Typorama Rocks!

So today my students had a chance to explore Typorama (@typoramaapp). Before Winter Break, they read, watched, and analyzed various primary and secondary sources about the samurai, their traditions, and the impact of the Bushido Code. Their task was to demonstrate their understanding of a samurai’s life through the use of poetry.

Seeing that this was a unit about Japan, students were given the task of composing both a Haiku and a Tanka. Using their annotated readings and various graphic organizers, students pulled phrases that they could mix and match to create these particular formatted poems.

One might think that this was an easy task…but not for second language learners. Breaking down words into syllables was hard. I gave them the tried and true methods for counting out syllables, such as clapping (but let’s face it, not all kids can clap) and putting their hand under their chin as they pronounced the word. But some of my kiddoes went straight to the Internet. As I walked around the room, I saw students on several sites that counted out the syllables for them. I didn’t tell them to do that, nor did I prohibit it. I mean, after all…if they can find tools to make their work more efficient, I’m not going to stop them.

I loved the looks on their faces when the syllables matched up just right.

Once they had their rough drafts, students opened Typorama…which offered them more options than they knew what to do with. I told the students to not bother to upload their own images but to find something that resonated with them and added to the mood or theme of their poem.

Let me tell you…their projects are turning out really nice!

typorama

The five-lined Tanka is throwing some of them for a loop because some of them want to use a particular font that won’t allow five lines. It was back to the drawing board…because there aren’t enough font styles from which to choose (totally being sarcastic here as there are quite a few really cool freebies). But other than that…this app is great for a quick #funformativeassessment. I would totally use this app again with my students…in fact, I’m thinking that this might come in handy with our next school-wide Character Lesson. Hmmmm (and the wheels are turning)…

If you give students the opportunity to be creative…if you give them choices…if you let them work through the kinks…if you just let them take the lead in learning…they will be all the better for it. Trust me, I know. I see it in my kiddoes…both past and present.

If you want to see more of their work, check out our class Instagram account: @jiishawksrock

 

The Beauty of Doctopus

screen-shot-2017-01-02-at-9-12-02-amI’m sure I’ve written about this topic before but it bears repeating because this tool is a game-changer…what am I talking about? Doctopus, of course! One of the best ways to determine what a student is thinking is by having them write it out. Our students have multiple opportunities to share their thoughts:  online discussion forums, collaborative GoogleDocs, F2F discussions (er, debates), and written assignments via GoogleDocs.

Let me be straight. I’m not a fan of grading. I love the creation aspect of teaching, the designing, the planning, the execution of activities and projects…but the assessment part? Not so much. As for grading essays…<sigh>….seriously not my cup of tea.

My department is extremely collaborative. We talk all.of.the.time. It helps that our classrooms are next door to each other and that we’re great friends to boot. During collaboration, we discuss student progress and grades. Needless to say, our grading procedures and process are closely aligned. And then Docuptus happened.

I can’t remember exactly when I first heard about Doctopus, let alone tried it…but once I did, I realized that this was going to revolutionize collaborative writing for students and grading for us. We give students the option to have a writing collaborator for the end of the unit essays because we see value in students working together towards a common goal. It helps that GoogleDocs gives us a sneak peek into their writing process and comments. 😉

To start, my department created several Goobrics (a.k.a. rubrics) for each of the assignments. We have Goobrics for Level 4 short essays, Level 5 essays, and various other projects (e.g., Crusades memes, Open Minds).

Once those assignments are submitted through Google Classroom, we use Doctopus (an Add-On) to ingest the assignment into a ready-made spreadsheet (I usually title it with the unit name+semeter&year+period –> China Unit F16P1). I choose the class and the assignment and then wait for the magic to happen. Doctopus gives you the option to ingest all student projects or just the ones from students who clicked “Turn In” in Google Classroom (I usually choose the latter).

screen-shot-2017-01-02-at-9-32-52-am

There are two ways to view the Goobric…this is the default. The other view allows you to scroll through the Goobric instead of clicking on the tabs at the top.

