Using ICT as a teaching and learning tool

January 26, 2013January 27, 2013 Tina.Ginglo Assessment, Differentiated Instruction, Diverse Learning Needs, Literacy, Planning, Questioning, Use of Technology

Using Audio for Self-Assessment

I have added a new layer to the writing process in my third-grade writing workshop. As I wrote in a past post, our writing workshop process begins with students writing in their Writer’s Notebooks. When a writer completes a piece of writing, they then meet with their assigned writing partner and/or me for a writing conference. At this conference, writers review the success criteria for their writing assignment and then identify two ways in which they have successfully met the criteria. Writers then identify one criterion that needs to be developed further. They then transfer their writing to their laptop keeping in mind the feedback they received and making their revisions as they type their second draft. Ultimately, writers post their narratives in their writing group on Edmodo.com where they receive more feedback from their group members.

Using Audacity software and a set of headphones with microphone, my third graders have learned how to read and record their personal narratives. Once recorded, students listen back. They then ask themselves two questions: “In what ways does my story sound like a real story?” And “In what ways can I make my story sound more like a real story?” Students enthusiastically record their stories. This component of the writing process engages those auditory learners who could benefit from this new component of the writing process.

I have changed the way I phrase these reflection questions. At first I instructed students to ask themselves, “Does my story sound like a real story? Yes or no?” If yes, why does it sound like a real story? If no, why not?” I found that this self-assessment exercise wasn’t making a significant difference in their writing. I concluded that it wasn’t the process that was ineffective, but the questions I was asking writers to consider. These yes/no questions left writers basically rating their narratives as “good” or “bad.” Their narratives either sounded “real” or didn’t. These questions didn’t allow students to identify the strengths in their narratives and where it could sound better. Realistically, all of my writers’ stories sounded a tad real, some more so than others. The goal here is to make everyone’s writing sound better. Using these new questions should ultimately improve the writers’ craft.

I am also thinking of adding audio to the writing conferences with writing partners and teacher. Some students struggle to give feedback on other students’ writing for a number of reasons. Perhaps a student’s penmanship is difficult to read or spelling or punctuation is interfering with comprehension. Listening to a story as it is intended to sound eliminates those barriers to comprehension.

I am proud of my third graders. Each day they are becoming more independent writers. I believe the secret to their success is that the students understand the flow of our writing workshop and, thanks to clear success criteria, they can identify their strengths as writers. They see themselves as writers! I am fortunate to have access to audio technology. In reality, you don’t need computers or even headphones to make this happen in your classroom. You can go “old school” with a mini cassette recorder. Some old cell phones have recording devices. One of our goals is to teach our writers to write like readers and read like writers. Using audio is one way to get there!

January 16, 2013January 18, 2013 Carmen.Oliveira Assessment, General, Professional Learning and Growth, Resources, Use of Technology

What’s On My Professional Learning Bookshelf?

A question that sometimes comes up in my ongoing teaching-learning cycles with colleagues and beginning teachers is, “What books do you recommend I read for my own learning?” Yikes, this is a tough one! As teachers, the truth is that if we were to pile up the professional learning books we’ve read and/or used throughout our careers we’d easily surpass the height of the CN Tower (I know you it to be true)!

I tend to prefer sharing some of my favourites and those on my shelf at this moment. The following books are ones I’m currently going through (and enjoying!) because of insights, lessons, questions, and reflections they’ve sparked in my professional learning. I’ve added the links to their websites which I find very helpful.

