iPads in the Classroom

Another great resource for Apps in the classroom can be found at LiveBinder.  Mike Fisher has gathered a ton of resources for teachers using iPads in the Classroom, and it's updated frequently.  Mike also has other LiveBinder resources that are valuable for teachers.  You can check out his blog at DigiGogy.

http://livebinders.com/play/play_or_edit?id=26195

Apps for Project Based Learning

If you're interested in using web tools and apps in your classroom to motivate your students (and who isn't interested in that?) You should head on over to Tony Vincent's Learning in Hand blog.  He has fantastic tips for using handheld technology, and reviews of specific apps.  Be sure to watch the videos of his students...who knew learning could be so much fun?
Tony has posted a new article, featuring this Wordle, full of apps used especially for Project Based Learning.  Check it out!

http://learninginhand.com/blog/apps-for-project-based-learning.html

Bloom's Taxonomy of Technology

I taught four sessions of professional development this week, ClassParrot was by far the most popular tool that I offered. Almost every teacher in each session signed up for an account, and we brainstormed ways that we could use this tool in our classes to make life easier.  I also demo'd Animoto, Popplet, Prezi and the Google suite of tools. I ran out of time in EVERY session, which was a surprise! I guess I'll have to do it again.
Here's a great graphic that I found on Pinterest, and followed the link to this blog:

Runde's Room has great ideas for teachers of all subjects, check it out!
Your APPle o'the day....

Web 2.0-Class Parrot

Thanks to my friend, Cynthia, I just signed up for and started using Class Parrot @ classparrot.com

It's very easy to get started, you create an account (free) and then create your classes.  If you teach/sponsor only one class/activity, you might only need to create one class.  I created three just for practice, I also created one class for my Professional Development class so that I can demo the product. Once you've created the class, you get a unique log-in for each class.  You can print out instructions for the log-in that look like this:

My students were able to send the text to sign up and got a response immediately.  We then sent a few practice texts and even a poll! They loved it, actually asked me if I would start using it to remind them about tests, etc. 

I can see it being very useful for large groups like band, choir, cheer, etc.  The best thing about it is that no phone numbers are exchanged. You do have to set it up and send from a computer at the moment, the web site says they are working on an app that you could use from a smartphone.
The initial setup is free and you earn credits by signing up others. So, if you're interested, please sign up using my link!

http://bit.ly/o7emLq

Hope you enjoy this little APPle! 

RILS Reflection

This was a very fun activity, I definitely see me doing it again for my second semester classes.  I was thinking about changing the brainstorming process, to make sure that students picked accurate analogies BEFORE they took pictures.  But, after talking with my students, I think it's better to have them figure it out during the evaluation phase.  By waiting, both groups will learn from the analogies that are not appropriate.
Next semester I am going to work on an evaluation form that they can give back to the team with the "graded" analogy.  I'm also going to find some other activities that they can do using the iPod Touches and Strip Designer!

W4-RILS Links to Comments

My FSU classmate, Cyndee Taresh has posted her RILS on Educator Studio.  Cyndee's project involved using Wordle and Facebook!! I love it when teacher's use social media in the classroom, kids are going to use it no matter what we do...we might as well use it to our advantage.  Here's my comment on Cyndee's project.

Another classmate, Sahpreem King, designed his project around a web 2.0 tool called StoryJumper and used his son Kahlil to illustrate the effectiveness and ease of use for this tool.  See my comments on his project here.

My classmates, Kristen and Katie, have created and implemented an interesting project using Voki that involves a group of students using the animated avatars to tell about themselves.  Great work, ladies! Here's a link to my comment on Kristen's blog.

Another classmate, Irving Peralta, posted an awesome Final Project for ETC using iGoogle.  Irving introduced his teaching team to the organization tools in iGoogle and Google calendar, as well as Blogpost.  In his video you can really see the interest and excitement in his team, it put a smile on my face!  Here's a link to my comment: Irving Peralta's Final Project.

BP7-Final Project-RILS

Relevant and Innovative Learning Scenario
Cynthia Madanski and Amanda Rhymer

Brief Overview: As part of the National Science Standards students must learn about the form and function of each organelle in a eukaryotic cell.  This can be a daunting task for students who can’t relate to a “powerhouse” or a “control center.”  Using analogies, a camera and a comic application we can turn this into a fun activity.

