Biology students at Lewisville High School are in week 4 of school. They have a variety of tools out in their classroom and teams are intently focused on their work. In fact, focused is a little too light of a word. They are super-laser-focused. Each team is working with bugs. Each team has designed an experiment and is collecting the data. Let’s jump back to the digital outcomes that LISD promotes for 1:X devices:
Right tool, right time
Input over output
Design for the work, not for the app
Ms. Delozier has designed a space, an environment and has designed work that really intrigues these students. They are seamless in how they use their different devices, they are capturing the process with their devices and the work… well, it pretty much speaks for itself. The work allows the students to choose the right tools and build what they need. And, the tools allow them to capture their learning through video, notes, pictures, data, graphs, light intensity meters and more. Take a look at the raw video to get a feel for the classroom:
Twitter chats can be an up-and-down experience! Have extra time? Enjoy sharing ideas without the bounds of space/geography?
Instructional Technology is running the #1toXchat every Tuesday at 8pm and we are always looking to improve/innovate the process and structure of the chat itself.
Q1 A1? Maybe be well suited for some topics.
What are we going to come up with next? Join in and participate on Tuesdays – OR – lurk the #1toxchat at a later time by using the search function in Twitter! Either way – we’d love to get your input! Find us on Twitter :P
“…how the devices could capture moments that told stories about their students’ experiences in school. Instead of focusing on what was coming out of the iPad, they were focused on what was going into it.” (Slate.com, 2013)
While many districts are focused on the assessment compatibility of devices or the amount of digital content that can be pumped out of them, there is a huge amount of insight that educators gain about their learners, and the classroom learning, when our tablet efforts are focused around ‘input over output.’ Reading a couple of blog posts this summer triggered some connections about how we can leverage the power of a tablet in our learners’ hands.
PLAN and SEE: iMovie on the iPad is a really incredible tool for students to capture learning and create content right there on their device! But, before you go all-digital, all-the-time, check out these iMovie trailer planning tools created and shared by Tony Vincent on his blog. Starting on paper, or a whiteboard, or a poster is often an ideal way to thoughtfully design a product while giving the educator a chance to literally see if learners are on target – not just with the product, but with the content objectives as well. These PDFs will probably trigger some other process ideas for you as the blog post clearly outlines the planning process.
SOLID CONTENT: Of course, planning is only one piece of the puzzle. Gavin Smart shares an iMovie trailer student example about ‘Properties of Ionic Compounds’ to help us understand what a final product, one that is laser focused on content, looks like. Take a look at the video and you’ll see the connections instantly. In fact, you will see the power of input as these students captured their own learning, in their own words and their own media.
This wouldn’t be complete without the ‘Classroom Workflow,’ so here is the graphic! You may notice some similarity to a previous example…
Ms. Franks’ class worked in pairs to create student-built lab safety posters during week 1 of school
After last weeks post on a common start-of-the-year science topic, I had a chance to see some student built lab safety procedures in action! Ms. Franks’ class at Forestwood Middle School used the camera App and a Slide App, working in pairs, to each build one of the lab safety rules for the class. Students used pictures of themselves in action to demonstrate the proper lab safety technique, Ms. Franks printed their slides and they are all posted for the whole class to see while working on experiments.
In addition to our LISD classrooms, Ms. Fielder (in Krum ISD!) shared her student-built lab safety presentation. Check out the PDF version to see how quick and easy it can be for our kids to generate some of the foundational and critical content that we use in our classrooms! Thanks to LISD Design Coach, Dawn Fielder for hooking up this example!
Students build lab safety presentations in Krum ISD!
We are happy to kick off an informative, possibly weird, yet brand new communication avenue from the LISD Technology Department to YOU! This weekly video series from Instructional Technology will bring top news, weekly instructional tips & tricks, a rotating panel of co-hosts and guests, and finally – the always popular – tips from the LISD Helpdesk!!
Today, we are formally introducing the newest member of the 1:X Family: the Chromebook! We’ve got support, training, guidance, and more on our official “Chromebook Toolkit” webpage! Be sure to check it out. :)
It’s the start of the school year for Science teachers all over, which can mean only one thing: LAB SAFETY!! So with my middle schooler starting this process, the gears in my mind started to turn. How do we get kids to identify the rules (it is, no doubt, posted in many places in the lab)? How can we get kids to build these concepts and set their own priority for different items? It is a routine series of events in a science classroom, but I landed on a ‘what if’.
What if the teacher hid her or his list of top ten rules – wrote them down, pulled them out from last year – but didn’t tell the students? Here’s the workflow for where the idea went:
Process: Students work in pairs to compile a ‘top ten’ list of lab safety rules based on their observations of the environment and/or pre-determined research materials. In pairs, they make a short video on iMove, 2 minutes or less, that demonstrates their lab safety rules. Students must use images from the class, as well as video, to produce their short film.
The short project could culminate with a game-show type atmosphere to see who got the closest to the ‘pre-established’ rules. The impact?
Learners build their own meaning of and find their own examples of lab safety.
Learners establish a partnership with another new student at the start of the year.
Learners identify and prioritize what they see as the most critical lab safety rules.
This needs some gift-wrapping, though, to make it complete. In order to sequence the learning the most seamlessly, it would need a pre/post assessment, formative feedback during the planning/production phase, and consensus as a class on what the final version of the rules would be. I’m sure you would add other great components to this idea stem as well!