Ultimate Study Guide

Based on a blog by Audrey Watters

Original Publication Date:  January 12, 2011

Wolfram Alpha is launching a series of course assistants for specific content areas.  Beginning in January of 2011 apps will become available for use on iPhones, iPods, and iPads are “designed to take advantage of the Wolfram Alpha technology in the service of supporting some of the most popular courses in high school and college” (Watters, 2011).  The initial launch included apps for Algebra, Calculus, and Music Theory.  What makes Wolfram Alpha Course Assistants unique is that they don’t just provide the solution to problems in each area but rather “guide users through coursework in order to help them solve the problems” (Watters, 2011).  The site provides additional information to help the student truly understand the problem and solution.  There is a slight cost for the apps.  Calculus Course Assistant is $2.99.  Algebra and Music Theory are $1.99 each.

Since the original blog was published, Wolfram Alpha has launched several other Course Assistants and added the Anroid.  

Watters, A. (2011, Janauary 12). The ultimate study guide: wolfram alpha launches "course assistant" apps [Web log message]. Retrieved from http://www.readwriteweb.com/archives/the_ultimate_study_guide_wolfram_alpha_launches_co.php 

Listening to Themselves

Based on a Blog by Maya Payne Smart

Original Publication Date:  11/12/2008

An authentic audience for student work is a huge motivation.  A fifth grade class in California uses podcasting to distribute student work and provide students with a global audience.  The class is creating a library of downloadable educational material that makes course content available to students 24/7.   According to the article over 70% of students own an iPod or other MP3 player and this “boosts instructional time by making course content available anywhere” (Payne-Smart, 2008).    This is a huge benefit in itself.  However, providing the content to the community through a web page has afforded students the opportunity to become content producers not just consumers.  The fifth grade teacher informs his students that individuals beyond the classroom have accessed their content.  The realization that their work is not just for teacher review but for a real audience is increasing student pride and motivation.  Podcasting is a simple technology to employ.  By using podcasting “you give them (students) a sense of mission for their work and give them all these authentic experiences that build their confidence for the future” (Payne-Smart, 2008).  

It’s important to focus on content and not the technology.  There are several advantages to using podcasting.  By using podcasting students are required to truly understand the content and make it their own, avoiding “copy-and-paste research” (Payne-Smart, 2008).  In addition, students will develop oral presentation and good communication skills.  According to the author, podcasting is investigation, examination, and communication.  “We’re in the classroom to teach them not how to podcast, but how to communicate and communicate compellingly” (Payne-Smart, 2008).

Payne Smart, M. (2008, November 12). Listening to themselves: podcasting takes lessons beyond the classroom [Web log message]. Retrieved from http://www.edutopia.org/podcasting-student-broadcasts

Benefits of Service Learning

Based on a Blog by Lisa Morehouse

Original Publication Date:  08/03/2009

Fowler School District in California turned to community service and service learning to engage students.  Working with their community the school district developed the “Big 10” character traits to be taught in school.  The staff, after researching service learning and discovering that service learning “could engage hard to reach students as well as the general student body” (Morehouse, 2009) decided to take it a step farther out into the community.     

All students in the Fowler School District are expected to be involved in community service and the projects range from a few weeks to the full year.  Secondary students have an annual service requirement and must log their hours.  Teachers are free to design service projects that interest them and their classes.  The only condition is that the project be of “genuine service” (Morehouse, 2009).  Teachers have discovered that service learning is “a great way to teach standards without having to rely exclusively on book, pencil, and paper lessons” (Morehouse, 2009).  Students have taken ownership of their learning and are truly engaged in learning and providing necessary services to the community. 

The service learning initiative has been in place for over 10 years.  The district supports teachers in this effort by providing professional development for new teachers or teachers wanting to refresh skills in service learning.  The school also helps to create awareness within the community of the service projects during the year by sponsoring community forums and exhibits of service learning.

How has service learning affected student outcomes?  According to the district, students have increased scores on the state mandated tests by 10% and have a 97% attendance rate.  In addition, less than 1% of students drop out of high school.  Students have not only developed ties to the community but have also created “long-lasting alliances” between classmates through working on common goals.  Through service learning students are not only learning content but have developed a sense of community.

Morehouse, L. (2009, August 3). Rural students reap academic gains from community service [Web log message]. Retrieved from http://www.edutopia.org/service-learning-fowler

Marginalia

Based on the Blog by Audrey Watters

Original Publication Date:  July 19, 2011

Highlighter is launching an application that will allow readers to comment in the margins with the addition of one line of JavaScript in the footer.  Publishers of blogs can now create an environment where readers can “highlight, annotate, save, and share passages and comments” (Watters, 2011).  Unlike the traditional blog comments appearing at the end of the post, highlighter will enable readers to comment during the passage, much like writing in the margins of a text.  

