About Me

After 23 years as a high school social studies teacher, I have taken a leap into library media.
This blog chronicles my experiences making this transition and my learning in that process.

Monday, October 31, 2016

Another PD Session: Student Discussions and BYOD

I have been pondering how to provide my colleagues who attend the sessions I am facilitating with the materials and prompts that will guide their work. For the Assessment and BYOD workshop that I discussed in my last post, I decided to organize all of the materials in a Google  Site so that participants can have easy access to all of the materials.

That same day, I will be facilitating a second session on a different topic. The focus of my second workshop will be on managing classroom discussions in a BYOD environment. This is our school's first year with BYOD so it is a focus of our professional learning. Furthermore, we are also committed to increasing personalization of learning for the students. I am working to keep those two goals as threads in my workshop. I hope that participants finish the sessions empowered to harness tech for more student-centered learning experiences.

The sessions are each 90 minutes long. For discussion, I have divided the time into two segments. In the first segment, we will examine whole-class discussion protocols; in the second segment, we will consider student-managed small group discussions. Participants will be immersed in the discussion protocols were are examining and use the technology that students can use to support and document their interactions and reflections.

Agenda for the Whole Class Discussion segment:
(Rubric)


Round 1

  • Select volunteers to chat in the fishbowl
  • Review Fishbowl Norms: only those in the center can talk; all participants can contribute to the chat room.
  • Everyone will join TodaysMeet chat room and see this greeting: "Welcome to the chat! Enter your comments here. Remember you are limited to 140 chars. Talk to each other by using @ protocol. I am @JackieW"
  • Watch this Michael Jordan commercial


  • Discuss: “What is a growth mindset, and why do I need one? How can my students develop one?”


Round 2

  • New group goes into fishbowl
  • New question introduced into chat: What does it mean to describe an assessment or classroom experience as "authentic”?
Closure:
  • Everyone post “big takeaway” in the chat; start post with BT
  • Archive chat transcript as a Google doc; share for reflection
  • Demonstrate Ctrl-F, search for user name to see where posted
Questions for Reflection:
  • I used to think... and now I think...
  • If I had been in the fishbowl I might have said...
  • One thing I wanted to say but didn't was...
  • The most important understanding I am taking away from this discussion is... and it is important because..
  • The most insightful comment I heard today was... and it was insightful because...

Agenda for the Small Group Discussion segment:

Discussion Protocols:
  • Each group member has a different role
  • For each role, there is a padlet or slide for collecting ideas
  • Readers populate the padlet or slide assigned to their role
  • Readers can draw upon the postings of classmates when discussing in small groups
Reading Roles: (text: In the Beginning... Was the Command Line, "MGBs, Tanks, and Batmobiles" by Neal Stephenson)
  • Questioner: what would you ask the people in the passage if you could? Why?
  • Connector: of what are you reminded when you read this passage? (book, movie, tv, current event…) Why?
  • Wonderer: what do you want to know about this situation? Why?
  • Predictor: what do you think the outcome of the conflict will be? Explain.
  • Passage Picker: select the passage you think is key to understanding the text. Explain its importance.
Jigsaw:
  • Assign everyone in the group the same role
  • Read and share ideas
  • Collect ideas on a padlet assigned to their role
  • Rearrange groups so that each new group has someone from each role
  • Discuss
Asynchronous Discussion Extensions:
  • Students can post to a blog with their understandings derived from their reading role
  • Students can Skype or Google Hangout with other students discussing the same issue or topic

Instead of another Google Site, for the Discussion session I created a series of Padlets. This way, there is a materials reference for participants to follow as the session unfolds, a collection of resources to which they can return after the session. And, if anyone attends both sessions I am facilitating, s/he also sees different technology being modeled for activity management and materials delivery.

Wednesday, October 26, 2016

Outline for my PD session on ASSESSMENT and BYOD

In my previous post I commented that I had planned a professional learning session and was giving the outline a little time to settle in my brain before finalizing my plans. So, my plans are finalized. Of course, I don't have to offer this session until November 8 so there is still time for improvement!

Here is how I envision the 90 minute session unfolding:

Session Focus: Assessment
General Directions:
The room will be arranged into six groups of 4 team members each. Each group will be assigned a particular type of assessment and content. Duplicate groups can be added as necessary. The groups are:
  • Board or Card Games with a science unit
  • Travel Posters for an English (literary) setting study
  • Memes for math principles
  • Superbowl Commercials for world language
  • Song Parodies and Music Videos for a health topic
  • Movie Posters and Video Trailers for social studies

Participants can choose to work in interdisciplinary or departmental teams.

