Using Dialectical Journaling to Foster Reader Interaction

Recently, I had my students reread a story that they have now read 3 times.  We have taken Cornell Notes on the story, replied to a constructed response on the author’s use of characterization, and identified making inferences 

journal

as the strategy of choice to make meaning of what we read.  But I still felt that they really didn’t get the deeper meaning of the story – the impact that poverty had on the life of the main character.  I turned to my AVID English Language Arts Write Path book for help and found exactly what had been missing from my instruction – a framework for students to interact with the story.

After I quieted their groanings about having to read this story yet again, I explained to them that they were going to interact with the text a little differently this time.  I reminded them of how we had focused on vocabulary and the ways the author made the character more believable.  I then shared with them two words I’ve learned in a class I’m taking – efferent and aesthetic.  I wrote both words on the board and explained the difference – efferent reading has the main purpose of gaining information from the story to answer questions.  We were pretty good at that.  But aesthetic reading dealt more with how we interacted with the text – how we responded and reacted to what the author had written.

aesthetic efferent

The students were told to divide their papers into two columns (I’m not really a fan of the whole hot dog/hamburger fold thing, so I just told them they needed two columns and let them use their own judgement).  The left column was entitled What I Read – the right column was labeled My Response.  I copied a few of the sentence starters from the AVID book, modeled an example for them, and let them work quietly and independently for about 15 minutes.  As I walked around and reviewed their work, I was impressed – these kids were able to gain much more insight into the main character’s life and challenges than I would have been able to teach them!  (You can find a sample handouts for use in your classes here).  I’m sharing  a few examples from my class below.

dialectical 3

WHAT I LEARNED 

It was really important to me that each kid get a chance to share what they had learned, so we went around the room and allowed each of them to share their responses.  Time was getting away from us and we still had to take our end of year STAR360 test, so I skipped a boy who had reacted to a classmate’s response.  This kid has not willingly completed an assignment all year, so I figured it wouldn’t be a big deal.  But as the next student shared, I literally saw him shrink into his seat and slowly begin to disengage.  When the student was done, I apologized to my boy and allowed him to share.  The transformation was incredible!  He sat up tall, grinned a little, and proudly shared his reaction with his peers.  I learned to value each voice in my room – they are all learning, whether I can see it or not!

Have you used this strategy in your classroom?  How’d it go?

Formative Assessments in PD

Formative assessments are an ongoing way to determine student knowledge and mastery of skills and standards.  A quality formative can allow a teacher to gather a large amount of information in a short amount of time.  The data collected allows the educator to hone in on gaps in student knowledge at both the class and individual levels.

As a trainer, it is important for me to ensure that my teachers are knowledgeable about a wide range of technology tools and practices.  However, this is often difficult to determine at the end of a 40 – 60 minute session.  For this reason, I often introduce topics to my staff in a face to face setting and then assign a formative to be completed within a given time frame.  This allows the staff to review the covered material at their own time and pace, and affords an opportunity for them to show what they know.  I use the results of these formatives to determine the need for future deep dives or flexible small group sessions in order to provide further support on the given topic.

Below is a sample of a formative assessment involving the use of OneNote.  In this example, participants viewed a video and responded in the OneNote Staff Notebook which was the focus of our face to face session.  By reviewing entries made in the staff notebook, I had an immediate sense of those who had mastered using OneNote Staff Notebooks and those who needed more assistance.  Additionally, there was a section in the notebook for questions and requests to get these notebooks in place in the classrooms.

http://cmsdigitallearningpd.weebly.com/onenote.html

Using Technology Challenges to Encourage Tech Integration

As a technology coach, I’m always looking for a way to share the latest tech tools and fun integration ideas with my staff while at the same time, providing the required “how to” sessions on taking attendance, printing bubble sheets, entering electronic referrals…the tasks that are a necessary part of our day to day life. Time was (and is) never on my side when it comes to offering fun, engaging ways to get our students excited about learning.   After lots of research on blogs, Twitter, and other online resources, I stumbled upon The APPmazing Race and had a quintessential Aha! moment.  The collection of activities provided teachers and other participants to discover a wide range of technology tools that appeal to all sorts of learning styles in a very short amount of time. I immediately reached out via Twitter to Mr. Carl Hooker (@mrhooker), founder of iPadpalooza and the brains behind The Amazing App Race to ask if it would be ok to attempt such a task with my teachers.  He granted me his blessings and off I went.