Highlighter in education will allow teachers to see who’s been reading and commenting.  Users don’t need to create a Highlighter account to write comments on a blog.  However, if you want to track or save your comments an account is required.  In addition, Highlighter has provided the options of keeping the comments private, public, or semi-private.  The semi-private option only lets those in your group (class) read and comment.  The administrative options allow the publisher to set controls, so comments need approval or require names/emails prior to posting.  This appears to be a very useful tool for classroom discussions and  a giant step toward effective use of digital texts.    

Watters, a. (2011, July 19). Enable comments in the margins of your website with highlighter & 1 line of javascript [Web log message]. Retrieved from http://www.readwriteweb.com/archives/enable_comments_in_the_margins_of_your_website_wit.php  

Formative Assessment

Based on the Blog by Rebecca Alber

Original Publication Date:  2/15/2011

Formative assessment is overshadowed by high stakes tests and summative assessments.  After all, our legislators have placed great value and consequences based on the results of these tests for both teachers and students.  However, it is important that teachers understand that formative assessments play a vital role in education.  If used consistently and appropriately formative assessments will positively affect student learning.  The author, Rebecca Alber, cautions that “formative assessments are not about gatch-ing students but about guiding where instruction needs to go next” (Alber, 2011).

To accomplish effective formative assessment the author provides several examples that avoid the standard quiz.  Using an exit slip is an excellent way of assessing which students understand the content and those who do not.  She suggests dividing the responses into three piles, one for students who understand the content, those that “kind of get it”, and the third for those who are lost.  This simple method quickly provides necessary information to inform instruction. In addition to the methods she describes in her blog, Ms. Alber points out that observing students during class is an effective method of formative assessment and suggests keeping a list of names and using simple check or plus marks to keep track of students’ progress.

What formative assessments do you use to avoid the dreaded quiz?

Alber, R. (2011, February 15). Why formative assessments matter [Web log message]. Retrieved from http://www.edutopia.org/blog/formative-assessments-importance-of-rebecca-alber

Balanced is Best

Based on a blog by Heather Wolpert-Gawron

Original Publication Date:  3/17/2009

Many schools are infusing technology into the classroom and this is improving student success.  However, if the technology is just given to teaching staff without training them on usage students will not make significant gains.  Robert Marzano has researched using an interactive whiteboard in the classroom.  According to his research results, classrooms that implement interactive whiteboards and “voting technology, there was an immediate increase of 17 percent in scores” (Wolpert-Gawron, 2009).  In addition, if teachers have advanced training and time to refine their skills student scores showed greater improvement.   Marzano also disclosed that providing “weaker teachers” instruction in the technology combined with effective teaching strategies students showed the greatest increase.  

Marzano continues to state that there can be too much technology and “diminishing returns” (Wolpert-Gawron, 2009) will result.  To effectively utilize interactive whiteboard and voting technology Marzano suggests the following:

• Clear focus on content, just using technology for using technology’s sake only proves to be a distraction.

• Use a voting component.  A classroom performance system will help the teacher keep track of students and provide necessary formative assessments.  This allows the teacher to readdress content for students who aren’t “getting it”.

Wolpert-Gawron, H. (2009, March 17). Technology combined with good teaching leads to success [Web log message]. Retrieved from http://www.readwriteweb.com/archives/cellphones_in_the_classroom_distraction_or_tool.php

Wikipedia Rating System

Based on an article by Marshall Kirkpatrick

Original Publication Date:  7/18/11

Wikipedia is implementing a content rating system.  User of Wikipedia will be able to rate the site’s content for “trustworthiness, objectivity, completeness and quality of writing” (Kirkpatrick, 2011).  This appears to be an easy way for readers to provide feedback to the site.  The rating system is only available on limited English articles (100,000) but will be rolled out in increments to cover all 3.6 million English articles (Kirkpatrick, 2011).

The rating system could produce interesting projects for education.  After reading the article I thought of having students critically analyze the Wikipedia article, post their ratings, and provide supporting details for those ratings.  Not only will students be reading applicable content but they will also be developing vital skills for critically analyzing online resources.

Kirkpatrick, M. (2011, July 18). Wikipedia rolling out article rating system - what do you think? [Web log message]. Retrieved from http://www.readwriteweb.com/archives/wikipedia_rolling_out_article_rating_system_-_what.php

Prior Knowledge

Based on the Blog by Rebecca Alber

Original Publication Date:  7/19/11

The blog discusses the way students learn and build upon prior knowledge.  In the teaching/learning environment, students construct knowledge primarily from building on prior knowledge and only secondarily from what the teacher presents.  According to the author, "teachers should slow down and spend much more time tapping into that prior knowledge when giving instruction" (Alber, 2011).  

