InnEdCO 2017 -- My presentation -- 3D printing

This morning, Paige Dersham and I presented about our experience with 3D printers, TinkerCAD, and Donor's Choose. I was fairly anxious about having to present for 2 hours, but it went really well.

Here's our slide deck: 

tinyurl.com/innedco3D

If I was to change anything, I would want to add a Google Doc where we could share out all the tricks we learned while working on TinkerCAD. I had teachers showing me tricks I didn't know someone could do. It would be great to have one spot, like a Google Doc, where we could share all those fantastic ideas.

InnEdCO 2017 -- Classroom Redesign

For my second session of the day, I attended a Classroom Redesign session with Paige Dersham and Meegan Bennet

Slide Deck:
http://tinyurl.com/yc6ohasu

My notes:

Redesigning My Classroom

Issues:

-tables are tough to move

-electrical cord for projector cart stretches under tables

-teacher desk takes up too much space

-old promethean board doesn’t work & needs to be removed

-no area to write on the walls -- make thinking visible

-not much room to store makerspace materials

-Where to I put the RedCat speaker system?

Old promethean board -- turn it into a mobile green screen?

Learning Landscapes:

Layout of my room:

I have 2 classroom which make up our Library/Computer lab where the students work with laptops. Below are the layout of both spaces.

Room 1: https://goo.gl/8HTxBH

Room 2: https://goo.gl/ic4IoU

1. In red, I labeled the changes I’d like to make to both spaces. The biggest change would be removing my look-up stations & teacher desk.
2. I’d like to add storage along the wall in place of the teacher desk\look-up stations for our makerspaces
3. I’d like to make the extra space a place for students to work in small groups -- I need to come up with norms & expectations around this extra space

Another planning document: https://docs.google.com/document/d/1f_07rGe7j-M53_gf_TKVkxisSJ7TGg8k8NGmmj6kmh8/edit

InnEdCO 2017 -- Snapshots

Infusing Engineering into a Science classroom
Paige Dersham
Presentation link

Create your own Coding Club Using Google CS First
Megan Cosmos
Presentation Link

Google CS First

Tips & Tricks:

• Use Google Forms
• Record logins asap
• Get parent permission
• Encourage sharing & discussion
• Logged into Google CS First and Scratch
• Prepare - Plan - Play

Their materials:

• are completely free and available online
• are targeted at students in grades 4th-8th (ages 9-14)
• can be tailored to fit your schedule and needs
• involve block-based coding using Scratch and are themed to attract students with varied interests
  
  
   

InnEdCO 2017: Google Expeditions

All Aboard: Google Expeditions

A hyperdoc to work through during the presentation:
https://docs.google.com/document/d/1jhhdrSKPcRXQNrNBANiCB6vRKFxDCEKzusXpzTMLsJU/edit?usp=sharing

I'm Cardboard: http://www.imcardboard.com/
-different types of Google Cardboards
-https://edu.google.com/expeditions/#get-started

Uses in the classroom:
-virtual fieldtrips -- students can visit the places they're studying
-not recommended for students younger than 3rd grade
-presentation tool
-could use it on an iPad instead of the Cardboard (iPad app)
-can we create our own expeditions?

Ways to fund:
-Could the district buy a couple of class sets (including cardboard & phone)?
-Could we use just a small station of Cardboards?
-Donor's Choose to crowd fund it

The Planning Process:

Pre-Expedition Prep

• Preview the expedition from both the teacher and student perspectives, establish talking points and supporting activities

Before the Expedition

• How are students building background knowledge to prepare for the expedition?

During the Expedition

• How are students recording and processing what they learn from the expedition?

After the Expedition

• How are students synthesizing and analyzing what they learn from the expedition
• What additional learning / inquiry was inspired by what students experienced on this expedition?

Additional resources:

Google Expeditions

Google Support Center

Ed Tech Website

List of Available Expeditions

TES Resources

InnEdCO 2017 - Google/Chrome Apps, Extensions, Add-ons

Google/Chrome Apps, Extensions, Add-ons:
Pam Herr

Google App -- similar to apps on your phone but work on the Chrome web browser
-access them on the left hand corner of the top toolbar in the Chrome web browser
-some are free, some paid
1) Google Keep: allows to take images in Google Keep and covert to editable Google Doc
    -snapshot of newspaper clipping: now interactive in Google Doc
    -Ss learing different types of  angles: taking pics of angles in Google Keep and adding them to Google Docs
    -ELL students building vocab by taking pics in Google Keep and adding definitions in Google Docs
    -Grading papers in Google Keep: allows you to store pre-loaded comment w/ explanations (ex., comma splice with link to understanding comma splices)
2) WeVideo: like iMovie for Google but it's cloud-based (limited free storage)
3) LucidChart: web-based mind mapping
4) ClassDojo: student behavior software
5) Padlet: online version of a cork board messages or mind mapping -- good way to show student's thinking
6)Blendspace: create lessons in a blended learning environment in 5 minutes
7) EdPuzzle: make any video your lesson by including questions (MC, short-constructed response) and explanations
8) Brainitz: similar to EdPuzzle

