How I Used Foldify and QR Codes to Teach to the Common Core

foldify

This is a great Common Core App Smash that I used with a group of third graders to help teach the following Common Core ELA Standard:

CCSS.ELA-Literacy.RL.3.5
Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

I took four basic elements of a story 1) characters 2) setting 3) conflict 4) solution, I made a short Tellagami explaining and each concept.  Then I published the Tellagamis on my You Tube Channel.  Next I made four different color QR Codes that I linked to the Tellagami videos.  Then I imported the QR Codes into the Foldify app and dragged them onto 4 different sides of a cube.  In this case I constructed the cube for my students because I had a short period of time to work with them.  When I use this app with high school students I have them build the cubes.  The students took turns shaking the cube like a Story Dice, and they scanned the colored QR Codes and we had a wonderful class discussion about the various parts of a story.

As a follow up activity I had the students complete a writing prompt in which they created their own characters, setting, problem, and solution.  They produced some really good samples of writing based upon the digital scaffolding provided to them by using 21st century tools to teach them about the parts of a story.

I credit my fellow Apple Distinguished Educator, Monica Burns with this app-smash idea.  She does amazing things with both QR Codes and the Common Core, you can visit her blog at: http://classtechtips.com/

STEM Lesson Hydro-Hypothesis with Sphero + iMovie Time Lapse iOS8

I recently tried the Hydro-Hypothesis Sphero Experiment in my science classes which reinforces concepts such as density, buoyancy, and engineering design.  Students were given the following materials:

1- cardboard

2- bubble wrap (two different sizes)

3- clips

4- elastics

5- neon duct tape

6- pipe cleaners

The students then had to create a boat that submerged half of Sphero the Robot in the water and did not sink.  You can get a waterproof case for Sphero for this activity.  Students were divided into teams and given a half hour to complete their boat design.  Then we took turns testing if the student designed robot powered boats would sink or swim in a pool of water. This hands on science lesson led to high levels of student engagement and fostered a community of collaboration.

I am also fortunate enough to work in a setting that is one to one with the iPads.  The students had the great idea to use one of the iOS8 features to enhance the experience.  We used the time-lapse feature in Camera to document the entire lesson.  Then we took the footage and put it into iMovie.  Timelapse in iOS8 is a great way to document any sort of scientific exercise that involves the students learning by creating/constructing their own product.

How I Used Puppet Pals to Teach to the Common Core

Puppet Pals

This is an example of how I used the app Puppet Pals to teach to the following Grade 3 Common Core Writing Standard:

CCSS.ELA-Literacy.W.3.3 (parent standard)
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

CCSS.ELA-Literacy.W.3.3.a (companion sub standard)
Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

What I like about these new writing standards is that they reflect narratives based upon imagined experiences and we all know that elementary children have wonderful imaginations.  I recently used the iPad app Puppet Pals to guide an activity that supported the writing of 5 elementary students who I work with.  Each student was allowed to pick a character from the Puppet Pals library.  One chose the princess, one chose the dragon, one chose the Prince, one chose the Swamp Creature, and the final student chose the Squirrel.

Once they were assigned a character they were told the sequence of the story and if their character would appear in the story sequence as #1, 2, 3, 4, or 5.  The first child wrote about the story introduction with the princess on an index card, once that child finished the beginning of the story, the second child began to write their portion of the story in response to what the first person wrote.  And so and so forth until everyone had contributed.

Next we took the writing of each student and took turns recording everyone in the Puppet Pals app.  This also connects to the Common Core because students also need to work on their Speaking and Listening Skills and this activity relates not only to the writing standards but to the following Speaking and Listening standard.

CCSS.ELA-Literacy.SL.3.5
Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

Once I listened to the finished product, there was no doubt in my mind that my students had created an engaging audio recording of their written story.

Here is a link to the Puppet Pals App in the iTunes Store:

https://itunes.apple.com/us/app/puppet-pals-hd/id342076546?mt=8

How I Used Tellagami to Teach to the Common Core

Use of Tellagami to Teach CCSS

As a public school teacher I try to embrace the Common Core Standards and use them as a road map to guide my instruction.  I am also constantly on the lookout for ways to use technology to encourage the integration of 21st century skills and mastery of the Common Core.  Recently I used the app Tellagami to reinforce the following Common Core State Standard with a group of grade three students:

CCSS.ELA-Literacy.CCRA.R.5
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

After reading the first two chapters in the book Ramona Quimby Age 8, a group of six students were asked to each write down a specific detail about the plot of the story.  Then we put the six details together as strips of paper on the table and the third graders had to discuss the sequence of the details within the novel.

Once we put the details in order from first to last, the students did a group recording in Tellagami.  They also had a lot of fun taking turns on the iPad to make the Ramona Quimby character.  A great activity for a classes with one iPad or an iPad cart.

Sphero STEM Bridge Building Challenge

Play is a powerful teacher.  As part of an engineering unit I had my students build bridges from a specific list of materials with the design requirement that they move Sphero the robot from desk A to desk B by driving it across the bridge.  The students were allowed to use one snippet of code to get the robot across the bridge.  We also talked about how the bridge challenge applied to Newton’s Three Laws of Motion.

Use of Google Forms to Differentiate in PD Workshop

Get Googly

Hello Everyone-

If you are a PD coach you are probably in a position where you have a limited amount of time to provide ed tech professional development to a wide range of teachers, many of whom have different ability levels.  Also, if you are like me and have a lot of experience at the secondary level, you have to provide PD for teachers from a variety of different departments at the same time.

In the State of New Jersey we are required to have a certain portion of our PD in a PLC group.  The PLC does have to be with teachers from the same department, there is some flexibility.  I am working with a group of teachers tomorrow in the morning and in the afternoon I am going to put them in PLC groups.  I created this Google form for a couple different reasons: first of all it gives the teachers a chance to self-reflect and self-assess, secondly it gives me some really powerful data to emply flexible grouping strategies during the PLC time.

Here is a link to the form in its entirety, also a great way to model the power of Google forms for educators.

http://goo.gl/forms/PFOWyRyIQt

Kahoot Tutorial: Increase Student Engagement + Disaggregate Data

I learned about this resource this summer from Richard Bryne when we both presenting at the Future Learning Summit in Chicago.

I like this Classroom Response System for a few reasons…

1- It appeals to a variety of learners… Kahoot lets you insert pictures into the questions and that works well with visual learners, special education students, and ELL students.

2- It has great prompting tools, you can adjust how much time students get for each question and students see the timer displayed.  Also, it displays a scoreboard so my students get very competitive about who is in the top five.

3- You can differentiate content by assigning different point values based upon question complexity.

4- There is an option to add other media into the question which relates to 21st Century Skills and the Common Core.

5- It is possible to download the class results into an excel spreadsheet and disaggregate student achievement dta.

Plickers: How to Use Tech if You May Not Have a 1 to 1 Environment.

I am fortunate that I teach in a school with a 1 to 1 environment.  However, our deployment took the first three weeks of the school year so I needed a way to use technology to engage my students without a room full of devices.  Plickers was perfect:  it is a hands-on kinesthetic classroom polling system that allows you to collect assessment data on your students.  Here is a video tutorial showing how it work.

Cool New Feature in Todays’s Meet + QR Codes

SGO QR Code

One of the great new features in Today’s Meet is that is now automatically generates a QR code for the room.  This is great when we are working with beginning and intermediate teachers.  Sometimes it can be overwhelming for an adult learner to create a room in Today’s Meet and then have to worry about how the students are going to access it.  Now you have one stop shopping, they can make the chat room and a QR code is automatically generated for them.