The author, Rebecca Alber, has several techniques listed for teachers to “tap into prior knowledge” (Alber, 2011).  I particularly liked the ABC brainstorming idea where students, either independently or in pairs, write a word of phrase for each letter of the alphabet that connects to the major topic/word the teacher provides.  Another strategy that I thought would work well is the classroom brainstorming web.  Ms. Alber describes this as a “free for all”.  She suggests that after completing the content web it should remain visible throughout the unit.  What great ways to get students interacting with content, create interest, and engage students in learning!

Abler, R. (2011, July 19). Are you tapping into prior knowledge often enough in your classroom? [Web log message]. Retrieved from http://www.edutopia.org/blog/prior-knowledge-tapping-into-often-classroom-rebecca-alber

Storybird

Based on a Blog by Lisa M. Dabbs, M.Ed. ,with Stephen Davis, and Aviva Dunsinger

Original Publication Date:  7/19/11 

Storybird is an online web 2.0 application that allows users to create and collaborate on “art inspired” (Davis, 2011) stories.  Stephen Davis, a Middle School teacher in California, uses Storybird as a drafting tool, much like a storyboard application, to “draw the essay” (Davis, 2011)  prior to actually writing the essay.  Using Storybird allows students with limited artistic ability to feel more comfortable “drawing” their essay so that they can focus on the actual story.  Students are able to drag and drop images from the available image library into their story.  In addition, “abstract thoughts and emotions students could not express easily come to the surface” (Davis, 2011).  The collaborative ability of the site allows other students to comment and since authors may make the story is available on the web, either publicly or privately, students have access to their storybird at home and can use it to type the essay at home.  The option of keeping the story private should help protect students from potential predators.  This is a great non-traditional use of an online digital storytelling application.

Dabbs, L., Davis, Stephen, & Dunsinger, A. (2011, July 19). Summer pd: new teacher boot camp week 3 - using storybird [Web log message]. Retrieved from http://www.edutopia.org/blog/storybird-new-teacher-boot-camp-lisa-dabbs

A Web 2.0 Classroom

Based on the Blog by Andrew Marcinek

Original Publication Date November 11, 2011

Teachers from three different high schools in three different states decided to collaborate and teach a class in 21^st century skills.  Instead of offering the course in the traditional “flat” classroom, or within the walls of our traditional classrooms, the teachers worked together over the summer to develop a true 21^st century classroom.  The students and teachers work together and utilize tools such as Skype and blogs to communicate and learn.  The 21^st century skills that the students are learning are developed in an authentic environment.  They meet using Skype and have the opportunity to learn from experts that they would not be able to access otherwise. Students follow and respond to each other’s blogs.  The students are leaning to communicate effectively with people they have never met and I believe this will be a necessary skill in their careers.  The principal at one of the schools note that students are used to using web 2.0 technologies for socialization and through this class they are beginning to realize the power of effective and responsible communication.  

 

Teachers are instructing students on responsible usage of social networking and avoiding the pitfalls of irresponsible use.  In addition students are learning to critically evaluate sources found on the web.  “These students are learning how to be critical readers and thinkers, while opening up rich, academic conversations via blogs, Twitter, and Skype” (Marcinek, 2011).  Student in the three classrooms have learned valuable lessons for today and their future!

 

Marcinek, A. (2011, November 11). A web 2.0 class: students learn 21st century skills, collaboration, and digital citizenship [Web log message]. Retrieved from http://www.edutopia.org/blog/web-20-21st-century-skills-collaboration-digital-citizenship

VoiceThread

Based on a Blog by Megan Palevich

Original Publication Date:  7/12/2011

Wow I really like VoiceThread!  This web 2.0 tool is a free application that allows teachers to create a prompt and have students respond via voice, written text, or video.  The blog by Megan Palevich had a good example in which she used VoiceThread to discuss the required summer reading.  Students were able to respond and were enthusiastic about the tool.  Her students requested discussions via VoiceThread throughout the year.  Ms. Palevich even used VoiceThread as a means to comment on her blog post.  I can see the benefits of using VoiceThread in math by posting a problem and allowing students to discuss the strategies necessary to solve it.   Students are always excited to explore and utilize new tools and I think they would find VoiceThread highly engaging.  