With the week of preplanning quickly approaching, I decided to stretch the virtual race out over the school year and came up with a monthly Tech Challenge.  Each month, I select either a district software program, a fun new tech tool, or online resource and issue a challenge to our teachers to complete it.  At the end of the month, the names of those completing the challenge are displayed on our Faculty Site and those teachers become eligible to be nominated as our school’s Outstanding Technology Teacher of the Year.  These teachers are honored with a banquet and showered with prizes by our school district and corporate sponsors.  Examples of challenges include:

  • Adding a profile picture to their Office 365 account
  • Completing the orientation for our district’s online PD platform
  • Earning badges through pariticipation in online webinars sponsored by programs like SimpleK12
  • Creating a Twitter account and collaborating with other educators worldwide.

Each challenge has a verification process attached to it so that I can tell who has completed them.  These are totally voluntary, but the teachers have really begun to buy into the idea.  I’m really excited about the excitement that this will generate, and hope it helps teachers see tech integration as a way to engage students instead of “one more thing” they have to do.  Below is an example of a recent challenge.

Have you found ways to spice up your PD sessions?  I’d love to hear about them.

Happy Teching!

Duane Garrett – Video Productions

Inside Mr. Duane Garrett’s class at the Conyers Middle School Center for Technology Education, students are buzzing about the history of television.  Mr. Garrett encourages students to bring and use their own devices to collaborate on and create presentations on a variety of topics.  Students are given the freedom to select from digital tools that fit their learning styles and interests.

Our History of Broadcasting project tracked the progress of broadcast technology starting with newspapers in the 1700s and ending with our current technology.  I have another project coming, “The Future of Broadcasting”, where the students will have to research new and emerging technologies and create a similar presentation.

Take a look at some of the these outstanding student projects below.

Video by T. Mondragon – The History of Broadcasting

Prezi by Z. Tucker – History of Broadcasting

 

Experimenting with Flipped PD

The PD process has been a thorn in my side for many years. I am always thinking about ways to make the learning experience more interactive and meaningful for my teachers. I’ve read books and participated in webinars on how to energize PD. I’m currently going through a coaching program to gain even more insight on working with teachers. I’ve scoured the internet over the past few years on ways to take the “boring” out of PD. And like so many of the teachers I work with, I’ve become much smarter about what works and what doesn’t in PD – but my “students” remain disengaged and frustrated.

It’s not that I don’t want to change. But the process of training is a challenge, especially in a school building. I hear what others are saying about best practices and ways to improve, but my reality is a lot different. My sessions often get “bumped” for more pressing needs like state testing, schoolwide intitiatives, mixups with the PD calendar for the month…and while I recognize that things happen, it creates an atmosphere of only training on “need to know” info like posting grades, gathering test data, and the latest district software instead of doing and sharing the fun things I want to do like technology coaching, collaborating on projects, and co-teaching classes.

After lots of experimentation and a few epic fails, I think I’ve stumbled upon a possible win for next year. I plan to “flip” our technology staff development by providing our staff with an online platformtrampoline-trick-jumping-boy-salto-bounce-flip

I have built a Digital Learning PD website using Weebly. (I’ll talk more about why I chose that in a later post). It’s still a work in progress, but I think it will allow for the flexibility we need to get the “meat” of our topics ahead of time so that we can use PD time for “dessert”.

After creating the frame for my site, I began with our first lesson called OneNote 101. I created a simple lesson online – an intro, an online tutorial, and 3 tasks – and required the teachers to respond in our OneNote Staff Notebook (read more about that in this post). Here’s what I’ve learned so far –

