Making Time for Change

This weekend marks the end of my first ten days with students who have MacBook Airs as part of our 1:1 initiative this year. Overall, the first ten days have been good - the students are bringing their devices to class and they are charged and ready to go, for the most part. Some days we have used them a little, some days we haven't used them at all. In a perfect world, technology saves time. What I am struggling with, though, after these first ten days, is the time I am losing to using technology. How do I make time for this change?

On day 4 we do a quick review of the scientific method, followed by our first lab of the year. Because we had the MacBooks at our disposal, I used Pear Deck to gauge their understanding of what they read the night before. Pear Deck is great - kids sign on with their Google info, so it is fast - and can be used as an easy student response system. I wasn't really presenting information, just asking questions and seeing answers through Pear Deck. Where typically I might have just tossed out questions and called on a couple of kids, I could see everyone's responses. It was nice to share the responses I liked the best and highlight a couple of misconceptions, but, by the time they got to the lab, I was wishing they had about 7 extra minutes to complete that portion of class.

Then I missed a couple of days due to inservice. I wanted to make sure I knew what they understood from the days I missed, so I asked everyone to post their answers to a homework assignment to our LMS, Schoology. I also asked them to "like" a post that they knew was correct. Again, where I might have just asked a student or two to share, I could see everyone's answers - and so could the class, raising the ante for homework a little - but it took longer for them to type out their answers and read through some to find one to "like." Again that day I found myself racing through content to finish by the bell.

Last example: On Friday we did one of my favorite activities, determining the density of a bowling ball so we can see if it sinks or floats in water. I used one of my favorite tools, Nearpod, to introduce the activity. Students had to input answers to questions like "do you think the bowling ball will sink or float in water?" or "what measurements will you need to determine if the bowling ball will sink or float?" I used Nearpod's new instant question feature to redirect the students when their answers were incomplete; I would have missed that opportunity if I wasn't using this tool. Once the kids developed a clear idea of what they needed to do, they set off measuring and calculating. But the bell rang before we could test their predictions, so I had to put that off until Monday. Hopefully, the suspense is building.

I knew things might take more time this year, but I was expecting the obvious things: "I don't have my MacBook." "I left my MacBook in my locker." "My MacBook isn't charged." "Watch how slooooooowly I can remove this from my backpack while you try to start class." "I'll be with you as soon as I stop messaging with my friends." There really hasn't been much of that at all. All of the technology slowdowns have been a result of gaining more information while I am teaching, something I know I should be celebrating.

What are my takeaways of these first ten days? 

• In each of these examples, I used technology because I had it. And I used it to check for understanding of the easiest content of the year. Maybe as the content grows more challenging, the time I spend to see a fuller picture of my students' understanding will feel like more of an investment. 
• I have planned this unit using my pre-1:1 ideas and planning will need to change as I consider how my students and I will use these devices meaningfully. As I think about my second unit of instruction, I know I need to think about how my pace will change as I change my practice.

On this week's agenda is a reading quiz, delivered through Schoology. Then the students will complete one of three quick differentiated activities, based on their scores on the reading quiz. Without Schoology, it would take much longer to hand grade the quizzes and sort the students based on scores. Still, I am hoping for enough time at the end of class for a few quick demos to reinforce the reading with what feels like actual chemistry. Hoping for enough time. That's going to be a theme this year.

These Notes Look a Little Sketchy

Earlier this month I wrote about thinking about note-taking differently in my classes this year. That post shot to the top of my "posts most read" list since starting this blog about year ago. I'm not sure why it has been so popular. When I shared the described differences with my students, they weren't clamoring for more information. They had the same "ok, we'll take notes if we have to" looks on their faces that they typically have. Maybe one reason the post gained so much traction was my brief discussion of sketchnoting.

Sketchnoting is hot right now. There is no doubt about that. If you are following this trend, you know that sketchnoting is like purposeful doodling. At least that's how I described it to my students. If you haven't seen much sketchnoting, imagine taking notes in pictures and images, using words and pictures equally or even pictures dominating over words. My first sketchnote, such that it is, is pictured above.

