Digital Citizenship at ECOO 2015

Last week I had the opportunity to once again attend and present at ECOO's BringIT Conference.



This is my third year attending and second year presenting.  I got to present with 4 amazing colleagues and friends on the ever important and ever changing world of Digital Citizenship.

We presented on Friday, and seeing as it was the last day, I expected 15-25 people.  We ended up with a packed room, and that was OK.

Anyway, I'm not going to through the full 50 minutes.  I am going to take this time to say:

a) Change is good
             - This was usually a 1-2 man, 1 1/2 hour workshop, but we had 50 minutes and 5 guys.
               So we went with a panel.  And it worked!!!

b) ECOO puts on one of the best conferences with workshops run by educators, tech guys, administrators and innovative leaders.   The food is amazing, the venue is so well organized, and the amazing vendors who show their wares are leaders in our profession.

So, below you will find a quick highlight of our workshop (main points), and the link to our "Take-Away" for attendees.  You can always contact me at parkerri@hdsb.ca if you have further questions.  I hope to blog more in the upcoming weeks, especially focussing on my SERT role.

*** The Take-Away has the main things we discussed, resources and other articles to read around Digital Citizenship.

Digital Citizenship Highlights

• Digital Citizenship is
• is a concept which helps us to understand what technology users should know in order to use technology appropriately.
• more than just guide to teaching technology; it is a way to PREPARE technology users (our students) for a society complete with technology.
• designed to help EDUCATE students about the norms of appropriate, responsible technology use.
• is also teaching students to create things (websites, videos etc.), to be a part of the Global Digital Community.
• Teacher Responsibilities
1. Understand what is out there
2. Prepare students for a tech-saturated world
3. Educate students about the norms of technology use.

• Age Appropriate Lessons (What students know)
• Starting point by Division:
  Primary - email, web search, IPODS/IPADS
  Junior - email, web search, devices, chat applications, Twitter
               YouTube, #’s
  Intermediate/Senior (Generation Like) - cell phones, Facebook, Instagram, #s, Vine, twitter, Snapchat, ask.fm, yik yak!
• We use:
• Daily Talks
• Relevant "recent" news topics
• Relating to real life
• Refer to "stars" misuse
• Refer to "average Joe" misuse
• Be creative
• Have them write a letter to "Future Me" promising not to make a specific technology mistake (inappropriate pictures, cyber-bullying etc.)

The rest of the main points AND RESOURCES can be found on the take away linked below.

The Take Home 

Using the "About" section in Google Classroom

Last year was the first year of Google Classroom.   We started with it in mid-September, worked through the personal glitches (ie. mistakes I made), and came up with questions and thoughts on how to improve it.

As I worked through it, one thing I really wanted was a section where I could keep important links, or documents (like organizers) that the class would use frequently.   In talking and tweeting with my PLN (personal learning network), I realized that the ABOUT section was ideal for this.  Check my screen capture below for tips on how to use it.

After you have opened Google Classroom, follow the instructions and start posting links and documents from your DRIVE that students will access and use.  Make sure they have VIEW ONLY and understand how to make their own copy.

Creating a markbook using Google Sheets

Last week, my colleague and I were honoured to once again lead a 3-day workshop for educators through ETFO.  There were many wonderful, yet nervous peers, but once we got going, they really owned their learning.

As per usual, we over-planned, and alluded to many other things we would have liked to teach, and one of the topics that was broached numerous times was, "How do I set up my online markbook?"

This was a great question because there are a few tricks and tips that educators should follow in order to save themselves some time.

I will outline the steps, as well as provide a Youtube video below.  Hope this helps.

Step 1:
Create a folder in your drive titled "Marking <year> <grade level>"  (Example: Marking 2015-16)

Step 2:
Create a sheet called "Master Class List"


Once in the sheet:

Step 3:
Label the first 2 columns - Last Name   - First Name

Step 4:
View>  Freeze  (here you will freeze 1 Row and 2 Columns) - You will have to do each one separately.

Step 5:
Input the student names in columns A and B
The row 1 will be where you put the assessment titles throughout the year

Step 6:
Rename your sheet to "Term 1"

Step 7:
Conditionally Format your cells

Step 8:
Duplicate your Sheet and rename it "Term 2"

Step 9:
Make copies of your Master List for each subject/strand that you teach and rename them

Step 10: (Optional)
Make folders within your marking folder and organize them by subject

Contact me at: parkerri@hdsb.ca if you have any questions, or follow me on Twitter @TeacherParker

First Summer Post - Creating Crib on Google Draw

Cribbage (Crib).

