Miriam- I am definitely going to use this in my classroom! Awesome digital story! Thanks!
This was truly a learning experience. It was totally new for me but I enjoyed the activity. I think this would be a valuable way for students to experience learning through creating their own story. What first came to mind is how students might use this technology with U.S. History. Moreover it would be a great tool to use during my language arts block. During L.A. students do activities like read to self, work on writing, and listening to reading. This would be an awesome way to provide summaries for their experiences instead of using the traditional manner of writing a paper pencil summary. It would also give them an opportunity to share their stories with the class which is a part of those wonderful communication standards.
Completing the story took a little bit longer than the other groups but I liked the aspect of working together. Collaboration is an important…
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Wow! Now here is a math teacher who’s class I WANT to be in!
Attached below is my first attempt at “flipping a classroom,” where I provide a video lesson for students to watch at home. In class the next day, I would work with students on solving problems related to the video.
I used an iPad application called “Show Me” to make my video. First I made a series of slides in Google Docs, then I imported them into Show Me so I could annotate and narrate them. I also made an assessment for the students to take after watching the video. That assessment link follows my lesson link below.
LESSON LINK: http://www.showme.com/sh/?h=YLNK39M
ASSESSMENT LINK: http://goo.gl/forms/DdH7PG2KfH
Teach students basic computer programming through Chris’s awesome video!! I’m so impressed and am learning “how-to” myself!
For my flipped lesson, I chose to do a lesson on Scratch, a symbolic programming language written by MIT students targeted at elementary school age learners, but really available for everyone as a learning tool.
It is a very basic flipped lesson, as I feel the content will guide the student’s interest. I talk the students through my own basic programming. I take the students to the correct address, introduce them to some new vocabulary concerning scratch programming, and then do some very basic programming moving a sprite around the stage.
I used a youtube video input into EduCanon’s website, which is extremely useful. At several points throughout the lesson, educanon allows me to pause the video and ask questions to assess the students. I pause the video three times throughout the lesson to ask different questions – about vocabulary, execution, and location. Easy questions, for sure, but they…
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Wow! Check out Charlotte’s awesome flipped classroom video on Jamestown with built in questions from eduCannon!
The link to my flipped classroom lesson for fourth grade:
I really loved doing this assignment. It was very intimidating for me at first to figure out the process and resources that I would use, but once it all started coming together, it was a great learning process for me. Because I will be teaching fourth grade this year, I chose an introductory lesson on Jamestown. First, I created a PowerPoint and converted the slides and uploaded them to MovieMaker. Once all the slides were there, I was able to add music, an additional video, and audio. I decided to use eduCanon to add questions once I was finished creating the movie. I can see how using this kind of flipped classroom could really be a fun way to introduce a lesson for students.
I hope that you enjoy this video! It breaks down the uses of pinterest for educators, shows you how to create and organize your account, and shows you how to collaborate with others! 🙂 Enjoy!
Click here to read project tomorrow’s 2014 Speak Up Survey about Digital Learning 24/7!
I found it to be extremely interesting that Speak Up collected data from 4 different learning environments to find out more about how learning through technology works, what parts of it students may or may not enjoy, and how effective it is. What a great idea to gather data on all students and determine, example, how many students have regular classroom access to technology devices, what students prefer to use different types of technology for, and how many students have access to technology in their own homes. A few of the shocking results I found, according to Project Tomorrow’s Speak Up survey results, were as follows:
1. Almost a quarter of middle school students and over half of high school-aged students have their own technology devices at home, while 1/3 6-12th grade students have a school laptop for themselves to use!
2. Students are using technology most for online tests, project presentations, online research, and blackboard.
3. 2/3’s of 6-12th graders would enjoy learning through a blended classroom environment.
4. While the results are not far off, boys in grades 6-12 show more interest in STEM than do girls.
As a takeaway from this report, I would like to increase STEM activities in my classroom to make girls more interested and aware of what STEM is, and I would like to really integrate technology into my assessment and group/individual project presentation process. I think it’s important for students to learn in a blended learning environment as they seem to prefer to, enjoy to, and will ask SIRI or google for an instant answer anyways, so would truly enjoy broadening their digital horizons to teach them how to use the internet as a professional for the purpose of academia. Plickers will be a great formative assessment tool, flipped classroom videos and podcasts will allow students to replay instruction and learn at their own pace, and STEM integration will bring collaboration, creative, and critical thinking skills into the classroom. I am excited that more students are wanting to integrate technology into learning.
Love this infograph and discussion about blooms taxonomy with tech integration! Thanks Charlotte!
Creating a digital photo story in my technology class has been a fun experience and I can really see how kids would LOVE doing this is the classroom. My group chose to use the book The Day the Crayons Quit as a guide, and then we adapted it and made it our own. We added our faces, recorded our voices, drew our own pictures, and adjusted the story to reflect our names. This was a great learning experience for me and an opportunity for our group members to collaborate in making something entertaining and unique.
Retrieved from http://farm9.static.flickr.com/8461/
The other aspect of this digital story creation that I liked was that it reminded me that students really get invested in their learning when they can CREATE and INVENT things (hello again Bloom’s Taxonomy!). Sometimes as a new teacher, it’s easy…
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