I'm not a pictures thinker. That's not to say that I don't picture things; I do, vividly. When driving somewhere new, I picture where I am going. As I drive in to school, I picture my lesson in my mind. While reading or learning, I picture the ideas. When teaching, though, I am more likely to describe things than draw them because that's what I prefer as a learner. Still, with so much being written about making thinking visible, and the undeniable statistics that we are such a visual society, I know that this is an area where I could do some wandering and exploring.

So, as I started this school year, I have tried to take opportunities when I am a learner to sketchnote what I am experiencing. I started with our opening convocation delivered by our school superintendent and an amazing student at our school. Here is that sketchnote:

This week I attended two days of inservice. Day 1 was an extension of our district's focus on Marzano's work. We explored ways to use technology to enhance the art and science of teaching. Here is that sketchnote:

Inservice Day 2 was a thinking deeper about Marzano strategies day. There were many valuable insights that day, but I tried to save just the ones that resounded most with me. Here is that sketchnote:

And here's what I can say about sketchnoting so far:

• I thought some of these looked pretty bad, but I have received many compliments, including this one (may favorite):

• While sketchnoting, I find that I have to pay closer attention to the activity at hand. It is much harder to multitask, check my email, write tomorrow's quiz, and so on, if I am focused on recording the ideas in an artful way.

• On the other hand, sometimes I am working so hard to make something look just the way I want it to, or at least as nice as it can with my cheapie stylus, that I miss something important like directions or reflections.

• I need to use fewer words and more pictures.

• I also need a better stylus.

• It's a cool experience to try to encapsulate the ideas into just a few words and pictures. It's a great prioritizing experience and I am learning a lot about my takeaways by doing it.

• I have attended a lot of inservices where I walked away with a packet from the power point. That packet sits on my desk for a while until I eventually file it somewhere and probably never look at it again. A sketchnote is more interesting to look at and takes up no space in my files or on my desk.

If you have been toying with giving it a try, I recommend it. I am only 4 sketchnotes into this, but I am going to keep working on this during this year. And to celebrate, I might just buy a fancy stylus tonight!

I'm Gamifying my To-Do List

I am always on the lookout for a good to-do list app. Every one that I've tried is too complicated or too needy. I download new ones from time to time and try them out, but always abandon them for paper and pencil. My fave so far has been Google Keep. Simple, shareable, easy. But yesterday I saw another one that looked so funny that I downloaded it to try it out.

Quest is an iOS app for iPad or iPhone that you can use for to-dos or reminders or other similar task management. When you start using it, you get a pixelated 8-bit character. As you complete tasks and check things off your list (your Quests), you can level up your life and earn things for the avatar. It caught my eye because of the gaming quality. When my son was younger and didn't want to write his spelling words, I would sometimes draw him a scene where a truck would advance a certain amount with each word or a train advanced on a track toward the station. He is starting middle school tomorrow, so right after I installed Quest on my iPad, I installed it on his iPod.

It's easy to create tasks and lists of tasks with a swipe. As you complete tasks, you also swipe. The task turns into a jewel. Tap the jewel and you can see your level edge toward completion. My son was instantly drawn into the app and wanted to create tasks. Hopefully he will want to complete them as much as create them.

I like the simplicity of the app with ability to easily customize. The gamifying quality is a new twist on task management that will make keeping track of my to-dos more fun. Maybe grading lab reports will seem like a great accomplishment when I get a new outfit or weapon when I finish! Quest has many 5-star reviews in the app store. Reviewers suggest that it needs a way to add recurring tasks (that would be great) and a female avatar (I concur). Quest was free yesterday (and might still be free today). It requires iOS 7 or later. There is an Apple Watch app too. If you are ready to gamify your to-do list, check out Quest.

A Nearpod Update that is an Instant Improvement

It's no secret to anyone who has ever read this blog that I am a big fan of Nearpod. If you are unfamiliar, Nearpod is one part presentation tool, one part student response system. You import your slides and then add interactive components like quizzes, polls, drawing, websites, and more. This week's update made this already great tool even better.

Today at the SPARCC conference, I led a session comparing Nearpod and Pear Deck. I also compared them in a previous post. They are similar tools with many similar features. I like them both a lot and use them both in my classroom. Both combine slides with interactive components. Both export reports. Both integrate nicely with Google. Sometimes there is a tradeoff: Nearpod has better classroom management features, but Pear Deck allows teachers to ask questions on-the-fly, altering the prepared, planned lesson as necessary with spontaneous follow-up questions. But now Nearpod users can do that too.