• Cynthia Madanski’s 8th grade students will only focus on the nucleus, cytoplasm, and cell membrane.
• Amanda Rhymer’s 9th and 10th grade biology students will focus on eight organelles.

1.  Target Audience- Rhymer: 9th & 10th grade biology (60 students) Madanski: 8th grade general science
2.  Materials–

1.  Background worksheet: The Cell and the City

2.  Student Worksheet: Cell Analogy: The Cell as a School

3.  Technical Equipment:  Cameras (iPod Touches)

4.  Software:  Comic App (Strip Designer, Comic Life, etc.) and/or Comic-making web programs (Bitstrips, Comeeko, etc.)

3.  Objectives–
    a.  The students will be able to explain the structure and function of eukaryotic organelles
    b.  The students will be able to use analogies to understand how cell parts work together
    c.  The students will create a comic strip to illustrate their analogies.
    d.  The students will analyze each others comic strips and evaluate them for accuracy and originality.

***********************************************************************************

1.  Procedure–

a.  Complete the Background worksheet (The Cell and the City) as a whole class. Discuss each organelle and how it is “like” a part of the city.  Go over the concept of an analogy and explain how it can vary by student.

b.  Hand out the worksheet (Cell Analogy) to small groups(4) and have the group brainstorm quickly what part of the school each organelle could be “like.” They should fill out the worksheet before moving to the next step by giving the function of each of the eight organelles and describing why they chose the analogy that they wrote down.

(Cynthia Madanski’s class will not focus on 8 organelles, only 3)

c.  Give students a camera, or iPod Touch, and have them quickly go out into the school to take pictures of their “organelles.”

d.  When students return they can either upload their photos onto one computer, visit the computer lab or use the comic app on the iPod Touch to make their photos into comic strips. They should add titles and descriptions to explain their analogies.

e.  Print out the comic strips and share them with the class.  A good follow up activity would be to have the groups swap analogy worksheets and comic strips and have them analyze the final product for creativity, originality and accuracy.

2.  Web 2.0 Tool– Strip Designer (iPod/iPhone App) or a comic-strip tool such as Bitstrips that has a free 30-day trial.
3.  Social Participation/Social Learning– This activity requires students to work together to brainstorm the analogy for each of eight organelles.  They must agree on each analogy and record it on their worksheet.  Students will then divide up the organelles (two each) and go out into the school to take pictures.  When they return to class, the group must work together to complete the comic strip, adding titles and captions to explain their analogy.
4.  Making Connections– The scenario must offer opportunities for the learner to connect on different levels. Include the three types of connections below in your plan.  How are the connections being made and how will they help deep learning take place. How will your learner connect with:
a.  Class discussion about the cell-city analogy prior to the assignment.
b.  Relating the function of the organelles to a part of the school that they are familiar with.
c.  Share the finished product with the rest of the class for analysis.

***********************************************************************************

1.  Create/Produce – Comic Strip Analogy: The Cell is Like a School
2.  Assessment –Rubric for the activity:

Rubric	Superior (20pts)	Good (15pts)	Average (10pts)	Fair (5pts)
Met Requirements	All requirements met.	One required element missing.	Two required elements missing	More than two required elements missing
Creativity	Project showed creative choices for all eight cell parts.	Project showed creative choices for at least six cell parts.	Project showed creative choices for four cell parts.	Project showed creative choices for less than four cell parts.
Originality	Final project looks completely different from other groups.	Final project only has a few elements like the other groups.	Final project has many elements in common with the other groups.	Final project shows a lack of original thought.
Group Grade	Group divided the tasks and the required work. Every member contributed to the final project.	One or two people did not participate in the project letting others do the majority of the work.	One person took over the project and completed all of the work on the project.	The group fell apart and did not complete the project.

3.  Reflection
a.  Students will fill out a Google form when they finish answering questions about the activity.  They will have the opportunity to identify their favorite parts of the project, as well as those that they didn’t like.
b.  Teachers will reflect on this activity and determine what should be changed for the next implementation.  When I do this project again, I will make them spend more time on their analogies.  They will need to check with other sources, such as their book or the Internet, for the exact function of the organelle that they are working with.

Persuasive Statement:  
Strip Designer was a fun and effective tool for encouraging student collaboration and active learning.