Tuned Out: Engaging the 21st Century Learner- Karen Hume

This book invites readers to both rethink what it means to teach and learn in a digital age and put those ideas into action. The ideas are practical, closely tied to current learning theories, and important to take into consideration within the current reality of how students learn and become engaged. Along with the book an educator can use the website which becomes a virtual classroom for teachers to both gather and share ideas. This resource helps educators realize an energized, student-focused classroom that takes advantage of today’s digital technologies.

http://www.karenhume.ca/resources/publications/tuned-out/

What Do They Really Know? Assessment That Informs Teaching and Learning- Cris Tovani

This book explores the complex issue of monitoring, assessing, and grading students’ thinking and performance with fairness and consistency. The author admits to struggling to balance her student-centered instruction wit school system mandates. Her recommendations are realistic and practical and understands that what isn’t manageable isn’t sustainable. Cris shows teachers how to use assessments to monitor student growth and provide targeted feedback that enables students to master content goals.

Below are a link to a blog and an interview with the author about the book.

http://readingyear.blogspot.ca/2011/07/so-what-do-they-really-know-by-cris.html

http://www.youtube.com/watch?v=c3ir43_qzPU

January 7, 2013January 7, 2013 Carmen.Oliveira Anti-bullying, Learning in a Real Life Context, Social Justice, Use of Technology, Wellness

Building Skyscrapers

This year my Grade 6 students have demonstrated a deep interest in looking at a few social justice issues that they feel have a direct impact on their lives. The most important issue has been bullying (at school, the home, and in society as a whole). I have described how we have focused on exploring this issue in a previous blog where I explained how we, as a class, brought to light aspects of bullying including: what it is, why people do it, who it affects, how it affects them, and ways to deal with it in our classrooms, schools, and communities.

It came as no surprise to me that a group of my students (and a few Me to We Club members) decided to create an anti-bullying club in our school. As the club members came together to discuss their purpose, the plan, and how each student would be involved, I sat back in awe at how big their hearts were and how creative their minds became as they began to put together an anti-bullying awareness video to both educate the students at the school and reassure them that the club was there to support them. The whole process came to demonstrate what can be possible when a topic or issue is dissected through inquiry-based learning and students are given the opportunity to dive, head first, into an ocean of experiences that allow them to question, research, share ideas and opinions, look at different perspectives, decide where they stand on an issue, and how they plan to become involved.

After an intense few weeks, the group decided that they would like to first raise awareness through a video they would create. They then decided that students needed to know who they were in order to seek them out for support outside at recess if they needed someone to talk to or play with. They also realized that in most cases, the students involved in bullying behaviour (whether it be the bully, the victim, or the bystander) needed to become educated and so they would spend time with those students reading, talking, role-playing, etc. to help them learn about how their actions (or lack thereof) were impacting those involved.

The project is on-going and I couldn’t be more proud of what the students have accomplished so far. They decided to name the anti-bulling club “We Build Skyscrapers” (the title comes from the Demi Lovato song “Skyscraper”). The reasoning was that although skyscrapers can seem fragile and many are made of glass, they always stand tall and are built to withstand extreme conditions. The analogy is that the Skyscrapers Club is there to help build up students to stand tall and proud of who they are by not being afraid and learning to overcome negative situations. I thought it was brilliant and the school and parent community completely agreed.

If you’d like to see the “Skyscrapers” video, which I strongly recommend you do, follow the link below.

http://schoolweb.tdsb.on.ca/burrowshall/Students/MetoWeClub/WeBuildSkyscrapers.aspx

December 5, 2012December 5, 2012 Tina.Ginglo Literacy, Planning, Use of Technology

Writing Workshop and Technology

I am pleased with how our third grade writing-program is evolving this year. Students are at the point in the term where they are working independently. They know when they need to meet with their writing partner. They know when they need their laptops. They are learning how to publish their personal narratives using Microsoft Word, and use tools such as grammar and spelling to edit their work.

Our writing workshop is a simple process. First, all writing begins in the Writer’s Notebook. As I mentioned in an earlier post, I began the year introducing students to the narrative genre with “small moments.” Small moments are short pieces of writing that use action, dialogue and thought/feeling sentences. I provided writers with a number of strategies for generating ideas for writing, providing time for writers to practice each strategy. After several weeks of practice, I then introduced longer personal narrative writing. Students have a strong understanding of the success criteria for personal narrative writing.

