RRx674jPNM-CM/edit

• Students completing a reflection form to share their strengths, struggles, and any specific questions pertaining to the math concepts for that chapter. https://docs.google.com/a/richland2.org/document/d/1k9pYscn-HFlqPsbfsxUqeEHiOts7TcFEysJCRN6hlK8/edit?usp=drive_web&authuser=0
• Posting necessary forms for students to access at any time - Math Tutorial Request Form, Rebound Form, Cornell Notes Template, Reflection Form, graph paper. https://docs.google.com/a/richland2.org/file/d/0B9evqcP_1tpeSmQzTnl5WGJFbmc/edit
• Students creating math practice problems to share with their peers as they review for Chapter Tests.  They also collaborate to create online review games and share with their peers before a test. https://docs.google.com/a/richland2.org/presentation/d/19hIDQZeAn2_rt-_doIFXQ1j8TQBs0imtgb2NqhMWz5c/edit#slide=id.p
• Students creating a variety of online projects throughout the year and post their presentations through the Google Classes.  Using this site, students could view and make comments/suggestions on their peers' presentations.   https://docs.google.com/a/richland2.org/document/d/1lgL39z2sTTXaqvTi1D6NRj7ktdCWrMksk8I2Rc6kCrg/edit
• Sharing the day's assignments with each class through the Google Classes when I attended the District Leadership Team session. https://docs.google.com/a/richland2.org/document/d/1crOSGyXx_p7UitplD3AB2r96IIN8pvK5hV01pt85Ba4/edit?usp=drive_web&authuser=0

The extensive use of “Google Classroom” this year meets the Modification and Redefinition stages of the SAM-R model. Utilizing this site on a continual basis to communicate with classes, parents, and students with their peers redesigns these tasks in meaningful ways that cannot be accomplished without the use of technology.

Math Homework with "Digits" is a Real-Time Experience

Students in my pre-algebra classes use their chromebooks daily to access their online “Digits” assignments.  This digital curriculum program includes video lessons, online tutorials, homework practice, online quizzes and tests - all in real-time.  Each assignment is customized to fit my student’s learning needs.

For homework assignments, I set the number of attempts to three tries per problem. At any time during the assignment, students can choose the “help me solve this” option or “show me a similar problem” option for clarification.  As they answer each problem, students receive immediate feedback so they can rework any missed problem.  This instant feedback provides the positive motivation for them to continue through the assignment.  

As soon as students submit their assignments, I can assess their level of understanding.  When I choose the “view submissions” option, I can easily see exactly how much time was spent on each problem, view their answers, and their number of attempts.

At the beginning of each topic, I can customize a short pre-assessment, assign to each student at the beginning of class, and in a matter of minutes assess each student’s level of understanding.  This capability immediately determines the direction of the learning for every student.  

Using the “Digits” curriculum in math meets the Modification and Redefinition stages of the SAM-R model.  While the traditional paper-and-pencil provide students with important practice on classwork and homework assignments as well as assessments, the addition of the technology features enhances the teaching and learning.  The real-time capabilities through the use of technology provide immediate feedback on the success of each student at any given time. Because this type of assessment cannot be accomplished in this quick amount of time without the use of technology, it becomes a strong example of the redefinition stage. Students are also more motivated to complete their assignments and do their best work when they receive ongoing progress of their level of understanding.  And because this digital curriculum provides instant results for every student, I can design the work in more meaningful ways.

Kids Use WeVideo and Flip Cameras to Teach Others

• Assignment: Photosynthesis Video Project
• Your group will be teaching the process of photosynthesis to 3rd graders.
• You may use flip cameras, your Google Chromebooks, the white marker boards, paper, etc. You can create a movie, skit, rap, whiteboard lesson, etc.
• Your lesson should be 2-3 minutes long.
• Assistance: Mr. Abernathy, Mrs. Swetnam, and Mrs. Turner all helped teach students to use WeVideo as we worked in the media center all week and used the recording studio and extra classroom spaces for recording.
• Examples:

1st Period Winner: http://kidblog.org/MixsonZone/1cfc7f4a-7e1d-4002-abd8-0eac08ed33f7/we-video/

2nd Period Winner (above):

http://kidblog.org/MixsonZone/436f68e4-ee4a-4b39-a83f-8e3ba7534ddb/the-photo-thefe/

Here is a blog entry about a student reflection on the project:

Commenting with Google Docs

Mythbusters Project

1. The Assignment: Students had analyze and evaluate research done which proved common myths as true or false. Students then had justify their reasons for rating the scientific research by comparing it to basic science process skills.
2. Peer Evaluation: After this initial research and response with evidence was done, students were required to evaluate their peers’ papers.
3. Commenting on Google Docs: Then students had to discuss their critiques and evaluations of peers and make comments directly onto the Google Docs.

Here are a couple of examples of Comments:

And here is a student’s blog about her Mythbuster’s project:

Blogging with 6th Graders

KidBlog (Modification and Redefinition)
Students on the Lightning Team have been blogging all year using KidBlog for both science and social studies topics. Students are encouraged to have catchy title, include a picture, and have proper grammar. Students have learned how to make positive comments to one another and ask thoughtful questions within their blogs. KidBlog has allowed us Mr. Sid Smith and I to monitor, make private and public comments, and even edit student posts and comments, if needed.  You may view our blog at the following website: http://kidblog.org/MixsonZone/

The following are sample blog entries from my students:

Better Than Poster Board

   Students used both Discovery Education, as well as other outside sources to investigate tools of science from each century (1500s-current).  Students were required to use at least three different sources. They used a combination of photos, illustrations, and video clips to convey their research to other students. These Board Builders were shared with other students so that students could teach each other about scientific tools. Here is a link to one:
Student Board Builder Sample
https://app.discoveryeducation.com/builders/boards?assetGuid=52A94996-9EF2-9CE9-FBD1-39D65CDD4429