Once the assignments are ingested, all you need to do is choose the appropriate Goobric and then you’re off! All of the assignments are there…tied to a specific rubric…all that’s left is for you to assess student work based on the Goobric. Doctopus+Goobric gives you the option to click right on the Goobric, add comments to the GoogleDoc, as well as leave comments that can be emailed to students (I highly recommend this last option). But the best part?! Doctopus puts the Goobric right on the GoogleDoc with your comments. Students can see where their worked landed within the Goobric. Brilliant!

However, if I could change one thing…it would be the ability to easily notify the writing collaborator/partners that the document is graded. Of course, all students could go back to the original GoogleDoc to see the rubric and comments, but only the owner receives the email with the rubric attached. It’s not a deal-breaker and it’s certainly not something that would make my department stop using this easy way to assess student work.

Having said that, if you’re looking for a new tool to try in 2017 might I suggest giving Doctopus a whirl? You won’t regret it. Trust me. Game-changer.

It’s the Little Things

Screen Shot 2016-08-13 at 9.24.34 AM.png

This has been a great summer. I spent a good deal of it enjoying #lakelife in Michigan. Anyone who’s been in the classroom knows that teachers don’t turn their brains off when school is out. I mean, our brains might shut down from sheer exhaustion but once we’ve recovered, most of us are busy catching up on things that we couldn’t do during the school year. For me, it was reading and learning about new technology tools. I also spent quite a bit of time in my #happyplace, sketchnoting the book Innovator’s Mindset. I’m working on my last one which is perfect since school starts in two weeks.

What was reinforced to me from the book is that we need to get outside of our comfort zone if we want to grow…to be innovative. Comfort is nice. After all, who doesn’t love snuggling up by a fire with a good book on a cold day?

This summer, though, I was introduced to several really cool new technology tools…one of which is featured in the image above – Momentum. As a Mac user, I used to swear by Safari; but Chrome has continued to impress me with their features…and the Momentum extension takes the cake! Thank you Caitlin McLemore (@EdTechCaitlin)! Who doesn’t love opening up a new tab and being personally greeted? Momentum also allows users to type in one focus for the day – essentially a goal, a To Do. What I like is that it only allows users to type one thing at a time so there’s not the ability to create a monster list and then feel defeated at the end of the day when there are so many unchecked boxes. Am I the only one with this problem? With Momentum, I type in one focus, do it, check it off, and then I’m on to a new one. Being that it’s summer, sometimes my focus is a little less taxing (see the image at the top). However today, I’ve already completed one focus (Review RefWorks – I know, exciting, right? But I’m back in grad school…) and I’m now onto my second one (Finish blog post). I like that because I’m only allowed to set one focus at a time, it helps me to not multi-task.

The next awesome technology tool is Grammarly. I heard about this tool from Beth Holland (@brholland) when she presented to the #JHUEdD16 cohort of doctoral students at Johns Hopkins University. I’d like to think that I’m pretty good at spelling and grammar but who couldn’t use a little bit of extra help? Grammarly can be added as an extension for both Chrome and Safari. The benefit of adding Grammarly is that it will give options for grammar and spelling as one types online. For example, Grammarly has already given me three suggestions for revision as I type this blog – I accepted two of the three so far. But you can also download Grammarly as a desktop app which will come in handy as I write and write and write in the pursuit of my doctorate. I’ve already tinkered around with the desktop app using my Classroom Expectations for my students…and yes, there were corrections to be made. #sigh

It’s the little things that make the true difference and in the case of technology, these two tools have already made their impact…I mean, I’m already at #9 (see list below). When it came to these two tools: I skipped #1-8. I’m already there. I’m all in. I mean, seriously, how did I live without these two tools?

I know that several districts are already back in session. But I’ve checked off my focus in Momentum and now I’m off to have lunch with my girlfriends from work because we don’t have to be back until August 30th…Happy summer to all!