Success Criteria:

You have written an effective personal narrative when:

your story has a beginning, middle and end;
the main character tells the story using the personal pronoun “I”;
you have included action, dialogue and thought/feeling sentences;
your story is a “seed” story, not a “watermelon” story;
you have correct spelling and punctuation.

Those familiar with the Lucy Calkin’s Units of Study resource will recognize the idea of small moments, seed stories and action, dialogue and thought sentences.

When writers feel they have finished a piece of writing, the next stage in our writer’s workshop is for writers to meet with their assigned writing partner. I decided to match writers who are writing at the same stage of development rather than pairing stronger writers with more dependent writers. This way each partner will benefit from the feedback they receive. Writing partners refer to our success criteria when giving feedback to their writing partner. I expect writing partners to provide two “glow” comments and one “grow” comment to their partner when they meet.

Following their meeting with their writing partner, the writer begins their first revision. Most students choose to type their narratives on Microsoft Word. As they begin to publish their narratives, they make revisions to their first draft, keeping in mind the feedback they just received.

In addition to meeting with their writing partner, I call writers for writing conferences each day. I usually wait until writers have completed their first revision on their laptops. I decide on a teaching focus, for example, using correct punctuation when using quotation marks, for our conference. A writer will walk away from our conference with a skill to practice as they continue to revise a piece of writing or when they begin a new piece of writing in their Writer’s Notebook.

For many, the most exciting step in writing workshop comes next. After writers have revised their personal narratives, they log in to Edmodo.com and post their narrative in their assigned writing group. I have created five separate writing groups on Edmodo.com. There are four to five students in each writing group. These groups are more heterogeneous. When writers post their narratives in the writing groups on Edmodo.com, they ask members of their writing group as well as their teachers for descriptive feedback. It is the responsibility of each writer to read their colleagues’ personal narratives and provide them with descriptive feedback in the form of glow and grow comments. Students’ writing partners are not assigned to the same writing group. Therefore, each writer in our class receives descriptive feedback from five to six of their peers as well as their teachers!

We are now at the stage where writers are reading their feedback on line and returning to their posted piece for a second or third revision. They then repost their narrative to share with their group members. Ideally, I would like my third graders to learn how to leave a piece of writing. They can start a new piece in their Writer’s Notebook and perhaps return to earlier published pieces later in the year.

Integrating Edmodo.com into our writing program revealed additional benefits I didn’t anticipate. Edmodo is basically acting as our class’ private server. Students can access their stories from any computer at school or at home. This eliminates the need for flash drives. If students want to work on a piece of writing at home, they simply log into Edmodo.com. I also have easy access to student writing. I can provide feedback to students at my convenience without having to carry writing folders. Parents can also see what their child is writing at school. When parents log in using their assigned parent access code, they only have access to their child’s posts.

I promise that not all my posts will be about Edmodo.com, but it is really exciting to see students engaged in the writing process. It is amazing how this technology enriches our writing workshop. However, our writing program is not dependent on technology. If the technology were to disappear, our writing workshop would continue, just less efficiently.

November 15, 2012November 15, 2012 Tina.Ginglo Building Inclusion, Diverse Learning Needs, Social Justice, Use of Technology

Equity and Access to Technology

I am committed to equity and inclusive practice. Each day I “check in” with myself and ask those important questions: Do all my students feel included in the classroom? Have I excluded any students from the learning I have planned today? With technology these questions are particularly important to consider. In particular, I want to address the concerns around students’ access to computers. As I mentioned in my last blog post, my students and I are fortunate to have unlimited access to technology, specifically, laptops, wireless Internet and digital cameras. Access to these tools presents us with endless opportunities to make learning meaningful and engaging for students. The students are so excited about learning. They want to take their flash drives home to work on writing projects and they log in from home to contribute to their Edmodo groups. However, there are some students who don’t have computers at home. What about these kids? These students can quickly feel left out if they are not part of the “virtual” in-group, so how can I make the most of the technology I have and not marginalize any of my students?

