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