Palevich, M. (2011, July 12). Summer pd: new teacher boot camp week 2 - using voicethread [Web log message]. Retrieved from http://www.edutopia.org/blog/voicethread-new-teacher-boot-camp

Tweens and Deeper Thinking

Based on the Blog by Heather Wolpert-Gawron

Original Publication Date:  5/31/11

Anyone who has ever taught middle school knows that tweens are a unique breed.  The author, Heather Wolpert-Gawron, equates middle school students to the wolf in “Dances with Wolves” in that they need to be coaxed into learning just like the wolf was coaxed into accepting the nourishment from Kevin Costner’s character.  Using our own personal stories to make learning real and to demonstrate decision making skills, according to the author, will have “students eating out of our hands” (Wolpert-Gawron, 2011).  

There are several common sense rules that teachers need to recognize when sharing personal stories with students.

1. Don’t share stories about people that you wouldn’t talk about to their face.
2. Use appropriate examples.  Students “don’t need to know don’t need to know everything you did in college” (Wolpert-Gawron, 2011).
3. Your story needs to be connected to the lesson.  Students will know when you’re bird walking.
4. Make sure your story has a message.

By using stories we can model appropriate behavior and connect real life situations to the content we are trying to teach.  “Middle schoolers are more likely respond to lessons hidden in the anecdotes of your outside life than those stated on some poster hanging in your room or stated in some entry from the textbook” (Wolpert-Gawron, 2011).

Walpert-Gawron, H. (2011, May 31). Encouraging your students to engage in deeper thinking [Web log message]. Retrieved from http://www.edutopia.org/blog/how-to-encourage-deeper-thinking-students-heather-wolpert-gawron

Bringing Healthcare to School

Based on a Blog by Anne O’Brien

Original Publication Date:  2/3/11

School Based Health Centers (SBHC) have some common characteristics.  They are all located on school property and provide a wide range of physical and mental health services to students with parent permission.  Services provided by SBHC meet the physical and mental health needs of students.  Typically healthcare is provided to all students age 0 – 18 independent of an ability to pay.  The primary goal of a school based health center is to provide care to students in low income areas and reduce absenteeism   

 

School Based Health Centers have been shown to reduce hospitalization, inappropriate emergency room visits, and Medicaid expenses for the community.  The team of practitioners (nurses, doctors, counselors, hygienists, etc.) work together to provide care to students.

 

On the campus of TBA Career-Tech Center healthcare is provided through the Youth Health and Wellness Center.  This is partnership between TBAISD and the Grand Traverse Health Department.  Students ages 10 – 21 are able to receive the types of services mentioned in this blog.  During orientation parents are informed of the availability of the on campus health center and provided the option of giving permission at the time.  Some of our students are over 18 and can authorize treatment themselves.  During the year I’ve witnessed the health center in action as some of my students visited the center for various reasons.  Not only did this provide a vital service to my students but they were not absent from class for more than a few minutes instead of missing the entire period/day.  Although the jury is still out on whether providing school based healthcare will help close the achievement gap this is a GREAT program for all students but especially those from low income families.  Hopefully school based healthcare will be more widely implemented.

 

O'Brien, A. (2011, February 3). How school-based health care can contribute to closing the achievement gap [Web log message]. Retrieved from http://www.edutopia.org/blog/school-based-health-care-closing-gap-obrien

Middle School Students Find Their Voice with Digital Cameras

Based on a Blog by Elena Aguilar

Original Publication Date:  3/8/11

 

The author, Elena Aguilar, conveys a truly inspiring story in the blog entitled Middle School Students Find Their Voice with Digital Cameras.  Middle school boys can be easily disconnected from their school and community.  During a life skills class the boys were mounting a rebellion of sorts and suggested that the teacher didn’t understand their lives.  Elena Aguilar provided her students digital cameras and asked them to show her their lives.  Three days a week the class walked around the school’s Oakland neighborhood taking pictures that would show what the students wanted the teacher and all the others who don't live in your neighborhood to know about your world” (Aguilar, 2011).  At first the photographs focused on the negative (trash, bars, and empty liquor bottles on playgrounds, and vicious dogs) but eventually students began to see and photograph some positives (flowers, friends).  Students showed their photographs to classmates and wrote about them during the other two days of the school week.  Students who had previously resisted writing had a lot to say regarding their photographs.  Ms. Aguilar also introduced academic language and photography basics to students.  This blog shows how much students bring to the classroom and how a creative and caring teacher can make a huge difference in the lives of her students.

 

The use of photography allowed students to express themselves in a way that was not intimidating.  Student work was presented at an Exposition of Student Learning event for the community.  To view the photographic essay navigate to http://www.participationart.com/ then type ASCEND in the search box.