Procedure:
For this exercise, each team will be assigned a content focus and a product to create. Working in teams of no more than four, they will follow the directions that accompany their assigned topic.

All teams will be given a model to unpack. They may identify or locate an alternate model if it pleases the group members. (10 minutes)

All teams will be given prompts to guide them in creating their assigned project.

All teams will have time to work to devise a project plan (25 minutes)

When plans are complete, groups will discuss what skills are required for successful completion of the project, to what extent the project assesses required content knowledge, how to evaluate the projects, and how to apply the concept to their curricula. (15 minutes)

Closure:
Each group will share the content they were assigned, the project they had to develop, and how the group approached the task. (20 minutes)

Participants will discuss the skills necessary for each assessment, how project-based learning changes the students’ experience, how BYOD supports this assessment approach. (10 minutes)

Recommended Rubrics:

Here are the specific directions that will be provided to each group:

BOARD or CARD GAMES
Purpose:
Demonstrate knowledge of the structure and function of a cell

The Process:
  1. Start with a game you know and like and unpack it
    1. What is the objective of the game?
    2. What strategy or skills are required?
    3. What background knowledge or experience is necessary?
    4. What materials are included? (Don’t forget about the directions!)
    5. How many players can participate?
    6. What obstacles do players encounter?
    7. Do you play against the clock? Against other players? Something else?

  1. Consider your content
    1. How can a player show mastery?
    2. What are the parts of the whole?
    3. What obstacles can a player encounter?
    4. What symbols related to the content can the game include?

  1. Tech tools
    1. Brainstorm in Google docs
    2. Plan your board and/or cards in Google Slides or Draw, Canva or Adobe Spark
    3. Go for broke: make your playing pieces with the 3D printer

For Discussion:
  • SKILLS: what skills are required for successful completion of this exercise?
  • CONTENT: how does successful completion of this project show content knowledge?
  • RUBRIC: how can you evaluate this project? How can you create assessment checkpoints throughout the project?

TRAVEL POSTERS
Purpose:
Show how setting can function as a character in literature

The Process:
  1. Start with a poster about a place you have been and unpack it
    1. What is the goal or overall message of the poster?
    2. What words are used to convey the message?
    3. How are images and color used to convey the message?
    4. What is enticing about visiting this place? How does the poster make that clear?
    5. Having been to this place, what would you add to or remove from this poster?

  1. Consider your content
    1. Where is the story set? (start big: country; then narrow it: city, town, street, building, room)
    2. What is the mood of the setting? How does being there make you feel?
    3. How do you get to this place? Is anyone allowed there?
    4. Consider your senses: what would you see, taste, touch, hear, smell in this place?

  1. Tech tools
    1. Brainstorm in Google docs
    2. Image search online or use phone to take pictures
    3. Use Google Slides or Draw, Canva, or Adobe Spark to layout your poster

For Discussion:
  • SKILLS: what skills are required for successful completion of this exercise?
  • CONTENT: how does successful completion of this project show content knowledge?
  • RUBRIC: how can you evaluate this project? How can you create assessment checkpoints throughout the project?


MEMES
Purpose:
Show the connection to a key math theorem, equation, or principle to a real-world situation

The Process:
  1. Start with a meme that you find interesting; be sure it has people or references that are familiar to you
    1. What is the goal or overall message of the meme? What essential truth does it illustrate
    2. What words are used to convey the message?
    3. How are images and color used to convey the message?
    4. If a person is depicted, what do you need to know about that person to understand the meme?
    5. How do the words and images work together to deepen the message?

  1. Consider your content
    1. What is your equation? What is the essential truth it represents?

      1. ax+by+c=0
      2. A=½ BxH
    1. What place, object, or person can also represent or experience this truth?
    2. In what sticky situation will people find themselves if they don’t understand this principle?

  1. Tech tools
    1. Brainstorm in Google docs
    2. Image search online or use phone to take pictures
    3. Use Google Slides or Draw, Canva, or Adobe Spark to layout your meme

For Discussion:
  • SKILLS: what skills are required for successful completion of this exercise?
  • CONTENT: how does successful completion of this project show content knowledge?
  • RUBRIC: how can you evaluate this project? How can you create assessment checkpoints throughout the project?