   One of the first "adult" card games I remember learning as a kid.  I'd like to think that I have pretty good mental math skills, and I'd like to think that a lot of that comes from my dad's family's love of crib...that and Euchre.

I grew up in rural Scotland, and visited Canada a few times before moving here.  One of my early memories is that on those visits, a crib board was always out, with someone, (cousins, aunts/uncles or grandparents) battling over a game.

If you are not familiar with Crib, you can find the rules here.  It is a lot to explain in the blog, so check the rules out.

Basically the mental math comes in because the students are adding quickly as they place the cards down.  You get bonus points for having 15 in your hand, or reaching 15 in the round.  Players quickly have to pick up on the sequences that make 15, and try to play accordingly to get to 15.  After they get to 15 in the round, they have to try to get to 31, so again, playing your cards strategically works to the players advantage.

Recently, I have been trying to buy as many crib boards as I can.  They aren't cheap, and the cheap ones aren't good.  I hit up Value Village, Dollar Stores, Walmart, but could only get a few.  Finally, brainwave.  Use Google Draw to create a mini-board.  I have to thank @alicekeeler for sharing how to turn a Sheet into grid paper, which enabled me to create the mini crib board.

The students can make their own copy, share it with who they are playing.  As they move around the board, they'd put an X, or a new colour on the space they've moved.  The downside is that they cannot play this from different locations due to the need for cards, but it is a great classroom activity if they complete their math work.... As long as devices are present :)

Crib Board

Enjoy

Introducing... SPACES... a nice little extension

What is Spaces?  It is a tab manager for Chrome.

How did I find it? I found it on a blog...can't remember what one, I've read so many.

How am I using it? I am using it to track, and keep "like" webpages in one common area.

How do I see my students using it? Maintaining research pages without losing them in the never-ending pit of doom called "Bookmarks"

Teacher Use

Ok, self-question and answer period is over.  Spaces is this amazing extension found here.  I looked at it, thought it could be good, but didn't realize the power it had.  Once I opened it and experimented with a few things, I fell in love.

First - Marking.   
I track my marks online.  I have created Google Sheet after Google Sheet.  It is a pain to open drive, then find reporting, then find subject, then find strand....UGH!

Solution:  Open them all in one window.  Save it to spaces under "Marking".  Problem solved.
Now, I only have to open the "Marking" tab in Spaces and there is my online mark book.  

This is what a Spaces main screen looks like.  You can see I have a space open title "May 26".  

My closed spaces are below.  You can see the Marking 2014-15 is there.  

Now, I have clicked on the closed spaces called "Marking 2014-15" and it shows on the right side my active windows within this tab.  If I want to reopen this space, all I have to do is click on the arrow within the box located in the green tool bar (top and centre).  

Student Use

One way to introduce students to Spaces is to show them that they can store their research pages on one "Space".  That way, when they are researching over an extended period of time, they can keep their webpages located in one easy to find space.  

Below is an example I shared with an intermediate co-worker.  We quickly Googled some Early Explorer research pages, and then saved the tab.  Now a student never has to worry about forgetting where he/she got the research, or wading through the murky depths of their bookmarks.  It can all be saved in one space.

Part 2: Google Sheets in Math

Just some other ideas that I have brainstormed, either with myself, or with peers.

Using the Sheets Grid paper to help with patterning:

I also did a quick example of how to use the "grid" paper to show some base 10 (making numbers) work for grades 3-4.  Sorry the image is a little fuzzy on this video.  Screencastify didn't capture it perfectly.  

More to come.

Google Sheets to draw....and get some math done

Once again, @AliceKeeler has dropped a gem onto my Twitter feed for me.

Her blog post this weekend was focused on using Google Sheets to create pixelated art.

This works out great because we just looked at a Minecraft image last week to discuss what fractions of the images, or characters were a certain colour.  I quickly created a very quick square-headed image, kind of resembling "Steve" and showed it to my class.

They had a quick and brief warm up about what fractions of colours they saw.  They extended it by saying this time, they could actually check their results because they could count the squares and figure out the fraction.  Last week, that couldn't be done with the image we looked at.  Awesome!!! Success.... Feelin' Good as a teacher!!!

So, then my mind got going.  What else can I do using this "grid" paper.