I have been working closely with one of my mentors since October. He has helped me create a vision for my class use of computers. I want to get my students to the point where they decide when they need the computers and when they do not. At the beginning, I had all the control. I directed students when to take out the laptops and when to put them away. In the first few weeks, you could walk into our classroom and see all the students working on their laptops at the same time, doing the same thing, like a computer lab. This didn’t feel right for me. Now, more often, you could walk into our classroom and see some students on laptops, some not. The students using laptops will likely be doing different activities. A few may be logged on to Edmodo contributing to their discussion groups, some may be working on a second or third draft of writing, others could be reading or doing research, while others could be engaged in an on-line lesson from Ontario’s Education Resource Bank. I believe that this kind of learning environment helps students develop independent work habits, increases student engagement and by allowing students to have some control and choice in their learning, I hope to see an increase in student achievement and a decrease in classroom management issues. I also believe that such an environment will allow all students to participate in and keep up with on line learning during the school day. It may not completely resolve my access concerns, but I am sure it helps.

November 15, 2012November 15, 2012 Tina.Ginglo Professional Learning and Growth, Use of Technology

Introducing a New Tool for Learning Takes Time and Patience

I have been absent from Heart and Art for too long! I have not forgotten about our followers or my fellow Heart and Art bloggers, but I have been distracted with a new challenge. Last spring, I successfully wrote a proposal requesting laptops for our third grade program. In mid October the laptops arrived, and since then I have spent every spare moment working to integrate this new learning tool into the heart and art of my teaching and student learning. I trust that my absence from Heart and Art has not been in vain. It is my intention to share my new learning and growing pains with Heart and Art followers. I hope that Heart and Art followers will benefit from my recent “distractions.” Each month I will share how the third graders at my school are taking ownership of their learning and growing more independent as they use technology as a tool for learning.

The proposal I drafted commits my students to collaboratively generate inquiry questions that connect to the science and social studies curriculum. My students have begun to use laptops to mind map their ideas and questions using off-line software. We have just started to use MS Office software (Word or Excel) to keep track of their jot notes and sources and the plan is that they will share their research through meaningful projects such as scripted video documentaries (Windows Movie Maker), scripted video/podcast how-to guides (Audacity), digital scrapbooks, pamphlets, or public service announcements. I have recently connected with a grade 12 Media Studies teacher who teaches at our feeder high school. We are discussing the possibilities for doing a project together. I really hope this pans out! You can trust I will share our learning on Heart and Art!

We are at the early stages, but my students are starting to share their inquiry questions, research and new learning using Web 2.0 tools. For example, I have created a teacher account on Edmodo.com. It is FREE! All my students have created student accounts and they now use Edmodo to share ideas and new learning with each other in school as well as from home in this secure educational social media site. I started by simply posting questions students to consider and discuss on-line. To date, I created three groups for my students to join: Science, Social Studies and Room 204- Announcements. I will share how I use the Announcements group in another Heart and Art blog post. I am interested to learn how other primary teachers are using Edmodo in their classrooms. I am following a number of teacher groups on Edmodo, but most of the contributors are junior, intermediate and secondary teachers. I do believe that Edmodo has its place in the primary classroom as well. I will post the different ways I am using Edmodo in future blog posts. My next Edmodo project is to take my literature circle groups on-line.

Obviously, there is a skill set that my students need to possess in order to conduct research and use spread sheets and flow charts to record their learning. It has been a slow process. Although most of my students have computers at home (19 of my 22 students have access computers and Internet at home), their keyboarding skills, ability to save their work and access files is limited. There are times when I think to myself, “This is consuming so much time!” But I am committed to using 21^st century tools in my classroom and to creating an environment where students learn with and from each other within the walls of our classroom and beyond the walls of our classroom. When I get frustrated, I just tell myself to “Trust the process!” I hope to join an international project as well this year…all in time…one day at a time…stay tuned!