With this latest update, instant questions and other components have come to Nearpod. While inside a live presentation, you click (or tap) the blue Nearpod at the top of the screen to see the instant options.

You can ask a True/False or Open-Ended Question, send everyone to a website or send an impromptu slide (complete with text or drawing or images from your files or Google), or send participants a Draw It slide. I love the idea that I can quickly draw something and send it out or take a drawing and screenshot it and send it to all the participants for corrections and additions. The ability to ask instant questions really increases the value of the tool because it implies that instruction is changing to meet the needs of the learners; it's not just a stagnant, pre-packaged plan.

I hate to sound greedy, but I would love to see polling added to the instant options. I love the idea of being able to ask students if they agree or disagree with discussion points or if they think a problem solving strategy would or would not work. I tried to use the True/False option like this, but you have to indicate a correct answer, so it has a different feel.

The app update also says that you can follow authors you like and receive notifications of when they have new content available. I haven't figured out how to do that yet, but, if you do, and you like chemistry, consider following me. As of today, I have 15 NPPs available in the store.

ReFlexing our Math Muscles

A couple of times this summer I have mentioned on my blog that we are working hard on math facts this summer with one of my kids. Both kids are changing schools this year and I am worried that we're not exactly math-fact-ready. We have tried a lot of things this summer - iPad and web games, flashcards, drawing visual representations of the facts. All were met with teeth gnashing and big sighing. The most recent addition to our math fact repertoire is a web tool called Reflex.

Reflex is a math fact fluency tool made by ExploreLearning, the Gizmos people. My school district has been a subscriber of Gizmos, standards-based math and science simulation tools, for over three years. As subscribers, we get a regular e-newsletter for Gizmos and Reflex. In each newsletter, the big gains possible with Reflex are highlighted. This is what made me try the 14-day trial. 

The first time we used Reflex, we were greeted by a funny crab who delivered directions. Numbers had to be typed as quickly as possible, probably to gauge how quickly a child could type a response. Eventually simple numbers turned into math problems. Step two was similar but in a different setting. A rabbit named Dwight invited simple number typing and then problem solving. Next a student pops balloons by answering problems. This allows a student to earn a ticket to Reflex island when games can be played after some coaching and puzzle making with a bear called Coach Penny. She gets us ready to play the games each day. Games allow students to earn tokens that can be redeemed in a store for clothes and other customizations for an avatar.

Dwight and Penny prepare students to play games on Reflex Island

There were many reasons this tool appealed to my child on Day 1. With all these layers and characters, you don't get bored. Even when you find something you don't like (we're not big Coach Penny fans over here), it doesn't last long and then the focus shifts, even though the work remains the same. The characters are unique and funny. Every time Reflex is "played" at our house, someone mimics Dwight the Rabbit as he explains that if we see a fact we don't know, we can "hit the space bah." The avatar is fun and customizing it brings a gamification quality to learning facts. The games played on Reflex Island are simple - the ninja game was a BIG hit over here - and emphasize mastery in a way that just feels like playing a game.

There have been many reasons that this tool has appealed to me so far. Each day a new element is introduced. New games are unlocked or new features are enabled or and the difficulty increases. Coach Penny does give a brief lesson, so some direct instruction of a rule or fact family is present. I like the focus on fact families. When 100% fluency is reached, it will be with multiplication and division of numbers 0-10, not just multiplication.

We're now on Day 11 and I am pretty impressed. From the teacher side of the tool, I love the reports that are available so I can see the progress from Day 1 to now. The fluency meter continues to rise every day, a fact family tree shows how many facts have been assessed and how many have been mastered, and I can quickly generate graphs that show fluency gains over time. I also like the milestone certificates that are generated. 

We have had a few setbacks. As the content increased in difficulty or games got harder, there have been tears. One way we combated that was to turn down the volume. This way it's easier to ignore the pressure of the timing feature - my children do not like to be timed - and the sometimes distraction of music and noises.

This great tool does have a cost. For home use, I'll pay $35 per student per year. On the one hand, that feels like a lot. On the other hand, in 11 days I saw big gains in fluency, so it feels like money well-spent to me. Which is good because our free trial ends in 3 days. I just wish my subscription came with a plush Crabby. Or that we could buy a plush Crabby. That sure would be nice tucked inside a schultüte in two weeks.