Well, let's look at area and perimeter.  I created a quick sample.  As usual, my mind went to how Assistive Tech users can use this.  I quickly created an area and perimeter task.  I included the equations at the bottom in merged cells, but it can easily be done in Snagit too.

Here is a link to a blank grid

That moment where you see they get it

Today was one of those days that makes teaching great.  Thankfully, technology makes those days occur more than they used to in the "early" days of my career (it's only been 11 years).

I have one student in my class, where we've struggled with engagement and work completion.  I've talked about this student (student "A") a little bit before.  

Over the course of the year, "A" has shown glimpses of coming out of their shell, but prefers to keep to themselves.  "A" has a great sense of humour, and as "A" was allowed access to technology on a consistent basis, "A" has thrived.

"A's" stories have shown voice that others don't have yet.  

"A's" stories have shown creativity that others haven't shown yet.  

Other teachers who have taught "A" have been surprised when seeing this work.   "We didn't see that before," they'd say.

"A" now has consistent technology.  
"A" now has access to GAFE tools.  
"A" has access to coding, POWTOON and other online tools.
"A" has found an outlet to explain, explore and be creative.  
"A" is engaged. 
"A" feels safe, 
                      and "A" (although always a happy kid) is happier. 

Technology has allowed "A" and students alike, the chance to prove themselves.  Technology gives students the outlet that pencil and paper doesn't always offer.  I am so thankful to be teaching in an era where changes are constant.  It forces me to be on top of my "A" game (pun totally intended).  It allows me to change my approach, my routine and my thinking almost daily.  I love teaching, and I love it in this time and age.

And today was one of those days when I can drive away at 4pm feeling good.  Happy Long Weekend Ontario!!!!

Below are a few of the slideshows created by the student:

White Paper
The Dark
How to Animate

DRA for Assistive Tech Students...or ALL students

Last year I was lucky enough to get a half day release to create online Google versions of the response pages for DRA reading assessments.

In this year, I have already heard the feedback that online response sheets have proven to give a more accurate reflection of where the student actually lies in their reading levels.  Struggling writers, who can't explain their thoughts with pencil and paper, or can't summarize/retell because they hate writing, are able to finally express their answers to the best of their ability.

A co-worker is also using voice recording apps, screen castify and other methods in order to have them record themselves read, so he can listen to it at home or on prep, and therefore not lose too much class time having to listen to 30 students read.

You could also have them answer these response questions verbally with a voice recording program as well.  Just some thoughts on how we can help our students achieve their best.

Here is a link to the online assessments from grades 4 to 8.  No bridge pack yet.

Also, check out this nice little DRA Tracker.  Once you fill in the fields, it will tabulate their levels.  I left one row in so you can see how it works.  This will be a working document, and it does need to be updated a little to show Grades 6-8, but that won't take long.

Copying whole folder in Google Drive

Not much of a blog, but a video lesson.   At first, I really thought I'd use this once in a while.  Within 2 days, I used it at least 6 times.  This video will show you how to copy a whole folder in Google Drive.  There is no simple click and "copy" like there is a file.  Sometimes we need to copy a whole folder.

Examples:

1. Sharing a file (or receiving a file) with a co-teacher, where you want to edit your copy, but don't want the co-teacher to change your files.
2. Copying Modified/Accommodated work for other exceptional students
3. If you have a master set of templates (grade book, etc.) and want a copy for each year

Thanks to @shakeuplearning

Math Provocations using GAFE and other tools

Math provocations are fairly new to me.  I am still getting into them, and my kids are beginning to start to ask some neat and deeper questions.  I got the idea from a team of 2/3 teachers at Irma Coulson P.S. in Milton.  I am lucky enough to be a co-facilitator on a board sponsored ICT project.  Schools team up, co-plan and implement a lesson incorporating more tech into the classroom.

Anyway, my math provocations.  The first one I did was this:



I asked the students what math questions they could come up with about this bell. I shared a spreadsheet with the whole class. This allowed me to fit a little digital citizenship lesson into the class. My main theme there was about respecting each other in a shared space (shared online space). The students were to put their name and question on the spreadsheet and problem-solve any erased names or questions.

Some examples:

1. How heavy is the bell?
2. How hold it the bell?
3. What is the capacity of the bell?
4. I wonder how long 100 bells are?
5. What is the area and perimeter of the bell?

And so forth....

We looked through the questions and discussed how they were or were not math questions. And made some estimates.