 

Aguilar, E. (2011, March 28). Middle school students find their voice with digital cameras [Web log message]. Retrieved from http://www.edutopia.org/blog/art-lesson-plans-photography-writing-elena-aguilar

 

 

iPad Whiteboard Apps

Based on the blog by John Paul Titlow

Original Publication Date 7/8/2011

Leave it to the savvy people at Apple to quickly, almost immediately according to the author, to develop multiple apps to use the iPad as an interactive whiteboard.  Now in place of the expensive and huge smart boards teachers are able to use the iPad with many of the same capabilities.  The article discusses 5 FREE applications.  The five free apps offer some different features but they all can be used in real time to foster collaboration.  All of the applications offer an unlimited whiteboard space since you can zoom in and out to accommodate the text or illustrations.  In addition, you are able to share the whiteboard space in real time with other iPad users.  Great way to collaborate!    

The apps are:  SyncSpace, ZigZag Board, Lucid Chart, Concept Board, and Whiteboard Lite.

 

Titlow, J. (2011, July 8). 5 free collaborative whiteboard apps for the ipad [Web log message]. Retrieved from http://www.readwriteweb.com/biz/2011/07/free-collaborative-whiteboard-apps-ipad.php

No-Homework Kid

Based on a Blog by Holden Clemens

Original Publication Date:  4/25/2011

The author of this Edutopia blog describes a classroom situation that has happened to all classroom teachers.  One student (or sometimes a couple students) who won’t turn in homework.  This student in particular was bright, helped classmates with the assignments, but never turned in his own works.  Obviously, the student fell behind and was receiving a poor grade in the class.  The natural consequence for not turning in homework was not a sufficient motivator for the student.  Consequently, the teacher tried several different strategies to get the student to turn in work.  He started to punish the student for not turning in work, taking away privileges (no recess), and calling him out in class.  All backfired.  In near desperation the teacher talked to the student regarding the missing assignments.  Once the student recovered from having the teacher ask about the issues causing him to not turn in homework, the teacher learned that the student was embarrassed by poor handwriting.  They made a deal which improved the student’s handwriting and got the assignments turned in.

The author states that “It’s easy to forget that these kids are people with real problems and might be too embarrassed to talk about to anyone” and “reaching out and talking to the student might be the start of a relationship that changes a student’s life” (Clemens, 2011).  This was a good reminder that some students come to school with baggage and by simply talking to the student we can make a difference.  Simple solution with a good impact.

Clemens, H. (2011, April 25). How to work with the no-homework kid [Web log message]. Retrieved from http://www.edutopia.org/blog/the-no-homework-kid-holden-clemens      

Debunking Those Classroom Myths

Based on a Blog by Ben Johnson

Original Publication Date June 29, 2011

The blog by Ben Johnson addresses many of the classroom myths purported in the teachers’ lounge.   He takes each myth and offers a different and in my opinion more valuable position.

1.        Don’t Smile Until Christmas:  This myth is an attempt at classroom discipline and control.  Instead of drilling the classroom rules on the first day he proposes that teachers use that first day to “hook” students, teach something meaningful, and to laugh.  “Give the students reasons to want to stay in our classrooms” (Johnson, 2011).  There will be plenty of time to cover the classroom rules and procedures.

2.       Never Turn Your Back to the Students: Mr. Johnson states that building trust is the first thing a teacher should do.  Get to know your students and let them get to know you and make a commitment.

3.       Teacher Knows Best:   Teachers can and do learn from students.  Even if this is just what the problem is and not the solution.  Students are extremely valuable contributors in the classroom and help us become better teachers.

4.       Students aren’t interested in learning. They just want to have fun.  Having students complete homework assignments is often a large task.  However, but by making the assignments meaningful, exciting and truly extend the learning that is taking place in the classroom will help accomplish this task.  Most students are “adverse” to learning I think they just want the work to be relevant and at the appropriate ability level.

5.       Students Hate School:   According to the author students don’t hate school; they only hate what happens in the classroom.  We typically don’t teach the way students learn and need to adjust our methods to reach students and make our lessons more engaging. 

6.       Every Child Can Learn:  When I first read this I was a little shocked to see it in a list of myths about education and schools.  However, the myth is listed because it avoids the acceptance of responsibility and should read “Every child WILL learn in my classroom” (Johnson, 2011).

Interesting thoughts about typical statements heard in just about every school around the country.

Johnson, B. (2011, June 29). Debunking those pesky classroom myths [Web log message]. Retrieved from http://www.edutopia.org/blog/debunking-classroom-myths-ben-johnson