April 13, 2012April 13, 2012 Samantha.Perrin Diverse Learning Needs, Planning, Resources, Use of Technology

Teaching Music When You’re Not a Music Teacher

I did not have a very extensive musical education as a student. I could tell you that every Good Boy Deserves Fudge: and FACE are some things to remember when you are reading notes. I may not have an extensive musical background, but that’s not to say that I can’t teach music:

I truly do appreciate music. I like a variety of melodies and enjoy paying attention to lyrics, instruments, beats and rhythms of songs, and I believe that discussing an appreciation of music can be educational and fun for students and the teacher. From time to time I incorporate this kind of music appreciation into my classroom, and now that I am daily occasionally teaching, I find it an excellent back pocket idea for instances when I am called into teach Music for the day or when I have some time and need to settle an active class.

I found ‘music appreciation’ to be successful with the students that I was teaching, because they like to sing and they can move to the rhythms. Music has also been shown to improve cognition in younger students: http://alumni.news.yorku.ca/2011/10/27/york-study-verbal-iq/?utm_medium=Email&utm_source=ExactTarget&utm_campaign. And let’s be honest, it’s fun to just groove out sometimes.

In my planning, I identify a genre of music (e.g., Jazz), read up on its history, instrumentation etc. and after playing some music for the students, we just discuss it. My I phone is very helpful- I can YouTube some music and Google additional information on it and play it for the students. We talk about how it made us feel and what we liked about it or didn’t like. Later, we learn to sing the song, we analyze the lyrics and research the genre some more through media literacy (e.g., I’ve had the students learn more about Jazz styling by exploring websites like http://pbskids.org/jazz/join_the_jazz_band.html.)

I hope this gives some beginning teachers some inspiration to make the most out of music instruction, even without a formal background in it. Good luck!

March 29, 2012March 30, 2012 Sangeeta.McAuley Building Inclusion, Learning About Your Students, Learning in a Real Life Context, Planning, Social Justice, Use of Technology

Themes As the Driving Force

While there are some conflicting opinions about the use of themes in teaching, I have found that they are extremely powerful tools we can use to help our students connect their world to curriculum subjects.

I began my school year with the theme of Identity, so my Grade 4 students could know more about who they are as individuals. We examined factors like religion, gender, family, and media and how they play a role in shaping our identities. I was particularly excited to zero in on gender, in an attempt to work on one of the UN Millennium goals:

Goal #3 – Promote Gender Equality and Empower Women (http://www.un.org/millenniumgoals/)

This led us to discuss stereotypes that can exist for males and females and through drama, visual arts and writing, my students reflected on their experiences and how stereotypes can lead to exclusion. We read personal stories and viewed clips from the site, “Because I Am A Girl” (http://becauseiamagirl.ca/) and they mapped places in the world where these stories came from and looked for patterns. At the end, students wrote about themselves and their learning in a blown-up version of their individual fingerprints.

Over the course of working within this theme, I began to see the challenges my students had with the concept of Choice and realized I had found my next theme to explore with them.

Goal #1 – End Poverty and Hunger

Goal #2 – Achieve Universal Education

My students made puppet shows on iPads to illustrate a time when they had to make a difficult choice and we studied persuasive writing and how their voices can have an impact on the choices others make. Closer to the holiday season, we planned a fundraiser and I shared Unicef’s website and the survival gifts program (www.unicef.ca/). They convinced me that we should raise money to send a child to school because that would decrease the chances of this child living in poverty. So, we sold popcorn throughout our school, in the hopes of raising $75 to send a child to school. My students designed posters, they went to each class in the school and shared our idea, they counted and tracked the money that came in with the orders and to our surprise, we raised $300 and were able to send 4 children to school. Their one condition before I made the donation: can you please make sure that it is 2 boys and 2 girls?