My next thought was to put the image and a request on Twitter. A few adults responded with questions about the bell. My purpose was to compare adult provocations with student provocations.
I created a quick Storify just before class to share and discuss what questions the adults asked. It was neat to see similar questions, but worded differently.

Finally I extended the idea using Google Classroom. I shared links about the bell, so students could research and maybe answer some of the questions asked. The shared spreadsheet was altered, and I put an answer tab on it. I also extended some questions, so students could see how to extend their thinking too.

Spreadsheet
Storify

This weekend for homework, I am going to challenge the students to take a picture and post it on my Padlet, with a provocation.... And extend it by asking a question about someone else's image.

Homework Padlet
Tomorrow's provocation


I love this idea.  It was a mere 10 minutes in my class, maybe 15, and the thinking and discussion was great. The next time, I may use a Google Form to pose questions.

A new perspective

I currently teach a student who is on the autism spectrum.  Recently I was discussing how solid a writer he is, and how he has done some really great stuff using GAFE, Powtoon and other sources I have found online for him to write with.

A teacher overheard and asked, in a somewhat negative tone, "Oh, but is he still just writing about cats??"  (His cats are his fixation, and I embrace it).   So I replied, "Yes, but I am focused on the process.  He is doing real well with stories, paragraphs, planning and animations.  It is really remarkable how well he has done."

When I was rehashing this dialogue with my fiancee, I was discussing how it seems to be such a negative thing that he was always writing about cats, even though his stories were unique and fun.  He shows voice, creativity and his conventions are great.  I then said to her, "I should have asked her if all of her kids were still writing about people."

And that's when it hit me.  Cats are his people.  It shouldn't matter if he writes about cats, humans or aliens all of the time.  Does he show growth?  Does he meet the achievement chart and success criteria laid out?  Does he write a variety of text types (paragraph, narratives etc).... Yes he does.  Of course the goal would be to expand his repertoire, but right now, let's just focus on the process.

This week I realized that my student, who writes about cats all of the time is NO different than your student who always writes about people.  Cats are his people, and let's embrace that right meow.

More Math Thoughts using Google

I'll make this quick.  It is my 2nd posting of the night, you can't expect too much!!!

Anyway, I was reading my Twitter feed the other day and came across a short video on digital texts.  I was intrigued by a picture of the London Bridge with clear drawings of lines on it marking angles.  It looked good, similar to Google Draw.   Did some research, these texts online cost $55 per kid....and are not for my grade level.   Pfffffttttt!!!!

Disappointed??  Not at all.  I quickly created 2 examples for my "Ideas 2015-2016" file so I don't forget them for next year.

Below is a nice grade 4 idea.  You can see how any image can work (as long as it is free, or your own) and how you can fit a lot of different geometry expectations in here.

Template

 Below is a volume example.  I put the lines in and gave them the dimensions.  Again, you can modify this in a lot of ways.

Template

Leadership, Conferencing and Tweeting

This weekend I was lucky enough to present at ETFO's ICT conference.  It was my third time presenting for them this year, and 5th or 6th overall.  I consider myself extremely lucky to be a part of such an organization that leads, and provides us opportunities to do the same.

My first session was on Coding.  I'm not a coder, don't know much language or script when it comes to computers, but I value and embrace the power that coding has.  My message is simple.  We don't need to be Coders.  We just need to find the tools and resources for students, and they will blow it up.

I met a few other presenters of Coding on Friday and Saturday, and feel completely overwhelmed at what they are providing on their websites and in their workshops.  I do keep in mind that I teach the beginners, the primary students, so my program is going to vary from theirs.  One great speaker, who has an amazing web presence is Brian Aspinall  (@mraspinall).  Spend some time checking his site out, and seeing the Coding gems he has to offer.

Some beginner resources are:
Code.org
Blockly
Botlogic
Scratch


ETFO offered a wonderful chance to network after the first day by hosting a great end of day event.  I spent a couple of hours chatting with teachers from all across the board and picked up some great ideas.  One such idea came from around student presentations and using Youtube clips in their presentation.  One teacher stated that for some topics, he encourages his students to find videos that help prove their point, or provide information, and then use it for inspiration.  He encourages them to make their own videos for the presentations.  Brilliant and now added to my repertoire.