Rethinking Notetaking

When I first learned about Cornell notes, it was love at first sight. I loved them so much that I decided to change all the notes in my class to Cornell notes. I drew many vertical lines on my chalkboard, created SMART Notebook templates, and wrote a helpful handout to guide students in their use of these notes in my class. I talk about note-taking on day 2 at school, accompanied by said helpful handout, and then send the students off to read their first assignment and take their new special notes. By day 3, the rebels are already refusing to use this method. By day 10, many have realized that there won't be notebook checks, so they abandon it too. By day 30, I am really not using it either. At least not all the time.


These days on Twitter, it seems like you can't swing a dead cat without hitting a tweet about #sketchnotes. I recently poured over sketchnote novateurtrice Sylvia Duckworth's Sketchnoting for Beginners and downloaded a couple apps, including Paper by Fifty Three. Just today, in fact, I tried my hand at creating a sketchnote. I was really proud of my iPad drawing, but I hated the look of my handwriting. I had more written, but it looked so messy that I ditched it.

How do you like my first attempt?

Sketchnoting makes a lot of sense to me. Sketching is one of the early steps of the design process. Sketching helps eliminate ambiguity of ideas. If we all see a sketch, we are more likely to agree that we have the same idea. These are very important checkpoints in a subject as abstract as chemistry. Still, if everything for my class becomes a sketchnote, I think it would be more than the rebels who refuse by day 3.

The sketchnoting trend and impending August have got me reflecting about note-taking in my classes this year. Instead of putting all my note-taking eggs in one Cornell basket, it seems wiser to teach a variety of strategies and then model using different ones for different jobs (and encouraging kids to do the same). That's going to be my approach this year. To that end, a new helpful handout:


 
This one has fewer words and is more visually interesting. I wish I would not have already copied the old helpful handout. Well, at least I can share this one paperlessly. Hopefully that makes TWO improvements.

Engineering the Education of our Students

A Science Framework for K-12 Science Education, the blueprint for the Next Generation Science Standards, made it immediately clear that engineering practices would be highlighted as critically important when they were included as one of three dimensions of science learning in the Standards. Upon reading the framework, I panicked a little. Sure, I have included inquiry and discovery experiences in my classroom for years, but engineering? What in the world would I have my students engineer?

I found a great resource in eGFI (engineering, go for it!), brought to us by the American Society for Engineering Education. The eGFI brand includes an interactive website with many lesson plans and ideas, a magazine, an e-newsletter, and more. The recent edition of the e-newsletter announced a program for teachers to earn an engineering certificate through the graduate school at Tufts University. This afternoon I attended a webinar to learn more about the program.

The faculty at Tufts University's Center for Engineering Education and Outreach will launch the program this fall for K-12 teachers. There are four graduate classes, each four credit hours, that will be presented as asynchronous online experiences. Two of the classes are engineering content classes; two of the classes are engineering pedagogy classes. They are designed to be taken in a particular order and as a set, though teachers may elect to take just one or two of them as standalone classes if they wish. 

The webinar made it clear that these are Tufts graduate classes and will have requirements and responsibilities, including a focus on engineering design challenges. Participants will receive a kit in the mail with the most of materials they need to solve a problem. They will photograph and videotape their solutions, as well as participate in discussions and assignments with other participants. There are separate pedagogy tracks, and different projects, for elementary and secondary teachers. The classes are taught by the faculty at Tufts and graduate students will provide assistance as needed. I wish I would have asked how much time would be necessary to complete the assignments. Here is an example of the type of challenge students will work on:

I was bracing myself for the cost, but I was pleasantly surprised when I heard the pricetag. The courses cost $1000 each plus a materials fee. They are offering some aid, especially as they put together this first cohort of teachers. 16 graduate hours from Tufts and a certificate of completion for around $4000 sounds pretty reasonable.

I am intrigued. Are you? You can register for the upcoming webinar if you want to learn more about this interesting program. Or visit the website to read more about it.  While you are online, sign up for the eGFI newsletter here. And check out the website too. If you are looking for excellent engineering activities, you will find them there.