Chrome Extension -- live on the right side of the url address bar of the Chrome browser to enhance the web environment (some extensions will slow down your browser) -- find them in the Chrome web store
1) Save to Google Drive: allows to save anything your viewing on the Chrome browser to your Google Drive
2) CleanPrint: control how you want to print a web page by eliminating images, advertisements, etc
3) Save as PDF: save any web page as a PDF
4) InsertLearning: turn websites into interactive lessons ($$$)
5) Shareaholic: share the website your viewing
6) BetterTube: makes the YouTube home page wider, lets you remove videos from feed, quick video watch mode and more.
7)Read&Write for Google Chrome:  allows text to speech - play, pause, stop buttons - annotation features

Google Add-ons: run along side Google Apps like Sheets, Docs, Slides, Classroom and Forms
-10 Add-ons for Google Classroom:
http://ditchthattextbook.com/2017/02/16/10-add-ons-to-google-classroom-you-must-try/
-Add-ons for Google Docs:
http://www.educatorstechnology.com/2016/01/10-of-best-google-docs-add-ons-for-teachers.html

InnEdCO 2017 -- Keynote Speaker

Building Blocks for the Future of Schools
-Dr. Scott McLeod (Dangerously Irrelevant)

Amazing vs Normal
Kids doing amazing things outside of school:
-Student blogging about school lunches
-Students creating video tutorials on video games

How do we give students the opportunities to do amazing things?

Formal learning vs Learning outside of school (often far more engaging and meaningful)
-How do we begin to give students voice/choice in what they learn?
-Project-based learning -- Genus Hour projects
-Engagement is the key - How do we increase engagement in our classrooms so kids aren't bored out of their minds?
     **Coming from a person who didn't care for school growing up - the most important thing we can do is increase student engagement**

4 Big Shifts:
-Higher level thinking -- moving away from regurgitating facts to solving problems
-Student agency -- student have voice/choice
-Authentic work -- real world application within the larger community
-Technology infusion -- technology allows for the 1st 3 shifts (above) to happen in innovative ways

Helpful resources:
http://dangerouslyirrelevant.org/resources/3-big-shifts-8-building-blocks-and-some-guiding-questions
http://dangerouslyirrelevant.org/2013/08/7-building-blocks-for-the-future-of-schools.html
http://dangerouslyirrelevant.org/resources/trudacot 
http://dangerouslyirrelevant.org/2017/03/where-do-we-set-the-bar.html

Backwards Design - PBL

Here are some of my ideas around Project Based Learning and the Backwards-Design Process:

I use the backwards design template (attached) to provide students with Project Based Learning opportunities within my library program. With the planning process, I consider the learning objectives for each day but also consider the goals students set for themselves during each Project Based Learning opportunity. Many of the projects I create have a component where students are setting daily goals for themselves and reflecting on those goals at the end of the lesson. It allows for students to make choices about their learning, and I find it raises engagement and provides an opportunity for students to advocate for themselves. The Project Based learning opportunities provides meaningful and authentic learning for students because they have a voice and a choice in what they learn, while exit tickets give me the opportunity to reflect on what the students have learned to engage them even more.

Here's a Backwards-Design Unit I used with my 5th graders to design a tiny house: https://goo.gl/2pG3cd

 

 

 I came up with the design from one of John Spencer's Design Challenges:

Exit tickets allow me the opportunity to check in with my students and reflect on how well the lesson went. More often than not, the data I receive from the exit ticket at the end of each lesson informs and drives the learning for the next day. The data collection after each lesson allows me to differentiate the next day’s lesson. I creates screencasts of the rigorous tasks based on the feedback (exit tickets) I received from students. The screencasts are made from the questions students ask or from tasks the students didn’t understand. I host each screencast on my website to allow the students the opportunity to choose which video they need to watch each day. Exit tickets are what start the differentiated instruction process. They inform me of where the students are, what their needs are, and what might be causing them confusion. I use this information to create videos (screencasts) for the next day for them to choose which videos they need to watch to complete the daily objective.