  • Provide clear instructions. The first time I sent out the info in a generalized email, I was so excited to see their progress. I checked that staff notebook every hour, eager to see the waves of genius and inspiration that my PD had inspired. Day One – nothing. Day Two – nothing. I realized later that since the OneNote link was first, most teachers stopped reading there and once they opened it, were confused about what to do next. My instructions made perfect sense to me, but they were written from the instructor’s point of view – not the participants.
  • Teachers need a “why”. The most common feedback I received went something like this: “I know a little about OneNote. I’ve always thought of it as something you use to plan vacations, or do stuff at home. I’m trying to understand how this fits with my classes.” To help with this, I added a Why? Section to each tutorial along with estimated times and the general overview. I’m hoping that this will help with the big picture so that they can move forward with actually completing the assignment.
  • Spell out the expectations.   If there’s no reason to do it, it won’t get done. This is true for kids, and as I found out, for teachers as well. I had to explain they wouldn’t get credit for attending that week’s PD session until they finished the task. I’m hoping this will encourage them to get it done.

I’m sure I’ll have more lessons as we complete this experiment. Have you tried “flipping” your professional development? How’s it working for ya?

Word 2013 Document to a Picture Using PowerPoint 2013

frustrated-work-293jt042412I am frequently asked to update our school website with flyers and pictures of upcoming events.  Since I’m using Sharepoint 2010, I either need the items to load as a PDF or some sort of picture file (jpeg, png, gif, etc.) in order for those outside of our organization to view and download items.  Many of our teachers and staff create really cute flyers using Microsoft Word 2013, so I typically just save them as PDFs to upload and share in a document library.  However, there are those times when we want the actual flyer to appear as a picture on our site.  And currently, none of the image formats are options in the Word 2013 Save As list. Uggh!

Google searches have been really handy in locating a wide range of solutions, but I stumbled upon another solution completely by accident the other day and thought I’d share with the eduverse.  Here’s what I did:

  • Open a blank new slideshow in PowerPoint 2013.
  • Click the Insert tab, then select Object (it’s in the Text group).
  • Once that opens, select Create from File and browse to your Word document.  Got it?  Click Ok.
  • Now, right click on the Word doc in the slide and select Save As Picture.
  • Voila!  You now have an image file of your document.

This may have been the hard way, but it works for me every time.  Do you know of an easier way?  Comment below or on Twitter @thetechladyblog.

Happy Tech-ing!

OneNote Staff Notebook – Lessons Learned, Part 1

In this post, I shared my attempt at using the OneNote Staff Notebook for technology professional development.  The experience was an eye opener for me, mostly because there were a few logistical issues that I hadn’t thought about.  As I reviewed last week’s experiences, I made notes on a few ways to tweak the process going forward.  Here’s what I found – use what you can and toss the rest!

    • Start with a face to face session.  Instead of simply sending out an email that pointed teachers to the task in their OneNote Staff Notebook,  I should have had a whole group session showing teachers what to do, then allow those who are independent learners to complete the tasks at their own pace.  Teachers didn’t know how to get to their notebooks any other way except from my email and once they deleted it, they were lost.  So funny how many teachers responded with “What’s due?!”  when I sent out deadline reminder.
    • Modify tabs before you share.  When you open the notebook, the sections you see are Welcome, the Collaboration Space, and Content Library.  Each of those have generic info created by Microsoft, and it’s not obvious where teachers should look for their own content.  I streamlined the info so it was a little less confusing.
    • Add explanation of tabs and sections.  I went in and modified tab names and created a page in Welcome section that explained each item they saw across the top, as well as the tabs in their own notebooks.  (See my example below) I also put tip on how to see sections that were not showing up.

onenote sample

    • Create a few generic comments and modify as needed.  It was easy to personalize when only handful had completed session, but became harder to do when 50 – 60 had completed assignments!  I was able to copy and paste my generic comment and make changes, which saved me a tone of time.  I also found these really cute QR Codes by Heather Kaiser on Teachers Pay Teachers to use.
    • History feature is even more awesome than I thought!  I panicked for a second when I started thinking about how to monitor the completion of multi-level tasks by the 50+ teachers whom I had made users of the notebook.  Thank goodness for History!  Not only does it allow me to decide the timeframe in which I need to review changes, but it places the name of all users who have made modifications in bold text.  It even bolds the section of their individual notebook they worked on!Well, there you have it.  I’m sure there are many other things I haven’t even come across yet, but I’ll gladly share as I go.  What lessons have you learned using OneNote Staff Notebooks?Happy Tech-ing!