Over the holidays, I contemplated how relatively quiet my mind was because I wasn’t hearing the daily concerns: he’s not sharing the soccer ball, I can’t find a teacher to help me outside, no one will play with me. In order to help my students with some of these issues, I needed to move to Power and its role in relationships and specifically on the playground. My students took post-its notes outside to record when they heard power being used and we studied about power in science through light and sound. They wrote articles for a class newspaper that outlined powerful people in our school and my personal favourite, we discussed imbalance in power, which led to yoga during our gym periods.

As I move into my last theme of the year, Agents of Change, Mission Impossible music plays in the background while my students are designing badges and creating surveys which will provide them with the data they need to make changes within our school.

Goal #7 – Ensure Environmental Sustainability

When my colleagues ask me how I find time to teach the curriculum, I say: The themes are my curriculum, they are what drive me to make connections for my students.

March 23, 2012March 23, 2012 Alison.Board Communication Tools, Diverse Learning Needs, Resources, Use of Technology

Technology in Grade 1& 2

After reading about how technology has engaged the students in Carmen’s class, I thought about the same affect it has had on children in grade 1 & 2. The activities using media definitely developed throughout the year as the children gained confidence and skill in their use of computers (some had to learn how to move the mouse and click).

At the beginning of the year the children played educational games on the computers in the computer lab. Then we learned how to log on individually with a password (this took time). Then students wanted to create using KidPix software, so we worked our 2-D drawings for math into a computer lesson and printed off our creations to share with one another. As the year progressed, we integrated the use of video cameras to record math songs that they created. This was such a success that the children wanted to also record their “Public Service Announcements” (PSA) that they were working on. This project integrated persuasive writing, media literacy, and science.

Once the PSAs were completed there was some difficulty sharing the videos for viewing. A colleague suggested we use VoiceThread, which would enable all the videos to be downloaded to one location and would also allow the students to view and comment on each others work. There is a cost for this service ($15 for 2 months), however, it was already worth it when the children gazed in awe at themselves and their classmates. We are now in the next step of using the technology which enables the children to provide feedback to one another’s PSAs using either a voice tool or a comment box for writing.

This technology has extended the children’s learning for media literacy, adding metacognition and peer feedback. If you are interested visit Voicethread for teachers at http://voicethread.com/products/k12/.

March 9, 2012March 10, 2012 Roz.Geridis Communication with Parents and Guardians, Diverse Learning Needs, Resources, Use of Technology

Addressing Student Needs

After returning to the classroom, I have been introduced to a wonderful computer program which supports student learning. Read and Write Gold is a computer program which is used to help student read and write. Anything on the computer can be used with this program (Internet sites, email, scanned reading selections, electronic books/resources). If you teach for the Toronto District School Board all students have access to the program through every school and the program can be downloaded on a home computer for free. Other boards may offer the same support, please check with your administration.

Read and Write Gold is a text to speech, easy to use toolbar which sits on top of any open Windows application (it also works with MAC computers). Not only is it great to help organize information for students with learning disabilities, students without learning disabilities like the structure of the program. To give you a quick overview of the program: the students highlight a selection to have read to them. The speed, passage, volume and voice of the reading selection is determined by the user. The students can also highlight important information using 4 different colours. The program will sort the colour coded highlights and merge (into fact folder) all highlighted information onto a word document. The program even sites the sources for the students.

You can check out the program at: http://www.pdfaloud.com/media/12742/Read%20Write%2010%20Gold%20Beginners%20Guide.pdf

I have used the program with my students for their research projects. In order to support the students with learning how to use the program, our school held an evening learning session for parents to learn how to use Read and Write Gold. At first, it wasn’t about the research, the assignment was about learning how to use the program. The students have a better understanding of gathering research and compiling it for a paper or presentation.