Saturday - Day 2.  I didn't make it to the event when I wanted.  My family from Windsor was in town, so an unscheduled breakfast kept me away.  I missed a couple of sessions I wanted to see.  None the less, I arrived in plenty of time to have a great discussion with Diana Maliszewski (@MzMollyTL ), of GamingEdus.  We had a great chat about teaching, tech and of course, Minecraft in the classroom.  The discussion led to my use of Minecraft (not a crafter), but we shared a video of a previous student using Minecraft partnered with Google Presentations to complete his 20% project.   That led to the decision to co-write a little piece with my former student on the benefits of Minecraft in the classroom.

Finally, I got around to my 2 workshops on Weebly in the classroom.  They went well, and the learning was that for a half day workshop crammed into an hour and a bit, I need to have a little takeaway for the educators attending.  That's ok.  It is going to be my homework this week.

I returned home amped, rejuvenated and excited about so many possibilities.  I love that our union puts on these events, not only to allow us to grow as leaders, but to provide learning opportunities for those that are seeking ways to improve their classroom practice.

At the end of the day, those that win are the students.  If you went into the classrooms of those attendees today, you would have sensed  a level of excitement, confidence and all around positivity that can only improve student engagement.  Students in Ontario are so lucky to have so many educators that care.



Special shout outs to Ruth Dawson @Ruth_Daws and her team for such an amazing event.


Oh and the Tweeting.   I just wanted to quickly state that Twitter is my new PD.  Well it has been for over a year now, but Sunday night I sat at home.   Terrible movie on in the background and tweeted with a few teachers across the province.  We discussed the pros and cons of gamification in the class, how to implement tech, and ideas on Google usage.   Twitter.  Get on it, follow like minded individuals and educational groups and watch your practice improve. 

Implementing GAFE and Technology across your Math Curriculum

Many new tools arrive on the internet scene, and we, as teachers, become overwhelmed with the, "Oh crud, this is awesome, but when and where am I going to implement it?"   I mean, many of us already have a list of 4 or 5 new things we want to show/teach.

And if you are primary/junior like myself, your implementation curve is different than those in the older grades.

So many of us are guilty of focusing on using the tools in our literacy class.  It is easy to teach planning using Google Draw, or writing using Documents.  Want to create a written report?  Use Presentations.

But what people don't realize is that we need to start implementing our technology into ALL of our subject areas.  But today, let's focus on MATH.

I recently stumbled across an idea from @alicekeeler that spoke about using a transparent protractor image in Google Draw.  Wait a minute...my students aren't using protractors.... BUT, we are doing measurement.  So what did I do?   Applied the same idea, but to transparent rulers.  Now my students can do measurement online.  So easy.  Find a copy here

Today I reintroduced the relationship between multiplication and division.  The kids then had to find an image, make the groups, and write the related division and multiplication statements.  One student went so far as to ScreenCastoMatic it (record and send it to me).  This little guy is a grade 3.  Amazing.  Here are some screen grabs.

I am just listing a couple of ideas here.  Using the GAFE tools, as well as combining them with other tools (ScreenCastoMatic), and Google Classroom, the sky is the limit and engagement is HUGE!!!!

I know I only really focused on the math piece here.  I will touch upon the Sciences and Social Science later....hopefully  :)

Have fun.  Read Alice's blogs below.  Lots of great advice and finally, enjoy my grade 3 student's video below.

Alice Keeler Blogs to read:
Transparent Protractor   
Things to Do in Math Using Google Classroom

Time to start bloggin'.

Hello.

And welcome.  I have been exploring uses of technology in the classroom for the past 6-7 years or so.  I mean really exploring it.  I started out by taking P.D. courses that my board offered.  I volunteered for pilot projects, or to help out at beginner workshops, and now I co-create and present workshops on how I integrate technology into my classroom.

But you know what....  I still feel like a "noob".  I have actively been following a large selection of techy people involved in the education world, and I find that I am learning so much from reading their blogs, looking at their images, or reading articles that they suggest.  My Twitter feed has become my main source of P.D.   

No, really!   It is an untapped resource.  Well, I shouldn't say untapped, after all it is Twitter, and it is the internet.... My point is that daily, no hourly, you can literally learn a few cool tricks, apps, or programs that will enrich your classroom in a second.  From tips on using forms, to introducing Powtoon, to how to use Google Draw in your math program, Twitter has it all.

So my first lesson for my first blog is this:

1. Open a Twitter account if you haven't already got one.
2. Follow me @Teacherparker   (I'll follow you back)
3. Find 3-5 great teachers, educational groups, or interesting people to follow

I'll even give you some suggestions:

@alicekeeler

@classcollect

@edutopia

@mentalmathkids

@make

@codeorg

I look forward to hearing from you.