SUPERBOWL COMMERCIAL
Purpose:
Rebrand a country in which the target language is natively spoken to improve its global reputation

The Process:
  1. Start with a notable, memorable re-branding campaign (think Eminem and Detroit)
    1. Find the ad on YouTube
    2. Who is the audience?
    3. What behavior is the ad trying to prompt? (What do they want the viewer to do?)
    4. What attitude are they trying to change or create? (What do they want the viewer to believe?)
    5. What do they want the viewer to repeat to other people? (tag line)
    6. What is the overall message?
    7. What attitude is being changed or created? (What do they want the viewer to believe?)
    8. Who is the spokesperson? What impact does he have on the message? Does the ad work even if the viewer doesn't recognize the spokesperson? Explain.
    9. How does the soundtrack work? How does it work with the spokesperson?

  1. Consider your content
    1. What is current perception of the country you are studying? Why?
    2. What about your country do people with this perception not know?
    3. Who represents your country positively?
    4. What new message do you want to convey? Does it work in your target language and English?
    5. How will non-speakers understand the message? Can they repeat it?
    6. What new associations are you trying to build?
    7. How can the soundtrack work to enhance your message?
    8. Will you use humor? Horror? Tug heartstrings?  Hit with facts? What thoughts or emotion will each evoke from your audience?
    9. Will you use Metaphor? Symbols? To what end? What will they make your audience think or feel?

  1. Tech tools
    1. Brainstorm in Google docs
    2. Consult music websites and YouTube for audio files or use digital tools to create a soundtrack
    3. Moovly, PowToon, WeVideo are online forums for video composition or students can use a program that is resident on their device.
    4. Students can use phones to record video and the green screen in the library

For Discussion:
  • SKILLS: what skills are required for successful completion of this exercise?
  • CONTENT: how does successful completion of this project show content knowledge?
  • RUBRIC: how can you evaluate this project? How can you create assessment checkpoints throughout the project?


SONG PARODIES (and MUSIC VIDEOS)
Purpose:
Explain the clues that someone is experiencing violence in a relationship and how to help

The Process:
  1. Start with a song that tells a story
    1. Find the lyrics to the song
    2. What is its structure? Does it have a chorus? A repeated refrain?
    3. What is the tone of the music? How does it enhance the story?

  1. Consider your content
    1. How can a story teach this lesson?
    2. What are the clues you need to highlight?
    3. Can you write a dialogue that will highlight these relationship issues?
    4. Is there a common refrain that suits this situation that work in your lyrics?
    5. Remember, you are only bound by the original melody
    6. Consider creating the music video that goes with your song parody

  1. Tech tools
    1. Brainstorm in Google docs
    2. Consult music websites for lyrics
    3. YouTube will have audio files for rehearsal and karaoke soundtracks
    4. Moovly, PowToon, iMovie can all be used for video composition
    5. Students can use phones to record video and the green screen in the library

For Discussion:
  • SKILLS: what skills are required for successful completion of this exercise?
  • CONTENT: how does successful completion of this project show content knowledge?
  • RUBRIC: how can you evaluate this project? How can you create assessment checkpoints throughout the project?


MOVIE POSTERS (and VIDEO TRAILERS)
Purpose:
Illustrate the process by which a bill became a law

The Process:
  1. Start with a poster about a movie you have seen and unpack it
    1. What is the goal or overall message of the poster?
    2. What words are used to convey the message?
    3. How are images and color used to convey the message?
    4. What is potentially exciting or informative about seeing this movie?
    5. Who had a hand in the creation of this movie? (producer, director, soundtrack, cast, etc.)

  1. Consider your content
    1. What are the steps in the process of a bill becoming a law?
    2. Who can claim to have had a hand in the creation of the law?
    3. What were the obstacles to this law’s passage? How can that drama be conveyed?
    4. What slogan can represent the saga of this bill becoming a law?
    5. What images can capture the impact or importance of this new law?
    6. As an extension activity, students could make the movie trailer about this bill.

  1. Tech tools
    1. Brainstorm in Google docs
    2. Image search online or use phone to take pictures
    3. Use Google Slides or Draw, Canva, Adobe Spark or some art program to layout your poster

For Discussion:

  • SKILLS: what skills are required for successful completion of this exercise?
  • CONTENT: how does successful completion of this project show content knowledge?
  • RUBRIC: how can you evaluate this project? How can you create assessment checkpoints throughout the project?